Part 9

It is believed that Arbor Day may not only be devoted to the consideration of the value of trees and forests, including, of course, the planting of trees and shrubs, but that it may also be used to direct attention to birds and their protection, to the importance of the school garden, and to other related matters. The conservation of some of our natural resources might well be considered as the broad theme of the day, the main emphasis, however, being placed on trees.

Much of the contents of this pamphlet will afford suggestive material for the use of teachers at any appropriate time. The general information given may be of help to many teachers throughout the spring months. The discussions of the various subjects presented may afford valuable reading material in the grammar schools.

The main purpose of the pamphlet is to give an impetus to the movement for a greater interest in our natural resources, and the movement for a greater appreciation of the opportunities offered by rural or semi-rural life. It is hoped that the suggestions made are such as may appeal to the interests of children.

It is hoped that Arbor Day may be a profitable one to the pupils in the schools. It is further hoped that the influence of the contents of the pamphlet may not be confined to any one day, but may be extended to many days of the school year.

Calvin N. Kendall _Commissioner of Education_

LETTER ISSUED TO SCHOOL OFFICIALS IN 1919

Arbor Day will occur this year on Friday, April 11. An announcement concerning it may be found in the March number of the Education Bulletin.

It has been happily suggested by Secretary Houston of the Department of Agriculture at Washington that the day be observed in part this year by planting trees upon our roadways, in our yards, and in our pleasure places, each tree being named for a soldier who has fallen in the late War. Such trees would be appropriate memorials to these soldiers.

I suggest that this particular year there be wide-spread planting of trees dedicated to those whose lives have been sacrificed in the War. The planting of the trees should be marked with some appropriate exercises and these exercises should take on more than a school significance. The whole community should be invited by the school to take part.

I trust there may be a generous response on the part of the schools of New Jersey to this idea.

Calvin N. Kendall _Commissioner of Education_

TREES AND FORESTS

ALFRED GASKILL, STATE FORESTER

Save What We Have, Let Planting Come After

When the farmers of Nebraska, led by J. Sterling Morton, established Arbor Day in 1872, they sought the threefold blessing that trees always give--shade from the summer sun, shelter from winter winds, and wood. These men found the broad prairies of the Middle West practically treeless and they soon discovered that unless nature's fault was remedied the homes they hoped to make could be neither pleasant, nor secure, nor successful.

In New Jersey, as in all parts of the East, conditions were and are different. The whole state was originally unbroken forest, and the task of the pioneers was to make room for fields and settlements. Nearly half our area (46 per cent) is still forest, though the greater part has been reduced to a woefully poor condition. Thus if _our_ festival is to serve _our_ needs, we will celebrate Arbor Day in such, a way that we shall learn to improve the forests we have rather than seek to make more; to protect and care for the trees we have as well as to plant more; to get rid of false impressions and broaden our understanding of the relations between tree life and human society.

New Jersey cannot spare more land for forests. She now has upwards of two million acres, and if we apply the rule that a state with 30 per cent of her area in forests is well off, we shall reduce the total to about a million and a half acres. But this will adjust itself; our present concern is to stop the waste of our forest resources and bring them to serve one of the most highly organized communities in the nation.

With respect to trees, as distinguished from forests, this intensive life and concentrated population make it imperative that cities and towns be provided with parks and as much street shade as possible. Thus there are two ample fields for study and work, the one dealing with trees and their social bearings, the other with forests and their economic relations.

The art of caring for _trees_ is called arboriculture, and one who devotes himself to it an arborist. The art of producing and developing tree communities, or _forests_, is silviculture or forestry.

HOW TREES LIVE AND GROW

The intimate study of trees is full of interest. The sap, consisting of raw food material gathered by the root hairs from the soil, courses upward, through the newer wood cells of trunk and branch, to the leaves; there, under the action of sunlight, it is assimilated with carbon dioxide, and, so prepared as tree food, passes downward through the newer bark. Thus, the process never entirely suspended, even in winter, but varying in vigor with the seasons, the tree grows in stature by producing new shoots each year. No part of a tree that has concluded a season's growth is ever elongated, but remains fixed, and length is added to its terminal by the development of new buds. This is why a branch always remains at the height at which it started. On account of this fact the age of a tree or branch may be determined by counting back from the terminal one year for each section of development. On most deciduous trees this is hard to follow for more than a few years, but on the evergreens, which produce their branches in whorls, it is easy. On the other hand, diameter growth may continue indefinitely and is exhibited on any cross-section in a series of annual rings. A count of these rings will give the age of the tree at that point.

