Author o Title •^ **^ 5*5^ Imprint 16—4 BULLETIN OF THE UNIVERSITY OF WISCONSIN No. 594; High School Series, No. 12 THE HIGH SCHOOL COURSE IN AGRICULTURE BY K. L. HATCH Professor of Agricultural Education The University of Wisconsin J '^ 195S SECOND EDITION (Revued) MADISON The University of Wisconsin 1913 HIGH SCHOOL SERIES. 1. The High School Course in English, by Willard G. Bleyer, Ph. D., Associate Professor, of Journalism. 1906. 1907. 1909. 1911. 2. The High School Coijbse in Geeman, by M. Blakemore Evans, Ph. D., formerly Associate Professor of German. 1907. 1909. Revised by Chas. M. Purin, Assistant Professor of German, 1912. 3. Composition in the High School. The First and Second Years, by Margaret Ashmun, Instructor in English. 1908. 1910. 4. The High School Course in Latin, by M. S. Slaughter, Ph. D„ Professor of Latin. 1908. 5. The High School Course in Voice Training, by Rollo L. Lyman, Associate Professor of Rhetoric and Oratory. 1909. 6. The Rrtati\e Standing of Pupils in the High School and in the University, by W. P. Dearborn, Ph. D., Formerly Assistant Professor of Education. 1909. (Out of print) 7. A Course in Moral Instruction for the High School, by Fi*ank Chapman Sharp, Pb. D., Professor of Philosophy. 1909. 191^ 8. The- High School Course in Mathematics, by Ernest B. Skinner, Ph. D., Associate Professor of Mathematics. 1910. 9. School and University Grades, by W. F. Dearborn, Ph. D., form- erly Assistant Professor of Education. 1910. 10. The High Sckgol Course in Geography, by R. H. Whitbeck, As- sociate Professor of Physiography and Geography, assisted by Lawrence Martin, Assistant Professor of Geology. 1910. 11. The Teaching of Manual Arts, by Fred D. Crawshaw, Professor of Manual Arts, The University of AVisconsin, and Robert W. Selvidge, Assistant Professor of Manual Training, Department of Manual Arts, University of Missouri. 1911. 1912. 12. The High School Course in Agriculture, by K. L. Hatch, Profes- sor of Agricultural Education. 1911. 1913. Copies of these bulletins may be obtained by writing the Secretary of the Committee on Accredited Schools, Room 119, University Hall. Copies will be mailed to address outside the state upon receipt of ten cents per copy, except No. 7, for v/hich the charge is twenty cents. Entered as second-class matter June 10, 1898, at the post office at Madison, Wisconsin, under the act of July 16, 1894. BULLETIN OF THE UNIVERSITY OF WISCONSIN No. 594: High School Series. No. 12 THE HIGH SCHOOL COURSE IN AGRICULTURE K. L. HATCH Professor of Agricultural Education The University of Wisconsin SECOND EDITION (Revised) MADISON The University of Wisconsin 1913 'i^ Ai/HI IQ'^O h '*/l CONTEXTS Page Preface 5 Synopsis of Laws of 1911 and 1©13 6 Special Requirements for Agriculture to Secure State Aid. . . 7 What Ought to be Pound in a Well-organized Agricultural Course 9 The Place of Agriculture in a High School Course of Stud5^ . 11 Suggested Arrangement of Work-in Agriculture for the High School Grades 12 Outline Prepared by State Department of Public Instruction 14 Condensed Outline of Each Unit of Agricultural Work 15 Introductory Science 18 Details of Each Unit of Work 19 The Home Project 25 Suggestive List of Home Projects 27 Necessary Laboratory Supplies 28 Syllabus of a Pour- Year Secondary Course in Agriculture 31 List of Text and Reference Books 33 A Few Good Titles on Agricultural Education 37 List of Publishers 38 PREFACE About fifteen years ago the question of industrial education, in- cluding instruction in elementary and secondary agriculture, be- gan to receive serious attention in this state. The matter was earnestly discussed in public meetings, teachers' associations and institutes, educational journals and the daily and weekly press. Finally, a committee was appointed by the state legislature to in- vestigate the subject and report its findings. Acting upon the suggestions of the resultant report, the state legislature in 1901 enacted a law, providing for the establishment of county schools of agriculture and domestic economy and the examination of teachers in elementary agriculture. Four years later the teach- ing of agriculture in the common schools of the state was made compulsory. Efficient courses were worked out for the county schools and are now being successfully administered in these in- stitutions. Secondary instruction in agriculture has already demonstrated its value as a means of education. The University of Wisconsin has accepted agriculture as fulfilling the require- ments for admission and the standing of the subject and its fuller appreciation are assured. This bulletin has been prepared to suggest suitable plans for the carrying out of this work. The copy has been read by H. L. Terry, State High School Inspector for Wisconsin, and approved by him with the understanding that local conditions and future experience may necessitate a greater or less degree of modifica- tion. Torrespondence, criticism and suggestions will be welcomed from the teachers who make use of this bulletin. It is earnestly hoped that this instruction may grow to have a larger share in the education of the high school boys and girls in this state, and through them contribute in no small way to the upbuilding and prosperity of the commonwealth. The writer gratefully acknowledges the valuable assistance of his colleagues in the agricultural college, the members of the Uni- versity committee on Accredited Schools, and C. S. Hean, College Librarian, in the preparation of material for this bulletin. He is especially indebted to H. L. Terry, High School Inspector for Wis- consin, for reading the manuscript and making valuable sugges- tions. THE UNIVERSITY OF WISCONSIN SYXOPSIS OF BILL NO. 568, A., LAWS OF 1911 AND 1913 Section 1. Any board having charge of a free liigh school or a high school having a course of study equivalent (thereto) may establish and maintain ... a depart- ment of manual training, or domestic economy, or agriculture, or any or all of said departments . . . Any school whose course of study or outline of work in manual training, domestic economy, cr agriculture, has been approved by the state superintendent, and whose teacher has been qualified may, upon application, be placed upon an approved list of schools . . . (and be entitled to state aid equal to) one-half the amount actually exi^ended for instruc- tion, . . . not, however, to exceed three hundred and fifty dollars for each department established under this act which shall have been maintained in connection w ith the liigh school and the tw o upper grades next below the high school, but not to exceed two hundred and fifty dollars for each depart- ment established under tliis act, which shall have been con- nected with only the high school. GENERAL REQUIREMENTS FOR MANUAL TRAINING, DOMESTIC SCIENCE, AGRICULTURE AND COM- MERCIAL SUBJECTS IN ORDER TO SECURE SPECIAL STATE AID FOR WORK IN THESE COURSES From Circular Issued by State Department of Public Instruction "1. The course of study in the high school must be equivalent to the course of study prescribed for free high schools. 2. The special course must be approved by the state superinten- dent. 3. The special department must be a part of the public school system; that Is, it must be under the direction of the board of education. 