pollard] school gardens IN IDAHO 211 



needed this year, twelve for each of the grades using them. Pupils 

 measured their own plots, allowing for a one-foot path on all sides. 

 As oiir strip of ground was twenty feet wide, it accommodated 

 exactly three plots on their five-foot side plus two one-foot paths 

 between them, (outside boundaries were provided for.) Cf. dia- 

 gram. To give uniformity of appearance, all individual beds were 

 plotted similarly and occupied that part of the garden beyond the 

 class gardens ; all rows both in class and individual gardens were 

 made to extend north and south. 



The list of vegetables given was as follows: 



parsnips onion 



carrots tomato 



beets peas 



radish beans 



lettuce .- egg plant 



cabbage parsley 



Those vegetables chosen by the majority were of early maturity. 

 In cases where later-matiiring vegetables were chosen, it was done 

 by children who expected to attend summer school or to come at 

 garden time to tend their plants. 



A child in fifth grade planted six rows of radishes; another 

 planted six cabbage plants. A boy in sixth had two rows of fine- 

 looking carrots and four of radishes. One of the neatest gardens 

 belonged to an eighth grade girl who was raising two rows of peas, 

 two of radish, and two of carrots. 



After all assignments were made there was still fifteen feet of the 

 strip remaining. This was profitably used for a miscellaneous 

 garden and.with the exception of two rows of com, had flowers only. 

 As it was the north end and gave on an unsightly lot beyond, we 

 planted tall vegetables there. Commencing with the northermost 

 row and working southward (these rows running east and west) 

 were planted one row of sunflowers, two of sweet com, two of 

 cosmos, one each of marigold, zinnia, Chinese pink and California 

 poppy. As this part was the property of all classes and no one 

 alone, pupils from all grades were allowed to work in it during a 

 class period after they had flnished their own work. 



Although every part of the garden will fulfill the school aim, i. e. 

 to supply material for nature-study and for other departments, yet 

 the miscellaneous garden wUl do the most in this regard. To 

 obser\'e complete life histories of several garden plants, to study 



