560 NATUEE STUDY. 



has led the children to see and think and tell for them- 

 selves rather than to merely glance and listen or absorb, 

 and on the faithfulness with which she has reviewed and 

 related the essentials in all previous work before taking 

 each new step. 



The study of the later development should be continued 

 in April, May, and June, studying the formation and main 

 parts (calyx, corolla, stamens, pistil) of the flower, and the 

 formation and characteristics of the seeds. 



THE BEECH BUD. 



Like the horse chestnut, the beech bud develops slowly. 

 Its plan is rather complex, difficult for little children to un- 

 derstand ; but they can enjoy its beauty, and the story of 

 protection and plan which it tells. 



The buds are not arranged in pairs, as in lilac or horse 

 chestnut, but each bud is attached separately ; and they are 

 arranged in two rows, on opposite sides of the stem. Be- 

 ginning at the lower end of a fairly straight twig, the 

 second bud is above and half way around the stem from the 

 first ; the third is directly above the first, that is, on the same 

 side of the stem; the fourth above the second; the fifth 

 above the third. This arrangement is called alternate 

 (applied to all buds which are attached singly, not in pairs 

 or whorls), and two-ranked, that is, in two rows. This 

 two-ranked arrangement, contrasted with the opposite 

 arrangement of the lilac and horse chestnut, will give the 

 children a good idea of order and plan in nature. There 

 are other plans of alternate arrangement, five-ranked, 

 eight-ranked, etc., but they are too difficult for primary 

 children. 



The long, slender, tapering buds and their development 

 are illustrated below. Perhaps the children can see how 

 symmetrically the scales are arranged on the undeveloped 



