PART IL. 
PLAN AND MODELS FOR TREE DESCRIPTION 
LL pupils should be required to write some form of 
composition on the trees of the region. As far as 
possible, these ‘compositions should be the result of per- 
sonal investigation. It is not what a pupil can read and 
redescribe in more or less his own words, but how ac- 
curately he can see and, from the information conveyed 
by his own senses, describe in his own way the things 
he has observed, that makes the use of such a book as 
this important as an educational aid. Some informa- 
tion in regard to trees, in a finished description, must 
be obtained from books, such as hardiness, geographical 
distribution, etc. Pupils generally should be required 
to include only those things which they can give from 
actual observation. 
There are four distinct forms of tree descriptions that 
might be recognized by the teacher and occasionally 
called for as work from the pupil. Ist. A bare skeleton 
description, wr.tten by aid of a topical outline, from the 
observation of a single tree and its parts. 2d. A con- 
nected description, conveying as many facts given in the 
outline as can well be brought’ into good English sen. 
tences. This again is the description of a single tree. 
3d. A connected, readable description of a certain kind 
of tree, made up from the observation of many tree9 
of the same species to be found in the neighborhood. 
4th. The third description including information to be 
obtained from outside sources in regard to the origin, 
geographical distribution, hardiness, character of wood, 
habits, durability, ete. These four plans of description 
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