TREES 383 



loosening of the ground between and around the trees will 

 keep in the soil moisture, and do more good generally than 

 watering. Perhaps a neighboring patron or his boys will 

 agree to take care of the transplanted trees on the school- 

 ground, during the critical period of the first summer. 



Trees close to the playground, where they are apt to be 

 injured in the play of the children, should have guards placed 

 around them. The children should be taught to take a per- 

 sonal interest in the school-ground trees, and feel a desire to 

 take care of them. In general, they may be safely trusted to 

 respect the improvements made on the school-grounds. 



I would suggest that some of the seedhngs of oaks, wal- 

 nuts, elms, maples, pines, and fruit trees started by the 

 children in the window boxes be transplanted to the grounds. 

 If these little trees can be safely raised to a self-supporting 

 condition, it will speak well for the interest and care of the 

 pupils in their development. If a record of these seedlings 

 could be kept in the school, it would be very interesting in 

 subsequent years to those who took part in the planting. 



Arbor Day may be made the occasion also for pruning 

 and trimming the trees already planted. Perhaps there 

 are enough trees on the grounds. Perhaps there are too 

 many. If the grounds and the house are too much shaded 

 some of the trees should be removed. Too many trees about 

 the school-house are often as bad as too few. In many cases 

 school-houses are built in the woods. Then the work be- 

 comes one of clearing the grounds. This should be done 

 with judgment. Not all the trees should be cut away, but 

 those on the edges of the ground and elsewhere, if desirable, 

 should be left. Preserve the best ones. 



If nothing remains to be done in the way of tree planting, 



