get over the difficulty by
explaining to the class that the leaves are so small and yet so hardy
that wind and frost and snow do not injure them.

The pupils may each bring a small branch of twig back to the
school-room, if the white pine is growing commonly about, otherwise the
teacher may provide himself with a branch upon which to base another
observation lesson in the class-room.

If the tree has cones on it, an effort should be made to get a few, as
they will also be considered in a subsequent class-room lesson. If the
cones have not yet opened when they are picked, so much the better, as
they will soon open in a warm room, and the pupils will be able to
examine the seeds and notice how they whirl through the air in falling.
If possible, let the pupils have an opportunity of seeing pine trees
growing in the woods as well as in the open.

OUTLINE OF A CLASS-ROOM LESSON ON THE WHITE PINE

~Inferences.~--If possible, each pupil is supplied with a small branch of
the white pine and the teacher with a larger branch which can easily be
seen by all the pupils. Before proceeding to examine the specimens, give
the pupils a chance to tell what they now know about the white pine, and
thus review the lesson taken out-of-doors. Then ask a few questions
bearing upon their own observations, such as: What was the soil like
where you found the pine tree growing? (They are found most commonly on
light, sandy soil.) Did you notice any difference between the shapes of
the pines in the deep woods and the pines in the open fields? Did you
notice any dead limbs on those in the woods? Why did they die? The
pupils may conclude that branches whose leaves cannot get the sunlight
must die. Show that this causes knots in the lumber and exhibit samples.
This explains also why the trees of the forest have such tall stems
without branches for a long distance up from the ground. They get the
light only from above and seem to strive with the surrounding trees to
reach it. If we want trees to grow tall, how should we plant them?
(Close together) What would such trees be good for? (Making timber or
lumber) If we want trees to grow low and have thick and bushy tops, how
should we plant them? (Far apart) What would such trees be good for?
(Their shade and their beauty) Good shade trees should be thirty to
forty feet apart.

Ask the pupils if they have ever been near a pine tree when a gentle
breeze was blowing, and have them tell the cause of the