| FARM CROPS LABORATORY |
| MANUAL AND NOTEBOOK |
| F.W.LATHROP

FARM CROPS LABORATORY
MANUAL AND NOTE BOOK

F. W. LATHROP, A.B., M.S.A.

LIPPINCOTT’S FARM MANUALS

Edited by K. C. DAVIS, Ph.D., Knapp School of Country Life, Nashville, Tenn.

PRODUCTIVE SWINE HUSBANDRY _ 1915
By GEORGE E.DAY.(B.S.A.

PRODUCTIVE POULTRY HUSBANDRY _ 1919
By HARRY R. LEWIS, B.S.
PRODUCTIVE HORSE HUSBANDRY _ 1920
By CARL W. GAY, D.V.M.,B.S.A.
PRODUCTIVE ORCHARDING | 1917
By FRED C. SEARS, MS.
PRODUCTIVE VEGETABLE GROWING | 1918
By JOHN W. LLOYD, MS.A.
PRODUCTIVE FEEDING of FARM ANIMALS | 1916
By F. W. WOLL, Pu.D.

COMMON DISEASES OF FARM ANIMALS — 1919
By R. A. CRAIG, D.V.M.

PRODUCTIVE FARM CROPS $1918
By E. G. MONTGOMERY, M.A.
PRODUCTIVE BEE KEEPING _ 1918
By FRANK C. PELLETT
PRODUCTIVE DAIRYING _ 1919
By R. M. WASHBURN, M.S.A.

INJURIOUS INSECTS AND USEFUL BIRDS _ 1918
By F. L. WASHBURN, M.A.
PRODUCTIVE, SHEEP HUSBANDRY /19ts
By WALTER C. COFFEY, M.S.
PRODUCTIVE SMALL FRUIT CULTURE. 1920
By FRED C. SEARS, M.S.
PRODUCTIVE SOlES~ 1920
By WILBERT W. WEIR, M.S.
LIPPINCOTT’S COLLEGE TEXTS

SOIL PHYSICS AND MANAGEMENT _ 1919
By J. G. MOSIER, B.S., A. F. GUSTAFSON, M.S.
FARM LIFE TEXT SERIES
APPLIED ECONOMIC BOTANY 1919
By MELVILLE T. COOK, Pu.D.
PRODUCTIVE PLANT HUSBANDRY 1918
By KARY C. DAVIS
HORTICULTURE FOR HIGH SCHOOLS 1919
By KARY C. DAVIS
PRODUCTIVE SOILS Abridged Edition 1920
By WILBERT W. WEIR, MLS.
LABORATORY MANUALS AND NOTEBOOKS

ON THE FOLLOWING SUBJECTS

SOILS, By J. FK. EASTMAN and K.C. DAVIS 1915 POULTRY, By H.R.

LEWIS 1018 DAIRYING, By E..L. ANTHONY 10917 FEEDING, By
F.W.WOLL 10917 FARM CROPS, By F. W. LATHROP 1920

FARM CROPS LABORATORY
MANUAL AND NOTE BOOK

F. W. LATHROP, A.B., M.S.A.

FORMERLY INSTRUCTOR IN AGRONOMY AND FARM MANAGEMENT,
SCHOHARIE STATE SCHOOL OF AGRICULTURE, COBLESKILL, N. Y.

44 ILLUSTRATIONS IN THE TEXT

PHILADELPHIA AND LONDON
J. B. LIPPINCOTT COMPANY

Copyricut, 1920
By J. B. Lreprscorr CoMPpANy

Electrotyped and Printed by J. B. Lippincott Company
The Washington Square Press, Philadelphia, U.S. A.

©0.A597594

CONTENTS

INTRODUCTORY ON OTES oschnrade saga a os eas Mase hos er ae en Dee ee
EXERCISE
1. To MAKE A BRIEF SURVEY OF THE FARM Crops IN THE LOCALITY .............
2. To CHART THE MARKET PRICE OF SOME Crop FoR A SCHOOL YEAR.........
3. To UNDERSTAND THE FLOWER AND ITS PARTS..........0°.. ccc ee ce cc cee ce ee

To UNDERSTAND SEEDS AND SEEDLINGS AND THEIR PARTS...................

To UNDERSTAND THE TYPES OF CREEPING AND UNDERGROUND PARTS OF PLANTS

To LEARN THE CHARACTERISTICS OF THE GRASS FAMILY

. To SHow THE CLAss THE Best Tyre oF Corn PLANT TO BREED FROM AND GIVE

Eacu STUDENT PRACTICE IN FIELD SELECTION.................

To LEARN TO RECOGNIZE THE IMPORTANT TYPES AND VARIETIES OF CorRN......

To

. To
. To
. To
7 To
. To

To

Alo:

To

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yo

To

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. To
4. To
a LO
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= UO
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Te bre:

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SCORE AND JUDGE CORN................ ccc ceeeee

STupy ALFALFA IN THE FIELD............... 0.0. ce ccc cceccceccseuveces

ANALYZE CLOVER, ALFALFA, MILLET oR TimoTHY SEED FOR PourRITY......

Test SMALL SEEDS FOR GERMINATION..............

LEARN ComMMoN MeEaApow AND PastuRE MIXTURES.
Stupy THE MORPHOLOGY AND COMPOSITION OF THE

Potato TUBER.......

Harvest SEED PoTATOES BY THE HILL SELECTION MeErHoD.............

BECOME FAMILIAR WITH VARIETIES AND VARIETY GROUPS OF POTATOES...

LEARN How To JupGE POTATOES..................

CONTENTS

. To Strupy THE STRUCTURE OF THE COTTON PLANT............ 000. cc cece eee 88

. To Srupy VARIETIES REPRESENTING DIFFERENT TypEs oF CoTTon.......... 91

. To STUDY, DHE | SHUBCTION OF SEND ss BANS asses sree seien snenenteieeis neers iets 93

. To LEARN THE TYPES OF FIELD BEANS.. ........ 0.0.0.0 eee eee cece ee eeee 94
5. To Become FAMILIAR WITH THE WEEDS IN THE VICINITY OF THE SCHOOL AND

AAT RS GONITERO Ln ace revolts fraes 8) 5 silenettnlig Sia telfetenaideceudun ates, «20a eee ene 95

. To Ipentiry SomME IMPORTANT WEED SEEDS........... 0.00 e cece ee ee eee 97

. To Learn To IDENTIFY SEEDS OF MISCELLANEOUS CROPS AND TO REVIEW SEEDS

SrupIED BY MEANS OF AN IDENTIFICATION CONTEST..............-0005- 101

._ To LEARN THE PRINCIPLES UNDERLYING THE ROTATION OF CROPS........... 103
. To Learn How to Make A BIBLIOGRAPHY AND TO BECOME ACQUAINTED WITH

MH IITHRATURE, OF WARM (GROPS. ..je. ey. cee aul eels veiels cue ploedere lene 106
Homme ePRoIECrS In FARM CROPS (403624 4.525e05-- neues ate uae 108
GROP” GROWING ROVE CTS pe nescreeecdsne wie crete ene etceitatet eeey ge renal ase isl seein 110

WV mer (CORN gL DOL oye oe cessaotensite ase einai ea a oho Sunn tate tat Sle oe 110

\Gunsr I touw GWoyoispee velo Ne Nerina cents rea a aaon cnc occ ediamo umes codes dc 111

Wires yams LO Oe Les ce irons e nak ais cla Sinhe ten sanegtl uel Seevee aie ete vero rsiennrameae cee 112

Wire. Armatr A, it) TOS. a..2 enmweeiokie gd! aurea wpaiivaye sin Weenie ee iere arenes ee 113

With Dimoray. AND ‘Crovery 19 ‘TOe25. 22. 222. see cee acess sees enone 114

Wren OOrroNe 24. TO 20 Gy ae nen saa pie cole m ee pice sueleise ee oe uae ee 115

Wane MoOnAGCO;, 80) 'TO2BG aig wae o-situeck le oc aut sca teleits aus ie eayater-nepunne ta eae ae 117

Nias: lay uepenyseewieney CON fon Anion o omer One te oponc.c acdc cca: 118

INTRODUCTORY NOTES

These notes are written to suggest some of the methods of teaching
farm crops and also to suggest to the instructor how he may use the exer-
cises in this manual most effectively. The plan is to discuss some of the more
important types of laboratory exercises used in teaching farm crops.

1. Identification of Plants and Seeds.—Several methods may be used in
order to fix the identity of plants and seeds in the student’s mind.

(a) Drawing.—Drawing seeds and plants necessitates the observation of
certain characters which might otherwise escape attention. In the case of
seeds a minimum size or standard should be set because the natural tendency
of the student is to make the drawings too small. Correct labeling is essential.

(b) The Use of a Key.—Keys are in printed form for the identification of
such crops as oats, barley, grasses and clovers. Many of these keys should
be simplified for use in secondary schools.

(ec) Descriptive Outlines —Describing specimens according to a set outline
is a useful method but has serious limitations. The student should have a
set of definite descriptive terms of which he knows the meaning. This method
should always be supplemented by one of the other methods in order to bring
out the differences in the specimens described. When literature on variety
or type description is available it may be used to supplement the study of the
specimens at first hand.

(d) The Identification of Numbered Specimens Unlabeled —This method
is valuable because of the interest it arouses. Its purpose, however, is not
to teach but to test and drill. The student should know what mistakes he
has made and should correct them.

(e) Class Discussion.—Contrasts between specimens may be brought out
by class discussion.

2. Judging.—The most common error in judging exercises consists of
scoring and judging by the student before he has a real acquaintance with
the score card. To avoid this error and for the sake of thoroughness judging
work may well consist of three steps. :

Step. 1.—Let the instructor explain the score card. Then have the stu-
dent examine specimens which illustrate the score card points as in Exercise 9.

Step 2.—In the case of potatoes, for example, have the student take
several samples which are later to be Judged and place them in the order of

7

merit in respect to each point on the score card. In judging corn take a five-
sar sample and place the ears in the order of merit in respect to each point.

Step 3.—Score and judge the exhibits. After the Judging is completed
discuss the placings and clear up anything not understood.

It is well to have one or two exhibits which will score high. The other
samples should show clearly most of the strengths and weaknesses indicated
by the score card. The instructor needs a large amount of material to select
from. In judging grains it is well to have at least one quart of each sample
to be judged. More than one student may then work with a sample and the
weight per bushel may be figured with fair accuracy.

A corn or potato show will nicely supplement judging work in these crops.
The show should include a judging demonstration and a program to create
interest in crop Improvement.

3. Field Trips.—The following notes are taken from a lecture by Professor
W. F. Lusk of Cornell University.

(a) Field trips should be considered as a necessary outgrowth of teach-
ing and should not be organized merely for the sake of having a field trip.

(b) A field trip should have a definite aim.

(c) The number of field trips should depend upon the need and what the
community has to offer.

(d) The teacher should have in mind the means of realizing his aim and
the preparation on his part should be made with the same care as for inside
laboratory work. He should go over the ground first. Failure to make care-
ful preparation will be more fatal to success than with inside laboratory work.

(c) The class should be prepared by the presentation of specific informa-
tion which will enable the students to appreciate the points presented on the
trip. The teacher should raise questions which the field trip will answer.

(f) Do not attempt to do a job lot of teaching which has accumulated
or dissipate the energy of the class over other subjects at the expense of the
main aim.

(g) It is well to use the question and answer method to bring out the
points of the lesson on the trip. As far as possible make the students think
out the points.

(h) The lesson of the trip should be summarized by a later class discussion
and generally by means of a notebook.

Diseases and Insects Affecting Farm Crops.—In a majority of cases, the
entire newness of the subjects of plant pathology and entomology to the
student and the lack of training for these subjects on the part of the instruc-
tor makes it impractical to go far into these subjects. In many schools the in-

8

structor can arrange that a part of the work can be given in the biology course.

He must, however, have a working knowledge of the terminology of
plant diseases and insects. A special study of insects and diseases by the
instructor is worth while because a large proportion of questions asked by
farmers deals with these subjects.

The student must know enough terms so that he can understand (1)
the life cycle, (2) the description (so that identification is possible), and (3)
control measures for the most common diseases. Which diseases shall be
studied, is for the most part a local problem.

The following references will be found useful:

Cook, M. T., Applied Economie Botany (Lipprncorr).

Percival, J., 1915, Agricultural Botany (Holt), Chapters 46 and 47.

Duggar, B. M., Fungous Diseases of Plants (Ginn).

The students should understand the terminology of entomology well
enough to learn the life cycle, description and control of the important crop
insects. Useful references are: .

Washburn, F. R., Injurious Insects and Useful Birds (Lippincott).

Sanderson, E. D., and Peairs, L. M. School Entomology (Wiley).

Directions for Collection and Preservation of Insects, U. 8. National
Museum, Bul. 67.

Plant Physiology.—It is best to arrange for the student to get his plant
physiology in his botany course previous to studying farm crops. Where this
is not possible the suggested plan is that a series of demonstrations be pre-
pared by the instructor and given at the beginning or end of the first seven or
eight recitations. The students may be required to make note of each demon-
stration according to a regular outline.

By this method the student should get the necessary principles of plant
physiology. The average student lacks skill in setting up well the necessary
apparatus to demonstrate these things for himself in the laboratory and the
returns for time spent are small.

Material.—A large and varied supply of plant and seed specimens is
essential for teaching farm crops. Several supply houses can furnish this
material but the instructor can secure the bulk of it at no cost from farms
in his locality, commercial houses dealing in certain crop products, fairs and
other exhibits. The students can obtain many specimens from their own and
adjoining farms.

Equipment.—F arm crops can be taught with less equipment than most
other subjects and part of it can be made in the school shop. The following
is a suggested list for ten students:

10 small microscopes, tripod type.
Mouseproof and ratproof box, drawer or compartment for storing grain and
head samples.

Seed corn tree, rack or other device for storing.
Sawdust box corn germinator and cloths.

4 dozen perforated blotter germinators for small seeds (Fig. 1).
10 glass squares.

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Fic. 1.—A method of germinating small seeds.

3 , I The glass fits over the blotter. The upper blotter contains
100 perforations into which the seeds fit. The under blotter is a moisture reservoir.

10 large glasses to set over the blotters on the squares (Fig. 1).
2 dozen 2-ounce screw top vials.

1 gross small vials and corks.

3 dozen 16-ounce white flint wide mouth bottles and corks.
1 dozen 32-ounce white flint wide mouth bottles and corks.

Collection of 100 weed seeds commonly found in commercial seeds.
School set of economic seeds.

(The above two collections may sometimes be secured from the Seed Laboratory,
Bureau of Plant Industry, U. 8. Dept. of Agriculture, Washington, D. C., but they are not
always available).

10 cardboard weed seed holders.

Beaver board or other stiff card on which to fasten specimens, diagrams, photo-
graphs, ete.
10

2 plant presses (may be made of carpet lining and rough, thin, absorbent paper).
100 botany mounting cards.

Insect killing bottle.

