^"534 
 
A Tentative Course of 
 Study in the Subject 
 of Agriculture for the 
 Elementary Schools of 
 the State of Ohio 
 
 for the vear 
 
 1911-1912 
 
 Frank W. Miller 
 
 State Commissioner of Common Schools and 
 State Superintendent of Agricultural Education. 
 
 Columbus, Ohio 
 
 The F. J. Heer Printing Co. 
 
 1911 
 
 F_./ 
 
0. «rC 
 
'^'^'•>y'' 
 
 To the Boards of Eeucation, Superintendents and Teachers : 
 
 Agriculture is not a wholly new subject, nor is it one foreign to 
 our public school system. The last General Assembly made it a 
 mandatory part of our courses of study for the Elementary and High 
 Schools. The wisdom of this is patent to us all. 
 
 This course of study arranged by the four Supervi^aors of Agri- 
 cultural Education and myself is intended to suggest ways and means 
 of giving to our boys and girls of all the schools the most helpful plans 
 of acquiring a comprehensive knowledge of those parts of the subject 
 that are appropriate and the study of which will be profitable : it is 
 further intended to te.ach the happiness, health, and wealth of ,:ountry 
 life and to make the boys and girls proud of rural life whet!;er the} 
 live in the country or not. 
 
 In laying out the work for the year, it should not be presumed 
 that all found in this course is to be studied or taught : the material 
 herein is suggestive throughout; select from it what is wholesome and 
 in harmony with the agricultural and home life of your several com- 
 munities ; select only sufficient topics and amount of work as can be 
 well done during the year ; it might be well to outline the work month 
 by month so that too much may not be attempted; four or live sub- 
 jects properly planned for the year's work and well taught may be 
 sufficient for the .average school, for agriculture and home craft are 
 to have only their appropriate share of the time and efforts of the 
 teachers and pupils, — the other studies must have theirs. 
 
 It will be well for the members of boards of education, superin- 
 tendents and teachers to keep at hand the name and address of the 
 Supervisor of the district in which they live for each of these men 
 will endeavor to answer the questions sent to him by mail and will 
 also be glad to come to any part of his district when called upon to 
 render .any aid possible. 
 
 Finally, the teaching of this subject will have reached the stage 
 most helpful to the boys and girls when home and school work to- 
 gether heartily and sympathetically ; the teaching must fail in its high- 
 est .and best sphere if it does not touch and retouch the farm, the farm 
 home and all farm life ; let it be our constant aim to make a happier 
 and a better citizenship while we are making better farmers ; this be- 
 ing our ideal, the teaching of this subject will find its best results 
 and consummation in the homes and on the farm. 
 
 Yours very truly, 
 
 Frank W. Miller. 
 3 
 
OUTLINE OF A TENTATIVE COURSE IN AGRICULTURE FOR 
 THE ELEMENTARY SCHOOLS. 
 
 INTRODUCTION. 
 
 In the primary grade the chief ob- 
 ject should be to lead the child to ob- 
 serve carefully and develop the habit of 
 investigation. Throughout the entire 
 course the teacher should be ever mind- 
 ful of the fact that the subject of ag- 
 riculture, if properly taught, is of high 
 educative value. It imparts to the 
 child the ability to reason, the povirer 
 of independent thinking and creative 
 expression, richness of imagination, ap- 
 preciation of that which is beautiful, 
 and the culture which are generally 
 developed through the instrumentality 
 of the classics, mathematics, science, 
 and art. 
 
 It is not the intention of this course 
 to make farmers of all farmers' sons, 
 but to make better farmers of those 
 who wish to remain in that occupa- 
 tion, and to make better citizens of 
 all. The subject is full of human in- 
 terest and we can never wholly sepa- 
 rate our interests from the soil on 
 which we walk, and the plants and ani- 
 mals upon which our lives depend. 
 
 This course is divided into four di- 
 visions, to be known as the Primary 
 Division, composed of all pupils be- 
 low the second grade. The First Di- 
 vision, composed pf the second, third, 
 and fourth grades. The Second Divi- 
 sion, composed of the fifth and sixtli 
 grades. The Third Division, com- 
 posed of the seventh and eighth grades 
 of the Elementary School. 
 
 Primary Division. 
 
 Note to Teacher : The work outlined 
 in this division can be taught in con- 
 nection with language and alternated 
 with Oral Geography and Oral Physi- 
 ology. Can also be given in connection 
 with general exercises in the mornings 
 or Friday afternoons. 
 
