SCHOOL GARDENS AND GEOGRAPHY 



ence which will enable children to interpret the 

 reasons for vegetable growth in cold, hot, dry 

 or moist conditions all over the world. The 

 origin of soil, the disintegration of rock and or- 

 ganic matter, the agents at work — water, air, 

 frost, glaciers, low orders of plants, low orders 

 of animals, the chemical and physical action of 

 higher forms of animals and plants upon rocks 

 — all these are subjects closely related to the 

 garden, and are fundamental in the study of 

 geography. 



The transpiration of moisture by plants is 

 one of the causes of the rainfall and of the 

 changes of temperature of the atmosphere. 

 The elements of forestry and sylviculture 

 can be taught in connection with the growth of 

 trees in the arboretum. The vegetable garden 

 relates to the great market-garden industry of 

 the South, and of the regions near large cities. 

 Unless the children are made to appreciate the 

 possibility of securing a livelihood from the soil, 

 the poor and the struggling, who most need 

 a changed condition of life, will not seek the 

 country. A stimulus and taste for country 

 life must come from training in the public 

 schools. 



Intensive farming may be demonstrated on 

 experimental plots, with different kinds of food- 

 products, as corn, wheat, rye, oats, sugar-cane, 



117 



