diff options
Diffstat (limited to '17645.txt')
| -rw-r--r-- | 17645.txt | 2763 |
1 files changed, 2763 insertions, 0 deletions
diff --git a/17645.txt b/17645.txt new file mode 100644 index 0000000..8c9b460 --- /dev/null +++ b/17645.txt @@ -0,0 +1,2763 @@ +The Project Gutenberg EBook of Arbor Day Leaves, by N.H. Egleston + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Arbor Day Leaves + A Complete Programme For Arbor Day Observance, Including + Readings, Recitations, Music, and General Information + +Author: N.H. Egleston + +Release Date: January 31, 2006 [EBook #17645] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK ARBOR DAY LEAVES *** + + + + +Produced by Charlene Taylor, Linda Cantoni, and the Online +Distributed Proofreading Team at http://www.pgdp.net (This +file was produced from images generously made available +by the Library of Congress) + + + + + + + + + +Arbor Day Leaves + + +BY + +N.H. EGLESTON + +OF THE FORESTRY DIVISION OF THE DEPARTMENT OF AGRICULTURE WASHINGTON; +AUTHOR OF "HAND-BOOK OF TREE-PLANTING," ETC., ETC. + +AMERICAN BOOK COMPANY +NEW YORK CINCINNATI CHICAGO + +Arbor Day Leaves + +WILL BE SUPPLIED TO + +Superintendents, Teachers, and School Officers for their schools at +the following rates: + +Single Copy, postage paid to any address 10 cents +25 Copies, postage or express paid to any address $2.00 +100 Copies, postage or express paid to any address 5.00 + + +ADDRESS + +AMERICAN BOOK COMPANY + +806 and 808 Broadway, New York. +137 Walnut Street, Cincinnati. +258 and 260 Wabash Avenue, Chicago. + + * * * * * + +OUR COMPLETE DESCRIPTIVE LIST + +=A Great Catalogue.= Over 2,000 volumes are described in the 21 +sections of our Descriptive Catalogue. These are published separately. +The subjects are: + + 1. Reading + 2. Supplementary Reading + 3. Arithmetics + 4. Higher Mathematics + 5. Penmanship, etc. + 6. Geography + 7. History + 8. Spelling + 9. English Language +10. Drawing +11. Music +12. Book-keeping +13. Ancient Language +14. Modern Language +15. Science +16. Botany +17. Philosophy, Psychology, etc. +18. Civics and Economics +19. Pedagogy, Records, etc. +20. Elocution +21. Maps and Charts + +On application, we will mail those which interest you. + +AMERICAN BOOK COMPANY + +NEW YORK CINCINNATI CHICAGO + + + + +Arbor Day Leaves + +A COMPLETE PROGRAMME FOR ARBOR DAY OBSERVANCE, INCLUDING READINGS, +RECITATIONS, MUSIC, AND GENERAL INFORMATION + + +N.H. EGLESTON + +OF THE FORESTRY DIVISION OF THE DEPARTMENT OF AGRICULTURE, WASHINGTON. +AUTHOR OF "HAND-BOOK OF TREE-PLANTING," ETC. + +[Illustration] + +COPYRIGHT, 1893, BY +AMERICAN BOOK COMPANY +NEW YORK CINCINNATI CHICAGO BOSTON + + * * * * * + + + + +CONTENTS. + + PAGE +Introduction 2 +Origin of Arbor Day 2 +Readings for Arbor Day 3 + About Trees--(J. Sterling Morton) 3 + Leaves, and What They Do 5 + Bryant, the Poet of Trees 8 + Forest Hymn--(Bryant) 8 + James Russell Lowell 9 + The Oak--(James Russell Lowell) 9 + What One Tree is Worth 11 + Enduring Character of the Forests--(Susan Fenimore Cooper) 11 + The Popular Poplar Tree--(Blanch Willis Howard) 12 + Forestry and the Need of It--(Hon. Adolph Lene) 12 + Tree Weather Proverbs 13 + Flowers 13 +Arbor Day Celebrations 14 + Growing Observance of Arbor Day 14 + States and Territories Observing Arbor Day 15 + Encouraging Words 15 + The Best Use of Arbor Day 16 + Trees in Their Leafless State 18 +Programme for Arbor Day 19 + I. Exercises in the School Room 19 + II. The March 24 + III. Exercises at the Tree Planting 25 + + + + +INTRODUCTION. + + +In preparing the second number of our manual for Arbor Day, we have +endeavored to keep in mind the fact that Arbor Day was originally +designed not as a mere festival or holiday, a pleasant occasion for +children or adults, but to encourage the planting of trees for a +serious purpose--the lasting benefit of the country in all its +interests. As the poet Whittier has so well said, "The wealth, beauty, +fertility, and healthfulness of the country largely depend upon the +conservation of our forests and the planting of trees." Arbor Day is +not a floral festival, except as the trees may offer their bright +blossoms for the occasion. In making our selections from authors, +therefore, we have restricted ourselves to what they have said about +trees, and have endeavored also to choose only such selections as are +of high literary character, and so, not only admissible for occasional +use but worthy to be learned and carried in memory for life; trees of +thought which may be planted in the young minds in connection with +Arbor Day, to grow with their growth and be perpetual sources of +enjoyment. + + +ORIGIN OF ARBOR DAY. + +To J. Sterling Morton, ex-Governor of Nebraska, and Secretary of +Agriculture under President Cleveland, belongs the honor of +originating this tree-planting festival, and he is popularly known +throughout our whole country as the "father of Arbor Day." So well has +the day been observed in Nebraska since 1872 that there are now over +700,000 acres of trees in that state planted by human hands. + +The successful establishment of the day in Nebraska commended it at +once to the people of other states, and it was soon adopted by Kansas, +Iowa, and Minnesota, and was not long in making its way into Michigan +and Ohio. + +In the latter state it took on a new character, which has caused it to +spread rapidly throughout the country. The teachers and pupils of the +schools were invited to unite in its observance, and instead of trees +being planted merely as screens from the winds, they were also planted +for ornamental purposes and as memorials of important historical +events and of celebrated persons, authors, statesmen, and others. Thus +the tree-planting has gained a literary aspect and an interest for all +classes, for young as well as old. In preparation for it the pupils of +the schools have been led to the study of trees, their characteristics +and uses. They have learned the history of celebrated trees and of +persons who have been connected with them. They have become familiar +with the lives of eminent persons and the best writings of +distinguished authors, and thus have received most valuable +instruction, while, at the same time, their finer tastes have been +cultivated. + +Since the observance of the day has been modified, as it was on its +introduction into Ohio, it has spread rapidly through the country and +at present forty-four states and territories celebrate Arbor Day. Its +every way healthful and desirable features have so generally commended +it also that it has gained a foothold abroad and has begun to be +observed in England, Scotland, France, and even in far-off South +Africa. It has become preeminently a school day and a school festival. +In many cases school teachers and superintendents have introduced its +observance. But it has soon so commended itself to all that, in most +cases, it has been established by law and made a legal holiday. + + + + +Readings for Arbor Day. + +ABOUT TREES. + +From the originator of Arbor Day. + + +A tree is the perfection in strength, beauty, and usefulness of +vegetable life. It stands majestic through the sun and storm of +centuries. Resting in summer beneath its cooling shade, or sheltering +besides its massive trunk from the chilling blast of winter, we are +prone to forget the little seed whence it came. Trees are no +respecters of persons. They grow as luxuriantly beside the cabin of +the pioneer as against the palace of the millionaire. Trees are not +proud. What is this tree? This great trunk, these stalwart limbs, +these beautiful branches, these gracefully bending boughs, these +gorgeous flowers, this flashing foliage and ripening fruit, purpling +in the autumnal haze are only living materials organized in the +laboratory of Nature's mysteries out of rain, sunlight, dews, and +earth. On this spot, in this tree, a metamorphosis has so deftly taken +place that it has failed to excite even the wonder of the majority of +men. + +[Illustration] + +Here, sixty years ago, a school boy planted an acorn. Spring came, +then the germ of this oak began to attract the moisture of the soil. +The shell of the acorn was then broken open by the internal growth of +the embryo oak. It sent downward a rootlet to get soil and water, and +upward it shot a stem to which the first pair of leaves was attached. +These leaves are thick and fleshy. They constitute the greater bulk of +the acorn. They are the first care-takers of the young oak. Once out +of the earth and in the sunlight they expand, assume a finer texture, +and begin their usefulness as nursing leaves, "folia nutrientia." They +contain a store of starch elaborated in the parent oak which bore the +acorn. + +In tree infancy the nursing leaves take oxygen from the air, and +through its influence the starch in the nursing leaves is transmuted +into a tree baby-food, called dextrine, which is conveyed by the water +absorbed during germination to the young rootlet and to the gemmule +and also to the first aerial leaf. So fed, this leaf expands, and +remains on the stem all summer. The nursing leaves die when the aerial +leaves have taken their food away, and then the first stage of oak +hood has begun. It has subterranean and superterranean organs, the +former finding plant-food in the earth, and the latter gathering it in +the air, the sunlight, and the storm. The rootlets in the dark depths +of soil, the foliage in the sunlit air, begin now their common joint +labor of constructing a majestic oak. Phosphates and all the +delicacies of plant-food are brought in from the secret stores of the +earth by the former, while foliage and twig and trunk are busy in +catching sunbeams, air, and thunderstorms, to imprison in the annual +increment of solid wood. There is no light coming from your wood, +corncob, or coal fire which some vegetable Prometheus did not, in its +days of growth, steal from the sun and secrete in the mysteries of a +vegetable organism. + +Combustion lets loose the captive rays and beams which growing plants +imprisoned years, centuries, even eons ago, long before human life +began its earthly career. The interdependence of animal and tree life +is perennial. The intermission of a single season of a vegetable life +and growth on the earth would exterminate our own and all the animal +races. The trees, the forests are essential to man's health and life. +When the last tree shall have been destroyed there will be no man left +to mourn the improvidence and thoughtlessness of the forest-destroying +race to which he belonged. + +In all civilizations man has cut down and consumed, but seldom +restored or replanted, the forests. In biblical times Palestine was +lovely in the foliage of the palm, and the purpling grapes hung upon +her hillsides and gleamed in her fertile valleys like gems in the +diadems of her princes. But man, thoughtless of the future, careless +of posterity, destroyed and replaced not; so, where the olive and the +pomegranate and the vine once held up their luscious fruit for the sun +to kiss, all is now infertility, desolation, desert, and solitude. The +orient is dead to civilization, dead to commerce, dead to intellectual +development. The orient died of treelessness. + +From the grave of the eastern nations comes the tree monition to the +western. The occident like the orient would expire with the +destruction of all its forests and woodlands. + +Twenty-five thousand acres of woodland are consumed by the railroads, +the manufactories, and the homes of the United States every +twenty-four hours. How many are planted? To avert treelessness, to +improve the climatic conditions, for the sanitation and embellishment +of home environments, for the love of the beautiful and useful +combined in the music and majesty of a tree, as fancy and truth unite +in an epic poem, Arbor Day was created. It has grown with the vigor +and beneficence of a grand truth or a great tree. It faces the future. +It is the only anniversary in which humanity looks futureward instead +of pastward, in which there is a consensus of thought for those who +are to come after us, instead of reflections concerning those who have +gone before us. It is a practical anniversary. It is a beautiful +anniversary. To the common schools of the country I confide its +perpetuation and usefulness with the same abiding faith that I would +commit the acorn to the earth, the tree to the soil, or transmit the +light on the shore to far off ships on the waves beyond, knowing +certainly that loveliness, comfort, and great contentment shall come +to humanity everywhere because of its thoughtful and practical +observance by all the civilized peoples of the earth. + +J. STERLING MORTON. + + +[Illustration] + +LEAVES, AND WHAT THEY DO. + +The leaves of the trees afford an almost endless study and a constant +delight. Frail, fragile things, easily crumpled and torn, they are +wonderful in their delicate structure, and more wonderful if possible +on account of the work which they perform. + +They are among the most beautiful things offered to our sight. Some +one has well said that the beauty of the world depends as much upon +leaves as upon flowers. We think of the bright colors of flowers and +are apt to forget or fail to notice the coloring of leaves. But what a +picture of color, beyond anything that flowers can give us, is spread +before our sight for weeks every autumn, when the leaves ripen and +take on hues like those of the most gorgeous sunset skies, and the +wide landscape is all aglow with them. A wise observer has called +attention also to the fact that the various kinds of trees have in the +early springtime also, only in a more subdued tone, the same colors +which they put on in the autumn. If we notice the leaves carefully, we +shall see that there is a great variety of color in them all through +the year. While the prevailing color, or the body color so to speak, +is green, and the general tone of the trees seen in masses is +green--the most pleasant of all colors to be abidingly before the +sight--this is prevented from becoming dull or somber because it +comprises almost innumerable tints and shades of the self-same color, +while other distinct colors are mingled with it to such an extent as +to enliven the whole foliage mass. Spots of yellow, of red, of white, +and of intermediate colors are dashed upon the green leaves or become +the characteristic hues of entire trees, and so there is brought about +an endless variety and beauty of color. + +Then there is the beauty of form, size, position, and arrangement. Of +the one hundred and fifty thousand or more known species of trees, the +leaves of each have a characteristic shape. The leaves of no two +species are precisely alike in form. More than this is also true. No +two leaves upon the same tree are in this respect alike. While there +is a close resemblance among the leaves of a given tree, so that one +familiar with trees would not be in doubt of their belonging to the +same tree, though he should see them only when detached, yet there is +more or less variation, some subtle difference in the notching or +curving of the leaf-edge perhaps, so that each leaf has a form of its +own. These differences of shape in the leaves are a constant source of +beauty. + +What a variety of size also have the leaves, from those of the birches +and willows to those of the sycamores, the catalpas and the +paulownias. On the same tree also the leaves vary in size, those +nearest the ground and nearest the trunk being usually larger than +those more remote. How different as to beauty would the trees be if +their leaves were all of the same size; how much less pleasing to the +sight. + +Then what a wide difference is there in the position of the leaves on +the trees and their relative adjustment to each other? Sometimes they +grow singly, sometimes in pairs, sometimes in whirls or clusters. Some +droop, others spread horizontally, while others still are more or less +erect. The leaves of some trees cling close to the branches, others +are connected with the branches by stems of various length and so are +capable of greater or less movement. The leaves of poplars and aspens +have a peculiarly flattened stem, by reason of which the slightest +breath of wind puts them in motion. + +These are some of the most obvious characteristics of the leaves, and +by which they are made the source of so much of the beauty of the +world in which we live. It will be a source of much pleasure to anyone +who will begin now, in the season of swelling buds and opening leaves, +to watch the leaves as they unfold and notice their various forms and +colors and compare them one with another. There is no better way of +gaining valuable knowledge of trees than this, for the trees are known +by their leaves. + +But let us turn now from their outward appearance and consider what is +done by them, for the leaves are among the great workers of the world, +or, if we may not speak of them as workers, a most important work is +done in or by means of them, a work upon which our own life depends +and that of all the living tribes around us. + +Every leaf is a laboratory, in which, by the help of that great +magician, the sun, most wonderful changes and transformations are +wrought. By the aid of the sun the crude sap which is taken up from +the ground is converted by the leaves into a substance which goes to +build up every part of the tree and causes it to grow larger from year +to year; so that instead of the tree making the leaves, as we commonly +think, the leaves really make the tree. + +Leaves, like other parts of the plant or tree, are composed of cells +and also of woody material. The ribs and veins of the leaves are the +woody part. By their stiffness they keep the leaves spread out so that +the sun can act upon them fully, and they prevent them also from being +broken and destroyed by the winds as they otherwise would be. They +serve also as ducts or conduits by which the crude sap is conveyed to +the leaves, and by which when it has there been made into plant food, +it is carried into all parts of the tree for its nourishment. +Protected and upheld by these expanded woody ribs, the body of the +leaf consists of a mass of pulpy cells arranged somewhat loosely, so +that there are spaces between them through which air can freely pass. +Over this mass of cells there is a skin, or epidermis as it is called, +the green surface of the leaf. In this there are multitudes of minute +openings, or breathing pores, through which air is admitted, and +through which also water or watery vapor passes out into the +surrounding atmosphere. In the leaf of the white lily there are as +many as 60,000 of these openings in every square inch of surface and +in the apple leaf not fewer than 24,000. These breathing pores, called +stomates, are mostly on the under side of the leaf, except in the case +of leaves which float upon the water. There is a beautiful contrivance +also in connection with these pores, by which they are closed when the +air around is dry and the evaporation of the water from the leaves +would be so rapid as to be harmful to the tree, and are opened when +the surrounding atmosphere is moist. + +The green color of the leaves is owing to the presence in the cells of +minute green grains or granules, called chlorophyll, which means +leaf-green, and these granules are indispensable to the carrying on of +the important work which takes place in the leaves. They are more +numerous and also packed more closely together near the upper surface +of the leaf than they are near the lower. It is because of this that +the upper surface is of a deeper green than the lower. + +Such, then, is the laboratory of the leaf, the place where certain +inorganic, lifeless substances such as water, lime, sulphur, potash, +and phosphorus are transformed and converted into living and organic +vegetable matter, and from which this is sent forth to build up every +part of the tree from deepest root to topmost sprig. It is in the +leaves also that all the food of man and all other animals is +prepared, for if any do not feed upon vegetable substances directly +but upon flesh, that flesh nevertheless has been made only as +vegetable food has been eaten to form it. It is, as the Bible says, +"The tree of the field is man's life." + +But let us consider a little further the work of the leaves. The tree +is made up almost wholly of oxygen, hydrogen, and carbon. It is easy +to see where the oxygen and hydrogen are obtained, for they are the +two elements which compose water, and that, we have seen, the roots +are absorbing from the ground all the while and sending through the +body of the tree into the leaves. But where does the carbon come from? +A little examination will show. + +The atmosphere is composed of several gases, mainly of oxygen and +nitrogen. Besides these, however, it contains a small portion of +carbonic acid, that is, carbon chemically united with oxygen. The +carbonic acid is of no use to us directly, and in any but very minute +quantities is harmful; but the carbon in it, if it can be separated +from the oxygen, is just what the tree and every plant wants. And now +the work of separating the carbon from the oxygen is precisely that +which is done in the wonderful laboratory of the leaf. Under the magic +touch of the sun, the carbonic acid of the atmosphere which has +entered the leaf through the breathing pores or stomates and is +circulating through the air-passages and cells, is decomposed, that +is, taken to pieces; the oxygen is poured out into the air along with +the watery vapor of the crude sap, while the carbon is combined with +the elements of water and other substances which we have mentioned, to +form the elaborated sap or plant-material which is now ready to be +carried from the leaves to all parts of the plant or tree, to nourish +it and continue its growth. Such is the important and wonderful work +of the leaf, the tender, delicate leaf, which we crumple so easily in +our fingers. It builds up, atom by atom, the tree and the great +forests which beautify the world and provide for us a thousand +comforts and conveniences. Our houses and the furniture in them, our +boats and ships, the cars in which we fly so swiftly, the many +beautiful and useful things which are manufactured from wood of +various kinds, all these, by the help of the sun, are furnished us by +the tiny leaves of the trees. + + +BRYANT, THE POET OF TREES. + + "It is pleasant," as Mr. George W. Curtis has said, "to + remember, on Arbor Day, that Bryant, our oldest American + poet and the father of our American literature, is + especially the poet of trees. He grew up among the solitary + hills of western Massachusetts, where the woods were his + nursery and the trees his earliest comrades. The solemnity + of the forest breathes through all his verse, and he had + always, even in the city, a grave, rustic air, as of a man + who heard the babbling brooks and to whom the trees told + their secrets." + + His "Forest Hymn" is familiar to many, but it cannot be too + familiar. It would be well if teachers would encourage their + pupils to commit the whole, or portions of it, at least, to + memory. Let it be made a reading lesson, but, in making it + such, let pains be taken to point out its felicities of + expression, its beautiful moral tone and lofty sentiment, + and its wise counsels for life and conduct. Nothing could be + more appropriate, especially for the indoor portion of the + Arbor Day exercises, than to have this poem, or portions of + it, read by some pupil in full sympathy with its spirit, or + by some class in concert. + +FOREST HYMN. + + The groves were God's first temples, ere man learned + To hew the shaft and lay the architrave + And spread the roof above them, ere he framed + The lofty vault to gather and roll back + The sound of anthems; in the darkling wood, + Amidst the cool and silence, he knelt down + And offered to the Mightiest solemn thanks + And supplications. For his simple heart + Might not resist the sacred influences + Which from the stilly twilight of the place + And from the gray old trunks that high in heaven + Mingled their mossy boughs, and from the sound + Of the invisible breath that swayed at once + All their green tops, stole over him and bowed + His spirit with the thought of boundless power + And inaccessible majesty. Ah, why + Should we, in the world's riper years, neglect + God's ancient sanctuaries and adore + Only among the crowd and under roofs + That our frail hands have raised? Let me, at least, + Here, in the shadow of this ancient wood, + Offer one hymn, thrice happy if it find + Acceptance in His ear. + + --BRYANT. + + +JAMES RUSSELL LOWELL. + +We can hardly see or think of trees without being reminded of Mr. +Lowell, whose death during the last year was so great a loss. He was +eminently a lover of trees, and they were the inspiration of some of +his best prose and poetry. This love of trees led him to call his +pleasant place of residence, in Cambridge, "Elmwood." In making up our +selections for reading or recitation on Arbor Day, the writings of no +one have been turned to more often, probably, than those of Mr. +Lowell, and it will be very proper if we make this year's observance +distinguished by the abundance of our extracts from his various works. +We may well also plant memorial trees in honor of him. No one is more +worthy of such honor, and we can hardly do any better thing than to +plant trees which shall bear his name and remind us hereafter of his +noble words and noble life. And no memorial of him would be more +appropriate or more accordant with his own feelings than a growing +tree. This is abundantly shown by the following letter, written only a +few years ago, when it was proposed in one of our schools, to plant on +Arbor Day, a tree in his memory. + +"I can think of no more pleasant way of being remembered than by the +planting of a tree. Like whatever things are perennially good, it will +be growing while we are sleeping, and will survive us to make others +happier. Birds will rest in it and fly thence with messages of good +cheer. I should be glad to think that any word or deed of mine could +be such a perennial presence of beauty, or show so benign a