4. The teacher of any of these special subjects must have a li- cense covering the special work. 5. The scope and character of the work must be such as to meet the approval of the state superintendent. 6. The work must be maintained for a period of not less than six months during the school year for which aid is granted. 7. A report must be made by the clerk of each school board maintaining such department or departments to the state super- intendent in such form as may be required, on or before July Ist of each year setting forth facts as stated in the law. 8. Chapter 544, laws of 1911, requires that all teachers of such special subjects must receive a salary of at least sixty dollars per month. This applies to grades as well as to high schools. In order to receive special state aid, for work in grades in these subjects, the law provides: First, that the grades must be connected with a high school giving the special work and under the management of the same board. Note: — Town and Union high schools have no grades connected with them even though they may be in the same building. Aid, therefore, cannot be granted to grades under such conditions. 8 THE UNIVERSITY OF WISCONSIN Second, that the work must be given in the two upper grades be- low the high school. Third, that it shall be subject to the approval of the state super- intendent. Owing to the fact that work in these subjects in grades is still in an experimental stage, no definite requirements other than those specifically mentioned in the law have as yet been made as a condition for receiving the aid. It is expected, however, that the work shall be in charge of properly qualified teachers, that it shall be definite and systematic, and that a reasonable amount of time shall be given to it each week. At least eighty minutes per week would seem to be a minimum for satisfactory results, and probably a greater amount of time would be better. Many schools now allow more. The amount of state aid for each of these departments is one- half the cost of instruction in that department, limited to three hundred and fifty dollars when the instruction shall have been given in the high school and the two upper grades next below the high school, or two hundred and fifty dollars when given only in the high school." Special Requirements and Suggestions for Courses IN Agriculture "Courses in agriculture must, in order to receive approval, pro- vide for at least four full units of the special work. "It is very desirable that the special teacher of agriculture be employed the entire year rather than for the usual school year. It will then be possible to do actual work as apart of the school courses on pieces of ground on the home farm, on vacant lots in town, or in other ways to give practical applications of what is taught in school. This course will not be considered as being ad- ministered in a satisfactory manner unless it includes a very con- siderable amount of such application. Such work should be done under the careful direction of the .teacher and will need his super- vision and regular instruction during the summer as well as while the school is in session, if it is be offered for credit in receiving the special state aid. If work in Agriculture is to be made suc- cessful in the high school it must include actual observation and practice and must be linked as closely as possible with the home. As summer is the principal time for farm work, then is when the HIGH SCHOOL COURSE IN AGRICULTURE 9 teacher can be the most useful, and with a fair sized class his time will be fully occupied in the manner indicated above. In this way, too, it is probable that more practical and satisfactory results can be much more cheaply reached than throu,gh a school farm with its heavy care and expense. Some of the leading schools of the state are now employing their teachers for the en- tire year. "A good text should be adopted, placed in the hands of the stu- dents, and made the basis of the work. Bulletins and other refer- ences can then be used to great advantage as supplementary and vitalizing material. Without a text the work is likely to be super- ficial, indefinite and unsatisfactory. There are now several books on the market which, while intended for only a one-year course, are really extensive enough in their fundamental treatment of dif- ferent topics so that the single book may be used for two years, or even longer, if outside material is properly used. There is an advantage in the thorough acquaintance with a standard text, which comes from continued use and which is lost in too fre- quent changes. "Those responsible for this work in this its formative period, should be constantly on their guard that the work be not made too technical and difficult for high school pupils. "The injurious effects of this error in the past in nearly all lines of high school work and especially in science are very gen- erally recognized, and it is to be earnestly hoped that the mistake will not be repeated in this new and very desirable subject of agriculture." WHAT OUGHT TO BE FOUND IN A WELL-ORGANIZED AGRICULTURAL COURSE There are certain things of a general nature which ought to be found in classes in agriculture as well as in other lines of high school work. The more important of these are as follows: I. A teacher who is master of the fundamental principles of Vgriculture and in complete sympathy with the work. II. Pupils interested, attentive and alert; quick in response an(J ready with questions. 10 THE UNIVERSITY OF WISCONSIN III. Material evidences of well planned, everyday work such as: 1. Note books. 2. Collections of materials. 3. Special apparatus. 4. Charts, maps, pictures. 5. Blackboard outlines. 6. Reference books that give evidence of being used. Aside from these general observations there are certain special phases of the class room work that should be noted. Since scientific agriculture is largely applied science, i. e., fundamental facts of science applied to the art of agriculture, we should expect to find the botany class paying some attention to plants of economic importance such as the cereals, the legumes, and the noxious weeds. In physiology the class may be expected to pay some attention to comparative as well as human physiology and anatomy, and in physical geography the teacher may well lay stress upon the "man-side" of the subject. In physics we should find emphasis placed on machines and other practical applications of this science, and if a course in chemistry is given we may expect to find the chemistry of plant and animal life receiving especial emphasis. As to the quality of the training in other lines of work obtained from the study of agriculture, the pupils should receive thorough instruction in mathematics, in history, and in English by the fre- quent application of all these branches to, the study. Particular attention should be paid to accurate statement in both oral and written English in connection with all agricultural work. The Qualitj and Quantity of Agricultural Instruction A course in agriculture to be effective should not differ radi- cally in method of treatment from that of any other established course in high school science. Four units of agriculture, on the basis of a sixteen unit course, may be considered a reasonable stan- dard. A unit of agriculture should represent the same amount of time spent in preparation, recitation, and laboratory work as that for a unit of any other