 There should be at least two ten (10) 
 
 minute periods a week. The teacher 
 shall select such parts of the following 
 work as may be suitable for his grade, 
 grades or school. Use supplementary 
 work. 
 
 Trees. — Gather leaves. Note differ- 
 ences in size and shape. Recognize a 
 few trees by their leaves. Some trees 
 drop their leaves in Autumn. Some do 
 not. Evergreens. , 
 
 The different parts of plants, stems, 
 roots, leaves, flowers, fruit, etc. Collect 
 seeds to show how they are protected 
 and distributed. Gather seeds of 
 thistle, milkweed, and dandelion and let 
 them sail in the wind. Effect of frost 
 on tender plants like tomatoes, etc. 
 
 Make a collection of caterpillars and 
 place in box with leaves. Observe 
 spinning of cocoon. Emergence of 
 moth or butterfly in Spring. 
 
 Change in appearance of landscape as 
 winter approaches. 
 
 Animals. — Animals of the farm; 
 their uses. Wild animals found in the 
 community, rabbits, squirrels, etc. Tell 
 stories about them. 
 
 Birds. — Migration; return in Spring; 
 permanent residents. Nest building. 
 Learn to recognize four or five birds. 
 
 Grow cuttings of pussy willow and 
 lilac in water. Germinate beans in saw- 
 dust. Learn the common names of a 
 few flowers and trees. Fruit and seed 
 come from the flower. 
 
 Note change in landscape as Spring 
 comes. 
 
 Teach children to be kind to animals. 
 Teach them not to be afraid of insects 
 and spiders. The house fly a carrier of 
 disease. Breeds in filth. Dangers of 
 fire. 
 
 First Division. 
 
 (Grades 2, 3, and 4.) 
 
 The work outlined in this division 
 can be taught in connection with Lan- 
 
guage, and alternated, with Oral Geog- 
 ];-aphy and Oral. Physiology. Can also 
 be given in connection with general ex- 
 ercises in the morning and on Friday 
 afternoons. 
 
 There should be at least two fifteen 
 (.15), minute periods a week. The 
 teacher may select such parts of the 
 following work as he may deem suit- 
 able for his grade, grades, or school. 
 Use Supplementary work. 
 
 In this Division pupils can be taught 
 to observe and study domestic animals, 
 plants, trees, and bird life more ex- 
 tensively than in preceding division. 
 Make seed collections and study meth- 
 ods of planting seeds. Observe na- 
 ture's plan of seed distribution by se- 
 curing samples of each method. Learn 
 to recognize seeds of familiar farm 
 plants. Make a study of familiar fruits 
 and grains. 
 
 Shelter for farm animals. Natural 
 covering of the different animals. How 
 animals spend the winter ; hibernation. 
 Study migration of birds on basis of 
 sojourn here — permanent residents, 
 summer residents, winter residents, mi- 
 grants, service rendered by insectivor- 
 ous migrants. Take excursions when 
 convenient to the woods and creek,s, 
 observing plant and animal life. 
 
 Care of young chickens and young 
 farm animals. Learn to distinguish 
 some common flowers and to know the 
 uses of animal, vegetable, and farm 
 products. 
 
 Experiment in growing cuttings in 
 water, sand, or loam. Make a collec- 
 tion of leaves and name them. Study 
 buds, how protected, how arranged. 
 Teach common names of trees in your 
 locality. 
 
 Use blackboard calendar for weather 
 record. Study cause of rain, frost, 
 hail, snow, and ice. (See some good 
 text in Oral Geography). Study use 
 of thermometer and make records of 
 out-of-door temperature. -Use shadow 
 stick to show altitude of sun at noon, 
 during different months of the year. 
 Time and place of rising sun; of setting 
 sun. Phases of moon. Great Dipper. 
 North Star. 
 
 Simple experiments with- seeds, germ- 
 inated between blotters or cloth, and in 
 sawdust. Study conditions of growth 
 by varying moisture, light, temperature, 
 etc. Peas, corn, or pumpkin seed sug- 
 gested for use. 
 
 Preparation of the soil; the growth 
 and cultivation of plants. Care and use 
 of garden tools. Plant the seed of 
 flowers and vegetables at home or at 
 school. Keep a record of the work 
 done in cultivating same. Exhibit. 
 
