EXERCISES FOR SOUTHERN RURAL SCHOOLS. Pag 
small bottles and brought to school for study. The web can be 
studied either at home or at school. 
Correlations.—Recording the facts outlined for the study of the 
rabbit and the spider and writing stories about them give interesting 
written exercises. 
Drawing: Drawings should be made of the cottontail, its ear, front 
and hind foot. Representations of webs and spiders should be made. 
Reading: Have the class read selections from Farmers’ Bul. 496. 
Geography: Some interesting facts may be brought out by develop- 
ing questions similar to the following: 
(1) Where does the cottontail make its home or form? (Forest, fields, gardens.) 
(2) What does it eat? 
(8) Does it store up food for winter? — 
(4) Is its home or form near to or remote from its source of eed supply? 
(5) What relation is there between its color and its safety? Its speed and its 
safety? 
(6) The cottontail has many enemies and it is very prolific—is there any relation 
between these two facts? 
FIFTH GRADE. 
PLANTS. 
Continued work.—Practice in recognizing at sight the various 
plants of the community as they appear this month should be made 
profitable exercises. 
To become proficient in recognizing the different varieties of 
apples it may be necessary to continue practice in this work. See 
suggestions in October exercise. 
Assigned work.—Special attention should be given to cone-bearing 
plants—pines, cedars, and spruces. How are these trees alike? 
Unlike? Compare them as to size, shape, kinds of bark, leaves, 
cones or seed balls, uses. 3 
Select a striking pine tree and study it according to the following 
outline: 
(1) Is it like the other pines of the community? 
(2) ridged or scaly? 
(3) Foliage—where borne, color, number of needlesin bundle. Appearance 
of single needle. 
(4) Cone—kinds, where borne, arrangement of scales. 
(5) Scale—size, shape, location of seed, means of scattering seed. 
(6) How long do pine trees live? Count the rings of a pine stump or the end 
of a pine cut. : 
(7) Uses of pines—wood? Sap? 
Continue the studies with the tree selected for the year. 
(1) Make a new outline showing the appearance of the tree at this time. Are 
the leaves brown? Have some been shed and does the tree look ragged? 
Have the leaves been shed and is the tree bare? 
(2) What has become of the seeds? How are they scattered? 
(3) Make drawings and write brief descriptions covering the above suggestions. 
