. Among School Gardens . shed the second year when the same childrenfelt the gardens to be their very own because theyhad done all the work upon them that they pos-sibly could. Here is another opportunity tolessen the expense of hired labor, particularly inclearing up.* A half dozen children by the use ofropes and crowbar, if wisely directed, can safelyaccomplish much clearing that might seem torequire adult strength. Equipment can be di-vided into fundamental and accessory, limitingthe latter according to the amount of naturestudy, housewifery and elementary science thatis to be undertaken in
. Among School Gardens . shed the second year when the same childrenfelt the gardens to be their very own because theyhad done all the work upon them that they pos-sibly could. Here is another opportunity tolessen the expense of hired labor, particularly inclearing up.* A half dozen children by the use ofropes and crowbar, if wisely directed, can safelyaccomplish much clearing that might seem torequire adult strength. Equipment can be di-vided into fundamental and accessory, limitingthe latter according to the amount of naturestudy, housewifery and elementary science thatis to be undertaken in connection with the substitution, also, one can lessen somewhatthe cost of both the fundamental and accessorymaterial. Let us consider a garden for fifty children. Inthe first place, if one person is to supervise them, * Sort the rubbish into piles of different materials. The stones andbricks and rocks may be handy for paving purposes; old wood forcarpentry; old cans and bottles for plants and experiments. 130. COST OF EQUIPMENT the pupils should be divided into at least threesections for class or special work. As soon asconvenient, they should be placed under somesystem of monitors or helpers or sub-instructorsdrawn from among themselves.* This will lightenthe general daily work of the garden. It may be well to insist that such disciplineas is necessary should be almost military. Thechildren like it better, provided the spirit is notthat of the martinet, but one of mutual help-fulness expressed in firm, gentle, unyielding yetsympathetic manner. There should be no cod-dling, no pets, no excessive demands upon thechild, no injustice through confusing the adultsand the childs point of view. There should beas little of the school atmosphere as possible, butprompt obedience coupled with the utmost pos-sible liberty. In a first-year garden the individual beds wouldprobably be 4 x 8 feet or 5x10 feet, with none over10x20 feet. An arrangement could be made toaccommodate chi
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