THE GENERAL PLAN OR THEORY OF THE PLACE 11 



and simple curves; and alongside the walks, especially in an- 

 gles or bold curves, planting may be inserted. 



A suggestion for school premises on a four-corners, and 

 which the pupils enter from three directions, is made in Fig. 4. 

 The two playgrounds are separated by a broken group of 

 bushes extending from the building to the rear boundary, 

 but, in general, the spaces are kept open, and the heavy 

 border-masses clothe | • 



the place and make | I - 



it home-like. The 7?oarz 



lineal extent of the 

 group margins is as- 

 tonishingly large, 

 and along all these 

 margins flowers may 

 be planted, if de- 

 sired. 



If there is only 

 six feet between a 

 schoolhouse and the 

 fence, there is still 

 room for a border of 

 shrubs. This border 

 should be between 

 the walk and the 

 fence, — on the very boundary, — not between the walk and 

 the building, for in the latter case the planting divides the 

 premises and weakens the effect. A space two feet wide will 

 allow of an irregular wall of bushes, if tall buildings do not cut 

 out the light ; and if the area is one hundred feet long, thirty 

 to fifty kinds of shrubs and flowers can be grown to perfection, 

 and the school-grounds wifl be practically no smaller for the 

 plantation. 



One cannot make a plan of a place until he knows what he 



4. Suggestion for a school-ground on a four- 

 corners. 



