cooking and cleaning, a boy may have it brought home to him in connection with a garden plat. The kind of experiments which may be made and studied with advantage in connection with school gardens are described in Laurie's Food of Plants and in an extremely practical and suggestive paper by the professor of botany in the Durham College of Science, Mr. M. C. Potter. Mr. J. H. Crawford published in Natural Science (July, 1892) a plan for making an agricultural museum, which offers valuable suggestions for associating practical garden work with the study of elementary science in the class room. The result of this combined indoor and outdoor instruction will be to spread a much-needed type of general as well as technical knowledge. The rising generation will learn what is the true nature of an experiment, what are the methods of modern science, in what way observations are made and inferences are drawn from them, what are the sources of error, and how it comes about that a merely practical man may as easily underrate as overrate the researches of the laboratory. The division of the ground, and therefore, first the size, shape, and arrangement of the individual plats.—Each boy, then, should have a plat to himself. In the Buscombe School Gardens there are plats for 12 boys. The plats must not be too large, because the boys can not work more than two afternoons a week. The shape, again, is important, because it is desirable that the boys should be able to perform much of their gardening while standing on the paths between the plats instead of having to step on the border for every operation. The plats, therefore, measure 30 feet in length and are only 10 feet in width. The four corners of each plat are carefully marked by squared and substantial pegs firmly driven into the ground. Each plat is numbered and the numbers are written clearly and boldly on the face of the pegs. The longer axis of each plat extends along a line from east to west, which facilitates the cropping. The vegetables are planted in rows across the plats from north to south, because this plan gives them the best chance of thriving. Each particular kind of vegetable is planted on the same line right across all the plats (see plan), so that although in the separate plats the rows are short, being only 10 feet long, yet, when the whole set of plats is looked at in one view, the vegetables are seen to be planted in long rows extending right across the gardens in regular lines, from the north boundary to the south. The success of each boy is thus easily comparable with that of the others. Cropping of a plat.-Let us now see how a plat is cropped: Broad beans, hollow crown parsnips, white Spanish onions, Bedfordshire champion onions, radishes, lettuce (cos and cabbage), potatoes (three rows-early, medium, and late), Brussels sprouts, cauliflower, James's intermediate carrot, shorthorn carrot, pineapple beet, Wheeler cabbage, drumhead savoy, Veitch's autumn giant cauliflower, scarlet runners. The scarlet runners were planted on the side next the road, and served as a screen against the depredations of roughs and idlers, who, in the absence of the boys, would occasionally steal their best vegetables. (2) Other plats for working in common.--Besides the ground which was taken up by the 12 plats and the paths between them, the inclosure contained space for two other purposes. (a) Along the south side there is a border about 100 feet in length and 10 in width for growing certain vegetables which will not lend themselves readily to separate treatment in the 12 plats, such as asparagus, marrow [gourds], and seakale. Here too are planted several pot herbs, such as thyme, sage, marjoram, etc., and also seedlings to be pricked out later in the other plats, such as lettuce, celery, leeks, sprouts, and cabbage. (b) At the east end of the ground there is space for 4 plats of the same size as the 12 others-namely, 30 by 10 feet-in which certain fruit trees were planted, including standard apples, pears, and plums, and also such brush fruit as currants, gooseberries, and raspberries. Room is also found for some tomatoes, a strawberry bed, and a few herbaceous flowers, by way of ornament, and some roses. In the northeast corner a small frame 6 by 4 feet was placed for the purpose of growing seedlings, which might thus be preserved through the winter for early spring planting. In these plats the boys learned how to bud rose, to train fu't trees, and to make grafts in different ways. Care of tools.