The Princeton union. [volume] (Princeton, Minn.) 1876-1976, 1906-02-01
HOPEFUL HARRY

HOPEFUL HARRY
Is Strongly in Favor of Introducing School
Gardens.
We were very much interested in an
article that recently appeared in the
Union. The article closed with ''we
would be pleased to ascertain the
views of Mile Laos county instructors
upon this subject.'
I am not an instructor, therefore I
have no right TO presume to give my
views. Indeed, it seems to be folly
for any one in the humblest walks of
life to attempt to write upon a SUBJ
ject fraught with such weighty matter,
but my interest in any subject pertain
ing to the welfare of the public,
whether it be in the school room or
on the farm, has overcome what per-
haps should be my better judgment,
and I ask instructors to please pardon
my presumption. The subject refer
red to is ''School Gardens, or Gar
dens upon the School Grounds.
Now do not expect to fathom the
depth of this subject more than does
the little breeze on the surface of the
ocean. It has been my lot in life to
live in rural districts, among what
are termed country people, and I feel
justified in saying that many people
will glance at the article referred to
and not consider it of any interest and
pass it by without reading. Others
will read it and call it a very foolish
idea, but I consider it subject upon
which much can be said both pro and
con. It is subject that will require
much discussion, for strong arguments
can be presented on both the affirma-
tive and negative sides of the question.
From my point of view am strongly
in favor of the affirmative side of this
question, but I see so many obstacles
in the way that I will speak of some
of them and make an attempt to re-
move or overcome them.
The first objection that presents it.
self is: Where are the teachers who
are capable of giving instruction in
gardening? The second objection is
that the grounds around our school
houses are for play grounds, and it is
not right to use them for gardens.
Some will say, ooh, this idea is all
foolishness. This objection is too
insignificant to require an answer,
but there are others still who will say,
Il send my children to school to learn
something get an education
not to learn how to farm; I can learn
them that at home" This is
weighty objection and requires an in
vestigatiOn. Some of the latter class
really have a desire to educate their
children, and with this end in view
they will send their children to school
perhaps sixty days during the year.
If child is sent to school sixty con-
secutive days every year for ten or
more years it may become suffic-
iently educated to pass through life
successfully, but ofttimes they are
sent to school a few days and then
kept at home few days. They are
thus four or five months in getting
sixty days. schooling. Such method
is great detriment rather than an
advantage, but there is large per
cent of people that do not send their
children to school more than thirty or
forty days, and only few days at
time at that. Now children sent to
school thus cannot learn much either
from books or gardens. It is useless
to try to convince such people that
school garden is of any benefit to
the young, SO those people will have to
be convinced by seeing rather than by
doing. In regard to the qualification
of teachers to give instruction in gar
dening very large per cent of our
teachers are of the feminine sex and
they are not supposed to be farmers
Or gardeners. Yet many of them take
an interest in agricultural pursuits
and with a very small amount of time
and expense all can fit themselves for
this new work. The study of nature
and plant life would add new interest
to teachers and pupils and not de-
tract anything from the schoolroom
studies. Gardening comes under the
head of agriculture, and some men
will say that we have agricultural
schools and farmers Institutes and
that these are a sufficient means of
giving farmers all the instruction they
need. We admit that farmers are
greatly benefited by these institutions,
but there are thousands of people that
do not avail themselves of these bless
ings, and an education in any science
or calling obtained after years of
maturity is of much less value than
that obtained in childhood or youth.