Fruits. 19 



treatment of it first. Then take up the others, bringing out 

 first similarities, later differences. The maple-seed is at 

 the end of the key. This puts the wing on one side. The 

 maple-keys are always in pairs. Stand on a chair and drop 

 one. See it whirl around ? Why ? This retards its falling, 

 so that any wind may carry it farther, because it remains in 

 the air longer. Again, stand on a chair and drop a maple- 

 key and a bean. Which strikes the floor first ? Note how 

 the ailanthus seed is near the middle of the wing. See how 

 the wing is twisted. Drop this, and see how this twisting 

 makes the seed to loiter on the downward journey. Per- 

 form same experiments with other kinds of keys. Let each 

 child handle and draw each kind. What a delicate mem- 

 branous wing the elm has. How stiff is the wing of the 

 ash. Are all maple-keys alike ? Do all fall at the same 

 time ? How many seeds are in each key-fruit ? Other dif- 

 ferences will suggest other questions. 



X. The Cone. 



Cones are complicated, and a great deal of study may be 

 put upon them. It is only the most peculiar features which 

 need be taken up with primary or ungraded pupils. Here 

 we have a compound fruit, wholly unlike any of the fore- 

 going. Call attention to the fact that it is really a branch 

 with many closely compact leaves upon it. Cut the cone 

 from top to bottom through the axis. Examine the at- 

 attachment of these wooden leaves. Observe also that 

 these leaves are put on in a spiral arrangement. Examine 

 the leaves. Are they thick or thin ? Hard or soft ? 

 Smooth or rough? Compare the edge with .the other 

 parts of the cone-scales in thickness. Are they armed 

 with a spine or not ? Does the spine break off easily, 

 or is it closely united to the leaf? Is there resin on 

 the cone ? Break off a leaf. Note the two hollows on its 

 upper surface. What are these for? Can you find any 

 seeds in the cone ? See how they lie in the hollows. Note 



