mosher] correlating TREE STUDY 59 



Catalpa Blossoms. 



until the children have the concept firmly fixed. Perhaps for a 

 week the Red Maple leaves can be used for decorating the school- 

 room. The children should be encouraged to bring in some- 

 thing from the Red Maple, to tell something about the Red Maple. 

 The story should be about the Red Maple. The drawings should 

 be of the Red Maple leaves. The leaves can be mounted on card- 

 board and placed around the room. The children can mount 

 their own specimens, and with the main characteristic noted or 

 an appropriate quotation, it can be one page of the leaf portfolio 

 for the child to carry home. The Red Maple leaf can be out- 

 lined on cardboard and used for the sewing lesson, or colored with 

 crayon. The blackboard decorations should be of the Red Maple 

 leaves. 



In this way the concept of the Red Maple is firmly fixed with 

 little or no botanical information for the child ; but it is important 

 that the teacher have the typical Red Maple leaf in mind, and 

 while the fascination is in the variety, it should be the constant 

 aim of the teacher to lead the child's thought into accurate chan- 

 nels and to fix, as a permanent concept, the characteristic Red 

 ]\Iaple leaf. 



Tree Study as a Reward of Merit. 



Nature-study ofifers such an excellent rczi'ard of merit sys- 

 tem. The entire school will do better work during the day in 