Hand sprayer.

Potato fork or hook.

Corn knife.

1 family scale, 24 pounds.

1 peck measure,

10 flower pots.

Trowels.

11

Object.—To make a brief survey of the crops in the locality.

EXERCISE 1
CROP SURVEY

Directions.—Each student should ask three farmers for the information
necessary to fill out the following outline for each. The figures should be
for the crops of the previous year.

Name of Crop

Variety

Acres

Average Yield

| Total Yield

|

Orchard.......

Pasture........

Woods........

Miscellaneous .

What is the rotation?
All the records taken by the class should be combined in summary.

Summary of all Records Taken by the Class

Average
Gro Total Average Total Yield of |PerCent} Most Important Most Impor-
P Acres Yield Yield State | of Area Three Varieties tant Use
(Census)
| — — — ——
Orchard. ...
Pasture.....
Woods.....
Miscella-
neous
| 100

What is the most common rotation?

12

EXERCISE 2
CROP PRICES

Object.—To chart the market price of some crop for a school year.

Directions.—On the price chart the vertical lines show the prices, and
the horizontal lines show the dates. Each student should choose a crop
and a grade thereof as designated in the market reports. Select the publication
which will be preferably a weekly agricultural paper, from which you will
get your prices.

A duplicate of the chart in the manual should be kept. These duplicates

can all be posted together in the laboratory and can be discussed from time
to time.

Name of Crop Grade Publication Day of Issue

SUMMARY OF PRICE CHANGES DURING THE YEAR AND THE
PROBABLE REASONS

15

Dates

Prices

ExercisE 2 (Continued)

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eRe STATES STS Sree oTS AN Se) Sa Tern aa
HDR R MERE ARE RARER ERO AREA TRACERS Eee
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EXERCISE 3
FLOWER PARTS

Object.—To understand the flower and its parts.

Definitions.—T aking any simple flower such as the nasturtium, geranium,
or morning glory, the instructor should point out the location and uses of the
following parts: Sepals, petals, stamens, carpels, pistil, filament, anther,
ovary, style, stigma, receptacle (Fig. 2).

FLOWER COROLLA CALYX PISTIL STAMEN

: STIGMA » ANTHER
AC fem - FILAMENT

I L
PETAL SEPAL

Fia. 2.—Parts of a complete dower.

Drawings.—Parts should be labelled by ruling a line from the part to
the name of the part in the column at the right. Draw all parts large.

1. Carefully pull away the petals. Draw a petal.

2. Pull off the sepals, leaving only stamens and pistils. Draw sepal.

3. Take off the stamens. Draw a stamen showing filament, anther and
anther lobes.

4, Only the pistil remains. Draw this showing ovary, style and stigma.

Application.—1. How is a grain or pod related to the parts of a flower?

2. What is a cross-fertilized flower? <A self-fertilized flower? What
crops belong to each class?

3. What effect do the relative positions of the stigma and anthers have
on fertilization?

4. Describe the corn flower. Why are certain rows of corn some-
times detasscled?

5. How do insects help in the production of seeds?

Reference.—Percival, J., 1915, Agricultural Botany (Holt), 78-88. Cook,
M. F., 1919, Applied Economic Botany (Lippincott),

15

16

EXERCISE 3

(Continued)

LABELS

EXERCISE 4
SEEDS AND SEEDLINGS

Object.—To understand seeds and seedlings and their parts.

Material.— Corn and bean plants two weeks old, corn and beans which
have germinated, and corn and beans
which have been soaked over night.

Directions.— All drawings for this
exercise should be five times natural
size. Seeds may be divided into two
groups according to the way food
is stored.

A. Food Stored in Cotyledons, or
first two leaves. Example, the bean.

1. Take a soaked bean, remove
the seed coat and separate the cotyle-
dons. Make a drawing showing the
embryo (little plant). Label coty-
ledon, plumule radicle. Pia. 3.—Cross section of a kernel of corn. (Robbins’

: Botany of Crop Plants, P. Blakiston, Son & Co.)

2. Draw a germinated bean,
labelling all parts.

3. Draw a plant two weeks old, labelling all parts.

Bb. Food Stored in Endosperm.—Example, corn.

1. Shave down, on the germ side,
a kernel of corn so that the germ is
fully exposed. Make a drawing, label-
ling endosperm, embryo, scutellum, plu-
mule, radicle. (Fig. 3.)

2. Draw akernel of germinated corn
labelling all parts.

3. Draw a corn plant two weeks
old, labelling all parts.
fee cakGo tec | ebcauon lL. Wien au

bean seedling has difficulty in breaking
through a crust? Compare with wheat and corn.

2. What are the food values of the different parts of the corn kernel?

3. What are hominy, corn starch, and corn oil cake in relation to the
seed parts?

4. Howare germs in corn kernels killed and howdo they appear when dead?

17

18

EXxeErRcISE 4 (Continued)

LABELS

BS 8 TS, SABE) ee aL we, co tw: He few) tee ere: 18! 16) 6 16) 6.50).

EXERCISE 5

CREEPING AND UNDERGROUND PARTS

Object.—To know the types of creeping and underground parts of plants.
1. Parts of a Root.—Obtain corn and bean seedlings which were grown
for the previous exercise. Note that the primary root of the bean is strongly
developed and secondary roots branch from it. The primary root of corn is

Fia. 5.—A fibrous-root as shown by a grass Fig. 6.—A fleshy root as shown by a car-

plant. (Cook’s Applied Economic Botany.) rot. (Cook's Applied Economic Botany.)
succeeded by others which do not arise as branches upon the primary one
but spring from the stem a certain distance below the ground. The roots of
common grasses and cereals form in this way. Note the fine root hairs which
form just back of the root tips. Through these the plant obtains food from
the soil.

2. Types of Creeping and Underground Parts of Plants.—Draw an
example of each type to scale so that all five drawings may occupy one page.
Do not draw the potato tuber since this will be done in a later exercise.

A. Fibrous Root-——Examples: Timothy, wheat, oats, barley (Fig. 5).

B. Tap Root—Examples: Alfalfa, red clover.

C. Fleshy Root—Examples: Carrot, turnip, beet (Fig. 6).

D. Stolon.—Examples: Strawberry, orange hawkweed.

19

Exercise 5 (Continued)

Fic. 7.—A rhizome. The underground stem of Solomon’s seal. (Cook’s Applied Economic Botany.)

=

Fic, 8.—A tuber as shown by the potato. (Cook’s Applied Economic Botany.)

E. Rhizome (underground stem).—Examples: Kentucky blue grass,
Canada thistle, quack grass (Fig. 7). a

F. Tuber—Example: Potato (Fig. 8).

‘20

Exercise 5 (Continued)

3. Further Examples.—Place the names of the common plants in your
locality in the table below as they fall in one or more of the six groups. For
example, a plant may have both rhizomes and fibrous roots.

Fibrous Root Tap Root Fleshy Root Stolon Rhizome Tuber

i t— | |

Application.—1. Compare the root systems of timothy and clover. Give
one reason why they grow well together.

2. Why should an alfalfa field have a supply of lime in the subsoil?

3. Can you control quack grass and orange hawkweed by preventing
seed formation?

4. What does a grass sod consist of?

5. Why does a wild carrot not produce seed the first year?

22

EXERCISE 5. (Continued)

LABELS

EXERCISE 6
GRASS FAMILY

Object:—To learn the characteristics of the Graminee (Grass Family).

Materials.—Corn and oat plants, wheat and barley spikes.

Explanation.—Both the cereals and the grasses belong to the Family
Graminez, the members of which are similar in structure. Agriculturally,
this family is more important than any other.

Roots.—The Graminee have fibrous roots. See Exercise 5.

Stems.—The typical stem of the Graminee is hollow, is circular or
flattened in section and is divided by nodes.

Drawing I.—Draw the transverse section of a corn stem.

Drawing [I.—Draw the longitudinal section of a short piece of corn
stem which includes a node.

Drawing [II.—Draw a longitudinal section of a sheath ring on oats.
Be careful to show the relation of the ring to the node. This ring occurs
on oats, bent grasses and fesque grasses.

Leaf.—The leaves of the Gramine are arranged in two rows alternating
up the stem. The leaf consists of a sheath and a blade.

Drawing IV.—Draw the junction of the leaf and the blade on a corn leaf.
Show sheath, ligule, auricle and blade.

Spikelets.—The spikelets of the Graminee have (1) a pair of outer
glumes; (2) a flowering glume and palea surrounding each kernel; (8) an
undeveloped flower represented by the axis and empty glumes.

Drawing V.—Arrange the oat spikelet parts in the order in which they
occur. Draw (X 3) and label them carefully.

Drawing VI.—Draw a wheat spikelet in the same manner.

Drawing VII.—Draw the barley spikelet. Note that three spikelets
occur at a node instead of one as in oats and wheat.

Observation.—1. The class should observe a corn ear (Fig. 9) and tassel
and note the similarity in structure to the three spikelets drawn.

2. Observe resemblance between spikelets drawn and spikelets of timothy,
rye grass or one of the other grasses.

Discussion.—After reading Sargent, F. L., Corn Plants, pages 11-34,
Cambridge, 1899, the instructor should discuss with the class the ways in which
the structure of the Graminexe enables them to cope with their environment.

23

EXERCISE 6 (Continued)

SEINE
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2 fais qN
SS 2

if

Fia. 9.—The Structure of an Ear of Corn. I. A young ear cut through the middle lengthwise. Sk,
Sk, the main stalk; Sk’, a short branch which bears the ear; Sh, sheathing of lower part of the leaf which
enfolds the whole ear and its husks; B, blade of the same leaf; R. G, rain-guard which keeps the rain
from running into the sheath and promoting decay; H, the ‘“‘husks”’ or large, leaf-like bracts around the
ear; Sg, stigmas (the ‘‘silk”’) protruding beyond the husks. About one-third natural size. II. A gpikelet
of the same ear, showing the bracts (C, C’, D, D’, E, E’), and the ovary (O) and the lower part of the

style (SY) of the single pistil. Enlarged. III. Upper part of the stigma of the same, showing the
delicate hairs that cover it. Enlarged. (Sargent.)

References.—Carrier, Lyman. U.S.Dept. Agr. Bul., No.461. Ward, H. M.,
1908, Grasses (Cambridge University Press). Sargent, F.L., 1899, Corn Plants

(Houghton Mifflin). Hitchcock, A. S., 1914, Text-book of Grasses (Macmillan).
24

EXERCISE 6 (Continued)

LABELS

25

26

EXERCISE 6 (Continued)

LABELS

EXERCISE 7
FIELD SELECTION OF CORN

Object.—To show the class the best type of corn plant from which to
breed, and to give each student practice in field selection.

Step 1.—The class should decide on the desired type
and the instructor should illustrate each desirable and
undesirable character in the field.

Consider the following characters:

1. A vigorous plant. Such a plant should be stocky at
the base, straight, average or slightly above average
in height.

2. One ear to the plant. Unless in an average season
on average ground one can grow two ears per plant it
is better to select plants having one good ear.

3. Ear located one-third to one-half the distance from
the base to the tassel and moderately drooping.

A low ear does not blow off so easily, is easier to
husk and ripens earlier. A drooping ear is protected
from moisture.

4. A mature ear. Maturity indicates good adaptation.

Step 2.—Each student should take one or more rows
and should select good and poor plants in respect to the
four characters listed above. When these plants are
brought to the end of the row the class may decide which
plant bestillustrateseach character. Thentheclassshould Fic. 10—A_ seed corn

F ; tree. Field Crops
search for plants which are strong in all four characters. — (Wilson and Warburton)

Reference.—Bussell, F. P., Cornell University. Improving the Corn
Crop, Reading Course Lesson 129. Read in any good text on field crops,
methods of storing seed corn (Fig. 10).

27

EXERCISE 8
TYPES OF CORN

Object.—To learn to recognize the important types and varieties of corn.
Materials.—Ears representing the four main types of corn (Fig. 11),

Fre. 11.—Types of corn. From left to right, pod corn, pop-corn, flint corn, dent corn, flour corn and sweet
corn. (Productive Farm Crops, Courtesy Macmillan Pub. Co.)

&

dent, flint, pop and sweet; also grains of each that have been prepared by
soaking 24 hours.

Drawings.—With a sharp knife shave the germ side of a kernel of each
type, exposing the germ. Make drawings of each showing relative proportion
of (1) hard starch, (2) soft starch, (3) germ. Use the following system in
sketching these parts: Hard starch, parallel lines. Soft starch, blank.
Germ, solid penciling.

Description.—Describe an ear of each type. Use the descriptive terms
in Productive Farm Crops, pages 98-99.

28

EXERCISE 8 (Continued)

Outline for Describing Corn

Proportions. . .

STS tae cea cake oe

Buttts:.o.:...s;

Rows:
Spacing... ... | |

Arrangement. .

Number......

Kernels:
Shape, broad. .

Shape, edge...
5 aD

Crowns. 22.4

Depth. .......

Shank:

Size......

Local Varieties.—Every school teaching agriculture should have a collec-
tion of the varieties of corn grown in the locality. The students can add to
this collection, also the exhibitors at the local fair. Let the class describe
these varieties according to the above outline and also bear in mind the time
it takes each variety to mature. If there is time, number each variety, let
the students identify and place the name of each opposite its number on a
sheet of paper.

Reference.—Sturtevant, E. L., 1899, Varieties of Corn. U.S. D. A.
Expt. Station Bul. 57.

EXERCISE 9

CORN JUDGING

Object.—To score and judge corn.

Material.—A set of ears to illustrate the points on the score card, some
five-ear samples to illustrate the points under uniformity and at least three
ten-ear samples to score and Judge.

Step 1.—Learning the Points on the Score Card.—Students should
fill in blanks.

Fancy Points:

Shape and Proportions of Ears.—Compare Nos. and No.
is cylindrical, No. is tapering. Compare Nos. and No.
is poorly proportioned, No. is well proportioned.

Tip of Hars.—Compare Nos. and No. has crooked irregular
rows, No. has straight, regular rows. Compare Nos. and
No. has small depth of tip kernel. No. has good depth of tip
kernel. Compare Nos. and No. has exposure of cob, No.

has no exposure of cob.

Butis of Ears——Compare Nos. and . No. has irregular rows.
No. has regular rows. Compare Nos. and . No. has
poor depth and shape of butt kernel. No. has good depth and shape of
kernel. Compare Nos. : ; : . Flat butt, No. ; expanded
butt, No. ; contracted butt, No. ; well rounded butt, No. ——.

No.

and has poorly

Spacing of Rows.—Compare Nos.
fitting rows, No. has well fitting rows.

Shape of Kernels —See Productive Farm Crops, Fig. 36. Remember
that eastern grown dent kernels will not be as deep as the western grown but
should be shaped so that no space is wasted between rows.

has

Uniformity. Size-—Compare samples and Sample
poor size uniformity. Sample has good size uniformity.