-The ground was inclosed by a barbed-wire fence, which was stretched upon strong posts. Inside of this fence was planted a privet hedge, in which were set at intervals a few trees, such as poplars, maple, birch, and ash. At the gate of the inclosure a wooden hut was built for the accommodation of the tools and seeds. It was made of tarred boards, with a corrugated iron roof, 9 feet square, 9 feet high at the back and 6 feet in front. The floor is of brick, and shelves are provided. Each plat has a set of tools assigned to it, and each tool is numbered to correspond with the plat to which it belongs. Each set of tools hangs from a peg, which is numbered to correspond with the plat to which it belongs. The boys are taught to keep their tools scrupulously clean by aid of linseed oil and paraffin, and to put them away in an orderly manner after using them. The plat tools are adapted in size to the use of the boys, one 4-inch Dutch hoe; one 4-inch draw hoe; one 4-prong [spading?] fork; one spade (7 by 11 inches), and one 10-toothed rake. Besides these are other tools for common use, to wit: 1 besom, 1 mallet, 2 wheelbarrows, 1 water can, 2 boat baskets, 4 lines 60 feet in length. The plans show the details of the arrangements, which have been described. The effect of good and bad gardening contrasted.-The soil was originally of the worst possible description, consisting of almost pure gravel. The boys had obviously to overcome natural difficulties. Cultivation was commenced by trenching to a depth of 2 feet, which involves digging out three spits (to the depth of three spades about). Stable manure was applied somewhat liberally at the bottom of the trench. The summer of 1896 was very dry, but owing to this “ bastard" trenching, although there was no artificial watering, the fine growth of the crops in these plats, as compared with the scanty growth in neighboring gardens, where there was far less labor expended, proved the truth of the old saying, justissima tellus, for "the honest earth well repaid all the toil." The produce of the gardens received certificates of merit at more than one horticultural show. The contrast between the results of good and bad gardening forms a most telling object lesson, and the difference in the crops according as the boys are more or less skillful, or as they are careful or careless, is well demonstrated by the arrangement of the rows of vegetables which cross the plats in a straight line. In the report of the Woburn fruit farm for 1897 a method is described of making approximate measurements of the comparative loss of growth which is due to neglect and bad method. The instructor of the Buscombe School Gardens, himself a nurseryman, is attempting to teach the boys to practice the method of measurement there described. The young gardeners' diary and account book.-The boys are taught to make rough notes on the ground, recording the operations of each day, the dates of planting seeds, and the names of the sorts selected. Hints are added to this instruction as to the distance between the rows of plants, and also between plants in the row, and a record is made of the kind of manure which is used and other matters. A daily record of the weather is kept and the amount of rainfall observed and noted. The notes are afterwards worked up in a systematic form, and serve as a gardener's diary of great value for future use should the boys in later life do some gardening of their own. A few extracts from one of the diaries are given: March 15.-Sowing onion seed. White Spanish and Bedfordshire versus champion. One row of each, 1 foot apart; made drill about 3 inches deep. After sowing the seed, raked the soil over them and patted it down with the spade. March 22.-Trenching and manuring. The brood beans and pease are showing above ground. March 16, 23, and 29.-Trenching, manuring, and weeding. April 2.-Finished trenching in all the plats to day. Edging and weeding paths. May 14.—Sowed one row of cabbage lettuce in the experimental plat. Dressed the cabbage plants with four different kinds of artificial manure, namely: Two rows with nitrate of soda, two rows of nitrate silicate, two rows with native guano, one row with ichthemic guano. Each boy sold the produce of his own plat, and the money so earned was brought to the instructor, who received it and entered the amount in an account book, reserving a separate page for each plat. Each boy also kept an account book of his own, so that he might feel sure that he received his proper share. The money is divided, and one-half is devoted to the purchase of seeds for the next season, while the other half is given to the boys in proportion to their earnings. In this way some boys earned as much as 8 shillings in the year, while the average was about 6 shillings. In conclusion, says Mr. Rooper, I may add that a year's garden work had a strikingly beneficial effect upon the growth and physical development of the boys who had thus done their part to carry out the somewhat neglected instruction to man to go forth "and till the ground whence he was taken." [FOR THE USE OF TEACHERS.] No. 22. ON NATURE STUDY. ESPECIALLY ADAPTED TO THE USE OF CHILDREN IN SCHOOLS IN RURAL DISTRICTS. [Prepared by the faculty of Purdue University.] AN EXPERIMENTAL FARM FOR YOUNG PEOPLE. [By Prof. W. C. LATTA.] In Leaflet No. 9 Professor Coulter told you about a school garden. If you have acted on the suggestions of that leaflet, you are beginning to realize how attractive, interesting, and instructive such a garden may become. More than this, you have learned how easily and cheaply you can beautify the school yard with flowers and vines. 