science. This will require daily ex- ercises throughout the year. No attempt should be made to teach agriculture through a dis- tortion of other sciences. Instruction in the fundamental science HIGH SCHOOL COURSE IN AGRICULTURE 11 should precede or run parallel witih the application of that sci- ence to all agricultural instruction. General courses in elementary agriculture, composed of por- tions of each of the four units outlined herein, may well consti- tute one-half to one unit of work. These general courses are suffi- ciently outlined in several very satisfactory texts already pub- lished and need not, therefore, be discussed here. Where more than one unit of work is to be attempted schools are advised not to separate the units outlined herein by giving fragments of each, but to undertake only as many of them as they can institute in a satisfactory manner. THE PLACE OF AGRICULTURE IN A HIGH SCHOOL COURSE OF STUDY The study of agriculture should give to the student a clear un- derstanding of the various forces with which the farmer has to deal. He should become familiar with the laws governing the action of these forces in order to utilize them most efficiently when they act along the line of his progress and to counteract them most effectively when across his path. These forces arrange them- selves into three great groups, viz., — biological, physical, and economic. The principal biological sciences taught in the smaller high schools are botany and physiology; the chief physical sci- ence, physics (occasionally chemistry), which with economics (where offered) completes the group of fundamental sciences. The applications of these sciences are to be found in the four units of agricultural subjects outlined below: General Outline of Agricultural Units Biological Group I. Plant Production, one unit. II. Animal Husbandry, one unit. Physical Group III. Agricultural Chemistry and Soils, one unit. 12 THE UNIVERSITY OF WISCONSIN Economic Group IV. Rural Economics, including Farm Bookkeeping and Man- agement, one unit. The high school course in agriculture should consist of the four units of work mentioned above arranged in substantially the same order in which they are enumerated. The introduction of this group of subjects into the program of studies of an already organized high school without disturbing the arrangement of existing courses of study, and at the same time preserving the proper sequence and balance of the agricul- tural subjects, is a perplexing administrative problem. In cases where the eighth grade is combined with the high school grades or is easily accessible, the following arrangement is suggested: Eighth Grade — Introductory Science. Ninth Grade — Plant Production. Tenth Grade — Animal Husbandry. Eleventh Grade — Agricultural Chemistry and Soils. Twelfth Grade — Rural Economics. Where the above arrangement of work is found impractical the following alternative arrangement is advised: Suggested Aii^angement of Work in Agriculture and Related Sciences for the High School Grades First Yejar Introductory Science Introductory Science Physics, Chemistry Botany Farm Bookkeeping Plant Production Accounts Plant Propagation Records Gardening Business Transactions Insects Second Year Plant Production Soils Plant Diseases Soil Study Weeds Fertilizers Farm Crops Drainage HIGH SCHOOL COURSE IN AGRICULTURE 13 Third Year Animal Husbandry Animal Husbandry Types and Breeds Feeds and Feeding Stock Judging Dairy Testing Care and Management Poultry Fourth Year Farm Meclianics Rural Economics Mechanical Drawing Production Farm Buildings Exchange and Distribution Roads and Bridges Note: — The above arrangement permits of great freedom in the selection of electives, preserves the order of arrangement of agri- cultural subjects and related sciences, summarizes the work in the study of rural economics and follows, in a general way, the plan adopted by the American Association of Colleges and Experi- ment Stations. This will be seen by an examination of the course of study outlined by Dr. A. C. True and approved by that associa- tion. (See p. 31.) • In this latter arrangement it is necessary to divide the work in chemistry and its various applications to agriculture into two parts and to place the part relating to soils, fertilizers, and drain- age so that it may be considered in connection with the study of farm crops. Since the time allotted to plant life study is extend- ed one-half year the study of soils, fertilizers, and drainage dur- ing the second year thus becomes easily possible. It is also necessary to combine the work in feeds and dairy test- ing with that of animal husbandry. One-half unit of farm me- chanics is introduced during the first half of the fourth year, un- der the assumption that this class of schools will not be provided with a manual training department. In schools where manual training is regularly taught the course in farm mechanics na- turally falls into the manual training group of subjects. The amount of time devoted to rural economics is reduced to one-half unit and elementary bookkeeping, suitable for boys and girls alike, introduced during the first year, from which the economic ap- plications must of necessity be omitted. A comparison of this out- line with the following, prepared by the State Department of Pub- 14 THE UNIVERSITY OF WISCONSIN lie Instruction "as a suggestive course which may be reduced, added to or otherwise modified to suit local conditions" with the approval of the State Superintendent will reveal their close sim- ilarity. Outline Prepared by the State Department of Public Instiniction Elementary Chemistry First Year Physics and Identification of farm garden and wild plants and seeds. Testing of farm and garden seeds Simple Gardening Second Year Farm Plant Life Weeds: Identification, erad- ication, and seed inspec- tion Plant diseases: Fungicides Bacteria in relation to de- cay, nitrogen fixation, fer- mentation, disease and common farm practices. Corn and grain judging. Plant breeding. Soils and crops Soil formation, physical properties and composi- tion. Fertilizers. Management of common farm crops of locality. Systems of cropping Plant propagation. Prun- ing of trees. Third Year Farm Animals Stock judging Breeds and breed character- istics. Farm Animals Live stock management Feeds and feeding Breeding Simple veterinary practices Dairy practice HIGH SCHOOL COURSE IN AGRICULTURE 15 Fourth Year Farm Mechanics Farm buildings Location Plans Construction Farmyard Power machinery Gasoline engine and gen- eral farm machinery Farm Management Farm and home conven- iences Rural problems, social and economic Condensed Outline of Each Unit of Agricultural Work PliAnt Production — One Unit I. Plant Diseases 1. Microscopical study of fungus plants 2. Molds, smuts, rusts, blights 3. Other diseases of plants 4. Bacterial diseases of animals II. Agronomy 1. Corn judging and testing 2. Examining and grading grains 3. Study of weeds 4. Inspection of clovers and grass seeds 5. Study of legumes and forage plants III. Plant Propagation 1. The use of propagating beds 2. Potting 3. Grafting and budding 4. Rooting cuttings IV. Gardening 1. Seed testing 2. Hot beds and cold frames 3. Transplanting 4. Outdoor gardening 16 ^H£ UNIVi^RSlT^ OF WISCONSIN V. Insects 1. Life historiis of insects 2. Collecting and preserving specimens 3. Insects injurious to our