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 OUTLINES FOR 
 
 Thirty-six Lessons 
 
 in Agriculture 
 
 For Use in the Seventh 
 or Eighth Grade 
 
 Issued by the 
 
 Department of Public Instruction 
 
 Des Moines 
 1915 
 
 >)/ 
 
 G 
 
OUTLINES FOR 
 
 Thirty- six Lessons 
 
 in Agriculture 
 
 For Use in the Seventh 
 or Eighth Grade 
 
 Prepared by 
 
 WILLIAM H. DAVIS 
 
 Professor of Agriculture 
 Iowa State Teachers College 
 
 Edited by 
 
 A. C. FULLER, Jr. 
 
 BETTER SCHOOLS FOR IOWA 
 BOYS AND GIRLS 
 
 Issued by the 
 ^X-^n-'V-t*. . Department of Public Instruction 
 t> Des Moines 
 
 1915 
 
 Albert M. DeyoE, Superintendent of Public Instruction 
 
 Frank D. Joseph, Deputy Superintendent 
 
 Fred L. MahANNAH, Inspector Normal Training High Schools 
 
 J. A. Woodruff, Inspector RuraCand Consolidated Schools 
 
 A. C. Fuller, Jr., Inspector State Graded and High Schools 
 
 J. C. McGlaDE, Inspector State Graded and High Schools 
 

 ^^ 
 
 Copyright. 1915, by 
 
 WILLIAM H. DAVIS 
 
 All Rights Reserved 
 
 ©CI,A4()6912 
 
 JUL 12 1915 
 7/r i . 
 
FOREWORD. 
 
 To Boards of Education, Superintendents and Teachers: 
 
 Agriculture is not entirely a new subject for study. Neither is it 
 a stranger in the Iowa public school system, for two hundred and 
 four schools enrolling two thousand six hundred and eighty-one 
 pupils in such courses report work in agriculture for the past year. 
 
 The Thirty-fifth General Assembly established agriculture in 
 the courses of study for all public schools. The wisdom of this 
 action is clear to all. Whatever the views held concerning the 
 aims of education, agriculture can be most profitably utilized 
 in promoting them. Moreover, agriculture interests more people 
 than any other science. Practically all other sciences contribute 
 to it. Agriculture is most wonderful in extent, most interesting in 
 character, and most useful in its economic relations. 
 
 Experience thus far with teaching agriculture in the schools 
 shows that the educational values resulting from this work are as 
 permanent as those from any other subject, whether in one or more 
 units, while the economic value is shown in actual results on the 
 home farms and in the redirecting of the lives of young people. 
 
 Whatever obstacles confront us in shortage of teachers, or reluc- 
 tance to depart from traditional lines of school work, time v/ili 
 speedily remedy. The teacher supply will increase, and actual re 
 suits from work sincerely and sympathetically undertaken will 
 overcome inertia and prejudice. For the present a minimum of 
 six weeks of special preparation is expected of all teachers giving 
 instruction under this plan. 
 
 These outlines were prepared, the lists of apparatus compiled 
 and tested out, and the drawings made by Prof. W. H. Davis, in- 
 structor in agriculture in Iowa State Teachers' College. 
 
 This course of study is a detailed plan of work for grade schools 
 only. It is expected that thirty-six lessons will be given, each ninety 
 minutes in length. A common practice will be to take the time 
 after recess in the afternoon one day per week. Both boys and girls 
 will take the work. Like all courses of study this outline may need 
 some adaptations to meet local conditions. Suggestions for im- 
 provement from teachers and others will be gladly received. 
 
 Albert M. Deyoe, 
 
 Superintendent of Puhlic Instruction. 
 
PREFACE AND DIRECTIONS FOR THE, TEACHER. 
 
 The object of this syllabus is to place something definite and use- 
 ful before the students and teacher whereby they may be led to 
 think for themselves and put thought into their work. Experi- 
 mentation lends interest and practicability to the work and appeals 
 to both the agriculturist and pupil. The day of farming on paper 
 is past and the spirit of "concrete farming" and teaching is here. 
 Pupils taught by this laboratory method will be far more efficient 
 in knowledge, ability, character and bread-earning power than 
 those taught by text only. ' 
 
 Note Books. 
 
 The student should not copy drawings or statements, save the 
 objects to the experiments, from text or elsewhere ; but if it be- 
 comes necessary to copy a drawing or a statement, that fact should 
 be noted preceding the statement or under the drawing and the 
 reference given with the page. Students should leave the finished 
 laboratory exercises in the drawer of the desk or in a case fitted 
 for this purpose so they may be inspected at any time. The teacher 
 should not allow finished work to be taken from the class room. 
 The experimental work should precede the recitation which clinches 
 the laboratory work and calls to mind those things upon which 
 they cannot experiment or which are impracticable for experimen- 
 tation. Two laboratory periods are counted as one recitation, and 
 when possible, the teacher may assign a laboratory experiment to 
 be solved outside of class as a lesson preparation. Give the instruc- 
 tions to the pupils for experimentation as stated herein. They may 
 be copied on the board or mimeographed. The plans, drawings, 
 etc., herein are for the teacher and should not be given to students 
 for copying. Pupils should draw from the specimens themselves. 
 
 Reference Books. 
 
 In the back of this book is a table giving accurate page refer- 
 ences to many of the best books available. At least ten of these 
 books should be provided for the use of the class. It is hoped that 
 this form for the references will be most convenient. The extra 
 chart may be posted for the use of the pupils. The teacher should 
 
— 5 — 
 
 read the references in the different texts and perform the experi- 
 ments before presenting the laboratory work to the class that she 
 may know the subject matter thoroughly. Have the pupils read the 
 references from the texts designated and report the facts to the 
 class in order that the most subject matter possible may be pre- 
 sented. Pupils will need help in selecting proper items for their 
 note books, and with the order and arrangement of the matter. 
 This will lie a proper part of English work. The teacher should 
 mark the work each week so the student may know how his work 
 stands and thereby receive better instruction. The teacher should 
 not make drawings nor answer questions for students and then 
 mark the work as that of students. The student must make all 
 drawings, answer all questions and receive a grade according to 
 his ability to think along these lines. However, if the teacher 
 thinks some points need explaining, they should be explained to 
 the whole class alike. Work with individual pupils will be re- 
 quired in this subject as in any other. 
 
 Teachers can do much to stimulate the interest and activity of 
 the children by arranging observation trips to local fields and farm 
 yards; by organizing boys' and girls' clubs and encouraging home 
 projects under the direction of the Club Work Department of the 
 Iowa Agricultural College at Ames. 
 
 FOR THE PUPIL. 
 
 Hoiv to record the work in an experiment. — Every experiment 
 has an object which is the question for which an answer is to be 
 found. Read the object or question thoroughly so you understand 
 the purpose for which you are working. Then, put down the word 
 "Object" and after it, copy the question as stated. Operation is 
 the work done. Here tell just what you did and what you saw in 
 the order in which it occurred; use the first person singular or 
 plural as "I" did this and "I" saw that or "We" did this and 
 "We" observed that. Observe neatness and order in recording 
 your work. Do not copy the directions of the Operation as given 
 but put down what you did and saw. 
 
 In your conclusion, you should answer the question of your ob- 
 ject with a brief, logical answer. Every experiment shonld have a 
 conclusion. 
 
— 6 — 
 
 Example of a finished experiment. 
 
 EXPERIMENT 1. 
 John Doe. 
 
 September 7, 1915. 
 
 Object. Do all corn plants have the same number of leaves? 
 State any variation. 
 
 Operation. I counted the leaves on ten corn plants and found 
 the numbers to be as follows : 
 
 Plant 
 
 1 1 
 
 1 2 
 
 1 3 1 
 
 4 1 
 
 5 1 
 
 6 1 
 
 'J' 1 
 
 8 1 
 
 9 1 
 
 JO 
 
 Leaves 
 
 10 1 
 
 14 
 
 1 11 1 
 
 16 1 
 
 7 1 
 
 3 1 
 
 1 IB 1 
 
 10 1 
 
 10 1 
 
 17 
 
 Comclusion. All corn plants do not have the same number of 
 leaves. They vary from 7 to 18. 
 
 Place but one experiment on a page or sheet in the note book 
 and your name on each experiment. 
 
— 7 — 
 
 CHAPTER I.— PLANT PROCESSES. 
 
 EXERCISE 1 (Experiment). 
 
 GERMINATION. 
 For the Teacher : 
 
 The teacher should prepare for each student fifteen good corn 
 and fifteen bean seeds soaked in plenty of water for twenty-four 
 hours, running water preferred. Pour off the water, cover with a 
 damp cloth until ready for planting. Use either soil boxes or indi- 
 vidual garden plots as shown below. 
 
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 Have each student spade his plot, prepare a mellow seed bed, 
 plant ten of the soaked corn grains in one row on one day, some 
 with the points down. Leave some seeds in the jar to sprout that 
 they may watch them. Wait two days, plant ten more in another 
 row; after four more days, plant ten in a third row. Let these 
 stand until the first leaves show above the ground. Make your 
 plantings of beans on the same days as your corn and similarly, 
 only continue planting your beans four days apart, one half row 
 at a time, until the first planted are well above the ground. The 
 weather and conditions will vary but this is intended for weather 
 70°F. and plenty of rain. Noie: Start Experiment 3. 
 
 The corn and beans will be ready in two weeks. 
 
— 8 — 
 
 For the Pupil : 
 
 Object. How does the germination of a kernel of corn differ from 
 that of a bean ? 
 Operation. 1. Plant corn and beans as directed by your teacher. 
 Record just what you did, with dates. 
 
 2. When your planted beans and corn have leaves, 
 
 dig some from each row and take to the labora- 
 tory in a pan J cover with damp cloth, rinse 
 well. Why ? 
 
 3. Note where the root of the com first appeared, 
 
 also that of the bean, and where the stem of 
 each appeared. Describe the differences. 
 
 4. What parts of the kernel of corn are left in the 
 
 ground 1 Of the bean ? 
 
 5. Find at least three changes that each has made. 
 
 Describe them. Sketch your germinating seed- 
 lings. Label roots, stem, leaves, seed coats. 
 Place the drawings of the corn together; also 
 those of the bean. 
 
 6. What makes sand and soil cling to the roots? 
 
 Experiment 4 wall help you to answer. 
 
 Conclusion. Answer the question or object. 
 
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— 11 — 
 
 EXERCISE 2A (Experiment). 
 
 STARCH. 
 To the Teacher: 
 
 For part A, have at hand or have the pupils bring from home, 
 a glass tumbler for each group of 5 students; also, a potato, ear 
 of corn (soak some kernels) and a teaspoonful of com starch. 
 
 For Part B, cut from a cork pieces as large and as thick as a 
 cent. Obtain some pins and about a cup of alcohol. A wood alco- 
 hol lamp may be made by putting a lamp wick in an oil can and 
 threading through a nut on top ; any means for boiling may be 
 employed. Pupils may do this boiling at home. Have the students 
 set up Part B first, then solve Part A. 
 
 For the Pupil : 
 
 Object. "What is a good test for starch? 
 
 Operation. 1. Four students work together. 
 
 2. In a glass half filled with warm water, place a 
 
 piece of corn starch as large as a pea, mix 
 thoroughly — dissolve. 
 
 3. Drop five drops of iodine in this solution. You 
 
 may use more if necessary. Put iodine on a 
 corn kernel, cut lengthwise, and a slice of po- 
 tato. Let stand for five minutes, 
 
 4. Starch dissolved in water by boiling enables the 
 
 iodine to work quickly. 
 Conclusion. 
 
 EXERCISE 2B (Experiment). 
 WORK OF THE LEAF. 
 
 Object. What effect does sunlight have upon a dandelion leaf? 
 
 Operation. 1. Choose a warm, sunshiny day and a plant that 
 will be in the sunshine all day. 
 2. Early in the morning, before sunrise if pos- 
 sible, shade a part of a dandelion leaf by 
 fastening two cork discs about the size of a 
 cent so that they are opposite each other and 
 some of the leaf between them. Do this by 
 running two pins directly through the corks 
 and leaf. Better results will be obtained, if 
 you use several kinds of leaves. Thin leaves 
 are best. 
 
— ]2 — 
 
 3. Pick the leaf at the close of day, boil in water 
 
 to kill the leaf, and dissolve any material that 
 you may wish to use. 
 
 4. Soak the leaf in denatured alcohol (keep the 
 
 alcohol in a covered receptacle) until the leaf 
 is white. What color is this alcohol? What 
 did it remove? Wash the leaf. 
 
 5. Cover the leaf with iodine and let stand for a 
 
 time. Why? Can you see where the corks 
 were? Why is the other portion of the leaf 
 colored? What does this color show? Name 
 a condition that is necessary to make food in a 
 leaf. 
 
 6. Was there ever "food" between the corks? 
 
 When? When was it removed? 
 
 Conclusion. 
 
 EXERCISE 2C {Experiment). 
 