1ADDITIONAL NOTES TO TEACHERS CONCERNING THE USE OF THE NATURE-STUDY LEAFLETS. It is important to observe that very much of the nature study by the children must be done out of doors and in the spring and summer, but many of the schools will not be in session at that time of the year. Such of the leaflets therefore as especially relate to spring and summer work on the part of the children should be translated into oral lessons and given by the teachers of such schools during the winter term. It is quite apparent the leaflets can often be used in this way with but few slight changes in phraseology. Thus instead of taking the children on an excursion in May to observe spring birds, the teachers can rephrase the leaflet on that subject and use it as a basis for a conversation with the children, instructing them how to become good observers as they go about and requesting them to report the results of their observations at the beginning of the next term. These oral lessons should bring out as much as possible the previous information of the children. Some of the leaflets, however, which seem especially to relate to objects which can be observed only in the spring, may serve as models upon which the teacher can construct exercises adapted to use in the fall by substituting subjects of study which can be readily found in the later months of the year. To emphasize what has already been said in the letter of transmittal it may be repeated that the chief purpose of these leaflets is to suggest methods to the teachers rather than to give them information, and that the most successful results will be obtained when teachers are able to supplement these lessons by those of their own construction. PRESIDENT'S ROOM, PURDUE UNIVERSITY, JAMES H. SMART. Lafayette, Ind., March 4, 1899 In this leaflet I wish to show you how to have a miniature school farm, which may be made quite as interesting and instructive as the school garden. But I fancy I hear you say, "Where can we find room for such a farm? We can't take it out of our playground. It is too small now." You are quite right. Don't take any part of your school yard, but persuade the school authorities to provide a small enclosure-at least one rod by four in size-just outside the school yard. Doubtless some kind-hearted farmer who has not forgotten that he was once a boy will let you have the ground, and then I am sure you can get the school board to put a strong, close fence around it. In this small enclosure the older boys can prepare the ground, plant the seeds, and cultivate the crops "by hand." About the only tools you would need for this purpose would be the spade, the hoe, and the rake. In such a piece of ground you could conduct a great many simple experiments with the farm crops. You could watch the process of germination, growth, fertilization, and development of grain, and you could also note when, where, and how insects and fungous diseases attack the several crops. By conducting these experiments you would learn many interesting facts that would prove very helpful on the farm. It is not expected that you would be able to grow as good crops as the farmer can under more favorable conditions. You must remember that the chief object of the school farm is to get knowledge, which will, later in life, help you to become more successful farmers. Do you know how valuable knowledge gained by careful observation and experiment really is? Just this kind of knowledge is considered so valuable that our Government expends annually nearly a million of dollars to maintain agricultural experiment stations in the several States and Territories and in the District of Columbia. This vast amount is expended in conducting and in publishing the results of experiments that will help the farmers to avoid mistakes and employ only the best methods. By using this experimental knowledge the farmers of the country will be enabled to save many times this sum. A prominent farmer of northern Indiana estimates that the farmers in his county alone might have saved one and one-half millions of dollars in the last ten years by fully using the information afforded by the experiment station and the farmers' institutes. Experiments have shown that the stinking smut of wheat can be effectually destroyed by simple