Other interesting things to know are the means by which trees support themselves upright, even in severe storms; how they support the weight of heavy branches; and how the various species differ in the form, color, texture of their bark. Then the flowers and fruits. Few people know that the early spring awakening of the silver maple is marked by the appearance of its flowers weeks before the leaves come out, or that pines and oaks have flowers at all. And so with the fruits: willows produce catkins; chestnuts, burs; elms, samaras; spruce, cones.

KNOWING THE TREES

And then one who is fond of trees will not be satisfied until he can recognize and name at least the commoner kinds. This is field work for many seasons, for the variations as well as the fixed characters must be observed, and there are at least a hundred species to be found in New Jersey. The student will soon want a handbook like Collins and Preston's "Key to Trees," but without that he will distinguish the two great groups--evergreen and deciduous. The evergreens are also called conifers because the fruit of most of them is a cone. Almost all are ornamental but none is suitable for the street. Their wood is commonly called soft, though that of many species is quite hard, and forms the great bulk of coarse lumber used for building, etc.

Deciduous trees are so called because their leaves fall at the beginning of winter. There are many more kinds or species of these than of evergreens and their forms and characters are more varied. A few have recognized values as shade trees; many more are interesting or attractive in the park or on the lawn; others are never found outside the forest. By way of contrast with that of the conifers, the wood of deciduous trees is called hard, though many kinds are quite soft, and the trees themselves hardwoods. Hardwood lumber is often very beautiful, and is used for many purposes besides furniture, but the world could better get along without it than without soft woods.

SHADE TREES

One is attracted to a noble oak, a graceful hemlock, a beautifully colored maple, and wants to live with it and its kind. This desire deserves to be satisfied, and can be satisfied by encouraging the planting of trees where they will reduce the glare and heat of city streets; on lawns and in parks they are more at home and can be treated so that the beauty of individuals and the values of groups or masses can be brought out. Especially should they find place upon every school ground so that the attention of the children may be constantly drawn to these hungry, thirsty, breakable, burnable, beautiful friends of man.

The kinds of trees that may be planted upon a city street are few, for the life is so hard that only the hardiest can stand it. If we name Norway Maple, Ginkgo, Sycamore, White Elm, Red Oak, the list of the best is exhausted. Others may often be planted where conditions are favorable, and for lawns and parks the list of availables is almost endless, but in any case the wisest course is to avoid novelties and get some one who is experienced to do the planting.

But more important than to plant a tree is to protect and develop one already in the right place. This applies especially to trees beside country roads. A newly planted tree has a precarious hold on life for several years, whereas an old one has survived many dangers. Let, therefore, the care of the trees that are found in place be the first concern. Guard them from all that may increase their infirmities, keep in check the insects that seek to destroy them, have their wounds attended to and their branches pruned where necessary. This is work for one who knows how, not for the butcher who "tops" a tree "to make it grow"; or for the "tree doctor" who uses cement without knowing whether it will do good or do harm. Reputable men can be found to do any work of this kind. Under wise direction there should be no hesitation about cutting down a tree that is in the way. In many places houses and streets are too much shaded.

The fundamental idea to be grasped is that every tree is an organism; in one view an individual, in another a community. We must satisfy at least its strongest requirements or it cannot live. To the extent that all are satisfied is the tree healthy and vigorous.

FORESTS

As with trees so with the tree communities called forests. Our duty in New Jersey is to improve the forests we have rather than to concern ourselves about getting more. Of course, waste land may be redeemed by planting with trees, but where there is a remnant of the old forest, nature can be trusted to bring another if she is given a fair chance. The forest secured in this way may not yield so much lumber as one that was planted, and it will not satisfy a forester, but it will answer our most immediate needs, and can be secured more quickly than any other.

And again, as with trees, let no one fear to have a forest cut off when its time comes. Forest trees were made for use and if they are not used as they mature, nature will get rid of them by decay. That this must be so will appear when one observes that in any piece of native woods room is made for young trees by the fall of old ones that have lived their term.

WHY FORESTS ARE GOOD

Nature clothed most of the habitable earth with forests of one kind or another and evidently meant that they should serve mankind. This they do by furnishing wood for shelter and for warmth (seven-eighths of the people of the world still use wood for fuel), by providing grateful shade in summer and protection from cold winds in winter, by preventing the soil on steep hillsides from being lost by erosion, by regulating the flow of streams. The contention that forests cause rainfall, or materially influence the climate of a country, is not established. The weight of evidence indicates that forests thrive in proportion to the rainfall rather than that the rain falls in proportion to the extent of forests. And in respect to stream flow we must distinguish between a mountainous or hilly country and a country that is flat; and whether the rain commonly falls in brief, heavy storms or in frequent gentle showers. For instance, we can say with assurance that in North Jersey a forested watershed will discharge a purer, more regular stream than one that is unforested, while in South Jersey the influence of the forest upon the streams is negligible.

