beech, poplars, willows, walnut, butternut,
hawthorns, cherries, and in fact any of our native or exotic trees or
shrubs are suitable. A comparison of the branches of any of the evergreens
is interesting and profitable. Discoveries, very unexpected, are almost
sure to reward a patient study of these objects. The teacher must not
think time is wasted. No real progress can be made, till the pupils begin
to learn to see; and to learn to see they must keep trying to form the
habit from the very first; and to form the habit they should make the
study of specimens the main feature in the course of training."

[Footnote 1: The New Botany. By W.J. Beal. Philadelphia, C.H. Marot, 814
Chestnut St., 1882. Page 5.]

HORSECHESTNUT (_AEsculus Hippocastanum_).

We will begin with the study of a branch of Horsechestnut.[1] The pupils
should examine and describe their specimens before discussing them in the
class-room. They will need some directions and hints, however, to enable
them to work to any advantage. Tell them to open both large and small
buds. It is not advisable to study the Horsechestnut bud by cutting
sections, as the wool is so dense that the arrangement cannot be seen in
this way. The scales should be removed with a knife, one by one, and the
number, texture, etc., noted. The leaves and flower-cluster will remain
uncovered and will be easy to examine. The gum may be first removed by
pressing the bud in a bit of paper. The scholars should study carefully
the markings on the stem, in order to explain, if possible, what has
caused them. The best way to make clear the meaning of the scars is to
show them the relation of the bud to the branch. They must define a bud.
Ask them what the bud would have become the next season, if it had been
allowed to develop. It would have been a branch, or a part of one. A bud,
then, is an undeveloped branch. They can always work out this definition
for themselves. Conversely, a branch is a developed bud, or series of
buds, and every mark on the branch must correspond to something in the
bud. Let them examine the specimens with this idea clearly before their
minds. The lesson to prepare should be to write out all they can observe
and to make careful drawings of their specimens. Ask them to find a way,
if possible, to tell the age of the branch.

[Footnote 1: The pupils should cut their names on their branches and keep
them. They will need them constantly for comparison and reference.]

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