Ornamentation of country school grounds
was opened with an essay by W. C. Latta, of Mason, which we give in full:

Though the ornamentation of school yards is outside this society's regular
line of work; though it is unpopular—something new, almost unheard of and
unthought of; though it smacks of extravagance, and will cost both time and
money with no return in kind; yet, associated as it is with any true education,-
I offer no apology for coming before this body to urge the improvement and
embellishment of the school grounds of our rural districts.
In belief of the alternately bleak and parched yards turned into commons
for the pasturage of vagrant cattle and swine; in behalf of the heavy-footed
boys, and hoidenish girls only less noisy than the boys; in behalf of the poor
benighted parents who can't see why in the world their children are so rough;
and last, not least, in behalf of the careworn, disheartened teacher who daily
sweeps out shovelfuls of real estate, I desire to suggest some means of improving
the appearance of the grounds of our country schools.
To men I am called on to speak to—a far too numerous class of individuals; I
can hardly call them men—whose highest type of beauty is utility, and whose
ideas of economy are met in using the fire-shovel for poker and dustpan, I
should hold my peace. But there are others who are not continually harping
on how it was when they went to school; men who see some utility in beauty,
and who desire to throw around their children any influence and association

11
that will help to build them up into the full stature of men and women. To
such—and there are such here—I gladly contribute my mite.

A WORD OF CAUTION.
Much as the average school yard needs immediate improvement, we must
remember that the farmer is a conservative, and looks askance at any innovation; and what greater innovation than ornamental country scliool grounds.
We must feel our way cautiously, for any active measures would probably
result in a dead-lock, as three out of every five of the "deestrick fathers"
would get ''riled," and, in all the dignity of their local prestige, declare that
“we won't have any more traps for the big boys to smash up." Before much
can be done in this direction, the ideas of the people on this question must
undergo a radical change.
There must be a veritable growth of wholesome public sentiment in this
regard. To secure this we must agitate the question, pleasantly, persuasively,
but persistently. Hence, I am glad to see this society making a move in this
direction. It is a credit to any society, whatever its aim, to work in so good a
cause.
But mere talk will avail but little, unless it crystallizes into definite plan and
action.

AWARDS or MERIT.
May not this society again take the lead by offering at each quarterly meeting
a prize for the best plan of school grounds, drawn by a country teacher,
and which had been previously approved by the school patrons? Such an example
would probably be followed by the county agricultural societies, whose
potent influence would soon arouse an interest in school ornamentation throughout
the state. Again similar prizes might be offered at the annual exhibits
of the State Pomological or State Agricultural Society. It should be understood,
however, that all such plans must first be approved by the school districts
in which they originate. This precaution, by making them judges of,
and interested parties in the plans presented, would bring the question of
school ornamentation right home to those whom w^e most need to please, the
scliool patrons themselves. Following this, prizes might be offered for the
best plans which are to be put into execution. And then it might be advisable
to award medals to the schools having the best grounds actually laid
out.
The work which I have briefly outlined will require time—years—and yet it
is only initiatory. But this should not discourage us, for in every enterprise
how much preparatory work must we do before we can pluck the ripened fruit
of our efforts. The first step, however, must be taken; the people must be
educated to see the present condition of things and appreciate something better.
We must labor to secure such a reform of public sentiment on this question
as will make the ornamentation of school grounds not only possible but
general.
And this society, with all its prestige, its command of the press and its premiums,
added to the enterprise of its members, has the power to inaugurate,
and, with the aid of similar societies, effect such a reform. In fact, I can think
of no other efficient means to this desirable end; and I hope the society will
not shirk the responsibility by laying it on the shoulders of our educators. This
society is an educator, great and authoritative, and can appeal to the people as
the teacher can not.