destiny." + + +[Illustration] + +THE OAK. + + What gnarled stretch, what depth of shade, is his? + There needs no crown to mark the forest's king; + How in his leaves outshines full summer's bliss! + Sun, storm, rain, dew, to him their tribute bring, + Which he, with such benignant royalty + Accepts, as overpayeth what is lent; + All nature seems his vassal proud to be, + And cunning only for his ornament. + + How towers he, too, amid the billowed snows, + An unquelled exile from the summer's throne, + Whose plain, uncintured front more kingly shows, + Now that the obscuring courtier leaves are flown. + His boughs make music of the winter air, + Jewelled with sleet, like some cathedral front + Where clinging snow-flakes with quaint art repair + The dents and furrows of Time's envious brunt. + + How doth his patient strength the rude March wind + Persuade to seem glad breaths of summer breeze, + And win the soil that fain would be unkind, + To swell his revenues with proud increase! + He is the gem; and all the landscape wide + (So doth his grandeur isolate the sense) + Seems but the setting, worthless all beside, + An empty socket, were he fallen thence. + + So, from oft converse with life's wintry gales, + Should man learn how to clasp with tougher roots + The inspiring earth;--how otherwise avails + The leaf-creating sap that sunward shoots? + So every year that falls with noiseless flake + Should fill old scars up on the stormward side, + And make hoar age revered for age's sake, + Not for traditions of youth's leafy pride. + + So, from the pinched soil of a churlish fate, + True hearts compel the sap of sturdier growth, + So between earth and heaven stand simply great, + That these shall seem but their attendants both; + For nature's forces, with obedient zeal + Wait on the rooted faith and oaken will, + As quickly the pretender's cheat they feel, + And turn mad Pucks to flout and mock him still. + + Lord! all Thy works are lessons,--each contains + Some emblem of man's all-containing soul; + Shall he make fruitless all Thy glorious pains, + Delving within Thy grace an eyeless mole? + Make me the least of Thy Dodona-grove, + Cause me some message of Thy truth to bring, + Speak but a word through me, nor let Thy love + Among my boughs disdain to perch and sing. + + --JAMES RUSSELL LOWELL. + + +WHAT ONE TREE IS WORTH. + +It will help us, perhaps, to appreciate properly, the value and +manifold uses of trees if we consider the uses to which a single one +of the many species is put. A Chinese gives us the following account +of the Bamboo. + +"The bamboo plant is cultivated almost everywhere; it is remarkable +for its shade and beauty. There are about sixty varieties, different +in size according to its genus; ranging from that of a switch to a big +pole measuring from four to five inches in diameter. It is reared from +shoots and suckers, and, after the root once clings to the ground, it +thrives and spreads without further care or labor. Of these sixty +varieties, each thrives best in a certain locality, and throughout the +whole empire of China the bamboo groves not only embellish the gardens +of the poor, but the vast parks of the princes and wealthy. The use to +which this stately grass is put is truly wonderful. The tender shoots +are cultivated for food like the asparagus; the roots are carved into +fantastic images of men, birds, and monkeys. The tapering culms are +used for all purposes that poles can be applied to, in carrying, +supporting, propelling, and measuring; by the porter, the carpenter, +and the boatman; for the joists of houses and the ribs of sails; the +shafts of spears and the wattles of hurdles, the tubes of aqueducts +and the handles and ribs of umbrellas and fans. The leaves are sewed +upon cords to make rain-cloaks for farmers and boatmen, for sails to +boats as well as junks, swept into heaps to form manure, and matted +into thatches to cover houses. The bamboo wood is cut into splints and +slivers of various sizes to make into baskets and trays of every form +and fancy, twisted into cables, plaited into awnings, and woven into +mats for the bed and floor, for the sceneries of the theatre, for the +roofs of boats, and the casing of goods. The shavings are picked into +oakum to be stuffed into mattresses. The bamboo furnishes the bed for +sleeping and the couch for reclining, the chair for sitting, the +chop-sticks for eating, the pipe for smoking, the flute for +entertaining; a curtain to hang before the door, and a broom to sweep +around it. The ferrule to govern the scholar, the book he studies and +the paper he writes upon, all originated from this wonderful grass. +The tapering barrels of the organ and the dreadful instrument of the +lictor--one to strike harmony, and the other to strike dread; the rule +to measure lengths, the cup to gauge quantities, and the bucket to +draw water; the bellows to blow the fire and the box to retain the +match; the bird-cage and crab-net, the fish-pole, and the water-wheel +and eaveduct, wheelbarrow, and hand-cart, and a host of other things, +are the utilities to which this magnificent grass is converted." + + +ENDURING CHARACTER OF THE FORESTS. + +Of all the works of the creation which know the changes of life and +death, the trees of the forest have the longest existence. Of all the +objects which crown the gray earth, the woods preserved unchanged, +throughout the greatest reach of time, their native character. The +works of man are ever varying their aspect; his towns and his fields +alike reflect the unstable opinions, the fickle wills and fancies of +each passing generation; but the forests on his borders remain to-day +the same as they were ages of years since. Old as the everlasting +hills, during thousands of seasons they have put forth and laid down +their verdure in calm obedience to the decree which first bade them +cover the ruins of the Deluge. + +SUSAN FENIMORE COOPER. + + +THE POPULAR POPLAR TREE. + + When the great wind sets things whirling + And rattles the window panes, + And blows the dust in giants + And dragons tossing their manes; + When the willows have waves like water, + And children are shouting with glee; + When the pines are alive and the larches,-- + Then hurrah for you and me, + In the tip o' the top o' the top o' the tip of + the popular poplar tree! + + Don't talk about Jack and the Beanstalk-- + He did not climb half so high! + And Alice in all her travels + Was never so near the sky! + Only the swallow, a-skimming + The storm-cloud over the lea, + Knows how it feels to be flying-- + When the gusts come strong and free-- + In the tip o' the top o' the top o' the tip of + the popular poplar tree! + + --BLANCH WILLIS HOWARD. + + +FORESTRY AND THE NEED OF IT. + +"Experience as well as common sense teaches us that the selecting of +the species and the mere planting of the same is not a guarantee of +successful forestry." + +In this country we have heretofore not made any distinction between +forests and woodlands, while in Europe, and more especially in those +countries in which forestry has reached a high state of development, +the distinction is clearly defined. Prof. Rossmaessler, in speaking of +the difference between forest and woodland (Forst und Wald), says: +"Every forest is also a woodland, but not every woodland, be it ever +so large, is a forest. It is the regular cultivation and economical +management which turns a woodland into a forest." + +This difference between forests and woodland is also indicated by the +terms _forester_ and _woodman_; the former term being applied to the +man who advocates the perpetuation of woodland in accordance with the +teachings and principles of forestry, and the latter to the man whose +profession is that of felling trees. + +In this meaning of the term, we, in this country, have really no +forests, but woodlands only. To turn these woodlands into forests, and +to plant forests, where for climatic and other considerations they are +needed, is the aim and object of the advocates of forestry. + +The forester, it will be seen, has a distinct mission, which is to +perpetuate the forests so indispensable to civilized life, and to +produce at a minimum expense, from a given piece of ground, the +greatest amount of forest products. + +As our forests decrease in extent and deteriorate in quality, and as, +with the increase of our population, the demands upon forest products +of all kinds become greater, the necessity of a rational system of +forestry, and the need of educated foresters becomes more apparent +every day. We should, moreover, constantly bear in mind that, while +there are trees, as the catalpa, the ash and the hickory, which will +attain merchantable size in forty or fifty years from the seed, there +are others such as the pine and the tulip-poplar, which require for +reaching the necessary dimensions a period of from sixty to eighty +years; and still others, such as the oaks and the black walnut, for +the full development of which about a hundred and fifty years are +required. Can we, in view of this, still be in doubt as to whether or +not the time has come when we should earnestly consider the question? + +Hon. ADOLPH LENE, +Secretary of Ohio State Forestry Bureau. + + +TREE WEATHER PROVERBS. + + If the Oak is out before the Ash, + T'will be a summer of wet and splash; + But if the Ash is out before the Oak, + T'will be a summer of fire and smoke. + + When the Hawthorne bloom too early shows, + We shall have still many snows. + + When the Oak puts on his goslings gray, + 'Tis time to sow barley, night or day. + + When Elm leaves are big as a shilling, + Plant kidney beans if you are willing; + When Elm leaves are as big as a penny, + You _must_ plant kidney beans if you wish to have any. + + +FLOWERS. + + Spake full well, in language quaint and olden, + One who dwelleth by the castled Rhine, + When he called the flowers, so blue and golden, + Stars, that in earth's firmament do shine. + + Stars they are, wherein we read our history, + As astrologers and seers of eld; + Yet not wrapped about with awful mystery, + Like the burning stars which they beheld. + + Wondrous truths, and manifold as wondrous, + God hath written in those stars above; + But not less in the bright flowerets under us + Stands the revelation of His love. + + Bright and glorious is that revelation, + Writ all over this great world of ours-- + Making evident our own creation, + In these stars of earth, these golden flowers. + + --LONGFELLOW. + + Flowers seem intended for the solace of ordinary humanity; + children love them; tender, contented, ordinary people love + them. They are the cottager's treasure; and in the crowded + town mark, as with a little fragment of rainbow, the windows + of the workers in whose heart rests the covenant of peace. + + RUSKIN. + + + + +Arbor Day Celebrations. + +[Illustration] + +GROWING OBSERVANCE OF ARBOR DAY. + + +It adds to the pleasure attending the observance of Arbor Day when we +think how many are uniting with us in its celebration. It is but a few +years since the day was first known and its observance was limited to +a single one of our States. Now the day is known and observed from +Maine to Oregon and from Minnesota to the Gulf of Mexico. Not only is +this true, but this our tree-festival so commends itself to all that +its observance has spread more rapidly and more widely than any other +public observance in the world's history. It is already established in +portions of England, France, and Italy, in far-away South Africa and +Australia, and we shall probably hear before long of its adoption in +China and Japan. + +And so, as we come together to have pleasant talks about the trees and +to march out with songs and banners to plant them in school grounds, +in parks, by the road-side or elsewhere, it will be pleasant to +remember that so many others are engaged in similar services. It +should make the day a happier one for us to think that so many will +enjoy it as we do, as it should always increase our happiness to know +that others are sharing with us anything that is good. + +As it will, doubtless, be interesting to all engaging in the +celebration of the day, we give on the next page a list of the States +in which Arbor Day is observed. + + +STATES AND TERRITORIES OBSERVING ARBOR DAY. + + YEAR OF + FIRST +STATES. OBSERVANCE TIME OF OBSERVANCE. + +Alabama 1887 22nd February. +Arizona 1890-91 First Friday after first of February. +California 1886 +Colorado 1885 Third Friday in April. +Connecticut 1887 In Spring, at appointment of Governor. +Florida 1886 January 8. +Georgia 1887 First Friday in December. +Idaho 1887 Last Monday in April. +Illinois 1888 Date fixed by Governor and Supt. of Public + Instruction. +Indiana 1884 " " Superintendent of Public Instruction. +Iowa 1887 " " " " +Kansas 1875 Option of Governor, usually in April. +Kentucky 1886 " " +Louisiana 1888-9 " Parish Boards. +Maine 1887 " Governor. +Maryland 1889 " " in April. +Massachusetts 1886 Last Saturday in April. +Michigan 1885 Option of Governor. +Minnesota 1876 " " +Mississippi 1892 " Board of Education. +Missouri 1886 First Friday after first Tuesday of April. +Montana 1887 Third Tuesday of April. +Nebraska 1872 22nd of April. +Nevada 1887 Option of Governor. +New Hampshire 1886 " " +New Jersey 1884 " " in April. +New Mexico 1890 Second Friday in March. +New York 1889 First Friday after May 1. +North Carolina 1893 +North Dakota 1884 Sixth of May, by proclamation of Governor. +Ohio 1882 In April " " +Oregon 1882 Second Friday in April. +Pennsylvania 1887 Option of Governor. +Rhode Island 1887 " " +South Carolina Uncertain Variable. +South Dakota 1884 Option of Governor. +Tennessee 1875 November, at designation of County + Superintendents. +Texas 1800 22nd of February. +Vermont 1885 Option of Governor. +Virginia 1892 +West Virginia 1883 Fall and Spring, at designation of Supt. + of Schools. +Wisconsin 1889 Option of Governor. +Wyoming 1888 " " +Washington 1892 + +Only the following five states or territories fail to observe Arbor +Day--Arkansas, Delaware, Oklahoma, Indian Territory, and Utah. + + +ENCOURAGING WORDS. + +The Governors of our States and the Superintendents of our schools +have generally entered heartily into the observance of Arbor Day and +spoken earnest words of encouragement in its behalf. The following are +specimens of what they have said. + +=New Hampshire.