5G Bui^LETiN 145 



Introduction 



It is now just ten years since this station issued bulletin y}^, 

 I'he Trees of Vermont. Three years later bulletin 94 appeared 

 on Vermont Grasses and Clovers. The present publication is the 

 third in the series having a like general aim. It includes an ac- 

 count of the native shrubs and woody vines, with briefer men- 

 tion of such introduced species as are of especial interest. Like 

 the earlier publications it is primarily addressed to readers who 

 have little or no botanical training, but who wish to learn the 

 names of these plants as well as the main facts relative to their 

 occurrence and characters. In this connection especial attention 

 has been given to any matters of human relation such as edible 

 qualities, poisonous nature, ornamental values, etc. In numer- 

 ous cases pains has been taken to record facts concerning the 

 use of these plants made by the Indians or the early settlers, for 

 such purposes as dyeing and basketry. These things are of 

 sufficient historical and educational worth to justify the space 

 thus given to them ; but, in addition, it seems probable that the 

 revival of interest in the handicrafts, which is coming with in- 

 dustrial education, is prophetic of a return to the usage of some 

 of these things. Certainly it is a wholesome thing for all of us 

 to be reminded of such matters of early woodcraft. 



This bulletin does not bear so directly as have the earlier 

 ones of the series upon problems of practical agriculture and 

 forestry, although it is clearly pertinent to such problems. It is the 

 needs of the boys and girls of Vermont farms and villages and 

 of their teachers in the rural schools that have been uppermost 

 in mind in the preparation of these pages. Every such school 

 ground has a natural setting of shrubs and vines ; every road- 

 side leading to it is fringed with natural growths that rival in 

 aesthetic charm the finest plantations of the city parks. It is 

 pitiful to realize that for the children educated in this environ- 

 ment the names and values of these things are a sealed book. 

 What are we to say of progress in our educational methods when 

 the school boy, yes and his teacher too, have not only less knowl- 



