W
X
'
.
.

:
1
.
:
.
.
.
,
.
IV
IN
TX
ray
.
?..
H
..
.
p
Note
w9
.
:
1460
.
A 1,149,120
....
..SA
}
S
beton
.
.
'
S ,
Y
.
.
M
.
.
"
.
274
S
.
1
)
+
.
NLY
TEST
***
11,
*
A
*
.
"
.
*
ON A
UTOMATION
RE
.
.
.
.
.
..
ARTIST:
ith
* SMS
.
1
.
.
n
.
Y..
. i
V
.
.
.
AVX
y
Si.
.
....
STCW
.
:
mi
'.
,
.
ra
.
ORBIT
.
'
YA
7
+ VT
.
ini
BAXTER
S
.,
S
.
.
:380 ore
1
.
ITS
23
"
1
E
.
:
.
.
:
S
-
Tentative Course of Study's.
in Industrial Subjects
.
isti
I
.
.
.
.
.
.
1
i
7
.
..
24
.
1
.
..
.
1
"
.
R
.
.
.
.
.
.
.
SYN
*
.
10.4**
!
et
.
..
:***
**
17
i
SYN
1
FUE
.
.
.
2
..
.
..
.
?
in
.
1.
-
".
.
m
nt
.
"
.
.
crits
.
::,
.
.
.
.
.
'
.
"
..
.
.
..
oy
A
1
:
'
"1
1
.
.
blic Schools of Indiana 2
.
A
.
te y
*
J.
.
.
.
..
.
12
.
.
1
..
24.
$
.
.
..
.
.
T
C
**
.
.
..
::,:
.
*
t
.
.
►
.
.
.'
..
.
.
tj.
.
.
..
.
.
.
vii
.
.:
.
10.
72
VA
2
'
.
in
I
-
TUL
27
+
B
y
.
.
*
.
11
.
AKTI
.
"
1.
VW
A
W
.
..
.
..
:
.
:
%
!
.
I
:
.
777
.
:
.
.
"
,
.
tr
.
.
..
tri
TE
!..
.
*
.
!
::::
.
!
.
..
.
.
.
.
i
.
1.
*
.
iP
*
**,
!
4
.
-
.
.
..
...
!
.
.
*
*
is
"
.
t
.
*
.
N1
..
..
::
CHARLES A. GREATHOUSE
State Superintendent of Public Instruction
INDIANAPOLLS, INDIANA
.
.
.
**
*
S.
".
*
,!
.
"
.
..
!
HT
.
.
,
.
..
"
V
hit.
!
.
1.27
+
!
,
A.
"
.
Sr.
.
++
.
1.
F
.
.
**
-
,
he
linn
1
..
.
.
:
.
.
.
'
.
.
T
.
.
''.
.
.
.
.
12.
.
"
.
第
​I'LLA
|
TW
:,
:
n
*
*
*
*
**
**
::
表中​,
宜le-

...
-
:
·
-
一
​-
,
,
中​,
特
​.
Air
:
:
:
.
"
;
了
​"
"
。
.…
.
.…..
:
"
Tif
- Fin
"
,
trin.
我​:
“
好
​人
​”,
s
'.w
:
41:
ty
*ity,
1}
,
」
1 .
. .
** 中
​A.
, ,,
华rl":
,
LL
*
*
t
-
:
,,
,
,
,
=.
:
?
*.
:
trn
:
"
.
"
"
",
"
tar
"
:
":
4"
-";
:
:
:
.
=
.
i
+
「
,
:4,
.
*..
.
.
*
.
..
中​.
,
高
​**
,
一
​:
…
1,45
w
.
-
中
​:
:F
"
.
i
:
*
*
“F
.
,
.
*
T
:
*
:
**
”,
ls."
*
:
rs444:1、
*
*
:
:
,
”PT
.
-,
,
,
,
*
,,
,
*
中​,
LP
:
11':'
,
,
:
了
​,
t
”
一​、
:
,
APP
!.
「
.
*
「
再
​:
--
.
t
:
.
重生​,
中​,
::
.
:
^^
:
“
.
:
t
,
.
:
.
事
​在
​中
​*,
.
,
「
,
中
​”,
中​,
.
tw
t
本书
​t.
:
.
重量
​,
-
-
---
1.
,
ht 中
​.
T":
4,
"
13.1
iiii
量
​t!
'
,
Tire
量非
​t,
其中​:
r.
,
人
​,.
:
:
ite
準
​,
f.
.
.
时事
​.
等​。
1
,
*
一​:
*
.
。
,
14
等
​.
,
"
" udy
,
.
中
​4
.
·
i
'
,
,,
..-"
1
中
​-
,
,,
“,
IT
.
*
* ,,
*
:
:
r A-
Fifi,
1,
"
}
,"
,
"
,
.
台中
​1
.
「
中
​,
"
1
:
"
: #
f
it
i
+
;
t
,",
上​:""
,
14
:
:
.中
​1
,
:
·
“·
*ity
.
.
“..
“”
“
*
.
.
ar
..
.
'
'.
.'
'
''
..
….
.
...
'',
+/-
,
1
Indianas
Department of Public Instruction
EDUCATIONAL PUBLICATIONS
Bulletin No. 2
Vocational Series No. 1
Tentative Course of Study
in Industrial Subjects
FOR THE
Public Schools of Indiana
CHARLES A. GREATHOUSE
State Superintendent of Public Instruction
Indianapolis, Indiana
August, 1913
INDIANAPOLIS:
WM. B. BURFORD, CONTRACTOR FOR STATD PRINTING AND BINDING
1913
B2+1 74619
CONTENTS.
TENTATIVE COURSES OF STUDY IN INDUSTRIAL SUB.
JECTS FOR THE PUBLIC SCHOOLS OF INDIANA.
ao #lo con
A. Vocational Education and the Public Schools.
1. Aim and scope of the Vocational work.
Vocational work in the Lower Grades.
3. Vocational work in the Seventh and Eighth grades.
4. Vocational work in the High School.
5. Vocational work in Special Departments and Schools.
6. Our Problem in Indiana.
Some things which the Pre-Vocational work in the Reg-
ular Schools should accomplish.
8. General suggestions and helps.
B. Courses in the Industrial Arts.
1. Lecture and Text-Book work.
2. Manipulative and Constructive work.
a.. Guiding principles. .
b. Standards.
C. Amount of work.
d. Standardization.
e. Correlation of Constructive and Textbook work.
f. How to begin the work.
3. Outline of work in Mechanical Drawing.
a. Seventh grade.
b. Eighth grade.
C. First-year High School.
• 4. Outline for Bench and Wood work.
a. Seventh grade.
b. Eighth grade.
C. First Year High School.
5. Suggestive Outline for Course in Industrial Education
for Township High Schools.
. Courses of Study in Domestic Science for the Seventh and
Eighth Grades and High Schools of Indiana.
: 1. Amount of work to be done.
2. Aim of the work.
3. General suggestions and helps.
loop
L
C
gotong
(3)
TENTATIVE COURSE OF STUDY.
4. Directions for use of course of study.
5. Program of work for Seventh and Eighth grades for
1913-1914.
6. Program of work for Seventh and Eighth grades for
1914-1915.
7. Program of work for First and Second years of High
School for 1913-1914.
8. Program of work for First and Second years of High
School for 1914-1915.
D. Courses of Study in Agriculture for the Seventh and Eighth
Grades and the High Schools of Indiana.
1. Aim of the Agricultural work.
2. Amount of work to be done.
3. General suggestions and helps.
4. Course of study for Seventh and Eighth grades for
1913-1914.
5. Course of study for Seventh and Eighth grades for
1914-1915.
6. Course of study in Agriculture for the High Schools.
a. Soils and Soil Fertility.
(1) Special topics for study.
(2) Laboratory exercises.
(3) References for teachers.
b. Farm Crops.
(1) Special topics for study.
(2) Demonstration exercises.
(3) General references.
C. Animal Husbandry.
(1) General suggestions.
(2) Special topics for study.
d. Horticulture.
(1) Special topics for study.
(2) Demonstration exercises.
e. Dairying
(1) Special topics for study.
f. Poultry.
(1) Recitations.
(2) Demonstration exercises.
E. Bibliographies—Equipment,
A. VOCATIONAL EDUCATION ÁND THE PUBLIC SCHOOLS.
1. Aim and Scope of the Vocational Work.
It is the idea of the Department and of the State Board of Edu-
cation that the technical features of most kinds of vocational work
can not be introduced with economy and profit much before the age
of 16, but that the strong and sure foundations on which all voca-
tional work must rest should be begun in early school life; that, be-
ginning with the kindergarten, there should be well coördinated
work which will build up in connection with the growth in general
intelligence and the mastery of the cultural tools, such a knowledge
and interest in the occupations of life and such ideals and skills
as will make for the efficiency and well being, not only of the in-
dividual, but of the community and state of which he is a part.
The child is a social and biological creature as well as an animal
that can learn. All his interests, powers and instincts should,
therefore, be utilized in the process of education. It has been
shown, for example, that the child can better be introduced to the
world of knowledge and things through his activity and experience
than through the avenue of books, that most children find them-
selves better through metal, clay and woodwork than through the
reading of books; that constructive work motivates all the other
school work. This gives justification for the industrial and pre-
vocational work in the public schools.
Furthermore, nature study, agriculture, drawing, handwork,
manual training, domestic science and a study of the household
arts, help to overcome the isolation which at present exists between
school and life. If rightly studied, these subjects have an educa-
tional value equal if not superior to most of the traditional school
subjects. In addition, they give pupils help in making a right and
intelligent choice of an occupation.
It is not the thought that the vocational work should supplant
or cripple the fundamental work of the public schools. A com-
mand of English, a mastery of number relations, the ability to ex-
press one's thoughts in writing or drawing and design, is as much
needed for success in a future vocation or trade as is the plane by
the carpenter or the trowel by the mason. Furthermore, the
natural, healthy growth and development of the child; both physi-
cal and mental, is as necessary for making a skilled worker and an
efficient citizen as is the special vocational training given in a spe-
cial school or apprentice shop. Habits of healthful activity, right
ja
(5)
TENTATIVE 1
COURSE OF STUDY.
Oi!
habits of thinking and work, the power to observe and control all
parts of the body quickly and accurately—these are universal tools
necessary for every occupation or trade. Any defect here means
that there is no basis for the future education and training to
rest on.
