112 NATURE-STUDY REVIEW [18:3— Mch., 1921 



bers of the Club should meet occasionally as a whole, or in small 

 groups, if the club is large, for the purpose of learning from one 

 another's experience and visiting one another's gardens. These 

 clubs should be officered from their own numbers by having a 

 captain with subordinates, or a president with associates. In addi- 

 tion, there must be a responsible leader or supervisor, either from 

 the teaching force, of the school, or some outside competent man 

 or woman, who may be engaged for these duties or who may be 

 glad to volunteer service for this cause. It is far more important 

 that these supervisors or leaders know children and how to hold 

 their interest than to be expert gardeners. They should know 

 much about gardening, but more about boys and girls. Among 

 teachers in most schools are those who fulfil the requirements as 

 garden leaders. Many of them would be glad of the opportunity 

 to spend their simimer vacation in this home garden supervision for 

 a reasonable compensation, and thus help the boys and girls to 

 round out the year's work in gardening. Those pupils maintaining 

 creditable gardens during the year, as reported by the leader 

 should be given a certificate of award in recognizance of his faith- 

 fulness in the work. 



SCHOOL GARDENING VIEWED VOCATIONALLY 



Charles L. Quear 



Supervisor of Agriculture, Kansas City, Mo. 



The aim in garden work of the Kansas City Public Schools has 

 not been essentially different from other city schools having similar 

 courses of study. While the work starts in the kindergarten and 

 continues throughout the entire elementary grades, the garden 

 work proper is given only in the last three years of school. A 

 nature-study course in the first five years of school is designed with 

 the view of prefacing the garden work so that the whole course 

 represents a continuous and progressive line of study. Upon com- 

 pletion of common school, in a broad way, every pupil is brought t ) 

 a keen appreciation of the things out of doors and this is accom- 

 plished both directly through the nature-study and gardening 

 course and indirectly through close cooperation of this work with 

 academic subjects. 



For instance, the art work of the schools is given a practical 

 application in the design of landscape work on grounds and gardens 



