The making of the trees will furnish material for both art and nature study lessons. As far as circumstances permit the real trees should be studied, giving the children first-hand experience whether it be much or little. They should test the trees they cut by comparing them with real trees of the same variety. If this is impossible, the best pictures available should be used. (See notes on paper cutting.)
Crops.—When the various parts of the farm are about ready, the fields may be sown. The sand should be made very wet before the seed is put in and sprinkled frequently (twice a day), as the top dries off very quickly. After the seeds have germinated little sprinkling need be done, as the roots will find enough moisture in the wet sand underneath, and it is desirable to retard rather than hasten growth. If carefully managed, a table can be kept green for several weeks.
For corn, check holes well into the sand and drop one grain into each hole. See that rows are straight and holes evenly spaced.
Sow wheat, oats, barley, etc., very thickly, cover lightly with dry sand, and sprinkle.
Timothy serves well for meadow and lawn, as it puts up a fine blade. Blue grass sends up a fine blade, but is very slow in germination. Clover does not make a velvety lawn, but a little in the pasture will make an interesting contrast.
Vegetables may be planted in the garden. They will not develop to any great extent, but will serve to emphasize different habits in germination; as, for example, the contrast between beans and corn.
Correlation.—The opportunity for nature study afforded by the farm problem will prove one of its most interesting and valuable features as the progress in plant growth is noted from day to day. The farm problem combines well with both language and art work in supplying vital material for both. In addition to the interesting discussions which naturally arise concerning the building and planting, a diary may be kept by each child.
Keeping a Diary.—The date of planting may be noted and the date when each variety of seed first appears above ground. With the larger seeds, as corn and beans, a seed may be dug up each day and examined, so that the children may appreciate what is going on below ground. Drawings may be made of the seeds, showing the changes in appearance from day to day. After the seed leaves appear the daily growth may be measured and noted in the diary. After a few days seeds may be dug up again that the roots may be examined. At various stages of growth different varieties of seeds may be dug up, laid upon a paper, and sketched by the children. The facts they note may be stated in simple, well-formed sentences, either oral or written or both.
