teacher or pupil may bring to the school-room, will easily be made the
means of interesting the oldest and the youngest and of imparting the
most profitable instruction. How easy also to plant a few seeds in a
vase in the school-room window and to encourage the pupils to watch
their sprouting and subsequent growth.

Then it should not be difficult to have a portion of the school
grounds set apart, where the pupils might, with the teacher's
guidance, plant flower and tree seeds and thus be able to observe the
ways and characteristics of plants in all periods of their growth.
They could thus provide themselves with trees for planting on future
Arbor Days, and at the time of planting there would be increased
enjoyment from the fact that they had grown the trees for that very
purpose.

Why might not every school-house ground be made also an arboretum,
where the pupils might have under their eyes, continually, specimens
of all the trees that grow in the town or in the State where the
school is situated? It would require but a little incitement from the
teacher to make the pupils enthusiastic with the desire to find out
the different species indigenous to the region and to gather them, by
sowing seeds or planting the young trees, around their place of study.

And if the school premises are now too small in extent to admit of
such a use, let the pupils make an earnest plea for additional ground.
As a general fact our school-grounds have been shamefully limited in
extent and neglected as to their use and keeping. The school-house, in
itself and in its surroundings, ought to be one of the most beautiful
and attractive objects to be seen in any community. The approach from
the street should be like that to any dwelling house, over well kept