education merely to visit an institution for an unrelated lesson, 
but it is far more valuable if the work given at such an institu- 
tion becomes a part of the regular class work, or helps to em- 
phasize some special feature of the schoolwork. 
Another phase of our work with and for teachers, is the 
course in children’s gardening. This course was primarily 
planned to be a help to teachers, not only in a new field of work, 
but as a part of their own school work. The course is of a year’s 
duration, but may extend over more than one year, or may be 
taken altogether in one summer. All our courses include both 
theoretical and practical work, the latter taken up in the green- 
house and out of doors in the garden. The field of gardening has 
opened up more and more possibilities to teachers. The Brook- 
lyn Botanic Garden has been used by a certain body of teachers, 
by about 25,000 children with their teachers every year, and by 
about 1,000 children or more who came for classes of from six 
weeks to six months’ duration. 
And finally to summarize our hopes and plans, most of which 
are already accomplished facts, for the work in elementary as 
well as more advanced education : 
1. Our year’s course for teachers of school gardening. 
2. Our extension courses forteachers, such courses including 
not only the subject of gardening, but related subjects like 
nature study and special features of that, such as tree work. 
3. Our summer school of gardening which differs from the 
course for teachers of gardening in that such work is given in a 
shorter period during the summer vacation. Any season the work 
may emphasize a special need in garden work, as it did this 
summer when the theme of the school was: “High School 
Botany and its Relation to School Gardens.” 
4. Work given in the form of lectures, lessons, and demon- 
strations in gardening and nature study to supplement the work 
of the elementary schools, and the work given in school time to 
visiting schools with their teachers. 
5. Loan and study material. 
6. Work with children in greenhouse classes and the outdoor 
garden, classes made up independent of the schools and not in 
school time. 
7. Work of Boys’ and Girls’ Clubs representing special study 
on special topics. 
8. Work with the High Schools to supplement the work of 
high school botany and to do such work as is difficult to do except 
under such surroundings as those at the Botanic Garden. This 
work is done both in school time and out of school time, both 
with and without the high schoolteacher. 
9. Exchange courses and lectures at other institutions. 
10. Work given at the Public Schools. This takes the form of 
demonstrations, assembly work, and work at teachers’ meetings. 
Ellen Eddy Shaw. 
