LABORArORY, FIELD AND PRoiEcr GUIDE ro AGRICULTURE SCHMIDT LABORATORY, FIELD AND PROJECT GUIDE IN- ELEMENTARY AGRICULTURE LABORATORY, FIELD AND PROJECT GUIDE •IN- ELEMENTARY AGRICULTURE /,^: BY G/Ai SCHMIDT, M.S. ASSOCIATE PROFESSOR OF AGRICULTURAL EDUCATION, COLORADO STATE AGRICULTURAL COLLEGE. FORMERLY INSTRUCTOR IN AGRICULTURE AND PRINCIPAL OF RURAL SCHOOL DEPARTMENT, STATE NORMAL, WHITEWATER, WIS. D. APPLETON AND COMPANY NEW YORK CHICAGO 1920 Copyright, 1920, by D. APPLETON AND COMPANY FEB -3 1920 PRINTED IN THE UNITED STATES OF AMERICA ©CI.A559n28 TO THE TEACHER Every sincere teacher of elementary agriculture is striving to make his teaching so practical that it will lead to worthwhile accomplishments. This means that he must not neglect laboratory, field, and project work. The purpose of this little book is to act as a practical guide to such teachers. All the exercises are arranged seasonally so that the various phases of the work may be studied at a time when they will mean most to a child. The exercises in this book are intended primarily to cover two years' work. They are equally adaptable, however, to courses of shorter length where more time per week is allotted to the subject. In both cases, a teacher should consider the outline so elastic as not only to change the order of the exercises when she considers it wise to do so, but also to include others which she considers better fitted to the particular needs of the com- munity in which she teaches. In the book will be found enough material for labor- atory, field, and project work to meet the requirements of most states. Throughout the book emphasis has been put upon those topics in which a child in the 7th, 8th, and 9th grades can take part. The book should be used' in connection with some good elementary argicultural text book. Although it is primarily adapted to use in conjunction with "An Introduction to Agriculture" by Upham and Schmidt, published by D. Appleton & Co.. it can be used with any TO THE TEACHER of the more recent text books on elementary agriculture. All the exercises in the book have been put to a practical test by several years' experience in the teaching and supervising of young people who were being fitted to teach in rural and state graded schools. Every child in the class should possess a copy of the book, as all the directions throughout the exercises are given directly to him. Thus, much time and work are saved for the teacher in the planning, the directing, and the class room preparation for the work in agriculture ; also, much time is saved for the pupil by simplifying the preparations of his outlines and notes. Each teacher should make use of the exercises and projects best adapted to the community in which he teaches. The aim of the book is to help teachers in all communities to follow more intelligently the prescribed course of study, not to supplant or supplement it. Each teacher should, also, plan well in advance of the work of the class, for all the field trips and projects he intends the pupils to undertake. TABLE OF CONTENTS SEPTEMBER Exercise Page 1. Study of a Potato Plant I 2. Common Varieties of Potatoes 3 3. Judging Potatoes 5 4. Fall Weeds 8 5. Selecting Seed Corn 10 6. Curing and Storing Seed Corn 12 7. Cuttings from Flowering Plants 14 8. Digestible Nutrients in Common Feeds .... 16 9. Nutritive Ratio of Common Feeds 18 10. The Corn Belt States 20 11. Culling the Flock 21 12. Com Survey 24 Projects 1. Gathering and Storing Seed Corn 25 2. Harvesting and Storing Winter Apples 28 3. Storing Winter Vegetables 30 Exhibits 1. Corn Show 30 2. Vegetable and Fruit Exhibit 31 Things to Observe OCTOBER Exercise 1 . A Study of Soils 32 2. Scale Insects 33 3. Pruning Trees 34 4. Poultry Houses 36 5. The Nutritive Ratio of a Ration 38 6. The Cost of a Ration 40 7. Winter Rations for Poultry 42 8. Poultry Records and Accounts 43 9. Poultry Booklet 47 10. Potato Survey 49 vii TABLE OF CONTENTS Projects Page 1. Keeping Poultry Records 51 2. Putting the Garden into a Good Winter Condition , 52 Exhibits 1 . Poultry Exhibit and Sale 53, 2. Project Booklets 54 Things to Observe 54 NOVEMBER Exercise 1. Study of an Ear of Corn . 55 2. A. Learning to Know the Different Grains ... 56 B. Grading Grains 57 3. Judging a Dairy Cow 59 4. Competitive Judging of Dairy Cows 62 5. Cost of a Pound of Digestible Nutrients in Different Feeds 64 6. Haecker's Feeding Standards 66 7. Balancing Rations for Dairy Cows 69 8. Judging Poultry 71 9. Dairy Cattle Booklet 73 10. Dairy Cattle Survey . . 75 Projects 1 . Sprouting Oats for Laying Hens 76 2. Winter Management of a Small Flock of Pullets . . 78 Things to Observe 79 DECEMBER Exercise 1. Testing Milk for Butter Fat 80 2. Testing Cream and Skim Milk for Butter Fat . . 83 3. Dairy Records and Computations 85 4. Placing Three Ears of Corn 87 5. A. Judging Corn 89 B. Market Grades of Corn 92 6. Structure of Seeds 94 7. Examination of Farm Seeds 95 8. Digestible Nutrients from an Acre of Land ... 96 9. The Influence of Drainage on Plant Growth ... 97 10. Grain Survey 9^ viii TABLE OF CONTENTS Projects Page 1. Keeping Dairy Feed Records 99 2. To Keep Milk and Butter Fat Records of the Home Herd 100 Things to Observe loi JANUARY Exercise 1. How Seeds Germinate 102 2. Candling Eggs 103 3. To Study the Effect of Lime on Clay 106 4. Rise of Water in Soils 106 5. How Too Much Vegetable Matter Checks Capillary Rise of Water 108 6. To Show How Soil Water Enters the Roots of Plants 109 7. Plant Food Removed b}^ Crops iii 8. Plant Food Added to Soils 112 9. Crop Rotations 113 ID. Farm Crop Booklet 115 II. Silo Survey 116 Projects I. Checking up the Home Herd 116 Things to Observe 117 FEBRUARY Exercise 1 . Water Capacity of Soils 118 2. Downward Movement of Water in Soils . . . . 119 3. Moisture and Soil Temperature 120 4. Injurious Effects of Too Much Fertilizer . . . . 122 5. Action of Acids on Limestone 123 6. Study of a Mold 124 7. Starch in Seeds 125 8. Study of a Seed Catalog 126 9. Origin of Breeds of Cattle 127 10. Leading Alfalfa Growing States . . . . . . . 128 11. Raising Seedlings in Flats 130 12. Orchard Survey 131 Projects 1. Raising Flower Seedlings 132 2. Raising Vegetable Seedlings 133 Things to Observe 134 ix TABLE OF CONTENTS MARCH Exercise Page 1. Testing Seed Corn 135 2. Planning the Home Garden 140 3. Hotbeds 142 4. A Cold Frame 144 5. Tree Planting 145 6. Preparing the Garden 146 7. Testing Soils for Acidity 149 8. Hard Wood Cuttings 150 9. Root Grafting 151 10. Garden Records and Accounts 153 1 1 . Horse Survey 155 Projects 1. Testing Seed Corn 156 2. Management of the Home Garden 157 3. Pig Project 159 Things to Observe 163 APRIL Exercise 1. Checking Evaporation 164 2. Cutting Seed Potatoes 165 3. Hatching Chicks 166 4. Care of Chicks 168 5. Preserving Eggs 169 6. Examination of Commercial Fertilizers . . . . 171 7. Mixing Commercial Fertilizers 171 8. Staking out the Garden 173 9. Planting the Garden 174 10. Plan of the Home Farm 176 1 1 . Forage Crop Survey 1 76 Projects 1 , Hatching and Raising Chicks 177 2. Raising a Calf 180 Booklet I. Garden Diary 182 Things to Observe 183 X TABLE OF CONTENTS MAY Exercise Page 1. Effect of Light upon Plant Growth 184 2. Circulation of Water in Plants 185 3. Soil Tests 1 86 4. Transplanting 187 5. Nodules and Legumes 189 6. Making Spraying Solutions 191 7. Ear- to-Row Corn Test ig-^ 8. Potato Tests 106 9. Poultry Survey 197 Projects 1. Growing a Plot of Beans 198 2. Growing a Plot of Corn 200 Things to Observe 202 JUNE Exercise 1. A Study of Flowers 203 2. A Study of Insects 204 3. The Life History of a Fly 20 s 4. Poultry Pests 206 5. Study of a Garden 207 6. Spring Weeds 209 7. Keeping Milk Sweet 210 8. Swine Survey 210 9. Survey Booklet 211 Projects I. Summer Work 212 Things to Observe 212 xi TABLE OF CONTENTS APPENDIX Table Page 1 . Digestible Nutrients in Feeds 214 2. Elements of Plant Food in Crops and Feeds . 214 3. Plant Food in Commercial Fertilizing Materials . 215 4. Location of State Agricultural Experiment Stations . 216 5. Legal Weight of Various Commodities 217 6. What Concentrated Feeds Weigh 218 7. Approximate Capacity of CyHndrical Silos . . 218 8. Modified Wolff-Lehmann Feeding Standard . . . 219 9. Laboratory and School Supply Companies . . . 220 10. Number of Trees, Shrubs, and Plants to an Acre . . 221 11. Gardeners' Planting Table 222 12. Score Card for Commercial Eggs 225 13. Score Cards for: Vegetables 225 Fruits 226 Canned Fruits and Vegetables 226 CONTENTS (Arranged According to Topics) FIELD CROPS, SEEDS, AND WEEDS Potatoes P.\GE Page Study of a Potato Plant I The Corn Belt States . 20 Common Varieties of Po- Corn Survey .... 24 tatoes ..... 3 Corn Show .... 30 Judging Potatoes 5 Study of an Ear of Corn 55 Market Grades of Po- Placing Three Ears of tatoes 7 Corn 87 Potato Survey . . . 49 Judging Corn 89 Cutting Seed Potatoes . 165 Market Grades of Corn 92 Potato Tests . . . 196 Silo Survey .... 116 Weeds Testing Seed Corn . . 135 Fall Weeds .... 8 Corn Testing — Project . 156 Spring Weeds . . . 209 Ear-to-Row Corn Test . 193 Forage Crops Growing a Plot of Corn Leading Alfalfa Growing —Project .... 200 States 128 Examination of Farm vSeeds Seeds 95 Structure of Seeds . . 94 Forage Crops Survey 176 Examination of Farm Nodules and Legumes . 189 Seeds 95 Grains How Seeds Germinate . 102 Learning to Know the To Test Seeds for Starch 125 Different Grains . . 56 Market Grades of Grains 58 Miscellaneous Grain Survey 98 Plan of the Home Farm 176 Crop Rotations . . . 113 Effect of Light upon Farm Crop Booklet . 115 Plant Growth . . 184 Corn Circulation of Water in Selecting Seed Com . . 10 Plants 185 Curing and Storing Seed Nodules and Legumes . 189 Corn 12 A Study of Flowers . 203 xiu CONTENTS SOILS AND SOIL FERTILI? Page Study of Soils . . . ^2 The Influence of Drain- age on Plant Growth 97 To Study the Effect of Lime on Clay . . . 106 Rise of Water in Soils . 106 How Too Much Vege- table Matter Checks Capillary Rise of Water 108 To Show How Soil Wa- ter Enters the Roots of Plants . . . 109 Plant Food Removed by Crops Ill Plant Food Added to Soils 112 Crop Rotations . . . 113 Water Capacity of Soils Downward Movement of Water in Soils Moisture and Soil Tem- perature .... Injurious Effects of Too Much Fertilizer . Action of Acids on Lime- stone Testing Soils for Acidity Checking Evaporation . Examination of Com- mercial Fertilizers Mixing Commercial Fer- tilizers Soil Tests .... Nodules and Legumes . 171 FARM ANIMALS Poultry Hatching Chicks . 166 Poultry Houses 36 Care of Chicks . . 168 Winter Rations for Poul- Preserving Eggs . 169 try 42 Hatching and Raising I Poultry Records and Ac- Chicks— Project . ■ ^11 counts 43 Poultry Survey . . 197 Poultry Booklet . . 47 Poultry Pests . . 206 Keeping Poultry Rec- ords — Project 51 Poultry Exhibit and Sale 53 Judging Poultry 71 Miscellaneous Sprouting Oats for Lay- Horse Survey 155 ing Hens — Project 76 Raising Pigs — Project 159 Management of a Small A Study of Insects . 204 Flock of Pullets- Life History of a Fly 205 Project .... 78 Keeping Milk Sweet 210 CandHng Eggs . . . 103 Swine Survey . . 210 CONTENTS Cattle ^^ Page Judging a ± ry Cow. . 59 Competitive Judging of Cattle Feeding Standard for Dairy Cattle . . . Balancing Rations for Cattle 69 62 66 Dairy Cattle Booklet . Testing Milk . . . Testing Cream and Skim Milk for Butter Fat . Dairy Records and Com- putations .... Keeping Dairy Feed Records — Project Keeping Milk and Butter Fat Records — Project Checking up the Home Herd — Project . . . Origin of Breeds of Cattle Raising a Calf — Project Keeping Milk Sweet 73 80 83 85 99 116 127 180 210 Feeds and Feeding Digestible Nutrients in Common Feeds . Nutritive Ratio of Com- mon Feeds The Nutritive Ratio of a Ration .... The Cost of a Ration Winter Rations for Poul- try Cost of Digestible Nu- trients in Feeds . Feeding Standard for Dairy Cattle . . . Balancing Rations for Dairy Cattle . Sprouting Oats for Poul- try Digestible Nutrients from an Acre of Land Keeping Dairy Feed Records — Project Page 18 38 40 42 64 66 69 76 96 99 GARDENING Storing Winter Vegetables — Project .... Vegetable Exhibit . Putting the Garden into a Good Winter Condition — Project .... Study of a Seed Catalog . Raising Seedlings in Flats . Raising Flower Seedlings — Project .... Raising Vegetable Seed- lings — Project Planning the Home Garden Making a Hotbed . Making a Cold Frame . 30 31 52 126 130 132 133 140 142 144 Preparing the Garden . . 146 Testing Soils for Acidity . 149 Garden Records and Ac- counts 153 Management of the Home Garden — Project . . 157 Staking out the Garden . 1 73 Planting the Garden . . 174 Garden Diary .... 182 Transplanting . . . . 187 Preparing Spraying Solu- tions 191 Growing a Plot of Beans — • Project 198 Study of a Garden . . . 207 CONTENTS PLANT DISEASES AND PESTS— SPRAYING Pagb Scale Insects .... 33 Study of a Mold . . .124 Making Spraying Solutions 191 A Study of Insects . Life History of a Fly Page 204 205 HORTICULTURE AND PLANT PROPAGATION Orchard Survey H Planting Trees . . . . Making Hard Wood Cut- Cuttings from Flowering Plants Harvesting and Storing Apples — Project Fruit Exhibit . . . . Pruning Trees .... 28 31 34 tings . Root Grafting 131 145 150 151 Seed Corn Harvesting and Storing Winter Apples . Storing Winter Vegetables Keeping Poultry Records Putting the Garden into a Good Winter Condition Project Booklets . Sprouting Oats for Poultry Management of a Flock of Pullets Keeping Dairy Feed Rec- ords Keeping Milk and Butter Fat Records .... PROJECTS 25 Checking up the Home Herd 28 Raising Flower Seedlings . 30 Raising Vegetable Seed- 51 lings Testing Seed Corn- . 52 Management of the Home 54 Garden 157 76 Raising One or More Pigs 159 Hatching and Raising 78 Chicks .... Raising a Calf . 99 Growing a Plot of Beans Growing a Plot of Corn 100 Summer Work . . . , 212 116 132 133 156 177 180 198 200 Corn Potato Dairy Cattle Grains . Silo . . . Orchard SURVEYS Horse 24 49 75 98 116 131 Forage Crops Poultry . Swine Survey Booklet 155 176 197 210 211 CONTENTS BOOKLETS Page Page Poultry 47 Farm Crops . . . . 115 Project 54 Garden Diary . . . . 182 Dairy Cattle .... 75 Survey Booklet . . . 211 EXHIBITS Corn Show 30 Fruit Exhibit . . ' . . 31 Vegetable Exhibit ... 31 Poultry Exhibit and Sale . 53 LABORATORY, FIELD AND PROJECT GUIDE SEPTEMBER Exercise 1 STUDY OF A POTATO PLANT Object. — To make a careful study of a potato plant. Material. — Each pupil in the class should carefully dig up a potato plant and bring it to school. The tops and roots should be intact and a few potatoes should be at- tached to the plant. Procedure. — i. Carefully spread the plant out on a piece of newspaper and notice its parts — roots, stem, tubers, leaves, and flowers. 2. From what part of the plant do the tubers or po- tatoes grow? 3. Describe the size and shape of the potatoes. What is the color of the skin? Is the skin smooth, pimpled, or netted? 4. Are there few or many eyes? How are they dis- tributed? Are the eyes deep or shallow? 5. Were the stems or vines upright or spreading? What is their color? 2 LABORATORY, FIELD AND PROJECT GUIDE A HEALTHY BUSHEL. — Courtcsy IViscoHstn Experiment Station 6. Has the potato plant any flowers? Are they abun- dant? What is their color? Are the flowers essential to the formation of potatoes? 7. What variety of potatoes did you study? See Ex- ercise 2. 8. If laboratory notes and drawings are kept, draw a tuber, natural size, showing the characteristics. Questions 1. How do potatoes grow in size? 2. What is the composition of a potato? SEPTEMBER 3 3. How does the plant make starch and how does the starch get into the potato? 4. Are any of the potatoes diseased? With what disease? Exercise 2 COMMON VARIETIES OF POTATOES Object. — ^To become familiar with the characteristics of some of the common varieties of potatoes grown in the locality. Materials. — Each pupil in the class should bring two good specimens of each variety of potatoes grown on the home farm. Procedure. — i. The table given below shows the char- acteristics of some of the more common varieties of potatoes. The characteristics of the varieties common to the community should be learned. Vine AND Tuber Characters of Standard Varieties. Variety Tubers Vines Flowers Rural New Yorker Round, flattened, oval to oblong. Eyes un- evenly placed. Blue to purple tipped sprouts. Late variety. Purple tinged stems. Dark green foliage. Re- sistant to tip burn. Bluish purple and fairly abundant. Green Moun- tain Blocky to oblong. Flattened. Skin netted. Firm. Creamy buff color. Sprout tips creamy green, pink at base. Late variety. Stems green. Foliage bright green. White and very abundant. Burbank Long-oblong and flat- tened. Pointed tubers objection- able. Eyes numer- ous, evenly dis- tributed. Skin slightly netted. Late variety. Light green color. Stems silver green and abundant. White and fairly abundant. LABORATORY, FIELD AND PROJECT GUIDE Variety Tubers Vines Flowers Peerless (Pearl) Heart shaped, stem end sunken. Flesh Very white. Skin slightly netted. Late variety. Medium dark green. Fairly bushy. Very scarce. Sel- dom blooms. Buds yellowish white. Triumph Deeprosecolor. Round to flattened. Stem end sunken. Eyes numerous. Fairly dark green. Leaves broad. Fair- ly bushy. Early variety. Pale pink and purple tinged. Fairly abun- dant. Early^Ohio Oval. Oblong and blocky. Skin pink, pimpled. Eyes prominent and numerous. Fairly dark green. Stems dark green. Upright, bushy vine. Scarce, yellowish white color. Early Rose Long and flattened. Light rose color, varying, eyes nu- merous. Sprouts yellowish green. Pink base. Light to deep green. Thrifty. Fairly abundant and white. Irish Cobbler Round to flattened. Fairly deep eyes. Pink tinge to sprouts. Skin creamy buff color. Dark green and up- right. Fairly abundant and light pink color. WISCONSIN BULLETIN 280 2. If there are varieties of potatoes grown in the com- munity, but not mentioned in the foregoing table, their characteristics may be learned by referring to seed cata- logs. 3. Learn to identify each variety of potato at hand, by Studying both the table showing the characteristics and the samples. 4. If scales are available, determine the weight in ounces of a fair representative of eacii variety of potato. 5. At the close of the exercise, mix up the potatoes and test your ability in naming each variety. SEPTEMBER 5 Questions 1. How many ounces does an average size potato weigh? How many potatoes should an average hill yield? 2. How many averaged sized potatoes are there in a bushel ? To the Teacher. — Inquire and find out what are the com- mon varieties of potatoes grown in the community. Make an effort to have several good samples of each of these varieties on hand. If any of these varieties are not listed above, look up their characteristics in a seed catalog, or garden book, and write these characteristics on the board so that the pupils may copy them. Exercise 3 A. Judging Potatoes Object. — To practice judging potatoes by means of a score card. pipppip pi^^ TYPES THAT BRING TOP PRICES. — Courtesy of Soil Improvement Committee, Chicago 6 LABORATORY, FIELD AND PROJECT GUIDE Materials. — Samples of standard varieties of potatoes grown in the community. Procedure. — i. Review exercise 2, paying particular attention to the characteristics of the varieties of pota- toes to be judged. 2. Score a sample of eight or ten potatoes of some one variety according to the score card here given. SCORE CARD FOR POTATOES Salient Points Intrinsic Points Perfect Score Student's Score Corrected Score I. Shape 25 20 lO 10 10 25 2. Size 3. Color 5. Flesh 6. Blemishes . . Total 100 In preparing the above score card the value of the potatoes for both "seed" and market was kept in mind. From the standpoint of "seed" alone the value of "shape" should be increased and the value of "blemishes" and possibly "size" decreased. The reverse would be true in judging from the market standpoint alone. I. SHAPE The form should be typical for the variety. It should show strong vitality. No signs of degeneration should be apparent. In varieties which are naturally long, such as the Burbank, thickness of tuber is an indica- tion of vitality. In varieties like the Early Ohio, the short oval form is an indication of vitality. In varieties like Rural New Yorker No. 2, Sir Walter Raleigh, Carman No. 3, Carman No. i, and Norcross, the tubers should be as nearly short as they are wide as practicable, and flattened. Varieties like Triumph and Irish Cobbler should be fully as short as they are wide, the former being slightly flattened and the latter more so. In no variety should there be any indications of tapering at either end. They should be uniform in shape. They should have as smooth and even a surface as possible. Knobs and other roughnesses of the surface are undesirable. 2. SIZE The tubers should be of good size. Size indicates vitality and is desir- able for market, but, on the other hand, they should not be too large. As a rule, people do not want extra large potatoes for kitchen use, and they are also not as desirable for seed when too large. They should be uniform in size. 3. COLOR The color should be typical for the variety. It should be bright and attractive, but not obtained by scrubbing the potatoes. Where different varieties in a class of late potatoes are judged against each other the SEPTEMBER 7 white varieties should have preference over the red. In early varieties there is no objection to the color of the Ohio as compared with white varieties. 4. EYES The eyes should be as shallow as practicable, and they should not be in a depression, because it makes the surface of the tubers uneven. The eyes should not be unduly numerous for the variety. An increase in the number of eyes above normal for the variety is one of the indi- cations of degeneration. 5. FLESH The flesh should be a clear white and free from grayish or dull hues, or dark colored streaks. There should be no hollowness, and a heavy cut should be made for this fault. 6. BLEMISHES Scab is the most common blemish, and a heavy cut should be made for this fault, according to the amount present. The tubers should be free from all other diseases and injuries caused by insects, bruises or careless handling. They should also be in good marketing condition- mature, solid, not greened by exposure to light, not sprouted, and free from dirt. It is preferable not to have them washed. _ They can be cleaned quite well with a soft cloth, taking care not to injure the skin bjT rubbing too hard. Some prefer washed potatoes because it improves the appearance of the exhibit. In case they are washed it should be done by simply rinsing them, without rubbing, until the dirt is removed. Scrubbing is exceedingly objectionable. Sample No Variety Student's Name 3. Get the total or final score of the sample. 4. Discuss the results. 5. If time permits, score another sample. 6. Would the sample of potatoes you judged be of grade I or grade 2? See directions for grading given below. B. Market Grades of Potatoes The Department of Agriculture and the United States Food Administration jointly recommend and urge the adoption of the following grades, which, in their opinion, will meet the needs of the Federal Reserve Board, as well as those of growers, dealers, and consumers: 8 LABORATORY, FIELD AND PROJECT GUIDE U. S. GRADE NO. i. This grade shall consist of sound potatoes cf similar varietal character- istics, which are practically free from dirt or other foreign matter, frost, injury, sunburn, second growth, cuts, scab, blight, dry rot, and damage caused by disease, insects, or mechanical means. The minimum diameter of potatoes of the round varieties shall be one and seven-eighths (i%) inches, and of potatoes of the long varieties one and three-fourths (iM) inches. In order to allow for variations incident to commercial grading and handling, five per centum by weight of any lot may be under the prescribed size, and, in addition, three per centum by weight of any such lot may be below the remaining requirements of this grade. U. S. GRADE NO. 2. This grade shall consist of potatoes of similar varietal characteristics, which are practically free from frost, injury and decay, and which are free from serious damage caused by dirt or other foreign matter, sunburn, second growth, cuts, scab, blight, dry rot, or other disease, insects, or mechanical means. The minimum diameter shall be one and one-half (lYi) inches. In order to allow for variations incident to commercial grading and handling, five per centum by weight of any lot may be under the prescribed size, and, in addition, five per centum by weight of any such lot may be below the remaining requirements of this grade. Reference. — F. B. 753: Commercial Handling, Grading, and Marketing of Potatoes. Exercise 4 FALL WEEDS Object. — To learn to know the names and character- istics of the common weeds of the community. Explanation. — There are two ways in which this exer- cise may be taken up. One is to have each pupil in the class bring to school weeds found on the way. These weeds should then be studied in the class room. The other and the better way is for the class to go out on a field trip. Each member of the class should be supplied with an old magazine and a lead pencil. Procedure. — i. Learn the name of each weed brought into the class room. Ask your teacher the names of those you do not know. If a weed cannot be named, it should be put aside and identified later. Insert a piece of each weed if large, or a whole specimen if small, between two SEPTEMBER 9 pages of the magazine and write the name of the weed at the top of one of the pages. 2. Discuss the characteristics of each weed by answer- ing the following questions : Is it an annual ? Where does it commonly grow? 3. In this manner all the weeds should be taken up. List the weeds identified and opposite their names write one or two of their characteristics. 4. If weeds are studied on a field trip, each weed should be discussed as mentioned above, and each mem- ber of the class should have a sample of each weed. 5. In storing the weeds in the old magazine, leave a number of unoccupied pages after the place of inser- tion of each weed. In this way the weeds will be kept in good condition. Press them by putting several heavy books on top of the magazine. In about a week the pressed weeds should be dry enough to mount if you wish to make a collection. They may be kept, indefi- nitely, in the magazine. 6. Occasionally test your ability to name the weeds. Cover the name, look at each weed, and see if you can name it and give its characteristics. If you have for- gotten these, refer to the list. 7. You should have no trouble in finding from 25 to 50 varieties of weeds in your community if several field trips are taken, and this number will, without doubt, con- tain all the common ones. 8. If time permits, collect samples of common weed seeds. Put these in small vials or envelopes i^" x 2" and learn to recognize them. 10 LABORATORY, FIELD AND PROJECT GUIDE Questions 1. What weeds are most common in the community? 2. What are the worst weeds in the community? 3. Why are some weeds harder to hold in check than others? To the Teacher. — This exercise succeeds best when the work is done collectively by the class, the teacher holding before the class a specimen of each weed, and following the outline suggested. Exercise 5 SELECTING SEED CORN Object. — To learn how to select, in the field, good ears of corn for seed. Explanation. — The moisture content of corn is often 30% or more when the seed is ready to freezing If pick. weather catches the seed ears when they contain a relatively high percentage of water, the corn is RURAL STUDENTS SELECTING SEED CORN. Coxtrtesy Iowa State Teachers' College likely tO be of nO value for seed pur- poses. To get good seed the seed ears must be selected before frost and from the plants in the field, and the ears must then be properly stored. The following points should be observed in selecting seed corn from the field : I. The ears should be of good shape, but early ma- turity must not be sacrificed for fancy points. SEPTEMBER II 2. Ears of medium size only should be chosen. 3. Ears should be chosen which hang down, because they shed w^ater. 4. The kernels should be well dented. 5. There should be two good stalks in the hill from which a seed ear is taken, if the corn was planted in hills. 6. Do not, in the field, be too particular about the fancy points. Study the corn more carefully after you have selected a considerable quantity. Materials. — A field of corn from which seed ears may. be selected, and a few good specimens of ears of corn fit for seed. Procedure. — i. Carefully read the explanation, and listen to your teacher's discussion. 2. Get a good, clear idea of the kind of corn that should be selected. 3. When in the corn field be careful not to destroy any of the corn. Select a row and proceed to gather a few good ears from it. 4. Place the ears of corn you have selected in a row with those which the other members of the class have selected. 5. How do the ears you have selected compare with the others? Would they make good seed corn? 6. Give the corn you selected to the owner of the field. Questions 1. Why is it preferable to buy seed corn on the ear rather than shelled seed corn? 2. Why is field selection better than crib selection? 12 LABORATORY, FIELD AND PROJECT GUIDE To the Teacher. — Obtain from some farmer in the com- munity a few good ears of seed corn of a variety commonly grown. Briefly discuss with the class characteristics of good seed corn, before you take the class out. See Exercise 5, December. Obtain permission from a neighboring farmer to select with the class some seed corn. Try to get him to assist and take part in the discussion after the class has selected some corn. Exercise 6 CURING AND STORING SEED CORN Object. — To study different methods of curing and storing seed corn. Explanation. — The germinating power of seed corn and the stand of corn in the field depend largely upon the way the seed corn has been cured. This is illustrated by the data given below, taken from the Wisconsin Ag- ricultural Experiment Station, Circular 58. Storage, Germination and Stand Tests of Seed Corn Used by 350 Wisconsin Farmers. Methods of Storage Germination Average stands 1909-1910 Number of Tests 1909 1910 Average 93 93 92 92 90 89 81 77 91.5 91.0 86.5 84.5 89 81 79 16 2 Furnace room 8 3. Room above kitchen 4 Attics . 112 92. 5 84.2 88.3 83 211 S Urder porches 79 65 86 38 81 45 62 43 52 37 1.5 23 70. 5 540 69.0 37. 5 41.2 340 63 60 49 41 56 27 6. Granaries 7. Barns, tool houses and other 20 52 26 9. In shock during winter 10. Windmills and outside of 4 10 65.6 36.4 Si.o 57.5 139 SEPTEMBER 13 Seed corn at harvest time contains much water and the corn should, therefore, be hung up or stored in some PROJECT WORKERS CURING THEIR SEED CORN FOR NEXT YEAR's CROP. — Courtesy U. S. Department of Agriculture way in which it may cure quickly. While curing, it should be protected from freezing temperatures and the 14 LABORATORY, FIELD AND PROJECT GUIDE hot sun, but should be in a place where there is a good circulation of air. Materials. — Binder twine, wire corn hangers, and ears of corn. Procedure. — i. Enumerate some good places in which to cure seed corn. What are the characteristics of a good curing place? 2. Practice stringing corn, and putting corn on hangers. 3. Visit some places where corn is being properly cured and where it is well stored for the winter. Questions 1. Why cure seed corn where there is a good circula- tion of air? 2. Where have you seen farmers cure their seed corn? Were these good or poor places? Why? Exercise 7 CUTTINGS FROM FLOWERING PLANTS Object. — To make and root cuttings from such plants as the geranium, the coleus, and the wandering Jew. Materials. — Plants from which cuttings are to be made ; a sharp knife ; flower pots ; clean, coarse sand ; and several glasses. Procedure. — I. From the ends of fairly well matured branches of geranium, coleus, or wandering Jew plants, cut off pieces 3 to 4 inches long. Make the cuts about y^ of an inch below the nodes, or joints. Cut off the lower leaves from the cuttings and if the upper leaves are large, cut off about >^ of each leaf. This will leave on the cuttings only a few small leaves. SEPTEMBER IS 2. Place the cut- ting so deeply into clean, sharp sand that merely a little of the top and a few remaining leaves show. 3. Keep the pots in a moderately warm room, and water the cuttings often to keep the sand moist. Shade the plants from the direct sunlight. 4. Try rooting some of the cuttings in a glass of water, keep it fresh. 5. After the roots are well started, pot the plants in good, rich garden soil containing a little coarse sand. A GERANIUM CUTTING READY FOR PLANTING. Courtesy H. Sahli, Whitewater, Wis. Change the water frequently to Questions 1. Why root the cuttings in sand? 2. Why protect the cuttings from direct sunlight? To the Teacher. — Unless plants from which cuttings can be made are easily available, it would not pay to take up this exercise. The rooted cuttings make desirable plants for the school room and for the home, and it is for this reason that this exercise is here given. i6 LABORATORY, FIELD AND PROJECT GUIDE Exercise 8 DIGESTIBLE NUTRIENTS IN COMMON FEEDS Object. — To determine the total amount of digestible nutrients in lOO pounds of common feeds. Explanation. — The three important nutrients in feeds are protein, carbohydrates, and fat. In addition to these we find mineral matter and water. The weight of any feed, less the weight of water it contains, gives the weight of the dry matter. Fat produces 2l4 times as much heat and energy as an equal amount of protein or carbohydrates. In finding out the total amounts of digestible nutrients in feeds, it is necessary, therefore, to multiply the amount of fat by 2^4 to reduce it to carbohydrate and protein equiva- lents, so that the three may be added together. Procedure. — i. Find the total amount of digestible nu- trients in the following feeds. Multiply the fat by 2.25 and add the result to the amount of digestible carbohy- drates and protein, as illustrated with corn. If the third decimal is less than 5, drop it ; if 5 or more thaii 5, add one to the second decimal. 