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Excerpt from Stories of Luther Burbank and His Plant School Educational methods have changed. Fifty years ago the education of children was on the theory that they were all naturally bad, while to - day it has dawned upon teachers and also the public that there are both good and bad ten dencies in every child, and that education should not at tempt to make children over according to rule. They should be led to love and cherish and cultivate the best tendencies, while the undesirable ones will fade from neglect and lack of encouragement. Mother Nature teaches many a lesson not to be learned in school. True education should pro mote a happy, development along the natural tendencies rather than provide punishments for not bending to arbi trary rules to be obeyed. To be sure, discipline is needed, but it should be along natural lines of development, rather than by the too arbitrary Thou shalt, and thou shalt not. A child should fully realize that greatly upon his own actions and character depend his own happiness or punish ment, thus fewer laws and rules would be necessary. Mod ern educational methods rely more upon a fundamental love of nature and of our fellow-travellers through life than upon force, punishment, and the ability to learn certain generally accepted forms of words and phrases. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
By the time she reached her late twenties, Eudora Welty (1909–2001) was launching a distinguished literary career. She was also becoming a capable gardener under the tutelage of her mother, Chestina Welty, who designed their modest garden in Jackson, Mississippi. From the beginning, Eudora wove images of southern flora and gardens into her writing, yet few outside her personal circle knew that the images were drawn directly from her passionate connection to and abiding knowledge of her own garden. Near the end of her life, Welty still resided in her parents' house, but the garden—and the friends who remembered it—had all but vanished. When a local garden designer offered to help bring it back, Welty began remembering the flowers that had grown in what she called “my mother's garden.” By the time Welty died, that gardener, Susan Haltom, was leading a historic restoration. When Welty's private papers were released several years after her death, they confirmed that the writer had sought both inspiration and a creative outlet there. This book contains many previously unpublished writings, including literary passages and excerpts from Welty's private correspondence about the garden. The authors of One Writer's Garden also draw connections between Welty's gardening and her writing. They show how the garden echoed the prevailing style of Welty's mother's generation, which in turn mirrored wider trends in American life: Progressive-era optimism, a rising middle class, prosperity, new technology, women's clubs, garden clubs, streetcar suburbs, civic beautification, conservation, plant introductions, and garden writing. The authors illustrate this garden's history—and the broader story of how American gardens evolved in the early twentieth century—with images from contemporary garden literature, seed catalogs, and advertisements, as well as unique historic photographs. Noted landscape photographer Langdon Clay captures the restored garden through the seasons.
Excerpt from Stories of Luther Burbank and His Plant School Educational methods have changed. Fifty years ago the education of children was on the theory that they were all naturally bad, while to-day it has dawned upon teachers and also the public that there are both good and bad tendencies in every child, and that education should not attempt to make children over according to rule. They should be led to love and cherish and cultivate the best tendencies, while the undesirable ones will fade from neglect and lack of encouragement. Mother Nature teaches many a lesson not to be learned in school. True education should promote a happy development along the natural tendencies rather than provide punishments for not bending to arbitrary rules to be obeyed. To be sure, discipline is needed, but it should be along natural lines of development, rather than by the too arbitrary "Thou shalt, and thou shalt not." A child should fully realize that greatly upon his own actions and character depend his own happiness or punishment, thus fewer laws and rules would be necessary. Modern educational methods rely more upon a fundamental love of nature and of our fellow-travellers through life than upon force, punishment, and the ability to lean? certain generally accepted forms of words and phrases. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.