394 NATURE STUDY. 



branches, and deep-green, large, rather long and narrow 

 leaves, with long teeth scattered along the sides. Where 

 do the chestnuts grow ? How fastened to the tree ? How 

 arranged ? 



If the trees are not accessible, try to have a branch bear- 

 ing leaves and burrs, so that the burrs can be related by 

 the little folks to the tree. 



The children will need little help in noting : 



How the burrs like to keep together, two or three grow- 

 ing from one branch. 



How tightly they are closed until the nuts are ripe, with 

 an armor of sharp branching spines on all sides. What is 

 the use of the spines ? 



How they burst open when the frost tells them that nut- 

 ting time is here, revealing the two or three brown nuts 

 within. 



How the nuts are arranged and fastened in their cradle, 

 and how easily they fall out when ripe. 



How velvety and beautiful is the lining of the cradle. 

 Did ever a baby have a softer, richer wrapping ? 



Perhaps some of the nuts will show the little hole 

 through which another chestnut lover, the worm (or cater- 

 pillar), has made his way, and he may be discovered feast- 

 ing within. Do you wonder that he is so fat, with such a 

 store of food ? Hasn't he as good right to it as we have ? 



The following, .read with the children after they have 

 seen all that thewmki, will add much to the study. 



Lg,.reac 



6< mfy 



AMONG THE NUTS. 



" A wee little nut lay deep in its nest 

 Of satin and down, the softest and best ; 

 And slept and grew, while its cradle rocked, 

 As it hung in the boughs that interlocked. 



