LANTis] CRITICISM OF SCHOOL GARDEN METHODS 187 



In Cincinnati, the inspectors visit the School Home Gardens, 

 offer criticisms and suggestions on the work, and encourage the 

 children, wherever criticism, suggestion or encouragement is 

 needed. The principles underlying the operations, demonstra- 

 tions of the same, and some practical work should of course be 

 given the child at school, so that only occasional visits of the 

 inspectors are necessary. 



A second criticism of the School Garden Movement is that 

 the movement is not bringing about one of the ch^ef objects for 

 which it was said to have been instituted or at least it is but slowly 

 accomplishing this purpose. I have reference, of course, to the 

 beautifying of our cities. In spite of the fact that the garden plots 

 are kept clean and attractive, the lawns and back yards at the 

 homes of the children, are on the whole improving very slowly, 

 if at all. 



Judging from the School Gardens which I saw this last summer 

 the child is permitted to grow in his plot, lettuce, beans, beets, 

 tomatoes, carrots and a few other vegetables. It is perhaps not 

 a mere coincidence that carrots were found in all the gardens in 

 great abundance. In only two of all these gardens, did the child 

 grow flowers on his plot. It is certainly a far cry from raising 

 a patch of carrots to making and maintaining beautiful surround- 

 ings. 



Of course I understand that if the child keeps a six by ten plot 

 of ground attractive now, he may, in years to come, keep his 

 place of residence attractive. But if the child, besides taking 

 care of a small plot of vegetables, should grow fine sod on the 

 lawn, grow paeonies and irises, privet, snowballs, spireas, lilacs, 

 roses, and the like, from seeds or cuttings, and adorn the lawn 

 and backyard of his home with these, would he be less likely to keep 

 his place of residence attractive when a grown-up? Is it not 

 obvious that he would be much more likely to do so ? 



In Cincinnati, while the child will not be discouraged i^ growing 

 a patch of carrots, he will be encouraged to make his place of 

 residence beautiful by growing many of the pretty annuals and 

 perennials, both herbaceous and woody, which adorn and beautify 

 the fine lawns in the wealthy suburbs. 



The third and last criticism, which I wish to make of the 

 School Gardens as they exist at present, is, that the interest 

 created in the child is not permanent. EducatOx^s tell us that 



