28 BULLETIN 305, U.S. DEPARTMENT OF AGRICULTURE. 
In the far South special attention should be given to the ripening 
citrus fruit. Here is abundant material for a month’s work comparing 
oranges, lemons, kumquats, and grapefruit. 
Practical work.—Providing apples, bark, leaves, cones, and making 
observations called for in the foregoing exercises and keeping records | 
in the notebooks furnish practical work. 
Look after a school or home garden plat. Care for the crops and 
keep vacant ground in good condition for early spring crops. 
Correlations.—Writing records and descriptions of the plants sug- 
gested for study provide language exercises. 
Drawing: Outline a pine tree, a cone, a scale, a seed, a bundle ae 
needles, a single needle. 
Geography: Have pupils prepare a statement as to the locations 
of the different cone-bearing plants in the community. Where do 
the different kinds of pine grow—long-leaf, short-leaf, loblolly ? 
Where do the cedars grow? Spruce, if any? Peculiarities of the 
various locations should be noted. 
History: Have members of the class write statements giving the 
history of the pine-timber industry in the community for the past 10 
years. 
Arithmetic: Use the rule given on page 10 to find the number of 
board feet in logs of various dimensions suggested by pupuls. 
ANIMALS. 
Continued work.—Learn the names of the new birds that come to 
the community this month. Do any of them belong to the particular 
group selected for study during the year? Continue the studies 
with this group. For suggestions see September exercise. (For lists 
of groups and individuals of each see Appendix.) 
These additional facts with reference to the individual members of 
the group should be noted: 
(1) Appearance—alert, pensive. 
(2) Disposition—social, solitary, wary, unsuspicious. 
(3) Flight—slow, rapid, direct, undulating, soaring, sailing, flapping. 
The studies with the particular group of wild mammals is con- 
tinued. Follow the suggestions in the September exercise. 
Which members of the group go into winter quarters? If the 
squirrel group is being studied, compare the methods of hibernating 
of the chipmunk or ground squirrel and the woodchuck or ground hog. 
Both usually live in the ground and both bore two or more openings 
to their burrows—one stores up food in its burrow to eat during the 
winter, and the other gets fat and gees to sleep. 
Assigned work.—No insect is of greater economic importance to 
the southern farmers than the boll weevil. In a very short time it 
