Abstract
My favorite lesson begins with two gardens. Sometime in September each year, I tack two pictures of gardens to the board and, after several weeks of ignoring them, ask my English eleventh-grade students to carefully consider each garden. One is a very natural, partially wooded setting with dense foliage, a soft carpet of moss, towering ancient oaks, and in the middle, a meandering stream. To one side, a partially visible stone walkway invites the visitor to an inner sanctum of shade. The other garden is also ancient; however, that is the only similarity. Its space is divided into four segments each bordered by clipped boxwoods. In each of the four corners, grow precisely clipped topiaries in the shape of tall cones. In the middle of this garden, an antique fountain serves as a focus, and stone walkways radiate from this point. Carefully clipped to hard-edged geometric precision, old yew trees serve as walls around the perim-
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