Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1909-07-14

VI ehese SCHOOLS are doing either home or
school garden work or both. Some are wofk-
ing with the idea OF obtaining some agricul-
tural information, some for the added inter-
est and general helpful effects upon pupils,
and still others furnish material for compost
ton. arithmetic, ct cetera, Of practical ma
ture. Each school. however, considers it
worth while from its own poipt of view. The
home and school gardens are only the begin
nings of the teachings Of agriculture in the
public schools, yet they are TIE centers
around which all else revolves in the earlier
years OF school work, and they are practical
alike in both city and rural districts.
Educators differ very greatly in their ideas
as to where this agricultural training sbonld
begin. but am inclined to the opinion that
the earlier in the life of a child the better-so
long as judgment is displayed in the selec-
tion OF material and in the manner presenting
It, The college work is reinforced If some
definite work has been done in the high
school. High school pupils take hold of their
work with more interest and appreciation II
they have learned a few facts in the grammar
school. At North Adams we begin with the
Kindergarten.
As has already been remarked, each school
has a different problem and in telling what
We are tfylQS TO 90 at North ADAMS. L DO not
mean that consider 1t a model for other
schools to pattern after NV only thought is
that it may encourage some in their efforts or.
perchance, offer suggestion that may be of
use. We have three distinct types Of train
ing schools in connection with the North
Adams normal school. city school with all
the grades, including the kindergarten, with
an enrolment of about 500 pupils; a mill VIII
la ...;tk,
an enrolment Of about eighty pupils; and
rural school OF two rooms with six grades
and an enrolment of about seventy pupils.
All three of these schools have both home
and school garden work; the school garden is
part Of the regular work in each school but
of distinctly different types of work.
In the rural school, it started as a social
problem, and the FIRST attempt was the grow
ing of few towering bulbs for decorative
purposes. Later, other flowers were grown,
and this year the growing Of a few vegetables
was started with the idea Of encouraging the
cultivation of a profitable garden in every
home. In the mill village the work is more
thoroughly organized. The school grounds
form model for landscape gardening and
home decoration, and the school garden is
run from q commercial standpoint, but few
potatoes) and these are handled for profit. In
the city school we have a school garden in
each grade from the kindergarten to the
ninth grade inclusive, following this general
plan: In the primary grades each class has
garden about lax 10 feet. In which are grown
number OF vegetables and flowers, those be-
ing chosen that will appeal most to the chill
dren either on account OF color. shape or size.
The pupils help 10 do the work, but our idea
is not to teach how to plant or cultivate, but
to develop a love Of plants and a desire to
watch their growth and development. In the
grammar grades for the most part. each pupil
has an individual grdeu 4xlo feet. where he
learns something about the planting Of seeds.
trap,plauting. cultivation and harvesting of
n number Of flowers and vegetables
when we reach the eighth grade. however
IL Is put entirely upon a commercial basis.
and the punils work mostly in orouns 7
think I can best explain thi. nhase Of the
work bv describing the work of one eroup
In our eighth grade this wear ten bows elected
to work together in the growing of potatoes
They organized themselves and selected n
leader-this long before planting time. This
leader assigned each one some particular
poin. about potato culture which he was To
investigate. They were referred to the civ
library and the normal school library and to
government and state bulletins.
After allowing time for investigation thew
met and discussed these topics. Before plant
ing time met with them and we discussed
the matters Of seed selection. the cutting Of
potatoes and the preparation of the ground,
about one-dfth of an acre. before planting
After planting. the cultivation and further
fertilization we're the tooies discussed. and
still later that of snraving. The leader keeps
definite account of the time each bow works,
Of nil costs. including seed. fertilizer. etc.
and when the notatoes are ding and. sold NEXT
fall. after deductinu the expenses. the re-
maiuder viii, be divided among the boys ac-
cording to the amount of time thew have
worked we nave others growing corn
conditions.
Yes, know this will be criticised as being
mercenary-l would hate never to be criti-