intendent during the first day, informed her that Arbor 

 Day had been proclaimed and that a planting of some- 

 thing or other must be made. There were fourteen pu- 

 pils and to them the letter was read. By way of response 

 eleven infant trees, ranging from six inches to two feet in 

 height, were brought the next day and planted in the 

 small school ground where a woodpile was the only evi- 

 dence that such things as trees existed. The teacher 

 knew nothing about tree planting, but some holes were 

 dug in a row along the fence, and as if to encourage the 

 further observance of Arbor Day, eight of the trees actu- 

 ally grew. In about such a haphazard fashion as that 

 many of our school grounds have been planted; neither 

 teacher nor pupils knowing the laws governing such 

 plantings. 



This is why a plan carefully drawn beforehand seems 

 to be the surest way of getting just the result one desires. 

 Now I am not going to give you any sample plan for you 

 to copy or work from. What I wish you to do after 

 carefully going over this lesson with your teacher is this : 

 Take a sheet of paper and make a map of your school 

 yard. Then by little dots show just where you think a 

 tree, shrub or vine would look its best and make the 

 grounds most attractive. On the lower margin of your 

 paper write a list of those plants which you think you can 

 furnish toward carrying out this plan. Your teacher 

 might then examine all the plans and have several of the 

 best put upon the blackboard for general discussion. 

 The plan fully decided upon will probably not be the 

 work of any one pupil, but will be made up of the good 

 features of several plans. Then the list of plants needed 

 should be carefully gone over and assigned to different 

 pupils to bring in. This assignment of course should be 



