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 /IRBOR DAY 
 
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 April 26, 1895. 
 
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ARBOR DAY. 
 
 Opening Exercises. 
 
 Song. — "There's Music in the Air." — (Page 173.) 
 
 Lord's Prayer in concert by school. 
 
 Reading the Governor's Proclamation by the President of the Board 
 of Education, 
 
 Dr. WM. T. HARRIS, 
 
 U. S. Commissioner of Education. 
 
 CIRCULAR LETTER. 
 
 We are again admonished by the birds, buds, and general quickening 
 of Nature, that Arbor Day is approaching, and that preparation is required 
 by law for its observance. 
 
 Heretofore the effects of forest destruction ; the ethical value of plant- 
 ing trees, shrubs and vines ; and the debt we owe to future generations, 
 have been emphasized for the purpose of educating the people to appre- 
 
OPENING EXERCISES. 
 
 hend the danger brought on by pernicious destruction. Enough has 
 been written to convince the most sceptical of the necessity of reforma- 
 tion, and we should now celebrate the day in the practical manner 
 designed by the author. 
 
 One-half of the day should be devoted to the planting of trees, vines, 
 flowers, etc. ; and the other half occupied in visiting woods and fields 
 for instruction, with note books to record the names of plants and trees 
 discovered, for future consultation. 
 
 By postponing the literary exercises until evening, the children will 
 be relieved from preparing a special entertainment for library funds, it 
 is also economy and courtesy to invite the youth in the neighborhood to 
 assist on such occasions — particularly those who have recently left school. 
 Selections that are too lengthy for memorizing should be read by advanced 
 pupils. 
 
 The music named is from the "Riverside Song Book." 
 
 JNO. TKRHUNE, Co. Supt. 
 
 Bird Voices. 
 
 The Robin came from the thicket 
 
 With the living flame on his breast ; 
 He sat on the tree just planted 
 
 And sang, " Here I'll build my nest ! 
 For the happy children below me 
 
 Look up and laugh and shout. 
 To see the branches swaying 
 
 And the scented blossoms come out." 
 The bluejay flew from the cedar 
 
 When she heard the marching tread 
 Of the little folks on the greensward 
 
 With the clear sky overhead. 
 "What are those people doing?" 
 Said the tiny brown-gowned wren ; 
 '•And why do they drag the saplings 
 From the hillside and ttie glen ?" 
 "I know !" said the wee gray owlet, 
 
 As he peered from his hole in the oak, 
 And the white dove stopped her cooing, 
 
 And thus to the birdies spoke ; 
 " Man plants the trees for shelter 
 
 From rain and the blazing sun. 
 And sits 'neath the shade at evening, 
 
 W^hen the hard day's work is done. 
 And the merry groups of children 
 
 Toss back their curly hair. 
 And dance 'neath the soft green branches 
 
 For life is gay and fair. 
 Oh, the birds, the bees and leaflets. 
 
 The spring-time and the May ! 
 The blossoms, the song and sunshine. 
 
 That come with Arbor Day." 
 
 —Minnie T. Hatch, in Forest Festival. 
 
 The Beautiful Earth. 
 
 I love all things upon the earth. 
 
 That in my walks I see ; 
 The least, that may seem nothing [worth, 
 
 Are beautiful to me ! 
 I love the flowers that sweetly grow 
 
 Upon the verdant leas, 
 I love the birds that warble low 
 
 Amid the leafy trees ! 
 
 Yet more than earthly things, I love 
 My Saviour in the realms above ! 
 
 I love the woods so dim and cool, 
 
 Where ferns and mosses are ; 
 I love the lily-covered pool. 
 
 And streams that rove afar ; 
 I love the dales and sloping hills. 
 
 In early Spring so fair ; 
 J love the balmy breeze that fills 
 
 The spaces everywhere. 
 Yet more than earthly things, I love 
 My Saviour in the realms above ! 
 
 1 love the waves that ebb and flow 
 
 Upon the sandy shore ; 
 I love the ships that come and go 
 
 The mighty ocean o'er. 
 All things I love upon the earth. 
 
 That in my walks I see ; 
 The least, that may seem nothing worth. 
 
 Are beautiful to me ! 
 Yet more than earthly things, I love 
 My Saviour in the realms above ! 
 
 —From Sabbath Reading for the Young. 
 
 Song. — "Nearer, my God to Thee." — Page 158. 
 
HOW TO CELEBRATE ARBOR DAY. 
 
 HOW TO CELEBRATE ARBOR DAY. 
 
 Dr. a. E. WINSHIP, Boston, Mass. 
 
 Arbor Day was born of the 
 necessities of forestless Nebraska, 
 and has planted multitudes of trees 
 upon her plains. The name was 
 catching, the schools were itching 
 for newness, the idea was bril- 
 liantly championed, and the day 
 has been a success, notably in 
 Nebraska, Iowa, New York, New 
 Jersey and Pennsylvania. In many 
 communities the day has no mis- 
 sion as a time for tree-planting, 
 and should be broadened into 
 Nature Day. 
 
 Arbor Day should introduce chil- 
 dren to Nature first-hand. Children 
 should know Nature to enjoy her, 
 and love Nature to reverence the 
 Creator. They need to be rescued 
 from a cold, matter-of-fact study 
 of the names, parts and shapes of 
 plants, leaves and blossoms. 
 
 " I'd give more for one live bobolink 
 Than a square mile o' larks in printer's ink." 
 
 And I'd give more to have a child enjojy what he knows and to love 
 what he enjoys than to be able to serve up raw facts by the thousand. 
 As the blooming plant is infinitely more suggestive of creative energy 
 than the bouquet, so ought Arbor Day to be vastly more inspiring than 
 "exercises." 
 
 " Mayday seldom looks 
 Up in the country ez it does in books." 
 
 And some Arbor Day exercises would never be recognized in field or 
 forest. The great demand is, that the school of the times shall blend 
 nature in books with nature as it is in life. 
 
 A man who loves nature as he sees and hears it is little better as a 
 student of nature than he who knows it only from books. Of the two, 
 I'd rather see a June day, or the unfolding of Spring through "Sir Laun- 
 fal" and the " Biglow Papers" than through the eye of an unthinking 
 rustic observer. The raw material is indispensable, so is the skill of the 
 artisan. Arbor Day is the means and process by which observations of 
 nature are taken to the refiner's sanctum, and the material furnished 
 by the senses is given the culture of thought, affection, and reverence. 
 
 Let the day be every way magnified in its genuine relations. En- 
 courage the reading of Lowell, Thoreau, Burroughs, Bradford Torrey, 
 
HOW TO CELEBRATE ARBOR DAY. 
 
 Edith M. Thomas, Olive Thorne Miller, etc. No success is complete 
 that does not inspire some child to see human nature in nature, as Lowell 
 always did : 
 
 " For half our May's so awfully like Mayn't, 
 't would rile a Shaker or an evrige saint." 
 
 A. E. WINSHIP. 
 
 The Lily and the Poet. 
 
 A Lily on the highroad lay, 
 Beneath the fierce and scorching ray 
 
 Of midday Summer sun. 
 It chanced a Poet, passing hy, 
 Upon the Lily cast his eye ; 
 
 His sjonpathy it won. 
 
 " Poor little flower," he pitying said, 
 
 " Who left thee thus with drooping head 
 
 Beneath a burning sky ? 
 Ah, me ! It was a thoughtless deed 
 To cast thee forth, like common weed, 
 
 To wither and to die. 
 
 " Away from cool and grateful shade 
 Of garden bed or mossy glade. 
 
 Where, erstwhile, thou didst bloom. 
 My heart with pity bleeds for thee. 
 Thus treated so despitefully, 
 
 And left to such a doom. 
 
 " The Lily is the spotless flower. 
 The emblem of the priceless dower. 
 
 Of purity of heart ; 
 King Solomon, in all his power. 
 Was not arrayed like thee, sweet flower. 
 
 Thou work of Nature's art. 
 
 " I cannot leave thee in thy need, 
 Amidst the dust to pant and bleed, 
 
 I cannot leave thee so. 
 Close by there lies a lovely mere. 
 Whose sparkling waters, bright and clear, 
 
 O'er waterlilies flow. 
 
 "LTpon its cool, refreshing breast, 
 I'll lay thee gently down to rest, 
 
 And banish all thy pain. 
 The water sprites will change thy shape, 
 And as a ' Lily of the Lake,' 
 
 Thou yet shalt bloom again." 
 
 —The Academy. 
 
 I would not wait for an:|M'reat achievement ; 
 
 You may not live to fBrch that far-off goal. 
 Speak soothing words to some heart in be- 
 reavement. 
 
 Aid some up-struggling soul. 
 
 Teach some weak life to strive for independ- 
 ence ; 
 
 Reach out a hand to some one in sore need. 
 Though it seems idle, yet in their descendants 
 
 May blossom this chance seed. 
 
 On each life-path, like costly flowers faded 
 And cast away, are pleasures that are dead ; 
 
 Good deeds, like trees, wherever fed and shaded 
 Souls yet unborn may tread. 
 
 The Farmer. 
 
 The king may rule o'er land and sea. 
 The lord may live right royally. 
 The soldier ride in pomp and pride. 
 The sailor roam o'er the ocean wide; 
 But this or that, whate'er befall. 
 The farmer he must feed them all. 
 
 The writer thinks, the poet sings. 
 The craftsmen fashion wondrous things ; 
 The doctor heals, the lawyer pleads. 
 The miner follows the precious leads ; 
 
 But this or that, whate'er befall. 
 
 The farmer he must feed them all. 
 
 The merchant he may buy and sell. 
 The teacher do his duty well. 
 But men may toil through busy days. 
 Or men may stroll tlirough pleasant ways ; 
 From king to beggar, whate'er befall, 
 The farmer he must feed them all. 
 
 Life's Forest Trees. 
 
 BY ELLA WHEELER WILCOX. 
 
 The day grows brief, the afternoon is slanting 
 Down to the west ; there is no time to 
 waste, 
 
 If you have any seed of good for planting, 
 You must, you must make haste. 
 
 Not as of old do you enjoy earth's pleasures 
 (The only joys that last are those we give). 
 
 Across the grave, you count not gains nor 
 treasures ; 
 But good and kind deeds live. 
 
 The farmer's trade is one of worth ; 
 
 He's partner with the sky and earth — 
 
 He's partner with the sky and rain. 
 
 And no man loses for his gain ; 
 
 And men may rise, and men may fall, 
 The farmer he must feed them all. 
 
 God bless the man who sows the wheat, 
 Who tinds us milk and fruit and meat ; 
 May his purse be heavy, his heart be light. 
 His cattle and corn and all go right ; 
 Uod bless the seeds his hands let fall, 
 For the farmer he must feed us all. 
 
 — Normal Instructor. 
 
 Song. — "Around the Hearth." — Page 64. 
 
WHAT TO PLANT. 
 
 WHAT TO PLANT. 
 Plant Nut Trees. 
 
