6 BULLETIN 305, U. S. DEPARTMENT OF AGRICULTURE. 



of each? Do they continue active during the winter or do they 

 hibernate (go into winter quarters) ? What do they eat ? How do 

 they obtain food ? 



Practical exercises. — Make trips to study animals and list those 

 studied and record the facts learned in connection with each. Best 

 records should have a place in class notebook. 



Correlation. — Language lessons: Write stories on the use of 

 feathers and on the habits of mammals studied this month. 



Drawing: Sketch animals studied this month and mount the best 

 ones in class notebook. Find pictures of animals in farm papers and 

 mount in the class notebook. 



FOURTH GRADE. 



In this grade population studies are continued with plants and 

 animals. The advanced plant studies include field crops and domestic 

 and wild shrubs. The special studies with birds and mammals are 

 continued and additional work with toads and a few common insects 

 is taken up. 



PLANTS. 



Review and continued work. — Continue the practice in recognizing 

 trees, domestic and wild flowers, garden and field crops. The plants 

 that are especially attractive at this season should be given attention. 

 It is easier to associate names with striking features. Make trips and 

 give reviews often. As new plants are learned add names to the 

 list. 



New work assigned. — What field crops are planted this month? 

 Why should they be planted in the fall? Oats? Wheat? Rye? 

 Crimson clover ? 



What field crops are in bloom this month? When planted and 

 why? 



Make a list of all field crops that are planted or that are blooming 

 and maturing seed this month. 



Practical exercises.- — Select choice seed from field crops and shrubs 

 and store for study or planting. If the seeds are not sufficiently 

 matured to gather, mark them to be gathered at a later date. Seed 

 for identification study should be mounted on cards or placed in 

 screw-capped bottles and labeled. 



Gather the matured garden crops, clear away rubbish, and begin 

 preparing soil and planting fall crops. Insist on all pupils of this 

 grade having a garden plat either at home or at school. (See 

 suggested garden crops for this season in Appendix.) 



The interior of the schoolroom should be tastily decorated with 

 plants bearing fruit and seed from the gardens and fields. Have 

 pupils bring these to school and assist in decorating. Vitalize the 

 school work by giving the schoolroom an atmosphere of the products 

 of fife processes. 



