ng more as I get into it. I have been
particularly impressed this morning with the address of the president.
There were one or two suggestions that he makes that I wish to refer to.
I think it is an excellent suggestion to get the children interested in
nut culture through historical nut trees if nuts can be secured from
such trees and delivered to different school authorities.

Another is the question of having a representative from every state. I
would like to inquire from the secretary if some such provision has been
adopted.

THE ACTING SECRETARY: We have always had a list of state vice-presidents
which you will find in each one of the reports. Those state
vice-presidents have been selected because of their being the most
active members in each particular state but they have never been
especially active more than to turn in some communication about their
work. I have never been able to get any of them to make any special
campaign for new members.

MR. FOSTER: Then, as I understand it, the president's idea is to urge
these vice-presidents to take a more active interest in the affairs of
the association.

THE PRESIDENT: That is the point I desire to make.

MR. MORRIS: When the constitution of the United States was drawn up it
was said to be "insanely ideal." We do not have to stretch our
imaginations this morning to the point of a question of our sanity when
our president's compositions are put before us. His paper seems sanely
ideal. There is only one thing that interests a child more than history,
(unless it is Sunday school), and that is a dollar bill. Now if we are
going to approach the children let us introduce the pragmatic side of
giving the child an object lesson showing where the planting of a nut
tree will bring a return in dollar bills that will ripen along with the
leaves every autumn instead of just leaves alone. We should have in
connection with various educational institutions a few object lesson
trees. It seems to me that this is a responsibility of the state. A
number of responsibilities have been put upon the state in the past and
a number of responsibilities have been put upon the educational
department in every state. So many of them, in fact, that hardly any
legislature will stand without hitching when there is a question of
diversion of "pork barrel" funds away from river and harbor
appropriations toward education. We can show that very much larger river
and harbor requirements will follow