CHAPTER I . 
INTRODUCTION. 
IN America, garden work and elementary agriculture as a 
means of education has been successfully demonstrated 
for nearly a score of years. Many of its enthusiastic advo¬ 
cates believe it has already past its experimental stage, 
and should be included in the curriculum of every well- 
organized school. 
On the other hand, there are conservative educators, 
who still look upon it as a fad. Many others, probably 
the larger number, believe in it, but for the lack of effi¬ 
cient teachers, and equipment, hesitate to advocate intro¬ 
ducing the School Garden. 
Several institutions in the country have already begun 
to train teachers and the School Garden movement is 
making rapid progress. The time is not far distant, when 
practical, elementary agriculture, and gardening will be 
taught in many schools. It develops the children physi¬ 
cally as well as mentally and in the open air often creating 
a love for things, which keep the city boy off the street 
corners during the summer, and teaches the country child 
the business-like, up-to-date methods in agriculture and 
gardening. 
It not only educates tne nead, the heart, and the hand, 
but it aids in the practical application of reading, writing 
and arithmetic. Gardening increases and develops the 
power of observation. It makes a person quick to grasp 
ideas and to put these ideas into action. These are im¬ 
portant foundations for success in any line of business. 
It develops moral character. 
Few things, if any, develop a love of industry better 
than the well-kept garden. Ever changing nature lures 
us on to help some pet plant to grow until we love the 
work. 