2. Below are given the calculations for finding the to- tal amount of digestible nutrients in 100 lbs. of shelled corn. LBS. OF DIGESTIBLE NUTRIENTS IN lOO LBS. OP CORN Protein 7.8 Carbohydrates 66.8 Fat 4-3 4.3 X 2.25 = 9.68 7.8 +66.8 +9.68 = 84.28, total digestible nutrients. SEPTEMBER 17 3. Make similar calculations for all the feeds men- tioned in the following table and record the results in the last column. TOTAL AMOUNT OF DIGESTIBLE NUTRIENTS IN 100 POUNDS Feeding Stuff Shelled Corn.... Wheat Oats Wheat Bran Middlings Oil Meal Timothy Hay... Red Clover Hay Alfalfa Hay Wheat Straw... Com Silage Mangels Dry Matter Lbs. Protein Carbohydrates Lbs. 7.8 8.8 8.8 II. 9 13. 30.2 2.8 7.1 10.5 .8 1.4 .8 Lbs. 66.8 67.5 49.2 42.0 45.7 32.0 42.4 37.8 40. 5 35-2 14.2 6.4 Fat Lbs. Total Nutrients Lbs 84. Questions 1. Which feeding stuff contains the most digestible nu- trients? 2. Which the least? 3. Why does oats contain less than corn? 4. Why does corn silage contain less than timothy hay? 5. Which feed contains the most protein? 6. Which hay contains the most? 7. Why is wheat straw worth less per ton than. timothy hay? To the Teacher. — These problems may well be assigned for work in arithmetic, and the results be discussed when the class meets for agriculture. Using the results, other problems may be worked out, such as getting the cost of 10 pounds of digestible nutrients in a few of the common feeds. Use Ibcal market prices. i8 LABORATORY, FIELD AND PROJECT GUIDE Exercise 9 NUTRITIVE RATIO OF COMMON FEEDS Object. — To calculate the nutritive ratio of a number of common feeds. Procedure. — I. The following formula is used in find- ing the nutritive ratio of feeds. Lbs. Digestible Carbohydrates + (Lbs. Dig. Fat X 2.25) — — = X Lbs. Digestible Protein I : X = nutritive ratio. 2. The nutritive ratio answers the question, How many parts, by weight, of digestible carbohydrates and fat, the latter reduced to carbohydrate equivalents, are there in a feed, to each part of digestible protein? 3. The table in exercise 7 shows that 100 lbs. of shelled corn contains. t Digestible Protein Carbohydrates Fat Corn. 100 lbs. 7 . 8 Lbs. 66.8 Lbs. 4.34 Lbs. Then 66/8 + (4.3 X 2.25) 76.4?; 9.8 The nutritive ratio of corn is therefore i : 9.8. 4. Copy in the first four columns of the table given below, the nutrients in the feeds mentioned in the pre- vious exercise. 5. Find the nutritive ratio of each of the feeds, in SEPTEMBER 19 the same way as has been indicated for corn, and record the results in the last column. Carry these calculations to only one decimal place. If the second decimal is 5 or more, add one to the first decimal : if less than 5, drop it. TABLE SHOWING POUNDS OF DIGESTIBLE NUTRIENTS IN too POUNDS OF FEED AND THE NUTRITIVE RATIO OF THE FEED Feeding StufT Dry Matter Protein Carbohydrates Fat Nutritive Ratio Shelled Corn. . Lbs. 89.4 Lbs. 7.8 Lbs. 66.8 Lbs. 4-3 1:9.8 Wheat Oats. .. Wheat Bran Oil Meal Timothy Hay Red Clover Hay Alfalfa Hay Wheat Straw Questions 1. Which feed in the list given above has the greatest percentage of protein? 2. How can you tell? 3. Which has the least? 4. Which hay has the greatest percentage of protein? 5. What use is made of the nutritive ratios of feeds? To the Teacher. — This exercise furnishes good practical work in arithmetic. Assign the problems for arithmetic work and discuss the results in the agriculture class. All books on elementary agriculture give a good discussion of nutritive ratios. Read Chapter 21, in "An Introduction to Agriculture." 20 LABORATORY, FIELD AND PROJECT GUIDE Exercise 10 THE CORN BELT STATES Object. — To make an outline map of the United States, shading the seven states comprising the corn- belt states, and to show the number of acres devoted in these states to corn, and their yields. dOODE'S SERIES OF BASE MAPS. No. 10 • Materials. — Last edition of the U. S. Agricultural Year Book, or the last issue of Statistics of Grain Crops, U. S. Department of Agriculture, Washington, D. C. The latter is sent free on request. Procedure. — i. Make an outline map of the United States and shade the corn-belt states. Write the name in each state. SEPTEMBER 21 2. Fill out the following table, getting the data from the suggested references. State Acres Devoted to Corn Total Yield in Bushels Yield in Bushels per Acre Illinois Iowa Indiana Kansas Nebraska • r" Missouri Ohio Questions 1. What percentage of the corn grown in the United States is grown by these seven states? 2. Why do these states raise more corn than other states ? Exercise 11 CULLING THE FLOCK % Object. — To learn how to cull, or sort out, from a flock of hens those which are poor layers. Materials. — At least 6 hens, better lo or 20. Explanation. — Every flock of hens should be culled at least once a year in order that the poor layers may be weeded out. If a flock is culled only once a year, Sep- tember is the best month in which to do the culling. The good laying hen has a short strong beak, " her eye is large, bright and prominent. Her whole head is short and strong, but distinctly feminine in appearance. Her body is long and deep for the breed, with parallel top and bottom lines. This gives her room for a large soft abdomen with plenty of food capacity. She is a busy^ 22 LABORATORY, FIELD AND PROJECT GUIDE hungry, happy, noisy bird. She is easily tamed and likes to be petted. Hens that have the characteristics of being good layers and are in good laying condition in Sep- tember, are the hens which will prove the good layers throughout the year. These should be kept, and all others sold or eaten. The points which should be given special attention in separating the laying hens from the nonlayers are : A GOOD TYPE OF LAYING HEN A TYPICAL NON-rRODUCER 1. Age of hens. — Hens belonging to the dual purpose and meat breeds are rarely profitable as layers beyond their second laying year, and hens of the ^gg type breeds, beyond their third laying year. 2. Condition of birds. — Sickly looking, inactive hens, with long slim heads and beaks, hens with dark or bluish combs, hens with broken down abdomens, or hens with small appetites, are poor layers. Get rid of them. 3. Color. — In all yellow skinned breeds, those hens SEPTEMBER 23 with strong yellow shanks, yellow beaks and yellow vents are not in laying condition. In all heavily laying- hens the yellow color has faded out. 4. Molting. — The better laying hens lay late in the fall, so molt late. Cull out those which begin to molt during July or early August. 5. The comb. — Hens not laying often have small, shrunken, hard combs, sometimes covered with white scales. 6. The appearance of the vent. — The vent of a hen not in laying condition is small, contracted, dry, and yel- low in color. 7. Condition of the abdomen. — A solid, fat, contracted abdomen is characteristic of non-layers. Also the small stringy abdomen denotes the poor layer. The good layer has a large, soft abdomen. 8. The pelvic bones. — Thick, firm pelvic bones, firmly joined together at the ends, separated by a distance of less than the width of two fingers, and curved in badly shows that the hen is not in a laying condition and is a poor layer. 9. Distance between pelvic bones and the end of the keel. — When this distance is less than the width of three fingers in the smaller breeds and less than four in the larger breeds, the hens are not heavy producers. Hens having several of the characteristics just given may safely be classified as poor egg producers, and should be sold or eaten. Procedure. — i. Go with your teacher to study a flock of hens. Watch closely while each point mentioned above is demonstrated to you. 24 LABORATORY, FIELD AND PROJECT GUIDE 2. Take notes on each bird. Then, when the demon- stration is completed, tell from your notes which birds should be culled and which should be kept for the lay- ing flock. 3. Practice culling with your home flock. To the Teacher. — Make arrangements for this exercise with the father of one of your pupils who will keep at least six suitable hens penned for this demonstration. Either con- duct the demonstration yourself, or get the farmer to conduct it. Reference. — Culling the Flock, Bureau of Animal In- dustry Cir. Division of Pubhcations, Washington, D. C. Wisconsin Bull. 261, College of Agr., Madison, Wis. An Introduction to Agriculture, Chapter 22. Exercise 12 CORN SURVEY Object. — To make a corn survey of the school district. Procedure. — i. The following is a suggested outline for a corn survey or corn census of the school district. School District No. CORN SURVEY . Town of Co. Date. Name of Farmer Total Acres in Farm Total Acres in Corn Acres of Corn for Grain Total Yield Yield per Acre Acres of Corn for Silage Yield in Tons Acre I 2 3 Etl SEPTEMBER 25 2. One member of the class should copy on the board the outline for the survey, putting down as many num- bers as there are farmers who raise field corn in the school district. One representative of each farm family in the school should copy the outline and take it home to be filled out as accurately as possible. Members of the agriculture class who have this book need not copy the outline, but should enter the data in the book. 3. When a farm family in the district is not repre- sented by children in the school, some member of the school should try to get the data from that farm. An effort should be made to get the data from every farm wdiere field corn is raised in the district to make the survey complete. 4. Each pupil should write on the board the name of the farmer assigned to him and the data he obtained. The upper classes should then determine the totals. The average yield of the district is obtained by dividing the number representing the total yield in bushels or tons, by the total number of acres devoted to the crop. 5. Each member of the agricultural class should have a copy of the complete survey, to put into a survey booklet of the school district suggested for June. Project 1 GATHERING AND STORING SEED CORN Object. — A good seed corn project is one in which the good corn, fit for seed, and raised by the pupil in a corn growing project, is carefully gathered, selected, cured, and stored for future use or sale. 26 LABORATORY, FIELD AND PROJECT GUIDE Preparation. — i. Read Exercise 5 on Selecting Seed Corn. Learn the characteristics of the corn you have planted so that you will be able to select seed true to the breed or variety. 2. Roughly determine how many ears or bushels of seed corn you can cure and store properly. 3. Study methods of curing and storing seed corn. 4. Determine how you are going to store the corn and what materials you will need for the pur- pose. 5. Make all neces- sary preparations to conduct the project K^UK i^^m^ ;; '.c^ii^ m fm >■ / " '"T Pil;^ %,^;| ■ 'NMm- THESE YOUNG PROJECT WORKERS WILL GET GOOD RESULTS. — CouTtesy Iowa State Teachers' College properly. Procedure . — I. Keep accurate rec- ords of all the time you devote to this project. Pro- vide yourself with a vest pocket note book. 2. Gather the corn ; cure, and store it properly. 3. Keep accurate records of all expenses incurred in the project. 4. In the spring, test each ear of corn (see outline for March), and sort it into two grades. 5. When you have disposed of the corn, fill out a summary sheet as suggested below, and determine the profit you have made in the project. SEPTEMBER 27 Seed Corn Project — Summary Sheet Number of bushels of corn gathered in the fall Number of bushels of corn cured and stored Number of hours of labor in gathering the corn Number of hours of labor in curing and storing corn. . Number of hours of labor in testing and grading Other time — hours EXPENSES Value of bushels of corn cured and stored @ $ per bu. $ . hours of labor in gathering the corn @ ^ perhr. " " " " curing and storing @ " " " " " " " testing and grading @ " " " " " other labor @ " " " . Other expenses incurred in the project (it^ize these) Total expenses $. RECEIPTS bushels of seed corn sold @ $ per Bu. $ . (Itemize your sales) pecks of corn kept for own use @ " " bushels of corn not sold for seed @ " " (Usually all corn cannot be sold for seed) Total Receipts $ Less Total Expenses Profit $ 6. Write a brief discussion of the project. References. — F. B. 229: Production of Good Seed Corn. F. B. 415: Seed Corn. To the Teacher. — It may be desirable, in some cases, to bring the project to a close after the seed corn is cured. In that case, the items on testing, and perhaps some of those on grading, will have to be omitted from the sum- mary. For a discussion of project work see Chapter 28 in "An Introduction to Agriculture," published by D. Apple- ton & Co., and also Bui. 385, School Credit for Home Prac- tice in Agriculture, U. S. Dept. of Agriculture; F. B. 537, How to Grow an Acre of Corn; F. B. 729, Corn Growing in the South. 28 LABORATORY, FIELD AND PROJECT GUIDE One project, well done and carefully written up, is of far more benefit to a child than a half dozen projects im- perfectly accomplished. No child should be engaged in more than one project at one time, as long as the project upon which he is working is at a stage to require his regular at- tention. The number of projects given for each month is to allow a child a choice, and also to permit some variety of interest in such work throughout the school. Project 2 HARVESTING AND STORING WINTER APPLES Object. — To harvest and store winter apples or other fruit, which may otherwise be wasted, to be later used or sold. Explanation. — On many farms there are usually many good apples going to waste which later in the season may be sold to good advantage, if the sound apples have been carefully gathered and stored. Preparation. — i. Determine if there is likely to be a market for apples later in the season. 2. Find out if it will pay you to gather and store surplus apples. 3. Study how to harvest and store fruit properly. Operation. — i. Carefully gather and store the fruit for which you intend to be entirely responsible. Measure it as you store it, and record the amounts in a tabular form as suggested: Fruit Stored Quantity Approximate Value SEPTEMBER 29 2. Keep an account of your time and of other ex- penses in connection with the project. 3. Record at each instance of use or sale, the amount and value of the fruit used or sold. Do this in a tabular form as suggested : Fruit Sold Quantity- Price Cash Home Use 4. When the project is completed, fill out a summary sheet as suggested, and write a brief story or discus- sion of the project and put in it all records. Total value of fruit sold Total value of fruit used at home. Total receipts. Expenses Labor Total expenses. Profit Reference. — F. B. 879: Home Storage of Vegetables. Any book on Vegetable Gardening. Department Bulletin 579: Celery Storage of Vege- tables, 5 cents. To the Teacher. — Write to the States Relation Service, U. S. Dept. of Agriculture for S. R. S. Leaflet: "How Teachers in Rural Schools May Use Publications on Home Storage of Fruits and Vegetables." It will help you to di- rect this and the next project. 30 LABORATORY, FIELD AND PROJECT GUIDE Project 3 STORING WINTER VEGETABLES Object. — To store properly, for winter use, some of the common garden vegetables. Preparation. — Study methods of storing properly such vegetables as beets, carrots, cabbage, celery, etc. Procedure. — i. Put into proper order the place in which you plan to store the different vegetables. 2. When soil and weather conditions are favorable, dig and store the vegetables. Measure the quantity of each vegetable as it is being stored. 3. Keep account of all the time you devote to the project. 4. From time to time examine some of the vegetables to see how they are keeping. 5. Make out a summary sheet showing the quantity of each kind of vegetable stored, the value of each kind, the total value of all the vegetables, and the time de- voted to the project. 6. Write a brief story about the project and in it put all records in a tabular form as outlined in previous project. Reference.— F. B. 879: Home Storage of Vegetables. F. B. 847: Potato Storage. Any Vegetable Gardening Book. EXHIBITS I. Corn Show. Have each member of the class bring to school the best ten ear sample of corn from the home farm. Ar- range this corn in an orderly and attractive way. Invite SEPTEMBER 31 some one to judge the samples and to give a talk on corn. 2. Vegetable and Fruit Exhibit. Have all pupils who wish bring to school small sam- ples of all the diflferent vegetables raised on the home farms. Number and display the samples, and some evening invite the patrons to see them, and have some one judge the vegetables. Reference. — S. R. S. Doc. 42: Agricultural Exhibits and Contests. U. S. Dept. of Agriculture. Free. F. B. 617: School Lessons on Corn. F. B. 870: The Community Fair. S. R. S. Doc. 55: Ext. N. Boys' and Girls' Exhibits. S. R. S. Doc. A. I. 2: Agricultural Exhibits and Contests. THINGS TO OBSERVE IN SEPTEMBER Some good fields of corn Blight, rust, smut, mildews The storing of vegetables The selecting of seed pota- The filling of a silo toes Injurious insects Good fall gardens Winter cover crops A corn binder at work Drying fruits and vegetables To the Teacher. — Read Table i in the appendix of "An Introduction to Agriculture," published by D. Appleton & Co. It tells how to secure government publications. Send to your State Agricultural Experiment Station for a list of available bulletins and order in advance the bulletins and circulars that pertain to any of the exer- cises or projects in the book. See page 216 for the ad- dress of your Experiment Station. OCTOBER Exercise 1 A STUDY OF SOILS Object. — To make a simple study of the common soils of the community and to collect samples of them. Explanation. — The four common classes of soils are the sandy, loam, clay, and marsh soils. These have characteristic proper- ties. The U. S. Dept. of Agriculture, in connection with the State Agricultural Colleges, is making county soil surveys. These surveys de- scribe the different soils of a county and on a map show the location of the soils. If your county has been sur- veyed, the survey map will make this study of soils very interesting. Materials. — A spade, a half dozen quart Mason jars, a Soil Survey map, if available. Procedure. — i. Go with your teacher to visit places near the school where the different soils can be found. 2. Describe each dift'erent kind of soil you examine, 32 A RURAL TEACHER ACQUAINTING HER PUPIL? WITH THE DIFFERENT SOILS IN THE COM- MUNITY. — Courtesy Iowa State Teach- ers' College OCTOBER 33 stating its principal characteristics. Classify each soil. 3. The class should collect a quart jar full of each of the dififerent soils examined. These samples should be preserved at school for future use, 4. Try to visit a place where a cut or excavation has been made. Note the color of the top soil ; of the sub- soil. How deep is the top soil? To the Teacher. — If you undertake this exercise locate the different soils beforehand and take the class to examine them. Write to your State Agricultural College and inquire for a soil survey of your county, if it has been surveyed. Table 4, Appendix gives address. Additional information on the use of soil surveys write to the U. S. Dept. of Agri- culture for S. R. S. leaflet, "How Rural Teachers May Use a Soil Survey." This publication is free. Exercise 2 SCALE INSECTS Object. — To study and to be able to recognize some of the common scale insects on trees. Materials. — Several hand lenses or magnifiers ; prun- ing shears or a sharp knife; one or two Mason jars. Explanation. — The oyster-shell scale, and the San Jose scale are two common scale insects frequently found on many kinds of fruit and shade trees. A careful study of the dying branches of different trees usually reveals the presence of some of these pests. These scales are pictured and described in all agricultural text books. Procedure. — i. Examine the dying branches on some fruit and shade trees. Can you see any scale insects? 34 LABORATORY, FIELD AND PROJECT GUIDE Use the hand lens. Examine some of the Hving branches. Are there any scale insects on them? 2. Collect and describe samples of the oyster-shell scale. Cut off small pieces of the branch with the pruning shears and put them in the Mason jar. Make a drawing of a branch showing the scale as seen through the magnifier. 3. Repeat the directions given in 2 for the San Jose scale. 4. Tell how to get rid of each of these pests. 5. Examine the skins of grape fruit and of oranges for the presence of scale insects. Questions 1. How do scale insects do harm? 2. Should they be controlled? Why? 3. \Miat are good sprays for these pests? To the Teacher. — Locate these pests on trees before tak- ing the class to inspect them. Give the class an idea what to look for. Some one in the community may be able to help you locate infected trees. If you do not take the class out, gather a few branches infected by each scale, to be studied in class. These insects are fully described and well pictured in "An Introduction to Agriculture," published by D. Appleton & Co., and in other agricultural text books. Exercise 3 PRUNING TREES Object. — To study the proper way to prune a tree. Materials. — Pruning shears ; small cross cut saws ; ladders. OCTOBER 3.S Explanation. — The class should be taken to a fruit or shade tree which is in need of pruning. Here a demon- stration on pruning should be given, preferably by the own- er of the tree or by the County Agricultural Agent who will gladly do this if requested. Some of the boys may do the work but they should be di- rected. Procedure. — i. Observe how some broken, injured, or diseased branches are re- moved. Note that the cuts are made as near the main branch of the tree as pos- sible, and parallel to it. Why? 2. Assist in removing any limbs which injure, by METHOD OF CUTTING A LARGE LIMB WHICH SHOULD BE AVOID- ED. — Courtesy U. S. Depart- ment of Agriculture RESULTS OF CORRECT AND INCORRECT PRUNING. A, COrreCt method; after two years; B, incorrect method. — Courtesy U. S. Department of Agriculture Z6 LABORATORY, FIELD AND PROJECT GUIDE rubbing other portions of the tree. Why should these be removed? 3. Remove some water sprouts. Why should these be removed? 4. Undesirable branches in the center of the tree, which make the foliage too dense, should be removed. Why? 5. If you are going to remove a large branch, where should the cuts be made. Why? 6. Make drawings of all the different kinds of limbs removed, showing where cuts have been made. Questions 1. Why not chop branches off? 2. Why are the central parts of the trunks of so many trees decayed? 3. Should horses be tied to trees? 4. When should needed pruning be done? Why? 5. During what season of the year should no pruning be done? To the Teacher. — It may be possible that the trees on the school grounds would be benefited by a little pruning. Ask some farmer to bring a few ladders. The boys will bring the saws and shears if asked. Write to the County Agricul- tural Agent located at the county seat and ask him if he does not want to assist. Ask farmers to attend the demonstra- tion. Exercise 4 POULTRY HOUSES Object. — To make a study of a few poultry houses. Materials. — Yard sticks, paper, and pencils. OCTOBER 37 Procedure. — i. With your teacher make a study of one or two good poultry houses in the community. 2. Measure the dimensions of the floor area of each house inspected, the height of the house in front, and in the rear. FRONT VIEW OF AN IDEAL POULTRY HOUSE. — Couttesy Missouri Poultry Experiment Station 3. Inquire how many birds are kept in each house and determine the floor space per bird. How many square feet of floor space should there be for each bird? 4. Study the interior of each house. Measure the height above the floor of the dropping platform, and the 38 LABORATORY, FIELD AND PROJECT GUIDE feeding platform. How many inches of roosting space are there in each house for each bird? 5. Measure the size of the nests. How many nests are there in each house? How many nests per bird? How many should there be? 6. Note the floor in each house and the litter on it. Have the hens a good place in which to scratch? 7. How is good ventilation secured in the houses? Make three drawings, showing the front view, the sec- tional view, and the floor plan of one of the good poul- try houses studied. These plans should be drawn to a scale and should be made accurately. A good scale is one which allows, on the plan, ^ inch to each foot. The drawings should not be made at the time of the trip while notes are being taken, but should be care- fully drawn at school or at home. Questions 1. Why should there be a dropping board under the roosts in a poultry house? 2. Why should the feeding platforms be raised? 3. Why is good ventilation essential in a poultry house? References.— Consult any poultry book. "An Introduction to Agricul- ture," Chapter 22. F. B. 574: Poultry House Construction. Dept. Bui. 464: Lessons on Poultry for Rural Schools. 10 cents. To the Teacher. — Find out where there are a few good poultry houses near the school. Ask the owners to allow you to take the class to make a study of these. Exercise 5 THE NUTRITIVE RATIO OF A RATION Object. — To learn to calculate the nutritive ratio of a ration. OCTOBER 39 Materials. — A table showing the amount of digestible nutrients in feeding stuffs. (See Table i in Appendix.) Procedure. — i. A ration is all the food an animal eats in one day, or twenty-four hours, whether it is fed once a day, twice a day, three times, or oftener. If an animal is fed and eats 5 lbs, of timothy hay, 2 lbs. of corn, and i lb. of oats three times a day, its ration will consist of 15 lbs. of timothy hay, 6 lbs. of corn, and 3 lbs. of oats. 2. The formula for finding the nutritive ratio of a ration may be stated as follows : Total amt. dig. carbohydrates+ (total amt. dig, fat X 2.25 = x.) Total amount of digestible protein Therefore the nutritive ratio will be i : x. 3. The nutritive ratio of the ration, mentioned above is here calculated to show how to use the formula. Ration Digestible Feed Pounds Protein Lbs. Carbo- hydrates • Lbs, Fat Lbs. Timothy hay 15 6 3 .42 •47 .26 115 6.36 4.01 1.48 11.85 .20 Corn .26 Oats . 13 Totals .59 11.85 + (.59 X 2.25) 13.18 1. 15 115 = II-5 Therefore the nutritive ratio of the ration is i : 11.5. In all these calculations it will greatly simplify and 40 LABORATORY, FIELD AND PROJECT GUIDE unify the work if they are carried to one decimal point. If the second decimal is five or more, add one to the first decimal ; if less than five, drop it. 4. Calculate the nutritive ratio of the following ration, and put the work in tabular form as in 3. Alfalfa hay, 15 lbs. ; Corn, 6 lbs. ; Oats, 3 lbs. 5. Calculate the nutritive ratio of the following ration : Clover hay, 15 lbs.; Corn, 6 lbs. ; Wheat bran, 3 lbs. 6. Find out some rations which are being fed to some animals, and calculate the nutritive ratio of one or more of these rations. Put the work in tabular form as in 3. Questions 1. Why do these nutritive ratios vary? 2. Of what importance are nutritive ratios? 3. What is gained by using a leguminous hay in place of timothy hay? To the Teacher. — These problems may be assigned for work in arithmetic, and the results be discussed when the class meets for agriculture. Many arithmetic books give problems on ratios. In this exercise are given some prac- tical problems. Exercise 6 THE COST OF A RATION Object. — To find the cost of a ration being fed to some farm animals. OCTOBER 41 Procedure. — i. If a horse is being fed 10 lbs. of tim- othy hay and 10 lbs. of oats in one day, what will be the cost of the ration if the hay is worth $20.00 per ton, and the oats $.64 per bushel? One bushel of oats weighs 32 lbs. Cost of hay = oi^o of $20.00 = $.10 Cost of oats = 1^ of .64 .20 Cost of ration $ . 30 2. In calculations such as the one given above, what prices to attach to the different feeds is a debatable question. All newspapers quote the wholesale prices of the feeds and it will simplify the work to use the prices quoted in the daily papers in figuring the cost of a ration. Where prices are not quoted in the papers, use those for which some neighboring farmer is willing to sell the feed. 3. Find out a ration being fed to dairy cows ; to a horse; etc.; and figure the cost of these rations. 4. From the results in paragraph 3, find the cost of the feed of each animal for a month, and for a year, assuming that the rations and the cost of the feeds re- main the same. 5. Ask some one what it costs to feed a horse or a cow for a year, and compare your results in 4 with these figures. To the Teacher. — Assign the problems for work in arith- metic. These are good practical problems. Make up other similar problems. 42 LABORATORY, FIELD AND PROJECT GUIDE Exercise 7 WINTER RATIONS FOR POULTRY Object.— To make a study of rations for winter egg production. Explanation. — The production of eggs in winter from pullets, and to some extent from hens, may be greatly stimulated by good methods of feeding. In most com- munities there are some farmers who get many eggs from their flocks during the winter. By studying their methods of feeding much may be learned. Also by studying the records of tgg laying contests one may get good ideas as to what feeds produce the best results. In a recent egg laying contest the average pen of lo pullets produced, — 53 eggs in November 94 eggs in January 75 6?^s in December 122 eggs in February (Fifth International Egg Laying Contest, Storrs, Conn.) Procedure. — i. Find out what some farmer, who gets many eggs from his flock in the winter, is feeding and observe his methods of poultry management. 2. In a tabular form, write down the ration being fed. If time permits calculate the nutritive ratio as sug- gested in exercise 5. 3. In like manner tabulate the ration being fed to the poultry at your home. How do the two compare? 4. In a recent experiment at the Indiana Experiment Station three pens of Leghorn pullets were fed the following rations, and the average hen in each pen laid the number of eggs indicated below: OCTOBER 43 PEN PEN 2 Scratch Feed Dry Mash Scratch Feed Dry Mash 10 lbs. com 10 lbs. oats 5 lbs. wheat 5 lbs. bran 5 lbs. shorts 3 Vi lbs. beef scraps lo lbs. corn lo lbs. oats 5 lbs. wheat 5 lbs. bran 5 lbs. shorts SO lbs. skim milk Eggs per pul et in one year, i3S Eggs per pullet n one year. 133.5 PEN 3. Scratch Feed Dry Mash 10 lbs. com 10 lbs. oats 5 lbs. wheat 5 lbs. bran 5 lbs. shorts no beef scraps nor milk Eggs per pullet in one year, 36 Questions 1. Why was the number of eggs produced by the aver- age pullet in pen 3 so much lower than that of the other t\/o ? 2. Why should some form of animal feed, like skim milk or beef scraps, be used, especially in the winter? 3. Why are dry mashes fed to poultry? References. — A poultry book. An Introduction to Agriculture, Chapter 22. F. B. 889: Back- Yard Poultry Keeping. F. B. 287: Poultry Man- agement. Exercise 8 POULTRY RECORDS AND ACCOUNTS Object. — To learn to keep accurate, systematic, and business-like accounts of a small poultry flock. Explanation. — i. To learn to be able to keep accurate and systematic records of any enterprise is an excellent training for all boys and girls. Accuracy, neatness, and 44 LABORATORY, FIELD AND PROJECT GUIDE regularity of entries spell success in this work. Never put off recording any data until to-morrow. 2. The essential parts of a complete poultry record are the opening inventory, the ^gg record, the income, the expenses, the closing inventory, and the summary sheet. The opening and closing inventories include the value of the house, fencing, equipment, and poultry. The Qgg r%ecord shows the number of eggs laid each day in every month. The income includes the value of the eggs used at home, the cash sales of eggs, the sales of poultry, the value of poultry used at home, and the value of the eggs used or sold for hatching. The expenses include the value of the home feed used, of the feed purchased, of the equipment purchased, of the labor expended, and of the interest on the invest- ment. Procedure. — The following is a year's record of 12 White Leghorn pullets from Nov. i, 19 16 to Nov. i, 191 7. From the information given, fill out and com- plete the monthly summaries, and the final yearly sum- mary given at the end of this exercise. Opening Inventory — Nov. i, 1916: Value of poultry house and fences $12 . 00 Value of feed hoppers and feed troughs 2 . 00 Value of 1 2 pullets 1 2 . 00 Total Enter these on the final summary sheet. 3. The Egg Record. — Daily egg records should always be kept and from these the monthly egg yield may be OCTOBER 45 determined. Below is given the monthly egg yields of the 12 pullets for the year. Enter these statistics on the sheet of monthly summaries. Nov. 24 Feb. 229 May 274 Aug. 191 Dec. 143 Mar. 267 June 237 Sept. 180 Jan. 262 Apr. 299 July 246 Oct. 103 4. The Income. — There should be an income sheet for each month, showing the itemized sales, and the number of eggs and fowls used in the home with a value attached to each item. In the flock of 12 pullets whose record is used in this exercise, the income consisted of eggs sold and eggs used in the home. Copy these records and the totals on the sheet for monthly sum- maries. (Article 7.) Nov. Dec. Jan. Feb. Mar. Apri Cash sales of eggs $2.23 $6.28 $4.56 S3 20 $417 Value of eggs used I.70 2.19 2.77 2.74 2.67 3 28 Ir- Total income ,^^H May June July Aug. Sept. Oct. (Jash sales of eggs $522 I4.4S $428 $3. 