THE SCHOOL GARDEN 261 



furthermore, the proportion of immigrants that go to the 

 fields is not as great as it used to be. As a result the cities 

 have developed more rapidly than the country population, a 

 result that many deplore. As a partial check to the tide from 

 the country, it is hoped that a greater consideration of rural 

 life, its advantages, beauty, independence, heakhfulness, etc., 

 and the study of agricultural methods from a more scientific 

 point of view in the common school may prove beneficial. 

 Gardening in the rural schools makes farm life more interest- 

 ing, and enriches its intellectual content. Agriculture is the 

 mainstay of civilization. If it should cease we should 

 probably revert to savagery. When, through a series of 

 unfavorable years, the agricultural industry fails, then all other 

 industries are depressed. This shows how dependent we 

 are upon nature, even in this highly civilized age. Agri- 

 culture can be successful only with a thorough knowledge 

 and observance of the natural laws and conditions govern- 

 ing plant life and growth. The farmer must adapt his crops 

 to the nature of the soil, and to the temperature and rainfall 

 of the region, or he will meet with failure. Similarly the laws 

 relating to animal life must be applied in the practical man- 

 agement of farm stock. Hence the establishment of the 

 United States Department of Agriculture, our state agricult- 

 ural schools, county industrial schools, and private schools 

 for the same purpose. A proper study of the scientific princi- 

 ples that underlie farming and related industries would do 

 much to foster an interest in this great industry, and would en- 

 noble it. Even those who would not pursue farming as a voca- 

 tion would be benefited by such education. It would help 

 them in a practical way with making flower and vegetable 

 gardens in cities, would increase their love for plants in gen- 



