OUR NATIVE TREES. 53 



is this varied and choice display of S3'lvan beauty ; yet except b}'^ 

 a few it is unappreciated — because, in the best sense, unseen and 

 unknown. 



Here then the question presents itself: How shall an efficient 

 interest in trees be excited? and how shall a proper recognition 

 of their benefits be disseminated among the people? This Society 

 has already begun an effective solution of this problem bj' its 

 official recognition of the importance of the subject, as seen in 

 previo.is papers and discussions relating to it. But allow me to 

 suggest that, to arouse and make permanent an effective interest 

 in this subject, we should begin with the young. It is our desire to 

 save the land from the desolation of deforestation, to preserve the 

 proper balance between woodland and open ground ; and this 

 upon every man's farm as well as upon the areas of states and 

 broader sections. We should wish at the same time to develop 

 something creditable to us, as an educated people, in the scenic 

 effects and rural embellishments of which our sylvan growth is 

 capable. This work should extend along the line of many years. 

 Like the tree, it should be perennial. Let the boy begin it, and 

 in old age he will still be seen with a spade in one hand and a 

 young sapling in the other, planting for future generations. 



I have now come to the point of asking permission to indicate 

 what I believe to be an effective way of introducing this subject 

 to our youth ; and with this permission I will read a few paragraphs 

 from a paper upon the " Relation of our Schools to Arbor Day" 

 which it was my privilege to present before the teachers of Rhode 

 Island at their annual meeting in October last. In the course of 

 the paper was the following: — "I have said that planting trees 

 upon 'Arbor Day ' is well ; but it is not enough. To make the 

 best of Arbor Day, there should be preparation for it ; and in the 

 schools this implies something to be done all along the school year, 

 of which this is the crowning day. The time to begin this is in 

 ■ youth ; gradually forming a habit of looking upon them [the trees] 

 with an appreciative eye ; gaining a knowledge of them, as may 

 be done, with little trouble ; enjoying them in their growth, in 

 their protection and their shade, and as lovely and picturesque 

 objects in the landscape. But what can the pupils of our public 

 schools, already overburdened with studies, learn about trees? 

 Should time and strength be taken to teach this subject? 



We all advocate, I doubt not, the introduction of ' object lessons ' 