 WATER IN PLANTS. 
 
 For the Teacher: 
 
 If you do not have glass tumblers, have each student bring one 
 from home. Each student needs a pocket knife and a piece of 
 cardboard four inches square. Set the apparatus over a potted 
 plant (geranium) or over a clover or other plant out of doors. This 
 may be done either at night or in the morning. Good results are 
 obtained by leaving it set up over night. 
 
 
— 13 — 
 
 For the Pupil : 
 
 Object. What becomes of the water drawn in by root hairs? 
 
 Operation. 1. Cut a cardboard 4 inches square. Choose a plant 
 which can be easily covered by a tumbler. 
 2. Cut a hole in the center of the cardboard the 
 same diameter as the stem of the plant, then 
 cut along a line to one side, thus enabling the 
 stem to take its position at the center. Place 
 this around the stem and seal the opening 
 around the stem and cut, with wax or melted 
 paraffin. 
 ' 3. Cover the plant with a glass tumbler resting on 
 the cardboard which rests on the ground or 
 on a flower pot. Let remain over night. 
 
 4. Note the surface of the glass. The openings 
 
 (stomates) in the leaves allowed this to come 
 out. 
 
 5. What may be the source of the so-called "dew" 
 
 on grass in the morning? Look under thick 
 clover in the day time — feel — what do you 
 find? It is said that 500 tons of water are 
 taken from the soil to grow one ton of corn 
 fodder and the roots of a corn plant if placed 
 end to end would reach a mile. 
 Conclusion. 
 
 EXERCISE 3 (Recitation). 
 
 SUMMARY AND CONCLUSION. 
 
 Recitation on excretion and use of water as in the references. 
 Bring out the fact that it is best to cut clover and alfalfa when 
 most of the water is out or about 3 P. M. 
 
 EXERCISE 4 (Laboratory). 
 
 ROOT HAIRS. 
 
 For the Teacher: 
 
 Some roots from corn sprouted between damp cloths or oats 
 sprouted between damp blotters should be prepared six days be- 
 fore this class exercise. If roots are pulled from the soil, wash 
 
14 — 
 
 them as the root hairs hold the fine grains of sand and they do not 
 show well. Do not let root hairs become dry, place them on damp 
 paper for study. They look like fuzz to the eye and it is through 
 these that water containing soil food-elements is drawn into the 
 plants. Use a tripod or other magnifier. If possible, have each 
 student own a magnifier. 
 
 Sf»^o£/TM^ 
 
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 Diagram to show all plant processes and the means for carrying on these 
 
 processes. 
 
— 15 — 
 
 For the Pupil: 
 
 Object. What are root hairs? Where are they located? Their 
 use? 
 
 Operation. 1. Place some soaked oat seeds between damp blot- 
 ters (or cloths) for six days. Keep in a warm 
 place. 
 
 2. Observe the fuzz like projections on the root. 
 
 Upon what part of the root are they found? 
 Where never found? Length? Size as com- 
 pared with the root ? 
 
 3. Draw a part of an oat root showing a few of 
 
 these hairs. Draw to show where the hairs 
 are located. Label, root hairs, root tip, root. 
 
 4. Ask the teacher for their use. 
 Conclusio^i. 
 
 EXERCISE -5 (Recitation). 
 ROOT HAIRS. 
 
 Recitation on root hairs and roots and their functions, etc., as 
 given in the references. 
 
 EXERCISE 6 (Laboratory). 
 DEPTH OF PLANTING. 
 For the Teacher: 
 
 This experiment can be performed by making a box with two 
 glass sides and a board partition through the center. The box be- 
 ing 6"xl'x2' long. A box support for two vertical pieces of glass 
 4 inches apart is also excellent. The seeds may be planted near 
 the glass. Have the student bring a two-quart fruit jar ; or, if you 
 can, purchase a large jar 4" in diameter and 12" tall for this ex- 
 periment. Two-quart "Economy" fruit jars are good. Ask dif- 
 ferent students to bring corn, radish, lettuce, timothy, and wheat 
 seeds. Soak the seeds twenty-four hours before planting. Have a 
 good supply of damp sand or soil at hand. 
 
 The apparatus shown in the drawing can be used for an 
 aquarium by cementing with a formula used by Prof. E. L. Pal- 
 mer, Linseed oil 3 oz., tar 4 oz., resin 1 lb. — melt together over a 
 slow fire. Allow to cool under water and if it runs easily, remelt 
 
16 — 
 
 and insert more of each constituent except the oil; or cook longer. 
 Pour the cement in the corners while it is warm. It is best to 
 build the glasses farther apart than shown in the diagram. Strips 
 of glass can be purchased at a hardware store and put over the 
 cement for protection. 
 
 So /^ 
 
 -2'Ji- 
 
 Two seed germinators. 
 
17 — 
 
 EXERCISE 6— Continued (Laboratory). 
 
 For the Pupil: 
 
 Object. What depth is best to plant corn? Radish? Lettuce? 
 Timothy ? Wheat ? 
 
 Operation. 1. Each student try one kind of seed which has 
 previously been soaked in water. 
 
 2. Place about two inches of damp soil in the jar; 
 
 place 2 corn kernels one inch apart near the 
 glass. 
 
 3. Place thereon one inch of soil and plant 2 more 
 
 corn kernels as before only not above the first 
 planting, turn the can slightly so as to have 
 all kernels one inch apart horizontally and 
 making a spiral up the side of the jar. 
 
 4. Make several plantings, filling in the soil one 
 
 inch each time and turning the can. Fill the 
 can within one inch of the top. Leave some 
 grains on the surface of the soil. 
 
 5. Do likewise with the other seeds or the seed as- 
 
 signed to you. Record the date and depth of 
 each. Keep them damp and in a warm place. 
 A damp cloth left on the surface for a few 
 days helps. 
 
 6. Observe all five seeds. Draw your jar and 
 
 sprouted seeds when you have found the an- 
 swer. Observe the other students' jars con- 
 taining different seeds than yours. 
 
 7. What effect has too deep planting on seeds? 
 
 Compare the depth of planting corn with that 
 of lettuce. Name the seeds for deep planting 
 and those for shallow planting. State the best 
 depth for planting each. 
 Conclusion. 
 
 EXERCISE 7 (Recitation). 
 DEPTH OF PLANTING. , 
 
 Recitation on the depth for planting different seeds. The text 
 book work should not be assigned until the laboratory work is fin- 
 ished. In the meantime, the students may work on Exercise 8. 
 
18 — 
 
 CHAPTER II— WEEDS. 
 EXERCISE 8 (Laboratory). 
 WEED COLLECTION. 
 
 For the Teacher ; 
 
 The teacher should locate plenty oP specimens, choosing six 
 weeds in all, two from the annuals, two biennials, and two peren- 
 nials, but more may be gathered if desired. Have each student 
 provide himself with a pencil, six slips of paper about 2"x4:" so he 
 can punch a hole through it with his pencil, insert the weed therein 
 and write the name and location thereon. Small garden trowels 
 or some instrument for digging the roots of weeds should be pro- 
 vided. Take your students to the weeds, show them how to sort 
 out and collect small specimens that can be pasted on sheets of 
 water-color, tablet, or other paper. Have them gather root, stem, 
 leaf and seed if possible. After gathering, bring the specimens to 
 the laboratory, clean the roots, place between carpet paper or blot- 
 ting paper, sheets 12"xl8" (newspapers can be used), press by 
 placing weights thereon : air each day until dry, then mount. Blot- 
 ters can be obtained from a printing office or cut from carpet paper 
 which is handled by furniture companies. To mount the weeds, 
 purchase a roll of white passe par tout — or a roll of paper gummed 
 on one side — and give each student a four-inch strip from which he 
 can cut narrow strips about one-eighth inch wide and one and one- 
 fourth inches long. Moisten these strips and fasten the weeds on 
 the sheets by pasting the strips across the stems and other parts. 
 Give the common name and location, whether annual, biennial or 
 perennial. Place the labeling in the lower right hand corner. 
 
 The best reference for information about these weeds for Iowa is 
 Circular 5, entitled "Unlawful Weeds and Their Extermination." 
 Send to Iowa College of Agriculture, Ames, Iowa, and have enough 
 of these circulars sent so that each member of the class may have 
 one. They are free. 
 
 Weeds to teach: 
 
 Annuals: Foxtail, Butter Print or Velvet Leaf, Knot Weed. 
 
 Biennials: Burdock, Wild Parsnip. 
 
— 19 — 
 
 Perennials: Smooth Dock, Dandelion, Love Vine, Canada This- 
 tle, Quack Grass. 
 
 Choose two from each of the three groups. 
 
 
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 For the Pupil: 
 
 Object. What are the names of six common weeds? Which has 
 
 the longest roots? Which the largest roots? Which 
 
 the most roots? Which the most seeds? Which 
 
 live the longest? 
 
 Operation. 1. Have ready six slips of paper 2 by 4 inches, lead 
 
 pencil, four blotters for pressing weeds when 
 
 you return. 
 
 2. On the excursion, choose a weed that will be 
 
 of convenient size to put on an 8x10 in. tablet, 
 dig up the root carefully, punch a hole through 
 your paper, put the root through the hole, 
 write the name and location on the paper. Col- 
 lect the ones the instructor suggests. 
 
 3. Clean the roots, press the plants between blot- 
 
 ters, save for the next laboratory exercise. 
 
 4. Tell what you did and answer the questions. 
 Conclusion. 
 
 EXERCISE 9 (Laboratory). 
 
 WEED MOUNTING. 
 
 Object. How should weeds be permanently mounted? Which 
 
 are annuals? Biennials? Perennials? 
 Operation. 1. Plave at hand a pair of shears, passe par tout, a 
 tablet of water color paper. 
 
 2. When your weeds are dry, trim off all superflu- 
 
 ous and discolored material. 
 
 3. Place your plant on the sheet, root pointing 
 
 down, stem up and if too long, bend the stem 
 down. If the root is too thick, cut lengthwise 
 and place the cut portion on the paper, mount- 
 ing only half. 
 
 4. Cut thin strips of passe par tout, paste across 
 
 stems and roots to hold them fast. 
 
 5. Name and classify your weeds in the lower 
 
 right hand corner. Your name, the date, lo- 
 cation, annual, biennial or perennial. 
 
 6. Hand in your weed book for a mark. 
 Conclusion. 
 
 EXERCISE 10 (Recitation). 
 UNLAWFUL WEEDS. 
 
 Recitation on the unlawful weeds of Iowa, the weed 
 methods of controlling weeds and weed eradication, etc. 
 
 laws, 
 
— 21 
 
 CHAPTER III.— INJURIOUS INSECTS. 
 
 EXERCISE 11 (Experiment). 
 
 CABBAGE BUTTERFLY. 
 
 For the Teacher: 
 
 Watch a cabbage l^utterfly light for an instant on cabbage leaves, 
 then look on the underside for small white eggs, laid singly and 
 fastened by the end. Collect some eggs, place them in corked 
 phials and use formaldehyde for preserving. Use one part of 
 this preservative to fifteen parts of water. Run a pin through 
 a small piece of the leaf with an egg thereon ; run the pin point 
 into the cork of the phial which has been filled with the pre- 
 servative in water. Then the specimen can be withdrawn and 
 returned to the phial at will. The worms can be fastened to 
 the cork by threading on a pin. They may be killed by dropping 
 in the preserving solution then threading after dead. Be sure you 
 obtain the cabbage "worm," which is green and hairy and crawls 
 along evenly but does not loop like a measuring worm. Do not 
 confuse the cabbage "worm" with the cabbage looper. Place some 
 eggs in a fruit jar one-eighth filled with damp sand, covered with 
 muslin tied over the top, and plenty of young cabbage leaves inside. 
 Watch them hatch. Gather some worms and place in another can 
 and watch their development. Note how they fasten one web over 
 their back and the way the chrysalis is fastened. Record the num- 
 ber of days it is in this stage. Thread, on a pin, a chrysalis which 
 has been killed in formaldehyde and mount in a phial. Raise some 
 butterflies ; also have student collect some butterflies and place in 
 glass jars covered with cloth. Watch them lay eggs and eat syrup 
 — feed them. Insert some flowers of mustard or radish plants. 
 
 To make a net, bend a stout wire in a hoop about one foot in 
 diameter, leaving the two ends long enough to fasten on a fish pole. 
 On one side of this wire hoop, sew a conical piece of mosquito 
 netting about two feet long. 
 
 Have a pint fruit jar with a cover and within a small piece of 
 cotton dampened with chloroform for killing the buttei^fly. You 
 can purchase a cyanide killing jar at a drug store. To preserve 
 
22 — 
 
 the butterfly, handle the wings carefully, lay it on its back, run a 
 pin in the body between the legs, spread out the wings, and pin 
 small pieces of paste board across them, fastening lightly to a pine 
 board. Let remain until dry. Place pins through the back of 
 other specimens. Glue corks, in a pasteboard box and pin the 
 specimens to the corks. They may be laid on cotton and mounted 
 under glass. Mount both sexes as shown in the drawing. You can 
 make a paste board box with a cover having seven-eights of its 
 face glass. This can be done in manual training. Fill the box with 
 nice, white cotton and lay your specimens thereon. 
 
