SPUING NATURE STUDY. 531 



ticed that the grass is getting green. I saw a chicken hawk. I 

 noticed a little girl planting some seeds. I noticed that the days are 

 longer. I noticed some cows eating grass. I saw a man take off the 

 storm windows and the storm doors. I saw some chickens digging 

 in the ground for worms. 



44 I noticed that the trees have buds on them. I saw some lilies 

 coming up from the ground. I noticed some long pussy willows. 

 Their color was pink. I saw some birds and two doves. I noticed 

 a boy plant some flowers in his pots. We planted some seeds. I 

 noticed that the water is all going away and the mud is drying up. 1 ' 



ANNIE KOVEC, 



ST. PAUL, MINN., April, 1893. THIRD GRADE, ADAMS SCHOOL. 



WORK FOB MARCH. 

 TREE STUDY. 



Value as an introduction to bud study. The only logical 

 way to begin bud study is to become familiar with the trees 

 or shrubs of which the buds are a part. If the little folks 

 in the first grade can begin their study of the lilac buds by 

 getting a fair idea of the particular lilac bush from which 

 their buds, or part of them, come can visit it, if possible 

 they have a centre to which to relate all that they ob- 

 serve about the lilac buds. If they not merely watch the 

 buds develop in the schoolroom, until the leaves unfold, 

 but continue their observation of the lilac bush during the 

 spring months, see the lengthening of the leafy branch 

 formed from each bud and the growth of its leaves, note 

 the first appearance of the little flower cluster, looking like 

 a minute bunch of grapes, and study its changes until the 

 flowers unfold, fade, drop off, and disclose the little green 

 nut-like seed-cases, always relating each step to what has 

 been learned before, they will not merely understand 

 about the buds and all that come from them, but will have 

 a connected, more or less unified idea of the life history of 

 the lilac. This will be more nearly complete if the obser- 



