LEAVES 



99 



identifying them. The student is not expected to learn the 

 names of the several shapes of leaves as a whole or of their 

 bases, tips, or margins, except in those cases in which he 

 needs to use and apply them. k.^ 



Many of the words used to /f4® 



describe the sliapes of leaves are 

 equally applicable to the leaf- 

 like parts of flowers. 



Fig. 60. Netted Veining (pal- 

 mate) in Leaf of Melon. 



116. The Maple Leaf . — Sketch the 

 leafy twig. 



Are thq leaves arranged in rows 

 like those of the elra ? How are they 

 arranged ? 



How are the petioles distorted from 

 their natui-al positions to bring the 

 proper surface of the leaf upward toward the light? 



Do the edges of these leaves show larger spaces between them 

 than the elm leaves did, i.e., would a spray of maple intercept the 

 sunlight more or less perfectly than a 

 spray of elm ? Pull off a single leaf and 

 sketch its lower surface, about natural 



Of the two main parts whose names 

 have already been learned (blade and 

 petiole), which is more developed in the 

 maple than in the elm leaf? 



Describe : 



(a) The shape of the maple leaf as a 

 whole. To settle this, place the leaf on 

 paper, mark the positions of the extreme 

 points, and connect these by a smooth 

 line. 



(!)') Its outline as to main divisions; 

 of what kind and how many? 



(c) The detailed outline of the mar- 

 gin. (See Ai)pendix I.) 



Fig. 61. Pinnately Divided 

 Leaf of Celandine. 



The blade of the leaf is discon- 

 tinuous, consisting of several 

 portions, between which are 

 spaces in which one part of 

 the blade has been developed. 



