—- 1P. el re a . manvaL FOR THE big: Prepared by p< = HENRY N.:GODDARD® ioe High School Inspector of erica State Department of Education aoa Assisted by 236% JOHN A. JAMES _ Assistant Professor of Agricultural Education University of Wisconsin Betied by =C is CARY, ‘State Superintendent < MADISON "Denrocran PRINTING COMPANY, STATE PRINTER HIGH SCHOOLS OF WISCONSIN to Waa =a % af ave DEPARTMENT OF PUBLIC INSTRUCTION Madison, Wisconsin Agriculture in the High School A MANUAL HIGH SCHOOLS OF WISCONSIN Prepared by HENRY N. GODDARD High School Inspector of Agriculture State Department of Education Assisted by JOHN A. JAMES Assistant Professor of Agricultural Education University of Wisconsin Issued by C. P. CARY, State Superintendent MADISON DEMOCRAT PRINTING COMPANY, STATE PRINTER LOLT » Piece. ae "4 iim. ee > FRUIT EXHIBIT AT GRAFTON HIGH SCHOOL EXHIBIT AT BLOOMER HIGH SCHOOL De “oP eb: MAY 922. 1917 2s CONTENTS (Cemenallmctacemre nuseercnen prcercios chess ererske has chio hose wtlorece Geena occ hace, tuedies ceaele CTRL SEONG CAM SKC LClitetee ei ace sate, oraic) eo ds Da ok cece soe ec alee UBNs Maa Leal Wise tas Sik oreo te are tea titans alas le AGE Cale a Hele sielarsen clas EURDOSeiOtmOUlLEtiiicetes seca acre eie eee Ae ieee bias Aa o Se rene TEYOHITUL OIE VAN? sik due, Bile cit ac tenoccle h Oan REI on ica Ue Rea re are a ea CCMA NZETC NG eae ete ten eta te ste rr Onc teed Mee ese re SS iis os tas, cubabex as Sohegs svetia PACCHIAM TMU S Tels eA tal Cena apenas ape acne ter eu neiene Saunt cy ene ee eetie e 4, Fae St adc JERR io: SS Rica ee Oe back OUT Gian Se ORC Ce et Perea fro icL at BeR E E ANG iyalstorew (Gramma aan lit) (ever aye ae ee end ct c eck AUS pepe eC eRC RE Soe ae Bee (COMES ES). Oi SUG Aah dle BiGerelge. ora ic CUE Be A a aS eae earn eB rae ClCH ET Alm COLES Career t se, Mineian ie ak ha Het nme eee RV icclocstrorer cia. ss cise sania SPeClal Marne ml puiral Ss WOME; pst ors Movs S ec Nsisus rede sneuheS ahelscaias aoe Combination: with senerallCOUNSEs.....0+ cists sic ee. vce ae, dueccte Courseswith- onemimitror asri culture. = won ..1s. cocci wee eee SOA COMRES Ciecmrasee tevec casei c nici casher omits ae oe eee sce aay esecd Bee Generalemethods and lines: of WORK. 3... 2.50.0 cases. eae oes ch ox Generaleplanies. sas 24-10 ¢ eee Ae Rte Nee tu ees LIN SaEN cate TEMG he i OICLESS SB senate gers cri ceER RCE CRE RET CCIE eo Ra ae ee ae Laboratory experiment and observation ..................... EINE SDM UE Stat TE WO Ollie... ehres cars ke sas Melee Reese) yiaereies Awe eke wi ClasSpinis birt ChONeran soma ecm ee fare. ci ents Penne ook Nein oece « EnaGhiGalleshOre Gi sumwdy Rese raaeee anche eee eee pees PurnposesamcpimmpOrtanice: 2: earn aoe gate sores.) See sien he SCODe TOL MOuternita ac. Aalst sara iene Saale Px enor renee covers Relanonm ton GlasssroomeinstriichiOns« . s.21veeanienie oes... elation: tothe parentvand the home: .....2.4.-..:....-.- TS BhOmenprojectes tae ete mm nests eee ae hk Sele Pleuis PLOnecisewithoneldr Crops piscine facts f enses cea ee clare Projects in horticulture: and gardenine.....0.....2:-... PROS CIS Ay aad: BaalbineNisky Seige mace o 6 See Go Uae ae ee ere Projects on soils, farm mechanics and farm management. . RWECRS CHOOMSD OTe Chee Wei ee eain. een eeeeem er Sa The school plot Meme eis sie Tals ele o\je celal sc s\) eo) eure kee! e's p he. ie. /e .sl,< ie) e"/6/, «0 0's 0) 6, ¢ page _ 48 48 4 CONTENTS General methods and lines of work—continued. page ist of ‘School PrOJECUS <2 ace er eerie ee eee ee 50 Organization, Of projects. eerie aes 52 Reports on projects. 3) eee te nee ee eee eee 54 Supervision-of projects... 2-0 soe be eee 64 i Credits: for home Proj eCtSse. ce se ee ee ee ee 66 Suggestion for Special’ projects a.) sary: bees oes 67 hiterature: on: HhomEesprojects 2. vec sept cine keen.) ene eee 69 Contents anid exh Dits:. 5 Se seh ee cet el aylee RO CtC anit ee eee 70 Blanks for or2zanizine CONTESTS + .1e ars.c)mpeve late eal are eens ee Voren Maniwal “train ime two rk bicccs. eoeiste so cece cro anole secon ons ost! tee Rees 76 Community or extension sworki ead a. wean. + Soh sine eee ee 76 POGUE ME eee Ee oe eee a es hg Soot aie a neta rea ee ee 78 Special :TOOM ». 6); bso. Sesh sare Cee Se eee ee 78 Tables amd = casesw re se ccc ero ceria eg Bakes ics ia beh CRT 80 Required sist ofsap para telsiec qi -tate eee cee eerc ee ee RALPH Ae coc 86 List: of: chemicals es caiseiecd otis hel Aa eer vente eae ee 87 Supplementary lishior appanrauus iso eels ata nei eee ~ 88 Home made*or ‘collected materially. 5 aay. eke cle aheeeeneneeene 88 Bulletin sWOaAray ssc seh coe secrete He is eae re eae oe 89 CHAPS Te yh Base Scene els Uae Ware Te iti an ee o7 te Ras epee Pn ae eee 89 Pictures: and Wlantern islidess: ter Gales sehen Osean eae eae ese 90 Commercials exhibitsrc ss =: wybt fetes crea ee tere ee 92 Miscellaneous help Siaqsctyc cule e siete: eee es Ter NAR n> 92 Manual traininia CQ IMent se. cis cscs em aeteueteieis ee rec ebebe ss eee 94 FOr - WOOG WOE. 2. ous es fs aderee eto Oe ONO Te oerane ee ane 97 Hlementary “SClemCe 2. rj in Se aeeiae gin eestor dean ley rie oaeh 18 AGRICULTURE IN THE HIGH SCHOOL 2. Kelation to the general course. The general course should provide a.broad training and culture adapted to the needs of any good citizen. Such a course should include work along all the fundamental lines, such as language, history, literature, mathe- matics, science and the arts, but it is especially important that the general course should include strong work in the fundamental sciences. This work should give an intelligent basis for an tun- derstanding of the scientific principles which apply to the problems of agriculture. It is believed that with the grade of pupils found in the high school, the study of the fundamental sciences such as general science, biology, physics and chemistry, has a distinct value which cannot be realized to a satisfactory degree by approaching them wholly from the side of the applied subject, in other words, it is not satisfactory to teach fundamental principles only as they are needed from time to time in the agricultural subjccts. These principles should be developed by the use of the most practical materials of which those of the farm are especially valuable, and by the largest possible application: to the cemmon processes of every day life, but some where these principles should be brought into relationship to each other and organized about the central, unifying idea of each subject. It is peculiarly the funetion of the science subjects of the high school to provide such, a body of organized knowledge and to furnish a training which gives skill in making application to a wide variety of practical situations. Such a body of knowledge is not only more easily developed by special treatment of the fundamental sciences, and of larger value for general training, but it is at the same time more valuable for the «griculture because understood in larger relations. These statements should not be understood as objections to gen- eral science as the approach, in the high school or in the later grades, to the special science subjects of the high school. It does mean, however, that subjects labeled agricultural botany, agricul- tural chemistry, ete., will not be regarded as agricultura! subjects for which special aid is given. It should be added further, that such courses have not usually proved satisfactory as science sub- jects in the general high school course. Furthermore, the dis- tinctly agriculture subjects will not be regarded as any part of the two units of science, which are required in the general course of all high schools. While the general course provides work adapted to general life needs and gives a sound basis for an intelligent un- derstanding of the problems of agriculture, in turn, the vocational work vitalizes and gives meaning and motive to the other work of the school, thus helping to overcome the isolation of school work from every day life. It has been the policy of Wiseonsin since the special agricul- tural courses were provided for, to require four units or one-fourth of the full requirement, of distinctly agricultural subjects as a con- AGRICULTURE IN THE HIGH SCHOOL 19 dition of state aid. At the same time it is expected that the gen- eral course shall be adapted as far as possible to the needs of the special course. For example, the bookkeeping work of the general course should be related as closely as possible to the needs of farm accounts. As far as possible, opportunity should be provided for agriculture pupils to do some manual training in the line of farm carperiry. forge work, etc. Arithmetic should deal to a large ex- tent with the practical problems of the farm. The science subjects should be correlated as closely as possible with the special work, for instance, the most effective arrangement for beginning botany has been found to be where it precedes or runs parallel to the first semester of farm crops. Furthermore, it is expected that princi- pals in schools having the agriculture course will see to it that the regular daily program is made flexible encugh for agriculture pupils, so that they shall have time to give proper attention to their project work. This may require an occasional excusing of these pupils from regular classes for a single period or even for several days if necessary when projects are being started, in order that these projects may have attention at the right time. While some manual training work especially adapted to the farm should be provided wherever possible, aid will not be given for both man- ual training and agriculture where both courses are given to the same pupils. The two courses should not be undertaken for aid except in schools large enough to provide separate groups of pu- pils for both. Special plans for manual training work in connec- tion with the agriculture course are given later in this manual. III—REQUIREMENTS. 1. Administrative requirements. In view cf these considera- tions, the following requirements should be carefully considered by those expecting special aid for the agriculture course: a. Four units of purely agricultural work must be offered with the exception that one-half unit of elementary science will be ac- cepted as part of the required four units. b. In addition to these four units, there must be given in the general course at least one-half unit of botany and one unit of physics, one unit of chemistry, or one unit of physics and chem- istry. It is desirable that at least half a year each should be of- fered also in as many of the following as possible: chemistry, zool- ogy, physiology and geography. (See suggestions under courses.) ce. The same general course requirements apply to the agricul- ture ccurse as to ail other courses. (See High School Manual p. i745) : 20) AGRICULTURE IN THE HIGH SCHOOL d. All schools giving the four-year agriculture course must of- fer some other course for the girls at least during the last-two years. One year of agriculture work is usually all girls ought to be expected to take. Domestic science is urged as a course to accompany the agriculture wherever possible. In case only these two courses are offered the domestie science may be given during the ,junior and senior years. In case domestic science is noi given an English course must be offered. e. Aid cannot be granted for hoth agriculture and manual trainiug unless the school is large enough so that separate pupils elect these courses. It is, however, urged that the manuai train- ing and mechanical drawing work outlined in this manual be given in connection with the agriculture course. f. A well organized plan of project work for all of the pupils during each year of the course must constitute an essential part of the work. The home project is regarded as most essential wherever this can be arranged but sometimes it may be necessary for some pupiis to secure land or arrange a project elsewhere than at home. The school plot often furnishes a most favorable means of providing the necessary land. In many cities or villages a number of vacant lots may often be obtained instead of a single school plot. Although the school plot is not absolutely required. as a part of an agricultural equipment it is advised that one should be operated wherever adequate provision can be made for its care during the summer months. For further suggestions as to the na- ture of these projects and methods of organizing them see under “Projects” and “Schcol Plot.’’ g. For the compiete success of the project work it is necessary that the agricultural teacher should be employed for at least eleven months of the year. This has come rapidly to be the common plan throughout the state. The season for the agricultural work is rather the farmer’s season than that of tthe regular school year. During the summer the agricultural teacher should visit every pu- pil in the course several times for the purpose cf giving direction and instruction in connection with the projects being carried on. At the same time the teacher should make a careful study of the farm conditions andl problems of the community in order that he may be able to adapt the work of the course to these special needs. Duriag such summer work it will be found easily possible for the teacher to make the acquaintance of the farmers and in a tactful way interest himself in their problems; let them know what is being attempted in the agricultural course and be ready to render assistance in a practical way wherever a favorable opportunity of- fers. Such acquaintance will be especially possible in the homes of the pupils. Teachers should avoid, however, the attitude of trying to show the farmers of the community how to farm. A far more effective attitude is that of one who is trying to learn what AGRICULTURE IN THE HIGH SCHOOL 21 he can from the experience of practical men and who is ready to enter into the work and problems of the farm on a commoi: foot- ing with the farmer. The most effective kind of extension or cotrn- munity work will grew out of this summer acquaintance and help, if these are tuctfully extended. Get the interest of the farmers, however, rather through a spirit of comradeship and interest in their problems, rather than as an expert who is ready to show them how to do things. Every agricultural teacher wiio is employed for the time in the summer when regular school is not in session, should keep a care- ful and full account of just how his time is spent each day and such report should be rendered to the school board at least once a month. School boards are especially urged in making contracts for the eleven months or for summer work, to require such a report for the time when school is not in session. Blanks for this report will be furnished by the state superintendent who should also receive a copy of the report. See Report Form, No. 9. ‘th. The number of class periods assigned to the agricultural teacher should be less than for most other teachers, since much field and laboratory work is required in connection with each agri- eultural subject. Furthermore, the planning and. supervising of the projects will require a good deal of outside time. Five periods is strongly advised 1s the maximum for the agricultural teacher and in schools desiring ihe special aid the number must not exceed Six. The agricultural teacher should not be asked to take charge of such activities as athletics, debating, ete., which demand a large amount of outside time. These activities are certain to pre- vent the agricultural man having sufficient time to give to study- ing the agricultural interests of the community and to give proper direction to the practical work of the course. 2. Legal requirements. In addition to the administrative re- quirements enumerated above the following is a brief statement of the definite requirements of the law which appiy to the agri- culture aS well as to the other special departments including man- ual training, domestic science and commercial work. a. The course of study of the high school maintaining an agriculture department must be equivalent to the course of study prescribed for free high schools. b. The special course must be approved by the state superin- tendent. e. The special department must be a part of the public school system; that is, it must be under the direction of the board of education. d. The teacher of the special subject must have a license cov- ering the special work. e. The scope and character of the work must be such as to meet the approval of the state superintendent. AGRICULTURE IN THE HIGH SCHOOL bo f. The work must be maintained tor a period of not less than six months during the school year for which aid is granted. g. A report must be made ky the clerk of each school board maintaining such department or departments to the state superin- tendent in such form as may be required, on or before August Ist of each year, setting forth facts as stated in the law. h. Chapter 544, Laws of 1911, requires that all teachers of such special subjects must receive a salary of at least sixty dol- lars per month. This applies to grades as well as to high schools. However, an amendment passed in 1915, permits the hiring of one or more assistants te the regular legally qualified teacher, at a salary less than sixty dollars per month. In crder to receive special siate aid for work in the grades in these subjects, the law provides: a. That the grades must be connected with a high school giv-_ ing the special work and under the management of the same board. vb. That the work must be given in the two upper grades be- low the high school. ; Note: Town and union high schools have no grades connected with them even though they may be in the same building. Aid, therefore, can not be granted to grades under such conditions. ec. That it shall be subject to the approval of the state super- intendent. At least eighty minutes weekly must be given to the work in the seventh and eighth grades. A longer time is strongly urged and will probably be required in the near future. The amount of state aid for each of these departments is now one-half the cost of instruction in that departinent, limited to ihree hundred and fifty dollars when the instruction shall have been given in the high school and the two upper grades next below the high school, or two hundred and fifty dollars when given only in the high school except that in commercial courses the aid is limited to three hundred and fifty dollars in the high school. 8. Advisory Committee. It is strongly urged that a special ad- visory committee of three be selected in connection with each agri- cultural department. Such committee should be selected by the agriculture teacher with the advice and approval of the school board. The committee should be made up of those in the com- munity who possess greatest interest and who have had the most suecessful experience along agricultural lines. The teacher ought to confer with these men at frequent regular intervals about the general policy of the course, and should seek their help in locating the best agricultural materials for field study, such as the best crops, buildings and equipment, the most valuable herds and the best management. He should also ask their aid in devising ways and means of securing conveyances for field. trips and in planning demonstrations and* exhibits. Such a committee may frequently lessen or perhaps prevent unfair criticism by giving sanction and AGRICULTURE IN THE HIGH SCHOOL | 99 assistance in field or project work which otherwise might be mis- understcod and misjudged. Teachers should also avail them- selves of the help and advice of county agricultural representatives wherever such are employed. IV—COURSES OF STUDY. 1. General course. Before attempting to arrange the agricul- tural course, a careful study should be made of the requirements for the general hizh school course as given on pages 8-13 in the high school manuai. As before suggested the general course for the agriculture department should be correlated as closely as pos- sible with the special work and the general subjects should be so treated as to bring out relationships to farm problems as much as possible. See under “‘Administrative requirements.’’ 2. Special agricultural units. The following suggests the sub- jects which have come very generally to be included in. the course throughout the state. Experience seems to have confirmed the wisdom of the selection. A more extended outline and discus- sion relating to plans and methods of treatment of these subjects may be found under the heading: “‘Treatment of Subjevts.’’ Ti is expected in the administration of this course that special ef- fort will be made to adapt each subject to the prevailing inter- ests of each locality. For example, in regions where fruit raising is of large practical importance special emphasis should be placed upon horticulture as a part of the farm crop siudy. In the north- ern part of the state it would be wise to put more emphasis upon potato raising than upon corn. In some regions market garden- ing might call for more extensive treatment than elsewhere. It should be noted that while elementary science is aecepted as the agricultural subject during the first semester of the first year, a distinctly agricultural subject is given in the second semesier. No course will be regarded as acceptable unless such an agricul- tural subject is included in the first year. ARRANGEMENT OF AGRICULTURAL SUBJECTS. FIRST YEAR First Semester Second Semester Elementary Science Farm Crops Farm Manual Training, Farm Manual Training, 2 periods per week 2 periods per week SECOND YEAR Farm Crops Farm Animals Woodwork or Forge work, Woodwork or Forge work, 2 periods a week 2 periods a week D4 AGRICULTURE IN THE HIGH SCHOOL THIRD YEAR Farm Animals Soils and Fertilizers Mechanical Drawing, Mechanical Drawing, 2 periods a week 2 periods a week FOURTH YEAR Farm Mechanics Farm Management Cement Work, or Farm Building Cement Work, or Farm Building Construction, Construction, 2 periods a week 2 periods a week 3. Combination with the general course. The following suggests a practical combination of the agricultural units with the generar English course. In calculating the proportionate amount of time which the special teacher gives to the agricultural subjects the work in farm carpentry, woodwork, forge work and mechanical drawing may be counted as a part of the agricultural work. The addition of these subjects to the usual four subject program may be looked upon as a departure from a custom of some years’ stand- ing. However, it is believed that if work is presented in such a way as to interest punpiis that there will be no difficulty in their accomplishing this much extra, especially since these subjects are of such a nature as to easily interest boys and, at the same time, eall for a large amount of manual rather than exclusive mental effort. It is recommended that these subjects be given two peri- ods per week instead of five and then carried through more than one semester. It is expected that spelling, penmanship and library methods will receive needed attention in general exercises, in the English and if need be in other studies. COMBINED AGRICULTURE AND ENGLISH CCURSE FIRST YEAR First Semester Second Semester English English Algebra ; Algebra Elementary Science Botany, Elementary Science or Geo- graphy Zoology or Botany Farm Crops Farm Manual Trainiig, Farm Manual Training, 2 periods a week .- 2 periods a week SECOND YEAR dnglish English reneral History General History Bookkeeping (Farm accounts) Arithmetic Farm Crops Farm Animals Woodwork or Forge Work, Woodwork or Forge Work, 2 periods a week 2 periods a week AGRICULTURE IN THE HIGH SCHOOL 95 THIRD YEAR English English Geometry Geometry Farm Animals Soils and Fertilizers Modern History or Chemistry Modern History or Citizenship Mechanical drawing, Mechanical drawing, 2 periods a week 2 periods a week *Domestic Science (for girls) *Domestie Science (for girls) FOURTH YEAR American History and Civies American History and Civies Physics Physies Farm Mechanics Farm Management Reviews or Engtish Reviews or English Cement Work, or farm building Cement Work, or farm building construction, construction, 2 periods a week 2 periods a week *Domestic Science *Domestic Science *Domestic Science has here been arranged to meet the needs of small schools which wish to allow the girls to take agriculture dur- ing the first two years. It is perfectly satisfactory to have the domestic science given the first two years provided some other course besides Agriculture is supplied for the girls during the last two years. 4. Course with one unit of agriculture. High schools often de- sire to give one or two semesters of agricultural work without at- tempting to meet the full requirement for state aid. The following course is suggested to meet the needs of such schools. COURSE WITH ONE UNIT OF AGRICULTURE FIRST YEAR First Semester Second Semester English English Algebra Algebra EHlementary Science (Physical) Botany Zoology or Spelling Penn, ete. Physiology Manual Training, Manual Training, 2 periods a week 2 periods a week SECOND YEAR English English General History General History Bookkeeping Arithmetie Farm Crops and Soils or General Farm Animals of General Agri: Agriculture culture 26 AGRICULTURE IN THE HIGH SCHOOL THIRD YEAR English Keglish Geometry Geometry General History English History Geography ocr Chemistry Citizenship FOURTH YEAR English English U. S. History & Civics U. S. History & Civics Physies Physics Reviews (Alg. Arith. Gram. Geo.) Reviews or Economics 5. Short Course. This may be organized either under the ‘‘Agri- culture and Domestic Science Short Course’ law (section 496c—4), or under the so-called “Winter Term” law (section 494a). The former applies to schools already giving a special course and having a specially qualified icacher for the special subject. The course must be given for sixteen weeks and eighty minutes a day must be given to the special subject, that is, agriculture or domestic science, but no extra teachers are required, provided the work can be done by the regular teachers without overcrowding. The winter term law requires a separate department with an extra teacher employed for half the regular school year. In this course any subjects adapted to the needs of pupils may be offered and only general high school qualifications are required of the teacher. ‘The first law offers $200 special state aid, while the latter allows two-thirds of the extra teacher’s salary. The winter term course has proved much the more popular of the two courses. The following ‘course has been tried out and has_ proved very successful. It may easily be adapted to the needs of either plan. The course ecvers two years, with sixteen or eighteen weeks work each year. Regular credit may be given for this work and pupils may be admitted to regular high school classes as soon as their qualifications, in the judgment of the principal or superin- tendent, meet the regular high school requirements. It is not ex- pected that the need for this short course will be permanent in any community, since within two or three years it is probable that all students desiring such a course will have completed the work or will have cleared up back work so that they can enter regular high school classes, a thing which has resulted in a great majority of cases. AGRICULTURE IN THE HIGH SCHOOL i Oy SUGGESTED COURSE. FIRST YEAR | SECOND YEAR 3 i | eL| o le 5 o | vo j De é salle. ne ; Subject. 7S Sy Semel Subject. VS rAg| wee ao ce | | -= 9 Ko} cee ee |} om} & a ©) oy Oo English—composition and z ; bine lish composition andes) literary reaAGuIes ews clone a hiterary readine.--2.3. 4... 2.) Business arithmetic............ 5 1 Business arithmetic........:.|. 9 1 Elementary science............ 4 40 Elementary science....... ... | 4 4% PANS HOIVS pelo we cero et coeceicis asteleisie, sisiere 3 35 Geograph Viwetcs caccscs occult fo le Ss ONC SRA ate ee lis ou aereace 2 25 ISSIR DVR gen aged nods See sep UnaLe Wek 75 Agriculture or domestic ; Agriculture or domestic hs ;, SUICMCS some ekiecaw at cease 4, SCION GEN Ete et ree eee ties | Lf Penmanship... 2 45 JEt2ionanifnel oul VsAns peop ocoase sous 2 4 Spcllingey soccer eaeccee meen De ez eealibGmelilime wee aeercen ees ce ane | 2 | % A eredit as here used indicates a semester credit, two of which are necessary to make a regular high school unit. Spelling and penmenship should ke required of pupils only until they show a good degree of proficiency. A free opportunity should be allowed pupils to make elections ac- cording to their individual needs. A special effort should be made to adapt subject matter to the interests and capacities of pupils. The distribution of periods per week for the different subjects may be changed as thought wise, but those given are intended to suggest relative value and relationships. Furthermore, the plan of giving less than five periods per week to some subjects is thought especi- ally desirable in this course. The general science has worked out well as an introductory half unit to the special agricultural subjects as well as to the general course. Where elections are possible it is considered an advantage to give pupils half a year after entering high school before it is necessary for them to decide whether or not they wish to take the agriculiural course. Furthermore, the general science is as valu- able for girls as boys, serving as a splendid introduction to domestic science or to any other science work. Again, it is usually im- possible to begin any project work, certainly in the line of. farm crops, before the middle of the first year. It is thus easily possible with this arrangement of the course, to start the project work im- mediately as soon as the special agricultural subjects are begur. It is considered a decided advantage to carry the farm plant life work through the plant season which determines the farmer’s year, rather than through the school year. This arrangement makes it possible to link the work up much more closely with the actual ac- tivity of the farm and carry out a seasonal plan of treatment rather than one based whoily upon a suppcsed logical arrangement of sub- I8 AGRICULTURE IN THE HIGH SCHOOL ject matter. At the same time, it is possible to bring about the elosest correlation petween the project work and the regular class instruction. In the course as formerly outlined in the high school manual, the soils work is given in the last half of the second year. This has been changed by substituting the first semester of animal study and moving the soils work to the last half of the third year. This is believed an improvement which works to the advantage of both subjects. The animal study, and especially the part dealing with the dairying and poultry study,. has a special advantage in the earlier part of the course because of its ready appeal to the practical inter- ests of young high school pupils and because of the interesting nature of the projects, field work, etc., in this line. This is espe- cially true because of the natural interest of young people in the companionship and activity of animals and also because of evident economic values which are quickly realized from animal projects such as the keeping of a flock of poultry, the testing of milk or the raising of a calf or pig. Again, if it is necessary as it is in some small high schools to have the girls take the agriculture through the first two years of the high school course, the animal work is far more interesting and profitable to them than the soils. There is advantage also on the side of the soils in having this topic placed farther along in the course. This subject though very important, is yet one of the most diffleult in the course to present in an interesting and effective way. Greater maturity cn the part of the pupils and larger general training especially along the science lines, helps decidedly in making the presentation of this topic easier and mote effective. There Seems little question but that the senior year offers the best place for the presentation of the farm mechanics and farm management. A word further about the two periods a week in ‘manual training, mechanical drawing, ete., which has been suggested throughout the course. These lines of manual werk are interesting to all high school boys but especially to boys just entering the high school. They are generally so eager to do such work that they are ready to spend much time beyond that regularly required in completing projects in hand. It is not believed that the three. hours a week called for in addition to the time devoted to the regular four units of work will prove an over ‘burden to any student, while on the contrary the work will not only have the greatest practical value in: connection with agriculture, but will serve as an especial aid in in- teresting pupils in the course at its very beginning as well as give a valuable training irrespective of the agriculture. In schools having manual training departments it ought usually to be possible to provide special classes for the agriculture pupils, but if not, it ought not to be at all difficult to differentiate the work for different pupils so that agriculture pupils and others may carry AGRICULTURE IN THE HIGH SCHOOL 2a along their work together. In the smaller schools where no man- ual training course is offered, two or more benches and sufficient space, either in one part of the agriculture room or in some other convenient place, snould be provided for the carrying on of this work. Mechanical drawing tables or desks can usually be made by the pupils. It is strongly urged that all schools giving the agricul- ture course provide cne or more forges for carrying on the forge work. Some place in the basement can usually be found for the cement work. In one school in the state a cement block shop has been _erected by the agriculture pupils. In this shop carpentry, forge work, mechanical drawing and cement work are all provided for. V—GENERAL METHODS AND LINES OF WORK. 1. General Plan. The general plan of work should include the following lines: a. Field work in which provision is made for' a first hand study of the best agricultural material in the community,—e. g. selecting seed corn from a field, studying a local dairy herd, visit- ing a fair or poultry show, studying and setting up farm machinery at the warehouse of some dealer. b. Observation and experiment in which proper laboratory in. struction should be given with materials in the hands of pupils so as to furnish an adequate basis for an understanding of the principles of the subject. : e. Class instruction in which the assignment of definite les- sons should be combined with teaching, testing and drilling in such a way as to insure adequate organization and application of the facts and principles of the subject. A good text shovld usually serve as a guide and as a chief source of information. d. Practical projects in which actual farm practice is carried out in such a way as to secure a productive result which should be accompanied by a systematic account. Such projects may in- clude school or class projects and home or individual projects. e. Contests and exhibits which may be arranged in connection with local fairs or exhibits, but best of all in connection with a “Harvest Festival’ program for the whole school. At this time there should be an exhibition of products resulting from the pro- jects and a general rcunding up of the productive side of the work in such a way as to impress pupils with the worth-whileness of the work and appeal to the interest and pride of the whole community in the results of the course. f. Manual training work related to farm needs, suck as farm carpentry, forge work. mechanical drawing, cement work, and farm 30 AGRICULTURE IN THE HIGH SCHOOL building construction. These have been especially provided for in the course and will be outlined under treatment of subjects. g. Community or extension work such as institutes, farmers’ exhibits, short courses, codperative plans among the farmers, etc., operated in the interests of the whole community. 