Our philosophy of education, therefore, has not been wrong, it
has merely been incomplete. Our idea of the aim and purpose of
the public school is becoming enlarged. The idea that the school
should not lead more directly towards the professions than towards
the industrial and everyday occupations in which most of our
people are engaged, is becoming general. We have determined that
all learning is special, not general, and are coming to feel that the
thoroughly democratic; that the opportunity to attain skill in a
vocation must be included in the scope of work of the public school.
In Indiana, we have actually taken upon ourselves the task of so
enlarging the work of the public schools as to include this vocational
training for all..
If we are to enlarge and re-adjust our present system of public
schools, so that it will serve all the people, providing an oppor-
tunity for each pupil to receive all the formal education desired
and in addition give him help and direction in fitting himself for
profitable employment, as is intended and provided for by our vo-
cational law, we must eventually adopt some such plan of expan-
sion as the following:
1. We must have such a division of subjects in our public
schools as will give to all the educational basis necessary for suc-
cess in all vocations and professions.
2. A division which will continue this general educational work
while, at the same time, providing general pre-vocational work,
work which will give pupils practical help in the preparation for
modern industrial conditions as will enable students to choose
wisely the vocation or profession for which they wish to prepare.
3. We must also have a system of departments or schools which
will give actual vocational training to those who at fourteen must
drop out of school to go to work or prepare for a trade; a system
of Part-time, Continuation, Evening or Day Schools that will fit
for specific vocations and trades.
4. A division which will enable those who remain in school to
continue their general education, directing it either toward the pro-
VOCATIONAL EDUCATION.
fessions and higher technical schools or toward some special voca-
tion or trade for which they later expect to prepare. Their needs
could perhaps be met by a slight modification of the courses of our
present high schools.
5. A division of schools or special departments and courses,
of high school grade, which fit as specifically for the industries as
the Part-time or Continuation schools mentioned above-schools de-
signed for those desiring: to fit themselves for leadership in the
trades and industries.
6. A group of higher technical and professional schools, in-
cluding our technical colleges and normal schools devoted to higher
technical training and research, and our universities and colleges
of liberal arts which prepare for the higher occupations and pro-
fessions.
A suitable plan of organization for carrying on all or a part of
this work has, to be sure, not yet been worked out or adopted by
the State Board of Education, but it is the sort of plan towards
which we must work. In this task of enlarging our present school
machinery and work so that it will enable us to do this work effi-
ciently and economically, we need the counsel and criticism of all
people in the State interested in the problem of public education.
This much seems reasonably clear:
1. That for all professions, vocations or callings, there is needed
a general educational basis to which the first six years of school
should be devoted almost exclusively. All believe that the strength
of memory, keenness of observation, power to reason, habits of
study and work, habits of right feeling and thinking, developed by
the regular work of our schools, are fundamental and important
for every profession and trade.
2. That some pre-vocational work, including a study of the
special branches which underlie a profession or vocation, is needed
if the learner expects ever to become highly skilled in that work.
3. That this more general study and pre-vocational work must
be followed by a period of special study and participation in the
profession or craft itself if real efficiency or skill in that vocation
is to be acquired; that to become a skilled carpenter, the boy must,
first of all, study carpentry and not something else.
4. That the purpose and aim of all vocational work, and hence
the character of the instruction given, is conditioned, as is all other
school work, by the needs of different stages of development in the
learner.
TENTATIVE COURSE OF STUDY.
2. Vocational Work in the Lower Grades.
In the elementary period, ranging roughly from the kinder-
garten through the first six years of school, the vocational work
should be hand training, largely for the purpose of furnishing an
additional means of expression and giving opportunity for the
exercise of the constructive instincts, thus developing all the men-
tal and physical powers of control in a natural and economical way.
During this and the following period, children should be given
exercises, projects in constructive work, and such plays and games
as will develop their senses, powers of observation, and the funda-
mental and essential forms of mental and muscular coördination
necessary for efficiency and effectiveness in any occupation or
trade. Exercises and projects should be arranged which will re-
duce, so far as possible, all forms of mental and physical awkward-
ness to which we are, by nature, heir, and which would develop the
more necessary and refined forms of physical and mental control
so essential for success in any field:
This should be accompanied or followed by an informational
study of the fundamental industries upon which the welfare and
happiness of the race depends. The child should be taught how
men earn a living and carry on the work of the world. The various
fundamental groups of occupations—the household, agricultural,
commercial, industrial and professional occupations-should be
taught in their evolutional and anthropological development, giving
the child an appreciation and knowledge of these fundamental
lines of work in both their historic and present relationships.
The industrial work given in these grades should be the same
for all, regardless of sex or future vocation, because, during this
period, the interests and activities of the children are the same for
all, i. e., racial and fundamental in character. The growth should
be towards the efficient functioning of all kinds of human activity.
Such knowledge should, therefore, be acquired, such experiences
gained and such habits and forms of appreciation and sympathy
developed as are basic and necessary for effective service in any
life activity which the boy or girl may later choose or be compelled
to take up.
Owing to lack of time and the difficulty of the problems in- :
volved, no detailed program of work for the first six years has been
arranged. Teachers should follow the suggestions outlined for
these grades in last year's course of study and enlarge upon them
VOCATIONAL EDUCATION.
in such ways as time and facilities will permit, being guided by the
suggestions and principles set forth in the present Bulletin. Teach-
ers and superintendents planning to organize or extend the work
formerly done in these grades will find the work outlined for the
Speyer School, New York City, very helpful and suggestive. A
copy of the “Speyer School Curriculum” may be secured from
Teachers College, Columbia University, New York City, for fifty
cents.
3. Vocational Work in the Seventh and Eighth Grades.
In the seventh and eighth grades, there should be developed the
more general expressive abilities. Skill in the operations which are
more or less common to the more universal occupations should be
acquired. Information should be imparted that will give to the
child a practical knowledge of the principles and forces which con-
tribute most to man's power and comfort in the world. Such facts
about these occupations and professions should be taught as will
enable the child to choose more wisely and profitably the vocation
or profession for which he desires to prepare.
The idea of the pre-vocational work in the regular schools
should never be to produce at the earliest possible age, an individual
with some highly specialized form of skill, but to give a kind of
training that will serve as a basis for educating an efficient worker,
one who, in addition to his special skill, has been prepared to live
with his fellows as an intelligent, loyal citizen, and who has the
health, culture and outlook upon life that will enable him to en-
joy some of the truth, beauty and goodness of the world in which
he must live and work.
Teachers should remember that an entirely different sort of di-
rection and help is needed during this pre- and early adolescent
period, or rather, that the help and instruction must be given in a
different way from what it is given in the higher technical schools.
The best way to give the needed help to children of this age is not
yet clearly understood. We should not be led astray by the methods
which have proved successful in the higher technical and trade
schools or by the enthusiasm of those who, unmindful of the effect
on the development of the child and the future welfare of society,
believe that the school should turn out in the shortest possible time
skilled workers, able to take up their special work as soon as they
leave the school.
TENTATIVE COURSE OF STUDY.
4. Vocational Work in the High School.
The vocational work in the high school presents more difficulties.
In almost any high school of Indiana there will be those who are
preparing for college and the higher scholarly and technical pur-
suits. Courses must, therefore, be arranged to meet their needs.
There will also be those who know that they will take up technical
and industrial careers. Courses must be offered that will enable
them to continue their general education, while at the same time
they are being helped in fitting themselves for their future voca-
tions. Still others will want to begin a special technical education
almost as soon as they reach the high school. For these, special
vocational departments or courses in the different vocations repre-
sented in the community should be arranged.
The best way to do this in this State is not yet clear. Within
certain limits it will prove a different problem in each community.
A largė high school in the West (Tacoma, Washington) has re-
cently announced the following elective courses:
ourses:
1. A General Course, planned to prepare for work in office,
store, shop, factory and the trades. It continues the general educa-
tion and gives such specific skill as is possible without a special
department or school fitting for a particular work.
2. A Commercial Course, designed for those desiring a more
specific training for business.
3. An Agricultural Course, designed for those who wish to fit
themselves for scientific farming. Students in this course may
elect their work in such a way as to prepare for college while ob-
taining the special work in Agriculture.
4. A Fine Arts Course, arranged for those interested in design-
ing, decorating, engraving, printing, etc. Students may get this
special work and also prepare for college.
5. A Classical Course, for those who wish to continue a classi-
cal course in college.
6. A Modern Language Course, for those who intend to take
a scientific course in college.
The aim in this school seems to be to make the education of the
young people as sharply directed as possible and to give those who
remain in school an opportunity to continue their general educa-
tion, while at the same time they are receiving some special prep-
aration or help in the direction of their chosen vocations. But the
problem can not be solved in this way in our smaller high schools.
We must determine the best way to give the needed help in Indiana.
1
VOCATIONAL EDUCATION.
5. Vocational Work in Special Departments and Schools.
The various kinds of vocational education have been designated
by our Indiana law as "Industrial, Agricultural and Domestic
Science Education." These have each been defined as that form
of vocational education “the controlling purpose of which is to fit
for profitable employment” in each of these fields. (See Sec. 1,
Arts. 2, 3 and 4.) “Industrial, agricultural or domestic science
school or department” has been defined as "an organization of
courses, pupils and teachers designed to give either industrial, agri-
cultural or domestic science education, under a separate director
or head.” (Sec. 1, Art. 5.) “Approved industrial, agricultural
or domestic science school or department shall mean an organiza-
tion under a separate director or head, of courses, pupils and
teachers, approved by the State Board of Education, designed to
give either industrial, agricultural, or domestic science education
as herein defined.” (Sec. 1, Art. 6.)
Section 2 reads: “Any school city, town or township may,
through its board of school trustees or school commissioners or
township trustee, establish vocational schools or departments for
industrial, agricultural and domestic science education in the same
manner as other schools and departments are established and may
maintain the same from the common school funds or from a special
tax levy not to exceed 10 cents on each $100 of taxable property,
or partly from the common school funds and partly from such tax.”
Section 3 makes provision for a special type of Vocational de-
partment or school. “In order that instruction in the principles
and practice of the arts may.go on together," it states, “vocational
schools and departments for industrial, agricultural and domestic
science education may offer instruction in da.y, part-time and even-
ing classes. Such instruction shall be of less than college grade
and be designed to meet the vocational needs of persons over 14
years of age who are able to profit by the instruction offered. · At-
tendance upon such day or part-time classes shall be restricted to
persons over 14 and under 25 years of age; and upon such evening
classes to persons over 17 years of age."