Shape.—Compare samples and Sample has poor shape

uniformity. Sample has good shape uniformity.

and Sample has poor
has good indentation uniformity.

Indentation.—Compare samples
indentation uniformity. Sample

has poor kernel

Kernel.—Compare samples and Sample
uniformity. Sample has good kernel uniformity.
30

Exercise 9 (Continued)

Practical Points:

Maturity—Compare Nos. ; : , -, . No. —— can

be twisted, No. has discolored tips, No. is blistered, No. is
pinched at the top of the kernel, No. has good maturity.

Plumpness of Kernel—Compare Nos. and No. has a
shrunken tip; No. has a plump tip.

Color or Luster of Kernel—Compare Nos. and . The kernels

of No. have dull color; the kernels of No. have bright color.

Quality of Germ.—Compare Nos. ——, ; «No. has a dis-
colored germ. No. has a shrunken germ, No. has a bright,
plump germ.

Fic. 12.—A good ten-ear sample of Reid’s Yellow Dent. (Agriculture and Life.)

Size of Shank.—Compare Nos. ; ‘ . The shank of No.
is too large, the shank of No. is too small, the shank of No.
desirable size.

Step 2.—Placing Single Ears.

A. With a five-ear exhibit for practice, pick out the ear that is best in
“shape and proportion.”’ Next pick out the poorest, then arrange the five
vars In order of merit when this point only is considered.

Bb. Take the next point 6n the score card and arrange the ears according
to tips, and so on through all the points.

C. Pick the best ear when fancy points only are considered.

D. Pick the best ear when practical points only are considered.

FE. Pick the best ear, all points considered.

Ff. Repeat with other five-ear exhibits.

is of

31

EXERCISE 9 (Continued)

Step 3.—Scoring and Placing Ten-Ear Exhibits (Fig. 12).

After adding scores the student should consider whether he has scored
highest the sample he believes to be best. If his scoring and opinion do not
agree he should go over the score card again. At the close of the period the
placings should be discussed and the principles of corn Judging summarized.

Reference.—Montgomery, E. G., 1916, Productive Farm Crops (Lippin-
cott), Chapter XIV.

Score Card for Corn

Number of Sample or Ear Points 1 2 3 | 4 5
Fancy points indicating trueness to |
type (55): |
1. Shape and proportions of ear... 10 |
DME TN DSA ics of Bice sucha scneree sunt tahoe 5 |
OP BUCS oe oe Seyee oo eaeiecenceers ante 5 |
Ae SNe e OL LOWS en: ate aioe en 5 |
5. Shape of kernels.............. 10
6. Uniformity of ear (20)......... |
(Q) SIZE ees oearetos euyeae es 5 |
KD) SHADC nex emerge ie See sen 5 |
(@) ImdentatiOn ssa. eee eee | S| | |
(@) Wemelete) 2-2 ee eeee 5 | | |
Practical points indicating adaptation | |
and viability (45): | |
PVCU yc aaa ee eee 10 |
8. Plumpness of kernel...........] 10 |
9. Color of kernel. .............., 10
10. Quality of germ..... Mietoeeae) © 1h0)
11. Size of shank....... site aoe re 5
——— |
100 | |

EXERCISE 10
GOOD GERMINATION

Object.—To determine which ears will germinate strongly.

Material.— Germination box, cloths, sawdust, ten ears of corn for
each student.

Indications of Germinating Power.—Let each student take ten ears;
the instructor should see that students have both poor and good ears. Ears
should be numbered 1-100. Describe each ear, using the descriptive terms
in Productive Farm Crops, page 65.

Grain:
Appearance......

Diseolored.......

Shape of tip...

General texture . . . |

Germs:
Covering ........

|
7 |
Texture......... | |

| |
Alr space........ | |

Color. . 4.x: |

Preparing Germination Box.—See directions in Productive Farm Crops,
Chapter VIII. (Fig. 13.)

Starting the Test.—Let each student take six kernels from each of his
ten ears. In removing kernels take two from near the butt on opposite sides
of the ear, two from the middle, two from near the tip, turning the ear enough
so as not to take two kernels out of the same row. Place the kernels from
each ear in the square having the same number. If the box is kept in a warm
room, results follow in 5 or 6 days, if proper moisture is maintained.

Results of the Test.—The first three columns in the following table
should be filled out when the test starts; the remaining four columns at the
conclusion of the test.

EXERCISE 10

(Continued)

;
E Bstimated Estimated Number of
Sees Peden de Rank, Ist, Final Rank Strong
Number Good, Med- S 2)
: ree 2d, ete. Kernels
ium, Poor

Number of
Weak Kernels

Number of
Dead Kernels

Rag Doll Method of Testing Corn.—Study the rag doll method as shown
in figures 17, 18, 19, and 20. See Productive Plant Husbandry (Lippincort.)

Frc. 13.—A Sawdust Box Corn Germinator. Thirty inches souare and four inches deep. The cloth marked
out in squares has been placed on two inches of packed wet sawdust. The six kernels in each square are taken
from an ear of corn marked with the same number. Over these the moistened cover cloth is being placed.

34

EXercIsE 10 (Continued)

Fic. 14.—Laying on the Top Cloth. The cloth should be several inches larger than the germination box.

™,,

.

Fic. 16.—This shows how the cloth should be folded. (International Harvester Co.)
35

Exercise 10 (Continued)

Conduct an exercise by this method and note results as before. The same
samples may be tested by the two methods, either by the same students
or by different students.

Reference.—Holden, P. G. and Waggoner, J. E. Seed Corn. (Published
by Agricultural Extension Department, International Harvester Co.,
Chicago, Il.)

Fic. 17.—The Rag Doll Tester. Lay out the corn to be tested on the table. The cloth should be dip-
ped in warm water and spread as shown. Straighten out the kernels with their points all toward one side
of the cloth, and the germ side up. The tester should be put in the pail with the points of the kernels down.

Fic, 18.—Rolling up the Tester. After the squares have all been filled, roll up the tester, tie a string or put
a rubber band around the center just tight enough to hold the kernels in place.

36

Exercise 10 (Continued)

quart pail.

Fic. 20.—Wrapping up Pail. Fill the pail with lukewarm water, wrap up carefully and soak for five
or six hours. Drain off water, lay a wet cloth over the top of the rolls and let stand for two days. Then
soak again five or ten minutes, drain the pail and set away five or six days. Read test when sprouts are about
two inches long.

When the cloth is unrolled, the ears must be arranged as at the start of the test so that
they are opposite the squares which represent them. (International Harvester Co.)

tiret fe: (oer {6 16) 61 (6! 'w) o.010 6) Sei Jel See: ‘©, fe) je te) mele) e. Wiel e 6

EXERCISE 11
TYPES OF OATS

Object.—To learn the most important types of oats.

Material.—Head and grain samples of white, yellow, black and red
varieties. Samples of early and late, side and panicled oats should also be
included (Fig. 21).

Explanation.—Oats belong to the family of Graminez, the genus Avena,
and species sativa.

They differ from wheat and rye mainly in having the grain borne in a
panicle rather than in a spike.

Oats are classified into types largely on the basis of shape of the panicle.
Thus we have three main types of oats:

1. Panicled (branches of panicle diverging broadly from central axis).

2. Compressed (branches closely adjacent to the central spike).

3. Side (branches all inclined toward one side of the central axis).

Directions.— Describe samples according to the outline. See Productive
Farm Crops, Chap. XX, for descriptive terms for oats. To find the per cent

Outline for Describing Oats

| |
Name of Variety | | |

A. Panicle:
ESE pC eye eae ee | |

2 Structure. :::.. 2 2. .-|

Se AN I) Sony ees a ee

B. Spikelet: | | |
HU OLOTE 22 se peceerpesehues

=e |

See WHGGH:. <= She egy ate eee

6. Number grains... ....|

C. Grain:
7. Color...

8. Shape...............

9. Crease.......

LOG PID. eso eeineiae sana

11. Per cent hull ........

12. Per cent kernel ......

38

Exercise 11 (Continued)
of hull and kernel weigh 100 grains taking them as they run. Remove hulls
and weigh kernels. Weight of hulls will equal weight of grain minus weight
of kernels. From this data percentages can be figured. Each student should
make enough hull tests so that the class may have duplicate results for
each variety.

Fic. 21.—Two types of oats, panicle and side. (Field Crops Wilson and Warburton.)

Questions.—1. Which have the larger percentage of kernel, side or
panicled varieties?

2. Do early or late varieties produce the most straw?

3. What is the geography of white, yellow, black and red varieties?

References.—Montgomery, E. G., 1916, Productive Farm Crops (Lrp-
PINCOTT), Chap. XX. Etheridge, W. C., 1916. A Classification of the
Varieties of Cultivated Oats. Cornell University Agr. Expt. Sta. Memoir 10.

39

Cr ey

ey

EXERCISE 12
JUDGING OATS

Object.—To learn to judge oats on the basis of their value for feed.

Materials.—Threshed samples of oats of different varieties and types.
If peck samples cannot be obtained, quart samples may be used.

Method of Analysis.—Mix each sample thoroughly and dip out about
a heaping teaspoonful. First, analyze the samples, filling out the report
card, then score samples from this data.

Explanation of Score Card.—In this score card oats are judged entirely
from the feeder’s standpoint. It is not possible to make a score ecard by
which a sample of oats could be judged at the same time from the feeder’s
and the miller’s standpoint, and also judge the grain for seed. Different
points would be used in each case and different values given them.

Uniformity in color and size is of only minor importance to the feeder.
Divide the sample according to the color of grain. Let the class having the
largest number determine the color. Cut one point for each two per cent
of other colors.

Uniformity in Size.-—Divide the sample into two parts according to size
of grain. Estimate per cent of small grains by count. Cut one point for each
four per cent of small grains.

Weight per bushel is a very important consideration in estimating the
value of oats for feeding purposes. A heavy weight indicates that the grain
was well matured and filled out. In the same variety a heavy lot usually
has a less percentage of hull, and, consequently, a higher feeding value than
a light lot. The best oats should weigh 38 pounds per bushel. Cut one point
for every pound light down to 32 pounds per bushel, and two points for every
pound light below this.

Soundness and Dirt—Sprouted and decayed grains have little more
value than so much trash, and may be regarded as such for Judging purposes.
Separate all unsound grains and dirt, estimate the per cent by weight, and
cut two points for each one per cent. This cut is not limited to ten points
but may be indefinite.

Size of Grain.—Size varies greatly with varieties but 100 grains of heavy
oats should weigh 3 grams. Cut one point for every two-tenths of a gram less.

Must and Smut.—If must and smut are very apparent the sample should
be cut 10 points.

Percentage of Hull—The percentage varies with varieties, the locality
in which the oat is grown and also depends on how perfectly the grain

40

Name of Sample

EXERCISE 12

(Continued)

Report Card on Threshed Oats
(Express data in per cent)

Colonesetor ate see ee

Size:

TEST PCR oe cere s.t 8s va eed Pe stones

SST oc 5 GpiodPa cdi cee
Weight per bushel.......

Soundness and purity:
Damaged grain........

Foreign matter..........

Size of grain...............

Must, smut, ete...........|

Per cent of hull ...........

Score Card for Oats

Number of Sample

Uniformity, 20 per cent:

Quality, 8O per cent:

(2); AMGOlOR Ss ioadi- ae erm “LO 4 |

() Insize.... wl | fff 7

(a) Weight per bushel... .... 25 | | | |

(b) Soundness and dirt... . 10 : | | ae

Oe re ee 251) | =

(d) Size of grain............ 10 | | 7

(e) Must, smut............. 10 f | | | 7
TOTAL.....-.+.+++++++-100 | | |

was matured.
deposited last.

| |

In growth the hull and bran develop first, and the starch is
However, if from any cause, such as dry weather, poor

soil, injury from insects, etc., the grain is prevented from maturing perfectly,

4)

EXERCISE 12 (Continued)

the development of the starch is somewhat curtailed and, consequently, the
percentage of hull is higher. A good oat may have as high as 30 per cent hull.
Cut two points for every per cent of hull above this.

ae

oO

foe ‘= !

oA

e4 \
mK)

aN

—s

SSSSSSSESSSSSSSSSY
TNS SESS

2

MSASSSSESSSSSS SSS AAAANMARERRANARRAAAARRARRERLTRARARALLESS SSS

/ Fic. 22.—A hand power seed cleaner. The seed is sifted through screen as far as 1, the straw, particles,
etc., being eliminated at 2. As the seeds slide down over the screen above 3, the sand and fine seeds drop
through and are eliminated. The good seed passes into the air shaft at 4, the air moving upward forced by
the rotary fan at 8. The perfect seeds being heavier fall and pass out at 5. The remaining dust, chaff,
ete., are discharged through the dust hood at 6. Light, imperfect and foreign seeds fall into the opening at 7.
(Courtesy A. T. Ferrell & Co., Saginaw, Michigan.)

Note.—If one is careful to mix each sample thoroughly and to take
the grains strictly as they come, it is possible to use 100-grain samples instead
of heaping teaspoonfuls. In this way the percentage figuring is simplified
and much time is saved on the hulling.

Use of Seed Cleaner.—If a seed cleaner (Fig. 22) is available, weigh a

bushel of oats and then clean it. Weigh the products resulting.

EXERCISE 138

OAT SMUT

Object.—To learn to control oat smut.
Material.—Grain scoops, sprinkling cans, 50 gallon barrel, grain bags
and one pint of 40 per cent formaldehyde solution (formalin) for every 40

TREATING OATS FOR SMUT

Fic. 23.—First Step —Spread the oats to be treated on the barn floor. Have barrel, scoop shovel, sprinkling
can and bottle of formalin ready. One pint of formalin will treat forty or fifty bushels of oats.

bushels of oats to be treated. The exercise may best be conducted in the
barn of a neighboring farmer who wishes to have his oats treated.

Directions.—The students should work in pairs, each student to alternate
sprinkling and shoveling (Figs. 23 to 28).

1. Dump the oats after cleaning with a fanning mill on a clean floor
or canvas.

2. Pour forty gallons of water and one pint of formalin in the barrel.
This amount will treat 50 to 60 bushels. Fill the sprinklers from this barrel.

43

Exercise 13 (Continued)

3. Let one student sprinkle the formalin on the oats as the other shovels
them over. After being mixed thoroughly, shovel them into a pile and cover
with bags or other covering which has been wet with the solution.

Fic. 24.—Second Step—Put forty gallons of water in the barrel. Pour the formalin in the water and mix
thoroughly. Do not open formalin or put in the water until the oats are ready to treat.

4. Leave a few hours or over night; then take off the covering and dry
out by spreading in a thin layer, stirring frequently.

Precautions.—1. Treat all bags with which the oats will come in contact,
also the drill.

2. If sown by hand before drying, allow one peck of oats per acre extra.

44

Exercise 13 (Continued)

Fie. 25.—Third Step—Sprinkle the formalin solution on the oats and shovel the oats thoroughly in order to
be sure that all the oats are moistened. Work fast so that little of the formalin gas escapes in the air.

