58 
PARK AND CEMETERY. 
PINEHURST SUBURBAN PARK, 
Pinehurst Suburban Park is an amusement park 
designed by Mr. Edward P. xAdams, landscape ar- 
chitect, ] 5 oston, Mass., for the Fitchburg Suburban 
Street Railroad, an electric railroad running be- 
tween Fitchburg and Leominster, Mass. The prin- 
cipal natural feature is a fine grove of large white 
pines on the edge of the plateau at the southerly 
the home and fostered in the school. This training 
is the result of a direct and conscious effort on the 
part of the parent and teacher, combined with the 
indirect result of the surroundings in which the 
child is placed. The surroundings are more potent 
than we think; and they are usually neglected. It 
is probable that the antipathy to farm life is formed 
before the child is able to reason on the subject. 
end of the property. The extension northward is 
beautifully undulating. A small pond is to be en- 
larged and made an important feature. The cen- 
tral architectural feature is the theatre, which is ar- 
ranged to be enclosed in severe weather, the roof 
being permanent. To save filling the front part of 
the park, which is low, and to shorten the covered 
walk to the theatre, the siding is swung into the 
property far enough to enclose a circular basin; 
which in summer will contain a fountain and beds 
of foliage and flowering plants, and in winter can 
be flooded for skating. A park keeper’s dwelling, 
bicycle shed, restaurant, dancing pavilion and ob- 
servatory combined, besides numerous smaller 
buildings, are planned for. The graceful winding 
walks give convenient access to every part of the 
park, and these will appear like wood paths, the 
artificial planting being simply to add variety and 
keep line of the walks. 
RURAL SCHOOL GROUNDS. 
Prof. L. H. Bailey, of the Agricultural College, 
Cornell University, in Bulletin No. 160, of the 
Agricultural Plxperiment Station, on “Hints on 
Rural School Grounds,” opens the subject in the 
following forcible argument: 
One’s training for the work of life is begun in 
An attractive play-ground will do more than a profit- 
able wheat crop to keep the child on the farm. 
Bare, harsh, cheerless, immodest, — these are 
the facts about the aveage rural school ground. 
Children cannot be forced to like the school. 
They like it only when it is worth liking. And 
when they like it, they learn. The fanciest school 
apparatus will not atone for a charmless school 
ground. A child should not be blamed for playing 
truant if he is sent to school in a graveyard. 
It would seem that land is very precious. Very 
little of it can be afforded for a school ground. A 
quarter of an acre of good land will raise four bush- 
els of wheat, and this wheat may be worth three or 
four dollars a year. We cannot afford to devote 
such valuable property to children. We can find 
a bit of swamp, or a sand hill, or a treeless waste. 
The first district school I taught was on a heartless 
hillside. The premises had two or three disconso- 
late oaks, and an old barrel was stuck in the top of 
one of them. The second school was on an island 
in a swamp. The mosquitoes loved it. 
The school building is generally little more than 
a large box. It has not even the charm of proper 
proportions. A different shape, with the same cost, 
might have made an attractive building. Even a 
little attention to design might make a great differ- 
