EXEECISES FOE SOUTHEKN RURAL SCHOOLS. 35 



Review the work with cone-bearing plants. Their peculiar method 

 of bearing seed and their great usefulness make them an important 

 group. 



Continue the studies with the special tree selected for attention this 

 year. (1) Make an outline showing its appearance this month. (2) 

 Have the leaves been shed ? (3) Where were the seeds-borne the past 

 season ? (4) How have they been scattered ? (5) How are the seed 

 naturally protected from the cold ? 



New work assigned. — Give special attention to other evergreens, 

 such as holly, bay, magnolia, laurel, mistletoe. Compare the bay and 

 magnolia as to (1) general appearance, (2) character of bark, (3) shape, 

 size, and color of under surfaces of leaves. (4) Do they appear to be 

 related ? Note the peculiarities of the holly — the leaves and the fruit. 

 The leaves of the holly have spines and the leaves of the laurel contain 

 poison. Of what value are these to the plants? Can animals eat 

 holly leaves ? What is the result if animals eat laurel leaves ? Study 

 the leaves, fruit, source of food of the mistletoe. Is this plant found 

 on living, dead, or dying trees ? It is called a parasite. Why ? 



Study the holly after the following outline : (1) Where in the neigh- 

 borhood does the holly grow? (2) What is its general shape? (3) 

 How tall does it grow ? (4) What are the size, shape, and peculiarities 

 of the leaves? (5) Does the holly shed its leaves? (6) Where are 

 the seeds borne ? (7) How are the seeds scattered ? (8) Do animals 

 or birds eat holly seeds ? (9) What are the uses of the holly plant ? 

 (10) At what season is it used for decorative purposes? Why is it 

 so highly valued for this purpose ? 



Practical vjork. — Ample practical work is provided for in making 

 observations and securing materia] for study as called for in the fore- 

 going suggestions. Make cuttings of willow twigs and store in boxes 

 of sand and keep in cool place. Have vacant garden plats well spaded. 

 Keep clean and in condition for early spring vegetables. Get mate- 

 rials together to make a hotbed for forcing early spring vegetables. 

 (See Farmers' Buls. 255 and 647.) 



Correlations. — The material for language work is abundant. Make 

 records of the studies outlined and develop written accounts from these 



Drawing: Make drawings of the leaves and seeds of plants studied. 

 liake a sketch of the hotbed. 



Geography: Have the pupils prepare a statement giving the par- 

 ticular locations in the community at which the several plants studied 

 grow. These statements should include the points characteristic of 

 each locality along streams, on lowlands, uplands, or ledges. 



Arithmetic: Develop problems on the sizes of hotbeds necessary to 



fumisfa given numbers of plants. 



