64 FOUNDATIONS OF BOTANY 
How many leaves were there ? 
Were they all of the same size? 
(c) What has the mode of branching to do with the arrangement 
of the leaves? with the flower-bud scars ? 
(d) The dots on the leaf-scars mark the position of the bundles 
of ducts and wood-cells which run from the wood of the branch 
through the leaf-stalk up into the leaf. 
78. Twig of Beech. — Sketch a vigorous young twig of beech (or 
of hickory, magnolia, tulip tree) in its winter condition, noting par- 
ticularly the respects in which it differs from the horse-chestnut. 
Describe in writing any facts not shown in the sketch. Notice that 
the buds are not opposite, nor is the next one above any given bud 
found directly above it, but part way round the stem from the posi- 
tion of the first one. Ascertain, by studying several twigs and 
counting around, which bud is above the first and how many turns 
round the stem are made in passing from the first to the one directly 
above it. 
Observe with especial care the difference between the beech and 
the horse-chestnut in mode of branching, as shown in a large branch 
provided for the study of this feature. 
79. Relation of Leaf-Arrangement to Branching.’ — This 
difference, referred to in Sect. 78, depends on the fact that 
the leaves of the horse-chestnut were arranged in pairs, on 
opposite sides of the stem, while those of the beech were 
not in pairs. Since the buds are found at the upper edges 
of the leaf-scars, and since most of the buds of the horse- 
chestnut and the beech are leaf-buds and destined to form 
branches, the mode of branching and ultimately the form 
1 The teacher in the Eastern and Middle States will do well to make constant 
use, in the study of branches and buds, of Miss Newell’s Outlines of Lessons 
in Botany, Part I. The student can observe for himself, with a little guid- 
ance from the teacher, most of the points which Miss Newell suggests. If the 
supply of material is abundant, the twigs employed in the lessons above 
described need not be used further, but if material is scanty, the study of buds 
may at once be taken up. (See also Bailey’s Lessons with Plants, Part I.) 
_ = 