These departments and schools are to be approved by the State
Board of Education. Sections 13 and 14 read: “Vocational
schools or departments for industrial, agricultural and domestic
science education shall, so long as they are approved by the State
Board of Education as to organization, location, equipment, courses
of study, qualifications of teachers, methods of instruction, condi-
TENTATIVE COURSE OF STUDY.
tions of admission, employment of pupils and expenditure of money,
constitute approved vocational schools or departments School
cities and towns and townships maintaining such approved voca-
tional schools shall receive reimbursement from the State, ...
equal in amount to two-thirds of the sum expended for instruction
in vocational and technical subjects authorized and approved by
the State Board of Education. Such cost of instruction shall con-
sist of the total amount raised; by local taxation and expended for
teachers of approved vocational and technical subjects.”
The State Board of Education has not yet been able to decide
upon the principles and conditions that should govern the organi-
zation and conduct of these special d'epartments and schools.
Cities should not organize such special departments or schools un-
til the State Board of Education can decide upon some of the points
mentioned in Section 13 and determine upon a plan of organiza-
tion for the State. This must be done before the beginning of the
school year 1914-15, when the provision of the statute relating to
State aid for approved vocational schools goes into effect. The
problem should, however, be carefully studied by all and it is
hoped that cities will plan to provide this special vocational educa-
tion for their young people at the earliest possible date.
Our immediate task is to develop the pre-vocational work in the
regular schools, outlined in this course. This must be followed by
vocational work in special departments or schools. Some pupils
must stop school at 14 and go to work. For these, a system of part-
time or continuation schools must be arranged that will give them
special training and instruction along the lines of the vocation
that they have taken up. In some cities it may be necessary or
advisable to start a special day school or department for this group
of young people. Some pupils will want to continue their educa-
tion after the work of the elementary school has been completed,
but along more purely vocational lines than the regular high school
provides. For these, special departments in the high school or
separate day schools must be arranged with a course of two, three
or four years in length, to give the special vocational training re-
quired in that community. Others will want to continue their
general education while they are getting special help for their
future vocation. These may continue in our regular high school,
taking the special vocational courses in agriculture, domestic science
I
those who may wish to prepare for leadership in the industries,
these courses might be extended. In some sections, technical high
VOCATIONAL EDUCATION.
13
:
schools might be organized to meet the needs of this class. There
will also be adults in every community who have passed school age
but who desire vocational instruction. Their needs may be met by
the regular evening schools and our present systems of university
extension.
The whole problem must be carefully studied and worked out
before September 1, 1914. School people and others should feel
free to make suggestions. Any counsel and help will be gratefully
received by the Department of Public Instruction and the State
Board.
6. The Problem in Indiana..
The people of Indiana are confronted by a task in education
more complicated and difficult than any that has ever been under-
taken by the people of the State. Its solution must depend largely
upon the school people of the State because the work is to be done
through the instrumentality of the public schools. We have three
things to strive for now in Indiana instead of one or two, as here-
tofore. (1) The development or growth in general intelligence,
refinement of thought, feeling and speech for which our schools
have always stood. This must not be neglected but must be achieved
in such a way that the health and normal development of the child
will not be interfered with. (2) The development in each succeed-
ing generation of that sense of civic obligation and social justice
which makes popular government possible. (3) To this we are now
adding the task of training every citizen for some useful and effi-
cient work, trying to produce through the instrumentality of the
public schools a people skilled in all the professions and arts and
crafts.
We do not as yet know how this problem should be solved in
Indiana. No one knows. We must all work it out together.
The problem should be solved in such a way that the worker
may be really educated at the same time that he acquires his tech-
nical skill; that the occupation may be mastered in such a way as
to bring to the learner something of the appreciation and develop-
ment which the mastery of a craft brought to the worker in an
earlier day, when every product of skilled labor was something of
a work of art, and when the worker felt himself to be, not a mere
laborer or hireling, but a creator of beautiful or useful things, the
same as any true artist, and when the worker learned how to become
a true citizen of the State and to appreciate the world in which he
lived in and through his work.
14
TENTATIVE COURSE OF STUDY.
Some may believe that present social and economic conditions
are such as to make it impossible to achieve this result. This much
we must do to justify the expenditure of money by the State for
this work. We must give to each pupil in our public schools the
opportunity to learn to do some useful work and to acquire this
skill in such a way that his worth as a citizen of the State is thereby
increased. To make vocational education really successful in this
State we must make it “(1) feasible (2) economically valuable
to society and the State, (3) intellectually helpful (4) morally
uplifting, (5) socially conservatory of progress, of contentment
and of happiness.”
7. Some Things Which the Pre-Vocational Work in the Regular
Schools Should Accomplish.
The pre-vocational work in the high school and upper grammar
grades should accomplish some or all of the following results:
1. It should develop an ability that can be turned to practical
account in some one or more of the vocations.
2. It should give the pupil the habit of co-operative work, and
the knowledge that he and his work are but a link in a vast indus-
trial chain that unites our social world.
3. It should give him an interest in learning all about the pro-
fession or vocation he desires to take up.
4. It should give him the habit of accuracy and care of detail,
a feeling of pride in his own creation and work that will make him
strive always to produce honest work.
5. It should make him see and feel that through his work and
by the mastery of his occupation or craft he is rendering the world
a service as truly as is the statesman, the minister, or the reformer.
And that if he makes his work good enough he may, through it,
serve future generations, the same as any artist or creative genius.
6. Lastly, the vocational work may be made a means for teach-
ing social ethics. Through it, the child learns not merely to sup-
port himself, but to feel that he may contribute to society by learn-
ing to do well some of the world's work. He should be made to
feel that if he does not thus learn to serve society as well as him
self he is a mere parasite and tramp.
It is possible through the vocational work to make a strong
appeal to the instinct in young people which makes them want to
do something worth while in the world. We should make them see
and feel that the greatest service any man or woman can render to
VOCATIONAL EDUCATION.
15
society is to learn to do well some part of the world's work; that
there are many kinds of work to be done, all of which are necessary
and important; that it is the individual's business to find the work
he is most interested in and for which he has most capacity and to
learn to do that well; that a man or woman who has no purpose in.
life and no work which he can do is of no worth to the world; that
no one has the right to impose himself thus upon society; that
those who do are, in reality, wicked, because they are sinning
against their fellowmen.
This truth, if persistently taught to our boys and girls, will
raise the moral and ethical standard of the entire State and solve
many, if not most, of our vexed social problems. The instinctive
desire to do and to become something worth while in the world
should be fully utilized in stimulating young people to prepare
themselves thoroughly for their life work. To have a proper in-
terest in, or incentive for, the thing to be learned or done is one
of the most important factors in education and learning. The
child's native instinct to construct and to make himself serviceable
gives us the strongest possible incentive to appeal to in the voca-
tional work, and should be fully utilized both for its effect on the
individual and upon society at large.
8. General Suggestions and Helps.
1. The outlines for work in Agriculture, Domestic Science and
the Industrial Arts given below are more or less tentative and
must be adapted by individual teachers and superintendents to
their local conditions and needs. They are intended to be merely
suggestive and helpful, not ironclad or compulsory as to details.
The principles and aims set forth should, however, be strictly ad-
hered to so that there may be unity of purpose and aim in the
vocational work of the State. Some schools will want to take up
the work in a different order from that outlined in the course.
This is permissible. Other schools will do more work than is ar-
ranged for. The course was planned to meet the needs of those just
beginning the work.
2. Where no work has been done in any of the vocational sub-
jects the 7th and 8th grades may begin the work together, doing
first the work outlined for the 7th grade. In some instances the
first year high school may be combined with the 7th and 8th grade
class. Where this is done the work should be differentiated after
the fundamentals of the subject have been learned, to meet the
16
TENTATIVE COURSE OF STUDY.
needs of individual pupils. Further suggestions on this point are
given in the course for the several vocational subjects.
3. No detailed course of study for vocational subjects has been
outlined for the first six grades of the elementary school. Hand
work and work in nature study, including work in school garden-
ing should, however, be conducted in all these grades. It may be
given in connection with the work in other subjects or during spe-
cial periods arranged for the purpose. Many helpful suggestions
for work in these grades will be found in last year's course.
Teachers desiring concrete suggestions as to work that might be
taken up in the different grades would find helpful suggestions in
the published curriculum of the Speyer School, New York City. .
4. Each teacher should decide to do the things for which she
is best prepared and which are possible in her school. From the
topics suggested in the course of study, she should select the things
which she can do best in her school, then arrange a program of
work which she may follow in detail.
5. Whatever is attempted should be done well. It is far better
to do a few things well than many things poorly. In no case should
the other work of the schools be neglected or slighted for the voca-
tional work.
6. It is the intention of the Department to issue a bulletin as
soon as possible indicating ways in which the indụstrial work may
be correlated with the work in arithmetic, english, geography, etc.
7. Much may be learned about the industries not specifically
treated in the course by observation and supervised reading. Care-
fully planned and supervised visits to the farm, the factory or
shop may be made. Manufactured products, books and materials
illustrating the evolution of an industry may be placed in the
library, clippings from newspapers and magazines brought to
school by the pupils and posted on bulletin boards for the informa-
tion of all.
B. COURSES OF STUDY IN THE INDUSTRIAL ARTS FOR
THE SEVENTH AND EIGHTH GRADES AND HIGH
SCHOOLS OF INDIANA.
The industrial work in the pre-vocational courses of the public
schools naturally falls into two parts. (1) A study by means of
lectures, textbooks and illustrative materials of the history and
present conditions of modern industrial and economic life, i. e.,
present and past methods of providing food, clothing and shelter
for man. (2) Manipulative or constructive work, developing skill
and ability which can be turned to practical account in some one
or more of the fundamental industries.
1. The Lecture and Textbook Work.
Much might be done in these and the preceding' grades by way
of acquainting children with the facts pertaining to our complex
industrial and economic life, facts which would have a substantial
bearing on their general education and on any particular vocation
for which they might later wish to prepare. An informational
study of the basic industries might be made by starting with the
most primitive methods and processes of doing the work and ending
with present-day methods and processes, or by starting with the
industries to be found in the community and then briefly tracing
their historic development. Lectures might be given by teacher or
by experts in the various fields when such can be secured. Books
and pamphlets might be collected showing the evolution and present
state of development of the leading industries and of the more
fundamental tools. In most cases materials may be collected from
leading manufacturers that will show both their present state of
development and their evolutional history.