 I am fully in accord with the idea of "Arbor Day," and believe it 
 worthy of universal recognition throughout the country; but it seems to 
 me that there should be a greater diversity in its observance, and espec- 
 ially in the selection of the" kind of trees planted. It is certainly credit- 
 able to attemptf^Jo make our surroundings pleasant and beautiful, but 1 
 cannot expel the idea that we may greatly enhance the value of our labor 
 by expending it in a more practicable and useful direction than heretofore. 
 
 Can anyone tell us why the maples, elms and closely allied trees — 
 yielding nothing of economic value — are more beautiful or their shade 
 more precious and grateful in Summer than the chestnut, hickory, walnut 
 and similar nut-bearing trees, all of which yield fruit highly valued and 
 appreciated by all nations that are so fortunate as to possess such 
 luxuries ? 
 
 Here in New Jersey we are m no special need of timber, and if we 
 were, the nut trees would yield it as well as other kinds, besides, being 
 fully as valuable for shade, shelter and ornament as those most generally 
 planted for such purposes. In my opinion it is time that some attention 
 is paid to the ethics of economy, and that we began to plant trees which 
 will yield food, not only for the present but many succeeding generations. 
 
 in many European countries it has been the custom for centuries to 
 plant a choice nut tree in commemoration of the birth of a child, and 
 often this is repeated on each succeeding birthday, and finally on the 
 wedding day if these events occur at a season admitting of such a record. 
 The results of such a practice are in part seen in the millions of bushels 
 of these nuts produced in those countries for home use and export. This 
 country alone imports annually over twenty millions of pounds of these 
 foreign grown nuts, in addition to the immense quantities gathered 
 from our own forests and fields. With these facts staring us in the face, 
 we may well ask, why should our roadsides be encumbered and shaded 
 with trees yielding nothing in the way of food for either man or beast.? 
 when it would be just as feasible to plant choice nut trees which would 
 soon give their owners a crop that could be sold in the markets of any 
 city or village, besides making the highways "pleasant ways," and es- 
 pecially for the small boy and his sister who are always blessed with a 
 good appetite on their way home from school. 
 
 During the past two or three decades there have been introduced 
 and thoroughly tested in this State a number of superior varieties of the 
 chestnut of both European and Japanese origin, also two species of 
 Japanese walnuts, all perfectly hardy here, the trees being of rapid growth 
 and quite precocious. These are all now available and can be obtained 
 at our nurseries at a reasonable price. But, we need not resort to the 
 nurseries for nut trees, because our fields and forests produce them in 
 great abundance, and of such kinds as the hickories, chestnuts, butter- 
 nuts and black-walnuts, all worthy of cultivation and a place on our 
 
WHAT TO PLANT. 
 
 roadsides and elsewhere. Some of these, like the chestnut, grow to an 
 immense size and attain a great age, increasing in productiveness and 
 value as time rolls on. 
 
 The State of New Jersey is very f^ivorably situated, and has soil and 
 climate especially adapted to nut culture, which promises soon to become 
 a great industry; and I would suggest, to initiate it, that at least one 
 choice nut tree be planted before, or on next "Arbor Day" in front or 
 elsewhere in the school house grounds of every school, district in this 
 State. At the same time it should be impressed upon the minds of the 
 children and every person present, that these, if properly guarded and 
 cared for, v/ill probably remain living and fruitful memorials of their 
 kindness and forethought for many decades, and perhaps for many 
 centuries. ANDREW S. FULLER. ' 
 
 The Arboretum. Ridgewood, N. J. 
 
 " Fruits are the overflow of Nature's bounty — gems from the skies 
 dropped down to beautify the earth, charm the sight, gratify the taste 
 and minister to the enjoyment of life; and the more we realize this, the 
 more shall we appreciate the Divine goodness to us, and the duty of pro- 
 viding them to others." — Marshall P. Wilder. 
 
 PLANT FRIENDLINESS. 
 
 There is no plant that pays better for cultivation than Friendliness. 
 With good care it will thrive in any soil, even the thin clay of poverty, 
 so largely is it dependent on the higher elements for its support. The 
 water of truth it must have, and the air of freedom. With these it may 
 thrive in a cranny of the rocks of adversity. The rich soil of prosperous 
 circumstances is not certainly advantageous, being apt to foster a rank 
 growth of the foliage of imaginary regard, which rather hinders the 
 blossoming of sincere affection and the seeding of confidence. 
 
 The leaves are somewhat heart-shaped and generally glossy. The 
 flowers are mostly white and shades of pink and red. When the 
 growth is luxuriant it is poly-petalous. The weather it likes best is the 
 soft, cloudy atmosphere f)f sorrow, sickness and suffering; yet it is in 
 bloom on many festival occasions and crowns all the best days of our 
 lives with the millennial fragrance of Paradise. 
 
 LOUISE M. FULLER. 
 
 The Arbor Day Tree. 
 
 " Now a strong, fair shoot, from the forest bring, 
 
 Gently the roots in the soft earth lay; 
 God bless with His sunshine, and wind and rain. 
 
 The tree we are planting on Arbor Day. 
 
 May it greenly grow for a hundred years ; 
 
 And our children's children beneath it play. 
 Gather the fruit and rest in the shade 
 
 Of the trees we are planting on Arbor Day. 
 
 So may our life be an upward growth. 
 
 In wisdom's soil every rootlet lay, 
 And every tree bearing precious fruit, 
 
 Like the tree we are planting on Arbor Day." 
 
 Song. — "Near in the Forest." — Page 102. 
 
RELATIONS OF TREES. 
 
 RELATIONS OP TREES. 
 
 NELSON HAAS, Ph. D., 
 Hackensack High School. 
 
 Recitations selected from "A Year Among the Trees," by permission 
 of the publishers: 
 
 Forms and Expression : The differ- 
 ent Ibrms of trees, and their endless 
 variety of foliage and spray, have, from 
 the earliest times, been favorite studies 
 of the painter and the naturalist. The 
 Psalmist compares a godly man to a 
 tree that is planted by rivers of water, 
 whose leaf shall not wither — seeing in 
 the stateliness and beauty of such a 
 tree an emblem of the noble virtues of 
 the human heart. The beauty of trees 
 is something that exists chiefly in our 
 imagination. We admire them for 
 their evident adaptation to purposes of 
 shade and shelter. Some of them we 
 regard as symbols or images of a fine 
 poetic sentiment. Such are the slender 
 willows and poplars, that remind us 
 of grace and refinement, becoming 
 the emblems of some agreeable moral 
 affection, or the embodiment of some 
 striking metaphor. Thus Coleridge personifies the white birch as the 
 " Lady of the Woods," and the oak by oth,er poets is called the monarch, 
 and the ash the Venus of the forest. 'The weeping willow, beautiful on 
 account of its graceful spray, becomes still more so when regarded as the 
 emblem of sorrow. The oak, in like manner, is interesting as the symbol 
 of strength and fortitude. A young fir-tree always reminds us of prim- 
 ness; hence the name of spruce, which is applied to many of the species, 
 is a word used to express formality. The cedar of Lebanon would be 
 viewed by all with a certain romantic interest, on account of the frequent 
 mention of it in Holy Writ, as well as for its nobleness of dimensions 
 and stature. 
 
 Foliage: Foliage is the most conspicuous of the minute productions 
 of nature. To the leaves of trees we look, not only for the gratification 
 of our sense of beauty, but as the chief source of grateful shade and of 
 the general charms of Summer. They are the pride of trees no less than 
 their flowers, and the cause of healthful freshness in the atmosphere. 
 They afford concealment to small birds and quadrupeds, they give color 
 to the woods, and yield constant pleasure to the sight without any 
 weariness. It is remarkable that we always trace with delight the forms 
 of leaves in other objects of nature — in the frostwork on our windows, 
 in the lichens that cover the rocks in the forest, in the figures on a butter- 
 fly's wing. Especially in art do we admire the imitation of foliage. It 
 
RELATIONS OF TREES. 
 
 is, indeed, the source of half the beauty of this earth ; for it constitutes 
 the verdure of field and lawn, as well as of woods. Flowers are partial 
 in their distribution, but foliage is universal, and is the material with 
 which nature displays countless forms of beauty, from the small acicular 
 leaves of the delicate heath plant, to the broad' pennons of the banana 
 that float like banners over the hut of the negro. 
 
 Relation to (Moisture: Plants are indeed the most important exist- 
 ing agents of nature for conveying the moisture of the earth into the air. 
 The quantity of transpiring foliage from a dense assemblage of trees must 
 be immense. The evaporation of water from the vast ocean itself is 
 probably small compared with that from the land which it surrounds. 
 And there is reason to believe that the water evaporated from the ocean 
 would not produce rain enough to sustain vegetation, if by any accident 
 every continent and island were deprived of its trees. The whole earth 
 would soon become a desert. 1 would remark, in this place, that trees 
 are the agents by which the superfluous waters of the ocean, as they are 
 supplied by rivers emptying into it, are restored to the atmosphere and 
 thence again to the surface of the earth. Trees pump up from great 
 depths the waters as they ooze into the soil from millions of subterranean 
 ducts ramifying in all directions from the bed of the ocean. 
 
 Electric Agents: To a poetical mind there is no exercise more 
 agreeable than that of tracing in the economy of Nature certain trains of 
 causes and effects that seem to represent her as a kind benefactor, aiming 
 to promote the happiness of all creatures. While we treat of the beauty 
 of trees and of their capacity to afford shelter, shade and salubrity, it is 
 pleasant, while continuing our observations, to find no end to the advan- 
 tages that flow from them. We have studied them as beautifiers of the 
 landscape, as the sources of vitality and salubrity in the atmosphere, as 
 our shade in Summer and our shelter in Winter; as the cause of equality, 
 both of temperature and of moisture. We may also discover in them 
 and their branches an inflnite number of lightning-rods, presenting mil- 
 lions of points both for the discharge and the absorption of electricity. 
 Trees differ from other plants in this respect only by presenting their 
 points at a greater elevation, where they can act more immediately upon 
 the clouds. Trees, especially in dense assemblages, may therefore, in 
 frequent instances, be the immediate occasion of showers, by conducting 
 to the earth the electric fluid of the clouds, and inducing that non-electric 
 state which precedes the discharge of rain. 
 
 Sounds from Trees: The sounds from trees are a very important 
 part of the music of nature; but their agreeableness comes rather from 
 certain emotions they awaken than from the melody of their tones. 
 Every tree is a delicate musical instrument, that reminds us of the char- 
 acter of the tree and the season of the year, from the mellow soothing 
 tones of willow leaves in Summer to the sharp rustling of the dry oak- 
 leaf that tells of the arrival of Winter. Nature has accommodated her 
 
RELATIONS OF TREES. 
 
 gifts to our wants and sensibilities, so that her beneficence is never so 
 apparent as in the pleasures we derive from the most common objects. 
 If we are afflicted with grief or wearied with care, we flee to the groves 
 to be soothed by the quiet of their solitudes, and by the sounds from 
 their boughs which are tuned to every healthful mood of the mind. 
 Among the thousand strings that are swept by the winds, there is always 
 a cord in unison with our feelings; and while each strain comes to the 
 ear with its accordant vibration, the mind is healed of its disquietude by 
 sounds that seem like direct messages of peace from the guardian deities 
 of the wood. 
 