 The specimens of butterflies, in the drawing, have their wings in 
 an unnatural position so one may clearly see that the male has 
 one spot on the upper side of each front wing while the female has 
 two. The number of spots in the under-wings of male and female 
 are the same. Have students mount specimens similar to the one 
 in the plate. Encourage neatness and originality. Label all stages 
 with date and place of collection. 
 
 Conclusion. 
 
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 Ma i-E 
 
 
 Larva 
 
— 23 — 
 
 'EXERCISE 11 (Experiment). 
 
 CABBAGE BUTTERFLY— LIFE HISTORY. 
 
 For the Pupil: 
 
 Object. Through how many changes or stages does a cabbage 
 butterfly pass during his life (cycle) ? 
 
 Operation. 1. Gather some cabbage butterflies with a net and 
 kill them with chloroform. Gather some males 
 with one spot on the back of each front wing 
 and females with two. 
 
 2. Gather cabbage "worms" and kill them by 
 
 dropping in a solution of formaldehyde sup- 
 plied by the teacher. 
 
 3. Look on the under side of cabbage leaves and 
 
 gather some fine, white eggs laid singly and 
 fastened by the end. 
 
 4. Mount these under the direction of the teacher. 
 
 5. Place eggs in one jar, "worms" in another and 
 
 live butterflies in another. Cover the jars with 
 muslin. Feed plentifully. Give the butterflies 
 syrup, and fresh flowers. Watch each develop 
 and take its part in the life historj'. 
 
 6. Describe just how each eats and how long it 
 
 lives in this stage. 
 Note : If June bugs and white grubs are plentiful, you may 
 gather those instead of the cabbage butterfly. The outline would 
 be similar to the above. 
 
 Conclusion. 
 
 EXERCISE 12 (Recitation). 
 
 OTHER INSECTS. 
 
 Recitation on further facts of the life history, some sprays or 
 insecticides. Learn to recognize two beneficial insects and discuss 
 their life histories and how they are beneficial. Discuss the life 
 history of the June bug.. 
 
— 24 — 
 
 CHAPTER IV— TREES. 
 
 EXERCISE 13 (Laboratory), 
 COLLECTING WOOD SPECIMENS. 
 
 For the Teacher : 
 
 Locate five fruit and five forest trees from which you can cut 
 twigs, leaves and seeds (fruit) if possible. Before taking the class 
 to the tree, trim off some limbs that should be cut and have these 
 ready for the pupils. Wilted leaves do not harm if straightened 
 out in the plant press. Follow the same methods for collecting, 
 pressing and mounting that were given for weeds only the strips 
 of passe par tout must necessarily be longer and wider to hold the 
 larger specimens on the paper. It is better to mount woods on a 
 good grade of white card board or bristol board. Use sheets 12"xl6" 
 The wood specimens may be served on cloth. The following dia- 
 gram will show you how to mount and collect specimens. 
 
 If you collect in October, you can find twigs in both winter and 
 summer condition with the leaves off and leaves on. Note that the 
 buds are in the axils of the leaves, and that some leaves are put on 
 in pairs and the pairs alternate like the box elder, maple and ash ; 
 some are in a spiral like the elm, cottonwood, apple and the cherry. 
 Obtain specimens of each arrangement and show pupils this fact 
 Avhile in the field collecting. A compound leaf is composed of 
 little leaflets like the ash. This has from five to nine leaflets, mak- 
 ing a leaf ; others may be simple like the maple and elm. 
 
 For the Pupil : 
 
 Object. How may I tell five fruit trees and five shade trees by 
 their leaves? By their twigs without leaves? By 
 their bark? 
 Operation. 1. Prepare slips of paper and collect the speci- 
 mens as in Exercise 8 on weeds. Write the 
 name on the slips as the teacher gives them to 
 you ; also any other facts you may note. 
 2. Try to name all the trees you see on the ex- 
 cursion. 
 
25 
 
 A/A me: - Rao^sH 
 
— 26 — 
 
 3. Collect leaves, stem, seed (fruit) and a small 
 
 piece of wood from each of five fruit trees and 
 from five shade trees if possible. 
 
 4. Take these to the laboratory and put to press 
 
 for further use. 
 
 5. Describe how you may distinguish those trees 
 
 observed by using the twig only; by the leaf 
 only ; by the seed or fruit only ; by the bark. 
 Can you distinguish the different woods when 
 you see the lumber? How? 
 
 6. If possible, collect a small board 4"x2"x|4" of 
 
 each kind of wood named. Finish some in 
 
 manual training and see which takes the best 
 
 polish. Suggested list: 
 Shade Trees — Fruit Trees — 
 
 Oak Apple 
 
 Elm Cherry 
 
 Sugar Maple Plum 
 
 Silver Maple Pear 
 
 Box Elder Peach 
 
 Cottonwood Western Crab 
 
 Catalpa 
 
 Conclusion. 
 
 EXERCISE 14 (Laboratory). 
 
 MOUNTING WOOD SPECIMENS. 
 
 Object. What is the best way to mount specimens of trees? 
 How many of these trees have I at home? Name 
 them. 
 
 Operation. 1. Have ten sheets of stiff, white bristol board; 
 (paper is too thin for mountings twigs), passe 
 par tout, etc. 
 
 2. Mount your specimens as directed by the teacher. 
 
 Observe neatness and form. 
 
 3. Label each in the lower right hand corner. Com- 
 
 mon name; location or where you found it; 
 class, shade or fruit tree ; buds, in pairs or 
 alternate on the stem; leaf, whether simple or 
 made up in several little leaflets which make 
 it compound. 
 
 4. Hand in your specimens for marking and credit. 
 
 5. If you have collected samples of lumber mount 
 
 them and hand them in for further credit. 
 
 6. Make a list of the trees you have at home, if 
 
 possible, and give the names and numbers 
 here. 
 Conclusion. 
 
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28 — 
 
 CHAPTER V— GARDENS. 
 
 EXERCISE 15 (Laboratory). 
 PLANNING A GARDEN. 
 
 For the Teacher; 
 
 Your object in keeping a school garden is not to show what re- 
 markable vegetables you can raise, but to interest the students in 
 planning a home garden, preparing a seed bed, sowing seeds and 
 growing garden materials. It should create a desire to own some- 
 thing, to do something and to be somebody. 
 
 It is better to plant those seeds that will partially mature before 
 the close of school. The plot should then be sown with peas to keep 
 out the weeds and serve as a good coat of fertilizer. Oats or some 
 other cereal will help to keep down the weeds. The following gar- 
 
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 Have each student set out a cabbage or a tomato plant so that he 
 may know how to transplant. Other plants and seeds may be 
 planted if found practicable. 
 
 Place the list of seeds before your class, together with an idea 
 of the plot. Have the students measure and plan the small school 
 garden (as shown in plate 9 or in plate 10). Bo not give this plan 
 to the students, but let each submit a plan first. Lead them to see 
 why your plan is best, then re-plan to suit your conditions. Have 
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 and then lay it off with a line and small posts as shown in the dia- 
 gram. Each row sliould have marked on the post the kind and the 
 vegetable as : Radish — Early French Breakfast. Each plot should 
 have a stake with the student's name. All work should be done 
 under direct supervision of the teacher. The following will aid the 
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— 31 — 
 
 Be sure to send for your seed early enougli so as not to be hin- 
 dered in your work. You will note that cabbage and tomatoes 
 must be sown in hothouses or house boxes so as to have them ready 
 for use. 
 
 The first plan shown in Plate IX is for a garden along the fence, 
 while Plate X is for a narrower plot. If you have the space, double 
 the size of each student's plot, providing he is advanced enough 
 to care for it. 
 
 In transplanting, pack damp soil well around the roots and place 
 some dry dust as a mulch or straw to prevent the escape of soil 
 water. Straw mulch is good to put around tomatoes to keep down 
 the weeds and preserve moisture. 
 
 For the Pupil : 
 
 Object. What is the best plan for sowing the seeds in our school 
 
 garden ? 
 Operation. 1. Measure the plot allotted for the seeds in the 
 garden. Have the instructor tell you for what 
 seeds to plan. 
 
 2. Plan for each member of the class, just hbw 
 
 many rows and what to plant in each row, the 
 length and width of the rows with size of the 
 plot. 
 
 3. Bring your plan on paper to class. Observe 
 
 neatness and use a ruler in making all lines. 
 Let one inch in your plans equal ten feet in 
 the garden. 
 
 4. Measure your garden-plot at home. Ask your 
 
 parents what vegetables they will raise and 
 plan the home garden. Use a large sheet of 
 paper and let one inch equal ten feet in the 
 garden. Bring this to class and show it to 
 your teacher for corrections or suggestions. 
 Conclusion. 
 
 EXERCISE 16 (Laboratory). 
 
 PLANTING THE GARDEN. 
 
 For the Pupil : 
 
 Object. "What precaution should be taken in preparing a seed 
 bed for a garden? In sowing the seeds? 
 
32 
 
 Operation. 1. Rake in a pile and burn all the weeds so as to 
 kill the weed seeds. Clean the garden well. 
 
 2. If possible, spade under manure so that when 
 
 you spade next time it will be fertilized. 
 
 3. Spade deep, mash the lumps, work over with a 
 
 hoe, rake off all lumps and have it mellow 
 enough so that you can easily run your fingers 
 deep into the soil. 
 
 4. Measure and lay off with a cord, according to 
 
 your plan, the whole garden-plot and then each 
 individual can lay off and stake his own plot. 
 
 5. Sow the seeds according to the depth, and dis- 
 
 tance apart given by the instructor. Keep, the 
 rows straight. 
 
 6. Pack the damp soil over the seeds, leaving loose, 
 
 dry soil on top. Leave the ground as level as 
 possible. 
 
 7. Record all you do ; give the date for each opera- 
 
 tion. Note when the first plants appear above 
 ground and keep a record of all you do, stat- 
 ing reasons. 
 
 8. Find out what a Junior Club is and if possible, 
 
 join one of the Home Garden Clubs promoted 
 by The Department of Agricultural Extension 
 at Ames, Iowa. 
 
 9. It would be better for you to purchase a compo- 
 
 sition book and call it your "Garden Book," 
 keeping therein all you did and saw in the gar- 
 den at school and at home. 
 Conclusion. 
 
 EXERCISE 17 (Recitation). 
 CULTIVATION. 
 
 Learn the best way for cultivating each of the garden vegetables, 
 best varieties, new varieties, seed selection, preparation and care 
 of the soil and plot, etc., as in the references. 
 
— 33 — 
 
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— 34 
 
 CHAPTER VI— SOILS. 
 EXERCISE 18 (Laboratory). 
 
 COLLECTING SOIL SAMPLES. 
 
 For the Teacher: 
 
 Visit a place where the railroad has made a cut through a bank ; 
 or along the bank of a stream or creek bed; an excavation; or 
 some bowlders. The teacher should locate these as near as possi- 
 ble to the school building and investigate them thoroughly before 
 taking the class for observation. Each one should mark off on a 
 sack, before the excursion, a centimeter divided into millimeters. 
 Try to observe the following : 
 
 1. The pebbles in the stream and why they are round and 
 what became of the pieces knocked off. Have the students 
 collect pebbles as quartz, granite, greenstone, jasper and 
 iron from the stream or parts of boulders. 
 
 2. Have the students collect both kinds of gravel. 
 
 3. Collect different grades of sand. 
 
 4. Collect some silt which has been deposited by quiet water 
 and is very fine grained. 
 
 5. Note the dark "soil" at the top of the bank. Collect some 
 and note the roots therein and bring out that decayed ani- 
 mals and plant parts make it black or add humus. This 
 "soil" is also referred to as humus. 
 
 6. Note the differently colored under-soil or sub-soil. Why is 
 this not black like the "soil"? 
 
 7. If possible, find clay and loam. 
 
 8. If rotting limestone, which changes from gray to a reddish- 
 brown, can be collected, collect some of this (geest) and the 
 limestone. 
 
 9. Note some "niggerheads" and explain that the glaciers 
 brought them down, together with much sand and gravel. 
 Look for glacial scratches on the boulders. 
 
 10. Try to find evidences of roots prying into the soil or between 
 rocks, also of weathering and erosion. 
 
— 35 — 
 
 11. Find earth worm castings, also kill and open an earthworm 
 to see the part he takes in soil formation. 
 
 12. Discuss and find evidences of the part burrowing animals 
 take in soil formation; also, man. 
 
 13. Have each student supply himself with six or eight paper 
 or cloth sacks. Take along several garden spades. Two- 
 quart pails are very good for carrying the sacks of soils. 
 The student should take along a rough note book and pencil 
 to record facts and write them in his note book as home work 
 under the experiment following. 
 