Fic. 26.—Fourth Step—Shovel the oats in a pile so they can be easily covered.

45

EXeRCISE 13 (Continued)

ites Kf,

= . a

Fic, 27.—Fifth Step—Cover the oats with canvas, blankets or gunny sacks in order to retain formalin gas.
Leave covered for eight or ten hours or over night.

a8 a

SS SE

Fic. 28.—Sixth Step—Uncover the oats and spread them out to dry. They can be sown as soon as they are
dry. Set the seeder one peck per acre more to allow for swollen grain. (International Harvester Co.)

46

EXERCISE 14

TYPES OF WHEAT

Object.—To acquaint the student sufficiently with the different types
of wheat so that they will be readily recognized, either when seen in the head
or-as threshed grain.

Material.—_Specimens of einkorn, emmer, spelt, macaroni, Polish,
common smooth and common bearded wheat. Include local varieties
of wheat.

Drawing.—Lay out the heads of the seven types of wheat in the order
above mentioned from left to right. Sketch each of these in order.

2. Lay out kernels of each in same order and examine. Draw a cross-
section of each kernel, leaving the white starch blank, but indicating vitreous
portions by shading with a pencil. Draw four times natural size.

Description.—Certain technical terms are used in describing wheat.
Look over the specimens, study the descriptive terms in Productive Farm
Crops, Chapter XVI and describe the heads, filling out the following table.

Descriptive Form for Wheat

Name | |

A. Spike:
1. Beards................

P (SHBPS caus @fa<S¢s%o0~.|

3. Cross-section...........

4. Spacing of spikelets... ..

B. Spikelet: |
Pe OWVIGTING Sivateiesa.e an, 3-a00 to |

2. Number of kernels..... . |

3. Glumes...............

4. Color of chaff .........! |

C. Kernels: |
12 Oxo) lo ay ey ene

2. Hardness..............|

ee LC RUUINC Mee os ativan a.e Gane

47

Exercise 14 (Continued)

Resume.—I'ix in mind the types by the following methods:

1. Identify the types unlabeled.

2. Discuss the use of each type.

3. Place local varieties in the proper group.

References.—Montgomery, E. G., 1916, Productive Farm Crops
(Lirppincotr), Chapter XVI.

LABELS

48

EXERCISE 14 (Continued)

LABELS

49

EXERCISE 15
WHEAT JUDGING

Object.—To learn how to judge threshed wheat.

Material.—Threshed lots of wheats representing hard winter, hard
spring, red wheat, white wheat and durum wheat; also local samples.

Method of Analysis.—Mix each sample thoroughly and dip out about
a teaspoonful. If the student is very particular to take the kernels as they
come 100-grain samples may be used.

Weight per Bushel—In measuring grain pour it into container loosely,
fill level full and stroke with a straight edge. A one- or two-quart sample is
sufficient to determine the weight per bushel.

Purity and Soundness.—Foreign matter and broken or injured seeds may
be classed together, as they must all be removed to find net weight of
good grain.

Injured grains are of four classes: 1. Bin burnt and stack burnt means
wheat overheated in bin or stack, causing oil to exude and giving a dark
appearance to the germ end.

2. Sprouted grain. Generally shows dried sprout.

3. Broken grain.

4. Shriveled grain, due to arrested development in growth, from such
causes as disease, insects or unfavorable weather.

(Having discarded impurities and unsound grain, use sound sample for
the rest of the exercise.)

Texture and Hardness—In general the wheats from the drier regions
are classed as “‘hard’’ wheats while those from the humid regions are classed
as ‘soft’? wheats. There is a large intermediate class, known on the market
as “red”? wheats. In general the harder wheats are darker in color (the
durum wheat is an exception) and higher in protein content. The hard wheats
make a “strong” flour adapted to light bread making, while the soft wheats
produce a “short” and “weak” flour adapted to biscuits or cracker making.

Color cf Kernels—As already explained, color is related to hardness.
The ‘amber’ and “clear red’? wheats are those with a glassy translucent
appearance when broken, and hard texture. Most hard wheats are clear
red in color but the durum wheats are an exception, being “light amber.”
The “dull red”? wheats, known as ‘‘red”’ on the market, are medium hard,
but white and starchy when broken. There are two causes of redness in wheat.
In the hard red wheats the redness is due to the hard vitreous endosperm.

50

Exercise 15 (Continued)

The dull red wheats which are medium hard owe their redness to red pericarp.
The white wheats are softer and pure white inside when broken.

Size of Kernels —This is arbitrary, but is determined by comparison with
various samples of wheat of types representing the various sized kernels.

Report on Wheat Samples

(Express data in per cent)

Name of Sample

Weight per bushel: .. 0.0.0.0... 0.4.5'

Foreign matter... ..........0.....

|
|
Purity and soundness: |
|

Broken grains..................

Otherwise damaged... ..........

Texture and hardness:

ShTiVeleGieTAlMSis Miers 2a oa’ |
Hard and vitreous....... aod |

VIGGO tol ove eles ae

Soft and starchy................

Color of kernels:
Light amber.................... |

(Glearirediee = eee ere eee ht a2 |
Wuilired ees ee oe es
AY ei rs) es oe a

Size of kernels: |
NGS Ga hie ts eh Sd aro Soe Sim ora

Medium.......................

SULT EN pases eae eee ae ae Pe nee a ere | |

\ | | \ |

Explanation of Cuts in Scoring Samples

1. Weight Per Bushel—30.—Good wheat should weigh 60 pounds per
bushel. Cut 2 points for each pound below this.

2. Purity and Soundness—30.—Cut two points for each per cent of foreign
matter or broken or unsound kernels.

51

Exercise 15 (Continued)

3. Uniformity in Color—10.—Let the bulk of the sample determine the
color. Cut 2 points for each per cent of other colors.

4. Uniformity of Textuwre—25.—Cut 2 points for each per cent of texture
not uniform with the bulk of sample.
5. Uniformity in Size—5.—Cut 1 point for each per cent of small
sized grains.

Score Card for Wheat

Name of Sample

Weight per bushel..............30

Purity and soundness...........30

Uniformity in |
GiglOre sie ce eat age oe ALO

Aes-qnuhtomee ea, aera woes tek. +

qn

SPAcr(opt Hgeraovcl ae a ee

TOTAL... 4 aoe Poona ee

Note.—In localities where wheat is a main crop and samples of the
different grades may be easily obtained, an exercise on the description and
identification of grades may well be substituted for the judging exercise.
A description of the grades of wheat can be found in Productive Farm Crops,
Appendix IIT.

or
bo

O58 eres iat i eel et ey © pe, {eo le wae M8, Sor opie

EXERCISE 16

TYPES OF BARLEY

Object.—To learn the important types of barley.

Explanation.—Barley differs from wheat and rye in having three flowers
at a joint of the rachis, and but one grain per spikelet. In the six-row barleys
all three flowers are fertile and bear grains. In the two-row barleys the
lateral flowers are sterile (undeveloped). It will be observed that the outer
or empty glumes are very narrow in barley while in wheat and oats they are
broad, enclosing the flower. Read carefully Chapter XXIII in Productive
Farm Crops before starting this exercise.

Materials.—Head and grain samples of:

1. Six-row barley (Hordeum hexastichum).

2. Common six-row, lateral grains overlapping, sometimes called four-
row (Hordeum vulgare).

3. Two-row barley, slender heads (Hordeum distichum).

4. Two-row barley, broad heads (Hordeum zeocrithum).

5. Hulless barley (hooded type).

6. Hulless barley (awnless type).

Outline for Describing Barleys

Type and Variety | |

A. Spike:
he SERVO Ws etse, pens aia oa cs

|

|

os ee ee |
i “ah

3. Cross-section........|

4, Awns...............|

B. Spikelet: |
D. Hertile,.2: 2 Ses. ac |

. Ey 4 | |
Ge pteriler . 25.2 eed oc Ss |

ee GOOG ee eae vs 2 a's | |

C. Grains:
S Glumes yo 22. ..c.s.-

9. Color of kernel.......

TO. Shapes acces op

11. Texture.............

or
Os

Exercisk 16 (Continued)

Directions.—Describe the types according to the outline on the pre-
ceding page. For descriptive terms see Productive Farm Crops, end of
Chapter XXIII.

II. Lay out spikes of six-row, common six-row and two-row barleys.
Lay a brace of spikelets from each type just below the respective types. Draw
sach brace (enlarged X 3), showing (1) relative size of the three spikelets
in a brace in the six-row types, (2) straightness of the grains, (3) length of the
grains, (4) prominence of the two nerves on the back of the spikelet. After
making these drawings answer the following questions:

1. How may we distinguish erect six-row (hexastichum) barley in the
threshed sample?

2. How may we distinguish the common nodding six-row (vulgare) in
the threshed sample?

3. How may we distinguish two-row barley (distichum) in the threshed
sample?

4. How may we distinguish two-row barley (zeocrithum) in the threshed
sample.

Reference.—Harlan, H. V.: United States Department of Agriculture,
Bulletin 622. Montgomery, E. G., 1916, Productive Farm Crops (Lrppin-
coTT), Chap. XXIII. Carleton, M. A., 1916, The Small Grains (Macmillan).

LABELS

EXERCISE 17
GRASS PLANTS

Object.—To learn to identify and know the characteristics of some com-
mon grass plants (Iigs. 29 to 35).

A. Draw head specimens of timothy, redtop, orchard grass, Kentucky
blue grass, Canada blue grass and other grasses of local importance. Make
drawings about twice natural size.

B. Identify numbered but unlabeled specimens.

INO UE Aree eee aii ener No. 6...
No. 2 No. 7
Nos 3%. No. 8
INO Dorcas ah sig ¢ Sethe t ot 5.2 No. 9
No. 5.. No. 10

Fic. 29.—Juncture of sheath and blade. Fic. 30.—Juncture of sheath and blade.

Timothy. Redtop.

~t
or

Exercise 17 (Continued)

~~

Fic. 33.—Juncture of sheath and
blade. Kentucky blue grass.

Fic. 31.—Juncture of sheath and blade.
Orchard grass.

Fie. 34.—Juncture of sheath and
blade. Canada blue grass.

Fic. 32.—Juncture of sheath and blade. Fic. 35.—Juncture of sheath and blade.
Meadow fesque. Quack grass.

56

EXERCISE 17 (Continued)

LABELS

EXmrRcIsE 17 (Continued)

58

LABELS

EXERCISE 18
GRASS SEED

Object.—To learn to identify and know the characteristics of some com-
mon grass seeds (Figs. 36 and 37).

Fic. 36.—Tripod lens. For seed testing this lens is satisfactory and inexpensive. (Productive
Plant Husbandry.)

A. By means of the key for the identification of grass seeds in Productive
Farms Crops by E. G. Montgomery, Chapter XXXYV, identify numbered
but unlabeled seed samples of timothy, redtop, orchard grass, [Kentucky
blue grass, Canada blue grass and other grasses of local importance.

IN Cheam leeches ee dnl Uo he aace-@ Now 4: a4
No. 2 Nor bee
ING Weve sah ese aicek oy ee ott oes No. 6

B. Draw the same seeds. Make the largest seed one inch the long way
and the others in proportion.
C. Identify the contents of numbered but unlabeled mixtures.

NGISUUTC Merce sm acai s ob Re IN Rb qnbuxcwol ea ye eee en eee
VII UTC eer Walley Sas ereioha AVES Gey es eee eke hs ae aac es
IMisturels:. sane a2 fe 408 es Wixttte 46 cs ca Ponsa eat $4 Gap on
Nivegte er cee bk da ee Sa ate eek t i.e, 01) gh > a eae a ee eae eae ea

EXERCISE 18 (Continued)

Fic. 37.—A weed seed holder. This device can be made from two layers of thick cardboard by means
of a shotgun wad cutter.

References.—Montgomery, E. G. 1916 Productive Farm Crops (Lrp-
PIncoTt), Chap. XXXV. Ward, H. M., 1908, Grasses (Cambridge University
Press). Testing Farm Seeds in the Home and Rural School, U. 8S. D. A.
Farmers’ Bul.-428. Hitchcock, A.S., 1914, Text-book of Grasses (Macmillan).

60

EXercIsE 18 (Continued)

LABELS

61

EXERCISE 19
CLOVER AND ALFALFA PLANTS

Object.—To learn to identify and know the characteristics of clover
and alfalfa plants.
A. Describe plants according to outline.

Red Clover White Clover | Alsike Clover | Sweet Clover Alfalfa

Color of blossom......

Habit of growth. .....

Trace outline of leaf
showing markings...

Length of life.........

Character of roots... .

B. Identify numbered but unlabeled specimens.

INO: RI See ee eeeee oes ie INOntD: Ayatsas era og ae INO Oo S oees wo eee
NO 2th hone eee INOMAOR Ach eg een INGs WLO) iejeahe ie: See
INOS cient aoaSna sxe a aearararerees INOW Pres eee ee
ING: “Bhi iat oos a phemeuies INO} [Si ganctenameeeoes

62

EXERCISE 20
CLOVER AND ALFALFA SEEDS

Object.—To learn to identify and know the characteristics of clover and
alfalfa seeds.

A. By means of the key for the identification of clover and alfalfa seeds
in Productive Farm Crops by E. G. Montgomery, Chapter XXXV, identify
numbered but unlabeled seed samples of red clover, white clover, alsike clover,
sweet clover and alfalfa.

B. Draw these seeds. Make the largest seed one inch the long way and
the others in proportion.
C. Identify the contents of the numbered but unlabeled mixtures.

VITOR ca us ticks oes. Mixture 5.
Mixture 2... Peano 22 Mixture 6..
Miaxture Se 2h jc.cuscietten> «ode es oc eure Mixture 7....
NUTS EC Ag Fos ca ceed Gaps te keds Mixture 8....

—

References.—Montgomery, E. G., 1916, Productive Farm Crops (Lip-
PIncoTr), Chap. XXXV. Testing Farm Seeds in the Home and Rural
School, U.S. D. A. Farmers’ Bul. 428.

63

EXeRcIsE 20 (Continued)

LABELS

A Ce It ee Tet WC Sa ee Te SS

EXERCISE 21
STUDY OF ALFALFA

Object.—To study alfalfa in the field.

Explanation.—It is not expected that all the aims of this field trip can
be realized except under very favorable conditions. The number of aims is
somewhat large for this reason. It is suggested that the student make rough
notes in the field and copy answers into this manual later on page 6%.

Aim 1.—To examine the parts of the alfalfa plant and the manner
of growth.

Aim 2.—To show when alfalfa should be cut.

Aim 3.—To show the difference between common alfalfa and the varie-
gated varieties.

Aim 4.—To show the effect of poor drainage.

Aim 5.—To show the effect of soil acidity.

Aim 6.—To observe whatever diseases, insects and serious weeds may
be found.

Aim 7—To discuss alfalfa culture with an alfalfa grower.

Aim 1—(a) What is the length of the longest root you find?