fruits and grains 4. Means of controlling ravages of insects Animal Husbandry — One Unit I. Types and Breeds of Live Stock 1. Principles of breeding 2. History of progress made in animal breeding 3. Standard breeds 4. Breed characteristics II. Stock Judging 1. The "points" on the score card 2. Lantern slide demonstrations 3. Practice in judging stock easily available 4. Visits to best herds in vicinity III. Care and Management of Live Stock 1. Approved live stock practice 2. Simple principles of veterinary science 3. Live stock sanitation IV. Poultry 1. Poultry as an economic factor in farm and city life 2. The care and management of poultry 3. Feeding poultry and marketing poultry products 4. Judging poultry Agricultural Chemistry and Soils — One Unit I. Dairying 1. Testing milk and its products for fat 2. Testing for acidity 3. Testing butter for moisture and salt 4. Testing milk for impurities and adulterants II. Feeds and Feeding 1. Protein and fat and their functions 2. Analyses of feeds 3. Rations and feeding standards HIGH SCHOOL COURSE IN AGRICULTURE 17 III. Soils and Fertilizers 1. Physical analysis of soils 2. Chemical composition of soils 3. Classification of soils 4. Tillage and inoculation of soils 5. Fertilizing elements of soils ' 6. Natural fertilizers including legumes 7. Commercial fertilizers 8. Chemical constituents IV. Drainage 1. Physics of drainage 2. Principles of drainage 3. Methods employed 4. Practice in mapping, ditching, and laying tile' Rural Economics, One Unit I. Production 1. Economy in production 2. Factors of production 3. The combination of the factors 4. What to produce 5. Types of farming 6. Systems of land tenure II. Exchange and Distribution 1. The law of supply and demand, under conditions of custom, competition, and monopoly 2. Money, credit, and banking 3. Transportation 4. Methods of distribution 5. Cooperation and concerted action 6. Rent and land values 7. Wages, interest, and taxation III. Bookkeeping * 1; General principles of accounts 2. Keeping of farm accounts 3. Practice in keeping necessary farm records 4. Attention to penmanship, spelling, and general appear- ance 18 THE UNIVERSITY OF WISCONSIN IV. Business Transactions 1. Making of notes, receipts, bills, etc. 2. Use of weigh bills, bills of sale, etc. 3. Law of contracts 4. Other principles of Commercial Law as applied to farm transactions 5. Combination of enterprises based on records INTRODUCTORY SCIENCE The aim of the work in introductory science should be to familiarize pupils with facts, principles and things necessary for an intelligent understanding of the physical and biological forces with which the student has to deal in the study of agriculture. Sufficient instruction in physics, chemistry, and biology should be given to enable the student correctly to interpret the language of agriculural literature. Exercises should be given on machines, electricity, porosity, solubility, capillarity, osmosis and like phases of physics finding practical application in agriculture. The student should be made familiar with the more important chemical elements and compounds, such as carbon, oxygen, hydrogen, nitrogen, iron, magnesium, sodium, calcium, phosphorus, potassium, sulphur, chlorine, carbon dioxide, lime, soda, ammonia, silica, potash, acids, alkalis, salts, carbohydrates, protein, and fats. On the biological side stress should be laid on groups of plants of economic importance, such as cereals, legumes, noxious weeds and trees. Students should be made familiar with the names, family characteristics and habits of growth of these plants. How plants live, grow, feed, dispose of waste, and propagate, should receive especial emphasis. Another phase of biological study should be that of the life his- tories of insects, their habits and classification. Wherever pos- sible instruction in this branch should be given by the teacher of agriculture and emphasized by demonstration and experiment, the pupils participating. It is neither necessary nor desirable to classify these exercises under the various sciences to which they belong, the aim being, as has already been pointed out, to familiarize pupils with the common things of the physical and biological world with which they must deal throughout the study of agriculture. HIGH SCHOOL COURSE IN AGRICULTURE 19 DETAILS OF EACH UNIT OF WORK Plant Production I. Plant Diseiases: This work may well begin with the microscopic examination of bacteria and the spores of a few of the fungous plants. The slides should be prepared and the microscope adjusted by the teacher in charge. This will lead to a study of the ways in which plant diseases and bacterial diseases of animals are disseminated. Molds, smuts, blights, rusts, and rots may each be studied in turn, together with methods of prevention and control. It also will be appropriate to study bovine tuberculosis, the tuberculin test and its method of application. The preparation and use of fungicides and disinfectants should receive attention. (See Duggar's "Fungous Diseases of Plants" or Stevens and Hall's "Diseases of Economic Plants" and Russell and Hasting's "Agricultural Bac- teriology".) II. Agroxomy: This course should include corn judging, methods of curing and testing seed corn, the examining and grading of grains and grain judging by use of score cards. Work with forage plants should cover the best methods of seeding, curing and harvesting clover, alfalfa, peas, beans, vetches and other legumes. The grain study should include the seeding, harvesting, and marketing of barley, wheat, oats, speltz, and buckwheat. The study of noxious weeds should consider their characteristics, classification as annuals, biennials and perennials, their habits of growth, and their identi- fication by means of the roots, leaves or seeds of plants. Em- phasis should be placed upon the inspection of clover and grass seeds and the identification of the foreign seeds they often con- tain. (See Hunt's "Cereals in America.") III. Plant Propagation: This study should embrace the morphology of the bean, pea, radish, buckwheat, corn, and beet with special reference to the germination and development of the young plant. Bulbs, corm,s, tubers and other specialized forms of asexual propagation should be observed and compared with seeds to demonstrate that asexual 20 THE UNIVERSITY OF WISCONSIN means of reproduction are confined almost entirely to plants. The construction and use of the propagating bed, the making of cuttings, the rooting of them in the propagating bed, the trans- planting of these to pots and to open ground, and the proper methods to be employed in potting and repotting should receive attention. The various kinds of grafts and grafting wax should be made and much laboratory work done to familiarize the pupils with the methods and practice of plant propagation. (See Bail- ey's "Nursery Book".) IV. •Gardening: The testing of garden seeds should be the first consideration in this course. Seeds showing a low percentage of viability should only be planted for experimental purposes. Practice in the identification of vegetable seeds is also an important part of this work. The construction of hot beds and cold frames should be studied, this apparatus prepared and seeds planted therein. When ready these plants may be transplanted to open ground in the school or home garden and used for further plant life