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EXERCISES FOR SOUTHERN 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 fe 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 animais 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 aving trees? Itiscalleda parasite. Why? 
Study the Tale y after the following outline: (1) Where in the neigh- 
borhood does the holly grow? (2) What. is its general shape? (8) 
_ How tali 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 work.—Ample practical work is provided for in making 
observations and securing materia! for study as called for in the fore- 
gomg 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. s abundant. Make 
records of the studies sili and develop written accounts from these 
facts. 
Drawing: Make drawings of the leaves and seeds of plants studied. 
Bees ee ietch 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 
_ furnish given numbers of plants. 
