APPENDICES 



To the learned, botany was a studious pleasure; to 

 the monk, the tilling of the ground was a worthy 

 humiliation. Thus, to the average mind, agriculture 

 was a necessary labor but fitted only for monks, slaves 

 and peasants. Yet, as early as 1695, August Francke y 

 of Halle, Germany, discerned the educational value 

 of a garden in connection with his orphanage. He 

 was far ahead of his time. For many generations the 

 educative value of garden work for children was re- 

 garded as the idle prating of philanthropists and edu- 

 cators like Salzman and Comenius, like Rousseau and 

 Pestalozzi. The last named gave a concrete example 

 of its worth by insisting upon field and garden practice 

 as a part of his boys' and girls' daily tasks. Froebel 

 founding his kindergarten in 1840, advised gardens "as 

 a true school of happy occupations." 



NOTE 2, PAGE 18 



Any Rural School Board or any School Board in a 

 village that shall (i) provide a school garden of at 

 least one-quarter of an acre in addition to the regular 

 school ground area, adjacent to or convenient to the 

 school; that shall (2) provide the necessary tools, im- 

 plements and other requisites, and shelter for them; and 

 also (3) one legally qualified teacher, shall be entitled 

 to an initial grant not exceeding one hundred dollars, 

 and a subsequent grant of twenty dollars out of any 

 grant made for Elementary Agriculture and Horticulture 

 by the Legislature, to be "expended in caring for such 

 School Gardens, and for keeping the school grounds in 

 proper condition." "Should the sum voted by the 

 Legislature not be sufficient to pay in full the grants 

 on the foregoing basis, the Educational Department 



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