CORRELATING AGRICULTURE IN SOUTHERN STATES. 5 



far cultivating the crop. The results of such a trip will present much 

 material for discussion at club meetings and regular class instruction 

 in agriculture. For every school club there should be a local com- 

 mittee of three men and three women who will encourage the chil- 

 dren, interest influential members of the community in the club, 

 and inspect from time to time the work of the club. 



THE SCHEME FOR GRADES ONE TO FIVE. 



In following the scheme for the first five grades it is suggested that 

 as much practical work as possible be done in nature study and in 

 the school and the home gardens. As many as possible of the facts 

 for the various exercises should be secured from these two sources. 

 If junior agricultural clubs are organized in the school the mem- 

 bers should be able to render valuable service in making the cor- 

 relation work successful. 



SEPTEMBER. 



LANGUAGE LESSONS. 



To develop the conversational powers of the younger children the language-lesson 

 work may be supplemented by engaging them in conversation and putting tactful 

 questions to them concerning the conditions of crops and the home-life problems. 

 These are facts with which the children may readily familiarize themselves and con- 

 cerning which they will feel free to speak. 



Slightly more advanced pupils may be exercised in relating stories concerning the 

 home and the farm. The more advanced pupils of this group should be required to 

 reduce their narratives to writing and unconsciously engage in composition work. 

 Written descriptions of things seen on the monthly excursions to the woods and 

 fields should be required. 



READING AND SPELLING. 



The following are suggested for supplementary work in reading during this month: 

 The Hay Loft, R. L. Stevenson; Milking Time, Christina Rossetti; September, 

 Helen Hunt Jackson; The Village Blacksmith, Longfellow; The Country Boy's 

 Creed, Edwin O. Grover; Solomon and the Bees, John G. Saxe; The Story of a Leaf, 

 Rebecca Rickoff ; and Garden Plants, A. B. Alcott. The adaptation of the foregoing 

 to the different classes must be left to the teacher. Most of these articles will be found 

 in any good system of public-school readers. 



The words in the supplementary work for the month having an agricultural bearing 

 should be Listed and assigned as lessons from time to time. The difficulty of any 

 assignment should depend upon the advancement of the class. In the supplementary 

 work of this month, for example, will appear such words as follow: Apple, juice, 

 core, tree, leaves, limbs, peanut, ground pea, pindar, goober, vine, nodule, root, 

 drill, seed, grain, potato, eyes, tomato, cotton, square, bloom, tobacco, acre, yield, 

 stalk, fodder, ears, tassel. 



DRAWING. 



Simple outline work of the various leaves found in the school or home garden, and 

 parts of the plants and the fruit of the same should be done by pupils this month. 

 Drawings of some of the simpler insects found in the garden, orchard, and fields should 

 also be made. Adapting the work to the advancement of the pupils must be left to 

 the judgment of the teacher. 



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