99 I2.96 I2.47 Value of eggs used i . 40 1.67 i • 95 i • 30 2.59 .79 Total income 5. The Expenses. — Below are itemized the expenses for November, 1916. Date Item From Whom Amount Nov. I 14 bu. wheat Dadmun Bros. $ . 6s Nov.1i li bu. oats " " .25 Nov. I 14 bu. corn " " .20 Nov. 2 15 lbs. egg mash Warner's .45 Total |i. SS The expenses for the remaining eleven months, all for feed, were : — Dec. S2.05 Mar. $1.78 June I2.77 Sept. $i.95 Jan. 2. IS Apr. 2.53 July 1.90 Oct. i.7S Feb. 2.03 May 1.75 Aug. 1.65 Enter these on the sheet for monthly summaries. There were no other cash expenses. 46 LABORATORY, FIELD AND PROJECT GUIDE 6. Closing Inventory. — Nov. i, 1917. Value of house and fences $12 .00 " " feed hoppers and feed troughs 2 . 00 " " 12 hens @ $1.50 18.00 Total . Enter the total on the final summary sheet. 7. The Monthly Statement Sheet. — Fill this out from the data already given. MONTHLY SUMMARIES Eggs Cash Value Total Cost Profit Month Eggs per Sale of of Eggs Value of over Laid Bird Eggs Used of Eggs Feed Fesd Cost Nov. Dec. Jan. Feb. Mar. Apr. May une ;uly Aug. Sept. Oct. Total Av. per bird 8. Final or Yearlv Summary. Opening Inventory xx Total Receipts (all sales and products used at home) Total Expenses xx (not including labor) Closing Inventory (value of everything at close of year) Interest on Investment xx Totals XX Profit or Labor Income xx Cr. XX 9. Labor records, if kept, should be recorded similarly to the daily egg records. The value of all the labor OCTOBER 47 subtracted from the profit over feed, will give the net profit. lo. \Miat was the average number of eggs laid per bird during the year? What was the cost of feed per bird for one year? What was the total profit over the cost of feed for the entire flock? (Determine this last item from the final summary sheet.) To the Teacher. — This is an excellent problem in arith- metic and elementary bookkeeping. Assign it for arithmetic work. This is an actual record taken from the book of a young project worker. Exercise 9 POULTRY BOOKLET Object. — To make an illustrated booklet showing the common breeds of farm poultry and to describe each breed. Procedure. — i. Take a number of uniform sheets of writing or laboratory note book paper, and plan to make use of them as if they were blank pages in a book. 2. Devote the first sheet to the table of contents, re- cording the exercises contained in the booklet in a columnar form as suggested : — Table of Contents 1. Common Classes of Poultry. 2. Asiatic Class. 3. Mediterranean Class 4. American Class 5. Our Flock. 2. Write only on one side of the paper. On sheet 2 briefly discuss the classification of poultry, naming three 48 LABORATORY, FIELD AND PROJECT GUIDE or four of the common classes, and illustrate each class with a small picture cut from an old poultry journal. When putting paste on the cut, add a very small amount SAMPLES OF GOOD POULTRY BooKi-ETs.— Co/f/ ^-.s-v Rural stttdoits, State Normal, ll'liitcwatcr. Wis. only to the four corners ; this will prevent the wrinkling of the paper. Try to use one sheet only for each topic mentioned in the table of contents, and put the name of the topic on the first line of each sheet. 3. Devote sheet 3 to the characteristics of the Asiatic OCTOBER 49 class and in a tabular form show the names of the breeds of this class and the varieties of each breed. In- sert one picture for each breed if possible. 4. Devote sheet 4 to the Mediterranean class in the same way as was suggested in 3 for the Asiatic class. 5. Devote sheet 5 to the American class. 6. Devote sheet 6 to the variety of poultry which you have at home. Classify the birds of your own flock and tell why your parents prefer that particular breed and variety. 7. Cut two sheets of colored construction proper so that they will be about one-eighth of an inch larger on all four sides than the writing paper. Use these as covers for the booklet. Bind the book with colored cords. Give the booklet a name such as Breeds of Poultry, Poultry Booklet, Classification of Poultry, etc. Print the name neatly, or cut letters from construction paper and paste these on the cover. Finally, paste an attractive poultry picture on the outside. 8. Let the booklet be an example of your best work in writing, language, drawing, and design. You are judged, by people who do nojt know you, by the kind of work you do. Exercise 10 POTATO SURVEY Object. — To make a potato survey of the school dis- trict. 50 LABORATORY, FIELD AND PROJECT GUIDE Procedure. — i. The following is a suggested outline for a potato survey of the school district. School District Xo. POTATO SURVEY Town of Date . . County Name of Farmer Total Acres in Pota- toes Acres in Early Pota- toes Variety Acres in Late Pota- toes Variety Total Esti- mate Yield Acre I 3 3 Itc. 2. One member of the class should copy on the blackboard the outline for the survey. One representa- tive of each farm family should copy the outline on a sheet of paper and take it home to be filled out with answers as nearly correct as possible. 3. When a farm family in the district is not repre- sented by children in the school some member of the school should try to secure the data. An effort should be made to get the data from all the farms in the school district. 4. The data gathered should be written on the board. Get the totals. In getting the average yield for the district, divide the number representing the total yield in bushels by the number representing the total number of acres planted to potatoes. 5. Each member of the class should copy all the data to be saved for a survey booklet to be completed at the end of the school year. OCTOBER 51 Project 1 KEEPING POULTRY RECORDS Object. — To keep accurate records of the home poul- try flock for a period of six months or a year. Explanation. — This is an excellent project for a boy or girl in either seventh or eighth grade. The project need not involve any care of the flock ; such a project is outlined in November. Merely keeping the records of the flock is an excellent project in itself, involving arith-i metic and all the fundamentals of bookkeeping. There is some recording to do every day, and this keeps up the interest. The work also offers excellent opportunities for comparing the home flock with other flocks, thus allowing the owner to get an idea of how well his flock is doing. Procedure. — i. Carefully read over exercise 8 out- lined in this chapter. If you have worked this exercise, completing the monthly and yearly summary sheets, you should have a good, definite idea of how to complete poultry records. If you have not, it will be to your advantage to work the exercise. 2. Supply yourself with a ten cent composition book, about 7x8 inches or a little larger. 3. Use the first page for the title and the purpose of the project. Make all the work so neat that you will never be ashamed to show the book to any one. 4. Use page 2 for the opening inventory. Write this out on scratch paper first, check up all data and figures to see that they are correct, and then enter these in the book. Use page 3 for the closing inventory. 52 LABORATORY, FIELD AND PROJECT GUIDE 5. Use pages 4 and 5 for the daily records as sug- gested in exercise 8 of this month. 6. Use page 6 for one month's receipts, and page 7 for expenses of the same month. If you are going to keep a six months' record, you will need 12 pages for receipts and expenses; if a year's record, 24 pages. 7. Use two pages for the monthly sumrfiary sheet, or report. See exercise 8. 8. Use one page for the yearly or semi-yearly sum- mary report. 9. Plan out your work and your book. Show your plans to your teacher and parents to see if everything is provided for. Get some one at home to put the valua- tions on all the items for the opening and closing in- ventories. 10. If labor records are to be kept, record the hours of work as you do the daily egg records. Determine the value of the work per hour and use these figures in your final summary sheet. References. — F. I>. 889: Back- Yard Poultry Keeping. F. B. 562: Boys' and Girls' Poultry Clubs. Poultry Calendar, "The Quaker Oats Co., Chi- cago, 111., Free. Bui. 464, U. S. Dept. of Agriculture: Lessons on Poultry for Rural Schools, 10 cents. Project 2 PUTTING THE GARDEN INTO A GOOD WINTER CONDITION Object. — To clean up the garden, to fertilize it, to plow or spade it so as to have it ready for spring garden work. Explanation. — This is a short time project which may be well done by any boy in seventh or eighth grade. Too many gardens are neglected in the fall and present OCTOBER 53 an unsightly condition during the winter. To get a garden into a good winter condition is a splendid project. Preparation. — i. Make a study of the care of the gar- den in the fall. Find out the value of preparing the garden in the fall. 2. What vegetables may be left in the garden all winter ? 3. What is gained by manuring the garden in the fall? By plowing it in the fall? 4. Why should not the plowed garden be harrowed in the fall ? Procedure. — i. Accurately measure the garden and make a sketch of the garden plan, showing in a general way where the different vegetables were grown. This plan may help in forming the plan for the coming year. 2. Remove all crops, not already harvested, which are not to remain in the ground. 3. Remove all material not suitable for plowing under. 4. Fertilize the garden with manure. 5. Plow or spade the garden and leave it in a rough condition during the winter. 6. Keep records of your time, other help, and horse labor. Give all these a value per hour, and figure the cost and value of the manure. References.— F. B. 818: Home Vegetable Garden. F. B. 936: City and Suburban Garden. F. B. 937: Farm Gardening in the North. F. B. 934: Farm Gardening in the South Exhibits POULTRY EXHIBIT AND SALE I. In some localities, where a number of boys and girls are engaged in poultry raising projects, they hold 54 LABORATORY, FIELD AND PROJECT GUIDE an occasional poultry show or exhibit, and have a poul- try sale. 2. Three or four school districts, or those of a town- ship, combine to hold the poultry show. The entry list includes cockrels and pullets of each of the common varieties raised. Sometimes this list is extended to old birds. Usually ribbons are given as prizes. 3. In the sale held in connection with the poultry show, all surplus cockrels and pullets are scored and valued by a good judge. It is assumed, of course, that all the birds are pure bred. Farmers are then encour- aged to buy the pure bred stock. In one rural school poultry sale, the cockrels sold from $.50 to $10.00. 4. Each boy should make his own exhibition coops. EXHIBIT OF PROJECT BOOKLETS 1. Each school should make occasional efforts to show the community some of the work being done by the pupils. Project and club work should always be empha- sized. Exhibits of project booklets, together with other agricultural booklets, make an interesting display. 2. A program for the benefit of the community, in which the pupils give brief accounts of their project work, and of their booklet making, will invariably prove interesting to the community. (See Exhibits in September.) THINGS TO OBSERVE IN OCTOBER Well housed poultry flocks Breeds of swine Different breeds and varie- Winter crops ties of poultry Alfalfa fields in good winter Fall plowing condition Mulching strawberry plants NOVEMBER Exercise 1 STUDY OF AN EAR OF CORN Object. — To make a study of a mature ear of corn. Explanation. — A good ear of dent corn should have a nearly cylindrical shape. Its length varies with the soil and season but should be from 8 to lo inches. The circumference of a good ear is about three-fourths of its length. ]\Iost ears of dent corn have about i6 rows, each row containing about 50 kernels of which about 35 should be fit for seed. Materials. — Each member of the class should have a fairly good ear of corn of a variety grown in the com- munity, and a ruler. A small household balance or scales. Procedure. — i. Determine the answer to each of the following ten items by referring to the ear of corn you have. 1. Length to plant one acre when 2. Circumference drilled at 3' 6" x 14" .... 3. Number of rows (10,688 kernels are re- 4. Kernels per row quired) 5. Total kernels on ear .... 10. Number of ears required 6. Weight of ear to plant one acre when 7. Ears required for a bush- checked at 3' 8" x 3' 8" el at 70 lbs. per bu three kernels in a hill .... 8. Kernels fit for seed .... (9.720 kernels are re- 9. Number of ears required quired) 55 56 LABORATORY, FIELD AND PROJECT GUIDE 2. The circumference is usually measured one-third of the distance up from the butt, by encircling the ear with a strip of paper and then measuring this paper with a ruler. 3. Item 8, ''Kernels fit for seed." All the irregular tip and butt kernels are discarded for seed. Count the number of regular kernels on an average row and multi- ply this number by the number of rows. 4. In item 7, a common estimate, generally used, is 120 ears per bushel. Does the corn you studied run above or below this average ? 5. It is commonly estimated that it requires from 12 to 15 ears of corn to plant an acre. How does the corn you studied compare with this estimate ? Questions 1. Drilling corn in rows 3' 6" apart and the kernels 14" apart in the row would be equivalent to planting how many kernels in a hill, if the hills are 3' 6" x 3' 6"? 2. What was the average number of rows on all the ears studied? 3. What was the average weight of all the ears? 4. What would be the number of ears required for 70 lbs., using the average weight per ear? 5. How many average ears would be required to plant an acre in hills 3' 8" x 3' 8", three kernels per hill? Exercise 2 A. LEARNING TO KNOW THE DIFFERENT GRAINS Object. — To examine heads and threshed samples of wheat, rye, barley, and oats ; and to be able to identify each. NOVEMBER 57 Materials. — Heads of wheat, rye, barley, and oats, and threshed samples of each, balance, i pint measure (dry). Procedure. — i. Examine a head of wheat. Compare it with a head of rye, of barley, and of oats, and note how it differs from each of them. Compare threshed wheat with threshed samples of all the other grains and note how it differs from each of them. 2. Repeat i with rye. How do the threshed samples of rye differ from those of wheat? 3. Repeat i with barley. Separate the kernel from the hull and compare it with the separated kernel of wheat and of rye. 4. Repeat i with oats. 5. What is the legal weight per bushel of each of these four grains in your state ? What is the weight of a bushel of shelled corn? Why is oats so much lighter than the others ? What is the present market price of a bushel of each of these grains? B. GRADING GRAINS 1. When car loads of any of these grains reach the large markets, they are graded as shown under Market Grades. The prices of the various grades are quoted in daily newspapers. 2. H time permits, practice grading some of these grains. One pint, dry measure, of each sample is suffi- cient. From the weight of a pint you can determine the weight of a bushel. Spread the pint of grain out on a tin pie plate and examine it. Then make up your mind into what grade it falls. 58 LABORATORY, FIELD AND PROJECT GUIDE MARKET GRADES Oats No. I White Oats — Shall be white, dry, sweet, sound, bright, clean, free from other grain and weigh not less than 32 lbs. to the measured bushel. No. 2 White Oats — Shall be 95 per cent white, dry, sweet, shall con- tain not more than 1 per cent of dirt, and 1 per cent of other grain and weigh not less than 29 lbs. to the measured bushel. Standard White Oats — Shall be 92 per cent white, dry, sweet, shall not contain more than 2 per cent of dirt and 2 per cent of other grain and weigh not less than 28 lbs. to the measured bushel. No. 3 White Oafs — Shall be sweet, 90 per cent white, shall not contain more than 3 per cent of dirt and 5 per cent of other grain and weigh not less than 24 lbs. to the measured bushel. No. 4 White Oats — Shall be 90 per cent white, may be damp, dam- aged, musty or very dirty. Note — Yellow oats shall not be graded higher than No. 3 White Oats. Rye No. I Rye — Shall be dry, sound, plump, sweet and well cleaned and weigh not less than 57 lbs. to the measured bushel. No. 2 Rye — Shall be dry, sound and contain not more than 1 per cent of other grain or foreign matter and weigh not less than 55 lbs. to the measured bushel. No. 3 Rye — Shall include inferior rye not unsound, but from any other cause not good enough for No. 2 and weigh not less than 53 lbs. to the measured bushel. No. 4 Rye — May be damp, musty or dirty, and weigh not less than 50 lbs. to the measured bushel. Barley No. I Barley — Shall be sound, plump, bright, clean and free from other grain, and not scoured nor clipped, shall weigh not less than 48 lbs. to the measured bushel. No. 2 Barley — Shall be sound, of healthy color (bright or straw color), reasonably clean and reasonably free from other grain and seeds, and not scoured nor clipped, shall weigh not less than 46 lbs. to the measured bushel. No. 3 Barley — Shall include slightly shrunken or otherwise lightly dam- aged barley, not good enough for No. 2, and not scoured nor clipped, shall weigh not less than 44 lbs. to the measured bushel. No. 4 Barley — Shall include barley fit for malting purposes, not good enough for No. 3. No. I Feed Barley — Shall test not less than 40 lbs. to the measured bushel, shall be cool and reasonably free from other grain and seeds, and not good enough for No. 4, and may include barley with a strong ground smell, or a slightly musty or bin smell. Rejected Barley — Shall include all barley testing under 40 lbs. to the measured bushel, or barley which is badly musty or badly damaged, and not good enough to grade "feed" barley. Winter Wheat No. I Hard Winter Wheat — Shall include all varieties of pure, hard winter wheat, sound, plump, dry, sweet and well cleaned, and weigh not less than 61 lbs. to the measured bushel. No. 2 Hard Winter Wheat- — Shall include all varieties of hard winter wheat of either or both light and dark colors, dry, sound, sweet and clean, and may contain not more than 25 per cent of soft red winter wheat, and weigh not less than 59 lbs. to the measured bushel. No. 3 Hard Winter Wheat — Shall include all varieties of hard winter wheat of either or both light and dark colors, not clean or plump enough for No. 2, and may contain not more than 25 per cent of soft red winter wheat, and weigh not less than 56 lbs. to the measured bushel. NOVEMBER 59 No. 4 Hard Winter Wheat — Shall include all varieties of hard winter wheat of either or both light and dark colors. It may be damp, musty or dirty, and may contain not more than 25 per cent of soft red winter wheat, and weigh not less than 50 lbs. to the measured bushel. — From "Grades of Grain" — ///. Grain Inspec- tion Dept., Chicago, Illinois. Questions 1. What are advantages of grading grains? 2. Which grade of these grains is most abundantly found on the markets? (See quotations in newspapers.) Exercise 3 JUDGING A DAIRY COW Object. — To learn to judge a dairy cow by means of a score card. Materials. — Score card for dairy cows, and a dairy cow. Explanation. — i. A score card enumerates all the im- portant considerations or points commonly considered in judging a dairy cow. The score card also gives a numerical value to each point ; the sum of these numer- ical values is lOO, the score of an ideally perfect animal. There are many different score cards for dairy cattle. They differ very little ; any one will do. The one here given is applicable to all dairy cows. SCORE CARD FOR DAIRY CATTLE Breed Name Register No General appearance. — A dairy cow should weigh not less then 800 pounds, have large capacity for feed, a dairy tem- perament, well developed milk organs, fine quality and per- fect health, and be capable of a large production of milk and butter fat. 6o LABORATORY, FIELD AND PROJECT GUIDE Points Perfect Scorer's Corrected Indication of capacity for feed, 25 points : Face, broad between the eyes and long; muzzle clean-cut; mouth large; lips strong; lower jaws lean and sinewy Body, wedge shape as viewed from front, side, and top; ribs long, far apart and well sprung; breast full and wide; flanks, deep and full. . . Back, straight; chine, broad and open; loin, broad and roomy Hips and thurls, wide apart and high Indication of dairy temperament, 25 points: Head, clean-cut and fine in contour; eyes, prominent, full, and bright Neck, thin, long, neatly joined to head and shoulders, and free from throatiness and dewlap Brisket, lean and light Shoulders, lean, sloping, nicely laid up to body ; points prominent ; withers sharp Back, strong, prominent to tail head and open jointed Hips, prominent, sharp and level with back. . Thighs, thin and incurving Tail, fine and tapering Legs, straight; shank fine Indication of well-developed milk organs, 25 points: Rump, long, wide, and level; pelvis roomy. . . Thighs, wide apart; twist, high and open. . . . Udder, large, pliable, extending well forward and high up behind; quarters, full, sym- metrical, evenly joined, and well held up to body Teats, plumb, good size, symmetrical, and well placed Indications of strong circulatory system, health, vigor, and milk flow, 25 points: Eyes, bright and placid Nostrils, large and open Chest, roomy _. . . Skin, pliable; hair, fine and straight; secretions abundant in ear, on body, and at end of tail Veins, prominent on face and udder; mam- mary veins, large, long, crooked, and branch- ing; milk wells large and numerous Escutcheon, wide and extending high up . . Total. Remarks Name of scorer Date . Bui. 281. U. S. Dept. of Agric. Procedure. — i. First, become thoroughly famiHar with the meaning of all the words mentioned on the score card. NOVEMBER 6r 2. Then learn to locate accurately the parts of a cow mentioned on the score card. 3. Form an ideal of a perfect cow in your mind. 4. Be able to describe the parts of a cow as they are to be found in a perfect animal. 5. Go, as a class, to a neighboring farm where per- mission has been obtained to judge one of the cows. /^//=> 0OA/£r^ f* fO/PEHEAO' 'muzzle: Ji>V/|.|il///r«\W//,//. PARTS OF A DAIRY COW. — Courtcsy U. S. Department of Agriculture 6. With the ideal in mind, proceed to judge the cow. View the animal from all sides and record the score for each point in the proper place on the score card. 7. When you have finished, ask the owner of the cow to score her. Write the owner's score in the third column, called ''corrected score." Compare your score with his and note the differences. 8. Does the cow show a good capacity for feed? A 62 LABORATORY, FIELD AND PROJECT GUIDE good dairy temperament? Well developed milk organs? Good health and constitution? Is she a good producer? (Ask the owner.) To tJie Teacher. — Make arrangements with some farmer near the school to allow your pupils to judge a dairy cow, and leave a score card with him. Drill the class in naming and describing the parts of a cow before you go out to judge the animal. When the pupils have finished their judg- ing, get the owner to judge the animal, and have the pupils write his score in the last column of the score card headed ^'Corrected." Exercise 4 COMPETITIVE JUDGING OF DAIRY COWS Object. — To be able to pick out the first, second, and third best dairy cow from a group of four or five cows, and to state your reasons for your selections. Explanation. — There occur everywhere contests for boys and girls in judging a group of animals, — that is, picking out the first, second, and third best. This exer- cise is to help the pupil to learn how this judging is done. To be successful in such contests you need to practice this judging often. Materials. — A group of four or five dairy cows. Procedure. — i. The group of cows should be tied to a fence or to separate posts far enough apart to permit each animal to be studied. The animals should be numbered in the group or class. 2. Carefully observe each cow in the group, bearing in mind the four questions asked at the end of exercise 3, and also the most important points mentioned on the score card. Decide which of the cows is the best. NOVEMBER 63 JUDGING ANIMALS DEVELOPS GOOD JUDGMENT. — Courtssy International Harvester Co. Enter her number to right of ''First Place," and briefly state under "Remarks," why you consider her to be the best. STATEMENT FOR COMPETITIVE JUDGING. Name Date Kind of animals First Place. Remarks Second Place. Remarks Third Place. Remarks 64 LABORATORY, FIELD AND PROJECT GUIDE 3. Follow this same method in selecting the second best cow in the group, and also the third. Under ''Re- marks" be sure to state the most important reasons, omitting minor details. To the Teacher. — Make the arrangements for this exercise with a nearby dairy farmer, before undertaking to carry it out. This exercise may be carried out the same day you go to judge a cow, and on the same farm. Clearly explain the exercise to the class before you start out to do the work. Chapter 23, pages 260-261, in "An Introduction to Agricul- ture," gives good suggestions for this exercise. Exercise 5 COST OF A POUND OF DIGESTIBLE NUTRIENTS IN DIFFERENT FEEDS Object. — To calculate the cost of one pound of diges- tible nutrients, and the cost of one pound of digestible protein in a few common feeds. Explanation. — Review exercise 8 in September. The formula for calculating the total amount of digestible nutrients in a feeding stufif is: — Dig. protein -f dig. carbohydrates-|-(dig. fat X 2.25) = total amount of digestible nutrients. The value of any feeding stufif depends upon the total amount of digestible nutrients it contains, and upon the amount of protein. Procedure. — i. Below are four feeding stufifs, or feeds. Find the total amount of digestible nutrients, and the amount of digestible protein in 100 lbs. in each of them. Exercise 8, September, shows these. The last column is filled out to serve merely as an illustration. NOVEMBER 65 Shelled Corn Wheat Oats Wheat Bran Rye Total dig. nutrients in 100 lbs Digestible protein in 100 lbs Price per 100 lbs $ $ $ $ 81.60 950 $2 50 Cost of I lb. of dig. nutrients Cost of I lb. dig. protein • 03 26 2. Get the wholesale price of each of the four feeds considered in i, as given in local newspapers, or use prevailing local prices. Insert these figures in the proper places in the outline given above. 3. Calculate the cost of i lb. of digestible nutrients in each feed, and insert these figures in the proper places. Carry your answers to two decimals. If the third deci- mal is five or more add i to the second decimal ; if it is less than 5, drop it. 4. In like manner, calculate the cost of one lb. of protein in each of the feeds, as in article 3. 5. If time permits, make similar calculation with other feeds. Questions 1. In which of the four feeds considered can you get I lb. of digestible nutrients for the least money? 2. In which can you buy protein at the lowest cost? 3. What is the cheaper feed, corn or oats? To the Teacher. — These are good practical problems in arithmetic which 7th and 8th grade pupils should be able to work. Assign them for arithmetic and discuss the results in the agricultural period. Have the pupils extend all calculations to two decimals. If the third decimal is 5 or more add i to the second deci- mal; if less than 5 drop it. 66 LABORATORY, FIELD AND PROJECT GUIDE Exercise 6 haecker's feeding standards Object. — To learn how to calculate the amount of digestible nutrients dairy cows require, according to the results or standards Prof. Haecker established from experiments with feeding dairy cows. Explanation. — After feeding trials with dairy cattle, Professor T. L. Haecker, at the INIinnesota Agricultural Experiment Station, deducted that an animal weighing about 1,000 lbs. needed Digestible Nutrients. For Maintenance 1000 Lbs. Protein Carbohydrates Fat Lbs. .70 Lbs. 7.00 Lbs. .10 per day to maintain its own weight, when the animal was not producing milk. He called this amount of required food, "food for maintenance." If the animal was producing milk, he found that for each pound of milk produced per day, the animal needed the following additional amounts of food. This amount varied with the butter fat test of the milk. He called this additional amount *'food for production." Additional food requirements for i lb. of milk testing: Digestible Nutrients Test of Milk Pi -otein Carbohydrates Fat ' -^ Lbs. Lbs. Lbs. ^"^'o. 047 .20 .017 3-57o 049 22 .019 4%^ 054 24 .021 4-5% 057 26 .023 5% 060 28 .024 5-5% 064 30 .028 6% 067 . 32 .028 NOVEMBER d^ A. Calculating the Food Requirements for Maintenance. Procedure. — i. The food requirements for the main- tenance of an 800 lb. cow are : Protein Carbohydrates Fat . 56 Lbs. 5 . 60 Lbs. . 80 Lbs. . 7 lbs. protein . 7 lbs. carbohydrates . i lbs. fat X.8 X.8 X.8 .■^6 lbs. protein 5. 60 lbs. carbohydrates .80 lbs. fat This is so because 800 lbs. is .8 of 1,000 lbs. 2. Calculate in like manner the food for maintenance required by a 900 lb. cow; by a 1250 lb. cow. Give the results in tabular form as shown above. B. Calculating the Food Requirements for Production. Procedure. — i. The feed requirements for the produc- tion of 20 lbs. of 4% milk are : Protein 1.08 lbs. Carbohydrates 4.80 lbs. Fat .42 lbs. . 054 lbs. protein X20 1 . 08 lbs. protein .24 lbs. carbohydrates X20 4 . 80 lbs. carbohydrates .021 X20 . 42 lbs. fat 2. In like manner calculate the feed requirements for the production of 20 lbs. of 3.5% milk; for 30 lbs. of 5.5% milk. Give the results in tabular form as shown above. C. Calculating the Food Requirements for Maintenance and Production. Procedure. — i. According to the calculations given above an 800 lb. cow, producing 20 lbs. of 4% milk per day, would require in one day the following digestible nutrients : 68 LABORATORY, FIELD AND PROJECT GUIDE Protein lbs. Carbohydrates lbs. Fat lbs. .56 1 .08 1.64 5.60 4.80 10.40 .80 For production, 20 lbs., 4% milk.. . .42 1.22 2. In a similar manner calculate the total feed require- ments for a 900-lb. cow producing 20 lbs. of 3.5% milk per day, also for a 1250-lb. cow producing 30 lbs. of 5.5% milk per day. 3. The calculations given above are used to aid in balancing, scientifically, rations for cows. Standards for other animals are used in exactly the same way. Another is given in Table 8, Appendix. If an animal requires in a day Protein Carbohydrates Fat 1.64 lbs 10.40 lbs. 1.22 lbs. its ration will be balanced when the feed it is fed in a day contains these three nutrients in the proportions given above. Questions 1. Two cows weigh 1,000 lbs. each. One gives 20 lbs. of 4 per cent milk in a day, and the other 40 lbs. of 4 per cent milk; which one should be given the most feed? 2. Of two cows, one weighs 800 lbs., and the other, 1,200 lbs., and they both give the same amount of milk, testing 4 per cent; which is the more profitable cow? To the Teacher. — The problems in this exercise constitute good work in arithmetic in the practical use of tables. As- sign them for arithmetic work and discuss the results in ag- riculture. For a further discussion of them, see Bui. 130, NOVEMBER 69 Feeding Dairy Cows. College of Agriculture, St. Paul, Minn., and Introduction to Agriculture, chap. 21. Exercise 7 BALANCING RATIONS FOR DAIRY COWS Object. — To learn how rations for dairy cows are scientifically balanced. Explanation. — A balanced ration is one which supplies an animal with the proper amount of the three nutrients, protein, carbohydrates, and fat, in the proper propor- tions by weight. The feeding standards, based on many feeding trials, one of which was described in exercise 6, are our best authority for finding out what the needs of the animals are. If we know the needs, or total .amounts of the three digestible nutrients an animal re- quires, and then feed that animal a suitable ration con- taining these digestible nutrients in approximately the same proportions by weight, the ration will be balanced. Procedure. — i. Let us suppose that we have a 1,000 lb. cow which is producing 25 lbs. of 5% milk per day, and that we want to feed her a balanced ration according to the Haecker Feeding Standards. 2. The feed requirements for this cow are: NUTRIENTS REQUIRED Protein lbs. Carbohydrates lbs. Fat lbs. Total Nutrients lbs. For maintenance, looo lbs For 25 lbs. of 5% milk .70 1. SO 2. 20 7.00 7.00 14.00 .10 .60 .70 17.58 The nutritive ratio of the requirements is i : 7.0. 70 LABORATORY, FIELD AND PROJECT GUIDE 3. Let us suppose that we have on hand red clover hay, corn silage, and ground barley, corn, and oil meal, and that by the use of these feeds we wish to feed the cow a balanced ration. As the data shows, these feeds, taken in the following amounts, approximately balance the requirements of the cow. NUTRIENTS PROVIDED IN RATION. Feed Amount Protein Carbo- hydrates Fat Total Nutrients Clover hay Corn silage Corn ground Oil meal Lbs. 13 32 2 I 2 3 Lbs. .92 .40 .16 ■30 •17 •32 Lbs. 4.91 4 54 1-34 I-5I Lbs. .24 :^ .07 •03 .12 Lbs. Barley, ground .... Oats, ground Nutrients provided. 2.25 13 93 •77 17.91 Nutrients required . 2.20 14.00 .70 17.58 The nutritive ratio of the food provided is i : 7.0. 4. The nutrients in the ration provided, approximately balance the nutrients required, and the ration is closely enough balanced for ordinary purposes. Calculations show that the total amount of digestible nutrients in the ration slightly exceed the amount in the requirements. 