TEXTBOOK OF LANDSCAPE GARDENING 
amination of the grounds discussed. These reports may be outlined 
upon the points covered in the preceding argument, and should 
supply direct and unequivocal answers to the following questions: 
1. How large are the grounds? Are they large enough? How 
much more land is needed, if any? What is it needed for? Where 
can it be added? What will it cost? 
2. Is the school house satisfactory? If not, what are its de- 
fects — Size? Appearance? Paint? Orientation? Set-back? 
3. Are there other buildings or fences? Are they satisfactory? 
What more is needed? 
4, Are the playgrounds adequate? What more is needed? 
Is play apparatus desirable? 
5. Are there school gardens? Are any needed? How can they 
be provided? 
6. Are there trees and shrubs? Are others needed? If so, 
what and where? 
7. Are the grounds well planned for efficiency and beauty? 
What changes could be made? 
8. Are the grounds properly cared for? 
9. Be sure to report the size of the building, the number of 
rooms, the number of teachers and the number of grades accom- 
modated. 
These reports should, of course, all be read and criticized by 
the teacher; but as far as time permits they should be read in class 
and freely discussed by all pupils. 
Problem II: Make a paced survey and plan of an existing 
country school ground, and on this survey prepare a plan for the 
ideal reorganization of the grounds. This exercise will work out 
favorably if all pupils in a class are assigned to the redesigning of 
the same grounds. The various solutions handed in by the several 
pupils should then be displayed together and criticized by the teacher 
and pupils together. 
Problem III: As this subject is one of great popular interest 
and social importance it may be worth while to extend the study by 
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