i 4 4 THE SCHOOL GARDEN BOOK 



plants, and seedlings. Whereas the flower gardens on Maple 

 Street had been formal plots of bedding plants, they now 

 acquired individuality and presented a most pleasing variety. 

 Neighborhood and home life on the street gained a new in- 

 terest, and largely because one little old man who loved 

 flowers loved children also, and shared both his knowledge 

 and his surplus plants with them. 



There are many little neighborhood garden clubs of this 

 informal type in town to-day. Some of the wealthy citizens, 

 public-spirited men, heard of the work on these two streets, 

 appreciated its possibilities, and organized to stimulate 

 neighborhood co-operation in other quarters. Under their 

 leadership several hundred dollars have been subscribed by 

 industrial corporations, merchants, and citizens, and a sec- 

 retary has been secured, who not only knows both gardens 

 and children, but also has faculty for securing the co-opera- 

 tion of others in public effort. Prizes have been offered not 

 only for individual gardens, yard improvements, window- 

 boxes, and the like; but also for the streets and neighbor- 

 hoods making the most improvement, having the largest per- 

 centage of well-kept lawns with attractive gardens. 



Mindful of the fact that in the crowded sections where garden 

 space was lacking and families were poor, substantial help 

 would be needed, the association arranged to supply window 

 and piazza boxes, soil, seeds, and plants at their wholesale cost. 

 Quite naturally, in such a community, the School Committee 

 have judged the time ripe to secure a supervisor of gardening 

 and industrial work, and have provided both time in the 

 schedule of weekly studies and space in or near the school- 

 yards for systematic instruction in gardening, that the en- 

 thusiasm of the children for home gardens and improvements 



