EXERCISES FOR SOUTHERN RURAL SCHOOLS, Al 
(1) Of what does the bird’s clothing consist? 
(2) How are the feathers arranged on a hen’s back? Breast? Neck? Have 
a hen brought to the class for study. 
(3) Compare a feather from the back and from the breast. 
(4) Are both ends of feathers alike? How do they differ and why? © 
(5) Are some feathers all fluff or down? 
(6) At what age are the feathers of a bird or chicken all down? How protected 
from the weather at this age? 
(7) What is a pin feather? 
(8) How does the hen oil her feathers? Where does she get the oil? Why 
does she oil her feathers? Have you seen a hen or bird oiling its feathers? 
What are the wild mammals doing this month? Rabbits? Squir- 
rels? House mice? How do they protect themselves from the cold ? 
What do they eat? What damage, if any, is being done by any of 
them ? | 
Assigned work.—Collect cocoons found on oaks, hickories, and 
cedars. Cut some open and note the state of the insect. This is 
the pupa, dormant or sleeping stage. Preserve some cocoons in a 
bottle to note the emergence of moths in spring. Give plenty of room 
and have twigs in the bottle for moths to alight on. (See Farmers’ 
Bul. 606.) 
Practical work.—Make the observations and collections provided 
for in the preceding work and make notes in the class booklet. Ask 
the girls in the class to provide bottles, and the boys to collect the 
cocoons. | 
Correlations.—Language: Describe the cocoons and the appearance 
of the insects at this stage. 
Drawing: Make sketches of feathers from the different parts of the 
body of the hen; of the cocoon and of the insect in the pupa stage. 
Geography: Why do birds go farther south in winter, for food or 
for a warmer climate? What impression with reference to this ques- 
tion is to be had from studying the winter residents of the com- 
munity ? 
History: Have members of the class relate superstitions concern- 
me the screech owl. Let the teacher take occasion to decry these 
fallacies. 
FIFTH GRADE. 
PLANTS. 
Continued work.—Review the studies with evergreens as outlined 
for December. 
Continue the studies with the special tree selected at the beginning 
_ of the year. Make an outline drawing of the tree accompanied by a 
written description. Collect specimens of the bark. Study it and 
compare it with bark of related trees and those not related. Com- 
pare the drawings of the tree for the previous months with that of 
January. 
