IN VACATION AND TERM TIME 



tubers and roots as well as seeds, as an illustra- 

 tion of the means by which plants increase. In 

 the fifth grade they study the life history of a 

 plant ; as for example the beet — a biennial — 

 while the sixth learn to make and use a cold frame. 

 They also make a careful study of the cabbage 

 family. 



In the upper grades, well defined color schemes 

 of planting are worked out, and experiments 

 of varied character with different crops and fer- 

 tilizers, etc. The boys take the farm problems 

 and the girls the aesthetic. The school plan calls 

 for certain work to be done at the same time 

 in the home gardens and thus strengthens the 

 children's interest by winning their parents. 

 The whole plan of the garden is most attractive; 

 the flower section, about half an acre in extent, 

 is massed to the front. The waving grains, 

 vegetables, nurseries, graperies and experimental 

 plots are at the rear. 



Some schools begin growing plants for nature 

 study and develop a garden as "the pivot around 

 which the course of study revolves.'* The work 

 through the school year is done by the regular 

 instructors who spend one hour each week in 

 the garden. The summer work may have a 

 special instructor for half of each day. 



We give in the compositions that follow two 

 illustrations of the correlation of garden and 

 language work. 



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