A great saving of the forests may be effected by what is called preservative treatment, which consists of treating railroad ties, piling, mine timbers, poles, and posts with creosote or zinc chlorid to prevent decay from the moisture of the ground or from injury by salt-water borers. The use of creosote is almost double the cost of zinc chlorid, but it is much more effective and durable. A fence post can be treated with creosote for about ten cents, a railroad tie for twenty cents, and a telephone pole for from seventy-five cents to a dollar. In every case the timber treated will last twice as long as it would without such treatment and in view of the present high prices it is bad business policy to use timber in such a way that it will need replacing soon. It is estimated that if all timbers which could be profitably treated were so cared for, it would mean a money saving to the owners of $47,000,000, and an annual saving in wood equal to 4,000,000,000 board feet of lumber.

The next point in the conservation of the forests is to seek subst.i.tutes to take the place of wood. There are many uses of wood which nothing else will satisfactorily supply. For example, no railroad cross-tie has ever been designed of other material that does not increase the danger of railway accidents, though over two hundred kinds have been patented.

There is nothing that will take the place of wood in furniture, and in many small articles. Some articles might be replaced in metal, but it makes them too heavy or too expensive. But in certain lines there is an excellent opportunity to use other materials to great advantage.

Cars are now being built of steel, and of combinations of metal with asbestos. These are not yet entirely satisfactory, but it is hoped that they can be perfected soon. Cement and concrete are taking the place of wood to a great extent in building, and their use will doubtless increase rapidly.

When veneer is used for barrels and boxes it affords a saving of nearly two-thirds in the amount of wood required. This is a line of use where cheaper subst.i.tutes should always be used if possible, because a package is usually used only once, never more than twice, and then discarded, so that the wood is put to little real service compared with other wooden articles.

When possible, small articles of wood should be made only in a forest region or near saw-mills to use the sc.r.a.ps and save an unnecessary drain on the more valuable grades of lumber.

One of the most important lines in which subst.i.tutes are practicable is in the making of paper and box-board or pasteboard. The latter is sometimes called strawboard, because it is made from wheat straw, and where it is manufactured, uses a large amount of straw that would otherwise be wasted, but the great wheat fields of the West still have immense quant.i.ties of unused straw, which, if made into strawboard, would not only bring more prosperity to that region but would lessen the drain on the forests.

A box bound with wire and made of corrugated paper now takes the place for many light articles of the wooden packing-case. The strawboard also takes the place of wood-pulp for smaller paper boxes. Rice-straw, hemp, flax-straw, cotton fiber and peat have all been tested in a small way and found to make excellent paper, and it is thought corn-stalks can also be used, but none of these is now manufactured in the United States on a large scale. This is largely because the price of pulp-wood is low, and the cost of experimenting with new materials is great with the results uncertain.

This brings us to the last one of our preventive measures for the decline of our forests, the one which needs the most careful attention of all--the replanting of the lands that are not fitted for agriculture, and planting trees about houses and unoccupied s.p.a.ces.

Many farmers have planted orchards on a part of their farm-lands and many trees have been planted in town and country, but until a few years ago there was no organized effort to plant trees.

Now many states have set apart a day which is called Arbor Day, for this purpose, but in no state does it hold so important a place as it should.

It is observed by the schools but not by the general public.

In Germany there are regular tree-planting days in which all the people take part. Every one who is not too poor--and he must be poor indeed--plants a tree in his own garden, or in front of his home, in the forest or in the highway; for himself or for the general good.

Each child plants a tree on his or her birthday every year, and watches and cares for it as it grows. The roadsides are lined with fruit or nut or flowering trees which have been planted in neat, orderly rows. These things are in striking contrast to the observance of Arbor Day in this country, where one tree suffices for an entire school, or at best each cla.s.s has a tree of its own. It is all a matter of enthusiasm and education.

In considering the best trees for planting we come to the last great use of trees of which we have not spoken. Fruit and nut trees supply us with large quant.i.ties of the most wholesome and delicious food. The apple, pear, peach, plum, and cherry grow in the central part of the United States, and oranges, lemons, figs, olives and apricots in the warmer parts.

By planting these trees in suitable places one may have a rich harvest for many years to come. If a small fraction of the seeds of fruit trees which are wasted each year were planted, the general food supply would be greatly increased, and many benefits would be derived from the trees themselves.

Have you ever heard the story of "Apple-seed John," the man who, according to tradition, went through what is now western Pennsylvania, Ohio and Indiana while the country was still a wilderness and planted orchards for the settlers who, he was sure, would come later?

