At Grimsby a committee was appointed to consider the employment of children on gardens, allowing an acre plot to each school, and 25 children, under a teacher, to work in cultivating it. All these children are required to attend school in the morning, and the consent of their parents must be obtained by them before they are permitted to begin afternoon work. Since, as in Lincolnshire, the aim of the work is increased food production, the crops derived from the cultivation of the land acquired by the town are to be divided among teachers and scholars engaged in the work. In Hull, also, the Educational Committee, besides encouraging work in school gardens, has authorized the labor of schoolboys in cultivating spare land in various places as a substitute for their usual manual training in the school shops. [9] London _Times_, Educational Supplement, May 17, 1917. In Hertfordshire there are school gardens for the production of potatoes, parsnips, beets, and onions, with school instruction in gardening given the pupils. During the period for planting there is a schedule of half-time attendance. In Bradford the successful vegetable gardening is correlated with the school work in nature study, composition, arithmetic, and drawing, and emphasis is placed on the educational value of the productive work. It is difficult for America to see the food crisis as do the nations which are near the exhaustion point. While everyone must deplore the wholesale excusing of children to work without supervision, we ought to watch with interest all schemes which will increase production and yet will keep younger children in school for full time and will permit those older to work part time. This part-time work should be confined to the years of 14 to 18, except possibly in the case of work in the school garden, where younger children may labor for short periods. The appeal of Neville Chamberlain, the Director-general of National Service, in the spring of 1917, for volunteers from such boys as were able to make the sacrifice, connects the need for agricultural labor with the necessity for providing proper supervision of the boys. His plan for utilizing the labor of English schoolboys has many features similar to devices employed in Massachusetts, New York, and New Jersey.