Distribute small twigs of balsam and require the pupils to observe and describe the length, shape, and colour of the leaves. Next distribute small twigs of spruce and require the pupils to compare the spruce leaves with those of the balsam in length, shape, and colour. Next distribute twigs of cedar and proceed similarly. The cones may be dealt with in a similar manner. Require the pupils to make a census of the evergreens of the locality, recording the class of evergreen, the size, and the use of each kind for shade, ornament, or for commercial purposes. _To the teacher._--The balsam, spruce, and hemlock are difficult for the beginner to distinguish, but this may be done by noting the following points of difference in their leaves: The leaf of the hemlock is the only one that has a distinct leaf-stalk. Look for this tiny stalk. The leaf of the hemlock, like that of the balsam, is flat, but the hemlock leaf is much the shorter. The leaf of the spruce is not flat, but is three-sided or nearly so. Its colour is uniform, while the under surface of the hemlock leaf, and also of the balsam leaf, is of a decidedly lighter colour than the upper surface. Note that the spruce _type_ is studied; no attempt is made at this stage to differentiate the several species of spruce. COLLECTION OF WOOD SPECIMENS During the winter months the boys may prepare specimens of wood for the school collection. These specimens should be cut when green, and dried afterwards. They should be uniform in length--not more than six inches--and should show the bark on one side. The side showing the bark should be two inches wide at most, six inches long, and running in a V-shaped, radial section toward the pith. A tangential section also shows well the rounded layers. A piece of slab as cut lengthwise off a round stick is tangential. Care should be taken not to mutilate trees in taking these specimens. Specimens of rare or foreign woods may be obtained at wood-working factories. RELATED READING Winter is Nature's quiescent period. Continuous active observation in the out-of-doors among the plants of the forest and garden gives place for a time to indoor work and reflection. Pupils need time for reading and reflection, and no time is so opportune as the quiet winter season. During these months some time should be devoted to the reading of nature stories and extracts from magazines and books dealing with plant as well as with animal life.