The aim of this Informational Study should be:
1. To give all a knowledge of these fundamental and inter-
esting subjects.
2. To give a desire for learning all about the vocation or indus-
try that the boy or girl later makes his life work.
3. To enable students to choose wisely and intelligently the
vocation for which they wish to prepare.
Some schools may find it necessary to emphasize this phase of
the industrial work until equipment and opportunity can be pro-
vided for the constructive work. No school should neglect it. If
sufficient study of the more important industries of the State were
2433628
15
(17)
18
TENTATIVE COURSE OF STUDY.
made to make clear to our young people the preparation that was
needed or required for each important occupation or profession,
the difficulties and dangers to be encountered or avoided in each,
the rewards of skill (in salaries or wages) presented by each, it
would do much towards enabling our young people to make a wise
and intelligent choice of an occupation. These facts should be de-
termined for Indiana and the information made available for all.
Some of the advanced pupils, under the direction of a compe-
tent teacher, might be interested in making a special study of the
relations between industry and society, or in making a study of
some of the problems that arise from our present industrial life.
All should be impressed with the opportunity for service which is
presented by the mastery of an occupation, a profession or a trade.
2. The Manipulative or Constructive Work.
Two forms of constructive work may to advantage be empha-
sized in the pre-vocational courses. (1) Shop work, including con-
struction in wood, concrete or other materials as the definite school
or individual needs may indicate. (2) Mechanical drawing and
constructive design. The following principles should guide teachers
in the selection and conduct of all constructive work.
a. GUIDING PRINCIPLES.
1. The use of the more common tools and certain fundamental
principles and processes of woodwork construction should be
learned first and in a systematic and economical way. The pieces
the boy constructs should be so selected as to give him a knowledge
and skill that may be used in all phases of wood construction. For
example, the pupil should acquire such a knowledge of the prin-
ciples of Joinery in the early lessons of the course as will enable
him rightly to determine the best form of joint to be used in a par-
ticular project. So with the use of tools and other basic processes.
2. He should learn to determine an orderly sequence of opera-
tions in light of motive, economy in time, material and labor. He
should be lead from the first into habits of orderliness with regard
to all his work and to himself in all his relations to his work. Or-
derliness and neatness are the first laws of the shop.
3. But having children merely work with their hands is not
enough. The manual and constructive activity should involve the
working out of the child's own interests. It should be an expres-
sion of his own constructive thought, the realization of a definite
INDUSTRIAL ARTS.
19
purpose which is his own. After certain fundamental processes
and tools have been learned, the boy should be given the greatest
possible opportunity for originality in the conception, design and
execution of projects. He should be given great freedom in the
selection of a problem or project. Mere copying should be avoided
and practice models should be used only while introducing students
to the simpler tools and processes. As soon as his capabilities will
permit the student should select his own project, decide upon an
appropriate design, make his own drawing and do his own construct-
ing. This will encourage him to become resourceful and inventive.
4. Every model or project made should be something useful.
So far as possible things should be made that are needed at home
or at school. If printing is done in the school the boys should
print cards, programs, tickets and other things needed in the school.
For the country boys, there is great opportunity in cement con-
struction.
5. The materials used should be selected with a definite object
or project in mind and be suitable and appropriate for that con-
struction. The general size and shape of the project must be deter-
mined by its use. The form of joints, fastenings and general con-
struction should be suitable. The proportions, space relationships,
stains, color, etc., should be carefully studied to make it beautiful
as well as useful and appropriate. The pupil should be given help
on the following points:
a. Types of wood suitable for project.
b. Size of parts with reference to strength and beauty.
C. Function of different joints used.
d. Proper staining and coloring.
e. Correction of plans before work is begun.
f. Suitable decorations.
g. Testing appropriateness of design for specific needs
which it is to meet, etc.
6. Each project or object made should be studied by the pupil
and teacher after it has been completed so that the worker may get
further help on the above points. The product should, however,
be judged by the pupil's capacities rather than by the standards
and capacities of an adult. The education and training of the boy
should be made the primary aim; the product, secondary. Only
after considerable skill has been attained should the pupil's work
be compared with the work demanded by the world.
TENTATIVE COURSE OF STUDY.
7. Drawing is essential as a means of expressing definitely the
pupil's ideas with regard to any constructive activity. He should,
therefore, be led to make accurate and readable drawings as a first
step in the construction of a given project. The steps involved in
making such a drawing are the following: 1
1. A free-hand sketch in pencil or charcoal showing general
form and relation of parts.
2. A sketch showing spaces to be broken or decorated.
3. A detailed working drawing giving definite details of
i construction.
Each project to be constructed should be carefully analyzed and
designed beforehand. This will encourage originality and invention
and give opportunity for the pupil to express himself in his own
way.
8. The pupil should so far as possible, avoid the borrowing of
tools. When absolutely necessary to do so, the tool should be re-
turned immediately after using. This saves time and tends to
secure a sense of right and responsibility.
1. TO
b. STANDARDS OF WORK.
The value of accuracy in construction, observation, statement
and drawing should at all times be insisted upon until the pupil
acquires fixed habits in regard to these things. The teacher should
always insist on the best work that the child can do. Neatness,
accuracy, attention to details, skill and interest in good, manly
workmanship can, perhaps, best be taught by accepting only the
best that the pupil can do. Uniform results should not be expected.
Each pupil should be urged to do his best and should be encouraged
when he does well. Judicious praise with individual help at the
right time will do more than everything else towards helping pupils
over difficult places. We should always remember that encourage-
ment and success are stronger stimuli for learning and further suc-
cess than are their opposites. Children should be helped to succeed
and commended for their good work. This is the greatest incentive
to further effort.
C. AMOUNT OF WORK TO BE DONE.
Enough work is outlined for a full course of two (2) recitation
periods and three (3) double laboratory periods per week for each
grade. The State Board of Education requires only two recitation
INDUSTRIAL ARTS.
periods of work in this subject per week. This, where there is no
special teacher or equipment, could be made largely text-book work,
having the laboratory and constructive work done in the barn, shop
or woodshed at home. Every school should plan to do something
and it is hoped that most schools will be able to do more than the
minimum amount.
ti Loco
d. STANDARDIZATION.
In order that there may be some standard in the constructive
work in the schools of the State, however far they may carry the
work outlined by the course, it is urged that the work be carried on
in accordance with the above principles and that care be taken that
the projects made by pupils of a given grade involve similar prin-
ciples. In order that the fundamental principles involved in wood
construction may be mastered in a systematic and economic way, it
is urged that all pupils be carefully trained in the following opera-
tions:
1. How to measure accurately.
2. How to use the square accurately.
3. How to gauge lines accurately.
4. How to read simple mechanical drawings.
How to make full size mechanical drawings.
How to make scale drawings.
7. How to sharpen and adjust the plane.
The rules for planing.
The use of the cross-cut saw.
10. The use of the rip saw.
11. Chamfering.
12. The use of the chisel and gauge.
Boring holes.
14. The use of fastenings, as nails, screws, bolts, etc.
15. Making duplicate pieces.
16. Finishing furniture:
a. Scraping
b. Sandpapering
c. Staining
d. Filling
e. Wax; shellac; varnish.
All pupils should design, construct, assemble and finish at least
one project during the year.
13.
TENTATIVE COURSE OF STUDY.
e. CORRELATION OF TEXTBOOK AND CONSTRUCTIVE WORK.
Although lecture work and books should always be held subor-
dinate and supplementary to experience, their importance should
not be overlooked. The constructive activities should be supple-
mented and enriched by as much related informational reading as
possible. The constructive activity furnishes a basis for the reading
by motivating and vitalizing it. The reading, on the other hand,
illustrates the problem and supplements the experience the boy has
gained through his hand work. The constructive activities give
personal experience, the book brings a heritage of racial experience.
They reinforce each other. The constructive and experimental
work should, therefore, be supplemented whenever possible by in-
formational reading in all the vocational work. Through this read-
ing the boy might make a study of the materials used in his con-
structive or experimental work. (1) The character, growth, and
use of the various woods. (2) The methods of preparation and
manufacture of other materials useful to man, such as cotton, linen,
wools, etc. (3) The various kinds of coal, oil, clay, building stone,
concrete, mortar and cement useful for man. (4) The metals used
in the industries, various methods of tempering and preserving
steel. The composition of brass, zinc, etc.
f. HOW TO BEGIN THE WORK.
1. Make a collection of helpful articles and books on the sub-
ject for your library.
2. Do not order equipment until you have a room or suitable
place to use it. A shop or shed might be built on the school ground
by the boys.
3. Some constructive work can perhaps be done at home. Farm
boys may make concrete fence posts, concrete floors for their corn
bins. The girls may do cooking and sewing at home. This should
be encouraged.
4. County Superintendents, so far as possible, should secure
supervisors for the townships in their county and arrange to do
departmental work whenever possible.
5. Illustrative materials and helps should be collected.
6. Each teacher and school should do what they can. They
should select from the course the things that are possible in that
neighborhood and school. Whatever is attempted should be done
well. It is better to do a few things well than many things poorly.
INDUSTRIAL ARTS.
23
The vocational work is important but in no case should it supplant
or cause to be slighted the regular school work. If rightly con-
ducted it will help it because it appeals to the natural instincts and
interests of young people. After such semi-industrial work had been
introduced in the seventh and eighth grades of several Indianap-
olis schools it was found that children of the same grades were
reading five times the amount that children of the same grades
read before the establishment of the semi-industrial activities, and
that the entrance of pupils to the high school from these centers
had increased one hundred per cent.
3. Outline of Work in Mechanical Drawing 1
The course as outlined below is arranged in accordance with
the above suggestions and is based on the principles and practices
of woodwork construction which it is believed the pupil should
master. The plan contemplates an orderly sequence in the mastery
of the main principles of construction. But the order in which
these principles are taken up is not absolutely fixed and may be
modified if thought advisable or expedient.
The projects indicated after each principle are meant to be
suggestive only, and the pupil should by no means be required to
confine himself to the list of projects indicated, but should be lead
to cooperate with the teacher in making additions to it, as far as
possible, and within the range of the pupil's capabilities.
Where this course is introduced for the first time, pupils. in the
seventh and eighth grades and first year high school should pursue
the same work for the first five to seven months, according to length
of school year, after which there should be changes introduced in
the 8th grade and first year high school embracing more advanced
work selected from the next higher group. This will help prepare
pupils to follow the regular outlined work of the course in the
following year.
a. SEVENTH GRADE.
