BEGINNINGS AND AIMS 3 



4. Eoof gardening and window gardening, where larger 

 garden plots could not be obtained. 



5. Large gardens, suitably located where pupils from dif- 

 ferent parts of the city were sent on certain days of the week. 

 Instruction was given by young people or gardeners trained 

 for the particular purpose. 



6. One of the best plans was to establish a school garden 

 at or near each school building. Each pupil was then allowed 

 to have an individual row or plot in the garden. The instruc- 

 tion was given either by the regular school teacher or by 

 a special teacher. 



Of all these plans worked out in different places by the 

 pioneers in this movement for better school training, the last 

 (6) is most ideal, but the various other plans suited the 

 varied conditions found about the schools which undertook 

 the work. 



Supervised home gardens are now systematically con- 

 ducted in a number of places. The supervisor may be either 

 (1) a special instructor devoting his entire time to the work, 

 or (2) a market gardener giving some spare time to help the 

 home gardeners, or (3) a teacher giving part time to other 

 work in the schools. 



OBJECTS OF YOUNG PEOPLE'S GAPvDENS 



Those who began the work of organizing the early school 

 gardens had in view a number of purposes. All or nearly all 

 of these purposes should be kept in mind by teachers, parents, 

 and other leaders in the school garden movement. 



The garden work trains the mind, the will, the affections, 

 the body ; yes, and the morals. 



In Dayton, Ohio, the leader was impressed with the valu- 

 able training given to boys who had chores or regular duties 

 to perform. The garden furnishes the child such regular work 

 .and develops the sense of responsibility. In some schools the 

 garden work is "required " just as other subjects are. 



The effect of the school garden, when offered to children 



