Children have remarkable ability in dramatization. Several days before the celebration, read the story of Appleseed John, in The Child's Hour. Talk about it. Let them know he actually lived, and may be found in the National Cyclopædia of American Biography as John Chapman. Suggest that the children dramatize the story, and show them how they can do it simply. Little thought should be given to costuming. It is the play of the imagination that is needed to see the action in the story and to reproduce it. One or two rehearsals will be all that is necessary. Decorate the blackboards and the room. Be thoroughly prepared for the outdoor feature.

All readings and recitations relating to roads are embodied in thi bulletin. Any other standard poems on birds and trees may be substituted for the ones suggested.

SUGGESTIONS FOR BEFORE, ON, AND AFTER GOOD ROADS ARBOR DAY.

The matters of greatest importance to the teachers are the things to be done before and after Good Roads Arbor Day to keep alive the interest in the community through the children. A few suggestions are offered that may lead teachers to originate others that fit their varying conditions.

BEFORE GOOD ROADS ARBOR DAY.

I. Subjects for debate by older children:

Resolved: That fruit and nut trees are suitable for American roadsides. That railroads take the place of wagon roads; so roads are not always the test of progress.

That trees are a benefit to most roads.

That the sugar maple is a better tree than the American elm for roadside planting.

That working out a road tax is a wasteful business method for a county or State.

The assignments should be made in sufficient time before Good Roads Arbor Day to allow the debaters to prepare themselves with argument. Three judges should be appointed and the debate conducted by simple parliamentary rules. The general opinion of the class on the question might be taken by vote after the judge's decision is rendered.

II. Investigations by children:

Do you travel on an earth, sand, gravel, or macadam road on your way to school?

Does the water run off easily? Is the road higher in the middle than on the sides?

Is it a hard road on the horses? Why?

Do you see a way that a steep hill could be avoided?

II. Investigations by children-Continued.

Compare two sections of the road, one bordered with trees, the other not, for sufficient length of time during different kinds of weather to draw correct conclusions. How many days is the road bordered by trees worse than the others? How many days as good? How many days better? Does the effect of the trees extend much beyond their immediate location? How far? What is the difference between these two stretches in frosty weather? In drifting snow? In dust in dry weather? Is there any difference in temperature? (Teacher should record reports daily, if possible, and let children later make conclusions from reports.)

Are the trees planted too close on the road you are observing?

The most economical width of any road is some multiple of 8 feet.
How many roads in your neighborhood are so laid out?

Compare a good road and bad road in your county. What makes the
'difference? How could the bad one be improved?

III Experiment I.-Ruts in the road.

Object-To determine why a gravel road is better than an earth road. Material Two quart cans, one two-thirds full of gravel, the other two-thirds full of clay.

Make the surface of each saucer shape, so it will hold a half teacupful of water; compact firmly; fill nearly full of water and let stand. Which road-a clay or gravel-holds water in its ruts? Why? Experiment II-A road after a rain.

Object-To learn to work an earth road.

Knead wet clay and wet gravel. What quality has the clay that the gravel has not? (Stickiness.) When clay is nearly dry, smooth surface with stick. Note ease with which it is worked. Put aside to harden. An earth road should be worked after a rain to prevent ruts and harden the surface. Implements to be used: either a rake, harrow, or split-log drag. (Adapted from Bull. 1, Dept. of Agr., University of Minnesota.)

Experiment III.-Sand-clay.

Examine a bit of sandy clay with a magnifying glass. For a good sand-clay road the particles of sand should be in contact, with enough clay the binding material-to fill the spaces.

A rough estimate of the amount of clay needed may be made as follows: Two glass tumblers of the same size are filled to the brim, one with dry sand and one with water. Pour the water into the sand to the point of overflowing. The amount of water used is the amount of binding clay needed.

An appropriate percentage is easily calculated. Too much clay will make a muddy road. Too much sand is better than too little. Send for Farmers' Bulletin 311, Sand-Clay and Burnt-Clay Roads. From directions given, children can make sand-clay path from schoolhouse to road. It will serve as an excellent object lesson to the community and will make an immediate change in the cleanliness of the schoolhouse.

IV. Composition subjects:

The Land Beyond the Turn of the Road.

The Old Cumberland Road.

What the Old Horse Thinks on the Bare Earth Road.

Paths Through the Woods.

If a community is stagnant, the condition of the roads will indicate the fact.

IV. Composition subjects-Continued.

Birds by the Roadside.

How I Can Help the Birds in Winter.

Foreign Roads.

V. Construction work:

Let a few children pose for paper cutting lesson, such poses to be those that represent work along the road that children could do. Mount cuttings on cardboard and draw or paint scenery that would complete the idea. (See illustration of work by second-grade children. Practice Schools, Washington, D. C.)

Make bird shelves to be fastened to trees to hold food for birds during the winter.

Make simple bird houses to be placed in the trees at home.

Make model of split-log drag. The older boys can make one after directions in Farmers' Bulletin, No. 321, that can be used on the road near the schoolhouse if it is an earth road.

VI. Collections that may be made for school museum:

Specimens of native road materials neatly labeled.

Tree seeds suitable for school nursery.

Pictures of beautiful roads well shaded and of bare ones.

OUTDOOR WORK ON GOOD ROADS ARBOR DAY.

The outdoor feature of the program is the one of supreme interest to children. They must have it, but it must be followed to success. Estimates show that 1 tree in 5 has survived the planting ceremonies of past Arbor Days. This is largely due to the lack of knowledge on the part of the teacher of correct methods of planting and to the neglect of the tree afterwards. With all the free literature at the disposal of teachers, sent them by the Government and the State experiment stations, there is no excuse for the first reason, and surely he is failing in his duty to his State and his country who fails to teach persistency of purpose or who allows children to undertake work beyond their ability to accomplish. A very few schools with the aid of older people might successfully plant along the roadside if the road is ready for planting. One successful effort of children. has been furnished by C. C. Laney, superintendent of parks in Rochester. Mr. Laney's report says:

Miss Emma G. Case, the principal, is entitled to the credit for the success of the planting at No. 36. At first she planted 100 poplar trees around the playground, and they were all destroyed. Then she decided to get the children interested, and she divided 200 children into 25 groups of 8 each, and gave each group 4 trees to call their trees. When the trees were planted I furnished experienced men to dig the holes properly, and under the supervision of the men the children put the trees into the holes and shoveled in the earth and were advised to see that the trees were not injured. Miss Case has just informed me that all the trees lived and not one was injured in any way. Of course, you can not expect children to plant trees properly alone; but if by letting them assist in planting the trees and feel that they are the owners of certain special trees, they will not willingly or carelessly suffer them to be