(1) Principles and Practice of School Gardening (2) Educational School Gardening and Handwork

Abstract

(1) THE author points out that nature-study, as usually carried on in elementary schools, is purely observational, and that, at twelve years of age, the pupil's interest in the acquisition of information by this means begins to flag, unless it aids him in action that requires thought. It must, in fact, be “thought-compelling with a view to action, mental or physical, or both.” Gardening is held to provide the new stimulus that is necessary. In gardening, however, the study of nature must still be continued. A course of practical work is therefore described, in which the principles underlying each operation are sought for, these being often made the subject of experiment. The only danger is that in following the course the teacher's zeal for experiment may outrun the pupil's desire for information. Probably Mr. Logan, whose reputation as a leader in the school gardening movement in the north of Scotland has long been established, would be the first to warn teachers against making this mistake.

(1) Principles and Practice of School Gardening.

By A. Logan. Pp. xv + 313. (London: Macmillan and Co., Ltd., 1913.) Price 3s. 6d.

(2) Educational School Gardening and Handwork.

By G. W. S. Brewer. With an introduction by the Rt. Hon. Henry Hobhouse. Pp. xi + 192. (Cambridge: University Press, 1913.) Price 2s. 6d. net.