EXERCISES FOR SOUTHERN RURAL SCHOOLS, Sil 
year! Name the permanent residents, the summer residents, the 
winter residents, and the transients. 
Review the ieczon with the goat. What animals has the class 
studied this year? Which proved the most interesting? Which does 
the class consider the most useful? Where there are differences of 
opinion have the pupils give the reasons. 
Assigned work.—Require the pupils of this class to make a collection 
of snails, earthworms, crayfish, daddy longlegs or grandfather gray- 
beards and spiders. Place these in bottles and tin cans. Have the 
pupils study these closely to be able to answer questions with reference 
to the parts of their bodies, their methods of moving about, how they 
defend themselves and what they eat and how they secure it. Many 
interesting facts may be learned from a study of these little animals. 
Practical work.—Securing bottles and cans and searching for the 
smali animals mentioned in the foregoing lesson provide abundant 
outdoor work. 
Correlations.—Language: Have the pupils describe briefly each of 
the small animals studied. 
Drawing: Make sketches of the snails, spiders, and other small 
animals. 
FOURTH GRADE. 
PLANTS. 
Continued work.—Look after the growing garden plants, continue 
the work of planting (see planting table, p. 62), and gather vegetables 
now ready for the table. Have the pupils of this grade prepare their 
exhibits for the early spring vegetable show. 
Seeds of plants providing temporary screens and backgrounds and 
of climbing plants should be sown. Four o’clocks and hollyhocks 
belong to the first group mentioned, and morning glories, ornamental 
gourds, and climbing nasturtiums to the second. ‘The pupils of this 
grade should be encouraged to grow these plants both at home and at 
_ school. 
Assigned work. —What field crops are being planted during April 
and the first part of May—corn, cotton, sorghum, sugar cane? What 
other crops ? 
Answer the following questions as to each crop that is being 
| planted: 
(1) How is the seed bed prepared? 
(2) Are the seed planted in furrows or in beds? 
(3) What quantity of seed in each case is planted per acre? 
(4) How are seeds planted—by hand, with planters? 
(5) What distance apart are the rows? How far apart are the seed planted? 
(6) Is fertilizer applied? How? In what quantity in the case of each crop? 
(7) For what is the crop grown? 
(8) When will each crop be ready to harvest? 
