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‘Manual for Iiliglh Schools
With Special Reference to SCIENCE and AGRICULTURE
BY JOSIAH MAIN
Department of Agricultural Education, University of Tennessee
{Copyright 1908 by Josiah Main. All Rights Reserved.]
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A MANUAL FOR HIGH SCHOOLS 1
A MANUAL FOR HIGH SCHOOLS
With Special Reference to Science and Agriculture
I. Point of View.
Order is heaven’s first law and this manual is an attempt to give the appearance of order, to a matter that is more or less confused in sehool men’s minds. In recent years the course of study for the high has been carefully worked out and agreed upon and in its approved form is either the working plan or the ideal of standard high schools. Sueh course includes a generous amount of work in physics, chemistry, physical geog- raphy, botany, zoology and physiology. Since the best method of ilhas- trating any unknown fact or principle is by means of familiar materials and sinee to a vast majority of pupils these for the sciences mean agricul- tural materials economy dictates the use of what the rural environment uffords in teaching all sciences, and no science should be attempted that eannot be demonstrated by some means; or stated conversely from the industrial viewpoint, since agriculture depends on a knowledge of all the seiences the only way to put agricultural instruction on a safe, rational basis is to correlate it with the underlyine sciences and teach both together without attempting to draw any very sharp line to indicate when we pass from the cultural to the industrial use. Granted that seien- tifie subjects where as well taught have a cultural value not inferior to other subjects in the curriculum and that therefore they should be as liberally provided for, and granted further that a reform in education in the interest of industrial vocations is imminent, how may schools most economically meet the two requirements? Here the school man is hesi- tating while the advocates of industrial edueation are not. The writer as
a school man of some variety and length of experience insists that if
A MANUAL FOR HIGH SCHOOLS
education is to be reformed ‘‘the revision should be by its friends’’ that we may be saved the expense of a dual system of public education and that the ancient landmarks of pedagogy be preserved. And in the present situation it is hard to tell which is worse, the fellow who sees nothing
but agriculture or the fellow who will have none of it.
An argument for the introduction of agricultural courses into all secondary schools (high schools) maintained by taxation of an agricul- tural public should not be necessary and is not here attempted. This manual is intended to set forth a method by which the high school may not only provide agricultural instruction to prospective farmers, teachers of rural schools, and preparatory students for whatever course or voea- tion, but also to show how the correlation of such agricultural work with the Ingh school science work may cmmeasurably enhance the value of both In the course of study following the idea of utilizing agriculture for the foregoing purposes is worked out and the order in which various sciences are arranged and developed in the course is not only an approved scientific and pedagogical order but will also be found to satisfy the order imposed by the succession of seasons. For there is a tide in the affairs of the farm home which the agricultural teacher should take at the flood, launching his topies at the right psychological moment to at- tain the maximum of imterest and to affeet most profitably the sueceeding crop.
Whether the college or university endorses a plan of education that is successful locally is a matter of small concern to the school since so few of its students are destined to go farther than the home school. The high school is the people’s college and any warping of its course merely to satisfy college entrance requirements indicates a misconception of the function of the public school system. However there should be no war here as the universities stand for this same idea of education and will meet any school that provides the proper amount of thorough profit- able work on any subject. The high school is less dependent on main- tenance of accredited relationship that the college or university is.
An exannnation of the agricultural topics enumerated in this course of study should convince one that like all other subjects taught in the high school the only safe preparation for the teacher is collewiate train- ing: and very much of the work now from necessity presented only in the agricultural colleges is no more than secondary in grade and is des- tined to be removed to the high schools as soon as they put themselves in the proper attitude to receive it. For such services the best high schools will, as they now do in the case of other instructors, pay more
than the eollege or university pays its instructors which beeause of their
A MANUAL FOR HIGH SCHOOLS
seareity is also more in the case of agriculturists than of other expert teachers of equivalent attainments.
The problem of giving agricultural instruction in high schools is one of preparation of the teacher, of cooperation of the community and of providing the funds. The board should therefore expect to provide more means and know what the additional expense is to be before installing the course. What that additional expense is to be depends upon the plans of the school, the extent to which the community is willing to co- operate, and the ability of the agriculturist to get the most out of his equipment and environment.
The ultimate aim of agricultural education has not always been clearly defined. To many of its strongest advocates and the industrial masses generally it means greater efficieney in the work by which they maintain themselves and their families, and an alleviation of hardships. Praiseworthy though these motives may be, to the writer it means much more as an educational reform than it does as an industrial reform simply, a statement of reasons for which belief would be argumentative and are therefore omitted. But that belief explains the point of view and for that reason is mentioned. As an edueational reform its origin is the universities and its destination the high school in which many of the influential citizens of the future are to get their final training and the rural schools of which none are too humble or too poor to have the bene- fit. And as the only practicable route by which the rural schools may get the benefits of the reform is by way of the high school of which every county is destined to have one or more, the high school should be made the rural teachers’ training school. The high school should there- fore send its students in three directions—to active life, to the college, and to the rural school.
The subjeet of agriculture should be incorporated into the scienee work of the high school and not superimposed upon the already crowded
high school course—a mistake that has been made often enough that it
should begin to be apparent to the friends of agricultural education. And for this purpose only the ‘‘principles’’ of agriculture (or any other vocation) have a right to a place in the course. That all principles of agriculture are scientific principles and as such are the most familar and available for cultural use is here asserted and in the accompany- ing course of study clearly illustrated. Courses of study providing specifically methods and practices in the economies of cultivation of particular crops. harvesting, preservation, breed peculiarities, care of herds—all being matters of information and skill in the vocation of agriculture have no more place in a general high school course than have the methods and technical phases of commerce, telegraphy, music, photography, pharamey, assaying or a multitude of other subjects which the high school course deals with theoretically but without aiming to turn out skilled operators. The advocates of agri-
4 A MANUAL FOR HIGH SCHOOLS
cultural edueation in the high school should be satisfied to have accurate instruction given in the general principles of the vocation to such ex- tent that the pupil will have both incentive and ability to master the details in his own peculiar way. Such instruction should not be merely veneral information but should) be technical in a sense but it should be the technique of science and not the technique of agriculture. To de- mand more than this will be to destroy the value of the course for general class uses, to arouse the just opposition of school men (whose jealousy of educational prineiples involved is even now very apparent) and to injure and delay the cause.
The scientific principles involved in agriculture are limited in num- ber and quite definite in character. But there is no limit in theory nor in fact to agricultural methods and praetices. And these latter in a high school course of study have no value to the large majority of students who should understand the principles. The high school cannot hope to produce operatives as well prepared for immediate employment as ean the business colleges and the training and industrial schools though it does give all the training for a far greater suecess in those callings than can any short course of concentrated effort. And the reasons for this are deep seated and involve the psychology of adolesecense. Agreeable to these reasons the proper relation of the high school to voeation is as a means of discovering natural talent for the voeations by giving as wide a field for the pupils’ preference as posible. Beyond this amount of instruction the teacher of agriculture ean quite properly devote such time as he can spare to instruction of those pupils who have eleeted agri- culture as a voeation in the best agricultural practices but this latter purpose should always be secondary.
II. Course of Study.
The amount of work suggested here is pretty close to the upper limit. ‘The amount of work the school may accomplish depends not only on how many topics are touched upon but also on what the teacher is able to make them mean. Any person of agricultural experience. is well aware that it is of such a nature as to admit of neither definite ap- portionment in amount nor location in time. Nevertheless the aim should be high and a complete plan kept in mind in order to induce and measure progress from year to year and to properly apportion effort hetween subjects.
No attempt is made in this course of study to develop other topies than the agriculture and its related sciences because such other topies have been exhaustively disenssed and expanded and beeause this is a high school mannal of agriculture. Its purpose is to enable the school ae to take his bearings. But it cannot at best be a substitute for tech- nical training in agrienlture on the part of the teacher. The problem Is not to be solved by a formula.
A MANUAL FOR HIGH SCHOOLS 5
Explanations:
Bul. means Farmers’ Bulletin.
©. E. S. means Bulletin of the Office of Experiment Stations.
Year Book means Year Book of the Department of Agriculture.
Stat. means Bulletin ef the Experiment Station of the state where the school is.
Prob. means problem.
Exeurs. means excursion.
Micros. means microscope.
Lab. means laboratory.
A unit consists of 36 weeks’ work with daily recitations of 40 minutes each five times per week. Two laboratory or excur- sion periods are equivalent to one recitation period. Value of: irregmiar work should be estimated on this basis.
Reading assignments and text books are printed in italies.
