294 NATURE-STUDY REVIEW [16:7— Oct., 1920 



exhibit and while two may choose the same one it is best to have 

 as wide a representation of tree species as possible. An exhibit 

 of this kind fastened to the walls of the room is of great interest 

 to everybody and of very real educational value. 



Another way of securing a wide knowledge of trees is the making 

 of a portfolio of leaf prints which is especially fitted for fifth grade 

 work. 



Sixth Grade. — This should include note book work on all the 

 trees in the region. The note books may be those with formal 

 outlines or may be purely individual books with sketches and origi- 

 nal observations by the pupils, but in general the note book should 

 include the following observations: 1. Where is it growing, is 

 it planted by man or did it plant itself? If an isolated tree it 

 should be sketched. 2. Does the bole or trunk extend straight 

 up through the head or does it divide into many branches. ? 3. The 

 character of the bark of the tree, especially noting whether the 

 bark is smooth, scaly, rolled up, or divided by fissures, and note 

 whether the ridges between the fissures are sharp, rounded, or 

 flattened. Note especially the color of the bark. 4. Are the leaves 

 placed opposite or alternate on the twigs ; are the leaves simple or 

 compound? 5. The leaf's appearance above and below. A sketch 

 should be made of the leaf. 6. Describe the time of blossoming 

 and the blossom if possible. 7. Describe and sketch the fruit and 

 tell how it is distributed and planted. 8. In what ways is this tree 

 used by man. 



In sixth grade there should be a study of an apple tree and there 

 should be practical demonstrations of grafting and budding, a 

 study of the insects that attack it, and the methods of saving the 

 fruit and the tree by spraying. 



Seventh and Eighth Grade. — A study of the larger shrubs, espe- 

 cially those used in planting will interest the pupils of this age. 

 A collection of leaf prints of the shrubs may be made. There 

 should be a special study of park trees and extensive reading and 

 writing in connection with these trees by describing the countries 

 and the geographical distribution in these countries of the trees 

 which we have imported, for instance, the Norway spruce which 

 grows not only in Norway but in the Alps, etc. 



A study of the evergreens of the section and the uses to which 

 they are put will prove an interesting line of work. 