(6) What kind of a root has alfalfa? (See Exercise 5.)

(c) Draw part of an alfalfa root showing the nodules (Fig. 38). The
digging must be careful or the nodules will be shaken off.

(d) Find the largest alfalfa plant you can. How many stems arise from
the crown?

(e) Early in the season alfalfa may be confused with sweet clover.
Draw a leaf of each showing how they may be distinguished.

Aim 2—(a) Draw the crown of an alfalfa plant which is ready to cut.
Indicate the length of the shoots.

Aim 3.—(a) Dig plants of common and variegated alfalfa. Examine
blossoms. How do they differ?

Atm 4.—(a) Vind a wet spot in the field of alfalfa. What is the effeet
on the alfalfa?

Aim 5.—(a) Vind a spot (not wet) where alfalfa does not thrive and such
weeds are found as sheep sorrel, daisy, paintbrush and plantain. Make a
litmus paper test of the soil and subsoil. Describe result.

Aim 6.—Make a list of the alfalfa diseases and insects, also of the weeds
found in any quantity.

EXERCISE 21 (Continued)

Aim 7.—Discuss with one of the alfalfa growers whom you visit such
questions as:

(1) The use of nurse crops.

(2) Time of planting.

(3) Amount of seed per acre.

(4) Number of cuttings per season and date of last cutting.

(5) Winter killing.

(6) Inoculation.

(7) Liming.

(8) Cultivation.

(9) Making hay.

(10) Pasturing.

Reference.—Montgomery, E. G., Productive Farm Crops (Lippincott),
Chap. XLI. '

Fria. 38.-—Root system of alfalfa showing crown and nodules. The long tap root may extend to a depth ©
of many feet. (U.S. D. A.)

66

EXERCISE 21 (Continued)

LABELS

EXERcISE 21 (Continued)

68

EXERCISE 22

SEED ANALYSIS

Object.—To analyze clover, alfalfa, millet or timothy seed for purity.

Directions.—Dip out a rounded teaspoonful * from the sample which
you test for germination. Spread this out on a sheet of white paper and
with the aid of a hand lens place the whole, plump seed in one pile and the
foreign matter, which includes shriveled seed, broken seed, dirt, weed seeds
and other trash in other piles. Count each kind of seed, if there are more
than two or three, and by using the “Table of Weed Seed Weights” figure
the percentage of each kind of weed seed and write percentages into the anal-
ysis. Add percentages to get total percentage of weed seeds. Estimate and
write in percentage of dirt, inert matter and poor seeds. Subtract these
percentages from 100 to get the percentage of pure seed.

Note.—The instructor may put into the samples any weeds or other

foreign matter with which he wishes the class to become familiar.

References.—Testing Farm Seeds in the Home and Rural School.
U. 8. D. A. Farmers’ Bul. 428. Cunningham, J. C. and Lancelot, W. H., -
1915, Soils and Plant Life (Macmillan) 261-266.

Table of Weed Seed Weights **

In the first column of numbers below is given the number of seeds of each of the common weeds,
required to make one per cent of a rounded teaspoonful of clover or alfalfa seed; in the second column are
the numbers of seeds of the respective weeds required to make one per cent of a sample of the same size
of timothy or millet seed:

Welvetlediwec. seen oh lee viettidns Saas 5 4 PeppGrerasss occ ses eed. bedsiksssnac. 125 100
Ove) Lepr op: cea Se a ee 20 16 Tickle grass. ......-2-20sseeceseen.s 1235 100
Tumbleweed. ................-000- 135 110 Bracted plantain................... 36 28
Small ragweed. .....0.....--.00008- 20 16 1516) 'de (eo) 1) Aaa get eRe aa RE 57 46
Wale amustards <6 5.852 asecliacecus 24 19 PISO ehest cad. isa) esleesa epee LLL S9
Black mustard: .. 25. ..0+ 28s 0<ee.8 62 48 Black bindweed.................... 11 9
IbambDsquarters. 2s. 226,52 04is+ os)eke (2 57 Pennsylvania smartweed......... .. 10 8
Ganada. thistle... acatles ss tea AD 36 Sheep sorrel. ....... We Saat, er 10 S
WaldvcarrOtss ce ache sae oe e ee O42 Ae 63 50 @urled dock ..c.<3 i cesicesiscc cee us 36 29
Smooth crab grass................. 192 155 Russian thistle...... ee Ree ee 53
rab Erase. ae esas eae Ga ee tae a” 185 142 Yellow foxtail..... Sag weaveve enki oud 39 eZ
Barnyard grass. ............s0+-++. 62 48 CreeHOXtOline 5 iO a ek hh os ke sas 63 52
NOVO GE PLOLY sr o.oo. cee ae ane acoteie ae 2 1.6 NGDqig 50s he ee COP tee a ee Se eee ee 24 20

* A rounded teaspoonful of clover or alfalfa weighs 5 grams. <A rounded teaspoonful
of timothy or millet weighs 4 grams.
**From Weeds of the Farm and Garden. L. H. Pammel.
69

EXxeErcIsE 22 (Continued)
Record of Seed Analysis

VkGhayel out peteYstols 2 sy egw ee Secured from

Kinds and percentages of weed seed present:
IBibKAdevoyAM AE ee

DOCK a eee eee

PAS Wweedt sacra hohe oh acess ate ei. we EP ore

Total percentage of weed seeds..................0005
Percentage of broken and shriveled seeds .............
Percentage of dirt and inert matter

Percentage of pure seed

70

CP CCH OHM COCO COs Be 6 6 S16

EXERCISE 23
SEED TESTING

Object.—To test small seeds for germination.

Directions.— 1. This exercise should be given in connection with the
preceding exercise. The same sample of seed is to be tested in this exercise
for germination and in the preceding exercise for purity.

2. Secure pieces of blotting paper about 2!% inches square. Make 100
perforations in each blotter (Fig. 1). Cut other pieces of blotting paper the
same size with no perforations. These are to be used as bases under the
perforated blotters to conduct and store moisture.

Moisten the blotter and base and place a seed in each perforation. “Two
of these perforated blotters should be used for each sample of seed, 7.e., make
each test in duplicate.

3. Place each perforated blotter and base on a piece of glass and cover
with a large drinking glass. By this method the students can better keep
watch of the test. The blotter may be placed between two pie tins the lower
of which may contain wet sawdust.

4. The proper temperature is 50-80° F. The seeds may be taken from
the blotter as they germinate or a count may be made about 6 to 7 days
from the start of the test.

5. Find the germination percentage and average the counts of the duph-
cate tests. In testing clovers and vetch count one-half of the hard seeds as
germinating. If grass seed tests poorly it is well to give it a second test before
passing Judgement.

6. Write the counts into the Record.

Germination Record

Test 1 Test 2 Average

Percentage of germinable seeds. . .

Percentage of non-germinable seeds. . .

Coa ae er Tam TO Oe SOT Se Py

EXERCISE 24
GRASS MIXTURES

O26 Orie a fer ele av fey forse

Object.—First, to learn common meadow and pasture mixtures and
second, to review identification of grass and clover seeds.
Directions.—The six numbered bottles are meadow and pasture mixtures

given in Productive Farm Crops, Chapter XXXYV.
mixtures and record in the second column.
which each mixture is and fill out the remainder of the table.

(a) Identify contents of
(b) Looking in the text, decide
The last column

will be a correction of the second, and in addition the amount per acre of each

grass or clover will be given.

Mixture

Ingredients
number

Pasture or
meadow

Conditions

Mixture and
amounts

EXERCISE 25
STUDY OF POTATO

Object.—To study the morphology and composition of the potato tuber.

Explanation.—The potato tuber is part of the system of lateral under-
ground stems, and corresponds largely in its morphology to aérial stems.
It serves as a storage part to the underground stem and enables the plant
to live over from one year to another.

Part I—(a) Draw a tuber natural size showing the correct arrangement
of eyes. Label stem end, bud end, eyes, and eyebrows. (b) Show on your
drawing by dotted lines how the tuber should be cut for seed purposes.

Part II.—(a) Make with a sharp knife a thin longitudinal and a thin
transverse section of a tuber cutting through one or more eyes in each case.
Rinse in water and examine. (b) Draw natural size in both longitudinal and
transverse section a tuber showing in proper proportion: (1) internal medul-
lary area; (2) external medullary area; (3) cortex; (4) epidermis.

Part III.—(a) Treat the thin longitudinal section with dilute iodine,
rinse in water in a pie tin and observe the portion of greatest starch concentra-
tion. Indicate concentrations by labeling the drawing in Part II.

Reference.—Montgomery, E. G., Productive Farm Crops (LippincoTr),
Chap. XXX.

EXERCISE 25 (Continued)

74

LABELS

(Grade ear eee ee eae ee es

EXERCISE 26

SELECTING SEED POTATOES

Object. — To harvest seed
potatoes by the hill selection
method.

Explanation.—The value of
seed potatoes depends on the
performance of the parent tuber.
Therefore we must make certain
that our seed comes from good
hills (Figs. 39 and 40).

Directions. — The exercise
should be given in a_ potato
field. Let each student choose
a group of ten consecutive hills.

Step 1.—Score the vigor
and growth habit of the plant.
The haulms should be stocky.
Short haulmed, upright, heavy
leafed tops are not as susceptible
to disease as the prostrate types.
The prostrate types, however,
prevent evaporation of moisture
more than the upright types.
Early potatoes grow upright.
Your scoring will depend on
whether disease resistance or
moisture conservation is more
important in your _ locality.
Seore the best plant 20 points
and the others accordingly.

Fic. 39.—Product of a single tuber cut in four pieces,
each piece planted ina hill. Yielded at the rate of 163 bu.
per acre.

GOLD LOIN

a a ew
©9 UY Ge

Fie. 40.—Product of a tuber which yielded at the
rate of 96 bu. peracre. From field of H. B. Sweet, Utica,
N. Y. (Schoharie Co., N. Y. Farm Bureau News.)

Step 2.—Dig the hills and weigh separately the marketable tubers in
each hill. Score the best yielding hill 50 points and the others accordingly.

Step 3.—Inspect each hill for variety characters, as color, shape and eyes.
If preferred, score for conformity to market demand. Such tubers are round,
flat, or oval flat with few and shallow eyes. Score the best hill 15 points and

the others accordingly.

“J
on

EXERCISE 26 (Continued)

Step 4.—Examine tubers in each hill for blemishes and diseases, especially
seab and rhizoctonia. Score the best hill 15 points and the others in proportion.
Step 5.—Add scores. Show the instructor how you have placed the hills.

Number of Hill Pomel | 8) ae oes eet eee een eee ee

Yield of marketable potatoes] 50.) | | Se
DUAN oer ee eee al 20

See enn ic Clas, |
100

Reference.—Gilbert, A. W., 1917, The Potato (Macmillan) 47-76.

76

EXERCISE 27
POTATO TYPES AND VARIETIES

Object.—To become familiar with varieties and variety groups of potatoes.

Explanation.—Stuart divides potato varieties into eleven principal
groups. The same classification is given in Productive Farm Crops, Chap-
ter XXX.

Directions.—The class should have available varieties belonging to at
least six of the more important groups in the locality of the school. Describe
each variety according to the outline. If it is not known to which group a
variety belongs, see Stuart’s description of that variety. For the color of
sprouts see same source, pages 4-5. To describe varieties use the terms
given in Productive Farm Crops, end of Chapter XXXII.

|
| Sprouts |

Name of Variety Group Shape Size | Eyes
|

— | : 7
a |

Draw the long broadside view, natural size, of specimens of the four most
important groups in your locality, paying special attention to size and shape
of tuber; size, shape and distribution of eyes. Label parts carefully in the
right hand margin.

Transverse Sections.—Examine transverse sections of a tuber belonging
to each group, paying special attention to relative proportion of cortex,

ad

EXERCISE 27 (Continued)

internal and external medullary areas. Rank these, sections as to quality,
indicated by a smaller inner medullary area.

ik: 4. te
2. 5. 8.
3. 6. De

Identification. — Identify the following numbered specimens as_ to
variety group.

AF 5. oh
2. 6. 10.
3. i ae
4, 8. 12.

References.—Stuart, Wm., United States Department of Agriculture,
Bulletin 176. Montgomery, E. G., 1916, Productive Farm Crops (Lippin-
coTT), Chap. XXX.

LABELS

78

EXERCISE 27 (Continued)

LABELS

79

Exercis® 27 (Continued)

LABELS

80

#8 16) 6) 6.16.0) 6) 0 10, Oe 18) OSs 6 8. ee oo 6S! © ee ele 6.8, e

EXERCISE 28
POTATO JUDGING

Object.—To learn how to judge potatoes.

Material.—Two common potato varieties, five plates of each, five
potatoes on a plate. Number the ten plates consecutively.

Step 1.—See explanation of the score card. Examine all the ten plates.
Fill in the following blanks.

Plate No. Plate No.

MOStUnILOrM-bescceeeses 6a me Best quality of flesh............. —
east wnitorm).] 35. ..5.. 2.4... a Poorest quality of flesh.......... —
Least blemishes and disease. ... ____ Least depth and frequency of eyes ___
Most blemishes and disease... .. = Greatest depth and frequency of

Best variety shape............ —— eyes....... =
Best market shape............ =r Best color and skin texture....... 0 ___
IDES UNS Cre a niae, atten ara. m= Poorest color and skin texture. ...

Step 2—Score all plates and place them within each variety.

peat Vac |

Number of plate............. Points

|

Wrote ee ee | 20

Blemishes and disease. ..... . 20 |

SHaDemy hears ares. SOS 2. 15

PA eae oers | . 15 =
Quality of flesh............ | 10

Depth and frequency of eyes. . 10

Color and texture of skin... . | 10

7 SRODAU ase ee attract a u | 100 _ | | | a ie

Explanation of Score Card.—Uniformity.—The tubers should be the
same size, shape, color and texture of skin, depth and frequency of eyes on
any one plate.

to |

Exercise 28 (Continued)

Blemishes and Disease-—Should be no evidence of blight, rot, grubs,
scab, rhizoctonia, sunburn or injury from rough handling.

Shape.—Should be typicalof thevariety. Market demands a moderately
oval flat or round flat shape.

Size.—Should be typical of the variety. Market demands a medium
sized potato, about 8 ounces.

Quality of Flesh—Should be typical of the variety. Market requires
a fine textured flesh of light color, free from excess moisture, and from hollow
or dark spots.

Depth and Frequency of Eyes—Should be typical of the variety. Market
demands few and shallow eyes.

Color and Texture of Skin.—Should be typical of the variety. Market
demands a thin smooth skin. White skinned varieties are preferable in
most markets.

Reference.—Gilbert, A. W., 1917, The Potato (Macmillan), 48-54.

82

EXERCISE 29
TYPES OF TOBACCO

Object.—To learn the important types of tobacco.
Material.—Leaves of the following types:
Cigar Tobacco:
(a) Broadleaf or seedleaf type.
(b) Havana seed type.
(c) Cuban type.

