Norwich bulletin., 1913-04-29
SCHOOL GARDENS
Interestingly Explained by Professor Thomas of Rhode Island State College.

GrOI.- ErneSt k. In0nlaS or me Rhode Island State college gave an interesting talk on school gardening at a, well attended meeting held under the auspices of the New London County Horticultural society at the Trinity Methodist Episcopal church Monday evening. President $. A. Gilbert spoke of the City Beautiful movement in this city and said that though the chief effort had been devoted towards the cleaning up of the city, many of the members of the society felt that to make a city beautiful it would be well to spend some time on the parks and residences, planting shrubs, flowers, etc. He then presented Professor Thomas. who spoke here five weeks ago.
 Professor Thomas said that he plan ned to speak on school and home gar dening, but that he would devote the greater part of the time to the school garden. He said he wished to empha- size the part which the children can take in the city beautiful movement. If people haven't an idea of beauty in plant life, he said they won't get far towards the city beautiful It is a splendid idea to teach the young peo- pie the principles of plant life and their care. A garden connected with the school means more than the mere cultivation of flowers or vegetables. There is a real object back of the work.
 New institution in This Country.
 School gardens are still new insti- tuition in this country. The first school garden in this country was started in Roxbury, Mass, in 1890 There were eight or ten in the country in 1900, put in 1910 there was 3. meeting of edu- catorS of the country interested in school gardening at Boston, and all but two states were represented. This was a remarkable demonstration of the growth of the popularity of the school garden in ten years In Europe the school garden can be traced b3ck to the 18th century. In many places there the school laws make compulsory the teaching of the principles of agri- culture in some form.
 When we speak of garden we think of a place to raise flowers or Vegeta- bles. The children generally only re- gard the economic side at first. Fms is commercial age and even in the little children the first question to their minds is What can I get out of 1t ?" It costs the child 50 cents for materials for his garden and we may tell him that he will get $6 out of it. We have found that the average value of the products of a plot 10 by 20 feet, which is the size allotted each child in the Rhode Island schools, is $6.
 Exercise for Boy and Girl.
 But aside from this economic view which presents itself to the children, there are other sides of value to the school garden Today we are empha- sizing the need of physical develop nent, and I know of no better exercise for the boy or girl than that which he or she gets with the hoe in the gar den. The gymnasium is fine, but work in the garden is much better, for there one is out in the sunshine and open air.
 Assists in Nature Study.
 Everywhere the idea of manual training for schools is being advocated to a great extent. and the use and care of tools is taught in the school gar dening This is d form least expensive and one approved by all. As q form of nature study the school garden fur nishes instruction. Educators all agree that a knowledge of natural phenome- non is fundamental to education and the public schools are endeaToling to teach nature study. When the teacher stands before the class and reads to the children there is no nature study involved. The children use their imag- nations and get wrong impressions. My idea of nature study is to study objects in their natural surroundings, for the environment is; of as much inn portance as the thing itself. n the school garden the children study na- ture at first hand.
 To my mind it is just as necessary