THE JUSTIFICATION OF THE FRUIT-GARDEN 



you his autobiography, for he interweaves his tastes, preferences, 

 and character in an orchard that he plants and tends. 

 _ , , The Hfe-events of a plant form a most interesting 



VaTue of a '^"''^ °^ chapters. First, the buds begin to swell; 



Fruit-garden leaves appear; then the blossoms come; fruit-forma- 

 tion follows; the fruits pass from greenness to 

 maturity and decay; leaves drop; wood passes into winter maturity; 

 the cycle ends, only to begin again. Fruit trees have a place and a 

 function in education. A school orchard is the place for pupils and 

 community to learn about fruit products, whenever ground is avail- 

 able. Fruit trees can be planted about the schoolhouse, or a small 

 plot can be set aside for the school orchard. 



The trees must be cared for by the pupils. The children would 

 here have a chance to become acquainted with injurious insects and 

 pests. They could be taught how to fight them. Here, too, the 

 principles of pruning could be taught. Teaching children to care for 

 school trees would result in better care of trees in home orchards. 

 The association with trees begun in childhood will go on throughout 

 life. The school orchard is a coming factor in agricultural education. 



The fruit-garden, then, is justified by what it produces in money 

 value; because fruits are a necessity of healthful living; for its 

 ornamental value; a moral agent; and for its educational value. 



A few such trees in the home garden save many a dollar . 

 7 