 The Primary and First Divisions may 
 be combined when convenient and feas- 
 ible. Time required to cover this 
 work — three years. 
 
 Second Division. 
 (Grades 5 and 6.) 
 
 Teach the work outlined in the Sec- 
 ond Division in connection with Lan- 
 guage and Geography and alternate 
 with lesson in Physiology, History, and 
 Reading. Work can also be done in 
 connection with general exercises in the 
 morning and on Friday afternoons. 
 
 There should be at least two fifteen 
 (15) minute periods per week. The 
 teacher may select such parts of the 
 following work as he may deem suit- 
 able for his grade, grades, or school. 
 Use Supplementary work. 
 
 The work in this Division should be 
 a continuation of that suggested under 
 "First Division." It is expected, how- 
 ever, that pupils are to learn more de- 
 tail and become more familiar with the 
 modes of living and the uses of plants 
 and animals to man when they reach 
 these grades. 
 
 The practical work at home by the 
 pupils must be carried out as carefully 
 as the theory study at school if we 
 are to have a full measure of success 
 with Agriculture in the schools. Teach- 
 ers may supervise this work at home. 
 
 Review study of familiar flowers and 
 home farm products. 
 
 Study migration of birds on basis of 
 sojourn here — permanent residents, 
 summer residents, winter residents, mi- 
 grants; service rendered by insecti- 
 vorous migrants. 
 
Classify phnts as useful, injurious, 
 annuals, biennials, and perennials ; trees 
 as deciduous, evergreens, feuit trees, 
 trees for ornament, fire- wood or com- 
 mercial purposes. Study- roots^ uader 
 useful, injurious, different forms and 
 purposes. Stems — Aerial and under- 
 ground, useful and injurious. Distin- 
 guish underground stems, bulbs, tubers, 
 etc., from roots. Give examples of 
 each. Leaves — Margins, veins. Flowers 
 — perfect and imperfect. Make a collec- 
 tion of flowers by pressing and mount- 
 ing specimen =; 
 
 Animals — Fur-bearing, food-produc- 
 ing and domestic. 
 
 Minerals. — Make a collection of com- 
 mon minerals. Give a short descrip- 
 tion of each, as to uses to man, where 
 and how mined. Make a collection of 
 common rocks or fossils found in your 
 neighborhood. Teach uses of limestone, 
 sandstone, shale, coal, slate, marble? and 
 granite; how formed; where produced? 
 Perform some simple experiments. 
 Grow radish and lettuce for early mar- 
 ket or home consumption — use home 
 seed if possible. Study catalogue to 
 gain knowledge of varieties of vege- 
 tables, etc. Experiment by planting dif- 
 ferent varieties to find those best suited 
 to your locality. Keep record of work 
 done in cultivating your plots or gar- 
 dens. 
 
 The Lawn. — Preparation; selection 
 and sowing of seed; rolling; watering, 
 fertilizing; mowing; lawn weeds and 
 how to combat them. Special study of 
 most common weeds found, common 
 garden plants, and common garden in- 
 sects — useful and injurious. 
 
 Study of Simple Tools and Ma- 
 chines. — Various levers; uses and ad- 
 vantages of Jackscrews, pulleys, wheel 
 and axle, derrick, etc. Names and uses 
 of various pieces of farm machinery; 
 cost of each ; care of tools and machin- 
 ery. Plan and build a hot bed. Discuss 
 uses of same. Distribute plants among 
 pupils from a successful hot bed. Have 
 a contest among pupils receiving plants 
 to grow or from plants grown at their 
 home. Conduct potato or other vege- 
 table contests followed by exhibit of 
 
 products — keep record of work done 
 in cultivating. Find yield and value of 
 products produced. 
 
 Learn to identify useful birds, injur- 
 ious birds. Obtain colored pictures of 
 birds to study, if necessary. 
 
 Origin of Soils. — Identification of 
 sand, gravel, loam, clay, silt; experi- 
 ment with soils. Study local soils. 
 Value of farm lands and village lots. 
 Drainage; ditches; tiles. Draw diagram 
 showing drainage plan on home farm. 
 House and cellar, drains; distinguish 
 between drainage and sewer tiles. 
 
 Household Pests. — Damage done; 
 how destroy them — mouse, rat, fly, 
 mosquito, cockroach, bed bug, clothes 
 moth, etc. 
 
