142 THE CANADIAN FOHESTEB's. 



"We, too, in the Province of Quebec, hare our " Arbor- 

 Day " ; and there is no reason why the good example set 

 by the oldest of our provinces should not be followed by 

 all her sisters of the Canadian Confederation. " Arbor- 

 Day " would then be a day on which all the agricultural 

 and horticultural associations would meet together ; it 

 would be a holiday for the pupils of our colleges and 

 schools. Each participant in the f4te would do his best 

 to co-operate in the work of replanting, and the result 

 would be felt from the very first year. 



But, to produce the best effects from this f^te, the 

 people must be taught the utility of replanting, the part 

 which the forest plays iu the general economy of the 

 country, and, above all, they must learn to practise 

 intelligently the planting of trees according to the best 

 known methods. To arrive at this much to be desired 

 end, they must receive the necessary instruction, and the 

 best way to instruct the people is to begin with the 

 child at school. There, the first steps must be taken, the 

 first lessons in forestry inculcated ; first, that the child 

 may appreciate the work carried out on " Arbor-Day,'' 

 and then, as he increases in years, he will be fit to 

 receive further teaching on this most important subject 



OHAPTEE IV. 



EDUCATION IN FORESTRY. 



That the lessons in forestry, of which I spoke at the 

 end of the last chapter, may be profitable, they must be 

 given in accordance with a well considered programme. 

 For, in my opinion, it would be absurd to try to show a 

 child how to plant a tree, before showing him the part 