2. Field Work. The field work is of special importance in fhis course. The purpose should be to utilize for study the best agri- cultural materials and methods of the locality. Furthermore, pu- pils should by all means see the application of wnat they are study- ing at school to the actual conditions of the farm. Pupils living on the farm have, cf course, an acquaintance with many things and a knowledge of common practices, but it is of the utmost importance that even such pupils should have large opportunity to make applications under the direction of the teacher, and also that all the pupils should have a chance to observe the best things that can be reached in every line. In many cases the main business of a field trip would be the observation and study of materials or methods related to the in- struction work. The following are mainly of this sort: studying a dairy herd, observing any pure bred stock, visiting a fair, a poul- try show or other exhibit, visiting a creamery, visiting a seed house or feed store, visiting gardens or greenhouse, studying the land- scape work in a park or yard, studying the construction of the best barns and buildings, visiting a demonstration farm or orchard, mak- ing a trip to a machinery warehouse, visiting stockyards, ob- serving results of liming soil, observing new and improved varie- ties of grains. In other cases, there may be a definite piece of work involving the best practice, which should actually be done in the field or on the farm, under the direction of the teacher. The following are examples: judging stock at farms, at stockyards, at stables or at any stock exhibit, spraying fruit trees, selecting corn in the field, selecting and judging potatoes in the field or at a warehouse, collecting weed and grain samples, collecting insect materials, treating plants for disease, gathering data for farm man- agement problems, setting up machinery on the farm or at a ware- house. ‘ 4 This line of work should be regarded as a very important and essential part of the plan of developing each subject. It should not be looked upon as outside or as supplementary work. The farm and the field furnish the most important laboratory of the course, through this must be supplemented by considerable inside lab- oratory work. ~ It is the business of the agricultural teacher with ihe help and advice of the principal to arrange a program which provides for this work. As far as possible it should be done at the time assigned to the work on the daily program. Where more time is demanded the class may be é6xcused at the regular hour and a time arranged after school or on Saturday. It may be necessary AGRICULTURE IN THE HIGH SCHOOL 31 to have pupils excused occasionally from one or more classes in order that they may get in a trip which is difficult to arrange in any other way. The principals of schools having this department should see to it that sufficient flexibility is allowed in the general program to make these trips possible for the agriculture class. STOCK JUDGING AT DODGEVILLE HIGH SCHOOL. Sometimes a half day trip may be necessary. It is helpful to ar- range the program of pupils in this course so that their general course work comes in the morning as far as possible, and the agri- culture in the afternoon. It should not, however, be felt or un- derstood that the field work is extra and must be done in addition to the work of the regular periods. Needed field work is a regu- 39 AGRICULTURE IN THE HIGH SCHOOL ular part of the work and regular time should be used for it so far as the nature éf the trips will permit. Many of the field trips may be within easy walking distance but where it is necessary to go farther the provision of suitabie con- veyances becomes an important problem. It has frequesitly been found possible to provide these through the boys in the course who are able to furnish autos or other conveyances. In other cases owners of pure bred siock or other farm equipment are often glad to drive in to take the boys out to their farms. Often owners of automobiles who live near the school and who are interested in the course are willing to donate the use of their machines for long dis- tance trips. It will not often happen that railroad transportation will be necessary for any trip. However, occasionally some such trip may -be of unusual value. In such cases it will generally be the best plan to expect each pupil to provide for his own persenai expense. However, school boards have sometimes been wiiling to provide money to meet such needs. In still other cases classes have earned the money through some form of school activity. It is the business of the agricultural teacher to work out in codperation with the pupils ways and means for carrying out an effective pro- gram of field work. In ail the field work the fullest codperation should be sought especially of the advisory committee. At the same time, there should be an effort made to secure the codperation and help of farmers and others in the community, not only in securing convey- ances for field trips, but also in locating the best things and in se- curing valuable demonstrations. The most effective kinds of exten- sion or community work usually grows up through such codpera- tion. Likewise, community interest and support are very nuch in- creasea. As a regular part of the work, the field study demands as care- ful planning and as systematic direction as any other part of the work. Generally some preliminary study or discussion is. neces- sary to give a clear idea of the purpose of the trip and to rais3 questions and problems for study. It is very desirable that an out- line of these questions should be placed in the hands of the pu- pils. These may be mimeographed or copied by the pupils in their notebooks. There is also need for frequent class discussion dur- ing the trip to see what pupils have observed and whether they are working out the problems in hand. Ii it is found that ‘some are failing to give concentrated attention or have their minds on other tiings,. they can be required to review their observations and study the questions further while the material is still at hand for study. Hach pupil should keep careful notes on the results of the trip. Such notes jshould be put into some good tabulated form wherever possible and the whole should be put into good shape and made a part of a permanent record. Such notes are more AGRICULTURE IN THE HIGH SCHOOL 33 valuable than many of the tedious notes which are often required in connection with inside laboratory work. If pupils are made to feel that an intelligent written account will be expected, showing results of problems worked out, they will be strongly stimulated to give business like attention and to round up definite results. It is only through accurately recorded observations of this kind that the work may be given real scientific value. The teacher will have no more important problem in the work than that of organizing strong teaching work in connection with the field trip. The hap- hazard, good time sort of trip which is so easy to fall into, should have ne place in the work of this course. For further suggestions on students’ notes see under “Notebooks.” 3. Laboratory Experiment and Observation. This work should be very closely related to the field work. Much of the material ob- served and collected on the field trips demands a more careful study than is possible in the field. Such study should be carried on in the laboratory with arrangements so that students may be seated about tables with material in hand and with suitable apparatus for the work. Such work should have the most careful direction from the teacher. The problem is not one of working out by the aid of some laboratory manual a standard set of experiments which has been formulated by some specialist who has little knowledge of the pupils or of vital problems in the locality. Such manuals may be very helpful in giving suggestions and in describing reliab'e moth- ods for the help of the teacher, but in the hands of the pupils they are likely to result in a blind and unintelligent foliowing of direc- tions without any real motive land perhaps no appreciation of any principles involved. Such manuals in the hands of pupils tend likewise to develop an irrespensible if not a shiftless attitude on the part of the teacher toward this phase of the work. What is needed for effective laboratory work is the most skiil- ful kind of teaching while the pupils are at work with material in hand. In fact the laboratory work to be effective must constitute a closely related and inseparable part of the complete method which culminates in the formal class exercise or so-called recita- tion. There should be a free opportunity to organize the class for discussion at any time during the laboratory period and likewise questions should be referred back frequently from the class dis- cussion to the laboratory for further experiment or observation. Tt is of the utmost importance that the laboratory study should arouse the pupil’s best and most concentrated thinking. Much current laboratory work fails utterly to do this for the reason that it lacks any purpose or motive which appeals to the pupil. It has been said that the first step in any good thinking is a problem in the pupil’s mind which to him is worthwhile. This means a defi- nite problem, an intelligent understanding of it by the pupil and a motive for working it. Problems grow out of the experiences and 3 34 AGRICULTURE IN THE HIGH SCHOOL situations of life. The trouble with the usual laboratory manual methoc is that the problem of an experiment has no connection with the pupil’s experiences, but is made by the teacher or special- ist and imposed upon the pupil according to some supposed logical order fcr the mature mind. Often this supposed order is only con- fusion to the pupil. Either he does not see the probiem at all and therefore goes blindly at work to follow directions or, if he does see the problem, he sees no connection with his own experi- ences and therefore has no motive, unless an artificial one, for tryinyz to work the experiment. Again the next step in any good thinking after having a problem and a motive for trying to solve it, is to begin to think out a method of working it. The laboratory. manual wholly deprives the stucent of this step and not only imposes the problem upon him and depends largely upon an artificial motive, but it imposes also a complete method fcr the solution. What is needed is more lab- oratory teaching and less turning of students loose in ihe labora- tory to work out tasks imposed from without. There should be more use of the laboratory for working out of problems which have been formulated by the pupils themselves out of their own ex- periences, under the guidance of a teacher who has an under- standing of what problems are useful in developing the principles of the subject. A line of procedure based upon the above consideratisns would proceed somewhat as follows: First, pupils are organized as a class akout tables in the laboratory, with material for observation or experiment ready at hand. Then the teacher begins a prelimin- ary study in which pupils are asked questions concerning their previous experiences along the line of the topic of the day. Nat- ural situations and common experiences are brought before the class and out of these the teacher by skillful questioning will lead the pupils to formulate many problems which are full of vital in- terest to the pupils because they are the outgrowth of actual ex- perience. A skillful teacher will even seek for those things which especially interest pupils by such questions as this: “What things are there in the line of this topic which you would like to find out?” When these problems have been raised and interest has been stimulated, then the next step is to select certain problems and by further questioning lead the pupils to work out a method of solv- ing these problems. Of course, pupils cannot be allowed to waste time in trying out every line of their suggestions, but by wise direction on the part of the teacher pupils are led to see the de- fects in their suggestions and a workable method of procedure is finally agreed upon. Some of these questions; may call for care- ful observation of materials at hand or certain experiments may need to be performed. The observations as well as the experi- AGRICULTURE IN THE HIGH SCHOOL 85 ments should follow the problem method. Questions by the teacher drawn from common. experience should furnish the motive to di- rect the observations. Pupils themselves should be stimulated to ask good questions. To illustrate suppose ‘‘a study of the corn seed”’ is the topic of the day. Quéstions like the following should mark out the ap- proach in the study of this topic: What must a farmer provide in order to raise a crop of corn? Why does he test his seed? What difference between a kernel of corn that will grow and one that will not? (One is alive and the other is dead). How important is this difference? If this seed is to produce a young corn plant what would you naturally look for in the seed? What parts does a young corn plant have? See if you can find corresponding parts in the young plant within the seed. What is necessary to make a _ pig or eny other young animal grow? What would this young plant have to have for growth? Before the roots of the young plant become fixed in the soil, how is the young plant going to get food? See if you cen find out where this food is stored in tha seed. If a young corn plant is pulled out of the ground what happens to it? Why? Find out how the young corn plant in the seed is protected from wilting and drying. What happens to a per- son who is deprived of air? How does this young plant in the ‘seed get air? Find out how the young plant in the kernel of corn is connected with the food supply. In some seeds the food supply is in this part which is connected directly with the young plant. Now would you like to know what the botanist calls these parts so that you can speak about them accurately and quickly? Why have names for things? We shall have drill on these names til! we get them well associated with the parts to which they belong. (Give a large amount of such drill.) Find all of these parts using soaked as well as dry seeds. Find the parts in sections of the seeds. How many different sections can you make? Make some rapid sketches to show parts and label each neatly. Study a bean seed in a similar way and then write a comparison showing simi- larities and differences. It will be observed here that develop- ment of knowledge has been by meeting a problem at each step and working this out by reference to previous knowledge or to new observations. The illustration may be taken as typical. Modi- fications of it will be necessary, of course, in special cases, but the general method is fundamental to good laboratory teaching. Questions and problems may sometimes be worked out best by ob- servations or simple experiments at home or by a visit to some field or shop. Frequently, however, experiments readily adapt them- selves to jlaboratory manipulations. Sometimes, the whole class may work the same experiment, but in many cases different indi- viduals or different groups may work different experiments. After the work has progressed to a stage where a convenient unit of work 36 AGRICULTURE IN THE HIGH SCHOOL has been completed the class may be called together for further discussion to find out whether work has been properly done and whether good thinking has accompanied it. After full discussion - some things may profitably be put into good form in a notebook and perhaps some sketches made. In some cases the field trip will furnish the mest effective means cf providing experience at a certain stage. This should be conducted with the idea of mak- ing it a teaching exercise on the same plan as already outlined. \ THE PUPIL’S NOTEBOOK. P Each student should keep a careful notebook in which should ap- pear an intelligent record of what has been learned in connection with the laboratory and field study. Such a book should serve the practical purpose of furnishing a memorandum for the pupils’ fu- ture.reference and also as evidence to the teacher that the pupils have made the study required and have gained correct ideas. Very little information taken from books or from other sources’ outside the pupils’ own direct observations should be included. In-ail — cases where such material is included as a help in giving needed explanations, the source of such information should be indicated. Elaborate organization of subject matter in the notebook is re- garded as a great waste of time. Long and tedious tabulations and the filling in of formal outlines should usually be avoided. The notebook should show in a direct and intelligent way just what the pupil has observed, what thinking he has done and what inter- pretations and conclusions he has reached. Such an account may take the form of description or discus: sion, but frequently may be in the form of suitable drawings or sketches. Such drawings should be neat and give an accurate idea of the object or objects represented but they should at the same time be made rapidly. This form of drawing is a means of expres- sion rather than a means of making an attractive drawing for ex- hibition or publication. Laborious and tedious drawings with great attention to minute details should be especially avoided. Fre- quently a sketch or drawing may take the place of considerable description. A neat tabulation for all numerical data is desirable, but too intensive and technical tabulation should be avoided. It must be remembered that the usual high school student has very limited ability as a statistician. It is especially important that good notes should be kept on the field trips and in connection with the home projects. The tend- ency is very strong to make the field trip a kind of holiday ex- cursion in which the jolly good time spirit has chief prominence. One of the best means of holding pupils to definite work is to ex- pect of them well organized notes on the work. On the other hand, it cannot be too much emphasized that nothing can more easily io) ~ AGRICULTURE IN THE HIGH SCHOOL dull and destroy interest and enthusiasm in science work than tedi- ous and irksome notes and drawings in connection with laboratory work. The loose leaf notebook is recommended as having: many advan- tages, and the use of uniform covers for all students is very desirable. It is sometimes a convenience to have pupils supplied with a small pocket notebook for use on field trips to avoid getting regular covers worn and soiled. The field notes may then be transferred to the regu- lar book. However, the general practice of rewriting notes is not to be encouraged. It results in too great a sacrifice of time and further- more, it is important that the habit of making usable notes at the time observations or experiments are carried out should be cultivated. The notebooks should be inspected occasionally by the teacher. This inspection should be more frequent in the early part of a term or semester in order that pupils may at the very beginning learn to make good notes. The pupil shoulda be made to feel that the notes are for his own benefit rather than for the teacher. The habit of marking notebooks by weeks or even by months and then letting the notebook record count as part credit on the course is a bad practice, which usually stimulates pupils to copy work from others or to hand in re- ports of work not actually done. Furthermore, the notebook often gives a very false idea of the actual merits of pupils’ work. The tend- ency is to develop exhibition notebooks which show very little of the real value of the work. Again, the slavish habit of looking over and grading great piles of notebooks is likely to consume far too much of the conscientious teacher’s time. At the same time, the teacher should see to it that notes are neatly kept, that they show evidence of faithful work and that good habits of English are followed. The problem of developing good English in the high school is just as much a duty here as in the English classes. 4. Class Instruction. As has been stated, this follows as a nat- ural and inseparable part of the method begun in the laboratory out- lined above. : When a convenient amount of laboratory work has been rounded ur in this way, then a textbook lesson may be assigned in connection with a review of all the laboratory work. The text furnishes fuller author- itative information and helps the pupil to organize all his knowledge about certain principles and more general ideas. In the next class period the teacher helps pupils in this organization by questions which stimulate further thought. At the same time the pupils cali be held for knowledge gained from the book. Still further, wider understand- ing can be developed and practical applications can be made. In vhis exercise, when ideas have been fully worked out and are clearly nrder- stood, technical names, whenever needed, may be presented and the teacher may assist pupils in forming a close association between these ideas or structures and the terms which are applied to them. Finally, definitions may be formulated and formulae worked out, provided these are not too technical. It will be observed here that definitions and , 38 AGRICULTURE IN THE HIGH SCHOOL VC formal statements are the final and not the first step in organizing and rounding up a topic. By far the most common method of recitation observed in most classrooms is the exact reverse of that outlined here; that is, definitions and abstract statements are called for at the be- ginning instead of at the end. After these are stated by pupils the teacher then asks to have them illustrated by concrete examples. It will be apparent that this common method compels the pupil at once to fall back upon his memory of what the book said. This textbook plan is especially poor in meeting the needs of the agriculture work. Mere reciting of textbook knowledge, especially in this subject, is likely to result in lifeless, parrot-like work which develops little or no interest and which has small value. Agriculture above all other sub- jects, if it is to have any vocational value must rise above this method. A further step in the complete program should consist of review and summary in which good organization of knowledge is insisted upon and in which adequate practice and drill are given to enable pupils to gain as large a mastery as possible of the material. A final step in rounding up any topic may consist of the assignment of special supplementary topics which call for more extended study of available sources of information, along the line of the most practical phases of the subject. These assignments furnish one of the very best opportunities to adapt the work to the varying interests and capacities of the students of the class. For this reason the teacher should aim to let each pupil select topies along the line of his leading interests. - Furthermore, many of these topics will be suggested by problems which have been raised in the class discussion. While mere reciting out of a textbook should by all means be avoided, a good textbook should nevertheless be placed in the hands of the pupils and made the basis of the work in each subject. Bulletins and other references may then be used to great advantage as, supple- mentary material. Without a text, the work in the hands of the ordi- nary teacher, is likely to be indefinite, disconnected and unsatisfactory. There is, furthermore, an advantage in the thorough acquaintance with a standard text which comes by continued use and which is lost by too frequent changes. In the use of a text, however, teachers should be constantly on their guard that the work shall not be made too techni- cal and difficult for high school pupils. The injurious effect of this error in the past in nearly all lines of high school work and especially in science are generally recognized and there should be earnest effort to avoid this mistake in this new subject if it is to be made vital. For both the laboratory work and for the more formal class instruc- tion there should be a good supply of illustrative material. Such ma- terials should include materials brought in by pupils or teachers for temporary use, mounted specimens, pictures, charts, farm utensils, ete. A lantern with a good collection of slides is also a most valuable help in making the instruction concrete and real. Every school giving this course should have a special room and cupboards provided with suit- AGRICULTURE IN THE HIGH SCHOOL 39 able shelves and drawers where such materials may be gathered to- gether and arranged so that they may be quickly available for use. See under “Equipment and Illustrative Materials’ for further sug- gestions along this line. See also comments on “Field Work,” ‘Lab- oratory Observation and Experiment” and “Recitation Work” under Botany and “General Statement’ under Science in the high school manual. The so-called lecture method should have small place in secondary school work and especially in the subject of agriculture. High school pupils have little power of getting definite Knowledge in this way and few teachers are capable of holding interest or attention in material thus presented. The conference plan with the give and take of ques- tions and discussions, based on assigned lessons, furnishes the most stimulating atmosphere for good thought as well as for holding pupils for definite preparation and results. Pupils themselves should be en- couraged to ask questions and originate discussion provided this is done in the right spirit. It is likely to be especially wasteful of time and energy to attempt to give pupils information or directions by the dictation of notes. A small amount of this may sometimes be need- ful, but it should usually be avoided. The dictation of material from the college notes of the teacher is likely to be particularly ineffective. Such notes are in nearly all cases too technical and-intensive for the use of high school pupils. Though such materials may occasionally be valuable in a high school course, they should in nearly all cases be considerably modified to adapt them to the interests and capacities of these pupils as well as to the local - conditions. Even most high school books and plans of work are likely to be too technical and too difficult. Teachers should therefore be par- ticularly careful to see that any material taken from college sources | should be made simple and practical, when used for high school pupils. While the teacher should use the lecture method very sparingly he should nevertheless be ready to make his contribution to the discus- sion. The common criticism that teachers talk too much does not ~ exactly hit the real difficulty. It is rather the truth that they talk at the wrong time. A good teacher will use every means to get pupils to make the fullest possible contribution to the tepie in hand, being especially careful not to interfere with the fullest expression. How- ever, when the knowledge and ideas of the class have been fully rounded up, and the best possible expression has been developed, then the teacher has one of the finest opportunities of the classroom to add his contribution and from larger experience and a fuller command of the subject, add new illustrations, fill in the gaps and give students a large and inspiring view of the whole topic. The inexperienced teacher is in danger of weakness both in the matter of giving each pupil too little chance or of helping the pupil too much, and in failing to make suitable contribution himself. When any pupil fails to make a satisfactory answer, the young teacher is too apt to give the information himself or pass the question on at once to 40 AGRICULTURE IN THE HIGH SCHOOL other pupils, when he might by skillful questions and by the use of familiar situations, lead the first pupil to make a much larger con- tribution from his own knowledge. Frequently pupils fail to get credit for what they know perfectly well because the teacher’s question puts the thing in an unfamiliar and perhaps also in too technical a way. On the other hand, the inexperienced teacher too often fails to give any contribution at all himself, accepting scrappy and inade- quate answers, failing to correct inaccuracies in answers given, do- ing little incisive questioning, and leaving the whole topic vague and confused. : There is often need, furthermore, that pupils should be required to defend their ideas against opposition. For this reason, the teacher should not give too ready assent to the pupils’ answers, but rather hold approval in the background and sometimes even present objec- tions in order to lead pupils to clarify and establish their answers or for the purpose of bringing out the weaknesses of replies. It is de- sirable that a wholesome spirit of questioning and debate should be aroused in the whole class, so that pupils demand of each other ade- quate proof or evidence of points in hand. The class thus comes to have the conference spirit where the teacher acts as leader and where each one is ready to make his contribution in gaining the fullest mastery of the subject in hand. There is need also that the recitation work should include vigorous testing and drilling on the work covered. In the testing, pupils should be held for definite, accurate and well organized knowledge. Much of this may be done in connection with the teaching development, by asking questions which demand not only good thinking about familiar situations, but also information supplied in the assigned lesson. A skillful teacher will find out whether pupils have made adequate preparation by testing their ability to select needed information gained from preparation of the lesson and to apply this to some problem in hand, rather than by bookish questions which call for reciting wholly or even in large part from memory of what was stated in the book. Altogether too much reciting is this memory kind with no problem to stimulate thought and little motive to arouse interest. While much testing should be done in connection with the teaching, there should - also be some special attention given to testing and review. It is a good plan to devote a little time to this early in the recitation, at least several times a week before the advanced lesson is taken up. High school pupils are not sufficiently mature so that they can be depended upon to do sufficient reviewing and testing of themselves outside of class. The need of adequate drill work needs to be emphasized especially. High school teachers are altogether too apt to copy after college or university methods here and give entirely too little attention to good devices for drill work. Whether enough drill work is done in college classes need not be discussed here, but whatever may be said on this question, it is certain that good drill work is neglected in most: high es AGRICULTURE IN THE HIGH SCHOOL 41 schools. The plan in the high school should be patterned after methods found effective in the grades below rather than after college methods. Devices should take advantage of well known methods of arousing in- terest. Drill exercises should first of all be snappy and vigorous, so that the very activity itself will arouse enthusiasm. Again the spirit of rivalry and the play instincts: may be appealed to as a means of getting the most concentrated attention. At the same time it should be remembered that the fixing of knowledge permanently in mind de- pends upon good attention, establishing many familiar associations and frequent repetition or application. A good variety of drill devices should also be employed in the drill work. Much of the work in all the agriculture subjects, as well as other high school -subjects, involves the gaining of familiarity with new terms or expressions. The use of technical terms should be avoided wherever simpler terms can be used but many new terms are abso- lutely necessary as a part of the language of the subject. Familiarity with these terms is necessary both in presenting accurate ideas to others and likewise in understanding the thoughts of others. In order that the pupil may acquire facility and skill in the use of the language of the subject, it is necessary that there should be an instant and accurate association in his mind between each term and the idea or object to which it belongs. A good deal of drill and practice is demanded in gaining this familiarity and in establishing these associations. Without such familiarity both knowledge and expression are hazy and confused. In many cases pupils appear to be wholly ignorant on certain topics, whereas the ideas involved are perfectly familiar. They seem ignor- ant simply because they have no understanding or mastery of the terms and language employed in giving full and accurate expression to these ideas. What is needed is a thorough drill in a mastery of the necessary language. For example, many boys might know a good dairy cow or a good horse, but be unable to point out the points of excellence or show in what characters the animal excels. In order to be a master of the whole problem, the boy must understand the names of the parts and the terms commonly employed to describe them and gain skill in the use of these to express his ideas. It can- not be impressed too strongly upon the high school teacher of agri- culture that a large amount of vigorous and snappy. drill work is needed with the use of the best possible devices, in order to give pupils intelligent mastery of the work. This applies with special emphasis to such topics as—parts of a dairy cow, parts of a horse, classes of animal foods, constituents of milk, breeds of poultry, identification of weed specimens, etec., but it applies also to practically all of the topics dealt with in the classroom. In order to show more definitely how effective drill work may be conducted, the following exercises are suggested: 1. Parts of a dairy cow. Take up this study first with a good chart before the class showing parts and names of the animal. Such 42 AGRICULTURE IN THE HIGH SCHOOL a chart should be on hand as part of the equipment, but if not at hand, a drawing may be made by some member of the class. Have some pupil first point out the parts giving the name of each. Be sure that it. is understood to exactly what part or region each name applies. Have a number of pupils name these over demanding a little greater speed each time. Now let the teacher take the pointer and go rapidly over all the parts asking for concert answers. After this test individual pupils keeping a record of the number of mistakes made. Place the record on the board. Stimulate good natured rivalry on the part of pupils to make the best record. Do not expect to fix all the names the first day. Repeat this vigorous drill for a short time on many different days. Such a plan of drill is far more effective than long continued practice on the same day. In fact, improvement — is possible at one time only up te a certain point. Beyond this point further drill may be positively harmful because it fails to hold atten- tion and may result in confusion. 