[Illustration: Fig. 29.] [Illustration: Fig. 30.] [Illustration: Fig. 31.] [Illustration: Fig. 32.] [Illustration: Fig. 33.] [Illustration: Fig. 34.] [Illustration: Fig. 35.] [Illustration: Fig. 36.] [Illustration: Fig. 37.] [Illustration: Fig. 38.] [Illustration: Fig. 39.] [Illustration: Fig. 40.] [Illustration: Fig. 41.] [Illustration: Fig. 42.] [Illustration: Fig. 43.] [Illustration: Fig. 44.] [Illustration: Fig. 45.] [Illustration: Fig. 46.] [Illustration: Fig. 47.] [Illustration: Fig. 48.] [Illustration: Fig. 49.] [Illustration: Fig. 50.] [Illustration: Fig. 51.] [Illustration: Fig. 52.] [Illustration: Fig. 53.] [Illustration: Fig. 54.] [Illustration: Fig. 55.] [Illustration: Fig. 56.] [Illustration: Fig. 57.] [Illustration: Fig. 58.] [Illustration: Fig. 59.] [Illustration: Fig. 60.] [Illustration: Fig. 61.] [Illustration: Fig. 62.] [Illustration: Fig. 63.] [Illustration: Fig. 64.] [Illustration: Fig. 65.] [Illustration: Fig. 66.] [Illustration: Fig. 67.] PART II. PLAN AND MODELS FOR TREE DESCRIPTION All pupils should be required to write some form of composition on the trees of the region. As far as possible, these compositions should be the result of personal investigation. It is not what a pupil can read and redescribe in more or less his own words, but how accurately he can see and, from the information conveyed by his own senses, describe in his own way the things he has observed, that makes the use of such a book as this important as an educational aid. Some information in regard to trees, in a finished description, must be obtained from books, such as hardiness, geographical distribution, etc. Pupils generally should be required to include only those things which they can give from actual observation.