ARBOR DAY, MAY 4, 1894. 1. LAW ESTABLISHING ARBOR DAY. Article 15, title 15 of the "Consolidated School Law," chapter 556 of the Laws of 1894: SECTION 44 The Friday following the first day of May in each year shall hereafter be known throughout this state as Arbor Day. § 45. It shall be the duty of the authorities of every public school in this State, to assemble the scholars in their charge on that day in the school building, or elsewhere, as they may deem proper, and to provide for and conduct, under the general supervision of the city superintendent or the school c mmissioner, or other chief officers having the general oversight of the public schools in each city or district, such exercises as will tend to encourage the planting, protection and preservation of trees and shrubs, and an acquaintance with the best methods to be adopted to accomplish such results. $46. The State Superintendent of Public Instruction shall have power to prescribe from time to time, in writing, a course of exercises and instruction in the subjects hereinbefore mentioned, which shall be adopted and observed by the public school authorities on Arbor Day, and upon receipt of copies of such course, sufficient in number to supply all the schools under their supervision, the school commissioner or city superintendent aforesaid, shall promptly provide each of the schools under his or their charge with a copy, and cause it to be adopted and observed $47 The Legislature shall anṛually make an appropriation for earrying cut the provisions of this act, upon the recommendation of the Superintendent of Public Instruction. 2. COMMENDATION OF ARBOR DAY IN NEW YORK. New York is the banner State in Arbor Day work as well as in its liberal policy for the exten. tion and conservation of State forests. Though late in starting the observance of Arbor Day, during the last four years it has achieved greater results than any other State, in the number and excellence of its Arbor Day circulars and programs sent to all its schools; in the space in its Annual Educational Report, devoted to information and suggestions for Arbor Day observance; in the widespread interest in the selection of a State tree and a State flower, involving over half a million of ballots in a single year; in the choice, by vote of the teachers, of the best American poem on trees (Bryant's "Forest Hymn "); in the prizes offered for the best kept district school grounds and for the best Arbor Day essay. Who can estimate the influence thus exerted upon the million of youth in the schools of the Empire State in fostering love of nature and a higher appreciation of the beauty and value of trees? Let each child be also encouraged to plant some flower, shrub, vine, or tree around the homestead or by the wayside. B. G. NORTHROP. CLINTON, CONN. 3. REMARKS AND SUGGESTIONS OF THE STATE SUPERINTENDENT. We are gratified and pleased to receive from Dr. Northrop of Connecticut, so favorable a commendation of our efforts in behalf of Arbor Day, and we esteem it more highly coming as it does from one who, after Hon. J. Sterling Morton originated Arbor Day in Nebraska for economic tree-planting, was the means of applying this grand work to schools, and of estabHishing the observance of Arbor Day in the schools of many of our States and Territories, until now the day is observed in forty States and Territories in accordance with legislative act, or by pecial recommendation of the Governor or State School Superintendent, or the State grange, or the State horticultural and agricultural societies, or by all these combined. "Just the same thing over and over! But that is the way of the world, my dear, Old things repeated from year to year." Yet every spring the earth is new. There is a new majesty in the budding tree, a new freshness in each blade of growing grass, a new beauty in the flower, a new delicacy in the coloring of the tender buds, and in all the charming and subtle (harmonies of color in sky and tree and flower, all appealing to the eye or ear. And since nature is never weary of beseeching us t ook and listen and learn, and every spring vies with herself in endeavoring to disclose to our view new glories, though we pass them by, unobserved, can there then te a limit to man's earnest effort in the cause of Arbor Day, or a point at which his pen should stop in devising means of making the day most interesting and most practically instructive? We read with careless eye, however, and listen with divided attention, and soon forget in the busy whirl of our daily duties, and have not yet learned how to improve the odd moments, even amid our work, in watching nature's movements and in listening to her secrets, which are whispered in our ear by every rustling tree, and sung to us by bird and Insect, and held up to our gaze in every bad and leaf and flower. Thoreau truly says, “We should go to the woods and make leisure and opportunity to see the spring come in-on the alert for the first signs of spring, to hear the chance note of some arriving bird, or the striped squirrel's