THE SCHOOL GARDEN. 



comprehension, but for many other reasons, amongst 

 which the most weighty may be that it affords exact, 

 living and repeated material for observation, and 

 because the school child can live this knowledge in the 

 most delightful manner in the school garden. Among 

 all the objects of nature, the analogy with the spiritual 

 life of man can be most beautifully shown in plants. 

 But this instruction, given in the spirit of Luben, is 

 scarcely to be thought of in a public school without the 

 accompaniment of the garden. It is not natural history 

 alone that is exemplified by this mode of instruction ; 

 geography and geology, numbers, language, may all be 

 collaterally taught, a rich nourishment for mind and 

 heart. 



The school garden will then, as has been shown, fol- 

 low up the instruction in natural science in a prominent 

 manner. First for purposes of the special instruction 

 in purely empirical relations with definite practical ends, 

 and aiming also at universal logical considerations, 

 while it holds up to correct thinking ; but it will also 

 serve the purposes of education, while it gives to the 

 child's feelings a truly ethical (or moral) and a healthy 

 aesthetic direction, and cultivates a sense of beauty 

 which, when a grown man, he will be conscious of 

 through his whole life, and manifest in his thinking and 

 acting. 



A CITY NECESSITY. 



The conviction will be impressed upon the attentive 

 reader that the village school can scarcely take adequate 

 care of the education of the people in the spirit of the 

 nineteenth century without the addition of the school 

 garden. But the city school, where it is possible, must 

 also have its school garden, if it is only a few square 



