chains, thus teaching number and spacing. Every
layer of husk (beneath the outside one) from the ear of corn may be
dried and made into a basket by the more advanced pupil.

If a city teacher, with opportunities so limited and numberless
disadvantages, can accomplish even a little in this line for the
children in her charge, how much more should the teacher of the rural
school accomplish when she has space at her command, children in the
environment of country life, and seemingly all things that tend to work
together to produce good results!

So much interest is shown in this phase of industrial work all over the
country that I doubt that there is anywhere a teacher who does not wish
to add the study of it to the curriculum, unless she is already working
along these lines. Feeling sure of the sympathy aroused in every
teacher's heart, I have included among the illustrations of this
article three scenes from rural school life. (See pages 113, 115, and
117.)

In connection with these pictures let me say a few more words to the
rural teacher. You may think yourself much poorer than your city
co-worker, but the fact is that you are the one of affluence, she is
the struggler. You have all about you the materials that a city teacher
can secure only at second hand. All the riches of nature are at your
command--the birds that nest at your door, the fishes that swim in the
brook, the grasses that grow by the roadside, the trees of the forest,
and the flowers that spring up everywhere; the ground space for your
garden; the intelligent child of country environment who does not need
to work the garden to learn how vegetables grow, but who does need to
work it for the education, the aim and object of school gardens. If you
are not interested in such work, try doing it once because you should.
Next year there will be no should; love will lead you on.

I have the same feeling in my heart about the school garden that the
poet who wrote "The Little Fir Trees" must have had about them. Each
stanza winds up with

And so,
Little evergreens, grow!
Grow, grow!
Grow, little evergreens, grow!

I would say:

And so,
Grow, school gardens, grow!
Grow, grow!
Grow, school gardens, grow!

The three pictures, "Studying Nature," "A Flower from the Country" and
"A Suggestion for Recess Hour," came to me from a country school. They
speak so vividly for themselves that I feel that each one carries wit