‘ 
EXERCISES FOR SOUTHERN RURAL SCHOOLS. 33 
where it is found are attracted to it. Pupils should be taught to 
recognize the plant and remove it from pastures. The following 
questions suggest an outline of study: (1) Where does the laurel 
grow? (2) What kind of soil does it like? (3) How tall do the 
plants usually grow? (4) What is the shape of the leaves? The 
shade of green? (5) What other plant leaves are similar? 
Assigned work.—The pupils of this grade should learn to prepare 
and ‘‘heel-in’’ cuttings. 
(1) What is a cutting? Use? 
(2) Of what part of the plant are cuttings made? Last season’s growth. 
(3) Name some plants grown from cuttings—egrape, gooseberry, willows, poplars. 
(4) How long should the cutting be? How many buds should it contain—one, 
two, or more? 
(5) Should the cuts be made near the buds or at some distance above and below? 
(6) What is the bud at the lower end for? The upper end? 
(7) Should cuttings be planted in December? 
(8) What should be done with them until planting time? Tied in bundles and 
buried in trench, bottom end up. 
(See Farmers’ Bul. 157, pp. 10, 11, and 12.) 3 
Practical work.—Secure laurel branches for schoolroom study. 
Have pupius bring from their homes grapevine prunings to be used in 
making cuttings. Make cuttings from healthy last year’s growth. 
Use sharp knife. Let each cutting have a bud near top and near 
base and be about 10 to 12 inches long. Tie in bundles and bury 
bottom end up in a trench in some corner of the school ground. 
Does the scuppernong grape root readily from cuttings? They may 
be readily propagated by “‘layers.’”’ What is a “‘layer”’ ? 
Correlations.—Language lessons are provided by brief written 
descriptions of the laurel and written accounts of the steps taken in 
preparing grape cuttings and layers. 
Drawing: Require the class to make drawings of laurel leaves— 
attached to the branch and detached; also outlines of ideal and im- 
proper cuttings. : 
Geography: Develop questions as to the locations in which laurel 
and grapes prefer to grow. Compare these locations, showing in 
what respects they are alike or unlike. What lesson may be drawn 
from this study with reference to there being a place for everything 
and Gf left undisturbed) everything in its place ? 
History: Have each pupil who brings a grapevine to the school 
report the name of the particular variety. Let questions be developed 
to show the date of introduction into the community, the uses and 
the relative merits of the different varieties. 
Arithmetic: Have pupils of the class report the number of grape- 
vines at their homes. Find the total number of vines and estimate 
the yield for each vine and the total yield m pounds or gallons (in 
case Of scuppernong) of all vines reported. 