Courses;
Preparatory and general
Literary........ ames p Perseeemee aeate: nat een OF Scientific........... Petes ae Fetscss Ss. Engineering ........... ee ee aette Teachers ...............:-. a : T, Industrial ........... Pai ee . earls
Short courses in Agriculture
Groups; Subjects For whom prescribed English 11 21 31 .41 | L S) E T I 12 22 } I ae \ Foreign Language ( 32 42 | Sociology 18 28 88 48 | T I ( 14 24 Parks Ss D I I Mathematics | / B40 44 E \ 15 5 35-6 | Ss EB ik I Science | / 45 | S of I Pedagogics, supplied by Co. Supt. T No. units (vears) prescribed 8 11 12 15+ 15 No. electives {i 4 3 0 0
Required for graduation 15 15 15 15 15
6 A MANUAL FOR HIGH SCHOOLS
Subjects by Years SCIENCE in detail (three Periods per week)
FALL I Mechanics of liquids, Pascal's law, capillarity.
Properties and states of matter. Force: composition and resolution, moment,
11 English Specific gravity Tarr or Davis, Phys. Geo.; Earth, Sea. 12 Foreign Lang. WINTER t , Mechanics of gases, Boyle’s law, barometer. I i 13 National Govm’t Heat, thermometer. Accounts 4 Meteorology. T. or D.; Atmosphers. 14 Algebra SPRING
Structure of earth's crust, collection of minerals. 15 Elementary Phys- Weathering, frost action,
ics and Phys. Geog) Local topography, stream action. Mechanical principles. T. or D. Plains, Mountains, Rivers.
(excurs, ) FALL Structure and function of flower. Il Analysis and classification. Ready recognition of 12 families, 2\ English Fruits and fruiting habits. Leavitt and Cray; Flower and Key. H WINTER 22 Foreign Lang. Morphology and function of root, stem and leaf. 23 Ancient Hist. Leavitt. 24 Plane Geom. Sai 25 Botany Physiology: germination and nutrition. Seed structure. Osterhout,
Il FALL
3) English Insects; structure, development. Elementary chem, 32 Foreign Lang “ collecting and classifying lab. guide. Snyder. b ° by orders. 33 Civics 4 # relation to plants. Herrick Economics % oo 7 — eae ; a 34 Algebra 4% a WINTER Chemical theory and 8 “t 7 Protozoa, bacteria, yeasts, fungi, lab. guide. Geom. f2 Cell structure and division. Chemical processes 35 Biology and Invert it Conn, Herrick. in arts prclee s| Zoology micros inyder. First half 3 periods = Sars = = Second half 5 periods SPRING ; 36 Chemistry Other invertebrate types. Organic chemistry eo hall 6 penoda . Parasitism. ) elementary. Snyder - systematic zoology. (micros. Second half 3 periods Sys Herrick | FALL Animal tissues. (micros. ) IV Skeleton of man and of other vertebrates. Muscles of man. Eddy. 41 English ‘WINTER i aa
Lab. dissection of rabbit, pigeon, turtle, frog, fish. Comparison of structure; musculature, digestive, circu-
42 Foreign Lang.
43 European Hist. latory, excretory and reproductive systems. = Lower chordates, systematic zoology. Herrick 44 Physics SPRING 45 Physiology and) Variation and natural selection. Vert. Zool. Brain, nerves and special sense organs. Geological and geographical distribution, Fddy Hygiene. Suggestions:
Engineering prep. students may be exeused from the agricultural phase of 25 and 45. Where the school provides manual training it should there be given in lieu of the agriculture.
Girls in Science course may be excused from the agricultural phase of Science course as follows: 15 spring, 25 spring, 45 fall and spring. Where the school provides domestic science work it should be taken in lieu of agriculture in those terms.
Pupils in Teachers’ and Industrial courses should take as much of the manual training as their schedules will permit.
A MANUAL FOR HIGH SCHOOLS
“a
Correlated with AGRICULTURE (two double Periods per week)
Moisture control, mulches, field samples. O, E. S. 186 Soil experiments in laboratory. Physical analysis and classification.
Drainage methods (excurs). Dauis; Agriculture Soils of state. Bul. 266 Physiographic regions of U. S. Year book
Daily weather map. Stat.
Climate and physiography as related to agriculture.
Local soil areas, collection. Soil temperature as related to drainage. color, slope, texture, depth.
Control of texture. Implements of cultivation. (excurs.) Davis
Economic representatives of 12 families of plants. , Bul, 86
Fruiting habits of plants, (useful and injurious) Gray; Botany
Seed collecting. texcurs.)
Cereal judging. Buls. 134, 154, 157, 161 Crop statistics. 181, 185, 260 Special articles. 0. E. S. 186
Budding and grafting. Propagation. : Year book
Pruning and spraying. (excurs.) Buls. 195, 218, 253, 255 Seed and seed control.
Viability tests. Stat.
School plots. (breeding, desirable introductions) O_E.S. 186
Injurious insects, nature of damages. Buls, 47, 127, 132, 134 Life history, repression. — 155
Collection and preservation. (excurs.) Stat,
Germ diseases of plants and animals, repression. Buls. 192, 203, 245, 256, 278
Useful bacteria and yeasts; in arts, in agriculture, inoculation. 0. E. S. 195 Composition of soil and of plant foods; pot demonstrations. Composition of 50 common substances, foods, fertilizers, and reagents
Relation of soil texture to fertility. Buls, 112, 121, 247 Fertilizers and manures (probs.) collections. Plotwork in fertilizers and legumes. (through vacation)
Foods and nutrition. Vivian Col'ections
County fair, Buls, 22, 66, 71, 147 Grasses and forage, Feeding farmanimals. (probs.)
Swine, sheep and beef judging. (excurs.) Craig
Farm butchering. Buls. 34, 42, 51. 55, 63 Meat; value and location of cuts. 106, 179, 183, 287 Milk; composition and testing.
Poultry. (excurs. ) Van Norman
Horse and dairy cattle judging. Buls. 95, 126, 187, 235, 270
Improvement of plants and animals by selection.
Mapping local farms.
Farm buildings and equipment; estimates, problems,
Farm management; rotation, diversification and specialization.
Pedagogics showd be provided for specially by the county siperin- tendent to suit schedule of those taking the Teachers’ course. Subjects which may be given in alternate vears are as follows: 13 and 23. 31 and 41. 33 and 48 D. 32 and 42. 34 and 4.
£5 and! 2,
.This alternation reduces the number of daily recitations from 21 to 15. However it may be better to make two divisions in class 15 and class 25 keeping first year pupils to themselves. The labor of daily preparation
8 A MANUAL FOR HIGH SCHOOLS
of materials which is necessarily great will still be saved by the alterna- tion.
Where the school can afford but two teachers or where anueh is attempted in manual training and domestic science or where grammar grade subjects are carried into the high school this course may be short- ened by cutting off the fourth year and omitting 32, 33 and 34. In this case 31 would be eiven without alternation and 45 given in a modified form in the third year for the benefit of industrial and short course students. j
Where the school ean attord sufficient foree of teachers, alternations
should be done away with and more foreign language added.
Discussion.
The column headed ‘‘Science’’ vives suggestions as to the most im- portant topies to be developed in each science subject and in a general way suggests the order of development. However no scheme such as this can properly deprive the teacher entirely of his right to plan the work after his own (enlightened) ideas of development of his subject. The topies enumerated refer to laboratory work, lectures, and text book assignments, though the laboratory work was most in-mind in the pre- paration. Text book work should be regularly assigned ordinarily in the order presented in the text. The text book thus ean usually be made the tangible means of continuity, giving a feeling of definiteness to the student and affording a means of review of principles. The laboratory work of this column generally preceedes the corresponding subject in the ‘Aorienlture’? column and where possible is presented just preceding the season when its agricultural phase is at high tide onthe farm. This seasonal succession dictates the order of presentation.
The column headed “‘Agriculture’’ suggests the best means of illus- trating by familiar materials seientifie prineiples which without familiar illustration would be valueless for whatever purpose. For principles are not required until they are applied nor are facts learned until they are visualized. This is the significance to the student who takes scienee for its ‘cultural’ purposes only. Conversely the column headed ‘‘Science”’ gives to the pupil of the Industrial course a mastery of the principles underlying his future voeation without which he is a slave to rule of thumb methods and tradition. To eet the benefit of each others view point and to correct the unsymmetrieal development each would get if segregated from the other it is neeessary to have both groups of students in the same class and the science teacher should of course be the teacher of agriculture. Where the sehoo] provides courses in domestie science the teacher of that subject could very properly take the chemistry and assist in biology and physiology. But for general pedagogical reasons any attempt at specialization in teaching should so apportion the work
A MANUAL FOR HIGH SCHOOLS i)
between teachers as to give the first year high school pupils as few teachers as practicable.
