^ UNIVERSITY 



63 



other the body of a violin whose vibrations shall thrill the hearts of 

 men. 



Eelate great forest belts to regions of constant rainfall. Compare 

 growth of same trees under different conditions of climate. 



Specimens of ebony, mahogany, bamboo, etc., should be compared 

 with pine, oak, etc. Relate to house furnishing and furniture. 



A love for trees should be engendered and a sentiment against the 

 great destruction of forests aroused. When possible have trees 

 planted, and others cared for by destroying harmful insect life infest- 

 ing trees. 



Some experiments can be made showing something of the physi- 

 ology of plants. Some very A^altiable suggestions may be found in 

 "Botany," for June, in "Nature Study," by W. S. Jackman. 



Outline from "Trees of North America," by Apgar. Read "Under 

 the Trees," by Hamilton R. Mabie. 



As forest products rank next to agricultural products, children 

 should be led to have a proper appreciation of the care and develop- 

 ment of forests and their relation to soil and climate. 



1. Formation of Forests. 



1. Choice of Species. 



2. Reclamation of Soil. 



(a) Irrigation. 



(b) Drainage. 



(c) Fixation of soil. 



(1) Mountain sides. 



(2) Treatment of gullies. 



(3) Eroded land. 



(d) Fixation of shifting sand. 



(e) Treatment of indurated and heavy soils. 



3. Formation of Forests by 



(a) Direct sowing. 



(b) Cuttings. 



(c) Planting. 



4. Formation of Nurseries. 



(a) Select good seed. 



(b) Mother tree of good condition and age. 



(c) Germinating beds in good condition. 



(d) Young seedlings, just enough light. 



(e) Shade-enduring and light-demanding seedlings. 



5. Natural Regeneration of -Forests. 



(a) Mother trees. 



(b) Shelter woods. 



(c) Adjoining woods. 



(d) Coppice. 

 5 



