38 THE MICHIGAN ACADEMY OF SCIENCE. 



even during- Iloodtinie, filled with silt for more than a short period. 

 Conditions have changed ; the tind^er of the township has beeen almost 

 entirely removed. The flow of this stream is periodical, rather than reg- 

 ular. The past fortnight it has been at floodtide, and has carried away 

 with it an immense amount of soil, and bridges have been removed^ from 

 their foundations, and carried away, entailing an immense expense upon 

 the township for re])lacing them. There has been a constant increase in 

 the expense of maintaining bridges across this stream during the last 

 thirty years, until today it has reached a very large figure, and occupies 

 a prominent place in the assessment of taxes. This is a matter that has 

 affected the welfare of our townshij), and reduced its attractiveness as a 

 location for maintaining a rural population, and still, in connection with 

 our school system, the matter has never been a subject for any tuition 

 whatever given to the growing boys and girls. 



The remedy for this condition is so apparent, so simple, and so log- 

 ical in its application, that even children can appreciate it, and the 

 importance of instructing them in a subject of such moment in connection 

 with their lives, can hardly be over-estimated. 



The child has a right to be educated in a way to make it thoroughly 

 acquainted with its own life in its environment, and in the terms of its 

 life. In the prosecution of the forestry movement this is a matter of 

 commanding importance. We may have never so good a theory of man- 

 agement of forest cov^er of this country, but it never can be made a matter 

 of practice until it shall appeal to a large majority of our people, as 

 one of importance to them and worth their while to consider and know 

 about. Notwithstanding the importance of this subject and its inti- 

 mate relationship to the welfare of our people, those who have been 

 planning our system of common school education and have been its 

 sponsors, have scarcely touched this subject in their activities. Our 

 State Department of Public Instruction has, in a sentimental way, called 

 attention to the matter of Arbor Day, and plumed itself upon the great 

 thing it had done. I am glad to find this much has been accomplished, 

 even if it is so verv little, because sentiment lies at the foundation 

 of action ; but the merit of our proposition with regard to the importance 

 of the forest problem, in the management of the commonwealth, has 

 scarcely been aj)proached in an}^ proposition for the progress and better- 

 ment of our primary schools. 



If the Academv of Science and the T'niversitv and the Agricultural 

 College desire to make their influence felt, they must adopt some system 

 of educational extension which shall touch the common people, and the 

 most promising method is to reach them through our common schools. 



At once the objection comes in, "you are trying to add another burden 

 to the curriculum that is already too full." I deny the allegation ; our 

 suggestion is to put into the curriculum something of real value that 

 shall take the place of things, which have come down as a legacy to us 

 from a time when school instruction was given to the few that they 

 might be dictators of the masses. If we Avish to give that kind of 

 education which shall develop men and women in a manner to make the 

 most of their lives, we must recognize in our pedagogic plan that, rela- 

 tively, there is as much importance to be given a tree as to a Greek syl- 

 logism; we must recognize as great an importance and value in a deal 