The laboratory work should all be done in one large room and reci- tations in science and agriculture should be couducted in the same room in the presence of the demonstration or some relic of it to condemn him who does not keep his wits about him This plan will save much in duplication of apparatus and much more educationally in correlating and unifying all science through the agricultural medium. And this method will emphasize the fact that sciences even for cultural purposes are learned to be applied and that nature cannot be cheated into be- stowing the blessing on him who falls short in this requirement. Pupils should see the setting up of each experiment and have a clear idea be- forehand of what it is intended to demonstrate. All work prepared and demonstrated at the expenditure of considerable time and labor should be seen by and explained to all science pupils regardless of their classi- fication. There should also be a special agricultural room convenient to the laboratory, suited for class use in graftine, budding, milk testing, weighing, cereal judging, etc., and storage.
Since agriculture deals with gross and variable materials the labora- tory work in agriculture may easily be made more technical and exact than the oceasion warrants. The teacher should remember that demon- stration and not investigation is the purpose. And in the laboratory work in science a similar mistake may be made by leaving the pupil ‘stumped completely’* by a printed Iaboratory euide whiek he is un- able to translate into action. The teacher would much better have a hand in every experiment or operation than to risk a loss of interest that far outweighs the opportunity to teach the ‘‘scientifie method.’ The teacher will accomplish much more by leading in manipulations and permitting pupils to repeat for their own satisfaction at their leisure when their delays are at their own expense.
The daily program may be so arranged as to brine agricultural work last on the days’ program, the usua! closing hour coming at the middle of the double period where the closing hour is 3 0’clock or earlier. The double period may be thus economically used for excursions and for bringing up irregular work of pupils where needed,
Certain additional economies in this course of study should be men- tioned. It will be noticed that excursions are arranged to come in fall and spring terms when the season is more open and hfe more active and that agricultural literature is assigned principality to the winter term when the season induces less aericultural activity and storms and dim- inished daylight conduce to reading and study. It will also be noticed that the use of microscopes is prescribed so as to distribute them through- out of the three terms. Other economies to be suggested are tl
1e regular testing of milk samples and in the spring viability
and purity tests of seeds at the laboratory and the weighing at the school of articles and stock marketed from or brought to the school community.
10 A MANUAL FOR HIGH SCHOOLS
The habit of weighine, measuring and testing articles of commerce is a wood one to cultivate and the establishment of stock seales at the schooi house may be made a means not only of studying fattening pro- cesses but of providing practice in all kinds of stoek judging and of makine the course more practicable for girls. And it will be the means of bringing to lieht the hidden genius of the stoek judge, the expert enesser of weieht “meek, inglorious’’ though he may otherwise be.
The high school should admit to its regular courses only those pu- pils who are of suitable Iigh school age. of good mind and intentions and who have sufficient facility in reading, writing, figuring and lan- euaee to carry the work without impeding their classes or unduly bur- denine their teachers. The prineipal may satisfy himself regarding these prerequisites by examination of the pupil or of his credentials. Short course students and farmers should be adinitted to all agricultural work without scholarship requirements and without the correlated selence work. They may prove a valuable ballast to the class and aid in preparing materials, They sheuld be induced to qualify and enter regular courses. The division of the sehool year into fall. winter and spring terms makes if easy for short course students to enter for brief periods,
The passing grade in agriculture should be granted on attendance and performance of manual assignments and on econeise notes and draw- ings rather than on ability to write an examination. Carefully kept note books should be insisted upon even at the expense of progress, and the expression of praise should be that ‘She did good work’? rather than
“he made good erades.”’
Other Subjects.
The other subjects of the high school course call for brief discussion. The inauguration of agricultural work need have no direet influence in dictating the work in the Enelish, foreign language, mathematieal or sociological groups, and what is said coneerning them will, it is hoped, be correet pedagogy aside from the agricultural halo that pervades these pages.
The purpose of the English course is the teaching of correct expres- sion, the mastery of a few classics and the instilling of a desire for more. Technical erananar and rhetorie are to be considered of value only in eiving teacher and pupil a vocabulary for labelling different elements of structure and different ‘forms of expression, whereby they may diseuss understandingly the Hterature., themes and vocal expression which eon- stitute the real subject matter of the course. As technical exercises of cultural or disciplinary value in themselves they should never be per- mitted to interfere with the primary purposes of the course. For such disciplinary purposes they should if used at all be placed last in the
course where they will not interfere with the primary purpose: for cor-
A MANUAL FOR HIGH SCHOOLS 11
reet expression comes most easily and most usually through practice with good written and oral models for imitation while technical gram- mar aud rhetorie teach one to classify rather than correct his errors. Short themes and rhetoricals should be frequent and the study of clas- sies continuous. College entrance requirements in’ English have been a safe foundation for the course in literature. Mythology. biography, and political and literary history aid in their interpretation and con- tribute greatly to interest. The reading of modern fiction should come under the direetion of the teacher, while no greater or more lasting pleasure can come from the course than a sympathetic study of standard fiction. The school library should provide standard fiction and juveniles from which to regularly preseribe and loan.
Authors of high school mathematics have too often preferred after teaching a principle to carry it into some difficult application rather than some useful application. A difficult task should have some justi- fication other than the pleasure of its accomplishment. ‘Teachers who have gotten past the difficulties easily forget that there may be little pleasure in approaching the task for the first time as the pupil does. It is a well known fact that class ranks are sadly decimated during the early part of the high school course and the cause may be partly here. To demonstrate mathematical principles by the easiest methods and drill in them by a sufficient variety of easy representative problems such as appears to be the plan of a new algebra by Slaught and Lennes seems the best economy of time and effort. Physies as a fourth year subject should be quantitative with drill in measurement aud a few iliustrative problems for each principle involved.
Three classes by alternation covering four years’ work in foreign language, preferably Latin, is as much as the three-teacher high school ean afford. Should another teacher be added two years of modern lan- guage should be included.
The scciological group is intended especially for those who make the high school their finishing sehool, the assumption being that others will get such courses later in their studies. The ancient history will supplement the work of English and Latin classes, and the mechanical drill in book keeping and U.S. Constitution are well suited to the first part of the course. The work on the Constitution should be in connec- tion with a review of the constitutional period of U.S. history. Citi- zenship and economies of the latter part of the course afford training in logie and debate and are correlated with the course in European history which affords examples of the origin and development of our present standards of economies and citizenship. The course in European His- tory should devote special attention to the history of England.
Although arithmetic does not appear by name anywhere on this course of study no course devoid of agriculture could by giving arithme-
tie a distinet place in the course provide more valuable practice in all
12 A MANUAL FOR HIGH SCHOOLS
applications of that subject than may be one of this kind. In the first» year moisture and humus determinations and soil analysis give all ap- plications of percentage and the half year in accounts provides business arithmetie: and those who desire may find the laws of liquids, gases, and machines rich in problems inyolvine proportion and analysis. Plane eveometry in the second year supples mensuration in quantities sufficient for all demands while agrieultural statistics form a distinet and mueh neglected phase of arithmetic including the making and reading of curves, and seed testing continues the use of percentage. The third year introduces a variety of the finest exercises in fertilizers involving pro- portion, analysis, and percentage while in the fourth year the making of rations, mills testing, and well planned farm problems in equipment, maintenance and variety of farming involve every chapter of arithmetie from weights and measures to alligation, with a chance to get more by the election of physics. Arithmetie presented in this form is vital and contributes to the agricultural work in sueh a way as to pay for the time and space it takes by requiring a precise knowledge of the agrieul- tural of scientific factor involved which eannot be better emphasized and illustrated than by a problem. Moreover, considered purely as an arithmetical exercise no better medium for teaching arithmetie can be found than this where ability to understand eonerete problems depends not upon the interpretation of a ready made statement of possibly un- familar factors whieh constitutes the chief difficulty of most students in arithmetic, while abstract principles of factoring, proportion, powers and roots are much more clearly introduced as presented in algebra and veometry free from the limitations peeuhar to arithmetic.
Drawing, like arithmetic. should be taught regularly in connection with the Seience and Agriculture and especially with the laboratory work. Tf the psychological moment for presenting a thine is when the student recognizes that the thine is needed, the need of drawing to express and record facts that cannot otherwise be accurately expressed justifies placing it with these subjects where the reciprocal advantage of interest and utility are secured, A plan suited to the development of the Science and Agriculture might be as follows:
I. Diagrams illustrating experiments and demonstrations. Draw- ing of vessels and apparatus, Perspective and shading.
IT. Flowers, leaves, seeds and seedlings. Water colors. Sections of seeds and stems.
