The Library of Work and Play: Gardening and Farming Part 9

(3) Place good soil in the bottom of the hole.

(4) Put the tree on this layer, spreading the roots out carefully.

(5) Shovel rich soil over the roots. See that it goes in between the roots. Don't be afraid to use your fingers for this work.

(6) The poorer soil goes in on top.

(7) Tramp the soil down with your feet, making firm about the tree trunk.

(8) If the planting comes late in the warm weather make the soil into a soft mud with plenty of water, in this form was.h.i.+ng it in between and about the roots, all roots and rootlets come in direct contact with the mud.

(9) Last of all cut the tree back, shortening the larger branches about one-quarter their length.

After planting the boys kept the trees soaked with water, thus making it possible for the young saplings to have plenty of water. As the spring went on the little maple prospered but the plane-tree started to put out a few sickly looking leaves and finally died in midsummer. Just what was the trouble? Supposedly these two trees were planted according to the same directions. It finally came out that the boys who planted the plane-tree had not cut off the bruised rootlets. These rootlets being in a bad condition rotted and affected the entire root. Another mistake was the failure of the boys to put the good soil about the roots, and they had made the hole a little too small for the entire root area. Well, it simply went to show that such a piece of work must be done right and carefully, if success is to be certain. These were the reasons why our boys lost one of their Arbor Day trees. The Chief told the children that it might have been done over then, but that spring was the better time, because the transplanted tree has the good long feeding season ahead of it, and therefore has an opportunity to get over the shock and to get accustomed to its new surroundings before winter is on. Trees planted in the fall should not be cut back. Leave this until the next spring.

The children wished later that they had used something else for a screen. The poplar trees grew fast but of course did not fill out as evergreens and shrubs do. So, after all, the hedge of shrubs would have acted as a better screen. Had they chosen evergreens these would have made a better wind-break in the winter season for the exposure was north, cold, and windy. Such work, though, is worth while, because we learn so many better ways of doing things.

The flower garden was almost entirely the girls' work. In the first place the school had no money. Seeds do cost something. But the amount of seed which can be purchased for one dollar is amazing. Peter's grandfather, hearing of the school's needs, gave a dollar. This was money enough to buy seeds of ageratum, zinnia, dwarf nasturtium, California poppy and verbena besides some others. Most schools have interested friends.

All along the sides and front of the schoolhouse close to the building the nasturtiums were planted. The ground was hard packed. The plough had left the soil untouched near the building. So the boys spaded this up.

All the stone was picked out. Good soil was brought from the woods, fertilizer from the barn and it was all worked thoroughly in.

Stakes had to be made. An easy stake to make is one from a lath. Mark off 18-inch lengths or such lengths as are required. Make one end pointed for about six inches; sandpaper. You have a good stake, that is, a good temporary one. These were driven in to the outer edge of these nasturtium strips at distances of four feet and strung with three cords four inches apart. The cords should be carried about the stakes in a groove made for this purpose. Thus the cord will be held and not slip up or down. Thus strung off, border beds will not be stepped on or run over by cats and dogs.

The nasturtiums were planted four inches apart, in drills one foot apart. Just two rows were planted. The first row was six inches from the front edge, then a foot s.p.a.ce left, then another drill. Finally one foot was left between that and the foundation of the building.

The girls of the fourth grade made the drills with the hoe handle. The children of the first and second grades cut out pieces of paper in inch lengths. Four of these placed along in a row gave the right distance for planting the seeds. The nasturtium seeds were soaked over night. And since the soil was warm and mellow, it helped.

Along the walks ageratum was planted in the following manner to serve as a border. A drill was made as if for lettuce planting. The seeds were sown in the same way as for that vegetable. When the plants were an inch high they were thinned to six inches apart.

The zinnia was planted according to Helen's way of planting and told by her under the girls' planting in a later chapter.

The verbenas, as the other flowers, were planted in early May. They were planted one-fourth inch deep and six inches apart in drills one foot apart.

The poppy bed was made fine, very fine, by much raking. Then the seed was sown as the gra.s.s seed was, that is, by the method we term broadcast sowing. These plants were thinned later so as to stand about eight inches apart. But the plants thinned out were not used again, for these poppies will not stand transplanting. This bed was simply one gorgeous red in August.

In the early spring days the gutters were cleaned out thoroughly. The road patching was quite a different matter. These country roads, like those of many places, were just dirt roads. Now earth is poor material for road construction. But if drainage is properly looked out for, and the earth road is smooth from rolling, earth roads make, after all, fine roads for summer travel.

It was suggested that rock be filled in, and the earth over this. But when the boys considered how deep cuts would be formed in such a mend by wagon wheels, this was given up. Then it was decided to fill in with layers of rock ma.s.s. Myron brought a load of slate for this purpose. But slate, while it makes a smooth road, does not stand wet weather well. So Myron had to return his slate to the road-side bed from which he had taken it. Then The Chief told the children briefly about road materials; how soft limestone makes too weak roads for loads, how easily they wash and wear; how granite, because of its being made up of several materials, is poor, too; how flint and quartz, while hard, are brittle, and are not sufficiently tough; and that sandstone was impossible. Then he told them that good gravel, tough limestone and trap-rock were good road materials. Roads need materials having hardness, toughness and cementing qualities.

By taking a trip to a gravel bed, some three miles out of town, the boys were able to get gravel for their patchwork. They did not merely fill in the breaks but dug out the road bed straight across wherever a break occurred until they came to good road. Coa.r.s.e gravel was put at the bottom up to six inches of the top surface. This was packed down and rolled. At the same time it was watered until mud rose or flushed over the top surface. Finally pebbles from about a half-inch size to coa.r.s.e sand were laid on and rolled thoroughly.

