SCHOOL GARDEN REPORTS. 199 



Canna bulbs, salvia plants and hydrangeas were given. 



On the east side of the individual beds, next a stone wall, we had dahlias, 

 poppies, marigolds, balsams, and salvia. On the opposite side were sweet 

 peas and a row of Early Rose potatoes. 



Across the fifty foot front, near the street, there were dwarf nasturtiums, 

 mignonette, pinks, and asters. 



After the beds were made, numbered and apportioned to the children, 

 a line was stretched across each row from north to south, held in place by a 

 child in each walk, the seed furrows made, and seed planted. 



Every bed had two rows of beets, with spinach in alternate beds, carrots, 

 onions, lettuce, radish, and flowers selected by the owner of the bed. How 

 deep to plant the seeds was a question in face of such vaiying theories. 

 "Four times the diameter of the seed," or the usual one inch average. 

 Both methods were tried with little difference in result. 



The distance between rows was studied, also the distance apart of the 

 various plants in their rows. We discovered the quantity of seed required 

 for a certain space, carefully noticed the quality of different seeds, and 

 learned how and when to transplant. The vegetable rows in the entire 

 garden ran north and south to get the full benefit of the sun. 



The children made three plantings of radishes and lettuce. String 

 beans were planted where spinach had grown. 



Only a few of the common enemies attacked the flowers and vegetables. 

 Cutworms injured the sweet peas and rust spoiled a few of the beans. 

 That experience was general in this vicinity, however. 



In the common garden we had sixteen kinds of vegetables. There were 

 three plantings of corn and of beans, yielding from July to October, and 

 two plantings of pease, of which the first were picked on May 30. Part 

 of this ground was used for celery later. 



In the absence of definite knowledge the conflicting theories regarding 

 the cultivation of celery are. to say the least, bad for the celery. Though 

 the crop is not a failure a new theory will be tried next year. 



All other crops in the individual and common gardens were most success- 

 ful. 



There was a constant supply of flowers from the annuals, perennials 

 and bulbs. From dahlias, gladioli, and cannas we have many seedling 

 bulbs for use next year. 



The children were delighted to take flowers and leaves from their own 

 gardens for botanical and drawing studies at school, or to carry a handful 

 of flowers to a favorite teacher. This same feeling of ownership and a 

 dawning sense of self-support added a flavor to the vegetables as they 

 appeared upon their tables from day to day. There was also the spirit of 

 a division of income with younger brothers or sisters in the home, which 

 was not least in value among the many profitable lessons during the long 

 season. 



There were many instances that confirmed the theories regarding the 

 advantages of school gardens and showed the logical reasons for the exis- 



