BEGINNINGS AND AIMS 5 



In the garden the powers of observation are developed 

 properly — " turned into orderly channels of cause and efEect." 

 The child's mind is freed " from the power of sensory illusions 

 and his moral nature from superstitions." 



The economic and useful side of the garden training comes 

 intuitively. Many children and parents first think of the use 

 which the garden can he in reducing the grocery bills. It 

 teaches how to live, not merely hovr to get ready to live. 

 Teachers need not stifle that thought, nor need not emphasize 

 it. The garden work may also develop the ffisthetic and 

 sociological sides of the child's life. The seeing of things' 

 beautiful and excellent in. nature and' art, is, itself a potent] 

 factor for good. ' ; 



School gardening often changesthe attitude of,, children; 

 toward the school building and its surroundings.'.' 'Desolate 

 places are made beautiful. Defiled buildings are cleaned and 

 easily kept clean. Littered grounds are cleaned, up and' kept 

 in order. ' I 



Work of this character arouses a' community spirit. A 

 true feeling of public interest and care of 'public property is 

 engendered. 



The improvement of the school surroundings through 

 gardening work soon reacts upon the homes of the pupils. 

 They are made more beautiful and attractive. In home yards 

 neatness often takes the place of squalor. 



When associated with schools having manual training for 

 children, the garden work completes the field of industrial 

 training. It rapidly develops habits of accuracy and powers 

 of initiative. Where manual training is not possible the 

 garden will amply take its place, as it causes more and better 

 development than when manual training only is given. 



Gardening is found to be one of the best lines of traiiiing 

 for young people in reform schools. But public school children 

 should be given the benefits of gardening and thus avoid the 

 possible need of sending the unruly ones to reform schools. 