 14. The diameters are as follows: 
 
 Particles. 
 
 Millimeters. 
 
 Inches. 
 
 Boulders 
 
 Large rocks transported by glaciers, etc. 
 
 
 
 Cobble-stone. . . . 
 
 Easily handled wi 
 
 th one hand 
 
 
 
 Pebbles 
 
 Smaller (indefinite) 
 
 
 
 Coarse Gravel. . . 
 
 5 -2 
 
 
 9 _ 
 
 -.08 
 
 Fine Gravel 
 
 2 -1 
 
 
 .08 - 
 
 -.04 
 
 Coarse Sand. . . . 
 
 1 - .5 
 
 
 
 
 Medium Sand. . . 
 
 .5 - .25 
 
 
 
 
 Fine Sand 
 
 .25 - .10 
 
 
 .04 - 
 
 -.002 
 
 Very Fine Sand. 
 
 .10 - .05 
 
 
 
 
 Silt 
 
 .05 - .005 
 
 
 .002 - 
 .0002- 
 
 - 0002 
 
 Clay 
 
 .005 - .0 
 
 
 -0 
 
 Humus 
 
 Varies — any size- 
 
 -generally covering the 
 
 
 
 
 surface of the 
 
 sand. 
 
 
 
 For the Pupil : 
 
 Object. How many soils in this vicinity? Name the agents that 
 
 form soils and the part each takes. 
 Operation. 1. Visit a creek bed, cut or excavation with your 
 instructor. Take six paper sacks, pencil and 
 paper. 
 
 2. Record what you discovered about soil makers; 
 
 water, glaciers, weather, rocks, plants, animals 
 and man. As home work, write this in com- 
 position form. 
 
 3. Name the soils you collected and of each tell (a) 
 
 where you found it (b) color (c) smell (d) 
 stickiness when mixed with water (e) coarse- 
 ness (f) anything else interesting. 
 Conclusion. 
 
 Note : If hoidders are not at hand, visit a marble or granite cut- 
 ter, collect specimens and study them. 
 
— 36 — 
 
 For the Teacher: 
 
 The teacher should work this experiment before assigning it to 
 the students. You may collect silt, rotted leaves or peat for humus; 
 measure some particles of rock so as to have gravel and sand at 
 hand. Each of the above samples should be placed in a bottle, 
 corked and properly labeled for class demonstration. Burn some 
 black garden soil or gumbo until the humus is burned out and the 
 color is red. This red is the mineral matter or "skeleton" of the 
 soil in which the food or humus with water resides. Set aside a 
 sample of this burned soil. For burning, place a cup full of the 
 soil in an ash shovel and set on coals until it turns red or burns 
 out the humus. Collect soils from different localities and parts of 
 the state. If gravel is not readily found, have some shipped to you. 
 Teach the students to use the metric system and have each pur- 
 chase a ruler that has this system. A tripod hand-magnifier as- 
 sists in measuring and seeing the soil particles. 
 
 EXERCISE 19 (Experiment). 
 
 SOIL STUDY. 
 
 For the Pupil : 
 
 Object. Of what is garden soil composed? 
 
 Materials : One cup of garden soil, three covered, 
 
 one-quart fruit jars or 1 fruit jar and 2 basins. 
 
 A small pail of water, a metric ruler and a watch. 
 
 Operation. 1. Place the cupful of soil in a fruit jar, cover 
 
 with water, let soak for two hours or longer 
 
 to separate the soil granules. Over night is 
 
 best. 
 
 2. Fill two-thirds of the jar, containing the soil, 
 
 with water, stir or shake the contents thor- 
 oughly, let the sand and gravel settle for one 
 minute. 
 
 3. Drain off the water (with silt and clay in it) 
 
 into another jar, leaving the sand and gravel 
 in the first jar. 
 
 4. Let the contents of the second jar settle for five 
 
 minutes and drain as before, leaving the silt 
 in the second jar. Note : If shallow dishes as 
 saucers are used for catching the sediment, it 
 can be examined much better. 
 
— 37 — 
 
 5. Let the roiled water of this third jar stand for 
 
 two or three days, then carefully drain off the 
 clear water. Clay will be left. Note: The 
 roiled water may be evaporated by heat and 
 thus quicken the process of evaporation. 
 
 6. Compare the sand, silt and clay as to color, 
 
 origin, size of particles, and stickiness. Do 
 you find more humus in one sample than in 
 another? (Humus causes the black color). 
 Which has the most ? Where was it visible ? 
 
 7. Pinch some of each soil between your fingers and 
 
 describe. Squeeze some of each soil in your 
 hand, then notice which falls apart when you 
 open your hand. The most sticky tends to 
 cling. Which is very sticky ? Slightly sticky ? 
 Not sticky? 
 
 8. Which should not be tilled when wet? Why? 
 
 With which soil would it make no difference? 
 
 9. Burn some black soil until it changes color. Will 
 
 the rock particles bum? Will the humus? 
 Describe the color after burning. Account for 
 this. 
 
 10. How can you tell clay? Humus? Gravel? 
 
 Sand? Loam is a mixture of sand, silt, clay 
 and a little humus. 
 
 11. Sort out some gravel and some sand. 
 
 12. If possible, place some of each specimen in a 
 
 bottle, label and preserve. 
 CoJiclusion. 
 
 EXERCISE 20 (Recitation). 
 
 SOIL STUDY. 
 
 Recitation on the rocks, minerals, glaciers, erosion and physical 
 composition of soil. Especially, discuss the glaciers and soils of 
 Iowa. 
 
 EXERCISE 21 (Experiment). 
 CAPILLARITY IN SOILS. 
 For the Teacher: 
 
 Have the students bring lamp chimneys from home or better 
 yet, procure some student lamp chimneys. It makes no difference 
 
3S 
 
 ?^. 
 
 SefiV 
 
 TT 
 
 ■^ 
 
 1CT- B/-7-iC£ 
 
 H 
 
 3J 
 
 
 . . &L^SS 
 
 what kind of chimneys you use, the result will be the same if prop- 
 erly handled. A rack can be made in manual training. For di- 
 mensions and illustration see Plate XIII. The teacher should have 
 boxes filled with different kinds of soil. 
 
 For the Pupil : 
 
 Object. How does texture (packed, loose, mellow, etc.) affect 
 the capillarity of water in soil? 
 
 Material : For each four students. Three pieces of 
 muslin each 4"x4" ; three feet of string ; 3 lamp 
 chimneys, a pan of water, ruler, sand, garden soil 
 kept under equal conditions of moisture, time 
 piece. 
 
 Operation. 1. Tie the muslin over the smaller end of each chim- 
 ney. If you have a rack, place them therein 
 - before this operation. 
 
 Fill chimney number one level full with sand ; 
 jar down slightly by hitting your hand, hold- 
 ing the chimney, on the table. Do not pack. 
 
 Likewise, fill number two with the garden soil. 
 
 Likewise, fill number three with garden soil only 
 pack quite firmly with a stick. 
 
 When the time keeper is ready, place the cloth 
 end of all three chimneys in the water so the 
 water can freely reach the soil. Record your 
 observation by this table : 
 
 2. 
 
 3. 
 4. 
 
— 39 — 
 
 6. Likewise, if you can, fill 
 and another with peat. 
 
 a chimney with clay. 
 
 
 Height after 
 
 
 "3 
 
 a 
 
 a 
 
 « 
 
 a 
 
 a 
 
 a 
 
 O 
 
 O 
 
 o 
 
 Si 
 
 Sand 
 
 
 
 
 
 
 
 Soil 
 
 
 
 
 
 
 
 Packed soil 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Note : TJie records may be taken at dif event times than these, if 
 more convenient. Be sure to keep water in the tumblers. 
 
 To record the height, measure from the bottom of the chimney. 
 
 7. "What effect has each of the following: 
 
 a. Rolling soil in dry times? 
 
 b. Rolling soil that was too porous? 
 
 c. Dragging packed soil ? 
 
 d. Packing soil around seeds and plants? 
 
 e. Cultivating in dry weather? 
 
 f. Sandy soil on corn during a dry season? 
 
 g. Clay soil on corn during a dry season? 
 h. Humus on capillarity? 
 
 Conclusio'n. 
 
 EXERCISE 22 (Experiment). 
 
 SOIL MOISTURE. 
 
 For the Teacher : 
 
 The measuring cup and scales for this experiment can be pur- 
 chased from a five-and-ten-cent store or scales can be brought by 
 the students and the soils weighed. Have three students work to- 
 gether. The holes are punched in the cans with a shingle nail, at 
 least five in each square inch of surface. Instruct the students 
 that if they use the weight system, the measuring of the water need 
 not be done and vice versa. It is better to use dry soil of each kind. 
 
— 40 — 
 
 For the Pupil: 
 
 Object. Which soil examined holds the most water? How does 
 the size of the soil's particles affect its power to hold 
 moisture ? 
 
 Material: For each three students. Three tin cans, 
 a shingle nail, hammer, 1 yard binding twine, meas- 
 ■ uring cup or scales, water, soil, sand, clay. If peat 
 can be obtained, use it also. 
 
 Ope ratio)). 1. With a hammer and a nail, punch holes in the 
 sides of each tomato can, insert a string for a 
 bail. 
 
 2. Punch 5 holes in each square inch of bottom 
 
 surface to each can. Number and weigh each 
 can if you have scales. 
 
 3. Fill can number one level full with soil, weigh. 
 
 4. Fill number two with sand and number three 
 
 with clay. Weigh each and record on paper. 
 Be sure each soil has about the same degree of 
 dampness, no big air spaces, etc. Do not pack. 
 
 5. To find how much water each will keep within 
 
 itself, you may pour water on the surface of 
 each, keeping it marshy. When the water be- 
 gins to trickle through the nail holes, cease. 
 The clay will take longer so that might be 
 started first. You can decide upon the amount 
 of water in two ways : 
 
 (a) Weigh the soils to begin with and when 
 
 the water ceases seeping through, weigh 
 the whole a second time and find the 
 amount of water held in the soil. 
 
 (b) Measure the water and record the amount 
 
 retained in the soil. Record your an- 
 swer and observations in a table if the 
 weights are used. 
 
— 41 — 
 
 
 
 
 
 
 ti_< 
 
 
 
 
 — 
 
 — r t> 
 
 
 
 a 
 
 
 o 
 
 o-S 
 
 sj to 
 
 
 o 
 
 o 
 
 «*H 
 
 
 
 
 o 
 
 OS 
 
 
 «•« 
 
 o 
 
 
 
 
 
 
 
 
 
 4j m 
 
 * 
 
 * « 
 
 * 
 
 
 !>0 
 
 tm-a 
 
 U) 
 
 »R 
 
 id -a 
 
 
 
 m a 
 
 
 
 ^ 2 
 
 
 ^ 
 
 ^« 
 
 ^ 
 
 ^o 
 
 ^^ 
 
 Sand 
 
 
 
 
 
 
 Clay 
 
 "Soil" (humus) 
 
 Peat 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Fractional part of soil 
 that is water 
 
 Per cent of the soil that 
 is water 
 
 Sand 
 
 
 
 Clay 
 
 "Soil" (humus) 
 
 Peat 
 
 
 
 
 
 
 
 
 
 
 7. 
 
 Which soil examined will hold the most water 
 from a rain shower? Which will dry out the 
 quickest? Which can be worked soonest after 
 a rain? Upon which kind of soil would you 
 expect to find ponds? Which would be best, 
 other conditions prevailing, for corn during a 
 dry season? Poorest? Why? 
 
 Explain how a farmer can use this knowledge. 
 
 Conclusion. 
 
 EXERCISE 23 (Laboratory). 
 EFFECT OF SOIL MOISTURE. 
 
 For the Teacher: 
 
 The apparatus for this experiment is similar to that used in the 
 previous experiment. The teacher should have different students 
 tiy this experiment with different seeds as corn, wheat, barley, rye, 
 beans, peas, etc. Sunflower seeds will germinate under these con- 
 ditions; try beans. 
 
— 42 
 
 S£££> 
 
 S'oji, 
 
 
 I I W I h-ih 
 
 'm.'»^M: 
 
 /Vo./ 
 
 A" 0,2. 
 
 A/0.3. 
 
 For the Pupil : 
 
 Object. What effect has iindrained or swampy soil on plant and 
 seed growth? 
 
 Materials: For each three students. Three tomato 
 cans, gravel, sand, soil, a nail, hammer, wheat 
 seed, wire, water. 
 
 Operation. 1. As in the previous experiment, punch holes in 
 two cans, but leave the third unpunched. 
 
 2. Fill one of the punched cans with damp garden 
 
 soil, within one inch of the top, slightly pack, 
 and sow therein 25 wheat seeds, two inches 
 deep. 
 
 3. In punched can number two, place one inch of 
 
 gravel in the bottom, two inches of sand thereon 
 and fill the remainder, to within one inch of 
 the top, with garden soil as in number one. 
 "Why do you put in the gravel and the sand ? 
 
