HELLiNGER] SYMPOSIUM OF GARDEN SUPERVISORS 105 



constantly emphasized. In this way interest can be created that 

 may last a life time. Especially in large cities is gardening needed 

 to help in forming habits of industry, regularity, and healthful 

 recreation; it cultivates patience, prudence, persistence and 

 respect for immutable laws. 



Achievements of school gardens in the larger cities of this country 

 have not been of high order. ' If properly taught, school gardening 

 should result in surrounding every home with a plot of ground, 

 with green grass, vegetables, flowers, shrubs and trees. Tenements 

 and slums would disappear. Where is the man who would fight for 

 the tenement of his nativity ? Show me a family living in a home 

 with a plot of ground around it under the powerful influence of the 

 open sky, sunlight, stars, fresh air, green grass, flowers and trees, 

 and there will be evident a patriotic fervor that secures the peace 

 and prosperity of nations. 



One of the problems of the twentieth century is to create and 

 maintain proper living conditions in congested areas. As verdure 

 disappears the police force must be increased. 



School gardens may be conducted on ground at school buildings, 

 on vacant lots near the school, or on large plots where the pupils of 

 several schools may be accommodated. Where possible, the best 

 school gardens are those located on school ground and owned by the 

 school. These may be an integral part of the school work. In 

 this land of broad acres every city school property should contain a 

 sufficiently large plot of ground to provide facilities for some phase 

 of gardening in every class of the elementary school, and for horti- 

 culture courses in the high school. Then all classes up to and 

 including fourth grade might have their class plots and pupils of 

 grades fifth and sixth might have individual plots of not less than 

 60 square feet on which projects of about six easy growing vege- 

 tables can b"e worked out. In the fifth grade each pupil's work 

 must be intensive and very closely directed. Only about 24 

 pupils can be handled by a teacher at one time and each group of 24 

 should have at least 90 minutes, twice a week, in the garden. If 

 these same pupils may have garden work in the sixth grade they 

 should be assigned larger plots and should be granted more freedom 

 in working out their project. The economic and commercial and 

 the aesthetic aims should be more evident in grade 6. A ])upil 

 may confine himself to the study of a single vegetable and a few 

 flowers. He mav learn what are the necessar\' soil conditions and 



