bishop] some CAVTIOXS 299 



4. Sufficient protection of the garden against trespassers — 

 all kinds — may not be possible. 



5. The teacher may not be able to remain with the school 

 garden after the close of school to see that it is properly cared 

 for and it may not be possible to secure other dependable author- 

 ity to close up the garden in a creditable manner after the de- 

 parture of the teacher. 



The above do not include many items that might be men- 

 tioned, but which can generally be handled successfully by the 

 really interested and competent teacher. 



The' school garden should have a definite, clear-cut purpose 

 which should contribute to a real need in the education of the 

 pupils concerned. The school garden is a delightful work when 

 properly conducted, but never a plaything or an idler's loafing 

 place. It does not deal in fancy, faddish, far-fetched applications 

 of doubtful value, but it does deal with real things of value and 

 problems of lively, timely and self-educating interest. Its ethical 

 value depends upon the usable value of what it produces, in 

 exercise, thinking and products which the pupil recognizes as 

 worth while. 



The school garden must be a success in the quality of its 

 products and in the appearance of its condition throughout its 

 course. Dwarfed, faded, shabby vegetables and flowers ; third 

 rate fruit and sickly experimental plants ; carelessly made rows 

 and weedy patches : neglected cultivation and careless handling — 

 many or all of these reflect failure on the part of pupils, teacher, 

 school, and last upon the ''school garden'' which is subject to 

 failure or success according to the fate meted out to it in its self- 

 chosen "director" or the time, place, condition and purpose of 

 its being where it is. when it is. and what it is. 



The uninitiated teacher is liable to attempt too much, or to 

 attempt to do the wrong thing. Too many naturally beautiful 

 school grounds have become the unsightly remains of an ill- 

 timed school garden. School yard grass is much better than 

 school yard weeds and overgrown flower beds. 



A most successful school garden may consist of a few square 

 feet of good soil used as a simple germinating plot, for seed test- 

 ing, for the comparative development of young plants, and the 

 identification of plants by appearance. The planting of small 

 quantities of wheat, oats, barley, and rye seeds for the study 

 of the differing appearance of the young plants to teach identifica- 

 tion of young oat. wheat, barley or rye fields, affords a valuable 

 and interesting experiment. Likewise, the planting of certain 