This is the way these lads fixed one piece of poor roadway.

It happened that one of the farmers near by tethered his cow on the school grounds during the summer. One of the girls gave a workable solution for this problem. This was it: the boys should come back in relays all summer long and keep the gra.s.s so short that no cow could get a nibble from their new lawn. This was done and it worked.

When the subject of the care of the flower garden arose it was easily settled. The girls gladly divided themselves off into committees. Each committee's business was that of weeding, picking and distributing the flowers. The prophecy that there would be blossoms enough to supply the homes, the churches and the sick proved true. To be sure the garden did not look so well in the fall as in early summer, but it took only a short time to fix up the grounds when school re-opened.

Plans were made for another spring during the first weeks of school. The lawn would need a little more work done on it, an oak should be planted, a group of shrubs put in. But the foundation work had been done.

And one day when the news was brought that the town was going to put the first strip of real macadam road by the schoolhouse, a deafening shout went up.

VIII

MYRON'S STRAWBERRY BED

One fine day in early April Myron spaded up his strawberry bed. The bed was made in a sunny spot, on moist but not soggy soil, land excellent for strawberry culture because the year before it was part of a potato field. Following The Chief's advice he had spread over the bed only a very light covering of well-rotted manure. Myron first measured off his garden bed driving stakes in at the four corners. Then he strung off the bed with stout garden cord. "Now," he said to himself, "I know exactly what I have to do." Then going to one corner of the s.p.a.ce with his back toward all the rest of the bed he began his work.

[Ill.u.s.tration: Photographs by Edward Mahoney

The Way the Chief Taught His Boys to Handle Tools]

He had a fine spading fork which he had bought a few days before.

Grasping the top of the handle with his right hand, with the left midway down the handle, he pressed the p.r.o.ngs of the fork with his left foot vertically into the ground. Then lowering the top of the handle toward the ground and backward, he slipped his left hand down the handle to about a foot from the p.r.o.ngs, and drew up the spading fork with earth on it. This earth he threw a little forward and with the p.r.o.ngs broke up the lumps. He continued this until all the work was done.

Then he looked at his spading fork, his brand new fork, and found the p.r.o.ngs quite bent, "The Chief told us to buy decent tools, but I thought I'd save a little money. Well, I'll break up some of these lumps a bit with my hoe and see how that will stand a little work." The land Myron's father had given him was very good indeed, rich and light, so that work of lump breaking was really very slight, yet it made the new hoe-blade rattle in its socket.

After this work had been thoroughly done the boy took his rake and started making fine the soil for the bed. Myron had learned well how to handle his tools. These lessons of handling tools The Chief had taught the boys for he felt that a tool should be a skilful instrument in the hand. "A gardener should wield his hoe as well as a surgeon does his scalpel," The Chief had often said. So the boys were proud of really knowing how to work.

After looking proudly at the fine, smooth bed the boy shouldered his tools and marched off to the village.

[Ill.u.s.tration: The crosses show where Myron set the strawberry plants.

The dotted lines signify the plantings of succession crops]

Do not think that you can save money by purchasing poor tools. It is quite impossible, because always one has either to buy new and better ones, or mend and remend the poor ones. The lad found out that a good trowel costs at least 50 cents although a smaller one called a transplanting trowel may be had for 15 cents; cast steel rake, 50 cents (10 teeth), 75 cents (14 teeth); hoe, 50 cents; Dutch hoe, four inches, 40 cents; spading fork, $1.25, and weeder 10 cents.

That afternoon armed with cord, stakes, a tape, and the plan of the bed, Myron started to mark it off for the plants. After tacking his plan up on the fence post he began the measuring. The piece of ground was 5-3/4 feet wide by 6 feet long. Beginning at one edge of the garden he measured in six inches along the width. The same thing was done from the opposite edge. Stakes were driven in at these two points and a cord stretched between. The same thing was done from the other two ends. So Myron had two cords extending down the length of his garden each six inches from the edge of the patch. These cords are lettered A A and D D in his plan. B B is 15 inches from A A; C C is 15 inches from D D.

The next thing was to get the position of each plant in the bed. This is the way it was done: beginning with A A, measure from the upper stake nine inches down the line and place a small stake. This is the place to set the first plant. From this, measure and place stakes at one-foot distances. There will be five plants down the line. Down B B, measure fifteen inches and place a stake. This gives the position for the first plant, then, as before, place stakes at one-foot intervals. C C is marked off similar to A A; and D D to B B. In all Myron then had places for twenty plants.

As the work was finished Myron looked up to see Jack's face peeping over the fence. "How do you like my strawberry bed?"

"It's all right," Jack replied, "especially the strawberry plants. They look very promising."

"Quit your fooling, and come in and see this bed face to."

As Jack went over the fence he stopped to look at the plan. "I say, Myron, this shows a plan's of some use to a man. What do you mean by succession crops?"

"That stands for the sort of seed you keep sowing at intervals and so getting several crops a season. I shall put in radish and lettuce. I am to supply our own table all summer. Father is not going to sow either of these. He is depending on me."

The trip to Longmeadow Farm for strawberry plants was one of pleasure and profit to Myron. The boys used to say that while old Mr. Mills had a crust inches deep, underneath this he was as fine as the strawberries he raised. I. Constructing a wall to form an embankment.

II. Cleaning the grounds and making a lawn.

III. Planting of trees.

IV. Preparation and planting of the flower garden.