5. In like manner balance a ration for an 800 lb. cow producing 20 lbs. of 4% milk a day. A few hints may not be amiss here. In formulating rations — Allow about I lb. of hay and 3)^ lbs. of silage for every 100 lbs. of live weight, and i lb. of a good grain NOVEMBER 71 mixture to each 3 to 4 lbs. of milk produced per day. If no silage is fed, allow 2 lbs. of hay for every 100 lbs. of live weight. 6. If time permits, balance a ration for a 1,200 lb. cow producing 30 lbs. of 4% milk per day. "An Introduction to Agriculture," Ciiapter 21, gives a discussion of balanced rations. See Exercise 8, September, for calculating the total nutrients. See Exercise 5, October, for calculating the nutritive ratio. Exercise 8 JUDGING POULTRY Object. — To learn how to judge poultry. Explanation. — In communities which lay considerable stress on poultry raising, and where poultry clubs exist in the school, it will be advisable to take up this exercise. The school should be provided with a copy of ''Stan- dards of Perfection," published by the American Poultry Association, Chicago. Price $2.00. It is the most au- thoritative book on poultry judging, and gives full directions, disqualifications, and score cards for each breed. Procedure. — i. Learn the names of the parts of a chicken as shown in the cut. Cover the names of the parts, and see if you can name them correctly. 2. Learn to know the characteristics of the different parts of a bird of the breed and variety you intend to judge. These are given in "Standards of Perfection." 3. With your teacher visit a farm where permission has been secured to judge a bird of the breed whose characteristics you have studied. 72 LABORATORY, FIELD AND PROJECT GUIDE mrTLE^ plCKLES MAIN TAIL LES^EZ CLAST -w^ CUT SHOWING PARTS OF A GOOD MALE BIRD. — Courtcsy Missouri State College of Agriculture 4. With the ideal in mind, proceed to judge the bird. Take up each point as it occurs on the score card. NOVEMBER yz Poultry Score Card The score card is a means of directing the attention to the different parts of a chicken with the relative vakie given to each part. It does not propose to give a Hst of cuts, but rather to help one to judge by comparison. The following score card divides the bird into ten sec- tions. Breed Variety Sex Weight Allowed Cuts Shape Color Shape Color I. Condition, weight and size 8 10 8 4 6 6 5 5 5 3 2 Comb . . % Head adjuncts 7 4 6 5 5 5 5 3 4. Neck 5. Back 6. Tail 7. Wings 8. Breast q. Body 10. Legs and toes Total 60 40 To the Teacher. — Very often the score card method of judging poultry is too difficult to undertake unless one has the assistance of a person who has judged poultry in like manner. Much may be gained by taking the class to places near the school where the pupils may observe and study some of the breeds of the four common classes of poultry. Let the puoils pick out in each flock a few birds which are good specimens of their breed. If you take up this exercise in this manner, have the class observe, and describe in their notes, the characteristics of each class and of each breed of poultry studied. 74 LABORATORY, FIELD AND PROJECT GUIDE Exercise 9 DAIRY CATTLE BOOKLET Object. — To make an illustrated booklet showing com- mon breeds of dairy cows. Procedure. — i. Read again Exercise 9, October *Toul- try Booklet." The general plan of the dairy cattle book- let will be similar to that of the poultry booklet. 2. Suggested table of contents for a dairy cattle book- let. SAMPLES OF GOOD DAIRY CATTLE BOOKLETS. TRY TO MAKE BETTER ONES.' Courtesy Rural Students, Whitewater, Wis., Normal School Table of Contents 1. General characteristics 4. Guernseys of Dairy Cattle 5. Ayrshires 2. Holsteins 6. Brown Swiss » 3. Jerseys 7. Dutch Belted NOVEMBER 75 3. Devote page one of the booklet to the "Table of Contents," and pages 2 and 3, the two pages opposite each other at the same opening, to the general char- acteristics of dairy cattle, merely mentioning the differ- ent breeds in a columnar form. Illustrate your discus- sions. 4. Devote the next six pages to the six common breeds of dairy cattle, — one breed to a page with one or two illustrations for each breed. 5. Make a cover and bind the booklet as suggested in Ex. 9, Oct. 6. A beef cattle booklet may be made in a similar manner. Exercise 10 DAIRY CATTLE SURVEY Object. — To make a dairy cattle survey of the school district. Procedure. — i. The following outline is suggested for the dairy cattle survey. DAIRY CATTLE SURVEY. School District No Town of Co. Date Number of Cows Number of Name of Farmer Pure Bred Grade Scrub Young stock Sires Breed I. 2. 3. 4- Etc. • y(i LABORATORY, FIELD AND PROJECT GUIDE For articles 2-3-4-5, see Exercise 10, October, and complete this exercise in same general manner as that on potatoes. 6. A similar outline may be used for beef cattle. To the Teacher. — If the class makes a dairy cattle booklet, as outlined in previous exercise, this survey would be an interesting sheet to add to the booklet. Project 1 SPROUTING OATS FOR LAYING HENS. Object. — To sprout oats for laying hens during the winter months when no other green feed is available. Explanation. — Green feed serves as an appetizer for all kinds of poul- try. It adds variety to the ration, has good effect upon the digestive system, iand also imparts a good yellow color to the yolk of the tgg. During the greater part of the year, the free range supplies ample green feed, but during the cold winter months sprout- ed oats form a good substitute for the range. Do not undertake this project unless you have a warm cellar which contains a heating plant. Preparation. — i. Gather all the in- formation you can about sprouting oats. 2. Try to see some manufactured or home-made oat sprouters. If it is possible, inquire also the method used in sprouting oats. TRY YOUR HAND AT MAKING A RACK FOR TRAYS OF SPROUT- ING OATS. NOVEMBER 'jy Procedure. — Make six or seven trays about i^ or 2 inches high. For the ends and sides use ;^ inch or ^ inch wood strips. For the bottom of a tray use any Hght lumber, such as found in orange or soap boxes. A good size for the trays is 12 x 18 inches. This is large enough to supply oats for 30 or 40 hens. 2. Soak enough oats in a bucket of warm water over night to make a layer ^ to i inch deep when spread out in a tray. The following morning drain off the water and spread the oats out in the tray. 3. Set the tray in a warm part of the cellar and sprinkle the oats with warm water every morning and night. Never let the oats get dry. In about two weeks the oats will have sprouted enough to be used as feed. 4. Every three or four days start a new tray, and keep the project going as long as you wish to feed sprouted oats. 5. If you start a tray every three days you will allow three days to feed the oats held in a tray, and since it takes about two weeks for these oats to get ready to be fed, you will need from four to six trays. 6. A rack may easily be made which will hold all the trays. 7. Keep accurate account of the amount of oats used in a month, and of your time, allowing yourself 15 cts. per hour. What does the sprouted oats cost a rnonth? Reference. — Poultry Production, Lippincott. Pages 353 and 354. 78 LABORATORY, FIELD AND PROJECT GUIDE Project 2 WINTER MANAGEMENT OF A SMALL FLOCK OF PULLETS Object. — To take entire charge of the management of a small flock, 6 or 12 pullets, during the winter. Explanation. — This is an excellent project for an, enterprising boy or girl during the winter. A small flock of ]\Iarch or April hatched chicks, fairly well ma- ture by October, will begin to lay in No- vember and continue to lay during the winter if the flock is properly fed and housed. Procedure. — i. Be- fore starting this pro- ject, one should have a clear and definite idea of the different factors essential to the successful winter management of a flock of poultry. The following topics should be studied and well understood and all preparations for housing made before the project is started. a. What kind of a poultry house and how large a house do I need for piy flock? b. What interior fixtures should the house have? c. What is a good winter ration? Is this ration balanced for egg production? What is its nutritive ratio? TWO GIRLS WHO FOIND MUCH ENJOYMENT IN TAKING CARE OF THE HOME FLOCK. Courtesy Iowa State Teachers' College. NOVEMBER 7c/ d. From what source are the birds going to get animal protein ? e. How am I going to supply the birds with succulent and green feed? f. How much scratch feed should I feed the birds? g. What records ought I to keep? h. Where am I going to get the pullets? What should I pay for them? How can I pick out good ones? 2. When all preparations have been made, get the birds and start the project. 3. Make an account book from a 5 or 10 cent compo- sition book. Start with the opening inventory. See Exercise 8, October, and Project i, October. 4. Keep accurate egg records and receipt and expense accounts. See Exercise 8, October. 5. Be sure to fill out the monthly summary sheet as suggested in Exercise 8, October. 6. At the close of the project, get the closing inventory and fill out the final summary sheet. 7. Get some one to feed the birds at noon and evening for you when in school. 8. Keep separate labor records, if you wish, and sub- tract the cost of labor from the profit over feed to get the net profit. References.— F. B. 957: Poultry Diseases. F. B. 287: Poultry Man- agement. F. B. 889: Poultry Keeping. F. B. S28: Hints to Poultry Raisers. Dept. Bui. 464: Lessons on Poultry for Rural Schools. 10 cents, Supt. of Public Documents. See "An Introduction to Agriculture," Table i, Appendix, Government Publications. THINGS TO OBSERVE IN NOVEMBER Different Breeds of Cattle Winter Protection of Shrubs Good Milk House Model Dairy Barn Root Cellar [Grafting A Separator Cuttings of Twigs for Spring Seed Corn Curing Room DECEMBER Exercise 1 TESTING MILK FOR BUTTER FAT Object. — To find the per cent of butter fat in milk. Explanat'on. — In testing milk for butter fat a definite amount of milk is mixed with a definite amount of acid in a graduated milk testing bottle. The acid dissolves all the constituents of the milk except the butter fat. The bottle containing the mixture of acid and milk is re- volved in a Babcock tester which quickly separates the butter fat from the mixture. Hot water is then added to the bottle, and the mixture is re- volved again. This action brings all j^ the butter fat up into the graduated /\ portion of the test bottle so that it Hll jj can be measured. This test, known 'tJ D as the Babcock test, was invented by- Prof. S. M. Babcock, of the Wiscon- sin State Agricultural College. Materials — Babcock tester, milk test bottles, pipette, acid measure, sulphuric acid, samples of milk, two glasses, beaker, water bath, and thermometer. Procedure. — i. The fundamental steps in testing milk are: 80 PIPETTE AND MILK TEST BOTTLE . Courtesy De Laval Separator Co. DECEMBER 8i a. Sampling" b. Pipetting c. Adding acid [ing d. Whirling and water add- e. Heating in a water bath f. Reading the test g. Cleaning 2. Sampling. — Stir well the milk you are to bring to school to test, before you take a sample of it. Use a pint Mason jar in which to carry the milk. When you are ready to test it, shake the jar gently to loosen the cream which may stick to the sides. Remove the cover and pour the milk back and forth in and out of a glass several times. 3. Pipetting. — I m m e d i- ately draw milk into the pi- pette by suction with your mouth, to a point about yi of an inch above the circular mark on the neck of the pi- pette. Firmly press your tongue against the opening of the pipette so that you can place the forefinger of your left hand over the lower opening of the pipette and re- lease the tongue. Then press the forefinger of the right hand firmly over the top opening of the pipette, and remove the finger at the lower end. A large drop of milk will fall from the pipette. Now replace the finger at the lower end, and remove the finger at the top for a moment and then replace. Release the finger at the lower end, as before. Continue this until the milk low- ers to the mark. You have now 17.6 c.c. of milk, or 18 grams. Run the milk into the test bottle held at an angle. SHOWING PROPER WAY TO ADD THE MILK TO A TEST BOTTLE. Cour- tcsy De Laval Separator Co. 82 LABORATORY, FIELD AND PROJECT GUIDE 4. Adding Acid. — Fill the acid measure to the mark, with the sulphuric acid used to test milk. Pour it care- fully and slowly into the bottle, holding the same at a slant. Then m i x the contents by a rotary mo- tion, the mouth of the bottle being held away from the face. Keep on mixing the contents un- til all the curd has com- pletely dissolved. 5. Whirling and Add- ing Water. — Place the bottle in the tester, bal- ancing with a similar bottle filled with milk or water on the other side. Whirl at the speed in- dicated on the machine for five minutes. Stop the machine, and with a beaker or acid measure, add boiling hot soft water to the bottle of milk you are testing until the fat is raised to the base of the neck. Whirl again for two minutes. Add more hot water slowly to bring the fat into the graduated portion of the neck of the bottle. Whirl for one minute. 6. Heating in a Water Bath. — Set the bottle in a hot water bath, having a temperature of 125° to 135° Fahrenheit, for ten minutes. If no water bath is avail- able, proceed at once to article 7, reading the test. SHOWING HOW THE MILK TEST SHOULD BE READ." — Courtesy Indiana Experiment DECEMBER 83 7. Reading. — Read the fat column from the very bot- tom of lower end to the very top of the upper as shown in cut. Use dividers if you have them. Record the test. 8. Cleaning. — Empty the bottles, while hot, with con- tinuous shaking to loosen the sediment in the bottom. Rinse the bottles with hot water. Questions 1. Why is the testing of milk for butter fat important? 2. Why do many farmers weigh and test the milk of their cows ? 3. If 100 lbs. of 3.5 per cent milk is worth $2.00, what would 100 lbs. of 5 per cent milk be worth if 4 cents is pai3 for each i/io per cent fat over 3.5 per cent. Exercise 2 testing cream and skim milk for butter fat A. testing cream Object. — To test cream for the per cent of butter fat. Materials. — Milk testing outfit, cream test bottles and cream balance. A CREAM TEST BOTTLE. — Courtesy De La- val Separator Co. A CREAM BALANCE. Courtesy De Laval Separator Co. 84 LABORATORY, FIELD AND PROJECT GUIDE Procedure. — i. Cream is tested for butter fat in almost the same manner as milk is. Cream test bottles must be used, and exactly i8 grams must be put in the bottles. For this purpose a sensitive cream balance must be used. Add the cream from a pipette to the bottle on the balance until i8 grams have been added. 2. The test is read from the bottom of the column of butter fat to the top of the meniscus, or upper curved surface, of the but- ter fat. B. TESTING SKIM MILK Procedure. — i. In testing skim milk special double-necked bottles must be used. 2. 17.6 c.c. of the skim milk is ^ Bo™K.^"c.«,SS added to the bottle with the pi- f/r co:"''^ ^"^""'" pette, but through the large neck, and the test is read on the narrow- graduated neck. 3. Use 21 c.c. of sulphuric acid in testing skim milk. Questions 1. Why is the neck of a cream test bottle larger than that of a milk test bottle? 2. What is gained by testing skim milk? 3. Why does a skim milk test bottle have two necks? 4. How would you write decimally t%"o% To the Teacher. — There are for sale pipettes which have two circular marks around the upper portion. The lower mark designates the amount of milk to use in making a but- ter fat test, and the upper mark designates the amount of DECEMBER 8S cream to use. Such a pipette may be used in place of a balance to get the approximate test of the cream. Exercise 3 DAIRY RECORDS AND COMPUTATIONS Object. — To learn to keep dairy records and to figure the profit over feed cost of one or more cows for a month. Materials. — Milk scales, and record sheets. Procedure. — i. Make a milk record sheet as suggested below. Month Date Name of Cow Name of Cow Name of Cow Name of Cow I A.M. P.M. 2 A.M. P.M. 3 A.M. P.M. Etc. Record the weight of the milk df each cow produced at each milking. 2. Make a feed record sheet as suggested below. Name of Cow Name of Cow Date Hay lbs. Silage lbs. Grain lbs. Hay lbs. Silage lbs. Grain lbs. I. 2. 3. 4- Etc. Extend this form to the right according to the num- ber of cows, and down for the number of days in the 86 LABORATORY, FIELD AND PROJECT GUIDE month. Record the weight of the feed fed, weighing the ration once or twice a week, 3. About the middle of the month, test the milk of each cow by taking a little milk from the evening and morping milkings. Determine the weight of the milk produced during the first half of the month. Through your test of the milk determine also the amount of butter fat produced. Repeat at the end of the month. Get the totals for the month for each cow. 4. Get the total weight of each kind af feed for each cow for the month. 5. Make and fill out the suggested monthly summary sheets. VALUE OF MILK— MONTHLY REPORT. Name of Cow- Lbs. of Milk Produced Test Lbs. of Fat Value I. L. FEED COST— MONTHLY REPORT. Name of Cow Lbs. hay Cost Lbs. silage Cost Lbs. grain Cost Total cost of all feed I. L. PROFITS OVER FEED— MONTHLY REPORT Name of Cow Value of Product Cost of Feed Profit over Feed I. L. . DECEMBER 87 To the Teacher. — The teacher should try to obtain milk and feed records of a small herd for a period of one to six months; and from these data have the class complete the records outlined above. It may be possible for some mem- ber of the class to get these records for the teacher, or to get the data from a tester, if there is a Cow Testing As- sociation in the district. Exercise 4 PLACING THREE EARS OF CORN Object. — To place or rank three ears of corn for each of the points mentioned on the score card. Materials. — Three ears of corn and a score card. Procedure. — I. Take three ears of some va- riety of corn and number them 1-2-3. This is done best by placing a rubber band around the center of each ear and then slipping under this band a small piece of paper on which the number is written. 2. In placing or ranking corn for all the points men- THE MIDDLE EAR HAS THE MOST DESIRABLE SHAPE, LENGTH, AND CIRCUMFERENCE. — Coiirtcsy Wiscon- sin State Agricultural College 88 LABORATORY, FIELD AND PROJECT GUIDE tioned on the score card, you want to know which is the best, which is the second best, and which is the poor- est, or in other words, how the ears rank, — first, second, or third, for each point mentioned. If ear three has the best tip, and ear one, the second best, the three ears THE TIP ON THE RIGHT IS THE MOST DESIRABLE, CoUrtesy WtSCOnStn State College of Agriculture would rank 3-1-2 under the point, tips, meaning ear three has the best tip, and ear two the poorest. 3. As a guide for this work use the outline given for judging corn, Exercise 5, of this month. 4. Proceed in manner suggested above for each of the points on the score card and record your results in the form suggested. FORM OF RECORD FOR PLACING CORN Points to Consider Sample i Sample 2 First Second Third First Second Third 1. Type and Uniformity. . . 2. Maturity and Market Condition 3. Purity (a) Kernel (b) Cob 6. Circumference of Ear. . . 7. Shape of Kernel 8. Uniformity of Kernel 9. Character of Germ 10. Butts II. Tips 12. Space between Rows 13. Size of Cob DECEMBER 89 5. Place another sample of three ears, in like manner. Let the second sample be one that some other member of the class placed. Compare and discuss your results with his. Did you agree on all points? 6. Which was the best ear of each sample you placed ? Tell why. THE SECOND EAR IS THE BEST FROM EVERY STANDPOINT. Courtesy WtSCOtlsin Agricultural Experiment Station Exercise 5 A. JUDGING CORN Object. — To judge by means of a score card a ten ear sample of corn. Materials. — Ten ears of corn, ruler or tape, and a score card. ■ Explanation. — In judging corn, ten ears are generally 90 LABORATORY, FIELD AND PROJECT GUIDE used. The defects of each ear for each point mentioned on the score card are determined and charged against it, as deductions or cuts from the amount of the perfect score. A WELL SELECTED AND WELL ARRANGED TEN-EAR SAMPLE. CoUVtesy U. S. Department of Agriculture Procedure. — i. Arrange the ten ears in a systematic order, largest ear to the left. Number the ears i to lo. Two or three pupils may work together on one sample, one pupil recording the cuts, another the score, and the third, handling the corn. CORN SCORE CARD SCALE OF POINTS No. of Sample lO ID 5 5 ID 10 5 5 5 10 5 5 5 10 100 2. Maturity and Market Con- dition 3 Purity (a) Kernel (b) Cob 4. Shape of Ear. 5. Length of Ear 7. Shape of Kernel 8. Uniformity of Kernel. . . ID. Butts II. Tips Total DECEMBER 91 VARIETY STANDARDS Recognized Varieties: Yellow Length Circumference Reid's Yellow Dent lo to lo^^ 7M to 7^^ Learning lo to lo J^ iWto 7% Legal Tender lo to loH 7H to 7 H White Boone County White loHto 11 7Hto 7^ St. Charles White 10 to 10 1^ 7^ to 7 H Other Varieties: Yellow Length Circumference Cartner 9 to 9H 7M to 7M St. Charles Yellow 10 J^ to 11 iH to 7 ^ White Silvermine 9 to 9H 7 to 7M Johnson Co. White iqI^ to 11 7 V^ to 7 M General Entries 9H to loH 7^^ to 7^ Variety Judged 2. Use the guide in determining the cuts. Judge all ten ears for the first point mentioned on the score card. If ear i does not closely correspond in all particulars to the variety or type of corn being judged, and if it does not resemble in a general way the remaining nine ears, it should be cut for "Type and Uniformity." How much? Use your own estimation. It may be cut all the way from i/io of a point to i point. Study ear two in the same manner, then ear three, and so on. Add the cuts for the ten ears. Subtract this total from the perfect score mentioned on the score card and record the diflference in the proper place on the score card. 3. In like manner judge the lo ears for the second point, '^Maturity and Market condition"; then for the third point and so on to the end. 4. If time permits, when you have judged a sample of 10 ears, exchange your sample with some other mem- ber of the class who has judged ten ears and then com- pare results. 92 LABORATORY, FIELD AND PROJECT GUIDE GENERAL GUIDE FOR JUDGING CORN Things to Consider Guide for Cuts. I. All ears should be alike. Color of kernels and of cob, and shape and indentation of kernels should re- semble the variety. Cuts from .1 to i.o for each ear show- ing any difTerences. 2. Corn should be mature and be of grade i. See grading corn at end of this exercise. Cut from .1 to i.o for each immature ear and for each ear not good enough for grade i . 3. a. True to variety. No discolored kernels, b. Cherry red for yellow corn. Glistening white for white corn. Cut from .1 to .5 for each ear showing discolored kernels. Cut from .1 to .5 for each cob ofif color. 4. Should be cylindrical, not crooked or tapering. See illustration. Cut from .1 to 1.0 for each ear not cylindrical. S. See notes on score card. Add excess and deficiencies of the ten ears together and cut i point for each inch. 6. See notes on score card. Cut as for 5. 7. Wedge shape, not pointed, deep. Cut from .1 to .5 for each ear showing poorly shaped kernels. 8. Alike in size and shape. Uniform on each ear. Cut from .1 to .5 for each ear showing uniform kernels. 9. Should be smooth and bright. Cut from .1 to 1.0 for each ear having kernels whose germs are shriveled or discolored. 10. Not contracted or enlarged. Kernels in regular rows. Shank of medium size. JZut from .1 to 1.0 tor each ear having a defective butt. II. Rounded. Completely covered with uniform kernels in regular rows. Cut from .1 to .5 for each ear. 12. No space between kernels in the row at the cob or at the crown of the kernels. Cut from .1 to .5 for each ear. 13. Medium size. Large cob and shal- low kernels gives a low percentage of corn. Percentage of corn 86. Cut from .1 to 1.0 for each ear having a large cob. B. MARKET GRADES OF CORN Explanation. — Only shelled corn is shipped to the large markets. When a carload arrives at a market, a sample is taken by a State Grain Inspector. He sends DECEMBER 93 this sample to the state laboratory where it is graded. Then the whole carload, from which the sample has been taken, is given the grade allotted to the sample. The value of the corn is determined by the grade into which it is put. Daily papers usually publish the current wholesale selling price of each grade of corn. The market grades of corn are here given. RULES FOR GRADING CORN. The following maximum limits shall govern all inspection and grading of com : MAXIMUM PERCENTAGES OF Grade Classification White. Yellow and Mixed Corn Moisture Damaged Corn Foreign material, including dirt cob other grains, fine- ly broken corn, etc. "Cracked" com, not in- cluding finely broken corn. Xo. I No. 2 14.0 ISS 17. 5 19. 5 21. 5 23.0 2 I 8 10 IS I I 2 2 3 5 2 3 4 4 S 7 No. 3 No. 4 . No. s No. 6.. "Sample" See General Rule No. S for Sample Grade. General Rules. — i. The corn in grades No. i to No. 5 inclusive must be sweet. 2. White Corn, all grades, shall be at least 98 per cent white. 3. Yellow Corn, all grades, shall be at least 95 per cent yellow. 4. In addition to the various limits indicated, No. 6 corn may be musty, sour, and may also include corn of inferior quality, such as immature and badly blistered. 5. All corn that does not meet the requirements of either of the six numerical grades by reason of an exces- sive percentage of moisture, damaged kernels, foreign 94 LABORATORY, FIELD AND PROJECT GUIDE matter or ''cracked" corn ; or corn that is hot, heat dam- aged, fire burnt, infested with live weevil, or otherwise of distinctly low quality, shall be classed as sample grade. 6. Moisture percentages, as provided for in these grade specifications, shall conform to results obtained by the standard method and tester as described in Circular ']2, Bureau of Plant Industry, U. S. Department of Agri- culture. Procedure. — i. Grade a quart sample of shelled corn. To do this, take a handful of the corn, spread this out on the desk, and follow the directions given in the Rules for Grading Corn, omitting the moisture test. 2. Into what grade did you put the corn? Why? To the Teacher. — A booklet on market grades of corn and other grains can be secured, free of charge, from the Illi- nois State Grain Inspection Department, Chicago, Illinois. Exercise 6 STRUCTURE OF SEEDS Object. — To make a study of a kernel of corn and of a lima bean seed. Materials. — Soaked kernels of corn and soaked lima bean seeds. A. CORN Procedure. — i. Make an enlarged drawing of a kernel of corn with the germ, or depressed side, toward you. 2. Cut a soaked kernel of corn lengthwise through the center. Draw a picture of the cut surface and label the endosperm, cotyledon, stem, and root. 3. Cut another kernel crosswise in three regions, — one DECEMBER 95 above the little stem, one through the stem, and a third through the region of the little root. Make an enlarged drawing of the lower surface of each of the first three cut sections. Label all parts. 4. What is the function of each part of the kernel? B, LIMA BEAN Procedure. — i. Make an enlarged drawing of the side view of a lima bean seed. 2. Carefully remove the seed coat of a soaked lima bean, being careful not to break off of the seed, the small, peg-shaped structure. Draw the seed as you see. it now. 3. Carefully remove one of the cotyledons so as to leave the little, peg-shaped structure, or root, and the small structures, or leaves, between the cotyledons, at- tached to one cotyledon. Draw the inner surface of this cotyledon showing the little immature plant attached to it. Label parts. 4. How does a bean seed differ from a kernel of corn ? To the Teacher. — A few days before you take up this exercise with the class, soak in a glass of water enough navy bean seeds and kernels of corn to supply the class. Exercise 7 EXAMINATION OF FARM SEEDS Object. — To become familiar with the characteristics of a number of farm seeds, such as clover, alfalfa, tim- othy, etc. Materials. — One ounce samples of three or four com- mon farm seeds. 96 LABORATORY, FIELD AND PROJECT GUIDE Procedure. — i. Place a small teaspoonful of each seed sample on a sheet of white paper. 2. Separate the large, plump seeds from the small, shriveled, or broken seeds, and from other material. Make four groups out of each sample as: — i. Large seeds ; 2. small or broken seeds ; 3. weed seeds ; 4. inert matter as chaff, dirt, etc. 3. Briefly describe the sample you have examined. 4. In like manner examine other samples. Through such exercises as this, learn to detect the difference be- tween high grade and low grade seed. Questions 1. Does it pay to buy low grade seed? Why not? 2. How are seeds commonly cleaned? 3. Should oats, wheat, and other large seeds be cleaned before they are used for seed? To the Teacher. — Some of the members of the class may be able to bring enough of two or three kinds of small farm seeds for this study. If not, buy some from a local mer- chant, or send to a seed dealer. See list, Exercise 8, Feb- ruary. Exercise 8 DIGESTIBLE NUTRIENTS FROM AN ACRE OF LAND Object. — To learn how to find out how many pounds of total digestible nutrients an acre, sown to one of the few common crops, produces. Materials. — Table showing the amount of digestible nutrients in feeds. See table i in the Appendix. Procedure. — i. If the yields of crops indicated below DECEMBER 97 could be grown on one acre of land, which crop would produce the greatest amount of total digestible nutri- ents? 2. To answer this question review Exercise 8, Sep- tember, and then fill out the following table : Crop Yield per Acre Lbs. Lbs. of Digestible Protein Lbs. of Digestible Carbo- hydrates Lbs. of Digestible Fat Total Lbs. of Diges- tible Nutrients (Fat X 2 1^) Alfalfa hay Red clover hay Timothy hay Corn silage 6ooo I Questions 1. Which of the crops mentioned above gives the largest amount of digestible nutrients per acre? 2. Which crop gives the largest amount of protein per acre? 3. Can you suggest what crops it would be most profitable to grow on a small dairy farm? To the Teacher. — Consult Exercise 8, September, for cal- culating "Total Pounds of Digestible Nutrients." This ex- ercise may be assigned for arithmetic work and the results discussed in the agriculture class. Exercise 9 THE INFLUENCE OF DRAINAGE ON PLANT GROWTH Object. — To illustrate how the drainage of free water from the soil benefits plant growth. Explanation. — This is a class exercise. Assist in pre- paring the material. Describe each step under procedure in your notes. 98 LABORATORY, FIELD AND PROJECT GUIDE Materials. — Four large empty tin cans. Procedure. — i. Fill two empty cans, without any holes in the bottom or sides, with a rich light garden soil and plant in each can ten wheat or oat grains. 2. With a nail and hammer make eight or ten small holes in the bottoms of the other two tin cans and a few more holes around the sides of the cans near the bottoms. Fill these cans with the same soil as you did the first two cans. Plant the same number and the same kinds of kernels in each of these cans that you did in the others. 3. Keep all the cans in a warm room, and about twice a week add exactly the same amount of water, ^ to I cupful, to each can. 4. After three or four weeks, describe the results and account for the differences. Questions 1. Why is good drainage necessary for the best growth of plants? 2. How are wet fields generally drained? Exercise 10 GRAIN SURVEY Object. — The object of this exercise is to find how much wheat, oats, barley, and rye are raised in the school district. Procedure. — i. The following outline is suggested for this survey: DECEMBER 99 GRAIN SURVEY Farmer Wheat Oats Barley Rye Acres Yield Acres Yield Acres Yield Acres Yield I. 2. 3. 4- Etc. Bu. Bu. Bu. Bu. 2. Copy this outline on the board and proceed with the survey as outlined in Exercise lo, October. 3. Finally fill out the following suggested record for the totals of each crop. Wheat Oats Barley Rve Acres Yield Yield per Acre. 4. How do the yields per acre of these crops in the district, compare with the yields of the same crops per acre in the county? In the state? Your state abstract from the U. S. census will give the average yields per acre of your county and your state. Project 1 , KEEPING DAIRY FEED RECORDS Object. — To keep a feed record of one or more cows for a month. . Explanation. — With the work thus far outlined in feeding animals, Ex. 5 and 6 in October, and Ex. 5, 6, 7 in November, it should not be difficult to figure the amount of the diflferent kinds of feed fed one or more cows in a month, and to ascertain the cost of the month's feed. 100 LABORATORY, FIELD AND PROJECT GUIDE Preparation. — i. Find out simple ways of weighing the different feeds and provide milk scales or spring bal- ances for weighing the feed. 2. Prepare simple record sheets for recording the weight of each kind of feed as suggested in Exercise 3 of this month. Procedure. — i. When the feed is measured out for the animal, weigh it and record the weight of each kind of feed. See Exercise 3, December. 2. It will not be necessary to weigh the feeds at each feeding, if the proportions remain the same, but when- ever a change is made, be sure to get the accurate weights of the changed feeds. 3. Calculate the total amount of each kind of feed fed each animal during the month. 4. Calculate the cost of each kind of feed for a month, using current prices. 5. Get the total cost of the feed for each animal for a month. Reference.— S, R. S. Doc. 38: U. S. Dept. of Agriculture, Farm Records and Accounts. Project 2 TO KEEP MILK AND BUTTER FAT RECORDS OF THE HOME HERD Object. — To find out how much milk and how much butter fat each cow in the home herd produces in a month. Preparation. — i. Review Exercise 3 of this month. 