=--Governor Currier, in his Arbor Day Proclamation: "I +especially desire that our children may be taught to observe and +reverence the divine energies which are unfolding themselves in every +leaf and flower that sheds a perfume in spring or ripens into a robe +of beauty in autumn, so that the aspirations of childhood, led by +beautiful surroundings, may form higher and broader conceptions of +life and humanity; for the teachings of nature lead up from the +material and finite to the infinite and eternal." + +=Illinois.=--Governor Fifer: "Let the children in our schools, the +young men and women in our colleges, seminaries, and universities, +with their instructors, co-operate in the proper observance of the day +by planting shrubs, vines, and trees that will beautify the home, +adorn the public grounds, add wealth to the State, and thereby +increase the comfort and happiness of our people." + +=Missouri.=--From the Superintendent of Public Schools, in his annual +report: "Let this love for planting trees, shrubs, vines, and flowers +be encouraged and stimulated in the school-room and not only will the +school-yards profit thereby, but the now barren farm-yards and +pastures will remain the recipients of your instruction." + +=California.=--From Superintendent of Public Instruction: "Our schools +cannot protect the forests, but they can raise up a generation which +will not leave their hillsides and mountains treeless; a generation +which will frown upon and rebuke the wanton destruction of our forest +trees. There is no spot on earth that may not be made more beautiful +by the help of trees and flowers." + +=Nebraska.=--From the State Superintendent of Public Instruction: "On +this day, above all others, the pupils of our public schools should be +educated to care for the material prosperity of the country and to +foster the growth of trees. Let the child understand that he is +especially interested in the tree he plants: that it is his; that upon +him devolves the responsibility of protecting and cultivating it in +coming years." + +=New York.=--Hon. A.S. Draper, ex-Superintendent of Public +Instruction: "The primary purpose of the Legislature in establishing +Arbor Day was to develop and stimulate in the children of the +commonwealth a love and reverence for Nature, as revealed in trees and +shrubs and flowers." + + +THE BEST USE OF ARBOR DAY. + +Arbor Day, to be most useful as well as most pleasant, should not +stand by itself, alone, but be connected with much study and talk of +trees and kindred subjects beforehand and afterward. It should rather +be the focal or culminating point of the year's observation of trees +and other natural objects with which they are closely connected. The +wise teacher will seek to cultivate the observing faculties of the +pupils by calling their attention to the interesting things with which +the natural world abounds. It is not necessary to this that there +should be formal classes in botany or any natural science, though we +think no school should be without its botanical class or classes, nor +should anyone be eligible to the place of a teacher in our public +schools who is not competent to give efficient instruction in botany +at least. + +But much may be done in this direction informally, by brief, familiar +talks in the intervals between the regular recitations of the +school-room, or during the walks to and from school. A tree by the +road-side will furnish an object lesson for pleasant and profitable +discourse for many days and at all seasons. A few flowers, which +teacher or pupil may bring to the school-room, will easily be made the +means of interesting the oldest and the youngest and of imparting the +most profitable instruction. How easy also to plant a few seeds in a +vase in the school-room window and to encourage the pupils to watch +their sprouting and subsequent growth. + +Then it should not be difficult to have a portion of the school +grounds set apart, where the pupils might, with the teacher's +guidance, plant flower and tree seeds and thus be able to observe the +ways and characteristics of plants in all periods of their growth. +They could thus provide themselves with trees for planting on future +Arbor Days, and at the time of planting there would be increased +enjoyment from the fact that they had grown the trees for that very +purpose. + +Why might not every school-house ground be made also an arboretum, +where the pupils might have under their eyes, continually, specimens +of all the trees that grow in the town or in the State where the +school is situated? It would require but a little incitement from the +teacher to make the pupils enthusiastic with the desire to find out +the different species indigenous to the region and to gather them, by +sowing seeds or planting the young trees, around their place of study. + +And if the school premises are now too small in extent to admit of +such a use, let the pupils make an earnest plea for additional ground. +As a general fact our school-grounds have been shamefully limited in +extent and neglected as to their use and keeping. The school-house, in +itself and in its surroundings, ought to be one of the most beautiful +and attractive objects to be seen in any community. The approach from +the street should be like that to any dwelling house, over well kept +walks bordered by green turf, with trees and shrubs and flowers +offering their adornment. Everything should speak of neatness and +order. The playground should be ample, but it should be in another +direction and by itself. + +Europeans are in advance of us in school management. The Austrian +public school law reads: "In every school a gymnastic ground, a garden +for the teacher, according to the circumstances of the community, and +a place for the purposes of agricultural experiment are to be +created." There are now nearly 8,000 school gardens in Austria, not +including Hungary. In France, also, gardening is taught in the primary +and elementary schools. There are nearly 30,000 of these schools, each +of which has a garden attached to it, and the Minister of Public +Instruction has resolved to increase the number of school gardens and +that no one shall be appointed master of an elementary school unless +he can prove himself capable of giving practical instruction in the +culture of Mother Earth. In Sweden, in 1871, there were 22,000 +children in the common schools receiving instruction in horticulture +and tree-planting. Each of more than 2,000 schools had for cultivation +from one to twelve acres of ground. + +Why should we be behind the Old World in caring for the schools? By +the munificence of one of her citizens, New York has twice offered +premiums for the best-kept school-grounds. Why may we not have Arbor +Day premiums in all of our States and in every town for the most +tasteful arrangement of school-house and grounds? These places of +education should be the pride of every community instead of being, as +they so often are, a reproach and shame. + + +TREES IN THEIR LEAFLESS STATE. + +As the season for Arbor Day and tree-planting comes on, just before +the buds begin to swell and are getting ready to cover the trees with +a fresh mantle of leaves, it is well--as it is also when the leaves +have fallen from the trees in autumn--to give attention to the bare +trees and notice the characteristic forms of the various species, the +manner in which their branches are developed and arranged among +themselves, for a knowledge of these things will often enable one to +distinguish the different kinds of trees more readily and certainly +than by any other means. The foliage often serves as an obscuring +veil, concealing, in part at least, the individuality and the +peculiarities of the trees. But if one is familiar with their forms of +growth, their skeleton anatomy, so to speak, he will recognize common +trees at once with only a partial view of them. + +Some trees, as the oak, throw their limbs out from the trunk +horizontally. As Dr. Holmes says: "The others shirk the work of +resisting gravity, the oak defies it. It chooses the horizontal +direction for its limbs so that their whole weight may tell, and then +stretches them out fifty or sixty feet so that the strain may be +mighty enough to be worth resisting." Some trees have limbs which +droop toward the ground, while those of most, perhaps, have an upward +tendency, and others still have an upward direction at first and later +in their growth a downward inclination, as in the case of the elm, the +birch, and the willows. Some, like the oak, have comparatively few but +large and strong branches, while others have many and slender limbs, +like many of the birches and poplars. + +The teacher should call attention to these and other characteristics +of tree-structure, drawing the various forms of trees on the +blackboard and encouraging the pupils to do the same, allowing them +also to correct each other's drawings. This will greatly increase +their knowledge of trees and their interest in them as well as in +Arbor Day and its appropriate observance. + +[Illustration] + + + + +Programme for Arbor Day. + + +We give in this part of our manual a programme for Arbor Day +observance. It is presented not so much in the expectation that it +will be exactly copied as that it may serve as suggestion of what may +be done. We have added various selections from poets and prose writers +which may help those who are preparing for the proper observance of +Arbor Day. But these are only a few specimens from the great stores of +our literature. A little care and painstaking beforehand will furnish +an ample supply of the desired material, for our literature abounds in +such. Not the least of the benefits of the observance of Arbor Day is +the opportunity it gives for making the young familiar with the best +thoughts of the best writers and thus giving them a literary culture +in the pleasantest manner. Thus while preparing to plant trees we may +be planting in the young mind and heart growths more precious and +lasting than they. + + * * * * * + +I.-Exercises In the School-Room. + + +=1. READING.= (BY THE TEACHER, OR BY CLASSES.) + +"And God said, Let the earth bring forth grass, the herb yielding +seed, and the fruit tree yielding fruit after his kind, whose seed is +in itself, upon the earth: and it was so. And the earth brought forth +grass, and herb yielding seed after his kind, and the tree yielding +fruit, whose seed was in itself after his kind." + +"And out of the ground made the Lord God to grow every tree that is +pleasant to the sight, and good for food; the tree of life also in the +midst of the garden, and the tree of knowledge of good and evil." + +"Blessed is the man that trusteth in the Lord, and whose hope the Lord +is. For he shall be as a tree planted by the waters, and that +spreadeth out her roots by the river, and shall not see when heat +cometh, but her leaf shall be green; and shall not be careful in the +year of drought, neither shall cease from yielding fruit." + +"I will plant in the wilderness the cedar, the shittah tree, and the +myrtle, and the oil tree; I will set in the desert the fir tree, and +the pine, and the box tree together: that they may see, and know, and +consider, and understand together, that the hand of the Lord hath done +this, and the Holy One of Israel hath created it." + +"He that trusteth in his riches shall fall: but the righteous shall +flourish as a branch." + +"Wisdom is a tree of life to them that lay hold upon her, and happy is +everyone that retaineth her." + +"And he shewed me a pure river of water of life, clear as crystal, +proceeding out of the throne of God and of the Lamb. In the midst of +the street of it, and on either side of the river, was there the tree +of life, which bare twelve manner of fruits, and yielded her fruit +every month: and the leaves of the tree were for the healing of the +nations." + + +=2. INVOCATION SONG.