CALDWELL] THE SCHOOL GARDEX 251 



An important distinction has been omitted in such discussions. 

 We must have practical materials and economic values will be 

 derived from our science work if it is well taught. But these 

 materials are the ones that are significant in the lives of young 

 pupils, and since they are significant, they make possible a dynam- 

 ic and purposeful education that materials ^\-ithout utility can- 

 not give. The best education in thought power is developed 

 through real problems, and to young pupils practical problems 

 are real problems. We need the utilities therefore for educative 

 ends, primarily, but in being mere educative, they give knowl- 

 edge of utilities which may readily be turned to account. We 

 have gone quite too far in educational processes that imply that 

 we believe a higher type of education may be secured through 

 materials that in themselves are free from utility. Quite the 

 reverse seems likely to be true, since genuine significance of ma- 

 terials is essential to educational development through use of 

 these materials. 



\T. The School Gardkx and English. 



To a science man interested in education, it seems strange that 

 so much effort is made to teach good English through formal 

 drill, when so many real situations, as in garden work call for 

 description and good selection of vocabulary. All the kinds of 

 description — pictorial, verbal, and written — may be based upon 

 garden and other elementary science work,, and it has the tre- 

 mendous value of presenting something which the pupils know 

 about and feel is worth describing. We should need less of our 

 formal study of expression if we had and used more well-thought 

 impressions. English is a vehicle of thought, and we shall use 

 the vehicle better if we learn it while allowing it to operate in 

 its normal capacity in carrying thought. More clear thought and 

 clear expression about realities will reduce the amount of formal 

 drill in language. 



\TI. What Is of Most Worth in Education? 

 An education which does not fit people better to produce 

 things of value, to produce things of better quality, and in larger 

 quantity may justly have its values seriously questioned. What is 

 of most worth in education has occupied much time and thought. 

 Our general educational practice is evidence of our conclusion 

 a=i to what is of most worth in education if we agree pragmatical- 

 ly that what we do in life evidences our real philosophy. If this 

 inference is correct, we must conclude that most school people 

 believe in a relatively abstract education, in assignments and 