2. Prepare a milk record sheet as suggested in Exer- cise 3, and make preparations for weighing the milk. DECEMBER loi 3. Review Exercise i of this month, and make prep- arations for sampling and testing the milk. Procedure. — i. Weigh the milk of each cow at each milking and record each weight in its proper place on the milk record sheet. 2. On the fifteenth day of the month, take a sample of the mixed morning and evening milk of each cow in a bottle, and test this sample for the per cent of butter fat. Review Exercise i, December. Find out how much milk and how much butter fat each cow has pro- duced in the first half of the month. 3. Repeat the work for the last half of the month. 4. Determine the total records for the month. THINGS TO OBSERVE IN DECEMBER A good laying flock. Well protected farm imple- A good producing herd. ments. The making of butter and How snow protects winter cheese. crops. A good swine house. Action of ice in forming soil particles. JANUARY Exercise 1 HOW SEEDS GERMINATE Object. — To see how seeds germinate and begin to grow. Materials. — Two pie plates, two pieces of cloth, and about five kernels each of corn, wheat, oats and five bean seeds. Procedure. — i. Place several thicknesses of a clean and damp cloth in the bottom of one of the pie plates. 2. Scatter a few of the four kinds of seeds over this, and cover with another plate. 3. Set the plates aside in a warm place and keep the cloths moist. 4. In about four or five days the seeds will begin to germinate. Study them and learn how they begin to grow. 5. Draw bean seedlings in different stages of growth. 6. Repeat 5 for corn or wheat. QUESTIONS 1. Which of the seedlings studied would have had the most difficulty in breaking through the soil? 2. Through what kind of a soil can beans break most easily, a light soil or a heavy soil? Why? 102 JANUARY 103 To tin- Teacher. — Have the class do this work at home and bring the plates with the germinated seeds to school to study the results and to make drawings. ILLUSTRATING THE PLATE TESTER IN USE. — Courtesy Indiana Agricultural Experiment Station Exercise 2 CANDLING EGGS Object. — To learn how to candle eggs and to be able to tell a bad egg. / 104 LABORATORY, FIELD AND PROJECT GUIDE Materials. — An empty shoe box or a round Quaker Oats box, or a special egg tester. Lamp or Electric - light. Procedure. — i. Make an tgg tester as is shown in the cut. An empty shoe box or a round Quaker Oats box, which will fit over a lamp is all that is needed. Make several holes in the bottom of the box, to admit air. The hole in the side should be smaller than an tgg and on a level with the flame of the lamp. The top of the box should extend above the top of the chimney. An tgg tester from an incubator may take the place of the box. 2. If electricity is available, an electric light may take the place of the lamp, and the bottom and top of the box may be air tight. 3. Night is the best time to candle eggs. 4. Spoiled eggs and eggs having blood spots will show dark masses in the region of the yolk. Good eggs will appear clear before the light. 5. Practice candling fresh, stale, and bad eggs and thus learn to tell fresh and good eggs from stale and bad ones. Questions 1. Why should eggs be tested? 2. How can you tell a stale tgg from a fresh egg? 3. Are eggs showing blood spots suitable for cooking purposes? To the Teacher. — Demonstrate to the class how to test eggs, so that they may be able to make practical use of this exercise at home. Testers coming with incubators may be used if available. 105 io6 LABORATORY, FIELD AND PROJECT GUIDE Exercise 3 TO STUDY THE EFFECT OF LIME ON CLAY Object. — To see how lime causes fine soil particles to gather into small masses. Materials.- — Two glasses or large mouthed bottles. Samples' of clay or loam soil. Lime or lime water. Procedure. — i. Add one or two tablespoonsful of a clay or loam soil to each of two glasses or bottles of water. 2. Stir or shake these well. Add a teaspoonful of powdered lime, or several tablespoonsful of limewater to one of the glasses or bottles and stir well. 3. What difference do you see in the way the soil particles settle, and the way the liquids clear up? 4. The lime causes the particles of clay in the soil to form into tiny clusters and these settle more readily. The process of forming these particles is called floccula- tion. Clay soils are greatly improved by lime. The clustering of the particles makes the soil more porous, and this is a benefit both because it allows air and water to enter the soil more readily, and because it tends to keep the soil from baking, and, therefore, makes the soil more suitable for plant growth. Questions 1. For what purpose is lime usually added to soils? 2. What class of crops are most benefited by lime? Exercise 4 RISE OF WATER IN SOILS Object. — To show how water rises in different kinds of soil and in soil materials. JANUARY 107 Explanation. — This is a class exercise in which the entire class should assist. Each member of the class should follow the outline when writing up the experi- ment. Materials. — About six tall lamp chimneys, cheese cloth, sand, fine gravel, and samples of different classes of soils. Frame to hold the lamp chimneys. DEVICE SHOWING THE MOVEMENT OF WATER IN SOIL. CourtCSy U. S. Depart' nient of Agriculture Procedure. — i. Assist in making a rack as illustrated in the picture, to hold five or six lamp chimneys. 2. Tie a piece of cheese cloth over the end of each chimney. 3. Fill one chimney with fine gravel, one with sand, and the others v^th different classes of soils, all air dried. 4. Place the chimneys, cheese cloth end downward, in the rack so that the lower end of each chimney sinks io8 LABORATORY, FIELD AND PROJECT GUIDE about one inch into a pan of water or into a glass of water under each. 5. Note the difference in the rate and extent of rise in each chimney for one hour, two hours, four hours, and a day. Record the resuUs in tabular form. 6. How do you account for the differences in the rate and extent of the upward movement? 7. This upward movement is due to capillary attrac- tion and we commonly speak of the rise of the water as capillary rise. Exercise 5 HOW TOO MUCH VEGETABLE MATTER CHECKS CAPILLARY RISE OF WATER Object. — To show how a layer of vegetable matter separating two layers of soil checks the capillary rise of water. Explanation. — This exercise should be worked by the class as a whole, each pupil assisting the teacher in get- ting the materials ready. Each member of the class should write up the experiment, and answer the ques- tions. Materials. — Same as used in previous experiment and a handful of cut straw or hay. Procedure. — i. Fill one chimney again with soil simi- lar to that used in the previous experiment in which the water rose to the top. 2. Fill another half full with the same soil and then put in a handful of cut straw or hay to make a layer about I inch thick. Upon this, pour enough of the JANUARY 109 soil to fill the chimney. Set both chimneys in water as before. 3. Note the difference in the extent of the rise of the water in the two chimneys. 4. What may be the effect upon a field of plowing under too much grass or undecayed vegetable matter ? Questions 1. What would happen in 2, under Procedure, if the vegetable matter and soil were well mixed? 2. Describe instances when a farmer may plow under too much vegetable matter. Exercise 6 TO SHOW HOW SOIL WATER ENTERS THE ROOTS OF PLANTS Object. — To illustrate the process of osmosis, or how soil water enters the roots of plants. Explanation. — Two or three pupils working together should be able to set up the materials for this exercise. Each pupil should follow the outline in writing up the experiment. This process may also be illustrated by putting a slice of a potato into salt water and another slice into clear water. Here the movement in and out of the potato is illustrated. Materials. — i. Lamp chimney, Mason jar, skin of a Bologna sausage, and a thick solution of molasses. Procedure. — i. Remove the contents of a link of Bologna sausage, being careful not to rupture the skin. Soak the skin in water a few minutes to remove all the meat particles. no LABORATORY, FIELD AND PROJECT GUIDE 2. Tie a piece of the skin tightly over the small end of the lamp chimney (as shown in the illustration). Pour water into the chim- ney to test how securely you have fastened the skin. It should not leak. 3. Empty the chimney of water and half fill it with a thick solution of molasses, and place the chimney in a Mason jar nearly filled with water. 4. Set the apparatus to one side and note the rapid- ity and height to which the liquid rises in the chimney. 5. The passage of wa- ter through the skin into the molasses is called osmo- sis. Soil water enters the roots of plants by the process of osmosis. (Your physi- ology book may explain this process.) DEVICE Cour ment SHOWING OSMOSIS. — esy Massai of Agriculti Questions 1. What would happen if the molasses solution were in the jar and the clear water were in the chimney? 2. Would plants absorb water from a soil in which there was an over-abundance of soluble plant food? JANUARY III Exercise 7 PLANT FOOD REMOVED BY CROPS Object. — To learn to be able to find out how many pounds of nitrogen, phosphorus, and potassium are taken by crops from the soil when a crop is harvested. Materials. — Table showing the amount of plant food contained in farm crops. See Table 2, Appendix. Procedure. — i. Let us assume that during a period of four years we are harvesting from one acre of land the four crops mentioned in the following: POUNDS OF PLANT FOOD REMOVED PER ACRE Nitrogen Removed Phos- Potas- Value of Crop Yield Weight phorus sium Plant Removed Removed Food Lbs. Lbs. Lbs. Lbs. I Corn 50 bu. 2 Com stover i}4 tons 3 Total 4 Wheat 20 bu. 5 Wheat straw I ton 6 Total 7 Clover hay- I Vo tons 8 Timothy hay I ton 2. Determine the weight of these crops in pounds and, with the aid of Table 2 in the Appendix, determine the amount of plant food removed by each crop. Make no charge for nitrogen in the clover crop because it is assumed that the nitrogen it contains comes indirectly from the air in the soil by the action of bacteria. 3. Find the cost of each element of plant food re- moved by each crop, assuming that a pound of nitrogen is worth 20 cents, a pound of phosphorus 6 cents, and a pound of potassium 10 cents. Record your results in the last column. 112 LABORATORY, FIELD AND PROJECT GUIDE 4. Which crop removed the most plant food? 5. How can this amount of plant food be returned to the soil? Questions 1. Is it necessary to put plant food back into the soil? 2. What would ultimately be the result if no plant food were put back into the soil? 3. What materials do farmers in your community add to the soil to replace the plant food removed? 4. What is the approximate cost of a pound of each of these three elements in a complete fertilizer. (Find out from a local fertilizer dealer.) To the Teacher. — This is a good practical problem in arithmetic involving the use of a table. Assign the exer- cise for arithmetic work and discuss the results in the ag- riculture class. Exercise 8 PLANT FOOD ADDED TO SOILS Object. — To learn to be able to find out how much plant food is added to an acre of land. Materials. — Table showing the amount of plant food in manure and in commercial fertiHzers. See Tables 2 and 3 in Appendix. Procedure. — i. Let us assume that a farmer adds 10 tons of average farm manure and 400 lbs. of phosphate rock to an acre of land in four years. How much plant food is added? Complete the following table. Refer to Tables 2 and 3 in the Appendix. JANUARY 113 POUNDS OF PLANT FOOD ADDED PER ACRE Material Nitrogen Phosphorus Potassium 10 tons manure Lbs. Lbs. Lbs. 400 lbs. phos. rock Total added 2. Does the amount of plant food added equal that removed in the four years of cropping in the previous exercise ? 3. Below are given the important factors necessary for the maintenance of soil fertility: 1. Raise live stock 2. Rotate the crops 3. Grow clover, alfalfa and other legumes 4. Save the barnyard manure 5. Pasture rolling lands to pre- vent washing 6. Add humus — don't burn the stalks 7. Supply needed elements. ■ — International Harvester Co. In place of the elements of plant food nitrogen, N, phosphorus, P, and potassium, K, the term ammonia NH3, "phosphoric acid" P0O5, and potash K2O, are often used. These last three substances are simple compounds containing elements nitrogen, phosphorus, and potassium. To change: — Nitrogen to Ammonia, multiply by 1.2 Phosphorus to "phosphoric acid" multiply by 2.3 Potassium to potash, multiply by 1.2. Exercise 9 CROP ROTATIONS Object. — To make an outline of a number of crop rotations. 114 LABORATORY, FIELD AND PROJECT GUIDE Explanation. — WHY CROP ROTATION IS PROFITABLE 1. Helps maintain soil fertility 2. Improves physical condition of soil 3. Combats weeds, insects and plant diseases 4. Prevents washing of soil 5. Furnishes a variety of feed 6. Distributes farm work throughout the year 7. Leads to live stock farming 8. Insures against crop failure 9. Means living on the farm. '>M:'' Seeded to Clover Clover ,\^ ^ lllued tidifl^ ^ ACult VdledCrop l( A COMMON FOUR YEAR ROTATION Field First Year Second Year ' Third Year Fourth Year A Clover Mixed Hay Corn Small Gram B Mixed hay Corn Small grain Clover C Corn Small grain Clover Mixed hay D Small grain Clover Mixed hay Corn Courtesy Wisconsin Agricultural Experiment Station Procedure. — i. An outline for a common three year rotation of corn, oats, and clover is: — oats clov( clover corn corn oats JANUARY 115 Field A. Field B. Field C. First year corn Second year oats Third year clover 2. Make a similar outline for a four year rotation. 3. For a five year rotation. 4. Make an outline of some of the rotations prac- ticed in your community. Questions 1. How does the rotation of crops help in maintaining soil fertility? 2. How does crop rotation improve the physical condition of the soil? 3. How does the rotation of crops combat weeds, insects, and plant diseases? Exercise 10 FARM CROP BOOKLET Object. — To make an il- lustrated booklet describing the common farm crops of the community. Materials — An old seed catalog. Procedure. — i. Read again Exercise 9, October, "Poul- try Booklet.*' Follow these directions, making them applicable to a farm crop booklet. Cut your illustra- tions from an old seed cata- ^^^p^^ ^f good agricttltural 1/-xrt- T^^^rr^4^^ ^^^ r^^ + ,„ ^ BOOKLETS. — Couvtesy Interna- log. Devote one or t V^ O tional Harvester Co. Ii6 LABORATORY, FIELD AND PROJECT GUIDE pages to each crop, and include all the important crops of the community. Exercise 11 SILO SURVEY Object. — To find out how many silos there are in the school district. Procedure. — i. Read Exercise ii in September and Exercise lo in October. Follow the same general direc- tions and gather the data suggested below, in making the silo survey. SILO SURVEY School District No Town of. . Date Co. Name of Farmer Kind of silo Diameter ft. Height ft. Capacity in tons Acres required to fill X. 2. 3. Project 1 CHECKING UP THE HOME HERD Object. — To find out the value of the milk which the cows of a herd are producing in a period of six months or a year, to find out the cost of the feed fed to these cows during this same period, and finally, to find out the profit each cow is making over the cost of her feed. Explanation. — ^In this project we are going to try to do exactly what a cow testing association does. There are two parts to the project, keeping the milk and butter fat records, and keeping the feed records. The work of these parts has been explained in Exercise 3, De- cember. JANUARY 117 Preparation. — i. Study Exercise i, December, again. 2. Learn how to keep feed and milk records. 3. If possible, study the records of a member of a cow testing association. Get a milk weighing scales for weighing the milk and feed. 4. Make the feed and milk record sheets. See Exer- cise 3, December. 5. Tack these up in a convenient place. Procedure. — i. Weigh the milk of each cow at each milking and record the weight in the proper place on the milk sheet. 2. Find out what the daily ration for each cow is and record this on the feed sheet. Get the current price of each feed to make the proper charges. 3. Once or twice a month, test the milk, and deter- mine the amount of fat each cow has produced, as sug- gested in Project 2, December. Keep posted on the selling price of milk or cream. With these figures, find the value of each cow's milk product for each month. 4. Determine, monthly, the cost of feed per cow. Keep posted on the market value of feeds. See Project I, December. 5. Determine the profit over the cost of feed per cow for each month, also the profit over the cost of feed for each cow for the entire period. See Exercise 3, De- cember. THINGS TO OBSERVE IN JANUARY Silos and silage Care of farm manure Ventilating systems in barns Wind breaks Commercial tgg candling A cow tester at work Wintering of beehives FEBRUARY Exercise 1 WATER CAPACITY OF SOILS Object. — To show that different classes of soils vary in the amounts of water they can hold and that decayed vegetable matter increases a soil's power to hold water. Explanation. — This is an exercise to be worked by the class as a whole. Each member of the class is supposed to assist in getting the apparatus ready and to help in the working of the experiment. Each member, also, should briefly write up an account of the experiment, fill out the table, and answer the questions. Materials. — Samples of sand, loam soil, clay soil, leaf mold or peat, five tin cans, a spring balance, a nail, and a hammer. Procedure. — i. With a nail and hammer punch 8 to lo small holes in the bottom of each of the five tin cans. Also punch two holes in the tops on opposite sides. Run a strong string between these top holes, that you may be able to weigh the can. You may, in this exercise, use the lamp chimneys used in Exercise 4, January, in place of the tin cans if desired. 2. Weigh each can with a spring balance. Record the weight in the tabulated suggested form. After weighing, fill each can two-thirds full, respectively, with 118 FEBRUARY 119 sand, loam soil, clay soil, leaf mold or peat, and with one-half sand and half leaf mold or peat, and weigh each again. Record weights. 3. Add water to each can until its contents are thor- oughly wet. Allow all the free water to drain off ; then weigh each can again. Record weights. 1. Weight of can 2. Weight of can and soil 3. Weight of soil 4. Weight of both with water. . 5. Weight of water retained .... 6. Per cent, of water retained . . Sand Loam Clay Peat Sand and Peat 5. Which material held the most water? What was the per cent of increase in the amount of water held when peat or leaf mold was added to the sand? Would manure increase the water capacity of a soil? Exercise 2 DOWNWARD MOVEMENT OF WATER IN SOILS Object. — To Study the rate of the downward movement of water in soils and to show how this can be increased and decreased. Explanation. — This is a class exercise. Each mem- ber should assist in getting the apparatus ready, and in performing the experiment. Also, each pupil in the class should write up briefly the experiment, copy the table, in- sert the obtained data, and answer the questions. Materials. — Five lamp chimneys used in Exercise 4, January, or five tin cans used in the previous exercise. Sand, loam, clay, peat or leaf mold. 120 LABORATORY, FIELD AND PROJECT GUIDE Procedure. — i. If lamp chimneys are used, tie a piece of cheese cloth over the lower end of each. Fill the five lamp chimneys about four-fifths full, respectively, with sand, loam, clay; one-half sand and half peat or leaf mold ; and one-half clay and one-half peat. Where two kinds of materials are used in one chimney mix the substances well before putting them into the chimney. 2. Fill the lamp chimneys with water and note the amount of time it takes for the water to pass through each material. Record resulfs in tabulated form. Material Time Material Time Sand Loam Clay Sand and peat Clay and peat 3. Why does water move most rapidly through the sand? 4. Why does it move most slowly through the clay? 5. What was the effect of adding peat or leaf mold to the sand? To the clay? Can this be done by a farmer as a practical measure? How? Exercise 3 MOISTURE AND SOIL TEMPERATURE Object. — To show that when moisture is evaporating from *a substance, its temperature is lower than that of a similar substance which is dry. Explanation. — This is a demonstrational exercise. It is to be performed by the class as a whole. Each pupil FEBRUARY 121 should assist in conducting the experiments. Each pupil should take notes, and should write up the experiment, answering all questions. Materials. — Two thermometers, a drinking glass, two jars of soil, a piece of cheese cloth. Procedure. — i. Take a piece of cheese cloth about four inches square. Roll this around the lower end of a thermometer so that about one inch projects up around the bulb. Tie the cloth to the thermometer. 2. Hang the thermometer over a glass of water in such a manner that the cloth reaches into the water and the bulb is a little above it. 3. Let another ordinary thermometer hang near the first one but outside of the glass. 4. In about 30 minutes read both thermometers and take the temperature of the water. 5. Why is the wet bulb thermometer colder than the air and the water? 6. Put a thermometer in a jar of wet soil and one in a jar of similar dry soil. After an hour read the ther- mometers. Results ? Questions 1. How would you expect the temperature of low wet soils to compare with that of dry upland soils in a field? 2. What kinds of soils are best suited for the production of early crops? 3. Would clay and sandy upland soils, similarly located, have the same temperature ? 122 LABORATORY, FIELD AND PROJECT GUIDE Exercise 4 INJURIOUS EFFECTS OF TOO MUCH FERTILIZER Object. — To see what will happen when too much commercial fertilizer is added to growing plants. Explanation. — This exercise is not to be performed individually, but by the class as a whole. Each member of the class should write up the experiment and answer the questions. Materials. — Three large flower pots, or large tin cans with six or eight small holes punched in the bottoms and around the sides near the bottoms. Loam soil, oats. Procedure. — i. Thoroughly mix enough soil to fill the three flower pots or tin cans. Have the soil moist. Fill the three pots or cans with this soil to within one, inch of the tops. 2. Plant eight or ten grains of oats in each of the three pots or cans. Water and set aside in a warm place. Keep the soil moist. 3. When the oats are about three inches high, add merely a pinch of some complete commercial fertilizer to one pot at each watering. To the second add a table- spoonful of the fertilizer. Add nothing to the third. 4. After two or three weeks note and describe the results as illustrated by the growth in each pot. 5. What was the effect of adding too much fertilizer? How do you account for this ? See Exercise 6, January. Questions I. If 1,000 lbs. of a commercial fertilizer were added to an acre of soil seven inches deep, the estimate weight of FEBRUARY 123 which is two million lbs., how much fertilizer at the same rate would need to be added to the soil in the flower pot? 2. Are commercial fertilizers used in the community? What kinds? 3. Where are commercial fertilizers extensively used? Why? 4. Are all soils benefited by the same kind of commer- cial fertilizers? Exercise 5 ACTION OF ACIDS ON LIMESTONE Object. — To study the action of acids such as vinegar or lemon juice, on limestone, marble, and old plaster. Materials. — Acid, vinegar, or lemon ; limestone, mar- ble, or old plaster ; and drinking glasses. Procedure. — i. Put a piece of limestone, marble, or old plaster in a glass or a piece of each in three different glasses, if you have them, and add a little acid to each. Try the same, adding instead of the acid, vinegar or lemon. . 2. Does the solution bubble? The gas given off is carbon dioxide and this shows that the material was a carbonate. 3. Repeat, using tablespoonfuls of different samples of soil, instead of the limestone marble or plaster. Re- sults? When a soil gives oif bubbles, on the addition of an acid, it is a sign that it is not sour, because the bubbling shows the presence of a carbonate and a car- bonate wall neutralize or destroy any acid in the soil. 4. Try the test at home with some of the soil from your farm. 124 LABORATORY, FIELD AND PROJECT GUIDE Questions 1. Why do farmers add ground limestone to their soils? 2. Do the farmers in your community lime their soils? 3. What is considered a good application of ground lime- stone per acre? Exercise 6 STUDY OF A MOLD Object. — To become acquainted with the dififerent parts of a mold and to see how molds produce spores. Explanation. — This exercise should be worked at home by each member of the class. If the school has a microscope, one or two pupils should bring the mold to school for microscopic study. Molds and mold-like plants, such as the blight, mil- dew, smut, and rust are fungi. The plant bodies of these fungi consist usually of many thread-like, branch- ing cells. These cells spread out over and down into the substances upon which they grow. In the smuts and rusts the cells are entirely within the plants upon which the fungi grow. These fungous plants produce milHons of very small, powder-like spores, easily carried by the wind. Each spore is capable of developing into a plant like the one which produced it, wherever the conditions are favorable. This group of fungous plants do many milHons of dollars worth of damage each year in destroying food and crops. Materials. — A drinking glass, a saucer, blotting paper, bread, and bread crumbs. Procedure. — i. Cut two or three thicknesses of blot- FEBRUARY 125 ting paper to fit the bottom of the saucer. Moisten the paper and put it in the bottom of the saucer. 2. From some bread, three or four days old, cut a piece about two inches square and two inches high. Moisten this with warm water and place it on the blot- ting paper in the saucer. 3. Sprinkle a few fine bread crumbs, taken from the bread box, over the piece of bread in the saucer, and cover the piece of bread with a glass tumbler. 4. Set the saucer in a warm place and examine it from day to day. When the blotting paper looks dry add a little water to it to keep it moist. 5. After a week or so you will notice a growth of very slender white threads forming on the bread. This is the growing mold and the mass corresponds to the root, stem, and leaves of higher plants. 6. A few days later little round black balls should be seen on the outer ends of some of the thread-like struc- tures. These black balls are the spore cases and contain many little spores. In time the spore cases will become so numerous as to give the mold a black color. 7. If the school has a microscope, mount some of the spore cases on a glass slide and examine them. De- scribe what you see. Make a few drawings. Exercise 7 STARCH IN SEEDS Object. — To test seeds for starch. Materials. — Alcohol lamp, iodine solution, various seeds, test tubes. 126 LABORATORY, FIELD AND PROJECT GUIDE Procedure. — i. Cut each of four or five kernels of corn into two or three pieces. Place these in a test tube containing a little water. 2. Heat the contents of the test tube for a few min- utes ; then slowly add a few drops of iodine solution. 3. If enough iodine solution is added, the liquid in the tube will turn blue. The blue color obtained by means of the iodine solution is a test for starch. 4. Test other seeds and substances for starch in a similar manner. Questions 1. What other foodstuffs are found in seeds? How could you make a test for these? (See Chapter 13, "An In- troduction to Agriculture," or consult a physiology text book.) 2. What seeds are commonly used to make starch? 3. What seeds contain much oil? Protein? See Table 2, Appendix, in "An Introduction to Agriculture," or Henry and Morrison's "Feeds and Feeding." To the Teacher. — For 5 cents any druggist will sell you a small bottle of a solution of iodine to use in this exercise. Exercise 8 STUDY OF A SEED CATALOG Object. — To get familiar with the names of the good varieties of the common vegetables. Materials. — Vegetable seed catalogs. Procedure. — i. On the extreme left hand side of a sheet of your note book paper, write in a vertical column the names of all the kinds of vegetables grown in the home garden last year. If necessary, get your parents to help you complete the list. FEBRUARY 127 2. Add to the list names of other common vegetables that may be planted in your garden. 3. Study a seed catalog and determine the names of one or two good varieties of each of the vegetables you have on your list. Write the names of these varie- ties to the right and on the same lines with the names of the vegetables. If there are early and late varieties, list them as suggested. 1. Cabbage, Early Jersey Wakefield; Flat Dutch, late. 2. Peas, Nott's Excelsior, early ; Improved Stratagem, main crop. 4. Take the list and the catalog home. Discuss the list with your parents. Make changes if suggested. 5. Keep the list for use in Exercise 2, March. To the Teacher. — Take one vegetable at a time and let the pupils look up in the seed catalogs the descriptions of the different varieties. The class should then decide which va- rieties are best adapted to the soil and the climate of the community. Send to your nearest seed merchants for enough seed catalogs to supply the class, or, better still, let each member of the class send for one. These firms issue good catalogs : Northrup and King, Minneapolis, Minn. ; Vaughan's Seed Store, Chicago, 111. ; W. Atlee Burpee & Co., Philadelphia, Pa.; Peter Henderson & Co., New York City, N. Y. Exercise 9 ORIGIN OF BREEDS OF CATTLE Object. — To draw a map to show where the different breeds of cattle originated. 128 LABORATORY, FIELD AND PROJECT GUIDE Materials. — Geography. Procedure. — i. From your geography, copy a small map of northwestern Europe. This map should show Switzerland, Holland, Channel Islands, and Great Britain. 2. On this map, shade those places, or portions of places, where the following breeds of cattle originated: Dairy Breeds Holstein Ayrshire Jersey Dutch Belted Guernsey Meat Breeds Brown Swiss Shorthorns Galloway Herefords Aberdeen-Angus 3. Briefly discuss the origin of each breed mentioned above. 4. A similar map showing the origin of the breeds of horses may be made. To the Teacher. — This would be a good exercise to add to Exercise 9, November, "Making a Dairy Cattle Booklet." References.— F. B. 612: Breeds of Beef Cattle. F. B. 893: Breeds of Dairy Cattle. "An Introduction to Agriculture," Chapter 23. Breeds of Light Horses, F. B. 952. Breeds of Draft Horses, F. B. 619. Exercise 10 LEADING ALFALFA GROWING STATES Object. — To make a map showing the states leading in the production of alfalfa. Materials. — Outline map of the United States, Agri- cultural Yearbook. Procedure. — i. Enumerate in a tabular form the ten FEBRUARY 129 states leading in the production of alfalfa. Consult the latest Agricultural Yearbook. State Acreage Total Yield Yield per Acre GOODC'S SERIES OF BASE MAPS. No. 10 2. On an outline map of the United States shade these states and write in each the total acreage of alfalfa. 3. Discuss the map. 4. A similar exercise may be devoted to any of the other crops grown in the community. Questions 1. Why is more alfalfa grown in western than in eastern states ? 2. Why is alfalfa an important crop to grow? 130 LABORATORY, FIELD AND PROJECT GUIDE Exercise 11 RAISING SEEDLINGS IN FLATS Object. — To learn how to raise plants in shallow plant boxes or flats. Materials. — A number of flats of shallow plant boxes 2 to 3 inches deep, measuring 12 x 18 inches. Rich garden soil, sand, and seeds, coarse and fine sieves, fine gravel, or cinders. A FLAT WITH SEEDLINGS. WHY NOT RAISE YOUR OWN PLANTS? CoUVtesy U. S. Department of Agriculture Explanation. — Many greenhouse men sow all the seed for early plants in flats or shallow plant boxes. These flats are then placed on the benches in the greenhouse or in the hotbeds. Flats are easily carried about; they make the sowing and transplanting easy, are of great convenience in taking the plants to the field or to the market. Flats are also used in planting seeds in the house or cellar for early plants. Procedure. — i. Spread a layer of fine gravel or sifted cinders y^ inch deep in the bottom of the flats to aid in draining ofif free water. FEBRUARY 131 2. Mix good garden soil with a little coarse sand until the soil is light and crumbly. Add water to the mixture to get it moist. 3. Run this through a 34 inch sieve and fill the flat with the sifted soil. Slightly press the soil in the flat with a piece of 2 x 4. 4. Run some of the sifted soil through a finer sieve made of window screening and almost fill the box with the fine soil. Level this with a scraper. 5. Make little furrows ^g to Ya- inch deep about two inches apart. In these sow the seeds about ten to an inch. 6. Cover lightly the seeds. Press the soil and sprinkle with a fine spray, being careful not to wash out the seeds. 