EXERCISES FOE SOUTHERN RURAL SCHOOLS. 27 



small bottles and brought to school for study. The web can be 

 studied either at home or at school. 



Correlations. — Recording the facts outlined for the study of the 

 rabbit and the spider and writing stories about them give interesting 

 written exercises. 



Drawing: Drawings should be made of the cottontail, its ear, front 

 and hind foot. Representations of webs and spiders should be made. 



Reading: Have the class read selections from Farmers' Bui. 496. 



Geography : Some interesting facts may be brought out by develop- 

 ing questions similar to the following: 



(1) "Where does the cottontail make its home or form? (Forest, fields, gardens.) 



(2) What does it eat? 



(3) Does it store up food for winter? 



(4) Is its home or form near to or remote from its source of food supply? 



(5) What relation is there between its color and its safety? Its speed and its 



safety? 



(6) The cottontail has many enemies and it is very prolific — is there any relation 



between these two facts? 



FIFTH GRADE. 



PLANTS. 



Continued work. — Practice in recognizing at sight the various 

 plants of the community as they appear this month should be made 

 profitable exercises. 



To become proficient in recognizing the different varieties of 

 apples it may be necessary to continue practice in this work. See 

 suggestions in October exercise. 



Assigned work. — Special attention should be given to cone-bearing 

 plants — pines, cedars, and spruces. How are these trees alike? 

 Unlike? Compare them as to size, shape, kinds of bark, leaves, 

 cones or seed balls, uses. 



Select a striking pine tree and study it according to the following 

 outline: 



(1) Is it like the other pines of the community? 



(2) Kind of bark — ridged or scaly? 



(3) Foliage — where borne, color, number of needles in bundle. Appearance 



of single needle. 

 (4; Cone — kinds, where borne, arrangement of scales. 

 (■a Scale- size, shape, location of seed, means of scattering seed. 



How long do pine trees live? Count the rings of a pine stump or the end 



of a pine cut. 



(7) [Jses of pines wood? Sap? 



Continue the studies with the tree selected for the year. 



(\) Make a new outline showing the appearance of the tree at this time. An; 

 ill" Leaves brown7 Have some been shed and does the tree look ragged? 

 es been shed and is the tree bare? 



(2) What liiiK become of the seeds? How are they scattered? 



(3) Make drawings and «mte brief descriptions covering the above suggestions. 



