CHAPTER XIV. 



THE AMELIORATION" OF SCHOOL GROUNDS. 



We liave an ideal picture, tliat refreshes our imagina- 

 tion, of common schoolliouses scattered all over our wide 

 country, not wild V)ediams which seem to the traveler i>la;;ue 

 sj)ots on the fair country landscape, but little nests of ver- 

 dure and beauty; embryo Arcadias, that beget tastes for 

 lovely gardens, neat houses and well cultivated lands. 



A. J. Downing. 



Ifc would seem as tliougli the grounds about a school 

 building stood in special need of such means of refine- 

 ment as trees and shrubs. But we know how often, 

 especially in the cities, they have not the room even for 

 green grass. 



But supposing we have one of those fortunate subur- 

 ban or rund schools, whose founders have had the fore- 

 sight and the benevolence to reserve for it some more 

 adequate grounds, what can Ave do in the way of orna- 

 mentation ? Obviously, fancy gardening with expensive 

 plants is out of tlie question. Something simple must 

 be undertaken, and usually something inexj^ensivc. 

 If the circumstances of soil and climate and the attendance 

 of the school will permit its maintenance, a good turf is 

 most to be desired. But in many places this will be 

 tramped to pieces; and then some sort of paving ought 

 to be provided, — gravel, or sand or stone. 



If a school yard can have a few large trees they will 

 always be greatly prized by everyone. Their value is so 

 great that, in places having the room, very considerable 

 pains should be taken to supply them. Usually it is 

 best to plant the largest trees possible. Thousands of our 

 American schools celebrate an Arbor day. Usually the 

 trees planted on such occasions are considerable in num- 

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