 Water Supply. — How secured. Types 
 of wells and pumps; windmills. Meth- 
 ods of getting water to stock and for 
 house use. Impure water. Garden ir- 
 rigation. 
 
 Lighting Systems. — History of light- 
 ing. Methods used in your locality. 
 Protection against fire. 
 
 Transplanting Tree Practice. — Study 
 common trees, value for posts and ties, 
 etc. Secure and plant useful trees at 
 home and at school. Orchard methods. 
 Learn to grow the common fruit tree 
 found in your locality. Insects injur- 
 ious to fruit and life history. Learn 
 how to combat them. Distinguish be- 
 tween sucking and chewing forms, in- 
 secticides for each. 
 
 Good Roads. — Transportation, mar- 
 keting. 
 
 Preparation and Marketing of Pro- 
 ducts. — Produce, how transported. How 
 to deliver and ship by railroad. How 
 to find a buyer. The merchants side of 
 the work. 
 
 Formation of Agricultural Clubs. — 
 What can be done for the social life 
 of the rural people. 
 
 Time required for the work in this 
 division, two years. 
 
 Third Division. 
 
 (Grades 7 and 8.) 
 
 Note to teacher: A text book on 
 Elementary Agriculture should be used 
 
in this division. A book should be se- 
 lected that is intended for the seventh 
 and eighth grades. 
 
 A review should be made of the work 
 suggested in the - "Second- Division" in 
 connection with the text book work. 
 Lessons from the text in Agriculture 
 can be alternated with those of Read- 
 ing, Physiology, etc., in these grades. 
 Regular recitation work should cover 
 at least two twenty (20) minute periods 
 per week. Work in this division can 
 also be assigned in connection with 
 Grammar and Composition, and Geog- 
 raphy also at the opening exercises in 
 the morning and on Friday afternoons. 
 The teacher shall select such parts of 
 the following to be used with the text 
 in Agriculture, as may be suitable for 
 his grade, grades or school. Use sup- 
 plementary work. 
 
 Time required for the work of this 
 division, two years. 
 
 Fall Work. 
 
 Report of vacation activities includ- 
 ing work done and money earned. Spe- 
 cial study on the most important farm 
 crop in your locality. Use and outline 
 for this speral study similar to ones 
 suggested below on Corn, Wheat and 
 Fruit. 
 
 Study of Corn. — Its culture and im- 
 provement. Selecting good seed. Ex- 
 periments to show shrinkage by keep- 
 ing over winter. Ensilage. Varieties 
 grown in 3'our neighborhood, history 
 of one or two varieties. Characteristics 
 of a good ear; simple introduction to 
 use of score card. Factors involved in 
 marketing corn. Celebration of Corn 
 Day— Corn Display and Contest. (Se- 
 cure free government and free state 
 bulletins on corn.) 
 
 Study of Wheat or Other Grain.— 
 Pupils take samples to school ; examine 
 for weed seeds and other impurities. 
 Test one hundred grains of each sam- 
 ple for vitality. Method of planting, 
 machines used in planting. Observe 
 growing plants. What parts of the 
 plants live over winter. History of 
 wheat or other grain. (Secure free 
 
 government and free state bulletins on 
 culture of the grain most common in 
 your locality.) 
 
 Study of Fruit. — Study of Apple or 
 the chief fruit crop in your locality. 
 Characteristics of trees. Causes and 
 remedies for imperfect fruit. Spraying. 
 Factors involved in gathering, storing 
 and marketing fruit. Have an exhibit 
 of varieties grown in the district. Con- 
 duct contest. (Secure free government 
 and free state bulletins on the culture 
 of the fruit most cultivated in your 
 locality.) 
 
 Weeds. — Mzkt a collection of seeds; 
 label. Study weeds common in grain 
 fields, pasture, meadow and garden. 
 How destroy each kind. See Ohio 
 Weed Manual. 
 
 Fh;!(7/. — Compare with seed plants. 
 Mushroom. Experiments in growing 
 and destroying molds and bacteria; 
 sterilization; treatment with formalin; 
 smut, rusts, blights, rots and scabs. 
 How combat these? Fungi that attack 
 insects. Find examples. 
 
 Collection of Insects. — Classify as to 
 beneficial and injurious. Crop attacked 
 by each. (Secure free government and 
 free state bulletins on injurious and 
 beneficial insects to growing crops.) 
 