HT. Insects and mieroseopic forms. Diagrams of invertebrate structure. Chemical apparatus.
IV. Vertebrate tissues and organs. Domestie animals. Farm
buildings and devices. Lettering and map making.
A MANUAL FOR HIGH SCHOOLS 13
III. Management of Agricultural Literature.
Nature of the Problem.
Whoever has been on the mailing list of the Agricultural Depart- ment and of the various experiment stations will know the confusion into whieh his tables and shelves soon come in his desire to preserve the hastily scanned tide of bulletins which come pouring in from fifty or more points of the compass.
A earefully prepared bulletin containing, as they often do, a high degree of scientifie skill as well as months of patient labor in its prepa- ration is, aside from its intrinsie merit. an object deserving of the great- est respect. But the necessity which condemns a large share of them “to be burned by the common hangman: which one may aequire of hardening his heart against the undiscovered
is responsible for a bad habit
merits of what may be a real treasure which unlicensed printing and the franking privilege throw at his head.
The value of agricultural bulletins has heretofore been chiefly as a means of communication between distant investigators and as a_store- house of the science. Little of the practieal science is as yet in the text book form and what there is was taken mainly from bulletins. dle who would have the best and cheapest information and he who would be at the forefront of agricultural progress will find it expedient to judge carefully before rejecting anything. The problem is casy for the speci- alist and there is no problem at all for sueh institutions as have ample hbrary space for all agricultural bulletins nor for the large class who receive but have no use for any of them. But those to whom this article is specially addressed—schools with libraries whose scope is general but Whose space is limited—may find it necessary to delve deeper than the title page before passing upon the value of an agricultural bulletin with anything like justice.
The point of view having been betrayed it may as well be said inei- dentally that every county should maintain a high school where (in addition to regular agricultural instruction) the following or some similar system of receiving, preserving and using the Farmers’ Bulletins of the Department of Agriculture at Washington and the bulletins and ecirenu- lars of its own state experiment station as well as the most appropriate, of neighboring states is practiced. Such hterature and often well bound volumes of annual reports may be had for the mere asking. The one whose business it may be to receive and preserve in accessible form this
heterogeneous mass to be used for eonvenient reference will need the
14 A MANUAL FOR HIGH SCHOOLS
experience of some one who has had to consider this problem and assum- ing that the reader has had httle if any, the writer will proceed to set -orth a plan borrowed from various sources modified to suit the needs of the case and tested by some experience.
In seeking for a basis of elassifieation—a general Jaw running throughout the subjeet—one may easily overlook the very patent fact that bulletins are fortunately all of about the same dimensions. And this physieal unity is the best one to consider in arranging them on the shelf. For this purpose boxes should be provided as shown in the ac-
companying figures.
agriculturs
number of
{rot and bulletins
numberof this box
Fig |
os
The Box.
The material used in making a box consists of what book binders know as No. 20 binding board which comes in sheets 26x38 inches one of whieh will ent four sheets of the desired size 17{x10$ inches. As the material is very dense and tough it should be cut in the bindery where purchased. Such material should cost not to exceed 5e. per box. The top and bottom of each box consist of poplar or soft pine strips each 103x2'x? inches planed and sandpapered., To bend the board around these strips it should be ent half through its thickness on the parallel lines 2} inches apart shown runnirg across the eenter of each board. The board is bent with the eut side out and seeured to the strips with small 2 ineh wire nails with flat heads. The gaping wounds at the
corner of the box are healed by strips of dark passe pertout. Lahele
A MANUAL FOR HIGH SCHOOLS 15
for the general and serial titles may be typewritten on light weight cardboard using different shades for different series of the latter. The
bottom label—the box number—is cut from a ealendar page.
Such a box when completed will hold thirty-three Farmers’ Bulletins three boxes holding a hundred and this size will be found a good com- promise of economy, convenience, and taste. The bulletins. arranged in serial order are wrapped over sides and loose edges with a piece of manila before shoving into the box.
Mr. F. H. Broome, Secy. of the Tennessee Experiment Station, recom- mends for general library use a box similar, but open only at the top and with one of the upper corners cut off to expose enough of the contents to grasp for lifting out. This type does not simulate a bound volume nor protect from dust so well for use in open shelves as the one recom- mended but is more convenient.
Indexing.
Without some conyenient and accurate means of going direct to the desired information a collection of four or five hundred agricultural bulletins would be of little value for school or practical use. The valuable faet or process may be almost as inaecessible when needed as
the proverbial ‘‘needle in a haystack.’’ This makes necessary some
system of indexing and at this point a diversion will be made to discuss the subject before making recommendations.
Among the plans that have been proposed for the classification of agricultural clippings and bulletins it is quite eommon to see recom- mended a system of boxes similar to the foregoing but with subjeet labels such as Horses, Spraying, Foods, Dairying, Fertilizers, Veterinary, ete., pasted on the exposed back, the purpose being to put into the ap- propriate box all literature coming under such heads. An illustration of such system is one deseribed in the Breeders’ Gazette of Nov. 13, 1907. The limitations of this method will be apparent to one who is familiar with that kind of bulletins of which a certain one on tomatoes is typieal and which is found to tfeat more or less of the following other subjects: soils, fertilizers, plant diseases, food. tillage, and insects. When one considers such extreme examples as ‘*A Suecessful Tog and Seed Corn Farm,’’ it is apparent that to file such bulletin in the ‘‘Hoe’”’ box is to lose it from the ‘‘Corn’’ and the half dozen other boxes whieh may have nearly as good claims to it. And when one considers those special Farmers’ Bulletins which periodically appear in the series con- taining synopses of experiment station work gleaned from a dozen states on as many or more distinet topics the insufficiency is all the more strik- ing. To be consistent one must have duplicates in a number of different boxes. Therefore while the simplicity of the system may recommend it,
16 A MANUAL FOR HIGH SCHOOLS
for farmers’ use high schools and college students should adopt a more perfect one for their more exacting demands.
Sinee therefore bulletins cannot be grouped topically the only sys- tematic plan is to group them serially with a separate index of some kind under the appropriate division of which any bulletin may be re- corded by its title and serial number as many times as it ineludes dis- tinet topies. This brings up for consideration the system of classifying the general subjeet Agriculture into its constituent departments or sub- heads.
The Dewey decimal system of library classification contains under the general heading 600 (useful Arts) the sub-heads 630 Agriculture which has been still further expanded agreeable to the Dewey plan. But while this system includes a separate index it has inherent peculari- ties which unfit it for our use. Among these is its plan of shelving htera- ture in an order agreeable to subject matter which is open to the same objection as the box labeling system. While it is never used for index- ing bulletins even in general libraries where the Dewey system prevails yet the contents of many bound volumes of annual reports vr association meetings including a great variety of the best scientific papers are hopelessly lost while the book has one fixed position on the shelf corres- ponding to the single label on its back. Much might also be said about the inconsisteney of a system which must provide for such subjects as Cement, Mortar and Conerete; Industrial Aleohol; Tuberculosis; The Gypsy Moth: the Lawn; ete—all recent bulletins—under the agricul- tural head when there are distinet subject heads for each provided in other unrelated departments of that system. In Lact the difficulty is too deep seated to permit a scientific classification on purely theoretical erounds of a living subject in process of evolution and the very apparent tendency of the literature is to unfit it more and more for such celassifi- cation, as agriculture is not simply a science or a useful art but a mode of life that does not lend itself to such arbitrary dissection. .
A system of classification of agricultural literature has been devel- oped in the Office of Experiment Stations under conditions favorable to the present and prospective needs of agriculture. This office has been compelled for the past twenty fears to consider for its own uses just the problem here discussed, and the result is a decimal system of classification under thirteen heads instead of the nine which the Dewey system requires. The system is used in all publie libraries where bulle- tins are preserved. A key to the system is issued as circular No. 23 Office of Experiment Stations. The accompanying key is condensed to about one-sixth the original length in which form the writer uses and reconmmends it for high schools. The changes from the original consist of substitution of ‘‘ Agricultural Education’’ for **12, Statisties of the Stations’? and the development of ‘‘13, Miscellaneous’’ into ‘‘Agricul- tural Eeonomies,’’ the omission of all fractional subdivisions under all integral headings excepting Nos. 5, 6, and 7 and a general abbreviation
A MANUAL FOR HIGH SCHOOLS
Condensed Key to Index of Agricultural Bulletins and Circulars.
i 2 3. 4 5.01 14
18 21
for)
“I -_ « PB © EN WwW HEH OD Om PEP Ww
12. 13.
