FALL PLANT STUDY. 411 



possible, bring small tree into schoolroom, or (the very last 

 resort) study picture of pine tree. 



Tree as a Whole. Look at tree first from a distance of 

 several hundred feet, where children cannot see details. 



How beautiful its green above the white snow, particu- 

 larly when decorated with freshly-fallen snow. How much 

 more beautiful than the trees which have lost their leaves ! 

 Even little first graders can appreciate what Longfellow 

 has said : 



" O hemlock tree ! O hemlock tree ! how faithful are thy branches ! 



Green not alone in summer-time, 



But in the winter's frost and rime. 

 O hemlock tree ! O hemlock tree ! how faithful are thy branches ! " 



Note its form, tapering and pointed, or slender conical, 

 or, in the children's language, round at the bottom, and 

 coming to a point at the top, like a cornucopia or like the 

 end of a lead-pencil. Compare form or outline with maple 

 (ovoid), or elm (vase-shaped), or other trees not evergreen. 

 Why does the pine (and other evergreens) have this 

 shape ? Does it catch less wind than it would if broad at 

 top? 



Trunk. Going nearer to tree, note the trunk, reaching 

 almost to the top, straight, tapering upward. Would this 

 trunk make a good flagpole ? Why ? Have children rep- 

 resent direction and tapering of trunk by extending their 

 arms straight above them, with hands together forming the 

 tip of the trunk. Dwell on length and straightness. 



Branches. They extend from the trunk almost horizon- 

 tally, longest toward base. The clustered snow masses may 

 show their flexibility (more marked in hemlock). If they 

 do not, let children see how easily they bend. Let chil- 

 dren represent horizontal branches by arms extending 

 straight out from body. How hold arms to show position 



