234 MASSACHUSETTS HORTICULTURAL SOCIETY. 



the garden there was a greenhouse and a trained gardener was in charge. 

 The greenhouse was for the laboratory work connected with the experi- 

 ments of the garden and for the use of the students in preparing for the 

 garden. On the grounds a plan was being worked out of having all the 

 trees and shnibs of the state represented so that the children could have 

 a broad ^^ew of the resources of their state, and, fiirthennore, these trees 

 would attract a great variety of birds. Finally they had set aside a little 

 plot for a miniature forest, in order to teach some of the lessons of 

 forestry'. 



At the Bridgewater school we are lajing out nearly two acres for a simi- 

 lar garden, to ser\'e as an out-of-door biological laboratoiy. 



What is the use of such a garden? It provides an abundance of growing 

 material for the different lines of nature study for the younger children; 

 crops can be raised in connection with geography. With the older chil- 

 dren in the grammar grades and high school it furnishes the opportvmity 

 to teach the elements of agriculture, horticulture, and floriculture, and 

 still further it is an out-of-door laboratoiy for the study of biology with all 

 of its problems of insect and bird life. We ha^-e had our chemical labora- 

 tory, oiir physical laboratory, our indoor biological laboratory'; this adds 

 the out-of-door laboratory for all combined. 



You see then we have somewhat of a larger view of the work that is 

 before us. 



It is distinctly in line with the changes in the other subjects of the cur- 

 riculvmi. Changes have come about in the arithmetic of the school through 

 the selection of subjects of practical vakie. In geography we have 

 emphasized the life side of the different peoples, and given commercial geog- 

 raphy a leading position. In history we are beginning to make the chil- 

 dren see that they study the things of the past not because of the past but 

 to understand the problems of today. The wise teacher makes a connec- 

 tion with real life in every subject. 



In manual training the tendency toward vocational industries is very 

 marked. In nature study we shall go on with a definite purpose with the 

 younger pupils; it is to open their eyes to nature and its changes. With 

 the older pupils it becomes a definite training in the industries of nature. 



We shall require in the high and nomial schools these broad natural 

 science gardens which will include the school gardens as well as many 

 other things. 



One other interesting observation I made in one of the large cities of 

 Illinois. They have at the ends of the city two large school buildings; at 

 each of these the children, working with the janitor, have made a simple 

 greenhouse; an old heater was put in, and such equipment as the children 

 could make. In the fall and winter the children slipped and potted hun- 

 dreds of plants that would be used for all the school grounds in the spring. 

 From those two ends of the city went these little plants for decorating 

 purposes on the school grounds. I went to every school building and yard 

 and they were equipped with the simple variety of flowers which the chil- 



