THE SCHOOL GARDEN 265 



pride in them. But where the responsibility for the care of 

 the beds is so distributed as it is in a large group, the teacher 

 will have to see to it that the children do not forget to do 

 their share of the cultivation. If the beds are near the street 

 where they are in view, it would be better to devote them 

 chiefly to flowers. But along back fences or other more out of 

 the way places vegetables should also be raised, and the gar- 

 den should be used more for experimenting with plant life. 

 Such beds, though not as pretty as flower-beds, may really 

 be better as far as the real purpose of a school garden is 

 concerned. The little children could in such beds make 

 miniature farms, and raise special vegetables or experimental 

 crops. A bed or border should be set aside in some well- 

 protected place for a tree nursery. Many useful lessons 

 in soil preparation, planting, transplanting, tillage, etc., can 

 be given with these little gardens. ( For cultural directions 

 and lists of plants see following pages.) 



INDIVIDUAL PLOTS : In a larger garden the individual plot 

 for children above the primary grade is the best plan for mak- 

 ing the most of a garden. Then the responsibility for the 

 care of a bed may be fixed and the moral benefit from the 

 cultivation is greatest. In case of neglect by the planter the 

 bed should be confiscated and given to some other child. 

 In some schools beds two feet square have been allotted, but 

 this is too small except in primary work. Larger beds make 

 a better show and encourage the children more. They also 

 give more of a return in flowers and produce, and may thus 

 be of some economical value. All the pupils need not be 

 required to take garden work. Those who have home ad- 

 vantages for gardening can be excused. In beginning a 

 school garden do not attempt too much, but start out with a 



