Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1906-07-18
|ARN-GARDEN
|FDR EACH SCHOOL
Is The Ideal Indicated by the Ma
ture Work at the
University.
EUROPE TOOK THE LEAD.
,rd America Is Rapidly Following up
The Movement for Agriculture
In schools.

ne special feature OF the work in the
.nure.trainng class at the state uni
vsrlty yesterday was tho proposition
,s,, each school should be supplied
Win a garden. This was a few years
,eo considered desirable, but is now
coming to be regarded as necessary, in
ne common schools; and teachers
should be ready to take up the work.
sine, they will, no doubt, DO 50 before
THE SCHOOL GARDEN.
ore u The most popular OF recent
roytments in elementary education Is
:, me work Of the school garden. These
fs8ures Of schools have been known
and their value appreciated for a num-
Der Of years in Europe. and they are
now coming much into vogue IN this
country The school garden Is in the
art place good for the children by
co-ordlnating their muscular and men.
tal activity The teacher selects
niece Of land. and takes the children
iot Il IS found by The children them
selves that the soil Is not yet ready for
rant.ug. 4, must BE- cleaned ~ brush.
ploUed and narrowed. the pupils sug-
resting me successive steps 20 be TAX
on. Soil with too much gravel or too
much clay In II. or with 2 surface too
floping or too uneven, will be criticised
hy the class. Then comes the cues
ton What shall be planted? We select
Tor schools the vegetables that mature
very early. since the school viii be
1ossd by June. The school makes use
n the products. eating the radishes.
lettuce, etc. IN school luncheons The
practical solution OF various problems
that now arise I'm cultiyatIng irrigating,
harvesting, etc. Is found by the pupils.
STUDY OF TERMINATION.
Get some cheap shallow baking pans
for holding clay. sand and other soils.
1T some Of the children rip lath into
three strips. Take three strips Of the
length and four of the width Of the
pans and lay them over the pans
Cover with cotton batting, and put wet
sand beneath Have the pupils plant
peas, beans. corn. etc. the large seeds
being preferred because in them the
process Of termination can be better
observed. The seeds arc simply laid
upon the damp cotton. The students
watch and make a record OF what oc-
ours. They see that the seeds % swell.
y then burst, 80 form root. 40
shrink mp. 81 put our leaves. and ~
the seed Is found to change It's taste.
becoming sweet from the transforma-
lion n The starch into sugar
WHAT THE SEED IS
Observation shows that the seed is
composed Of two essential parts. Gl
tho germ. 90 tho food stored In the
seed for the first growth Of the germ.
The abundance Of this stored food Is
taken advantage OF by man In the case
of the cereals and other seeds When
the stem az the sprouting wheat Is only
half sn inch In height. the children
-houd be permitted TO taste the grow.
ing seeds and the wheat that has mere.
Is been soaked with water without
terminating They must not be told
what the taste viii be like. or they
win imagine rather than experiment.
STARCH AND SUGAR.
fut some slafcn M water, ana TEST
with iodine lpay five cents for u at the
drug store, the mixture turns blue.
This Is the test for starch, which is
seen 90 be insouble IN water. Sugar
placed in water completely dissolyes,
leaving the water clear as before Show
hy d.ltring. that the sugar passes
through. but the starch Is retained by
the filter paper Then teach the work
of the plant n turning starch into
sugar al the time Of termination. and
show why this change is necessary In
order to allow the sap 20 circulate
HOW DEEP TO PLANT.
rs there any commonsense principle
that controls tho depth al which seeds
should De planted7 Why Tor instance
should the corn Doe planted deeper than
i1e squash Because the corn has a
IOng stalk 90 support and must q
,rcpor than the squash Therefore,
heat On dry farms is planted decN
enough 10 be affected only by "a heavy