CORRELATING AGRICULTURE IN SOUTHERN STATES. 13 
READING AND SPELLING. 
The following are suggested as supplementary selections for the month: Little 
Birdie, Tennyson; Daisies, T. D. Sherman; Robin Redbreast, William Allingham; The 
Barefoot Boy, Whittier; Mary Emily's Chickens, L. N. Duncan; The Lamb, William 
Blake; The School Garden at Plumfield, Louisa M. Alcott; and The Botany Lesson, 
Rebecca Rickoff. 
List and assign the new words of an agricultural bearing appearing in the correlation 
work of this month. Examples: Bird, nest, flock, migration, local, value, location, 
destroy, native, rodents, pests, insects, materials, garden, habit, domestic, prevalent, 
subsistence, stake, preparation, planting, practical. 
DRAWING. 
Simple outline work of birds, fowls, and different kinds of nests should constitute 
the drawing work of the month. In case of more advanced pupils, some color work 
with crayon might be required to give touches of reality to the sketches. 
Study the history of the birds prevalent in your community and section. This 
history should cover the origin, introduction (in case any of the birds are not native), 
and their relation to agriculture. Special attention should be given to the relation of 
the different kinds of birds to historical events, art, song, and story. 
GEOGRAPHY. 
Study the migration of local birds. Learn the conditions of climate and food supply 
at the places to which they go. Compare these with local conditions of the different 
seasons. Compare the habits and uses of migrating and nonmigrating birds, as to 
their methods of subsistence. Study the habits of nesting as to locality and assign 
reasons for the selection of different places by the different kinds of birds. 
ARITHMETIC • 
For the younger pupils, develop problems on the number and quantity of the 
different kinds of seeds, such as onions, potatoes, corn, beans, peas, etc., required to 
plant a given area. For the slightly more advanced pupils, a record of the time spent 
in working plats in the school or home garden should be kept and problems developed 
on the value of the time. For still more advanced pupils, problems on the cost of 
materials used in the home and school gardens, such as stakes, fertilizers, and seed, 
should be developed. 
EXCURSIONS AND PRACTICAL WORK. 
During this month, excursions should be made to the forests to observe the birds, 
to learn their names, their songs, their habits of nesting, means of subsistence, and 
other peculiarities. The same studies should be made with reference to the undomesti- 
cated animals, rodents, and insects prevalent in the community. This work should 
be extended through the months of March, April, and May. 
Making hotbeds, germinating plants, preparing ground, and planting plats in the 
home and school gardens should constitute the practical work of the month. 
APRIL AND MAY. 
LANGUAGE LESSONS. 
For the younger pupils, conversation practice and brief narrations, oral and written, 
concerning the school-garden experiences and insect, animal, and bird habits should 
be engaged in. For more advanced pupils, oral and written exercises concerning the 