= + +TRIBUTE TO NATURE. + +[Tune--"AMERICA."] + +[Illustration: Music notation] + + Of nature broad and free, + Of grass and flower and tree, + Sing we to-day. + God hath pronounced it good + So we, His creatures would + Offer to field and wood, + Our heartfelt lay. + + To all that meets the eye, + In earth, or air, or sky, + Tribute we bring. + Barren this world would be, + Bereft of shrub and tree: + Now, gracious Lord, to Thee, + Praises we sing. + + May we Thy hand behold, + As bud and leaf unfold, + See but Thy thought; + Nor heedlessly destroy, + Nor pass unnoticed by; + But be our constant joy: + All Thou hast wrought. + + As each small bud and flower + Speaks of the Maker's power, + Tells of His love; + So we, Thy children dear, + Would live from year to year, + Show forth Thy goodness here, + And then above. + + --MARY A. HEERMANS. + + +=3. READING ARBOR DAY LAW, OR PROCLAMATION OF GOVERNOR.= + +[As the laws regarding Arbor Day vary in different States, it will be +necessary for each teacher or superintendent to procure and read the +one applicable to his State.] + + +=4. READING LETTERS IN REFERENCE TO ARBOR DAY.= + +[These may consist of circular letters from superintendents, etc., and +other incidental letters. It is suggested that notes of invitation to +the exercises be sent to the parents of the children and to +influential people. These will in many cases elicit replies bearing on +the subject. In case such letters cannot be secured, at this point the +"Encouraging Words" printed on page 15 of this pamphlet may be read +with profit.] + + +=5. RECITATION.= + +ALL THINGS BEAUTIFUL. + + All things bright and beautiful, + All creatures great and small, + All things wise and wonderful,-- + The Lord God made them all. + + Each little flower that opens, + Each little bird that sings, + He made their glowing colors, + He made their tiny wings. + + The purple-headed mountain, + The river, running by, + The morning, and the sunset + That lighteth up the sky. + + The tall trees in the greenwood, + The pleasant summer sun, + The ripe fruits in the garden,-- + He made them, every one. + + He gave us eyes to see them, + And lips that we might tell + How great is God Almighty, + Who hath made all things well. + + --C.F. ALEXANDER. + + +=6. READING. Bryant's Forest Hymn.= (SEE PAGE 8.) + + +=7. RECITATIONS.= (By Different Pupils.) + +THE PURPOSE OF ARBOR DAY. + +_First pupil._ + + To avert treelessness; to improve the climatic conditions; + for the sanitation and embellishment of home environments; + for the love of the beautiful and useful combined in the + music and majesty of a tree, as fancy and truth unite in an + epic poem, Arbor Day was created. It has grown with the + vigor and beneficence of a grand truth or a great tree. + + --J. STERLING MORTON. + +BE NOBLE. + +_Second pupil._ + + Be noble! and the nobleness that lies + In other men sleeping, but never dead, + Will rise in majesty to meet thine own; + Then wilt thou see it gleam in many eyes, + Then will pure light around thy path be shed, + And thou wilt nevermore be sad and lone. + + --LOWELL. + +LEAVES. + +_Third pupil._ + + The leaves of the herbage at our feet take all kinds of + strange shapes as if to invite us to examine them. + Star-shaped, heart-shaped, spear-shaped, arrow-shaped, + fretted, fringed, cleft, furrowed, serrated, sinuated, in + whorls, in tufts, in spires, in wreaths, endlessly + expressive, deceptive, fantastic, never the same from + footstalk to blossom, they seem perpetually to tempt our + watchfulness and take delight in outstripping our wonder. + + --RUSKIN. + +INFLUENCE OF NATURE. + +_Fourth pupil._ + + Therefore am I still + A lover of the meadows and the woods + And mountains, and of all that we behold + From this green earth; of all the mighty world + Of eye and ear, both what they half create + And what perceive; well pleased to recognize + In nature, and the language of the sense, + The anchor of my purest thoughts, the nurse, + The guide, the guardian of my heart, and soul, + Of all my moral being. + + --WORDSWORTH. + +_Fifth pupil._ + + I regard the forest as an heritage, given to us by nature, + not for spoil or to devastate, but to be wisely used, + reverently honored, and carefully maintained. I regard the + forest as a gift entrusted to us only for transient care + during a short space of time, to be surrendered to posterity + again as unimpaired property, with increased riches and + augmented blessings, to pass as a sacred patrimony from + generation to generation. + + --BARON FERDINAND VON MUELLER. + +NATURE'S COMFORT. + +_Sixth pupil._ + + If thou art worn and hard beset + With sorrows that thou wouldst forget, + If thou wouldst read a lesson that will keep + Thy heart from fainting and thy soul from sleep, + Go to the woods and hills! No tears + Dim the sweet look that Nature wears. + + --LONGFELLOW. + +_Seventh pupil._ + + It may be said that the measure of attention given to trees + indicates the condition of agriculture and civilization of a + country. + + --MAHE. + +_Eighth pupil._ + + I said I will not walk with men to-day, + But I will go among the blessed trees,-- + Among the forest trees I'll take my way, + And they shall say to me what words they please. + + And when I came among the trees of God, + With all their million voices sweet and blest, + They gave me welcome. So I slowly trod + Their arched and lofty aisles, with heart at rest. + +_Ninth pupil._ + + Forests can flourish independent of agriculture; but + agriculture cannot prosper without forests. + +_Tenth pupil._ + + The man who builds does a work which begins to decay as soon + as he has done, but the work of the man who plants trees + grows better and better, year after year, for generations. + +_Eleventh pupil._ + + Of all man's works of art a cathedral is greatest. A vast + and majestic tree is greater than that. + + --H.W. BEECHER. + +_Twelfth pupil._ + + In an agricultural country the preservation or destruction + of forests must determine the decision of Hamlet's + alternative: "to be or not to be." An animal flayed or a + tree stripped of its bark does not perish more surely than a + land deprived of the trees. + + --FELIX L. OSWALD. + +_Thirteenth pupil._ + + By their fruit ye shall know them. Do men gather grapes of + thorns, or figs of thistles? Even so every good tree + bringeth forth good fruit; but the corrupt tree bringeth + forth evil fruit. A good tree cannot bring forth evil fruit, + neither can a corrupt tree bring forth good fruit. Therefore + by their fruits ye shall know them. + + +=8. DECLAMATION.= + +A FOREST SONG. + + A song for the beautiful trees! + A song for the forest grand, + The garden of God's Own land, + The pride of His centuries. + Hurrah! for the kingly oak, + For the maple, the sylvan queen, + For the lords of the emerald cloak, + For the ladies in living green. + + So long as the rivers flow, + So long as the mountains rise, + May the forest sing to the skies, + And shelter the earth below. + Hurrah! for the beautiful trees, + Hurrah! for the forest grand, + The pride of His centuries, + The garden of God's own land. + + --W.H. VENABLE. + + +=9. ADDRESS.= (BY TEACHER OR SOME ONE INVITED FOR THE OCCASION.) + + +=10. DECLAMATION.= + +A JUNE DAY. + + Now is the high-tide of the year, + And whatever of life hath ebbed away + Comes flooding back with a rippling cheer, + Into every bare inlet and creek and bay; + Now the heart is so full that a drop overfills it, + We are happy now because God wills it; + No matter how barren the past may have been, + 'Tis enough for us now that the leaves are green; + We sit in the warm shade and feel right well + How the sap creeps up and the blossoms swell; + We may shut our eyes but we cannot help knowing + That skies are clear and grass is growing; + The breeze comes whispering in our ear, + That dandelions are blossoming near, + That maize has sprouted, that streams are flowing, + That the river is bluer than the sky, + That the robin is plastering his house hard by; + And if the breeze kept the good news back, + For other couriers we should not lack; + We would guess it all by yon heifer's lowing,-- + And hark! how clear bold chanticleer, + Warmed with the new wine of the year, + Tells all in his lusty crowing! + + Joy comes, grief goes, we know not how: + Everything is happy now, + Everything is upward striving; + 'Tis as easy now for the heart to be true + As for grass to be green or skies to be blue,-- + 'Tis the natural way of living. + + --LOWELL: _Sir Launfal._ + + +=11. VOTING FOR THE TREE OR FLOWER WHICH SHALL BE THE EMBLEM OF THE +SCHOOL FOR THE YEAR.= + +Suggestions.--If this programme should prove too long, parts of it may +readily be omitted. If the day be a fine one, it might be well to +transfer the address and, perhaps, the readings to the third part of +the programme at the tree. + +In order to facilitate the voting of the tree or flower and have it +occupy but little time, it would be well to have 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 then be expeditiously performed by pointing to the +drawings. + +In some States there is a provision for the children to vote on Arbor +Day for a favorite flower, which shall be considered the State flower. +In others a State tree may be selected by vote of the children. In +such cases this is the time for the selection. + + +=12. RECITATION.= + +THE AMERICAN FLAG. + + When Freedom from her mountain height + Unfurled her standard to the air, + She tore the azure robe of night + And set the stars of glory there; + She mingled with its gorgeous dyes + The milky baldric of the skies, + And striped its pure celestial white + With streakings of the morning light; + Then from his mansion in the sun + She called her eagle bearer down, + And gave into his mighty hand + The symbol of her chosen land. + + --J.R. DRAKE. + + [To be recited and followed immediately by the song "Star + Spangled Banner."] + + +=13. SONG.= + +STAR SPANGLED BANNER. + +FRANCIS KEY. + +[Illustration: Music notation] + + 1. Oh, say can you see, by the dawn's early light, + What so proudly we hail'd at the twilight's last gleaming? + Whose broad stripes and bright stars thro' the perilous fight + O'er the ramparts we watched were so gallantly streaming, + And the rocket's red glare, the bombs bursting in air + Gave proof thro' the night that our flag was still there; + Oh, say does the star-spangled banner still wave + O'er the land of the free, and the home of the brave? + + 2. On the shore dimly seen thro' the mists of the deep, + Where the foe's haughty host in dread silence reposes, + What is that, which the breeze o'er the lowering steep, + As it fitfully blows, half conceals, half discloses! + Now it catches the gleam of the morning's first beam, + In full glory reflected now shines on the stream; + 'Tis the star-spangled banner, Oh, long may it wave + O'er the land of the free, and the home of the brave! + + 3. Oh, thus be it ever when freemen shall stand + Between their loved homes and the war's desolation. + Blest with victory and peace, may the heav'n-rescued land + Praise the pow'r that has made and preserved us a nation. + Then conquer we must, when our cause it is just, + And this be our motto--"In God is our trust," + And the star-spangled banner in triumph shall wave + O'er the land of the free, and the home of the brave! + + +II.--The March. + + _Suggestions._--See that the children keep step to the air + of the song. Arrange them according to size, the smallest + first, that the column may present a picturesque appearance. + +MARCHING SONG. + +[Illustration: Music notation] + + 1. There's Springtime in the air + When the happy robin sings, + And earth grows bright and fair, + Covered with the robe she brings. + + _Cho._ March, oh, march, 'tis Arbor Day, + Joy for all and cares away; + March, oh, march, from duties free + To the planting of the tree. + + 2. There's Springtime in the air + When the buds begin to swell, + And woodlands, brown and bare, + All the summer joys foretell.--_Cho._ + + 3. There's Springtime in the air + When the heart so fondly pays + This tribute, sweet and rare, + Which to mother earth we raise.--_Cho._ + + +III.--Exercises at the Tree-Planting. + + +=1. PLANTING OF TREES.= (ONE OR MORE). + + +=2. SONG.= + +PLANTING THE TREE. + +[Illustration: Music notation] + + Gather we here to plant the fair tree; + Gladsome the hour, joyous and free, + Greeting to thee, fairest of May! + Breathe sweet the buds on our loved Arbor Day. + Gather we now, the sapling around, + Singing our song--let it resound: + + _Refrain._ + Happy the day! Happy the hour! + Joyous we, all of us, feel their glad power. + + Shovel and spade, trowel and hoe, + Carefully dig up the quick-yielding ground; + Make we a bed, softly lay low + Each little root with the earth spread around; + Snug as a nest, the soil round them pressed, + This is the home that the rootlings love best. + + _Refrain._ + + Moisten and soften the ground, ye Spring Rains; + Swell ye the buds, and fill ye the veins, + Bless the dear tree, bountiful Sun; + Warm thou the blood in the stem till it run; + Hasten the growth, let leaves have birth, + Make it most beautiful thing of the earth. + + _Refrain._ + + --[DR. E.P. WATERBURY] + + +=3. RECITATIONS.