treatment with hot water. If this romedy alone were faithfully used by all farmers whose wheat is affected it would save them millions of dollars. The farmers of Indiana annually expend many thousands of dollars for new varieties of grain in the belief that the old varicties are "running out." Many carefully conducted experiments at Purdue University and elsewhere have clearly shown that these varieties do not necessarily run out, and that the old and tried sorts, if well cared for, will generally do as well as, or better than, the new kinds for which some farmers will pay three or four prices. The value of the experiments which you can conduct on a school farm will depend on what you undertake and how you do the work. If you begin at the wrong time, do the work in a careless manner, or if you fail to finish what has been well begun, your observations and experiments may have very little value; but if you will carry out even the simplest kind of an experiment from beginning to end in a careful manner, you will surely gain some useful knowledge. More than this, you will acquire the habit of systematically taking and recording observations which will prove invaluable to you all through life. In order to help you, I will suggest (1) a few very simple experiments that you can try in the garden at home or in some corner where they would not be dis turbed, and (2) how to arrange and manage a school farm, in which you could join with your schoolmates in conducting a variety of experiments. One of the very interesting things you might do in the garden at home is to collect and plant all the varieties of peas you can get. This might include the Canada feld peas, the several kinds of garden peas, and the different varieties of sweet peas. Plant in drills, at least one foot apart, dropping the seeds two or three inches apart in the drill. Do all the planting in one day in the early spring, and cover about two inches deep. Note (1) when each kind "comes up;" (2) the difference between the first or seed leaves and those which follow; (3) how tall each kind grows; (4) when each kind blooms; (5) differences in the size, color, and fragrance of the flowers; (6) differences in the form and size of the seed pods and in the number of pods produced on a single plant of each kind; (7) when each kind matures. You will, of course, need supports for the taller varieties. When each variety comes into bloom it will be interesting to carefully dig up one plant of each kind and examine the roots for nodules (little rounded enlargements), which will vary in size from a pin head to a pea. The little colonies of microbes which live in these nodules have the singular power of capturing the free nitrogen of the air and of rendering it available for crops. Most if not all of the leguminous plants (including peas, beans, clovers, etc.) have this peculiar power of "fixing" nitrogen through the agency of microscopic soil microbes, and this is one reason they are called soil-renewing crops. This experiment would be nearly, if not quite, as interesting if made with varieties of beans or corn or potatoes. If in addition to, or instead of, these experiments at home you desire to join with your schoolmates in making a series of experiments, the school farm will best serve your purpose. An enclosure 1 rod wide by 4 long is perhaps as large as you can well take care of "by hand." In such an enclosure you can lay out a series of 20 plats, each 1 yard square, for the small grains, and another series, each 6 feet by 7, for corn, potatoes, etc. The accompanying diagram, containing half the plats in each series, shows how the plants may be arranged, and indicates also the number of hills or drills to each plant. LIST OF EXPERIMENTS.-SERIES I. No. 1. Wheat sown broadcast. No. 8. Two drills seed wheat covered 2 inches Nos. 9 and 10. Seed oats sown as Nos. 7 and 8. No. 13. Two drills seed wheat. 12 grains to each No. 1. Corn in hills, 3 grains to each hill. No. 14. Two drills seed wheat, 36 grains to each drill, and two drills seed wheat, 48 grains to each drill. No. 15. One drill seed oats sown March 1 to 15, and one drill, each, seed oats sown 2, 4, and 6 weeks later. No, 16. Two drills seed oats, 12 grains to each drill, and two drills seed oats, 24 grains to each drill. No. 17. Two drills seed oats, 36 grains to each drill, and two drills seed oats, 48 grains to each drill. No. 18. One drill, each, of red clover, crimson clover, alsike clover, and alfalfa, sown about April 1. No. 19. One drill red clover, sown February 15 to 25, and one drill, each, red clover sown 2, 4, and 6 weeks later. No. 20. Four drills crimson clover sown as No. 19. SERIES II. ! No. 6. Corn in drills, planted April 20 to 30. 1 Sow 20 grains to each drill of Nos. 7-12, inclusive, and to each drill of No. 15. |