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THE teachers' work.
But the teacher has a work with the children. Too often, and yet with some
truth, is it asserted that the children will not sufficiently appreciate ornamental
features to preserve them from mutilation.
Somebody is to blame for this; and I believe that many teachers are gravely
responsible for neglecting to cultivate the aesthetic qualities of those intrusted
to their care. The children should be encouraged to bring into the schoolroom
and care for their plants and pictures. Many a dull noon might be made
pleasant and profitable by caring for a bed of flowers.
The boys will enthusiastically assist their teacher in clearing the ground of
rubbish and in sodding the bare places. Half a dozen of the boys could easily
be induced to plant, care for and protect as their own, as many trees from the
neighboring forest. Some one in the district could be found willing to donate
an evergreen or two, which would not only be ornamental, but also screen some
unpleasant feature of the school-yard.
Then the schools in each township might unite in the purchase of a banner,
for which each might compete every month. In this monthly competition for
the honor of being the banner school, the deportment, scholarship and neatness
of the school, the general appearance of the yard and buildings, and the
condition of the fence, walks, borders, school furniture, etc., might all be
taken into account. This would make more extra work for the town superintendent
of schools; but I verily believe the saving in wear and breakage of
school property would amply repay the expense of making a close monthly inspection,
and reporting the results of the same in the local paper.

But I am going into details too ample. To the ingenious, willing teacher,
ways innumerable will suggest themselves for bettering the condition of both
grounds and buildings. And how shall wo estimate the good that would result
therefrom? Instead of a rough looking set of fellows, who run pell-mell, with
whoop and yell, to stone off a fugitive squirrel, we would see quiet, genteel
boys, with hands ready to defend the weak, with kindly words for squirrel and
bird, and that kindling expression of countenance which betokens thought.
With such a spirit pervading a school what might we not do in the way of ornamenting
the school ground? Other plans might be suggested, but a hint to
the wise is sufficient.
A British general once very truly said the American boys breathe in the
spirit of liberty. It is equally true that the children of our schools breathe in,
drink in, the very spirit and life of their surroundings; and that the influence
brought to bear upon them during this susceptible period affects the life and
character for all time. Why, it is a fact that the most difficult and least
appreciated work of our colleges is in combating and correcting evils which had
their source away down at the very foundation of our public school system.
Thus everything connected with the early education of the child becomes a
matter of exceeding importance, and hence the tasteful embellishment of the
school grounds, calling into active exercise as it does, the finer qualities of the
child nature should receive our thoughtful consideration and earnest support.
Prof. Beal.—This is a capital topic for discussion, and after making a single
remark I wish for n moment to put a question to the essayist. This subject is
one peculiarly appropriate in connection with the work of this society, and I
trust now that it has been brought out it will be kept before our people until
something of practical value shall result. Our school houses throughout the
country are a shame to our civilization. One gets a whole history of school
management by making an observation upon school premises when passing,

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and too often the story told is a very unpleasant one to think about. School
houses commonly have unsightly outbuildings, broken windows, clapboards
off, and the ground littered with wood, brush, clubs, etc., with mudholes in
front of the steps, and if there is not a rare chance for improvement here I
am no judge of such matters. Mr. Latta did not give in detail any plan for
ornamenting school grounds. I would like to ask him to give us a little light
here.
Mr. Latta.—It is difficult to give advice except one knows the situation of
the grounds and something of the district as well. In general terms I should
say, have larger grounds than are usually given to this purpose and plant
groups of shade trees, giving as much variety as consistent. The outbuildings
I would have screened with evergreens, and upon the whole ground I would
get a moderately smooth turf as soon as possible.
Prof. Beal.—The great difficulty lies in getting the town superintendents
and district boards interested in any such project. I should name three important
points to strive after in pushing this matter to a practical undertaking:
1st. Secure commodious grounds and see that the house is kept in perfect
repair.
2d. Grade the surface smoothly and seed down.
3d. Put in here and there collections of trees and shrubs and care for them.
I would attempt very little in the way of flowers at first, some teachers might
succeed in doing something of this kind, but the majority will fail.

Secretary Garfield.—What does Prof. Beal think of introducing plants for
purposes of instruction in botany, as well as for ornamental effect?

Prof. Beal.—Inasmuch as generally we have throughout the county no
spring schools I imagine very little can be done with flowers for this purpose,
and as for shrubs and trees occasionally a teacher might do something toward
employing them as a means of instruction but it would be the exception rather
than the rule. To be frank I have very little hope in this direction with the
present aspect of affairs as regards our schools.
Judge Lawton.—I am in favor of ornamenting school grounds and road
sides, but there is little to encourage with the cattle of the country having the
freedom of the highways. If school grounds are ornamented they must be
cared for by somebody,—that person should be the director of the district, but
as he gets no pay for it how can you expect him to preserve the property as he
would his own. As matters stand I think the simplest thing that can be done
is the best. In Lawton we chose an oak grove and erected our school house
in the midst of it. I am opposed to the children's remaining at school many
hours a day any way, but while there would like to make it as pleasant as possible
for them.
Mr. Latta.—My conviction is that we must begin this matter with the children.
They must be interested, and when once you have their hearts in the
work the main difficulty is overcome.
President Lyon.—Gentlemen, I do not know as you are thoroughly aware of
it, but I assure you in awakening the people to a proper consideration of this
question you have undertaken a big job. You must go back of the schoolhouse