= + + NOTE.--One or more of the recitations may be given with the + planting of each tree, the number depending upon the number + of trees planted. + +_First pupil._ + + Plant in the spring-time the beautiful trees, + So that in future each soft summer breeze, + Whispering through tree-tops may call to our mind, + Days of our childhood then left far behind. + + Days when we learned to be faithful and true; + Days when we yearned our life's future to view; + Days when the good seemed so easy to do; + Days when life's cares were so light and so few. + +_Second pupil._ + + Plant trees for beauty, for pleasure and for health; + Plant trees for shelter, for fruitage and for wealth. + +_Third pupil._ + +NOBILITY. + + True worth is in _being_, not _seeming_, + In doing each day that goes by + Some little good--not in the dreaming + Of great things to do by and by. + + --ALICE CARY. + +_Fourth pupil._ + +PLANTING OF TREES. + + Oh, happy trees which we plant to-day, + What great good fortunes wait you! + For you will grow in sun and snow + Till fruit and flowers freight you. + + Your winter covering of snow, + Will dazzle with its splendor; + Your summer's garb, with richest glow, + Will feast of beauty render. + + In your cool shade will tired feet + Pause, weary, when 'tis summer, + And rest like this will be most sweet + To every tired new-comer. + +_Fifth pupil._ + +THE COMING OF SPRING. + + When wake the violets, winter dies; + When sprout the elm buds, Spring is near; + When lilacs blossom, Summer cries, + Bud, little rose! Spring is here. + + --LOWELL. + +_Sixth Pupil._ + + When we plant a tree, we are doing what we can to make our + planet a more wholesome and happier dwelling-place for those + who come after us, if not for ourselves. + + --O.W. HOLMES. + +_Seventh pupil._ + + "It is no exaggerated praise to call a tree the grandest and + most beautiful of all the productions of the earth." + + --GILPIN, _Forest Scenery_. + +_Eighth pupil._ + + "Kind hearts are the gardens, + Kind thoughts are the roots, + Kind words are the blossoms, + Kind deeds are the fruits." + +_Ninth pupil._ + + What do we plant when we plant the tree? + We plant the ship which will cross the sea. + We plant the mast to carry the sails; + We plant the planks to withstand the gales-- + The keel, the keelson, and beam and knee; + We plant the ship when we plant the tree. + +_Tenth pupil._ + + What do we plant when we plant the tree? + We plant the houses for you and me. + We plant the rafters, the shingles, the floors, + We plant the studding, the lath, the doors, + The beams and siding, all parts that be; + We plant the house when we plant the tree. + +_Eleventh pupil._ + + What do we plant when we plant the tree? + A thousand things that we daily see; + We plant the spire that out-towers the crag, + We plant the staff for our country's flag, + We plant the shade, from the hot sun free; + We plant all these when we plant the tree. + + --HENRY ABBEY. + + +=4. TREE PLANTING SONG.= + +PLANTING OF THE TREE. + +[Illustration: Music notation] + + 1. Long this little stem has grown + In a quiet spot, unknown: + Now we plant it here, to be + Ever honored as our tree. + + 2. May the kind earth give it food, + And warm sunlight o'er it brood, + Shower make bright, and storm make hard, + And no harm its growth retard. + + 3. May it give to men delight, + Rich in shade, and fair to sight; + And while untold years roll by, + Speak of us to memory. + + 4. Little tree, our own! we pray, + Be our teacher every day; + On us strength and grace impress, + That we, too, the world may bless. + + J.D. BURRELL. + + +=5. PATRIOTIC RECITATION.= + +UNION AND LIBERTY. + + _First voice._ + + Flag of the heroes who left us their glory, + Borne through our battle-fields' thunder and flame, + Blazoned in song and illumined in story, + Wave o'er us all who inherit their fame! + + _Second voice._ + + Light of our firmament, guide of our nation, + Pride of her children, and honored afar, + Let the wide beams of thy full constellation + Scatter each cloud that would darken a star! + + _Third voice._ + + Empire unsceptred! what foe shall assail thee, + Bearing the standard of Liberty's van? + Think not the God of thy fathers shall fail thee, + Striving with men for the birthright of man! + + _Fourth voice._ + + Yet, if by madness and treachery blighted, + Dawns the dark hour when the sword thou must draw, + Then, with the arms of thy millions united, + Smite the bold traitors to Freedom and Law! + + _All._ + + Up with our banner bright, + Sprinkled with starry light, + Spread its fair emblems from mountain to shore; + While through the sounding sky, + Loud rings the Nation's cry,-- + Union and Liberty!--one evermore! + + --OLIVER WENDELL HOLMES. + + +=6. ADDRESS OR READING OF SOME SELECTION FROM ANOTHER PART OF THIS +PAMPHLET.= + + +=7. MARCHING FROM THE FIELD.= (TO FOLLOWING TUNE.) + +WOODMAN, SPARE THAT TREE. + +GEORGE P. MORRIS. + +HENRY RUSSELL. + +[Illustration: Music notation] + + 1. Woodman, spare that tree! + Touch not a single bough; + In youth it shelter'd me, + And I'll protect it now; + 'Twas my forefather's hand, + That placed it near his cot, + There, woodman, let it stand, + Thy axe shall harm it not! + + 2. That old, familiar tree, + Its glory and renown + Are spread o'er land and sea, + And would'st thou hew it down? + Woodman, forbear thy stroke! + Cut not its earth-bound ties; + Oh! spare that aged oak, + Now tow'ring to the skies. + + 3. When but an idle boy, + I sought its friendly shade; + In all their gushing joy, + Here, too, my sisters played; + My mother kiss'd me here; + My father press'd my hand, + Forgive this foolish tear, + But let that old oak stand! + + 4. My heart-strings 'round thee cling, + Close as thy bark, old friend! + Here shall the wild-bird sing, + And still thy branches bend. + Old tree, the storm thou'lt brave, + And, woodman, leave the spot; + While I've a hand to save, + Thy axe shall harm it not! + + +=8. BREAKING RANKS AND DISMISSAL.= + +[Illustration] + + + + +Popular Books for Young Readers. + + +MONTEITH'S POPULAR SCIENCE READER. By JAMES MONTEITH. + 12mo, cloth, 360 pages 75 cents + +Presents a number of easy and interesting lessons on natural science +and natural history, interspersed with appropriate selections from +standard authors. + +THE GEOGRAPHICAL READER AND PRIMER. + 12mo, cloth, red edges, 298 pages 60 cents + +A series of journeys round the world, based on Guyot's Introduction, +with primary lessons. Richly illustrated with over 130 engravings. + + +JOHONNOT'S GEOGRAPHICAL READER. By JAMES JOHONNOT. + 12mo, cloth, 418 pages $1.00 + +A collection of geographical descriptions and narrations from the best +writers in English literature, carefully classified and arranged. + + +JOHONNOT'S HISTORICAL READERS. Seven books. + + Grandfather's Stories 27 cents + Stories of Heroic Deeds 30 cents + Stories of Our Country 40 cents + Stories of Other Lands 40 cents + Stories of the Olden Time 54 cents + Ten Great Events in History 54 cents + +An attractive series of books, carefully graded and fully illustrated. + + +SHEPHERD'S HISTORICAL READER. By HENRY E. SHEPHERD, A.M. + 12mo, cloth, 345 pages $1.00 + +A collection of extracts representing the purest historical literature +that has been produced in the different stages of literary +development, from the time of Clarendon to the era of Macaulay and +Prescott. + + +JOHONNOT'S NATURAL HISTORY READERS. Six books. + + Book of Cats and Dogs 17 cents + Friends in Feathers and Fur 30 cents + Neighbors with Wings and Fins 40 cents + Some Curious Flyers, Creepers, and Swimmers 40 cents + Neighbors with Claws and Hoofs 54 cents + Glimpses of the Animate World $1.00 + +On the same plan as Johonnot's Historical Readers. These books are +admirable for supplementary reading classes. + + +LOCKWOOD'S ANIMAL MEMOIRS. By SAMUEL LOCKWOOD, Ph.D. + Two books. 12mo. Illustrated. + + Part I. Mammals. 317 pages. 60 cents + Part II. Birds. 397 pages. 60 cents + +For use either as text-books of science in popular form, or as +supplementary readers. + + +McGUFFEY'S NATURAL HISTORY READERS. + Two books. 12mo. Illustrated. + + McGuffey's Familiar Animals and their Wild Kindred. 208 pages, 50 cts. + McGuffey's Living Creatures of Water, Land, and Air. 208 pages, 50 cts. + + +TREAT'S HOME STUDIES IN NATURE. By Mrs. MARY TREAT. + 12mo, cloth, 244 pages 90 cents + +Part I.--Observations on Birds. Part II.--Habits of Insects. Part +III.--Plants that consume Animals. Part IV.--Flowering Plants. + + +_Copies of the above books will be sent, postage prepaid, to any +address on receipt of price. Full descriptive circulars of +supplementary readers for all grades mailed free on application._ + + +AMERICAN BOOK COMPANY, +New York, Cincinnati, Chicago, Boston. + + + + +Arithmetic. + + +_Practical series, freshly written, attractive, carefully graded, +standard works. They state principles and definitions clearly and +simply, and provide plenty of practice._ + + +MILNE'S NEW ARITHMETICS: + + Elements of Arithmetic 30 cents + Standard Arithmetic 65 cents + +These books constitute an entirely new two-book series, embodying what +is considered the best in modern methods of teaching arithmetic. It is +a philosophical, original, progressive, and thoroughly modern course. +The Standard Arithmetic provides a thorough and systematic training of +pupils to rapidity and accuracy, while at the same time it aims to +help their analytical powers and reasoning faculties. Business +processes are introduced in such a way as to render them of the +greatest practical value. Other features are a new order and +arrangement of subjects; lucidity of explanations; brevity and +accuracy of definitions, principles, and rules. + + +ROBINSON'S NEW ARITHMETICS: + + New Primary Arithmetic 18 cents + New Rudiments of Arithmetic 30 cents + New Practical Arithmetic 65 cents + +These revisions present in a new dress all of those distinctive +features which have contributed to the success and popularity of +Robinson's Progressive Arithmetics, while introducing much important +and valuable matter not to be found in the earlier editions. The New +Primary and New Practical Arithmetics form an excellent two-book +course. The Rudiments is an intermediate book, giving additional drill +and strengthening the series where most pupils are weak. The three +books are therefore confidently recommended when time will permit +their use. + + +APPLETONS' STANDARD ARITHMETICS: + + Appletons' First Lessons 36 cents + Appletons' Numbers Applied 75 cents + +Embodying many new and practical features. + + +RAY'S NEW ARITHMETICS: + + New Elementary Arithmetic 35 cents + New Practical Arithmetic 50 cents + New Intellectual Arithmetic 25 cents + New Higher Arithmetic 85 cents + +Philosophical in treatment; concise, simple, and clear in style. + + +FISH'S NEW ARITHMETICS: + + Fish's Arithmetic, Number One 30 cents + Fish's Arithmetic, Number Two 60 cents + +Latest and best results of Mr. Fish's lifelong studies in this +department. + + +WHITE'S NEW ARITHMETICS: + + First Book of Arithmetic 30 cents + New Complete Arithmetic 65 cents + +One of the strongest and most attractive two-book series published. + + +We publish also: Robinson's Shorter Course; Davies's Popular +Arithmetics; Ficklin's Series; Harper's Two-book Course; Bailey's +American Mental Arithmetic, and others, circulars of which will be +sent on application. + +_Books sent prepaid on receipt of price. Special terms on introductory +supplies. Correspondence is invited._ + + +AMERICAN BOOK COMPANY, +New York, Cincinnati, Chicago, Boston. + + + + +Language Books. + + +_Attractive books for language study, not part of any series, but may +be used independently as introductory to any more advanced grammars._ + + +BARNES'S LANGUAGE LESSONS; + Or, Short Studies in English. Illustrated. In two parts. + Part I.--Picture Lessons in English 30 cents + Part II.--Working Lessons in English 40 cents + Two Parts in One Volume 60 cents + +A series of easy and attractive lessons, containing a large amount of +practice upon each topic belonging to English grammar. + + +ECLECTIC LANGUAGE LESSONS 35 cents + +Designed to accustom children to correct use of the elementary forms +of speech with as little reference as possible to the technicalities +of grammar. + + +LONG'S NEW LANGUAGE EXERCISES. + +Based upon the principle that children learn by example and practice, +and not by rules and theory. Fully illustrated. + +New Language Exercises, Part I 20 cents + For First and Second Reader Grades. +New Language Exercises, Part II 25 cents + For Third and Fourth Reader Grades. +Lessons in English (Grammar and Composition) 35 cents + The rudiments of grammar, free from technicalities. 