EXERCISES FOR SOUTHERN RURAL SCHOOLS, 43 
FEBRUARY. 
FIRST AND SECOND GRADES. 
PLANTS. 
Continued work.—Care for the window and porch boxes as sug- 
gested in the January exercise. Begin the outdoor garden work. 
Hach pup should have a plat either at home or at school. (See 
planting table in the Appendix.) 
Assigned work.—Start plants in the open garden. Onion sets, 
radisnes, lettuce, and spinach are among the garden plants that the 
pupils of this grade should get started this month. Such questions 
as the following should be asked by the teacher with reference to 
each plant: A 
(1) How planted, in rows, on beds, or broadcast? : 
(2) How far apart should rows be? 
(3) How far apart should plants stand in rows? On beds? 
(4) What quantity of seed is required to plant a 100-foot row? 
(5) To what depth should seed be planted? 
(6) When should the plants be ready for the table? 
Sweet Williams, pansies, sweet violets, white verbenas, petunias, 
and zinnias are among the flowers from which selections may be 
made for beds and borders. The soil should be prepared and fer- 
tilized and the seed planted this month or the early part of March. 
Practical work.—Caring for the window and porch boxes and pre- 
paring the soil, adding fertilizers and sowing vegetable and flower 
seeds provide ample practical work. 
Correlations.—Language: Have pupils keep notes of their garden 
experiences such as kinds of seeds planted, date of planting, amount 
of fertilizer and such items. | 
Drawing: Make an outline sketch of the individual plat, also of 
the boards that are to be used to indicate the location of different 
kinds of vegetables and flowers. 3 
ANIMALS. 
Continued work.—Continue feeding birds and learning to recognize 
them. Be on the lookout for transients on their way back north. 
Note the dates on which they are seen and the manner of their flight. 
Do they ‘pass on without stopping or do they tarry some time in the 
community? Look for the following: Wild geese, wild ducks, 
_ hermit thrush, and bobolink. Study the dog with the class, using 
the following outline: (1) Kind of dog at each pupil’s home. 
(2) Name the different kinds of dogs in the community. (8) How 
does the dog express friendliness? Affection? Anger? Fear? 
Shame? Attention? (4) What should the dogs be fed? (5) What 
should be done to make dogs comfortable? (6) In what ways are 
dogs useful? Harmful? 
