ARBOR DA Y MANUAL. 
tree in grove or forest is striving with others for the mastery. The weakest succumb to 
the strongest; some perish early, some lead a feeble existence for many years, while even 
the strongest are more or less injured. With plenty of room, the trunk will be short, the 
-spread ; where crowded, the lower limbs perish for want of light, 
ound to protect and enrich it for nourishing the surviving limbs 
branches many and wide-spread ; v 
Dead limbs fall to the ground to pi 
-and the trunk. The scars heal ove 
thus we find tall, clean trunks in a 
-First Pupil: 
How is moisture retained by fori 
Seventh Pupil • 
The bed of the forest is a widely 
-of fallen branches, and remnants ol 
stant 
posed,—altogether foi 
pipes, tubes, and aqui 
and holding in position 
rming a deep pot or hollow framewc 
educts, and interspersed with millic 
an the flow of water, until the humui 
thick with leaves, twigs, pieces- 
ig another layer of the same sub- 
another strata completely decom- 
'ork, penetrated with myriads of 
'ons of miniature logs, blocking 
is below fully absorbs it. The 
deep into the solid clay 
large and perpendiculai 
•strata, and send through the earth a 
away from the forests a 
ure, that, continually ri 
Fiist Pupil: 
What effect has the cutting of forests on the water supply? 
Eighth Pupil: 
The protection afforded by the forest against the escape of moisture from its soil by 
superficial overflow and evaporation insures the permanence and regularity of natural 
springs. To destroy the forest of a mountain slope is to devote the height to barrenness, 
the valley to flood, and both to parching drought. The spring and autumn rain-fall, in¬ 
stead of being stored up in Nature’s reservoirs, sweeps down through the valleys in sud¬ 
den and violent floods, carrying destruction with it, to be followed a little later by long., 
droughts, and very low water. 
The pupils were decked appropriately. The one who recited about the seed had a little 
bunch of wheat in the head pinned on. Others had branches of trees and flowers. The 
leader stepped out in front of the pupils and directed the question to the one who was to- 
answer, and then took her place in the ranks. The answers followed. 
3 PLANTING OF 1 
a Pupils fi 
t Gram- 
Ten Pupils and H 
First stanza repeated and the chorus repeated 
the other songs was accompanied by organ and 
pupils sang the separate stanzas, and the High S 
The second “swinging” each time was not si 
violins. The effect was fine. 
;es recited by different pupi 
a branch of the apple tree ii 
l nature. In addition, the} 
had them i 
characterized all the 
look fine, and not a superfluity. 
OLD APPLE TREE.” The same 
;hool. 
at the close. The singing 
iolins. The ten Grammar 
came in with them on the 
t simply played by the orj 
as with. 