the school-grounds, and the children, to the homes, and there work a
while first before you can expect to accomplish much directly. When men
begrudge a few feet of ground for an evergreen tree because the same space might
be profitably occupied by a potato hill; when men narrow down their front
yards to enlarge their grain fields and pasture lots, you need not expect very
much enterprise hi the direction of ornamenting school premises. And after

you have by great effort secured the attention of a few families in the district,
and they are willing to take hold and add a little to the beauty of the schoolhouse
surroundings, how long will this spirit last with the present grade of
teachers, who in largo majority care nothing for this sort of thing, and will
not turn their lingers over to maintain anything that is already begun. So
you see there is another serious job in the education of the teachers. I have
known teachers in rare cases to make flower-beds at the school-house and preserve
them in attractive condition, all to the great benefit of their schools, but
unfortunately this state of things can be found only at great intervals. I
apprehend our work is with the parents and patrons of the schools. If we can
by any means awaken an interest in securing larger, more attractive and well
kept school-grounds, we are doing a great work for our State.
Mr. Guild.—I arise rather to a suggestion of a point of order than to continue
this discussion. It seems to me that notwithstanding this is a very interesting
and profitable discussion, we are getting away from the scope of our
legitimate work as decided by a vote of this association some meetings ago.

The fact is this is a State Pomological society, and although a strong effort has
been made to make it “horticultural," so as to cover such discussion as this,
it has been a failure. I make this suggestion, not to choke off discussion, but
to call your attention to the fact that our name is not in keeping with our
work.
Prof. C. L. Whitney. Muskegon.—I think the gentleman is all wrong. We
are right in discussing this question here. It is a profitable one, and comes
within the scope of our society work. Our name does not necessarily describe
our work, but designates the society from all others, and indicates a piece of
work that we may do. It was the name under which we were organized. Let
US keep it, but let us not make some definition of it circumscribe our work.
To me this question of ornamenting school-grounds is one of the most interesting
because it has been so much in my mind. Since I helped plant out a
few evergreens at the Normal school very early in its history, and while I have
been watching their rapid development and effect upon the beauty of those
grounds I have still been thinking, and talking, and working toward increasing
this kind of work about our country school-houses. It is a great wonder
to me that more is not done in this direction, because a little counts so much,
and so large an interest is received upon the investment, because trees grow
while we sleep, and do not stop in vacation. I, too, am in favor of flowers
and bedding plants. Prof. Beal was misinformed concerning our schools in
western Michigan, for we do have spring terms,—just the time to accomplish
this kind of work, and I give my opinion as the result of experience, that work
of this kind properly superintended is of more practical value to the children
than any single study they pursue. This is a good way to gradually work out
of the idea that all which is to be learned must be dug out of books. Many
homes would be completely changed as a result of a little work in this direction,
and whole neighborhoods influenced for the better.
Prof. Beal.—My objection to bedding plants and flowers is simply on the
ground of expediency. It seems to me they will be neglected in the summer
vacation and the effect lost.
Mr. Whitney.—I have yet to find a neighborhood which lacks a family that
would not care for a flower bed in the school yard during vacation.
Prof. Beal.—I move that the suggestions contained in Mr. Latta's essay concerning
methods of interesting the people in the ornamentation of school
grounds, be referred to a committee consisting of Prof. Whitney, for the pur-

pose of securing; I resolution upon which we may act before this meeting finally
adjourns.
Sec'y Garfield.—I support the motion, and heartily endorse the general sentiment
expressed here that looks toward some practical methods of beautifying
our school grounds and employing the same elements of beauty as a means of
practical education in the schools.
The motion was carried unanimously. Many of the society desiring to attend
Mr. Chandler's reception at the Lansing House, and it being nearly 9 o'clock,
on motion, the meeting adjourned until nine and one-half o'clock Wednesday
morning.