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SUGGESTIONS FOR THE
OBSERVANCE OF

ARBOR DAY

BY THE

PUBLIC SCHOOLS OF MAINE

WITH SUGGESTIONS FOR SELECTING
AND PLANTING TREES

PREPARED BY

GORDON E. TOWER, M. F.
DEPARTMENT OF FORESTRY
UNIVERSITY OF MAINE

ISSUED JOINTLY BY THE

MAINE FORESTRY AND EDUCATIONAL
DEPARTMENTS

AN 1518) OUR, AD Je NG

By

Gorpon E. Tower, M. F.,
Professor of Forestry, University of Maine.

The idea of having a day set aside to be devoted to the plant-
ing of trees originated with Governor J. Sterling Morton, of
Nebraska, the idea taking concrete form in 1872 when the State
Board of Agriculture of that state appointed a day as Arbor
day. From that time on the movement gained favor until now
the day is observed by every state in the Union.

The chief lesson which has come down to us from the past
observance of Arbor Day is that it is a day set aside for the
planting of trees with the work centered largely, if not entirely,
in setting out individual trees for ornamental purposes. In the
effort to make Arbor day serve a useful purpose in the forestry
movement, this feature has been made the most prominent so
that many people still believe that forestry consists only in the
planting of trees.

The true significance of trees in the life of the nation has
been lost sight of in poetry and sentimentalism which have char-
acterized the exercises of the day, and instead of directing the
attention of business men to the larger economic and practical
questions involved in forestry, have made them regard the
movement only as a fad.

The planting of individual trees can rightly be made one of
the chief features. The exercises, too, can center about the
planting but they should be so planned and selected as to bring
to the pupil’s attention in a simple, direct way other facts than
merely how to plant the tree and care for it. The isolated trees
planted along the roadside and in the city streets give an added
charm and beauty ; those around our houses are not only beauti-
ful in themselves but they furnish refreshing shade in the sum-
mer and in the winter may even save on the fuel burned by pro-

4

tecting our houses from the cold winds. As a feature of the
day proper attention should be directed to the planting for such
purposes.

The tree that is of greatest significance to us as a nation, how-
ever, is the forest tree, because it serves so many useful purposes.
It is our forest trees which help to hold back and store up the
water for our streams which supply power for mills and. which
are.used for navigation, or from which water for irrigation and
drinking purposes is obtained. Then, too, the harvesting and
conversion of the products of the forest every year furnishes
employment to many thousand people. In fact it is the tree
in the forest which has made our state prosperous and we must,
therefore, give more and better attention to the forest trees if
we are to continue to maintain our place in the nation.

It is this idea that is the basis of forestry, and that is kept
in mind when forestry is practiced. Here then is the truer and
broader lesson of Arbor Day and with this in mind the aim
should be to impart, especially to the children, such knowledge
of forestry and its relation to the welfare of the nation as their
minds are capable of grasping. However modest the work of
Arbor Day, it may be made a step in the right direction by
bringing to mind a great many important facts of significance
in forestry.

SUGGESTIONS FOR ARBOR Day.

The relation of the forest to the regularity of flow of streams
can be made a subject for discussion. The attention of the pu-
pils can be called to the washing away of the soil and the form-
ation of deep gullies on steep hillsides where the forests have
been removed and if the soil is thin how it is often completely
washed away leaving nothing but the bare rock. Then how this
soil is carried into the streams causing the muddy freshet in the
spring and after a heavy rain storm; and how the load of silt
and sand carried by the water is deposited in the channel of
the stream and is even carried down to fill up our harbors so
that, in the latter instance, much costly dredging is necessary in
order to keep the harbor passable for ships. The washing of
the soil can be seen on any steep exposed embankment and on
plowed hillsides.

5

One or two simple experiments may be performed by way of
illustration. A little soil may be stirred in a glass of water and
then allowed to settle to show how the stream remains muddy
when it flows swiftly, and how the load of silt and sand which it
carries settles to the bottom in the more level portions of the
stream.

