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THE GARDEN MAGAZINE 



March, 19 10 



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The "Common plot" system, as employed at New 

 Paltz, N. Y. 

 Flower garden : I., sunflower; II., nasturtium; III., 

 poppies ; IV., marigold ; V., zinnia ; VI., bachelor button ; 

 VIII., candytuft, mignonette. 



Vegetable garden : I., lettuce, radish ; II., lettuce, radish ; 

 III., lettuce ; IV., beets and onions ; V., herbs peppers ; 

 VI., tomatoes ; VII., experimental. 



herself. Dr. -Melville's school, No. 84, is a city- 

 school, with just the limited space most city schools 

 have to contend with. His solution of this problem 

 for his own school is suggestive to others for theirs. 



THE COMMON PLOT 



THE New Paltz school garden was divided into 

 large plots. Different grades took the 

 management of a given plot or two, and the prob- 

 lem of raising a certain vegetable and flower. The 

 Roman numerals on the plots stand for the grades, 

 while the caption tells the kind of seed planted. 

 For example, Grade V. has a plot in the vegetable 

 garden for the raising of herbs and peppers. 

 Now look over into the flower garden, and it is 

 seen by consulting the key that zinnias belong to 

 this grade and are planted at the extreme left, in 

 the lower part of the garden. 



It is to be noted, too, that the flower garden is of 

 the purely ornamental type, its color masses being 

 broken by borders of mignonette and candytuft. 

 This whole matter of color scheme was a problem 

 worked out by the sixth grade in its art work. 



The kindergarten had a long strip of land where 

 large-seeded plants were planted. The sixth 

 grade assisted the little children in their planting. 

 Another big space was given up to the raising of 

 grains thus assisting the industrial geography work. 



COUNTRY CONDITIONS 



NOTICE in the Alford garden, Great Barring- 

 ton, Mass., that the double bed, at the left 

 in the plan, is a space-saving device. All side 

 strips have been utilized as well. In the following 

 account by the teacher (Ethel H. Nash) the ar- 

 rangement of working time is good and suggestive: 

 In the accompanying plan of the garden it is shown 

 that the plots on the right were devoted to flowers 

 and those on the left to vegetables. Each child 

 had an individual plot, planting either flowers or 

 vegetables, as he chose. Some of the older ones 

 wished to plant both and were given the oppor- 

 tunity to do so, one plot on each side being given 

 them. The long beds at the sides, in the middle 

 and at the back were known as class beds. These 



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Individual plots, with vegetables and flowers in 

 separate halves of the garden. The long beds are 

 "class" beds (Great Barrington, Mass.). 



were taken care of by all as they finished caring for 

 their own beds. 



We planted only such vegetables as would mature 

 early in the summer: radishes, lettuce, peas and 

 string beans. Each child carried home the produce 

 of his garden. For flowers, in the individual plots 

 we planted asters, California poppies, zinnias, 

 African daisies, four o'clock's, poppies, China pinks, 

 balsams, marigolds and bachelor's buttons. 



In the long beds we planted nasturtiums, annual 

 hollyhocks, cosmos, sweet peas, calendula and pansy 

 plants. In arranging these we tried to keep in mind 

 the height and colors of the various kinds so as to 

 have a pleasing effect when they blossomed. Many of 

 these seeds were started in the schoolroom in March, 

 where we could watch their early development. 



The whole class worked in the garden from half- 

 past three until four o'clock every afternoon in the 

 busiest season, and afterward as often as was nec- 

 essary. At times, too, different ones were allowed 

 to work in the garden as they finished their regular 

 school work. 



GARDEN MANAGEMENT 



IN LAYING out and starting the work in the 

 garden at Eastman Park, Poughkeepsie, N. Y., 

 each child was assigned one plot and given a card 

 bearing the number to correspond with the number 

 on the marking stake placed at one end of the plot. 



Each child was required to mark, plant and 

 cultivate his own plot under the direct supervision 

 of an assistant, who had been previously instructed 

 in every detail. Assistants were not allowed to do 

 any of the work for the pupil. After a pupil thought 

 his work was completed for that day, the director 

 inspected it. If all was well done then the number 

 of the plot was taken on a card used especially for 

 the purpose, and afterward copied in the register. 

 If, after inspecting the plot, the work was not satis- 

 factory the attention of the pupil was called to this. 