General Sciences Air and Water; purity Soils: composition, classification, tillage, improvement Fertilizers; sources, composition, use, experiments Plants; physiology, general, medicinal, improvement Field Crops: Commercial; cereals, fibers, sugar, tobacco Secondary; erass, hay. forage, silage catch Horticulture; vegetables. melons Fruit, nuts Flowers; greenhouses. landscape Forestry Seeds Weeds Diseases; remedies Foods; composition, nutritive value Preparation, use, accessories, beverages, adulteration Preservation Animals; physiology, general, wild, improvement Production; stock, fowls, fish, invertebrates, rations Diseases; veterinary Entomology; beneficial. injurious, repression Dairying; milk and its produets Technology; manufacturing (not farm processes) .
Agricultural Engineering; materials, fuel, power, irrigation, drainage, implements, devices, roads, bridges, fences, buildings
Agricultural Education; courses, methods, equipment
Economics; veneral statistics. rural, home, hygienic, social, comparative agriculture
i
to
we)
18 A MANUAI, FOR HIGH SCHOOLS
of the latter. Necessarily in abbreviating many fraetions were dropped, their subject heads being thrown back into the next preceeding number.
Thus 5.22. as shown here includes all included under 5.22, 5.23, 5.24, and 5.25, of the complete system. In deciding on the elimination of certain numbers and the incorporation of their contents under other numbers the following rules were regarded: only adjacent groups were com- bined; only closely related subjeets were combined; the amount of liter- ature on a subject partly determined the practicability of combining it with another—the less the amount the better the reason for combin- ing. In a few eases a earcful consideration of all the literature showed the necessity of interpolating in a few cases as 5.01 and 5.18 which do not appear in the original system. With these alterations the original was preserved, so that familiarity with one is of value in using either.
In appheation of the system the bulletin or other unindexed pam- phlet, is scanned and on the front cover are written Arabie numerals corresponding to such of the twenty-six topies of the key as are found treated inside. Thus Farmer’s Bulletin 129 ‘‘Sweet Potatoes’’ should be labeled 5.21, 5.6, 6.1, 6.8 and 8. because in addition to its title it treats of plant diseases, nutritive value, preparation and use, and in- jurious insects.
4. Fertilizers; sources, composition, vse, experiments
uiletin
doequamamous plots for manure and Peed |farm. | 16]
[Alfalfa ow Quem
Commercial fertbygers: compotion aud uac
The index shown in Fig. 2 is made of a well bound blank book 74 x 9S inches, containing 120 pages with 25 lines to the page and with the twenty-six subject headines so entered as to divide the contents into as many parts, cach proportional in space to the number of entries that are to be made under it. Then taking the bulletins in serial order enter each title and serial number under all the subject headings treated in it as indicated on the cover. A sample page of the index is shown which also shows the numerical marginal labels. With the ae. companying key pasted inside the front eover, on opening the index both the key and the marginal labels will be exposed to view. It will be noted
A MANUAL FOR HIGH SCHOOLS 19
that only integers are shown on the marginal thumb labels, such mixed numerals as 5.21 coming between the 5 and 6 labels. This gives 13 margi- nal numbers though there are 26 subdivisions of the index. Fig 2 shows how to cut the leaf margins and where to paste the numerals which are cut from a calendar leaf.
Owing to the overlapping of such subjects as ‘‘field crops’? and ‘horticulture’? it may be necessary to index the same matter under two subject headings. In case of doubt a safe rule for the inexperienced is to make the entry under the several probable headings.
A pigeon hole ecard index system has been used by the writer and while more elastie than the blank book method is. on the whole, decided|s less desirable provided the book index be sufficiently large and the space equitably apportioned under the several heads. Experience has shown that the book described is ample for the purpose if it be appor- tioned as indicated on the right hand margin of the key. This apportion- ment is based on the first 300 numbers of the Farmers’ Bulletins. After one series of bulletins has been indexed down to some convenient recent date others in turn are entered until every pamphlet considered worth
the space is recorded and boxed.
The Case.
Having been properly indexed and boxed a home for this lterature: is next to be provided. The accompanying illustration @Kig. 3) shows a case sufficient for the agricultural brary and museum. Tt can be made of pine without doors for 9 or 10 dollars and of oak for about 11 dollars. Doors as shown with glass panels double the cost. The writer has had materials for such a case made at a planing mill without mortis- ing and with tongue and groove (ceiling) back and shipped to destina- tion where it is easily set up and stained with a dull walnut stain by pupils of a little manuel skill.
This case provides ample room for the boxes on one shelf leaving the bottom shelf tor an agricultural museum of minerals, soils, fertilizers, feeds, seeds. herbarium, and insects. The top shelf is for the aceompany- ing list of recommended agricultural reference books and the seeond shelf for yearbooks and reports. The index to the bulletins should be kept in the shelf with them and contain a record of all the literature on that shelf. Bound volumes havine indexes should not be indexed in this system.
20) A MANUAL FOR HIGH SCHOOLS
Case complele with doors
PE ORL Che it 72
rr per /4'—+}e— 13+ 2"
\ ' le
Assigmnents on agricultural topics may be made by the teacher and the index should enable the pupils to find the latest and most practical
information on the subject. Whatever such a collection properly indexed may lack of being a complete encyelopedia of agricultural science and practice is a defeet that time will speedily make eood, A blank eard
should be inserted in-each box on which to record names and dates of loan and return.
A MANUAL FOR HIGH SCHOOLS 21
Text and reference books in agriculture and related sciences suitable for
high school library.
Elementary Agriculture.
Soule. A. M. and Turpin. E. L.—‘Agriculture, its Fundamental Principles.’’ (B. F. Johnson Pub, Co., Richmond, 820 pages, $.75.)
Davis, C. W.—‘ ‘Rural School Agriculture.’’ (Orange Judd Co., N. Y.. 267 pages, $1.00.)
High Schoo! Asriculture.
Stevenson, W. H. and Sehaub, I. O—‘Soil Physies Laboratory Guide.’ (Orange Judd Co., N. Y., 100 pages, $.50.)
Vivian, A— ‘First Principles of Soil Fertility.”’ (Orange Judd Co. N. Y., 265 pages, $1.00.)
Smith, TH], R—‘‘Profitable Feeding.’’ (University Pub. Co., Lincoln, 413 pages, $1.50.)
Craig, J. A.—‘Jnudegine Live Stoek.’’? (Published by the author, Des Moines, 187 pages, $1.50.)
Van Norman. H. E.—‘‘ First Lessons in Dairyine.’’ (Orange Judd Co.. N. Y., 95 pages, $.50.)
Conn, W. TI.—‘‘ Bacteria. Yeasts. and Molds in the Home.’’? (Ginn and Co., Boston, 293 pages. $1.00.)
Spilman. W. T.—‘‘Farm Grasses of the United States.’> (Orange Judd Co., N. Y., 250 pages, $1.00.)
Hunt, T. F.—‘‘Cereals in America.’’ (Orange Judd Co., N. Y., 421 pages, $1.75.)
Hunt, T. F.—* Forage and Fibre Crops in America.”? (Orange Judd Co.. N. Y., 428 pages, $1.75.)
Advanced Agriculture.
King, F. H.—‘‘Physies of Agrieulture.’’ (Pubhshed by the author, Madison. 604 pages, $1.75.)
King, F. H.—‘*The Soil.”’ (Maemillan and Co.. N. Y.. 303 pages, Soon)
Bailey. L. H.—‘THortieulturist’s Rule Book.’ (Maemillan and Co.. 312 pages, $.75.)
Bailey, Li. T1.—‘Nursery Book.’? (Maemillan and Co., N. Y., 365 pages. $1.00.)
3ailey., L. H.—‘Pruning Book.’’ (Maemillan and Co., N. Y., 545 pages, $1.50.)
Sanderson, E. D.—‘‘Insects Injurions to Staple Crops.’’ (J. Wiley & Sons, N. Y.. 295 pages. $1.50.)
oy A MANUAL FOR HIGH SCHOOLS
Plumb, (. S.—‘' Types and Breeds of Farm Animals.”? (Ginn and Co., Boston, 563 pages, $2.00.)
Davenport, E.—‘‘Prineiples of Breeding.’’ (Ginn and Co., Boston, 727 pages, $2.50.)
General Science.
Tarr, R. S— ‘New Physical Geography.’ (Macmillan and Co., N. Y., 457 pages, $1.00.)
Davis, W. M.—‘* Elementary Physieal Geography.’ (Ginn and Co.. Boston, 401 pages, $1.25.) 7
Leavitt, R. G—‘Outlines of Botany.’ with Gray's Flora. (Am- eriean Book Co., Cincinnati, T91 pages, $1.80.)
