Chapter XVIII: Introduction: By L. H. Bailey (11)

The most common mistake made in the selection of trees is in taking those that are too large. For the conditions that we have under consideration, I suggest that a tree no larger than a broom-handle be chosen. I know that the common feeling is, "we shall have to wait too long for our shade." Unless the larger tree is in the hands of an expert, the smaller will be the more desirable at the end of five years. I much prefer, moreover, the selection of a tree or shrub growing in the sunshine, rather than one from the shade.

I have one final request to make, which to the novice will be the most difficult of all and one which he is quite likely to fail in performing because of lack of moral courage. I mean the cutting back of the top of the tree or shrub after planting. Before the removal of the tree, the roots probably found pasturage in a cart load of soil. After planting, the root pasturage is not more than half a bushel of soil. What follows when the forces of plant growth begin? A demand for soil products, with a very much restricted means of supply. The top must be cut back to match the shortened root system. Thousand of trees die every year because this principle is not duly observed and the failure is often attributed to the nurseryman. The amount necessary to cut back differs with different trees and shrubs. No hard and fast rules can be given. With willows and sumacs one-third to one-half of everything bearing leaf buds can be cut away. With a maple having a diameter of one and a half inches at the butt, I should suggest that about one-third of the branch area be left to grow.

In this article I have had in mind the improvement of school grounds where all the conditions are at zero--where the building would be a discredit to any owner, where the patrons are totally indifferent, and where the only resource is to awaken a public spirit on the part of the children. With better school buildings, more ample grounds, and a small number of patrons favorable to improvement, the foregoing ideas need not be followed closely. However, they do contain principles and some details that deserve careful consideration, even in landscape planting of the highest form. The first step should be the development of local pride. Something may be accomplished among the parents; but it is a problem as to what extent that may be done. To the true teacher the pupils may be counted upon as the mainstay in such an undertaking. To such a teacher I should say, Do not for a moment believe that the improvements seen about the school grounds will be all the good that is wrought. Fifty years from now there will be a few gray-haired men and women who take more interest in the appearance of their "front-door-yard," and give their children encouragement in having a posy bed "all their own," and who extend sympathy and service to the better appearance of the school grounds, because of your altruism when you taught district school.

We have some aids that may be helpful to you and to which you are welcome. Bulletin 160, spoken of at the beginning, specifically treats of this work, and Bulletin 121, on "Planting of Shrubbery," has been very popular. We have published a number of articles on children's gardening, all of which will be sent you free if you request it. If you have specific problems we shall be glad to have you write and we will help you all we can by correspondence.

The most efficient help we can give you is through the organizing of your pupils into Junior Naturalist clubs. We give these clubs especial instruction in gardening and the improvement of home and school grounds. Children receive great inspiration from large numbers doing the same thing, while we can give instruction to ten thousand as easily as to one child. Many hundreds of teachers and thousands of children find the study of nature a beam of sunshine in the schoolroom and a great aid in the English period without being a burden to the teacher.