Rural School, Leaflet. 755 



four hundred, probably due to the strength of the plants and the care 

 with which they were set out. 



y. Thoughtjulness for neighbors. Oftentimes children are antagonis- 

 tic toward each other largely because they have had no one to help them 

 to a better point of view. With the right direction, it is not difficult to 

 have them develop a sense of justice. On the school-garden there is 

 ample opportunity to realize that carelessness in regard to their own 

 property often causes their neighbor inconvenience. 



10. Generosity. A little talk with the children as to what they will 

 do with their crops will often suggest to them some pleasure they can 

 give to others. This should be encouraged. I have known some chil- 

 dren who took more delight in giving flowers and vegetables away than 

 in keeping them. All children are imitative, and in a community such 

 as a school-garden, one generous spirit often encourages a like spirit in 

 others. 



11. Entertainment. If the teacher in charge of the school-garden 

 will help the children to give a reception on the grounds, at which they 

 can entertain their parents and friends, it will be valuable to them in 

 many ways. In preparation for such a function, teachers will have an 

 opportunity to give instruction in some social forms that will be helpful 

 to the children in future life. 



Some Things to Consider in Conducting School-Gardens 



1. Organization. A good-sized garden for children must be well 

 organized. Everything should be worked out carefully before the time 

 of planting, since confusion defeats the purpose and progress of the work. 

 In handling large numbers, time should be taken for drill in the 

 discipline of the garden. This will be very helpful through the entire 

 season. Teachers will find that a whistle will save their voices. 

 This can be used as a signal, the children learning the meaning 

 of the different number of times it is blown. Obedience is much more 

 easily obtained out-of-doors than in the schoolroom. The children 

 are more cheerful and seem willing to conform to all that is necessary 

 to make the garden a success. 



2. Size of plats. In staking out the ground, do not make the plats 

 too large. Children become discouraged if they have more to do than 

 they can do well. I have found that a plat 8x10 feet occupies all the time 

 that the average school-boy of ten or twelve years cares to give to garden- 

 ing. If, how^ever, the children take the plat for commercial purposes, 

 they may be successful in cultivating a larger piece of ground. 