chirp, for his stores must be now nearly exhausted, or see the woodchuck venture out of his winter quarters. We can never have enough of nature. We need the tonic of wildness." Had the pen or the human voice the power possessed by one little flower of which we read, Arbor Day would long ere this have become the brightest and most eventful day of all the year. You perhaps know the story of Count de Charney, the French political prisoner, and la povera Picciola, "the poor little one," as he named it, and how one day, while slowly crossing his prison courtyard and counting the paving stones, his attention was suddenly arrested by a slight mound of earth, rising between two stones, and divided at the top. Greatly agitated, he thought of subterranean ways of escape, which were perhaps on the point of opening, and of life and liberty. But in a moment cool reason had returned, and he stooped down to the little mound and gently widened the cpening. Deeply humbled' he saw that his e notion was caused by a weak, pale, and languishing plant, and he was only arrested in the act of destroying it by a fragrant breeze which reached him from beyond his stone walls, and seemed to implore mercy for the poor plant, which would perhaps some day yield perfumes for him. As the days passed by he studied his "poor little one," and learned the office of the cotyledons; he saw it go to sleep at night and waken in the morning; he learned the use of the spiny hairs which covered its stalk, and even became able at last to determine the hour of the day from the odor of his plant. And as the time drew near for it to blossom, he found himself impatient and curious. This man-with worn-out heart and frozen brain, so vain of his intellect, and who had just fallen from the height of his proud science to sink his vast thoughts in the contemplation of a blade of grass-was wishing for something. Anxiously he watched it blossom, and the blossom ripen into fruit, and studied the insects which sought to destroy his plant, and tempered every breeze that visited it, and shielded it with his own clothing from the storm or the too hot rays of the sun. Could some tree or plant, leaf or blossom, so appeal to every teacher and pupil in our State, the celebration of Arbor Day could not be criticised as having toɔ much oratory and too little practical or intelligent instruction; much music and declamation, but very little of anything that can add to the popular interest or knowledge regarding trees or forests, or their functions and value, and when our Arbor Day speakers shall realize that the children need instruction in all matters pertaining to the day, they will perhaps be aroused to active work, that they may have a fulness of knowledge and experience from which to speak. Theorizing is all very well, and a citing of the experience and discoveries of others, but what we need is a practical application on the part both of old and young. Arbor Day should be the culmination of the year's experiments and study, not a day when a spasmodic interest in tree planting and gardening is felt, to be forgotten all the rest of the year, until the day shall come around again. We admit, of course, that the sentimental side of the celebration has its uses, and to culti vate an affection for trees and an appreciation of their beauty is worth striving for. But our pupils will love trees no less when with that affection is associated a knowledge of name and characteristics, proper method of planting and requirements for wholesome growth; neither will their love decrease if they are taught that the object of Arbor Day is not fulfilled when the last tree, deprived of its tender fibrous roots, is hastily put into a hole altogether too small for it, and covered with earth in no wise prepared to nourish it, or when the last oration is delivered and the last song sung. What would be our criticisms should the builders endeavor hastily to construct the building when we were all assembled for the dedication, when we were impatiently waiting for some more entertaining part of the program? Let us be as consistent in our tree planting, and remember that when we begin to interfere with nature's laws, we are opening the way for failure. The law does not compel us to plant trees on Arbor Day, no matter how unsuited the season or the weather, but distinctly states that the exercises of the day "shall tend to encourage the planting, protection and preservation of trees and shrubs, and an acquaintance with the best methods to be adopted to accomplish such results." It is an act to encourage arboriculture culture of trees, for arbor was a tree to the Romans, and we do not encourage such culture anless we plant trees at the time best suited to their growth. We have now been observing Arbor Day for five years, since May 3, 1889, and is it not time that we should point out to the children that there is something for them to do personally other than learning orations and poems suited to the day? This must be our aim and purpose if the day is to continue a permanent institution