PLANNING AND PLANTING THE GARDEN 



Assuming the ground to have been cleared, 

 plowed and harrowed, or spaded and raked for or 

 by these would-be farmers, the teacher should 

 calculate its area, study its possibilities from 

 the aesthetic point of view, and roughly map 

 out her plan. Beginning at the center ofThe 

 plot or the central point, she should lay out '^ 

 a bed for flowers, or a space sufficient to build 

 the small arbor, pergola or shelter which is to 

 have vines trained and flowers arranged about 

 it. Such shelter might have a circular seat and 

 table to convert it at will into a small classroom ♦ 

 for talks or experiments. It will also provide 

 a reception or resting room for visitors to the 

 garden who wish to watch the children or to hear 

 about their work. From this point the mairi^ 

 paths 3 to 4 feet wide should extend or should 

 radiate north and south, east and west, and these 

 should be cut by narrower paths running at right 

 angles. These main paths must make every part J 

 of the garden easily accessible from the entrance. 

 The lesser paths should be from i to i J feet wide, 

 if the grounds are very- large, the few main paths 

 may be 5 feet, those separating sections of the 

 garden 3 feet wide.* 



For convenience let us assume that we wish 

 the center of the garden to be also the center of '- 

 work and interest. To plot the garden, find its 



* Paths I foot wide between the individual beds give a more 

 businesslike look which the children prefer, for they enjoy doing ^ 

 things as "grown up farmers" would. 



149 



