BROOKLYN BOTANIC GARDEN 
LEAFLETS 
Series IX Brooklyn, N.Y., November 9, 1921. No. 10 
EDUCATIONAL PROJECTS 
The term project has caused much confusion in the minds of 
many educational people, due to the fact that teachers have been 
calling projects problems, and problems projects. In order to 
clear up hazy notions it might be helpful to remember this ; 
namely, that a problem is something to be solved, while a project 
has a definite practical outcome. We sharpen our wits in the 
solving of a problem, while we make adjustments and concrete 
contributions to everyday life when we work out a project. Dr. 
McMurry defines a project thus: “A strongly, wisely organized 
body of thought focused upon an important center of practical 
knowledge with a definite purpose.” The dictionary defines a 
project as a plan, a scheme ; a problem as a question to be solved. 
One may solve the problem but never apply the solution in any 
practical way; still the problem is solved. Educationally, at 
least, the project goes a step farther than the problem in the 
taking of definite knowledge and applying it to a practical end in 
everyday life under the given existing everyday conditions. 
Since the day of the little rural school and up to the present 
time both problems and projects, unnamed as such, have walked 
hand in hand. In all cases the educational values have rested in 
the interpretation and application made by individual teachers. 
Articles which have appeared in different educational journals 
during 1921 have cleared up only in part our confusion concerning 
projects. 
Take this concrete example, a real case; the grounds about a 
certain district school needed draining. The drainage involved 
ascertaining the proper drop for pipe laying. When this was de- 
termined mathematically the problem, as such, was solved. Now 
the project enters in, which involves the questions, how much pipe 
is necessary for this work, where shall it be bought, how much 
will it cost, where is the money to come from ? Then the practical 
solution follows; the pipe is bought, and lastly the boys and girls do 
the actual work, thus contributing to their school and community. 
Perhaps one of the greatest contributions of the project plan 
to education is this: that the individuals concerned must con- 
stantly consult both real life and books rather than only parents 
and teachers. 
Ever since the Brooklyn Botanic Garden started its work for 
children about eight years ago it has been carrying out, naturally 