144 pages. Cloth. + + +METCALF AND BRIGHT'S LANGUAGE EXERCISES, 42 cents + +Comprising three parts in one volume, and covering three grades of +work in schools. Arranged to develop clearness of thought and accuracy +of expression. + + +PARSHALL'S GRADED EXERCISES IN ANALYSIS, SYNTHESIS, + AND FALSE SYNTAX 36 cents + +With an exemplified outline of the classification of sentences and +clauses, and a table of diacritical marks and questions. + + +SHOUP'S EASY WORDS FOR LITTLE LEARNERS, and How to + Use Them 15 cents + +Language lessons so arranged and illustrated as to make the study +interesting and instructive for beginners. + + +SILL'S PRACTICAL LESSONS IN ENGLISH. 60 cents + +A brief course in grammar and composition. + + +STUDIES IN LANGUAGE. + Child's Book of Language. Graded Lessons and Blanks for the Natural + Development of Language. Four Numbers. Each number 20 pages and + blanks. Paper. Illustrated. Each 8 cents + + Teachers' Edition. Four Parts in one vol. Paper. + Illustrated. 30 cents + + Letters and Lessons in Language. Lessons and Blanks in Four Numbers. + Each number 48 pages. Paper. Illustrated. + Each 16 cents + + Letters and Lessons in Language. No. 5. Grammar 137 pages. 18mo. + Cloth. 35 cents + + Studies in Language. A Teachers' Guide to the First Four Numbers of + "Letters and Lessons." 133 pages. Paper. + Illustrated 20 cents + + +WARD'S GRAMMAR BLANKS. + Nos. 1 and 2. Per dozen 90 cents + +For written recitations in analysis and parsing; so arranged as to +economize the time of both pupil and teacher. + + +_Any of the above books will be mailed, postpaid, on receipt of price. +Full list of publications will be sent an application._ + + +AMERICAN BOOK COMPANY, +New York, Cincinnati, Chicago, Boston. + + + + +School Geographies. + + +The great demand for the American Book Company's numerous geographies +enables them to keep an efficient corps always engaged in securing +accurate data of every change and discovery affecting this science, +and these are promptly incorporated in the Company's books. The +Company will continue to pursue the course indicated above in +reference to its geographies, notwithstanding the heavy expense, +confident that progressive teachers everywhere will appreciate these +efforts to keep in the market the most accurate, reliable, and in +every way the best school geographies published. + +The leading Common-School Geographies are the following: + +APPLETONS' STANDARD GEOGRAPHIES. + + Appletons' Elementary Geography $0 55 + Appletons' Higher Geography 1 25 + +BARNES'S NEW GEOGRAPHIES. + + Barnes's Elementary Geography 55 + Barnes's Complete Geography 1 25 + +ECLECTIC GEOGRAPHIES. + + Eclectic Elementary Geography 55 + Eclectic Complete Geography 1 20 + +HARPER'S GEOGRAPHIES. + + Harper's Introductory Geography 48 + Harper's School Geography 1 08 + +SWINTON'S GEOGRAPHIES. + + Swinton's Introductory Geography 55 + Swinton's Grammar-School Geography 1 25 + + +PHYSICAL GEOGRAPHY. + +Appletons' Physical Geography. Large 4to $1 60 + +Prepared by a corps of scientific experts, with richly illustrated +engravings, diagrams, and maps in color. + + +Eclectic Physical Geography. 12mo. $1 00 + +By RUSSELL HINMAN. A new work in a new and convenient form. +All irrelevant matter is omitted, and the pages devoted exclusively to +Physical Geography clearly treated in the light of recent +investigations. The numerous charts, cuts, and diagrams are drawn with +accuracy, fully illustrating the text. + + +Guyot's Physical Geography. Large 4to $1 60 + +By ARNOLD GUYOT. Revised, with new plates and newly engraved +maps. + + +Monteith's New Physical Geography. 4to $1 00 + +A new and comprehensive work, embracing the results of recent research +in this field, including Physiography, Hydrography, Meteorology, +Terrestrial Magnetism, and Vulcanology. + + +_Any of these books will be sent, prepaid, to any address on receipt +of price. Special terms for introduction. Correspondence invited._ + + +American Book Company, +New York, Cincinnati, Chicago, Boston. + + + + +American History for Schools. + + +BARNES'S SERIES: + +Barnes's Primary History of the United States. By T.F. DONNELLY. For +Intermediate Classes. Fully illustrated. 60 cents + +Barnes's Brief History of the United States. Revised to the present +Administration. Richly embellished with maps and illustrations. $1.00 + + +ECLECTIC SERIES: + +Eclectic Primary History of the United States. By EDWARD S. ELLIS. A +book for younger classes, or those who have not the time to devote to +a more complete history. 50 cents + +New Eclectic History of the United States. By M.E. THALHEIMER. A +revised, enlarged, and improved edition of the "Eclectic History of +the United States." Fully illustrated with engravings, colored plates, +etc., $1.00 + + +EGGLESTON'S SERIES: + +Eggleston's First Book in American History. By EDWARD EGGLESTON. With +Special Reference to the Lives and Deeds of Great Americans. +Beautifully illustrated. A history for beginners on a new plan. 60 +cents + +Eggleston's History of the United States and its People. By EDWARD +EGGLESTON. For the Use of Schools. Fully illustrated with engravings, +maps, and colored plates. $1.05 + + +We also publish Niles's United States History; Swinton's Series, two +books; and Quackenbos's Series, two books. + + * * * * * + +General History. + + +Appletons' School History of the World $1.22 + +A clear, fresh, carefully condensed work, fully illustrated. + + +Barnes's Brief General History of the World 1.60 + +New edition, carefully revised, and entirely reset. One of the most +popular and interesting histories of the world that has been +published. + + +Fisher's Outlines of Universal History 2.40 + + +Swinton's Outlines of the World's History 1.44 + +The same, in two parts, each .75 + +Ancient, mediaeval, and modern, with special reference to the history +of mankind. + + +Thalheimer's General History 1.20 + +Extreme brevity has here been combined with a lively and simple +narrative, specially adapted for younger pupils. + + +Our list also includes Histories of England, France, Greece, Rome, +etc., besides ancient, mediaeval, and modern histories and manuals of +mythology. + +Send for Section 7, which fully describes these and other works on the +same subject. Special terms for introduction. Correspondence invited. + + +AMERICAN BOOK COMPANY, +New York, Cincinnati, Chicago, Boston. + + + + +RECENT PUBLICATIONS. + + +ALEXANDER'S Brief History of the Hawaiian People. _Illustrated_ $1 50 + +APGAR'S Trees of the Northern United States. _Illustrated_ 1 00 + +APPLETON'S School Physics 1 20 + +APPLETONS' How to Teach Writing. A Manual of Penmanship 50 + +ARMSTRONG AND NORTON'S Laboratory Manual of Chemistry 50 + +BAILEY'S American Mental Arithmetic 35 + +BARNES'S General History of the World. + A new edition printed from new plates 1 60 + +CATHCART'S Literary Reader. A New Manual of English Literature 1 15 + +DREYSPRING'S French Reader on the Cumulative Method 75 + +ELLWOOD'S Table Book and Test Problems in Mathematics 1 00 + +English Classics for Schools. Uniform binding in boards. + Macaulay's SECOND ESSAY ON THE EARL OF CHATHAM 20 + Sir Roger de Coverley Papers, from _The Spectator_ 20 + Irving's SKETCH-BOOK--TEN SELECTIONS 20 + Scott's (SIR WALTER) IVANHOE 50 + Scott's (SIR WALTER) MARMION 40 + Shakespeare's JULIUS CAESAR 20 + Shakespeare's TWELFTH NIGHT 20 + +HARPER AND MILLER'S Vergil's Aeneid 1 25 + +HOFFMAN'S Sloyd System of Wood Working 1 00 + +MILNE'S Standard Arithmetic 65 + +MILNE'S High School Algebra 1 00 + +MORRIS'S Physical Education in the Public Schools 1 00 + +PETERMAN'S Elements of Civil Government 60 + +RICKOFF'S Supplementary First Reader 25 + +ROBINSON'S New Arithmetics: + NEW PRIMARY ARITHMETIC 18 + NEW RUDIMENTS OF ARITHMETIC 30 + NEW PRACTICAL ARITHMETIC 65 + +The Schoolmaster in Literature. With an Introduction by + EDW. EGGLESTON 1 40 + +WEBSTER'S New School Dictionaries: + NEW PRIMARY DICTIONARY 48 + NEW COMMON SCHOOL DICTIONARY 72 + NEW HIGH SCHOOL DICTIONARY 98 + +WHITE'S New Course in Art Instruction: + BOOKS 1, 2, AND 3, per dozen 1 00 + BOOKS 4 TO 9, per dozen 1 80 + +Books sent postpaid on receipt of price. Specially favorable terms for +introduction. + + +AMERICAN BOOK COMPANY, New York, Cincinnati, Chicago, Boston. + + + + + + + + +End of the Project Gutenberg EBook of Arbor Day Leaves, by N.H. Egleston + +*** END OF THIS PROJECT GUTENBERG EBOOK ARBOR DAY LEAVES *** + +***** This file should be named 17645.txt or 17645.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/1/7/6/4/17645/ + +Produced by Charlene Taylor, Linda Cantoni, and the Online +Distributed Proofreading Team at http://www.pgdp.net (This +file was produced from images generously made available +by the Library of Congress) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. Special rules, +set forth in the General Terms of Use part of this license, apply to +copying and distributing Project Gutenberg-tm electronic works to +protect the PROJECT GUTENBERG-tm concept and trademark. Project +Gutenberg is a registered trademark, and may not be used if you +charge for the eBooks, unless you receive specific permission. If you +do not charge anything for copies of this eBook, complying with the +rules is very easy. You may use this eBook for nearly any purpose +such as creation of derivative works, reports, performances and +research. They may be modified and printed and given away--you may do +practically ANYTHING with public domain eBooks. Redistribution is +subject to the trademark license, especially commercial +redistribution. + + + +*** START: FULL LICENSE *** + +THE FULL PROJECT GUTENBERG LICENSE +PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK + +To protect the Project Gutenberg-tm mission of promoting the free +distribution of electronic works, by using or distributing this work +(or any other work associated in any way with the phrase "Project +Gutenberg"), you agree to comply with all the terms of the Full Project +Gutenberg-tm License (available with this file or online at +http://gutenberg.org/license). + + +Section 1. General Terms of Use and Redistributing Project Gutenberg-tm +electronic works + +1.A. By reading or using any part of this Project Gutenberg-tm +electronic work, you indicate that you have read, understand, agree to +and accept all the terms of this license and intellectual property +(trademark/copyright) agreement. If you do not agree to abide by all +the terms of this agreement, you must cease using and return or destroy +all copies of Project Gutenberg-tm electronic works in your possession. +If you paid a fee for obtaining a copy of or access to a Project +Gutenberg-tm electronic work and you do not agree to be bound by the +terms of this agreement, you may obtain a refund from the person or +entity to whom you paid the fee as set forth in paragraph 1.E.8. + +1.B. "Project Gutenberg" is a registered trademark. It may only be +used on or associated in any way with an electronic work by people who +agree to be bound by the terms of this agreement. There are a few +things that you can do with most Project Gutenberg-tm electronic works +even without complying with the full terms of this agreement. See +paragraph 1.C below. There are a lot of things you can do with Project +Gutenberg-tm electronic works if you follow the terms of this agreement +and help preserve free future access to Project Gutenberg-tm electronic +works. See paragraph 1.E below. + +1.C. The Project Gutenberg Literary Archive Foundation ("the Foundation" +or PGLAF), owns a compilation copyright in the collection of Project +Gutenberg-tm electronic works. Nearly all the individual works in the +collection are in the public domain in the United States. If an +individual work is in the public domain in the United States and you are +located in the United States, we do not claim a right to prevent you from +copying, distributing, performing, displaying or creating derivative +works based on the work as long as all references to Project Gutenberg +are removed. Of course, we hope that you will support the Project +Gutenberg-tm mission of promoting free access to electronic works by +freely sharing Project Gutenberg-tm works in compliance with the terms of +this agreement for keeping the Project Gutenberg-tm name associated with +the work. You can easily comply with the terms of this agreement by +keeping this work in the same format with its attached full Project +Gutenberg-tm License when you share it without charge with others. + +1.D. The copyright laws of the place where you are located also govern +what you can do with this work. Copyright laws in most countries are in +a constant state of change. If you are outside the United States, check +the laws of your country in addition to the terms of this agreement +before downloading, copying, displaying, performing, distributing or +creating derivative works based on this work or any other Project +Gutenberg-tm work. The Foundation makes no representations concerning +the copyright status of any work in any country outside the United +States. + +1.E. Unless you have removed all references to Project Gutenberg: + +1.E.1. The following sentence, with active links to, or other immediate +access to, the full Project Gutenberg-tm License must appear prominently +whenever any copy of a Project Gutenberg-tm work (any work on which the +phrase "Project Gutenberg" appears, or with which the phrase "Project +Gutenberg" is associated) is accessed, displayed, performed, viewed, +copied or distributed: + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + +1.E.2. If an individual Project Gutenberg-tm electronic work is derived +from the public domain (does not contain a notice indicating that it is +posted with permission of the copyright holder), the work can be copied +and distributed to anyone in the United States without paying any fees +or charges. If you are redistributing or providing access to a work +with the phrase "Project Gutenberg" associated with or appearing on the +work, you must comply either with the requirements of paragraphs 1.E.1 +through 1.E.7 or obtain permission for the use of the work and the +Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or +1.E.9. + +1.E.3. If an individual Project Gutenberg-tm electronic work is posted +with the permission of the copyright holder, your use and distribution +must comply with both paragraphs 1.E.1 through 1.E.7 and any additional +terms imposed by the copyright holder. Additional terms will be linked +to the Project Gutenberg-tm License for all works posted with the +permission of the copyright holder found at the beginning of this work. + +1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm +License terms from this work, or any files containing a part of this +work or any other work associated with Project Gutenberg-tm. + +1.E.5. Do not copy, display, perform, distribute or redistribute this +electronic work, or any part of this electronic work, without +prominently displaying the sentence set forth in paragraph 1.E.1 with +active links or immediate access to the full terms of the Project +Gutenberg-tm License. + +1.E.6. You may convert to and distribute this work in any binary, +compressed, marked up, nonproprietary or proprietary form, including any +word processing or hypertext form. However, if you provide access to or +distribute copies of a Project Gutenberg-tm work in a format other than +"Plain Vanilla ASCII" or other format used in the official version +posted on the official Project Gutenberg-tm web site (www.gutenberg.org), +you must, at no additional cost, fee or expense to the user, provide a +copy, a means of exporting a copy, or a means of obtaining a copy upon +request, of the work in its original "Plain Vanilla ASCII" or other +form. Any alternate format must include the full Project Gutenberg-tm +License as specified in paragraph 1.E.1. + +1.E.7. Do not charge a fee for access to, viewing, displaying, +performing, copying or distributing any Project Gutenberg-tm works +unless you comply with paragraph 1.E.8 or 1.E.9. + +1.E.8. You may charge a reasonable fee for copies of or providing +access to or distributing Project Gutenberg-tm electronic works provided +that + +- You pay a royalty fee of 20% of the gross profits you derive from + the use of Project Gutenberg-tm works calculated using the method + you already use to calculate your applicable taxes. The fee is + owed to the owner of the Project Gutenberg-tm trademark, but he + has agreed to donate royalties under this paragraph to the + Project Gutenberg Literary Archive Foundation. Royalty payments + must be paid within 60 days following each date on which you + prepare (or are legally required to prepare) your periodic tax + returns. Royalty payments should be clearly marked as such and + sent to the Project Gutenberg Literary Archive Foundation at the + address specified in Section 4, "Information about donations to + the Project Gutenberg Literary Archive Foundation." + +- You provide a full refund of any money paid by a user who notifies + you in writing (or by e-mail) within 30 days of receipt that s/he + does not agree to the terms of the full Project Gutenberg-tm + License. You must require such a user to return or + destroy all copies of the works possessed in a physical medium + and discontinue all use of and all access to other copies of + Project Gutenberg-tm works. + +- You provide, in accordance with paragraph 1.F.3, a full refund of any + money paid for a work or a replacement copy, if a defect in the + electronic work is discovered and reported to you within 90 days + of receipt of the work. + +- You comply with all other terms of this agreement for free + distribution of Project Gutenberg-tm works. + +1.E.9. If you wish to charge a fee or distribute a Project Gutenberg-tm +electronic work or group of works on different terms than are set +forth in this agreement, you must obtain permission in writing from +both the Project Gutenberg Literary Archive Foundation and Michael +Hart, the owner of the Project Gutenberg-tm trademark. Contact the +Foundation as set forth in Section 3 below. + +1.F. + +1.F.1. Project Gutenberg volunteers and employees expend considerable +effort to identify, do copyright research on, transcribe and proofread +public domain works in creating the Project Gutenberg-tm +collection. Despite these efforts, Project Gutenberg-tm electronic +works, and the medium on which they may be stored, may contain +"Defects," such as, but not limited to, incomplete, inaccurate or +corrupt data, transcription errors, a copyright or other intellectual +property infringement, a defective or damaged disk or other medium, a +computer virus, or computer codes that damage or cannot be read by +your equipment. + +1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right +of Replacement or Refund" described in paragraph 1.F.3, the Project +Gutenberg Literary Archive Foundation, the owner of the Project +Gutenberg-tm trademark, and any other party distributing a Project +Gutenberg-tm electronic work under this agreement, disclaim all +liability to you for damages, costs and expenses, including legal +fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT +LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE +PROVIDED IN PARAGRAPH F3. YOU AGREE THAT THE FOUNDATION, THE +TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE +LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR +INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH +DAMAGE. + +1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a +defect in this electronic work within 90 days of receiving it, you can +receive a refund of the money (if any) you paid for it by sending a +written explanation to the person you received the work from. If you +received the work on a physical medium, you must return the medium with +your written explanation. The person or entity that provided you with +the defective work may elect to provide a replacement copy in lieu of a +refund. If you received the work electronically, the person or entity +providing it to you may choose to give you a second opportunity to +receive the work electronically in lieu of a refund. If the second copy +is also defective, you may demand a refund in writing without further +opportunities to fix the problem. + +1.F.4. Except for the limited right of replacement or refund set forth +in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER +WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO +WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE. + +1.F.5. Some states do not allow disclaimers of certain implied +warranties or the exclusion or limitation of certain types of damages. +If any disclaimer or limitation set forth in this agreement violates the +law of the state applicable to this agreement, the agreement shall be +interpreted to make the maximum disclaimer or limitation permitted by +the applicable state law. The invalidity or unenforceability of any +provision of this agreement shall not void the remaining provisions. + +1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the +trademark owner, any agent or employee of the Foundation, anyone +providing copies of Project Gutenberg-tm electronic works in accordance +with this agreement, and any volunteers associated with the production, +promotion and distribution of Project Gutenberg-tm electronic works, +harmless from all liability, costs and expenses, including legal fees, +that arise directly or indirectly from any of the following which you do +or cause to occur: (a) distribution of this or any Project Gutenberg-tm +work, (b) alteration, modification, or additions or deletions to any +Project Gutenberg-tm work, and (c) any Defect you cause. + + +Section 2. Information about the Mission of Project Gutenberg-tm + +Project Gutenberg-tm is synonymous with the free distribution of +electronic works in formats readable by the widest variety of computers +including obsolete, old, middle-aged and new computers. It exists +because of the efforts of hundreds of volunteers and donations from +people in all walks of life. + +Volunteers and financial support to provide volunteers with the +assistance they need, is critical to reaching Project Gutenberg-tm's +goals and ensuring that the Project Gutenberg-tm collection will +remain freely available for generations to come. In 2001, the Project +Gutenberg Literary Archive Foundation was created to provide a secure +and permanent future for Project Gutenberg-tm and future generations. +To learn more about the Project Gutenberg Literary Archive Foundation +and how your efforts and donations can help, see Sections 3 and 4 +and the Foundation web page at http://www.pglaf.org. + + +Section 3. Information about the Project Gutenberg Literary Archive +Foundation + +The Project Gutenberg Literary Archive Foundation is a non profit +501(c)(3) educational corporation organized under the laws of the +state of Mississippi and granted tax exempt status by the Internal +Revenue Service. The Foundation's EIN or federal tax identification +number is 64-6221541. Its 501(c)(3) letter is posted at +http://pglaf.org/fundraising. Contributions to the Project Gutenberg +Literary Archive Foundation are tax deductible to the full extent +permitted by U.S. federal laws and your state's laws. + +The Foundation's principal office is located at 4557 Melan Dr. S. +Fairbanks, AK, 99712., but its volunteers and employees are scattered +throughout numerous locations. Its business office is located at +809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email +business@pglaf.org. Email contact links and up to date contact +information can be found at the Foundation's web site and official +page at http://pglaf.org + +For additional contact information: + Dr. Gregory B. Newby + Chief Executive and Director + gbnewby@pglaf.org + + +Section 4. Information about Donations to the Project Gutenberg +Literary Archive Foundation + +Project Gutenberg-tm depends upon and cannot survive without wide +spread public support and donations to carry out its mission of +increasing the number of public domain and licensed works that can be +freely distributed in machine readable form accessible by the widest +array of equipment including outdated equipment. Many small donations +($1 to $5,000) are particularly important to maintaining tax exempt +status with the IRS. + +The Foundation is committed to complying with the laws regulating +charities and charitable donations in all 50 states of the United +States. Compliance requirements are not uniform and it takes a +considerable effort, much paperwork and many fees to meet and keep up +with these requirements. We do not solicit donations in locations +where we have not received written confirmation of compliance. To +SEND DONATIONS or determine the status of compliance for any +particular state visit http://pglaf.org + +While we cannot and do not solicit contributions from states where we +have not met the solicitation requirements, we know of no prohibition +against accepting unsolicited donations from donors in such states who +approach us with offers to donate. + +International donations are gratefully accepted, but we cannot make +any statements concerning tax treatment of donations received from +outside the United States. U.S. laws alone swamp our small staff. + +Please check the Project Gutenberg Web pages for current donation +methods and addresses. Donations are accepted in a number of other +ways including checks, online payments and credit card donations. +To donate, please visit: http://pglaf.org/donate + + +Section 5. General Information About Project Gutenberg-tm electronic +works. + +Professor Michael S. Hart is the originator of the Project Gutenberg-tm +concept of a library of electronic works that could be freely shared +with anyone. For thirty years, he produced and distributed Project +Gutenberg-tm eBooks with only a loose network of volunteer support. + + +Project Gutenberg-tm eBooks are often created from several printed +editions, all of which are confirmed as Public Domain in the U.S. +unless a copyright notice is included. Thus, we do not necessarily +keep eBooks in compliance with any particular paper edition. + + +Most people start at our Web site which has the main PG search facility: + + http://www.gutenberg.org + +This Web site includes information about Project Gutenberg-tm, +including how to make donations to the Project Gutenberg Literary +Archive Foundation, how to help produce our new eBooks, and how to +subscribe to our email newsletter to hear about new eBooks. |