2. Acquaintance with weeds. First take a trip with the class to some nearby field or roadside. Collect and name as many weeds as possible, noting distinguishing characters of each. It is well not to make the list too large the first time. Have pupils consult avail- able books on weeds in an effort to find the names of any specimens not known in the field. The teacher should give such help as is needed in this identification. At the next recitation period gather the pupils about tables with specimens in hand for a study of the characters of each specimen. Next begin drill work for the purpose of fixing names and characters in mind. Take a set of specimens, say twenty-five, and holding one at a time before the class, ask for the name and one or two distin- guishing characters of each. Call for concert answers at first and then test many individuals, stimulating as before rivalry in getting the largest number right. Many mounted specimens ought to be avail- able for use in this work. Fresh specimens may also be used. Re- peat this drill exercise at the opening of the period on many different days. Such exercises should be made use of in connection with a great variety of topics. The greatest enthusiasm may be aroused if good devices are used and the work is made vigorous and good natured. ~ 5. Practical Projects. a. Purpose and Importance. The practical project is regarded as the most essential part of the agriculture work. Unless opportunity is provided for pupils to work out some actual, worth-while farm prac- tice there is likely to be little motive in the work and results must be largely a failure. Such laboratory work as is usually carried on in connection with the science subjects of the high school is not enough, although some of this is needed. The farm and the school plot where- ever feasible, must constitute the main laboratory for this work. It is the business of the agriculture course to furnish opportunity for practice, as well as instruction, in the best methods of the farm in the same way that domestic science courses provide for practice in baking AGRICULTURE IN THE HIGH SCHOOL 43 LABORATORY WORK AT GREEN BAY, WEST SIDE. NOTE CHARTS AND OTHER ILLUSTRATIVE MATERIALS. FILLING THE SCHOOL SILO AT WEST SIDE, GREEN BAY HIGH SCHOOL. j 44 AGRICULTURE IN THE HIGH SCHOOL the best bread, cooking meat in the best way or making a good dress. A definite line of projects is demanded in the agriculture course just — as much as projects involving the actual construction of things by the use of tools is required in a manual training course. Without. the project, the work must lose most of its vocational or prevocational value since the pupil has little opportunity to determine his aptitude and taste for this line of work unless he has a chance to try out actual problems and practice in connection with his instruction. Tin can and pot experiments or even small plot demonstrations, useful as these may be, cannot give this vocational outlook. The boy must actually work out some practical result which appeals to him as worth while. It will seem worth while to the boy in exactly the same way that it does to the man, that is by the producing of a good crop and getting a good financial return or an added attraction or comfort in the home. Other values might be mentioned but need not be dis- cussed. It is only necessary to repeat what. was previously stated under “Administrative Requirements,” that it is now a definite re- quirement of the state department that a systematic and well organ- ized plan of project work must be carried out with all the students in the agricultural course during each year of the course, in order that state aid may be granted. b. Scope of the Term. The term ‘“‘project’” is here used to include any piece of actual farm practice carried out over a long enough period to realize a definite and complete result. The realiza- tion of a financially productive result should be the aim of most projects, though this is not always possible or even desirable. As to the time element, projects have been classified as short time, medium time and long time. Often the short time and medium time projects may be regarded as merely stages in the long time project. Again, ~ some short time and medium time projects may be regarded as “exercises” which should properly constitute a definite part of the classroom instruction and laboratory work, as for instanee, making the Babcock milk test, selecting and curing of seed corn, treating seed for disease, germination tests of seed, ete. Such work should be given as a part of the demonstration work at school and should also be encouraged as much as possible at the homes of the pupils. Possibly some school credit should be given for such home work, but these exercises alone do not constitute a satisfactory plan of project work. The United States Department of Agriculture has given the follow- ing essential conditions for such project work: ‘‘(1) There must be a plan for work at home covering a season, or a more or less extended period of time; (2) it must be a part of the instruction in agricul- - ture of the school; (3) there must be a problem more or less new to the pupil; (4) the parents and pupil should agree with the teacher upon the‘plan; (5) some competent person must supervise the home work; (6) detailed records of time, method, cost, and income must be honestly kept; and (7) a written report based on the record must be submitted to the teacher. This report may be in the form of a booklet.” AGRICULTURE IN THE HIGH SCHOOL 45 Bach student in the course sheuld carry out one or more such pro- jeets during each year of the course. Crop projects must necessarily be carried on during the growing season, but the animal project can usually be managed mainly during the winter season. A very good working plan is for each pupil to operate a crop project in the sum- mer and an animal project in the winter. These may overlap but the two can usually be handled during the same year. This works out particularly well with the course of study as it has been pre- sented in this bulletin. A crop project may be begun at the beginning of the second semester of the freshman year and carried along paral- lel with the instruction work in “farm crops.” This project may be rounded up in time for the fall festival and exhibit during the first semester of the second year. An animal project may be started in the fall at the time of start- ing the work with “farm animals.” The dairying and poultry work furnish ‘the best projects at this time thus making it pos- sible to connect the project very closely with the instruction. The sophemores can then start another crop project in the spring and perhaps carry also an animal project either the one started in the fall or a new one, along at the same time rounding them both up for the fall exhibit of the junior year. Soil and farm management projects can then receive main attention during the last year of the course. c. Relation to Classroom Instruction. However near the plan can be made to follow that just outlined, every effort should be made to connect the projects as closely as possible with the class- room instruction. The project thus helps all the time to furnish not only the motive and the vocational outlook, but also the con- crete basis for the instruction which would be largely meaning- less without the practical application furnished by the project. A greater interest is aroused in this way and the theory and prin- ciples presented in the classrcom find constant verification in the art or practice as carried out in the project. It is only through such correlation that the work can be made truly educational, so that the scientific habit may be developed in connection with all farm practice. d. Relation to the Parent and the Home. It has already been indicated that the parents’ interest and codperation should be se- cured in the project as far as possible, both because of the help the parent may give in supplying land, seed, equipment, ete., and because of the stimulating effect which this interest and codpera- ‘tion may have upon the parent in getting him to study the prob- lems involved and in convincing him of the value of the best prac- tice. The project thus becomes a most important bond between: the home and the school instruction, between the school and@ the community. In fact, it is the only possible way by which an agri- cultural course can secure any vital or active community interest except in the most general sort of way. The problem of securing 46 AGRICULTURE IN THE HIGH SCHOOL the hearty codOperation of parents in this work-is a most impor-° tant one, often calling for the most tactful management on the part of the agricultural teacher. It is in this connection that a preliminary survey of the com- munity by the teacher is most valuable. If before school opens or early in the year this teacher can spend some time getting out to the homes of patrons with the idea of getting acquainted per- sonally; of studying the local community problems; of gaining the confidence of the community, and of letting the people know what is being planned in connection with the agricultural course, an immense advantage may be gained in getting the best codperation in the project work. e. The Home Project. Projects may be considered as home or individual and school or group projects. Of these the home project is regarded as most important. It has the advantage of linking up closely with the home and of thus helping the instruc- tion work to actually function in the activities of every day life. At the same time the benefits not only reach the pupil but also the parent and the home. Wherever land can be secured on the home farm or in the home garden, this furnishes altogether the hest place to carry on the project. Where pupils cannot secure land at home it is the business of the agricultural teacher to find some other way of securing it for such pupils. Such land may be secured from the school plot or sometimes from vacant lots in cities or vil- lages. Real estate men are usually glad to codperate with the school in donating ‘or in securing the use of such plots. Some boys in the agricultural course hire out for the summer on a farm or else- where, others may leave hcme on vacation trips. In such cases, projects should be selected and cared for till the close of school and then each student should be held responsible for providing in some way for the work while he is away. If he has to hire some one, this should be counted as one of the items of expense connected with the project. Another possible plan for boys who hire out, is for each to organize some project in connection with the work he is called upon to do on the farm. A financial account should form an important feature of each project. This account should show size of plot, materials used, character and amount of labor, together with costs, receipts and profits. A prize essay contest based upon this work, would arouse special interest and would be valuable work to be carried on in cooperation with the English department. Some “Prize Letters” of a somewhat similar nature are published in Hoard’s Dairyman for March 13, 1914. Somewhat longer essays might be desirable in this work. The following list of projects offers a variety of lines from which may be selected those best suited to individual and local needs: Nearly all of these have been actually carried out in the Wisconsin AGRICULTURE IN THE HIGH SCHOOL 47 schools, though of course not all in one school. A rather full list is given so as to offer a wide range of selection and also to.vhelp provide for varying interests in individual pupils and in different communities. PROJECTS WITH FIELD CROPS 1. Growing an acre or less of corn. One acre is a standard area but results on a smaller area may be figured out to the acre unit. 2. Growing pure bred grains on a given area. Growing potatoes on a given area, 144 of an acre or more. Developing a plot of alfalfa. Carrying out an ear-to-row test of corn. . Testing hill selection of seed potatoes. . Selection, curing, testing, ‘grading and selling of seed corn. A group of boys in cne school marketed 160 bushels one year. 8. Raising sugar beets for sugar beet factory. 1D Ol P CO PROJECTS IN HORTICULTURE AND GARDENING 1. Construction and operation of a hotbed,—rasing garden plants such as cabbage, tomatoes, cauliflower, etc., or flowering plants such as aster, verbena, salvia, etc. \ 2. Vegetable gardening and marketing. Well adapted to pupils living in city or village. 3. Raising tomatoes, beans, peas or cucumbers for canning or pickling at home or factory. 4. Growing cabbage for sauerkraut. 5. Starting a strawberry bed. In one school the plants were furnished by the school. 6. Landscaping home or school grounds. 7. Starting Ithe home lawn. 8. Starting a tulip bed at school or at home. Bulbs should be set in the fall. 9. Developing summer flower beds or window boxes. 10. Developing winter blooming flowers in pots or boxes,——slip- ping, tending, gathering, arranging in bouquets. 11. Building and operating a small greenhouse. 12. Pruning and gpraying fruit. 13. Rejuvenating orchard or patch of small fruit. 14. Raising and marketing fruit. PROJECTS WITH ANIMALS 1. Developing a ficeck of poultry or keeping an egg record over a certain period. Ducks have been raised in some schools. In one school a hen and eggs were furnished by the school to each student for the start, with the requirement that an equal return be 48 AGRICULTURE IN THE HIGH SCHOOL made. In other cases pure bred eggs are furnished by the pupil himself and these are hatched in the school incubator. 2. Raising a litter of pigs or fattening one or more. In one school a pure bred sow was furnished by the scaool and a good sow returned by the student. 3. Calf raising or fattening: strict account kept, calf weighed regularly and exhibited at the fair. 4. Raising baby beef. 5. Keeping dairy record for 2-5 cows over a certain period, 3-6-9 months and determining yearly profit. 6. Raising pony and fitting him for the fair. 7. Raising, fattening and marketing four lambs. 8. Care and management of bees. 9. Working out life history, economic importance and means of control of insects. PROJECTS ON :SOILS, FARM MECHANICS AND FARM : MANAGEMENT 1. Fertilizer demonstrations on several plots of soil. 2. Testing acidity and liming of soil. 3. Surveying and mapping to scale home grounds or parks in the city with construction of blue prints. 4. Mapping farm to show crops, acreage, buildings, farmstead, 5. Surveying and mapping ground for tile drainage. 6. Preparing an exhibit of rope and knot tying. 7. Taking apart, setting up and operating a gas engine. 8. Cleaning up and repairing auto engine. 9. Completing a farm management record of the home farm or some other farm: capital invested, operating capital, acreage of crops, live stock kept, receipts, expenses, labor income. Blanks are furnished by United States Department of Agriculture and Uni- versiey of Wisconsin codperating. Write to college of agriculture, University of Wisconsin or to the United States Department of Agriculture, Extension Division, Farm Management Demonstra- tions. f. The School Project. This has the following advantages over the home project: 3 - (1) It can be given closer direction and supervision by the teacher. (2) It attracts the interest and attention of the whole com- munity more quickly and to a greater extent. (3) It develops an enthusiastic desire in the pupils to want to try out home projects. The well managed school project like- wise stimulates the pupils to give good eare to their home work. AGRICULTURE IN THE HIGH SCHOOL 49 (4) It stimulates the best practice in the whole commun- ity by furnishing a valuable object lesson which attracts the at- tention of all. It is interesting as well as significant to notice that there has been scarcely a case where the school project has been developed to the exclusion of the home work. The two have almost invaria- bly grown up together. The school project has therefore come to be considered essential in high school courses. THE SCHOOL PLOT The school plot is not required, but is strongly advised wher- ever adequate supervision and care can be provided for it during the vacation months. If the agricultural teacher is employed for an eleven month’s year this supervision is easily supplied and even where ‘this is not the case, it is generally possible to find some one who will see that the plot has proper attention. Unless such provision can be assured it is not wise to attempt the plot work. If care can be provided, the plot makes possible some of the most Farm 2 ee 3 Potatoes Pure Bred Corn eeeners aA Pua Demonstration Laboratory | Plot Plots for Farm Supplies Soils, Alfalfa, | Small Grains | Garden tree | CLC: | 2 AS | A. | 4 A. Fig. 1. Suggested arrangement of School Plot of 2 Acres. desirable school project work. Fully half of the eighty high school departments in the state have operated a plot during the last year. The sizes of these iplcts have ranged from a-small gar- den patch up to fifteen acres. The size has averaged about two acres. It is very important that the p!ot should not be made too large at first. A small plot can easily be enlarged if found advisable: after a year’s successful management, but it may take a good many vears to overcome the bad influence of a plot which has been allowed to grow up to weeds. Furthermore, even if a large plot is well cared for, the amount of work required may demand too much of the time aud energy of the agricultural teacher to the detriment of other phases of the work which should not be neg- lected. 50 AGRICULTURE IN THE HIGH SCHOOL LIST OF SUCCESSFUL SCHOOL PROJECTS Practically all in this list have been carried out in the high sehools of the state and most of them are now in operation. These like the home projects should be selected with special reference to local interests and ‘conditions. 1. Constructing and operating a hotbed,— a very popular and valuable school project. 2. Raising pure bred corn on school plot. A ready sale is al- ways found for good seed corn at fancy prices. 3. Raising cabbage and marketing for sauerkraut. SCHOOL POULTRY HOUSE BUILT BY AGRICULTURE CLASSES AT GREEN BAY EAST SIDE HIGH SCHOOL. 4. Raising and marketing truck garden products. Especially successful in cities. 5. Raising certified potatoes for seed. 6. Raising potatoes for hill selection demonstration. 7. Raising corn for ear-to-row test. 8. Planting potatoes to demonstrate different methods of cutting and planting. A check or control should be used with the differ- ent plots. ay 9. Demonstrating effect of liming and inoculation on growth of alfalfa with proper controls. 10. Landscape planning and planting on school grounds or on home grounds at request of owner. 11. Developing school flower beds: tulips, geranium, ‘salvia, coleus, aster, pansy, etc. Especially good for the grades. Works well with the hotbed. ; 12. Preparing flower boxes and other winter blooming flowers for school. Coal ‘00°'2T$ DNILNGININOO AO HOVE ‘SSVID AYCNVASNH uD TIVWINVY Ad LHONOd SHHALS "IOOHOS HDIH CGNOWHOIYU MAN “LOELOUd DNINGLLIVA WHaLS AGRICULTURE IN THE HIGH SCHOOL 52 AGRICULTURE IN THE HIGH SCHOOL 138. Spraying fruit trees. Use control. 14. Operating incubator and raising chicks,—combines well with the home projects. 15. Building poultry coops and houses. 16. Care of dairy cows and marketing products. 17. Erecting model dairy barn. 18. Fattening steers. Two pure bred yearling steers were pur- chased by the animal husbandry class, each pupil contributing $12.00. The steers were fattened and sold and a careful account of all items in the project was kept. 19. Fertilizer demenstrations on differently treated plots. 20. Erection of a small greenhouse. g. Organization of Projects. In order that the project may have real educational value, it is necessary that there should be just as careful and as definite a plan for this as for any other school work. Every effort should be made to avoid careless and slip shod work and to see to it that pupils are actually held re- sponsible for faithful performance of the work and for real edu- cational results. Three things are necessary to insure this. Hach pupil should be led to follow a definite plan of procedure, care- ful reports should be required showing progress and completion of the work and regular and frequent supervision should be provided. GENERAL PLAN OF PROCEDURE Preliminary survey of home conditions. Selection of a project. Securing land, seed, or other material. Study of related literature: text, bulletius, selected references. Report by pupil to the teacher showing detaiis of plan. . Preparation of land or other material; plowing, harrowing, digktinee marking, planting, or any other work. 7. Cultivation and care. 8. Weekly report by the pupil showing work done and progress made. 9. Harvesting, curing, marketing, ete. 10. Final report showing summary of results: nature of project, dates, labor, expense, receipts, profits, ete. 11. Prize essay report,—may be asked for in connection with compositicn work. In order that the teacher may advise intelligently with the pu- pils about their home projects it is highly desirable that he should have definite knowledge of home conditions. If he has been able to visit the homes in the community before the opening of school or early in the year this will prove a great help in this connection; but still further advantage will be gained by having the pupil pre- pare and hand a preliminary survey report of his own home and CoO ES OO! NS Fs AGRICULTURE IN THE HIGH SCHOOL 53 school conditions in connection with the selection of his project. A plan for such a report is suggested in “Report Form, No. 1.’’ Individual projects should be selected several months before thé work must actually be started. Crop projects requiring prepara- tion of land and planting in April or May should be carefully planned not later than the beginning of the second semester and earlier would be better. It is often a decided advantage to select the land early enough so that it may be manured and plowed the preceding fall. In the case of animal projects a good deal of time is also needed for preparation. 'The securing of the best seed for crop projects is sometimes a problem. It is very desirable that only pure bred or certified seed should be used. Wisconsin grown seed should always be _ pre- ferred to any grown outside. Furthermore, seed grown in the im- mediate locality is much better to use than that grown at a distance. Seeds can, of course, be obtained of the commercial seed houses and it is a very good plan to gather up the catalogs of a number of these, obtained through advertisements in farm papers. The L. L. Olds Seed Company, Madison, makes a speciality of handling Wisconsin grown seeds. At the same time, the agricultural teacher should keep in touch with the agricultural college, with certified growers of the state and with any special state associations such as the State Potato Growers. The official state paper of this as- sociation is the Wisconsin Potato Journal which is published quar- terly at Madison. The Secretary of the association is Prof. J. G. Milward. The best place to write for general information concern- ing reliable farm seeds is to the Wisconsin Agricultural Experi- ment Association, Prof. R. A. Moore, Secretary, Madison. An an- nual bulletin is published by Prof. Moore giving an official list of certified growers belonging to this association. The Wisconsin Bankers Association recently issued a bulletin on “How to Secure Seed Grain,’’ Bulletin 32, March 1916, by G. B. Mortimer. This can be secured by writing Geo. D. Bartlett, Association Secretary, Pabst Building, Milwaukee. Oftentimes pure bred seeds may be obtained through the county superintendent. It is highly important that e»ch pupil in taking up a project should make a careful study of the principles and best practice connected with this project. Classroom instruction should furnish this as far as possible, but much more extended study should be made of special bulletins and other references bearing on the project. In this way each pupil should gain as thorough a mastery as possible of all the problems connected with the work. It is through the home project when studied in this way, more than through ‘any other agency that the instruction work of the school will actually take root and function in the home and in the life habits of the pupils. It is the business of the agricultural de- partment te have a good supply of these bulletins and other refer- 54 AGRICULTURE IN THE HIGH SCHOOL ence materials filed in such a way that they are readily available for the use of pupils. When the time comes for the preparation of the land and the planting of the seed, the teacher should see to it that the pupil attends to this in gocd season. If the work can be arranged out- side of regular school hours, such a plan is desirable, but in some cases it may be necessary for some pupils to be excused from other school work for a day or more to give entire attention to the pro- ject. It is expected that principals will see to it that pupils are excused where the success of the project seems to demand it. In such a case, arrangements should be made with other teachers for some plan by which pupils excused shall make up the work which was missed. At the time of harvesting the crop the same neces- sity for excusing some pupils may occur. REPORTS The reports of pupils on their project work should be given very careful attention. Inspection has indicated that in the past, too little attenlion has been paid to this phase of the work. Reports have too often been made, if made at all, in a careless and slipshod way both in the matter of good English and also in that of the arrangement and completeness of the material. Except insofar as the teacher can actually visit and inspect the work of each pupil which is most de- sirable, the report furnishes the best evidence of the attention which each pupil is paying to his project. Even where the teacher does visit each pupil several times during the summer, it is highly important in order that the project may have real educational value, that a care- ful record shall be kept of all items connected with the work such as time spent, progress made, and costs and receipts of the work. The pupil should be constantly stimulated to formulate and study out problems in connection with the work. The requirement of a definite report is a stimulus in this direction. Good English and neat, busi- nesslike work should be insisted upon in all these reports, A simple, definite report is more desirable than one too elaborate which is likely to tend toward formal mechanical work. It is considered very desir- able that the pupil should hand in a report as often as once a week. This holds the pupil to .a definite and regular study of his project during its whole progress. With only a monthly report the pupil, and especially the young pupil, is too apt to give the matter little thought for considerable periods which is almost certain to lead to neglect in a material way as well as on the side of intelligent study. It is also important that the whole project should be well rounded up and that the result should be organized into good permanent form. Then the teacher should have a concise and accurate record on file showing just what pupils finished their projects in a satisfactory way and giving also the essential results. The following forms are here given with the idea of suggesting plans which are convenient. Nearly all of AGRICULTURE IN THE HIGH SCHOOL ~ 55 vd them have been in actual use and have grown up in response to the needs of the work. It is expected that they may be modified wherever necessary to meet the local need. In the use of any such forms, stren- uous effort should be made to avoid the tendency toward mere formal —and mechanical results. SUGGESTIVE REPORT FORMS No. 1. Home Project Survey Sheet (Adapted from New York Bulletin on Agriculture in High School.) INOS assis INF RIID CR aieicihi ies ctecritrarsiviatel als hen leeleleioisaree Date sastcac dacroteuseies WAGE H ape IN AMEIOLID ATED eicts cars tielets nine ee otib ete aire eivbiovels WU GTO@SSS,. srs shisvsissteveeleteleg ose Occupation of parent............. DistanGertromllsn.)scwoscciye Location of home...... Size of place (acres).......... General Slope.......... Amt under cultivation Remarks on place Cha’ acter of soil Amt, UerManeni DASEUTES\. «on sc ssieicclecls scree Amt, tempo INOWUENTEGECES: seine ccistet cewide ate Condition Crops grown i ee eee ee ra | i i ee eee ee ee ee ea TUE Vi ASU Ciajstaletovorelelaie siayaretetehay ays ere IUD Vert IU tis tapote are ecetefeces ores LAS? YEAR THATS YEAR | Yield Value hernias | Yield Value | Cultiva- Kinds | Acres | per of lion Acres per of lion | acre crop given | acre crop given es sll sala ht ae eli Pe ere [a9 Sassetet| obs suet TS. 5 bh Runciaaauiac a nani s eee Uae Rec da og ae| Eooe our ROR CLecRer Stock Milk Number Breed Value Purp»se lors’ s ATM by AG DTESCMLesicicis sree ets at Peeeiancee Saree csases erate senetaieeel obs seta tes oa Pe F che iglctay Tovah fete waste etele rake rere he | crereusiace tere ayer vers (Ahern a nook BR ela a Mc eskey ele arcaoyel ouch iGIn a aiesavetal| erasers, staan hevere| ie ane ocalche versie! ects | Value per week $............ Other stock | BOGS 4 MNUMIDET cieaccu es «sic Stablewoomtaeise. aces Outside dimensions............ Floor space not stable............ Paty ROOD ss >> Matvenialltiinarcns.s. SIZES Hs ces alecetre INO; TOOMS ni. 0 5° WMO Sear AIMIG. s/t Nee aie bie emisictoisjetets jeWhalragaasogeedecceece DESCRIDETOM I. didsietoes or wie ete sales e(e Distance tonmanrkKet..< cise esses sles INSITE NO Pride Gareth tetete/eicietarcrous.clecelsvelcves's atsic stetoin(einis MOtavecapital IVSSE ao.%,c07 occkveste s cieleis Bpodooonndod acacur Total expenses for vear i91.... Farm income Interestetm Capital’ at: 590s stems ov e-sjesreye'seie:sieleie arishaile 56 AGRICULTURE IN THE HIGH SCHOOL No, 2. Report on Selection and Pian of Project This report may be attached to and made a part of No. 1. NE Ci erin Wirt SCHOOL: cites INA Chess: eros, iat om ei eke dena eee Datei: | «\tyanvene Present School Program A. M. P. M Hr, Study | Hr. Study _ | Home Project Nain e Of PROFS ty seas ais pow reihs ah lace pet areate) aah heres Ue pace tea sairendmpneieel Slee ane ar cae Scope Of SProjectyre ne is. eke ae es Receive cette Ga aap Sanat et ee ee (Size of plot, crop to be raised, how marketed, ete.) Materials how? ‘S@CUTE Cty 3 sale cal hie eio learn toe needy epmiabe atlap thee Sie alti a a ee (Seed, tools, horses, ete.) (Treatment or testing of seed, method of planting, cultivation, harvest- ing, marketing, etc.) : AGRICULTURE IN THE HIGH SCHOOL 57 No, 3. Weekly Report of Pupil. Home Projects of the Agricultural Classes. Fe RN Se eh OS ane a MNES Breer RADA Oe CS es High School NST eIGEUM TAS AINE) se reser atacad eicusloie hohe e) a ote nyeie Seis Glassn Gin School) iis sacs Se cmtesien ses PM aYO Per fell VOW OCs racks she che crcie ters care tis Bisstas praiete elajeeyss is welts WACO Na. sis crete siscamiaaitelseaisee is QName OtslnstructoOL) oir aet sie bac e sonata He armearetees of RIBCE) ei saekit «fel ciste ciew's see Dear Sir: : During the week beginning........... Poa Peyeynintarece ictal cmcveranavaqorela) ster srpreravele vere Say VSD & INGEN CLIN Bae mic ce eattichcio cca cists casio slGbee bene, sive Sainte, eee 19D Set my project was cared for as follows: Ihave indicated work done, time spent, observations made and an account of expenses and receipts. ; BUCA MNES Pag pE ONE) AaDeM EN ASO) Leas rare ai eestasy sroy ao ever opeyciey chete Hota Ciatetanott ctu tuck bevel shetetcies she ye/earepePer “eiefeval stotaien oie o°416i6)5 MMIMeKOteseecime eke ORL tts Mt mas. aM eS Se oe) A oes TRG CO SCC Cs tes ears ccasract fete tase WW Wajrete dare ise ails comer vee Pee aah OSES © eel Sates eho TM IEE Time Record Date. | eee Work done. 4 | By what means. | | Self Man and team | js Hte! | | ) Account Record Debit Credit o | ae | eI | 3 Items. Rate, §=|Total || Items.) Rate. | =| Total. ei lau | las ie z POE FSO | |. | | | MUDOME. sateen ines fe | @ 1c per hr. | | | | Labor, man and horse....| @ %5e per br. | | Labor, man and team...) @ 45e per hr.’ | | | Labor, man and 4 horses.) @ 60e; er hr, | | Rental of land. ......4.... | @ $4 per A. | | | | MULES S Oe Gane Are tees ae are @ 50e a load | | | | | | | | | i] | Ede Te baie eee Stock Fattening Record CITC WANY Cle Ura ere fe Anton tra ails 4-82 a2 RD Mah rcncr caters, Aiciclevoret Tae oie, «sete spsicteete deldic ke sisteietien NVEToM es Orloumaler. o.25 a. shee Wiel eto me (Gate) ise: Gob acme seeee. Inerease.. 525. iae: oc last weight. Rati ai Dail Pee | Weel s ation aily Sea ; Jeekly Teed. items. Quantity. Rate. Daily Cost.) Gost. anaes ee ae | | | | | | | | ul ! Shh 4, 1am Adee | Observations and Problems. Signature. NEw RICHMOND Iran Scuo0L—DaPARTMENYT OF AGRICULTURE Days Wriday P, Saturday A. M Maes AGRICULTURE IN THE HIGH SCHOOL No. 4. Dairy Record Sheet -Srock RrcoRD migualen wietrinte'e, Vig cia) MUIG)A a e/re aso/Wisiith iminatial vn vials APE TG MET DAB yay uid ocvin's eleven elaeen sata Ont Name of Animal I'xnp Recorp MILK Record Corn . er Lbs.| 10ths Remarks Lbs | Lbs.} Lbs.} Lbs.| Lbs.| Lbs.| Lbs saturday P.M, Sunday A.M... Sunday P.M... Monday A. M.. Monday P.M, Tuesday A. M.. Tuesday P, M, Wed’sday A. M. Wed’sday P.M, elee were teen teen tleweeealew ene teen ee er a) weet melee ww ele wens ed ee ee eee ee eee ee ee ee ee ee ora) eC eee eee eee eee eee ee ee ee ed oe a teen Fat Total.. Thursday A, M. bean alte catetene ltkaeis relate teat AD USA ye Re NE yi\\cisteunterni| cre oracase | eatsvaie Have aveia’s Pnidaw Any Micaltretocs eles Set het aeulsoerito TPOCA WIS sacs seer caralertemere coon per leas aathe vitllatelamperall ere ahve CORT. crs stsuretarearecatnlarave'e atsll acttars ate laearap elt oeeisate Weight Loss or Gain Total'Gost/of Nations. sirsesnvsls ; PVOHU riots desiciantcatnyraamenn ote a Sie ater aic dt ae ieioaiatal ena tris Remarks: Value per lb, Value of pro- duct Signed AGRICULTURE IN THE HIGH SCHOOL 59 No. 5. Quarterly Time Record Report. ae Quarterly Report of Home Project TREC Esere ek cutie SAM ombud ota nt’e Raleile ae onnials Name Of Student ,...icscreccreneseverersreprsevesersrereeens MAING Ot MELTOTGO Usk sass Vater Pewee suite pchialladin tManiateyieienaginss CODE OLPTOIOCU. cicsninised divsutuenrroarcanse@antiieenveslenha POO meee trem eee HER HEHE EHH HEHE FEES E PERE HEE HEHEHE EH EH HEHE HHH HEHEHE HEH HEHEHE HEHE HEH HEHE HEHE EE TIME RECORD 7 ml Pal NO. Or WEEK | HOURS WORK DONE EACH WEEK Cost, UTED cave Second.. Third... Fourth,. BGG es Sixth... Seventh, Righth., Ninth,.. Tenth... TOGA ve What | have learned from the project: T believe that the above report is a true statement, Parent ov Guardian No. 6. Complete Time Record Report. (rom New York State Bulletin) SNA eee hee aote ible me Gina ¢ HAIGH SCHOOL Agricultural department PUPIL’S PROJECT TIME SHEET PIGATIGLOL UO basic vit adire Veer diel ris ee ena RR AoE reseoE gO Rhee p Rede easinetanre' apieibiae’e Hinde mi MANTTER (COSR VOLT. Nt et ree achat eee el Vireeunn ten Lene heanmenecere patrols tens aepatrees eg SELF , MAN | HORSES Yi DESCRIPTION |———-—-—_- || — -——__ DATE) “OF WORK ; if : ; ; » rom To rom To yom lo | | Total in hours | 60 AGRICULTURE IN THE HIGH SCHOOL No. 7. Complete Account Record 2. Poultry Project. The following shows a simple set of ac- counts taken from the New York bulletin on “Agriculture in the High School.’’ The boy who carried out this project started with 3 hens (breed funcertain) 4 anconas, 3 plymouth rocks, 4 white orpingtons, 6 buff orpingtons and 1 buff orpington cock. He set 3 hens with eggs from the butf orpington pen and raised 36 chicks. The other stock he gradually used and sold off until at the end of a year he had all pure bred buff orpington stock., In the mean- time he paid himself $24.30 for labor and made a net gain of $26.59. Inventory | 1913 | 1914 : eb. 1 Poultry SA a | Peby 1-9) “Boultry $26 20 Equipment ee Equipment ee. Feed 1 50 | Feed 3 50 To balance 12.80 $46.50. $46 50 Cash or Personal 1913 1913 Mar 1 4 lb. hen S70 La Rebs 48 Bran (,50) lice Apr. 5 4 1b. hen 70) | powder (.25) $ 75 Apri 2 41b hen 70 Mar. 21 Feed 200 Ibs. 3 70 Apr. 14 1 wh orp. hen pees Apr. 22 1 pkg. Pan-a-cea 25 148) a4) 1 ancona hen 70 {| May 12 Chicken feed, 10 lbs. 25 May 8 43 1b. hen 80° || Mas 12 Bread 12 May 15 1P. R. hen ) 1.. || “June 3 Chicken feed, 20 Ibs. 50 June 5 1P.R. hen Ge ell lhe red tig eeeas Meal, 40 Ibs. is July 9 1B. H. hen 80 || June 4 Feed, 100 Ibs. 1 80 IU sll 1P. R. hen Wiretes tl ed RU LO) Feed, 100 lbs. 2 00 Mash, 50 Ibs. 70 ete., ete. } Sept. 30 Feed, 300 lbs. 5 85 SPs 22 Eggs, 208 4 51 etc., etc: Feb. 23 | Regs. 208 6 07 || Apr. 30 | Eggs, 291, 4 84 etc., etc. Summary 1913 | 1914 i Feb. 1 Inventory $46 50 Feb. 1 Feed, etc. $37 92 | Fowls sold 23 05 Labor (self) 24 30 Eggs sold 538 26 Rental ein Interest ee Sh Inventory 26 20 } Net gain 26 89 $122 81 $122 81 AGRICULTURE IN THE HIGH SCHOOL 61 b. Complete Account on Potato Project. Taken from the re- port of the boy who won first prize in a potato contest held in On- tario, Canada.t. The plot operated was one-tenth of an acre. Expenses ets Oselicin Gi Cat eaten hun OOF Pele ctGMerisr\e ete) alee ahe else). clusl tra [eva ley he $ 30 Gost#ofilabor..