So many stories have been told of him that it is hard to discover how much of the tale is really true. At least one poem has been written about him, and the Reverend Newell Dwight Hillis has woven the facts and fancies of his career into a charming book, _The Quest of John Chapman_.

The story is that he spent his winters in the settlements near the Atlantic coast teaching the children or working at small tasks about the farms, and taking his pay always in the seeds of apples, peaches, pears, plums, and grapes. The farmers and their families saved all their seeds for him and when spring came he filled his boat with seeds and started down the Ohio River. When he reached a suitable landing-place he took his bags of seeds on his back and trudged through the forest.

Whenever he came to an open s.p.a.ce he planted an orchard, built a fence of boughs about it, and started on again. And so he traveled on and on, through all the spring and summer months, year after year, planting his seeds for those who would come after him, until he grew too old to work.

The first settlers in those states found the orchards and vineyards awaiting them, and a few trees are still standing that are said to have been planted by Apple-Seed John. The story of this man who in his humble way devoted his life to others is one that may well be told and imitated, for while none of us can do the work he did, it may inspire us with a wish to make some spot on earth better by planting our few seeds or plants.

In carrying on this work in the schools as well as by the general public, a regular plan should be followed. Much can be accomplished with no expense at all, even in cities. In all cases the expense will be very small compared to the good accomplished.

Seeds may be planted and later transplanted. This will require no expense and little labor. Every child, large and small, in city and country, can learn to do this work and can thus perform a real service.

Small saplings which are growing close together, where they can never develop, may each be planted in a place where it will have a chance to grow into a thrifty tree. Most farmers would be entirely willing to allow the pupils to take such saplings from their wood-lots if the work were properly done. This is an excellent work for country schools to undertake, both for the good it will accomplish and for the training of the pupils themselves in practical work.

Fruit trees of suitable size for planting may be had for about twenty cents each. Most American children could easily save that amount from money spent on candy, sweetmeats or toys so as to have a tree ready for planting on Arbor Day which would yield them fruit as they grow older, and be a source of pride and pleasure. Such trees will of course usually be planted at the children's own homes, but it would be an excellent idea to follow the German plan of planting public orchards just outside the town. When the trees are old enough to bear, the children are allowed on certain days to go and gather and eat the fruit and carry it home in baskets.

The older boys in every school, whether city or country, should be taught to plant and transplant trees in the best way. The following directions for the work are sent out by the Department of Agriculture at Washington:

"The proper season for planting is not everywhere the same. When the planting is done in the spring, the right time is when the frost is out of the ground and before budding begins.

"The day to plant is almost as important as the season. Sunny, windy weather is to be avoided. Cool, damp days are the best. Trees can not be thrust carelessly into a rough soil and then be expected to flourish.

They should be planted in properly worked soil, well enriched. If they can not be planted immediately after they are taken up the first step is to prevent their roots drying out in the air. This may be done by piling fresh dirt deep about the roots or setting the roots in mud.

"In planting they should be placed from two to three inches deeper than they stood originally. Fine soil should always be pressed firmly--not made hard--about the roots, and two inches of dry soil at the top should be left very loose to retain the moisture."

The reading of such poems as Lucy Larcom's "He who plants a tree plants a hope," or William Cullen Bryant's, "Come, let us plant the apple tree," and suitable talks or papers on trees, dealing with their kinds and uses, on the benefits of forests, and on practical forestry, should be a part of the Arbor Day exercises.

In many communities a tract of land which is not well suited for general agriculture may be obtained for the benefit of the school, and some simple work in forestry may be undertaken by the pupils. Sometimes a farmer may be induced to give a small bit of waste land where the experiment may be tried. Sometimes such land can be bought by the school in one of the following ways:

A series of entertainments may be given by the pupils, the proceeds to be applied to the buying of the land, and the pupils may also obtain money in other outside ways to bring to the general fund. If only one acre can be bought and cleared by the pupils, and properly planted, a little at a time, a tree for each child's birthday, or by obtaining small seedlings and saplings from the forest, it will be a source of keen interest, and will give an added pleasure to the school work.

Watching the growth of the trees and caring for them will keep this interest alive year after year, and in time it will become a valuable property belonging to the school. Sometimes the school officials will set aside a sum from the public money to purchase the land. In one High School, one acre is thus bought each year, and every pupil in the senior year gives and plants a tree. Sometimes the farmers or the merchants of a community may unite in buying the land, which will, of course, become public property, and set it aside for improvement after the manner of a city park.