7. Set the flats in a warm, light place, and keep the soil moist. FLAT, OR TRAY, FOR EARLY SOWING OR FOR TRANSPLANTING, WITH MARKER FOR MAKING HOLES IN THE SOIL INTO WHICH THE SEEDLINGS ARE SET. — Courtesy U. S. Department of Agriculture 8. When the plants have their second leaves or about four weeks after the seeds were planted, thin them to stand about two inches each way. 9. Plant those plants you have removed in other flats. (Read Exercise 4 in May.) References. — F. B. 8i8: The Small Vegetable Garden. Any vegetable garden book. 132 LABORATORY, FIELD AND PROJECT GUIDE Exercise 12 ORCHARD SURVEY Object. — To make an orchard survey of the school district. Procedure. — i. The following is a suggested outline for an orchard survey of the school district. Orchard Survey School District No. Town of. Co. Date. I. 2. 3. Etc. Farmer Number of apple trees Yield in bushels last year Number of cherry- trees Yield in bushels last year Spraying 2. To the list given above may be added other fruit trees if they are common to the community. 3. For general directions in gathering the information, see Exercise 11, September. 4. In column headed spraying, state whether or not orchard was sprayed. Project 1 RAISING FLOWER SEEDLINGS Object. — To raise flower seedlings for home use. Explanation. — Any boy or girl who loves flowers can FEBRUARY 133 grow many of them by starting the plants indoors late in February, or early in March. Preparation. — i. Make a study of seed boxes or flats. Try to see some. 2. Make a study of the best soil for seed boxes and of how this is mixed. 3. What common flowers should be started indoors at this time of the year? 4. Where are good places in which to keep the seed boxes? How often should they be watered? 5. When should the plants be transplanted? 6. Read Exercise 11, February, and Exercise 4, May. Operation. — i. Order the seeds. 2. Make the seed boxes. 3. Prepare the soil and fill the flats. 4. Sow the seeds, water the soil. 5. Take proper care of the plants. Transplant to proper intervals. 6. Sell surplus plants. 7. Keep accurate account of all your time and ex- penses and determine the cost of raising the seedlings. References. — "An Introduction to Agriculture," Chapter 17. Any vege- table garden book. F. B. 255: The Home Vegetable Garden. F. B. 818: The Small Vegetable Garden. Project 2 RAISING VEGETABLE SEEDLINGS Object. — To raise vegetable seedlings for the home garden. Explanation. — Any boy or girl in the upper grades should be able to raise tomato, cabbage, cauliflower, 134 LABORATORY, FIELD AND PROJECT GUIDE head lettuce and other seedHngs for the home garden. This may be done in seed boxes or in hot beds, or better still, by a combination of both these methods. Preparation. — 1-5. Review articles 1-5 in previous project. HE ^x 9HHHEIH^'M^K^I ^^■^^^„.,,^§ap^*ta«4.« SMALL SEEDLINGS TRANSPLANTED INTO PAPER BANDS. — Courtcsy Indiana Agri- cultural Experiment Station 6. Make a study of hot beds and cold frames. Decide which you want to use. Operation. — 1-6. Review the similar articles on the previous project. References. — See previous exercise. THINGS TO OBSERVE IN FEBRUARY The scales covering buds The buds of some common trees How frost helps in soil for- mation Common blemishes on horses The birds that stay with us all winter How some animals spend the winter. MARCH Exercise 1 TESTING SEED CORN Object. — To learn how to test seed corn. Explanation. — Why seed corn should be tested. Testing enables one to discard weak and dead ears. Weak and dead seed means a poor stand. A poor stand means a poor crop. To plant a dead ear means 500 to 700 missing stalks. It is only good business to know what we are planting. Like tends to produce like. If we want good corn we must plant good corn. We cannot guess how corn will grow. Testing shows how the corn will grow. Materials. — Seed corn testers, muslin, sawdust, corn. A. Sawdust Box Method Procedure. — i. From any old lumber make a box 4 inches deep and 19 inches wide and 24 inches long, inside measurements. The bottom boards should be y% of an inch apart to permit good drainage. This box will be large enough to test 48 ears of corn. A box 30 X 30 inches will test 100 ears. 135 136 LABORATORY, FIELD AND PROJECT GUIDE TACKING TliK .MARKl.l) (I.OTII FIRMLY OVER THE SAWDUST TO THE CORNERS OF THE TESTER. — Courtesy International Harves- ter Co. 2. Half fill the box with clean sawdust which has been thoroughly soaked in hot water. Pack this firmly and level the surface. 3. Take a piece of firm muslin. Mark ofif on it, with a soft pencil, 48 two and one-half inch squares and leave a two inch margin on all four sides. Number the squares i to 48. Wet this muslin and tack it at the four corners of the box so as to hold the cloth tightly in place, so that the corn will not be disturbed. 4. Number 48 ears of corn, or place them so that you can keep track of the number of each ear. Take six kernels from ear one, two from near the top, two from the center, and two from near the bottom, and place these in square I. Have the germ sides up and all the tips pointing in one direction. Continue this with all 48 ears. 5. Cover the kernels with another piece of moistened COVERING THE KERNELS WITH THE SECOND CLOTH. IT, TOO, SHOULD BE TACKED TO THE TESTER. — Courtesy International Harvester Co. MARCH 137 SPREADING THE LARGE CLOTH OVER THE TESTER TO HOLD THE TOP LAYER OF SAWDUST. — Courtesy In- ternational Harvester Co. muslin and tack this in the four corners. 6. Over this place still another piece of muslin large enough to overlap by 10 inches on all four sides of the box. Pour into this cloth enough moistened sawdust to fill the box. Pack the sawdust and turn in the ends of the cloth. 7. Keep the box in a warm room and raise it about an inch at one end so that the tip of the kernels point downward. 8. After seven or eight days, remove the cloth with the sawdust, then carefully remove the second cloth, and record the results of the test. 9. Write numbers from I to 48 on a sheet of paper, and after each number, write figures such as 6-0-0, 0-6-0, or 0-0-6, the first figure in- dicating the number of strong kernels, the second, the number of the weak ones, CLOTH OVER THE TOP LAYER OF SAWDUST. J ,1 4-1, ,V ,4 i-Ua —Courtesy International Harvester Co. aUQ tnc imro, mC FOLDING THE PROJECTIONS OF THE LARGE CLOTH OVER THE TOP LAYER OF SAWDUST. 138 LABORATORY, FIELD AND PROJECT GUIDE dead ones. Only the ears testing 6-0-0 should be used for seed. ■j%t \^ w — 1^^^^ t//v^ ■ ^ -y\ ^,^'^A m Ski^ ' p K i \^iy7Y% • I s^^iuhr -% '^m, ■Hi^i^l I ' i '^ '1 1^ , 1/ mi WHAT A PORTION OF THE TESTER LOOKS LIKE AFTER THE CORN IS UNCOV- ERED. DID IT, IN THIS CASE, PAY TO TEST THE CORN? Coiirtesy WiscOtlsiu Agricultural Experiment Station Questions 1. What is gained by testing shelled seed corn? 2. Which kind of seed corn is the better to buy, ear corn or shelled corn? 3. Why should the cloths and sawdust be scalded the second time the tester is used? B. The Rag Doll Method Procedure. — i. Procure a piece of well washed, tightly- woven muslin about 10 inches wide and 28 inches long. MARCH 139 In the center of this, mark off ten 2^ inch squares, five on a side. This will leave a 2)^ inch margin at each side, and a 7%-inch margin at each end. Number the squares from i to 10. 2. Arrange 10 ears of corn so that you can keep track of the numbers. Place 6 kernels from ear i in square i, ROLLING UP A RAG DOLL TESTER. — Couvtesy Uuivcrsity of Wisconsin tips pointing to one side and germs sides up. Continue this for the ten ears. 3. Place two handfuls of soaked sawdust on the lower end of the cloth and roll up the cloth loosely. 4. Tie a string around each end and around the center. Make an arrow to indicate the direction the tips are pointing. 5. Put the rag doll in water over night. The next morn- ing, pour off the water and cut the strings. Put the doll in a bread pan. Raise one end an inch so that the tips 140 LABORATORY, FIELD AND PROJECT GUIDE point downward. Keep the pan in a warm room and keep the doll moist by occasional watering. Keep the pan partly covered. 6. After seven or eight days, carefully unroll the doll and record the results as suggested in the sawdust box method. 7. If you wish to test very many ears of corn by this method, make the cloth 13 inches longer, and then you can test 20 ears at a time. 8. A bread pan will easily accommodate three rag . dolls. If a pail is used in which to keep the dolls instead of a bread pan, you can accommodate many more. Questions • I. Which method of testing corn do you prefer? Why? 2. With which method must you be most particular? Why? To the Teacher. — Demonstrate these exercises in the school room, getting the pupils in the class to assist you. Encourage the class to test seed corn at home. F. B. 948, The Rag Doll Tester gives good suggestions. Exercise 2 PLANNING THE HOME GARDEN Object. — To plan the home garden so that the work may be systematized, no space wasted, and all the dif- ferent desired varieties of vegetables given the proper amount of space. Materials. — Ruler, tape, or rod stick. Procedure. — i. Determine the exact size of the home garden by careful measuring. MARCH 141 2. Consult your parents and obtain both a list of the various vegetables to be grown in the garden, and also an idea of the amount of space in rows, to be devoted to each kind of vegetable. Exercise 8, February. 3. Look up the cultural directions given for each variety in a seed catalog and in Table 11, Appendix. Find out how far apart the rows should be and how far apart the seeds are to be planted in the row, accord- ing to the method of cultivation you are going to use. 4. Make an outline of the garden, drawn accurately to some scale, such as making ]/\ or ^ inch on paper equal to one foot of the garden. 5. Indicate, by light lines on the garden map, the rows of vegetables. Have the proper distances between the rows. Place on the plan the names of the vegetables to be grown and give to each its proper proportion of space. 6. Show the plan to your parents, discuss it with them, and make suggested changes. If necessary, make a revised plan. 7. Determine the number of linear feet for each kind of vegetable, and the quantity of seed required. 8. Determine, with your parents, having the notes from Exercise 8, February, with you, the variety and amount of each kind of seed to order. Order the seeds early. 9. Keep the plan to use in staking out and planting the garden. 142 LABORATORY, FIELD AND PROJECT GUIDE SUGGESTIVE PLAN OF A GARDEN I' Corn or Potatoes iH' Spinach or Onion Sets iH' Corn or Potatoes 2K' Beans follow with Turnips 2' Beans follow with Lettuce 2' Spinach or Onion Sets 2' Spinach follow with Tomatoes 2' Early Beets and Carrots 2' Swiss Chard or Parsnip 2' Peas follow with Beans 2>^' Peas follow with Beans 2' Radish and Lettuce follow with Beets l' Suggestive Garden Plan, Scale yi = \ . Garden is 24^ ft. wide. Rows may be as long as desired. Exercise 3 HOTBEDS Object. — To make a hotbed. Materials. — Lumber, nails, tools, fresh horse manure, soil. Explanation. — This is a splendid exercise for the boys MARCH 143 of the agriculture class ; they should build a hotbed either on the school grounds or on the home farm of one of the boys living near the school. Procedure. — i. Study the sectional view of a hotbed shown below. 2. Plan to locate the hotbed on the south side of some building. Make it to fit the sash you are going to use. A storm window will answer well. HOTBED SHOWING PLAN OF CONSTRUCTION. — Couitesy Pennsylvania State Board of Agriculture 3. Make the frame 28 inches high in the front, 34 inches in the back, and a few inches shorter and narrower than the sash. Fit the sash to the frame before you nail it together permanently. 4. Make an excavation about two feet deep and a few inches longer and wider than the frame; then set the frame in it as shown in sketch. 5. Fill the hotbed with fresh horse manure and tramp this down firmly to make a layer 18 inches deep. Level the surface and place about 4 inches of a rich garden loam upon the manure. 144 LABORATORY, FIELD AND PROJECT GUIDE 6. Bank the outer sides with manure. 7. Cover with the sash and place a thermometer in the hotbed, inserting it a few inches in the soil. After the heat has reached its maximum and subsided to about 80°, plant the seeds in rows about 4 inches apart. 8. Water often enough to keep the soil moist but only in the morning. Regulate the temperature by raising and lowering the sash. On clear warm days remove the sash entirely. Questions 1. Why use only horse manure? 2. What is the danger of keeping the soil too moist? 3. How can you protect the hotbed during cold weather? Exercise 4 A COLD FRAME Object. — To make a cold frame. Materials. — Lumber, nails, tools, sash or muslin. Explanation. — The cold frame is used to harden plants grown indoors, and to raise plants after the soil and weather have become mild. No manure is used in a cold frame. Procedure. — i. Decide how large the frame is to be. Make a frame 8 inches high in the front, and 14 or 16 inches high in the rear, and just a little shorter and nar- rower than the sash or muslin to be used. 2. Place the frame in a sheltered position facing the south. Spade the soil within it, and, if necessary, add some good rich soil. 3. Bank the outer sides with manure or soil. 4. Plant seeds in the soil as directed in previous ex- ercise. MARCH 145 5. Cover the frame with musHn during cold nights and chilly days. To the Teacher. — As a demonstration get several of the boys in the class to build a cold frame, to be used either on the school grounds, or at the home of some member of the class. Exercise 5 TREE PLANTING Object. — To learn how to transplant properly a tree. Materials. — Spade, pruning shears, a tree. Explanation. — Each year the teach- er and the class should plant a tree on or near the school grounds. This exer- cise should be carried out by the class as a whole. Procedure. — I. Carefully dig up a small ,tree from a wood lot, being care- ful to disturb the roots as little as pos- sible. 2. Dig a hole large enough to take all the O A CUT SHOWING HOW LARGE TO MAKE THE rrkOfc in fV(/=»ir noflll-o1 HOLE AND HOW TO SPREAD THE ROOTS ruuis m tneir natural ^^^^ planting trees and shrubs.— position and deep f/SfJ-i ^'''^'" Nurseries Co., Neosho, 146 LABORATORY, FIELD AND PROJECT GUIDE enough to allow the tree to be planted a few inches deeper than it has been. If soil appears to be dry pour a bucket of water in the hole. 3. Cut off any bruised or broken roots, and the rough ends of the large roots, with smooth cuts. 4. Place the tree in the hole and press the dirt very firmly about the roots so that the roots come into close contact with the soil. Fill the hole and leave the top few inches of soil loose. 5. Prune back the top of the tree fully one-half, and cut out all unnecessary branches to give the transplanted tree a good shape. Questions 1. Why cut off about Yz of the top of the tree after transplanting? 2. When is the best time to transplant trees? 3. Why leave the top few inches of soil unpacked? Exercise 6 PREPARING THE GARDEN Object. — To prepare the garden soil. Materials. — Spade or garden fork, rake, manure. Explanation. — Each spring the pupils should assist their teacher in all the different operations of prepar- ing a garden. This may be done on or near the school grounds or at the home of one of the pupils who lives near by. In writing up the exercise each member of the class should follow the outline given below. Procedure. — i. See that all rubbish which will not readily decay is removed from the garden spot. MARCH 147 2. Apply some well rotted manure, if available, to the garden. Usually 20 loads or tons per acre is considered a good application. According to this scale, how many loads or tons would be a good application of manure for the intended garden? 3. If the garden is large enough and conveniently located, it should be plowed and harrowed. If it must AFTER THE MANURE IS EVENLY SPREAD, SPADE AS DEEPLY AS POSSIBLE WITH- OUT BRINGING ANY RAW SUBSOIL TO THE SURFACE. CoUrtCSV W. Atlee Burpee & Co., Philadelphia, Pa. be spaded, spade 8 to 10 inches deep. As soon as a spade full of earth is turned over it should be broken up by blows with the implement. 4. After a strip three or four feet wide across the garden has been thus broken, fine and smooth the surface with a garden rake. 5. Take a handful of the soil from each of several places to be tested for acidity. (See following exercises.) 6. If commercial fertilizer is to be used, apply half the 148 LABORATORY, FIELD AND PROJECT GUIDE proper amount now to the prepared soil, and rake it in. Apply the other half, between the rows, after the plants are started. Fifteen hundred pounds of an average com- plete fertilizer is a good application when no manure is used and 300 to 500 lbs. when manure is used. According to this scale how much could be safely applied to the garden which has been prepared? THE HANDFUL OF FERTILIZER BEING DROPPED INTO EACH HOLE WILL BE WELL MIXED WITH THE SOIL BEFORE THE PLANT IS SET. CourteSy W. AtleC Burpee Co. 7. Wood ashes make a good fertilizer and 1000 lbs. of unleached wood ashes per acre is a good application. According to this scale how much could safely be applied to this garden? 8. If the soil is sour, this is a good time to sweeten it. 9. After every rain, or whenever many weeds begin to show, cultivate or rake the garden. This process also conserves moisture as shown in Exercise i, April. MARCH 149 Questions 1. Which is the best time to plow or spade a garden, the fall or spring? Why? 2. Why add lime or fertilizer after plowing or spading, instead of before? 3. Why add manure before plowing? 4. When is the soil in a good condition to plow or spade ? Exercise 7 TESTING SOILS FOR ACIDITY Object. — To learn how soils may be tested for acidity. Materials. — Blue and red litmus paper, vinegar, lime, sample of garden soil, piece of glass about 4 inches square, several drinking glasses. Procedure. — i. Review Exercise 5, February. To half a glass of water add a tablespoonful of vinegar. Thrust into the liquid a piece of blue litmus paper and note the change of color. (Litmus paper may be purchased at drug stores.) 2. Add a tablespoonful of lime to another glass of water and into this liquid place a piece of red litmus paper and note the change of color. 3. Acids turn blue litmus paper red and alkalies turn red litmus paper blue. 4. With as little handling as possible gather a little soil from several places in the garden and put this into a clean tin can. 5. Place a piece of moistened blue litmus paper on a piece of glass. Moisten in a saucer some of the soil you have gathered. Get it so wet that a little mass just stays in a pile. With a spoon place this moistened 150 LABORATORY, FIELD AND PROJECT GUIDE soil over the blue litmus on the glass, and let it stay there for lo or 15 minutes. 6. Look up through the glass and note the color of the litmus paper. If the soil is sour the paper will have turned red. 7. Laboratory supply companies, see Appendix, sell the Truog Soil Testing Apparatus. With it you can tell just how sour a soil is. 8. If the soil is sour make a few other tests to con- firm your first results. Add a little vinegar to some of the soil as directed in Exercise 5, February. Results? 9. One thousand pounds of slaked lime, or one to two tons of finely crushed limestone, are applied per acre to sweeten a soil. According to this scale, how much does your garden need ? 10. Test at home with red and blue litmus paper: — soap, milk, Dutch cleanser, coal ashes, wood ashes, orange juice, and other substances. Questions 1. Why do soils get sour? 2. What kinds of soils get sour? 3. Does it pay to sweeten soils? Ask your father. Exercise 8 HARD WOOD CUTTINGS Object. — To learn how to propagate plants like grapes, currants, gooseberries, and shrubs, such as the privet, by means of cuttings. Materials. — Access to plants to be propagated, knife. Procedure. — i. From last year's growth of any of the MARCH 151 plants mentioned, cut ofif pieces having about three buds. Make each cut just below the third bud. 2. Plant these indoors, or directly outdoors, in a light -T*-— ^-%^~i'\ TT^i^k® "VjJV'Tv Raaj *w^^?^^i»J' S-."^,-!^-;^ ;--'.-. ^.'.--c^^' CUTTINGS SET IN TRENCH, READY TO BE COVERED WITH SOIL. ConrtCSy U. S. Department of Agriculture soil, SO that only one bud appears just above the ground. The buried buds will develop roots and make new plants. 3. Later in the season when the new plants have de- veloped, they may be transplanted whenever desired. Questions 1. Why cut off the pieces just below a bud? 2. Should or should not the portion of the branch from which the cutting was made be cut back to a bud ? Reasons ? See Exercise 3, October. 3. Why should all cuts be made as smooth as possible? Exercise 9 ROOT GRAFTING Object. — To learn how to make a root graft. Materials. — Willow twigs and roots, sharp knife, string. Explanation. — The principle of grafting is simply the 152 LABORATORY, FIELD AND PROJECT GUIDE bringing together of two portions of two different in- dividual plants of the same species, so that the cambium layers, or growing portions, will be brought into con- tact with each other. That portion of the plant which contains the root is known as the stock, and the upper part which is grafted on to this, is known as the scion. Procedure. — i. Dig '"™ up a young willow tree and use it to learn how to graft. 2. Cut off from the branches a number of scions, 6 or 8 inches long. 3. Cut from the roots, stocks or pieces three to four inches long, and of the same thickness as the scions. 4. Cut the lower end of the scion and the upper end of the stock as is shown in the illustration. 5. Fit these together and fasten the two with string. 6. Practice this joining several times and, as an ex- periment, plant some of the joined scions and stocks to see if they will grow. 7. Apples are propagated in the manner described. The scions are taken from trees having the desired fruit and these are grafted to the roots of apple seed- lings. root or whip grafting, a, stock; b, scion; c, stock and scion united.— Courtesy U. S. Department of Agricul ture. MARCH T53 Questions 1. Why are apple trees propagated by grafting? 2. Why is it necessary to have the cambium layer of the scion come in contact with the cambium layer of the stock? Exercise 10 GARDEN RECORDS AND ACCOUNTS Object. — To learn how to make and use garden records and accounts. Explanation. — Garden records afiford excellent op- portunities for training in elementary bookkeeping. The garden record should show all the time devoted to the work, all expenditures, all receipts, and monthly and final summaries. Procedure. — i. Procure a composition book; one meas- uring 7x8 inches will do. . Use the first page for the index. 2. Use the second page for the labor records of the first month and the third page for expenses and receipts for the same month, as here suggested. Labor Records. Month Date Hours Kind of work. 1 I Clean up the garden. 2 2 Hauling and spreading manure. 3 etc. 4 etc. Insert all hired labor under expense. Put down what you paid for this labor if you had to pay for it. 154 LABORATORY, FIELD AND PROJECT GUIDE Month Date Expenses. Dr. Amount Item 1 Seeds — (specify kinds) ^-25 2 Team and man — hauling manure . 80 Etc. 2 hours @ 40^ Enter all expenses. If you did not pay in cash for any item, enter its worth. If you buy any tools especially for your own use, enter ^ of their value ; this assumes they will last 3 years. Receipts. Cr. Date Vegetables or Vegetables used Amount plants sold at home 20 3 doz. tomato plants .... * $30 30 .... 2 bunches onions . 10 Estimate value of all vegetables used, at price they would bring if sold. 3. For each remaining month, you will need two pages of your note book, preferably two .that open together. 4. Somewhere near the back of the book have a page for the monthly summary sheet as suggested : — Monthly Summary Month Hours of Total Expenses Cash Other labor value receipts receipts March 10 $1.00 $2.50 $.50 $.75 April May Etc. 5. Under "Hours of Labor" insert totals from your monthly labor records. Charge 10 to 15 cents per hour, according to what you are worth. Insert the value of this labor under 'Total Value." LInder "Expenses" insert monthly totals. This should include cost of seed, special garden equipment, hired or donated help, etc. Under "Other Receipts," enter value of vegetables used at home. Under "Cash Receipts" enter your cash sales. MARCH 155 6. Close the year's work with a summary sheet as suggested. Yearly Summary Personal labor $. Expenses Cash receipts Other receipts Dr. Or. Totals. . Profits.. Balance . To the Teacher. — In many states rural teachers are sup- posed to teach some form of cash accounts in the upper grades. Why not start this exercise with the seventh grade pupils? Let them carry it through the season and bring it to a close in the fall. Exercise 11 HORSE SURVEY Object. — To make a horse survey of the school district. Procedure. — i. In making this survey, or census re- port of the number and kinds of horses in the school district, follow all the directions given in Exercise 11, September. 2. In this survey use the following, suggested, tabu- lated form. School Dist. No. HORSE SURVEY. . .. Town of Co. Date Name of Farmer I. 2. 3. 4- Etc. Number horses over 3 yrs. of age Number of colts under 3 yrs. of age Breed Grades or pure breds 156 LABORATORY, FIELD AND PROJECT GUIDE 3. If there are any mules in the district include an- other column and head it "Number of Mules." Project 1 TESTING SEED CORN Object. — To make a germination test of the corn to be used at home for seed. ' LET THE BOYS AND GIRLS TEST THE SEED CORN. — Courtesy Wisconsin Agriail' tural Experiment Station Preparation. — i. Study different practical methods of testing seed corn. 2. Read Exercise i, March. 3. Decide upon the method to be used, and prepare the testers. 4. Be sure that you have a proper place in which to keep the testers. MARCH 157 5. If possible, try to see how some farmer in the neighborhood tests corn. 6. Learn to know the difference between weak and strong germinating powers. Procedure. — i. Arrange the corn so that you can keep track of the number of each ear, or number the ears. 2. Prepare the tester. Number the squares. 3. Fill the tester, all germs up and tips all pointing in one direction. 4. Properly cover the corn and raise one side of the tester an inch so that the tips point downward. 5. After 7 or 8 days note the results and keep for seed only those ears testing 6 strong. 6. Figure the percentage of strong, of weak, and of dead ears. 7. Keep a record of your time, and figure the cost of testing 100 ears of corn. Reference.— F. B. 948: The Rag Doll Tester. Seed Corn. Do you Know That It Will Grow? Ext. Dept. International Harvester Co., Har- vester Bldg., Chicago, 111., 3 cents. Project 2 MANAGEMENT OF THE HOME GARDEN Object. — To take complete charge of the manage- ment of the home garden and to keep accurate garden accounts. Preparation. — i. Secure permission from your parents to take charge of the garden this year, and solicit their cooperation. 2. Make a study of garden records and accounts. Read Exercise lo, March. 158 LABORATORY, FIELD AND PROJECT GUIDE 3. Study how to make a garden plan, how to get the soil rich in plant food, and into an ideal tilth. 4. Become familiar with the names of good varieties of vegetables. Read Exercise 8, February. Procedure. — i. Procure a composition book. One about 7x8 inches, the size commonly used in school, will answer. Use this for your record book. Devote the first page to a ta- ble of contents, and the following pages to the records as out- lined in Exercise 10, March. 2. Make the garden plan. See Exercise 2, March. Talk the planning over with your parents. Ask them what to plant and the amount of the space to give to each variety of vege- table. Consider rotation of crops in the plan. 3. Keep accurate record of your time, of all expenses, and all receipts. 4. Prepare the garden. See Exercise 6, March. 5. Stake out the garden, and at proper time begin to plant. 6. Seek your parents' advice from the beginning to the end of the project. 7. Make an effort to sell all surplus vegetables. A CONFERENCE BETWEEN PUPIL AND TEACHER IN THE GIRLS' GARDEN. SUCH CONFERENCES BRING GOOD RESULTS. CoUf- tesy Iowa State Teachers' College MARCH 159 8. Be sure to make out your monthly summary at the close of each month, and your final yearly summary. 9. Use the last four or five pages of your record book for a story of your project. Give a little history of it, telling the interesting things about the work and some- thing about the final financial statement. Project 3 PIG PROJECT Object. — To raise one or more pigs and to keep very accurate records of the cost of raising one or more pigs. Explanation. — Pig projects are popular because of the great number of boys' and girls' pig clubs. If a number of boys and girls in the school start this project they should form a pig club and get into commu- nication with the State Leader of Boys' and Girls' Club work. This project is best started with weaned pigs from 8 to 12 weeks old. These must be purchased and the records must show the purchase price. The project should be started sometime in May and be con- SOME OF OUR MOST SUCCESSFUL PIG PROJECT WORKERS ARE GIRLS. — Courtesy lozva State Teachers' College i.6o LABORATORY, FIELD AND PROJECT GUIDE tinued from 4 to 8 months. Each pupil taking up this project must feed his pigs, care for them, and keep his own accurate records. Preparation. — i. Get permission from your father to start a pig project and solicit his advice on all important matters. H||HI P»P| P^ w mm -l III i ' ALL THE MEMBERS OF A BOYS' PIG CLUB. THESE BOYS HAVE LEARNED HOW TO RAISE PIGS. — Courtesy U. S. Department of Agriculture 2. Carefully consider and study the following ques- tions : — a. How many pigs shall I attempt to raise ? b. Shall I get grades or pure breds? What breed? c. Where and how am I going to get the pigs? d. Where can I keep and house them? e. What should I feed them and where am I going to get the feed? f. Should I grow special forage crops? What kind and MARCH i6i how large an area shall I need? g. How shall I be able to weigh the pigs? What records should I keep? Procedure. — i. Get a composition book, similar to those you use in school, and use it for your record book. 2. Use page i for the table of contents. 3. Use page 2 for the following, devoting one line to each item: — a. Number of pigs in project? b. Breed? c. Grade or pure breds? d. Date project started? e. Age of pigs at start? f. Value at start? g. Weight at start ? 4. Use page 3 for recording at close of each month the weights of the pigs, if the pigs can be weighed each month. Use suggested form. If no scales are at hand merely record initial and final weights. Record of Weights by Months Month Weight in Pounds Gain in Pounds First (insert dates) Second Etc. 5. Use sheets 4 and 5 for one month's labor and feed records. Record the hours spent each day on the project. H, while at school, the pigs were fed for you, get the time and add it to your time. 6. On page 5 record the feed purchased during the month as suggested : — Monthly Feed Record Date Kind of Feed Pounds Cost I. 2. i62 LABORATORY, FIELD AND PROJECT GUIDE Weigh and make charge for skim milk if used. Make charge for foraging, at actual cost or at so much per day for pasturing. Use 2 pages for the same uses for each following month. Allow about 16 pages for these monthly records. Get totals for each month. 7. Transfer monthly totals to a summary sheet as suggested. Month Hours of Labor Feed Cost Other Expenses I. 2. Etc. 8. Formulate the ration you are going to feed. 9. Make preparations for housing the pigs before starting the project. 10. Get the totals of the summary sheet (item 7) and fill out the following summary : Expenses a. Cost of pigs at beginning of project $ b. Total feed cost c. Total labor cost @ lOjzf per hour d. Other expenses Total expense $. Receipts a. Final weight of pigs lbs. b. Value of pigs @ i per pound $ . . . Total receipts . Total expenses. Profits $ Other Data a. Weight of pigs at beginning of project lbs* b. Weight of pigs at close of project lbs- c. Gain lbs. d. Number of days fed e. Average daily gain i. Cost per pound of gain MARCH 163 II. Write a story or discussion of your project on some of the remaining pages of the record book. F. B. 765: Breeds of Swine. F. B. 874: Swine Management. F. B. 909: Self Feeder for Hogs. F. B. 951: Hog Pastures for Southern States- Yearbook Separate, 667 Boys' Pig Club Work, 5 cents. F. B. 566: Boys' Pig Clubs. Cir. 6: Swine, Armour's Research Bureau, Stock Yards, Chi- cago. Dept. Bui. 646: Lessons in Pork Production for Rural Schools, 5 cents. THINGS TO OBSERVE IN MARCH Good plowing Grafting work Treating oats for smut Results of freezing on fall Treating potatoes for scab plowed land Fanning mill cleaning seeds APRIL Exercise 1 CHECKING EVAPORATION Object. — To see how a dust mulch acts in checking evaporation. Materials. — Two pieces of lump sugar, teaspoonful of powdered sugar, saucer. Procedure. — i. Put enough water in two saucers to make a lay- er of about Ya. of an inch deep, and add a few drops of ink to the water in each saucer. 2. Put a heaping pile of powdered su- gar on a piece of lump sugar and care- fully set this in a saucer containing the colored water. 3. In the other saucer, place an ordinary lump of sugar. 4. How high does the water rise in each lump of sugar ? Why does it not rise to the top of the powdered sugar ? A DUST MULCH CHECKS EVAPORATION. Courtesy International Harvester Co. 164 APRIL 165 Questions 1. If the powdered sugar is regarded as the light mulch on a soil, explain how it checks evaporation. (See "An In- troduction to Agriculture," page 44.) 2. What effect would hoeing a garden and leaving it rough and lumpy have upon evaporation? 3. How could one establish a fine dust mulch on the srarden soil? ® ® 4' ® ® i|%i^ w ® ® SEED CUT IN BLOCKY PIECES LIKE NUMBERS 3» 4. 