AFTER PLANTING, WHAT? 



of fixed distances. It is based upon the fact that 

 plants should not interfere with one another, and 

 that there is a general proportion between the size 

 of root and leafage which can be illustrated. Thus, 

 if the children, when ready to thin beets or trans- 

 plant lettuce, are told to recall the size of the beet 

 root or of the head of lettuce as they have seen each 

 in the store; to draw roughly on the ground a circle 

 of approximately the same size; and then to draw 

 another similar circle just touching the edge of 

 the first, they can see that the distance between 

 the centers of the two circles would be about the 

 distance apart that the plants would have to stand 

 so as not to interfere with each other.* Such a 

 rude estimate would cover all the common vege- 

 tables; though in the case of unfamiliar growths, 

 like corn and beans, the necessary distance would 

 have to be given them. 



There are some details of the school garden that 

 relate to the teacher more than to the child, which 

 should be considered. Where a school garden 

 has several members on its staff, they should be so 

 selected as to work in perfect harmony and with 

 loyal obedience to their head, who should be 

 capable, generous-minded and considerate. He 

 or she should be competent to superintend the 

 garden and all its activities ; generous to give 

 credit to the assistants for work well done or 

 for helpful suggestions ; reasonable in planning 

 the work for both children and subordinates, in 



♦ This method is suggested by Mr. Henry G. Parsons. 

 193 



