62 



Third. Fruit trees apple, cherry, plum; fir. 



Fourth. Willow, sycamore, poplar, hemlock. 



Fifth. Comparison of trees commercially: as to food, building 

 material, fuel, machinery, railroads, ships, telegraph and telephone 

 poles, arts and sciences. 



Sixth. Distribution of trees as to latitude and altitude. Compari- 

 son of foreign and domestic woods. 



Seventh. Effect of ruthless destruction of trees. Famous trees in 

 history. 



Eighth. Literature of trees. 



The horse-chestnut is chosen for the First grade because the parts 

 are large and conspicuous, and can be easily discovered by the un- 

 skilled hand and untrained eyes of little children; the maple for 

 its beauty, abundance, graceful form of fruit, and brilliant coloring 

 of its leaves in the fall; the spruce, that comparisons may be made 

 between evergreen and deciduous trees, and because of its relation to 

 Christmas. 



The oak, hickory and pine 'may be studied as supplying food for 

 the squirrel. The leaves and acorns of as many different oaks, as 

 possible, should be collected and form, size, color, texture of leaves, 

 cups and acorns compared. One class found thirteen varieties in 

 one locality. 



Make a collection of pine cones and twigs and distinguish between 

 white, yellow, red, Scotch, and pitch pine, by length, form, arrange- 

 ment of needles and nature of cones. Make collections of nuts that 

 have been used as food and notice where they have been opened, and 

 compare hardness of shells. 



The fruit trees are studied in the third grade in connection with 

 birds and insects and birds showing interdependence of animal and 

 plant-life, in the distribution of pollen and seeds in return for honey 

 and fruit. Also in connection with the study of amber and gums in 

 which insects have been imprisoned showing difference between ex- 

 tinct and extant species. 



The willow and sycamore are trees which grow best near streams, 

 and should be taken in connection with swamp vegetation. The 

 poplar and willow show marked difference between drooping and 

 erect branching. Compare protection of buds and development of 

 catkins. 



In the early years of a child's school life, most of the work should be 

 devoted to instilling into his soul an interest and love for trees, but 

 when he reaches the fifth grade he should begin to appreciate their 

 utility; the factor they have been in civilization. Compare the char- 

 acteristics of different woods and their value for certain purposes. 

 Why should the w r ood of one tree be used for the mast and another 

 for the keel of a vessel that will weather the fiercest gale, and of an- 