(a) for horses«(at:10e per hour..each)nth, 2.4.5. 84.% 1 00 Ca) erorrselta Gato lO Caper. MOU: iiss weeks, vas cic ss tartitabe. tele 50 (e) for other assistance (at 20¢ per hour)........... 50 Costiaot, manure Gale nl OOR WET: COM) BG. ss coke vue os, otsreharclel © sterner elahevebe ta. s ome tse 2 00 WOSt OL NCOMIMErClall Er EWA SS ta cA odie ontetersiciachel >. sre ekdue cue.avaiateierey oes cue : : CWOSLROLESCEOS Wr cyeteres Rea ake sree she, 6) culo a Saadeh eeece Lene. SePapiol neue Ra cemrlctmes eae ie ers, ot 3 00 Cosh onnsprvavwines AIavCTIAL ae aso) ee scyspe te 4 4 As, C/GNe, clad: sw Sax ee ss 6d iapale,fobay ates .« 50 PLO EAU COS Galera vice’: sient siabos ial -Somevcde dateNeysy ote lo eget eke. wa Peieate gece 7 80 Receipts Total value of salable potatoes on plot at 60c per bushel ......... $37 80 WMalievotiunsaiable: tubers, at Wie per bushel yaa... o kc. . eso eon 25 BIS CUED MeV LO Uiart au cst eParasyeirer scr enone auih wipes bon sus Tabeiacensharepet wrehahate feet eich ona $38 05 Statement of Profit and Loss OLA VELL Ol (CROP PAs 10 & 0s I 0S Z& | 00 8T | OS 6T OF at OF II se eeeeee el L SP S cc 1 OT 0c | 09 ZT | 0S ¢ OP co | 06 LT | OS F 09.2).4.07.8, 1.00.1. cg 9 cy 9 ee eeeaee LG OT 1G OT [eww eeeee 8S &E | 88 cl | OT 8&9 8E GS 00 T OOK 00 P= so = 08 ce | OL 02 | OLe G8 6$ | $8 L$ | 00 cs vio. | peek “20 l {BSoe ueul yuey “1oqe'y qooroud s,[idnd M01} 9UODUT A[TUIe YT 00 2S T¢ Il OT 9f 98 9T 0¢ GG aa “fd 96 &S LED 00 ST 6 OF iS 00 62 LS rh 8 TS 02 ST Te10.L 02 0¢ L 06 G coat LT Ga 8 09 6 00 8 0g € 00 0S P 1.0% 2 8S cf | 009 OL 8FT 02 ST 00 8$ 10qe{ IO] j1as pred omloout | eine © Way pat ae ean eam Sia “soul € ‘SU@YOLYO 06 OILY =f ba, ¥ ho cae ee VF 6G X OFS "tt 499y BE X CC] hut «canons SOTO EB tee eee ee ee eeee IL T'''T' A ‘SUOMOIQO OOT teeresetetsserqgay Og X 0G C Hee IR | teeeQ70R | ree eeeeeeee QTR g “eres *y[LUr JO" SAT G6T SES & | ‘Ael_qqos | ‘suvy ¢ eA Meo tee SLOUT TG sis sieccie este Saice CSO ATU ral “***SMOHOIYO 0OCI ee ee a10R S% PROGID COROOCCT =f ii | “STITD dpe e ate ot at (3) 1008 Gc | | 9I 61 ss guisted Magno, |i sage | BT 81 Is" S9OPBIOd N[LeMs|* °°" s**"*STOTO Ie | (GT LT [se seeeeee ss tdoo PUR SUO[eUL “seyseNdy [°° ***Sdo1O UR | LT 91 [BIRO CUMIN 9 V2 oF 89) eer re CTOID W118 i] | 9T cl [rae TOVORy 2 WLU |-UBD IO} UIOD JOOME [°° *SdoID Wey | OT iat cae BOIS (Cl Ad MOd 11 tases ee A LOdy | 10 &T [°c **"Teples ETOH] |°°"****"**SdOID We | PT rat sooreeeSISied OFVIOd |*°*"******SdO1O WARY | FT Il sseceeee SIMO ULOD j**°*°°****SdO1) WIR | 9 Or teeeeeeeeeeButmepaRy (ott sdodo mae | ey 6 sseooeSUTHeUl esveqyD [°° ""*°°* sursared | OTe | 8 eeeeeBursred SOyINT, Co saatnog | gt, | eee eee “IQ [NOg SCOR S OeA CWiAhOpe | 8 g |tseteeee*Suideayeog |°°**** sdolo pus As -O[OIG SUPARMSWOF, OTx G jocoo** "Tepes oMIOH] [°° *""* °° *SdoIo WATE | OT ii [Seeaise SUISLV CAL) [OOda|e 0 ae we TINOd I <6. € [sees STISIGL OFSIOG |°" "(°° °***sdo10 WB | BT Z “"*"Weples GUOF, DUO <6 (08 (4) W118 J 61 IT 4yo1d JON qoofoad s,jidng qoolord ewoy Jo esdooS | qyooroud emoy JO 98TIhL | reak [OOS | jUuelino suLinp | perpngs yoofqns [RIN [NoWsy asy SLOULOUd ANOH NO SLYOdaY AO CUOOUN sS.AHAOVAL AGRICULTURE IN THE HIGH SCHOOL 63 It has been preyicusly stated that every agriculture teacher who is employed for an eleven months year should keep a careful and full account of just how his time is spent each day during the time when school is not in session. This report should be presented to the school board at least once a month and a copy should also be sent to. the state superintendent. Perhaps a report once in two weeks might be even better. Where any arrangenient is made with the agricultural teacher for the meeting of any part of his expenses in connection with this summer work, a carefully kept expense account should, of course, de presented also to the board. Such an account is desirable in any case. The following is a sug- gestive blank to be used for this Teacher's Report. No. 9. Teacher’s Bi-weekly or Monthly Report (To the School Board on Summer Work) Date Work Done No. of Expenses July 1 July 2 July 3 July 4 Etc. I hereby certify that the above is a correct report of my official work as director of high school agriculture during the above period. SHES ER IUUECS ooo tsa Tice ciccnke obicico'e aio o DNIGiua Ooinrorr doo A fuller written report should be made out at the end of the summer in which all data of time and expense should be tabu- lated and explained with a good summary of results. The follow- ing summary is taken from a final report made at Livingston: Summary of Summer Work Work on plots, garden, lawn, diamond, etc................. 12- days Collechme and Imnakinie up samples; “ete. 5... s.ce soe ee 4 days Hsinwexin Dideeeblatbeydllerente) rycen misuse ov oak aie cistehentebe es Sinke.s ates 23%, days Work on farm papers and bulletins for Agri. Library........ 21% days (TIES CLA eave tse ebcy ay Se omy ale corer ave ironiels tush oy Sos Tonk Moeiuc ser awa ie ta, au 14% days US BUNT Sp WO Es eeeeee rary eer hice ce ihn eR eM cslaliaicslan cake Wahehavenaucue sayeys ie, se) 5, ens 114 days MEESCY Ss Cuulermseve nel mDTOWMUCS Cleese ic cosis ciate sy pcs etl saeras ooo 3144 days ROGAN awe Meelis) Matures Makers cvoteke lanen aso sleuejesa eye eters 504%, days 64 : AGRICULTURE IN THE HIGH SCHOOL Required stime ys Lk GATe CAL OE eres Ree Ree eee 2 aMos: Harms? visited once Or More y-2)- ce oe ano oe eso 36 Gardens in willaze, visited; Wetec ace cscs: Cues ede eee sien: 15 Cost to suppert “and rent, Norse G Weems. nauiiad..c.. + anlar $25.00 Miles covered in the country. (about)ck 2222-012.) 22s oes 320 Signed—C. R. WiseMAN, Livingston. No. 10. For Recording Visits to Pupils. eNO Hc SlSsN M(H Se (O Alo (N FL Siro Qioia a * | | | sp till tgs ela lee NINA | a RS Name of (25 =/n'b a]> b> ale = alp) a) elale|ol-/elaleis elelelelelelele/3 Pupil. |S) 3/5\sis)5\5)5 3) 3/3) 5/5) 5/5/35) 5| 3) 5(5) 2/5) 5/515) 515) 5) s) 515) 5)9 Als} 2/29 />/3|> 5|> F/3)3]5)979/5/5/3/9/9)5)4 5/5/55 /5) 5/5 /3)> a i | | | | fe ae a fa Wm. Hanson.| |+} I++ +| | Illia hve ea ta) ant 5 John Burns... i+ +} | + | + ee re 5 G. McDonald. } er | ral eel eateasl etait | te tr A Chas. Mills Jo} | =|) | | sf | +} Edwin Jones.) |+ Valst|po +) pals | 4 | Sati ULC Kir sata etree 6 | | | | SUPERVISION OF PROJECTS Adequate supervision of the project work has already been urged as a necessity if the work is to have real educational value. It is com- paratively easy to supply this for the school projects during the school year when the agriculture teacher is giving his whole attention to the course. As far as the instruction work is connected with the school plot or other school project, actual school time should be given by the class to such projects. School time should not, however, be given as a rule to actual routine labor. This should be provided for outside. The matter of providing supervision for school projects dur- ing the summer should have very careful attention. Altogether the best way to secure this is through the employment of the agricultural teacher for at least eleven months and the necessity of this has come rapidly to be recognized. Nearly half of the high school departments of agriculture in the state are now following this plan and it is hoped that in the near future this may be required of all such departments as a condition of state aid. Teachers so employed should map out a very definite plan of summer work. This plan should include, of course, proper attention to school plot and to any other school pro- jects in operation, but it should also include systematie visits to all pupils who are carrying on projects at home. It is desirable that the teacher should stay a day or two in each place when the project should be thoroughly inspected and such in- siruction should be given as appears needed. The teacher also has at the time of this visit the finest possible chance to get acquainted with the parents and learn of their methods and problems. The teacher will be wise to assume the attitude at first of a learner rather than that of the expert, and if he can also be ready to turn in with a help- ing hand at a busy time on the farm, a great advantage will be gained. visits | | AGRICULTURE IN THE HIGH SCHOOL 65 FIELD OF ALFALFA GROWN BY AGRICULTURAL BOYS AT MONDOVI ON A LOCAL FARM. THE OWNER CO-OPERATING. A VERY SUCCESSFUL PROJECTl. “ SCHOOL PLOT AT GREEN BAY, EAST SIDE. ABOUT THREE ACRES. 44 BOYS WERE GIVEN GARDENS, EACH 17 FEET BY 46% FEET. 66 AGRICULTURE IN THE HIGH SCHOOL It is in this way that the most effective kind of extension work may be started. Three or four such visits ought to be made during the sum- mer to each boy who is carrying on the home project work. The matter of expenses on these trips is one ef some importance. It is hoped that as school boards see the value of this work that they will be ready to supply compensation to meet such expense. Some are already doing this. In other cases many teachers are finding ways of meeting the problem. Some are providing themselves with bicycles or motorcycles for transportation and in most cases parents are very glad to furnish meals during the stay of the teacher. Often parents are also glad to furnish transportation to a limited extent. If no other means of transportation can be arranged, walking is always a last re- sort and withal a very effective method. In case the agricultural teacher is not employed for eleven months, some other supervision ought to be provided for the summer work. In a number of cases some local person has been found who was ready to do this at very small expense. An experienced older student may sometimes be secured. If no special supervision is supplied during the summer the regular teacher should give the fullest possible atten- tion to the home projects as late as possible before the end of the year and again as early as possible in the fall. No better thing could be done for the success of this course, as well as for the benefit of the whole school, than for the agricultural teacher to return several days early and devote the time to inspecting the home projects and visit- ing in other farm homes of the community. Frequently young people not in school may become interested through such visits and be led to a decision to enter high school. There have been a number of cases in the state where the agri- cultural teacher in his enthusiasm to develop practical work that would interest the community, has found a way to stay during the summer and give supervision to both the school and home projects without compensation. It is interesting and significant to notice that in nearly all such cases an interest has been aroused which has led to the employment of the agriculture teacher for eleven months the fol- lowing year. However, important as the summer supervision is, it should be noted that some fairly successful project work may be com- pleted, by a careful plan of reports and by a well planned school ex- hibit in the fall. If the work is started in this way a community in- terest is usually aroused which leads to some plan of supervision for the following year. h. Credit for Home Projects. If the home project work is to be considered as an essential part of the agriculture work as has been urged, there should be some plan by which credit is definitely given for it. Effort has been made by some to work out an elaborate system of credits by which a certain proportionate amount of credit shall be given based on the time devoted to the project work. Re- sults of one such effort have been published by the United States De- partment of Agriculture as Bulletin No. 385, on School Credit for AGRICULTURE IN THE HIGH SCHOOL 67 Home Practice in Agriculture.* Many good suggestions are contained m this bulletin but much of it is probably too elaborate for practical use in most cases. Moreover, a mechanically fixed system of credits is not considered desirable in the high school work. The motive of working simply for marks is already too apparent in its bad effects upon the schools. In this work especially the practical vocational motive ‘should be emphasized above everything else. However, stu- dents should be made to feel that the project work is an essential part of the work and they should be held definitely responsible for its com- pletion. There should therefore be some definite plan of crediting this work. It is thought wise here to leave to individual teachers the mat- ter of what proportionate amount of credit should be given to this in relation to other phases of the work. It cannot fairly be put wholly on a time basis though this should perhaps be considered. It is even questioned whether it is wise to give any percentage mark to this part of the work by itself, but rather to count it as part of the whole plan of the instruction work. The percentage mark is often only a temptation to the pupil to falsify reports or to do dishonest work. The joy of success in the project itself and in the mastery of the problems involved is the real motive which should be aroused by every possible means. i. Suggestions for Special Projects (1) Projects to begin with. Three of the projects in the above list are regarded as most feasible for schools just beginning this work. First, garden work is best adapted to seventh and eighth grades and for first year in the high school. It may also do well for second year in high school. It is further specially adapted to pupils living in cities or villages. Hotbed work connects very nicely with the- garden work. Five or six vegetables should be selected for all in the garden group to raise. Beets, carrots, cabbages, potatoes, onions, and tomatoes make a good list. In addition, each pupil may be allowed to select several more which appeal especially to his interest. A uniform sized plot is desirable, but this may vary for different grades. For first year high school pupils, a good size is 30x50 feet. A second project is raising pure bred corn or standard potatoes on a given area. The “Acre Corn Contest” is being carried on by many schools, but the half acre may be used. A quarter acre is good for potatoes. The Iowa State College of Agriculture publishes a fine circular on the “Corn Acre Project.’? Potato and Canning Club work is described in a circular of the University of Maine.” A third project is adapted to girls. It consists in raising tomato plants, producing fruit and canning at least a part of the product. Green tomato pickles may also be made. Both the fruit and the 1 School Credit for Home Practice in Agriculture, by F. E. Heald, Bulletin No. 385, States Relation Service, U. 8S. Dept. of Agriculture, Washington, D. ©. 1+Iowa Boys’ and Girls’ Clubs, Course 1—Acre Gorn Contest. Cire. 19, 1912. Iowa State College of Agriculture, Extension Department, Ames, Iowa. Agricultural Contests for Boys and Girls. Cire. 2, Nov. 1918. Extension Depart- ment, College of Agriculture, University of Maine, Orono, Maine. 68 AGRICULTURE IN THE HIGH SCHOOL canned product may be exhibited. The tomato project is not very well adapted to the northern part of the state. Beans or peas may be substituted for the tomatoes. : (2) Poultry Project. Poultry work has been especially successful as a home project in many schools. This has been par- ticularly true for boys living in villages or cities. At Green Bay nearly a hundred boys were carrying on this project at one time. After a breed had been selected by each boy, pure bred eggs were pur- chased and hatched in the school incubator, each boy paying a small sum for operating. When chicks were hatched they were taken home and each boy was expected to make or purchase a brooder and later necessary coops. Before winter a suitable house was constructed and the hens were brought to producing as soon as possible. Careful records were kept of all costs and expenses for a year. Fowls were exhibited at the midwinter poultry show held at the school. Here is the summary of one boy’s account for a year’s work. Expenses Costvof chickens: tor start. within. iss5 sec ssckcnn wane eet cis bane ce eat eo Ronee Soe ee $4.65 Cost.of -keeping chickens 0 yeatess: accicos we tion antec na oelereaele ie Sane Tee ener 26.00 TG GATS COBE ie rotors ects sapttare tet o arate wh ieal Go IS a oealeTe Noa otora S/o hele arevead At acts alot tae amet are $30.65 Receipts No. eggs produced by 20 hers from Dee. 1, 1914, to Dec. 1, 1915.................... 2,147 NOs; CLES) SONG oie wsahschayeie ste ctajeuararszsresbreeyare loys le eteyeralsheinotetete saistaParanc okaiate toa oie e afaievo asters re rehire era 827 EXP SOSO]G yc ic icaw dic soso era rcitrathn bo nicistaiplarars ware oisisinne Sian asia ee nlsie ahd NA er olate plea ata tale rete erates Stoneman $17.56 IP WSOC ns siete le ictsia jo (alas uy hea tetsiotoona tate tale lovee eretae ietohae ore le eragnr eral cteites cane aimee vo ala etetete eieeniot 27.50 SSICOCK EELS AE: (OUC wie)olascct re siete tascratele: tasreysliots eiavess tole e?elckaterers Gl sTetorricieieio vedas ecclacd terete siezataieteeretetetane 19.80 2 (161): (0) (0 | Ae ect nt TOM OGG TAU BOMoAt UU Tor seat dEctadomuarcedonodanrs stack vostaAbas 9.25 TOGA NCCI ES oe saeco clocactie ie haces Plat seein lo va rayo ay taveo1 cs ets AAPATEN a tay Mtoe olateactel ete hes creemniat $74.11 (6 [0° =) Rau SA er TR Se rhe Erne CO ne cary ae RIN PAOLA ENS A EM OCALA OURO OOS Mey 30.65 INGE, “DTOMG sec jastecnd ia oe aioe teeio terse eittctessiere Lidoiptale tis coarse Pvveraittalershaistatareate $43.4 (3) Steer Project. A steer fattening project aroused un- usual interest at New Richmond. The boys of the Animal Husbandry class each contributed $12.00 for the purchase of two yearling steers, one pure bred and the other seven-eighths shorthorn. A barn and small pasture were rented nearby the school house. Rations were figured out by the boys as a part of the class work and the work of fattening was begun, each boy being held responsible for feeding the animals for at least one week. The ration used at first was changed once or twice due to individual differences discovered in the animals. The steers were fed between October 2nd and December 17th when they were sold to a local butcher. During the fattening the animals were taken to the city scales and weighed each week. This part of the program aroused unusual community interest. In fact, such a gen- eral local interest had been developed by the time the project ended that the business men including a number of farmers gave the boys a banquet at the leading hotel. The event was made an important affair at which after dinner talks were made by leading local men AGRICULTURE IN THE HIGH SCHOOL 69 and by a number of outside visitors. The boys themselves were repre- sented in these talks. The interest aroused in this whole project was so great that the following year a stock company was organized in the school for the purchase of steers. Stock was sold at $1.00 per share. The steers this year were sold in St. Paul and the boys ac- companied by the agricultural director made a trip to the stockyards to market the steers and see them slaughtered. (4) Dairy Project. Dairy cows have been kept and their products marketed in at least three of the high school departments of the state. Small dairy barns have been constructed at Green Bay and Viroqua. (5) Farm Management Project. A very successful farm management project was carried out at Omro during the year 1914-15. This was carried out through a codperative arrangement with the College of Agriculture of the University of Wisconsin, and the U. S8. Department of Agriculture. In this study 79 ordinary farms in the vicinity of Omro were investigated as to capital invested, equipment, crops raised, stock kept, total expenses and receipts. From _ these were computed farm income, interest on capital and labor income. Blanks for this work were secured from the U. S. Department of Ag- riculture and the boys in the farm management class assisted and directed by the agriculture teacher gathered the data and computed results. Fuller information about the plan and results may be ob- tained by writing the College of Agriculture, University of Wiscon- sin, Farm Management Department. LITERATURE ON HOME PROJECTS ‘ Home projects in secondary agriculture. U. S. Department of Agri- culture, Department Bulletin No. 346, States Relation Service. Agricultural projects for elementary schools—The Commonwealth of Massachusetts, Bulletin of the Board of Education, 1911 No. 1, whole No. 1, 2d Edition Noy. 11, 1913 Boston, Mass. The Massachusetts home project, plan of vocational agricultural educa- tion by R. W. Stimson, U. S. Bureau of Education, Bulletin No. 8, 1914. Whole No. 579. Suggestions for school and home projects in agriculture by K. L. Hatch and W. T. Stewart, Bulletin of the University of Wisconsin, No. 757, High School Series No. 16. Home projects for school agriculture by A. W. Nolan, Agricultural College Extension, University of Illinois, Urbana, I1]., March, 1913. Correlating agriculture with the public school subjects in the northern are by C. H. Lane, U. S. Department of Agriculture, Bulletin No. Supervision of home project work. Bulletin No. 22, Department of Public Instruction, Educational Publications, Vocational Series, No. 14, Indianapolis, Indiana. c Boys and girls club work. Annual Report for 1914. Commonwealth of Massachusetts, State Board of Agriculture, Boston, Mass. School credit for home practice in agriculture by F. E. Heald, Bulletin No. 385, States Relation Service, U. S. Department of Agriculture, Reprinted. 70 AGRICULTURE IN THE HIGH SCHOOL (6) Contests and Exhibits. Every school giving the agri- culture course should plan an annual fall exhibit or Harvest Festival. Many schools are holding also a mid-winter poultry exhibit. These are of the greatest value in emphasizing results, increasing interest and developing a strong motive for the best effort. A school exhibit should be planned in the fall when the products of the projects are sufficiently matured. This school exhibt is of special importance as a means of bringing the people of the community to the school where they may see and understand more fully the work of the agriculture course. It is especially desirable that the exhibit should be held at the school if possible; at least, it should be under the direction of the school and should be made an important feature of the agriculture course. One of the best plans for the school exhibit is to arrange a general “Harvest Festival” in which the agricultural side is made a promi- nent feature and in which any other work of the school may be ex- hibited also. The domestic science department, in schools. where this exists, can furnish most excellent help in such a festival. The social side may well be given some prominence. This links up very nicely with the domestic science side. Invitations should be planned and sent out by members of the agriculture classes to patrons of the school and other members of the community. Following the Harvest Festi- val at school, the best of the school exhibit may be made the basis of another exhibit at the County Fair or at some other important agri- cultural gathering. Frequently a school exhibit may be made in connection with a local poultry show or pupils may be urged to make. individual entries. Efforts should be made to codperate as far as possible with other agricultural agencies of the locality. County superintendents in many counties are planning such work through- out the county. The bankers in many localities have shown special interest in giving help in such contests. The plan may be made easily broad enough to include exhibits open to the farmers as well as the pupils. In connection with the exhibts, contests should be planned as an important feature. Suitable prizes should be offered. Conditions of the contests and a full plan for the prizes should be carefully worked out and adopted when the projects are arranged. Money prizes may be offered, but such prizes as good books on agricultural subjects, agri- cultural journals, useful farm articles donated by the business men of the town, pure bred seed or young animals, a trip to the County or State Fair, or a trip to the Boy’s Short Course at Madison, are much more desirable. Business men in towns where agricultural courses are given have shown unusual interest in giving help financial and otherwise, in connection with these school exhibits. Dealers are usually ready to donate useful farm articles. Agricultural papers have been exceedingly generous in donating subscriptions although they could not be expected to do this very generally. Stock judging contest work is very valuable and has become very AGRICULTURE IN THE HIGH SCHOOL =~) INCUBATOR ROOM, GREEN BAY WEST SIDE HIGH SCHOOL. WINTER POULTRY EXHIBIT, GREEN BAY WEST SIDE HIGH SCHOOL. 900 BIRDS ENTERED. ay? AGRICULTURE IN THE HIGH SCHOOL popular about the state. Much of this may be organized among the pupils of the same school, but an occasional contest among several schools of a district adds to the interest and stimulates the best work. Last year a state contest was organized and held at the Agricultural College, Madison. Detailed plans for conducting stock judging con- tests and for calculating rankings and percentages is given under the treatment of “Farm Animals’ in this manual. Some State Fairs have been giving large attention during the last few years to young people’s agricultural exhibits and contests. At the 1916 Wisconsin State Fair a large exhibit space was devoted to this work and a series of contests was carried out for both boys and girls. The classes of exhibts included garden products, fruit, corn, potatoes, alfalfa, grains, poultry, calf raising, pig raising and baby beef for the boys and needlework, canning and cooking products for the girls. Special contests were held in stock judging, corn judging, apple judging and identification, canning, sewing and baking. Special prizes were given for school exhibits and booths. Full information concerning premiums, rules and regulations of this department may be obtained by writing to the State Department of Agriculture, Capi- tol Building, Madison. The exhibit and contest work should be looked upon not as the main feature of an agricultural course, but rather as a very val- uable objective means of rounding up interesting results of the more fundamental daily work. Such exhibits help greatly in stim- ulating a strong motive on the part of the pupils and in arousing their best efforts. At the same time, they are the best means of arousing interest on the part of the community and securing its best support. It is difficult to ‘get patrons to visit the schools in connection with the ordinary daily work, whereas they will come eagerly in connection with some special exhibit at which time it may be possible to acquaint them with the whole work and often gain loyal support where only unintelligent criticism has existed. For these reasons exhibts and contests are of greatest importance during the early development of an agricultural course though they continue to have great value. The “Harvest Festival” is there- fore strongly recommended as an annual event in all schools giving this course. = In all such exhibits it should be emphasized in every possible way that the work represents the results of the course in school. For this reason the exhibt ought to be held at the school wher- ever adequate space can be secured. If necessary to hold it else- where, all the advertising and labeling of exhibits should make the name of the school a prominent feature and should show that the whole thing is the product of school work and especialiy of the agricultural course. This does not mean that exhibits by farmers and by cthers not in school may not be made a part of a school exhibit, but in such cases outside exhibitors should be placed in a separate class and their exhibits should be so labeled. AGRICULTURE IN THE HIGH SCHOOL 7e; The following bulietins and circulars give helpful material in connection with exhibits and contests: From U. S. Department of Agriculture Farmer’s Bulletin, No. 385, Boys’ & Girls’ Agricultural Clubs. Farmer’s Bulletin, No. 562, Organization of Boys’ and Girls’ Poultry Clubs. Circular 803, Bureau of Plant Industry on Organization and Instruc- tion in Boys’ Corn-Club Work. From Extension Division, Agricultural College, University of Minn. 3 Leaflets on Gardening and Canning Clubs. A Potato Growing Contest Boys’ and Girls’ Club Work Pig Clubs for Minnesota Industrial Contests for Minnesota Boys and Girls, 1914-15 Report of Boys’ and Girls’ Club Work for 1914. From Agricultural Experiment Station, Purdue University, La- Fayette, Indiana Circular No. 29, Live stock Judging for Beginners (Revised edition) Circular No. 19, Industrial Contests for Boys and Girls Write to the State Board of Agriculture for the Complete Pre- mium List of the Wisconsin State Fair. The following tables and blanks are suggestive for the organiza- tion of corn or potato contests and may be adapted for use in other cases. Record Blank on Selection of Piot JUS saa STEEN BU Sy me Ee RE ier aA 2 ee ee Lye at NCU ea OLAS TO OC t-te et te es RN PN EN VE teat eB eA temp lOt imma seS CLOCECO tes. = ace aw MER ree ad ae Ne pn Sods 3. Kind of soil: (Clay, black loam, sandy loam, etc.) 4. Crop raised or other use of land last year —-_--_--_--_--_--_ 7. Width of border around plot to be planted to same kind of corn 8. Amount of rent to be paid for use of plot. $--_--_________ Celi mMlotis owned, namount,or mental walle: tine see ee HOS DiIneNinieSs., itpany.un Secunine suitable plot soa — = 22 ee NOTE: The idea of a border in point “6, is to avoid injury at the edges of the plot. 74 AGRICULTURE IN THE HIGH SCHOOL High School Acre of Corn Contest Contest Rules | No. 1. Each boy or girl who enters the contest must grow one acre (160 square rods) of Wisconsin No. 12 (Golden Glow) or Wisconsin No. 7 (Silver King) pure bred corn. No. 2. The acre must be measured and approved by the committee OPTS eet iewos high school. No. 3. Each contestant must furnish his own pure bred seed corn. No. 4. The contestant must exhibit at the School corn show, ten of his ears of corn, raised upon this acre. No. 5. The contestant must exhibit at the school corn show, one bushel (80 lbs.) of corn, raised upon this acre. No. 6. A set of accounts showing net profit and a statement of his yield in bushels and pounds must be exhibited at the school corn show. No. 7. The accounts and yield must be certified to by two neigh- bors who are not relatives. The persons to be selected by the person entering the contest at the time of the entry, subject to the approval of the committee. No. 8. The committee shall consist of the board of education, the city superintendent and the agricultural instructor of the high school. No. 9. The account shall be figured as follows: Rental of land $5.00, seed corn $2.00 per bushel; labor, man 15c per hour; man and horse 25e per hour; man and team 40c per hour; use of machinery $2.00; manure 50c per load; husking corn 5c per bushel, and other items of expense at cost. No. 10. All contestants must agree to enter all four departments. No premium to be paid unless all four entries are made. No. 11. The ten ears entered remain the property of the exhibitor. The bushel, however, becomes the property of the association to help pay the cost of the exhibit. No. 12. Each contestant must send every week a report to the agri- cultural instructor upon blanks furnished by him. Nose) Lhe ud gzevO£ theless corn show shall be selected by the committee. No. 14. All other questions that may arise shall be settled by the committee. No. 15. Information relative to the growing of corn may be ob- tained from any reliable source. The instructor of agriculture of the Dieta rar ain ere high school will be glad to assist you at any time. No.16. The following points shall determine the successful con- testants: BG) lo Bree inteune Meri ancicid Cc loictord coe Ciao iG. 40 points Quality as shown by 10 best ears and one bushel OF Caras wala, tte rd eee on EE OE ae 30 points Cost pers bushel toe SrOwiece cis cle ececcerene raises teette 20 points Financial record! ve. essc ese atc kroe ehie eeictoneeie 10 points AGRICULTURE IN THE HIGH SCHOOL Bho No. 17. First Prize—A scholarship and expenses to Boys’ Short Course at Madison. Second Prize—A free trip with all expenses paid for one day’s visit to the State Fair at Milwaukee. Third Prize—A setting of eggs from pure bred stock. Fourth Prize—A bushel of pure seed potatoes. No. 18. No prizes shall be awarded unless the contestant complies with all the above conditions. No. 19. This contract must be signed and returned to the instructor of asriculture)Ofsthe. 52a esc. a. = high school on or before May 20, 1914. Contract I hereby signify my desire to enter the acre corn contest of the high school and do hereby agree to fulfill all the conditions set forth in the above rules. Chere) wel eleilalevel ete eielie’ we enene.«/ Clee evule vale) © 0 \e' 6 0 e600. Agricultural Instructor of the High School lo! a) biwitaite lel eifelis 4 serie, wl s)/efve) ‘of .0f 0) e107 Yeltalis,.¥\' 5) /6" el leave)» 'e'9/:0./e,\@ ei énee, oa lavehia\ie ete ce: eet'sjie.'e, 6.70). 6/leljs, «, a/'e) \\e eo. «ere s) ee) (os Names of persons, not relatives, who will certify to accounts and yield. Report of Progress of the Work Date of Planting— Kind of pure bred corn used for seed— Clay, sand or black loam soil— General condition of corn on July 4th.— Number hours labor put in with team up to July 4th.— Number hours labor put in with one horse up to July 4th— Number hours labor put in for single man up to July 4th.— Number loads manure used— Kind of cultivator used— Was it dragged while coming up through the ground? How many times has it been cultivated before July 4th? Any signs of cut-worms or white-grub? Did you plow up sod ground for your corn? What per cent did you have to replant? Have you used deep or shallow cultivation? Was your corn planted deep or shallow? SIC OEST Spall Chex: stated ae ih delete: Senet ate by sep sits on ciate ee hel i sbcuet aura Vecuaetepeate Report should be sent in soon as possible. Continue to keep exact records of everything concerning your own corn from now on. Circular 803, Bureau of Plant Industry on “Organization and In- struction in Boys’ Corn Club Work,” previously referred to gives further valuable suggestions along this line. 76 AGRICULTURE IN THE HIGH SCHOOL 6. Manual Training Work. It is expected that some manual training work shall be organized in connection with the agriculture course, although as previously stated, schools offering the special manual training course should not expect the agriculture pupils to take the complete course. It is strongly urged that special classes be organized for agriculture students so that the work may be especially adapted to their needs. It will be noticed in the outline of courses in this manual that construction work and mechanical drawing are urged for two periods a week throughout the course. It is expected that even the smaller high schools can arrange to give at least three hours a week to this work. The forge work suggested for the second year is considered especially valuable. Every school giving the agri- cultural course is urged to provide at least one forge. The pupils at Mondovi have erected a cement block shop in which were installed several benches and forges with complete sets of tools. The shop was 16’x24’x8’ inside measurement. Farm carpentry, forge work and cement work were all carried on in this shop. Space in the basement of the school building may often be used for this purpose. Outlines and further suggestions for this work may be found under “Treatment of Subjects.” 