Manufacturing Tobacco:
(a) Plug (dark heavy type).
(b) Smoking (light colored type).
(c) Plug and smoking (as White Burley).
Directions.— Describe the types, using the following descriptive terms
and outline.
A. Economic:
1. Grown where?
2. Use: Wrapper, binder, filler, plug, smoking, plug and smoking.
B. Leaf:

3. Thickness: Thin, medium, thick.
4. Color: Dark, medium, light.

C. Curing:
5. Method: Air, open fire, flue.

References.—Duggar, J. F., 1918, Southern Field Crops (Macmillan),
Chap. XXX. Montgomery, E. G., Productive Farm Crops (Lippincorr),
Chap. XLV.

83

Exercise 29 (Continued)

Outline for Describing Tobacco

Varletyar encase:

LLY Dene eae te:

Economic:
1. Grown where.

2° MSc een

Leaf:
3. Thickness....

ASCoOlGr eee eer

Curing:
5. Method......

Other characters...

Identify numbered but unlabeled leaves, placing them in the proper type.

Variety Type

Ke)

10.
84

EXERCISE 30
TOBACCO SURVEY

Object.—To study tobacco growing by the survey method.
Directions.—Kach student should obtain from a tobacco grower answers
to the following questions in regard to the last crop grown.

1. How many acres did you grow?

2. What was your total yield in

pounds?
3. What variety of tobacco did you
raise?

4. For what was it used?

5. Of what texture is your soil?

6. What is your rotation?
a

. What kindof fertilizer did youuse?

8. How much fertilizer per acre?

9. Where did you obtain your seed?

10. What was your rate of seeding
per 100 square feet?

11. At what date did you start your
plant bed?

12. How did you fertilize it?

13. Did you sterilize it?

|

14. Did you cover your plant bed
with cloth or other material? |
15. At what date did you plow you,
main tobacco field?

16. How many times did you harrow?

17. At what date did you set your
plants?

18. Did you transplant by hand or
by machine?

EXxerRcIsE 30 (Continued)

19. How wide were your rows?

20. How far apart were the plants in
the row?

21. How many times did you culti-
vate?

22. At what stage of the plant’s
growth did you practice topping?

23. How many leaves did you retain?

24. Did you sucker your plants?

25. Did you harvest by priming or by
cutting the whole stalk?

26. How did you cure the crop?

Summary of the Questions.—The class should put their results together
in the form of a summary.

In summarizing questions concerning acreages and yields give the totals
for all growers and find average acreage and yield.

In summarizing questions concerning dates, fertilizer per acre, rate of
seeding, times harrowed, thickness of transplanting, times cultivated, and
number of leaves retained, give highest and lowest figures and earliest and
latest dates and in addition quote the figures and dates given by a majority
of the growers, if possible.

In summarizing all other questions quote answer given by a majority

of the growers.
Outline for Summary

1. Acreage.
2. Yield.

Variety.
Use.

Texture of soil.

So et ete

Rotation

86

EXERCISE 30 (Continued)

Outline for Summary (Continued)

7. Kind of fertilizer.

= — Lf... — —$$____ _ — —e —=

8. Amount of fertilizer.

9. Source of seed.

10. Rate of seeding.

11. Date of starting plant bed.

12. Method of fertilizing.

13. Sterilization.

14. Covering plant bed.

15. Date of plowing.

16. Times harrowed.

17. Date of setting plants.
18. Method of transplanting.
19. Width of rows.

20. Distance in row.

21. Times cultivated.

22. Topping stage.

23. Number leaves retained.

24. Suckering.
25. Method of harvesting. |

26. Method of curing.

Make a special study of the methods of the growers who obtained the best

yields and try to find reasons.

References.—Montgomery, E.G. Productive Farm Crops (Lippincort),
Chap. XLV. Duggar, J. F., 1918, Southern Field Crops (Macmillan),

Chap. XXX.
87

EXERCISE 31

THE COTTON PLANT

Object.—To study the structure of the cotton plant.

Material.—Cotton plants.

Directions.—1. Root.—(a) Examine the root. What kind of a root is it
according to Exercise 5?
2. Stem.—(a) Drawing No. 1. A node of the cotton plant showing a

fruiting and an undeveloped sterile branch.
(b) Examine a short jointed plant. What is the average length of the
three lowest internodes? _— inches.

A B Cc D

Fia. 41.—A cotton boll and how it develops. A, the unopened boll; B, boll partly opened; C, boll
fully opened showing locks of fibre; D, the empty pod after the lock cotton has been gathered. (Produc-

tive Farm Crops.)

Examine a long jointed plant. What is the average length of the three
lowest internodes? ____ Inches.

3. Lecf—(a) Drawing No. 2. A leaf, showing shape of lobes and veins.

4. Boll—(a) Drawing No. 3 (Fig. 41). A storm resistant boll and a
non-resistant boll. Label carefully showing the differences.

(b) Label the locks in Drawing No. 3.

5. Fiber—(a) Examine ripe and unripe fibers under the microscope.
Note the flattened twisted form of the ripe fibers.

Drawing No. 4. Ripe and unripe fibers. Draw large.

(b) Examine bolls of a long and a short staple variety.

88

ExercisE 31 (Continued)

Average length of long staples in inches. ————
Average length of short staples in inches. ————

Which has the stronger fiber?

6. Seed.—(a) Split a cotton seed. Drawing No. 5, draw seed; label
all parts.

Reference.—Duggar, J. F., 1918, Southern Field Crops (Macmillan),
Chap. XIV.

LABELS

89

96

EXERCISE 31 (Continued)

LABELS

EXERCISE 32

TYPES OF COTTON

Object.—To study varieties representing different types of cotton.
Material.—Plants representing as many of the following types as possible.
Group 1. Cluster type.
Group 2. Semicluster type.
Group 3. Rio Grande type. Example, Peterkin.
Group 4. Early varieties of the King type.
Group 5. Big boll type.
Group 6. Long limbed type.
Group 7. Intermediate varieties.
Group 8. Long stapled upland varieties.
Directions.— Describe each plant using the following descriptive terms.
Terms for Describing Cotton.—A. Plant.—1. Shape: Cone shaped,
sugar loaf shaped, slender, with long basal limbs.
2. Size: Small (less than 3 feet), medium (3-5 feet), large (5 feet or more).
3. Internodes: Short, medium, long.
B. Bolls——4. Shape: Slender, medium, rounded.
5. Size: Small, medium, large.
6. Arrangement: Clustered, semiclustered, separate.
Fiber.—7. Length: Short (34-1!s8 inches), long (1)4-1°s inches).
. Seed.—8. Color.
9. Pubescence: Hairy, mixed, smooth.
EK. Leaf—10. Size: Small, medium, large.
11. Shape of lobe: Short, broad, medium, long pointed.
F. Maturity —12. Season: Early, medium, late.
G. Other Characters.

ga

Outline for Describing Cotton

Variety and Type

A. Plant:
U1 - ONSD aE) ofS nee ener ae eta | aN |e a a 0 RS ae Mtl

ue LOC OCCS aun lyons See Sulsc.e ara ass orel| Sw. bares de Ee ee he OVARY Ose e tise ae eee

91

EXERCISE 32

(Continued)

B. Bolls:
4. Shape

6. Arrangement.]..........]..........

C. Fiber:

Ties Wish aVen i) crarpreet sl jeovecn eon res s'eillin yatta

D.

Seed:

Sa COLO cee deat | Senate 2 ee sell eiasecneeaeets eal aye ote eae eel eae, Se ||

9. Pubescence . .

E. Leaf:

TOA S1Z Cane aie eae | ene

Li. pla perol lobe) a2. pence | eee eae ne ee

F. Maturity:
12. Season.....

‘

G. Other characters.|..........).. 00.0005.

Discussion.—Bring out the differences between these varieties and
identify unlabeled specimens.
References.—Duggar, J. F., 1918, Southern Field Crops (Macmillan),
Chapters XVI and XVII.

92

EXERCISE 33

SEED BEANS

Object.—To study the selection of seed beans.

Directions.—The class should either visit a bean field just before harvest
to select bean plants or the plants may be selected by the instructor and
stored for later use in the laboratory. Each student should select ten plants
and number each plant. Plants should be primarily selected for (1) high
yield, also for (2) freedom from disease, and (3) early maturity. Of the
ten plants, select two which are about average for the field. Record data,
and plot the yields below.

Number of Plant Number of Pods | Weight of Shelled Beans in Grams

Numbers of Plants

Weight in Grams of Shelled Beans

BAe Nope: se Sei fey 8). ew: (a, 8! 166: .e) et a) 4a mal ©) ye. lene) e, neler te Je) ler ialen

EXERCISE 34

TYPES OF BEANS

Object.—To learn the types of field beans.

Materials.—Samples representing each of the following types of field
beans, kidney, marrow, medium and pea.

Directions.—Draw each type (enlarged & 3), showing very carefully the
relative sizes and shapes.

By means of class discussion compare these types as to (1) yield in your
locality, (2) soil fertility required, (3) disease susceptibility, (4) market price.

Reference.—Sevey, G. C., Bean Culture (Orange Judd).

LABELS

94

EXERCISE 35
WEEDS

Object.—To become familiar with the weeds in vicinity of the school,
and their control.

Material.— Each member of the class should be required to collect ten
weeds before this exercise is given (Fig. 42). Each specimen should include
the root, stem, leaves and either the flower or seeds or both. By mounting
the best of these specimens the school may obtain a valuable collection.
This collection may be supplemented by conducting a field trip for the pur-
pose of identifying and collecting weeds. Save the weed seeds for later use.

Directions—Each student should describe each of his ten weeds accord-
ing to the following outline. After describing his own he should describe
weeds collected by other students. Thus each student may make a fairly
complete inventory of the weeds in the locality of the school.

ghia
Bey .
a * =
é te
= 5 i
- 7 a .

Fra, 42.—Some common weeds. Left to right: Jimson, ragweed, lamb’s quarter, jointweed, rough pigweed.

The Weed Club.—A weed club has been successful in some schools.
The object of such a club is to rid a locality of weeds. Each member of the
club chooses an important weed and agrees to destroy a certain number each
day of the growing season. The club may also spread control information
and may add to the school weed collection.

Weed Contest.—The object of a weed contest is to determine how many
students can identify unlabeled seed mounts in the school collection.

References.—Georgia, A. E., 1914, Manual of Weeds (Macmillan).
Pammel, L. H., Weeds of the Farm and Garden (Orange Judd). Percival, J.,
1915, Agricultural Botany (Holt).

95

jorym0D

(leqn y, ‘vwuoztyy
‘u0[o}g ‘speag)
‘uoljesudolg

IOMOTY JO uo}
-digosaq pu 10j09

Wwool[_ jo auIry,

Cov
‘UMB'T ‘UdpPJIBr)
‘ainjstg ‘MOpeayyy )
YIMOIAY) JO 9B J

(jetuue
lag ‘yewusrg
‘qenudy) ‘uoneing

NLOJURUT pra fj, Lof aUurjN_

aultN
peouejog

eure N
uoUIuIOZ)

96

EXERCISE 36
WEED SEEDS

Object.—To identify some important weed seeds (Fig. 43).

Material.— About twenty (or more if time is available) important weed
seeds. Part of these should be chosen because of their prevalence in the
locality and part of them because of their prevalence in commercial seed.

--

Fia. 43.—Mixture of weed seeds commonly found in low grade alsike clover seed: a, alsike clover;
b, white clover; c, red clover; d, yellow trefoil; e, Canada thistle; f, dock; g, sorrell; h, buckhorn; 7, rat-tail
plantain; k, lamb’s quarter; /, shepherd’s purse; m, mayweed; n, scentless camomile; 0, white campion;
p, hight-flowering catchfly; g, oxeye daisy; r, small fruited false flax; s, cinquefoil; t, two kinds of pepper-
grass; u, catmint; v, timothy; z, chickweed; 1, Canada blue grass; z, clover dodder; 1, mouse-ear chickweed;
2, knot grass; 2, tumbling amaranth; 4, rough amaranth; 4, heal all; 6, lady’s thumb. Enlarged (U.S. D. A.)

Drawings.—Draw each seed under the low power microscope and make
each drawing one mch the longest way. This rule will overcome the tendency
of many students to draw seeds natural size. If it is desired to indicate
relative size of the seeds, the class may number the largest seed No. 1, the
second largest No. 2, etc. Weed seed holders as shown in figure 37
are convenient.

Identification.—Examine numbered but unlabeled mixtures of the weed
seeds drawn above. Each mixture should contain three or four kinds of seeds.

EXxerRcIsE 36 (Continued)

Student’s Identification Corrected Identification

Mixture No. 1.............

Mixture No. 2............

Mixture No. 3.............

Mixture No. 4............

Mixture No. 5.............

Mixture No. 6.............

Miseture: Noss. .c05 oe ee

Mixture No. 8.............

Maistre a Ni@s.0)s ene eee

Mixture No. 10............

Students should examine again the mixtures which they have written
incorrectly.

References.—The Seed of Red Clover and Its Impurities, U. 8. D. A.,
Farmers’ Bul. 260. Testing Farm Seeds in the Home and Rural School,
U. 8. D. A., Farmers’ Bul. 428.

98

EXERCISE 36 (Continued)

LABELS

99

EXERCISE 36 (Continued)

100

LABELS

wXERCISE 37

Object.—To learn to identify some of the seeds of crops which have not
been studied and to review these and all other seeds studied to date by means
of an identification contest.

Material.—Group 1.—Seed samples of rye, silver hull buckwheat, Japan-
ese buckwheat, flax, sorghum (Kafir, Durra and broom corn types) millet
(common, barnyard, broom corn and pearl types), cowpeas, soybeans, field
peas, winter and spring vetch (Fig. 44).

| tn nls Ol Gl va

. F | a8 zlgle
iM MEAL

= a ahah ieehee ola Selle

a Tani

Fra, 44.—School set of one hundred economic seeds supplied by the United States Department of
Agriculture, for cost of case, bottles, corks and labels. (Productive Plant Husbandry.)

Group 2.—Samples of all the seeds which have been studied to date.

Directions.—Part [.—Draw the seeds in Group 1 and compare them
with similar seeds with a view to future identification. Make drawings one
inch the longest way.

Part II .—Identification Contest.—Place numbered vials of the seeds of
Groups 1 and 2 before the class. The object of the contest is to identify
correctly the largest number of seeds.

Number of Vial Name of Seed Corrected Name

101

Exercise 37 (Continued)

Numbers of Vial Name of Seed Corrected Name

102

the figures 1, 2, 3, 4, 5, the successive years.

EXERCISE 38

ROTATION OF CROPS
Object.—To learn the principles underlying the rotation of crops.

Part I—To Diagram a Rotation.—The squares represent fields, and
A new cycle begins the 5th year.

