74 NATURE-STUDY REVIEW 



always has the problem of juggling distances in planting and in 

 spacing because of the small areas allotted for the work. That 

 adds considerable zest to the game. 



In garden work which is directly tied up with a school there comes 

 a great satisfaction because one can put all results to use and handle 

 them in so many different avenues of usefulness — in connection with 

 a live art department, a helpful manual training course, the real 

 thing in the cooking class, — all these aiding factors make the 

 garden a rich field of opportunity. 



Finally, classroom teachers, and upon the really good classroom 

 teacher must one depend for the full value of nature-study, are 

 constantly asking how they can put children in the line of natural 

 inquii}' to stimulate the powers of observation. One answer 

 to this question is "Why not consider the school garden as an 

 opportunit}^ for discoveries, having sets of live questions on the 

 'bulletin boards or in the classrooms similar to the following: 

 "What birds are helpful in our garden ? Why are som.e seeds winged ? 

 Why do some flowers open late in the afternoon? What does the 

 blossom of a radish plant look like? Look at the flowers in the flower 

 'beds and see how nature has arranged the leaves for the best 

 "lighting of the plant: make sketches to prove your answer. 

 Hundreds of problems arise in the wake of the garden season. 

 Some discoveries made are idle ones. Here is an opportunity 

 to prove to children why some thinking is careless and loose: 

 liere is a chance to tie it up tight. 



We must all bear in mind during 1922 that whatever of inspir- 

 ation, whatever of clear thinking and of real value comes from this 

 -work is a reflection of those people who stand in the eyes of the 

 iDoys and girls as their leaders. No leader can inspire without a 

 vision, and no vision can become of eternal and lasting value 

 unless it be founded on those things which are eternal. 