The great value of the forest on the mountain slope and on
steep hillsides can be illustrated by means of a board 12, 14, or
16 inches wide and 2 or 3 feet long placed at an incline on a
table. Then with a garden sprinkling can pour water on the
board and see how quickly it runs off. Next put some soil on
the board and pour water on this. The soil at first takes up
the water until it becomes saturated and then if we continue
to pour on the water the soil begins to wash away just as it
does on the mountain slope when the forest is gone. Now, re-
new the soil on the board and put over it a layer of fine sawdust
or finely divided vegetable matter from the woods to represent
the layer of leaves and humus in the forest; then pour the water
over this with the sprinkling can. After a time the water be-
gins to trickle out from the lower edge of the soil and its cov-
ering, and runs off gradually. This will serve to illustrate how
the layer of leaves and humus acts as a sponge to absorb the rain
and store it up in the soil to appear later in the form of numer-
ous springs to feed the streams long after the wet season is
past, thus regulating their flow and furnishing a supply of
water during the dry season.

The teacher can carry the illustration still another step farther
by holding a few small branches of fir, spruce, or pine above the
board in imitation of the canopy formed by the branches of the
trees to show how the trees dissipate the force of the rain as it
falls, and prevent the evaporation of moisture from-the forest
soil so that more of it sinks into the ground to appear later in
_ the form of living springs.

The many uses of wood can be made the basis for subjects for
Arbor Day compositions or short talks by the teachers. With
the exception of air and water, wood is the most abundant of
nature’s gifts offered for man’s use. We can form no idea of —
the hardships that would have to be incurred by us as a nation
if we were suddenly deprived of our supply of wood. The
houses in which we live are largely made of wood and the fuel

6

commonly used to warm them is wood. Even the match used
to kindle the fire or light the lamp is largely made of wood.
The material for tables, chairs, and desks in the house, for the
wooden parts of carriages and wagons, for the handles of
axes, shovels, rakes, and a hundred other implements in com-
mon use as well as that for paper stock for books and news-
papers is taken from the forest.

In comparison with iron or stone, wood is easy to procure and
easy to work, and easy to place in position. This fact alone
makes it especially desirable to say nothing of the pleasing
effects to be secured from wood when it is properly polished,
filled, and covered with a transparent material like varnish.

Likewise the flowers and seeds of trees are interesting sub-
jects for compositions by the pupils or talks by the teacher and
can well be made a field for investigation at other times than
on Arbor Day. Even though flowers of the trees may not
be available on Arbor Day, there are many interesting facts of
botany which might be mentioned and discussed at that time.
There are some trees which produce perfect flowers that pol-
lenize their own pistils as for instance the black locust and bass-
wood; other trees like the pines, spruces, beech, and oaks pro-
duce the two kinds of flowers, staminate and pistillate, sepa-
rately on the same tree while trees like the willows, cottonwcods,
and ashes produce the pistillate flowers on one tree and the stam-
inate on another. In the case of the last two classes the means
by which the pollenization is accomplished at once suggests an-
other most interesting subject, namely, how the pollen is blown
by the wind or carried by insects and the many interesting and
even intricate devices of nature to secure and insure polleniza-
tion.

There are different adaptations for the distribution of the
seeds. Some, like the pines, spruces, and maples, are provided
with a wing so that they are carried by the wind; seeds of the.
cottonwoods and poplars are very small with a fuzzy thread-
like attachment that is very buoyant so that the seeds are often
transported long distances through the air. Some seeds are
produced in a pod, the honey locust being an interesting ex-
ample. The pods of this tree on drying become twisted spirally
so that when they fall to the ground or on the snow they are
‘more easily blown about by the wind, especially if there happens

7

to be a crust on the snow. The seed of the wild cherry, for
example, is distributed by birds which eat the fruit to get the
edible pulp surrounding the seed. And then there are some
seeds like those of the oaks, hickories and butternuts which are
heavy and are not easily distributed except perhaps by man or
animals like the squirrel. In the fall of the year when so many
seeds mature, a collection could be made by the teacher to be
used for illustration of an Arbor Day talk.