 Relations to Toetry and Fable : From the earliest period of history, 
 mankind have looked upon trees and woods with veneration, regarding 
 them as special gifts of the gods to the human race. The ancient priests 
 and philosophers used them as their places of retirement, both for the 
 study of wisdom and the services of religion. Hence arose that early 
 custom of planting trees in circles, forming a kind of amphitheatre, for 
 religious assemblages. The teachers of philosophy used the same circular 
 groves. These were held in the greatest reverence ; and no man dared 
 to commit the sacrilegious act of cutting down any part of them or de- 
 facing any of the trees. By means of these circular groves, wise and 
 holy men obtained that seclusion and quiet which it was not easy to 
 find in towns and cities. They were both schools and chapels, devoted 
 to religion and philosophy. Hence the often-quoted remark of Pliny that 
 "the groves were the first temples of the gods." 
 
 The Petrified Fern. 
 
 It is the show and seal of nature's truth. — Shak. 
 A SCHOOL DECLAMATION. 
 
 In the valley, centuries ago. Earth, one time, put on a frolic mood, 
 Grew a little fern leaf, green and slender, Heaved the rocks and changed the mighty 
 
 Veiling delicate and fibers tender; motion 
 
 Waving when the %vind crept down so low ; Of the deep, strong currents of the ocean. 
 
 Bushes tall and grasses grew around it. Moved the plain and shook the haughty wood. 
 Playful sunbeams darted in and found it. Crushed the little fern in soft moist clay. 
 
 Drops of dew stole in by night and crowned Covered it and hid it safe away. 
 
 it, * O the long, long centuries since that day ! 
 
 But no foot of man e'er trod that way ; O the agony, O life's bitter cost. 
 
 Earth was young and keeping holiday. Since that useless little fern was lost ! 
 
 Monster fishes swam the silent main. Useless ! Lost ! There came a thoughtful man 
 Stately forests waved their giant branches. Searching nature's secrets, far and deep. 
 
 Mountains hurled their snowy avalanches. From a fissue in a rocky steep 
 
 Mammoth creatures stalked across tlie plain ; He withdrew a stone o'er which there ran 
 Nature reveled in grand mysteries. Fairy pencilings, a quaint design. 
 
 But the little fern was none of these, Veinings, leafage, fibers clear and fine. 
 
 Did not number with the hills and trees. And the ifern's life lay in every line ! 
 
 Only grew and waved its wild sweet way ; So, I think, God hides some souls away. 
 
 No one came to note it day by day. Sweetly to surprise us the last day. 
 
 —Mary L. Bolles Branch.. 
 
 Song. — " The Poet and the Children." — Page 170. 
 
10 
 
 CATECHISM. 
 
 Principal F. G. BENNETT, 
 36 years in Bergen County. 
 
 CATECHISM. 
 
 Primary Class. 
 
 Teacher.— What is a tree ? 
 
 Pupil.— A tree is a plant of woody texture 
 having a trunk, roots, and branches. 
 
 T. — Whence does a tree get its nourishment? 
 
 P.— A tree gets its nourishment from the 
 ground and from the air. 
 
 T. — Why does a tree need leaves ? 
 
 P. — A tree needs leaves with which to breathe. 
 
 T.— What are the parts of a leaf ? 
 
 P.— The parts of a leaf are the stem and blade. 
 
 T.— Of what use are the roots of a tree 'i 
 
 P.— Through the roots the tree takes up most 
 of its food. 
 
 T.— What are small roots called ? 
 
 P. — The small roots are called rootlets, 
 
 T.— What are the leaves of a tree called 'i 
 
 P. — All the leaves of a tree are called its 
 foliage. 
 
 T. — What must a tree have before it can bear 
 fruit ? 
 
 P.— A tree must have blossoms before it can 
 bear fruit. 
 
 T.— What name is given to the juice of a 
 tree? 
 
 P.— The juice of a tree is called sap. 
 
 T.— With what are the trunk and branches 
 of a tree covered 'i 
 
 P. — The trunk and bi'anches are covered with 
 bark. 
 
 T. — Of what use is the bark of a tree ? 
 
 P. — The bark protects the tree from the heat 
 of Summer and the cold of Winter. 
 L T.— What names may be given to a large 
 branch ? 
 
 P.— A large branch is called a limb or bough. 
 
 T.— What is the topmost part of a tree called ? 
 
 P. — The topmost part of a tree is called the 
 crown. 
 
 T.— What is a wood ? A grove ? A forest '( 
 
 P.— =A wood is a large collection of trees. A 
 
 grove is a small collection of trees. A forest 
 is a large wood which has.not been cultivated 
 by man. 
 
 T.— What kind of trees are taken for Christ- 
 mas trees? 
 
 P.— Evergreen trees are taken for Christmas 
 trees. 
 
 T.— Name the evergreen trees. 
 
 P.— The pine, the fir, and the cedar. 
 
 T. — Name live forest trees. 
 
 P.— The oak, the beech, the elm, the hickory 
 and the maple. 
 
 T.— What kind of trees are frequently planted 
 for shade trees? 
 
 P.— The maple, the elm, the horse-chestnut, 
 and the linden. 
 
 T.— What is an orchard ? 
 
 P.— An orchard is a collection of fruit trees 
 planted and cared for by man. 
 
 T.— What names may be given to a bunch of 
 flowers ? • 
 
 P. - A bunch of flowers may be called a posy, 
 a nosegay, or a bouquet. 
 
 T.— What is meant by pruning a tree ? 
 
 P.— Pruning a tree is cutting off some of its 
 branches. 
 
 T. — What is the fruit of an oak tree ? 
 
 P.— Acorns are the fruit of an oak tree. 
 
 T.— What happens when an acorn is put into 
 the earth ? 
 
 P.— It absorbs moisture, bursts its shell, sends 
 a root downward and a tiny stem up into the 
 air. 
 
 T.— What have you ever read about the 
 acorn ? 
 
 P.—" A traveler o'er a dusty road, 
 Strewed acorns on the lea, 
 And one took root, and sprouted up. 
 And grew into a tree." 
 
i 
 
 CATECHISM. 11 
 
 T. — How may the age of an oak tree be T. — What is an arbor ? 
 
 known ? P.— An arbor is a place covered with branches 
 
 P. — The age of an oak tree may be known by of trees, leaves, or vines, 
 
 counting its rings or layers of growth. T. — What is Arbor day '? 
 
 T.— In what season should trees be trans- P.— Arbor day is the day appointed by the 
 
 planted ? Governor of the State for beautifying our school 
 
 P.— Trees should be transplanted late in Au- grounds by planting trees and shrubs. 
 tumn or early in Spring. 
 
 GRAMMAR CLASS. 
 
 T. — Name the different varieties of trees and define each. 
 
 P. — Trees are known as Exogenous or Endogenous, Deciduous and 
 Evergreen. Exogenous trees increase in growth by the addition of new 
 wood to the outside of the old; Endogenous trees increase in growth by 
 additions to the inside or center. Deciduous trees shed their leaves at a 
 certain season of the year, while Evergreen trees retain their leaves. 
 
 T. — Name the chief constituents of trees and define each. 
 
 P. — The chief constituents of trees are Carbon, Hydrogen, Oxygen 
 and Water. Carbon is a non-metallic, elementary, solid body, forming 
 nearly one-half of the vegetable kingdom. Hydrogen is a gas which 
 combined with Oxygen produces water; Oxygen is a colorless, inodorous, 
 tasteless, non-metallic, elementary body which is the most abundant of 
 all the elements, and when not combined is a permanent gas; Water is 
 a compound of Hydrogen and Oxygen. 
 
 T. — Institute a comparison showing how trees and plants are closely 
 allied to mankind. 
 
 P. — All belong to the organic kingdom; all require nourishment to 
 promote growth and sustain life; all are dependent upon the inorganic 
 kingdom ; and all have organs of respiration. 
 
 T. — How does the respiration of trees and plants differ from that of 
 man ? 
 
 P.— The respiration of trees and plants is through their leaves; trees 
 and plants absorb carbonic acid gas, retain the carbon and give out the 
 oxygen ; while man absorbs oxygen and gives out carbonic acid gas. 
 
 T. — What chemical changes take place in all combustion ? 
 
 P. — The elements of the fuel unite with the oxygen of the air, and 
 a portion of the oxygen combines with the hydrogen of the fuel and 
 forms vapor of water; another portion of the oxygen combines with the 
 carbon of the fuel and forms the poisonous carbonic acid gas. 
 
 T. — If all animal life and all combustion are producing such enor- 
 mous quantities of carbonic acid gas, how is the air which we breathe 
 kept comparatively pure ? 
 
 P. — Principally through the agency of trees and plants that absorb it. 
 
 T. — Mention another great benefit of trees and plants. 
 
 P. — They take up from the earth various elements of matter and 
 organize them in such a manner that they may contribute to the support 
 and growth of mankind. They change the inorganic or mineral matter 
 such as phosphorous, iron, carbon, and lime into organic matter, and 
 after the changes are made we can use them to advantage. 
 
 T. — Name another great work of trees and plants. 
 
12 REPRESENTATIVE TREES. 
 
 P. — They draw up immense quantities of water which is hidden in 
 the fissures and subterranean chasms of the earth's crust, or they are 
 pumps which are constantly at work lifting the water which is hidden 
 from us, and sending the great bulk of it off through their leaves by the 
 process of transpiration. This transpiration continues whether the air 
 is saturated or not, and thus to trees and plants we are greatly indebted 
 for our abundant rainfall. We are also dependent upon the vegetable 
 world for the grand staples of commerce and luxury — all that we eat, 
 drink or wear. Each tiny leaf, every tree and shrub, and every spire of 
 grass is working for us. 
 
 T. — What did Hon. B. E. Fernow, Chief of Forestry Division, say 
 about forests and Arbor Day in schools ? 
 
 P. — The minds of the first settlers of the wooded shores of this con- 
 tinent were educated by dire necessity to the need of destroying the 
 forests, that the fields might bloom; the minds of their descendants must 
 be educated to the need of conserving, in proper proportion, the torests, 
 that the fields may not cease to bloom. We are fortunate that this edu- 
 cation comes before dire necessity has established herself as teacher; that 
 it comes in the shape of a pleasant "Arbor Day festival," which teaches 
 young and old to reflect on the value of a forest tree, and which inspires 
 the first scintilla of interest in the life and enthusiasm in the planting of a 
 forest tree, which foreshadows the work of the forester in the coming 
 generation. It is, therefore, especially the young, in school and out of 
 school, who should be impressed with the significance of the day so set 
 aside; who should be taught the meaning of their planted tree with re- 
 gard to the development of the nation; who should understand that they 
 inaugurate with this celebration a new era of American life — the era of 
 forest planters, arising out of the era of forest destroyers. 
 
 Song. — "Ye say they have all passed away." — Page 73. 
 
 REPRESENTATIVE TREES. 
 The Old Elm of Newbury. 
 
 Newbury is in grief over the loss of its noble old elm tree. The elm tree has been 
 famous, and is immortalized in one of Hannah F. Gould's finest poems, as follows : 
 
 Did it ever come your way to pass Its glorious orb had passed away. 
 
