16 



TREES 



YOU may have some fine trees growing on the school grounds, but if 

 you have not, a few strong specimens should be set out. Some may 

 also be planted outside the grounds, along the road. If the trees 

 selected embrace both timber, fruits, and ornamentals, the greatest 

 variety will be afforded both for skill in planting and for study. The 

 timber trees should be representative of the region and include both 



deciduous and evergreen species. The preponderance of the species 

 need not be based on the natural forest of the region; on the contrary 

 it will, in a majority of cases, be found most desirable to have a pre- 

 dominance of deciduous trees in the school ground plantings. 



Trees are protective in proportion to their power to deflect or break 

 the force of the wind and the part they play in screening or shutting 

 out undesirable and obtrusive objects in the landscape. They are 

 beautiful as individuals because of their foliage, flowers, or habit of 

 growth, and collectively in proportion to the harmony existing in their 

 ever-changing colors or their manner of growth. In fact trees, like 

 individuals, possess marked family characteristics; in the tree these 

 peculiarities produce its expression. The expression of some trees is 

 somber and sad, of some, bright and happy, and of others dignified 

 and strong. The aspect of a place, as well as its effect, upon those who 

 frequent it is largely determined by the expression given it by the 

 plants surrounding it. Trees, without our knowing it, exert a decided 

 influence upon us. If we are in harmony with them they rest and 

 inspire us; if downcast, and the expression of the trees about us is 

 somber, we get the blues and become discouraged. The expression of 