 4. Fill the unpunched can with the same garden 
 
 soil and to the same depth. Sow in each can 
 the same number and the same kind of seeds. 
 Water each the same from time to time, keep- 
 ing the surface of can number three marshy. 
 
 5. Give sufficient heat and light until decided re- 
 
 sults are shown. 
 
 6. Make a drawing of each can after two weeks. 
 
 Give the dates when you set them up and when 
 you drew them. 
 
 7. Draw again after several weeks or after the re- 
 
 sult is found. Give this date. 
 
—43 — 
 
 8. Tell how the drainage differed in each can. 
 
 Which had the best drainage? Poorest? Ex- 
 plain how the water injured the plant when 
 plants need so much water as shown by ex- 
 periment 2. 
 
 9. How do farmers overcome this difficulty? Ex- 
 
 plain. 
 10. If you have seen them perform this work, de- 
 scribe it. 
 
 Conclusion. 
 
 EXERCISE 24 (Laboratory). 
 ACIDITY OF SOILS. 
 
 For the Teacher 
 
 There are different kinds of litmus paper which can be pur- 
 chased at a drug store. Neutral and two kinds known as blue and 
 red. An acid or an acid substance will turn neutral and blue lit- 
 mus paper to a red color; an alkali or an alkaline substance will 
 turn neutral and red litmus paper to a blue. When through with 
 the paper, wash thoroughly and dry for future use. Hydrochloric 
 acid can be obtained from a druggist and it is poisonous. Keep 
 away from clothing hut in case of an accident, wash quicJdy with 
 water and place haking soda thereon. Never pour acid in a sink 
 
 OR A METAL DISH. USE GLASS AND BURY THE WASTE ACID. 
 
 Have the students bring some vinegar, soda, lime, land plaster, 
 limestone and soil from home. Tell them to collect a quart of soil 
 from a field that has moss or from one that has fine, green plants 
 (algae) growing on the surface; also, collect some soil from a field 
 that has a whitish dust on the surface which has dried after a rain 
 storm. The first is liable to be sour or acid ; the second, alkaline. 
 For Part B, fix up three plates of soil, number them, and test so 
 you know one is acid, one alkaline and one is neutral. Soil can be 
 made acid by mixing with some of the hydrochloric acid or with 
 vinegar, but have the students bring the different samples, or you 
 locate them if possible. For liming, mix with slacked lime or wood 
 ashes. It is preferable to have them test part B in the field if you 
 have located the kinds of soils. 
 
For the Pupil 
 
 44 — 
 
 Part A. 
 
 Ohject. How may I tell an acid? An alkali? A neutral sub- 
 stance ? Material : Vinegar, lime or soda, water, lit- 
 mus paper. 
 
 Operation. 
 
 1. Fill 1-3 of each of three glasses with water. 
 
 2. In number one, place a spoonful of vinegar; in 
 
 number two, a half spoonful of lime ; leave 
 water in the third. 
 
 3. Place the tip of a strip of neutral litmus paper 
 
 in glass number one; rinse, place in number 
 two: rinse, place in number three. Describe 
 the change, if any, that takes place in each 
 case. If red and blue litmus is nsed, place 
 some of each color in each solution and de- 
 scribe the result. 
 
 4. An acid leaves litmus red ; an alkali leaves litmus 
 
 blue; a neutral produces no change. Classify 
 each of the above substances. 
 
 5. Pour four drops of hydrochloric acid on some 
 
 limestone, or on lime mixed with half soil. De- 
 scribe the result. How may lime be detected? 
 
 Conclusion. 
 
 Part B. 
 
 Ohject. Which soil is acid or "sour"? Which contains plenty 
 of lime or is alkaline? Which is neutral? 
 Material: Three trays of damp soil gathered from 
 different localities or prepared by the teacher, lit- 
 mus paper, water. 
 
 Operation. 1. Dampen a little of each soil until marshy, cover 
 some litmus paper with it, let stand for fifteen 
 minutes or until you are satisfied. Which is 
 acid ? Alkaline ? Neutral ? 
 2. Place a little of each soil in an earthen saucer, 
 pour on four drops of hydrochloric acid. Which 
 contains mnch lime? Little? None? 
 
— 45 — 
 
 Soap 
 
 Tea 
 
 Milk 
 
 Fertilizers 
 
 Conclusion. 
 
 3. Test soils in different fields at home to find 
 
 which is acid, which has plenty of lime, which 
 neutral. 
 
 4. Test these substances at home; classify each in 
 
 your book. 
 
 Dutch Cleanser 
 Apple juice 
 Orange juice 
 Manure (heating) 
 
 Soup 
 Potato 
 Buttermilk 
 Coal ashes 
 
 Sugar 
 Coffee 
 Rain water 
 Well water 
 
 EXERCISE 25 (Recitation). 
 SUMMARY ON SOILS. 
 
 A thorough discussion of capillarity, the soil's make-up, "skele- 
 ton", humus and use, where it resides, the power of different soils 
 to hold water and why, dry farming, drainage and its importance, 
 and tests and relation to such crops as alfalfa, clover and corn. 
 
46 
 
 CHAPTER VII— POULTRY. 
 
 EXERCISE 26 (Laboratory). 
 STUDY OF FOWLS. 
 
 For the Teacher: 
 
 Use a Barred Rock, (Rhode Island) Red or some other breed that 
 is tame ; better results can be obtained with a male. Previous to 
 the lesson, prepare a box about three feet long, two feet wide and 
 tall enough for the rooster. An orange box can be used for a 
 base, place posts in the corner and cover the sides, ends and top 
 with chicken wire, leaving a door at one end. If the fowl is kept 
 in this box, fed and cared for one week before the work is taken, 
 he will be tame enough for handling. Of course, the bottom of the 
 box should be tight and covered with a few inches of sand on top 
 of which is straw. When handling the rooster, lift him gently by 
 placing your hands under him and over his wings ; never treat him 
 roughly or excite him. A very good cage can be made with glass 
 sides and muslin top. Some prefer to teach this from a stuffed 
 specimen or bird skin while others use a killed fowl. Make a stencil 
 by cutting an outline of a rooster from cardboard or tin and let 
 the students trace this in their note books previous to the recita- 
 tion. They can cut pictures from poultry books, obtain pictures of 
 roosters from Latta & Co., of Cedar Falls, Iowa, or better yet, draw 
 the specimen itself. Ask the students to name the parts of the 
 fowl before them, the teacher supplies the names of the parts un- 
 known. After all are mentioned, and discussed, the fowl is re- 
 turned to the cage and the name of each part is written on the 
 board by the teacher and the student labels his drawings or dia- 
 gram. The best source of information for a teacher is the American 
 Standard of Perfection, Sec'y of Am. Poul. Asso., Cedar Rapids, 
 Iowa. 
 
 The parts are shown in the Standard Dictionary under "Fowl/' 
 which see. 
 
 Conclusion. 
 
47 — 
 
 ^^rs OF yi Fou/L. 
 
 '^ OS r/^/^''- 
 £.Y£ 
 
 /~f^ C HI. £ - 
 
 ^/f£.-4Sr ^ 
 
 A'/zV G SOM/~ - t 
 
 
 
 For the Pupil: 
 
 Object. What are the parts of a rooster? Describe each. 
 
 Materials: A live rooster, a picture or outline of 
 
 a rooster in your note book. 
 Operation. 1. Learn to recognize and describe each part of a 
 rooster as follows : 
 
 Head. 
 
 1. comb 
 
 (a) points 
 
 (b) blade 
 
 (c) base 
 
 2. beak 
 
 3. face 
 
 ("iris 
 
 4. eye and lids \ pupil 
 
 [color 
 
 5. nostrils 
 
 6. mouth 
 
 7. tongue 
 
 8. ear lobe 
 
 9. wattles 
 
 Body. 
 
 10. hackle feathers 21. 
 
 11. breast 
 
 12. neck 
 
 13. back 
 
 14. saddle 
 
 15. saddle feathers 
 
 16. sickle feathers 22. 
 
 17. tail and tail feathers • 
 
 18. fluff 
 
 19. under color 
 
 20. throat 
 
 Limbs. 
 two wings 
 
 (a) wing bow 
 
 (b) wing coverts 
 
 (c) primaries or 
 flight feathers 
 
 (d) secondaries 
 two legs 
 
 (a) leg 
 
 (b) thigh 
 
 (c) hock (knee) 
 
 (d) shank and 
 scales 
 
 (e) spur 
 
 (f) front toes 
 
 (g) back toes 
 (h) claws 
 
— 48 — 
 
 2. Make a drawing of the fowl or trace one from a 
 
 stencil or use a picture cut from a poultry 
 paper. Label each part properly. 
 
 3. Describe the size, shape, color and structure of 
 
 the following parts: 
 
 -actual 
 
 tail feathers 
 
 ear lobes 
 
 beak 
 
 back feathers 
 
 shanks 
 
 skin (color?) 
 
 comb 
 
 eyes 
 
 weight '(estimated) 
 
 Conclusion. 
 
 
 
 EXERCISE 27 (Laboratory). 
 BREEDS OF CHICKENS. 
 
 For the Teacher 
 
 The object of this exercise is to enable the students to tell some 
 different breeds of chickens. Either bring these breeds to the 
 school or take the students to pens where these breeds are kept. 
 The teacher should study the characters of the breeds from the 
 American Standard of Perfection so that they are thoroughly un- 
 derstood before taking the students to the specimens. In case the 
 breeds mentioned in this experiment are not at hand, use any 
 other breed or breeds that are easily obtained. Study the princi- 
 pal breeds raised in the neighborhood. These can be taught by 
 comparison of well-colored charts but the specimens are preferable. 
 For the Pupil : 
 
 Object. How may I distinguish the following breeds of fowls: 
 Reds, White Leghorns, Barred Rocks, Brown Leg- 
 horns ? 
 Operation. 1. Observe each breed of fowl and fill out the fol- 
 lowing table and copy in your note book, then 
 explain just how you tell the breeds apart. 
 2. Name all the other breeds you can distinguish 
 and the ways by which others can distinguish 
 them. 
 
— 49 
 
 Breed 
 
 Brown 
 Leghorns 
 
 1 
 Barred Rocks 
 
 Reds 
 
 White Leghorn 
 
 Points 
 
 Color 
 
 Shape 
 
 Color 
 
 Shape 
 
 Color 
 
 Shape 
 
 Color 
 
 Shape 
 
 Head 
 
 
 
 
 
 
 
 
 
 Beak 
 
 
 
 
 
 
 
 
 
 Eyes 
 
 
 
 
 
 
 
 
 
 Tail 
 
 
 
 
 
 
 
 
 
 Comb 
 
 
 
 
 
 
 
 
 
 Wattles 
 
 
 
 
 
 
 
 
 
 Ear lobes 
 
 
 
 
 
 
 
 
 
 Neck 
 
 
 
 
 
 
 
 
 
 Primaries 
 
 
 
 
 
 
 
 
 Secondaries 
 
 
 
 
 
 
 
 
 
 Wing bow 
 
 
 
 
 
 
 
 
 
 Back 
 
 
 
 
 
 
 
 
 
 Breast 
 
 
 
 
 
 
 
 
 
 Body 
 
 
 
 
 
 
 
 
 
 Shanks 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 Conclusion. 
 
 EXERCISE 28 (Laboratory). 
 
 EGG TESTING. 
 
 For the Teacher : 
 
 Have the students prepare an egg tester as shown in the cut. 
 All that is needed is a lamp and a box that will fit over it loosely. 
 The box can be made of bristol board, cardboard, wood, tin, roof- 
 ing, or any convenient material that will shut out the light and 
 is not inflammable. The hole should be smaller than an egg and 
 on a level with the flame, not the burner, of the lamp. The two 
 notches in the base are to admit air for the lamp. Night is the best 
 time for candling, but it may be done in a room of fairly subdued 
 light. Holes may be cut on all four sides of the box so four stu- 
 dents may candle eggs at the same time. If testers that come with 
 incubators can be obtained, use those. Farmers' Bulletin 585, p. 
 14, has another model for an egg tester. 
 
— 50 — 
 
 Have students bring or have at hand eggs freshly laid, stale and 
 rotting eggs; eggs that have been under a sitting hen or in an in- 
 cubator for five days ; also for 10 days and longer if desired. Have 
 fertile and sterile eggs. A lot of unassorted eggs should be placed 
 before the students. This may be accomplished by having some 
 one that keeps mixed breeds bring a dozen of eggs from home just 
 as they were gathered. Some prefer to buy a dozen from a store 
 
 /^/^OM /^>/f/v^/p.5' 3L//-z.£:r//\/ SO^.^JL. 
 
 for this work. Be sure the eggs are of different sizes, shapes, colors, 
 etc. Have a few hard boiled eggs with half the shell removed 
 from one side to show the air chamber, two membranes surround- 
 ing it, yolk and white. Teach the students how to boil eggs. See 
 some good cook book. Bui. 51, IT. S. Dept. of Ag., Contrib. of Dept. 
 Chem.j has a set of colored plates giving the stages of a chick 
 (price 40c). Also the Ladies' Home Journal, January, 1915, has 
 6 colored plates of eggs. 
 
