Arbor Day

       Our modern institution - Arbor Day - is a public acknowledgement of our dependence upon the soil of the earth for our daily, our annual, bread. In recognition of the same fact the Emperor of China annually plows a furrow with his own hand, and in the same significance are the provisions in the ancient law of Moses, to give the land its seven-year Sabbath, as well as to man his seventh day for  rest and recreation. Our observance is a better one, because it calls on all, and especially on the impressible learners in the schools to join in the duty which we owe to the earth and to all mankind,  of doing what each of us can to preserve the soil's fertility, and to prevent, as long as possible, the  earth, from which we have our being, from becoming worn out and wholly bald and bare. And we  do this by planting of any sort, if only by making two blades of grass grow where but one grew before, and by learning to preserve vegetation. We give solemnity to this observance by joining in it on an appointed day, high and low, old and young, together.

A Hymn For Arbor Day

By Henry Hanby Hay

(To be sung by schools to the tune of "America")

God save this tree we plant!

And to all nature grant

Sunshine and rain.

Let not its branches fade,

Save it from axe and spade.

Save it for joyful shade -

Guarding the plain.

When it is ripe to fall,

Neighbored by trees as tall,

Shape it for good.

Shape it to bench and stool,

Shape it to square and rule,

Shape it for home and school,

God bless the wood.

Lord of the earth and sea,

Prosper our planted tree.

Save with Thy might.

Save us from indolence,

Waste and improvidence.

And in Thy excellence.

Lead us aright.

Arbor Day's Observance by Draper

       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. In the language of the statute, to encourage the planting, protection and preservation of trees and shrubs" was believed to be the most effectual way in which to lead our children to love Nature and reverence Nature's God, and to see the uses to which these natural objects may be put in making our school grounds more healthful and attractive.

       The object sought may well command the most thoughtful consideration and the painstaking efforts of school officers, teachers, and pupils in every school district, and in every educational institution and of all others who are interested in beautifying the schools and the homes of the state.

       It will be well not only to plant trees and shrubs and vines and flowers where they may contribute to pleasure and comfort, but also to provide for their perpetual care, and to supplement such work by exercises which will lead all to a contemplation of the subject in its varied relations and resultant influences. It is fitting that trees should be dedicated to eminent scholars, educators, statesmen, soldiers, historians or poets, or to favorite teachers or pupils in the different localities.

       The opportunity should not be lost, which is afforded by the occasion, for illustrating and enforcing the thought that the universe, its creation, its arrangement and all of its developing processes are not due to human planning or oversight, but to the infinite wisdom and power of God.

       Our school exercises, and particularly those of an unusual character, should be interspersed with selections, songs, and acts which will inspire patriotism. by A. S. Draper, 1909.

Arbor Day In Schools

       J. Sterling Morton, once Secretary of the United States Department of Agriculture, originated Arbor Day in Nebraska in 1872. His able advocacy of this measure was a marvelous success the first year, and still more each succeeding year. So remarkable have been the results of Arbor Day in Nebraska that its originator is gratefully recognized as the great benefactor of his state. Proofs of public appreciation of his grand work I found wherever I have been in that state. It glories in the old misnomer of the geographies, "The Great American Desert," since it has become so habitable and hospitable by cultivation and tree-planting. Where, twenty years ago, the books said trees would not grow, the settler who does not plant them is the exception. The Nebraskans are justly proud of his great achievement and are determined to maintain its preeminence.

       Arbor Day for economic tree-planting and Arbor Day in schools differ in origin and scope. Both have been erroneously attributed to me, though long ago I advocated tree-planting by youth, and started the scheme of centennial tree-planting, offering a dollar prize, in 1876, to every boy or girl who should plant, or help in planting five "centennial trees"; still the happy idea of designating a given day when all should be invited to unite in this work belongs solely to ex- Governor Morton. His great problem was to meet the urgent needs of vast treeless prairies. At the meeting of the American Forestry Association, held at St. Paul in 1883, my resolution in favor of observing Arbor Day in schools in all our states was adopted, and a committee was appointed to push that work. Continued as their chairman from that day to this, I have presented the claims of Arbor Day personally, or by letter, to the governor, or state school superintendent in all our states and territories.

       My first efforts were not encouraging. The indifference of state officials who, at the outset, deemed Arbor Day an obtrusive innovation, was expected and occasioned no discouragement. My last word with more than one governor was: "This thing is sure to go. My only question is, shall it be under your administration or that of your successor?" Many state officials who at first were  apathetic, on fuller information have worked heartily for the success of Arbor Day. The logic of events has answered objections. Wherever it has been fairly tried it has stood the test of experience. Now such a day is observed in forty states and territories, in accordance with legislative acts or recommendation of state agricultural and horticultural societies, of the state grange, or by special proclamation of the governor or recommendation of the state school superintendents, and in some states by all these combined. It has already become the most interesting, widely observed and useful of school holidays. It should not be a legal holiday, though that may be a wise provision for the once treeless prairies of Nebraska.

       Popular interest in this work has been stimulated by the annual proclamations of governors and the full and admirable circulars to state and county school superintendents sent to every school in the State.