6, AND 8, IS PREFERRED. POTATOES LIKE NUMBER 5 SHOULD NOT BE USED. — Courtesy Wisconstn Ag- ricultural Experiment Station Exercise 2 CUTTING SEED POTATOES Object. — To learn how to cut seed potatoes. Materials. — Knife, a number of potatoes. Procedure. — i. Study the pictures and practice cutting a number of potatoes. i66 LABORATORY, FIELD AND PROJECT GUIDE 2. Cut them any way, provided that each piece has two eyes and a good portion of the flesh of the potato. Remember that until the roots can develop sufficiently to begin to take raw plant food from the soil, the young potato draws its food from the cutting. 3. Many potato growers dust the cut pieces in land plaster to check wilting. If land plaster is available dust a few cut pieces and expose them with undusted pieces a few days and notice the difference. To the Teacher, — This exercise should be worked a day or two before potatoes are planted in the community, so that the cut pieces need not be wasted. Some one living near the school may be glad to have the class cut a bushel of seed for them. Exercise 3 HATCHING CHICKS Object. — To observe different methods of hatching chicks. Procedure. — i. With your teacher visit some farms near the school where chicks are successfully raised both by means of hens and by means of incubators. 2. Where eggs are hatched by means of hens, each member of the class should observe the following: — Location of nest, kind, size, how kept free of lice, number of eggs in nests, the breed of the hen, feed given to the hen, source and kind of ^gg^ used, testing for in- fertile eggs. 3. Where incubators are used observe the following: Temperature and moisture, condition of the room, capac- APRIL 167 ity of incubators and number of eggs in each, care of the incubator, the turning and testing of the eggs, the circulation of heat through the incubator, the tempera- ture in the incubator. 4. No child should hesitate to ask any questions. SUMMER HATCHED CHICKS NEED SHADE. THE COOPS HAVE NO BOTTOMS AND ARE MOVED TO A NEW SPOT EVERY DAY. — Conrtcsy Wisconsin Agricultural Experiment Station There are always important points arising in observation trips not mentioned in the outline. The trips are made to gain information. 5. Briefly write up where you went, and what you saw. To the Teacher. — Locate places where these observations may be made, and secure permission to take the class to study the methods. i68 LABORATORY, FIELD AND PROJECT GUIDE Exercise 4 CARE OF CHICKS Object. — To observe the care given to chicks when hatched by means of hens, and by means of incubators. Explanation. — The hatching of chicks is a simple matter and easily accomplished. The raising of chickens is a more difficult problem. The critical period is the first month of their lives. How they may be brought through this period successfully is the subject matter of this exercise. Procedure. — i. With your teacher visit one or two places where chicks are successfully raised with hens, and note the location of the coops. 2. How are the coops kept clean? How often are they moved ? How protected in bad weather ? 3. Inquire what ration is being fed and how often the chicks are fed. 4. How is the drinking water kept clean? 5. If possible visit a place where chicks are artifi- cially raised. 6. Examine the brooders. Where are they kept? 7. How are the brooders kept warm? How many chicks are put in a brooder? 8. Find out what and how often the chicks are fed. 9. How often are the floors of the brooders cleaned? Is any material used as litter on the floor? 10. Make a drawing of a coop and of a brooder. 11. Briefly write up where you went and what you saw. APRIL 169 To the Teacher. — Make arrangements beforehand with successful poultry raisers for a class demonstration. Exercise 5 PRESERVING EGGS Object. — To learn how to preserve eggs. Explanation. — There are two common methods of preserving eggs at home. These are the water-glass method, and the lime solution method. aO/Z. £■£> A3A/0 COO££C> IT PAYS TO PUT DOWN EGGS WHEN THE PRICE IS LOW. CourteSy U. S. Department of Agriculture Materials. — Two quart Mason jars, a little water glass, and lime, and one dozen eggs. Water glass may be pur- chased in any drug store. Procedure. — i. In this demonstration, the class should preserve 6 tggs in a Mason jar containing the water- glass solution and 6 eggs in the lime solution. If they cannot be kept in a cool place at school, one of the b 170 LABORATORY, FIELD AND PROJECT GUIDE pupils should take the jars home and put them away in a cool, dark place for a period of four to six months. 2. Water-glass method. — Add one part of water glass (about y\ of a glass) to nine parts of boiled water (about a quart) which has been allowed to cool. Stir the mixture thoroughly and almost fill a quart Mason jar with it. Put six eggs in the jar and lightly screw on the top. Keep the jar in a cool cellar and see that the eggs are always covered with about two inches of the liquid. 3. Lime solution method. — In this method, one pound of quick or stone lime is used with one gallon of water and a half pound of salt. Weigh out enough lime and salt for I quart of the solution. How much of these will be needed? Slack the Hme with a little hot water. Mix the slacked lime with the required amount of water and add the salt. Stir the mixture thoroughly and allow- to settle. Pour off the clear solution into a Mason jar and use it for preserving the eggs. Put six eggs into this and keep the jar covered. Also keep it in a cool place. 4. After a period of 4 or 6 months, use eggs from both jars. Did they keep equally well in both solutions? When may eggs be preserved in these solutions? 5. Large earthenware crocks should be used for pre- serving eggs for home use. 6. In your notes briefly describe these two methods of preserving eggs. APRIL 171 Exercise 6 EXAMINATION OF COMMERCIAL FERTILIZERS Object. — To get familiar with the appearance, compo- sition, solubility, and reactive action toward litmus of commercial fertilizers. Materials. — Samples of commercial fertilizers, several glasses of water, blue and red litmus paper. Procedure. — i. The results of this exercise should be tabulated in the form suggested below : Name of Formula Color Form Solubility in Water Acidic or Alkaline Etc. 2. Examine different kinds of commercial fertilizers, especially those used in the community. Note their color and form and record these in suggested forms. 3. Add a little of each to some water in a glass and stir well. Are they soluble? Record results. Test the water containing them with a small piece of blue and red litmus paper and note and record the results. To the Teacher. — Litmus paper may be purchased in drug stores, or from laboratory supply companies. Samples of commercial fertilizers also may be purchased from lab- oratory supply companies, or from dealers. (See Appendix, Table 9.) Exercise 7 MIXING COMMERCIAL FERTILIZERS Object. — To learn how to compound a certain ferti- lizer. 172 LABORATORY, FIELD AND PROJECT GUIDE Explanation. — Complete or mixed commercial fertil- izers are sold on the percentage composition basis. A 4-8-2 fertilizer contains 4 per cent nitrogen or ammonia, 8 per cent soluble "phosphoric acid," and 2 per cent pot- ash. Where much fertilizer is used, there is economy in buying the ingredients and mixing these at home in the proper proportion to get the raw plant food. Materials. — Table showing composition of fertilizing substances. See Appendix, Table 3. Procedure. — i. All commercial fertilizers are figured on a ton basis. The following method shows how to mix a 2-8-2 fertilizer. 2% of nitrogen equals 40 lbs. in a ton « u u u u u 8% of phos. acid equals 160 " " " 2% of potash equals 40 These ingredients may be obtained from the following: 250 lbs. of 16% nitrate of soda will give 40 lbs. of nitrogen 1000 " " 16% acid phosphate " " 160 " " phos. acid 80 " " 50% chloride of potassium " " 40 " " potash 1330 " " material required, and the remainder 670 lbs. in a ton will be filler containing no raw plant food. 2. In a similar manner show how a 4-6-4 fertilizer may be mixed. 3. Show how a 2-6-8 fertilizer may be mixed. To the Teacher. — This is a good problem in arithmetic. Assign it for arithmetic and discuss the results when the class meets for agriculture. APRIL 173 Exercise 8 STAKING OUT THE GARDEN Object. — To learn how a garden is staked out accord- ing to a plan. I LEARNING THE PRACTICAL APPLICATION OF ARITHMETIC. — Cmirtcsy Massachu- setts State Board of Agriculture Explanation. — This is an excellent observation lesson in which many of the boys and girls in the school may take part. Materials. — Tape line, yard sticks, and small stakes. Two stakes will be required for each row on the plan 174 LABORATORY, FIELD AND PROJECT GUIDE and four for the corners of the garden. Narrow strips, about an inch wide, made from cedar shingles will answer. Procedure. — i. This exercise may be best demon- strated at the time the first planting is to be done, at the home of a member of the class who has made an accurate plan of his garden, as outlined in Exercise 2, March. 2. Place the four corner stakes. 3. At each end of the garden place a stake at the proper distance to mark each row. The distances be- tween the stakes should be equal to that designated on the plan. 4. What is gained by staking out the garden before planting ? 5. Briefly write up how you staked out a garden. Questions 1. What is gained by staking out a garden before doing any planting? 2. Need a large garden, cultivated with horse-drawn im- plements, be staked out? How are the rows to be planted, indicated in such gardens? Exercise 9 PLANTING THE GARDEN Object. — To observe how to plant the seeds in a gar- den properly. Materials. — Garden plan, garden line, required seeds. Procedure. — I. This is another demonstrational exer- cise, and, if possible, should be conducted at the home APRIL 175 farm of some pupil where an accurate plan of the gar- den has been made and the garden has been staked out, and made ready to be planted. 2. Stretch the garden line between the two stakes of the first row to be planted. 3. With a stick or hoe, make a furrow directly under 1^^^ .M mjkm^M , , i^ 1^** MIM M \ J Li \^- ■ E^;"»,: Mtm FOR SMALL SEEDS USE THE HANDLE OF THE HOE FOR MARKING OUT THE ROW ALONGSIDE OF THE LINE. — Courtesy W. Atlcc Burpee Co., Phila., Pa. the stretched line and deep enough for the kind of seed to be planted. 4. Plant the seeds according to directions. 5. Cover seeds to the proper depth. Remove the line and stretch it between the stakes of the next row to be planted. 6. Firm the soil above the planted seeds with the back of the hoe or with the foot. Why? 7. In like manner, plant all seeds to be planted at this time. 8. Briefly write up the different steps in planting seeds. 176 LABORATORY, FIELD AND PROJECT GUIDE Questions 1. What are the advantages of straight rows? 2. Why are some seeds planted deeper than others? Exercise 10 PLAN OF THE HOME FARM Object. — To draw an accurate plan of the home farm and to find the number of acres in each field. Procedure. — i. The plan here given is of a lOO acre farm. It shows the fields, 8o Rods 40 Rods 80 Rods ^ 20 acres % Corn IS acres Wheat 1 1 ^ 20 acres ^ Meadow ^ B. 20 acres ^ Oats 1 E. 20 acres ^ Meadow 1 Orchard Garden the orchard, garden, grounds, and buildings. On this plan the scale used is, — 5 rods equals % of an inch. 2. Draw a plan of the home farm getting the distances on all sides of the fields from your father and, wherever in doubt, actually measure them. 3. If time permits, make a large plan of the farm in which the scale is 5 rods equal to one inch, and indicate the crops grown on each field for the last 5 years. This will show the rotation on each field. Exercise 11 FORAGE CROPS SURVEY Object. — To make a survey of the number of acres devoted to forage crops in the school district. APRIL 177 Procedure. — i. The following outline is suggested for this survey. Forage Crops Survey School Dist. No Town of. Date Co. I. 2. 3. Etc. Name of Farmer Acres in Timothy Total Yield Acres in Clover and Timothy Total Yield Tons Acres in other Forage Crops Total Yield Tons 2. For directions in conducting this survey, see Exer- cise II, September. 3. In place of the column headed ''Other Forage Crops" alfalfa may be used, or the name of any other crops raised for forage purposes in the community. Exercise 11 GARDEN DIARY BOOKLET Object. — A garden booklet for young boys in which they may keep any or all of the following items : Dates on which different vegetables were planted. The first vegetables to appear. List of vegetables planted. List of flowers planted. Insects seen in the garden. Birds seen in the garden, dates. First flower to bloom. First flowers picked. First vegetables used. Date. 178 LABORATORY, FIELD AND PROJECT GUIDE To this may be added other items. This material will offer excellent language and composition lessons. THINGS TO OBSERVE IN APRIL Incubators in operation Spreading fertilizers Brooding of chicks The birds Preparation of a seed bed Opening of buds Liming soils Project 1 HATCHING AND RAISING CHICKS Object. — To hatch one or more sittings of eggs from pure bred stock and to raise the chicks. Explanation. — This project should be started early in April and continue until November i. The pupil should do all the w^ork necessary in hatching and raising the chicks except that which must be done while he is in school, when the necessary work may be done for him. Accurate records of cost of eggs, feed, and other cash expenses should be kept. If desired, labor records may also be kept. Preparation. — Study the matters related to this project as outlined below. 1. What breed of poultry shall I raise? 2. Do I want to raise the chickens for meat, eggs, or both? 3. Where can I get good eggs from pure bred stock at reasonable prices? 4. What hens can I get for hatching the eggs? 5. Where should I put the nest? How feed the sitting hen? 6. Where and how should I keep the hen and chicks? APRIL 179 AN ORCHARD IS AN IDEAL PLACE TO RAISE YOUNG CHICKENS. CoUTteSy Mis- souri Poultry Experiment Station 7. What and how often should I feed the chicks? 8. How should I manage the growing chicks? Procedure. — i. Get a clear idea of all the points in- volved in the project, and get everything ready to start the project. 2. Keep records in an ordinary composition book such as you use in school. 3. Use the first page for the table of contents. Use the second page for the following : 1. Breed of poultry raised. 2. Number of eggs and cost. 3. Date eggs were set. 4. Number hatched? Percentage? 5. Number raised up to November i. 4. Reserve two or three of the following pages for expenses, recording these in the order they occur. 5. If labor records are kept, use one page for each month and record as accurately as possible the number of minutes devoted to the project each day. i8o LABORATORY, FIELD AND PROJECT GUIDE 6. Use one sheet for receipts, recording what birds, if any, were sold. Sell all the cockerels. 7. November ist, make out a summary sheet showing cost of chicks, not including labor, as suggested. Cost of eggs Cost of feed Other cash expenses Total Cost Deduct from this all the sales. 8. If possible, sell all the cockerels. If they are pure bred you should get a good price for them. Use the pullets to start, on November ist, an Qgg laying project as outlined in Project 2, November. References.— F. B. 562: Boys' and Girls' Poultry Clubs. F. B. 898: Mediterranean Class of Chickens. F. B. 806: American Class of Chickens. F. B, 530: Hints to Poultry Raisers. F. B. 624: Brooding Chicks. F. B. 889: Backyard Poultry Keeping. F. B. 957: Poultry Diseases. To the Teacher. — A few similar projects are goose, duck, and turkey raising. Hints for these projects can be found in: F. B. y6y: Goose Raising; F. B. 791: Turkey Raising; F. B. 200 : Turkeys, 5c., F. B. 697 : Duck Raising. Dept. Bui. 464, Lessons on Poultry for Rural Schools, loc Project 2 RAISING A CALF Object. — To raise a calf. Explanation. — Calf clubs for rural school boys and girls have been organized in practically every state, and any boy or girl may take up this project and, if desired, enter a club. In this project, as in all others, all the work must be done by the pupil, except that which must APRIL i8i be performed when he is in school or is sick. The calf should preferably be a pure bred or grade female. The project should be started in the spring and continue until the fall. If possible, the calf should continue to be the property of the pupil and later be used in a milk pro- ducing project. Before starting the project get a clear idea of what is necessary to conduct it successfully. The calf should be your property, paid for out of your own pocket, and not given to you. You should either pay cash for it, or have your father loan you the money to buy it, or you should work out its cost. The records should show the value of the calf when the project is ^started. Preparation. — i. Where and how am I going to get a good calf? 2. What breed of calf should I get? 3. Where and how am I going to keep it? 4. Where am I going to get the feed? Have I money to buy it? Shall I ask father to loan me the money? Can I do work for him for the feed? 5. How can I weigh the calf occasionally? 6. What shall I feed it to make it grow well and keep healthy? 7. Where and how can I manage to keep it when I close up the project in the fall? Procedure. — i. Prepare to keep records. Read Proj- ect I, April, and Project 2, December. Enter in your record book the following: 1. Breed of calf. 3. Age when taken. 2. Date of birth. 4. Pure bred or grade. i82 LABORATORY, FIELD AND PROJECT GUIDE 5. Sire's name No. 6. Dam's name ..... No. 7. From whom purchased. 8. Purchase price. 2. Open a feed expense account in your record book, and charge all items of feed, — weight and value, — as you purchase them, in order, including the whole and skim milk. 3. Enter all other items of expense. 4. When you close up the project, fill out a summary feed table as suggested: SUMMARY FEED TABLE Feed Pounds Fed Price per Lb. Hundredweight of ton Total Cost I. Whole milk • 2. Skim milk 3. Grain A 5 6. Hay 8. Pasture Totals For pasture put down what your father would charge for pasturing a calf for a neighbor. 5. Finally fill out the following summary: 1. Date when project started. 2. Date when project closed. 3. Weight when entered on project. 4. Weight at close of project. 5. Total gain in pounds. 6. Average daily gain. 7. Cost of feed. 8. Cost of 100 lbs. gain in weight. APRIL 183 6. Prepare to do the work well. Enter all expenses promptly, and if scales are available, weigh the calf every 30 days. References. — F. B. TTT- Feeding and Management of Dairy Calves. F, B. 893: Breeds of Dairy Cattle. F. B. 612: Breeds of Beef Cattle. F. B. 811: Production of Baby Beef. To the Teacher. — The State Leader of Boys* and Girls' Club Work, located at your State Agricultural College, will gladly mail you leaflets pertaining to calf projects. Write to him. MAY Exercise 1 EFFECT OF LIGHT UPON PLANT GROWTH Object. — To study the effects of light upon a growing plant' Explanation. — This is a demonstrational exercise in which the class, as a whole, should assist. Each member should briefly write up the experiment and answer the questions. Materials. — Two tin cans with holes punched in the bottoms and around the sides near the bottoms ; oats. Procedure. — i. Mix two parts of a rich garden soil with one part coarse sand, and fill the two tin cans with the mixed soil. 2. Plant about ten oat kernels in each pot. Water the soil regularly and put the cans where the plants will grow well. 3. When the oats are about three inches high, put one of the cans in a dark place for three or four days, then compare its plants with those of the other can. What changes were caused by the absence of sunlight? 4. Keep the two cans in the lighted place for several days longer and note the effect the sunlight has upon the plants which have been in the dark. What are some of the effects of sunlight upon plant growth? 184 MAY 185 Questions 1. Of what use is the green coloring matter of plants? 2. Would this coloring matter be of any use to plants deprived of sunlight? 3. Why is sunlight essential? See Chapter 2 in "An Introduction to Agriculture" or how plants make food, in any agricultural text book. Exercise 2 CIRCULATION OF WATER IN PLANTS Object. — To show how water circulates in a plant. Explanation. — See previous exercise. Materials. — Glass of water containing a few drops of red ink, one or two white flowers with long stems such as the lily of the valley, or white carnation. Procedure. — i. Insert the freshly cut ends of one or two of the flowers mentioned, in the colored water in the glass. 2. At intervals of about one half an hour examine the plants to discover how far up the stems the red solution has moved. 3. Did the red solution color the white petals? How long did it take? 4. Hold a few of the petals and leaves up to the light and see if you can see the veins in which the water circu- lates? Are they very numerous? Questions 1. Does much water circulate through plants? 2. Why does the water go up into the leaves of plants? 3. Does the water circulating through plants have any particular uses? (See Chapter 4, "An Introduction to Agri- culture.") i86 LABORATORY, FIELD AND PROJECT GUIDE Exercise 3 SOIL TESTS Object. — To study the effects of commercial fertilizers and of lime upon plant growth. Materials. — About a pound of each of the following: nitrate of soda, acid phosphate, chloride of potassium, and 2 pounds of slaked lime. Explanation. — This is a demonstrational exercise in ON THE LEFT, CLOVER ON UNFERTILIZED PLOT. ON THE RIGHT, CLOVER ON SOIL TREATED WITH GROUND LIMESTONE AND ACID PHOSPHATE. Cotirtesy Kentucky Agricultural Experimental Station which the whole class should take part. The demon- stration should be carried on in a field near the school, and should be started a day or two before the crop, which may be wheat, oats, potatoes, corn, alfalfa or clover, is planted. Procedure. — i. Assist your teacher in laying off four strips of ground, lo feet square, with a space of three feet between them, on one edge of the field. MAY 187 2. Broadcast over these four strips, respectively, one pound of nitrate of soda, one pound of acid phosphate, one pound of chloride of potassium, and two pounds of slaked lime. 3. Rake the materials into the soil. 4. While the crop is being planted the stakes may be temporarily taken out and later, after the planting, be put back in some places. 5. The demonstration plats should be a regular part of a field and should receive the same treatment in plant- ing and care as the rest of the field. 6. Note carefully the rate of growth, the ,vigor, and the color of the crop on each plat, and compare it, in each case, with the strips between the plots on which no fertilizers were applied. 7. This is a good practical method of determining what elements of plant food, if any, do not occur in sufficient quantities in the soil. 8. Briefly write up the tests that were made; and the results obtained. To the Teacher. — Secure permission to conduct such a test and have all the materials on hand. Exercise 4 TRANSPLANTING Object. — To learn how to transplant seedlings into the garden. Materials. — A flat of tomato, cabbage, or cauliflower plants. i88 LABORATORY, FIELD AND PROJECT GUIDE Explanation. — This is a demonstrational exercise in which the whole class should take part, the pupils doing just as much of the work as possible. No plant should be taken directly from a warm room or hotbed and exposed suddenly to open weather con- ditions. The change should be made gradually by ex- posing the plants on warm days, then on warm nights, PROPER THINNING IS ESSENTIAL FOR GOOD RESULTS. DON T JUST PULL THE PLANTS UP BUT USE A STICK TO LOOSEN THE SOIL AROUND THE ROOTS BEFORE REMOVING. Courtesy W. Atlee Burpee Co., Phila., Pa. and finally on cool nights. Besides exposing the plants to the open, they should also be made accustomed to the dryer conditions of the outdoor air, by giving them during the week before they are transplanted only enough water to keep them healthy. The plants should be watered an hour or two before transplanting to fill their tissues with water. The best time to transplant is on the evening of a cloudy day, either before or after a rain. MAY 189 Procedure. — i. Transplant some plants following di- rections here given. 2. Remove the plants with as much soil adhering to the roots as possible. 3. Make a hole in the ground deep enough to allow the plants to be set down to the first leaves, and insert the plant to the proper depth. 4. Cover the roots with some fine soil. Press this down firmly to fill up all air spaces and to bring the soil in close contact with the roots. 5. Add water to moisten the soil thoroughly and when this water has disappeared fill the rest of the hole with loose soil. Do not firm this, as it should act as a mulch to check evaporation. 6. Tomato plants with long stems should be trans- planted differently. Make a hole deep and long enough to lay the roots in the trench and turn up the tops of the plants. 7. The tops of beets, tomatoes, celery, etc., may be partly sheared to reduce the evaporation from the plant. 8. If the following day is bright and warm, protect the plants. 9. In your notes briefly tell how you transplanted some seedlings. Exercise 5 NODULES AND LEGUMES Object. — To study the nodules on the roots of legumes. Materials. — Several different legumes, spade. 190 LABORATORY, FIELD AND PROJECT GUIDE Explanation. — This is an observational exercise and should be taken up on a field trip. Procedure. — I. Carefully dig up a number of different leguminous plants such as sweet clover, red clover, alfalfa, and garden peas. Be careful not to break off the tiny roots. 2. Gently shake the soil from the roots and notice the small swellings attached to the roots. These Draw and describe NODULES ON A SWEET CLOVER ROOT. Cour- tcsy International Harvester Co. are called nodules or tubercles, them. Questions 1. Where do they occur on the roots? How do those of different varieties of plants differ? 2. What use have these nodules? 3. What is in them? 4. What may be the results if a legume had no nodules? (See Chapter 8, "An Introduction to Agriculture.") To the Teacher. — When you take this exercise up with the class, take the pupils out and have one or two of the boys dig ug some legumes for study. MAY Exercise 6 MAKING SPRAYING SOLUTIONS 191 Object. — To make a gallon of each of the different spraying- solutions. A TYPE OF SPRAYER, EASILY HANDLED BY A BOY OR GIRL, WHICH GIVES EXCEL' LENT RESULTS. — Courtcsy U. S. Department of Agriculture Materials. — Copper sulphate, quicklime, arsenate of lead, Paris green, small scales. Procedure.—Stt A, B, C, for formulas for different mixtures. 192 LABORATORY, FIELD AND PROJECT GUIDE A Preparation of Bordeaux Mixture. The formula for common Bordeaux mixture is : 4-4-50, meaning, 4 lbs. of copper sulphate 4 lbs. of quicklime 50 gal. of water 1. How many ounces of the ingredients are needed for I gallon of water? 2. Weigh these out. 3. Good lime for this purpose should be lumpy. Slake the lime with hot water. Add the water no faster than it is taken up. When the lime has formed into a light powder, slowly add two quarts of water to get it into solution. 4. Dissolve the required amount of copper sulphate in two quarts of water. 5. Mix the two solutions, and test the mixture with an iron wire slightly filed at one end. If the amount of lime is insufficient, copper will be deposited on the bright part of the wire. In this case, add more lime until the copper no longer deposits on the wire. B. Paris Green Solution. The formula for the standard Paris Green solution is Paris green.... i pound Lime 2 pounds Water ; 200 gallons 1. How many ounces of these two ingredients are needed for 5 gallons of the solution? 2. Make the Paris green into a paste with a little MAY 193 water, then dilute the paste with more water. Mix the lime as for Bordeaux mixture. 3. Do not prepare this solution unless it can be used. C. Arsenate of Lead Spray. The most common formula for arsenate of lead is 2-50; that is, 2 pounds of arsenate of lead 50 gallons of water 1. How many ounces of lead arsenate are required for* 5 gallons of water? 2. If the solution can be used, make it. Add the arsenate to a little water to make a paste ; then add the rest of the water. 3. Paris green or arsenate of lead may be combined with Bordeaux mixture if a combined fungicide and insecticide is desired. Generally /4 lb. Paris green or 2 lbs. of arsenate are added to 50 gallons of Bordeaux mixture. To the Teacher. — Let the class working in one or more groups prepare small quantities of these spraying solutions. Do this at a time when you can take the class to a farm near by to demonstrate with several types of small sprayers the use of the solutions, spraying such plants as potatoes, cabbage, melons and tomatoes with the proper solutions. Exercise 7 EAR-TO-ROW CORN TEST Object. — To plant short rows of corn from different ears, each row representing one ear, and to note the results. Materials. — Ears of corn, hand planters or hoes. 194 LABORATORY, FIELD AND PROJECT GUIDE Explanation. — This is a demonstrational exercise re- quiring the work and cooperation of the entire class. The demonstration should be conducted in a field near LEFT. ROWS PLANTED FROM EARS WHICH GREW LOW ON PLANTS. RIGHT. FROM EARS WHICH GREW HIGH ON PLANTS. IT PAYS TO SELECT CORN FROM PLANTS IN THE FIELD. — Couvtesy Oliio Agricultural Experiment Station the school about to be planted to corn, and should be started about ten days before the owner of the field intends to plant it. The test consists in planting the ends of lo to 20 corn rows nearest the road, to corn, in MAY 195 such a way that about 50 feet in each row is planted with corn from individual ears. The end of each of these rows should represent a single ear. The ends of the rows used in the test should be cultivated by the farmer whenever he cultivates the corn. The corn should be given to the farmer in return for the permission to run the test. Each member of the class should briefly write up the demonstration and should make a plan of the test plot. Procedure. — i. About two weeks before the corn is to be planted secure and test about 50 ears of corn of the same variety as that which the farmer is going to use in planting the field. 2. When the tester ib opened, select a variety of ears if possible, some testing very weak, some weak, and some strong, but only as many ears as there are rows in the test. 3. Plant the end of row one to corn from ear one and so on, and keep the data about the test of each ear. 4. Observe from time to time the growth of the corn. 5. Which row seems to have the largest and most vigorous plants? How did the corn planted in this row test ? Which row has the weakest plants ? How did the corn used in this row test? 6. The stalks of the poor corn may be detasseled to prevent crossing without any effect upon the plants. This will eliminate any possibility of injury to the quality of the com the farmer plants in the field. To the Teacher. — Secure permission from a farmer near by to conduct this test. 196 LABORATORY, FIELD AND PROJECT GUIDE Exercise 8 POTATO TESTS Object. — To plant a few dozen hills of potatoes from each of three or four varieties grown in the community, to see which variety gives the best results. ■j W «B» w. ^ 1 g B 1 1 1 1 i1 " ' -^ - H^ 1 j 1 ''% 1 ■ ^ 1 ^^^3 i 1^ 1 1 ■ CUT ILLUSTRATING HILL SELECTION OF SEED POTATOES. IT PAYS TO SELECT POTATOES FROM THE BEST HILLS FOR SEED. — Couftesy U. S. Department of Agriculture Materials. — Eight to ten good seed potatoes from three or four standard varieties. Explanation. — This exercise should be conducted on a potato field of a near-by farm as was the corn exercise outlined in the previous exercise. The only work this will make for the school will be the cutting and the planting of the potatoes. It is assumed that these potatoes will finish out rows of a regular potato field MAY 197 and that when the field is cultivated and sprayed the experimental plot will receive the same treatment as the rest of the field. The crop should go to the farmer for the use of the land. A spraying demonstration may be introduced if desired. Procedure. — i. Cut the potatoes on the day the farmer is going to plant the field. See Exercise 2, April. 2. Plant them at the same distances apart as the regu- lar field of potatoes is being planted. 3. Observe, at occasional intervals, the characteristics of the plants and flowers and the growth of each variety planted. 4. In the fall, have the potatoes dug by hand, digging and weighing separately the marketable potatoes of each variety, from an equal number of hills, to determine the comparative yields. 5. Weigh the crop from an equal number of hills from the farmer's potatoes. Discuss the results. Was there any noticeable difference in yield? In favor of which variety? To the Teacher. — This is an excellent method of getting samples of common varieties of potatoes for study in Exer- cises 2 and 3 outlined for September. See F. B. 533: How to Produce Good Seed Potatoes. Exercise 9 POULTRY SURVEY Object. — To make a poultry survey of the school dis- trict. Procedure. — i. The following is a suggested outline for a poultry survey, or census of the school district: 198 LABORATORY, FIELD AND PROJECT GUIDE POULTRY SURVEY School Dist. No. . Date Town of. .. Co.... Name of Farmer Number of Chickens Breed Number of Ducks Number of Geese Number of Turkeys 2. 