— 51 — 
 
 For the Pupil : 
 
 Object. What precautions should be taken in sorting and grad- 
 ing eggs for market ? For incubation 1 
 Materials : Egg tester, fresh eggs, stale eggs, rot- 
 ting egg, a dozen of eggs as gathered from the 
 nests, scales or spring balances. 
 Operation. 1. Note how many eggs are dirty; count them. 
 These should be sorted out, washed for home 
 use as the washing takes the gummy sub- 
 stance from the shell and washed eggs do not 
 keep so long. Note this gummy substance. 
 
 2. Describe the colors of eggs. Sort so the brown 
 
 ones are together; and the white ones are to- 
 gether. Other shades and tints may be sorted. 
 
 3. Now place those of the same color and of equal 
 
 size together. Describe what difference it 
 makes when you place one large egg with sev- 
 eral small ones ; also, one snuill egg with 
 several large ones. What precaution should be 
 taken here for marketing? 
 
 4. Weigh one of the largest eggs. How much will 
 
 a dozen weigh? How much will a dozen of 
 the smallest eggs weigh? An egg should weigh 
 2 oz. The Iowa law demands 24 oz. per dozen. 
 How many cents were you cheated ? What per 
 cent would you be cheated by buying the small 
 egg? 
 
 5. Note the shapes; some elliptical, some rounded, 
 
 some elongated, etc. Draw some of the shapes. 
 Which is the proper shape? 
 
 6. Describe the difference in the surface of the 
 
 shells. Find a rough one ; a smooth one ; a 
 ridged one. Also note that some are thick 
 shelled and some thin shelled. Do not use thin 
 shelled eggs for hatching as they will not pro- 
 duce strong chicks. A hen is liable to lay an 
 egg like the one from which she was hatched. 
 Describe the kind of egg you prefer for hatch- 
 ing, or a perfect egg. Of course the breed of 
 fowl has much to do with the color, size, etc., 
 of eggs. Which qualities make a difference in 
 shipping ? Why ? 
 
— 52 — 
 
 7. When you wash eggs, use a damp cloth; never 
 put eggs in water. Pack with the large end 
 up ; sterile eggs keep best. A mixture of bran 
 and powdered charcoal is good for temporary 
 packing. Salt is also used. 
 
 8. Examine a boiled egg to locate the air chamber. 
 In which end is it ? Name its use to the chick. 
 
 9. Hold a fresh egg before the tester, large end 
 up; then a stale egg (two weeks old). Note 
 the size of the air chamber in each. Draw to 
 show each. It has been said that the air cham- 
 ber grows one-eighth of an inch toward the 
 tip of the egg for every day that the egg has 
 been laid. Hold eggs of known age before tlie 
 tester; also others to tell the ages. 
 
 10. Compare a rotten egg with a fresh one as seen 
 before the tester : Size of the air chamber, 
 color of the contents, position of yolk and con- 
 tents when turned. 
 
 11. Sometimes, after an egg has been incubated for 
 five days some blood rings or "veins" of the 
 young chick can be seen. When you see a 
 dark spot seeming to float in the yolk, that is 
 presumed to be the germ. The egg is fertile. 
 
 12. Describe what you did and saw in each case. 
 
 13. Make drawings to show numbers 3-6-8-9-10. 
 
 EXERCISE 29 (Recitation). 
 
 SUMMARY. 
 
 Recitation on recognition of different breeds of fowls, best breeds 
 for a particular use, egg production, feeding, etc. ; sorting, market- 
 ing, packing summer eggs in water-glass for winter use ; ' ' swat the 
 rooster" and the references given. 
 
 EXERCISE 30 (Laboratory). 
 
 HATCHING AND REARING CHICKENS. 
 For the Teacher : 
 
 The teacher should become acquainted with the Boys' and Girls' 
 Poultry Clubs which are under the Junior Club work promoted by 
 
 Conclusion. 
 
— 53 — 
 
 the State Agricultural College at Ames. Literature about rearing 
 chicks is sent direct to boys and girls. The teacher should try to 
 have a poultry club in his school and experiment 30 will be per- 
 fected with the students who join such. Circular 17, Ames, will 
 give the teacher the necessary facts for this experiment. Give the 
 students an outline of the questions before they visit the brooding 
 house or they will not know for what to look. The class should 
 visit the best plant possible or have each student do so, then write 
 what they saw and learned. The experiment is an outline upon 
 which they are to report. They are not supposed to report on all 
 four headings. If they visit an incubator, describe that and omit 
 the sitting hen, and vice versa; if they visit a brooder, describe 
 that and not the natural brooding. Nevertheless, all four methods 
 should be discussed in class recitation. It is well to observe all 
 four if time permits. 
 
 For the Pupil : 
 
 Object. What is the best method for hatching and rearing 
 
 chicks ? 
 Opcratwn. Visit the best poultryman whom you know and learn 
 the following: 
 
 Nat u ral In c uhation ( Hen) . 
 
 1. Location of the nest, how it was made, cleanliness, pre- 
 cautions taken to keep it free from lice, mice, and other 
 vermin, enclosure. 
 
 2. Care of the hen ; food, water, light, heat, air, size of the 
 hen, breed, number of eggs covered, trial-setting, or test- 
 ing her persistency for sitting. 
 
 Artificial Incubation (Incubator) . 
 
 1. Size, number of eggs, how the eggs were sorted, breed, 
 temperature, dampness, tests made of eggs, use of these 
 tests, care of incubator and explain how the heat is regu- 
 lated. Make a drawing to show this. 
 
 Artificial Brooding. 
 
 1. Did he remove any of the chicks from the shell ? 
 
 2. How old were the chicks before they were fed? 
 
 3. Of what did their first meal consist? 
 
 4. What were they fed the first four weeks (a) cracked 
 grains? (b) ground feed? (c) did they have a variety? 
 
— 54 — 
 
 5. How was this fed to them? How many times a day? 
 Did they have green material? Beef scraps? Skimmed 
 milk? Good water? Describe the means of watering. 
 
 6. How are the chicks kept warm? Can they be over- 
 heated? Chilled? Were they given sunlight? Do they 
 have plenty of range and pen room ? 
 
 7. How often was the coop or brooder cleansed and disin- 
 fected? What precautions are taken against lice? Dis- 
 eases ? 
 
 8. Are the floors covered with litter to keep their feet from 
 chilling ? 
 
 9. Number of eggs set, number hatched, per cent, breed? 
 10. Number of deaths, cause, precautions, etc. 
 
 Natural Brooding. 
 
 1. Observe the same points suggested under artificial 
 brooding. 
 
 2. Condition and kind of soil where the coop is placed ; grass 
 if any ; are the chicks allowed to wander through the wet 
 grass in the morning? 
 
 3. Make a drawing of the coop and surroundings. 
 
 Special. 
 
 Write suggestions for improvements upon the methods which 
 the poultry man employed. 
 
 EXERCISE 31 (Recitation). 
 CARE OF CHICKENS. 
 
 Recitation on the care of eggs, sitting hens, incubators, brooders, 
 feeding hens and chicks. How to set a hen, and references given. 
 
— 55 
 
 CHAPTER VIII— DAIRY CATTLE. 
 
 EXERCISE 32 (Laboratory). 
 
 STUDY OF COW. 
 For the Teacher : 
 
 Previously to this laboratory exercise, have each student make 
 an outline of a cow in his note book and take it with him when the 
 names of the parts are presented. As each part is named, the stu- 
 dent writes the name on or near the corresponding part of his dia- 
 gram. This can be recopied in a permanent note book if the copy 
 becomes soiled or is too poor. A picture of a cow can be cut from 
 a paper and pasted on a cardboard and this cut out for a stencil. 
 A tin cow such as is given away with cream separators is good; 
 or a stencil may be made, in manual training, from thin wood. 
 Take the students to a good, gentle cow and ask the students to 
 name the parts ; give them only the names which they do not know. 
 The name of every part will occur on the student's diagram. Teach 
 the parts shown in the cut. 
 
 Fo/A/rs To Bs' OjBS£:/^y£0 //v Jc/o&//ve 
 
 jB^ c^ 
 
 . ^/=? CJ AT /=*■• •■' 
 • "/•^A/ " O /^ 
 
 /.£.& ■ 
 
 "^^^ 
 
 -^^^'^^l^y9 ./Ob. 
 
 /v^ c /v 
 Bo oY 
 i-i /"I as 
 
 
 /-/o/=lA/ 
 
 - /vosr/t/L-- 
 
 /^U-LZLB 
 
 c 'Ch££:/< 
 i3jv/s/c£r 
 /f/V££: 
 
 J = S/^ OU^ /?£^ 
 
 /^ = /^o/t£Aff/^ 
 6 = 6f/Tr^ •, 
 
 AVxfyr urja/t-tcuj. 
 
 r^£ /^Aj-Q^ f^/rrs. 
 
— 56 — 
 
 For the Pupil : 
 
 Object. What parts should be known by one wishing to judge 
 
 • a dairy cow? 
 Operation. 1. Prepare an outline of a dairy cow and bring it 
 to laboratory with you. 
 
 2. When the teacher points to a part of the cow, 
 
 tell her the part, if possible, then write it on 
 your outline in the proper place, 
 
 3. Try to learn every part of a cow so you can re- 
 
 member it. 
 
 4. Place a good drawing, properly labeled, in your 
 
 note book. 
 
 EXERCISE 33 (Laboratory). 
 
 JUDGING A DAIRY COW. 
 For the Teacher : 
 
 Have each student possess a score card. These can be purchased 
 at fifteen cents per hundred from the Central Scientific Co., Chi- 
 cago, or the students may rule a piece of paper and copy one 
 placed on the blackboard by the teacher. Any method may be 
 employed to enable each to have his score card when the laboratory 
 works takes place. If possible, have two types together for com- 
 parisons. If this cannot be done, score a good Jersey or a good 
 Hereford, as these two are good for comparisons. Others may be 
 used to good advantage, as Holstein and Shorthorn. 
 
 The students should read over the score card so as to know the 
 meaning of each part of it. He should be told that he can split 
 points if necessary, giving one-fourth or one-half if he thinks it 
 necessary. A good cow should score 80 or more points out of the 
 100 for a perfect cow. It is well to have each put his name and 
 final score on the board during recitation so you can better judge 
 his difficulties. Then the student can see whether he found enough 
 defects and cut enough or not. 
 
 For the Pupil: 
 
 Object. How should the parts of a good dairy cow and a good 
 
 beef type differ? 
 Operation. 1. Read over your score card before you visit the 
 specimens so you understand every point. 
 
 2. Do your scoring very carefully so as to notice 
 
 each defect. Be sure and examine the crea- 
 tures when in doubt. 
 
 3. Copy this score card with your results in your 
 
 notebook. 
 
— 57 — 
 
 SCORE CARD FOR DAIRY CATTLE. 
 
 General Appearance — 
 
 Weight, estimated, lbs. ; actual, lbs. 
 
 Form — wedge shape, as viewed from side and top 
 
 Quality — hair, fine, soft; skin, mellow, loose, 
 medium thickness; secretion, yellow, abundant; 
 bone, clean 
 
 Constitution, vigorous, not inclined to beefiness 
 Head and Neck — 
 
 Muzzle, clean cut; mouth, large; nostrils, large 
 
 Eyes, large, bright 
 
 Face, lean, long; quiet expression 
 
 Forehead, broad, slightly dished 
 
 Ears, medium size, yellow inside, fine texture.. . 
 
 Neck, fine, medium length; throat, clean; light 
 
 dewlap 
 
 Fore and Hind Quarters — 
 
 Withers, lean, thin; shoulders, light, oblique.... 
 
 Hips, far apart; level between hooks 
 
 Rump, long, wide 
 
 Pin bones or thurls, high, wide apart 
 
 Thighs, thin, long 
 
 Legs, straight, short; shank, fine 
 
 Body- 
 Chest, deep, low, with large girth and broad, well 
 sprung ribs 
 
 Abdomen, large, well-supported, with moderately 
 high flank and large umbilicus 
 
 Back, lean, straight; chine open 
 
 Tail, long, slim, with fine switch 
 
 Loin, broad, level 
 
 Milk — Secreting Organs — 
 
 Udder, long, attached high and full behind, ex- 
 tending far in front and full; quarters even.. 
 
 Udder, capacious, flexible, with loose, pliable skin 
 covered with fine, short h?ir 
 
 Teats, large, evealy placed 
 
 Milk veins, large, tortuous; large milk wells; 
 escutcheon, spreading over thighs, extending 
 high and wide; large thigh ovals 
 
 Total 
 
 10 
 
 10 
 5 
 
 16 
 
 14 
 4 
 
 100 
 
 Animal Date 
 
 Student Standing. 
 
