SECRETARY'S PORTFOLIO. 385 



delinquent. Tliat the house itself should be roomy and convenient, a beauty 

 in architectural design, perfect in form and proportion, neatly and tastily 

 ornamented and f urnislied with all the accessaries, all models in the way of 

 unconscious instruction, and conducive to convenience and comfort in their 

 use — is not the question we aim to discuss here. We hope we may have such 

 everywhere, and the bright hopes of the rising generation demand them and 

 such as them. 



But with what shall we surround the homes, for developing a longing for a 

 higher and better manhood and womanhood — homes wherein, in the wisest 

 manner, the inert capabilities of power shall be duly expanded, and become 

 wise and loving guardians of human interests, and advocates of human rights, 

 with an abundance of nature's rich and luxuriant treasures — grand, beautiful, 

 useful. To have abundance, there must be room. The grounds of a school 

 house should be large, — ample for the fullest exercise of taste in decoration. 

 They should also be well located. "We would select a site upon the west or 

 north side of a road, with house and grounds facing the south and east; then 

 a gentle slope toward the front, or a front corner, would be desirable, or if 

 one side had quite a depression, with a spring brook along it or through one 

 corner, so much the better — for it would greatly add to the natural capabili- 

 ties of the place, and then rightly employed would make a successful under- 

 taking of the work of decoration, besides giving a variety of surface and soil, 

 and degrees of moisture suiting more varieties of trees, shrubs and plants. 



No grounds should have less than one acre, and it might be better to have 

 three and five acres. Buy now, while land is cheap and thus make a rich en- 

 dowment for the children of coming years to use, when lands shall be scarcer 

 and higher in price. 



The size, location and natural features all being settled, next comes the 

 planting. What shall be planted is an important question to be answered — 

 easily when we know what are the greater objects of planting. We should, 

 of course, plant for shade, protection and ornament; but may we not com- 

 bine another object, namely, instruction? May we not make such school 

 grounds a district and neighborhood arboretum? Yes, make it a place where 

 every variety of tree, shrub and plant to be grown in the latitude may be found 

 under its true name, and so grouped as to enable the student, whether child 

 or adult, to become familiar with its different types and to classify readily all 

 the varieties of timber and plant growth he may meet with in travel, and all 

 without an extended course of study in the science of botany, — and would 

 plant groups of evergreens on the more exposed borders in such a manner as 

 to afford protection and shade, to temper the winter's winds and summer's 

 heat, to prevent the drifting of snow, and the escape, too rapidly, of mois- 

 ture. 



This done, group the maples in one place, the oaks in another, and so on, 

 putting the taller growing varieties in the rear of the house to form a back- 

 ground ; the smaller growing varieties and larger shrubs could be interspersed 

 among the higher timber to give the best effect, while here and there could be 

 placed beds of flowering plants. 



Your grounds would present a beautiful picture of a leafy background of 

 tall trees with the lawn surrounded by groups of shrubs, animated by the 

 presence of happy children and decorated by the bloom here and tliere. 



Had we time we could, as soon could every child, tell you where grows the 

 blue crocus, the fragrant hyacinth, the gaudy tulip, and many others, that 



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