thoroughly sound body as the abode of the sound mind.
That the dining-room and kitchen connect with the country and its processes and products it is hardly necessary to say. Cooking may be so taught that it has no connection with country life, and with the sciences that find their unity in geography. Perhaps it generally has been taught without these connections being really made. But all the materials that come into the kitchen have their origin in the country; they come from the soil, are nurtured through the influences of light and water, and represent a great variety of local environments. Through this connection, extending from the garden into the larger world, the child has his most natural introduction to the study of the sciences. Where did these things grow? What was necessary to their growth? What their relation to the soil? What the effect of different climatic conditions? and so on. We all know what the old-fashioned botany was: partly collecting flowers that were pretty, pressing and mounting them; partly pulling these flowers to pieces and giving technical names to the different parts, finding all the different leaves, naming all their different shapes and forms. It was a study of plants without any reference to the soil, to the country, or to growth. In contrast, a real study of plants takes them in their natural
