558 NATURE STUDY. 



more distinctly veined, and in haying or forming a stem. 

 Note how carefully they are packed. As the scales fall 

 off, the central axis or stem to which they are fastened 

 and the stem of each leaf lengthens, and we have a leafy 

 branch. 



While the children are watching the development of the 

 buds, and after the glimpses of the interior of the cradle 

 have added new interest to the undeveloped bud, have 

 them draw a branch with three or four pairs of buds, or 

 stitch it on a card, or perhaps paint it. Fasten a small, 

 simple branch where all can see it. When children are 

 drawing, place a branch up before each row, where all can 

 readily see it, and see it always in the same position. If a 

 branch is placed on desk, do not let them handle it, as they 

 are almost certain to draw part in one position and part 

 in another, thus drawing incorrectly. The teacher should 

 first draw it on the board, under the direction of the chil- 

 dren as much as possible, to show them how to draw it, 

 and to aid them in selecting those points which are most 

 important, but should erase this drawing before the 

 pupils begin to draw, emphasizing that each must draw 

 as truthfully as he can only the branch he is looking at. 

 Little folks will draw best on the board with large, free 

 motions. It is helpful to have the pupils select the best 

 of these blackboard drawings, and tell why or wherein 

 they are best. The wise teacher will also recognize those 

 which show the greatest or best effort, even though the 

 result be poor. Later have the children draw, on a large 

 scale, one bud on its seat, or make a clay model, showing, 

 as exactly as they can, its shape and markings. 



It may be well, when working with older pupils, to cut 

 a branch into sections about an inch long, one for each 

 pupil, and have them study and describe the structure of 

 the stem, the bark, with its outer light-colored layer, and 



