188 MASSACHUSETTS HORTICULTURAL SOCIETY. 



discover his weakness and to help him to grow strong. If he acts himself 

 out with things which are not typical there is no especial gain. If the 

 relations are artificial and unusual false associations are formed, false 

 standards are established, wrong habits and a wrong attitude toward life 

 are fostered. These results have troubled the thoughtful observer in 

 connection with regulation manual training in wood and iron, and even 

 in regulation cooking courses, when not connected with home needs, and 

 sewing, when based upon a system of models. 



Becoming dissatisfied with the regulation manual training we looked 

 about for something better. We found several forms which pleased us 

 and which we are using but none which, on the whole, proved so satis- 

 factory as has school gardening. It furnishes for us all of the requisites 

 given above. 



It gives some organic unitj^ to our nature study. 



It furnishes one center for correlation of our so-called regular school 

 work. 



It helps on the physical side by getting the children and teachers out- 

 of-doors a part of the day. 



It helps to establish proper relations between the school and the home 

 and the world. 



It is true that some city normal schools are, by the artificial conditions 

 with which they and their graduates have to contend, deprived of many 

 of these privileges, but the majority of the graduates of our normal schools 

 may and should use some form of school garden work in connection with 

 their school work. 



I have already said and written so much regarding the use of the school 

 garden as a basis for other school work and social work that I will only say 

 here that anj-one who is interested enough to write for a catalogue may 

 receive some account of our work along that line. 



It seems wise to us to put this work in three times during our nine years 

 of primary and grammar schools. The reasons I shall be glad to state if 

 anyone is interested to have them. 



Until last year we had not given school garden work to our normal 

 students. They had observed the work of the children and, in some 

 cases, had gained experience in teaching the subject during their practice 

 tenn, but the majority went out without any adequate experience which 

 would enable them to do the work in the schools where they were to teach. 

 Gradually it dawned upon us that we were doing for our normal students 

 just what we were criticising others for doing with the children, viz., 

 depending upon any chance experiences which they might have picked 

 up and upon a little observation work, as a basis for understanding' this 

 very important branch of school work. 



We have now made the school garden an intrinsic part of our course 

 in botany. Every student has his own garden. This experience is sup- 

 plemented by observation and discussion of the work of the children of 

 the Training School and by as much teaching as it is possible to allow. 