7. Community or Extension Work. It is urged that commun- ity or extension work should be undertaken by the agriculture teacher with a good deal of caution, and only after a careful study of condi- tions in the community and some acquaintance with the farmers. It is urged that the interest of the farmers should be gained first through practical results secured in connection withthe course in school, especially through the Harvest Festival and the results of the practical project work. It is far better for the agriculture teacher to visit the homes of the boys in the course and assume the attitude at first of a learner who wants help and codperation, rather than as an expert come out to show them how to do things or to correct poor practices. Later, after sympathy and codperation have been gained, and some enthusiasm has been aroused in connection with the course in school, then it may become possible for the teacher to become a leader in bet- tering agricultural conditions in the whole community. This is espe- cially possible where the teacher is employed during the summer months. Opportunities in this direction should be improved as far as the time and energy of the agricultural teacher will permit. Not- withstanding the difficulties, a number of schools have carried on some excellent work in this line. Among the lines which have proved most successful are the following: arranging for programs for farmers’ meetings held in district school buildings for the presentation and dis- cussion of local problems, distributing lime at cost among farmers of the region surrounding the school, demonstrations in starting a field of alfalfa on some farmer’s field, cow testing work among herds of the community, arranging “farmers’ week” programs through the Exten- sion Service of the Agricultural College, orchard demonstrations, pure seed distribution, testing seed corn for surrounding farmers, AGRICULTURE IN THE HIGH SCHOOL 77 carrying on farm management demonstrations among the farmers of the locality, helping country school teachers in organizing practical agricultural work. Much of this work has been developed in connection with the school and home projects which have first aroused community interest. One bulletin! on “Community or Local Extension Work by the High School Agricultural Department” gives the following classification of such work: ‘“(1) Work with farmers, as organizing or working in farmers’ clubs, an annual ‘farmers’ week’ of agricultural lectures, field and orchard demonstrations, cooperative experiments on farms, good seed distribution, seed and milk testing, preparing plans for buildings, and selecting and purchasing improved live stock, ete.; (2 )Work with farm women, as afternoon or evening meetings, short courses, and home garden and poultry experiments; (3) Work with young people, as short courses in agriculture and home cconomics, agricultural con- tests, and literary societies; (4) Work with rural school teachers, as meetings ior agricultural instruction, assisting in conducting school fairs and rallies, and outline lessons in agriculture and home eco- nomics; and (5) work with rural school children, as boys’ and girls’ agriculture or domestic science clubs, schoolhouse ‘‘fairs’’ or ex- hibits of work, rural improvement and athletic field days.’’ The agricultural director in a high school in New York reports the following: ‘“‘The work that can be carried on in any community would be milk testing, encouraging and showing the farmers that certain cows are ‘boarders’, tuberculin testing, especially where milk is sold by the quart, feeding experiments, growing of clover, alfalfa, or legu- minous crops, better corn, drainage, liming soils, intelligent buying and use of commercial fertilizers, breeding of animals, spraying of fruits, treating grains for smut, and management of farms. Of course, the above cannot all be accomplished in one year, as the farmer must be shown before he will change. I find that the farmers have had too much advice from the ‘platform’ and are demanding us to give facts and ‘figures.’’ The following piece of extension work was carried on last year at New Richmond, Wis. Three Holstein cows owned by separate farmers were loaned to the animal husbandry class for a butter fat contest. One of the boys was appointed herdsman. Rations were worked out by the class and were changed from time to time as results seemed to demand. Hach cow was tested as to amount of milk, per cent of butter fat and total butter fat. At the end of the test a banquet was held at a local hotel attended by business men and farmers including the owners of the cows. Results were announced and discussed and the owner of the winning cow was presented with a trophy cup fur- nished by the Country Life Club which is made up of the boys in the agricultural course. It is interesting to note that under the boys’ 1 Circular No. 109 Community or Local Extension Work by the High School Agricul- ce a by W. G. Hummell, University of California, College of Agriculture, ey. 78 AGRICULTURE IN THE HIGH SCHOOL care the cows were made to produce more than they had ever done under the care of their owners. The following table shows the results: i Testing | pps mik| Total Lbs. Name of Cow. period meet lbs. avernee butter days. milk. : fat. UAGPHE DEA) «cases Ware sine biel earete 177 36.1 6.401 3.67 235.49 Pre MAIR Eta ce inv te rotsseiorbteletsieisisveals 217 33.5 7,349 2.90 219,62 Sb etIS OOS eclece tere corwiste aieteite mare ele) ats 103 34.9 3, 601 3.65 131.82 Under the present demands made upon high school agricultural teachers in Wisconsin it is certain that they are limited in the amount of extension work that is possible. It is also certain that wherever good practical work is developed in connection with the school and home projects, a large amount of good extension work will grow up. If teachers are employed for the summer and especially if they are retained for three years or more in the same place, it will make possible a large amount of extension work which will be able to im- prove decidedly the spirit and practice of the whole community. The suggestions given above indicate some of the lines which have been and which therefore can be accomplished, and such work should be developed as far. as possible consistently with the maintaining of thoroughly strong work in the school. VI—EQUIPMENT. 1. Special Room. Schools expecting to receive special state aid for the agriculture course, must provide a good sized special room, in which suitable apparatus and a good supply of illustrative material may be gathered together and where suitable arrangements may be made for the growing of plants, and for the laboratory side of the work. Such a room should be provided with tables and chairs similar to those required for botany work, and wherever possible, gas, running water and a convenient sink,should be supplied. A room about 20x28 feet is recommended for the average school. A combination laboratory and recitation room is very satisfactory. On the sides of the room there should be liberal case room» with drawers and shelves for supplies. Laboratory tables may be placed in a portion of the room and if needed more may be placed along the sides of the room. Movable chairs may be used about the tables or placed together in one portion of the room for recitation work. A permanent teacher’s desk should be set in the front of the room and if possible supplied with water and gas. Perhaps a better plan for the recitation seats is to have 79 AGRICULTURE IN THE HIGH SCHOOL (uNeTING 27e1g9 YIOX MON wo) ‘NOOU NOLLVIIOAN GNV AYOLVUORVT NOLLVNIAWOO JO NVTd—% GUND ‘yt A, ' 1 SNSVL | Py AVALWAIIGY A : ’ MSIO TAH IWAL | SANaaNS- ANY - GNLIWAYdaY : AVOLVBOUI : INIA WNOLLYAIC NOWSG -? S HOO"d, 34 GIMAKO Sd dN 380 AGRICULTURE IN THE HIGH SCHOOL them fixed permanently at the front end of the room and then supply other seats for use about the tables. Where all the space in the center of the room is needed for recitation seats, all the laboratory tables may be placed about the sides of the room, although this has the objectionable feature of requiring pupils to face the light while at work. It has the objection also of limiting too much the amount of available blackboard. In any case blackboard must be provided in front. The accompanying sketch (see figure 2) shows a plan taken from the New York state bulletin. Plate 8 shows the agriculture room at Neenah, Wisconsin, where work tables are placed in the main part of the room back of the recitation seats. This room has another feature which is most desirable wherever it can be arranged; viz., a window garden in the rear, which is most useful for growing plant material and for many experiments. The biology work can be carried on very conveniently with the agriculture, but the physics laboratory is not a satisfactory room for agriculture. 2. Tables and Cases. There should be sufficient table room so that the maximum number of pupils in any of the classes may be seated for work at the same time. A simple, solid table with one tier of drawers and square legs is most desirable. Such tables are fur- nished by many of the scientific companies such as Central Scientific Company and the Welsch Scientific Company of Chicago and the Kewaunee Manufacturing Company, Kewaunee, Wisconsin. However, such equipment can often be secured at less expense through some loeal firm. A black finish is exceedingly desirable for table tops. Some firms supplying tables now furnish such tops, but the foliowing directions will enable any local painter or firm to put on a black finish which is very generally used in science laboratories. A Black Finish for Table Tops (Reprinted from the Journal of Applied Microscopy, Vol. 1, No. 8) The following solutions are required: Te 125 grams of copper sulphate, 125 grams of potassium chlorate, 1,000 grams of water, Boil until salts are dissolved. a: Behe 150 grams of anilin hydrochlorate, 1,000 grams of water, Or, if more readily procurable, 120 grams of anilin oil, 160 grams of hydrochloric acid, 1,000 grams of water. SCHOOL 81 IN THE HIGH AGRICULTURE AUOLVHUOREVT AVNYHUN Taye AP tian § oi | e588 St <3 { ‘ 3 . oS jeier/ 82 AGRICULTURE IN THE HIGH SCHOOL By means of a brush apply two coats of solution No. 1 while hot, the second coat as soon as the first is dry. Then apply two coats of solution No. II and allow the wood to thorougly dry. A coat of raw linseed oil is next applied. It is best to use a cloth instead of a brush so as to get only a very thin coat of the oil. The de- sired amount of polish is now given the wood by rubbing in the oil. In the treatment with the oil the deep black color is partially brought out, although this does not uniformly appear until the table has been thoroughly washed with hot soapsuds. This takes out the superfluous chemicals. The finish thus secured is an ebony black which is permenent and very highly resistant to the action of chemicals, such as acids and alkalies, even concentrated sulphuric acid haying little or no effect if quickly wasked off. There should be from 12 to 20 feet of case room supplied. Cases should have cupboards or drawers below and shelves above. It is a good plan to have cupboards or drawers about 20 inches deep and the shelves above 12—14 inches deep, leaving ‘a ledge 6-8 inches wide about three feet from the floor. Wooden doors should be used below but above it is best to have glass doors, as this helps greatly in locating material. The accompanying sketches taken from the New York state bul- letin will show details regarding cases and tables more clearly. (See figures 2 and 3.) Plate 9 taken from the same bulletin gives a front view of a case showing materials arranged on the shelves according to the following list. Case 1. (At left) Shelf A. (Top) Fertilizers,—collected iocally, from deal- ers, or elsewhere Shelf B. Poultry feeds,—collected locally Shelf C. Insect mounts showing life histories Shelf D. Crops in sheaf,—collected locally : Shelf E. Insect mounts,—life histories Case 2. Shelf A. Threshed grains,—collected locally Threshed grains,—standard market grades pur- chased from University of Nebraska, depart- ment of instructional agronomy Shelf B. Shelled corn,—standard types Corn products Grains,—standard grades Shelf C. Grass geeds,—standard Grass seeds,—collected from local market Grasses in head,——standard Grasses in head,—collected locally Shelves D & E. Wheat, oats and barley in head,—stand- ard and local collections 83 AGRICULTURE IN THE HIGH SCHOOL $8 UNV 68 § oneness) a OV (urjelIng 97%19 ¥ d WHS § ING iLN O O LO ALS I T YOu —— oa JOX MIN WoT) Sas Vv ©) AYOLV G dodv'l pehnsenn AGRICULTURE IN THE HIGH SCHOOL SGIIddNAS ANV ® be -NOILDAS - G 4 ; 4 Y H U 4 H ESSSSSSSSSSSSSSSSSSS SSS Srerrrreprssrstss Sooo Rewee ee ee (uNeTIng 03%1g YIOX MON wo0IT) WMOVd ONIGHOHYd AHL NO NVId AHL NI NMOHS SOLVUVddV “IVIUALVN NOILVULSNOWHC ‘SHMOOd UOA SHSVO AO SNOILVAGIO—Ss AUNYIA SAINGdNS --9- SNIWAVAIY - ADOIN BOUw 7 MNIC - ABOw~wyoav 7 AWIDIINW NOUWALS NOWAK - SHOOG: 304-5369 3 < [ » AGRICULTURE IN THE HIGH SCHOOL 85 Shelf F. Corn in ear,—standard types Grain in sheaf,—collected locally Case 3. Shelves A & B. Agricultural books Shelf C. Bulletins filed in library cases Shelves D & E. Plant Pathology specimens and laboratory supply,—collected locally and secured from department of plant pathology, New York State College of Agricul- ture Shelf F. Apparatus. A very convenient special case has been devised in one school for holding specimens of corn in the ear to be used for judging, demonstrations ete. This case is 38” x 64” and 17” deep. Panels are cut cut at the sides and back and covered with wire netting to give good ventilation and keep out mice. At the front is‘a tier of drawers, each about 4 inches deep for holding the ears. A card label is placed on the center of the front of each drawer for show- ing what the drawer contains. All eases should be made of some substantial wood preferably hard, ana should be neatly finished with stain or varnish. Fre- quently pupils in the agriculture course may construct good cases, but care should be exercised not to use so much time as to inter- fere with the regular work. Good workmanship should be insisted upon. 3. Apparatus. Apparatus need not be elaborate, but there is a definite, special equipment needed for efficient agriculture work in the high school. Much of the equipment for the general sciences may be used, but this is not sufficient. A careful estimate should be made out during the summer by the agriculture teacher for the supplies needed the following year based on a careful survey of the work to be given. Boards of education expecting state aid must expect to supply sufficient funds for necessary equipment. Much local material may be collected by teacher and pupils and some apparatus may profitably be constructed as a part of the work, but there is a limit to the time which can be given to such construction work and furthermore, materials are necessary for mounting collections and constructing homemade materials. Charts, insect mounts, mounted pictures of farm animals, ete., are examples of such material. See list. The following list of apparatus and illustrative material repre- sents about what each school should have. Some modifications may be made according to local conditions, but these need not affect the list to any great extent. Prices of particular articles are not given since these vary somewhat and are easily obtainable from the catalog of any reliable firm supplying such goods. The entire list of needed apparatus will cost approximately '$200.00, based upon a class of ten pupils for each year’s work. Much valuable 86 AGRICULTURE IN THE HIGH SCHOOL illustrative material may be obtained by watching free advertise- ments in agricultural papers, magaines, etc. One school has fol- lowed very successfully the plan of asking pupils to report such advertisements. The pupil reporting a particular advertisement is asked to send for the material, which is mounted or put into most convenient shape for use, when received. In some cases, a single | instrument like the Babcock tester, is sufficient for the whole class. In other cases, however, a larger number of pieces should be pro- vided according to the needs of the class. REQUIRED LIST OF APPARATUS AND SUPPLIES Farm Crops Blotting paper sheets Specialty Mfg.Co., 1045 Raymond Flower pots, about 3” and 5” ‘“Ave., St. Paul. See also other Garden tools, if plot is operated supPly companies Measures, 1 qt—1%, bu., of wood Vial trays for seed specimens Measures, 1 pt.—1%4 bu. of metal Type grains and grasses in head Pie tins for seed testers, 2 doz. Type grains and grasses in stalk Plant press Weed seed mounts. : Specimen bottles for seeds, metal Last three supplied by Agronomy screw cap, 4 drachm, 5 doz. Dept. University of Wisconsin Seed containers of cardboard at cost Score cards, See appendix Horticulture To be supplied if horticulture is a local interest - Bucket sprayer Pruning knives, half dozen Barrel sprayer, if much work is to Pruning shears, long and_ short be done handles Budding knife, one Pruning saws, two Grafting knives, three Raffia Grafting wax Spade, shovel, hoes, rakes Garden trowels, 14 dozen Spray material Insect mounts Score cards. See Appendix Animal Study Babcock testing outfit complete Glass cylinder for lactometer The 12 bottle covered iron case Incubator and brooder Farm is stronsly recommended lLactometer, Quevenne Corrosive sublimate tablets Milk record sheets. Hau Claire Cream scales, Torsion Book and Stationery Co., and Drinking fountain for poultry others Egg tester Milk seales, standard form Farrington’s alkaline tablets Churn, simple form Seore cards. See appendix Soils and Fertilizers Drying oven Soil tubes %4”x4’ for capillarity ex- Flower pots periments Jars; earthen for pot culture tests Truog soil acidity tester Soil sieves, %4—5 mm. Tall bottles with bottoms removed Soil thermometer for drainage and water holding Soil auger capacity AGRICULTURE IN THE HIGH SCHOOL 87 Farm Mechanics and Farm Management (Including manual training) Blue print paper Drawing boards Gas engine, old one can usually be obtained at slight expense or for nothing 1 hand forge, if possible Tools, see special list Tape line, 50’-75’, in case, steel is desirable but not necessary Two work benches, can be made Yard sticks, 1 doz. General Purpcese Chart cloth, painters’ sign cloth or good quality white muslin Charts, Bricker Set of 10, Central Scientific Co. Eyaporating dishes, 314”, 412” File boxes for bulletins, $6.00 per 100, H. Schulz & Co., Chicago Mortar and pestle, iron, 1 qt. Passe partout paper for mounts Ricker insect and plant mounts, a few for samples, others can be made Seale, standard family “os eutter, steel Graduated cylinders, 500 ce 100 ce and Harvard trip balance Insect pins, Nos. 1, 3, 6 Lettering outfit for making charts, ete., A. Flanigan, 521 S. Wabash Ave., Chicago or N. W. School Supply Co., Minneapolis Mason jars, 1 pt., 1 qt., clear glass Mortar and pestle 4”, porcelain Surgeon’s absorbent cotton for in- sect and plant mounts Thermometers, chemical, several Water baths, 1% doz. For general apparatus see physics and biology lists in high school manual Drawing instruments may be purchased by pupils. REQUIRED LIST OF CHEMICALS Acid, acetic Acid, carbolic Agar, Agar Bees’ wax Riearbonate of soda Caleium chloride, (not calcined.) Copper sulphate Ferric chloride Fuchsin solution Gelatin Hydrogen peroxide Tron sulphate Tarnsene Titmus naner, red, blue Tad acetate Co Pe neutral in addition to the required lists of apparatus and Mehtylene blue Pepsin Phenol phthalein Plaster of Paris Potassium iodide Potassium hydroxide Petassium cyanide Rochelle salts Resin Safranin Sedium chloride Sulphur Starch Tallow Zine sulfid, C. P. neutral chemicals given here the general lists called for under physics.and botany are expected to be available. See High School Manual. The following supplementary list, while not required at first, should be added as rapidly as possible as the course develops. The approximate cost of this list is fifty dollars, not including lantern outfit. 88 AGRICULTURE IN THE HIGH SCHOOL SUPPLEMENTARY LIST OF APPARATUS Acid tester for milk Botany can for carrying plant specimens Caponizing set Creain separators. Can usually be secured at least as a temporary loan, through local dealers Evaporimeter, for soil evaporation tests Milk coolers Milk sediment tester. Creamery Package Co., Ft. Atkinson or T. C. Lorenz Model Co., Madison Moisture tester for butter Opera glass for bird study, Chester Reed. Worcester, Mass., $5 Pasteurizing outfit Petri dishes 2 doz. 3” Steam sterilizer Lantern outfit with collection of slides. An excellent outfit with 50 slides can be obtained for about $75.00 Companies handling scientific apparatus are now giving special attention to agricultural equipment. A number of these furnish special agricultural catalogs which by ‘the cuts and descriptions give a ‘good deal of help both in selecting apparatus for purchase and in giving ideas about homemade material. Much valuable equipment and illustrative material should be made or collected by teacher and pupils as rapidly as possible. The following list is suggested. HOMEMADE OR COLLECTED MATERIAL Blue print frame. Charts: pictures, diagrams, tabulated data. Many should be pre- pared by pupils in connection with class instruction and presen- tation of topics. See I. H. C. chart booklets for suggestions. Painter’s sign cloth or good white muslin serve as good mater- ial. Common manila paper may be used, but 1s not so durable. Use the lettering outfit for tabulations. Collection of seeds: weeds, grain, corn Corn driers, trees, racks, strings, ete. Corn judging boards, to hold 10 ear samples. See commercial cata- logs for cuts. Cyanide bottles,—for killing insects Drawing boards Frame for soil tubes,—capillarity and drainage experiments Germinating boxes Graft models,—see cuts in catalogs Herbarium of weeds and grains Hotbed and cold frame Insect mounts,—on plan of Riker ‘mounts Insect net Milk record sheets,—purchased at slight cost Picture mounts of animals, ete. See below. Plant press Propogation bed 2’x3’ AGRICULTURE IN THE HIGH SCHOOL 89 Rag doll testers. See charts below. Seed corn testers, or germinating trays. See bulletins and catalogs Samples of grains and grasses in stalk,—strip leaves Soil samples: clay, sand, loam, muck Weed or botanical mounts Valuable help is given in the collecting and preserving of agri- cultural material in two recent bulletins of the U. S. Department of Agriculture. a. Farmers’ bulletin, No. 586. Collection and preservation of plant materials for use in the study of agriculture. b. Farmers’ bulletin No. 606. Collection and preservation of insect and other material for use in teaching agriculture. Bulletin Board A most valuable aid in keeping up a yital interest in all the agricultural work and in developing an intelligent and progressive attitude toward the best and most recent improvements connected with good farming, is a bulletin board. This board should be a place for displaying any new and interesting agricultural materials which appeal to the eye. These might include pictures of animals, buildings or machinery, head lines or short articles on any farm topic, pictures of prominent men associated with farm movements, pictures of projects, farm demonstrations, exhibits, ete., recent world’s records in any line, useful tables of farm data, etc., ete. The best in every line of farm progress should thus be kept before the pupils. These things may profitably be made the basis for the presentation of special topics from time to time. Let the pupils themselves collect much of this material. Spe- cial committees of the pupils might have charge of the bulletin board each for a short period of a week or two. Material should be changed from time to time as new things are collected from agricultural papers or elsewhere. A desirable size for such a board is 2’ 8” x38’ 6”. This board should be made of inch stuff and should be covered with brown or dark green burlap. Such a board can usually be made as a pro- ject in manual training. The bulletin board can do much to pro- vide a stimulating farm atmosphere which should always exist in connection ‘with this course. CHARTS 1. Free or at a nominal cost. : While most of these charts have been published for free distri- bution it must be borne in mind that there is a possibility at any time that the supply may be exhausted, or that a charge may be made. A prompt request is most likely to secure them. 90 AGRICULTURE IN THE HIGH SCHOOL Agricultural Experiment Station, University of Wisconsin. Poster bulletin No. 1 Potato Diseases = ss No. 2 Standard Potatoes ‘ BI; No. 3 Prevention and Control of Hog Choiera “s Us No. 4 How do you market your crops a No. 5 Help Fight These Weeds ss oy No. 6 Improved Sandy Soils a No. 7 Test Your Seed Corn ‘ Se No. 8 Save Farm Fertility ie sf No. 9 Keep Cream and Miik Clean and Cold. The Pure Bred Sire, Wisconsin State Live Stock Breeders’ As- sociation, A. W. Hopkins, Secretary, Madison. Rag-doll Corn Test Chart. Crop Improvement Committee, Bert Ball, Secy., Board of Trade Building, Chicago. Also furnished by I. H. C. Co., Harvester Bldg., Chicago. Soil Chart and others of Wisconsin Geological and Natural History Survey. Chart on Potato Diseases, Central Experiment Farm. Pub- lished by direction of Hon. Martin Burrell, Minister of Agri- culture, Ottawa, Canada. Cement Construction Charts. Universal Portlané Cement Coy 208 S. LaSalle street, Chicago. Fine plans for cement con- struction and farm buildings. There may be a small charge for these. I. H. C. Lecture Charts. International Harvester Co., Har- vester Bldg., Chicago. Subjects treated are soils, corn, al- falfa, oats, live stock, poultry, weeds, the house fly, home economics, etc. These charts are loaned for a limited time at a small cost or they may be purchased. Sets of lantern slides may be obtained on similar terms. A prepared lec- ture booklet .goes with each set of charts or slides. 2. Charts available by Purchase. Bricker Agricultural Charts. Set of 10. Central Scientific Co., or Denoyer—Geppert Co., both of Chicago. Nature Chart. Birds, animals, insects, ete., in colors. Very fine for birds. A. W. Mumford, Publisher, Chicago. Agricultural Chart. R. O. Evans Co., Educational Publishers, Chicago. I. H. C. Lecture Charts. See above. PICTURES AND LANTERN SLIDES 1. Farm Animals. Pictures of famous cattle and other farm animals can be obtained from farm papers and also by writing the different National Breeders’ Associations. See appendix. Fre- quently pictures may be obtained by writing directly to noted breeders whose advertisements appear in farm papers, though the AGRICULTURE IN THE HIGH SCHOOL . 9j demand often becomes too great for breeders to supply. The fol- lowing have supplied fine pictures: W. W. Marsh, Waterloo, Iowa, Guernsey cattle Maple Crest Stock Farm Co., Kalamazoo, Mich., Holstein cattle Adam Seitz, Waukesha, Wis., Ayrshire cattle Dr. David Roberts, Waukesha, Wis., Holstein & Ayrshire Jean Duluth Farm, Duluth, Minn., Guernsey & Red Poll International Stock Food Co., Minneapolis. Horses A very fine set of pictures of chart size Pratt Food Co., Philadelphia, Pictures of stock. Pietures of world’s record animals may often be obtained by writing directly to the owners. Pictures of fine stock may often be obtained at fairs or from advertising posters. It is a good plan to have pupils construct charts by pasting good animal pictures on a piece of cardboard of convenient chart size, making one chart for each breed. 2. Birds and other Nature Subjects. The following furnish fine pictures in colors at from 1—3c each depending on number ordered. Subjects include birds, insects, animals, shells, minerals, etc. A. W. Mumford, Publisher, Chicago Perry Picture Co., Malden, Mass. A very fine set of colored bird pictures is to be found in the National Geographical Magazine, June, 1913; May, 1914, and Aug., 1915. The Chester A. Reed, “Bird Guides” are good for bird identification. Dopbleday Page Co. Arbor and bird day manuals since 1906 have fine bird pictures in colors. 3. Lantern Slides. A large variety of lantern slides adapted to agricultural instruction may be obtained from commercial firms such as Central Scientific Co., Welsch Scientific Co., or McIntosh Stereopti- can Co. A number of sets of slides have also been prepared by other educational agencies. Some of these sets are loaned to schools for transportation or at slight cost. The following should be noted: a. U. S. Department of Agriculture, Office of Experiment Stations, Washington, D. C. Write for list of sets. Lecture with each set. b. Extension Department, University of Wisconsin; slides accom- panied by lectures if desired. ce. International Harvester Co., Harvester Bldg., Chicago. AGRICULTURE IN THE HIGH SCHOOL Seeds of Michigan Weeds, Beale. Bulletin No. 260. Michigan Agri- cultural College, E. Lansing Live Stock Judging for Beginners. Cir. No. 29, Agr. Exp. Sta., La Fayette, Ind. Central Scientific Co., Chicago, Catalog X, Agricultural apparatus W. M. Welsch Scientific Co., Chicago, Agricultural catalog McIntosh Stereopticon Co., Chicago, Lanterns and lantern slides Bausch and Lomb, Rochester, N. Y. Lanterns, slides, optical instru- ments, microscopes, general apparatus Spencer Lens Co., Buffalo, N. Y. Microscopes and general biological apparatus Stamping and Tool Co., La Crosse, Wis., Badger Stereoptican Outfit Chart. Breeds of English Sheep. Wm. Cooper and Nephews, 64 W. Illinois Street, Chicago Ee Spraying Chart and Insects. Campbell-Udell Chemical Co., Grand Rapids, Mich. MANUAL TRAINING EQUIPMENT It has already been urged that every high school offering the agri- cultural course should be equipped with at least two benches and neces- sary tools for carrying on manual training work related to the farm. Accompanying this there should be wherever possible some forge work. Pupils should be held responsible for careful, accurate work, although they may be left to do much of the work by themselves. It may not always be necessary that a special class should be organized although this is very desirable. Furthermore, while some excellent work can be accomplished with only two benches and two sets of tools, it is very desirable that schools that can afford it should supply a larger num- ber,—say from six to twelve benches. The following list of tools is suggested as the minimum list for the equipment of two benches. Most of the items where 2 units are called for should be increased according to the number of benches, if more benches are added. Suggested Minimum List for Weodwork (2 benches) Skeleton benches with rapid acting vise Jack planes Sloyd knives, 214” blade Try squares, 6” Squares, combination, 9” blade, hardened without center head. (It is worth while to have all the squares of this type) 12” back saw Screw drivers, 5” blade Marking gages 1” chisels, bevel edge, cabinet or pocket type 2 ft. two fold rules No, 18 Bench dusters bo bo bo bb bo bo bo bo bd be AGRICULTURE IN THE HIGH SCHOOL : 95 Pair 6” wing dividers Smooth plane 9”x2” cutters Block plane India oil stone, fine, 6”x154”x*4”, in wooden box Nail sets Set twist wood bits Spokeshave new style, adjustable cutter Round blade, screw driving bit, 3/16” 12” keyhole saw Ratchet brace Round hickory mallet Pair combination plyers Crosscut saws, 10 points Ripsaw, 8 points Steel carpenter’s square (rafter brace board measure) 1 Each Jennings Auger bits, 4” 3” 144” %%” 34” 7" ave 1 Auger bit file 1 ¥ pt. oiler 1 Hach, chisels, bevel edge, cabinet type, %4”, 14”, 36”, 14”, 1" 2 10 oz. hammers % doz. Jorgensen hand screws open 8” Paar a ae Equipment for Forge Work (with approximate cost) 1 Champion, 30”’x30”, No. 407 Forge, Catalog A, page 438.... $25.00 This may be purchased of the Western Iron Stores Co., Milwaukee, Wisconsin A good substitute for the forge above specified may be secured of the Sturtevant Company, Oliver Machine Company, or the Grand Rapids School Equipment Co. 1 Anvil, not heavier than 100 Ibs., and not of the horse shoe- aT ACER ETA OX Ee ere a PETE th aR TONE Dl Peet NPI cen t, SegE 12.00 LEB LACKSMTENE VCE 04/2 Wie ts stevens sh Cesksy chlo my beste) ois Syebelteiigia ois osdteroe)s 6.00 SLU eay et On Dm Stirs adit cts) ancrsys NG tata 2 sotber ae Se site) alerawacere nd Photo) 290) AB PAlrMe ONS, CASSOLCEM) sccorscis bolnte. os akale vate ovisicnale Grae ohals dleroseuely 2.00 Tf LENGE + 56 as, bec neve nth best ee dene CHEST URE iCal aire Doe ca Ea RE Aa -50 imeachs shot ama COLA Cutter ts c100 srersle eee oes eh ceo eae ete terete 1.00 RS AOD SHOT CRE Re ry! Op eae hee wah see is Te CONN OES oped uae .65 TL Pie foe ave Waa CaS po aPk Sint see heey near a A AR ep i Ree RNS Teal PRR a oo .70 AUSIESLED Ts CLT Caro rave ter ay shal eco See Oe ae ee LaES Te LE | tee aa yaloun shane! thovayseaient .20 HETOD TANG bottoms toe MUUleti. & uc casisee ts senses ls te one) scclighoists haces 1.00 Yo eke A Re PAL Aha ciate as at. ie ria te sn Rt Se read $49.00 Some of the forge making tools may be made. See outline of work under “Manual Training.” ; Further information on tools, machine and equipment may be had by applying to the State Department of Public Instruction. Equipment for Leather Work For leather repairing the following are needed: Sewing horse (may be made), harness makers thread and needles, pricking wheel, edging tool, round knife, stitching awl, cobbler’s wax. 96 AGRICULTURE IN THE HIGH SCHOOL VII—AGRICULTURE IN THE GRADES In order that extra state aid may be obtained for agriculture in the grades, it is necessary that instruction be given to the seventh and eighth grades by a specially qualified teacher for at least eighty min- utes a week. More than the minimum time ought to be given for the best results. Unless the classes are very large, the two grades may be combined for this work. A plan for both grades should be worked out and then the work for each grade should be given on alternate years,—i. e. seventh grade work would be given to both grades one year and eighth grade work the next; thus both classes would be carried through the two years work. The general plan should provide first, for practical work in which each pupil actually carries out under the direction of the teacher some agricultural project adapted to his age and home conditions, and second, it must provide for elementary classroom instruction related as closely as possible to the project work and to the work going on at the homes of the puplis. The practical work is of main impor- tance and great care must be exercised that the classroom instruction is made simple enough and cencrete enough to be within the under- standing of the pupils. The character of the work should be deter- mined by home conditions. Subject matter should follow the sea- sonal arrangement. A school exhibt in the fall of products produced by the puplis should be an important feature. This may be made a part of the high school ‘‘Harvest Festival.’ A financial account should be re- quired of each pupil. (See project work for the high school.) It is best not to try to cover all the topics of a general course, but rather confine the work to a few subjects which are of greatest local interest and most closely related to the home experiences of the pupils. In general treat the topics of soil and plants in the seventh grade plan, and animal study in the eighth. However, the plan should be to give a course in general agriculture rather than one specialized into different subjects. A good text should be in the hands of the pupils for the assignment of lessons as the work demands. The greater number of lessons should, however, be in the field or garden or working with materials about tables or at the desks inside. See list of general texts in this manual. In school having the six-year high school plan or the junior high school, it is expected that closely correlated courses will be worked out for the whole six grades. The plans worked out here will adapt themselves readily to this arrangement. Detailed outlines of work for the seventh and eighth grades have been published by this department in the Common School Manual and AGRICULTURE IN THE HIGH SCHOOL 97 in a special bulletin on “Course of Study in Elementary Agriculture for the Wisconsin Rural Schools.” These publications will furnish abundant suggestions for outlining work for grades connected with the high school. Look up especially the outlines in the Common School Manual, Sixteenth edition, completely rewritten in 1916, pp. 185-201. The course of study above referred to will be found valuable also especially in working out seasonal details. The following general plan is suggested here: Details should be worked out to best meet local needs and conditions. Seventh Grade . Gardening . Study of corn or potatoes . Weeds for acquaintance and identification . Hotbed work . Practical projects in gardening . Bird study a OF WW De Highth Grade . Weeds,—reviewed and extended . Landscape and floral gardening. . Poultry raising . Dairying Class projects in gardening, poultry raising or dairying . Individual projects in gardening, poultry raising or dairying . Bird study, continued. Many of the suggestions regarding methods of work for the high school are applicable here also, but great care should be taken to adapt the work to the stage of development of the grade pupils. VIII—TREATMENT OF SUBJECTS ELEMENTARY SCIENCE ° A. General Suggestions. This course has proved a good intro- duction to the agriculture course. It should deal mainly with the physical side including the simpler topics of physics and chemistry. These should be treated largely from the real or phenominal side and very little from the theoretical. The treatment should be so simple and popular that it will appeal strongly to the interests and capacities of first year high school pupils. The materials used should be first of all the common things which constitute the every day surroundings of boys and girls. For example, in beginning the study of electricity, the LS 98 AGRICULTURE IN THE HIGH SCHOOL ALFALFA DEMONSTRATION ON SCHOOL PLOT AT ROBERTS. MRA LETUL, PY >, MT z haeaceneandeann Tye amery NOR, : se, PURE BRED GOLDEN GLOW CORN RAISED ON SCHOOL PLOT AT VIROQUA. AGRICULTURE IN THE HIGH SCHOOL 9Y electric bell, the electric flatiron, electric lights or electric street cars should furnish the starting point, rather than the voltaic cell or a Holtz machine. Logical treatment of subject matter from the point of view of the mature student should be given little consideration at first. As the work proceeds there should be some organization, but great care should be exercised to see that this organization is in units simple enough and concrete enough to be fully grasped by the young mind. The starting point of instruction should be the familiar experiences and situations of the pupils themselves, not definitions or generalized statements. Every effort should be made to lead pupils to consider familiar situations which arouse problems and lead them to think. Methods for working out these problems by experiment or otherwise should be thought out as far as possible by the pupils them- selves under the skillful questioning and guidance of the teacher. No fixed set of experiments should be required and no laboratory directions should be put into the hands of pupils. Experiments should follow the lead, at least to a very large extent, of the problems which the interests of pupils bring up, and these experiments should be per- formed to a large extent as class demonstrations by the teacher as- sisted by the pupils. Some of the simpler experiments may be done by pupils at home or in the laboratory. No regular laboratory period should be required. A textbook should be in the hands of pupils, but lessons should be assigned in it not at the beginning of a topic, but as a source of in- formation for the rounding up of a topic after pupils’ experiences and classroom demonstrations have been utilized in connection with the development of thought. The assignment should often ask pupils to look up something at kome or in some shop or try out some experiment rather than to learn a lesson from the book. Pupils should be trained to go to many sources of information in their effort to work out their problems. Very little organized information should be given on the lecture plan. Neither should the teacher attempt to give information in answer to pupils’ questions, when the pupil himself could be stimu- lated to further profitable study by being shown how to look up the question for himself. Frequently a question may raise a fine topic for some pupil to look up and report on to the class at some later lesson. The teacher should, however, answer questions at times, when it is needed to promote discussion or prevent waste of time on the part of the pupils. The spirit of the class should be that of teacher and pupils working together to solve problems and develop an under- standing of common things. In this study the order of topics as well as any particular arrangement of subject matter are relatively un- important. The pupils’ interests and surroundings should rather be the guide. There should, however, be carefully planned work at cer- tain stages in rounding up definite and accurate knowledge and in making wider applications. There is no subject that should arouse greater interest and enthusiasm on the part of the pupils. Failure to get this is an indication of poor teaching. For further suggestions 100 AGRICULTURE IN THE HIGH SCHOOL on methods of presenting this subject see High School Manual under “Science.” B. General Outline of Topics Air, water, fire, rocks, soils. Heat, light, sound, electricity, magnetism. Heating systems of houses, stoves, furnaces, thermostats. Household conveniences: water systems, gas stoves, electric light, meters for gas and electricity, telephone, electric flatirons, elec- tric bells, plumbing system. Electric cars, power plants, dynamos, motors. Simple machines; pulleys, teeter boards, wheelbarrows, wagon- jacks, derricks, windmills, ete. Gasoline engines, tractors, automobiles, milking machines, air ships. Common water pump, bicycle pump, gasoline pump, ete. Ventilating systems; by windows, by furnaces, by fan. Rainbows, shadows, mirrors, lenses, cameras, the microscope, glasses, colors. Echoes, musical instruments, telephones. Clouds, rain, snow, frost, winds, storms, weather, thunder, lightning. Simple ideas of matter, energy and force. Common elements and compounds. Burning, oxidation, fermentation, decay, bleaching, dyeing, etc., Acids, bases, salts, neutralization. Chemical substances of the home: soda, baking powder, soap, paints, washing powders, ete. Common metals: properties, uses, solubilities, ores. Medicines and disinfectants: alum, blue vitrol, salt petre, epsom salts, alcohol, ether, formaldehyde, carbolic acid. Poisons: arsenic, Paris green, corrosive sublimate, ete. Patent medicines: composition, effect on the body, sale and abuse. Common manufacturing processes: soap, glass, pottery, explosives, bread making, ete. Visit any local plants. Foods and beverages: composition, value, effect on the body. Alcohol and its effects on the human system. Biographies and achievements of great scientists and inventors. Secure pictures if possible. Have pupils present special topics. C. Special Suggestions on Treatment of Topics. A few illus: trations are here given to show how the problem method may be used and how the common and familiar experiences of pupils may be made the starting point in developing any topic. Technical terms, defini- tions and theories come in connection with the final organization of pupils’ knowledge, rather than as a part of the first development. Ideas are developed first and then the appropriate term may be pre- sented as a label for the idea. Abundant drill should be given to fix the association between new terms and ideas to which they belong. AGRICULTURE IN THE HIGH SCHOOL 101 Levers Begin by asking pupils how a teeter board is operated. Develop ideas before giving any new terms or asking for any definitions. Help pupils to get a clear idea of the rigid board, the fixed axis and the weight at each end. By questioning develop the idea that the child who is down has to be lifted and therefore becomes the weight, while the child who is up tends to fall by gravity and thus becomes the power. Now ask for names to apply to the ideas developed and label each idea with its appropriate name including,—lever, fulcrum, point of attachment of power, point of attachment of weight, weight arm, power arm. Construct a drawing on the board, label each part and then give a lively drill to associate each idea with its proper name. lHrase the names and continue the drill by pointing to different parts and asking for names until all are well fixed in mind. Review this drill briefly on a number of successive days. Next get pupils to consider how the position of the fulcrum ought to be changed when children of different weights are using the board, (1) effect of moving the board so as to change the fulcrum, (2) effect of changing the point where the heavier child sits. Have suitable apparatus at hand for demonstrating and testing ex- perimentally whether pupils’ answers are right. Use weights and spring balances. Develop many simple problems, e. g. (1) If the persons at the ends are of equal weight where ought the fulcrum to be? (2) If one child weighs twice as much as the other how should the weight arm and power arm be arranged? Keep these problems simple enough so that pupils can think the actual conditions clearly. Do not use any formula until the thinking involved has been thoroughly mastered. Drill on a large number of simple oral problems such as this: If the weight arm is 38 times the power arm, what power will be neces- sary to just balance a weight of 1 pound? Vary this in many ways. Finally develop the formula for the lever: Pp = Ww where P = power, W = weight, p = power arm and w = weight arm. Develop other levers in a similar way such as wheel barrow, crow- bar, shears, steelyard, nut cracker, derrick, forearm, ete. Finally the three classes of levers may be developed by considering the variations in the arrangement of power, weight and fulcrum. Observe that this should come as a part of the final organization of the pupils’ Knowledge rather than as a topic to be taken up first. Notice also that a problem method has been followed throughout this development, calling for good thinking at every step rather than for memory work. Furthermore, the development begins with the pupils’ familiar experiences rather than with what is new and unknown. 102 AGRICULTURE IN THE HIGH SCHOOL Light 1. Common ideas of light. Begin by considering the common ideas of day and night, showing that our idea of dark is simply absence of light. Impression of looking into a deep hole, how we distinguish objects from each other, light and dark sides of buildings, etc. How we get light: sun by day, candles, electric lights, gas light, moon and stars, fire works, bon fires, red hot iron, ete. What light does for us: enables us to see, gives us beautiful colors, enables us to make photographs, kills disease germs. 2. How material objects affect light: glass, coal, stone, wood, glue, paraffin. Why we have windows in houses, isinglass in stoves, ete. Develop the ideas of transparent, opaque, and semi-transparent or. translucent and then apply these names. Drill in associating names and ideas. Develop the notion that objects that do not let light go through must either take up the light (absorb) or turn it back (re flect). After developing the ideas apply the terms and drill on their use. Develop the meaning of the word “reflect’’ in relation to the idea. 3. Mirrors. Develop the common use of the plane mirror. Have one ready to use for demonstration. Where does a person stand in relation to a mirror to see himself? Demonstrate where the image is shown when the person stands at one side. Compare with the action of a ball bounded against a plane surface. Demonstrate in many positions. Show on the floor of the room the line of the incident light, the line of the reflected light and the line of a perpendicular to the mirror. Then compare the two angles and apply the correct name to each. Now illustrate the same by drawing at the board. Drill on the use of the terms incident rays, reflected rays, perpendicular to the reflect- ing surface, angle of incidence, angle of reflection. “Where does the image seem to be? Develop the idea that light moves in straight lines-in the air or any other medium of uniform density. Show by drawings how the image seems to be back of the mirror. If concave and convex mirrors are available try the effect of each on the appearance of an image and raise the question why the image is distorted. Avoid too great difficulties in this. Let pupils think it out or leave it as an interesting problem for later study. Lead the class to discover the reversal of right and left sides in the image seen in a mirror. See if the pupils can develop an explanation. 4. Approach the subject of refraction through the experiment of a stick placed obliquely in a flat dish of water. Develop the idea of media of different densities. Show the possible error of locating a penny in the bottom of a dish or pond of water. Develop the law to show how rays are bent in passing from a medium of one density to another of different density. 5. Demonstrate how colors are produced by passing light through AGRICULTURE, IN THE HIGH SCHOOL 10:5 a triangular prism. Pupils will have to be told or will have to learn from a book that white light is composite and composed of different colors. See if pupils can’t then develop a theory of how the colors are formed. 6. Colors of objects. Review the ideas of transmission, absorption and reflection of light. Demonstrate colors by the use of both trans- parent and opaque colored objects and lead pupils to work out an explanation of how objects may appear white, black, or with any of the colors. Lead pupils to give simple explanations of rainbows, colors in soap bubbles, ete. 7. Round up the whole subject, drill on the use of new terms and see that pupils can explain what they have learned in clear and accu- rate language. 8. A study of the camera and how pictures are taken may be made especially interesting. Follow the problem method starting with situa- tions and observations rather than with definitions or theories. 9. Take up intensity of illumination and measurement of light only after considerable work has been done with the commoner phenomena of light. 10. Lenses, may be studied in a similar way. Their action should be worked out in connection with the human eye, the microscope and the use of glasses to correct imperfect vision. Demonstrate how images become inverted in using lenses and how lenses -have to be focused. Do not spend time to work out and explain complex draw- ings here. Leave something for later: work in Physics. Get pupils to observe and understand as well as they can the actual phenomena rather than complicated figures. FARM PLANT LIFE A. General Suggestions. The first semester of work presents wonderful opportunities for practical work. The seasonal element must be considered and no portion of the work presents greater opportunities to interest the young people and to reach the parent. The early part of the semester will probably be given to field and garden, seed identification, germination, plant propogation, projects, ete. The hotbed and cold frame should be made in the fall if possible but may be constructed’ in the spring. Plans must be made for the school and home gardens and the teacher and pupils must produce as good a product as produced at home and at an ear- lier date. Early vegetables are welcome in every home and therefore the hotbed and cold frame should have a place in connection with every garden. It is your work to demonstrate its practibility. In every community there are orchards that may be pruned, sprayed, etc. This large amount of practical work will require careful plan- ning on the part of the teacher in the arrangement of subject mat- ter as well as the time in school hours to do the work. 104 AGRICULTURE IN THE HIGH SCHOOL The home projects will require considerable time and should be arranged early in the semester. The discussion of plans for indi- vidual projects, together with methods of operation are legitimate and necessary types of recitation. Every topic suggested presents some form of a home project. The greatest mistake we may make is in not planning the work early in the season. This is in reality the planning of the summer school work. In doing so the fall festival or fair must be remembered. An abundance of illustrative material is available for the work in farm crops. In the fall the study of weeds will probably be given first place but the selection and curing of seed corn, grain, potatoes, ete., must be taken seasonally. The selection, packing and marketing of fruits, together with the fall care of trees and shrubbery will also be necessary before frost. The study of the points of the score card and judging may be left until winter. Collections and ex- hibits of grains, grasses, corn, potatoes; diseases of trees, fruits, vegetables, grains; weed mounts, weed seeds, etc., must be made for winter and spring work. Every school should be provided with bot- tles, shelves, ete. for this material and each instructor should make the collection of such a supply of laboratory material. Study the present and future needs of your community and de- termine the relative amount of time that should be given to each topic. Potatoes and corn may both be of interest but the former of great importance in some localities. In another section, corn and the small grains will be emphasized and potatoes be incidental. The following outline is suggestive of the work that should be done in Farm Plant Life. B. General Outline of Farm Plant Life 1. Second Semester—First Year Propogation of plants by seeds, division, cuttings. Study of seed catalogs and ordering seed. Grafting, budding, grafting materials. Pruning and spraying of trees, shrubbery, vines, ete. Collection, identification and methods of planting farm and garden seeds. Treatment of seed for planting. Germination tests of garden and field seeds. Planning orchard and planting of small fruits, shrub- bery, trees. Hotbed and cold-frame construction and operation. Use of flats, compost, transplanting, proper soil tillage, ete. Study of common diseases of plants and treatments. Collection, life history and control of insects. Beekeeping. School and home gardens. Acquaintance with seedlings,—farm and garden plants, weeds. Orchard care and management—rejuvenating the old or- chard. AGRICULTURE IN THE HIGH SCHOOL 105 Nursery stock selection and care. Greenhouse work. Plant forcing, double cropping, etc. New garden and field crops for the community. Decorative planting of trees, shrubbery and flowers on school grounds and at home. Assignment and study of projects for home work. 2. First Semester—Second Year Weeds:—identification of plant and seeds, eradication, mounts, weed laws. Practical use of keys for identifi- cation. Learn to know 100 weeds. Mount plants and seeds. Seed inspection,—laws, methods. Selection, curing and storage of seed corn, potatoes and small grains. Fall and winter care of fruits, flowers and vegetables. Crops:—seed, methods of planting, care, harvesting, selec- tion of seed, etc., of the following crops—corn, potatoes, wheat, oats, barley, rye, ete. Collect specimens of plants and seeds. Plant breeding. Score card study and judging of potatoes, corn, grains, fruits and vegetables. Special crops:—beets, tobacco, hemp, buckwheat, etc. Meadows:—egrasses, seeding, care, etc. Pastures and pasture grasses. Marketing of farm crops. Legumes:—clovers, alfalfa, soy beans, cowpeas, vetches, field peas,’ ete. Fall festival or fair. Completion of home projects. C. Typical Outlines of Farm Plant Topics FRUIT The following outline is suggestive of the work that may be done with fruit in high school classes. Similar outlines should be made by the teacher on gardening, seed work, ete. This survey of the field with type laboratory and demonstration exercises is made with the apple orchard particularly in mind. Local condi- tions must be considered in using the outline. 1. Survey: A survey of the tree and bush fruits of the com- munity should be the first work. This should consider the varie- ties grown, fall and winter care, diseases, new fruits and oppor- tunities for a greater development in this line. If a commerciat orchard is within driving distance a visit should be made as early as possible. 3 2. Demonstration Work By The Teacher . Construction and use of pruning tools. . Pruning trees, bush fruits, grapes, ete. . Caring for wounds. . Construction and manipulation of spraying machine. . Grafting and budding. oo ne mom) 106 AGRICULTURE IN THE HIGH SCHOOL 3. Laboratory and Field Work a. Choosing the Orchard Site: “Make a trip to the country and select desirable and undesirable sites. Visit farm orchards and discuss advantages of sites. f b. Selection of Varieties: Get as many samples of fruit from the community as possible. Have pupils identify the varieties of apples, ete. Secure the recommended fruit list of the Wisconsin State Horticultural Society. ‘Secure fruit samples or colored pictures from catalogs of these varieties so pupils may become familiar with characteristics. Send for catalogs. ec. Selecting Stock: Study catalogs. Visit a nursery if pos- sible. d. Planting the Orchard: Obtain permission from some one about to plant some trees, so class may assist under direction of teacher and owner. Demonstrate pruning necessary at planting. Run check if possible. In school yard demonstrate the advantages of the differ- ent types of planting using stakes for trees. e. Orchard Soil Management: Visit local orchards noting conditions and effects of soil management. Secure a small orchard and mulch a part as a demonstration, ete. f. Pruning: Secure orchards near the school and do prun- ing and spraying under the direction of the agricultural teacher. Start demonstration on: school ground showing possibilities of head- ing trees. g. Spraying: Spray fruit trees: Let each student have a turn at the actual work. Continue the work suggested in e and f on demonstration orchard. If possible study disease conditions in sprayed vs. unsprayed orchard. Make sample lots of spray materials. h. Marketing: If in a commercial fruit section, empha- size this and study methods used in large fruit districts. If a com- mercial orchard is not available, make* tables and arrange to do selec- tion and packing for some patron. i. Propagation: If no school plot is available, arrange to assist in starting grafting and budding, and other types with gera- niums, ete. Have pupils construct graft models. See scientific cata- logs for suggestions. : j. Rejuvenation of the Old Orchard: Visit old orchard. Suggest changes and secure portion for class work. ' k. Small Fruits: (See propagation) Start, strawberry: bed for someone. Let each pupil handle some of the plants. Insist on adherence to careful work. Follow suggestion for practical work of b to j as applied to small fruits. Select complete and incomplete strawberry plants. 1. Identification of common pests as Coddling Moth, San Jose Scale, Aphis, Borers, Apple Seab, Fire Blight, ete. Teacher should have specimens ready for examination in laboratory. 4. Organization of Subject Matter a. Choosing the Orchard Site. S. p. 8-24; G. p. 729; B. p. 38-63; Wis. Bul. No. 201, p. 6-15 (1) Exposure. S. p. 12 (a) North or North West slope (2 Blevation (a) Above surroundings (b) Air drainage (3) Soil G. p. 7-10; S. p. 9-11; B. p. 13-20 (a) Character of surface soil (b) Depth of surface soil (ec) Character of subsoil AGRICULTURE IN THE HIGH SCHOOL 107 (d) Fertility (e) Possibility of drainage (f) Adaptability to fruit to be grown (4) Convenience (if home orchard) (5) Wind breaks ; (6) See suggested laboratory work b. Selection of Varieties. S. p. 24-43; W. p. 96-108. Wis. Bul. No. 201, p. 33-34 (1) Depends on: (a) Use of fruits (b) Special adaptability (c) Resistance to disease (d) Cross fertilization (e) Personal preference (f) Popularity (2) For Home Orchard (a) Large variety (3) For Commercial Orchards (a) Few varieties (b) Well known varieties (c) Those which are in demand (d) Those which are showy (e) Hardy and will stand shipping c. Selecting the Stock. S. chap. 3; Wis. Bul. No. 201, pp. 16-25 (1) Consider age, trueness to type, freedom from de- fects. _W. pp. 22-26 (2) Suggestions for the buyer (a) Buy direct from nursery if possible (b) Beware of agents (ec) Know fruit (d) Order early (e) Refuse culls (f) Stick for good stock (g) Refuse substitutions (h) Price (i) Age of trees (3) Care of trees upon arrival (a) When delivery should be made (b) Heeling in d. Planting the Orchard. S. chap. 4; Wis. Bul. No. 201, pp. 25-33 (1) Planting plans S. pp. 46-47 (a) Square (b) Quincunx (c) Alternate (d) Hexagonal (2) Distance between trees. S. pp. 58-59; W. pp. 27-34 (a) Kind of fruit (b) Location (ce) Soil (d) Methods of pruning (3) Laying out the Orchard. S. pp. 47-49 (a) Furrows (b) Wires | (ec) Lining in 108 AGRICULTURE IN THE HIGH SCHOOL (4) Setting the trees. S. pp. 51-63; W. pp. 34-36 (a) Planting boards (b) Size of hole (ec) Root pruning (d) Root distribution (e) Filling the hole (f) Avoid fertilizing young trees (zg) Do not water unless very dry (h) Top pruning (i) Protection from sun and rodents. G. pp. 31-35 (5) Time of planting. S. pp. 53-54; W. pp. 36-37 (6) Fillers for young orchard (a) Small fruits (b) Vegetables e. Orchard Soil Management (1) Orchard Cropping. S. pp. 67-76; B. 102-106 (a) Objects (b) Crops that may be grown (c) Must not reduce fertility (d) Danger of injuring trees (2) Mulching System. S. pp. 78-80; W. pp. 39-43; B. pp. 80-90 (a) Sod mulch,—advantages, disadvantages (b) Half sod mulch. For extremely sloping region (c) Definite mulch,—advantages (3) Tilalge System. S. pp. 81-93; B. pp. 64-80; 91-102 (a) Prevalent method (b) Details Shallow plowing, harrowing, tilling to preserve dust mulch, killing weeds, ete. (c) Advantages Aerates the soil, helps make available plant food, conserves the moisture (4) Cover Crops. S. pp. 107-118; B. pp. 109-128; W. p. 43 (a) Requisites of a good cover crop Should make easy catch, should be a rapid grower, should be persistent (b) Classes of cover crops Food supplying hardy, food supplying tender, nonfood supplying hardy, non- food supplying tender, and tender top and hardy roots (c) Manipulation of cover crop, time and method of sowing, plowing, ete. (5) Fertilization. S. pp. 100-106; W. pp. 48-57: B. p. 128 (a) Trees exhaust the soil (b) Best orchardists fertilize (c) Farm manure valuable (d) Influence of nitrogen, potash, phosphoric acid, and calcium (e) Artificial fertilization—forms to use and application AGRICULTURE IN THE HIGH SCHOOL 109 f. Pruning. S. pp. 119-141 (1) Tools. S. pp. 129-134; W. pp. 72-75 (a) Pruning saw (b) Pruning shears (c) Pruning knife (2) Reasons for pruning. S. pp. 119-128; W. pp. 58-60 (a) Growth (b) Yield (ec) Sunlight (d) Protection (e) Harvesting (f{) Rejuvenation of old stock (g) Control disease (3) General rules of pruning. W. pp. 60-62 (a) The best pruning varies with conditions (4) When to prune. S. pp. 137-139; W. pp. 62-70 (a) Dormant pruning (b) Summer pruning (c) Pruning roots and tops at planting time (d) Forming the head (e) Cutting out large branches (5) How to prune. S. pp. 135-136; W. pp. 70-72 (a) Pruning the year old tree (b) Pruning the two year old tree (c) Pruning the three year old tree (d) Pruning the older trees (6) Wounds made by pruning. S. pp. 139-141 (a) Proper cuts in removing branches and in heading back (b) Protecting wounds g. Spraying,—reasons for. W. pp. 76-77 (1) Controls insects. S. pp. 142-161; G. pp. 45-73; Wr Ds 209 (a) Chewing or biting insects,—internal feed- ers and external feeders (b) Sucking insects (c) Stages,—egg, larva, pupa, adult (d) Kinds of insects and injury,—San Jose Scale, Codling Moth, Aphis, Borers (e) Losses (2) Controls diseases. S. pp. 163-174; G. pp. 75-91 (a) Fungus,—scab, rust. (b) Bacterial,—fire blight. (3) Hssentials for successful spraying. S. pp. 204-205 (a) Know the pest for which spray is applied (b) Know what to apply for the particular pest (c) Apply spray at the proper time (d) Apply spray thoroughly (e) Let the wind help (4) Kinds of spraying apparatus. S. pp. 175-188; G. pp. 94-100; W. pp. 87-92 (a) Pumps,—bucket hand pump, knapsack sprayer, barrel pump, double action hand pump, power sprayer, companies handling spraying pumps and advan- tages and disadvantages of different kinds of pumps (b) Nozzle (c) Hose 110 AGRICULTURE IN THE HIGH SCHOOL (5) Spraying materials. S. pp. 189-200 (a) Commercial mixture vs. home made mix- tures (b) Kinds,—insecticides and fungicides. G. pp. 281-285 (c) Dry vs. liquid sprays; W. pp. 80-86 Insecticides as lime sulphur, kerosene emulsion, miscible oils, soap suds, to- bacco extracts, Paris Green and arse- nate of lead Fungicides as bordeaux mixture, copper sulphate, and lime sulphur. W. pp. 77-19 (6) Method of spraying (a) Time,—kind of fruit, kind of insects, period of blossoming, and climatic con- ditions. W. p. 93-95 (b) Mixture,—kind of fruit and kind of injury (7) Dangers in spraying. S. pp. 201-210 (8) Spray Calendars. (Green-Literature) Ia. Bul. No. 127 (9) Home Orchard outfit 1 good barrel pump 1 double Vermovel nozzle 1 Friend nozzle 5 25 ft. 144” hose 1% doz. extra hose clamps 1 Bordeaux mixture nozzle 5 50-gal. barrels 4 pails h. Marketing. (Practical work to be arranged for fall work) (1) Harvesting,—equipment, when to pick, method of picking and labor. S. pp. 229-244; G. pp. 102-104 (2) Grading. S. pp. 258=260 (a) Réasons for grading (b) Grades and qualities,—extra fancy, fancy, grade C and culls (c) Expense (3) Packing. S. pp. 260-275 (a) Value of good packing (b) Kinds of packages,—barrels, boxes, bas- kets, and cartons (c) Methods of packing (d) Pressing (4) Storing. S. pp. 245-257; G. pp. 114-118 (a) Advantages (b) Storage houses,—home and commercial (c) Reasons for’ storing,—lengthen keeping period and prevents decomposition (d) Keeping qualities of fruit Handling Degree of maturity Delay in getting into storage High temperature before storing Fungous and other diseases Conditions under which fruit is grown Type of package used Wrapping AGRICULTURE IN THE HIGH SCHOOL aba iE (5) Selling. S. pp. 277-286; G. pp. 105-107 (a) Direct to retail trade (b) Wholesale trade (ec) Selling fruit on the trees (d) Selling through commission men (e) Cooperative marketing / (f) Factor of transportation i. Rejuvinating the old orchard. S. pp. 212-228; W. pp. 109-118 (1) Possible causes for nonbearing (a) Old age (b) Parasites (c) Lack of care _ (d) Depletion of soil fertility (2) Steps in rejuvenation (a) Removing old bark (b) Cutting out diseased portions (c) Thorough pruning (d) Install and practice thorough system of spraying (e) Begin orchard tillage (f) Use cover crops (g) Enrich the soil j. Small Fruits. Md. Bul. No. 182; Mich: Bul. No. 59 (1) The Strawberry. G. pp. 221-232; Wis.-Bul. No. 248; Pur. Bul. 164 (a) Choosing adapted varieties (b) Consider sexuality, providing for cross fertilization (c) Selecting the site,—desirable soil and preparation of the soil (d) Selecting strong plants,—pruning roots and tops and spring planting best (e) Setting the plants (f{) Systems of planting,—hill, single hedge, Kellogg double hedge, Cook double hedge,—narrow and wide, matted row,— narrow and wide (g) Care after planting (h) Mulching (i) Strawberry pests (j) Methods and rules for picking (k) Taking care of the crop (1) Marketing (2) Grapes. G. pp. 194-220; F. Bul. No. 471 (a) Adapted varieties (b) Propagation—seedlings, cuttings, layers, grafting (c) Choosing site (d) Care and training of young vines First pruning after planting,—summer pruning and winter pruning Pruning bearing vines,—principles in- volved and objects of pruning Training the vines,—the trellis system, Munson system, Kniffen system Teach one good system (e) Picking and marketing (f) Grape diseases and insects 1 ed AGRICULTURE IN THE HIGH SCHOOL (3) Currants. G. pp. 232-237 (a) Adaptable varieties (b) Soils and planting (c) Cuttings and layers (d) Pruning (e) Protection (f) Mulching (g) Picking and marketing (4) Raspberries. G. pp. 239-248 (a) Classes and varieties (b) Propagation,—root cutting and layers (c) Location (d) Soil (e) Planting—time and’ depth (f) Pruning and thinning (g) Winter protection (h) Lifting canes in spring (i) Harvesting (j) Marketing (k) Diseases (5) Peaches. G. pp. 183-190 (6) Pears. G. pp. 171-175 (7) Gooseberries. G. pp. 237-239 (8) Plums. G. pp. 178-183 k. Propagation (1) Definition (2) Reasons for (3) Methods of (a) By seed. G. p. 131 Seed used for growing stocks to work on (b) By offsets. G. p. 132 Sprouts coming up from roots as in strawberry, raspberry, etc. Removed in autumn or spring with two or three inches of the root (c) By layers. G. p. 133 Laying down any portion of plant and covering,—Spring and Summer Mound layering,—Gooseberry and cur- rant (d) By cuttings. G. pp. 133-135 Size Conditions necessary Planting Solar Pit (e) Grafting. G. pp. 136-157; W. pp. 1-22 Budding. Grafting while tree is grow- ing. W. 8-12 Time Method and condition for success Stock and scion healthy Buds should be well developed in axils Necessary implements Process Inserting June budding AGRICULTURE IN THE HIGH SCHOOL 1a Grafting. W. pp. 12-22. Performed in spring when vegetation is dormant. Wax Factors in success Cleft Whip Root Side Top working,—grafting or budding of tree after considerable size. References for Outline Title of Book Symbol Author Publishers Productive Orcharding S Fred Sears Lippincott. Popular Fruit Growing G Samuel B. Green Webb Publishing Co. Principles of Fruit L. H. Bailey Maemillan Publishing Growing B 1915 Ed. Co. American Apple Orchard W F. A. Waugh Orange Judd. Wisconsin Experiment Station Bulletins Wis. Bul. No. 201 Planting the Commercial Orchard Wis. Bul. No. 207 Management of Bearing Orchard Wis. Bul. No. 248 Strawberry Culture in Wisconsin Circular No. 55 Apple Rust Can Be Controlled 5. Special Reports By Pupils . Jack Frost and The Orchard. . Fighting off a “freeze” in a big orchard . Orchard maps . Orchard irrigation . Nursery inspection law United States Regulations . Reports on fruits not included in general outline . What trees shall I plant in my home orchard Wisconsin fruit districts—Door county, Kickapoo Valley, etc. 6. Home Projects a. Tilling orchard through summer and starting cover crop b. Planting and care of a plot of fruit such as: Se pogmroano One dozen apple trees Strawberry bed One dozen cherry trees Currant and gooseberries One dozen grape vines General fruit orchard ec. Spraying and pruning of home orchard for a season d. Rejuvenating old fruit trees e. Laying out and setting part of orchard References for Farm Plant Life Textbooks for this semester’s work are liable to be inadequate because of the large variety of subjects treated, namely crops, gardening, and fruits. We have no single text treating all of the subjects. Reference reading in books and bulletins must be pro- vided. 114 AGRICULTURE IN THE HIGH SCHOOL Agricultural bulletins of your Experiment Station are probably the best reference material you can secure. William P. Stark Nursery Company of Stark City, Missouri has an excellent booklet entitled “Inside Facts of Profitable Fruit Growing’ which they wili furnish you with their catalog. This booklet will be valuable as a reference. Other commercial nurseries are usually willing and anxious to assist the agricultural teacher through literature, sug- gestion, material and in allowing classes to visit their plant. See Literature for reference and text material. POTATOES It should be remembered in presenting a course in potato culture that local conditions of soil, climate, etc., may so infiuence the methods of culture as to make much textbook material on date of planting, time of plowing and other practices of little value. The teacher must make the necessary adjustments to suit the conditions of the community in which it is given. 