study. The daily recitations should consist of a study of the proper meth- ods of soil tillage and cultivation for the various plants under ob- servation. Home decoration and landscape gardening should re- ceive considerable attention during the course. (See Bailey's "Garden Making".) V. Insects: This work should begin under the head of Introductory Science with a study of the life histories of a few of the common insects and should include practice in the collection, mounting and preservation of specimens. Insects like the plum curculio and the codling moth such as are injurious to our native fruits should be studied and those that cause serious damage to farm crops should receive due attention. The laboratory work may well in- clude the preparation and application of insecticides. Other means of controlling these pests should be studied. A school collection of injurious insects and examples of their destructive work should be made. (See Comstock's "Insect Life".) HIGH SCHOOL COURSE IN AGRICULTURE 21 Animal Husbandry I. Types and Breeds of Live Stock: The work in this subject may well consist of a study of the history of the various breeds and classes of live stocR, the meth- ods used to develop these breeds, the distinguishing character- istics of the standard breeds and the special merits of each. This intensive study of animal life in the high school is con- fronted by special difficulties. If the school is equipped with pic- tures, charts, a well chosen collection of animal slides and a good lantern these difficulties may be largely overcome. (See Plumb's "Types and Breeds of Farm Animals".) II. Stock Judging: The theoretical part of this work should be done in the class room by the use of charts, lantern slides, and the score card. Practice may be obtained from the scoring of individual animals owned in the vicinity of the school or borrowed from more dis- tant breeders. Competitive judging work can be done by occa- sional visits to the best herds and flocks in the neighborhood. (See Craig's "Stock Judging".) III. Live Stock Care and Management: A thorough study should be made of the most approved methods of managing flocks and herds with a view to familiarizing the students with the best practice in vogue among practical stock- men and the results obtained by scientific men in their investiga- tions of live stock problems. An effort should be made to cor- relate this work with the actual practice obtaining in the im- mediate vicinity of the school in order that a closer relationship may be established between the work of the school and the farm. In this connection a study of the simpler principles of veter- inary science should be made with special reference to sanitation and its place in the prevention of live stock diseases. (See Rey- nold's "Veterinary Science".) IV. Poultry: A study of poultry easily may be made a part of the high school curriculum. The birds themselves may be brought into the class room. Specimens of each of the leading varieties of chick- ens may usually be found within easy reach of the scliool. PoijJ- 22 THE UNIVERSITY OF WISCONSIN try and its proper feeding, care, and management should be studied as an economic factor in city and rural life. Practice should be given in judging poultry by means of the score card. The best methods to be used in preparing poultry and its products for market should receive attention. (See Robinson's "Poultry Craft".) Agricultural Chemistry and Soils I. Dairying: A study of the physical and chemical composition of milk should introduce this branch and be followed by the testing of milk, cream, skimmilk, buttermilk and whey for fat by the use of the Babcock test. The Hart casein test should be demon- strated. The various volumetric tests for acidity should be learned and practiced by actual application in the testing of milk, cream, buttermilk, and whey. Butter and cheese should be tested for salt and moisture by some of the methods in common use. Practice should be given in the testing of milk and its products for impurities and adulterants. (See Farrington's "Testing Milk and Its Products".) II. Feeds and Feeding: The composition and value of each of the principal feeds and the compounding of economical and profitable rations are mat- ters of supreme importance in this study and should be given the attention they deserve. The functions Of water, protein, carbo- hydrates, fibre, fats, and ash in feeds should be studied. The chemical relations between the soil, water, air, plants, and ani- mals should be clearly established. Practical feeding demonstra- tions and experiments should be made at home by pupils who live on farms. Considerable attention should be paid to feeding from the practical standpoint. (See Henry's "Feeds and Feed- ing" and Hart's "Agricultural Chemistry".) III. Soils and Fertilizers: High school work under this head should follow chiefly phys- ical lines with simple exercises in soil chemistry and fertilizer tests of soils of the neighborhood. These tests may be made either in the greenhouse or in the field. Experiments in soil in- oculation should also be made. The influence of the various fac- tors on the movement of soil water and its availability, and the HIGH SCHOOL COURSE IN AGRICULTURE 23 water holding capacity of soils may be studied. For class room work the origin and chemical composition of soils may be studied and the best methods of tillage discussed. Fertilizer require- ments of the various types of soils should be studied.- Students should become familiar with the common commercial fertilizers and the source, composition, value, and use of each. (See Whit- son and Walster's "Elements of Soil Fertility" and Vivian's "First Principles of Soil Fertility".) IV. Drainage: The influence of soil water and its evaporation on soil tempera- ture should be noted. The general principles of drainage, the movement of drainage waters as influenced by soil structure, slope of land, depth of and distance between ditches and tiles should be carefully studied. Practice should be given in measur- ing distances and calculating land areas and in mapping small drainage areas by the use of the plane table and otherwise. These maps should show size of the area and the position of tiles. Careful estimates should be made of the cost of drainage of each area mapped. Where practicable, practice should be given in ditching and laying tile. (See Elliott's "Farm Drainage" and Jones' "Notes on Drainage".) Rui'al Econoinics I. Production: A study of the problems of production should be made with a view to securing economy and efficiency in the use of land, labor, and capital employed in agriculture. The proper combination of farm enterprises, the choice of farm crops and the selection of live stock should be studied with a view to furnishing continuous employment to labor, and securing maximum returns for the land, labor and equipment. This leads to a study of intensity of culture and size of farms and a comparison of diversified with specialized agriculture. All this work should be related to actual conditions obtaining in the immediate vicinity of the school and on the home farms of the pupils living in the country. Unless this relationship is established, instruction in this branch of study is likely to prove sterile and ineffective. (See Research Bulletin No. 16 of the Wisconsin Experiment Station — "The Place