556 NATURE STUDY. 



characteristics : its appearance, usually bushy, with many 

 trunks and spreading irregular branches, but sometimes 

 tree-like ; its height, comparing with the height of the 

 children or some other childish standard ; and the arrange- 

 ment of its branches, in pairs, or "two together 7 ' as the 

 children say, often forking at the end. 



Note the position of the buds, on the sides of the 

 branches the larger buds usually near the ends, and 

 their arrangement in pairs like the branches, successive 

 pairs separated from and perpendicular to one another. 

 (Have the children express with their fingers position, and 

 form ideas which they cannot put into words.) The 

 children will certainly see the little " seat " on which each 

 bud is perched, and may discover the rings about the 

 branches. 



Have children describe the form and size of the bud, 

 if not in words, with their hand and fingers, or with a 

 drawing or clay model. It may be helpful to compare it 

 to a tent, perhaps, Hiawatha's tent made to . shed the rain. 

 Even first-grade children can observe carefully, and can 

 express quite exactly, if encouraged to tell in their own 

 way, not always expected to express in words, ideas for 

 which they have no words. 



Note from day to day the changes in the form and size 

 of the buds, and the gradual spreading apart of the enclos- 

 ing scales. The children will discover that the scales, like 

 the branches and buds, are opposite in arrangement, in 

 pairs, each pair perpendicular to the pair below or without 

 and above or within it. Why so arranged ? Why do the 

 outer scales cover the cracks between the inner scales ? As 

 the unfolding continues, compare arrangement of scales 

 and of the leaves within. The same plan is found through- 

 out the whole plant. Every branch, bud, scale, and leaf 

 has its place. Why ? 