Osterhout, W. T. V. os imaiael with Plants.”’ (Macmillan and Co., N. Y., 492 pages, $1.25
Bergen, T. Y.—‘ fe tare of Botany.’’ (Ginn and Co., Boston, 412 pages, $1.20.) Gray, Asa—‘ Manual of Botany.”” New Edition. (American Book
».. Cincinnati, 926 pages, $2.25.)
Herrick, G. W.—‘Text Book of General Zoology.’? (Ameriean Book Co., Cincinnati, 386 pages, $1.20.)
Herrick, G. W.—‘‘ Laboratory Exercises in General Zoology.” (Am- erican Book Co., Exe oariate, 110 pages, $.60.)
iddy, W. Hk.—**General Physiology and Anatomy.’ (American Book Co., Cincinnati, 521 pages, $1.20.)
Eddy, W. H.—* Experimental Physiology and Anatomy.”’ (American Book Co., 112 pages, $.60.)
Snyder, IE.— ‘Chemistry of Plant aud Animal Life.’ (Maemillan and Co., N. Y., 406 pages, $1.25.)
Remsen, [ra— ‘College Chemistry.’* (Henry Holt and Co.. N.Y. 689 pages, $2.00. )
Industrial Pedagogics.
Kern, O. T.—* Among Country Schools."’ (Ginn and Co., 366 pages, $1.25.)
“U. T. Farmer.*’’—University of Tennessee, Knoxville. Monthly, 50 cents a year.
Farmers Bulletins.
In addition to the complete set duplicate copies of the following Farmers” Bulletins for class use should be provided space in the library: Nos. 22, 34, 42, 47, 51, 55, 63, 66, 71, 86. 95, 106, 112, 121, 126, 127. 132. 134, 147, 154, 155, 157, 161, 179, 181, 183, 185, 187, 192, 195, 203, 218. 235, 245, 247, 253, 255, 256, 260, 266, 270, 278. 287.
A MANUAL FOR HIGH SCHOOLS 23
IV. The Laboratory.
So much has been said in previous discussion on the laboratory work in science and agriculture as to leave this portion mainly an enumeration of details, apparatus and supphes. For what is considered good peda- gogical reasons the use of one large room for both laboratory and reei- tation purposes is recommended for the average school. Besides the influence which the presence of the demonstration before the pupil may have in preventing class exercises and reviews from becoming mere reci- tations of the words of the text book there is the added advantage of destroying the artificial barriers so often built between the natural sciences. The use of agricultural materials especially will aid in unifying science. For recitation use the recitation end of the science room should have seats with writing arms, a blackboard. and instructor’s desk. maps, charts. and the agricultural library case. The other end of the room should have a sink with two taps. a cupboard similar to the aecompany- ing eut Fig. + which is made of pine and stained dark at a eost of $26.00, gas connections if possible, three kitehen tables, vertical and eross beams between floor and eeiling and wall shelves as shown in Fie 5. These shelves consist of (a.) an open cupboard for chemieal reagents, (b.) a shelf above the sink. (e.) a draining board at end of sink. (d.) a wall shelf for fine seales with drawer for weights, and (e.) a hood for igni- tion. These shelves may be made of oak at the following cost; (a.) $3.00: (b.) $2.50; Ce.) $1.50; (d.) $2.00 (e.) $7.00. Where gas may be afforded
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24 A MANUAL FOR HIGH SCHOOLS
Pie, 5.
it should be provided, otherwise aleohol and easoline should be used: The list of chemieal apparatus whieh follows provides both kinds but contemplates the omission of sueh as is not needed, depending on whether or not gas Is available.
In selection of the preceeding and following articles of equipment regard was constantly had fer a maximum beyond which the average high school may not be able to go. And to save expense of unnecessary dupheation of apparatus prices are omitted from sueh articles as may be provided elsewhere in’ the list. Thus beginning with ‘‘ehemieals,”’ “chemical apparatus’? and ‘‘elassware’’ in order the lst is made eom- plete but such articles as occur therein that are needed in other sciences are enumerated in the group where needed but with reference to the pre- vious group where provided and with the intention of providing them in but one list. The prices set opposite the various articles are taken from bills supplied by two different firms and from a school supply catalogue
and a general merchandise catalogue,
CHEMICALS Quantity Article Price t Ibs. sulphuric acid c. p 75 6 “hydrochloric acid ec. p igeas 85 if nitric acid c. p 1.10 2 “ acetic acid glacial 1.02
OO h— ae
RRerlONM EMR e RIC Be
°
STOW LO CON C
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CID OD DS Ot He RR
eo Corn a io asl i) tw
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A MANUAL FOR HIGH SCHOOLS
oxalic acid commercial ammonium hydrate
4 chloride nitrate ALUM enone potassium alum os hydrate carbonate (pearl ash) sulphate crystals v iodide cryst., pure nitrate c. p. chloride c. p. permanganate c. p. chlorate, cryst.
“
potassium sodium = carbonate cryst. hydroxide sticks nitrate’ .¢: p. chloride sulphate sulphite crystal calcium chloride, anhydrous, fused
- fluoride sulphate, gypsum sulphate, plaster paris oxide, quicklime carbonate, marble chips magnesium sulphate c. p.
a ribbon
ferrous sulphide ferric chloride
“sulphide iron filings copper foil
i nitrate oxide sulphate : barium chloride crystals
Ss peroxide lead nitrate
“peroxide red lead mercury red oxide of,mercury mercuric oxide silver foil
i nitrate carbon bisulphide : manganese dioxide 95 per cent. granulated tin antimony powdered strontium chloride bismuth iodine crystals pure red phosphorus yellow phosphorus ..... borax .... : eee zine granules flowers of sulphur roll sulphur bleaching powder ........ ibiSeahbtspnisceeOeeerrmern oes phenolphthalein _..... cochineal
“
25
26
% gal
“uo
9)
2
1 Ib.
Q 4
»
1
i
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os
)
4
Pe nest
1 doz
&
1D pair
)
)
2 pair
re
&
1 pair set
} pair
2
3
3}
9
3
5
»
6
2
2
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4d sheets
& pkgs
17 doz
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4A WANUAL FOR HIGH SCHOOLS
alcohol wood ma) 4 ethyl, 95 per cent. 1.50 denatured 1.50 gasoline AO corn starch 10 cane sugar 20 bone black 15 rosin 10 parafhn a tallow ag heeswax 64 CHEMICAL APPARATUS Bunsen burners : 65 gasoline burner, see “agriculture” spirit lamps, 4 07. side tubulation 1.20 asbestos mat, 24 x 18 x 3-16 66 wing tip for Bunsen burner AR desiccator, 6 inch with porcelain bottom 1.00 Hessian crucibles, large 4's 18 Royal Berlin crucibles with covers, 1 mm 2.00 pipe stem triangles, No. 4 AY brass crucible tongs, 9 inch 48 tripods for spirit lamp 50 pieces wire gauze, 5 x 4 inches 30 copper retort, 2 pints 2.85 test tube holders, brass 22 platinum wire, 4 inch, No, 26 30 blowpipe 20 deflagration spoon, 12m m Nl sand bath, 6 inch 22 iron ring stands, 3 rings each 1.10 porcelain evaporating dishes, No. 7, 3% inch 1.20
steel forceps 6 inch 15
balance, “WKistler” 1 cg. to 100 2 12.00 brass weights in block, | eg to 100 ¢ 135 brass forceps 16 test tube racks for 24 test tubes BO test tube brushes, with sponge 25 test tube brushes, small 12 lead dish, 3 inch 22 mortar and pestle, Wedgewood 3 tn. 4 AA wash bottles, complete, stopper and tubes, 24 oz. 1.00 gas generating bottles, complete 1.50 calcium chloride tubes, 150 m m 24 funnel stands, 4 holes each 1.30 pneumatic trough , 1.10 chemical thermometers, 10° to 110° ¢ 4.20 chemical thermometers, 20) to 200 2.00 earthenware slop jars, 3 gal 60 asbestos wool 20 glass wool, fine 1.36 drying oven, (at tinners) 3.50 horn scoop, 38x 3%4 29 horn spoon, 6 inch A8 piece magnetized clock spring, 6 inch 0 Mohr’s clamps, small ee Mohr’s clamps, medium 30 Hoffman's pinch cocks A4 triangular file, rattail file ae litmus paper, red and blue 82 filter paper, 600 4 inch, 200 6 inch 1.00 corks regular length as follows
one doz, cach Nos. 3 to 16 and 18 and 20 2.54 cork borers 1-6 RO
rubber tubing and rubber stoppers see “el. phys.”
dropper bottles see “biology”
A MANUAL FOR HIGH SCHOOLS
GLASSWARE
2 doz. test tubes of each following sizes: 5x0-8. 50, 6x3-4. 56, 7x7-8. 80 6 nests beakers 1 to 4
3 flasks each 8 oz. and 16 oz.