of Economics in Agricultural Education and 24 THE UNIVERSITY OF WISCONSIN Research", by H. C. Taylor; also Bulletin No. 210— "Progress of the Dairy Industry in Wisconsin", by same author.) ] II. Exchange and Distribution: Students should be made familiar with the law of supply and demand as limited by custom, monopoly and government regu- lation, and the relation of this law to prices and to the problem of justice in distribution. The influence of good roads and other means of transportation on prices of farm products should re- ceive attention. The place of the middleman in the economy of distribution, direct marketing, buying and selling organizations, cooperation, government regulation and monopoly should be studied in this connection. A constant effort should be made to make this instruction real and vital by relating it to local condi- tions, drawing illustrations from systems of distribution with which the student is familiar and studying local market prob- lems. (See Wis. Exp. Sta. Bulletin No. 231— "The Marketing of Wis- consin Cheese", by H. C. Taylor; also "Agricultural Economics" by same author.) III. Bookkeeping: The general principles of accounts should be studied and prac- tice given in the keeping of farm accounts and necessary records. The practical application of this work will be found in the keep- ing of farm records quite as much as in a complete set of farm accounts. Hence special stress should be laid on records of value in ascertaining the gross and net returns from the dairy herd, the cultivation of special crops like tobacco, cabbage, and sugar beets, the production of pork and beef, and like special phases of agriculture. Special attention should be paid throughout this course to penmanship, neatness, and accuracy. Slovenly and in- accurate work should not be permitted. (See Roberts' "Farmers' Business Handbook".) IV. Business Transiactions : Students should be made familiar with ordinary business forms by the writing of notes, receipts, checks, bills, weigh bills, and bills of sale. They should be required to make all necessary com- putatiohs in connection with these forms and should be made conversant with the law of contracts and certain other phase? illGH SCHOOL COURSE IN AGRlCULTtRE 25 of commercial law of interest to farmers. The computation of creamery and cheese factory dividends; the cost and returns from various types of farming; the combination of enterprises in such a manner as to secure maximum returns from land, labor and equipment employed as shown by records kept of various farm operations, especially those of the home farm, should form a part of this course. (See Roberts' "Farmers' Business Handbook".) THE HOME PROJECT Instruction in agriculture differs materially from that of any other high school science in that much of the laboratory work must be done outside of school. Unless the theoretical instruc- tion given is carried over into actual practice the work in agri- culture will lose much in effectiveness. This condition has given rise to the practice of employing the teacher of agriculture by the calendar rather than by the academic year for the joint pur- pose of supervising and assisting with home projects by students and cooperating with farmers in local field trial and demonstra- tion work on their own land. There are three essentials to the success of a home project, viz., — I. Class room study. II. Laboratory exercises at school relating thereto. HI. Home work. For the purpose of illustration the acre project in corn grow- ing, now being carried out by many schools, is here used. Brief Suggestive Outline for Home Project in Com Culture Acre Plot I. Object: To secure maximum yield of high quality, cost of pro- duction not considered. II. Class Room Work: A. Preparation of pupils on the following: 1. Desirable soil 2. Fertilizing practices 3. Best preparation of seed bed ^6 THE UNIVERSITY OF WISCONSIN 4. Selection of seed ears 5. Testing of seed corn 6. Testing of planter to secure uniform stand 7. Methods of cultivation B. Laboratory Exercises: 1. Making of germination box or tester 2. Making germination tests on individual ears 3. Selection of ears for planting and calculation of germination 4. Testing the planter and calculating stand per hill 5. Calculation of stalks and ears per acre, assum- ing one ear to the stalk, with percentage of stand as shown by test 6. Determination of average weight of ears and calculation of yield per acre on this basis Note: — The purpose of the above is to familiarize pupils so far as practicable with best agricultural practice in raising corn and to stimulate them to think about their work.* III. Home Work of Pupils: A. As Individuals 1. Raise an acre of corn 2. Determine accurately the total yield 3. Select a fifty ear sample B. As a Group 1. Determination of stand by actual count and comparison of same with calculated stand 2. Comparison of actual yield with calculated yield 3. Comparison of actual average weight of ears with calculated weight IV. Work of School and Pupils: A, To conduct a corn contest in which the following points will determine successful contestant 1. Yield per acre 70 points 2. Quality as shown by 50 ear sample. . . 30 " Total 100 HIGH SCHOOL COURSE IN AGRICULTURE 2t This project may be repeated or extended to attain the follow- ing object: To Secure Maximum Yield of High Quality at Minimum Cost Per Unit of Production. With this object in view it will be necessary to add instruction in bookkeeping to the above outline and to require the student to keep account of cost and returns in connection with this project. Relative values would then be de- termined by the following score or one similar thereto. I. Yield per acre 40 points II. Quality as shown by 50 ear sample 30 points III. Cost per unit of production 30 points Aside from adequately supplementing the class room instruc- tion, the home project should make such instruction real and vital. It should interest the student in farm life, elevate the business of agriculture, enlist the sympathies of parents and the support of the community and establish that vital relationship between school and home now so popularly demanded. The possibilities of "the home project idea" are almost unlim- ited but as yet little developed. There are three phases to all production projects. Each of the production projects enumerated below may have as its object either of these phases, viz., — I. To secure high quality without reference to yield. II. To secure maximum yield of high quality. III. To secure maximum yield of high quality at minimum cost per unit of production. The following list is intended only to be suggestive and is capable of indefinite expansion. Suggestive List of Home Projects I. Plajst Production: 1. Potato culture, V^ to 1 acre, in potato districts. 2. Alfalfa culture, y.o to y, acre, on upland soils. 3. Clover growing, Voq to V4 acre, on sandy soils. 4. The production of 1 acre of all the cereals, each in it- self a separate project. 5. Establishing an orchard, on the home farm or in fruit region. 6. The culture of V,o to 1 acre of all the truck crops in the vicinity of good markets, each in itself a separate project. 