Allow a pupil to lift a seed out, blow it in the air, and observe how the silk opens out like an umbrella. Distribute seeds, one to each pupil. Ask the pupils to find out why this little airship is able to carry the seed. They will find that the seeds though broad, are thin and light, and the silky plumes very light. Ask the pupils to release their milkweed seeds at recess, when out of school, and find out how far they can fly. This is an interesting experiment for a windy day. The white balls of the dandelion are next examined, the tiny seeds are found standing on tiptoe on a raised platform, each grasping a tiny parachute and waiting for a puff of wind to start them off. A pupil is permitted to give the puff. Seeds are distributed, and the means of flight is compared with that of the milkweed. The shape of the seeds is observed and also the tiny anchor points at the lower end of the seed for clutching the ground when the seed alights. Another lesson on seeds that fly can be based on the study of tree seeds, using those of the maple, elm, basswood, pine, and spruce. CORRELATIONS 1. Drawing of milkweed pods and seeds, and drawing of the dandelion seed-ball and the seeds when floating in the air. 2. Reading and literature. Interpret the thought and read expressively: Dainty milkweed babies, wrapped in cradles green, Rocked by Mother Nature, fed by hands unseen, Brown coats have the darlings, slips of milky white, And wings, but that's a secret, they're folded out of sight. TWIGS AND BUDS The study of buds is a part of tree study and may be taken as observation work in the class-room. This somewhat detailed study should follow the general lessons on tree study. The materials for the lessons may be collected by the pupils at the time of the field lesson and kept fresh in a jar of water until required for use. LESSON ON TWIGS ~Materials.~--A twig of horse-chestnut about six inches long, for each pupil. A twig of the same tree with the leaves still on it. ~Observations.~--The twigs are distributed and the teacher asks the pupils to examine them and to describe all marks and projections that can be found on the twig. Answers are required from the pupils separately. The pupil's answer in each case should be sufficiently clear for all the class to recognize the feature that the answer is intended to describe. A few brief questions will guide the answerer in making his description more definite, but the description should be the result of the pupil's observation and expressed in his own words. The meaning or use of each feature should be discussed, when possible, immediately after it has been described. The following features will be discovered and the problems suggested will be solved: The brown or greenish-brown bark. The buds. One bud (sometimes two) is at the end of the twig. Some buds are along the side of the twig. What caused the end bud to grow larger than the others? There is a leaf scar under each bud.