in our State. The children, of course, can not plant trees, but they can learn how it ought to be done, and can watch the process in a quiet hour, when an eager audience, far from the scene of battle, are not wishing it were well over. But better still, go to Nature herself, and take your pupils with you, even without book or picture, and not only look, but see for yourself what she would teach you of tree and leaf and flower, and of all her fairest children, those delicate plants "That come before the swallow dares and take as well as those which appear through all the succeeding months, until snow covers the ground again. We are too likely to botanize in the spring, and by June forget that the woods are redolent with new beauties, but once you wish to identify them, there is nothing escapes." Though we may claim to have no knowledge of botany, we can learn with our pupils; and with our Library Law of 1992, by which the State apportions to each district an amount of money equal to that raised for library purpose, why should not every school soon have at its command quite a botanical library to verify the observations made in field and wood? What wonders might not be in store for our children if we would but lead them to Nature, instead of away from her, burying their youthful fancies and imaginations and questionings in the printed page, the product of other men's thought, thus cutting off all original research, the natural tendency of boy or girl, particularly at that period of life when their habits and tastes are being formed, and when we unconsciously, but just as surely, nevertheless, are turning their faces toward the pathway which they shall follow all through life - yes, and more than that, are starting their feet in that pathway. If we direct all their attention toward a mercantile life, our boys and girls, when compelled to leave school, will rush to the cities, already overcrowded with applicants, to engage in mercantile pursuits, leaving horticultural and agricultural interests even more neglected than they are now. Farming and gardening are coming to be considered as beneath the attention of many, and as a consequence our farms are suffering; but give our children such training in horticulture, agriculture and arboriculture as foreign countries are giving their children, or at least instill in them a love for such study and research, and with all the aids which this age of machinery and genius have placed at our command, many of our boys and girls will find in such occupa tion their chief delight. The best thing we can do for our pupils, next to rousing the conscience, is, not to give them things to think about, but to wake things up that are in them; or, in other words, to make them think things for themselves. It was in a meditative moment that the idea dawned upon the mind of Goethe that the flower of a plant is not a separate organ, but only the higher development and transformation of its leaves; that all the parts of a plant, from the seed to the blossom and fruit, are only modifications of the leaf. Are there no discoveries yet to be made, and have we already reached the highest point of development and culture in natural science? And there is another reason why I would urge you to go to field and wood to study plants and trees, for I am convinced that we can only study them aright when we consider them in their relation to bird and insect and habitat. What is the tree without the bird that builds its nest therein, and what the woods without the thousand chirps and trills that make it seem enchanted? Truly a wood "without birds is like a meat without seasoning " And not alone con sidered æsthetically is their value in this, but the defense of trees against their insect enemies introduces us to one of the most interesting provinces of the out-of-door world, the life of birds and their services to man. nature." "The bird is not in its ounces or inches, but in its relation to Consider the tree or flower away from all its surroundings, away from the life and stir, and quiet hum or merry chirp, gleaning all information from the printed page, within the four walls of a schoolroom, when everything without calls so enticingly, and is it any wonder that children do not love botany? Even in a seemingly barren school yard busy little minds will find much of interest. In our manual this year we give some directions for beautifying the school grounds, and have been careful to speak only of hardy plants, which, with a little care, will thrive and blossom year after year. Let the boys and girls feel a pride in this, and let them personally do the work. They will love it more. If you have no shady corner for ferns or wild flowers, plant some trees and make one, even though neither teacher nor pupil may remain to benefit by them. Some coming later will thank you in their hearts. And if there is no school yard for such work, strive to have the school grounds enlarged, or have the children find a place at home or obtain the privilege of gardening some waste spot, and encourage them to