WHAT MAKES A SCHOOL GARDEN WORTH WHILE 2/ 
does not merely fall into line. He must lead ; he must control 
the situation ; he must cooperate. 
Having seen what the world demands, we must prepare 
children to meet it. Yet how is it possible for mere school 
children, for instance, to investigate ? One way is by study- 
ing some model farm. The model farm not only provokes 
inquiry, but sets standards and fires the imagination. Such a 
farm can surely be found not too far froni home. Nothing 
kindles the enthusiasm of young students so much as a visit 
to one of these industries. Not a thing will escape their no- 
tice. Let them, if possible, come face to face with the very 
men who through initiative and the genius of hard work have 
reached the top of this industry and have dignified their occu- 
pation. Incidental results of greatest importance have also 
been accomplished by such a' visit. It certainly quickens a 
youngster’s ambition, and it dignifies in his mind the occupa- 
tion of farming. 
Let us then accompany a class in gardening through the 
chief events of the year and see in how many ways their real 
activities are aroused. Since collecting evidence takes time, 
and experimenting is slow work, the preliminary visit of in- 
vestigation should be made in the autumn. Other visits will 
follow, in turn, to truck farms, greenhouses, and markets. By 
this time children will fairly bubble over with schemes of their 
own, which will luckily have all winter in which to simmer 
down. There are plenty of outlets, however, for surplus en- 
ergy. Some of it may profitably be turned toward making a 
map of their own land to scale. Then they will ransack the 
local libraries for books on agriculture, and collect pictures 
and catalogues. Seeds have to be ordered early. Some children 
will become interested in learning how to test them ; and they 
can show the others. Those wondrous fruits and flowers por- 
trayed in the seedsmen’s catalogues bewitch children no less 
