AMONG SCHOOL GARDENS 



SO much as is the school garden, toward the 

 development of the latest and best thought in 

 pedagogy. Schools are not to teach a prepara- 

 tion for life, but living itself, and that means the 

 greatest unfolding of the soul through reaction 

 upon environment, physical, industrial, social. 

 The school garden gives many opportunities for 

 such unfolding. Certainly the school garden is 

 an instrument of sound education. 



" If it is to accomplish all that it should, it must 

 be work not play; it must be to the child, in 

 some degree, what the farm is to the farmer; it 

 must be planned and conducted with the idea that 

 it is to yield a fair return for the labor that is put 

 into it, and that the child who does the work is to 

 reap the reward of his labors. Such a garden will 

 make the child industrious, thoughtful and sym- 

 pathetic."— Hyannis Normal School Catalogue, 

 1907, page 30. 



Miss Mary Marshall Butler, President of the 

 Women's Institute, Yonkers, N. Y. 

 *'Our School Garden has convinced me that this 

 form of outdoor education is a rational and proper 

 sequence in the development of manual training. 

 As some one has aptly said, 'we need the shop, 

 the kitchen and the garden to cover completely 

 industrial education.' The necessity for indus- 

 trial or manual training, not only because of its 

 practical application to life but also because of its 

 stimulus to the brain, needs no argument. 



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