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TWO TEACHERS AND ARBOR DAY 



ONE TEACHER. 



I have in mind one teacher, who a few days before Arbor Day, assigned 

 the different parts just as they were suggested in the printed program. 

 On Arbor Day she had a perfunctory recitation of the different selec- 

 tions; after this all gathered around a little hole dug in the hard 

 ground and planted one small tree. This closed the work for the day, 

 and the pupils felt that the principal thing about Arbor Day was that 

 they were dismissed an hour earlier than usual. The pupil's mind 

 unconsciously receives the thoughts of the teacher. As she thinks, so to 

 a certain extent the pupil thinks and acts. This the teacher can not 

 help, even if she would. 



THE OTHER TEACHER. 



I have in mind another teacher who very early in the spring brought 

 to the school a few bulbs, told her pupils about them, and planted them 

 in pots at different times. All became interested in watching for the 

 green sprouts to appear, and in watching the daily progress of these 

 plants until they bloomed. Gradually the pupils were interested and 

 taught, day by day, from this little beginning about flowers. Some time 

 before Arbor Day a few of the larger boys spaded up the plot of ground 

 set aside for their park. This was then fertilized by materials brought 

 from a neighboring barnyard, and on Arbor Day a number of rose 

 bushes and choice trees were set out. Then the program was given, and 

 the pupils felt a special interest in each selection. The work did not 

 stop there, for the boys and girls began to ask for books giving particular 

 instruction in caring for plants. Then some of them began to ask the 

 teacher's help in arranging a rlower garden for the home. Which teacher 

 do you prefer to be? 



