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OUTLINE FOR TREE STUDY. 



ALL GRADES. 



Cause each pupil or class to select an individual tree for systematic 

 and consecutive study throughout the year. If a maple is chosen, 

 careful observations should be made and recorded in writing, paint- 

 ing, and drawing; different species as to shape, symmetrical develop- 

 ment, bark, wood, leaves, flowers, fruit, etc. Skillful effort on part of 

 teacher may foster love for trees that shall be life-long. 



I. Environment. 



(a) Open fields symmetrical development. 



(b) In a forest tall, slender, etc. 



(c) Near another tree or house development irregular. 

 II. Shape. 



(a) Excurrent development of terminal buds. 



(b) Deliquescent development of lateral buds. 



III. Symmetry. 



IV. Parts of Tree. 



(a) Roots. 



(1) Tap-root long root deep in ground, as nut trees, hick- 



ories. 



(2) Multiple roots many large roots extending outward 



from trunk, as in maple, elm, horse-chestnut, poplar. 



(3) Primary roots growing from root-end of embryo, as 



in apple, peach, cherry. 



(4) 'Secondary roots growing from slips or stems, as in 



willow. 



(b) Stems and Branches. 



(1) Tree plant of woody structure branching some dis- 



tance above ground. 



(2) Shrub plant of woody structure branching directly 



above ground. 



(3) Exogenous stems separable bark, wood in annual 



layers, as maple, oak, etc. 



(4) Endogenous stems no separable bark. Woody sub- 



stance in threads within pithy material; as pal- 

 metto, cornstalk, etc. 



