ALLOCATION OF GROUND 107 



dition of being a model garden, and in too many instances the 

 school garden is a spot devoid of interest and even positively 

 ugly. Little rectangular beds of cabbages, onions, beet, potatoes, 

 and so on, in monotonous succession, bounded by bare palings 

 and walls, make a picture the reverse of educational. The weight 

 of expert opinion seems to be on the side of individual work, so 

 far as da}^school gardens are concerned, but as a compromise the 

 possibility is suggested of laying out the garden in single large 

 beds, there being one bed of each crop, but assigning particular 

 rows to particular boys. In this way, while the garden would 

 present the appearance of an ordinary garden, each boy would 

 still have his own sets of plants, for the management of which 

 he would be entirely responsible. 



If the co-operative method is not adopted in the case of day- 

 school gardens, it is highly desirable that evening-school gardens 

 should be cultivated in common. The teaching here will lean 

 more to the utilitarian and commercial side. Grading, packing, 

 and marketing-* of produce might be taught, and this can only 

 be done satisfactorily when the garden is cultivated in common. 

 The industrial-school garden affords a valuable instrument for 

 the instruction of the younger members of the rural population 

 in the essentials of co-operation, and should be a fitting intro- 

 duction to the more complex co-operative methods which are 

 generally recognised as necessary to ensure success in the manage- 

 ment of small holdings. 



Figs. 42, 43, and 51 show the arrangement of the beds 

 adopted in three distinct types of schools. 



