rough the hole
and over all the verticals and down through the corresponding hole on
the right, filling all the holes toward the front and then toward the
back until all the holes are filled except the corner ones.

_Third: Verticals._

Begin at the center hole at the back, pass the cane up through the hole
at the front, then fill all the holes to the right and the left, except
the corner ones.

_Fourth: Weaving Horizontally._

Begin at the right-hand side, pass the cane over the upper vertical and
under the lower vertical, pulling the upper one to the right and
keeping the weaver to the back of the first horizontal: continue this
until you have two horizontals in each hole.

_Fifth: Diagonals Running from Left to Right._

Pass the cane up through the front left-hand corner, under the
verticals and over the horizontals, working toward the upper right-hand
corner; first the right, and then the left-hand side of the frame is
filled in this manner.

_Sixth: Diagonals Running from Right to Left._

Pass the cane up through the front right-hand corner and work toward
the back left-hand corner, passing the cane over the vertical and under
the horizontal pairs; continue in this way until the entire frame is
filled with these diagonals.

Tie all the ends securely on the under side of the frame.

_Bind Off._

Lay a piece of cane over the holes on the upper side of the frame. Take
a second long piece of cane as a weaver, pass it from the under side of
the frame up through a hole, over the cane, and down through the same
hole to the under side again. Carry it along to the next or second next
hole, pass up, over cane, and down in the same way. Continue this until
the entire frame is bound around.

PART V

THE SCHOOL GARDEN

[Illustration]

THE SCHOOL GARDEN

INTRODUCTORY REMARKS

In the spring of 1906, at the request of President R. W. Silvester of
the Maryland Agricultural College, I wrote, for publication as a
_College Bulletin_, my experience of one year's work in a city school
garden. The introduction of school gardens as a factor in the school
curriculums was then in its infancy. Three years have shown great
advancement along this line, though the main issue is the same to-day
as it was then. This paper is a revised edition of the _M. A. C.
Bulletin_. That President Silvester was a pioneer in the thought that
"agriculture should enter into education" is shown by the following
quotation fro