148 STATE HORTICULTURAL SOCIETY. 



THE SCHOOL GARDEN. 



There is a peculiar fitness in associating the school and the garden. The 

 most famous of all the schools of antiquity had its birth and its early develop- 

 ment in the beautiful grove of Academia and in the lovely garden of Plato. 

 A short distance out from the busy streets of Athens, beneath the delightful 

 shade of olive trees, surrounded by temples, statues and sepulchres of illustrious 

 statesmen and heroes, Socrates disputed and his greater disciple discoursed and 

 taught. Groves and gardens, sound learning and moral excellence have a 

 natural affinity and attraction. They should live and flourish together in Mich- 

 igan as well as in Greece. 



The topic seems to invite one to draw a picture of what a school might be, 

 surrounded by the beautiful both in nature and art. The task of painting 

 such a picture in words, if one had the requisite skill and taste, would be a 

 most agreeable labor, but I am persuaded that a better service can be done for 

 this society and the State. 



I shall, therefore, turn quite aside from this inviting aspect of the subject, and 

 attempt to present a view which, while less alluring, will, I hope, prove to be 

 of more real and permanent interest, and will help to direct public attention 

 toward the object at which this society is aiming. 



The topic to which this paper is to be devoted I understand was discussed, 

 to a considerable extent, at the last annual meeting of the society ; upon cer- 

 tain aspects of the questions naturally suggested by the subject very little 

 remains to be said. 



The papers and letters published in the report for 1870 have treated very 

 fully and ably of the neglected condition of many of the houses and grounds 

 belonging to our common school districts, and of the obvious demand for 

 improvement in both. Even the personal experience and observation of all 

 my early years of school-life in a New England country school-house, which 

 stood close to the highway and had no out-buildings of any kind, either for 

 storing wood or for any other purpose, do not prepare me to add any touches 

 to the vivid descriptions already given. 



It would be unjust, however, to convey the impression that no improvements 

 have been made. Here and there a district has lifted itself above the tradi- 

 tional idea that a barren lot of a few rods square and a shapeless hovel consti- 

 tute the proper home and surroundings of childhood. Full credit should be 

 awarded for all that has been done or attempted. 



No cause, however good, is helped by over-drawn pictures of the evils to be 

 eradicated, or by even good-natured caricatures of objects, a truthful account 

 of which would be amply sufficient. It is well to recognize and encourage the 

 feeblest efforts in the right direction. 



Without further argument or illustration, it will be conceded by every in- 

 telligent person that it is excedingly desirable to secure largely increased inter- 

 est in the ornamentation and care of school-houses and school grounds. If 

 this interest can in some way be commanded, it will be comparatively easy to 

 determine what trees shall be set out, what shrubs shall be planted, and what 

 flowers shall be cultivated. It will then be no difficult matter to find teachers 

 and pupils who will enter readily and enthusiastically into this good work. 



The first and most important question is : How can the officers and people 

 of the school districts be brought to feel and to manifest a genuine and hearty 

 interest in this subject? Such an interest as will induce them to make a be- 