1. Instruction on the fundamentals of Mechanical Drawing.
a. Simple definitions.
b. Usefulness.
i The Department is under special obligations to Professor W. V. Black, J. C.
Mattoon, of Indiana University, M. L. Laubach, of the Indiana State Normal, Paul
Covert, of Manual Training High School, Indianapolis, and President W. E. Stone,
of Purdue University, for invaluable help in the preparation of these courses of
study.
24
TENTATIVE COURSE OF STUDY.
.
2. Instruction in the care and use of the few simple drawiug
instruments used by the 7th grade.
a. Proper names and construction.
b. Specific uses and combinations.
3. Instruction in the inore important and useful problems in
Constructive Geometry as a means of acquiring accuracy.
a. Problems involving Measuring.
b. Problems involving Line Constructions.
4. Instruction in the principles of simple perspective sketches.
a. Mechanical Isometric representation.
b. Freehand or True Perspective.
5. Instruction regarding the arrangement of views.
6. Simple Projection, with reference to the principles of Work-
ing Drawings.
a. Practical examples worked out in detail, full size,
by teacher on the blackboard and pupils follow-
ing, step by step, with the execution of the same
drawings on paper.
b. Practical examples worked out by pupil, unaided
by the teacher.
7. Explanation of the purpose and construction of “Scales.”
a. Construction of simple scales.
b. Practical examples of simple projects worked out to
a scale.
C. Proper use of Dimensions, Dimension lines and Con-
ventions.
8. Practice in a simple systein of Lettering and lettering of
. drawings.
b. EIGHTH GRADE.
1. The use of a larger variety of drawing instruments and in-
struction as to use and care of same.
2. Explanation of the purpose of Sectional Views.
a. Principles and methods of making sections; section
lining.
b. Problems involving sections.
3. Advanced working drawings.
a. Drawing of projects in Woodworking.
b. Drawing of projects suitable to the agricultural
work of the school and the pupil's home.
C. Machine details, tools or simple machinery.
d. Inking drawings.
e. Making of tracings and Blue Prints.
TTM
INDUSTRIAL ARTS.
25
4. Constructive drawing.
a. Modifications of familiar or type projects,
b. Development of original creations in wood con-
struction.
5. Simple Intersections of Solids and Development of Surfaces.
C. HIGH SCHOOL—FIRST YEAR.
1. Development of simple floor plans of houses and such farm
buildings as may appeal to the pupil.
2. Making of plans from sketches of the school grounds and
buildings.
3. Modifications of the above plans as suggested improvements.
4. Drawing of forms for cement posts, steps, watering troughs,
etc.
5. More advanced problems in Intersections of Solids.
2. Type solids of different sizes.
b. Development of surfaces of these solids.
6. Working drawings of some advanced project in Woodwork-
ing, involving more complicated construction and original design if
possible.
7. Working drawings of more complicated machine details and
machinery, such as farm machinery, vehicles, engines, etc., from
sketches made by the pupil from the original.
8. Mechanical movements and their development.
4. Outline for Bench Work in Wood.
a. SEVENTH GRADE.
1. Talks on Tools and their Construction.
a. Proper names and special uses.
b. Care of tools, generally.
2. Classification of tools according to use, taking them up in
the natural order of their sequence, beginning with the saws.
Note—The above talks should be given at various intervals
through the course, especially when introducing a tool in the proc-
ess of construction.
3. Measuring and getting out of wood from the rough or spe-
cial stock, avoiding unnecessary wastage.
4. The use of the Plane, Gauge, and Try Square in truing up
and squaring pieces to dimensions.
5. Talks on grinding of edge tools with practical demonstra-
tion. Special help and direction should be given on the care and
sharpening of tools.
26
TENTATIVE COURSE OF STUDY.
6. Construction of simple pieces involving the use of nails, or
screws and their action and limitations, such as a plain box, corn
tester, oats sprouter, etc.
7. Use of the Chisel and its action with the grain and across
the grain. Longitudinal, lateral and transverse cutting.
Note.-Build nothing that will call for any joint more difficuit
than the simple Butt Joint.
8. Use of sandpaper.
9. Additional Projects :
1. Plain box.
2. Corn tester or oats sprouter.
3. Coat rack.
Dish cloth hanger.
5. Wall bracket.
Letter box.
7. Towel roller.
8. Magazine holder.
9. Hatchet or hammer handle.
6.
?
b. EIGHTH GRADE.
1. Half lap.
a. Middle or “T”' lap.—Unabrella rack (simple).
b. Cross lap.--Flower pot stand, weather vane, etc.
C. End lap.-Screen frame, Picture frame.
2. Mortise and Tenon.
a. Slip.-Screen frame, small door.
b. Through.-Door frame, gate frame, etc.
C. Blind.-Stool, bench, etc.
Note.—Draw boring and use of pins as fasteners in frame con-
struction work.
d. Keyed.-Paper rack, magazine holder.
e. Dovetail.-Frame for heavy tub stand.
3. Dovetail.
a. Single or plain.-Window sash.
b. Through multiple.—Plain box and lid.
C. Half blind.--Drawer.
4. Mitre
a. Plain.—Picture frame.
b. Ledge.—Handkerchief box.
5. Brace.
a. Plain.--Bracket or shelf support.
b. Housed.-Gate brace or platform brace.
.
LL
INDUSTRIAL ARTS.
27
O
6. Discussion of other joints used in various constructions, such
as Dowel joint for joining boards with butting surfaces, Toused
joint for inserting shelves, Rabbet joint for use in box construction,
Haunched joint used in panneling, Blind Dovetail used in fine boxes
or furniture where strength and neatness are desired, Spline joint
and Feather joint, used where more strength is desired than in the
ordinary mitre joint, Stretcher joint, used in flooring and ceiling,
etc.
7. Use of Glue, Shellac, Varnish, Wax and Paint.
8. Discussion of the principles of Joinery.
a. Make all measurements from a common starting
point as far as possible.
b. Where possible different pieces of joined structures
should present the same conditions of grain.
C. Where possible allow for shrinkage.
d. All joints should be kept free from chips, sawdust,
or other elements which would interfere with the
tightness of the joint. Glued surfaces should
meet at every point. If contact is not close, glue
will not hold.
e. Other things being equal, select the siinplest form
of joint and the smallest number of bearing sur-
faces.
9. Consideration of tools not previously introduced.
10. Construction.
1. Windmill or weather vane.
2. Bracket shelf.
3. Knife box.
Foot stool.
5. Book rack or holder.
6. Wagon jack.
7. Harness rack.
8. Milking stool.
9. Chicken coop.
10. Poultry exhibit coop.
Poultry shipping coop.
12. Ladder (straight).
13. Wall cabinet.
14. Medicine cabinet.
15. Egg tester.
16. Corn tester.
4.
28
TENTATIVE COURSE OF ŠTUDY.
17. Rabbit trap.
18. Saw horse.
19. Bench hook.
C. HIGH SCH001~FIRST YEAR.
1. Wood Finishing.
a. Scraping and sandpapering.
b. Staining
C. Fillers.
d. Waxing
7. Varnishes.
f. Paints and painting.
2. Principles of Saw Action and Saws in general. Demonstra-
tion of saw filing and practical examples executed by the pupil,
using sheet iron strips for practice at first.
3. Construction.
1. Umbrella stand.
2. Dining chair.
Folding sewing table.
4. Reclining porch chair with canvass back and seat.
5. Step ladder.
6. Tool chest with trays and partitions.
7. Settee.
Work bench.
Porch swing:
Table (mortise and tenon joints, rails, etc.).
11. Shaving stand.
12. Music cabinet.
13. Rocking chair.
14. Writing desk chair.
15. Morris chair with adjustable back.
16. Chicken brooder.
17. Yard and field gates.
Note.--It is intended that the lists of projects given in the above
courses are suggestive only. They should be supplemented by other
projects and selections made as desired. The number of pieces
made in any year may be determined by the time given to the work
and the facilities at hand. It is also suggested that pupils as far as
possible be guided in the repair of all tools.
INDUSTRIAL ARTS.
29
M
5. Suggestive Outline of Course in Industrial Education for
Township High Schools.1
FIRST YEAR-
1. JOINERY AND CABINET-MAKING. (Three double periods per
week.)
a. Instruction in the care and use of wood working
tools.
b. Emphasize the use of the typical wood joints.
c. Build, going from the simple to the complex, such
things, if possible, as appeals to the boy's fancy
or home needs.
d. When possible, let the shop work and the work in
agriculture be related.
· Note.—This year's work should be practically the same as that
outlined for the first year High School in the Course of Industrial
Education for the Public Schools of Indiana and so conducted as
not to overlap previous work or cause a pupil to repeat.
2. MECHANICAL DRAWING. (Two double periods per week.)
a. Instruction on the fundamentals of mechanical
drawing.
b. Definitions, care and use of instruments, etc.
Note.—The same scheme should be followed and care taken in
the first year High School Mechanical Drawing as noted above in
Joinery and Cabinet-Making, else there will be an over-lapping or
repetition of the work done in the grades
SECOND YEAR,
1. CARPENTRY. (One-half year-3 double periods per week.)
a. Framing, cutting rafters, forms for cement work,
repairing farm tools (wooden parts), etc.
2. CEMENT WORK. (One-half year—3 double periods per
week.)
a. Testing inaterials (sand).
b. Instruction in reinforcing, mixing, testing, strength,
etc.
3. MECHANICAL DRAWING. (One year–2 double periods per
week.)
a. Plans for barns and other farm buildings.
b. Drawing of forms for Cement work. (Drawing
to be used in the shop.)
1 Prepared by Paul Covert, Manual Trnining High School, Indianapolis.
30
TENTATIVE COURSE OF STUDY.
THIRD YEAR-
1. FORGING, SOLDERING, SHARPENING FARM TOOLS. (Three or 4
double periods per week, as the local conditions determine.)
a. Forging. (Use portable hand forges if power is not
convenient.)
(1) The making of staples, gate hooks, hasps, lap
links, repairs, etc.
b. Soldering
(1) Care and use of the soldering iron.
(2) Simple tin work.
(3) Repairing.
C. Sharpening Farm Tools.
(1) Grinding:--Drawing out and tempering.
(2) Sickles, Cultivators, Shovels, Plow-points.
2. MECHANICAL DRAWING. (One or 2 double periods per week
as conditions determine.)
a. Take up the line of drawing found most essential
to the locality or nature of the school.