 The silvery pond "with its fringe of grass, The toil of the field, till the morn had ceased 
 
 And threading the lane hard by to see For a season of rest to man and beast. 
 
 The veteran elm of Newbury? The mother had silenced tlie laumming wheel, 
 
 You saw how its roots had grasped the ground, The father returned for the evening meal. 
 
 As if it had felt the earth went round. The thanks of one, who had chosen the part 
 
 And fastened them down with determined Of the poor in spirit, the rich in heart, 
 
 will Who having the soul's grand panacea. 
 
 To keep it steady and hold it still. Feel all is added, that's needful here. 
 
 Its aged trunk, so stately and strong. And know this truth of the human breast 
 
 Has braved the blasts, as they've rushed along. That wanting little is being blest. 
 
 Its head has lowered and its arms have spread The good old man in his chair reclined 
 
 While more than a hundred years have fled. At a humble door with a peaceful mind. 
 
 Well, that old elm, that is now so grand. While the drops of his sun-burnt brow were 
 Was once a twig in the rustic hand dried 
 
 Of a youthful peasant, who went one night By the cool sweet air of the eventide. 
 
 To visit his love by the tender light The son from the yoke had unlocked the bow, 
 
 Of the modest moon and her twinkling host. Dismissing the faithful ox to go. 
 
 While the star that lighted his bosom most. And graze in the close ; he had called the kine 
 
 And gave to his lonely feet their speed, For their oblation at day's decline. 
 
 Abode in the cottage beyond the m ad. He'd gathered and numbered the lambs and 
 'Twas the peaceful close of a Summer's day sheep 
 
REPRESENTATIVE TREES. 
 
 13 
 
 And fastened them up in their nightly keep. 
 He'd stood by the coop till the hen would 
 
 bring 
 Her huddling brood safe under her wing, 
 And made them secure from the hooting owl 
 Whose midnight prey was the shrieking fowl. 
 When all was finished he sped to the well, 
 Where the old gray bucket hastily fell, 
 And the clear, cold water came up to chase 
 The dust of the field from his neck and face. 
 And hands and feet, till the youth began 
 To look renewed in the outer man. 
 And soon arrayed in his Sunday best 
 The stiff new suit had done the rest, 
 And the hale young lover was on his way, 
 Where through the fen and field it lay. 
 And over the brambles, the break and the 
 
 grass. 
 As the shortest way to the house of his lass. 
 It is not recorded how long he stayed 
 In the cheerful home of the smiling maid, 
 But, when he came out it was late and dark 
 And silent— not even a dog would bark. 
 To take from this feeling of loneliness. 
 And make the length of his way seem less. 
 He thought it was strange that the treacher- 
 ous moon 
 Should have given the world the slip so soon, 
 And whether the eyes of the girl has made 
 The stars of the sky in his own to fade, 
 Or not, it certainly seemed to him 
 That each grew distant and small and dim ; 
 And he shuddered to think that he now was 
 
 about 
 To take a long and lonely route. 
 For he did not know what fearful sight 
 Might come to him through the shadows of 
 
 night. 
 An elm grew close to the cottage's eaves, 
 So he plucked him a twig well clothed with 
 leaves. 
 
 So sallying forth with the supple arm 
 To serve as a talisman parrying harm, 
 He felt as though his heart was big, 
 ' Twas even stouter for having the twig, 
 For this he thought would answer to switch 
 The horrors away as he crossed the ditch. 
 The meadows and copse wherein perchance 
 Will-o'-the-wisp might wickedly dance, 
 And wielding it keep him from having a chill 
 At the menacing sound of the whip-poor-will. 
 And his flesh from creeping beside the bog 
 At the harsh bass voice of the viewless frog. 
 In short, he felt the switcli would be 
 Guard, plaything, business and company. 
 When he got safe home and joyfully found 
 He still was himself and living and sound, 
 He planted the tree by his family cot. 
 To stand as a monument marking the spot 
 It had helped him to reach, and what was still 
 
 more. 
 Because it had grown by his fair one's door. 
 The twig took root, and as time flew by. 
 Its boughs spread wide and its head grew high. 
 While the priest's good service had long been 
 
 done, 
 Which made the youth and the maiden one. 
 And their young scions arose and played 
 Around the tree in its leafy shade. 
 But many and many a year has fled 
 Since they were gathered among the dead. 
 And now their names with the moss o'er 
 
 grown. 
 Are veiled from sight on the church-yard stone 
 That bears away in a lingering fall. 
 And owns the power that shall level us all. 
 The works that the hand of man hath wrought 
 Bring him to dust and his name to nought, 
 While near in view and just beyond 
 The grassy skirts of the silver pond. 
 In its green old age stands the noble tree, 
 The veteran elm of " Ould Newbury." 
 
 THE WILLOW. 
 
 O mllow, why forever weep. 
 
 As one who mourns an endless wTong? 
 What hidden woe can lie so deep ? 
 
 What utter grief can last so long ? 
 
 The Spring makes haste with step elate 
 
 Your life and beauty to renew ; 
 She even bids the roses wait. 
 
 And gives her first sweet care to you. 
 
 The welcome redbreast folds his wing, 
 To pour for you his freshest strain ; 
 
 To you the earliest bluebirds sing. 
 Till all your light stems thrill again. 
 
 The sunshine drapes your limbs with light. 
 The rain braids diamonds in your hair, 
 
 THE OAK 
 
 Long ago in changeful Autumn, 
 
 When the leaves were turning brown. 
 From the tall oak's topmost branches 
 
 Fell a little acorn down. 
 And it tumbled by the pathway. 
 
 And a chance foot trod it deep 
 In the ground, where all the Winter 
 
 In its shell it lay asleep. 
 Wrth the white snow lying over, 
 *"And the frost to hold it fast. 
 Till there came the mild Spring weather, 
 
 When it burst its shell at last. 
 First shot up a sapling tender. 
 
 Scarcely seen above the ground ; 
 Then a mimic little oak tree 
 
 Spread its tiny arms around. 
 Now it staudeth like a giant. 
 
 Casting shadows broad and high. 
 
 The breeze makes love to you at night 
 
 But still you droop and still despair. 
 Beneath your boughs, at fall of dew. 
 
 By lovers lips so softly told 
 The tale that, all the ages through. 
 
 Has kept the world from growing old. 
 But still, though April's buds unfold, 
 
 Or Summer sets the earth aleaf. 
 Or Autumn pranks your robes with gold. 
 
 You sway and sigh in graceful grief. 
 Mourn on forever, unconsoled, 
 
 And keep thy secret, faithful tree; 
 No heart in all the world can hold 
 
 A sweeter grace than constancy. 
 
 — Elizabeth Akers. 
 
 TREE. 
 
 With huge trunk and leafy branches 
 
 Spreading up into the sky. 
 Child, when happily thou art resting 
 
 'Neath the great oak's monster shade. 
 Think how little was the acorn 
 
 Whence that mighty tree was made. 
 Think how simple things and lowly. 
 
 Have a part in nature's plan. 
 How the great hath small beginnings, 
 
 And the child will be the man. 
 Little eff'orts work great actions, 
 
 Lessons in our child liood taught, 
 Mold the spirit to that temper 
 
 Whereby noblest deeds are wrought. 
 Cherish then the gifts of childhood. 
 
 Use them gently, guard them well ; 
 For their future growth and greatness 
 
 Who can measure, who can tell ? 
 
14 REPRESENT ATI VE TREES. 
 
 HICKORY TREE. 
 
 We are cousins of the walnut and butternut, and all belong to the 
 walnut family. Our wood is exceedingly hard, heavy and tough, and is 
 in America the symbol of courage and firmness. If you want a wood 
 that is good for buggies, ax-handles, barrel hoops, a wood like iron, call 
 upon brother Shag-bark. You will have all the nuts you want thrown 
 into the bargain. Once upon a time there was a president of the country 
 who had so many of my qualities that they called him "Old Hickory." 
 
 When the Autumn comes its round, 
 Rich, sweet walnuts will he found 
 Covering thickly all the ground 
 Where my boiighs are spread. 
 
 Ask the hoys that visit me, 
 Full of happiness and glee, 
 If they'd mourn the hickory tree. 
 Were it felled and dead. 
 
 LEGEND OF THE ASPEN. 
 
 Some Canadians have conceived a very superstitious idea of this 
 tree. They say that of its wood the cross was made on which our 
 Saviour was nailed, and that since the time of the crucifixion, its leaves 
 have not ceased to tremble. — (Indian Sketches of P. De Smet. ) 
 
 O'er the forests of Judea The Aspen heard them and she trembled — 
 
 Gayly early morning iilayed Trembled at that tearful sound- 
 When some men came armed with axes As they hewed her down and dragged her 
 Deep into the forest shade. Slowly from the forest ground. 
 
 Passed by many a tree majestic— On the morrow stood she trembling 
 Cypress, grove and olive wood, At the awful weight she bore. 
 
 Till they came wherein the thicket When the sun in midnight blackness 
 Fair and proud the Aspen stood. Darkened on Judea's shore. 
 
 " This will serve— we choose the Aspen, Still— when not a breeze is stirring. 
 For its stem is strong and high. When the mist sleeps on the hill, 
 
 For the cross on which to-morrow And all other trees are moveless. 
 Must a malefactor die." Stands she ever trembling still. 
 
 In the air did listening spirits For in hush of noon or midnight 
 Shrink those men to hear and see, Still she seems that sight to see, 
 
 And with awful voice they whisper : Still she seems to hear that whisper : 
 " Jesus, 'tis, of Galilee !" " Jesus, 'tis, of Galilee !" 
 
 (Hours at Home, 1865.) 
 The Popular Poplar Tree. 
 
 When the great wind sets things whirling, 
 
 And rattles the window-panes. 
 And blows the dijst 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 .Tack 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. 
 
REPRESENTATIVE TREES. 15 
 
 AMERICAN" ELM. 
 
 1 have been called the Queen of the Forest, and stand without a 
 rival at the head of the list of ornamental deciduous leaved trees. 1 claim 
 this rank on account of hardiness, rapid growth and the graceful and 
 majestic beauty of my drooping branches. We are very proud of our 
 Massachusetts relative under whose venerable shade Washington first 
 took command of the Continental Army, July 3, 177s. How the affec- 
 tion of every lover of the country clings around that tree ! What care 
 has been taken of it, what marks of esteem have been shown it by the 
 citizens of Cambridge, may be judged by those who have seen it stand- 
 ing, as it does, in the center of a great public thoroughfare, its trunk pro- 
 tected by an iron fence from injury by passing vehicles, which for more 
 than a century have turned aside in deference to this monarch of the 
 revolution. 
 
 " Hail to the Elm ! the brave old Elm ! 
 
 Our last lone forest tree. 
 Whose limbs outstand tlie lightning's brand 
 
 For a brave old Elm is he ! 
 
 For fifteen score of fiill-told years. 
 
 He has borne his leafy prime. 
 Yet he liolds them well, and lives to tell 
 
 His tale of the olden time !" 
 
 " Then hail to the Elm ! the green-topp'd Elm ! 
 
 And long may his branches wave. 
 For a relic is he, the gnarl'd old tree. 
 
