THE EVOLUTION OF THE SCHOOL GARDEN 



Other studies of the schoolroom. South Framing- 

 ham, Massachusetts; Willimantic, Connecticut; 

 Hampton, Virginia;* Johnson, Vermont, soon fell 

 into line, in the west, the development of the 

 garden in connection with rural and consolidated 

 schools, was taken up with energy.f Salt Lake 

 City, Utah; Silver Lake, New Mexico; Joliet, 

 Illinois; Louisville, Kentucky; St. Louis, Missouri; 

 Menomonie, Wisconsin; and Los Angeles, Cal- 

 ifornia, were among the pioneers. J The Normal 

 School of Washington, D. C, introduced the work, 

 and Congress finally made a small grant for gardens 

 in the District of Columbia. By 1904, Circular 

 13, issued by the Department of Education of the 

 state of Vermont, reported in all from fifteen to 

 twenty normal schools and ten or twelve agri- 

 cultural colleges throughout the country as dis- 

 playing much interest and activity in the school 



♦The Whittier School is the practice school of the Institute. 

 It is also a free public school. Probably no school garden in the 

 country has had a greater influence than that of the Whittier School. 

 It reaches about 300 of its own children and through the work of the 

 normal department of Hampton, hundreds of teachers and thousands 

 of children of the colored and Indian races. 



t Supt. O. J. Kern's work in Winnebago County. 111., is especially 

 noteworthy. See Annual Reports of the Winnebago County Schools 

 and also his Among Country Schools, Ginn and Co.. Boston. 1906. 



X This chapter confines itself to a brief mention of those cities 

 or gardens where pioneer work was done and to an outline of its 

 development up to the present time when there are too many towns 

 and cities engaged in the work to enumerate them. Later in the 

 book special references are made to some of the striking details 

 in the work of different localities. 



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