TREES 375 



inent among the agencies for interesting the children in 

 forest matters is the observance of Arbor Day. Instituted 

 in Nebraska in 1872 by Hon. J. Sterling Morton, Secretary 

 of Agriculture, 1893-1897, Arbor Day has made its way from 

 state to state until, at the beginning of 1900, provision for 

 its observance has been made in every state and territory. 

 Its central idea is the planting of trees by school children on 

 dates fixed by the governors of the various states or by other 

 authorities. The planting is usually accompanied by ex- 

 ercises, sometimes elaborate, intended to impress upon the 

 children the beauty and usefulness of trees, and to encourage 

 the care and preservation alike of shade trees and forests. 

 While the planting accomplished may have very little eco- 

 nomic value, the institution of Arbor Day may fairly be said 

 to exercise immense influence in exciting affection and 

 respect for trees in the coming generations, and so to prepare 

 a body of sentiment which will assist powerfully hereafter to 

 bring about the general practice of conservative forestry." 

 The broader purpose and the great practical importance of 

 Arbor Day is thus seen from these words of Secretary Wilson. 

 But Arbor Day has another and more direct value. 

 Through its observance the grounds of many schools can 

 be improved and beautified. In a circular addressed to 

 the county superintendents, the State Superintendent of 

 the schools of Illinois, in 1903, makes the statement that 

 there were in that year still over two thousand schools with- 

 out a single shade tree. Probably a much greater number 

 were sadly in need of improvement as far as the grounds 

 were concerned. The conditions of the country, and even 

 village and city, schools are similar throughout the United 

 States. Not enough has been done to make the school-houses 