 Of the times of tlie good and brave." 
 
 Class sing (Air — " My Country 'tis of Thee.") 
 
 " Dear Elm it is of thee, 
 Emblem of dignity. 
 
 Of thee we sing. 
 Now do we children raise 
 ' Songs of most joyful praise. 
 
 To thee our choicest lays 
 We now do bring." 
 
 THE BIRCH TREE. 
 
 1 am a useful factor /// the cause of Education, though not now so 
 commonly found in the school-room as in former years. The alders are 
 our cousins. Probably you are best acquainted with the canoe birch, 
 whose white wood you see in spools and shoe-pegs. It gives up its 
 beautiful white dress without any injury to itself Longfellow has made 
 us a celebrated family in Hiawatha. He says of us : 
 
 " Give me of your bark, O, Birch tree ! 
 Of your yellow bark, O, Bircli tree ! 
 Growing by the rushing river. 
 Tall and stately in the valley ! 
 I a light canoe will build me. 
 That shall tloat upon the river, 
 Like a yellow leaf in Autumn, 
 Like a yellow water lily ! 
 Lay aside your cloak, O, Birch tree ! 
 Lay aside your white skin wrapper ; 
 For the Summer time is coming, 
 And the sun is warm in heaven, ^ 
 And you need no white skin wrapper." 
 
16 REPRESENTATIVE TREES. 
 
 Class sing (Air — " Auld Lang Syne.") 
 
 " Then plant the birch, the silvery birch, 
 
 Near to the school-house door. 
 For teachers used its pliant limbs, 
 
 Full oft in days of yore. 
 And though 'tis used for rods no more, 
 
 'Twill please the children kind, 
 Its spicy buds and fragrant bark. 
 
 They search the woods to find." 
 
 —Mrs. Addie V. McMuMiEN. 
 
 NATURE'S TREE-PLANTERS. 
 
 Squirrels : The squirrels eat many nuts, but carry a portion to 
 some distance in every direction, where they plant one or two in a place. 
 It may be the thought of the squirrel to return at some future time of 
 need, but his bump of locality is not well developed or he has laid up 
 more than he needed. At all events some of the nuts are allowed to re- 
 main where he planted them. In this way he is a benefit to the trees, 
 and pays for the nuts which he eats. He has not lived in vain, for he is 
 a tree-planter and believes in arboriculture. His Arbor days come in 
 Autumn, and he needs no Governors message to stimulate him to work. 
 
 Birds : Many of our trees and shrubs produce a fleshy fruit or berry. 
 Among them are the mountain ash, service berry, cherry, holly, mulberry, 
 sassafras, wild plum, persimmon, cedars and junipers. Many of these 
 when ripe are rendered conspicuous by brilliant colors. The fruits are 
 eagerly sought by grouse, turkeys, deer, bears and other animals. In 
 most cases the seeds of such fruits are protected by a very firm covering 
 and are not digestible. They are sown broadcast by wild animals under 
 circumstances most favorable for germination. The birds, too, belong 
 to the society of tree-planters. 
 
 Winds : Some trees produce dry seed or seed-pods, and usually 
 drop only a portion in Autumn. They hold on to some seeds with con- 
 siderable tenacity. Among these are the buttonwood, basswood, iron- 
 wood, blue beech, box-elder, hop tree, tulip tree, the ashes, catalpa, 
 locust, Judas tree, birches, alders, larches, pines, spruces. The fruit or 
 the seed is thin, or provided with wings, which distribute them as they 
 fall or after they have fallen. In Winter it needs but a slight packing of 
 the snow to bear up the seeds. At such times, some of the seeds are 
 torn from the trees by the wind, and may be seen sliding along like 
 miniature ice boats, often half a mile or more from the nearest tree. The 
 wind also aids in transporting the seeds of our elms, maples, willows 
 and poplars. 
 
 Song : — " Under the Trees." — Page 49. 
 
MISCELLANEOUS RECITATIONS. 
 
 MISCELLANEOUS RECITATIONS. 
 
 The following selections are intended to relieve the exercises of 
 monotony; and may be interspersed or rendered as a department, accord- 
 ing to the teacher's option : 
 
 WHERE THERE'S DRINK THERE'S DANGER. 
 
 Write it on the liquor store, 
 Write it on the prison door. 
 Write it on the gin-shop fine. 
 Write, oh ! write the truthful line 
 Where there's drink there's danger. 
 
 Write it on the work-house gate. 
 Write it on the schoolboy's slate. 
 Write it on the copy-book 
 That the young may at it look, 
 Where there's drink there's danger. 
 
 Write it on the churchyard mound. 
 Where the drink slain dead are found 
 Write iUoD the gallows high. 
 Write it for all passers by. 
 Where there's drink there's danger. 
 
 Write it underneath your feet. 
 Up and down the busy street. 
 Write it for the great and small, 
 In the mansion, cot and hall, 
 Where there's drink there's danger. 
 
 Write it on the ships which sail 
 Borne along by steam and gale, 
 Write it in large letters plain. 
 O'er our land and past the main ; 
 Where there's drink there's danger. 
 
 Write it on the Christian home 
 That sixty thousand drunkards roam. 
 Year by year f;om God and right, 
 Proving with resistless might 
 Where thei'e's drink there's danger. 
 
 Write it deep on History's page, 
 Write it patriot, scholar, sage ; 
 Write it in the Sunday-school ; 
 Write, oh ! write the truthful rule. 
 Where there's drink there's danger. 
 
 Write it in the house of God, 
 Write it on the teeming sod. 
 Write it on the hill and glen. 
 Write it with a blood-dipped pen. 
 Where there's drink there's danger. 
 
 Write it for the rising youth. 
 Write it for the cause of truth, 
 Write it for our Fatherland, 
 Write, 'tis duty's stern command 
 Where there's drink there's danger. 
 
 Write it for bright Heaven above. 
 Write it for the God of Love, 
 Write it near your own fireside. 
 Write it too for Christ who died. 
 Where there's drink there's danger. 
 Bellworth, in New-Zealand Blue Ribbon Chronicle. 
 
 SAD CHANGES IN TWELVE MONTHS. 
 
 These lines were written by a convict in the Illinois State Prison : 
 
 It's curious, isn't it Billy, 
 
 The changes that twelve months may bring. 
 Last year I was at Saratoga, 
 
 As happy and rich as a king. 
 I was taking in pools on the races. 
 
 And feeing the waiters with "Ten," 
 And sipping mint juleps by twilight. 
 
 And to-day I am here in the " Pen." 
 
 What led me to do it? What always 
 
 Leads men to destruction and crime? 
 The Prodigal Son, whom you've read of, 
 
 Has altered somewhat in his time. 
 He spends his substance as freely 
 
 As the biblical fellow of old. 
 But when it is gone he fancies 
 
 The husks will turn into gold. 
 
 The old, old story, Billy, 
 
 Of pleasures that end in tears. 
 The froth that foams for an hour, 
 
 The dregs that are tested for years. • 
 
 Last night as I sat here and pondered 
 On the end of my evil ways. 
 
 There arose, like a phantom before me, 
 
 The visions of boyhood days. 
 I thought of my old home, Billy, 
 
 Of the school house that stood on the hill. 
 Of the brook that flows through the meadow, 
 
 I can e'en hear its music still. 
 
 Again I thought of my mother. 
 
 Of the mother who taught me to pray ; 
 Whose love was a precious treasure 
 
 That I needlessly cast away. 
 I saw again in my visions 
 
 The fresh lipped, careless boy. 
 To whom the future was boundless 
 
 And the world but a mighty toy. 
 
 I thought of all this as I sat here. 
 
 Of my ruined and wasted life. 
 And the pangs of remorse were bitter ; 
 
 They pierced my heart like a knife. 
 It takes some courage, Billy, 
 
 To laugh in the face of Fate, 
 ■\J''hen tlie young ambitions of manhood 
 
 Are blasted at twenty-eight. 
 
 —The Advance. 
 
18 
 
 MISCELLANEOUS RECITATIONS. 
 
 A PROBLEM. 
 
 Some things about a woman I could never 
 
 understand — 
 She'll face a mighty army with a broomstick 
 
 in her hand, 
 But she'll yell like a catamount, and even 
 
 leave the house 
 At the unexpected entrance of a harmless 
 
 little mouse. 
 
 She may be so frail and delicate that, leaning 
 
 on your arm, 
 You would break your neck in sympathy to 
 
 keep her out of harm ; 
 Yet she'll wield her little slipper, though it 
 
 numbers only two. 
 On a rebel urchin's trousers till she beats him 
 
 black and blue. 
 
 She can do more with a hairpin than a man 
 
 with all his tools ; 
 She can mak#the smartest statesmen act like 
 
 animated fools ; 
 She can argue without reason on some notion 
 
 in her head. 
 Till a man with sound intelligence will wish 
 
 that he was dead. 
 
 Some things about a woman I could never 
 
 understand. 
 And my knowledge goes as far as any scholar's 
 
 in the land ; 
 She's a complicated problem that mankind 
 
 has failed to solve 
 Since time began to number and earth started 
 
 to revolve. 
 —Montgomery M. Fulsou, in Atlanta Journal. 
 
 THEY ARE DEAD. 
 
 There was a man who never told a lie- 
 But he's dead — 
 Never said it was wet when the weather was 
 dry- 
 Never said 
 He'd caught fish when he hadn't caught one. 
 Never said he'd done something that he hadn't 
 
 done ; 
 Never scolded his wife, and never got mad 
 And wouldn't believe that the world was so 
 
 bad, 
 A respecter of men, a defender of woman. 
 Who believed the divine, and in that which 
 
 was human ; 
 Meek as Moses— he never was understood. 
 And the poor old man died of being too good, 
 And he's dead. 
 
 There was a woman who never had gossiped a 
 
 bit- 
 She's dead too — 
 Who hated all scandal, nor listened to it. 
 She believed in mankind, took care of her cat. 
 Always turned a deaf ear to this story or that. 
 Never scolded her husband— she never had one ; 
 No sluggard was she, but rose with the sun. 
 Never whispered in meeting, didn't care for a 
 
 bonnet 
 Or all of the feathers that one could put on it ; 
 Never sat with the choir nor sang the wrong 
 
 note : 
 Expressed no desire to lecture or vote. 
 For the poor soul was deaf as a post—also dumb. 
 You might have called forever, and she 
 
 wouldn't have come. 
 
 And she's dead. 
 — Jeannette la Flamboy in Outlook. 
 
 THE SMACK IN SCHOOL. 
 
 A district school, not far away, 
 
 'Mid Berkshire hills, one Winter's day, 
 
 Was humming with its wonted noise 
 
 Of three-score mingled girls and boys; 
 
 Some few upon their tasks intent. 
 
 But more on furtive mischief bent. 
 
 The while the master's downward look 
 
 Was fastened on a copy-book ; 
 
 When suddenly, behind his back. 
 
 Rose sharp and clear a rousing smack ! 
 
 As 'twere a battery of bliss 
 
 Let off in one tremendous kiss ! 
 
 "What's thatV" the startled master cries; 
 
 " That, thir," a little imp replies, 
 
 " Wath William Willith, if you pleathe— 
 
 1 thaw him kith Thuthanna Peathe !" 
 
