endeavor has been to call attention to a few points which may suggest 

 to the teacher how to use the foliage leaf in nature work. 



Similar studies, using some other one of the leaf functions as a 

 basis, will doubtless suggest themselves to the teacher, as this work 

 . progresses. Some of these may be treated in future leaflets should this 

 one prove to be helpful to the teachers of the State. 



The teacher in the country school has here the greatest advantage 

 over the teacher in the city. God's laboratories are infinitely more 

 complete and more suggestive than man's, and earnest, honest work in 

 these lines will develop in the pupil habits of observation which will 

 not only be of temporary value but will be a permanent possession. 



METHODS OF PRESENTATION. 



1. Develop general characters of leaf. (p. 2.) 



This may be done by bringing in abundant material representing 

 different plant forms. Some of the plants should be entire, showing 

 root as well as stem. Have the pupils tell what part of the plant is 

 stem, what part is leaf and what part root. This develops easily and 

 naturally the position of the leaf. The color of the leaf can now be con- 

 sidered and this followed by the leaf as a flat organ or surface. Tell 

 the pupil to bring to the school any plants in which the leaves are not 

 upon the stem, are not green and are not expanded surfaces. Such 

 exceptions will be found, bxit so rarely, that the general characters 

 given will be seen to l)e the rule. 



2. Arrangement of leaves to prevent shading. 



(a) Take some simple case, as the maple, the elm, the mulberry, or 

 indeed almost any form with simple and entire leaves, being careful 

 to select erect stems. The specimens should be fresh, or the wilting of 

 the leaves may obscure the real relations. Ask if the successive leaves 

 as you pass from base to top of the twig are directly above each other. 

 Does this arrangement prevent the shading of the lower leaves by 

 those aljove? By abundant material of these simple forms, have the 

 child see the different ways in which this shading is prevented. 



In most cases it may be necessary to suggest to the child to look 

 at the specimen from above and not from the side. 



(b) Take horizontal stems of the forms studied under (a), and 

 have the child report upon the very apparent differences in arrange- 

 ment. Ask why this difference occurs. If the answer does not sug- 

 gest itself to the children, repeat the work under (a) and (b), using 

 different forms. Be careful not to suggest the explanation, but allow 

 the pupil to work it out, even though it seem to take a long time. 



