The Barre daily times. (Barre, Vt.) 1897-1959, 1906-09-08
SCHOOL SURROUNDINGS.
large Yards AM: Fairgrounds Adjoining.
With Parks ard Gardens Nearby, Are
Essentials to Proper Education

IRE Of The surroundings q school
aoase should be 4 playground. A re-
piaik, attributed u WELLINGTON on he
Fairgrounds at Eton, il often quoted
ly school masters .sIt i there Water
loo was won T.uf the atilictis fields
lack Of Elton college are large enough
M the eyolutions Of an army IA I'M
license school building was recently erect
ca II an American city 70 accommodate
800 pupils, II had q few feet cf
lcant land Oh either side, The recent
English commission on its visit TO the
I1tised States was impressed by the
small bits Of land connected wlsn the
SCHOOLS.
In just conception Of t'e school,
Look 4Ed class IDom have their place,
but they must not have 4 monopoly.
Bodily development gives 4 natural basis
TOR the mental and moral development
al the race. That il has bcen I'd 80
great an extent ignored is one Of lie
gravest defects iii much III public clu
cation. Ample Fairgrounds are irdis-
pensable III right system az educa-
iion The condition 81 country AZ
especially city schools III this matter
should command attention and spe'ly
action on the part 81 society
Another requisite III school surround
ings Is the park and garden. let the
public school, where possible, border on
park. one Of whose adornmcnts shall
hc Il garden Our branch Of the race
has followed the greenswafd around the
earth and thrives III those zones where
the grasses thrive. New England's
trees are unsurpassed the oak, elm
maple, pine, hickory, chestnut. Her fruit
treesthe apple, cherry, pear and 9th
ers are goodiy trees Il, AL seasons, but
when in bloom and fruit are among the
most beautiful product Of nature. Plant
the arboretum nearbyit need not be
large showing native trees and others
whose introduction into the town or
state should be encouraged Garden and
conservatory, exhibiting plant culture 20
some extent, yield rich returns at small
expense Such features OF education
promote nature study and awaken a
love 81 nature from daily association
with her noblcst forms. They add dig
nifty and interest in the estimation of
the Young to agriculture and horticul-
ttrre. pursuits which are fundamental in
their character. Let the child learn
that no mandatory equals nature.
No inventions are comparable TO her
products. "A in the ancient fable An.
tacnus, whose mother was Earth, re-
ceiyed strength from his mother when
ever he touched the ground, 80 the race
gets vipOr as IL draws near TO nature
and plants itself firmly on the soil La
the furtherance Of these interests a
solid bass II laid for u wholesome ana
rational state Of society IN their me-
elect the state and nation suffer and
humanity receives detriment.
It will be said BY some, AN this IS
good. bnt costly and impracticablc." So,
indeed, ii may seem at first, but a
careful consideration shows that such
objection il readily met. Every city
resident viii appreciate the fact that
New England cities have in recent years
given some attention to public parks,
gardens and Fairgrounds. The public
attitude in these matters is changing for
the better rapidly, and in some cities re-
markable results have been reached.
Boston. for example, has parks, small
and large, and extensive bouleyards
which are celebrated far and wide. But
bv strange peryersion they have rare
III, if ever. been brought near school
Of the people. Things which should not
he put asunder, have never been brought
together. There i a park system and
school system OF which the city is
proud, but the relation Of these two in.
lcrests has been overlooked to the per-
nianent loss OF the children and youth
Of the city and, in consequence, to the
city itself. City government and pub
lie unconcern have wrought these strange
results. The park man and the school
man instead Of going forth, hand in
Aand, to teach and beautify the city,
have started back to back and the farth-
er they have gone, the more they have
become separated. Now they are out
of one another's sight completely. What
is true Of Boston may be sand Of nearly
every New England city. The idea ad
vocated bas not failed because IL is
costly and impracticable, bnt for other
and Obvious reasons change IL called
for IN the public interest and for The
welfare Of the youth who are to be
the future citizens Of the common
wealth, l,fom The People.