THE FORESTS OF NEW JERSEY

As the climate of New Jersey is much the same in all parts, the character of our forests is determined chiefly by soil conditions. Fortunately we have a great diversity, and between the northern and southern sections, strong contrasts. The line separating these sections is nowhere sharply defined but is commonly assumed to run more or less irregularly from Long Branch to Salem.

The forests of North Jersey, supported by soils of considerable fertility, are almost universally of the mixed hardwood type common to the greater part of the central United States east of the Mississippi River. That is, they are composed of a variety of deciduous trees in which are many oaks, chestnut, beech, several maples, ashes, hickories, elms, birches, etc. As exceptions or variants to the type are swampy areas in which black spruce and hemlock are dominant, and sterile mountain crests bearing the pitch pine and scrub oak of the poorest South Jersey sands. This kind of forest, in which each species occupies the position to which it is best adapted, and from which therefore all competitors are excluded, is considered by ecologists the most highly developed vegetable society.

And about and among these forests is the most fully developed human society--villages, towns and cities.

Practically all these forests have been several times cut over and many times burned. Individual trees about settlements are often noble and imposing, and occasional groves of fine trees are found, but the forest is only a reminder of what it was--and a promise of what it may be.

In South Jersey the contrast with North Jersey is emphasized in every way. Instead of hills and valleys the land is level or gently rolling. Near the Delaware and at numerous points in the interior are fertile soils and thriving communities, but much of the territory is characterized by sand and forests of pine, with an undergrowth of scrub oak, often covering hundreds of thousands of acres. This condition justifies the common name of the region "The Pines," though variations in soil frequently give rise to considerable areas of tree oaks, and swamps of white cedar border many of the streams.

On the sandy land profitable agriculture is full of uncertainties; but forestry is not, for there the pitch pine, though burned almost to extinction by the fires that for years swept annually across the level reaches, persists and wherever given a few years' immunity from fire, sends up its arms of living green. Here is the great forest area of the state; one of those tracts fitted by nature to maintain trees of a single kind, or single class. These "pure" forests, so called in contrast to the mixed forests of richer regions, are found in the southern states, in the far North and in the Rocky Mountains. They are easily developed, easily logged, and always will be, as they now are, the chief source of the world's lumber supply.

FIRE

The key to the forest problem in New Jersey, as in every state, is the control of fire. A few years ago it was an undenied fact that more forest was destroyed by fire every year than by the ax. Burning the forest to make plow-land was justifiable when trees were an encumbrance, but the practice got us into bad habits. From being a servant, fire became a master. Without fires, we in New Jersey can and will have all the forest we need; with fires, that which is bad becomes worse.

The lesson for Arbor Day, and for every day, therefore, is to urge and require that no forest shall be burned. It is good fun to sit about a camp-fire, yet the danger that the fire will escape and do harm is great. Even a surface-fire that apparently burns only dry leaves, and is often set for that purpose, will kill the young trees that are just starting on the struggle for life. Fortunately New Jersey is getting her fires under control. Firewardens are located wherever there are forests; their duty is to prevent fires by every means possible, and if a fire is started they must summon men to put it out. The forests are already responding to this protection and proving their ability to take care of themselves when relieved of the frightful handicap that has been upon them for generations.

PRACTICAL FORESTRY

Though fire control will make a forest where conditions are favorable as here, the skill of a forester is needed to make it a good and a productive forest. Here is applied a knowledge that is more intimate than that which serves to recognize a tree or to provide for its physical well-being. The successful forester must be a practical scientist in many departments; must have executive ability and be a capable business man. All who cannot meet these requirements should be discouraged from seeking to make forestry their profession.

PARKS

Every urban community needs parks where those who live in close quarters can find fresh air. And a state with many cities must make it possible for the people to get into the open--not for an hour only, but for days and weeks. New Jersey can do this in the woodlands that are so near to most of the large cities. It is not always necessary that the state take title to the land; few owners object to reasonable use and almost all would gladly remove every restriction if they were assured that the privilege would not be abused.

The timber forests of continental Europe are universally used as great public parks. Good roads make all parts accessible and the tourists are so accustomed to behave themselves that no serious harm is done. We can have ample parks of this kind at no more cost than assuring the owners' material interests.

STATE AID

The state of New Jersey is prepared to help its citizens in any interest connected with the soil. The State Forester, Trenton, will advise individuals or communities regarding the care of shade trees and the planting or management of forests. The Agricultural Experiment Station, New Brunswick, and the Department of Agriculture, Trenton, will afford similar assistance upon any subject connected with farms, orchards or gardens. Anyone who wants to know about any of these subjects has the right to ask questions and to seek advice.