Sometimes women's clubs become interested in such a movement and will raise the funds necessary for beginning it. It then becomes the duty of the school, year after year, to plant and care for the land. After a time the school will have a valuable property to sell, or can have a yearly income from the sale of timber.

Such plans may be carried out in many schools. Every school can and should do something to forward this great work. All school yards should be well planted and care taken that the boy with a new knife does not try it on the bark or that the bark is not rubbed from the trees in careless play. Many trees planted in school yards have been destroyed in this way.

But we shall not be safe if only the schools plant trees. Farmers and lot owners should take up the work in earnest, adding as many trees as possible each year. In this way they could insure an abundant supply of fruit, nuts and timber for the future, could increase the value of their property, and provide a steady income besides.

Farmers' inst.i.tutes would find this a most important work to undertake, arranging for a common plan to be carried out in an entire neighborhood, and setting aside days in which all the members may work together to set out trees by the roadsides. This brings us to the question of what kinds of trees are best to plant.

For town or city lots, fruit trees should always be chosen, because they bear in a short time and will add to the family food supply, and so lessen the cost of living and increase the variety of food. Every farm should have a good a.s.sortment of fruit. Any nurseryman's catalogue will furnish lists of kinds so that a wise choice may be made. In selecting fruit trees, great care should be taken to choose the best varieties.

For streets and roadsides, nut or wild fruit trees are best, for the trees are generally graceful in appearance and will yield some return, as the more popular maples and poplars will not. The chestnut is one of the best trees for such planting, though it is of a rather slow growth.

English or American walnuts, pecans, mulberry and persimmon trees can be grown in most parts of the United States.

One town in Kansas is planting fruit trees on all its streets, so that in a few years there will be an abundance of fruit free to every pa.s.ser-by. This is a most excellent plan, but individuals would be likely to find the fruit molested if only a few trees are planted in a community.

Barn-lots and lanes should be planted with wild cherry, haws, elder, dogwood, mountain-ash, and other wild fruits to serve as food for birds, poultry, and hogs.

Where the banks of streams need to be protected from erosion, probably the best tree for planting is the basket willow, which thrives well near the water, has a heavy network of roots, and is valuable for weaving into baskets and furniture.

For all hillsides and rocky places, as well as wood-lots, the hardwoods which sell best for timber should be planted in the North and West, and the evergreens near the sea-coasts and in the South. Forests of oak, hickory, walnut, maple (especially the sugar maple, which yields a steady return during the lifetime of the tree), elm, chestnut, and locust will sell for a good price, and are always salable. It requires many years to grow large timber, but by proper management several years can be gained in its growth, and it is always a valuable investment for a farmer to make for his children.

Not individuals only, but states and the national government as well, should provide forests for the future, and this is the greatest duty of all, for much of the most important work can only be done by a power that can control the entire watershed at the head-waters of a river-system.

For example, the Appalachian Mountains are the source of hundreds of streams which flow east, west and south, and pa.s.s through many states.

These mountains were originally covered with a heavy forest growth, but they belong largely to private companies who are cutting the forests at a rapid rate.

The effect of this is seen in bare hillsides, washed by mountain torrents which are causing disastrous floods on the lowlands, filling up the streams, and carrying away much of the most fertile soil of some of the southeastern states, and in the drying up of the small tributaries.

This can not be remedied by single companies nor by the states that suffer most. The only remedy is for the government to buy the land at the head-waters of the rivers and reforest it. The same conditions on a smaller scale are to be found in every mountainous region where the forests are cut away.

The United States owns a large amount of forest but not nearly enough to insure a supply of wood for the future. The public forest lands are nearly all in the West. They consist of national forests, national parks, Indian and military reservations and land open to entry as timber claims. In all they contain nearly 100,000,000 acres, or about half as much as is contained in farmers' wood-lots and about one-fourth as much as the amount owned by large lumber companies.

The United States, on its public domain, is setting about a careful system of cutting and replanting. This system is known as forestry. It has been worked out by some of the more advanced nations of Europe who saw that destruction was coming on them through the cutting away of their forests. Now forestry is practised by every nation except Turkey and China. The principles have been well proved and the results of scientific care of the forests are known to be even more sure than in farming or live-stock raising.

The Department of Agriculture will send complete directions for planting trees in rows at proper distances, will tell what kinds are best suited to each region and condition, how to make them grow rapidly, and when to cut. All these things should be thoroughly understood by every land owner, large or small, but at present forestry is practised on only one per cent. of all land in this country, owned by private persons or companies, though it is practised on seventy per cent. of all public lands.