36 ARBOR DAY ITS HISTORY AND OBSERVANCE. 



zoology, with which they may combine the study of the habits of plants and trees, 

 how they grow and develop; the study of birds, which are the friends and not the 

 enemies of mankind; the study of the composition of soils, the chemistry of fer- 

 tilizers, the needs of grasses and grains, and the harm of noxious weeds. Let them 

 learn that what is oaken from the ground must be paid back; that there is a recip- 

 rocal relation between the soil and the fertilizer, as between the giver and receiver. 

 How to graft, how to plant and transplant, how to save and how to prune, how to 

 sow and how to reap, are among the things which should be taught. Give us courses 

 in the common schools for the boys and girls who want them, which shall teach 

 some of the pleasant things connected with farming. Teach also that it costs no 

 more to produce a pound of good butter or cheese than a poor one. Give us a gar- 

 den by the schoolhouse where the lessons of Arbor Day can be practically illustrated, 

 where children can plant and water, where they can see things grow, see nature 

 develop, see life in soil and plants. France is doing much in this direction, and 

 Canada is agitating the question. Arbor Day should give us educated farmers. 



ENCOURAGING WORDS FOR ARBOR DAY. 



Beneficent influence of Arbor Day. It must be borne 

 in mind that Arbor Day is not ~a holiday, but simply 

 a particular day set apart for special instruction in all 

 that pertains to the most useful and beautiful of the 

 kingdoms. It would not be amiss if a day were given 

 to each of the other kingdoms, the animal and the min- 

 eral, for the same purpose. That Arbor Day has been 

 of incalculable value, <*Esthetically and ethically, is no 

 longer doubted ; and, with this generation, trees around 

 a schoolhouse are not looked upon as a source of supply 

 for convenient instruments to maintain discipline, as 



they probably were a decade or two ago. The vandalism that begins with cutting 

 and marring the school desks and destroying school shrubbery has disappeared, 

 which is one of the innumerable arguments in favor of its beneficent influence upon 

 the malicious passions of the young. 



The lessons learned about trees, plants, and flowers since the institution of Arbor 

 Day has caused us to observe more closely and to love more ardently these gifts of 

 nature. Our greatest poets and statesmen have written reverently of these treasures, 

 and spoken with sublime veneration and patriotic fervor about those of a historic 

 reputation. The literature associated with this kingdom excels all others in purity 

 and devoutness, and millions of the present school generation will recall these days 

 as the one green, glowing oasis in a long life. Henry Thoreau said: "The intellect 

 of most men is barren. It is the movings of the soul with nature that makes the intel- 

 lect fruitful, that gives birth to imagination." John Terhuue, superintendent, Ber- 

 gen County, N. J. 



Not merely a day for tree planting. When this day was first appointed I felt that it 

 was not intended for us. We did not need it. Trees were abundant on our streets 

 and around our houses. But since we have kept it, as we have for the past two 

 years, I have had my eyes opened to its importance. We may have trees in abun- 

 dance, but there is a lesson to be taught on this day that can not be put too strongly 

 before our children. It is a day when we should strive through general exercises, 

 and by plain talks from the teachers, committeemen, and others who may be induced 

 to address the children, to impress upon them a love of the beautiful. Remember 