(a) 20 Acres

(b) 20 Acres

(c) 20 Acres

(d) 20 Acres |

1 Corn 1 Oats | 1 Meadow 1 Pasture

2 Oats 2 Meadow | 2 Pasture 2 Corn |

3 Meadow 3 Pasture | 33 ae 3 Oats

4 Pasture 4 Corn 4 Oat 4 Meadow |

5 Corn 5 Oats | 5 Meadow 5 Pasture
1

Diagram a common rotation in your locality. You should make as
many squares as there are fields or years in a cycle of the rotation.

Part Il.—To Fertilize a Rotation.—Answer the following questions.
They should be approved before being copied into this page.
1. Where would commercial fertilizer be applied in the above rotation?

2. Where should manure be applied?

3. What plant material such as stubble, sod or green manure crops may
be plowed under?

103

EXERCISE 38 (Continued)

Part III.—To Criticise a Rotation.—The following are eight requirements
of a good rotation. State opposite each requirement how your rotation meets it.

1. Plant Food.—The crops in a rota-
tion should have different plant
food requirements.

2. Roots.—A rotation should include
deep rooted and shallow rooted
crops. The roots of certain crops
such as grass, millet, buckwheat
and barley, have a_ beneficial
effect on the structure, espe-
cially of heavy soils.

3. Organic Matter.—Sods, stubbles,
or green manure crops should be
plowed under; or all of these.

4. Legumes.—Nitrogen from the air
is obtained by these plants. A
rotation should include one or
more of them.

. Weeds.—Rotation should control
weeds usually by means of cul-
tivated crops.

6. Unoccupied Land.—The ground
should not be left bare during
part of the year so that the
soil may wash or the weeds get
a foothold.

7. Diseases and Insects.—A rotation
should be able or adjustable to
control diseases, as potato scab,
which live over in the soil and
insects like the wireworm, which
thrives in sod left down too long.

8. Labor Distribution —A good rota-
tion should distribute work
as evenly as possible through
the season.

104

or

EXERCISE 38 (Continued)

Part IV.—To Name and Discuss Common Local Rotations.—The class
should name at least three rotations common locally and discuss according
to the requirements named in Part III.

1

oo

References.—Rotation of Farm Crops. Cornell University, Reading
Course Bul., 24. Lyon, T. L.. 1917, Soils and Fertilizers( Macmillan), 242-247.

105

EXERCISE 39

BIBLIOGRAPHY

Objects.—1. To learn to make a bibliography.
2. To become acquainted with literature of farm crops.

COO) 06K Ge Re S, 6 ie we a 616 6 le) jw! 0: (0: “6, (@ @ @) 10 6,8" (arte He

Directions.—The instructor should submit to the class a list of subjects
dealing with farm crops. Each student should choose a subject and break
it up into key words. For example, in the subject potato breeding the key
words are potato and breeding. Look up both these words when going
through an index. References should first be written on a separate sheet of

paper and copied into the manual when approved by the instructor.

The following are sources to examine. Group the references cited under

these five headings.
1. Textbooks (including encyclopedias).
Example

Author

Title of Book
Chapter Title

(Including Volume)

Pages | Year

Gilbert, A. W. Potato Breeding The Potato | 47-85

2. Government Publications (including Yearbooks).

Example
Name of Series Number Pages | Year
Farmers’ Bulletin 464 Entire 1911
Yearbook — 221-238 | 1913
3. State Experiment Station publications.
Example
Name of Station Series Number | Pages | Year
Michigan Agr. College} Extension Series | 9 Entire | 1917
4. Current Literature.
Example
Author Title of Article Publication Volume | Number Year
Sanders, J. G. Potato Wart Dis- The Potato 1 6 { 1918
ease Magazine |

5. Miscellaneous.

Record as much as is given of the following and in the order given.
Author, Title of Article, Publisher, Series, Number, Pages, Year.

Subject Assigned
106

EXERCISE 39 (Continued)

BIBLIOGRAPHY (Continued)

HOME PROJECTS IN FARM CROPS

A home project in farm crops conducted by a student of high school grade
consists of a crop enterprise at home accompanied by class and individual
instruction relating to the enterprise both of which are under the supervision
of a trained instructor in agriculture.

The essentials of a home project are given by the Federal Board for
Vocational Education as follows:

“1. A carefully drawn plan covering a considerable extent of time, with
a definite aim, including some problems new to the pupil and outlining with
sufficient detail the methods to be employed. This plan should be written
and should be an exhibit in connection with the second essential.

“2. An agreement between parent, pupil and teacher based upon the
plan already prepared and so prepared as to eliminate later disagreements.
The boy’s financial privileges should be clearly stated.

“3. Instruction in the school both in regular course and special individual
study to the end that the project work may be done intelligently and that the
home may furnish the kind of laboratory practice best adapted to the
school work.

“4. Detailed records of method, time, cost, income and other important
factors to be summarized in —

“5, A report ‘including both a story and a complete accounting for the
entire project period.

6. Supervision by a competent instructor of such a nature as to help
the student to succeed in his project, to encourage him at times when difficul-
ties arise and to hold him to his agreement; incidentally to impart instruction
supplementing that of the class-room.”’

For further information concerning home projects the reader is referred
to Bulletin 21, Agricultural Series No. 3 issued by the Federal Board for
Vocational Education, Washington, D. C.

Use the records and report blanks adopted by your state educational
authorities in charge of vocational education.

108

SUGGESTIONS ON KEEPING Prosect Note Books

The list of references at the end of each project outline is not complete.
The student should add any material published by his state agricultural
college and experiment station, new books, agricultural periodicals, lectures,
information from practical growers and all other possible sources. Be con-
tinually on the lookout for further references.

Before reading references the student should decide what questions need
to be answered by his reading in order to plan his project. He should write
out these questions and submit them to the instructor for suggestions
and approval.

Having answered the questions in written form, he should also go over
these with the instructor and then copy them into his project note book.
Give the reference for each point brought out.

This project note book should be of permanent value. It should be
well organized into headings and sub-headings, indexed and space should be
left after each subject so that material may be added later. Clippings and
photographs may well be added.

109

CROP GROWING PROJECTS

1. Growing a Field of Corn for Profit.

Project Work Plan

Study Involved

electra Vanletycrcc cre cleuene sie a s0ee ehenen

Select seed ears in your father’s or a
neighbor’s field

Store seed

Select ground

Manure and plow (fall)

Test ears for germination

Select fertilizer... sce ..asees cise sts
Hit the eroundog. cess eee es ee on
Jani tage tire ceo ci eraiteenn eu ven en oie anneeteraie
Fertilizing
Cultivate

Select and store seed as at the begin-
ning of the project

Harvest

Husk and weigh up ears.
exhibit ears while husking

Sell or store crop

Select

Compute costs and profit...........
Summarize project.

Important varieties and their characters. Home grown vs. for-
eign seed.

Corn improvement.
ears. Field trip.

Principles of seed storage. Devices for storing seed corn.

Effect of poor drainage on corn. Signs of good and

Rotations which include corn. Nearness to other

Qualities of best plants from which to select

Corn soils.
poor drainage.
corn fields.

Use of farm manure. Rate of manuring.
ment of plows. Fall vs. spring plowing. Depth of plowing.

The sawdust box and rag doll methods. Signs of good and poor
germination. Effect of poor ears on yield. (Compute.)

Computing fertilizers. Corn fertilizers. Rate of fertilizing.

Tilth and tillage. The fitting program. Tools to be used and
their effects.

Planting machinery. Method, time, depth and rate.

Methods of applying. When seeding and later.

Cultivation program. Weeds which infest corn.
quency of cultivation.

Mechanics and adjust-

Grading seed.

Depth and fre-

Harvesting machinery. Handling corn fodder.

Corn judging.
Prevailing prices of seed corn. Value of fodder. Shrinkage of corn
in storage. Grades of corn.

Farm accounts.

Demonstraticns with Projects in Corn Gorwing

2. Grow several promising varieties of corn and compare them as to yield

and maturity.

3. In a corn-growing project try, on several rows each, a different fertilizer.

These

may vary in amounts or in the relative amounts of nitrogen or phosphate, or potash.
4. Make trials in like manner to compare the results with and without barnyard

manure or green Manure.

References on Corn Growing

Montgomery, Productive Farm Crops (Lipprncorr).
Montgomery, The Corn Crops (Macmillan).
Duggar, Southern Field Crops (Macmillan).

Bowman and Crossley, Corn.

(Published by authors, Ames, Iowa.)

Holden and Waggoner, Seed Corn, (International Harvester Co., Chicago).
Bussell, Improving the Corn Crop, Cornell Reading Course Lesson 129.

Burlison and White, Selection and Storage of Seed Corn.

110

Illinois Circular, 225.

5. Growing a Field of Potatoes for Profit.

Project Work Plan

Select ground

Plow (or plowing may be delayed till
spring)

Select variety

Hill select seed in father’s or niegh-
bor's field

LOPE BEGGS < amc sehe taapea oo eo teeee pe ee

Treat seed

Sprout seed..

Fit ground

Select fertilizer................005.
Cut seed

Put in 25 tuber units
Plant remainder of seed

Hill select for next year. Harvest.
Weigh up units and save the bet-
ter units

Store or sell
Compute costs and profit
Summarize project.

Study Involved

Potato soils. Potato rotations.

Mechanics and adjustment of plows.
Depth of plowing.

Principal variety groups and their importance.
in your locality. Market demand.

| Principles of hill selection. The degeneration of varieties.

Fall vs. spring plowing.

Important varieties

Types of storage.
Corrosive sublimate treatment.

Principles of potato storage.
| Seab, rhizoctonia, blackleg.
Method of sprouting. Greening seed.
Tilth and tillage. The fitting program.
effect on the soil.
Computing fertilizers. Potato fertilizers. Rate of
| Methods of applying fertilizer. Fertilizer guarantees.
Whole vs. cut seed. Method and time of cutting.
' Principles of the tuber unit method. Potato improvement.
Planting machinery. Rate, depth and time of planting.
drill planting. Level or ridged cultivation.

| Cultivation program. Tools for cultivation.

Important potato diseases and insects. Spray materials.
machinery. Spraying program.

Harvesting machinery.

Tools to be used and their
fertilizing.
Size of seed piece.

Hill vs.

Spraying

Average and maximum yields in other states and other countries.
Potato graders. Cost and returns from grading. Grades of potatoes.
Prevailing prices of seed stock. Other prices. Losses in storage.
Farm accounts. Cost of growing potatoes.

Demonstrations with Projects in Potato Growing

6. Compare the dusting methods with spraying to fight potato beetles.

untreated as a check.

Leave a row

7. Compare yields from selected and unselected seed; or from small and large pieces
with two eyes each; or from lots grow from lots of one-eye, two-eye, and many-eye pieces.

8. Compare results from different kinds and amounts of fertilizers.

9. Compare results with different methods of tillage, as extreme ridging with rather

level culture.

References on Potato Growing

Montgomery, Productive Farm Crops (LipprNcort).
Gilbert, The Potato (Macmillan).
Fraser, The Potato (Orange Judd).

Classification of Varieties, U.S. D. A. Bulletin, 176.
Potato Storage and Storage Houses, Farmers’ Bulletin, 847.

Bulletin, 195.

Potato Breeding and Selection, U. 8. D. A.
Good Seed Potatoes and

How to Produce Them, Farmers’ Bulletin, 533. How to Increase the Potato Crop by Spraying, Farmers’
Bulletin, 868. Commercial Handling, Grading and Marketing of Potatoes, Farmers’ Bulletin, 753.

111

10. Growing a Field of Seed Oats for Profit.

Project Work Plan Study Involved
Selectsground a. ase iacienicietealeiesiene Oat soils. Rotations which include oats. The causes of lodging.
Selectrvarlot Veratrine eieseiitenes Variety groups and their distinguishing characters. Important

varieties in your locality.
Select and test seed for germination | Oat judging. Seed analysis.
and purity

Select fertilizer or manure.......... Computing fertilizers. Fertilizers for oats. Rate of fertilizing oats.
Use of manure on oats. Fertilizer guarantees.

Plo wieea cnet reesei seie a rhe eee ae eae Mechanics and adjustment of plows. Depth of plowing.

Eitecnound se eeeerers itt. ere Tilth and tillage. The fitting program. Tools to be used and effects
on soil.

SEreat Seeclsememageerecmas wavs Soo .ata.c ears Oat smut. Treatment.

Te) ral Soares nach eee teas. Sy aE RE oes. ee Grain drills. Rate, time and depth of sowing.

Prevent harmful weeds............. Weeds infesting oats. Methods of eradicating.

@ertiiy cropitarsessivyse ce an vieeent <a Rules of nearest crop inprovement association.

FL ATViGS Geren Sepaas Sree since oars Bolero Harvesting machinery. Curing oats. Time to cut. Avoiding
mixture with other oats in same field.

rl eshiggtersiers aveqveratereysiere cone te tacos oe Avoiding contamination by threshing machine.

Wielo lau poms corte eine etl ici ar ateecre. Average weights elsewhere.

Market or store crop............... Prevailing prices cf seed oats. Storage of grain. Advertising.

Compute costs and profit........... Farm accounts.

Summarize project.

Demonstrations with Projects in the Growing of Small Grains

11. Make a comparison of several important varieties as to yield, earliness, weight
per bushel, feeding qualities, etc.

12. Compare results under different rates of seeding.

13. Measure yields on two equal arzas—one fitted with special care and the other
with ordinary care.

Notre.—Very similar projects could be conducted using barley, rye or wheat.

References an Growing Oats

Montgomery, Productive Farm Crops (L1ppincort).

Carleton, The Small Grains (Macmillan).

Spring Oat Production, Farmers’ Bulletin, 892. A Classification of the Varieties of Cultivated
Oats, Cornell Memoir 10. Methods of Breeding Oats, Cornell Reading Course 44.

112

14. Growing a Field of Alfalfa for Profit and for Soil Improvement.

Project Work Plan

Select a variety
Buy and test seed

Select ground. .......... Beate sagies see
Manure and plow....... eee ee
Select fertilizer and lime............
it the ELOUNs.« cries sien es /eaielee's os =

TInoculate the seed....

Care for the crop
Harvest

Weigh up yields.
Dispose of crop
Compute costs and profit
Summarize project.

Study

Classification of alfalfa varietie

Sources of seed. Seed analysis

Alfalfa soil, lime requirements,
into rotations.

Response of manure to alfalfa.

Fertilizer. Kind, rate of applic

Lime.
time of application.

Relation of fertilizer end lime t

The fitting program.

Tilth and tillage.

Involved

Varieties used locally.
. Adulterations and impurities.
drainage, texture. Working alfalfa

Ss.

tate of application.

‘ation local markets.
Response of alfalfa to lime, kinds of lime, rate, method and

o nurse crops.
Importance and method of

cleaning the field of weed seeds.

Methods of inoculation of seed
Methods, time and rate of sowi
ability, kinds, management.
Disease, insect and other pests.
The time of cutting.
ment in mow or stack.
per season.

Pas

Uses of alfalfa.
Farm accounts.

