DIFFERENT KINDS OF SCHOOL GARDENS 



ening color and harmonious blending in 

 shape, size and texture of leafage. 

 C. Avoiding straight lines which have no place 

 except in formal gardening. Curves in 

 paths and roadways should seem to have 

 a reason for some bend, though it be only a 

 group of bushes or a tree. 

 Sometimes the easiest and most tactful way 

 to secure a school garden in a remote community 

 is to begin with a topographical or chart garden; 

 that is, one based on exploration of the surround- 

 ing country. Such would naturally lead up to 

 interest in a wild flower garden and to the decora- 

 tion of the school grounds. Where the school- 

 house is an ugly building on a small, unsightly 

 lot, and where farmers have no use for "fads," the 

 topographical garden may be the only one possible. 

 it may be well, therefore, to make very clear what 

 is meant, especially as through such means a very 

 conservative community may sometimes be led 

 to take a lively interest not only in improving the 

 school premises, but in permitting an experiment 

 in vegetable gardening, which later may prove a 

 boon to both adults and children. 



Most children are glad to tell you where a 

 unique tree, a noticeable bush, or rare flower is to 

 be found. With the schoolhouse as a starting 

 point, map out the way to find it. Gradually 

 enlarge the drawing to indicate the contour of the 

 land as the children describe road, hill, swamp or 

 plain. Mark upon it the noticeable trees or 



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