Evening star., 1902-01-04
Agricultural Department Proposes the
Practical Planting Of Trees.
TO TEACH BEGINNING OF FORESTRY
A Text Book Issued for Rural
School Authorities.
TREES ARE AL

| Agriculture has prepared a booklet on Tree
| Planting on Rural School Grounds" 1t is
| a joint production by William L. Hall, as
| sstant superintendent of tree planting of
| the bureau of forestry. and Frederick Law
| Omsted, jr., the distinguished landscape
architect. Every detail necessary to in
struct school children and their elders in
| the planting and care of trees is included,
and copies of the pamphlet are to be dis
tributed freely among country school teach
| ers and other school authorities in whose
| hands that knowledge is likely to prove OF
most practical value.
| Much of the text is, of course, technical
| But the following extracts from the intro
| duction to the pamphlet present so clear
| picture of prevailing conditions about rural
school buildings as to give them wide gen
| eral interest:
| "A great number of school houses in the
| United States lack the surroundings that
make for comfort and contentment, writes
| Mr. Hall. CITY school grounds are often
| so small that planting is out of the ques-
| ton, though, where space permits, 1t Is not
| uncommon to find them carefully laid out
| with a good arrangement of grass plots,
! flower beds and shade trees. In towns and
| villages. also, may be pointed out many
examples showing great attention. In the
| country, however, an improved school
ground is rarely found. In hilly, forest re-
gions they often denuded of soil and
1ull Oh StOHtS anu StulHpS dlu OH Tic ~ Oil ie
many well-nlgh as bare. bleak and in
hospitable as when they formed part of
the unsettled plain.
AdOrnment RS an Educator.
'This lack of improvement is not due to
causes evident at first sight. 1t is not on
account of poverty. for it is almost as COM
mon In wealthy as In less prosperous COM
| munities. 1t is not due to lack of appre-
citation of the elements of beauty. for where
homes are surrounded with trees. grass and
flowers the school ground is likely to be
entirely neglected Neither Is it due to In
difference in educational affairs, for none
are more cordial in their support of school
systems and institutions of learning than
the American people.
THE cause seems to lie rather In the fail
ure to the Importance of comfort and
beauty in education and to realize the in
terest of the American youth in the nat
| ural world around him. Some err SO far
as to mstrust the willingness of the boys
and girls to allow trees and shrubs to grow
unmolested on the school ground. This is
fragrant msinterpretation of the spirit of
childhood. With a better understanding of
youthful nature, one sees an easily awak
| ened regard for things beautiful and dis
position to respect and help all well-di-
rected activities for the improvement of
school life.
A Question of Comfort.
THE strongest reason for school-ground
planting is for the comfort of the teacher
and pupils who occupy the building from
seven to nine months each year. A school
house situated wholly to lack protec-
tion from inclement Weather often subjects
it's occupants to distressing conditions
During winter gales there is an increasing
demand for fuel, which, though supplied,
often does not suffice to keep the building
warm. The teacher is then put to con-
triving methods by which no pupil shall en-
6rrr hnr, h oh. 90
which to maintain the usual good order
during study hours and provide for indoor
recreationS at the rest periods. With the
temperature lowering around the zero point
during bowling blizzard, one has but to
enter country school room to appreciate
its discomforts and see it's need of protec-
ton.
THE winds of spring are almost as try
ing as those of winter and in summer the
sun beats down with unchecked violence.
Thus each season is accompanied by i'll
effects for those who must attend school
where the grounds are exposed. The ques-
ton naturally arises: May not these condi-
items be remedied? To this the answer
certainly should be that they may. They
have been remedied in some instances and
can be In others. 1t Is not too much to
say that In nine cases out of ten exposed
school grounds can be rendered comfortable
by trees planted In wind-breaks.
The Beginning of Forestry.
But the comfort is not the only reason
for planting about the schoolhouse The
tees have also an educational value In
deed. bare grounds may be regarded as an
opportunity. Children interested in the
work of selecting. planting and growing
trees and shrubs about the school can gain
In the work no little knowledge of right
principles and methods. Many people think
mat to plant tree all that needs to be
done is to dig up a sapling, or buy 1t. and
set 1t in hole. This Is great mistake
responsible for many unnecessary failures
Some knowledge of tree culture is thing
sure to prove useful to large proportion
of school children.
Forestry Is beginning to attract atten-
ton as a possible subject OF school instruc-
tton. So far the interest in 1t is mainly as
branch of nature study, but its growing
economic Importance may eventually result
In Its extensive Introduction into courses of
study. Technical forestry cannot be taught
In the schools as part Of a general educa-
tfon, and it ought not to be supposed that
tree planting on school grounds tends to
that result
Nevertheless a plantation of forest trees
on wood lot in connection with a school,
would give an excellent opportunity for the
study of forest growth and management,
and in many places it Is perfectly feasible.
But there is another side to the educa-
tioDal value of tree planting. which Is of
utmost Importance. Ii is money we'll spent
to make the schoolhouse and everything
about it attractive and beautiful. The school
is supported at public expense in order to
make good American citizens. 1t aims at
| securing the highest possible development
| of mind and character.
Every appeal to the finer nature of the
| child means better men and women and
| more thrifty, prosperous and attractive
community. Americans are justly proud of
| their school system. and should be willing
| to support the schools not only with money
| but with time and labor.
The Origin of ArbOr Day.
1.-The neglected condition of the school
| ground has not remained without notice or
! without some effort toward Improvement.
The sentiment in favor of school ground
| comfort and adornment has gradually in
creased for the last thirty years, and has
been greatly aided by the establishment of
| an annual arbor day for tree planting Ar
Dor day was proposed by Mr.. j. Sterling
| Morton. ex-Secretary of Agriculture and
| was first observed in Nebraska where 1t
| was officially recognized In 1872 1t was
| first associated with school ground plant
! ing in Cincinnati. in 1852, in connection
| with meeting of the American Forestry
| Association. Since then it has been best
| known by its observance in the schools.
| All the states have followed the example