RiR.M. School Leaflet. 675 



Please ask the pupils to lerite to us on this subject. We zvould like to 

 knoz^' hotv many classes in Xez\.' York State liai'e had an opportunity to 

 do a really useful piece of leork in animal husbandry. 



In this lesson the facts are given for the benefit of the teacher. The 

 pupils should learn these facts from their own observations, directed by 

 the teacher. They should make the above measurements. Other lessons 

 on the horse zeill follow. 



Lesson I'll. 

 STUDY OF THE ROOTS OF LEGUMES. Figs. 16, 17, and 18. 



By G. F. Warrex. 



Object- — To continue the study of the pea family (begun in the pre- 

 ceding Leaflet) and, specifically, to study the nodules on the roots of 

 legumes. 



Materials. — A spade and growing plants of the kinds mentioned below. 



If the lesson in the last number of the Leaflet on learning to recognize 

 legumes has not been given, it should be given before this lesson. 



I. 



Conduct the class to the school yard or to a field and dig up as many 

 kinds of legumes as possible. This work can be given at any time until 

 the ground freezes too hard for digging. Almost any roadside will fur- 

 nish an assortment of legumes. 



Examine as many of the following as possible : red clover, white 

 clover, sweet clover, beans, peas, alfalfa. 



Examine the roots of clover for small white nodules or tubercles 

 about twice the size of a pinhead. Fig. 16. Those on other clovers and 

 on alfalfa are also small. Those on beans are about half as large as a 

 pea seed, Fig. 17. 



What is the shape of the nodules on each kind of plant? 



Make a drawing of the roots of several plants showing different kinds 

 of nodules. 



Dig up some grasses and other kinds of plants and try to find nodules. 



The teacher should explain the nature and value of the nodules. 

 (See part IV.) 



IL 



Ask the students to bring to school as many other kinds of legume 

 roots as they can find, so that the other members of the school can see 

 them. 



It is possible to conduct the entire lesson on materials brought in Ijy 

 students, but it is better to begin with a field trip. 



Are alfalfa or soy beans grown in the neighborhood? 



If so, has the so^"I been inoculated with soil from any old field ? Why 

 was this done? 



