214 AGRICULTURE 



hills and which in the wet bottoms. Observe how they 

 struggle up toward the light. Notice the difference in the 

 forms of those that stand alone, flooded with sunshine (Fig. 

 142), and those starved for light in the deep shadow of the 

 crowded forest. Even in winter the trees are interesting. 

 The different trees may be recognized in the distance 

 by the differences in their habits of branching. For ex- 

 ample, notice the continuous central stem in the pine and 

 hickory (Figs. 140 and 141), and observe that in the walnut 

 (Fig. 143) and elm this is usually lost. 



EXERCISE. Compare the leaves in Fig. 139 with the leaves found in 

 the woods, and write in your notebook the name that corresponds to 

 each letter. You will find it interesting and instructive to make a map 

 of the trees growing on a small area of woodland, representing the 

 position of each tree by a figure on the map ; then on the next page of 

 your notebook write the name of the tree corresponding to each 

 number. You may be surprised to find which pupil knows the greatest 

 number of trees in such a contest. 



NOTE TO THE TEACHER. Strive to inculcate in the pupils the habit 

 of carefully observing trees. Among the means to this end are the col- 

 lecting and identifying of the leaves of trees, excursions to the woods, and 

 recognition of trees by their bark. The mode of branching of different 

 kinds and with different surroundings may be taught by requiring pupils 

 to draw outlines of trees. A drawing exercise may take the place of a 

 recitation. Let the pupils complete the maps of the school grounds 

 begun as an exercise in Section XXXIII and write on it, on each spot 

 where a tree is needed, the kind of tree that each pupil prefers. 



