126 NATURE-STUDY REVIEW [12:3— Mch., 1916 



taught in connection with seeds that are to be planted in the gar- 

 den than as isolated experiments. The fact that the seeds are 

 to be used gives a motive for the experiments that adds much 

 to their value. The needs of garden plants opens up a natural 

 avenue for the study of soils, soil water, air and related topics. 



The very fact that seeds are gathered for future use introduces 

 the children to simple principles of selection in plant breeding. 



All the different parts of plants used for propagation with the 

 different methods employed can be taught with better results 

 in connection with gardening than in any other way. Again, 

 the garden gives a most excellent background for the study of 

 weeds, insects, birds, fungi, and the artistic arrangement of 

 colors. 



The ethical and social values of gardening are quite as appar- 

 ent as the training and the acquisition of knowledge : the school 

 garden in which groups of children work together has its special 

 socializing value. Such a garden, except in the large cities, 

 should function chiefly as a laboratory in which by demon- 

 stration and experiment the principles of gardening are taught, 

 and are then carried over into the home gardens. The class 

 garden offers an excellent opportunity for team work. It is 

 a community venture not an individual one. Together the 

 small gardeners make their plans and together they carry them 

 out. I recall a group of sixth grade children who, last spring, 

 were setting out two long beds of salvia — two lads were meas- 

 uring and stretching the line for the rows; two others with 

 rulers marked the exact spots where the plants were to be placed; 

 others with trowels dug the holes; while still others removed 

 the plants from the flats and set them out. If you could have 

 seen those children working together industrioiisly, each doing 

 his share, you would, I think, have felt that they were getting 

 a training in cooperation that will be invaluable later in life 

 when they are called upon to work with their fellows in some 

 community enterprise. 



It is, however, the individual garden, which, whenever possible, 

 should be at home, that, I believe, gives the most far reaching 

 ethical and social results. Here the children have a greater 

 opportunity to exercise freedom and initiative. Here they 

 experience the sense of ownership, and ownership develops 

 responsibility. With these comes the joy of achievement, ach- 



