So4 Rural School Leaflet. 



in this, the prisoner keeping one foot in prison, may extend his other foot 

 and reach out his hand toward his rescuer. Should there be more than 

 one prisoner, they may form a hne, only one needing to keep his foot 

 in prison, and he always the last one caught, and string out towards the 

 rescuer, catching hold of hands or touching feet. Only the one who 

 is tagged is rescued, and unless the rescuer can touch more than one 

 prisoner, the others must wait their turn. 



After a capture, and while on the way to prison neither captor nor 

 prisoner may be tagged. So likewise, after a rescue neither party 

 may be tagged while returning to their home. In all cases of capture 

 vor rescue, all parties must "freshen" themselves before getting into the 

 game again, and they can neither chase, capture, nor free anybody until 

 they have returned to their base line. 



Sometimes in match games between country schools, it has been 

 found that the pupils of one of the schools were too timid or too conser- 

 vative or lacked vitality, so would not venture far from their base line, 

 in other words, could not be induced to play the game. Under such 

 circumstances the results would be wholly unsatisfactory, and only a 

 half-hearted game would result unless something could be done to stir 

 up the delinquent side. The aggressive side may try to coax them out 

 b)y making daring runs, but should this not succeed, it may be necessary 

 for the referee to impose some sort of a penalty for inactivity or for 

 refusing to show fight. Of course, for every three runs made by an indi- 

 vidual, he is entitled to a prisoner, so it would not be long before the 

 prison of the attacking side would have a number of occupants, and this 

 would tend to arouse the other party into showing greater energy. 



FARM BOYS' CLUB. 



My dear Boys: 



I know that you have your plans all ready for the spring planting and 

 sowing. Your Club has been organized. You have your officers. 

 Your teacher is interested. Your parents are advising you. And, 

 best of all, you have been given a quarter of an acre, more or less, for 

 your own; you are the lord of the estate on that piece of ground. You 

 feel just a little proud in that fact; do you not? You perhaps have 

 wondered, "What can I put on that piece of ground that will pay me 

 well for my effort?" Let me give you a sample of what a boy did in 

 Winnebago County, Illinois. Of course, you know that Illinois is a 

 great corn state. Some of us may want to work with corn, some wuth 

 potatoes, others with beans and ordinar}^ garden vegetables, and so 

 forth. But let us see what one boy did. Here is Harry McFarland's 



