364 NATURE-STUDY REVIEW [11:8— Nov., 1915- 



Nothing can rival -the school-garden in securing co-operation of 

 parents and interested friends. An hour weekly sjiould be pro- 

 vided when the teacher is free to discuss school problems with the 

 parents. The child's school-work, habits and home-life are import- 

 ant. A teacher and parent standing by the child's garden will 

 soon notice if it has been carefully planted. The shirker or worker 

 is soon discovered. On this common centre of interest the parent 

 will more freely disclose the future plans for his or her child. A 

 mutual friendship may be established to bring the school and home 

 in a closer relation for the good of the child. 



The ideal home is the highest aim of each person. With this 

 beautiful thought in mind, the child has an aim worth striving for. 

 It is interesting to hear children describe the ideal home, or a 

 child's estimate of wealth. 



Many children have a vague idea of what a home really is. They 

 can only see the one in which they have always lived and which can 

 scarcely be called a home; where cross words, abuse, poverty and 

 idleness have wrought havoc and unhappiness. A careful teacher 

 can idealize home life and suggest that by industry and right living, 

 the better home may be within the reach of all. 



Teachers of school gardens have learned that: 



1. Introduction to school-gardening is nothing; success of 

 gardening is everything. 



2. Gardening encourages individuality and personal ownership. 



3. Every home should have a garden. 



4. The school gardens develop useful citizens. 



5. Achievement is the only patent of nobility. 



6. The "Kitchen Garden" demonstrates the economic food 

 values, prepares girls for their natural vocation and idealizes home 

 life. 



7. Everything and every individual should be of some use. 



8. The incapable are useless. 



9. Life is made up of problems. 



10. That the whole child must be trained. 



11. Gardens indicate progressive civilization. 



Were a kind fairy to suggest that one wish could be granted, it 

 would be that I should l^ke to see every child be g'ven an oppor- 

 tunity to study flowers, birds, animals; a place for play; a garden 

 for work; something to love; Since every home does not provide 

 these pleasures, the school can prove a valuable substitute bringing 

 the child in close contact with the things it loves, at least a part 

 of the day, during the years when the young life is being moulded. 