28 THE UNIVERSITY OF WISCONSIN 7. The production of a definite area of small fruits, each a separate project. II. A^siMAL Husbandby: 1. The keeping of feed and milk production records of the home herd. 2. The calculation and feeding of improved rations, with records of results obtained from their use. 3. The care and management of the home herd of cattle, sheep or swine, each in itself a separate project. 4. The care and management of the horses used on the farm. III. Soil Projects: 1. Preparation of the land for the farm crops, each in it- self a separate project. 2. Soil fertility tests. 3. Fertilizer plot trials. 4. Laying out or installing a drainage project, or both, combined. NECESSARY LABORATORY SUPPLIES FOR CLASS OF TWELVE Estimated I. Farm Mechanics: Price 1. *One dozen sets drawing instruments at $1.50 $18.00 2. One dozen T squares at $.40 4 . 80 3. One blue print frame, home made 4. One dozen drawing boards, home made.... 5. One dozen 45° triangles 1. 00 6. One dozen 30°-60° triangles 1.00 Total $24.80 * This set should contain a good pen and a pair of good compasses. Pupils may be required to purchase their own drawing instruments. HIGH SCHOOL COURSE IN AGRICULTURE 29 II. Plant Peoduction: 1. One dozen dissecting microscopes at $1.50.. $18.00 2. One dozen seed corn testers to be made by students -i . . 3. Two dozen tin plates for seed testers at $1.00 2.00 4. ^ Propagating bed, 2' x 3', home made 5. Hot bed or glass house, home made.. 6. Cold frame, home made 7. Four dozen 3" pots at .15 .60 8. Four dozen 6" pots at .25 1.00 9. One dozen grafting knives at .30 3.60 10. One dozen stretching boards, home made... 11. One dozen cyanide collecting bottles, home made 12. Three boxes insect pins — Nos. 1, 3, 6 .40 13. Materials for spraying solutions 1.00 14. Hand spray pump 2.50 15. Charts and Riker mounts Total $29.10 III. Animal Husbandry: 1. Lecture room so screened as to be easily and quickly darkened 2. Set of animal charts, home made 3. Supply of score cards for the various types of farm animals, local printer IV. Agricultural Chemistry and Soils: 1. One six-bottle Babcock hand tester $9.00 2. Supply of extra glassware including skim- milk and cream bottles 3.00 3. One dozen 100 cc. graduated cylinders at .50 6.00 4. Box Farrington's alkaline test tablets 1.50 5. One set Torsion balances accurate to .01 gram, with weights 20.00 6. One dozen common lactometers at .30 3.60 7. One Benkendorfs moisture test for butter.. 5.00 8. One set soil sieves 6.00 30 THE UNIVERSITY OF WISCONSIN 9. Two bottles sensitive litmus paper, red and blue .40 10. Samples of various commercial fertilizers.. 11. Samples of various commercial feeds Total $54.00 The above lists comprise the minimum equipment possible for effective instruction in the several units of agricultural subjects. To this should be added at earliest possible convenience the items included in the following lists: II. For Pr.AXT Productiox Instruction: 1. One compound microscope, triple objective Vs, Vg, ViL', Abbe condenser, oil immersion $75.00 2. One graduated hypodermic syringe 2.50 3. One-half dozen clinical thermometers at .75 4.50 4. Four dozen 3" Petri dishes at $1.80 7.20 5. One dozen hoes at .40 4.80 G. One dozen garden rakes at .50 6.00 7. Good barrel spray pump 20.00 Total ^ $120 . 00 III. For Animal Husbandry Instruction: 1. Good lantern with abundant supply of animal slides $100 . 00 2. Incubator and brooder 20.00 3. Empire show cooping 10 . 00 Total $130.00 IV. For Chemical Instruction: 1. Additional 6 or 8 bottle Babcock hand tester $9.00 2. One cream scale 6.00 3. One-half dozen Quevenne lactometers at $1.60 9.60 Total $24.60 HIGH SCHOOL COURSE IN AGRICULTURE 31 SYliLABUS OF A FOUR-YEAR SECONDARY COURSE IN AGRICULTURE Prepared by the United States Department of Agriculture REQUIRED SUBJECTS Subjects Units Fii-st year Second year Third year Fourth year Total hours Eufrlish Alsebra 2 4 2 5 5 5 3 2 510 180 Geometry 5 180 llistorv 2 3 180 Botativ 5 180 Cheniisti'y 5 180 I'^reiicli or German... 5 5 5 5 5 5 3G0 Ajirricultui'e 5 5 7'20 ICIective 3G0 Total 2, 880 ELECTIVE SUBJECTS Subjects Drawing- Booki V 2 <) 1 ?2 Animal Husbandry.. 72 Daii'vin^ 36 Diseases of Plants and Animals 2 72 l''arm IManairement. . 2 3 72 Siil)jects to be added from the subjoined list A 2 180 Tot al 720 SUBJECTS FROM WHICH SELECTION MUST BE MADE TO MAKE UP THE REQUIRED 720 HOURS IN AGRICULTURE Hours per week. Total hours Subjects. Third .year Fourth year Farm Crops 2 2 2 2 2 2 2 2 72 or 144 Animal Husbandry 72 or 144 Dairying' 72 or 144 Horticult ure 72 Forestr.v 72 Agricultural Engineering 2 1 2 72 Rural Economics 1 1 36 or 72 Plant Breeding 3b or 108 HIGH SCHOOL COURSE IN AGRICULTURE 33 LIST OP TEXT AND REFERENCE BOOKS Prepared by C. S. Hean, Librarian, College of Agriculture, Madison, Wis. I. Farm Mechanics The number following the title refers to the publisher in the list of publishers. List Author Title Price King Ventilation (17) $.75 Davidson & Chase Farm Machinery and Farm Motors (3) 2.00 ♦Tracy Introductory Course in Mechanical Drawing (4) 1.80 ♦Anthony Elements of Mechanical Drawing (8) 1.25 ♦Bennett Problems in Mechanical Drawing (30) 1.20 Brookes Gas and Oil Engine Handbook (31) 1.00 ♦Davidson Agricultural Engineering (9) 1.50 Rural Economics ♦Roberts Farmers' Business Handbook ( 1 ) . . 1.25 ♦Roberts The Farmstead (1) 1.50 ♦Taylor Agricultural Economics (1) 1.25 Carver Principles of Rural Economics (2) 1.60 ♦Warren Farm Management (1) 1.75 Coulter Cooperation Among Farmers (18) . 1.00 Powell Cooperation in Agriculture (1) . . . . 1.50 Green Law for the American Farmer ( 1 ) 1.50 Willis Farmers' Manual of Law (3) 2.00 Hays Farm Development (3) 1.50 Page Roads, Paths and Bridges (18) ... . 1.00 Cooleigh Handy Farm Devices ( 3 ) 1.50 II. Plant Production ♦Hunt Cereals in America ( 3 ) 1.75 Spillman Farm Grasses in the United States (3) 1, Shaw Soiling Crops and the Silo (3) .... 1. Coburn The Book of Alfalfa (3) 2 Wing Alfalfa Farming in America (15) . . 2 ♦Suitable for texts. 00 50 00 00 ^4 *HE UNIVERSITY OF WISCONSIN List Author Title Price ♦Hunt Forage and Fibre Crops in America (3) 1.75 ♦Russell & Hastings. . . .Agricultural Bacteriology (16) ... . 1.25 *Conn Bacteria, Yeasts and Molds in the ... Home (2) 1.20 Bailey The Forcing Book (1) 1.25 Waugh The American Apple Orchard ( 3 ) . . 1.00 ♦Duggar Fungous Diseases of Plants (2) . . . 2.00 *Lyon & Montgom.eTy . . E xamining and Grading Grains (2) .60 ♦Bailey Nursery Book ( 1 ) 1.50 ♦Bailey Garden Making (1) 1.00 Myrick Book of Corn ( 3 ) 1.50 Dondlinger Book of Wheat (3) $2.00 Prazer The Potato (3) : .75 Bailey Principles of Fruit Groiving (1) . . 1.50 Bailey Pruning Book ( 1 ) 1.50 Greene Among School Gardens (24) 1.25 Card Bush Fruits (1) 1.50 Rawson Success in Market Gardening (12) 1.10 Bailey Principles of Vegetable Gardening (1) 1.25 Taf t Greenhouse Construction ( 3 ) 1.50 Taf t Greenhouse Management ( 3 ) 1.50 Bailey Plant Breeding ( 1 ) 1.25 Bennett The Flower Garden ( 12 ) 1.50 Maynard Landscape Gardeniyig ( 10 ) 1 . 50 Bailey Manual of Gardening ( 1 ) 2.00 Lodeman Spraying of Plants ( 1 ) 1,25 ♦Stevens & Hall Diseases of Economic Plants (1).. 2.00 Weed Farm Friends and Farm Foes (8) . .90 Lipman Bacteria in Relation to Country Life (1) 1.50 ♦Goff Pi'inciples of Plant Culture (14) ... 1.00 Wing Meadows and Pastures ( 15 ) 1 . 