1. Demonstrational and Laboratory Exercises a. Select show samples of at least one-half dozen Wisconsin varieties. Point out characteristics of each type. b. Give a mixture of several varieties of potatoes. Have pupils select the different varieties. c. Dig a potato plant with tubers attached. Point out char- acteristics of growth and development of tubers. d. Grow a few potatoes in very rich soil. Have pupils note results. e. To show effectiveness of corky tissue in preventing evaporation. Weigh two potatoes—one peeled—put aside for several days. Again weigh and note results. Appearance of decay may also be noted. What is use of this tissue to tuber? -Name other products thus protected. f. A miscellaneous mixture of potatoes) Have pupils select three grades:—Fancy, 1st grade, culls. g. Field work in reference to plant diseases. h. Spraying demonstration in field. Mix spray materials and apply. Peel different varieties and determine in which there is least waste. Discuss economic importance of this. i. Visit a potato storage plant. Note methods of storage and handling. j. Cooking tests—baking tests. Select one-half dozen varie- ties and cook for certain period. Note condition. Which cooks quickest? Character of meal. Flavor? k. Experiment to determine relative merits of boiling and steaming. 1. Mount potato tissue and have pupils note the starch grains. Make chemical tests for starch, sugar, fat protein, ete. in the potato. m. Dig 100 hills of potatoes in field where all the hills had as nearly uniform conditions as possible. Note the weight, uniformity, character and proportion of marketable tubers in each hill. Study the selection of seed. What would be the yield and value of an acre AGRICULTURE IN THE HIGH SCHOOL qs of potatoes planted in the usual manner if all hills were like the best? If all were like poorest? n. Go into a field of growing potatoes, put stakes beside hills on which foliage has been destroyed by bugs or blight and by hills with foliage uninjured. At digging time note yields from the marked hills. Results will emphasize the importance of spraying. o. Secure samples of potatoes (tubers) affected with brown rot, dry rot and scab. Learn to identify. . Cut seed potatoes for planting. Treat for potato diseases. . School project with “hill to row’ test. . Potato field trip to study insect pests. . Field trip to machine salesroom to study potato machinery. Home project work with potatoes. . Scoring and judging of potatoes of various varieties. arnnad 2. Organization of Subject Matter a. Local importance of the potato crop (1) Yields, type, uses, diseases, etc. of the community (2) The potato as a cash crop (3) Experiences as to production, desirable rotation ete. b. Potato varieties. F.° chap. 7 (1) Choosing variety (a) Quality and flavor. F. 72-74 (b) Yield. F. 74-76 (c) Disease resistance. F. 76 (d) Color. F. 76 (e) Nature of skin. F. 78 (f) Shape. F. 78 (g) Depth and number of eyes. F. 79 (h) Time of maturity. F. 79-80 (i) Tendency to make second growth. F. 85 (j) Vigor of variety. F. 82-84 (k) Cooking qualities and flavor (2) Most Popular varieties. F. 87-90 (3) Varieties for Wisconsin and characteristics See Wisconsin posters; also Wis. Bul. 225 (a) Early Rose (b) Early Ohio (ec) Early Triumph (d) Rural New Yorker (late) (e) Carman No. 2 (late) (f) Green Mountain (late) (g) Sir Walter Raleigh (late) (4) Groupings according to shape. Wis. Bul. 225, p. 7 (a) Round white (b) Long white (c) Rose group (5) Studying potato score card of each variety. G. 311-319 (6) Judging of potato classes in each variety. Wis. Bul. 225, p. 20-22 (7) Improvement recommended in Wisconsin Bul. 225, pi 17-20 (a) Field selection (b) Improved storage (c) Community growing 116 AGRICULTURE IN THE HIGH SCHOOL (8) Harvesting. F. Chap. 12; @G. 111--119 (a) Methods of digging (b) Harvesting machinery. F. 144-146; G. 119-127 (c) Handling after digging—Hauling direct to market, G. 115; Piling in field, G. 147; Storing in cellar, G. 149 (d) Storage of potatoes. G. 149; G. 147-152; G. 127-141. Sorting and _ cellar,—Con- struction, ventilation and temperature, care of seed stock, loss in storage (e) Yields and profits. G. 141-153 ec. The Selection of Potatoes (1) Judging potatoes (a) Dealer’s seale. G. 315 (b) Purchaser’s scale. G. 315 (c) Consumer’s scale. G. 315 (2) Market grades. G. 316-318 (3) Exhibiting potatoes. G. 311-314 d. The Potato Plant (1) Structure of plant. G. 529-532; 521-522; F. chap. 1 (2) Structure of tuber. G. 522-525 (a) Nature of tuber (b) Importance of eyes (3) Conditions influencing growth (a) Miehia has (b) Moisture. F. 8-9 (c) Temperature. F. 9-10 (d) Depth of planting. F. 13-15 (e) Soil and cultivation (4) Blossoming and fruit—Nature and occurrence. HW. 163 1G.537-16 (5) Tuber formation, a perennial. F. 15 (6) Physical factors influencing the potato (a) Soil. 2B: -17-25;3"G. -27-27> Wisl (Bulbe22b; p. 18-16; W. W. 426-428 Type of soils desirable and reason Adaptability of soil to variety Importance of mechanical condition Importance of drainage Adaptability of Wisconsin soils for potatoes (b) Drainage. G. 28-36 (c) Fertility. F. 30- 50 (d) Rotation. G. 88-89; F. 26-29 (e) Physical condition. G. 26-27 (f) Best soils and why. F. 17-18 (g) Fertilizers. F. 30-50 Object Forms of commercial fertilizers, needs, influences and application (h) Barnyard manure. F. 44-46 (i) Climatic range. G. 17-20 (j) Water requirements. F. 49 (k) Irrigation. G. 100-110 e. Potato Marketing. F. chap. 14; G.154-166 (1) Problems of transportation. F. 153-156 (2) Hauling to market. F. 158-159 AGRICULTURE IN THE HIGH SCHOOL aly (3) The middleman (4) Factors influencing price. F. 157-158 (5) Importance of grading. F. 162 (6) Packages. F. 162-164 (7) Direct marketing. F. 160 (8) Purchaser’s scale,—smoothness, paring, color of flesh, condition of interior (9) Consumer’s scale,—quickness and evenness of cooking, flavor, whiteness, mealiness. f. Diseases, Insect enemies and control. F. Bul. 544; W. 59-62; Wis. Cir. 52. See Wis. Poster on diseases of potatoes (1) Fungous diseases (a) Harly blight. (G. 174176" BY 29-107; (b) Late blight. G. 177-186; -F. 118: B.-P. I. Bul. 245 (c) Common scab. G. 186-190: F. 119-120 (d) Black leg (e) Silver scurf (f) Dry-rot. G. 193-195; F. 122: B. P. I. Bul. 55 (2) Physiological troubles (a) Tip burn, leaf burn and scald. F. 11-112 (b) Hollow heart (c) Black heart (3) European diseases (a) Black wart. G. 168-174 (b) Powdery scab. (4) Insects. Wis. Cir. 52, p. 14-15 (a) White grub. G. 126 (b) Colorado beetle. G. 200; Dept. Ent. Cir. 83 (c) Flea beetle. F. 123-124; G. 202 (5) Sprays and spraying. Wis. Cir. 52, p. 16-20; F. 128-142 (a) Spray calendar. F. 179-180 (b) Bordeaux mixture. F. 128-130 (c) Dry Bordeaux. F. 130 (d) Washing soda and copper sulfate. F. 131 (e) Paris Green. F. 136 (f) Lead compounds. F. 137 (g) Arsenic compounds. F. 138 (6) Spraying machinery and application (a) Cost of spraying. F. 140 (b) Profits. F. 139-140 (c) Number of sprayings, time of application and cost g. Growing the Crop (1) Seed. F. Bul. 533 (a) Selection and improvement. W. 37-44 (b) Source. F. 51-53 (c) Handling. F. 53-55 (d) Whole or cut seed. F. 60 (e) Size of seed. F. 61-63 (f) Amount per acre. F. 63-65 (g) Inspection and certification. W. 44-49; Wis. Bul. 252 (h) Value of seed plot. Wis. Bul. 225) Di l6 118 AGRICULTURE IN THE HIGH SCHOOL (2) Planting. G. 81-94 (a) Date of planting. F. 96-97 (b) Distance apart. F. 91-93 (c) Depth. F. 93-94 (d) Methods. F. 97-104 (3) Preparation of seed bed. G. 76-81 (a) Plowing. F. 21-23 (b) Surface fitting. F. 23-25 (c) Value of humus (d) Importance of rotation (4) Management of growing crop (a) Kind and amount of tillage. F. 105-106 (b) Methods of tillage. F. 106-107; W. W. 433-435; G. 95-100 (c) Object. F. 106; G. 94 (d) Implements. F. 107-110 (5) Cost of growing potatoes and profits. G. 141-153 h. The Potato as a food. F. Bul. 295; G. 7-16 (1) Chemical composition. F. 166-167 (2) Relative cost as food. G. 1 (3) Special value as food. G. 13-16 (4) Use as a stock food. G. chap: 25 (a) For horses. F. 168 (b) For cattle. F. 168 (c) For hogs. F. 168-169 (d) For sheep. F. 168 (e) For other animals (5) Cooking potatoes. G. chap. 23; Texas. Bul. 350 (a) Effect on composition. F. 169 (6) Other uses of potatoes. G. 277-302 (a) Alcohol manufacture. F. Bul. 268 (b) Starch manufacture. Bul. Div. Chem. 58.—U.'S. Dept. Agri. (c) Potato flakes—dried i. History of Potato. Bul. 350 Texas; F. 1-7; G. 512-521 (1) Native of America (2) Introduction into EHurope—Ireland (3) Importance in Europe—America G. 3-6 (4) Importance of potatoes in Wisconsin. Potatoes vs. corn (5) Potato superstitions and prejudices. G. 309-321 (6) Importance of crop in Germany j. Production in U. S. and elsewhere. Bureau Statistics Bul. 62 (1) World production. G. 540-545; W. W. 424-426 (2) Production by different states. F. 154 (3) Acreage of different states (4) Important potato producing states. G. 545 (a) New York (b) Michigan (c) Maine (d) Wisconsin. G. 354-359 (e) Pennsylvania (5) Average yields in different states. G. 542-545 (6) Average prices in different states. G. 542-545 k. A Short Study of the Sweet. Potato. W. W. 444-449; G. 241-254 AGRICULTURE IN THE HIGH SCHOOL 119 References Gee Pptaco—E. H. Grubb and W. Guilford San qnain liste for F=“The Potato’—S. Frazer publishers W. W.=“Field Crops’ —Wilson & Warburton W.=Reports of Wis. Potato Growers’ Association. Prof. J. G. Milward, See., College of Agriculture, Madison, Wis. F. Bul.—=Farmers’ Bulletin. U. S. Department of Agriculture. No. 35 Potato Culture 91 Potato Diseases and Their Treatment 295 Potatoes and Other Root Crops as Food 407 Potato as a Truck Crop 410 Potato Culls as Source of Industrial Alcohol ' Wisconsin Experiment Station Bulletin No. 256 The Marketing of Wisconsin Potatoes Circular 52 Control of Potato Diseases in Wisconsin Poster Bul. 1 Potato Diseases Poster Bul. 2 Plant Standard Potato Seed 3. Home Projects with Potatoes (1) Planting, care and harvesting one-half to one acre of potatoes (2) Entire charge of at least one acre of potatoes which are inspected by the proper authorities and certified seed selected (3) Hill to row test with potatoes. (4) Commercial fertilizer test with potatoes ANIMAL HUSBANDRY The work in Farm Plant Life and the first semester of Animal Husbandry may be offered to boys and girls. The third and fourth year work in agriculture should not be given to the girls. A. General Outline of Animal Husbandry 1. Second Semester—Second Year a. Dairying (1) Composition and characteristics of milk, butter- fat testing of milk and its products, varia- tions, adulterations, abnormal conditions, sed- iment tests (2) Bacteria:—sanitary milk production, pasteuri- zation, solids and acidity of milk, milk sep- ,, arators (3) Butter and cheese making and tests for salt, moisture, ete., substitutes for butter and tests (4) Condensed and evaporated milk, ice cream, im- provement of the dairy herd through milk and butter-fat records, diseases of cattle affecting milk production, codperative creameries, creamery records, city milk supply, winter vs. summer dairying. Short study of dairy types, advanced registering standards of various breeds 120 AGRICULTURE IN THE HIGH SCHOOL WINNERS OF GARDEN CONTEST, WALDO. GIVEN A FREE TRIP TO STATE FAIR. MILTON H. S. TEAM. WINNERS OF STATE STOCK JUDGING CON- TEST HELD AT AGRICULTURE COLLEGE, MADISON, 1916. KRAUS, GRAY, HOLLIDAY. AGRICULTURE IN THE HIGH SCHOOL 121 b. Feeds and Feeding of farm animals c. Poultry:—importance, meat, egg, general purpose types, house construction. Care and manage- ment, incubation, brooding, feeds and feeding for growth, eggs, flesh, products, health, di- seases, enemies, storage, scoring, judging, breeding, marketing products d. Organization of Projects 2. First Semester—Third Year a. Types and breeds, characteristics, methods of develop- ment, care and management, feeding, pedi- grees and their value, registration, barns and equipment, market, variations, diseases, breed- ing, care of young, defects, points of score : ecards and judging of horses, cattle, sheep, swine, etc., study of best local herds Dehorning, castration Simple veterinary practices and sanitation . Fitting animals for show purposes . Breeders’ organizations, well-known breeders Live stock judging contests . Home Project Work mmoeads B. Typical Outlines of Topics DAIRYING Dairying should be offered first and home projects in testing of herds developed. This will be the foundation of future work in farm management. Where this cow testing work has been made a year project for a herd the Wisconsin Dairyman’s Associa- tion of Fort Atkinson has been willing to furnish a herd record book, The production of better milk should receive more attention. A milk sediment tester is a valuable piece of apparatus. Arrange visits to the creamery, cheese factory or condensery. It is often possible for your boys to get practical experience in one of these and be given laboratory credit. A small hand churn may be owned or borrowed and butter made a few times as a demonstration. Records of raw materials and products should be kept. Similar exercises may be conducted in the manufacturing of cheese. These same processes may later be observed at a commercial plant. Some work with dairy cattle should be done in the spring but all intensive work in dairy cattle judging should be left until fall. 1. Laboratory and Field Exercises a. Study of U. S. Dairy Division Records, survey of cream- eries, cheese factories in township, ete. b. Milk Study. (1) Show fat, casein by souring, albumen by boiling, sugar by boiling clear whey 122 AGRICULTURE IN THE HIGH SCHOOL (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) Butterfat test of ordinary milk. Test with weak and strong acid, surplus and small amount of acid, cold and warm acid or milk, use of hard or soft water and effect on test, reading with and without compasses, problems—interpretations, compare tests with test run at creamery, milk from representative breeds, colostrum milk Butterfat test. Milk of stripper,—first milk and composite of two milkings same cow Demonstration of preservatives showing that test is not changed Calibration exercise,—Trowbridge, burette or fine | balance Hydrometer test of acid, specific gravity bottle test of water, alcohol and sulphuric acid Test of milk for several days. Test on evening of cold storm, cow in heat Test of partially churned sample Test of milk already sour, several bottles sweet, test at intervals Test of frozen milk : Begin milk sheet weighings at home, test com- posite samples and begin individual and cow test records for later use. This is home project work. Test of cream, 9 and 18 gr. bottles, with and with- out fat saturated alcohol for reading, pipette Vs. weight from cream with rich and thin cream— try out test when pipette is rinsed and without. Try two of each for check. Test of skim milk, whey, buttermilk. Test out creamery and home separators Place clean milk and dirty milk in warm place to sour. Use sterilized glassware. See which sours first. Notice curd with holes. Similar exercise of milk to sour in cold place. Be sure and sterilize glassware. Effect, dirt, ete., in each. Perform the milk sediment test for each patron at creamery, of each cow of a herd, city milk, ete. Perform test for acidity—Mann’s. Farrington’s to check with Mann’s Get dry or wet starter from creamery. Secure clean milk in sterile mason jars and allow to sour and so get natural starter. Run both starters for several days. Test acidity and taste each day Make a trip to creamery, cheese factory, con- densery, sanitary or certified milk plant, city milk supply. Pasteurize milk for class in pail and compare rapidity of souring with same un- treated Find specific gravity of water, milk, acid, alcohol or gasoline. Show effect of temperature in same milk Find total solids of a sample of milk. Skim it and find total solids, add water to some of orig- inal sample and repeat. Skim some of orig: inal sample and add water and repeat test * AGRICULTURE IN THE HIGH SCHOOL 123 (20) (21) (22) (5) (6) Draw conclusions. Prepare sample as in exercise 19 and have class determine conditions Detection of boracic acid by acidity test. Taste milk and compare with similar acidity. Test with formaldehyde Make sediment test of different classes of milk. Go to creamery or cheese factory for ‘samples. Label. Get pictures of clarifiers or if possible visit condensery using one Study of separators at school, implement dealers, ete. If a separator is in school test out factors (under i) by experiment. Do major portion Make butter a few times illustrating over-run, ripening, etc. Make trip to local creamery or milk plant Test butter for moisture, salt, fat. Compare creamery vs. farm butter with these tests. Ditto oleomargarine with butter Study of butter score card and judging. Con- sult local creamery Substitutes for butter, boiling test, water house test Secure mottled butter Computation of factory records. See problem of Wisconsin Circular 27, ‘““How to Use the Bab- cock Test,” p. 27-30 d. Study of local cheese factory (1) (2) Make test for butterfat Study of butterfat vs. pooling system in cream- eries. EF. W. 202-15 e. Experiments according to importance in local community f. Problems as indicated in outline g. Beginning of cow testing problems (1) (2) Have class keep records for a herd once a month. Have home projects for individuals Attend a sale of pure bred dairy cattle. Com- pare prices paid for A. R. O. cattle or progeny vs. untested ® 2. Organization of Subject Matter a. Wisconsin in Dairying (1) (2) (3) (4) (5) (6) Production in cheese & butter vs. other states. Wis. Bul. 231 & 251 Leading dairy counties of state Survey of pure bred cattle of district Value of produce sold from local creamery or cheese factory Methods of payment for milk, etc., by factory Price per 100 lbs. for each month of one year b. Study of Milk (1) (2) (3) Six constituents and pounds per 100 lbs. milk, physical or chemical compound. V. 10-11; M. 123-130; F. W. 10-20 A complete food,—classify each constituent as food Colostrum Milk,—characteristics, composition com- pared, function, value. M. 130-131 124. AGRICULTURE IN THE HIGH SCHOOL (4) Secretion of milk. M. 131-134; V. 1-10 Ex. (a) Purpose (b) Structure of udder and mammary vein sys- tem (c) Factors controlling,—treatment, incomplete milking; etc. (d) Duration of flow (5) Testing for butterfat. M. 135-145 (a) History of the first tests,—inch of cream, oil churn test, ete. F. W. 173-205 (b) Importance of an accurate test, the Bab- cock test. F. W. 1-10 (c) Scientific basis for the Babcock test. M. 135 (d) (e) (f) (g ) Accuracy of the test dependent on what factors Method of test. M. 135-144; F. W. 29-72; Wis. Cir. 27, p. 1-4; F. W. 158-174 Obtaining of sample, method, importance Composite samples, preservatives, samplers, preparation for test bottles. M. 135- 137; F. W. 29-33 Pipette,—method of handling, volume of milk, precautions. F. W. 29-33; F. W. 45-46 Test bottles——calibration and marking. F. W. 48-54; M. 187-142; F. W. 33-37 Acid,—kind, quantity, quality, precautions in mixing, specific gravity, action. M. 137-142; F. W. 338-37; F. W. 46-48; F. W. 64-69 Making the test,—time, care, rate, tempera- ture, filling. M. 137-142; F. W. 33-37; F. W. 54-64 Reading the test,—temperature, meniscus, colors. M. 137-142; F. W. 33-37 Calculations in per cents and meaning of test. M. 142-144; Wis. Cir. 27, p. 14 Precautions in testing,—causes of trouble. F. W. 69-71; M. 142-144 Cleaning of glassware and racks. M. 144; F. W. 40-45 Comparison of hand and steam testers Problems of three types Causes for variation in butterfat test Breed characteristics. M. 132-134; M. 68-72; V. 12-19 Stage of lactation period. M. 132-134; F. W. 140-145 Changes of feed. M. 132-134; F. W. 151- 15% Unnatural conditions of excitement, storms, M. 132-134 Sampling under special conditions Partially churned. F. W. 24-25 Sour milk. F. W. 26-27 Frozen, ete. F. W. 27 (h) Mathematical basis for calibration and vol. umes AGRICULTURE IN THE HIGH SCHOOL 125 (6) Farm records for individuals and herds. M. 60— 67. U.S. Dept. of Agric—Bureau Ani- mal Industry, Circular 179; Wis. Cir. 27, p. 14-20 (a) Construction of good milk scales, advan- tages over spring balance (b) Month records as basis for butterfat and value of product (c) Caleulation of month’s record on two milk- ings,—U. S. justification (d) Feed records (e) Profit or loss for month (f) Start on work for year record of individual and herd (g) Use as basis for profits on feeding rations (7) Adaptation of test and glassware for other prod- UCtS Ewan Lisl 8b ae Wass Cine 2a oD: 20-24 (a) Cream testing, types of bottles, weighing, reasons for, glymol, readings, amount of acid. M. 142-144; F. W. 76-87 (b) Tests of skim milk, whey or buttermilk, care required, acid. F. W. 88-99 (c) Problems (8) Care and handling of milk on the farm (a) Souring of milk. M. 146-154; F. W. 135- 1S7s2 Via oo-oO Causes Sources of bacteria, favorable conditions for bacterial growth The milk sediment tester,—its use, and value. Wis. Cir. 41 Types of bacteria,—useful and harmful, names Acidity, causes, chemical action Mann's Test for acidity, solutions and formula. M. 174-176; F. W. 117-134 Problems for solution. M. 174-176; F. W. 117-134 Farrington’s test, solutions and compari- sons. M. 174-176; F. W. 117-134 Commercial starters. M. 193-198 To make natural starter,—method and value Kinds,—dry, wet, costs, value to butter- maker Acidity of starter (b) Abnormal fermentations in milk Slimy, ropy, chromogenic, bitter, ete (c) Flavors and odors in milk Causes and examples Relations to feed, milk-rooms, cellars, general care Care to prevent taints, odors and flavors (d) Sanitary milk production. M.155-164; M. 221-227; V. 61-69 Definition and importance Healthy cows Sanitary barn and clean yards 126 AGRICULTURE IN THE HIGH SCHOOL Clean cows and clean milkers Clean and wholesome feed and water Clean, sanitary milk pails, strainers and cans Dry hand milking Clean bedding, air, and no flies Proper cooling and bottling. M. 205-211 (e) Certified milk production. M. 236-238 Definition of term Demand, cost and profits Chicago certified milk standard (f) Pasteurization and sterilization. M. 284—-_ 286 Definition and methods. M. 263-268 Results and applications (g) Testing for milk solids and application. Be Wrl00S1i5 Relative specific gravity of milk, water, sulphuric acid, ete. Principle of lactometer test Use of hydrometer in liquids lighter and heavier than water Construction of Quevenne lactometer Method of test and correction for temper- ature Calculation of solids and interpretation of results Application to city milk supply, adultera- tions, skimmings, ete. Board of Health lactometer Problems of.interpretation (h) Detection of adulterations of milk Boracie acid, formaldehyde, to keep milk. F. W. 247-250 Bicarbonate of soda to neutralize acid. F. W. 247-250 Dirt test in milk. See Wis. Cir. 41 Application to bacteria determination Method of test Use in factories and city milk trade Use of clarifiers (i) Milk separators Types, advantages, disadvantages, uses and efficiency of each. M, 165-167 Shallow pan Deep setting Dilution methods Centrifugal separators. M. 166-170. The Golden Stream. I. H. C., p. 57-63 Principles underlying operation Kinds,—disks, hollow bowl, plates, makes, prices Regulations,—milk or cream screw Care of machine and operation Factors of efficiency Rate of inflow Speed of bowl Temperature of milk Structure of bowl Adjustments, ete. AGRICULTURE IN THE HIGH SCHOOL 127 Factors regulating richness of cream. Niollen ove, Cream or skim milk screw adjust- ment Relation of thickness of cream to efficiency Speed of machine Temperature Value of a separator on farm. The Golden Stream—lI. H. C., p. 57-59 Value in saving over other methods Greater returns for skim milk in hogs and calves Prevention of disease in clean herds ce. Butter if (1) Ripening of Cream. M. 170-174; V. 37-42 (a) Object of ripening. Care of milk from time drawn until ripening Clean production without dirt, ete. Bacterial content and cleanliness of uten- sils Necessity of clean separator and cool product (b) Effect on texture and flavor (c) Method of using, making and holding starters (d) Dairy vs. Creamery butter—the Why (2) Churning. M. 176-181; V. 43-50 (a) Types and advantages of different kinds of churns (b) Temperature of ripened cream (c) Care of churn: use and quantity of but- ter coloring (d) Factors affecting churning, product, etc. (e) Size of granules at end of churning (3) Finishing product. M. 181-185 (a) Washing: temperature of water, effect of washing, reasons for (b) Salting: dry or wet and rate in each, ad- vantages of each, purpose (c) Working: importance, purpose, effect of over working, under working (4) Packing and marketing. V. 50-52 (a) Legal standard for moisture, test for moisture, method, variations. F. W. 231-236 and 251 C (b) Kinds of moulds (c) Prints, packages and tubs, sizes and ad- vantages (d) Retail and wholesale trade (e) Limits for salt: test for salt, method, so- lution and’ calculations. F. W. 228-230 (f) Mottles: causes, iniuries, how to prevent (g) Over run in butter,—causes and legal standards. F. W. 189-198 (5) Judging and scoring butter. V. 78-83 (a) Relative importance: of points as shown by score card (b) Practice in scoring, judging. Visit to local creamery discussed 128 AGRICULTURE IN THE HIGH SCHOOL. (6) Substitutes for butter. F. W. 236-240 (a) Manufacture of oleomargarine, test for by boiling, Waterhouse test (b) Butterine, ete. (c) Wisconsin laws concerning substitutes (7) Organization of codperative creameries. Wis. Bul. 244 (8) Special problems of the creameries (a) Buttermilk cheese. Wis. Bul. 239 (b) Creamery sewage. Wis. Bul. 245 d. Cheese. M. 187-192. Also M. 199-204 (1) Nature of cheese (a) Value as a food (b) Food elements contained compared with butter (c) Milk best suited for cheese (d) Kinds of cheese (2) Study of apparatus and method of making Amer- ican cheese (3) Study and method of making Cottage cheese (4) Causes of poor cheese (5) Wisconsin curd test for purity of milk. F. W. 135-138 (6) Hart’s Casein test—calculation on basis. of casein and fat. Visit to cheese factory discussed. F. W. 198-200; F. W. 223-224 (7) Organization and construction of cheese factories. Wis. Bul.. 244 (8) Markets and prices of Wisconsin cheese. Wis. Bul. 231-251 (9) Other problems of Wisconsin cheese work (a) Buttermilk cheese. Wis. Bul. 239 (b) Whey ‘butter. Wis. Bul. 246 (10) If in a cheese county a more intensive study would be followed, containing scoring, judging, salting, curing, marketing, ete. e. Other products from milk and cream (1) Ice cream making (Michels—Dairy Farming Chap. 28, bulletins, etc. (2) Sherbet (3) Condensed and malted milk (4) Evaporated milk (5) Skim milk, buttermilk, Bulgarian, ete. M. Dairy Farming, Chap. 29 f. Calculating Dividends by the Fat Test. F. W. 202-214; Wis. Cir. 27, Feb. 1914, p. 27-30 (1) Plan for calculating dividends in the beginning of dairy industry (2) Unfairness of this plan (3) Solution of problem typical of modern creamery. Cin. 2) swiss Station. Hebe lou (4) Problems of same bulletin (5) Problems in review of above and drill g. The Improvement of the Dairy Herd . (1) Present day conditions of the average Wisconsin farmer and local community. M. 9-11; M. 11-17 (a) Average production per cow in milk ane butterfat in pounds (b) Type and breed of general community ‘AGRICULTURE IN THE HIGH SCHOOL 129 (c) The sire: his care and his calves. Breed of sire (d) Building and equipment (e) Feeds and feeding (f) Business management and records, ete. (zg) Markets (2) Records as indicators for herd improvement— Wis} Cir) 27; p.. 14-20. "The Golden Stream I. H. C—41 (a) Milk record and scales. M. 60-65 Types of scales and cost Convenience of use Regularity of use Facts shown by scales Production Feed returns Abnormal conditions (b) Testing for butterfat. (Seales records considered) M. 65-68 Testing as basis for selection Testing as basis for computing profits,— individuals, herd Conditions shown at end of year by rec- ords Cow testing associations of Wisconsin, of Denmark. Cir. 179 Bureau of An. Industry Consideration of local conditions (c) Study of Wisconsin herd records. Hoard’s Dairyman (3) Grading as step towards better herds. M. 17— (a) Definition and theory of value of ee (b) Methods and results obtained (c) What constitutes a good sire: breeding, conformation, health (d) Place and extent to which grading should be used (e) Place and use for records in grading (f) The future of the dairy industry: knowing our calves (4) Estimation of values of dairy stock. Dairy Farm- ing—Michels, Chap. 32 (a) Factors: grade or pure bred, value of products, calf, manure, labor, buildings, interest, market, ete. (b) Value of 175, 300, 400, 500 pounds butterfat cows (c) Value of sires (d) Value of calves (e) What can average farmer afford to pay for sire (pure bred) (f) Value of one good female to herd This outline of subject matter is suggested as teachable in the erder given. It has been taught in this order. It may be elab- orated or cut in many particulars to meet conditions locally. 130 AGRICULTURE IN THE HIGH SCHOOL Reference for Dairy Outline M=Michels—Dairy Farming V=Van Norman—First Lessons in Dairying F W=—Farrington & Woll—tTesting Milk 3. Home Projects for Dairying a. Perform 7 day or 30 day test on one or more dairy ani- mals, following all steps as in official testing. b. Perform the yearly semi-official test for three or more COWS. c. Keep cow testing, feed and milk record for one year. d. Clean and whitewash home dairy and put in shape to make a good score e. One week’s work in cheese factory, creamery or con- densery. POULTRY 1. General Suggestions. A course in poultry is adapted to almost any high school, either in the city or country. Unlike other courses in animal husbandry, it does not require a large outlay of money to purchase stock for the class work, and the ex- pense for other equipment is not large. In localites where dairy- ing is not important the poultry course may be given a full semes- ' ter. The city high schools are doing some work but it deserves a place in the rural high school. Six weeks may well be spent in the rural high school and perhaps even twice that amount. Other advantages of a poultry course are that it is adapted to both boys and girls and it is a great field for home project work. Poultry has been neglected in most high schools and the study of cattle, horses, etc., has been called animal husbandry. No class of live stock is so well adapted for school work. Poultry may be used at a time when the weather prevents the use of cattle, horses, etc. We have excellent opportunities for demonstrating feeding for growth, fattening or for a cash product of eggs. A large number of types of pure-bred chickens are always found in every community and poultry fanciers will assist and loan birds for demonstration purposes. The poultry show is becoming a common event and junior poultry associations are being organized. Incubation, brooding, feeding, caponizing, marketing of eggs and fowl are all interesting and enlightening subjects for school work. Poultry may easily be provided as property of the school. The sale of produce will make it a profitable venture. 2. Laboratory and Field Work a. Demonstration of anatomy of chicken. b. Arrange for study of the three general types of poultry as regards general characteristics of body. ; c. Visit available poultry farms and study various breeds. d. Building of poultry house,—Under sunvervision of teacher, boy students start building of a miniature colony house 3’x 3’. L. 181; AGRICULTURE IN THE HIGH SCHOOL 131 R. ch. X; Cornell Cir. 14; Wis. Bul. 215. House to be built with one side left open. Should have nests, roosts, feed receptacle and ventila- tion. e. Utility Classification,—Visit poultry farms observing as many different breeds as possible. f. Visit poultry houses that need repair and suggest how same may meet reauirements of good arranged house. g. Structure of egg. Get as many different kinds of eggs as possible. as regards fertility and condition; demonstrate candling eggs before the class. Classes of eggs as to color, size, quality. h. Preserve eggs in water glass (silicate of soda). i. Demonstration. Take two fresh eggs from the same flock. Smear wet poultry yard dirt on one; leave the other clean. Set them away in a fairly warm place for about four days. Bring out and ex- amine first with tester then break. j. Start an incubator of eggs. Demonstrate regulation of thermostat and difference in temperature in different parts of the egg chamber. Keep students in touch with care, handling and manipula- tion during the entire hatch. Have them note in particular changes in eges as incubation increases. k. Brooding. Remove chicks in proper time to the brooder. Demonstrate effect on temperature of different amounts of litter in the brooder. Also show difference in temperature of different parts of the brooder. 1. Arrange to spray poultry houses for parasites. Prepara- tion of dust mixture and operation. m. Construction of various articles of equipment for poul- try house. n. General construction of several types of trap nests. o. Demonstration of the method of caponizing if thought de- sirable. p. Demonstrate crate fattening of general poultry, capons, etc. q. Demonstration of ways chickens are killed, dressed, etc., for market. r. Practice exercises in scoring according to the descriptions of “The Standard of Perfection.” s. Use half a dozen hens, using ordinary and balanced rations. If the school owns poultry this might be a school project. t. Poultry clubs. 8. Organization of Poultry Subject Matter a. Poultry Raising in U. S. FE. B. 200; L: p. 324-331; P: p. 7-35 (1) Importance of the industry. R. p. 24-25 (2) Evolution of the poultry industry. P. p. 12-23 (3) A successful poultry keeper, characteristics, prob- lems. R. p. 64-69 (4) Branches of poultry culture. R. p. 30-40 (5) Attractiveness of the industry (6) Purposes of poultry raising (a) As a part of the farm stock. R. p. 35-40 (b) As a special business (c) As faney poultry (7) Special poultry districts. R. p. 40-43 132 AGRICULTURE IN THE HIGH SCHOOL b. Poultry Products. lL. p. 272-300 (1) Food products (a) Weest- ie 2735 URe B82be7O! Ads. pose Gathering and care of on the farm. F. B. 287, p. 41 Testing for fancy trade Sorting and packing. L. 296 & 285; R. 325-327 Methods of selling L. 294-296; F. B. 405, Dp. 19> F.-B.- 287, p. 40: BR. 329% to vcon= sumer, retailer, commission men, and through creamery, R. 331; R. 335; F. B. 445 Study of season prices Shipping methods. L. 298 (b) Market poultry (L. 275-287: F. B. 355, p. 35-39: R. 324-833: P. 390-93) as broilers, roasting chickens, fowls. canons, shinping live poultry and nicking and shipping dressed poultry. R. 311-321 (2) Special products (a) Pedigree poultry. L. 91 (b) Hatching eggs. I. 279, 290 (ec) Day old chicks. L. 279, 290 (d) Feathers. L. 280; R. 324; R. 334° (e) Manure. L. 280 c. Hatching and Rearing of Chicks (1) Function of the egg and of incubation. L. 94; R. 238 (2) Formation of the egg. L. 98 (3) Structure of the egg. R. 238: L. 94 (4) Breeding and mating. L. 84-93 (5) The fertile ege. R. 239: L. 103: F. B. 405, p. 18 (a) Selection of breeding stock (b) Selection of hatching eggs (R. 245; L. 106. 