 Forage Crops. — Grasses — best 
 adapted for meadow, for pasture, va- 
 riety in your locality. Use of legu- 
 minous plants. Other forage crops as 
 rape, millet, sorghum, etc. (Secure 
 free government and free state bulle- 
 tins on Forage Crops.) 
 
 Dairying. — Compare Dairy and Beef 
 breeds. Examples of each class; report 
 of kind owned in neighborhood. Se- 
 cure a Babcock Tester with milk and 
 cream outfit. Test samples of milk 
 and cream from different breeds. Cal- 
 culate amount of butterfat produced in 
 a certain period and value of same. 
 Discuss cost of producing butterfat 
 under various conditions. Methods of 
 feeding, what to feed and care of 
 cows. Plans of building sanitary barns 
 and farm silos. Use of separators. 
 Pure food ; pure milk ; pure drinking 
 water. (Secure free government and 
 free state bulletins on Dairying.) 
 
Winter Work. 
 
 Housing of farm animals. Special 
 study of horse, hog or sheep. Dififerent 
 breeds of horses, hogs or sheep in 
 neighborhood. Care of these animals 
 in winter. 
 
 Farm Machinery. — Kinds, uses, value, 
 care of. Gasoline engines, power ma- 
 chines, etc. History of kinds to show 
 improvement. 
 
 Soils. — Study of structure of corn 
 kernel; tests for starch and oil — com- 
 position of food -stuffs. Secure some 
 samples of corn products. Plant food; 
 how plants obtain food. Test soil for 
 acid and alkali. Elements usually lack- 
 ing in soil. How these arc obtained. 
 Commercial fertilizers. Study kinds of 
 soil. Make collection of soils. (Secure 
 free bulletins on Soil Fertility.) 
 
 Spring Work. 
 
 Poultry Raising. — Breeds of chickens 
 of the neighborhood; characteristics of 
 each ; feeding, housing, general care. 
 Incubators 'and brooders; expenses and 
 profits in poultry. (Secure free bulle- 
 tins on Poultry Culture from state and 
 national departments.) 
 
 Where fruit raising is practiced ex- 
 tensively, study propagation by graft- 
 ing. Why necessary. History of some 
 one fruit from seed to maturity. Prun- 
 ing, planting and spraying of fruit 
 trees. (Secure Spray Calendar from 
 Wooster Experiment Station, Wooster, 
 Ohio.) 
 
 Corn Study — Germination of seed, 
 make corn testers ; compare tests for 
 
 vitality. Grading corn. History of 
 corn. Varieties adapted ,to your local- 
 ity. Planting methods. Experiments 
 with depth of planting. Draw diagrams 
 and make preparations for planting 
 your flower or vegetable garden. Treat 
 potatoes for scab with formalin. Ex- 
 amine clover and grass seed with hand 
 lens to find weed seed and other im- 
 purities. (Secure free bulletins on 
 Flower and Vegetable Gardening.) 
 
 Bird Study. — Make a list of native 
 birds beneficial to farm crops. Injur- 
 ious to farm crops. (Secure free bul- 
 letin on Beneficial Birds to the Far- 
 mer.) 
 
 Study clover plant, habits of growth, 
 length of root, tubercles on roots. Iden- 
 tify other legumes. Examine roots for 
 tubercles. Experiment where favorable 
 to do so, by planting some alfalfa with 
 and without inoculation. 
 
 Investigate methods of retaining fer 
 tility of the soil of Ohio; rotation of 
 crops ; mixing of home fertilizers ; re- 
 taining moisture in the soil and value 
 of soil mulch. 
 
 Arrange plans for vacation studies 
 and experiments with corn, potato and 
 other vegetables. Girls give special at- 
 tention to flower and vegetable gardens ; 
 keep simple records of all work done 
 and conduct a corn, flower and vege- 
 table exhibit and contest. 
 
 Tobacco Raising. — Seed, plants, care 
 of, stripping, sorting, packing, market- 
 ing. 
 
 Orchards, forestry, hot beds, cold 
 frames. 
 
 School exhibits, reports of work 
 done. Fair exhibits. 
 
 SUGGESTED TOPICS IN AGRICULTURE AND THE HOUSEHOLD 
 ARTS FOR THE GIRLS. 
 
 The Garden : 
 
 The vegetable garden, the flower gar- 
 den, the small fruit garden-, hot beds, 
 cold frames, and the marketing of the 
 products, insects and other enemies of 
 
 the garden 
 irrigation. 
 
