The following text may have been generated by Optical Character Recognition, with varying degrees of accuracy. Reader beware!

est for boys and. girls up into the high school years. The pictures include: “The Black Bear,” in colour, with descriptions of the bear tam. ily's living habits and a caution to children about playing with bear cubs. “The Musk Ox", “The Pocket Gopher”, “The Frog” and “The Raccoon”â€"all in colour. “The Beaver", in either colour or black and white. “The North American Moose", “The Barren Ground Cariâ€" bou", “The Little Brown Bat” all in black and white, There are black and white strips 0n “Animal Tracks" and “How Animals Prepare for Winter", and colour strips on turtles, 1iz_ zards, toads and frogs, the larger land mam- Clarke’s syndicated column “Chronicles of Ginger Farm." Mrs. Clarke knows In- stitute work from years of experience. “Some branches aim at making a lot of money so they may have more to spend on worthwhile projects. Others think that finan- cial returns are less important than the social and educational projects. Personally I am in favour of the latter type. Money-making proj- ects cannot be undertaken without a lot of hard work and in many branches the older : embers have reached the stage when cater- ing to banquets and such like is beyond their strength. And yet they are still quite able to e a great help in sewing, knitting, quilting, elfare and social work. I think when a ranch plans its future activities consideration hould be given to the number and age of its a embers. Enthusiastic younger members may uggest catering to banquets, or having a 00th at the local fair. Their willingness and nergy are to be commended â€" what would my branch do without its younger members? ut are there enough of them to carry the all? Will the money-making projects they re willing to sponsor be a hardship to the lder members? Members, who in the years one by, have probably had their share of ard work and active leadership. For them he time has now come to take things a little asier. And yet, can they? A really interested .I. worker hates to sit back while others ‘ork so she probably keeps going and does I ore than she should. For this reason I have can wondering lately if all branches could 0t divide their activities into two basic l“upsâ€"members being free to make their hoice as to which group they wish to belong 0 THIS IS an excerpt from Gwendoline P. “Group I. This group should be responsible or the actual work and planning of all money- » along activities. They would, of course call I1 all members for contributions in the way 1? baking and so forth, but not for help that E III N .- '6 UI a mals of Canada and three sets of slides on the smaller land mammals. Other filmstrips dealing with natural science and produced by the National Film Board include “The Canâ€" ada Goose”, “The Common Loon", “The Grass- hopper”, “Native Trees of Canada" (in British Columbia), “Native Trees of Canada” (East of '30), “Summer Comes to the Country”, “Winter Comes to the Country” and others, National Film Board filmstrips can be bought or borrowed. For information about this, residents of Ontario should write to the provincial office, National Film Board, 70 Yorkville Ave, Toronto 5, Ont. A Fund Raising Suggestion would keep SEnior members on their fect for hours at a time. “Group 2. This group might be classified as a social and welfare group. They would look after bales for the Children‘s Aid Society; making quilts for sale; baby-sitting for younger members assisting at banquets; small card parties and social evenings; and contriA butlons to an annual bazaar â€" if it is cus- tomary for the branch to have an annual bazaar or sale of work. In short, older members should be given work to do that. for the main part, could be done at home or in small gathâ€" erings at a neighbor's homcethus giving them a social outlet. “That is just an idea that came to me beâ€" cause 1 know of a number of older members who have dropped out of Institute work be- cause they couldn't keep up the pace set by the younger ones. That seems too bad because their experience and guidance can be of great assistance to the Institute as a whole." a: a PLANTING A TREE Author Unknown What do we plan: when we plan: thl: tree! We plant the ship, which will cross lhc sea. \Ve plan: the mast to carrv the sails; We plant the planks to withstand the gale"? The keel, the keelson, the beam, the knee: We plan: the ship when we plan: the tree. \Vhal do we plan! when we plant the tree? \Ve plant the houses for you and me. \Vc plant the rafters, the shingles, the floors We plant the studding, the hubs, the doors, The beams and siding; all parts that be; We plant the house when we plan! the tree. What do we plant when we plan: the tree? A thousand things that we daily sce; \Ve plant the spire that out-towers the (rag, We plant the staff for our country's flag. We plant the shade, from the hot sun free: We plant all these_when we plant the tree. it: 45