 Xi 4> 
 
 Note. — For bulls, omit points iinder milk udder, etc.. 
 lowance for masculinity — head, neck, withers, size. 
 Conclusion. 
 
 ]\Iake al- 
 
— 58 — 
 
 
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 C^l 
 
 
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 w |in 
 
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— 59 — 
 
 EXERCISE 34 (Recitation). 
 
 TYPES OF CATTLE. 
 
 Recitation on judging beef and dairy types, male and female. 
 Also some of the more important breeds. 
 
 EXERCISE 35. (Laboratory). 
 
 THE BABCOCK TEST. 
 For the Teacher : 
 
 Be sure that the student has taken a fair sample of milk. It is 
 better for him to pour it directly from the milking pails into a 
 clean olive bottle or the like and bring that to school. One cup 
 is a plenty fo;' the test, and before testing, have the student shake 
 his sample thoroughly for three to five minutes in order that the 
 cream may be well distributed throughout the sample. Better 
 purchase the acid from a reliable firm and inform them for what 
 it is to be used. The specific gravity should be between 1.82 and 
 1.83 at 60° F. Strong acid tests 1.84. Use commercial acid. Have 
 the students read the whole experiment before performing. Cau- 
 tion them about the acid and do not allow the acid to touch tin, 
 iron, cloth, flesh, etc. In case of accident, wash ivell in water and 
 sprinJile freehj with soda, soap, ammonia or lime water. Have 
 one of these at hand. Have all waste acid and remains from test 
 placed in a glass jar and bury the substance after the experiment is 
 finished. Do not store this acid near other chemicals. Better have 
 the students fill the whole machine when using it, by filling the 
 empty baskets with bottles of water. In setting up a new machine, 
 be sure and grease the gearing well with axle grease or hard oil. 
 
 For the Pupil : 
 
 Object. How is the Babcock milk test performed? 
 Operation. 1. Fill out this table: 
 
 Reading at the top of butter-fat column 
 
 Reading at the bottom of butter-fat column 
 
 Per cent butter-fat 
 
 Butter-fat in 50 lbs. milk ' 
 
 Butter in 50 lbs. milk 
 
 "Value of butter today 
 
 Is it lawful milk? 
 
60 
 
 THE BABCOCK TEST FOR BUTTER FAT IN MILK. 
 
 Utetisils. A hand power centrifugal tester, at least two milk 
 test bottles, one pipette to measure the milk, one acid measure, sul- 
 phuric acid, a few ounces of milk, and some hot water. 
 
 Sampling the Milk. The milk to be tested should be thoroughly 
 mixed just before the sample is taken, to make sure that the fat 
 or cream is evenly distributed. This can best be done by gently 
 pouring back and forth between two vessels several times. The 
 milk should be neither very cold nor hot. Place the small end of 
 the pipette at the center of the milk and suck the milk up above 
 the 17.6 cc. mark. Quickly put the index finger over the upper 
 end of the pipette and by releasing the pressure allow the milk to 
 run out until its upper surface is even with 17.6 cc. mark; when 
 the pipette is held straight up and down. Place the point of the 
 pipette a short distance into the test-bottle neck, holding it against 
 the glass and with both pipette and bottle at an angle. Remove 
 the finger to allow the milk to flow into the bottle. Be sure to 
 get every drop of the milk, taking care to drain the pipette and 
 to blow the last drop into the bottle. A little practice should make 
 anyone proficient with the pipette. It is always best to make this 
 test in duplicate ; hence two bottles are needed for each lot of 
 milk. 
 
 Using the Acid. The acid is very strong and must be handled 
 with great care. If any gets on the hands, face or clothing, it 
 should be washed off quickly and water should always be ready 
 for this purpose. Do not leave the acid where young children 
 can get it. Never use the pipette for measuring acid. Do not 
 pour acid in tin and iron receptacles — use glass or earthen ware. 
 After all the samples of milk to be tested have been measured, the 
 acid should be added. Fill the acid measure to the 17.5 cc. mark 
 with acid that is neither very cold nor hot. Pour this into the 
 bottle in a slanting position. The acid will then carry down any 
 milk left in the neck and follow the glass surface to the bottom of 
 the bottle and form a layer under the milk. Hold the bottle by 
 the neck and give it a circular motion for a few minutes, mixing 
 the milk and acid until no milk or clear acid is visible (see draw- 
 ing). By this time the contents will be dark colored and hot. 
 This change is due to the acid dissolving all the solid constituents 
 of the milk except the fat, which it does not affect. Insert bottles 
 in the baskets of the machine, being sure that each basket is filled 
 with a bottle of milk or of water. 
 
— 61 — 
 
 Whirling the Bottles. The bottles are whirled to separate the 
 fat so that it can be measured. They should be hot when whirled. 
 If necessary, they may be heated by standing in hot water before 
 being put into the machine. A steam machine is easily kept hot 
 when in use. Other kinds should have boiling hot water placed in 
 them if heat is needed. Place the bottles in the machine so that 
 each one wall have another directly opposite, to keep the machine 
 in balance. "Whirl the bottles five minutes at the proper speed for 
 the machine. (Generally count, "a thousand-one," "a thousand- 
 two," etc., and give the crank one turn at each count or once a 
 second). Then stop it and with, the pipette or other convenient 
 means, add hot water to each bottle until the contents come up to 
 the bottom of the neck. "Whirl again for two minutes. Add 
 enough hot water to bring the top of the fat nearly to the top of 
 the graduations on the neck of the bottles. Whirl one minute. The 
 fat should then form a clear column in the neck of the bottle. 
 
 Reading the Percentage. Keep the fat warm so that it will be in 
 a fluid condition. Hold the bottle by the upper end of the neck, let- 
 ting it hang in a perpendicular position, on the level with the eye. 
 Read the mark or graduations at the extreme top and the extreme 
 bottom of the fat column. The difference between these is the per- 
 centage of fat in the milk. Most test-bottles are made to read as 
 high as 10 per cent. Each percentage has its number marked on 
 the glass and there are five small spaces each representing .2 per 
 cent between these principal marks. Thus, if the top of the fat 
 column is even with the third short mark above the 7 mark, the top 
 reading would be 7.6 ; and if the bottom is half way between the 
 first and second short marks above the 3 mark, the bottom reading 
 would be 3.3 ; the difference is 4.3, which is the percentage of fat 
 or number of lbs. of fat in 100 lbs., of milk tested. 
 
 NOTES: 1 CO. means 1 ciibic centimeter or ahoiit 20 drops. 
 If the fat column is clouded with ivhite specks, pr'ohahly the acid 
 ■was not strong enough, or not enough ivas nsed, or the heat was 
 not high enough. If with dark specks, the acid was too strong, too 
 much used or the heat too great. Always keep the acid hottle 
 closed when not in use. Clean the hottles while warm with warm 
 water. Do not let stand until cold. Observe a skim-milk hottle 
 and a cream hottle for testing. Tell just how each differs from the 
 milk hottle. State standards of Iowa for milk: Solids, 12%; 
 butter fat, 3%; cream, 16% butter fat. . 
 
—62— 
 
 NOTES: The student may separate shimmed milk and cream if 
 lie mskes. To reduce butter fat to hutter, multiply hy 1 and 1-6. 
 Explain how this is possible ? 
 
 EXERCISE 36 (Recitation). 
 
 CARE OF MILK. 
 
 Learn the best ways to care for milk in the stable and in the 
 home. Use of the test. Test Associations and other references 
 given. 
 
—63— 
 CHAPTER IX— SUGGESTED WORK. 
 
 EXERCISE 37. 
 To the Teacher: 
 
 Have a boy or girl bring a pony or horse to school and learn its 
 parts as in method for learning the parts of a cow. This might be 
 studied in recitation. 
 
 EXERCISE 38. 
 To the Teacher : 
 
 The students might score a roadster and a draft horse, or dis- 
 cuss the difference, also breeds, etc., in class. 
 
 EXERCISE 39. 
 To the Teacher: 
 
 A very interesting review lesson may be given in comparing the 
 size, shape, use, position and body needs of the butterfly, rooster, 
 cow and horse. 
 
 EXERCISE 40. 
 To the Teacher: 
 
 A good review of the term's work should be given. The follow- 
 ing correlations are good for class discussion : 
 
 (a) Name and compare as to size, shape, form, uses, and parts 
 used, the plants studied. Uses of these plants studied to the 
 animals studied. 
 
 (h) Uses of soil, air and sunshine to plants and to animals. 
 
 (c) Compare the effects of weeds studied upon the plants 
 studied. 
 
 (d) Discuss the harm or use that each animal is to each animal 
 and plant studied. 
 
 (e) Compare the conditions necessary for the healthy growth of 
 a young chick with those for the healthy growth of a young 
 corn plant. 
 
 (f) Compare the way a cow obtains her food with the method 
 employed by the corn plant. 
 
 (g) Name plant and animal enemies of plants. Name plant and 
 animal enemies of animals studied this term. 
 
 (h) Name five soil conditions in a pasture and the adjoining 
 cultivated field favorable for the raising of a two-year-old 
 steer. Give a reason for the soil possessing each of these 
 qualities for the good of the steer. What does the steer give 
 to the land? The land to the steer? 
 
 (i) Discuss the above for a milch cow and for a horse. 
 
—64^ 
 
 REFERENCES FOR AGRICULTURE IN THE GRADES. 
 
 Ten or more books from this list should be available for the use of the 
 pupils. 
 
 Bailey — Principles of Fruit Growing; Macmillan $1.50 
 
 Bailey — Principles of Vegetable Gardening; Macmillan 1.25 
 
 Bailey — Pruning Book — Macmillan 1.50 
 
 Barto — Manual of Agriculture, Soils and Crops 
 
 Brooks — Agriculture, Volumes I and II; Home correspondence Schools 3.00 
 
 Buffum & Deaver — Sixty Lessons in Agriculture; American Book Co. .60 
 
 Burkett, Stevens & Hill — Agriculture for Beginners; Ginn & Co 75 
 
 Craig — Judging Livestock; Kenyon Printing Co., Des Moines, Iowa.. 1.50 
 
 Davis — Experiments in Agriculture; S. E. Green, Cedar Falls, Iowa 1.00 
 
 Davis — Productive Farming; J. B. Lippincott 1.00 
 
 Davis — Rural School Agriculture; Orange Judd Co 1.00 
 
 Ferguson & Lewis — Elementary Principles of Agriculture; Hall & 
 
 McCreary 1.00 
 
 Fisher & Cotton — Agriculture for the Common Schools; Charles 
 
 Scribner's Sons 80 
 
 Harper — Manual of Farm Animals; Macmillan 2.00 
 
 Mann — Beginnings in Agriculture; Macmillan 75 
 
 Plumb — Beginnings in Animal Husbandry; Webb 1.25 
 
 Sanderson — Insect Pests of Farm, Garden and Orchard; John Wiley 
 
 & Sons 3.00 
 
 Upham — An Introduction to Agriculture; Appleton 75 
 
 Warren — Elements of Agriculture; Macmillan 1.10 
 
 Watts — Vegetable Gardening; Orange Judd Co 1.75 
 
 Wilson — Agriculture for Young Folks; Webb 1.00 
 
 Wilson & Warburton— Field Crops; Webb 1.50 
 
 Wing — Milk and Its Products; Macmillan 1.50 
 
 Farmers Bulletins, U. S. Department of Agriculture: 
 U. S. Year Book of Agriculture, 1905. 
 U. S. Bureau of Entomology, Circular No. 60. 
 U. S. Bureau of Chemistry, Circular No. 51. 
 
 School Bulletins and Circulars, Ames: 
 Circular No. 2. 
 Circular No. 5. 
 Circular No. 17. 
 Extension Bulletin No. 19. 
 
—65— 
 APPARATUS. 
 
 Much of the apparatus used in the work is of a simple and inex- 
 pensive nature. The pupils may make certain articles in the manual 
 training shop or furnish them from their homes. 
 
 The following will be needed for a class of five : 
 
 Seeds, etc : 
 
 Corn Radish Oats Alfalfa Tomato 
 
 Beans Lettuce Timothy Beets Potato tubers 
 
 Peas Onion sets Wheat Cabbage 
 
 Mosquito netting 5 yards 
 
 Muslin 2 yards 
 
 Hoes 5 
 
 Spade 1 
 
 Garden trowel 5 
 
 Rakes ( garden ) 3 
 
 Stakes 25 
 
 Chalk lines or any stout string as binding twine. 1 ball 
 
 Glass tumblers 5 
 
 Corn starch 1 spoonful 
 
 Corks 2 
 
 Pins 25 
 
 Stew pan for boiling 1 
 
 Fruit cans 5 (2-qt. Economy, best) 
 
 Knives (paring or pocket) 5 
 
 Seed germinator (made by the students) 1 • 
 
 Hen coop (made by the students) 1 
 
 Egg tester (made by the students) 1 
 
 Wire (baling) 10 feet 
 
 Vinegar 1 spoonful 
 
 Soda 1 spoonful 
 
 Hammer 1 
 
 Nails 1 lb. 
 