 Poultry : 
 Chickens, 
 
 plants, sprays. Garden 
 
 ducks, turkeys, geese, etc.. 
 
and the marketing of the products. The 
 health of the barn and poultry yard 
 families. Lice; diseases and other 
 enemies of poultry, etc. 
 
 The Lawn : 
 
 Laying out the lawn, the flowers on it, 
 tlie shrubs, trees, care of it, the enemies 
 of tlie flowers, shrubs, trees, etc. 
 
 The Dairy : 
 
 Types of cattle, the milk, butter, 
 cheese, the creamery, the milk tester, 
 separators, etc., care of the utensils, the 
 dairy barn, feeding, marketing the 
 products. 
 
 The Apiary : 
 
 Bees, bee hives, swarming, diseases of 
 the bee, honey, bee foods, etc. 
 
 Orchards and Small Fruits, Grapes. 
 
 Birds. 
 
 Melons, pumpkins, squashes, etc. 
 
 Weather Bureau. Meteorology. 
 
 Agricultural clubs. Home and School 
 
 sociology, Community life. 
 
 Foods, Food Elements, Drinking Water 
 
 Supply. 
 
 Domestic Science : 
 
 Home making and house keeping, 
 cooking, bread making, and all bak- 
 ing, Sewing, home decorating, butter 
 making, the health of the home and 
 the farm premises, buying for the farm 
 and farm home, selling the farm 
 products, drawing and the other arts, 
 home economics, home sociology, nurs- 
 ing the sick, household accounts, care 
 of the house and prevention of sickness, 
 laundering, recipes. 
 
 Exhibits and reports of pupils. 
 The Fairs — State and local. 
 General Suggestions : 
 
 Use the local papers for spreading the 
 news and the good things done should be 
 passed on to our neighbors. 
 
 Send to the Departments at Wash- 
 ington, D. C, for their bulletins; do 
 the same by sending to the Experiment 
 Station at Woster; also to the Agricul- 
 
 tural College at Columbus; last but not 
 least write to the Secretary of the State 
 Board of Agriculture at Columbus for 
 the bulletins of this department, no bet- 
 ter are sent out from any board of its 
 kind in the United States. Teachers, 
 pupils and patrons will find excellent 
 material on any phase of the work ; good 
 directions for detailed courses of study 
 and for work on the farm, in the garden, 
 at the barn, in the home and in any and 
 all departments of farm work will be 
 found in these bulletins that may be had 
 for the asking; neither is the scientific 
 side of any phase of this work neglected 
 in these bulletins; so whatever we may 
 wish will be easily obtained by simply 
 writing for them. 
 
 Whatever success we may have in the 
 school work in and at the school, our 
 task will yet be incomplete if we neg- 
 lect to see it carried to the home, to 
 the farm and to the community in gen- 
 eral. The teacher here has a splendid 
 opportunity to take his or her place in 
 the community life and activities in the 
 school district; the teaching of agricul- 
 ture must link the school and homes 
 closer and the work of one must and will 
 correlate the other or our whole scheme 
 will lose much of its flavor and value. 
 When the teacher and parent find their 
 work overlapping and growing to- 
 gether in the life and ambitions of the 
 child then indeed will the home and 
 school take their rightful places in the 
 child economy and child rearing; then 
 will misunderstandings and crossing of 
 lines of discipline be reduced to a mini- 
 mum. The teaching of agriculture in 
 some of its many phases ^jvill bring 
 happy results along these lines that must 
 be seen with a mildly prophetic eye. 
 The Agriculture Clubs will be the one 
 strong medium for this as well as for 
 the place where the intellectual and 
 moral development takes place along side 
 the study of the utilitarian. Here the 
 elements of the old spelling school, the 
 literary society and the agricultural 
 sciences and economy will mingle and 
 grow into good citizenship and moral 
 and intellectual fiber which will make 
 farm life just as honorable and refining 
 
and respected as any other vocation — cer, Morrow, Ottawa, Paulding, Put- 
 yea even more so for the environments nam, Sandusky, Seneca, Union, Van 
 are happily conducive to such as no- Wert, Williams, Wood, Wyandot — 24 
 where else. counties. 
 
 Names and Addre>ses of the Super- 
 visors of Agricultural Education. 
 
