General observations about trees can be made by pointing out the beauty and character of the individual forms and branching, their harmony in their relations to each other as factors of a beautiful composition and the wealth of shades and colors in their leaves, bark and flowers.  Compare, for instance, the intricate ramification of an American elm with the simple branching of a sugar maple, the sturdiness of a white oak with the tenderness of a soft maple, the wide spread of a beech with the slender form of a Lombardy poplar, the upward pointing branches of a gingko with the drooping form of a weeping willow.  At close range, each of these trees reveals itself as an individual with a character quite its own.  At little distance you may see them grouped together, subordinating their individuality and helping to blend into a beautiful composition with a character all its own.  There is nothing more inspiring than the variety of greens in the spring foliage, the diversity of color in the spring blossoms and the wonderful display of autumnal tints offered by the sweet gum, sassafras, dogwood, black gum, red maple, sugar maple, scarlet oak, blue beech, sorrel tree, ash and gingko.  The white bark of the gray birch, the dark bark of the black oak, the gray of the beech, the golden yellow of the mulberry and the mottled bark of the sycamore are interesting comparisons.  The smooth bark of the mockernut hickory contrasts greatly with the shaggy bark of the shagbark hickory—­members of the same family and yet how different.  A wonderful opportunity is thus offered for a comparative study of human nature—­individuality and community life, all reflected in trees.

    With this preliminary study and with the addition of some remarks on
    the value of trees as health givers and moral uplifters, the child
    is interested and attracted.  The lesson so far has attained its aim.

2.  Specific observations with a view to training the observative powers: 
    The child’s training in closeness of observation and scientific
    precision may be the next consideration.  His enthusiasm will now
    prompt him to lend his interest for greater detail.  We can teach him
    to recognize a few of the common trees by their general
    characters—­an American elm by its fan-shaped form, a gray birch by
    its white bark, a white pine by the five needles to each cluster, a
    horsechestnut by its opposite branching and big sticky bud and a
    willow by its drooping habit.  After that we may introduce, if the
    age of the pupils justifies, more details extending to greater
    differences which distinguish one species from another.