FOURTH YEAR-
1. MO'TIVE POWER AND MACHINERY. (Three double periods per
week for one-half year.)
a. A study of the Gasoline Engine, Steam Engine,
Hot Air Engine, Windmill, Field Machinery, etc.
b. Application and care of the above machinery.
2. SIMPLE SURVEYING. (Three double periods per week for
one-half year.)
il. Instruction in the use of the drainage or contract-
ors' level to secure the greatest efficiency in drain-
age, to level foundations, run lines for fencing,
etc.
Note.-The length of recitation and the time devoted to the
above industrial work inay be made to suit the conditions of the
locality or school. It is found advisable, however, to make all shop
work double periods if possible. A part of the time devoted to In-
dustrial work may be given over to work in Agriculture, thus mak-
ing a desirable combination for certain localities.
AT
IY
C. COURSES OF STUDY IN DOMESTIC SCIENCE FOR THE
SEVENTH AND EIGHTH GRADES AND HIGH
SCHOOLS OF INDIANA.
Domestic science education, as defined by the Indiana law, means
that form of vocational education which “fits for occupations con-
nected with the household.” Work in this vocational subject
might, therefore, include a study of cooking, sewing, textiles, house-
hold economics, personal and home hygiene, such industrial work as
millinery, laundry work. basketry, pottery, painting and household
decoration, such artistic work as designing garments, hats, wall
paper, rugs, furniture, etc., etc.
11
1. Amount of Work to be Done.
Work in all these subjects can not be given in the public schools.
Teachers and superintendents should select the work that will, in
their judgment, give children the most practical help. A tentative
course of study in sewing and cooking has been arranged for the
7th and 8th grades and for the High School. The minimum amount
of work to be offered in domestic science has been set by the State
Board at two recitation periods per week in the 7th and 8th grades.
In the commissioned high schools a full year's work is to be offered
as a minimum. It is hoped that many schools will plan to do more
than this minimum amount of work. All should begin the work and
do what they can.
2. Aim of the Work.
The aim of all this work should be to give practical help in
solving the problems connected with the household—to train for
scientific home making. We are coming to believe that the school
work which stops in the school room is inadequate; that children
should be sent home from school to be home helpers; that they
should be taught that home making is a profession requiring train-
ing just as truly as does that of the doctor or lawyer. They should
learn that there is a right way of preparing food so that it may
serve its purpose of nourishment economically; that there is such a
thing as economy and suitability in the purchase and making of a
dress; that there is a right and wrong way of decorating and fur-
nishing a home; that there is a labor saving and a labor making
way of performing the household tasks; that there is an economical
and an extravagant way of managing a household; that household
(31)
32
TENTATIVE COURSE OF STUDY.
work, if skillfully and rightly done, is not drudgery, but an interest
absorbing occupation second in importance to none. Parents and
children should be made to feel that in and through this work the
school is trying to help them “live sweeter and saner lives here
and now."
3. General Suggestions and Helps.
The following suggestions and cautions should be observed:
1. Make connections between the lesson and the home vital.
This may be done by encouraging children to bring home receipts
to class and to tell of methods used by mothers in the home. Great
care should, however, be taken not to criticise the methods employed
in the home. Bad methods in the home can better be corrected by
teaching the best and simplest methods of doing the work than by
criticizing the bad methods in actual use.
2. Great care should be exercised to teach correct habits of
work from the beginning. Habits of accuracy, cleanliness, neatness
and quickness should be insisted on from the first.
3. Fancy cooking and extravagances in cooking and dress
should be avoided. The aim should be to show how the common, in-
expensive foods may be made nutritious and attractive.
4. Special attention should be given to economic cooking, sub-
stitutes for expensive foods and attractive and wholesome serving
of left over food should be dwelt upon. The subject of home and
household economics should be emphasized throughout the course
and help in this direction given wherever possible.
5. Much interest may be aroused by having experts talk to the
class or school on special topics. Physicians in the neighborhood
inight give lectures on sanitation and hygiene. Help may also be
gotten from the extension clepartments of Indiana and Purdue Uni-
versities.
6. Pupils should be cncouraged to collect illustrative materials
from magazines illustrating the work. All such helps should be
placed on a Bulletin Board and in the departmental library where
they might be used by all. This will help pupils to judge and dis-
criminate and provide helpful material for the work.
7. Materials might also be collected from manufacturing firms
showing the source, production and manufacture of various tex-
tiles and food products. These should be collected and carefully
preserved. The boys in manual training should make cases for such
materials,
INDUSTRIAL ARTS.
33
8. Mills, laundries, stores, bakeries, etc., might be visited.
This will give actual knowledge and information not obtainable
through pictures and books and will develop in children the habit
of direct observation.
9. Teachers should insist on orderly, quiet and systematic work.
They should not accept anything less than the best that the pupils
can do. Uniform results should, however, be avoided. Each pupil
should be given an opportunity to do the best he can and be com-
mended and encouraged for that, no matter how far short his work
may fall of adult standards.
10. Correlate the work in domestic science as closely as possible
with the regular school work. In arithmetic, the child should calcu-
late the quantity of materials needed and the cost of any particular
project in cooking or sewing. In geography, the commercial routes
may be studied, the location of the various products used deter-
mined, and the effects of soil, climate, etc., ascertained. Physiology
gives opportunity to study the hygiene of dress, the importance of
nutritious and proper food, personal and home hygiene, etc. In
art, color schemes for dresses, color 'harmonies, decorations, cos-
tume designing, etc., may be taken up and the entire work made
real to the pupils. In English, compositions may be written on the
work actually done, about things made and seen. If the children do
not clearly and fully express themselves on these points of common
knowledge and interest, the needed help may be given in a telling
way.
11. Before having pupils make a garment the teacher should
discuss with the pupil designer, the design, suitability, style, use,
color scheme and cost of same. In this work, a sane taste for beau-
tiful and appropriate clothing may be cultivated. Nothing is more
needed than economy and a sense of fitness and good taste in this
field.
As every one knows the home is the foundation of civilized
society and the State. The kind of homes that are built will depend
upon the character and efficiency of the home makers. The teacher
of domestic science has an unusual opportunity for training girls of
today for home makers of tomorrow. Special care should be taken
to inspire them with love for home life and its great opportunity.
Home making is woman's greatest opportunity to serve future gen-
erations and the State.
3–33628
TENTATIVE COURSE OF STUDY.
.
4. Suggestions for the Use of Courses of Study in Domestic
Science.
1. The course of study in domiestic science for the 7th and 8th
grade work has been arranged for a school term of eight months
and is so planned that the two grades may work together the first
two years after the work has been introduced. The first year all
would take the work outlined for 1913-1914. The second year both
7th and 8th (i. e., the former 7th grade or new 8th and the
new 7th grade) would take up the work outlined for 1914-15. Both
courses take up practically the same subjects, but in the second year.
a little more science and detail has been iritroduced. Either year's
work may, however, be used for beginning.
2. Two consecutive periods should be arranged for the recita-
tion in domestic science as one period of 40 or 45 minutes is too
short a time in which to do satisfactory work.
3. Care should be taken not to make the work too scientific and
technical in the grades. In the high school the work should be
taken up in a more scientific way.
4. For many lessons no references are given. This means that
the books, bulletins, etc., listed in previous lessons are to be used.
No reference is listed twice. Farraers' Bulletins are obtainable free
of charge from the Department of Agriculture, Washington, D. C.
These must be ordered by number. Other Bulletins may be ob-
tained from the publishers listed in the references. All books may
be purchased from Whitcomb and Barrows, Publishers, Huntington
Chamber, Boston, Mass.
5. In the sewing course, samples of materials, exhibits, etc.,
should be used wherever possible. It is impossible to teach a girl
the characteristics of a piece of cloth without a sample of the ma-
terial which she may feel and see. Any good system of sewing may
be used from which directions for the making of models and gar-
ments may be obtained.
6. Booklets made from a good grade of white paper with stiff
paper covers in attractive colors and tied with cords or ribbons
make a very desirable addition to the Domestic Science equipment.
These booklets should be filled with pictures and compositions or
stories written upon some subject discussed in the classes. As an
example, a “Textile” booklet may be made by collecting samples of
the different kinds of materials, cutting them of even size, mounting
them and placing the price and width under each. Compositions or
stories should be written about each group of materials and placed
DOMÉSTIC SCIENCË.
in the book; the cover may be illustrated as desired. Subjects
under cooking may be treated in similar way.
7. The courses should be varied to meet the needs of the com-
munity if they are not serviceable in their present form.
5. Program of Work in Domestic Science for the Seventh and
Eighth Grades, 1913–1914.1
LUI
SEPTEMBER, 1913.
COOKING-
OUTLINE OF STUDY:
Cooking: History of cookery. Reasons for cooking foods.
Methods of cooking with definition of each.
Study of Fuels: Wood, coal, gas, gasoline, coal oil. Where
each is obtained. How prepared for market.
Fruit: Its use to the plant. List different fruits and discuss
where each is grown, nised, etc. Selection of fruit for use.
DEMONSTRATION EXERCISES:
Discuss clothing to be worn in laboratory. Make list of arti-
cles in equipment. Discuss care and use of equipment,
washing dishes, etc. Discuss care of stoves; explain their
construction and use of dampers, drafts, etc. Use ther-
mometer to determine boiling point of water ; simmering
point; temperature of water in double boiler. Discuss
the principles of canning. Give rules for sterilizing
cans, rubbers, fruits. Can peaches, tomatoes or pears.
References:
Encyclopedia.
Williams & Fisher, “Elements of the Theory and Practice
of Cookery."
Wilson, “Handbook of Domestic Science and Household
Arts.”
Morris, “Household Science and Arts.”
Farmers Bulletins No. 203, Canned Fruits, Preserves and
Jellies. No. 293, Use of Fruit as Food.
Hutchison, "Food and Dietetics."
1 The courses of study in Domestic Science were prepared at the suggestion of
State Board by Mary L. Mathews, of the Department of Home Economics, Purdue.
University.
36
TENTATIVE COURSE OF STUDY.
SEWING
OUTLINE OF STUDY:
Work Basket. Discussion of equipment with rules for buy-
ing the same. Care of equipment. History of scissors,
needles, pins and thread. Manufacture of each.
DEMONSTRATION EXERCISES :
Make basting and running stitches on checked gingham
models. Make the hemming stitch on checked ginghams
using a colored thread. Make by hand a bag of checked
gingham.
