47 



Fourth. Willow, sycamore, poplar, hemlock. 



Fifth. Comparison of trees commercially: as to food, 

 building material, fuel, machinery, railroads, ships, tele- 

 graph and telephone poles, arts and sciences. 



Sixth. Distribution of trees as to latitude and altitude. 

 Comparison of foreign and domestic woods. 



Seventh. Effect of ruthless destruction of trees. Fam- 

 ous trees in history. 



Eighth. Literature of trees. 



The horse chestnut is chosen for the First grade because 

 the parts are large and conspicuous, and can be easily dis- 

 covered by the unskilled hand and untrained eyes of little 

 children; the maple for its beauty, abundance, graceful 

 form of fruit, and brilliant coloring of its leaves in the fall ; 

 the spruce, that comparisons may be made between ever- 

 green and deciduous trees, and because of its relation to 

 Christmas. 



The oak, hickory and pine may be studied as supplying 

 food for the squirrel. The leaves and acorns of as many 

 different oaks, as possible, should be collected and form, 

 size, color, texture of leaves, cups and acorns compared. 

 One class found thirteen varieties in one locality. 



Make a collection of pine cones and twigs and distin- 

 guish between white, yellow, red, Scotch, and pitch pine, 

 by length, form, arrangement of needles and nature of 

 cones. Make collections of nuts that have been used as 

 food and notice wher^ they have been opened, and compare 

 hardness of shells. 



The fruit trees are studied in the third grade in connec- 

 tion with birds and insects and birds showing interde- 

 pendence of animal and plant life, in the distribution of 

 pollen and seeds in return for honey and fruit. Also in 

 connection with the study of amber and gums in which in- 