50 Waugh Beginner's Guide to Fruit Growing (3) 75 Grubb & Guilford The Potato (12) 2.00 ♦Watts Vegetable Gardening ( 3 ) 1.75 ♦Wilson & Warburton..FieZ(Z Crops (9) 1.50 Burkett Farm Crops ( 3 ) 1.50 Moore Practical Orcharding on Rough Lands (32) 1.50 Sevey Peas and Pea Culture (3) 50 Troop Melon Culture ( 3 ) 50 Tracy Tomato Culture ( 3 ) .50 Pammel Weeds of the Farm and Garden (3) 1.50 HIGH SCHOOL COURSE IN AGRICtJLTUtlE 35 III. Animal Husbandry Smith Our Insect Friends and Enemies (11) 1.50 *Plumb Types and Breeds of Farm Animals (2) 2.00 Punnett Mendelism (1) (about) .80 Davenport ,. Domesticated Animals and Plants - (2) 1.25 Doncaster Heredity (23) 40 Wing Sheep Farming in America (15) . . 1,00 Roberts The Horse (1) 1.25 Johnstone The Horse Booh (15) 2.00 Coburn Siame in America ( 3 ) 2.50 Craig Diseases of Swine ( 3 ) 75 Mayo Diseases of Animals (1) 1.50 Reynolds Veterinary Studies (1) 1.75 Salmon Diseases of Poultry (3) 50 Mumford Beef Production (29) 1.50 Bach How to Judge a Horse ( 5 ) 1.00 Wilcox Farm Animals ( 12 ) 2.00 Shaw Management and Feeding of Cattle (3) 2.00 ♦Decker Cheese Making ( 14 ) 1 . 75 *Brigham Progressive Poultry Culture (28) . . 1.50 *Craig Judging Live Stock (26) 1.50 *Comstock Insect Life (27) 1.75 *Hawks Science and Art of Poultry Culture (22) 2.75 *PIumb Beginnings in Animal Hus1)andry (9) 1.25 Langstroth On the Hive and Honey Bee (33) . . 1.00 Marshall Breeding Farm Animals (15) 1.50 Kleinheinz ....Sheep Management (20) 1.50 Dawson The Hog Book (15) 1.50 *Robinson Principles and Practice of Poultry Culture (2) 2.50 Valentine The Beginner in Poultry (1) 1 . 50 Eckles .Dairy Cattle and Milk Production (1) 1.50 Harper Manual of Farm Animals (1) 2.00 Burkett First Principles of Feeding Farm Animals ( 3 ) 1.50 Sanderson Insect Pests of Farm, Garden and Orchard (10) 3.00 *Henry Feeds and Feeding ( 13 ) 2.25 * Jordan Feeding of Animals (1) 1.50 Shaw Feeding of Farm Animals (3) 2.00 Gurler The Farm Dairy (15) 1.00 Lane The Business of Dairying (3) 1.25 36 THE UNIVERSITY OF WISCONSIN IV. Agricultural Chemistry and Soils *King The Soil (1) 1.50 ♦Vivian First Principles of Soil Fertility (3) 1.00 ♦Burkett Soils (3) 1,25 Storer Agriculture in Some of Its Relations ivith Chemistry, 3 vols. (6) 5.00 Warrington Chemistry of the Farm (3) 1.00 ♦Hart & Tottingham. . .Agricultural Chemistry (7) 1. 50 Vorhees Fertilizers (1) 1.25 Hall .Fertilizers and Manures (19) 1.50 ♦Snyder Soils and Fertilizers (1) 1.25 King Irrigation and Drainage (1) 1.50 ♦Farrington & WoU Testing Milk and Its Products (14) 1.00 Wing -.Milk and Its Products (1) 1.50 ♦Lyon & Pippin Principles of Soil Management (1) 1.75 ♦Russell & Hastings. . .Experimental Dairy Bacteriology (2) 1.00 Conn Practical Dairy Bacteriology (3).. 1.25 ♦Kahlenberg & Hart. . .Chemistry and Its Relations to Daily Life (1) 1.25 Hall The Feeding of Crops and Stock (19) 1.50 Johnson How Crops Feed ( 3 ) 1 . 50 Johnson How Crops Grow ( 3 ) 1.50 ♦Van Slyke Modern Methods of Testing Milk and Its Products (3) 1.00 ♦Whitson & Walster-. ..Soils and Soil Fertility (9) 1.25 ♦Elliott Practical Farm Drainage (10) 1.50 ♦Snyder Chemistry of Plant and Animal Life ^ (1) ... 1.25 V. General Reference Books Bailey Principles of Agriculture (1) i.25 Burkett, Stevens & HillAf/rici^Z/wre for Beginners (2) 75 Davis Rural School Agriculture (3) 1.00 Duggar Agriculture for Southern Schools (1) 75 Hatch & Haselwood. . .Elementary Agriculture (25) 60 Goff & Mayne First Principles of Agriculture (4) .80 Mayne & Hatch High School Agriculture ( 4 ) 1.00 Warren Elements of Agriculture (1) 1.10 McLennan A Manual of Practical Farming {1) 1.50 King The Physics of Agriculture (17) . . . 1.75 Terry Our Farming (3) 1.00 WoU ..Handbook for Farmers and Dairy- men (10) 1.50 HIGH SCHOOL COURSE IN AGRICULTURE . 37 Hunt How to Choose a Farm (1) 1.75 Bailey Cyclopedia of American Agriculture (1) 4 vols 20.00 Ogden Rural Hygiene (1) 1.50 Belcher Clean Milk (3) 1.00 Halligan Fundamentals of Agriculture (8).. 1.25 Wilkinson Practical Agriculture (4) 1. 00 Wilson Agriculture for Young Folks (9) . . 1. 00 Call & Schafer A Laboratory Manual of Agricul- ture (1) 90 Mann Beginnings in Agriculture (1) 75 Bailey Farm and Garden Rule Book (1).. 2.00 Bryan Poems of Country Life (18) 1.00 McKeever Farrn Boys and &irls (1) 1.50 Stern Neighborhood Entertainments (18) .75 Wilson The Church of the Open Country (36) 50 A FEW GOOD TITLES ON AGRICULTURAL EDUCATION Bricker . . . , The Teaching of Agriculture in the High School (1) 1.00 Davenport Education for Eficiency (8) 1.00 Davis Agricultural Education in the Pub- lic Schools (34) 1.00 Foght The American Rural School (1) . . . 1. 25 Kern Among Country Schools (2) 1.50 Robison Agricultural Instruction in the Pub- lic High Schools of the United States (35) 1.15 Bailey The Nature Study Idea ( 1 ) 1.00 Bailey The State and the Farmer ( 1 ) , . . . 1.25 Bailey The Training of Farmers ( 1 ) 1.00 Butterfield Chapters in Rural Progress (34).. 1.00 Carney Country Life and the Rural School (25) 1.25 Row The Educational Meaning of Manual Arts and Industries (25) 1.25 (1 (2 (3 (4 (5 (6 (7 (8 (9 (10 (11 (12 (13 (14 (15 (16 (17 (18 (19 (20 (21 (22 (23 (24 (25 (26 (27 (28 (29 (30 (31 (32 (33 (34 (35 THE UNIVERSITY OF WISCONSIN LIST OF PL'BLISHERS The Macmillan Company, New York Ginn & Company, Boston, Mass. Orange Judd Company, New York. American Book Company, New York. W. R. Jenkins Publishing Co., New York. Charles Scribner's Sons, New York. E. B. Hart, Experiment Station, Madison, Wis. D. C. Heath & Co., New York. Webb Publishing Company, St. Paul, Minn. John Wiley & Sons, New York. J. B. Lippincott Company, Philadelphia, Pa. Doubleday, Page & Company, New York. W. A. Henry, Experiment Station, Madison, Wis. Mehdota Book Company, Madison, Wis. Sanders Publishing Company, Chicago, 111. E. G. Hastings, Experiment Station, Madison, Wis. Mrs. F. H. King, University Ave., Madison, Wis. Sturgis & Walton Co., New York. E. P. Button & Co., New York. P. Kleinheinz, Experiment Station, Madison, Wis. Missionary Education Movement of the U. S., New York» E. B. Hawks, Clinton, Wis. G. P. Putnam's Sons, New York. Charities Publication Committee, 105 E. Twenty-Second St., New York. Row Peterson & Co., 378 Wabash Ave., Chicago, 111. Kenyon Publishing Co., Des Moines, Iowa. D. Appleton Co., Chicago, 111. The Torch Press, Cedar Rapids, la. H. W. Mumford, Urbana, 111. Manual Arts Publishing Co., Peoria, 111. P. J. Drake & Co., Chicago, 111. Stewart & Kidd Co., Cincinnati, Ohio. Dadant & Sons, Hamilton, 111. University of Chicago Press, Chicago, 111. Teachers College, Columbia University, New York. The material here listed may be obtained upon request from the official named: From Secretary of Agriculture, Washington, D. C. Cir. 94, Office of Experiment Stations. List of free publications of the Dept. of Agriculture, classified for the use of teachers. From Director, Agricultural Experiment Station, Madison, Wis List of available bulletins. From Commissioner of Education, Washington, D. C. HIGH SCHOOL COURSE IN AGRICULTURE 39 Bulletin — 1912 — No. 1, of the Bureau of Education. Course of study for rural school teachers. 1912— No. 6. Agricultural education in secondary schools. 1912— No. 9. Country schools for city boys. 1912— No. 10. Bibliography of education in agriculture and home economics. 1912— No. 20. Readjustment of a rural high school to needs of the community. 1912— No. 25. List of publications of the United States Bu- reau of Education. 1913— No. 6. Agricultural instruction in high schools. 1913— No. 14. Agricultural instruction in secondary schools. UBRARY OF CONGRESS DDD27fl22m5