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sirable species which can be replaced by better ones. Ahiiost 
without exception school sites can be improved by judicious tree 
planting. 
Before beginning to set out the trees a detailed planting plan 
should be prepared. Thi^ should show the locations of the build- 
ings and features of the school ground which will affect planting, 
and should show specifically where the trees are to be planted. 
This plan should provide a definite scheme to be followed in the 
decoration and protection of the grounds and should be care- 
fully wofked out and as carefully observed. No specific direc- 
tions for such a plan can be given here, but the following general 
rules should be observed : 
(1) Sufficient space should be first of all set aside for a play- 
ground and no trees planted where they will interfere with this. 
A very desirable feature is to provide an open lawn directly in 
front of the building. 
(2) Group the trees in masses as much as possible instead of 
scattering them singly. This will give a better effect in beautify- 
ing the grounds and afford better shelter. 
(3) Avoid planting the trees in straight, formal rows. Plant 
in irregular groups, or along curved lines as much as possible. 
A shelter belt along the rear and possibly the sides of the grounds 
is desirable, especially along the north side, or the sides from 
which the most storms come. 
Distribution Among Pupils for Home Planting. 
It is probable that if the trees grow well in the nursery and 
are of desirable species, there will be a demand for them on the 
part of the children or their parents for planting about their 
homes. As elsewhere suggested, especially desirable young trees 
of new or rare species may be awarded as prizes to those pupils 
who have shown the greatest interest in the nursery or have been 
most faithful in their work. The awarding of these prize trees 
might well form a very appropriate exercise for an Arbor Day 
program. When trees are to be taken to the homes of the pupils, 
special care must be taken to see that they are properly wrapped 
and packed, and the roots kept moist until transported to the final 
destination. Pupils should be instructed to plant the trees as 
soon as they are unwrapped. 
Making a School Woodlot or Forest Plantation. 
In some localities it will be possible for the school to perform 
a service to the community and at the same time put into prac- 
tice one of the most important lessons of forestry by using the 
nursery trees to reforest some tract of land from which the tim- 
ber has been cut, or to establish a practical woodlot on some piece 
of unused land. Very frequently there will be found in the vi- 
cinity of the school hillsides which are badly eroded, and the 
