THE RABBIT 6 1 



with great care, and laid it out in a graceful curve, 

 when resting. We think he would look quite in- 

 artistic, however, without this three-inch measure, 

 and were it covered with hair, forming a beautiful 

 brush like that of the squirrel, probably not a mouse 

 would be making history to-day. 



IX 

 THE RABBIT (Common Hare) 



The purpose of the first recitation is to find out 

 what the children know about the subject. 



Did you see some little tracks in the snow this 

 morning as you came to school? What made them? 

 (Dogs or cats.) Did you see any others smaller 

 than these? What had made them? (Rabbits.) 

 Show me on the board just how these tracks looked. 

 If the children cannot do this, ask them to notice 

 closely and draw a picture of them on paper and 

 bring to class next day. When do you think the 

 rabbit made them? (At night, perhaps.) Why 

 was he running about at night? (To get food.) 

 Why not get his food in the daytime? (He is 

 afraid some enemy will see him and catch him.) 

 Then the rabbit has enemies? Name some of the 