ARBOR DAY MAY BE OBSERVED BY PLANTING A HAMILTON GROVE

CHARLES A. PHILHOWER, SUPERVISING PRINCIPAL, WESTFIELD

The following fitting observance of Arbor Day, commemorating an historic incident in the life of Alexander Hamilton, was conducted in Mindowaskin Park, Westfield, April 12, 1918. The program took its origin from the following narrative:

Alexander Hamilton, in the year 1801, planted a grove of thirteen trees at his home, "Hamilton Grange," 143d Street, west of Convent Avenue, New York City. The trees were the liquidambar styraciflua, sweet or red gum, and were sent from the South. Each one of the thirteen trees was named for one of the thirteen original colonies. The group of trees was later known as the "Hamilton Grove." Martha Washington became greatly interested both in its upkeep and in its preservation.

The program was as follows.

* * * * *

The schools marched to the park with flags and assembled en masse.

As the flag was raised, the Star Spangled Banner was sung, a cornetist leading.

Address by Honorable Arthur N. Pierson.

Song, "Over There."

Planting of trees: Each of the thirteen grades, from the kindergarten through the twelfth grade, planted a tree. As the trees for the states were planted the following passages were read. When the New Jersey tree was planted the whole audience joined in the response.

Massachusetts

This tree we plant as a memorial to the great state of Massachusetts, noted for its patriots and its learning. As thy emblem, the pine tree, points to heaven, may thy ideals lead us on.

New Hampshire

Land of the Great Stone Face, look over these United States of ours with a watchfulness that will keep us true and steadfast in the cause of democracy.

Rhode Island

Grow, thou tree of life, as the spirit of religious liberty has grown in this broad land of ours.

Connecticut

As the famous Charter Oak kept thy government free and unmolested, so may the branches of this tree perpetuate to the world the constitution under which we as a nation live.

New York

The towering buildings of thy metropolis cry as they mount heavenward "Excelsior." May thy slogan be the slogan of our nation.

New Jersey

Proud are we of this the "Garden State of the Union." We love thee and the great Union of which thou art a part. For thee and our country we live and serve.

Pennsylvania

Live to the memory of thy founder, William Penn, father of peace and justice. This boon we would give to the world.

Maryland

Song--"Maryland, My Maryland."

Delaware

Long live the memory of this first state of the Union. May we show to the world, "In Union there is Strength."

Virginia

Home of the father of Our Country, to thee we dedicate this tree. Washington, give us that courage that held thee to the great cause of freedom.

North Carolina

The cypress tall and majestic is the tree of this state. Majestic may this country of ours stand among the nations of the world.

South Carolina

Like the palmetto which bends its branches over all who come to its shade, spread to all the benediction of life and liberty.

Georgia

Refuge of the oppressed. May the charity of thy founders characterize us as a nation.

Song, "America."

A record of the plantings was filed in the school. On each succeeding Arbor Day each class which planted a tree will see whether its tree is growing. Should the tree perchance have died, another will be planted in its place. Other trees than the sweet gum may be used in some localities with greater certainty of thriving.

SUGGESTIONS TO TEACHERS

K. C. DAVIS, FORMERLY OF STATE AGRICULTURAL COLLEGE, NEW BRUNSWICK

As the season of planting is upon us and all nature is preparing to show her most gorgeous dress, we should interest the pupil in ways of beautifying the school. There is not a school in the land that cannot be made better, and many of them may be improved very much. The pupils will take a great interest in the matter if they receive a little encouragement and leadership on the part of their teachers.

Beautify the school grounds. A woven wire trellis supporting a thrifty vine would be a splendid screen for unsightly outbuildings. Shrubs about the foundations of the school building, in the angles of walks, and in natural clumps in the corners of the grounds would add beauty to the school surroundings. A few plots not used for play nor for garden may be grassed. Never scatter the trees or shrubs openly about the lawn area. Better mass the shrubs in natural clumps in angles or foundations, walks and borders. Use the trees along boundary and division lines. Native trees and shrubs are always preferable to imported or exotic kinds.

PLANNING FOR ARBOR DAY

Arbor Day plans should be begun early and should include a number of lines of preparatory work.

Send for the bulletins first.

Draw plans of the grounds, measuring the lines and distances to make it somewhat accurate. If a class is assigned to this task the best map may be framed for the future use of the school. A passepartout binding, at least, may be used. This map may show the plan of planting for several years if there is more to be planted than can be done this year. The walks, buildings, clumps of shrubs, trees, school garden, playgrounds, etc., should all be shown.