Teachers' Leaflet. 547 



Facts for the teacher. — The prickl}^ spherical fruit of the horse-chestnut fits 

 well with its other characteristics of stiff regularity. An unbroken husk is really- 

 pretty, with its white satin lining, its three-parted opening and its prickly outer coat. 

 The reason for such protection is hard to find, for the nuts are uneatable, being 

 very bitter. Squirrels leave them untouched, though it is said that hungry deer 

 will eat them. In former times a cough medicine for horses and cattle was made 

 from them ; and crushed and mixed with fat, they made an astringent salve. 



If the very j-oung nuts are cut across, each is seen to contain six tiny seeds, 

 but they are never all developed; usually only one or two come to full size. They 

 are somewhat oily and when dried make a hot and quite lasting fire. The writer 

 once knew a poor family whose children gathered them in bushels from the city 

 streets to be used for this purpose when coal was dear. 



HORSE-CHESTNUT BUDS AND TWIGS IN WINTER. 



Purpose. — To lead the child to observe the records which the tree 

 has made of its past grov/th, and its provision for the growth of the 

 coming summer. 



Material. — Unless horse-chestnut trees are very numerous it would 

 be a wrong to despoil them of twigs enough for each pupil to have one. 

 Several large twigs may be passed about during the lesson, and after- 

 wards they may be placed in a jar of water in a sunny window and their 

 development watched. 



Observations by the pupil: 



1. Are the buds on the twigs all nearly alike in size? If not, where 

 are the larger ones situated ? 



2. What is the color of the buds ? 



3. How are the scales arranged on them? 



4. Describe the appearance of their surface. 



5. What do these gummy scales enfold? Can you tell without 

 opening them which contains a flower-bud and which holds only leaves? 



6. Observe the scars on the twig just below the buds. What do 

 you think made them? Describe their shape and any marks on them. 

 Do you think their horse-shoe form may have helped in giving the tree 

 its common name? What made the "nail heads?" 



7. Has the twig any other scars? 



8. What made the double ring just above the next pair of "horse- 

 shoes" further down on the twig? 



9. Do these two sections seem to be alike in color, size and thick- 

 ness of bark? What do you think is the difference in their ages? 



10. Make a sinooth slanting cut across the end section of the twig 

 and then of the older one below. Describe the difference or draw a 

 picture of each if you can. 



11. Describe any other marks which you see on the bark. 