References:
Margaret J. Blair, “Sewing Basket Stories.”'
Encyclopedia.
Courses of Work “Iowa Boys and Girls Clubs” obtained
from Extension Department, Iowa State College, Ames,
Iowa.
OCTOBER, 1913.
COOKING-
OUTLINE OF STUDY:
Preservation of fruits: Discuss methods of keeping fruits;
why fruit spoils." Explain how raisins, figs, etc., are
prepared for market. Difference between dried and fresh
fruits. List of fruits that are dried.
Classify Vegetables according to the botanical classification.
Explain structure of cell and starch grain. Discuss
methods of cooking vegetables. Reasons for cooking
vegetables
DEMONSTRATION EXERCISES :
Discuss the principles of jelly making. Make apple jelly.
Discuss the cooking of potatoes. Boil potato; bake potato;
and prepare baked stuffed potato.
References:
Cornell Reading Course, "Household Bacteriology," "Pres-
ervation of Food in the Home.”
"Vegetable Gardening," obtained from Cornell University,
Ithica, N. Y.
Conn, “Bacteria, Yeasts and Molds in the Home.”
Farmers Bulletin No. 256, Preparation of Vegetables for the
Table.
DOMESTIC SCIENCE.
1221
UUUU
SEWING
OUTLINE OF STUDY:
The Cotton Plant: Where grown. Parts of plant used in
different ways. Planting of cotton. Picking of cotton.
Baling of cotton.
DEMONSTRATION EXERCISES :
Discuss the position in which to sit for sewing as to position
of body, light, etc. Make a model on canvas showing
method for hemstitching. Make a towel and hem-stitch
the ends. Sew on a tape so that the towel may be hung
over a button on the apron belt of the cooking laboratory
apron.
References:
Gibbs, "Household Textiles.”
Dooley, "Textiles."
NOVEMBER, 1913.
COOKING-
OUTLINE OF STUDY:
Green Vegetables: How they are used. List these and dis-
cuss seasons of year when they are best for use. Methods
of keeping vegetables: Storage, canning, drying.
Discuss vegetables that may be used in this way. Kinds to
select. Methods of preparing:
DEMONSTRATION EXERCISES :
Prepare stuffed onions. Give directions for making white
sauce. Explain the uses of white sauce. Prepare
creamed potatoes, escalloped cabbage, sauteed apples.
References:
Farmers Bulletin No. 359, “Canning Vegetables in the
Home.”
Home Makers Reading Course Series, "Fruit and Vegetable
Canning," obtained from Ohio State University, Exten-
sion Department, Columbus, Ohio.
SEWING-
OUTLINE OF STUDY:
The Flax Plant: Where grown. Parts of plant used in dif-
ferent ways. Harvesting of flax. Appearance of plant.
1
UU
1
38
TENTATIVE COURSE OF ŠTUDY.
DEMONSTRATION EXERCISES :
Use canvas and learn to make chain-stitching. Make a sew-
ing apron by herming the sides of the apron and turning
up one end to make pockets across the bottom. The chain
stitching can be used for dividing this large pocket into
three small ones.
DECEMBER, 1913.
COOKING-
Cereals : Grains used as cereals. List some of the common
breakfast foods and determine from what each is made.
Eggs: List kinds used as food. Buying eggs by weight or
by dozen. Keeping eggs. Tests for fresh eggs.
DEMONSTRATION EXERCISES :
Discuss the cooking of cereals. Prepare oatmeal in the fire- ·
less cooker; cream of wheat in double boiler. Discuss
the cooking of eggs, explaining the general rules. Pre-
pare soft-cooked and hard-cooked eggs, poached eggs.
und SSN.
Farmers' Bulletin No. 249, “Cereal Breakfast Foods." No.
128, "Eggs and Their Uses as Food.”
SEWING-
OUTLINE OF STUDY:
The Giving of Christmas Presents. Appropriateness of gifts.
Wrapping Christmas packages. Choice of colors in paper
and ribbons; neatness. Christmas customs in regard to
gifts.
DEMONSTRATION EXERCISES :
Spend the month before Christmas in making simple gifts.
The gifts should be easily made and inexpensive. Sug-
gestion gifts: Iron holders. Needle books. Safety pin
holders. Dust cloths. Simple bags. Aprons.
от т.
JANUARY, 1914.
COOKING-
OUTLINE OF STUDY:
Milk: Kinds of milk used for food. Methods of keeping
milk with explanations of best and most sanitary. Uses
of milk.
DOMESTIC SCIENCE.
39
Meats: Kinds of meat used as human food. Make diagrams
showing location of cuts of different meats. Cost of dif-
'ferent cuts. Discuss the methods of cooking meat.
DEMONSTRATION EXERCISES :
Discuss the effect of heat on milk. Prepare cream toast and
boiled custard. Prepare broiled bacon; Swiss steak.
References:
Farmers' Bulletins No. 413,“ Care of Milk and Its Use in the
Home.” No. 375, “Care of Food in the Home." No. 34,
“Meats; Composition and Cooking.”
Home Makers Reading Course, “Home Butter Making,”
Ohio State University.
LC
SEWING-
OUTLINE OF STUDY:
Wool: Where obtained. Countries producing largest amount
of wool. Preparation of wcol for market. Washing
and shearing of sheep. Pulling, sorting, etc.
DEMONSTRATION EXERCISES :
Make a model showing how lace should be sewed on to a
curved edge.
Make a model showing the manner of putting on a bias strip
to be used as a casing. Make a cap to wear in the cooking
laboratory by using a round piece of long cloth, hemming
the edge and finish edge with lace. A bias casing should
be put on 1 inch from the edge. Thru this a narrow
linen tape should be drawn by which the cap may be
pulled up to fit the head. This should be done by hand.
References:
American Woolen Co., Boston, Mass., “From Wool to
Cloth.”
FEBRUARY, 1914.
COOKING-
OUTLINE OF STUDY:
Proper Methods for Keeping Meat. Explain why meats
"spoil.” Discuss canned meat and list some that may be
purchased. Bread making: General rules for making
bread. Discuss yeast as a plant; its growth; need of
food, moisture, warmth; means of supplying these, etc.
TENTATIVE COURSE OF STUDY.
DEMONSTRATION EXERCISES :
Demonstration in preparing a roast; broiling a steak; mak-
ing breaded veal chops.
Make a loaf of bread. Discuss score card for bread.
References:
Farmers Bulletins No. 391, “Economical Use of Meat in the
Home.” No. 389, “Bread or Bread Making.”
International Harvester Co., Chicago, Ill., "The Story of
Bread."
National Association of Master Bakers, 411 Walnut Street,
Philadelphia, Pa., "The Story of the Staff of Life."
SEWING-
OUTLINE OF STUDY:
Silk: Kinds of silk worms. Care of silk worms; care of
cocoons. Part used in making silk thread. History of
the growing of silk worms.
DEMONSTRATION EXERCISES :
Make a model showing how to mend a tear. Make a pair of
sleeves to be worn in the cooking laboratory. This should
be done by hand.
A
MARCH, 1914.
COOKING
OUTLINE OF STUDY:
Flour: List of cereals from which flours are made. Discuss
the processes in manufacture of flour. Proper methods
for keeping flour. Best kinds of flour to buy.
Desserts: Classify desserts. Discuss the use of different
kinds. Methods of serving different desserts.
DEMONSTRATION EXERCISES :
Prepare baking powçer biscuits ; batter cakes. Discuss gen-
eral rules for baking a cake. Prepare a plain cake with
boiled icing
References:
Purdue University, Extension Department, Lafayette, In-
diana, “Some Points in Bread Making."
SEWING-
OUTLINE OF STUDY:
The Sewing Machine: When first manufactured; by whom.
Difference between automatic and double thread ma-
DOMESTIC SCIENCE.
41
chines. List the standard makes of machines. Discuss
the cost of good machines..
DEMONSTRATION EXERCISES :
Make a hemmed patch in striped cotton material. Practice
making straight searıs and hems on the machine. Dis-
cuss the care and use of sewing machines. Make a model
showing how a button hole should be made and the man-
ner in which buttons should be sewed on to garments.
VUOS.
APRIL, 1914.
COOKING-
OUTLINE OF STUDY :
Frozen Desserts: Classify frozen desserts. Discuss their
use and general methods for making and serving. Set-
ting the table and serving the meal. Discussion as to
kinds of furniture, dishes, table, linen, etc., desirable in
the dining room. Rules for setting the table. Rules for
serving
DEMONSTRATION EXERCISES :
Prepare custard ice cream ; lemon pie. Practice in setting a
table and serving the meal.
References:
Iowa State College, Extension Department, Ames, Iowa,
“Planning and Serving Meals."
Cornell Reading Course Series, “Household Decoration."
"Household Furnishing," "The Laundry."
SEWING-
OUTLINE OF STUDY:
The Care of Garments. Discuss the pressing of garments
and models. Discuss the ironing of bias edges, lace, etc.
Folding of aprons, towels. Methods of washing the cook-
ing laboratory outfit.
DEMONSTRATION EXERCISES :
Make a model showing method of making a French seam.
Discuss the use of French seams. Make an apron of long
cloth with a bib suitable for use in the cooking labora-
tory. Make this by machine.
References:
Richards, “The Cost of Living.”
Sheppard, "Laundry Work."
42
TENTATIVE COURSE OF STUDY.
:
6. Program of Work in Domestic Science for the Seventh and
Eighth Grades 1914-1915.
SEPTEMBER, 1914.
COOKING-
OUTLINE OF STUDY:
Kitchen: Location, plan and arrangement of kitchen. Con-
veniences for the kitchen. Kinds of cooking utensils to
buy with discussion of relative merits of each. Draw
plans for kitchen showing arrangement of equipment.
Food: Definition. Divided as to food nutrients. Uses of
food to the body.
DEMONSTRATION EXERCISES :
Discuss clothing to be worn in laboratory: Make list of
equipment. Discuss care and use of utensils. Explain
structure and care of stoves. Explain structure and
care of ice box. Discuss proper methods for washing
dishes, towels. Discuss use of paper towels, paper dish
cloths, etc. Discuss selection and preparation of fruit
for canning. Prepare pear preserves or plum conserve.
References:
Cornell Reading Course Series, “Choice and Care of Uten-
sils," "Human Nutrition."
SEWING—
OUTLINE OF STUDY:
Textile Material: Structure as to warp and woof threads;
difference in size, strength, etc. Definition of a selvage.
