6']2 Rural School Leaflet. 



It is well to begin with any branch of any tree, as in Fig. 13. Note 

 that no two parts are alike (Lesson i, Leaflet No. 2 for October). Note 

 that some are large and strong and that these stand farthest towards 

 light and room. Some are very small and weak, barely able to live under 

 the competition. Some have died. The pupil can easily determine which 

 ones of the dead branches perished first. He should take note of the 

 position or place of the branch on the tree, and determine whether the 

 greater part of the dead twigs are toward the center of the tree top or 

 towards the outside of it. 



Let the pupil examine the top of any thick old apple tree, to see 

 whether there is any struggle for existence and whether any limbs have 

 perished. 



If the pupil has access to a forest, let him determine why there are no 

 branches on the trunks of the old trees. 



A row of lettuce or other plants sown thick will soon show the com- 

 petition between plants. Any fence row or weedy place will also show it. 

 Why does the farmer destroy the weeds among the corn or potatoes? 



Lesson VI. 

 A FIRST LESSON ON THE HORSE. Figs. 14 and 15. 



By M. W. Harper. 



"Round-hoofed, short-jointed, fetlocks shag and long. 

 Broad breast, full eyes, small head and nostril wide, 

 High crest, short ears, straight legs, and passing strong, 

 Ihin mane, thick tail, broad buttocks, tender hide ; 



Look, what a horse should have, he doth not lack ; 



Save a proud rider on so proud a back." — Shakespeare. 



Object of the lesson. — To direct the pupil's attention to the study of 

 domestic animals and to give him an initial lesson in judging them. 



Materials. — In all lessons in nature-study and agriculture, the i)upil 

 should study things first-hand. For this lesson on the horse it is import- 

 ant that he should have an opportunity to observe a horse. It may be 

 that the class can be taken to a nearby farm, or, if in a village or city, 

 to a stable. Possibly some boy in the class owns a horse which might be 

 brought into the school yard for this lesson. 



Since some of the good points of a horse are judged by proportion, the 

 children may make an instrument for taking measurements, as follows : 

 Secure a piece of soft white pine two inches wide, one-half inch thick, 

 and four feet long; to one end of this, and at right angles to it, tack 

 securely a similar piece of pine 18 inches long; to the other end strap 

 loosely an ordinary carpenter's square, so that it may slide back and forth. 

 Now mark ofif the long piece in inch and half inch lengths, l)eginning at the 

 inside of the stationary bar. A yard stick may be used for making the 

 measurements but to have them accurate the instrument should be made. 



