Appendix 361 
where such produce is not required by the villagers, who have gardens 
of their own growing similar produce. Instances, however, often arise 
where the residents will buy the school garden produce, and will even 
pay fancy prices for it. A boy has been known to make 7 s. 6 d. off 1 pole 
of ground in a school garden. This, of course, is quite exceptional. When 
the school garden is started, good prices are often paid for the produce, 
not for the sake of the produce, but to encourage the boys in their work. 
After a year or two the prices drop, and sometimes the produce cannot be 
sold at all. The goods are produced in such small quantities that it would 
not pay anyone to go to one garden for them. One way which seems 
satisfactory is a system of collecting the produce from all the school gardens 
with a light motor van, and conveying it to market. This will not pay 
while the school gardens are so far apart, but when every school has its 
school garden there is no reason why the system could not be carried out 
successfully, and the proper market prices obtained for the produce. To 
make out a balance sheet from the school gardens at the present time, 
simply on the prices obtained locally, may be very misleading to the 
children, and also to those in authority, who might not understand the 
conditions of the various neighbourhoods. It might very naturally be 
thought that a garden class which sold ^2 or ^3 worth of produce was 
being very much better cultivated, and gardening being much better taught, 
than where there was only io.f. or 15^. worth of produce sold; whereas the 
one class might be quite as well taught as the other, but not situated 
in a neighbourhood where the produce was required. The fairest way is 
to value the produce and compile a balance sheet from that valuation. 
Fruit culture should be adopted wherever it is possible, but not to 
an extent beyond that which can be managed comfortably in the time 
allowed for the class. A few trees may be bought for a quick return of 
fruit, but some stocks should be obtained, and either grafted or budded, 
thus allowing the children to see the method of cultivation of fruit trees 
from the beginning. The distances apart should be considered carefully 
(see chapter VI). Great care will be necessary with regard to the use 
of the pruning knife, and the working with tools among the fruit trees and 
bushes, not to injure either the stem or roots. 
Flower culture should never be lost sight of in the school garden ; in 
fact it should be a special feature. The garden should be laid out on 
artistic lines, but not too elaborately. A row or two of flowers, to mark 
out prominently the principal outlines of the garden, is very effective. A 
pretty garden is an attraction for everyone, and especially for school chil- 