       Arbor Day has fostered love of country. It has become a patriotic observance in those Southern States which have fixed its date on Washington's Birthday. Lecturing in all these states, I have been delighted to find as true loyalty to the Stars and Stripes in them as in the North. This custom of planting memorial trees in honor of Washington, Lincoln, and other patriots, and also of celebrated authors and philanthropists, has become general. Now that the national flag with its forty-five stars floats over all the school-houses in so many states, patriotism is efifectively combined with the Arbor Day addresses, recitations and songs. Among the latter "The Star Spangled Banner" and "America" usually find a place. Who can estimate the educating influence exerted upon the millions of youth who have participated in these exercises? This good work has been greatly facilitated by the eminent authors of America who have written so many choice selections in prose and poetry on the value and beauty of trees, expressly for use on Arbor Day. What growth of mind and heart has come to myriads of youth who have learned these rich gems of our literature and applied them by planting and caring for trees, and by combining sentiments of patriotism with the study of trees, vines, shrubs, and flowers, and thus with the love of Nature in all her endless forms and marvelous beauty!

       An eminent educator says: "Any teacher who has no taste for trees, shrubs or flowers is unfit to be placed in charge of children." Arbor Day has enforced the same idea, especially in those states in which the pupils have cast their ballots on Arbor Day in favor of a state tree and state flower. Habits of observation have thus been formed which have led youth in their walks, at work or play, to recognize and admire our noble trees, and to realize that they are the grandest products of Nature and form the finest drapery that adorns the earth in all lands. How many of these children in maturer years will learn from happy experience that there is a peculiar pleasure in the parentage of trees, forest, fruit or ornamental - a pleasure that never cloys but grows with their growth.

       Arbor Day has proved as memorable for the home as the school, leading youth to share in dooryard adornments. Much as has been done on limited school grounds, far greater improvements have been made on the homesteads and the roadsides. The home is the objective point in the hundreds of village improvement societies recently organized. The United States Census of 1890 shows that there has recently been a remarkable increase of interest in horticulture, arboriculture, andfloriculture. The reports collected from 4,510 nurserymen give a grand total of 3,386,855,778 trees, vines, shrubs, roses, and plants as then growing on their grounds. Arbor Day and village improvement societies are not the least among the many happy influences that have contributed to this grand result. by B. G. Northrup, 1909.

Arbor Day by Jarchow

       It is not long since some of our treeless Western States, desiring to promote the culture of trees, appointed a day early in spring for popular tree planting. But up to 1883 no state had advanced this movement by the institution of an Arbor Day to be celebrated and observed in schools. Ohio was the first state to move in this matter and to interest the schools in this work. Cincinnati's

       Arbor Day in the schools in the spring of 1883 will be remembered by all who took a part in the talks and lessons on trees during the morning hours, and in the practical work during the afternoon. The other states of the East, which have all suffered more or less by the wanton destruction of their primeval forests, soon followed in the wake of the Buckeye State, and our own Empire State celebrated for the first time in the spring of 1889 the Arbor Day in the public schools.

       Many considered this scheme impracticable for large cities where trees are a rare sight and where no opportunity is given for practical planting. But the logic of events has now removed any doubts and secured a general appreciation of this subject. To every patriotic American this is most satisfactory, as in the public schools should be introduced what ever shall appear in the nation's life. The foundation of the great deeds the Germans have achieved in every discipline of art, science, industries, and even in warfare, is due to the "schoolmaster." And if we train the youth into a love for trees, the next generation will see realized what we scarcely hope to initiate, the preservation of forests not only for climatic and meteorological purposes, but also for their value in the economy of the nation.

       Children may not be able to understand the importance of trees in their aggregation as forests; however, they will, if allowed to assemble in a grove or park, be inspired with the idea that trees are one of the grandest products of God when they hear that without them the earth could never have produced the necessaries of life, and that with their destruction we could not keep up the sustained growth of the plants that feed man and animals. There is no more suitable subject for practical oral lessons, now common in most of our schools, than the nature of plants, and especially that of trees and the value of tree-planting. Such lessons occupy only a little time, taking the place of a part of the "Reader." They tend to form the habits of accurate observation of common things which are of vast importance in practical life. These lessons will lead our youth to admire and cherish trees, thus rendering a substantial service to the State as well as to the pupils by making them practical arborists.

       Wherever the opportunity is given, children should be encouraged to plant or help in planting a tree, shrub or flower, actually practicing what they have learned in the study of the growth and habits of plants. They will watch with pride the slow but steady development of a young tree, and find a peculiar pleasure in its parentage. Such work has not only an educational effect upon the juvenile mind, but its aesthetic influence cannot be over- estimated. Tree planting is a good school for discipline in foresight, the regard for the future being the leading element in this work. Young people are mostly inclined to sow only where they can soon reap; they prefer the small crop in hand to a great harvest long in maturing. But when they are led to obtain a taste for trees, the grandeur of thought connected with this important line of husbandry will convince them that a speedy reward is not always the most desirable motive in the pursuits of our life, and is not worthy of aspiring men. For patiently to work year after year for the attainment of a far-off end shows a touch of the sublime, and implies moral no less than mental heroism. by Nicholas Jarchow, LL.D., 1909