390 NATURE STUDY. 



do not tell them what makes the burrs stick. Note 



the stiff hairs, or the spines, each with an incurved hook at 

 the outer end (compare with a fish-hook); their great num- 

 ber, and the way in which they project in all directions, 

 and how they adhere. Draw on the blackboard, as directed 

 by the pupils, or have them draw, an outline of a burr with 

 two or more of the spines and hooks. 



Have the children open a few of the ripest burrs, and 

 discover the many seeds in each. These are another kind 

 of " seed-cradle." They will almost certainly discover in 

 some of the burrs little white grubs which have eaten some 

 of the seeds (Haven't they as good right to them as we 

 have to our grains and fruits ?), and have taken possession 

 of part of the cradle. 



Formation of the Burr. Have a whole plant, showing 

 roots, stem, leaves, flowers, in different stages of develop- 

 ment, and the burrs. It is important to relate the burr to 

 the whole of which it is a part. 



Perhaps some of the children who have tried to pull it 

 can tell how strongly it is fastened in the ground. If the 

 farmer had cut it off, this great root would have gone to 

 work at once, and have made more stems, and leaves, and 

 flowers, and burrs. What a strong stem, and what great 

 leaves ! How much work they can do ! They made it 

 " cool, and dark, and green, the safest kind of a leafy 

 screen," for the toad. Toward the upper part of the plant 

 are smaller leaves. What are they good for ? If the chil- 

 dren are really seeing and thinking, not merely listening 

 and absorbing, they will discover that between these and 

 the stem the flower-buds nestle. Shall we call them the 

 nurses of the buds ? 



With good material, the children should be able to see, 

 with very little aid from the teacher, the stages in the de- 

 velopment of flower-bud into flower and burr, and should 



