Rural School Leaflet 1333 



as years went on. This should be a sufficient incentive to encourage much 



garden work in the rural schools of New York. 



One of the discouraging elements in garden work at the school building, 

 is the fact that in so many locations the soil is deficient in plant food. 

 The site for the building has been chosen because of its cheapness, and little 

 attention has been paid to natural beauty or to soil fertility; consequently 

 the problem of outside garden work becomes complex. There is hardly a 

 location, however, that does not have some spot where the soil may be 

 enriched to a degree sufficient to grow attractive flowering plants. Even 

 if it be very poor, there are some plants that may be grown. Herbaceous 

 perennials will give much better satisfaction than will annuals. 



Fall is not considered an ideal time to begin garden work, for every 

 one is thinking of the harvest of nuts and fall fruits. Yet there is interest- 

 ing garden work that may be done even in the fall. 



STUDIES WITH OUTDOOR BULBS 



Have the children send to some of the prominent bulb dealers for their 

 fall catalogues so that they may study the varieties of bulbs that are 

 adapted to the school or home grounds. Let the children have the feeling 

 of ownership in these catalogues, and encourage them to make a scrap- 

 book from them, showing the different types of biilbs that may be used and 

 different ways in which they may be planted. Bulb dealers are generous 

 with their catalogues, and will usually send them if they are requested. 

 If the catalogue contains colored illustrations, so much the better. 



Bulbs are exceedingly valuable for school work, for nutriment sufficient 

 to produce blooms is already stored in the thickened bases of the leaves, 

 which constitute the larger number of so-called bulbs. They are there- 

 fore easy to grow. They furnish valuable material for detailed studies 

 and drawings, for the simplicity of their form and structure makes it 

 possible for even the youngest pupil to sketch them. They are inexpensive 

 and may be bought at a price within the means of any group of children. 



As soon as school opens in the fall, order the bulbs and give the children 

 a drawing lesson on one of each species, so that they may know what a 

 tulip, a narcissus, or a hyacinth bulb or a crocus conn looks like. Then 

 let the pupils prepare the soil and plant the bulbs. 



Bulbs may be planted in a variety of ways, but for the average school 

 yard an informal planting is preferred. Select a secluded comer where 

 the children's play will not be interfered with, and let them spade this 

 carefully and deeply. All bulbs like mellow vSoil to a considerable depth, 

 for they send their roots rather deeply into the soil. If some well-rotted 

 stable manure is available, this should be spaded in so deep that it will 

 not touch the bulb. While it is true that there is sufficient food in the 