Forestry is also a good field for nature studies and the interest
in the day can be made keener and the value of the instruction
much greater if some nature study can be carried on during the
school year. Besides the trees in the woods, there are the beau-
tiful flowers and other vegetation of almost endless variety as-
sociated with the forest growth, the insects, birds, and animals
that dwell in the forest, all of which charms the youthful mind
‘and forms an excellent opportunity to stimulate the faculty of
investigation in the pupil, leading them into fields of their own
discovering, besides being a means of keeping the youthful fac-
ulties in touch with the world of reality.

A collection of tree seeds can be made by the children in the
spring or fall, the latter time perhaps being preferable because
of the larger number of different kinds of seeds which mature
at that time. These could be planted at school in window boxes
where their growth could be watched during the winter or out
of doors in a bed in the school garden; or if the school is not so
fortunate as to possess one, in a bed prepared especially for the
purpose. Some seed like that of the pines and the spruces for
instance must undergo a short resting period before germinating.
Seed of this kind could be stored in sacks in a cool, dry place
and sown in the window boxes in February or March or re-
served for the outdoor sowing. Such seed would be all right
if sown in the boxes in the fall, because that is nature’s time for
sowing, and would germinate after a time, provided the soil is
kept moist. Even when sown under the most favorable condi-
tions it is often two weeks before such seed commences to ger-
minate. In fact with a good many different kinds of tree seed
a longer time is required for them to start than is the case of
corn, wheat or garden seeds.

Suggestions for Planting.

Planting may be done in the fall after the growth of the sea-
son is completed or in the spring before growth begins. Plant-
ing in the spring may begin as soon as the frost is out of the
ground enough to permit the trees being set at the proper
depth. :

It would be better also if the planting could be done on cool
damp days. Sunny, windy days increase the danger of injury if
the roots become unduly exposed.

A thing of fundamental importance to the success of the
planting work is never to leave the roots exposed. If the trees
are procured from the woods or fields in the immediate vicinity
certain rules should be observed.

1. Procure as much of the root system as possible with trees
under three feet in height. With larger trees procure as much
of the root system as can be conveniently handled.

2. Dig the trees out. Do not pull them up as it is very apt
to injure the roots. -

3. As soon as a tree is removed measures should immediate-
ly be taken to protect the roots. This can be done by covering
with moist soil or wet burlap.

4. Keep the roots protected all the time while the trees are
being transported to the place where théy are to be set out and
until ready to place in the ground. Wet burlap sacks are excel-
lent for this purpose. For small trees which could be carried in
a basket, damp sphagnum moss, or even damp leaves could be
used instead of the burlap. Whatever material is used, care
should be taken to keep it damp.

5. set the trees so that they will be at the same depth as in
their original position after the soil has settled.

6. Never prune the tops of conifers.

If the trees can be taken up with a ball of earth about the
roots it will add materially to the success of the work, and the
precautions mentioned to prevent the drying out of the roots
are not then so important. It would be well, however, to wrap
the ball of earth with burlap to hold the soil in place. It should
be remembered also that seedlings which have been accustomed
to growing in more or less shade do not, as a rule, succeed as
well at first when given the full benefit of the sunlight.

@)

If the trees are purchased of a nurseryman they should be

unpacked as soon as received, and the roots protected by “heel-
ing in” the trees, that is, burying the roots in fresh soil until’
time to plant. This will not be necessary, of course, if the
planting can be done at once.

By arranging with some owner to plant a few trees in a field
‘unsuited for raising crops or on an area cut over in the woods,
or even a row of trees to serve as a windbreak, would broaden
the scope of the work. And no matter how few trees were set
out it serves to illustrate planting for practical purposes. In
this way the work could be done just as it is in commercial
planting.

