IO 



THE SCHOOL GARDEN BOOK 



All difficulties may be overcome. Where school-yard space 

 is very limited, it is likely that homes are likewise crowded in 

 close tenements. Then outside window-boxes, porch and 

 shed tops, should be utilized. Or the sunny borders of the 

 playground may be planted, being protected by a low, stout 

 rail from encroaching play. In return, the remaining play 

 space may be multiplied by home-made apparatus. It is sur- 

 prising how many children find amusement on a long four- 

 inch plank tilt, or swarm up and down climbing ladders, 

 poles, and ropes. So, if ground space is already limited, 

 carry either gardens or play into the air. 



A school garden need not be in the school-yard, although 

 most parts of one are best placed there. Adjoining back 

 yards and near-by vacant lots may be used. Wherever ad- 

 jacent houses encroach on gardens, it will be found that 

 much valuable soil now lies fallow. The former owners have 

 departed, and present tenants either do not know the gar- 

 dener's art or lack time and inclination to apply it. But 

 they will often accord to a school the privilege of using a 

 weedy back yard or neglected garden. Its management the 

 first year determines the continuance of the privilege. If 

 a back yard is small, it may still supply space for a propa- 

 gating bed of perennials, or opportunity to experiment with 

 various annual flowers and to raise seedlings for distribution 

 to home gardens. A larger yard or a vacant lot may be 

 divided into individual garden plots, so that every pupil of a 

 class or grade may have independent practice under school 

 supervision. 



Many school-yards have been graded with gravel and ashes 

 to form playgrounds, so that lack of good soil is an obstacle 

 to making a garden. This condition frequently requires 