 Tomato cans or old 2-pt. pails. ] 
 
—66— 
 
 EQUIPMENT THAT MUST BE PURCHASED. 
 
 1 Harvard trip scale $ 6.65 
 
 1 set iron weights, i/^-oz. to 2 lbs 1.40 
 
 1 spring balance, 25 lbs. in i/^-lb. divisions 16 
 
 1 Babcock milk tester, 8 bottles, complete 10.00 
 
 Extra equipment for same — 
 
 4 milk bottles, 2 cream bottles (50%), 2 skim milk bottles 
 
 (1-100), 4 acid measures, 4 pipettes (combined), 4 brushes.. 4.00 
 
 5 tripod magnifiers (preferable each student should own one) 2.25 
 
 24 small vials, 3 inches long, for teacher's collection (students should 
 
 buy their own ) , with corks 46 
 
 1 insect mounting case, 4x5 15 
 
 5 rulers, maple, English and metric 20 
 
 1 yard stick 20 
 
 10 student lamp chimneys (or have pupil bring one from home) 60 
 
 1 sheet or cardboard, 16x20 10 
 
 1 oz. iodine 15 
 
 1 qt. denatured alcohol 45 
 
 1 alcohol lamp, 8-oz 40 
 
 1 qt. formalin, 40% 60 
 
 1 oz. chloroform 10 
 
 1 lb. hydrochloric acid 25 
 
 1 lb. nitric acid, C. P 35 
 
 2 vials litmus paper, red and blue 16 
 
 1 glass graduate, graduated in drahms, 4-oz 50 
 
 Sample of fertilizers may be secured free from the leading meat packing 
 houses of the country. 
 

 
 MS 
 
 
 
 . 
 
 5 
 
 
 Of A 
 
 Ferg 
 
 Lewis 
 
 phs) 
 
 aT 
 
 si 
 
 o S 
 
 On3 q 
 
 ai 
 ^ « 
 «^2 
 
 9> 
 1 
 
 Exercises 
 
 Prin. 
 ultiire, 
 1 and 
 
 aragra 
 
 uent. 
 
 ricultu 
 
 irren 
 
 ages) 
 
 
 & 
 
 
 
 5 acc Cb 
 
 |«^ 
 
 o3"r<r" 
 
 
 Exp. 1 
 
 
 
 Circ. 2 
 
 U. S. Yr. 
 
 1 
 
 Exp. 2 
 
 
 
 56; 92; 
 
 Bk. of Ag. 
 
 
 Recit. 3 
 
 12-45 
 
 
 93; 97. 
 
 1905, p. 265 
 218 
 229 
 
 
 Exp. 4 
 
 20 to 27 
 
 60 to 67 
 
 Circ. 2 
 
 218 
 
 2 
 
 Recit. 5 
 
 
 
 97; 100; 
 101 
 
 
 
 Exp. 6 
 
 
 
 
 227 
 
 3 
 
 Recit. 7 
 
 32 to 34 
 
 
 
 229 
 
 4 
 
 Exp. 8 
 Exp. 9 
 Recit. 10 
 
 62 
 
 244 to 247 
 
 70 to 270 
 
 169 to 274 
 
 190 to 197 
 
 Circ. 5 
 
 
 5 
 
 Exp. 11 
 Recit. 12 
 
 243 to 248 
 
 255 to 258 
 
 
 223 
 U. S. Bu- 
 reau Ento- 
 mology 
 Circ. 60 
 
 6 
 
 Exp. 13-14 
 Exp. 15-16 
 Recit. 17 
 
 
 227 to 235 
 371 
 
 
 218 94 
 
 195 
 
 134 
 
 154 
 
 149 
 
 7 
 
 Exp. 18 
 Exp. 19 
 Recit. 20 
 
 100 to 141 
 
 75 to 78 
 
 
 214 66 
 147 
 
 187 
 
 8 
 
 Exp. 21-22 
 Exp. 23-24 
 Recit. 25 
 
 71; 93; 107 
 73; 91; 99 
 74; 92; 105 
 84; 95; 50 
 
 78 to 99 
 
 
 187 214 
 245 133 
 
 144 77 
 
 9 
 
 Exp. 26 
 Exp. 27 
 Exp. 28 
 Recit. 29 
 
 227 
 234 
 313 
 316 
 
 363 3 
 285 6 
 268 7 
 300 
 
 
 585 t51 
 
 141 
 
 236 87 
 
 122 62 
 
 236 122 
 
 128 
 
 10 
 
 Exp. 30 
 Recit. 31 
 
 227 
 
 
 Ext. Bui. 
 
 19 
 
 Circ. 17 
 
 (Exc.) 
 *Clubs 
 
 41 84 
 
 141 236 
 
 237 
 
 11 
 
 Exp. 32 
 Exp. 33 
 Recit. 34 
 
 258 to 274 
 
 323 to 350 
 
 
 162 
 143 
 
 12 
 
 Exp. 35 
 Recit. 36 
 
 351 
 
 62 
 
 335 
 
 345 
 
 324 to 413 
 
 
 42 
 233 - 
 151 
 
 Suggested 
 13 Exp. 37 
 Recit. 38 
 
 277 to 293 
 
 301 to 321 
 
 
 184 
 
 14 Review 39 
 
 15 Review 40 
 
 See suggestions to teachers. 
 See suggestions to teachers. 
 
126 
 
 196 
 
 207 
 
 
 
 
 
 141 
 
 189-200 
 
 208 
 
 219 240 
 
 
 
 17 
 
 118-147 
 
 
 221 
 
 221 
 
 
 
 20 
 
 
 
 
 235 33 
 
 
 
 348 
 
 161; 28 
 
 152-171 
 
 160-172 
 
 208 
 
 
 21-50 
 
 
 179; 247 
 
 185-186 
 
 33 
 
 64 
 
 
 237; 127 
 
 
 
 166-167 
 
 173-184 
 
 69 
 
 
 128 
 
 
 1 to 12 
 
 13 
 
 54 
 
 6 
 
 42 
 43 
 
 95 
 112 
 
 1-4 
 
 
 
 6 
 
 9 17 
 
 55 to 61 
 
 98 to 106 
 
 9 
 
 
 
 10 
 
 10 
 
 67 
 
 110 
 
 20 
 
 
 
 13 
 
 13 21 
 
 
 
 22 
 
 
 
 14 
 
 16 
 
 
 
 27 
 
 
 
 15 
 
 
 
 
 31 
 
 
 
 204 
 206 
 
 339 
 341 to 343 
 
 284 to 298 
 
 
 
 
 
 
 344 
 
 
 
 
 Manual of 
 
 Farm An. 
 
 Harper 
 
 Live 
 
 Stock 
 
 Judging 
 
 Craig 
 
 193 to 197 
 
 227 to 242 
 
 257 to 270 
 
 
 
 186 to 355 
 
 63 to 104 
 
 220 to 225 
 
 326 
 
 333 to 335 
 
 
 
 113 
 
 197 
 
 210 to 233 
 
 259 
 
 
 183 to 191 
 
 213 to 226 
 
 240 to 256 
 
 3 to 180 
 
 1 to 159 
 
-70- 
 
 ^ 
 
 
 03 
 
 R-g" 
 
 ol. 
 
 
 1 
 
 1 
 
 h-1 
 
 
 OS 
 4^ 
 
 " 3 
 
 tSWn 
 
 J-, 
 
 ft R 
 
 
 Exercises 
 
 1?^ 
 
 ■5 «a 
 
 
 
 a -M 
 2 
 
 ?^ 
 
 
 I> 1 
 
 c 05 
 
 ■gTS-O 
 
 ^•- « 
 
 g^s 
 
 
 
 
 
 s s '^ 
 
 m <5 03 
 
 2 '-•c 
 
 is sua 
 
 2" M 
 
 
 Exp. 1 
 
 
 
 
 
 
 1 
 
 Exp. 2 
 Recit. 3 
 
 
 
 
 4 
 69 
 
 23-26 
 26-30 
 
 Exp. 11 
 Recit. 12 
 
 Exp. 13-14 
 Exp. 15-16 
 Recit. 17 
 
 2 
 
 Exp. 4 
 Recit. 5 
 
 
 
 
 6 
 
 30-33 
 
 34-40 
 
 18 
 
 Exp. 6 
 3 Recit. 7 
 
 39 
 
 
 
 
 
 4 
 
 Exp. 8 
 Exp. 9 
 Recit. 10 
 
 39 
 
 
 
 71 to 75 
 33 
 61 
 
 522-539 
 
 85 91 
 
 355 to 359 
 
 392 
 
 78 to 81 
 
 9 to 21 
 
 99 
 78 
 79 
 84 
 
 477 to 489 
 
 1 to 477 
 
 19 
 
 154 
 234 
 
 Exp. 18 
 Exp. 19 
 Recit. 20 
 
 17 to 25 
 
 10 
 13 
 
 246 
 
 8 
 
 Exp. 21-22 
 Exp. 23-24 
 Recit. 25 
 
 17 to 25 
 32 
 
 
 
 11 
 21 
 
 
 9 
 
 Exp. 26 
 Exp. 27 
 Exp. 28 
 Recit. 29 
 
 
 341 to 386 
 
 
 204 
 
 208 
 
 
 10 
 
 Exp. 30 
 Recit. 31 
 
 Milk 
 
 and its 
 
 products 
 
 Wing 
 
 366 
 
 
 208 
 
 
 11 
 
 Exp. 32 
 Exp. 33 
 Recit. 34 
 
 
 173 to 195 
 
 
 159 to 167 
 
 
 12 
 
 Exp. 35 
 Recit. 36 
 
 
 
 
 174 
 
 
 Suggested 
 13 Exp. 37 
 Recit. 38 
 
 
 125 to 172 
 
 
 
 
 14 
 15 
 
 Review 39 
 Review 40 
 
 See suggestions to teachers. 
 See suggestions to teachers. 
 
 ♦Clubs— Poultry clubs are formed in The Junior Club work under the 
 poultry club and address the State Ag-. Colleg:e for help and particulars. 
 
 fU. S. Dept. As.— Bur. of Chem. 51, has colored illustrations showing 
 
O oi'O 
 
 
 
 M^PQ 
 
 Si 
 
 a> O 
 MbMK 
 
 l^ 
 
 
 
 .S I 
 
 IT f- 
 
 II 
 
 Coo 
 
 bi tas « 
 
 5 = 
 
 
 SOS 
 
 ft 5i 
 
 C o bt 
 Ants O 
 a S? O 
 
 49-51 
 
 14 
 
 396 
 380-393 
 
 126 
 111 
 112 
 
 1 52 I 
 
 59 53 
 
 60 54 
 49 
 
 
 
 395 
 
 108 
 
 46 50 
 
 
 
 61 
 
 
 24 
 
 109 
 
 . 47 
 
 
 43-44 
 
 
 401 
 394 
 
 
 48 
 49 
 
 
 44 
 
 28 
 
 393 
 
 
 17 
 
 
 
 50 
 
 24 
 
 
 
 
 
 
 198 to 202 
 
 43 
 
 52-55 
 
 61 49 
 
 50 58 
 62 71 73 
 
 95 
 241 
 
 204 to 207 
 
 10 
 11 
 
 12 
 
 
 
 229 to 236 
 
 27 
 
 528 
 
 208 to 213 
 
 
 Pages 1 
 
 
 
 
 
 
 177 
 
 
 
 
 
 
 
 109 
 
 
 
 
 
 
 
 125 
 
 
 154-156 
 
 284-287 
 
 130 
 
 177 to 198 
 
 See Sup- 
 plement 
 
 Index 
 
 21-25 
 
 18 
 28 
 
 11 
 
 26 
 13 
 
 133 
 
 43 
 
 12-87 
 
 54-58 
 
 63; 
 64 
 65 
 66 
 
 67 
 
 70 
 
 26 48 
 
 128 8 
 109 9 
 26 
 116 
 
 49 64 
 17 65 
 29 309 
 
 6162 
 
 71 89 
 73 
 
 78 96 
 85 97 
 
 
 
 225 to 228 
 
 
 e03812 
 
 286 to 289 
 
 135 128 
 
 136 130 
 
 137 131 
 
 138 132 
 
 
 
 
 247-263 
 
 803-812 
 
 286 to 287 
 
 
 
 
 211 to 215; 188: 208 
 1 163: 193 
 192 
 
 735 
 549 
 550 
 
 36 
 
 107 
 108 
 109 
 
 
 
 
 187 
 
 737 to 741 
 
 304 to 309 
 
 110 
 
 
 
 206 to 210 
 
 215 222 1 598 
 
 250 to 259 
 
 
 
 
 direction of E. C. Bishop, Ames, Iowa. The teacher should try to form a 
 the parts of eggs during different stages of incubation and of decay. 
 
LIBRftRY 0«^ CONGRESS 
 
 002 586 619 8 *