AMONG SCHOOL GARDENS 



It is possible to make the school and its sur- 

 roundings more attractive, to give its dry routine 

 a closer connection with the children's daily 

 lives, and through it to add new interests to 

 the life of field and wood. It does not need a 

 nurseryman to give a lesson in transplanting vines 

 or bushes or young trees; to set out a growth of 

 baby pine or red cedars for a wind-break or 

 rapidly growing sumac for a screen; to plant 

 the royal aster or glowing golden rod in a dismal 

 corner, or train the clematis to cover bare walls 

 or fences. This much can surely be attempted 

 and possibly also a small vegetable garden or 

 trial plots on a larger scale for work with grains 

 and fertilizers. Experimental plots are better 

 on the rural school ground especially where land 

 is cheap, for they can be made to bear directly 

 upon the economic interests of the community. 

 Moreover, the cost of land increases, and if its 

 purchase is deferred from year to year in rural 

 towns, whole districts become built up and we 

 soon have the problem of the congested city dis- 

 trict. 



The experimental gardens while intended first 

 of all for the wholesome, full development of child 

 nature, frequently aim to be feeders for the agri- 

 cultural colleges or high schools. They purpose to 

 deepen in children a love for country life and to 

 teach them that the farmer's calling offers equal 

 opportunity with other livelihoods for well rounded 

 development, pleasant work and successful effort. 



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