 With frown to make a statue thrill. 
 
 The master thundered, " Hither, Will !" 
 
 Like wretch o'ertaken in his track. 
 
 With stolen chattels on his back. 
 
 Will hung his head in fear and shame. 
 
 And to the awful presence came — 
 
 A great, green, bashful simpleton. 
 
 The butt of all good-natured fun. 
 
 With smile suppressed, and birch upraised. 
 
 The threatener faltered—" I'm amazed 
 
 That you, my biggest pupil, should 
 
 Be guilty of an act so rude ! 
 
 Before the whole set school to boot— 
 
 What evil genius put you to 't V" 
 
 " 'Twas she, herself, sir, sobbed the lad, 
 
 " I did not mean to be so bad ; 
 
 But when Susannah shook her curls. 
 
 And whispered, 1 was 'fraid of girls. 
 
 And dursn't kiss a baby's doll, 
 
 I couldn't stand it, sir, at all, 
 
 But up and kissed her on the spot ! 
 
 1 know— boo-hoo— I ought not. 
 
 But, somehow, from her looks— boo-hoo— 
 
 I thought she kind o' wished me to !" , 
 
 — O. W. Holmes. 
 
 While we climb from day to day. 
 
 There is many a little way 
 We can help each other upward, if we vn\l ; 
 
 For the paths are rough and steep. 
 
 And the right one hard to keep. 
 So let's try to help each other up the hill." 
 
 When we find temptation's rocks 
 
 In f(ur paths as stumbling-blocks. 
 Let's not roll them in another fellow's way ; 
 
 But, instead, let's always try 
 
 Help the others pass them by, 
 Aud make it smoother climbing every day. 
 
MISCELLANEOUS RECITATIONS. 
 
 19 
 
 CURING HABIT. 
 
 "How shall I a habit break?" 
 
 As you did that habit make. 
 
 As you gathered, you must lose, 
 
 As you yielded, now refuse. 
 
 Thread by thread the strands we twist 
 
 Till they bind us neclc and wrist ; 
 
 Thread by thread the patient hand 
 
 Must untwine ere free we stand. 
 
 As we builded, stone by stone. 
 
 We must toil, unhelped, alone, 
 
 Till the wall is overthrown. 
 
 But remember, as we try 
 Lighter every test goes by ; 
 Wading in, the stream erows deep 
 Toward the center's downward sweep. 
 Backward turn, each step ashore 
 Shallower is than that before. 
 Ah, the precious years we waste 
 Leveling what we raised in haste ; 
 Doing what must be undone, 
 Ere content or love be won ! 
 First across the gulf we cast 
 Kite-borne threads till lines are passed. 
 And habit builds the bridge at last. 
 
 —John Boyle O'Reilly. 
 
 Falling Leaves. 
 
 They are falling, slowly falling. 
 
 Thick upon the forest side, 
 Severed from the noble branches 
 
 Where they waved in beauteous pride. 
 
 They are falling, sadly falling. 
 Close beside our cottage door ; 
 
 Pale and faded like the loved ones, 
 They have gone forever more. 
 
 They are falling on the streamlet, 
 Where the silver waters flow, 
 
 And upon its placid bosom 
 Onward with the waters go. 
 
 They are falling in the churchyard. 
 
 Where our kindred sweetly sleep. 
 Where the idle winds of Summer 
 
 Softly o'er the loved ones sweep. 
 
 They are falling, ever falling, 
 
 While our saddened hearts still go 
 
 To the sunny days of childhood, 
 In the dreamy long ago. 
 
 And their faded hues remind us 
 
 Of their blasted hopes and dreams, 
 
 Ended like the fallen leaflets 
 Cast upon the icy streams. 
 
 —The Advance. 
 
 The Ripened Leaves. 
 
 Said the leaves unto the branches • 
 
 One sunny Autumn day : 
 " We've finished all our work, and now 
 
 We can no longer stay. 
 So our gowns of red and yellow. 
 
 And our sober cloaks of brown, 
 Must be worn before the frost comes, 
 
 And we go rustling down. 
 
 " We've had a .iolly Summer, 
 
 With the birds that built their nests 
 Beneath our green umbrellas. 
 
 And the squirrels that were our guests. 
 But we cannot wait for Winter, 
 
 For we do not care for snow. 
 When we hear the wild northwesters 
 
 We loose our clasp and go. 
 
 " But we hold our heads up bravely 
 
 Unto the very last. 
 And shine in pomp and splendor 
 
 As away we flutter fast. 
 In the mellow Autumn noontide 
 
 WC'kiss and say good-bye, 
 And through the naked branches 
 
 Then may children see the sky. 
 
 —Margaret E. Sangster. 
 
 OUR MODERN PUBLIC SCHOOL. 
 
 Ram it in, cram it in. 
 Children's heads are hollow ; 
 Slam it in, jam it in, 
 Still there's more to follow ; 
 Hygiene and history, 
 Astronomic mystery. 
 Algebra, histology, 
 Latin, etymology. 
 Botany, geometry, 
 Greek and trigonometry ; 
 Ram it in, cram it in, 
 Children's heads are hollow. 
 
 Rap it in, tap it in. 
 
 What are teachers paid for ? 
 
 Bang it in, slam it in, 
 
 What are children made for ? 
 
 Ancient archaeology, 
 
 Aryan philology. 
 
 Prosody, zoology. 
 
 Physics, climatology. 
 
 Calculus and mathematics. 
 
 Rhetoric and hydrostatics 
 Hoax it in, coax it in. 
 Children's heads are hollow. 
 
 Scold it in, mould it in. 
 
 All that they can swallow; 
 
 Fold it in, hold it in. 
 
 Still there's more to follow. 
 
 Faces pinched, sad and pale. 
 
 Tell the same imvarying tale. 
 
 Tell of moments robbed from sleep. 
 
 Meals untasted, studies deep ; 
 
 Those who've passed the furnace through 
 
 With aching brow, will tell to you 
 
 How the teacher crammed it in. 
 Rammed it in, jammed it in. 
 Crunched it in, punched it in. 
 Rubbed it in, clubbed it in, 
 Rapped it in and slapped it in. 
 Pressed and caressed it in, 
 When their heads were hollow. 
 
 — Arthur's New Home Magazine. 
 
20 
 
 MISCELLANEOUS RECITATIONS. 
 
 My Neighbor Jim. 
 
 Everything pleases my neighbor Jim; 
 When it rained 
 He never complained, 
 But said wet weather suited him ; 
 
 " There's never too much rain for me, 
 And this is something like," said he. 
 
 When earth was dry as a powder mill. 
 He did not sigh 
 Because it was dry. 
 But said if he could have his will 
 
 It would be his chief, supreme delight 
 
 To live where the sun shone day and night. 
 
 When Winter came with its snow and ice. 
 He did not scold 
 Because it was cold. 
 But sjLid : " Now, this is real nice ; 
 
 If ever from home I'm forced to go 
 
 I'll move up North with the Esquimau." 
 
 A cyclone whirled along its track 
 And did him harm, 
 It broke his arm. 
 And stripped the coat from off his back ; 
 " And I would give another limb 
 To see such a blow again," said Jim. 
 
 —Union Signal. 
 
 A Sensible Fir Tree. 
 
 Said a saucy little Maple 
 
 To her cousin. Willow Tree : 
 
 "Miss Fir has no new mantle 
 This Spring, like you and me. 
 
 " She wears the same old garment 
 That she's worn since 1 was born. 
 
 I should think she'd feel so shabby 
 With no new bonnet on." 
 
 As she tossed her head and nodded 
 At the Fir Tree's old-style clothes 
 
 Willow laughed— she couldn't help it — 
 At the turned up, pea green nose. 
 
 The Fir Tree, staid and modest. 
 Answered Maple not a word, 
 
 Though I'm very sure — yes, certain — 
 Everything was overheard. 
 
 She only softly murmured 
 
 As she rearranged her clothes, 
 " I'm glad my friends don't leave me 
 With every wind that blows." 
 —A. F. Caldwell in 
 
 Christian Nation. 
 
 Roses. 
 
 Rose of my heart, now blooming for me; 
 Sweetest of flowers, none fairer to see. 
 You stand in your beauty, pre-eminent there. 
 And none can surpass thee, in fragrance so rare. 
 You blossom for poor, for friend, or for foe. 
 You blossom in homes of sorrow and woe. 
 The sick call you blessed, the weak, halt and 
 
 blind 
 Find your presence most cheering, your fra- 
 grance most kind. 
 For like God's own records of cheer, as we read. 
 They fall on the rich, and the poor in their need. 
 We find thee a blessing, and treasure most dear. 
 And lay thee to rest on our dearest one's bier. 
 — Retta Darrin. 
 
 What the Apple Said. 
 
 I am little Miss Apple, 
 
 My home's in a tree. 
 Far up in the branches 
 
 Where no one can see. 
 
 I list to the birdies, 
 
 I swing in the breeze, 
 I laugh in the sunshine, 
 
 I hide in the leaves. 
 
 My cheeks are so rosy, 
 My pulp is so white, 
 
 I know I am juicy- 
 Do, please, take a bite. 
 
 —Selected. 
 
 Song : — "Kind Words Can Never Die." — Page 155. 
 
 THOUGHTS IN A LIBRARY. 
 
 Speak low ! tread softly through these halls ; 
 
 Here Genius lives enshrined ; 
 Here reign in silent majesty, 
 
 The monarchs of the mind. 
 
 A mighty spirit-host they come 
 
 From every age and clime; 
 Above the buried wrecks of years 
 
 They breast the tide of Time. 
 
 And in their presence-chamber here 
 
 They hold their regal state. 
 And round them throng a noble train. 
 
 The gifted and the great. 
 
 O child of Earth ! when round thy path 
 
 The storms of life arise. 
 And when thy brothers pass thee by 
 
 With stern, unloving eyes. 
 
 Here shall the poets chant for thee 
 Their sweetest, loftiest lays. 
 
 And prophets wait to guide thy steps 
 In Wisdom's pleasant ways. 
 
 Come, with these God-anointed kings 
 
 Be thou companion here; 
 And in the mighty realm of mind 
 
 Thou shalt go forth a peer ! 
 
 —Anne C. Lynch Botta. 
 
LIBRARY DEPARTMENT. 
 
 21 
 
 LIBRARY DEPARTMENT. 
 
 School and Circulating Libraries. 
 
 The school library question has given 
 me much anxiety, and 1 presume all 
 superintendents have the same dis- 
 turbed experience. 
 