 H. L. Goll, Swanton, Fulton Co., of 
 the Northwestern District. 
 
 S. A. Harbourt, Andover, Ashtabula 
 Co., of the Northeastern District. 
 
 J. R. Clarke, 373 Wilbur Ave., Co- 
 lumbus, Franklin Co., of the South- 
 eastern District. 
 
 Lester S. Ivins, Lebanon, Warren Co., 
 of the Southwestern District. 
 
 State Supervisors of Agricultural 
 Education. 
 
 In accordance witli the provisions of 
 the Cahill law, Commissioner Miller 
 has appointed four Supervisors of Ag- 
 ricultural Education. The names and 
 addresses of these Supervisors, together 
 with the counties comprising each dis- 
 trict are as follows : 
 
 NORTHWESTERN l)ISTRICT. 
 
 H. L. Goll, Supervisor, Swanton, Ful- 
 ton County, Ohio. 
 
 , Counties — Allen. Auglaize, Crawford, 
 Defiance, Erie, Fulton, Hancock, Har- 
 din, Henry, Logan, Lucas, Marion, Mer- 
 
 NORTHEASTERN DISTRICT. 
 
 S. A. Harbourt, Supervisor, Andover, 
 Ashtabula County, Ohio. 
 
 Counties — Ashland, Ashtabula, Bel- 
 mont, Carroll, Columbiana, Coshocton, 
 Cuyahoga, Geauga, Harrison, Holmes, 
 Huron, Jeflferson, Lake, Lorain, Mahon- 
 ing, Medina, Portage, Richland, Stark, 
 Summit, Trumbull, Tuscarawas, Wayne 
 — 28 counties. 
 
 S0UTHE.\STEKN DISTRICT. 
 
 J. R. Clarke, Supervisor, 373 Wilbur 
 Ave., Columbus, Franklin County, Ohio. 
 
 Counties — Athens, Delaware, Fair- 
 field, Franklin, Gallia, Guernsey, Hock- 
 ing, Jackson, Knox, Lawrence, Licking, 
 Meigs, Monroe, Morgan, Muskingum," 
 Noble, Perry, Pickaway, Vinton, Wash- 
 ington — 20 counties. 
 
 SOUTHWESTERN DISTRICT. 
 
 Lester S. Ivins, Supervisor, Lebanon, 
 Warren County, Ohio. 
 
 Counties — Adams, Brown, Butler, 
 Champaign, Clark, Clermont, Clinton, 
 Darke, Fayette, Greene, Hamilton, 
 Highland, Madison, Miami, Montgom- 
 ery, Pike, Preble, Ross, Scioto, Shelby, 
 Warren — 21 counties. 
 
TEXT=BOOKS IN AGRICULTURAL EDUCATION SUITABLE FOR 
 THE ELEMENTARY SCHOOLS. 
 
 Name of Text-book. Name of Author. Publishers. 
 
 Agriculture for Young Folks. A. D. & E. W. Wilson. Webb & Co., Minneapolis. 
 First Principles of Agricul- 
 ture Goff & Mayne Amer. Book Co., Cincin- 
 nati. 
 
 Agriculture for Beginners Burkett^ Stevens & Hill. Ginn & Co., Columbus. 
 
 Elementary Agriculture Hatch & Hazelwood. . . Rowe, Peterson & Co., 
 
 Chicago. 
 Agriculture for Common 
 
 Schools Fisher & Cotton Chas. Scribner's Sons, N. 
 
 Y. 
 An Introduction to Agricul- 
 ture A. A. Upham D. Appleton & Co., Co- 
 lumbus. 
 One Hundred Lessons in Ele- 
 mentary Agriculture A. W. Nolan Acme Pub. Co., Morgan- 
 town, W. Va. 
 Agriculture in the Public 
 
 Schools Lester S. Ivins March Bros. Pub. Co., 
 
 Lebanon, O. 
 
 PAPERS AND MAGAZINES THAT AID IN THE TEACHING AND 
 STUDY OF AGRICULTURE. 
 
 American Agriculturist Orange Judd Co., New York. 
 
 Ohio Farmer Lawrence Pub. Co., Cleveland. 
 
 National Stockman and Farmer Pittsburg. 
 
 Farm and Fireside Springfield, Ohio. 
 
 Farm Journal Philadelphia. 
 
 Poultry Journal 
 
LIBRARY OF CONGRESS 
 
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