1 86 GARDENS AND THEIR MEANING 
work most demands a steady hand. Some children are sure 
to be upset by the irregularity, and drop out. Better, so far 
as continuous gardening is concerned, will be found the plan 
adopted in the city of Cleveland, and also at the Children’s 
School Farm in New York, where a garden teacher and cura- 
tor, with assistants, oversee the work the year round. The time 
is sure to come when in a corps of teachers it will be under- 
stood that certain ones are to take their long vacation in the 
summer and others in the winter. Each section of the city 
or countryside should have within access a demonstration 
garden, with a consulting gardener at the head who would 
understand the difficulties prevailing in the neighborhood, 
where questions about home gardens might be answered and 
puzzles solved, where seeds and plantlets might be sold 
for a trifle, and where the surplus vegetables might be regu- 
larly bought. Great things can be accomplished in a neigh- 
borhood where such a model garden is identified with the 
interests of home and school, each playing into the hands 
of its partner. 
The records of school-garden events may be made in 
various ways. Sometimes the important notes are kept by a 
secretary elected by the class. 
The diary that follows happens to be written by a member 
of a garden class in a somewhat closely settled suburb of 
Boston. It is one child’s account of the incidents that inter- 
ested him in the school garden during its opening year. 
Far more ambitious plans were worked out later, this school 
being one where the children formed voluntary partnerships, 
thus heightening the pleasure of labor and opening the way 
for interesting and ingenious enterprises. The school gar- 
den passed into competent hands during the summer, but, 
as in so many cases, its connection with the school ceased in 
June, causing the sort of break that we have already been 
