walks are to start, and at which they are to emerge from the grounds.
These two points are then joined by direct and simple curves; and
alongside the walks, especially in angles or bold curves, planting may
be inserted.

A suggestion for school premises on a four-corners, and which the pupils
enter from three directions, is made in Fig. 4. The two playgrounds are
separated by a broken group of bushes extending from the building to the
rear boundary; but, in general, the spaces are kept open, and the heavy
border-masses clothe the place and make it home-like. The lineal extent
of the group margins is astonishingly large, and along all these margins
flowers may be planted, if desired.

[Illustration: Fig. 4. Suggestion for a school-ground on a
four-corners.]

If there is only six feet between a schoolhouse and the fence, there is
still room for a border of shrubs. This border should be between the
walk and the fence,--on the very boundary,--not between the walk and the
building, for in the latter case the planting divides the premises and
weakens the effect. A space two feet wide will allow of an irregular
wall of bushes, if tall buildings do not cut out the light; and if the
area is one hundred feet long, thirty to fifty kinds of shrubs and
flowers can be grown to perfection, and the school-grounds will be
practically no smaller for the plantation.

One cannot make a plan of a place until he knows what he wants to do
with the property; and therefore we may devote the remainder of this
chapter to developing the idea in the layout of the premises rather than
to the details of map-making and planting.