30 
GARDENS AND THEIR MEANING 
best account ; consequently, there is no ” fooling.” A new 
sort of vitality leavens the whole school. If one word could 
express this, it would be the word "together.” It marks the 
beginning of conscious cooperation wdiich all the restless 
children of the world are calling for. 
But now to the garden. It is April, the long-looked-for 
month for outdoor planting. Before this the plan of the 
school garden will have been finally accepted by the class. 
This is, of course, a composite plan. It is made up of contri- 
butions from everybody. Only the inner circle will ever know 
how many offerings, how many sacrifices of personal prefer- 
ence, will have been made for the good of the whole. Even 
the pedagogue’s secret fears of how the garden will strike a 
critical public have at last been set at rest. For great pains is 
usually taken by the children to secure an attractive appear- 
ance, although, it must be admitted, tastes differ ; and taste at 
thirteen is not taste at thirty. Suppose, as sometimes happens, 
the children set their hearts on a fantastic shell border or 
rockery or arbor, the mention of which is enough to make 
some teachers’ blood run cold, for of all things a teacher 
cannot bear to be thought crude. But what of it ? The essen- 
tials of a good garden are not affected ; so why cheat the 
world of one atom of the delicious spice of child life.? More- 
over this desire may mark a distinct stage in the children’s 
development. If so, may they not better pass through that 
stage and satisfy the longing while yet children, than wait 
to grow up and inflict upon the world what may be called 
millionaire monstrosities .? 
As a result of some such management as has been pictured, 
teachers have learned that with assistance, but no interference, 
a tidy kitchen garden, bordered by some pretty color effects in 
flowers, may be confidently expected, and that no one need be 
alarmed if it should be emphasized, here and there, by some 