+ erlenmeyer flasks 6 oz.
4 thistle tube funnels
Y% doz. funnels 60° 2% inches
2 funnels each 3 inch, 4 inch, 6 inch
6 Ibs. glass tubing, 3 ft. long assorted following sizes: 3-16, 1-4, 5-16 4 watchglasses, 3% in. 2 retorts, 8 oz. with receivers 1 doz. square blue glass, 3x3 1 “stirring rods 2 burettes 50 c. ¢. pipette 25 c. c. volumetric pipette, Mohr’s 10 c. c. graduated Y% doz. cylindrical graduates 100 ¢. c¢. 4 “cylindrical graduates, 25 ¢. c. 1 doz. each bottles wide mouth, “prescription” 32 0z., 8 oz., 4 0z 1 “each bottles “tincture” mushroom stopper 32 0z., 16 0z., 8 oz 1 bottles “salt mouth” mushroom stopper, 32 07.
ELEMENTARY PHYSICS
spirit level model lifting pump model force pump 1-3“ meter sticks, brass tipped 3 lever holders 1 set universal weights 4% doz. brass pulleys with hooks 1-3“ spring scales, 1-2 to 5 Ibs balance and weights, see “chem app.” 1 set capillary tubes hydrometer, parafhned stick hydrometer see Quevenne lac. “agriculture” hydrometer jar 15 x 2% thermometer see “chem app.” 3-scale thermometer, F. R. C hypsometer protractor, metal barometer tube with bend and bulb Boyle’s law stand Hale’s pressure gauge glass tubes see “glassware” 18 ft. rubber tubing, white as follows: 12 ft. 1-4 inch, 6 ft. 3-16 inch 6 ft. rubber tubing, red antimony 3-16 inch 9 rubber stoppers as follows: 4+ each 2 hole Nos. 7, 8 & 11 1 each solid No. 6 1 each 2 hole No. 12 4 doz. cork stoppers, Hat as follows: 1 doz. each, diameter 1 3-4, 2, 2 1-4, 2 1-2, inches cork borers and cork stoppers, regular length see “chem. app.” 5 Ibs. sheet lead 1-16 inch mercury, see “chemicals” 5 Ibs. shot No. 5 1 box assorted rubber bands % Ib. copper wire No. 18 1 “iron wire soft No. 28 1 spool each silk thread, linen thread
to. be
bo
=
28
A MANUAL FOR HIGH SCHOOLS
BIOLOGY 2 microscopes ee bell glasses, 14 inch, : 2 ) gal. 1 doz. tripod magnifiers
dissecting microscope 1 gross slides, 1 0z., cover glasses
razor 300 insect pins, 3 sizes \%4 doz. dissecting sets (scalpel, scissors, forceps, 2 needles) — 14 Ib. each formaldehyde, 40, ether, 75, potassium “cyanide,”
wide mouth 8 oz. bottles, see “glassware” carbon bisulphide and pottassium permanganate, see “chemicals” 1 doz. granite pans, 9 x 12 shallow | medicine droppers y dropper bottles, glass bulb LO petri dishes 1 Ib. agar agar | chloroform oz. benzole glycerine 8 “ rochelle salts
2 battery jars, 9x12, 2 gal. Y%4 doz. battery jars,6x8, 1 gal.
yy * specie jars, gal. 1 “ window glass, 10x 10 “% “ Jantern globes 4% |b. assorted rubber bands ~ boxes gummed labels, 2 sizes
45.
sill thread, linen thread, flat corks, rubber tubing, rub-
ber stoppers, see “el. phys.” fae thistle tubes, cork corers, see “chem. app.” mosquito bar, white, see “agriculture”
AGRICULTURE bucket spray, “Success” extension rod, 8 ft. extension hose, 15 ft. nozzles, conical “Vermorel” .50 and “Mistry” 1.00 nozzle, flat “Bordeaux” prunning saw, adjustable pole attachment for adjustable saw pruning shears, (grape) .50, pruning knife, .50 pruning shears “Buckeye” grafting chisel 2 doz. budding knives
paris green, copper sulphate, sulfur, lime resin, beeswax, tallow, see “chemicals” centrifuge milk tester, 8 bottles 1 doz. milk bottles for tester 1 cream bottles 1%“ skimmed milk bottles acid measure pipette 17.6 c. ¢. Quevenne lactometer hvdrometer jar, see “element. phys.” 27 Ibs. sulphuric acid, s p. gr. 1.83 1 “corrosive sublimate tablets soil auger iron mortar, '% gal. and pestle 1 doz. sealing jars, “Lightning” quart 1 “sealing jars, “Lightning” pint
39 5.00 1.60
4.00 AB 1.20 3.00 1.00 15 50 20 10 2.00 2.00
ne os
Lame seed Sa | Ww ot or asos
a
= enw
Oo
x
=
A MANUAL FOR HIGH SCHOOLS 29
4 “ — soil capillarity tubes, glass 5 ft. x 1 1-4 inch —........... 3.00 drying oven 100° C., crucibles, desiccator, slop jars, Bunsen
vapor lamp, the rmometers, brass tongs, balance, see
“chem. app.”
2 percolators, qt. 1.00 small tin grocers’ scoop ; 0 cylindrical graduates see “glassware” a coarse balance (grocers’) with weights % oz. to 4 Ibs. . 3.00
¥% doz. small granite pans, circular 90 iron pans and troughs (at tinners) a 3.00 sand, sawdust, muslin, cheesecloth, mosquito net, cotton
thread 1.00 specie jars, sce “biology” shot, spirit level, see “el. phys.”
1 set sample soils 28 1.50
1 “economic seeds 1.50
] weed seeds 1.50
1 doz. smooth dinner plates ; 1,20
1 gross vials, 2 drachm .85, stoppers .15 ..... . 1.00
1 set brass gauze sieves, 5 sizes 5.50
1 doz. tripod magnifiers, see “biology”
2 “flower pots, 3-4 gal. with saucers 1.70 steel tape 50 ft. 250 muriate of potash, acid phosphate, ground rock phos-
phate, bone meal, lime, limestone : 5.0 magnesium sulfate. potassium sulfate, ammonium sulfate, ferric chloride, see “chemicals” TOOLS hollow handle tool Li vise, small 75 hatchet 50 back saw 1.30 brace and bits 1.00 square 30 pliers and wire cutters BS pincers, small 25 whetstone 45 1 Jb. each iron wire. No. 24 and No. 18 : a1)
V. School Plots.
Leaving out of consideration school gardens, which apply to ele- metary grades. and vegetable gardens, which though valuable are not necessary demonstrations to the high school course as herein conceived, and confining attention to those demonstrations peeuhar to general agriculture and called for by the foregoing course of study we may group them into three series as follows: the first series to illustrate fertilizers and rotations, the second, forage and cover erops, and the third, desir- able introductions.
Beginning with the last. desirable introductions will in most com- munities include rape, kale. sorghum, resistant clover and more es- pecially alfalfa. These demonstration plots should be small, about 1-80 acre each exeept the alfalfa which should be larger. The approved method for getting a stand of alfalfa is as follows: ‘*Plow deep in the fall applying fertilizer at the rate of 50 Ibs. muriate of potash, 300 lbs. acid phosphate and 12 tons of barnyard manure per acre. Sow to rye and vetch, turn under in the spring, apply 2000 Ibs. of lime per acre, plant soy beans, and cultivate all summer. Repeat the process for the second year. Llarvest the second crop of beans and sow 30 alfalfa seed per acre by Sept 1°’ (Tennessee Experiment Station.)
30 A MANUAL FOR HIGH SCHOOLS
The second series demonstrates the management of crops raised mainly for soiling and winter cover. In all these combinations there are two crops per year, the winter crop being usually a combined cereal and legume which is harvested green as needed for feed and the land at once put into a summer crop of peas and beans to be harvested in the fall in time for the followine winter crop. Where a variety test is made of either the winter or summer crops the crop alternating during the re- mainder of the year should be the same for the varieties tested. Fol- lowing are some of the varieties recommended with the rate per aere im lbSiz
Winter crops: cereals; rye (60), wheat (60), oats (48). Winter crops: legumes; vetch (30), erimson clover (20), alsike (15). Summer crops: mammoth yellow soy bean, Ito san cowpea, medium yellow eow- pea, early medium yellow cowpea, Jap pea, and No, 1538, either at the rate of 20 Ibs. per acre.
