CHILDREN'S GARDENS n 



who makes this path and who pushes his loaded wheel- 

 barrow over it finds all this reasonable and simple and 

 knqws it should be so. And it is simple to one who 

 has learned it this way. 



The teacher who loves to watch the child develop 

 its thoughts and actions under his guidance will find 

 pleasure here. First the child wants to work. With 

 the garden line and spade it fixes the path as it sees 

 the others doing. Then it wants to work with the 

 wheelbarrow, and carry loads. Now it begins to 

 realize the difference in paths. The wheel bumps into 

 stones, sinks into soft places, goes smoothly and easily 

 over the level hard paths. 



It only takes a few days for him to find out that 

 he can carry heavier loads over the paths that are 

 smooth, hard, level and free from stones, soft places 

 and ruts. The next time he fixes his path he utilizes 

 this knowledge. 



The actual amount of saving can be shown to a 

 child. No class-room talk on good roads can ever be 

 as clear, or as lasting in results, as this actual work 

 on the garden path. From such a beginning, as the 

 child's instruction goes steadily on, let him read more 

 and more meaning into the words, 



" PRODUCTION IS TRANSPORTATION." 



Every saving effected in transportation, especially 

 where the saving is constant and cumulative, lessens 

 the cost of production. Many a road has a short 

 steep rise which could be removed at an expense very 