192. and 333: F. B. 287, p. 28), normal and abnormal eggs. trap nesting and egg records. (P. 453-473) (6) Natural incubation (a) Selection of the ben. R. 243: L. 112 (b) Nests for sitting hens. L. 113: R. 245-248 (c) Setting and management of hens. L. 114; R. 243: R. 246: F. Bi 287,,.p. 29 (d) Testing the eggs. R. 248: L. 116 (e) Hatching of eggs (R. 251-2: L. 117) and helving birds out of shell. R. 252 (7) Artificial incubation. F. B. 355, p. 23 (a) Selection of the incubator. R. 254; L. 122; EF. B. 287, p. 30 (b) Management of incubator Placing of incubator. L. 122 Regulation of heat. R. 258; L. 125. Care of lamp. L. 126 Regulation of moisture. R. 260 Regulation of ventilation. R. 260 Cooling eggs. L. 128 Turning eggs. L. 128 Testing eggs Management during hatching. R. 263 AGRICULTURE IN THE HIGH SCHOOL 133 (c) Causes of poor hatches. R. 264; L. 130 (d) Incubator records. L. 130 (8) Brooding. L. 133-143; F. B. 287, p. 30 (a) Importance of warmth. R, 275 (b) Brooding temperatures. R. 280 (ec) Construction of artificial brooders. L. 133 Cold brooders. R. 277 Lamp heated brooders. R. 278 Pipe brooders. R. 279 . (d) Operation of brooder. L. 1386; F. B. 355, p. 26 (e) Protection from enemies and parasites. R. 282-2838 (f) Rate of growth. R. 284 (g) Weaning. (h) Rations. L. 139 (i) Things to be avoided in brooding. L. 140 (9) Care after weaning (L. 1438-149; R. 282), importance of warmth, large and free range, green feed and shade. Protection from enemies. (10) Caponizing : (a) Advantages of caponizing. P. 390-392 (b) Market requirements. P. 392 (c) Age for caponizing. P. 393 (d) Instruments. P. 393 (e) Method of operation. P. 393-400 (f) Results. P. 400-401 (11) Breeding for improvements (a) Types of improvements, egg, meat, form. " P, 252-264 (b) Principles of poultry breeding (Difficult). P, 221-245 (c) Breeding systems. P. 246-252 (d) Management of breeding stock. P. 281-290 d. Utility Classification of Poultry. Discuss as to size and external appearance, disposition, maturity, broodiness, hardiness, feeding, production and color of eggs. L. 48-51 Gi) hse breedss ls 4851) RivSo2 eh. c28t, Ds) oO (a) Leghorn. L. 52; R. 355-362; F. B. 51, p. 19 (Ch) Minorcateylosoosteobosy alts Beno Ds 2o (ce) FrAniconmaye 1553)" - Bs bl pe 27 (d) Campine. L. 55; R. 370 CQ) Moudan 58) 3825 0 BB bl} p34 (2) Meat breeds. F. B. 287, p. 6 (apeBrahmast ela Gas ke cooks ies. ola pimle (bye Wansshansteci. 64:5" Re o90k hye Be bly 7 CQ Cochinss 642) Re sSise Ke beoleep. 15 (ad) (Cornish Gamer. il, (665.4 8. be bla pied (3) General Utility breeds. F. B. 287, p. 6; L. 68-72 (a) Plymouth Rocks. L. 72; R. 398; F. B. 51, p. 6 (b) Rhode Island Reds. L. 73; R. 413; F. B. 51, Dat (c) Wyandottes. L. 74; R. 406; F. B. 51, p. 8 (d) Orpingtons. L. 74; R. 416; F. B. 51, p. 28 (e) Dorkings. L. 74; R. 378; F. B. 51, p. 27 (4) Miscellaneous breeds. L. 77-83 134 AGRICULTURE IN THE HIGH SCHOOL e. Study of poultry feeds (1) Carbohydrate feeds. L. 226-230; R. 184-197 (2) Feeds for fat as meat scrap (20% fat), sunflower seeds and linseed meal. R. 193 (3) Feeds containing ash for egg shell as wheat bran, dried bone (R. 199; R. 203), oyster shell. R. 2038 (4) Succulent feeds as clover, lawn clippings, rape, millet, oats, buckwheat, soybeans, and swiss chard: aR. 195 f. Digestion. (1) Study of digestive tract. L. 219; R. 172 (a) Mouth parts. R.172; L. 219 (b) Gizzard. L. 219 (c) Crop. L. 220 (d) Stomach (e) Pancreas (f) Intestines (2) Work performed by organs in digestive tracts (3) Assimilation and nutrition. L. 221 g. Study of rations for poultry. R. 206-237 (1) Droppings as indications of right feeds. F. B. 287, p. 26 h. Feeding young chickens. L. 243; F. B. 287, p. 31 (1) Ill eftects of feeding day old chicks (2) The growing period (a) Rations for growing period. L. 139 i. Feeding for egg production. L. 251; F. B. 355, p. 35 (1) Feeding for maintenance (2) Feeding egg producing food (3) Other influences on egg production ee (a) When laying begins. R. 289; F. B. 287, Deals oho Bebo yes on (b) Causes of retarded laying. R. 291 (c) Conditions of egg production. R. 293 (d) Duration of laying period. R. 297 (e) Molting. R. 298; EF. B. 287, p. 26 (f) Influence of male on production. R. 494 j. Feeding for market (1) Market classes (L. 263) as broilers (F. B. 287, D. 34-35), roasters, fowls, and capons (2) Principles (a) Restriction of exercise (b) Rich carbohydrate and fat ration (ce) Protein in abundance (d) Moist feeding (e) Maintenance of a good appetite (3) Rations for fattening. L. 268 (4) Crate and cramming fattening. F. B. 287, p. 37 k. Poultry Housing. L. 153-210. Location of houses. L. L5205b; W. 43 ES Be 287,0p. 03 be bo OooyeD eae (1) Prime considerations in shelters are fresh air, sun- light, dryness, and room. R. 104; L. 162-4 (2) Coops. R. 104 (3) Tight houses. R. 108 (4) Importance of ventilation. R. 112; L. 165 (5) Open front houses. R. 114. See pictures, R. 131-154; Cp 14 (a) Floor dimensions. R. 115; L. 166; W. ag hd MB tae) AGRICULTURE IN THE HIGH SCHOOL 135 i eae) (b) Height. R. 118 (CQ) DepthyewRe lisa wie 12 (d) Length of houses. R. 119 (e) Standard size unit for houses. R. 119 (f) Styles of roof. R121; L. 199; W. 12 C2) Se Wiallse SR bs Willig We 19 (h) Floors. R. 125; W. 15 (i). Materials:; R. 126; L. 200; WwW. 18 (j) Windows of wood, glass, cloth, cement. F. Bi 28), pid (6) Colony houses for chicks. L., a ere St 2 Sil) De 17 (7) Interior arrangements of houses (a) Roosts. R. 156; L. 189; W.19 Roost room per hen depends on breeds. R. UG a ABS 18 PAI Mo al) Material. R. 157 Dropping boards. R.158; L.173; L. 189; W. 21 Cb) Nests VROTCON SLs At, Wer 22-)) A PB 287, p. 10 Requirements for different kinds of poultry Size of boxes for nests Position of nests. R, 161 Number of nests required. R. 163 TAD MESTSas wre. Nog s5 ales 192 (c) Feed troughs: R. 163; . ¥. B. 287, p. 11 (d) Feed: hoppers.- R.165; C. 14, p. 17 (e) Drinking fountains. R. 166; W. 24; F. B. AO em seal! (f) Dusting boxes. R.167; W. 25; F. B. 287, 104 alal (8) Equipment (R. 167-171; L. 158: F. B. 287, p. 12) as to tools, feed mixers, bone cutters, root cutters, egg testers and fences 1, Judging and Scoring of Poultry. L. 349-350 (1) The score card : (a) “American Standard of Perfection” gives score cards and points for each breed (b) Study of the points of a fowl (2) Comparative judging and scoring of all breeds available (This may be elaborated according to the community). (3) Preparing of birds for exhibiting and exhibits. P. 477-496 m. Poultry Diseases and Enemies. F, B. 28ig Ds 400% du: 301-324 (1) Causes of disease are internal defects of organs, improper feeding or surroundings and conta- gious diseases. F. B. 287, p. 43; L. 301-324 (2) General Symptoms of disease. R. SB CBS ew Oe BY 287; pF 43 (a) Special symptoms. R. 340 (b) General treatment. R. 340 (3) Description of common diseases as roup, chicken pox, canker, liver affections, indigestion and diarrhoea, prolapsus, bumble foot, frozen combs, tuberculosis, and cholera. L, 310-15; F. B. 287, p. 43 136 AGRICULTURE IN THE HIGH SCHOOL (4) Parasites as gapeworm, lice, red mites, tape- worm, depluming mites, scaly leg mites. F. B. 355, Dugese Reveal) sleet 20 (5) Enemies as rats, weasels, minks, skunks, hawks and crows, and thieves. L. 321-22 (6) Sanitation as a preventive of diseases. L. 301 (a) Clean homes. L. 302 (b) Care of droppings. L. 303 (c) Disinfectants. L. 304 n. _ Poultry Club Work. L. 8-11 (See Outline put out by Boys’ and Girls’ Club Work, College of Agriculture, Madison, Wisconsin.) o. Study of Turkeys, Ducks, Geese, etec., as desired Reterences for Poultry Outline P—Productive Poultry Husbandry—Lewis L—Poultry Keeping—Harry L. Lewis R—Principles and practices of Poultry Culture W—Wisconsin Bulletin No. 215 O—Ohio Circular C—Cornell Circular F. B—Farmers’ Bulletins, U. S. Department of Agriculture 287—Poultry Management 445—Marketing Eggs Through the Creamery 51—Standard Varieties of Chickens 405—Marketing of Eggs 64—Ducks and Geese 182—Poultry as Food 355—A Successful Poultry and Dairy Farm 206—Turkeys 4. Home Projecc. for Poultry a. Remodel home poultry house b. Purchase setting of eggs from some pure bred breeder and raise chicks for school fair. ec. Start home project on egg production. Let pupils try different types of balanced rations. . Feed and egg record for flock for six months. . Fattening crate of young chickens. Operation of incubator and brooder. . . Comparison of gains of six capons with six other chickens that are being fattened. . Preparing pure bred poultry for poultry show. Bie 00 REO ey C. Score Cards and Judging Animal Husbandry probably makes an appeal to more students than any other agricultural subject. The scoring of animals is the phase most often attempted first and in most instances results . in failure. The method of instruction is the same as found in college classes and as a result the ground covered is beyond the comprehension of the high school boy. The teacher fails to com- prehend the purpose and value of score card study and it is taught in a way which givas it little educational value. The process is merely one of guessing instead of one involving thought and is a hindrance rather than of an aid in learning the meaning of type. We need to spend more time on methods of presentation of our subject. AGRICULTURE IN THE HIGH SCHOOL 137 The beginner in live stock judging must necessarily acquire a knowledge of type. The process of scoring animals, grains, etc. to determine a per cent of the perfect type probably has a place and value for college classes but has little place in secondary work. The student must learn the peculiar structural form of the various classes of grains and live stock. The score card value of the points is the necessary thing to consider for it is more important for the student to know that 10 points are given for length of the ear of corn and 5 points for a good tip, than to have him perform the mechanical routine of scoring a sample. In other words we want the student to know that the expert places greater stress on the matter of length than on the importance of a good tip with loss in length, and we want him to appreciate the reason for this ap- portionment of values. We then want to give the student an op- portunity to apply this in comparative judging. The score card is valuable in aS much as through its numerical values it em- phasizes the importance of certain structural forms. The farmer through experience has recognized that certain struc- tural form is essential for his favorite breed. He may be as good or better judge than the college man who understands the score ecard. Both through different avenues have learned the same thing. Our score card shows the relative importance of these structurai forms as experience and scientific study have determined and in a score card we can quickly bring these facts to the attention of the student. Again different breeds have ideals toward which they are working and so the score ecard for Guernsey type has some different points and also different values for the common points than those found for the Holstein score card. The chief value then of the score eard is in teaching the location and the value of the various parts of the animal. In using the score card with animals, ete., it is important that the student have in mind the points. For instance, in the con- sideration of the body of a draft horse the pupil must know that he must consider the chest, ribs, back, loins and underline. He must also know the limitations of the back and why we want it of certain structural form. Place the emphasis on this study of the score card and drill until pupils know the ideal type and can give intelligent reasons in comparing animals. Such a study of the score card of the draft horse will probably take several days but when the pupil has acezomplished this and realizes the numeri- cal value for the parts he is ready to begin comparative work. A large amount of drill will be necessary before he will master this phase of the work. The boy will probably want to know why 8 points are given for the fore feet of a horse and 6 for the hind. Here is the problem for study and the chance to get real value from the score card. Study the score to find what points are emphasized and so need particular study. In all this preliminary study use the best type horse available as ideals are being formed. 138 AGRICULTURE IN THE HIGH SCHOOL After the score card is understood, the next step is comparative judging. Take two horses and make a comparative study of smaller points such as action, pasterns, back, etc. This will lead to selecting the better forequarters, head and neck, and finally in selecting the better horse. In working this way more time is re- quired but the student will know type and will have ideals. Teach students to look for points of major importance in selecting ani- mals, such as quality, action, feet and hocks, etc. of a horse and not those of minor importance such as ears, eyes, forehead. Minor points at times assist but are usually not the determining ones. The pupil will then be prepared for stock judging contests. Samples of Wisconsin Score Cards are given in the appendix. Samples of score cards and sometimes literature and pictures for the various breeds of live stock may be obtained of the secretaries of the different National Registry Associations. A list of the same is given in the appendix. D. Live Stock Judging Contests The live stock judging contest held at Madison, Feb. 10-12, 1916, was a great success. In choosing the team for this contest dis- tricts used different systems of marking some of waich proved unsatisfactory. The following plan for district centests is a modi- fied form of one used in*some districts last year and gave entire satisfaction. Four animals shall constitute a class. It is unsatisfactory to have classes of two or three animals and classes of five or more give so many possible placing combinations that proper grading becomes prolonged and difficult. The individuals of the class shal) be designated by a card on each animal. These cards shall be lettered so that each class shall have a different set of symbols. This is the plan adopted in the national contest in judging dairy cattle. In the state contest there were two classes of draft horses, two of swine and two of dairy cattle. It is planned that two classes of beef cattle and perhaps two of mutton sheep will be added this year. The team from each school may be chosen by individual com- petition over a period of one, two, four or more weeks of judging or according to class records. Individual competition according to a modified plan similar to that used in the district contest is probably preferable. When teams have been selected to represent the schools the agri- cultural instructors shall decide the place of meeting for the dis- trict contest. A large stock farm, asylum farm or community where plenty of good live stock is available should be selected. If possible secure live stock with which contestants are unfamiliar. When contestants and instructors meet for the district contest, 139 AGRICULTURE IN THE HIGH SCHOOL NOL TIN Ad NO M “OL6L . ‘aqa9donr THAM SOId GNVY SASHOH ‘SMOO “WYGL TOOHOS HOIH AUVOUGAA “NOSIGVNW ‘ADATIOO TVEOW TINOIWSVY BLVLS LY G14H LSHXINOO QNISGAL MOOLS GLVLS 140 AGRICULTURE IN THE HIGH SCHOOL choose three agricultural instructors as the judging committee and select one or more of the remaining instructors as the managing committee to take charge of the boys’ papers, and see that there is no communication between contestants and see that general sat- isfaction is given. Some districts have arranged for a county rep- resentative or some prominent stockman to judge the classes. This is a better plan if the county representative or selected judge is a stockman who can give satisfaction. It is impossible for the College of Agriculture to send competent judges to all district con- tests. Such being the case the plan most common will be where the high school instructors act as judges. It shall be the duty of the judging committee to select the classes and decide the official placing of each class. They should do this before contestants have placed the class or work at the same time. However, it would be preferable to have them do this before the contestants have completed their placings. The judges will keep notes for future reference on reasons for the placing of each class. When the iudging committee has decided the placing of a class, its decision shall be given to the managing committee. In selecting the places it is advisable that one judge be appointed clerk and vote be made by ballot for first place. In case the ma- jority do not agree the judges shall complete work, discuss the reasons and reballot. A similar method may be followed for other places. It is inadvisable, however, to choose exceedingly diftientlt classes because if iudges are unable to agree, the high school con- testants can not be expected to agree. Select animals showing considerable difference in type. After contestants have placed the class, the judges shall discuss the class and give reasons for placing. Every contestant shall be given a number by the managing com- mittee by which he shall be designated throughout the contest. Judges shall not know the numbers of contestants. When a class is brought into the ring a placing card such as the following will be furnished each contestant. Such cards will be furnished by the state committee. AGRICULTURE IN THE HIGH SCHOOL 141 STOCK JUDGING PLACING CARD WIRES creel. eisiale'c sabeacnoo adocence fe CR opnconbnocaded SOHODOOD IMO Gbossecebno sSOcNaS Gielciiets PLA CINSAN GL) ekiensisoisoce aay (Conor cocsdononsose (G))sneconoe ndodobéosenen \ losondodsacacesas RGASONS LOLA N Oss a, octsnincicinesecisnacie OVEL UNO .c% oe -)<10 a0 Siatclelels S00 odsoudagdaddounsdapadsaadcddandocd lelbtelelefeleielevelwle]eieleiala's]ele\efeieicleleisia\eiele/e{ols(nisisie\e vlcie|e'sieleicisisiels stots elelats\o\e/e\elote\ viata lalela/oletetelele'e'=’s\eletey=icere sjelelarateis clslaleleln eiaislelsisloialeleveleiaieleieleselelaleinie’slolelelsielsicielo/sicle’s isi etalela\aleisiolelalntataia tlalaree SoOdo50000000 Metpieisiate adooce acclafeleiels aloateletaisin|sfeteiefoleieints co ocevccccecce a Melelelotnicialerelela cielslays nielaiciolais slotisrsisicieie/atsiele eviceccesiouns weccesccnece eee eeeccecccecccescccccces aft stelolelatsfutilelolelafetatnreiete(sbersiele\eia\=\oletalarei=ts een encveccccrccecs cisielalure)oo/ciele sisteloieiplaieie(e(s\sie)clsisis\e\sisie Bette aelalelateletetetalstoieistelstalereteleletaistatelsteta(elelsievel-terels BSSSSOCSOUOCOOCOOOOOOTOOOOO UCC OUESCOOUCOCS BO Bocosomdecace BODRODTOCOUDOUCODCOOTIG slale olzje/e ndoubesodroc00Kd eeccecee ce cecccccccccces sieje'ofelolate'e/eipletelelereietelelelaicie'sisiein)=is\v(eiele SOCOOOOCOUOOOOCOCHOOCUDOSOCOOUO TSE OOOOCOUCO MSO ROCooO Oddotanodtotinnodcbaape coe cclen crs cersersececccse secretes ceccieetcsecccscccseescocscaces A ialeieto\nisiolalefeiaialsfalaiaialalnlciclelei talpieisicie/sieiele.o ee ccccccee ccevcecns oe cc cccesccvaccserscecesecccce eiejefaietelolellelstetolaseisis seen cence cc erecceeceeeeeeecceeee cess ence eesecsecesceeseescesseeese Siaolaiselolelatelstsletictersicin/a/cicielsielsinislalelals\ele siete ejeleja\ slo e1e/aleleiele'b/els/ale e\e)0,0\ele\s\ee o/e)siele cielelcie Sie'e/eie clele.e.aje GASONSELOT INO uate cisiciclercn c'elsieic's Mee OVED NOneiisies pyaintelatere ators Aone ME alaiaterateietelciefole\ steels sisleio/sia/clefo\nialsietelaiefaln(oisie/e ec cccccccccccccecs oe cece ee cccccececscceccseoncs ee a PERCHES EEE EHH HEHEHE T THEE EEE EES SESE OE HO EES ifolats\ara¥erels'biela/ Removal of surface water. L. F. 248-50; BK. 23-7; W. W.-190; J.-7; J—14 1. Surface runs: dead furrows, sodded runs, size 2. Diking at foot of highland to keep water off lowland (b) Removal of soil water. W. W.-191 1. Deep open ditch: ordinary ditch and capstam ditch. J-—19-21 (3) Tile Drainage (a) Outlet of tile system—usually ditch or stream (b) Principles in locating tile 1. Place main in line of natural drain- age Surface flow of water in that direction Stratification aids underdrainage AGRICULTURE IN THE HIGH SCHOOL 147 4 2. Run in straight lines as far as possible 3. Sub-main follow natural line of slope as much as possible 4. In general the laterals should be run in direction of greatest fall May be necessary to lay laterals to intercept seepage water 5. Avoid short laterals wherever a system with long laterals can be used—less double drainage 6. Locate lines so that all of area can be drained (c) Systems of drains: natural, herringbone, gridiron, grouping, double main, Kiking- ton. Zuaol “Bilowsavclehalee.s oy ego cee cca OLbioamons 1 Ae [More nena stato esvs MN WiOS eis oye ciate eee ks IDEN Ero EDUUIS GagMKolF once) aes Go oinisia orc Geo ceo VET EN rar aie rie ROEM.) «5 o0)5.6. 0% Short; of medium size at base; gradu- ally diminishing toward tips; oval; inclining forward; moderately curved | inward; of fine texture; in appear- MCC MW iarsVartaeha ty st cheter sii nedoneieverens lemstshare! oe al [er ateyoe edishielie'te ING CHER 2). ef. 51215 - Long; finely crested (if the animal is | mature); fine and clean at juncture with the head; nearly free from dew- lap; strongly and smoothly joined to | ShhiomMGEensye ss. paenceccly ahead aie ayonehels Bis | tpclios Tor Rahn aeteteks Shoulders...... Of medium height; of medium thick- ness and smoothly rounded at tops; broad and full at sides; smooth over SRICLO AY Oe hain eee ORC LEONE, £ eeO ERO ELT CEM NERO ANC = (+ IY otaketetctorataperes Chest.......... | Deep and low; well filled and smooth in the brisket; broad between the fore- arms; full in the foreflanks [or Chir ouleh matte tie Me awelitie chs vices ores Crops.......... Comparatively full; nearly level with 2 UH SSO Gry yatetewe sewer aiokcieus ocean eeu Chine.......... | Strong; straight, broadly developed, With OpDenwwertebrae. o.kceuicserue cca: Barrel...... ;-:| Long; well rounded; with large abdo- men; strongly and trimly held up... | Loin and Hips.) Broad; level or nearly level between | hook- bones; level and strong later- | ally; spreading out from the chine | broadly and nearly level; the hook- | bones! fainlysprominenmit. cic. ise eco. | 7 Rump.......... | Long; broad; high; nearly level later- ally; comparatively full above the| | thurl; carried out straight to drop- | [OI AaYER Kop ey A een les Eales kar aye coer Mia aaa 3 Thurl.......... Paes GfEelaneae on cto ys i(a me gee hkstens Mate coats Beale hee ent Quarters....... | Deep; broad; straight behind; wide and | full at sides; open in the twist...... Flanks......... WDC Sy yf comers ctek suen layer sus) foe ere ee oe ee MOS ey ete eral et occ | Comparatively short; clean and nearly | straight; wide apart; firmly and squarely set under the body; arms wide, strong and tapering; feet of medium size, round, solid and deep. Yael Meech tac s ee NTIS) Golo Braigiaige ar Large at base, the setting well pack: tapering finely to switch; the end of | bone reaching to hocks or below; " NeW S wal GChusr ull wt tetay suerte ayer everec oie oes! oie 2 Hair and....... | Hair healthful in appearance; fine, soft Handling’ |‘) and furry; skin of medium thickness and loose; mellow under the hand; | the secretions oily, abundant and of a rich brown or yellow color.......... 10 Mammary...... Large; full; entering large Oninicen| Veins double extension: with special devel- opment, such as forks, branches, con- | MC CLUOMS CECE Mraprees nates ei thous eve aie oe eee 10 SVG ts cs boo a eC i Rudimentary | Teats.........- | Aree well MlaceGd erste sites nee. 2 Escutcheon..... | Largest; finest Q4 ' AGRICULTURE IN THE HIGH SCHOOL SCORE CARD FOR HOLSTEIN-FRIESIAN COW a BEA tie ssibl Dis- Parts Description Poe sa credits 7 = f Fiend: . sth icons Decidedly feminine in appearance; fine im) GONCOMIN oye isa neeeh een Dis alacant erates Forehead....... Broad between the eyes; dishing...... RiaGe 2 she 2) a Of medium length; clean and trim, es- pecially under the eyes, showing fa- cial veins; the bridge of the nose StraQiie ity: Vitswarst sake eae eee lonenshe hence Wolonahe te | Mursle: oc. os... 3 | (Broad) with Strome: IWS.) cyrte areiste etre Baraca A Of medium size; of fine texture; the | hair plentiful and soft; the secretions Olly Came wml Soper ee siet eee fonenehelrsnetenet es i Ge | aioe oes o Bivens tart ne: barge: hulls mild pre Dita caccsceskcte lee 2 tet Metirch et heen Horns. ook. Small; tapering finely towards the tips; set moderately narrow at base; oval; | inclining forward; well bent inward; | of fine texture; in appearance waxy. pM EAB os CoA Kc NG@GK: xc. ne oe Long; fine and clean at juncture with ! the head; free from dewlap; evenly | : and smoothly joined to shoulders... | 4 Mone oo Shoulders....... Slightly lower than the hips; fine and even over tops; moderately broad and 1 bUDL EH EM SMOKES o dione Cio olds Horde darmontar Big eee Proc o/c ¢ CRESE AS. «ore Serres Of moderate depth and lowness; smooth | and moderately full in the brisket; full in the foreflanks [or through the IMGEhonl! Moin oh odawoumo ogeoe Hols son bam ole | GROPS sere: niceties WModeratelycout Wl; cose Sees skye co aexereas egos otal GING 5 te are &: Straight; strong; broadly developed, | with open “wertebpraerc.|} slo cistey-noeycom 6.0 Ad ec Barrel. 55201. Long; of wedge shape; well rounded; | with a large abdomen, trimly held | up [in judging the last item age must ; De .GCONSIGETSAT THis ct a eee ne ef acee Be eens Loin and Hips..| Broad; level or nearly level between the hook-bones; level and strong lat-. erally; spreading from chine broadly and nearly level; hook-bones fairly DVOMMUMEM i oe cies. «cers rsa mete h eeteneeell 6. SUR Aah eines Rump... 25... e. | Long; high; broad with roomy pelvis; | nearly level laterally; comparatively full above the thurl; carried out Straight to:droppinge: of taille 2s: .. 4. . | Gis) ot cae eneetets RU oes 2siin 0 2s, «te ihe sb TO Aadays ee seasmenten heeeaaine Co mecie hee Dee res eS 5 Quarters! ..7. 24% Deep; straight behind; twist filled with | | development of udder; wide and mod-. i eratelya nulls at thie) SIG ES. crsrnsncte tatters 4 ug PST as eee Flanks.........% | Deep yiconuparabivielys fullemen cite Malet Le ote os OOo | Comparatively short; clean and nearly | straight; wide apart; firmly andj} Squarely set under the body; feet of | medium size, round, solid and deep.. | yr EE es SoS 4, ANEY UI ERIOOE ORS cadens Ve | Large at base, the setting well back; | tapering finely to switch; the end of the bone reaching to hocks or be- | | low.) sthiesswrttehy Gillies orotic eicn Bair and....... | Hair healthful in appearance; fine, soft Handling and furry; the skin of medium, thick- ness and loose; mellow under the hand; the secretions oily, abundant and of a rich brown or yellow color So ON eee Mammary...... | Very large; very crooked [age must be Veins taken into consideration in judging the size and crookedness]; entering very large or numerous orifices; double extension; with special devel- opments, such as branches, connec- ELOMISE PCO Sots ce ea cece! acne one elton rage 10. 2 eee Udder and ..... Very capacious; very flexible; quarters Teats | even; nearly filling the space in the | rear below the twist, extending well | forward in the front; broad and well eV aa ss oc aire recs eae eke. wet euemegeueeeray tt seas 12 | ene RRNA Menta’... 0. ca Well formed; wide apart, plumb and of | CONVENTENIE Size! fips nie cars ata cuenta 2 Escutcheon..... Wareesti Wimeste vas cle ee ew eae eae VARMA ley rate Sie s.2. 68.05 bo bo Reb eee eae CMe wn -I to bo Pérlection wee Oe cea ‘ HX MMM PASS is oc Total discredit. “cee. mite eee iiss eau Oe alee as ee Net. ‘SCOTS! oessre 4 ee Siac raeele ce Siete me Was BOON Ga ay.e ke oa: chal eee AGRICULTURE IN THE HIGH SCHOOL 185 STATEMENT OF STUDENT IN COMPETITIVE JUDGING Afbio esa nifeek Siete: First Place | Live Weight | FRG TIMERS eiche Gaeas. seeds Motels ele sepiews caMeits to sia snckeysics | | Second Plae [ iv ae | SI _ Secone si Eve eet | FEV GmMAT IS Sarees eyes pie, pirole lat rekeniey 6: «UE RMU te han Thi 1 | iv veigz: ; ae Be ee qowe Melek VGIUATLGS where peutic ee) sven noeeere ie. suai she otelohasuete 186 AGRICULTURE IN THE HIGH SCHOOL SCORE CARD FOR MILK. Perfect Score Item. Seore | Allowed Remarks. FACTETI Gayo stn iuieies me Adore 35 Bacteria found per cubic centimeter........ Flavor and odor........ 25 Maivor. ang) OdOLy «0 sacemreneieerte Atincnc ieehte Wisible dirt: 0.2% -ct-geer Tt TOP | meee tae a fe Ot MASE oA aie "tgaiave wiele\eTarase lalate crecetorenetpteretare Cetera RU Ps Aotoranis cisie's ecine imminciers 10 Per Cent LOU sai. concise \einls'arsre-oinlslelelsieareternta Solids not. fat... cee. 10 Per. Cente found oss. os cere civis sc acstpitesictars Cetin ee ACIDIty 15. cesaciennesneee 5 Percent FOUN cris ceidecicice ease sete Berayere Bottle and eap.......... 5 Man” and. POGUE o.. aii orn:aicle nto wietetenereie ements otal Waretoe:seters aietsterere LO eRe ss cmiate DIRECTIONS FOR SCORING. Bacteria Per Cubie Centimeter—Perfect Score, 35 Points 35 10,000 to 15,000 15,000 to 20,000 Hach) additional: 5, 000 Sub bractil le heii stis eters ewes omic fre ale a eiaiornolele| isle oleate clots ralete niente ODS OOO “CO: TOR OOO a Fei arereetolees tie aerate etal ee ataloneien Mra ree eicpmera terete oi ia ee 10 £10,000: TO'3120 20005 15s dco tice cabelas ein bis sosal maid bund eldeyenrle ae sie aisle ton tes Mee eee 9 HWaeh" additional 10,000 SUD bra Chel osc cries eieraloce ects visteseletereraiete ais tere clay cvsiayale ore eketetarsteketette 200 000 ANG <-OV OTE a oes lacs wrarsioler a dclova th bloke orcheiate is 4 MAOeRorela a esatclprctctale)ettval ace ieyoinsieieiee orarereentedtaeetate 0 Note.—When the number of bacteria per cubie centimeter exceeds the local legal limit, the score shall be 0. FLAVOR AND ODOR—PERFECT SCORE, 25 Deductions for disagreeable odor or flavor should be made according to eonditions found. When possible to recognize the cause of the difficulty it should be described under Remarks. VISIBLE DIRT—PERFECT SCORE, 10 Examination for visible dirt should be made only after the milk has stood for some time undisturbed in any way. Raise the bottle carefully in its natural, upright posi- tion, without tipping, until higher than the head. Observe the bottom of the milk with the naked eye, or by the aid of a reading glass. The presence of the slightest movable speck makes a perfect score impossible. Further deductions should be made according to the amount of dirt found. When possible the nature of the dirt should be deseribed under Remarks. AGRICULTURE IN THE HIGH SCHOOL 187 FAT IN MILK—PERFCT' SCORE, 10 , Points Points 4,0 per Cent ANG OVER pws... sec cesess 10 B24 Stele IC) Nis Sacapoboo CoO OAOACCOUD OAS 3.9) Der Cent... coe... 5c Fees MC otene a GUS al Sale DETACEL tacit cers ccrocmists oivis.cis wysielaccleele 5 SOSEDEMUCENT. ae cone ng aaitedoe vets aotence OlGralNrSeOlpels center jaa seca cacao c ise sles 4 TUMOR CONG s\cctela cj ave. ercrerejoiintasentstemteine EAS ee FOI COME ereretetetelste(ojelclestele\als's/ajni- (-\s/ninte « 3 PROUD OI COM Gee =. sarsyaje cc's slates aie che ciel etendle overs 9.2 | DES DET CON Gewieis/crcieictitinterseyseivialn vieletoveiels ox 2 #5) TROVE Gel tesgdapgnSaonoDUODe OGD poDKaDe 9 oi Taxre! (28 conogooengooole onauduadodeT 1 Seal FO COM bis, occa otc w siagateraisbe ie ai cis siestete cielels 8 | Less than’ 2:7 per Cent....... ses. cnn 0 SUMIOT ROOM Daraterere Ak ctereiathraece siete e clases 7 : Note.—When the per cent of fat is less than the local legal limit (3 per cent in Wis- consin) the score shall be 0. SOLIDS NOT FAT—PERFEOCT SCORE, 10 Points| Points Sper Cente ANCVOVELeecia. secede scl iD) Vy || CEI Tose Caalinsépsdssecennndecdbocesabeasas 4 S. GODOT Conibel nie ocseicrcts sacs ais seein oe 9 Hee OU NCTN CONE relates iota tien loselotejafaleteloistelaleiele 3 Sto DELED CEM benim atone ese ciaee nas 6 8 eee DOTus COLE sta asters caictal esvete teroletersvatorsicterelsis 2 SCA POr x COM bs wicisfoloieisiarareforsi ters Seale of Points. 1 2 3 4 5 1. Uniformity and trueness to type...... 10 Ze SH Ape Ores Caress Mayaercse tyes cietais cist slat efatste ete 10 Fi eae Sari ota sik ap a etal a Soe em OLOLOT Spates CURUITN Waletfolalaaiejateistare eyafore ciate etais 5 pee et a eon hocro Dep COD erin taeca aeteecserslecictols s 5 ie Market condition..sa 2 nl ssceds io |; Nejc ees cg: eel coon ta Sa MMC Suc bo ddan décnadaoo erobsnosunueuouaaD 5 Bae [or eceees Gide EMD GS ope oelotetevorers ei claloerat iaTee x SHER ERD aan 5 es ie Pa aaa es (a Werneis:! 9a UNI TOTMIbY © ii-)-).\ccieces sone 10 Lave radi pans | Be aha ay ae DRS Maes Cree pvaeciectsicie ccstaids 75 8. Length of Giins sauce sotcosn Abb snaaeogunS 10 iS ms Pea Saale 9: Circumference of ear Sega : is eaeitactsh a 5 ee oe Oar RAE 10. Space: a. Furrow between rows...... 5 Sees Pra iis sale] <2 oe a b. Space between kernels at cob 5 11. Percentage of Counts pe tbas rasa 10 tare es aie AMORERIL “Gbaoawtebooasedos Are acters 100 ofl San ee Reasons for student’s score on test sample. Numbers below refer to the various heads under which the sample of grain has been judged. 190 AGRICULTURE IN THE HIGH SCHOOL SINGLE PLATE SCORE CARD FOR APPLES AND PEARS GlasSiicdccs dese vise Sub-Class........ Sisiarereratatea Entries ; Perfection OVI S: & Fslarers 2, aco8%e auciePeisioeleierets sinters Grate tainions slelavere lero 15 IZA as ateresattnnece wiaiel svarererale crore ohereretetereie et ataceite ctenatte aa 15 GOTO a aiaroinss Grajerelare oe eve alstome ate cterstar tee NDnats Sis hncte ete 20 (Diobhiahwibhay Godnsuntensd pooade Seti steisyo te aes esiiee is 20 Freedom from) Dplemish\je-- cies cciete site ace 30 a ees | Qeenees | ore | ees | Sees | i TOG aco hice iascls kara ainyeioralato. staves) avo fass}eveie'e 100 MUL Ore Aie eter leteisle. cos Siciaetelttne in craine eresarelere 103: PEO OBAD MODOC oo CGUO OO) AAAa Oe 0 esc FRUIT COLLECTION SCORE CARD Classis wearers «steerer Sub-Olassiis cence emer 5 Entries Perfection - —_ Nitmpber OL "VaTietiesa.ncwe.ce se nate melansierier | 30 | Adaptability of varieties for purpose SUACCO So Nereis o one at tine aoe ree ialenaetton eh ate 15 Score of individual plates................ 45 TAStOrMATLAaNSeMEN barya «icc als creer (revos eles 10 NOGA soe Se eae ears Se arene 100 UG CA ntereorctastee wien airetaeree's cicero Da tO? soos. i nsinos Satan ee eens FRUIT JUDGING Wearietsy:< 5: /-tutersiecictele ieee -_----- ess —— eee Place Plate No. Reasons Ist 2nd 3rd 4th 5th 6th Date cece weacs aaeenesette Ab (ol 2: SAECO MASBAAOM eC Ome acne scan 36 AGRICULTURE IN THE HIGH SCHOOL Ot POTATO JUDGING SCORE CARD Name or Number of Exhibitor................ SCOTS career ted a ielain weet ween lee ae Name or Number of Exhibitor............... SCOLG 2 ses eels es eels eee eta Be Points Allowed | Score Disqualifications sel Pe General Conformity to Type, All exhibits must be true to va- 55 Points riety. A mixture of more Uniformity, shape, size, color...... ZO Mae iofelre elareiscole than 5% will disqualify. On Color: trueness to standard for va- exhibits of 10 specimens, al) GY nohoboudsenndoddunsedogdccooRNe is \lodecadaoue tubers must be true to name or be disqualified. Shape: conformity to standard for ; DVL OY se ope relaretaletatetelotelefesstetateleietel= -lelater Tats TQ 8A] eielareisiereie eis Any exhibit ; , Size: desirability for commercial diseased ie PUTPOSES «2.20... e esses ee eeee eee ees OPER felaeteteltaraiers seab, blackleg, wart disease’ Eye characteristics: depth, distribu- or any disease subject to PION 2.22. cece cee pec cece ccc ces cece. LO )| eseroleieisl+inloys, spread through seed dissem- ination shall be disqualified. Market Conditions and Quality, 45 Points Cleanness, brightness of skin, ripe-) ness, freedom from _ sunburn, CHECKPOLP INI UE: vartieseisie cid niantemloee ete DOM AS evs ete eee Potato. scab spots less than % inch in diameter shall not dis- Quality of flesh. (Examine for qualify provided not more spongy, watery conditions, dark than 5% of the exhibit is in- spots, hollow centers)............ AQ lloectenteteverere fested. Any infestation of scab whatever shall cut the Disease. See disqualifications. Ex- full ten points on the eard. amine for scab spots, dry-rot, Bin d LCR ai cictet sists cic siete year eaie ere crorsle’e sic steistaie OMG ees athe Any exhibit which does not eon- form to specifications in size INGRTNOCES ts eiaisleciceis cass sisieioe/spieaieeaines fia eal Wompoaaccs and neatness shall be disquali- fied at the discretion of the Total it Cerys lagemotoerro judge. n IV yy + i bi | a ee ve th a) ‘ H oe, io vf ity es (ay ny Nats vy, tan ‘ei qu Peyton ive } 4 4, i Es) Ee ; pit : Fa i pirat nyt Bel iy Bigatti i i rm f n'y ae ne iy TT OO2?7445974