INTRODUCTION 17 



than with any other branch of instruction. Before long., how- 

 ever, gardening will be given recognition in the authorized 

 division of time for most school systems. At first the work 

 may seem strenuous, for a teacher's ingenuity must be exer- 

 cised to properly supervise a portion of a class at work at their 

 desk and a group busy in the garden. 



Some teachers have accomplished wonders under such a 

 plan, especially where a principal gives his active co-operation. 

 Much good work may be accomplished by sending pupils out 

 in small squads, threes or fours, to perform definite tasks. 

 One pupil should be foreman in each squad. A written state- 

 ment of work to be done, a contract, should be given him. 

 This foreman should be a reliable boy or girl, possessing 

 good judgment and a capacity for leadership. The teacher 

 must see that he understands the contract and the detail of 

 the task. When completed, the results will be examined by 

 the teacher. This plan enables a teacher to keep class- 

 room work continuously in hand, while allowing pupils most 

 needing garden work to undertake it during the time of 

 studies in which their standing is high or which are not vital 

 to their advancement. Further, it trains boys and girls to 

 act under the guidance of their fellows, and to give directions 

 to their equals, in turn. 



Wherever there is an enthusiastic teacher or earnest public 

 there will be related interest and devotion on the part of 

 children, and ways and means will be found to conduct the 

 school garden. Some schools have organized garden clubs 

 for home garden work in different neighborhoods and have 

 federated them for co-operation and to maintain the school 

 garden. Improvement societies in some towns and cities have 

 hired garden teachers to give instruction in the schools and to 



