236 MASSACHUSETTS HORTICULTURAL SOCIETY. 



Gardening Avas first undertaken at the Home to pro\ide a pleasant, 

 profitable emplojiiient for the summer vacation, especially one that 

 would continue the steady influence and accomplishment of the public 

 schools. 



The variety of processes and the outcome of gardening is so attractive 

 that it encourages a habit of occupation; the sequence of development so 

 delightful that it appeals to the interest and fixes the attention of the 

 most wayward child. 



'\\'hile its history may not ahvays furnish suggestions for future guidance, 

 yet it was interesting to read the accoimt of the school garden established 

 in 1695 for an Orphans' Home in Halle, Germany. 



Much more definite and helpful accounts were read of the work in other 

 European countries and of the notable work in our own country. 



It was impossible to decide what books of theory were most helpful, for 

 we read the best obtainable from the long list now published. The devices 

 and technical details of the practical work were adapted to the specific 

 needs of our children from six to eleven years of age. 



Our work is designed to pro^'ide special teaching and training in the 

 simple forms of agriculture, to emphasize its importance and necessity, 

 and to open a new world of ambitions for success in future accomplishment. 

 An instance not unusual is that of a bright English boy of eleven years 

 who has shown a remarkable aptitude and skill in raising flowers and vege- 

 tables. His patience and perseverance the long season through have 

 never failed; digging and hoeing in the early morning and faithfully drag- 

 ging out the nearh' two hundred feet of hose to water the garden at 

 sunset. 



Looking across the harbor one day at the Fairhaven home of Mr. H. H. 

 Rogers, he said, " A\Taen I leave the Home I 'm going over to ask Mr. Rogers 

 for work in his greenhouses. Some day I may get to be his head gardener! " 



Our work is also designed to give a motive to and organize activity. 

 The boys have instruction in carpentiy and wood working during the win- 

 ter and mitil we begin work in the garden. Both boys and girls assist in 

 the housework, J>ut gardening is the favorite occupation. 



Much of the instruction was individual as part of the doing was undoing 

 what had been indifferently or wrongly done. Various individual char- 

 acteristics appeared in the garden work — carelessness, invention, and 

 trading, among others. 



The girl who does not sweep behind the door raised pigweeds with her 

 carrots; the boy who can never locate his cap left the watering pot to be 

 nm over by an automobile. 



Interest was keen for possibilities of trading and exchange of products 

 with outsiders. 



One of the business ventures planned was explained by one of the boys — 

 " I can trade one of these jack-lanteni squashes with a boy in my class, 

 for a hen. You see if I had a hen I could tie it by his neck to a stake and 

 he could scratch these wornis to death!" This l)oy has since been placed 