3. |-tc. 2. Conduct this survey exactly as outlined for the Corn Survey, Exercise ii, September. Project 1 GROWING A PLOT OF BEANS Object. — To grow a plot of navy beans. Explanation. — The growing of navy beans is always a good project because there is a constant demand for the crop at good prices. Beans keep well, the crop is easily handled, and, with the exception of preparing the land, a boy or girl can do all the work himself. A patch cover- ing about i/io of an acre, if well cared for, should yield from one to two bushels of shelled beans. Preparation. — Some of the more important factors en- tering into this project are enumerated below. Study them before you start the work. 1. What kind of a soil is best adapted to beans? 2. Will beans grow well on a sour soil? 3. Where on our farm is the best place to grow the beans? 4. Should the field be fertilized? With what? 5. What variety of beans is best adapted to our locality? 6. Where can I buy the best grade of seed, guaranteed free of disease? Should I test the seed? How? MAY 199 7. How should I plant the seed? How thick? How deep? 8. How much seed shall I need? 9. How should the seed bed be prepared? 10. When should I plant the seeds? 11. How, when, and how often should beans be culti- vated ? 12. How should I harvest and cure the crop? 13. How should I thresh them? Procedure. — i. Prepare a record book in which all ex- penses and time devoted to the project may be recorded. See Project 3, March. 2. In the record book, draw to an accurate scale the plot, indicating number of rows and the distance be- tween the rows. Give the dimensions of the plot. De- termine the number of square rods in it. Determine what part of an acre it is. 3. Devote several pages to the expenses which should include 1. Land rental 5. Cost of any fertilizer 2. Cost of seed used 3. Cost of preparing field , 6. Other expenses 4. All labor not your own 4. On separate sheets keep track of your time. 5. When the project is completed fill out a summary sheet as directed. 1. Cost of seed 2. Other cash expenses 3. Total expense, not including your time 4. Value of the crop 5. Profit (not counting labor) 200 LABORATORY, FIELD AND PROJECT GUIDE 6. Value of labor. 7. Net profit Under value of crop give value of the beans sold and o,f those kept for home use ; also record the yield. 6. Start all work at the proper time. 7. Pay attention to the points you learned about grow- ing the crop. 8. Record all expenses and all time items on the days they occur. References. — F. B. 289: Beans. F. B. 907: Bean Growing. Bui. 19: Bean Production, published by Soil Improvement Committee, Postal Tele- graph Building, Chicago, Illinois. Free. To the Teacher. — See the next project. Other similar projects are growing a plot of pop corn or sweet corn. In helping a child to select a project of this kind the market demands must be carefully considered. The parents may be able to help you to decide what crops would be most profitable to grow. Project 2 GROWING A PLOT OF CORN Object. — To grow a plot of corn. Explanation. — The size of a land plat for a corn proj- ect for rural schools varies from i/io of an acre to one acre. The aim of the project is to raise the largest quantity and the best quality of corn at the cheapest cost of production. Nothing but pure bred corn of a variety grown in the community should be usedt for seed. Preparation. — i. Before starting this project make a study of the following questions : 1. What kind of soil is best adapted to corn? 2. Where on our farm may I get the best piece of land for my corn project? MAY 201 3. Should I fertilize it? When? With what? 4. What variety of corn should I plant? Where can I buy pure bred seed? Shall I get shelled corn or ear corn for seed. 5. Should I test the seed? 6. How should I plant the corn? How thick? 7. How should I plant the seed? 8. How and how often should I cultivate the crop? Procedure. — i. Purchase and test the seed. 2. Make preparations to have the land fertilized and plowed. 3. Keep accurate records of the project. See Proce- dure under Project i, May. 4. Prepare the seed bed. Plant the crop. 5. Cultivate the crop. 6. Keep accurate records and record all items each day. 7. Close up the pro- ject with a summary sheet as suggested in Project I, May. 8. In a project of this sort, in which horses and imple- ments are used, charge 10 or 15 cents per hour for your time, 10 cents per hour for the time of each horse used, $2.00 per acre for rental of implements, and $5.00 per acre for rent of land. PLANNING TOGETHER FOR A BUMPER CROP.- Courtesy Iowa State Teachers' College 202 LABORATORY, FIELD AND PROJECT GUIDE Other projects of this kind are: — Growing a plot of potatoes Growing a plot of tomatoes. Growing a plot of onions. References.— F. B. 948: The Rag Doll Tester. F. B. 400: Methods of Planting Corn. F. B. 414: Corn Cultivation. F. B. 415: Seed Corn. F. B. 537: How to Grow an Acre of Corn. THINGS TO OBSERVE IN MAY Tillage implements Weeds in the garden Spraying machines Some well planned home Good gardens • gardens Planting of farm crops The opening of buds Planting of a garden Insects pollinating flowers The birds and insects of the garden JUNE Exercise 1 A STUDY OF FLOWERS Object.— To make a study of the different parts of a flower. Materials. — Several simple flowers, hand magnifier, knife. Procedure. — i. Procure one or two simple flowers in blossom at this time. 2. Note the shape of the flower. Has it an odor? Where is the odor produced? Why? 3. What is the color of the flower? Why are some flowers brightly colored? What flowers have no color? Why not? 4. The lower, outer set of parts of the flower, just below or surrounding the colored parts, are called the sepals. How many sepals are there? What name is given to all the sepals taken together? 5. The colored parts of the flower, just inside or above the sepals, are the petals. How many petals are there? What collective name is given to the petals? 6. The group of small structures inside of the petals are called the stamens. How many stamens are there? Of how many parts does each consist? What use have the stamens? Shake the flower over a piece of paper. 203 204 LABORATORY, FIELD AND PROJECT GUIDE Does a powdery mass drop from the flower? What is this? 7. In the center of the circle of stamens is the pistil. It has three parts. What is the use of the pistil? The swollen lower part of the pistil is the ovary. In it the seeds develop. Cut an ovary cross-wise and look at the cut section with a hand magnifier. Can you see the little seeds? Questions 1. How do flowers form seeds? 2. Why do not all flowers have colored petals? 3. What part of a flower is the silk on an immature corn plant ? Reference. — Any botany book. Exercise 2 A STUDY OF INSECTS Object. — To study a few insects. Materials. — June beetle, and other insects. Procedure. — i Notice the body parts of the insects ; — the head, thorax, and abdomen. 2. What is attached to the thorax? 3. How many pairs of legs have the insects? To what part of the body are these attached ? 4. How many pairs of wings have the insects? To what part of the body are these attached? What is the difference between the two pairs of wings? 5. How many parts or segments has the abdomen? Questions I. How do insects breathe ? Can you see their breathing pores? JUNE 205 THE LEGS AND WINGS ARE ATTACHED TO THE THORAX 2. Could you drown an insect by putting its head under water ? 3. Can you give an account of the complete life history of a June beetle? 4. If possible, examine some of the grubs and pupae. References. — F. B. 543: Common White Grubs. F. B. 747: Grass- hoppers. F. B. 76; The Common Cabbage Worm. Any zoology text book. Exercise 3 THE LIFE HISTORY OF A FLY Object. — To make a study of the life history of a fly. Materials. — An empty cigar box or old bucket, a piece of fresh meat, a piece of cheese cloth. Procedure. — i. Half fill an empty cigar box or old bucket with some moist soil and place upon the soil a piece of fresh meat. 2. Expose the meat to the open air for a few hours, or until you have seen some flies hovering about it. 3. Observe the meat carefully and notice if you can see any small eggs deposited by the flies upon it. If so, 2o6 LABORATORY, FIELD AND PROJECT GUIDE cover the top of the receptacle with a piece of cheese cloth and keep it in a warm place. 4. Examine the meat daily for little maggots or larvae. How long has it taken the eggs to change to larvae? 5. Several days after the maggots have all disappeared stir up the soil two or three times, at intervals of a few days, and see if you can see any pupae. How long has it taken a larva to change to a pupa? 6. Keep the receptacle covered. Examine it daily for flies? How many days has it taken the pupae to change into flies? Flies undergo a complete metamorphosis in their development. Name each stage in the complete life cycle. 7. Mention other insects which undergo a complete metamorphosis. 8. Do grasshoppers undergo similar changes in their development ? References.— F. B. 459 and 851: House Flies. F. B. 540: The Stable Fly. Any zoology text book. To the Teacher. — Have each member of the class perform this experiment at home, or else let one or two of the boys work it at school to demonstrate it to the class. Exercise 4 POULTRY PESTS Object. — To study poultry pests and to learn how to exterminate them. Explanation. — The common poultry pests are mites and Hce. The most troublesome is the mite, a little gray insect which becomes red after it has sucked blood from the poultry. Poultry lice have a pale dull yellow color and when seen under a hand magnifier show a segmented JUNE 207 body. Lice gnaw the surface of the infected animal and eat the blood and tissue. The body of mites is not seg- mented. Materials. — Poultry, hand magnifier. Procedure. — i. With your teacher visit a nearby poul- try house to study mites and lice. Examine also the poultry house and the chickens at your home. 2. Look carefully in the cracks and crevices of the perches and nests for mites. Brush some on a piece of paper and look at them with a hand magnifier. Mites in general infect the poultry only at night or when a hen is brooding or laying. 3. Lice are usually found on the poultry, between the feathers, about the thighs, and rear of the body. Ex- amine several hens for lice. Put one or two on a piece of paper and observe them with a hand magnifier. Questions 1. How can mites and lice be exterminated? 2. What harm do lice and mites do? See F. B. 801; Mites and Lice on Poultry. Any poultry book. To the Teacher. — Make arrangements for the class with a farmer where it is possible to see these poultry pests or have the pupils do the work at home. Exercise 5 STUDY OF A GARDEN Object. — To observe and study a well planned, well planted, and well cared for garden. Explanation. — Near all schools one should be able to find at least one really good garden. Much may be learned about gardening by observing a really good gar- 208 LABORATORY, FIELD AND PROJECT GUIDE den. The class should go with the teacher to study a garden as suggested below. Procedure. — i. Make a plan of the garden, indicating dimensions, each row of vegetables, and distances be- tween the rows. A WELL PLANNED GARDEN. TOMATOES ARE BEING TRAINED TO STAKES. LOUr- tesy Indiana Agricultural Experiment Station 2. Get the intervals between corn, potatoes, tomatoes, etc., in the row. 3. Ask when and how the garden was prepared. 4. Ask when and with what the garden was fertilized. 5. Ask why certain crops were planted in certain places. 6. Find out if any spraying has been done. If it has, what was used, and for what purpose? 7. Ask any questions which you think will help you in your garden work. JUNE 209 A WHEELED HAND CULTIVATOR MAKES GARDEN WORK EASY AND PRODUCES EXCELLENT RESULTS. — Courtesy W. Atlee Burpee Exercise 6 SPRING WEEDS Object. — To get familiar with the names and char- acteristics of some of the early summer weeds. Procedure. — i. Read over Exercise 4, September, Fall Weeds. 2. In studying spring weeds follow either one of the two suggested ways of studying weeds given in Exer- cise 4, September. 3. Make a list of the common weeds found in the garden at this time. Exercise 7 KEEPING MILK SWEET Object.— To learn what effect temperature has upon keeping milk sweet. 210 LABORATORY, FIELD AND PROJECT GUIDE Explanation. — Each member in the class should try this test at home. Materials. — Two pint Mason jars each half filled with sweet milk. Procedure. — i. Keep one of the jars of milk in a warm place and the other in a cold place, ice box if pos- sible. 2. Examine both samples daily and find out which one sours first. Questions 1. What causes milk to sour? 2. Would dirty milk and clean milk kept in the same warm place sour at the same time ? 3. Why does a low temperature check souring? Reference. — F. B. 976: Cooling Milk and Cream on the Farm. Exercise 8 SWINE SURVEY Object. — To make a swine survey of the school dis- trict. Procedure. — The following is a suggested outline for a swine survey of the school district : School Dist. No. SWINE SURVEY. . . . Town of Co. Date I. 2. 3. fee. Name of Farmer Number of Sows Breed Number of Boars Breed Number of Pigs JUNE 211 2. Conduct this survey exactly as outlined for the Corn Survey, Exercise ii, September. Exercise 9 SURVEY BOOKLET Object. — To combine all the different surveys made of the school district into one booklet and to draw a map of the district on w^hich some of the important agricul- tural facts are recorded. Lege-nd O DwtUUINO M HOL^TElNS fc School J Jcfseys^ t Silo School Clcrk B SrORt . <3) SCtlOOL DlRLCTO^ » BLAC^5MlT^^O'«5P O SCHOOL TREAiuRW ^ CRCAMtRt A McMtCROf TownBQ/«0 \ 9 Mill • Town CLt:R^ i AtrALfA • Constable. » C GUCRN3EY3 « VlLU»Ct Of Wl ^J Explanation. — The survey booklet, if it contains the surveys suggested for each month, will be a piece of work which will reflect great credit upon the pupil. It will show the agricul- tural conditions of the district, and, should interest the whole community. Many counties throughout the United States have been surveyed by the school children, and one entire state. Procedure. — i. Make an index of the surveys in the booklet. 2. Draw a map of the school district as suggested, and on it indicate the most important facts deducted from the survey. 3. Neatly bind the material together with colored con- struction paper to form a neat booklet. VlLU»CE.orWlTWlN A SCHOOL DISTRICT SURVEY MADE BY RURAL SCH90L STVD^-nTs.-^Cotirtesy Wisconsin Agricultural Experiment Station 212 LABORATORY, FIELD AND PROJECT GUIDE Project 1 SUMMER WORK Object. — To keep record of any definite piece of work done during the summer which has not been taken up under the heading of any projects Hsted in this book. Explanation. — If during the school year, no definite projects have been started, which will run into the sum- mer months requiring some definite summer work from the pupils, every boy or girl should think of what he can and would like to do and should talk over this matter with his parents. No boy or girl among you should aimlessly while away a whole summer. Let part of your time be devoted to some worth-while project which, , when carried on regularly and in a good business-like manner, will show that your summer vacation has not been wasted. Procedure. — i. Read over some of the projects which have been outlined. 2. Think of what you can do and would most enjoy doing and being responsible for. Consult your parents. 3. Plan the work. Keep records of what you do, be able at the close of the summer to show a neat booklet, giving all the information about your project. THINGS TO OBSERVE IN JUNE Some good stands of corn Injurious insects Some well managed chicks Good cultivation A good alfalfa field Well pruned trees Leaves of common trees A bee hive The work of earthworms APPENDIX Table Page 1. Digestible Nutrients in Feeds 214 2. Elements of Plant Food in Crops and Feeds . . 214 3. Plant Food in Commercial Fertilizing Materials 215 4. Location of State Agricultural Experiment Sta- tions 216 5. Legal Weight of Various Commodities .... 217 6. What Concentrated Feeds Weigh 218 7. Approximate Capacity of Cylindrical Silos . . 218 8. Modified Wolff-Lehmann Feeding Standard . . 219 9. Laboratory and School Supply Companies . . . 220 10. Number of Trees, Shrubs, and Plants to an Acre 221 11. Gardeners' Planting Table . . 222-223 12. Score Card for Commercial Eggs 224 13. Score Cards for: Vegetables 225 Fruits 226 Canned Fruits and Vegetables 226 213 APPENDIX Table 1 AVERAGE. NUMBER OF POUNDS OF DIGESTIBLE NUTRIENTS IN ONE HUNDRED LBS. OF FEED (From Henry's "Feeds and Feeding") Name of Feed Total Dry Matter in 100 Lbs. Digestible Protein Carbo- hydrates Fat Concentrates Com — grain Corn meal Com and cob meal. Gluten feed Wheat — grain Wheat bran Wheat middlings. . . Barley — grain Oats — grain Oats — ground L. Oil meal Cottonseed meal Cows' milk Skim milk Butter milk Whey Meat scraps Tankage Roughages Timothy Red clover hay . . . . , Alfalfa hay Corn stover Wheat straw , Oat straw Barley straw Com silage Lbs. 89.4 85.0 84.9 90.8 89.5 88.1 88.8 89.2 89.6 88.0 90.2 92.6 12.8 9-4 9.9 6.2 89.3 93.0 86.8 84.7 91-9 59-5 90.4 90.8 85.8 26.4 Lbs. 7.8 6.1 4.4 21.3 8.8 II. 9 13.0 8.4 8.8 10. 1 30.2 35.8 3.4 2.9 3.8 .6 66.2 50.1 2.8 7.1 10.5 1.4 .8 1-3 • 9 1.4 Lbs. 66.8 64-3 60.0 52.8 67.5 42.0 45.7 65.3 49.2 52.5 32.0 23.2 4.8 5.3 3.9 5- 42.4 37.8 40.5 31.2 35.2 39-5 40. 1 14.2 Lbs. 4-3 3 2 2 I 2 4 .5 .9 .9 .5 • 5 .5 .6 4.3 3.7 6.9 8.0 3.7 .3 i.o .2 13.4 II. 6 1.3 1.8 .9 .7 .4 .8 .6 .7 Table 2 The table below shows the number of pounds of dry matter and the number of pounds of the three elements of plant food contained in 1,000 pounds of grains, seeds, 214 APPENDIX 215 cured hay, stalks, stovers, silages, and miscellaneous sub- stances. Materials Dry Matter Nitrogen Phos- phorus Potas- sium Grain and Seeds Corn Rye Wheat Oats Barley Buckwheat Soybeans Cotton Seed Cowpeas Cured Hays Timothy Hay Red Top V Red Clover Alsike Clover Sweet Clover Alfalfa Hairy Vetch Oat and Vetch Cured Straws and Stovers Wheat Rye Oats Barley Buckwheat Corn Stover (no ears) Miscellaneous Potato Tubers Sugar Beets Corii Silage Soybean Silage Tobacco Leaves Tobacco Stems Milk, whole Buttermilk Butter Fat Cattle Fat Hogs Barnyard Manure Lbs. 894 913 895 896 892 866 883 897 854 868 911 847 903 908 919 887 850 904 929 908 858 901 595 209 135 264 258 850 850 128 100 Lbs. 16.5 18 19 18 19 17 53 29 32 9.4 12.6 19.7 20.5 27.7 23.4 27.2 20.5 5.0 50 5.8 7.0 8.0 6.1 34-8 24.6 5.8 25.0 34-8 24.6 Lbs. 3.1 3.8 3.8 3.4 3.4 3.0 4-5 4.6 4-4 1.4 1.6 2.4 2.2 2.5 2.7 4.2 2.6 1.3 0.9 0.6 1.7 .7 •4 .5 i.o 3Q 4.2 1.9 1.0 .5 7.0 30 1. 5 Lbs. 4-7 4.8 4.6 4.0 4.0 2.5 10.5 9.0 10. o II. 8 8.5 15.5 11.5 15.3 14.8 20.3 10.5 5.2 71 147 8.7 9.5 9.0 4.8 3.1 3.0 1.7 35.4 24.4 1.7 1.7 .25 1.0 1.0 4.0 To change the wt. of Nitrogen, N, to ammonia, NH3, multiply by 1.2. To change the wt. of phosphorus, P, to Phos. acid, P2O5, multiply by 2.3. To change the wt. of potassium, K, to potash, K2O, multiply by 1.2. See Chapter 7 for discussion of this table, compiled from Feeds and Feeding. — From "Soil Fertility and Permanent Agriculture,'' by Hopkins. Table 3 This table shows the average amount of plant food contained in i,chdo pounds of common fertilizing ma- terials. 2i6 LABORATORY, FIELD AND PROJECT GUIDE Material Nitrogen Phosphorus Soluble Insoluble Potassium Barnyard manure . . . Sodium nitrate Ammonium sulphate Raw bone meal Steamed bone meal . Raw phosphate rock Acid phosphate , Basic slag Wood ashes Kanit Potassium chloride . . Potassium sulphate . , 200 40 10 90 125 I2S 10 80 SO 120 400 400 -Compiled from Hopkins' "Soil Fertility and Permanent Agriculture. Table 4 LIST OF STATE EXPERIMENT STATIONS (Post-office address in italics. Bulletins are free to residents of a State) ALABAMA— College Station: Auburn Canebrake Station: Uniontown ARIZONA— Tmc^om ARKANSAS— Fayetteville CALIFORNIA— Berkeley COLORADO— Fort Collins CONNECTICUT— State Station: New Haven Storrs Station: Storrs DELAWARE— A^f-zc/arfe FLORIDA — Gainesville GEORGIA— Experiment IDAHO — Moscow ILLINOIS— Urbana INDIANA— Lafayette IOWA— Ames KANSAS— Manhattan KENTUCKY— Lexington LOUISIANA— State Station: Baton Rouge Sugar Station: Audubon Park, New Orleans North La. Station: Calhoun MAINE— Orono MARYLANT)— College Park MASSACHUSETTS— ^m/t^jf MICHIGAN— East Lansing MINNESOTA— University Farm: St. Paul MISSISSIRRI— Agricultural Col- lege MISSOURI— College Station: Columbia Fruit Station: Mountain Grove MONTANA— Bozeman NEBRASKA— Lincoln NEVADA— Reno NEW HAMPSHIRE— Z)ur//om NEW JERSEY— A^^w Brunswick N. MEXICO— Agricultural College NEW YORK State Station: Geneva Cornell Station : Ithaca NORTH CAROLINA— College Station: West Raleigh State Station: Raleigh N. DAKOTA— ^^ncM/^Mra/ College OLIIO—Wooster OKLAHOMA— Stilhvater OREGON— Cor nwallis PENNSYLVANIA— i'fa^^ College PORTO RICO— Mavaguez RHODE ISLAND— Kingston S. CAROLINA— Clemson College S. DAKOTA— Brookings T E N N E S S E E—Knoxville TE.X AS— College Station VTAH— Logan VERMONT— Burlington VIRGINIA— Black sburg Truck Station: Norfolk WASHINGTON— Pullman WEST VIRGINIA— M or gantown WISCONSIN— Madison WYOMING— Laramie APPENDIX 217 Send for the list of available bulletins of your State Experiment Station. Table 5 LEGAL WEIGHT OF VARIOUS COMMODITIES (Minimum weight, by U. S. Statute) Pounds per Pounds per Bushel Bushel Apples, dried 26 Lime, unslaked 30 Barley 48 Malt 38 Beans, castor 46 Millet seed 50 Beans, white 60 Oats 32 Bluegrass seed 44 Onions 57 Bran 20 Peas 60 Buckwheat 48 Peas, ground pea meal 42 Clover seed 60 Potatoes, Irish 60 Coal 80 Potatoes, sweet 55 Corn, shelled 56 Rye 56 Corn, in the ear 70 Salt, fine 167 Corn meal 48 Salt, coarse 151 Flaxseed S6 Timothy seed 46 Hemp seed 44 Turnips 55 Hungarian grass seed 50 Wheat 60 Rule for Estimating Hay Hay is often sold in the mow or stack where the weight has to be estimated. For this purpose 400 cubic feet of hay is considered a ton. The actual weight of 400 cubic feet of hay will vary according to the quality of the hay, time of cutting, position in the mow, etc. For making an estimate in a given case mul- tiply together the length, breadth and height of the mow or stack in feet and divide the product by 400. The quotient will be the number of tons. Measuring Corn in Bulk Two cubic feet of sound, dry corn in the ear will make a bushel shelled. To get the quantity of shelled corn in 2i8 LABORATORY, FIELD AND PROJECT GUIDE a crib of corn in the ear, measure the length, breadth and height of the crib, inside of the rail ; multiply the length by the breadth, and the product by the height; then divide the product by two, and you have the number of bushels in the crib. Table 6 W^HAT CONCENTRATED FEEDS WEIGH FEED Dried beet pulp. Dried brewers' grains Corn and cob meal Corn and oat feed Com bran Corn meal Corn, whole Cottonseed meal Cotton seed Germ oil meal Gluten feed Gluten meal Hominy meal Kafir meal Linseed meal (new process) . . Linseed meal (old process) . . Malt sprouts Wheat bran Wheat, ground Wheat middlings (flour) Wheat middlings (standard) . Wheat, whole Weight of Pound One Quart Measures Pounds Quarts • 55 1.8 .6 1.7 1.4 .7 .7 1.4 •S 2.0 1.5 .7 1.7 .6 1.5 .7 I .0 I.O 1.4 .7 1-3 .8 1.7 .6 I.I • 9 1.6 .6 .9 I.I I.I •9 .6 1.7 .5 2.0 1.7 .6 1.2 .8 I .9 .5 .8 1.3 Table 7 APPROXIMATE CAPACITY IN TONS OF CYLINDRICAL SILOS Depth of Silo- Feet Inside Diameter of Silo— -Feet 10 12 14 15 16 18 20 21 22 23 24 25 26 20 26 28 30 32 34 36 38 40 42 45 47 49 51 38 40 46 49 52 55 58 61 64 68 70 73 51 55 59 62 66 70 74 78 83 88 93 96 lOI 59 63 67 72 76 81 85 90 95 100 105 no 115 67 72 77 82 87 90 97 103 108 114 119 125 131 85 91 97 103 no 116 123 130 137 144 151 158 166 105 112 120 128 135 143 152 160 169 178 187 195 205 115 123 132 141 149 158 168 177 186 196 206 215 226 127 135 145 154 164 173 184 194 204 215 226 236 248 138 148 158 169 179 190 201 212 223 235 247 258 271 151 161 172 184 195 206 219 231 243 256 269 282 295 163 175 187 199 212 224 237 251 264 278 292 305 320 177 21 189 22 202 216 24 229 25 242 26 257 27 271 28 285 300 30 315 31 330 32 346 APPENDIX 219 Table 8 MODIFIED WOLFF-LEHMANN FEEDING STANDARDS FOR FARM ANIMALS Dairy Cows Digestible Protein Lbs. Total , Digestible ■ Nutrients Lbs. I. Dairy Cows: For maintenance of i,ooo-lb. cow To allow for maintenance add: For each lb of 3 o per cent, milk 0.700 0.047-0.057 0.049-0.061 0.054-0.065 0.057-0.069 0.060-0.073 0.064-0.077 0.067-0.081 7.925 286 a a ««^_« « « .... 0.316 0.346 0.376 0.402 0.428 0.454 « « « « 4 o " « « ..::.:::::: " " ""4.5" " " « « « « so « « « « " « « is " « " « « « " 6 « « « . . Per Day per 1,000 lbs. Live Weight Animals Steers, Horses, Colts, Sheep and Swine Dry Matter Lbs. Digestible ' Protein Lbs. Total Digestible .Nutrients Lbs. 2. Growing, fattening steers: Weight 500 lbs 23.9 23.2 22.6 21.4 20.2 19.7 18. 1 17.3 2.1 2.0 2.0 2.0 2.0 1.8 1.6 1.5 15.8 " 600 " 15.4 14.8 14-3 13 6 « 700 " « 800 " " 900 " " I 000 " 13. S 12.6 12 3 " 1,100 " " 1,200 " 3. Horses: Idle 13. 0-18.0 15.0-22.0 16.0-24.0 18.0-26.0 . 8-1 . 1.1-1.4 I. 4-1. 7 2 . 0-2 . 2 7.0-9.0 10. 0-13. I At light work 12.8-15.6 At heavy work 15.9—19 5 4. Growing colts over: 18.0-22.0 I. 6-1. 8 5. Fattening Lambs: Weight 50— 70 lbs. 27.0-30.0 28.0-31.0 27.0-31.0 3.1-3.3 2.5-2.8 2.3-2.5 19.0-22 90—110 19.0—23 .0 6. Fattening Pigs: Weight 30— 50 lbs. 46.2-51 .0 37 . 0-40 . 8 32.4-35.8 29.0-32.0 25.5-28.1 22.4-24.8 7.8-8.5 5-5-6. 4. 4-4-9 3.5-3.9 3.0-3.4 2.6-2.9 41.0-45.4 32 .9-36.4 " 50—100 " " 100-150 " 28.8-31.9 " 150-200 " 25. 8-28. S " 200-250 " , 22.7-25.0 " 250-300 " 20.0-22.0 220 LABORATORY, FIELD AND PROJECT GUIDE Per Day per 100 lbs. Live Weight Poultry Digestible Protein Lbs. Total Digestible Nutrients Lbs. 7. Wheeler Standards for poultry: For maintenance — Hens of 5 to 7 lbs. weight . ... 0.40 0.50 0.6s 1 .00 2 8s Hens of 3 to s lbs. weight For hens in full laying — Hens of 5 to 8 lbs. weight 4.12 Hens of 3 to 5 lbs. weight ... ... 5 .54 — From "Feeds and Feeding Abridged," by Henry & Morrison. Exercises 8, Sept., 6, Nov., and 7, Nov., explain the use of the above table. To illustrate the calculation for determining from the table, the nutritive ratio of any of the requirements, let us take the requirements for laying hens weighing 3 to 5 lbs. 5.54 — i-oo = 4.54 lbs. of CH + (Fat x 2.25) 4.54 -i- 1. 00 = 4.54. " nutritive ratio = I :4.54. (See exercise 5, October). Table 9 LABORATORY AND SCHOOL SUPPLIES The following school supply companies and manufac- turers have much material pertaining to agriculture for sale. From them may be purchased milk testing outfits, specimens of grains and weed seeds, charts of animals, score cards, litmus paper, chemicals, and in fact most anything needed in the school room. Write for their catalog, stating what kind of material you desire. Central Scientific Co Chicago, 111. W. M. Welch Scientific Co Chicago. 111. Chicago Apparatus Co Chicago, 111. Industrial Educational Co Indianapolis, Ind. The Columbian School Supply Co Indianapolis, Ind. The Kauffman-Lattimer Co Columbus, Ohio, L. E. Knott Apparatus Co Boston, Mass. The Creamery Package Co Chicago. 111., and (Milk testing supplies only) Philadelphia, Pa. The American Fork and Hoe Co Cleveland, Ohio. S. L. Allen & Co Cleveland, Ohio. (These two companies handle garden implements.) The Prang Co Chicago. 111., and (Colored construction paper for agricultural booklets.) New York City Gaylord Bros _. Syracuse. N. Y. (Index cards, note book covers, bulletin covers, and gummed letters and numbers.) University of Chicago Press Chicago, 111. (Outline maps for note books.) Modern Mfg. Co 543 N. Lawrence St. , (Paper pots and bands.) Philadelphia, Pa. APPENDIX 221 Table 10 NUMBER OF TREES OR SHRUBS REQUIRED TO SET ONE ACRE 1 X 3 ft. 8 in ii,88o lo x 12 ft 363 2 X 3 ft. 8 in 5.940 12 X 12 ft 302 2 X 5 ft 4.356 12 X 16 ft 226 3 X 3 ft 4.840 16 X 16 ft 170 3 X 6 ft 2.420 18 X 18 ft 134 3 X 8 ft 1,815 20 X 20 ft 108 4 X 4 ft 2,y22 20 X 30 ft 72 4 X 6 ft 1,185 24. X 24 it 75 5 X 5 ft 1,742 25 X 25 ft 69 5 X 8 ft 1,089 30 X 30 ft 49 6 X 6 ft 1,210 32 X 32 ft 42 6 X 8 ft 907 34 X 34 ft 37 8 X 8 ft 680 36 X 36 ft 33 8 x10 ft 544 38 x38 ft 30 10 x 10 ft 435 40 x 40 ft 27 To determine the number of trees per acre for any given distance, multiply the distance between the trees in the row by the width of the row. Take the resulting answer and divide 43,560 by it. The resulting figures will give you the number of trees per acre. For example : To determine the number of trees, plant- ed 30 X 30, required to set one acre : 30 x 30 ^ 900. 43,560 -^ 900 = 49 trees per acre. NUMBER OF PLANTS REQUIRED TO SET ONE ACRE I X I foot 43,560 2x3 feet 7,260 I X I foot 6 inches 29,040 2x2 feet 6 inches 8,712 1x2 feet 21,780 2x3 feet 6 inches 6,223 I X 3 feet 14,520 2x4 feet 5.445 1x4 feet 10,890 3x3 feet 4.840 2x2 feet 10,890 3x4 feet 3.630 To determine the number of plants per acre for any given distance, multiply the distance between the plants in the row by the distance the rows are apart. Take the resulting answer and divide 43,560 by it. The result- ing figures wnll give you the number of plants per acre. For example : To determine the number of plants, planted 2 feet by 4 feet, required to set i acre : 2 x 4 = 8 ; 43,560 --8 =-5,445- — From Stark Bros. "More Profitable Fruit Crozi'iug.'* 222 LABORATORY, FIELD AND PROJECT GUIDE •i w o J m V >?>%cfl CO cfl rt»-i,rtTi cfl >> >..T-i rt ,A rt >>n-< >> rt rt >> rt O) OOOOroiou^O^OnjOooOOO ■^OOOOOMI-lMMM rJ-OO ^m'^MOO OvMMOM-l OOOOO M W M M ^ M n-OO ^ M "^MOO OvMH.OM-1 ooooooo+j+j+JOoo+^o'^ooBooooo OOOOOOiOOOMOOOOOOOf^OOOOO •n-. .c.cc. ... .c— c_c .S .S .S .S.S .S eif d d di^ nc 00 _ IJIO g2d "^ }? o 53 -^ -^ -^ M 1/^ rO Irt M M M d-s.s . . .^ O Tt c c c .s**^© ^ HI ^ _0000\O^ >/5 jH*jjH0->->):;0*^0+^+'000:=!:3h- cccccccccc .S.S.S.H.S 00 w oo^oooooooooo^ocooooo oo ry^ ry^ ■*"* r^ ^-»- ^-t- ^4•(^/^ ^-^i^r^ r^> i— * |V^ "^^ •-Kr^ »+r^ r^ *+^^i "^ ^^ /v^ v4i .S .S.S.S.H.S. S.S +-^ o (i^ o o o o o o o re (T) ro ro ■* ro f«5 re .S . S.S. S.S ..c '^o'^ooooooo'^od''^odooood'*'~'od "^0"^TtOOOOOO"^00*^0000000'*^"^0'0 rcrOrON rororOrorOfJPOrorO'^rOrorOrOPOrOfOOOO rOf<5 O C' asooosoooftooostJooooosOs qn.2 >. .22 o 2 fc^ c c 0.2 Eg 2 =« a c c cflt^i In S S OJ C rtrt rt rtlj^ O 2i 3 MG O cfl o 3;tj»g.5>2 « v> ifi m tn , rn in mm, . m . . m tn . ai t-O >,>,O00OO>O'tO'^ „ „ „ ^ ^^ „ „ „ ^ ^-^ ■^00 M O 00 >- 11 00 M 00000000 ooo"*'*'oooooooo +J +J +J> +J +J +J 4J +j +J +J +J O o +-" +^ -tJ +^ +^ +-> +J ■!-> o c o c c c . c d . . . c-2 , O+j+j 0-^^-^J O O 0-t->. :^:^;;:^:^; ,:^^^ o°o.S2^-«« o^-S .S.SSoo Oo O^'^'^^OOO d«"°° <»^«r^.- *-00 .S.2.S.S.2.2.S r»a rva r,i fM ^^ fM r^ ^"^ •*vo+f ■*'*'*if ^if ■^^ ,, -, -, ,, ,^ ,, , y V, cs ro cq M M ^^ o M N 0000000 "''^oo'^ooo"*'^'*©" fj+j+j+j+j+j+j OO+^^-'O+^+J-t-'OOO+^O 30 00 00 ce o 00 Ti- ""^ "'^ 00 o "^ 00 00 00 ""^ ""^ "^ 00 "^ POMMMMrowc^ f*500MfOr'3i-iMiHPOt^ro>-(00 .S.S.2.2 .2.2 -.2 .2.2.2 • .2 • ' ro fc fO ro^ ro ro ^ M <0 ^ fO rc fO^ O ^ (^ Ci 'oooo^^oo '^'^ o d^'o o o '*'-"^o'^ i+j+j+j+jO+^+^ 00+^-'h0+^-h'+-'000+J0 '^f^^t 0*^00 "^ "^ n-vo "^ o o o *^ -^ -^ rf^ 3330000^ g__g0300.03300S o o o- *. ;2 a£ o o o__ o 11 m^«\m.4\>/5 ro'^^Hi'^r'j.HS. c c 3 3 o o :?!:^°:^^ 3"^ m " W M - ^ •a 2 3 " ^« ►H.-<.-. I- t., cn D.+J +J C~ 5 5-y "3 b ti !3 C t- h/1 AJCCrtcSSojO O 3 cSjajS S'^-S.g.g.o 3 4) 224 LABORATORY, FIELD AND PROJECT GUIDE Table 12 SCORE CARD FOR COMMERCIAL EGGS SCALE OF POINTS Perfect Score Student's Score Corrected Score REMARKS I. Weight . . 20 10 ID 10 10 10 15 15 3 Shape 4. Strength and Smooth- 5. Condition of Shell 6. Uniformity of Color. 7. Quality (a) Fullness (Small Air Cell) (b) Clearness. . . Total . .. 100 DISQUALIFICATIONS Double yolk, cracked and extremely dirty shells, extremely shrunken, spotted or loose contents in any one egg of the dozen. I. WEIGHT 24 to 28 ounces per dozen. Cut two points for each ounce over or 2. UNIFORMITY OF SIZE All eggs should be of the same size. 3. SHAPE Should be typical egg shape, free from ridges, and should be uniformly the same for the entire dozen. 4. STRENGTH AND SMOOTHNESS OF SHELL Shell should be free from wrinkles, cracks and rough places. 5. CONDITION OF SHELL Free from dirt or stain, and free from gloss, showing that the egg is fresh and unwashed. APPENDIX 225 6. UNIFORMITY OF COLOR If white, the eggs should be all pure white and of the same shade; if brown, the color may be any shade, but should be uniformly the same for the entire dozen. 7. QUALITY Test with candlcr. A very small air cell not larger than a dime indicates freshness. The egg must appear clear and free from dark-colored spots, the white thick, the yolk barely visible. Large air cells or floating yolks are disqualifications. Entry No Weight Breed of Fowls Class (Brown or White) Student's Name Date Standing Table 13 Vegetable . Class SCORE CARD FOR VEGETABLES. Variety Exhibit No. Points Perfect Scorer's Corrected Uniformity Symmetry Quality Texture Freedom from blemishes . . . Commercial or table value. Total. Remarks Name of scorer Date . 226 LABORATORY, FIELD AND PROJECT GUIDE SCORE CARD FOR APPLES— PLATE. OR OTHER FRUITS. Variety Exhibit No. Point Perfect Scorer's Corrected 10 25 20 20 25 lOO Freedom from blemish . . Texture and flavor * Total * Remarks '. Name of scorer Date . SCORE CARD FOR CANNED FRUIT OR VEGETABLES. Kind Variety Exhibit No.. . . . Points Perfect Scorer's Corrected Flavor: The flavor should be agreeable and as nearly as possible that of the fresh, perfect fruit or vegetable Texture : Well cooked — so that it is tender, yet 45 25 ID 10 lO lOO Condition: Liquid clear. No sign of decom- position. Product should be uniform in size, well arranged in can, and of good color Purity: Free from foreign material, preserva- Package: Cans should be uniform and of quality, shape, and size practicable to the average home. The labels should be suitable, uniform and neat Total Remarks Name of scorer Date —From Bui. 281 — U. S. Department of Agriculture. (1)