It is reeommended to consider all the varieties of cowpeas as experi- mental followed by a standard winter cover crop of rye and vetch (1-4 aere) and to consider other combinations of cereal and winter legume as experimental, all followed by a standard summer crop of 1-4 aere of mammoth yellow soy beans, thus making a half aere for this series. The purpose of equalizing conditions by having the same summer crop on all comparative tests of winter varieties and of having the same winter crops on the portion devoted to summer variety tests will be apparent.
Series one of the school plots is a very important demonstration and requires exactness in its preparation and eave. A test of different kinds and combinations of fertilizers demands the use of definite quantities, the continuity of the demonstration through a nunber of seasons—the result getting to be more apparent and valuable the longer it runs—and a uniformity in size of plots. And it is essential first of all that the area devoted to the test be uniform in character throughout that difference in results on different plots may be attributed wholly to the character of fertihzer. The plan shown in Fie. 6 and the accompanying explana- tory notes show how this exactness is to be attained and one of the ranges shows the plan of applying fertilizers.
Considered as a rotation demonstration, series one is intended to show simultaneously the four annual phases of a four year rotation as they would appear June 1 of any year. The crops selected are such as prevail all over the state and are worthy of recommendation. Their order of succession on each range is as follows: Ist year, cowpeas, 2nd vear, wheat, 3rd year, clover and grass, and 4th year, corn. The cow- peas are sown in the spring and disposed of in time to prepare range for wheat. With the wheat is sown red clover or alsike and in the spring any suitable grass seed may be added as desired. This clover and grass
is then let run until the second spring after wheat is harvested. The
A MANUAL FOR HIGH SCHOOLS
Series I Rorarion and FERTILIZERS
RANCE'A" RANGE"B"” RANCE"C" RANGE'D’
[fa Q 9° : S {uss fe T Z 7 | PsKs(PR). under. 8 / : Bs nothing. /0 olf * 304 —* 12+ — 305 412m —— 305 of 12 30 ——4 Crops as located Junel, 19097, 19197, 1917 ele; :
COWPEA —<——— WHEAT +— CLOVER ond GRASS <—— CORN
Fig. 6.
‘
EXPLANATION Size of plots 18 ft. x 304 ft. Cone eightieth acre) with 2 ft. paths between Size of Ranges 198 ft. x 30% ft. with 12 ft. road between
Fertilizers are applied once in rotation (4 yrs.) ] 3
P=300 Ibs. high grade acid phosphate per acre having 16% Pz Os»
P2—twice above amount; P6 six times, etc. P (PR)=150 Ibs. per acre
ground rock phosphate. P (BM)=200 Ibs. per acre steamed bone meal 24% Ps O; K=100 Ibs. muriate of potash per acre 50% KeO F=6 tons farm yard manure per acre. L=2000 Ibs. lime per acre
Half of right-half of each range has lime applied once in each rotation
“OR and “under” indicate whether cowpea crop is to be harv-
ested or turned under as green manure
31]
32 A MANUAL FOR HIGH SCHOOLS
grass is turned under the spring of the corn year. After harvesting the corn the fertilizer is apphed as shown on the cowpea range—the appli- cation being made but onee for the entire rotation. Follow the corn by a winter cover crop of rye to be turned under in the spring when lime is applied to the right half of the range and cow peas again sown. This appheation of fertilizers and lime coming between the corm crop and the cowpea crop occurs on each range but once in each four years but as the series has four ranges cach showing an annual phase of the rota- tion the fertilizers and lme are applied on one range each year. The illustration (Fig. 6) necessarily shows the crops as having fixed positions on the ranges but it should be understood that the regular succession of crops will make the condition represented appheable but onee in each four years, viz.: 1908, 1913, 1917, ete.
The corn and wheat ranges may be untilized as breeding plots.
Since the fertilizer is to be applied but once in the four years of the rotation, in beginning the demonstration where one wishes to start with all four of the erops the first season fertilizers may be apphed on all the ranges as follows: full amount preceding the cowpea year, 3-4 amount preceding wheat year, 1-2 amount preceding the clover and grass, and 1-4 amount preceding corn.
Any county high school or any publie school in Tennessee accredited to this university whieh ean undertake these demonstrations with some assurance of sueeess will command the services of the university. Sueh services include laying out of the plots agreeable to a plan uniform for the entire State; advice by correnspondence with this department and with the Experiment Station; occasional personal inspection; a system of recording results on blank forms furnished by this department: and the dissemination of results by printed reports and by conference of teachers. Since the Department of Agricultural Education desires to be a elearing- house for results, criticisms, and alterations for all schools looking to us for this aid and advice, any changes from the plan designed to lessen the work should first come to this department. The advantage of a uniform system for the entire state, whereby teachers may be able to communicate by letter or conference, to report results on a blank provided by us for permanent record and in making possible the distribution of a brief printed annual report of all the schools for the benefit of all, will appeal to all systematie workers.
Many other plots can be used to advantage where time will per- mit, to demonstrate approved varieties and methods especially in garden- ing but they will be left to the teacher’s individual plans. The foregoing three series include all of the demonstrations essential to the course of
study as presented.
A MANUAL FOR HIGH SCHOOLS 33
VI. Conclusion.
The qualifications for the agriculturist should include (besides char- acter) collegiate training in agriculture, since in no other piace can the ability to appreciate exactly the significance of each agricultural topic enumerated, to give it its proportionate space in the general scheme, to develop its relation to the general sciences, and to utilize it for illustra- tion of a scientific principle be acquired. The best evidence of such qualification is a college degree in agriculture from a good college.
Since the greatest danger to successful work in agriculture in our present methods of school administration is the uncertain tenure of teachers from which follows the habit of laying down duties at the close of the term in May to be reswned if at all not before September, the board ‘annot give this work any ereater assurance of success than by engaging the agriculturist by the year and as a part of his consideration provide him a residence on the grounds where in addition to his plot work he should have at least ten acres in cultivation for the double purpose of demonstrating suceessful agriculture and horticulture and of making a profit for his school. Much more than this amount is not necessary if the farms of the locality are used by students as their laboratory in which to emulate their teacher and apply his teachings. The burden of respon- ‘sibility thus comes where it should, on each individual, and the factor of pecuniary profit is properly used as a means of success. The instinct to look out for oneself financially has certain ethical mits within whieh it is not only allowable but commendable and should be encouraged. Ex- perience has shown that the plan of working a large farm in connection with the school is in danger of the financial failure that has usually at- tended communistie enterprises and moreover would violate the ideal sought to be ineuleated by this manual. But failure to provide work for the summer means a neglect of demonstration plots—a very bad lesson to the community—and a loss of the cumulative value which comes of carry- ing over into each suecesive Year the acomplshments of previous years. The expense of equipment elsewhere estimated should be aeceptable to the school board before the work is begun.
The author was disposed to verify the aecuracy and wisdom of cer- tain suggestions and details herein set forth of which he is uneertain, with the assistance of others working in the same or related fields but knowing that time and experience alone will perfect the scheme and that at best a revision will soon be necessary, submits it for both eriticism and use. A model laboratory and library after the foregoing plan will form a part of the equipment of this office for inspection of visitors as well as for class use. This equipment is selected within a rigid expense limit such as is imposed on the average high school
34 A MANUAL, FOR HIGH SCHOOLS
Summarized, the expense of equipping a school for teaching science and agriculture would be about as follows:
Library ease, $21.00; table $5.00 ae $26.00 Rooks. eee eo oe nn 42.00 Laboratory fapiead 26.00: shelves, 16.00; tables, 4.00 46.00 Laboratory supplies (as follows) Baws 342.74 Chemicals $35.68 Chem. apparatus . 52.72 Glassware 28.16 Element. Phys. 29.65 Biology &. 109.76 Agriculture fee a. “T9390 Tools 6.87 Horse, 125.00; wagon, 35.00 and tools, 75.00 fects L2BONOO Total, ieee $691.74
It is estimated that other outside expenses of the plots may be paid for by profits from the crops. They will inelude hot bed and cold frames and extra teain and labor. The consideration for the use of the agricul- turists cottage should be computed in fixing his salary and should be suf- ficient to pay a profit as an investment by the school.
Prices and places for securing the seed, fertilizers, apparatus, furni- ture and implements ealled for in this manual may be obtained by con- sulting the advertising pages of the U. T. Farmer, a monthly journal’ devoted to agricultural education and progress published at the univer- sity of Tennessee, Knoxville. Tenn., at 50c. per year.
All inquiries should be addressed to
Josiah Main, Department of Agricultural Edueation,
University of Tenn... Knoxville, Tenn.
LIBRARY OF CONGR
A
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