teaching of the rudiments of formal knowledge; and it ought to be as great a reproach to a man not to be able to read the open pages of the world about him as not to be able to read the open page of the book before him."
If littérateurs have reasons to think and talk in that way about existing educational conditions, how should school men, who profess to study school problems and the highest interests of children, be affected by similar conditions—and what should those who appropriate money for school purposes do to establish proper relationship between school children and Nature? The most promising thing would be to establish school gardens, and see that teachers should be in suitable condition educationally to make the best use of them.
The great enrichments in the educational system of Sweden are gymnastics, sloyd, and school gardens. We have adopted the first two, and they have proved to be very helpful in our system of education; now let us adopt the last and best, and line up with France, Austria, and Russia in establishing school gardens as an essential means of educating children properly.
| THE UNITED STATES FOREST RESERVES. |
By Hon. CHARLES D. WALCOTT,
DIRECTOR, UNITED STATES GEOLOGICAL SURVEY.
HISTORICAL.—The movement in favor of Government forest reserves in the United States began soon after it became apparent that unless some restriction was placed upon the wasteful cutting and destruction of the forests of the continent the timber supply would soon be exhausted. The country would then become dependent upon other nations for its timber supply, and would suffer as do many European states, where great efforts have been made during the last thirty years to restore the forests which had been so wantonly destroyed. One of the most influential agencies in bringing about the establishment of the forest reserves was the agitation carried on by the American Forestry Association and the Division of Forestry of the Department of Agriculture, under the leadership of Dr. B. E. Fernow. The many reports and essays published and lectures delivered had a strong influence in creating a public sentiment that at last manifested itself in the passage, on March 3, 1891, of an act granting authority to the President to set aside as public reservations public lands bearing forests, wholly or in part covered with timber or undergrowth. (Statutes at Large., vol. xxvi, p. 1103, sec. 24.)
Under this act seventeen forest reservations were established prior to September 28, 1893, aggregating in area 17,564,800 acres.
