41 



OUTLINE FOR TREE STUDX 



ALL GRADES. 



Cause each pupil or class to select an individual tree for 

 systematic and consecutiye study thi-oughout the year. If 

 a maple is chosen, careful observations should be made 

 and recorded in writing, painting, and drawing; different 

 species as to shape, symmetrical development, bark, wood, 

 leaves, flowers, fruit, etc. Skillful effort on part of teacher 

 may foster love for trees that shall be life-long. 



I. Environment. 



(a) Open fields — symmetrical development. 



(b) In a forest — tall, slender, etc. 



(c) Near another tree or house — development ir- 



regular. 

 IL Shape. 



(a) Excurrent — development of terminal buds. 



(b) Deliquescent — development of lateral buds. 



III. Symmetry. 



IV. Parts of Tree. 



(a) Eoots. 



1. Tap-root — long root deep in ground, as nut 



trees, hickories. 



2. Multiple roots — many large roots extending 



outward from trunk, as in maple, elm, 

 horse-chestnut, poplar. 

 .3. Primary roots — growing from root-end of 

 embryo, as in apple, ppach, cherry. 