report frequently their progress. This will lead them to inquire of florists and botanists concerning many points. In cities, where garden space is small, the Japanese ivy is a most beautiful vine for planting, and requires but little ground space. All this, we are well aware, is not forestry proper; but our children are not lumbermen or legislators, nor do they own vast tracts of mountain forests - but they may be, and may some day, and we are now preparing them to judge wisely in the future. We are favored this year with a delightful letter to the children from Mrs. William Starr Dana, who has written so beautifully of the wild flowers in her literary productions. I particularly desire that this letter may reach every child in the State, and that all may be encouraged to follow Mrs. Dana's advice. The Department is very much interested in this Arbor Day work, and would like to hear frequently from all parts of the State, of efforts made and results accomplished, and even an account of failures would contain much of interest. Do not let the State be silent upon this question. Last year, when a liberal reward was offered for a herbarium of trees, the response was surprisingly slow and meager. The reward offered to a member of a union free school or common school of the State was earned by James A. Burdick, of Rotterdam, Schenectady county, a boy 13 years of age, who had spent much time and thought in the preparation of a very creditable collection of specimens of our S. ate trees. There were no competitors for the other reward offered. Last year we published notes of our native maples, this being our State tree, which would enable anyone to recognize and name them. This year a similar account of the oaks is given, these being very numerous, attractive and useful in our state. The truth is that very few people, comparatively, can identify half the trees in our woods or by our roadsides, and such instruction is needed as will enable our pupils to call our familiar trees by their proper names. Let us do a little every year, and this year lay out for ourselves and our pupils a careful study of the oaks, which will be quite an addition to our tree knowledge. When we have learned to know nature, we can appreciate, perhaps, to a degree, the sentiment of Emerson: "A sunset, a forest, a snow-storm, a certain river-view, are more to me than many friends, and do ordinarily divide my day with my books." J. F. CROOKER, State Superintendent. "SOMETHING GOOD ABOUT PANSIES." We had climbed to the top of old Gray Peak, And viewed the valley o'er; And we started off on our homeward tramp A good three miles or more. The road lay covered like a ribbon of gold, Around the base of the bill, And the brook gleamed out with a silver sheen 5. LETTER TO THE GIRLS AND BOYS. When State Superintendent Crooker wrote and asked me to say something to the boys and girls of our schools, about the pleasure to be found in making the acquaintance of the flowers which grow along every country road, which border the well-known paths through the woods, or across the fields, I felt at once that the opportunity was not one to be lost; for I am most anxious to persuade all the children, all the young people, whom I can reach in any way, to add to the interest of their lives by learning something of these flowers, which they have been passing by without a thought, perhaps, day after day, year after year. When I was a very little girl I wished greatly to know the names of the different flowers, whose faces-for it seems to me that flowers have faces were so familiar to me. It so happened that none of my family or friends could give me the information which I wished, but I chanced to hear that a book called how "How Plants Grow" had been written by the wellknown student of plants, the great botanist, Dr. Gray, for the use of children, and that this book would show me how to find out for myself the names of all the flowers; so I persuaded my mother to buy it for me, and I remember so well the eager delight with which I began its study, a delight which, unfortunately, soon gave way to discouragement, as I was too young and inexperienced to master the "Key" which could unlock the secret of the flowers' names, and at last, in despair, I gave up the attempt. I can hardly tell you how sorry I am to-day that I did not turn to some older friend for help, for now I know that by failing to do so, I have missed a great deal of real delight, that many a walk in the woods, that many a picnic would have been far more full of pleasure had I some little knowledge of the names and ways of the flowers which were always near at hand, and which I always loved and noticed. It was only a few years ago that I began once more seriously to study them, and I assure you, my dear boys and girls, that since I have learned not only to know by sight, but to call by name these flowers, to recognize their families, to notice their queer little habits and whims, a lonely walk along an ordinary country road is as much more full of interest than before, as you would |