Junk, 1909.] 



575 



Miscellaneous. 



gardens, but the following is a general 

 summary :— 



Aringay :— Varieties, 



Vegetable garden ... 52 



Flower garden ... ... 126 



Experiment plats ... 12 



Cava :— 



Vegetable garden ... 20 



Santa Cecilia ... ... 87 



Tubao :— 



Vegetable garden No. 1... 30 



First-grade vegetable garden 



No. 2 50 



Santa Tereza :— 



Vegetable garden ... 35 



Rizal :— 



Vegetables ... ... 29 



Anduyan :— 



Vegetables ... ... 27 



Ambangonan : — 



Vegetables ... ... 18 



Experiments were made in the experi- 

 mental gardens with the following : — 



Broom corn : Grew very well, and 

 had good long brushes. Winter wheat : 

 Grew well, good head. Flax : Grew well, 

 good stem and plenty of seeds. Spring 

 wheat: Grew fairly well. Buckwheat: 

 Grew well, but did not get large. Millet : 

 Grew well, good head. Rutabaga : Grew 

 well, good root. Sugar beet : Bad seed. 

 Sugar corn : Only fair stand. Sun- 

 flowers : Large heads, some 18 inches 

 across, Sage : Grew well, but was killed 

 by animals. Peas : Failed, few pods. 



Interest Shown. 

 In no case have I any complaint to 

 make of lack of interest shown by pupils. 

 All of the pupils were willing to work, 

 and felt slighted if not given a garden. 

 As an example, I give the following 

 occurrence in Tubao ; It was first intend- 

 ed to have only one garden in Tubao, 

 and have only second, third, aud fourth 

 grade pupils do garden woik. The first- 

 grade pupils objected to this arrange- 

 ment, and many in this grade cried 

 when told that they would have no 

 garden. I finally told tiiem that they 

 might have a garden if they would bring 

 the materials for fences. The next 

 morning every pupil came to school with 

 one or more bamboos. Even little fel- 

 lows seven years old brought a long 

 bamboo, The larger boys of the grade 

 built the fence. A corner of the plaza 

 was utilised, and in three weeks every 

 pupil in the school was working in his 

 individual garden. Absolutely every 

 pupil in my district does garden work- 



In most cases the teachers have shown 

 great interest in this work. With pos- 

 sibly two or three exceptions, the 



teachers have carried out ray instructions, 

 as the flourishing gardens show. 



The parents have shown a creditable 

 amount of interest, often visiting the 

 gardens. Iu only two cases have I had 

 parents object to their children working 

 iu gardens. These objections were easily 

 settled by a little explanation as to the 

 individual ownership of the gardens. 



I find that the hardest problems I have 

 had were the stealing of the plants from 

 the gardens and insistence upon fre- 

 quent waterings. The barrio of Cava 

 being on the main road, and no houses 

 near the gardens, the plants were stolen 

 by people who were passing. I also had 

 considerable trouble in the barrio back 

 in the hills among the " bagos." The 

 barrio of Amban^anou was constantly 

 depleted by thieves. There was also 

 some difficulty in getting teachers to 

 give minute attention to all detailed in- 

 structions about the watering of plants. 



Summary. 



First— The gatden work was done 

 willingly by all pupils. 



Second.— Attention was given the gar- 

 dens on Saturdays and holidays. 



Third. — All gardens were owned by 

 the pupils, aud the products were the 

 proper Dy of the pupils raising them. 



Fourth. —Instruction was given in the 

 use of fertilisers, cultivation of plants, 

 use of products, and saving of seeds. 



Fifth.— Garden work was done outside 

 of school hours. 



Sixth.— It is believed that the gardens 

 have been a success, and a great benefit 

 to the pupils in teaching them industry, 

 and to the parents and the community 

 at large by the introduction of new food 

 plants. 



Seventh.— All that is necessary for a 

 good school garden is plenty of hard 

 work aud close supervision on the part 

 of the supervising teacher. 



Eighth. — Previous to the starting of 

 our school gardens, radishes, lettuce, 

 beets, endive, carrots, rutabaga, kohl- 

 rabi, turnips, aud many other of the 

 plants grown were unknown as food 

 plants in my district. Now you will find 

 many of these planted at the homes of 

 the pupils. 



Ninth.- -The only restrictions were that 

 each pupil prepare the soil, cultivate the 

 plants, and save seeds according to in- 

 structions. The success of the work I 

 attribute largely to the fact that each 

 pupil was given his own individual plat, 

 thus giving him a definite ownership 

 and a right to use or sell the products of 

 his garden. 