Food value.

and field.

ng. Nurse crops for alfalfa. Advis-
Clipping. Winter care.
Methods of curing and handling. Manage-

turing alfalfa. Number of cuttings

Time of last cutting.

Markets for alfalfa. Grades.

Demonstrations with Projects in Alfalfa Growing

15.
16.
EG
18.
inoculation is good.

Nore.—This project may
monly be capable of more cuttings.
to the project.

Important varieties may be compared.
Make a comparison of results on limed and unlimed portions of a field.

Make comparison of areas sown with and without nurse crops.

Compare a small plot on the field not inoculated with a like area of the field where

well continue three or four years. ; c
This equity and the increased fertility of the field should be credited

References on Alfalfa Growing

Montgomery, Productive Farm Crops (LipprNcort).
Wing, Alfalfa in America (Sanders Pub. Co.).

At the conclusion the field will com-

Dodder in relation to Farm Seeds.

Coburn, Book of Alfalfa (Orange Judd)

Piper, Forage Crops (Macmillan)

Graber, Alfalfa (Alfalfa Order, Madison, Wisconsin).

Farmers’ Bulletin 339, Alfalfa; 194, Alfalfa seed; 382, Adulteration of forage plant seeds; 306,
Studies in Alfalfa, International Harvester Company, Agr. Ext. Dpt.,

Chicago, Ill.

118

19. Growing a Field of Timothy and Clover for Profit and Soil Improvement.

Project Work Plan Study Involved
Select grander aeets aie rete ienetene Soils for timothy and clover, texture, drainage, acidity. Rotations.
Select mixture. ............2.0005. Kinds of clover. Grasses supplementary to timothy. Best mixture
for project, ingredients and proportions.
MER ti SCOR sie tiysseciae. cncderenesanase occa lriareys Analyzing germination and purity of grass seed.
Manure and plow.............-+-: Response of timothy and clover and nurse crop to manure.
Rate of application. Fall vs. spring plowing. Mechanics of the plow.
Select fertilizer and lime............ Fertilizers. Kind, rate of application, local markets.

Lime. Effect of lime on grasses and clovers. Kinds of lime, rate,
method and time of application. Relation of fertilizer and lime
to the nurse crop.

Eitthe Prounds < ssc ewe <n esiele sisal The fitting program. Tilth and tillage.

Tt spcs Vou eion sia ta cade covane Giese coveusi si apersieneus Methods, time and rate of sowing. Kinds and management of
nurse crop. Fall and spring grains as nurse crops. Care of
new seeding.

IA TVEBL cronccate fate ciclsiceje) avejeroteceteelsteveueee Time of cutting. Methods of curing and handling. Management
in the mow.

Weigh up yields.

DISPOSE. OL CLOP sre ayoletats ese yotel oi erateia eters Markets for hay. Grades.
Pressing hay.
Compute costs and profit........... Farm accounts.

Summarize project.

NotEe.—This project may well continue two or three years. At the conclusion this field may be
eapable of more cuttings. This equity and the increased fertility of the field should be ,credited to
the project.

Demonstrations with Projects in the Growing of Timothy and Clover

20. Grow them with different nurse crops, as barley, oats, wheat and rye—compare
the results.

21. On the second year’s growth of timothy apply fertilizer on part of the field and
compare the yield with that not fertilized.

22. Make a comparison of the results on limed and unlimed portions of the clover
and timothy.

23. Demonstrate the increase in yield by adding seed of redtop, alsike clover and
other hay plants.

References on the Growing of Timothy and Clover

Montgomery, Productive Farm Crops (Lippincott).

Wilson and Warburton, Field Crops (Webb).

Piper, Forage Crops (Macmillan).

Spillman, Farm Grasses of U. 8. (Orange Judd).

Wing, Meadows and Pastures (Sanders Pub. Co.).

Hitchcock, Textbook of Grasses (Macmillan).

U. S. Farmers’ Bulletins, 990, Timothy; 455, Red Clover; 260, The Seeds of Red Clover and Its

Impurities; 508, Market Hay; 943, Haymaking; 936, Curing Hay on Trucks; 977, Hay Caps; 987, Labor
Saving Practice in Haymaking.

114

24. Growing a Field of Cotton for Profit. *

Project Work Plan Study Involved

Select & variety. ....6.ccecens ccceee Species and types of cotton. Varieties for various soils and cli-
matic conditions.
Select seed bolls at first picking | Improvement by selection. Indications of best qualities in plants.

in field Storm resistance. Length and weight of lint. Crossing to
improve. The seed patch. Prices of seed for planting.
Gin field-selected seed separately. ...] Visit gin and study methods.
Dry and store seed... ........--0+: Prevention of mold and injury from enemies.
GledtHeld a2) ahd oe Chars as a ee te Se Soil requirements. Needs of fertility. What crop should precede

cotton. Rotations with legumes.
Manure, double disk, harrow, and] Suitable amounts of manure. Ways of spreading. Value of cover

sow to cover crop crop; kinds of cover crop for this purpose.
Test sample of seeds........ Spe eyes eae Methods of testing compared. Reasons for testing.
Choose suitable fertilizers for home| Best ingredients for cotton. Probable needs of your field.
mixing Make formulas for home mixing and compute costs. Rates
of application.
Plow and fit the soil for planting. . ..| Best time to turn under cover crop. Values of a bare fallow period

before planting. Steps in fitting soil. Implements and their
effects. Best methods.

Plant the Crops «+ cod... see's 2 siv0s's > © Methods of planting. Time to plant. Distances. Depths for
different methods. Amount of seed.

Fertilize....... beeen, ae Se eee Applying fertilizer when planting and later. Differences in avail-
ability. Effects of time of applying. Reasons for rapid forcing
of crop.

Cultivate........... Ht Sone ae ae Purpose of intertiillage. How best to maintain a dust mulch with-

out injuring crop. Kinds of weeds. Their control. Need of
early rapid growth under weevil conditions.

Thin the chop...... ede caed et tis: Need for thick planting and subsequent thinning. Other special
reasons for chopping out rows. How to avoid it.
Subsequent cultivation............. Kinds of cultivation tools. Their special effects and uses. Fight-

ing weevils by tillage. How to ‘“‘lay-by”’ cotton, for sowing cover
crop and without.

Inter-plant with corn.............. Control of boll-worm (corn ear worm) with use of corn a strap crop.
Times to plant the corn. Uses of the corn. Other means of con-

trol of worms.

Select next year’s seed............. Review seed selection and score card for bolls and plants.
Pick the main crop: ....66. 66% 6085s Methods of picking; cost; new machines.
Ginvanid: Dales: osce woe 22 Fe:< ot agai: Calculate yields of seed and lint. Determine percentage of seed to

lint; compare with others and with other years. Study mechan-
ism of gins, balers, compressers. Get samples of cotton of all
types at the gin or warehouse.

Sell or store cotton. ............... Price fluctuations and charts. Profits from storing. Cotton grades
and grading. Practice scoring and grading. Types of ware-
houses; damage during storage. Need of compressing. Insurance.

Make second picking; gin and store..| Nature of blossoming and fruiting of cotton plant. Need of second
picking. Character of yield. Effect of boll weevil on late crop.

Sell, store, or have seed crop pressed | Composition, value, products of seeds and their uses. Feeding
cottonseed hulls and meal.

Pasture the stalk field..............] Value and uses of cotton stalks. Danger from weevils where not
pastured nor turned under.

Turn under and sow to rye or other | Effects of all plowing on weevils and boll-worms. Review values of

cover crop cover crops.

Compute costs and profits.......... Cost accounting; record forms; farm accounts. Compare with
other crops.

Summarize project in narrative style

UE EEE

*Outlined by K. C. Davis, George Peabody College for Teachers, Nashville, Tenn. 115
oO

Demonstrations with Projects in Cotton Growing

25. Partial trials with different forms and amounts of fertilizer.

26. With and without green manure or barnyard manure.

27. Compare commercial fertilizers with barnyard manure and with green manure.
28. Compare ridge planting and culture with level methods.

29. Compare late and early varieties or any two promising varieties.

References on Cotton Growing

Montgomery, Productive Farm Crops (Lrppincort).

Duggar, Southern Field Crops (Macmillan).

Bailey’s Cyc. of Agr. Vol. IT.

Brooks, Cotton, New York.

Burkett and Poe, Cotton, New York.

Robinson, Classing Cotton, Stillwater, Okla.

U.S. D. A. Yearbook, 1902. Farmers’ Bulletins 286, 501, 591, 601. U.S. Office Exp. Sta. Bull. 33,
Bur. Plant, Ind. Bull. 163.

Write the stations of each of the Cotton states for all available bulletins on cotton.

116

30. Growing a Field of Tobacco for Profit.*

Project Work Plan

Select the type and variety you want

and secure seed
CStET GGVier a al Ua IR ae as eee
Manure, disk, and sow cover crop.. .
Build curing house.................

Plan bed and select site... ........-6)
Make bed and plant seeds

Plow and prepare field for setting
plants
ots lants IM Feld es c.6 0s ars eer,6 6 ens: assre

TOG a at FE. ae er

Cultivate, weed, and sucker........

. Importance of thrifty growth.

Destroy worms and other enemies. ..
Topping and selection of seed plants .
BUI es cae ses ae ese ue dis etd e aie teuwis
Harvest crop and hangin curing house
(COVCHT 0) o oes een
Sellvor store crop. ......20.2--2.5%-

Compute Profits: ..6 6. cee. es ei os
Write account of project.

Study Involved

Types suited to the region. Yields, values and purposes of various
types. How seed is selected and improved. Amount seed needed.

Soils for tobacco. Rotations with tobacco.

Effects of manure and green manure. Benefits of cover crops.

Types of houses. Methods of curing. Probable capacity required.
Cost of buildings.

Size of bed needed for field chosen.
Materials needed. Suitable sites.
Sterilizing soils. Best time to start beds.

of beds when started.
Best time and depth for plowing.
setting. Level vs. ridge setting.
Methods of setting. Modern machines.
Methods of watering.
per acre.
Best time to fertilize; amounts; kinds; methods of applying; special
effects; weather conditions.

Methods of making bed.
Care and management
Steps in preparation of soil for

Carrying plants to place.
Distances for setting. Number of plants
Suitable weather conditions.

Thorough cultivation. Mulch.
Freedom from weeds. Need of suckering. Tillage implements.

Methods of control of tobacco worms and other enemies. Picking
compared with spraying. Poisons compared.

Choice of good seed plants. Disease resistance. Signs of health
and disease. Need of topping. Number of seed plants to save.

Economy and saving due to priming. Control of disease by priming.

Different methods of harvesting for different types of tobacco.
Tools, wagons, other equipment. Cost of harvesting. Space
required in shed per acre of crop. Weather conditions.

Care in curing to produce best results. Steps in curing.
conditions of leaf and weather.

Methods of marketing, grading, storing, handling, warehouses.
Insurance. Price variations. Profits and losses.

Farm accounts.

Judging

Demonstrations with Projects in Tobacco Growing

31. Make a comparison by growing part of the crop with, and part without

green manure.

32. In like manner demonstrate the effects of barnyard manure.

33. Compare different formulas of commercial fertilizers.

34. Compare two very promising types or varieties, both probably suited to the soil
and region. Both should be suited to your type of house and methods of curing.

35. Compare two methods of curing if your facilities will permit, and if the type of

tobacco is suited to both, as curing with open fires and air curing.

If there are three types

of houses in the region compare all the different methods of curing.
36. Methods of harvesting may be compared if both will suit the type of tobacco—
priming all the leaves and cutting the stalks.

* Outlined by K. C. Davis, George Peabody College for Teachers, Nashville. Tenn.

117

References on Tobacco Growing

Montgomery, Productive Field Crops (Lipprncor?).

Duggar, Southern Field Crops (Macmillan).

Killebrew and Myrick, The Tobacco Leaf (Orange Judd Co.).

Bailey’s Cyc. Agr. Vol. II. Tobacco Soils, ete., U. 8. Bur. Soil, Bulletins 11, 27, 37. U.S. D. A.
Reports, 59, 62, 63. Farmers’ Bulletins, 60, 120, 343, 416, 523, 511. Bur. Plant Ind. Bulletins 91, 96.
U. S. Farmers’ Institute Illustrated Lecture No. 9.

Write to the Stations of the leading tobacco growing states for their available bulletins on
the subject.

37. Growing a Field of Peanuts for Profit.*

Project Work Plan Study Involved
Select VATMEGY = .8.c. bisa ence suslels, cevereuers Classification of varieties according to use. Classification of varie-
ties according to season. Varieties grown in community.
Select Seed. ..c5c.0 cs ctene no oh eed ees Value of selected seed. Characteristics of good seed: (a) brightness,
(b) effect of storage, (c) maturity.
elect @rounclass cess cieeeeieelee ae Peanut soils: (a) effect of habit of growth, (b) acidity. Rotations:
Select fertilizer.................04. | Plant food elements needed. Manure: (a) effect on peanut crop,

(b) rate and method of application. Commercial fertilizers: (a)
kind needed, (b) local markets, (c) method and rate of application.
Lime: (a) effect on peanut crop, (6) kind; method and rate of

application.

Fit the ground....................) Tilth and tillage. Fall or spring plowing. Mechanics of the plow.
Fitting program.

1 EAL: y al eee sieve ere ee | Preparation of seed. Method of planting. Variety and rate of

planting. Time of planting. Effect of (a) variety, (b) season,
(c) soil condition, (d) use.

Garefor.cropeaieesee tees eee Cultivation: (a) time to start, (b) frequency, (c) implements.
Insects and diseases. Peging.

Harvest ceiieccee tereeere ene Seed selection. Time of harvesting. Methods. Handling in field.
Amount of poles needed. Method of stacking. Curing.

Pickin pynerens, <icavaateererenr ie eeneye toes Hand or machine picking. Kinds of pickers.

SWAMI AAP Ra nandancosne sean H Methods. Advantages of storing.

Market the crop...................| Market from picker to car. Improving the grade.

Compute costs and profit........... Farm accounts

Summarize projects.

* Adapted from Georgia Vocational Bulletin 5.
Demonstrations with Projects in the Growing of Peanuts

38. Grow and compare several important varieties of peanuts.
39. Try different amounts and kinds of fertilizers.
40. Compare results with selected and unselected seed.

References on Peanut Growing

Montgomery, E. G., Productive Farm Crops (Lippincort).

Dugan, J. F., Southern Field Crops (Macmillan).

Morgan. Field Crops for the Cotton Belt (Macmillan).

U.S. Farmers’ Bulletins 431, The Peanut; 509, Forage Crops in the Cotton ‘Region; 751, Peanut
Oil; Bureau of Plant Industry Cir. 88, Picking and Handling Peanuts; Bureau of Plant Industry, Cir.
98, Peanut Butter; U. S. D. A. Yearbook (1917), Peanut Industry; U. S. D. A. Yearbook (1917), Pea-
nut as Food.

118

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IBRARY OF CONGRESS

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