14 BULLETIN 132, U. S. DEPARTMENT OF AGRICULTURE. 



preparation of seed beds, planting, fertilization, and cultivation should be required. 

 The written work should be extended to descriptions of plants in process of germi- 

 nation and in different stages of growth. Oral and written stories on the rounds of 

 economic insect life, the means of subsistence in each stage of existence, and the 

 methods of combating insects in each stage of existence should constitute part of the 

 written work for the month. 



READING AND SPELLING. 



The following are suggested for supplementary exercises: The Cow, R. L. Stevenson; 

 The Little Plant, Kate Brown; Come Little Leaves, George Cooper; The Busy Bee, 

 Isaac Watts; Little Cock Sparrow; The Bee and the Flowers, Tennyson; To a Butter- 

 fly, Wordsworth; The Gladness of Nature, Bryant; The Owl, Tennyson; The Song of 

 the Brook, Tennyson; The Pet Lamb, Wordsworth; Sweet Peas, Keats; and To a 

 Mountain Daisy, Robert Burns. 



The new words and terms appearing in the correlation exercises of April and May 

 should be listed and assigned as lessons from time to time. Examples, plantlet, 

 leaves, roots, flowers, simple, stage, existence, elevation, drainage, excursion, com- 

 bating, forests, germination, absorption, growth, implements, developed, common. 



DRAWING. 



The drawings of these months should consist of outlines and sketches of germinating 

 seeds, plantlets, leaves, roots, flowers, and parts of flowers from the gardens, fields, 

 and forests. Drawings of devices and simple implements used in the school garden 

 should be made. Drawings of the insects found in the gardens, the home orchards, 

 and the fields should also be made. Insects having a well-defined round of life should 

 be studied with a view of making drawings of each stage of existence. 



The history of the most common garden plants covering the following points should 

 be studied: Where native, by whom domesticated, or in case of varieties, by whom 

 developed, and when and under what circumstances introduced into the community 

 or section. 



The life history of the prevalent insects, both beneficial and harmful, should be 

 studied, giving special attention to when, where, and how they exist in each stage of 

 the round of life; when, where, and how introduced into the community. 



GEOGRAPHY. 



The time of planting garden plants as affected by climate, elevation, and drainage 

 in the Community and in the local school garden should provide interesting work in 

 the subject these months. Market gardening with a community bearing should be 

 studied, noting especially the crops that can be successfully grown, the means of dis- 

 tribution, and the places of marketing. Such questions as follow should be answered: 

 What garden products does your community buy, and why? Where were they raised, 

 and what conditions obtained? What effect has the Girls' Canning and Poultry Club 

 had upon the production of these products in your community? What effect have 

 insects, fungus diseases,' and birds upon the time of planting, the manner of cultiva- 

 tion, and the general treatment of garden crops? 



ARITHMETIC. 



Problems should be developed on the value of birds to the farmer in the number of 

 weed seeds and insects destroyed by each individual bird in the course of a year. 

 Estimates of the harm done. by birds, rodents, vermin, insects, and small animals 

 should provide material for exercises in arithmetic. 



