noble, or a more patriotic monument than a tree planted by the hands of pure and joyous children, as a memorial of his achievements ?"

-LOSSING.

Sixth Pupil.

"Oh! Rosalind, these trees shall be my books,
And in their barks my thoughts I'll character,
That every eye which in this forest looks,
Shall see thy virtue witnessed everywhere."

-SHAKESPEARE.

Seventh Pupil. “There is something unspeakably cheerful in a spot of ground which is covered with trees, that smiles amidst all the rigors of winter, and gives us a view of the most gay season in the midst of that which is the most dead and melancholy."

-ADDISON.
Eighth Pupil.
“As the leaves of trees are said to absorb all nox-
ious qualities of the air, and to breath forth a purer
atmosphere, so it seems to me as if they drew from
us all sordid and angry passions, and breathed forth
peace and philanthropy.”

-IRVING.
Ninth Pupil.
“I care not how men trace their ancestry,
To ape or Adam; let them please their whim;

But I in June am midway to believe
A tree among my far progenitors,
Such sympathy is mine with all the race,
Such mutual recognition vaguely sweet
There is between us."

- LOWELL.

Tenth Pupil. “Trees have about them something beautiful and attractive even to the fancy. Since they cannot change their plan, are witnesses of all the changes that take place around them; and as some reach a great age, they become, as it were, historical monuments, and, like ourselves, they have a life growing and passing away, not being inanimate and unvarying like the fields and rivers. One sees them passing through various stages, and at last, step by step, approaching death, which makes them look still more like ourselves.”

-HUMBOLDT.

Eleventh Pupil.
“Summer or winter, day or night,
The woods are an ever new delight;
They give us peace, and they make us strong,
Such wonderful balms to them belong;
So, living or dying, I'll take my ease
Under the trees, under the trees."

STODDARD.

6. READING OR DECLAMATION.

7. SONG.

8. ADDRESS. “Our School-houses and our Homes,

How to beautify them.” (Note. Any other appropriate subject may be selected.)

9. SONG.

IO.

II.

12.

BRIEF ESSAYS. By different scholars.
(First scholar may choose for subject, “My

Favorite Tree is the Oak," and give reasons.
Other scholars may follow, taking for sub-
jects the Elm, Maple, Beech, Birch, Ash, etc.
These essays should be very short.)

)
SONG.
VOTING ON THE QUESTION. “What is the

Favorite State Tree?" 13. READING OR RECITATION. 14. SONG. 15.

ORGANIZATION OF LOCAL “Shade-Tree Plant

ing Association.” (See suggestions under this head elsewhere.) (Note. The scholars should at least appoint

a committee to serve for a year to see that

trees planted are properly cared for.) 16. SONG.

PROGRAMME AT THE TREE Suggestions: Arriving at the place designated for the planting of a tree, everything should be found in readiness by previous preparation, in order that there may be no delay. By arrangement, the tree should be dedicated to some particular person as may have been decided. It would be well to have printed or painted on tin or wood, and attached to the tree, the name of the person to whom it is dedicated.

After a marching song has been sung on the way to the tree, the following order of exercises is suggested:

1. PLACE THE TREE CAREFULLY IN POSITION.

(See 5, below). (Note. When advisable, the tree may be placed

in position in advance of the exercises.) 2. SONG 3. A brief statement by the teacher or another

concerning the person to whom the tree is

dedicated. 4. When practicable - recital of quotations from

the writings of the person thus honored. 5. Let each pupil in the class, or such as may be

designated, deposit a spadeful of earth. 6. SONG.

(Note. Where impracticable to plant trees

shrubs, vines or flowers may be substituted. A flower bed may be laid out, and vines set in or seeds planted.)

بال