EDUCATIVE. 123 



THE AFTER CARE. 



Where the work is not properly systematized under some official head, 

 sheer neglect is apt to follow the planting. Better plant even but one tree 

 and make it live than plant a hundred to die before the year has expired. 

 There should be judicious supervision over the trees during the entire 

 season. 



REGISTRY OF THE TREES. 



An excellent plan is to have a registry of the trees kept in the school 

 archives, and the next year have a report sent to the state auditor, giving 

 the species and number of trees then living, to be entered in an Arbor Day 

 register for future reference. It is to be hoped that our next legislature 

 will systematize some such plan by legalizing Arbor Day, as in some other 

 states, thus making it more efficient in its observance, and furnishing for- 

 estry statistics for the state. 



DRAFT OF THE PLANTED TREES. 



Where the locality warrants, the trees being in groups or rows, as in a 

 school yard, it is well to have a draft or map of the spot, representing all 

 the trees and flowering shrubs with the names attached, each pupil own- 

 ing a tree. The draft should then be framed and hung up in the library 

 room. 



PRELIMINARY EXERCISES. 



Prof. N. H. Eggleston, of the Forestry Division of Agriculture, at Wash- 

 ington, D. C, suggests for outdoor ceremony prior to planting, that the 

 children "march along the streets to the music of their own familiar songs, 

 wearing such scarfs and badges as they choose to decorate themselves with, 

 and carrying aloft their banners with the pride of young patriots and 

 scholars." And for indoors a programme like this: 



The reading of the laws of the state relating to Arbor Day; reading of 

 letters from forestry friends living abroad; brief addresses and essays on the 

 subject of forestry; voting for the tree or flower that shall be the emblem 

 of the school for the year; "to facilitate the voting, a blackboard facing 

 the pupils during the exercises with a few drawings of trees and flowers, 

 each with a characteristic attribute printed beneath it. The voting may 

 be expeditiously performed by pointing to the drawings." 



FORESTRY IN OUR SCHOOLS. 



While every leading nation in Europe has its school or schools of forestry, 

 there is not one such, strictly speaking, in the United States. There is a 

 growing demand for such institutions. To pave the way, American for- 

 esters in the states and Canada urge the establishment of a rudimental 

 system of forestry in the higher grades of all our public schools. The 

 times are ripe for it. Already a large number of our teachers are interesting 

 their pupils on this line of education, and it is having a most salutary 

 effect. If our legislature would put rudimental forestry in our educational 

 curriculum, it would unquestionably meet a great and growing demand and 

 evoke a hearty cooperation over the entire state. Minnesota leading, other 