 In no instance would credit be given the pupil before 

 everything was done in businesslike shape. 



The garden was open all day on Saturday and 

 every day from three to six in the afternoon. There 

 were one hundred and seventy-six individual plots 

 in the garden. Three times that number of children 

 applied for plots during the season. 



Sections of the garden used for observation work 

 and portions set apart for flowers were prepared, 

 planted, and cared for, during the entire season, 

 by all the children working in a company. The 

 children worked these after their work in the 

 individual plots was done. In this way, these 

 sections were always kept in fine shape. In these 

 sections we planted and cultivated vegetables and 

 plants not grown in individual plots. 



Each child raised beans, lettuce, beets, carrots, 

 onions and turnips on his individual plot; and 

 planted two kinds of sweet corn, pop-corn, brown 

 corn, tomatoes, cabbage, cauliflower, hemp, flax, 

 buckwheat, wheat, peanuts and a large variety of 

 flowers for observation work. 



The size of the individual plot was six feet, with 

 a foot path between plots. Main paths measured 

 three feet. Along these main paths, or streets, 

 were narrow borders of grass. 



Once each week all the pupils assembled together 

 under some nearby shade tree and a little talk or 

 lecture on some feature of plant life was given, or 

 some simple experiment was performed. 



Wm. L. Wildey, Director. 



A GROUP SYSTEM 



THE garden work at Dr. Melville's school, No. 

 84, New York City, is confined to the third 

 and fourth grades, as space is limited. Each plot is 

 3 x 4 ft. 



The flower beds, marked F, in the plan, are com- 

 munity gardens. The plants for these are donated 

 by the children. 



The plots are marked for observation purposes. 

 In these are planted all kinds of grains, broom 

 corn, flax, hemp, parsley, Brussels sprouts, toma- 

 toes and melons. Such a selection as the above is 

 intended to supplement the work of the individual 

 plot and also to acquaint the children with the 

 grains and the fibre plants. 



Another feature of this garden which is worth try- 

 ing is that of fruit raising. This work is usually left 

 out of the school garden. It is well worth trying. 



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The Poughkeepsie, N. Y., school shows a good 

 model for use ■where there is plenty of space 

 O, observation work; P, individual plot; S, street; F 

 flower bed 



Three entirely different sets of children work the 

 individual plots. The first group does the spring 

 sowing and has the care of the garden up to the 

 time of the summer vacation. The second group 

 is represented by the children who care for the 

 garden during the summer. The third group does 

 the fall planting. So, although the amount of 

 garden space is limited, the group system offers 

 opportunity for many children to work> Each 

 group is entitled to the crop which is ripe at the 

 end of a period of ownership. A water faucet was 

 placed on the outside of the building nearest the 

 garden. 



Just before the close of school in June, the 

 individual plots are assigned to pupils who promise 

 to care for them during vacation. Boys and girls 

 come on alternate days. The boys and girls are 

 in charge of pupil monitors who are responsible 

 for the care of the tools and for the general care of 

 the garden. The assistant principal is in charge 

 of the garden work and with the principal visits 

 the garden frequently during the vacation. 



Agnes Cording. 



CARE OF BULBS 



WHEN the bulb is all through its blossoming, 

 the flower stalk and leaves should not be cut 

 off immediately if you wish to use the bulb again. 

 To be sure the plant looks most unsightly with its 

 faded flowers and straggly leaves. It need not be 

 kept before one's eyes, but may go down cellar to 

 mature. When this process is all over, the leaves 

 and old blossoms should be cut off to almost 

 two inches above the bulb itself. Take the bulb 

 from the pot, shake all clinging dirt off. Place on 

 a paper until it is entirely dry. Then all such bulbs 

 may be put away in a cool place in a box until 

 ready to be planted outdoors early next fall. 



Contest Bulletin 1909-1910:- The bulb con- 

 test closes April 1st. This is a contest for schools 

 and individuals. All reports and pictures of 

 flowering bulbs should be in on this date. Prizes 

 will be awarded as soon as possible after the close 

 of the contest. For information write directly to 

 to Children's Garden Department. 



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Making the most of small space at Public School 

 No. 84, New York City, N. Y. Three separate sets 

 of children work one plot 



O, observation work ; K, kindergarten bed ; V, violets ; 

 F, small fruits ; W, water tap ; P, individual plot ; F, flower 

 bed; G, grass; V, vines; S, shrubs 



