IMPROVEMENT OF SCHOOL GROUNDS 



formed a succession of brilliant pictures. The 

 gorgeous colors of the Sumach with its deep- 

 red velvety fruit, the ringing tones of the Gold- 

 enrod, the more subdued notes of the Asters, 

 the vine-covered stone fences — all were glorified 

 by the autumn haze. A bend in the road sud- 

 denly brought the school yard into view. The 

 contrast ! Once it had been part of a harmoni- 

 ous whole, but it had been " tidied up " in the 

 spring ready to be improved, and only a few 

 limp Nasturtiums were left to tell the tale of 

 the zealous but unintelligent effort. 



In contrast to this is one teacher who for 

 twenty-two years has had charge of a school 

 with most unattractive surroundings. Under 

 the direction of the teacher, within two weeks 

 after the school had been visited, nineteen trees 

 had been transplanted, a fern garden made, 

 shrubs and wild flowers planted and a screen 

 built. The children were industrious, and are 

 making plans for next year's work. The school 

 took the prize for the best exhibit. Success in 

 this work can be secured only by an educative 

 process. 



Conditions similar to those described exist 

 the length and breadth of the land. 



To think, to talk, to write will not suffice. 

 Who is to put the spade into the ground? 



55 