Arbor Day is not the only time of year when trees should be
cared for and remembered. Newly planted trees, especially,
need attention throughout the season. The ruthless injury done
to trees by children, sometimes of such a nature as often to be-
come an act of vandalism, needs to be discouraged at all times.
A broken limb or wound in the bark makes an opening where
dangerous insects may enter, or fungus diseases get a start,
either of which might eventually cause the death of the tree.

SOME CONIFEROUS TREES SUITABLE FOR
ORNAMENTAL PLANTING.

NATIVE SPECIES.

WHITE PINE, makes its best development on fertile, well-
drained soils but will grow on sandy soils and in moist situa-
tions.

RED SPRUCE grows best on well dratned upland soils. It
is often found in moist places and on thin soils but in the latter.
situation does not make its best development.

HEMLOCK prefers moist, cool, and shady places, and a
sandy loam soil for its best development, but like other trees
will grow in poorer situations.

RED OR NORWAY PINE is naturally adapted to grow on
poor sandy soil. When planted on richer soils it makes a more
rapid development. It should not be planted in wet places or
in soil which is not well drained. |

INTRODUCED SPECIES.

AUSTRIAN PINE grows well on sandy loam, or clay loam
soils having a good drainage and will also make a good develop-
ment on poorer soils if there is good drainage. It cannot be
expected to succeed in wet places.

SCOTCH PINE grows naturally on poor soils but can be
planted on fertile sandy loam soils of good drainage. Like the
Austrian Pine it should not be planted in wet soil.

NORWAY SPRUCE succeeds best on fertile, fresh, sandy
loam soil. It is used very extensively in ornamental planting.

EUROPEAN LARCH. This tree can be planted on poor
sandy soils or on better soil of a sandy loam character. As a
general thing it is much better for planting than our native
larch.

SOME DECIDUOUS TREES SUITABLE FOR
ORNAMENTAL PLANTING. ;

NATIVE SPECIES.
WHITE BIRCH thrives best in a rich moist soil.

BEECH requires a rich upland soil for its best development
although it is found growing naturally on ridges having a shal-
low soil.

RED OAK succeeds best in rich upland soil but will grow in
other kinds of soils and situations, even on the poor thin soil of
ridges.

AMERICAN ELM prefers rich bottom lands and the moist

soil along streams. It grows well, however, in fresh, fertile soil
on higher land back from streams.

SUGAR MAPLE makes its best development on rich, moist,
upland soils.

SILVER MAPLE grows naturally on sandy banks along
streams but does very well in most sandy loam soil on higher
ground.

RED MAPLE is naturally a swamp tree and therefore adapt-
ed for planting in wet places. It can be expected to succeed
very well on higher ground in moist sandy loam or clay loam
soils.

BASSWOOD requires a rich soil for its best development.

WHITE ASH succeeds well on rich, rather moist soil of low
hills and can be planted in fairly wet soil.

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TREES SUITABLE FOR WINDBREAKS...
White pine Red Spruce

Norway spruce

TREES THAT WOULD BE Usep IN COMMERCIAL PLANTING.

White pine Red oak
Red spruce Red maple
Red pine White ash

European larch

REFERENCES.

The following list of books and circulars is appended because
of the help they may be to the teacher in suggesting subjects for
talks to the pupils:

Gifford, Practical Forestry, Putnam, $2.00.

Roth, First Book of Forestry, Ginn, 9o cents.

Marsh, The Earth as Modified by Human Action, Scribner,
$3.50.

Forest Service Circular 130—Forestry in the Public Schools.
Government Printing Office, free.

Forest Service Circular 14—-What Forestry has Done, Govy-
ernment Printing Office, free.

Apgar, Trees of the Northern United States (Botany), ieee
ican Book Co., $1.00.

Dame & Brooks, Handbook of Trees of New England, (Bot-
any), Ginn, $1.50.

The department will be glad to render all assistance possible
and invites correspondence from any one desiring further in-
formation. Address all communications to Gordon E. Tower,
Orono, Maine.

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