 Knowing the pleasure and profit to 
 be derived from reading, and realizing 
 the overwhelming evidence in favor of 
 good books, from such illustrious men 
 as are quoted hereafter, I feel that an 
 extra effort should be made to encour- 
 age the habit of utilizing spare time in 
 the society of elevating literature. I 
 know of no State holding out such 
 liberal inducements for the establish- 
 ment and maintenance of school libraries 
 as New Jersey. Any community not 
 attracted by such generosity on the part 
 of the State, should be aroused from 
 its lethargy. It is painful to see so 
 many districts allow years to go by 
 without securing the State appropria- 
 tion, and others very irregular in obtaining it. The whole secret is the 
 lack of system on the part of those entrusted with the management of 
 this matter. This application for the State aid can be made at any time 
 during the year, but if once passed, it cannot be redeemed; and, thus, 
 " any time " so frequently proves to be " no time " or never. Therefore, 
 some uniform date should be fixed upon to attend to this important duty, 
 and 1 suggest that it be the evening of Arbor Day. The literary exercises 
 should not consume any portion of the day, as this time is needed and 
 was intended for planting and for observational excursions to fields and 
 groves. The evening is more convenient for a majority of the residents 
 at this busy season ; and they would not only feel grateful for the oppor- 
 tunity, but would cheerfully pay for the entertainment, knowing the 
 purpose to which the receipts will be applied. 
 
 Those studying our educational statistics without consulting the 
 law, will naturally consider that a poor showing of library applications 
 is a reflection upon the efficiency or vigilance of the County Superin- 
 tendent's administration. This officer is in no way accountable for such 
 exhibitions of negligence, as it is the sole duty of the Board of Educa- 
 tion ; and this committee should be held amenable for the annual growth 
 of these libraries. As a rule, this labor has been shifted to the already 
 overburdened teacher; and few of the present libraries would now be in 
 existence had it not been for the teachers' exertions. The teacher's duty 
 
 SUPT. JOHN TERHUNE, 
 Bergen County. 
 
LIBRARY DEPARTMENT. 
 
 is to see that each pupil is served with supplementary reading of a suit- 
 able character from the library, and to assist in selecting books agreeable 
 to the tastes of the children, so as to create an appetite that will abide 
 with them after school life. The faithful teacher is rewarded for this ser- 
 vice, for the children learn to read by reading,and this increased progress 
 is recognized and credited by the parents. 
 
 Reading has no substitute, and there is no means of culture so avail- 
 able to the masses as this. To many, reading has been a school and a 
 college. " Libraries are the wardrobes of literature," and all schools 
 should possess them. In towns and villages having a circulating library, 
 there is a dearth of juvenile literature which the school library must 
 supply. The lofty aim necessary to develop true manhood and woman- 
 hood may be the outcome of careful reading, if the seed is sown and 
 fertilized during school life. 
 
 Nebraska uses Columbus day for the purpose of securing funds for 
 the establishment of school libraries. The State Superintendent of 
 Missouri named the Friday succeedmg Thanksgiving as library dav, and 
 in four years over $100,000 was invested in books throughout the State. 
 These days are not legalized, neither is any State aid given. Milwaukee 
 supplies the school children with home reading through its libraries. 
 
 Arbor day is a suitable time for trustees to make arrangements for 
 obtaining the State appropriation. This gives ample time to select the 
 books and prepare the catalogue before school closes, so that the children 
 may have access to them during vacation. Much reading would be 
 done at this intermission, if the libraries were open for exchanges; and 
 with better results, for their minds would not be engaged with other 
 studies. 
 
 Each village should extend this library with another for the use of 
 the residents. It should be located, if possible, in the school building, 
 and operated in conjunction with the school library. This method 
 would be more economical, as a repetition of books could be avoided. 
 It would also be an object lesson and an incentive to the children to see 
 parents, friends and neighbors interested in books. 
 
 When we know that the inspiration of a single book, or a few, has 
 made preachers, poets, philosophers, authors and statesmen, by start- 
 ing the reader off upon a career of honor and usefulnesss, is it not worthy 
 of extra effort to adopt some system whereby none of this State fund 
 shall escape us hereafter.^ Our dutv ends when we have convinced you 
 of the importance and necessity of libraries, for Carlyle says, "So soon 
 as men get to discern the importance of a thing, they infallibly set about 
 arranging it, facilitating, forwarding; and rest not till, in some approxi- 
 mate degree, they have accomplished that." 
 
 If I had absolute power to make one law. it would be to return all 
 revenues derived from the granting of local licenses for the sale of alco- 
 holic beverages, to the Board of Education of the district for which the 
 license was issued, to be expended for the establishment of libraries and 
 reading rooms in said localities. 
 
 JNO. TERHUNE, Co. Supt. 
 
LIBRARY DEPARTMENT. 
 
 23 
 
 A Declamation. 
 
 No doubt you wouder nivich to see 
 
 A BOY stand up and make a plea 
 For book and study and for school : 
 
 Think you I wish to be a fool, 
 An empty-headed, blundering dunce, 
 
 Just like the boy I read of once 
 Who always called a horse a " boss " 
 
 And never traded without loss V 
 No, sir ! I'm made of better stuff ; 
 
 Some day I hope to know enough 
 To practice at the bar, or preach ; 
 
 Perhaps I'll fit myself to teach 
 A district school, or something higher. 
 
 Or possibly I may aspire 
 To govern this great Empire State ; 
 
 Or, entering through the golden gate 
 That opens on the White House green, 
 
 I'll run the intricate "machine" 
 Of government within the nation, 
 
 Yes, I will have an education ! 
 
 Oh, yes, I love my school and books ; 
 
 I think you see that in my looks ; 
 Do I look like an idle drone 
 
 Who never moves without a groan, 
 A lad wthout a grand ambition 
 
 To fill some notable position 
 And leave behind an honored name 
 
 Enrolled within the scroll of Fame? 
 If so, my looks deceptive ai"e. 
 
 For I would be a brilliant star. 
 And, in the midst of Error's night. 
 
 Shine forth, vsith an effulgence bright. 
 To light the darkened paths of men 
 
 Through every gloomy vale and glen 
 Where Ignorance and Vice hold sway. 
 
 And haste the dawn of perfect day. 
 
 —The School Journal. 
 
 Dr. Holmes' Last Poem. 
 
 Read before the National Educational Asso- 
 ciation. 
 
 Teacher of Teachers ! Yours the tabk. 
 Noblest that noble minds can ask. 
 High up Ionia's marmorous mount. 
 To watch, to guard the sacred fount 
 
 That feeds the stream below ; 
 To guide the hurrying flood that fills 
 A thousand silvery rippling rills. 
 
 In ever- widening flow. 
 
 Rich is the harvest from the fields. 
 That bounteous Nature kindly yields, 
 But fairer growths enrich the soil. 
 Plowed deep by thoughts and wearied toil 
 
 In learning's broad domain. 
 And where the leaves, the flowers, the fruits, 
 Without your watering at the roots, 
 
 To fill each branching plain ? 
 
 Welcome ! the author's firmest friends. 
 Your voice, the surest God-speed lends. 
 Of you the growing mind demands, 
 The patient care, the guiding hands, 
 
 Through all the mists of morn. 
 You knowing well the future's need. 
 Your prescient wisdom sows the seed. 
 
 To fire the years unborn. 
 
 Teacher : To illustrate more forcibly the value of good libraries, a 
 class will recite quotations showing the unvaried sentiments of the lead- 
 ing patriotic and literary minds. A pupil ,will respond for the author 
 named : 
 
 'Dr. IV. E. Chaiiiiiiig: It is chiefly through books that we enjoy 
 intercourse with superior minds, and these invaluable means of com- 
 munication are in the reach of all. In the best books great men talk to 
 us, give us their most precious thoughts, and pour their souls into ours. 
 God be thanked for books! they are the voices of the distant and the 
 dead, and make us heirs of the spiritual life of past ages. Books are the 
 true levelers. They give to all, who will faithfully use them, the society, 
 the spiritual presence, of the best and greatest of our race. Nothing can 
 supply the place of books. They are cheering or soothing companions 
 in solitude, illness, affliction. The wealth of both continents would not 
 compensate for the good they impart. Let every man, if possible, gather 
 some good books under his roof, and obtain access for himself and fiim- 
 ily to some social library. Almost any luxury should be sacrificed to 
 this. 
 
 Sir J. F. IV. Herschel : Were I to pray for a taste which should 
 stand me in stead under every variety of circumstances, and be a source 
 of happiness and cheerfulness to me during life, and a shield against its 
 ills, however things might go amiss, and the world trown upon me, it 
 
24 LIBRARY DEPARTMENT. 
 
 would be a taste for reading. Give a man this taste, and the means of 
 gratifying it, and you can hardly fail of making him a happy man ; unless, 
 indeed, you put into his hand a most perverse selection of books. You 
 place him in contact with the best society in every period of history, — 
 with the wisest, the wittiest, the tenderest, the bravest and the purest 
 characters who have adorned humanity. You make him a denizen of 
 all nations, a contemporary of all ages. The world has been created for 
 him ! 
 
 Tetrarch : I have friends whose society is extremely agreeable to 
 me: they are of all ages, and of every country. They have distinguished 
 themselves both in the cabinet and in the field, and obtained high honors 
 for their knowledge of the sciences. It is easy to gain access to them ; 
 for they are always at my service, and I admit them to my company, 
 and dismiss them from it whenever I please. They are never trouble- 
 some, but immediately answer every question I ask them. Some relate 
 to me the events of past ages, while others reveal to me the secrets of 
 nature. Some teach me how to live, and others how to die. Some, by 
 their vivacity, drive away my cares and exhilirate my spirits, while 
 others give fortitude to my mind, and teach me the important lesson 
 how to restrain my desires and depend wholly on myself. They open 
 to me, in short, the various avenues of all the arts and sciences, and upon 
 their information I safely rely in all emergencies. In return for all these 
 services they only ask me to accommodate them with a convenient 
 chamber in some corner of my humble habitation, where they may re- 
 pose in peace: for these friends are more delighted by the tranquility of 
 retirement than with the tumults of society. 
 
 Wm. iMaithews, L. L. T>.: Reading is the key to nearly all know- 
 ledge, the chief instrument of self-culture. Books are the storehouses, 
 the granaries, of almost all the knowledge that the observations, experi- 
 ence and researches of successive generations have accumulated since the 
 world began. At a trifling cost they offer us the intellectual wealth that 
 myriads of laborers have been amassing with toil, and pain and self- 
 sacrifice for thousands of years. 
 
 Thomas Hood : A natural turn for reading and intellectual pursuits 
 probably preserved me from the moral shipwrecks so apt to befall those 
 who are deprived in early life of their parental pilotage. My books kept 
 me from the ring, the dog-pit, the tavern and the saloon. The closest 
 associate of Pope and Addison, the mind accustomed to the noble though 
 silent discourse of Shakespeare and Milton, will hardly seek or put up 
 with that sort of company. 
 
 Henry IVard ^eecber : Books are the windows through which the 
 soul looks out. A home without good books is like a room without 
 windows. No man has a right to bring up his children without sur- 
 rounding them with books, if he has the means to buy, them. It is a 
 wrong to his family. He cheats them. Children learn to read by being 
 in the presence of books. The love of knowledge comes with reading 
 and grows upon it, and the love of knowledge in a young mind is almost 
 a warrant against the inferior excitement of passions and vices. 
 
SCHOOL DECORATION. 25 
 
 Thomas Jefferson: I favor a general system of public education; 
 also a proper encouragement of the circulation of books among the 
 people, for no one can be truly educated unless he reads and thinks. 
 
