APRIL 227 



of its trunk above ground, and its general outline, I sent 

 them out to draw the tree as a whole. I also required 

 them to make a note, at the same time, of the color and 

 character of the bark, and any other distinctive features. 



These points were then discussed in school, and later, 

 drawings made of the leaves, or flowers, or sometimes of 

 branches. These may be gathered fresh each year, as 

 indicated below, or better still, the first supply may be 

 pressed, mounted on cards, and used year after year. 

 The secret of pressing so as to preserve the color is to 

 choose young leaves in June, or earlier, and to dry them 

 rapidly by changing the driers, or newspapers, every day, 

 or oftener for the first few days. 



To mount them securely, use plenty of fish-glue, press- 

 ing each part carefully down. 



After studying a number of trees, the children may 

 make a plan of the locality, marking the names of the 

 various trees there found, labelling each by drawing below 

 it the leaf. 



A reproduction of one of these plans just as it was 

 handed in by the pupil will be found in the Appendix. 



In addition to the numerous excursions, the talks on 

 the uses of the trees, and the drawing lessons, the teacher 

 may also make use of the language and literature lessons, 

 to serve not only their own purposes, but also to make 

 each tree a living reality to the child. 



For the benefit of those who think that they cannot 

 manage the excursions, I submit the following plan : 

 Gather four or five times as many leaves as there are 

 children, sprinkle them slightly, roll them up in a strij) 

 of old cotton or other thin cloth, and place them in a 

 tight tin box, or covered jar. 



For the first lesson direct their observation by asking 



