250 NATURE STUDY REVIEW [8 :7— Oct., 1912 



garden. Possibly the imagination foresees fine vegetables to be 

 used or sold in the market. Tilling the soil, selecting and plant- 

 ing the seed, weeding, cultivating, and watering all become parts 

 of the processes involved in letting the imaginary garden become 

 as near a reality as the situation will permit. Work is purpose- 

 ful, and study of seedlings and growing plants, soils, and unfavor- 

 able agencies as parasites are necessary as parts of the general 

 purpose and plan. Self-activity increases interest and belief in 

 what is done and begets a sense of responsibility for the work, 

 as well as a pride in it. 



Our whole course in elementary science for the grades needs 

 to embody more work by pupils on really significant topics, and 

 less talk by both pupils and teacher about phases of nature 

 that may give some promise of interest, but little promise of 

 significance or educative quality. We shall have fairly good ele- 

 mentary science if nothing beside garden work is done, if that 

 is well done, and on a broad basis. ]\Iost would prefer much 

 beside the garden in the elementary science course, and with 

 that I should agree, but we should do more for educating chil- 

 dren if we touch much less in the course and do what is done 

 with the kind of significant purpose and first-hand contact that 

 garden work presents. 



TV. Value of Garden Products. 



While usually the total value of things produced in pupils' 

 gardens is not large, it may sometimes be considerable, and in 

 any event, it may reach a value of importance in the pupils' eyes. 

 To have earned a little money through garden work has often- 

 t'mes produced, even in pupils who have plenty of spending 

 money, a feeling of pride, that is a constant surprise to me. I 

 have recently seen a fifth grade child, one who was regularly 

 given spending money, gather regularly the radishes and lettuce 

 she had grown and carry them about to sell them, much pleased 

 that she had really earned money thereby. A sense of ownership, 

 of pride, and of budding independence is of great educational 

 importance. This is the basis of further economic development. 

 The work itself may be the basis for future vocational work, but 

 in any event, it is the basis for understanding and sympathy with 

 certain most fundamental vocations. 



V. The G.\rden and the Utilities. 



Tlie demand for more jiractical materials is being made for 

 both elementary and high schools, and we who advocate this 

 are often accused of seeking a "dollars and cents" education. 