 Patrick Henry: Educate ! Educate ! Educate ! Send books 
 throughout the land; educate the people and we can bid defiance to the 
 schemes of tyrants. 
 
 Benjamin Franklin : Schools teach us the rudiments of our lan- 
 guage, but books teach us how to think. Therefore, no one can be 
 truly educated or successful in life, unless he is a reader of books. 
 
 Emerson : Our future men and women of influence and distinction 
 are coming from families that are well supplied with useful and attractive 
 books. 
 
 Daniel Webster : My opportunities in youth for acquiring an edu- 
 cation were limited, but 1 had the great good fortune of being well sup- 
 plied with useful books, and those gave me my success in life. 
 
 George Washington : In a government like ours, we must look to 
 the intelligence of the masses for the safety and permanence of our free 
 institutions. 
 
 Fenelon : If all the crowns of the Kingdoms of Europe were laid 
 down at my feet in exchange for my love of reading and my books, I 
 would spurn them all. 
 
 Socrates: Employ your time in improving yourself by other men's 
 writings; so you shall come easy by what others labored for. 
 
 Robert L. Stevenson : 
 
 How am I to sing your praise, 
 Happy chimney-corner days, 
 Sitting safe in nursery nooks 
 Reading picture st(>ry-books? 
 
 Dr. Langford : The only true equalizers in the world are books; 
 the only treasure-house open to all comers'is a library; the only wealth 
 which will not decay is knowledge; the only jewel which you can carry 
 beyond the grave is wisdom. 
 
 Song: — "Summer Studies." — Page 150. 
 
 School Decoration. 
 
 This is a patriotic subject worthy of our immediate attention. The 
 few small mottoes quite generally used for this purpose are inadequate. 
 Memory gems, maxims of the wise, and other short quotations are 
 taught in the primary grades as the first steps in literature. In the higher 
 departments, examples that will incite lofty aspirations — such as life-size 
 portraits of our leading patriots, statesmen, poets, and scenes of decisive 
 battles — should adorn the walls. There is something magnetic and 
 uplifting in this kind of decoration that benefits intellectually, morally 
 and spiritually. 
 
 John Ruskin said: "Schools are the first and most important kind 
 of public buildings; and 1 would ask you to consider very carefully 
 
SCHOOL DECORATION. 
 
 whether we may not wisely introduce some great changes in the way of 
 school decoration. Hitherto, we have considered that cheap furniture 
 and bare walls are a proper part of the means of education ; and supposed 
 that boys learned best when they sat on hard forms, and had nothing 
 but blank plaster about and above them whereupon to employ their 
 spare attention. But there certainly comes a period in the life of a well 
 educated youth, in which one of the principal elements of his education 
 is, or ought to be, to give him refinement of habits and increase his 
 bodily sensibility. Not only so, but I believe the notion of fixing the 
 attention by keeping the room empty, is a wholly mistaken one. I 
 think it is just in the emptiest room that the mind wanders most; for 
 it gets restless, like a bird, for want of a perch, and casts about for any 
 possible means of getting away. How can we sufficiently estimate the 
 effect on the mind of a noble youth, at the time when the world opens 
 to him, of having faithful and touching representations put before him 
 of the acts and presences of great men — how many a resolution, which 
 would alter and exalt the whole course of his after-life, might be formed, 
 when in some dreamy twilight he met, through his own tears, the fixed 
 eyes of those shadows of the great dead, unescapable and calm, piercing 
 to his soul; or fancied that their lips moved in dread reproof or sound- 
 less exhortation ? And if but for one out of many this were true — if yet, 
 in a few, you could be sure that such influence had indeed changed their 
 thoughts and destinies, and turned the eager and reckless youth, who 
 would have cast away his energies on the race-horse or the gambling 
 table, to that noble life-race, that holy life-hazard, which should win all 
 glory to himself and all good to his country — would not that, to some 
 purpose, be "political economv of art".^ 
 
 There is patriotism and philanthropy enough in everv school district 
 to cover the walls with such mind-elevating and soul-stirring pictures, 
 if earnestly approached; and the enthusiasm of teachers and trustees 
 will determine the presence or absence of stimulating educational embel- 
 lishment in the future. A uniform size and style of frame should be 
 adopted for each room. 
 
 JNO. TERHUNE, Co. Supt. 
 
 Song — "The Flag." — Page 44. 
 
 Addresses by local ministers and friends on "The Value of the 
 -Reading Habit, and School Decoration." 
 
 Doxology, 
 
 Benediction. 
 
 By request : The New Jersey State Teachers' Association will 
 meet at Asbury Park, July 1st and 2nd. Entertainment, Inspiration and 
 Instruction guaranteed. Hotel rates reduced one-half regular prices. 
 All should become members, and none can afford to be absent. 
 
t^nR^^t^ T'^.T'^ /ii\CM'j 
 
 This illustrates a very handsome 
 house that can be built for $4,000. 
 The extreme width of the house is 
 34 It. ; extreme depth, 42 i\. 
 
 The Parlor, Hall, Library, and 
 Dining Room can be thrown into 
 one open space. 
 
 With regard to furniture, bed 
 space, light, ventilation, closets, 
 etc., the utmost care for conven- 
 ience and comfort has been studied 
 in its design. 
 
 There is a toilet room separate 
 from the bath room. The trim 
 throughout is white wood of cabi- 
 net pattern on first floor. Floors 
 are hard wood with wax fmish. It is heated with furnace, is complete 
 in every appointment, and can positively be built for $4,000. It is 
 worthy of investigation. 
 
 HERMAN FRITZ, Architect, 
 
 PASSAIC, N. J. 
 
 Vei^/Msjop,. 
 
 ^ 
 
 'm 
 
 pU=3.STT=l^i-: 
 
Ornaments for School Rooms- 
 
 The Atlantic Life-Size Portraits of 
 
 Whittier--Lowell--Emerson--Hawthorne-- 
 Holmes-Bryant-Longfellow. 
 
 Size, 24 X 30 inches. Lithogrraphs. Teachers' Price, 85 Cents, postpaid. 
 
 The Riverside Literature Series. 
 
 Over Seventy 15-Ceiit Reading^ JBooks. 
 
 The combinations of two and three numbers of this series, in cloth, 
 at forty, forty-five, and fifty cents, are suitable books for 
 
 SCHOOL LIBRARIES. 
 Send for descriptive circular. Correspondence solicited. 
 
 HOUGHTON, MIFFLIN & CO., 
 
 1 1 East 1 7th St., New York. 
 
 WM. E. TAYLOR, 
 
 Itie Reol Estote Auctioneer, 25 Moin St., |Qcl(en8(!cl(, 1. 1 
 
 Has more Large Real Estate Sales than all others combined. ' Sells 
 Real Estate and Personal Property at Auction, sells Horses, sells Cattle, 
 sells anything and everything; also does 
 
 # FIRE INSURANCE * 
 
 — in the — 
 
 OLD HARTFORD FIRE INSURANCE COMPANY. 
 
 Strong^est Company in the World. 
 
 ALL KINDS OF 
 
 SCHOOL SUPPLIES & SCHOOL BOOKS. 
 
 ALWAYS ON HAND. 
 
 Estimates Given for Supplying Districts. 
 
 E. C. HUMPHREY, 
 
 45 Main Street, Hackensack, N. J. 
 
ARBOR DAY REPORT, 1895. 
 
 School No Township Co., N. J. 
 
 1. How many were present, exclusive of pupils enrolled ? 
 
 2. Name speakers who delivered addresses. 
 
 3. State the kinds of trees planted and number of each. 
 
 4. To whom were they dedicated ? 
 
 5. How many flower-beds were made and planted ? 
 
 6. Did your school visit woods and fields ? 
 
 7. Did you hold the literary exercises in the evening ? 
 
 8. What were the receipts ? 
 
 9. For what purpose were they collected ? 
 
 10. How many not attending school assisted ? 
 
 11. How many members of the Board of Education were present ? 
 
 13. What portraits have you on your walls ? 
 
 14. Give information of special interest. 
 Dated, April 1895. 
 
 Principal. 
 
 tW' Please fill out this report immediately after the exercises and mail it to the 
 County Superintendent. 
 
 If you prefer not to detach this sheet from the pamphlet, then use legal-cap 
 paper and answer questions in the same order as numbered above. 
 
James T. Hoile, Pres't. Established 1850. John B. Willard, Vice-Pres't. 
 
 He Willed mirror aijd Frcnje fl'f g Co., 
 
 Manufacturers and Dealers in 
 Looking Glasses, Picture Frames, &e. 
 
 -^SCHOOL DECORATIONS.^ 
 
 We make a Specialty of Frames and Pictures for School Booms. 
 
 See the Favorite Frame before buying. 
 
 Office and Warerooms: 257 Canal St., near Broadway, New York. 
 
 " Tliou Ihflt leocliest Anoltier, Teochesl Iljou Not Ih^self f 
 
 The following pedagogical books should be read by every wide- 
 awake teacher: Compayre's Lectures on Pedagogy, Compayre's History 
 of Pedagogy, Compayre's Psychology Applied to Education, Lange's 
 Apperception, Herbart's Science of Education, DeGarmo's Essentials of 
 Method, and Rousseau's Emile. 
 
 We publish three standard reference books on Geography that are 
 absolutely indispensable: TROTTER'S LESSONS IN THE NEW 
 GEOGRAPHY, NICHOLS' TOPICS IN GEOGRAPHY, and RED- 
 WAY'S MANUAL OF GEOGRAPHY. 
 
 Consult D. C. Heath & Co's list for the most nnodern, most 
 scientific, most representative Text-Books on the market. 
 
 D. C. HEATH & CO., 
 
 No. 3 East 14th St., New York. 
 
What is the Condition of your School ? 
 
 "On the air we breathe depends all that is essential to our 
 physical well-being, or health. // is the breath of life." — Prof. J. A. 
 Sewall. 
 
 "The poison resulting from the act of respiration, unlike that 
 of diphtheria and typhoid, acts slowly and presents at the outset 
 no alarming symptoms. In many cases, nevertheless, // is undoubt- 
 edly the chief factor in laying the foundation of future lung diseases, 
 and especially consumption." — Dr. H. M. Qiiimby. 
 
 "The large number of children assembled in schools, the 
 number of hours they spend together at the most impressionable 
 period of their lives, and the necessity for healthy bodily conditions 
 if we would secure good mental growth, all requires that best known 
 provisions be made for their health while in school. ' ' — Dr. A. P. 
 Marble. 
 
 W^t jgmeab ^pfem, 
 
 WARMING, VENTILATING, DRY and FLUSH- 
 ING CLOSETS, is the most Scientific, Sanitary, 
 Econonriical and Practical for Schools. 
 
 Indorsed by leading Educators and Sanitarians. Is adaptable 
 to small as well as large buildings. Ten Schools in Bergen County 
 have adopted this excellent sanitary system within the last two 
 YEARS. For particulars write to 
 
 The ^meiid \ Wills Wnrnjing \ WilDtii Co., 
 
 417 LOCUST STREET, 
 
 PHILADELPHIA. PA. 
 
oftRV OF CONGRESS 
 
 ^>'^''.'^!.^ .vmvivf Mill 
 
 002 8168433