Kingdoms from which textile fibers are obtained. Dif-
ference between fiber and thread. Examination of cot-
ton, linen, wool and silk fibers. Learn characteristics of
each.
DEMONSTRATION EXERCISES :
Make running and basting stitches on unbleached muslin
with colored thread. Make a padded iron holder using
the stitches just made on the model. Make a model of
dimity showing the method of sewing lace onto a hemmed
edge.
References:
Barker, “Textiles.”
Illinois State University, Urbana, Ill., “Some Points on
Choosing Textiles."
DOMESTIC SCIENCE.
OCTOBER, 1914..
COOKING-
• OUTLINE OF STUDY:
Carbohydrate Foods; Sugars and Starches. List some com-
mon foods in which each is found Discuss the use of
vegetables in the diet. Discuss the use of fruits in the
diet. Cooking carbohydrate foods. Effects of cooking on
starch and sugar. General rules for cooking.
DEMONSTRATION EXERCISES :
Discuss the best methods of caring for canned fruits with
discussion of best methods of covering jellies; best varie-
ties of fruit jars for use.
Prepare quince honey; preserved quinces.
General rules for making white sauce.
Prepare riced potatoes; creamed potatoes.
References:
Farmers Bulletin No. 93, "Sugar as Food;" No. 28, “Com-
position of American Food Materials”; No. 295, “Pota-
toes and Other Root Crops as Food.”
SEWING-
OUTLINE OF STUDY:
Spinning and Weaving: Definition of each. Different meth-
ods of weaving'; illustrate by the weaving of colored
paper; name a material illustrating each method. The
spinning wheel and its history.
DEMONSTRATION EXERCISES : :
Make a marguerite of long cloth. Make the garment by
hand, finishing neck and armholes with lace.
References:
Purdue University Extension Bulletin No. 23, “Girls' Sew-
ing Clubs.”
NOVEMBER, 1914.
COOKING-
OUTLINE OF STUDY:
Saladis and Salad Dressing: Principles of making a good
salad. Foods used for salads. Classification of salad
dressings. Manner of serving salads.
Cereals: Food nutrients in cereals. Discuss changes which
take place in cereals upon cooking.
TENTATIVE COURSE OF STUDY.
DEMONSTRATION EXERCISES :
Prepare a boiled salad dressing and serve on potato salad.
Prepare French dressing and serve on asparagus tip
salad. Prepare cream of wheat with dates. Prepare .
oatmeal for cooking in the fireless cooker.
References:
Farmers Bulletin No. 298, “Food Value of Corn and Corn
Products.”
SEWING-
OUTLINE OF STUDY:
Dyeing of Materials. Dyeing in yarn. Dyeing in piece.
Printing. Illustrate by examining a sample of cloth show-
ing each method.
Stability of Color. List colors that fade easily both from
washing and in the sun. Test samples.
DEMONSTRATION EXERCISES :
Make an overhand patch of checked gingham. Make a tea
towel and hem the ends by hand. If no machine work
has been done before, practice making straight hems and
seams on the machine.
DECEMBER, 1914.
COOKING-
OUTLINE OF STUDY:
Protein Foods: Classification. Comparative cost of differ-
ent classes. General rules for cooking protein foods.
Uses of protein foods to the body. :
Meat: Structure and composition of different kinds. Loca-
tion of cuts in different animals. Cost of cuts as to food
values contained. Methods of using the tougher cuts.
DEMONSTRATION EXERCISES :
Discuss the cooking of eggs. Illustrate with experiment the
effect of heat on egg albumen.
Prepare baked eggs with cheese; eggs a la goldenrod.
References:
Farmers Bulletins: No. 142, “Principles of Nutrition, and
the Nutritive Value of Food.” No. 487, “Cheese and
fts Economic Use in the Diet." No. 121, "Beans, Peas
and Other Legumes as Food."
.
DOMESTIC SCIENCE.
45
Illinois State University, Bulletin No. 143, “Relative Econ-
omy, Composition and Nutritive Value of the Various
Cuts of Beef.”
SEWING-
OUTLINE OF STUDY :
Gingham: Different kinds. Uses for which each is intended.
Widths and prices of each. The manufacture of a piece
of gingham. Why gingham shrinks.
DEMONSTRATION EXERCISES :
Make a petticoat of long cloth. A pattern should be used
that is suitable. Use French seams and make them by
machine: Put a flounce on the skirt. Practice making
button-holes on a model of French gingham before put-
ting the button-hole in the skirt band.
References:
Purdue Extension Bulletin No. 23.
JANUARY, 1915.
COOKING,
OUTLINE OF STUDY:
Soups: Classification. Food value in soups. Use of soups
in the diet.
Flours: Manufacture. Food value of flours. Flours used
for making leavened bread with explanation about gluten
and its use in bread-making.
DEMONSTRATION EXERCISES :
Prepare cream of tomato soup; puree of peas and buillion.
Discuss methods of making bread. Make a loaf of bread.
SEWING—
OUTLINE OF STUDY:
Wool Materials: Manufacture. Spinning the yarn. Weav-
ing. Dyeing. Finishing. Distinguish the difference be-
tween woolens and worsted materials. Discuss wearing
qualities of each. Learn the names of the standard
wools with prices and widths of each.
DEMONSTRATION EXERCISES :
Finish the petticoat. Darn a stocking.
References:
Watson: "Textiles and Clothing.”
Purdue Extension Bulletin No. 23.
46
TENTATIVE COURSE OF STUDY.
FEBRUARY, 1915.
COOKING-
OUTLINE OF STUDY:
Leavening Agents: Yeasts—commercial and wild. Growth of
Plant. Kinds of yeast.
Baking Powder; Soda: Uses of each. Action which causes
dough to rise through use.
Desserts: Classification and use in the diet. Food value of
desserts. Balancing of dessert with rest of meal.
DEMONSTRATION EXERCISES :
Prepare muffins; baking powder biscuits.
Make a plain cake with chocolate icing.
References:
Dodd, “Chemistry of the Household,” obtained from Amer-
ican School of Home Economics, Chicago, Illinois.
Barrows, “Principles of Cookery."
SEWING-
OUTLINE OF STUDY:
Silk Materials: Manufacture of a piece of silk. Spinning,
weaving, dyeing and finishing. List the standard silk
materials with price and width of each. Buying silk
from the bargain counter.
DEMONSTRATION EXERCISES :
Hem a napkin. Each girl in the class could hem one and
these could be used in the school work when serving meals.
Make a model showing the method of sewing on buttons ;
hooks and eyes.
7
MARCH, 1915.
COOKING-
OUTLINE OF STUDY:
Planning a Meal: Prepare skeleton menus and discuss them
as to well-proportioned food value, variety, combination
and attractiveness.
Serving a Meal: Setting the table. Discuss arrangement
and furnishings for the dining room. Rules for serving
a meal.
DEMONSTRATION EXERCISES :
Prepare orange ice; cherry bavarian.
Prepare pic crust and make custard pie.
DOMESTIC SCIENCE.
References:
Richards, “First Lessons in Food and Diet.”
Springstead, “The Expert Waitress.”
SEWING-
OUTLINE OF STUDY:.
Points to be considered about clothing. Cheap vs. good ma- .
terials. Colors that are becoming and that are durable.
Simple but well made clothes. Care of clothes.
DEMONSTRATION EXERCISES :
Make a plain slip over night-gown of long cloth. Use a
pattern that fits. Discuss the buying and use of patterns.
V
APRIL, 1915.
COOKING-
OUTLINE OF STUDY:
The Hostess: Appearance of hostess. Duties of the hostess.
Ways of entertaining easily. The right attitude towards
entertaining
DEMONSTRATION EXERCISES :
Lesson in learning ways to serve refreshments at social func-
tions.
Reception for mothers.
Girls are to prepare any refreshments to be used. This may
be done at home.
An exhibit of the sewing work should be arranged.
An exhibit of the canned goods, booklets, etc., would add to
the pleasure of the occasion. The girls should act as
hostesses.
SEWING-
OUTLINE OF STUDY:
Appropriate Clothing: Suited for use. Neatness in ap-
pearance. Requirements of a suitable house dress. Ma-
terials suitable for party dresses, house dresses, street
dresses. Make an estimate of the cost of clothing worn.
DEMONSTRATION EXERCISES :
Finishing of all models and garments and pressing same.
Mounting of models on books or cards.
48
TENTATIVE COURSE OF STUDY.
7. Program of Work in Domestic Science for the First and Sec-
ond Year of High School 1913-1914.
SEPTEMBER, 1913.
COOKING—
OUTLINE OF STUDY:
plan and indicate position of different articles of equip-
ment.
List the utensils necessary for the ordinary kitchen equip-
ment.
Methods of cooking with definition of each process.
Reasons for cooking foods.
DEMONSTRATION EXERCISES :
Discuss clothing to be worn in laboratory.
List equipment and discuss care.
Discuss methods for washing dishes.
Discuss the principles of canning. Give rules for steriliza-
tion of fruit cans, rubbers and lids.
Can pears or peaches.
Make apple jelly.
References:
Williams & Fisher, “Elements of the Theory and Practice
of Cookery."
Wilson, "Handbook of Domestic Science and Household
Arts."
Morris, "Household Science and Arts."
Farmers' Bulletin No. 203, “Canned Fruits, Preserves and
Jellies."
Farmers' Bulletin No. 293, “Use of Fruit as Food.”
Hutchinson, “Food Dietetics.".'
SEWING-
OUTLINE OF STUDY :
The Work Basket: Equipment needed for work. Discuss
buying of scissors, thimbles, tape-lines, etc. History of
articles in basket. Manufacture of scissors, kinds made
and processes used.
DEMONSTRATION EXERCISES :
basting stitches and hemming. Apply these in making a
DOMESTIC SCIENCE.
49
sewing apron of gingham, hemming each side and turn-
ing up the bottom to form a pocket.
References:
Margaret J. Blair: “Sewing Basket Stories."
Encyclopedia.
Other courses that may be used in place of or with the sew-
ing and cooking courses.
HOUSE FURNISHING
OUTLINE OF STUDY:
House plans and discussion as to suitability of location, con-
venience and attractiveness. Make drawing of arrange-
ment of plan.
References:
Richards: “The Cost of Shelter."
HYGIENE-
OUTLINE OF STUDY: .
Discussion of dirt and its dangers.
Discussion in regard to the care of the body, including care
of the teeth, nails, skin, hair, etc.
References:
Pyle: “Personal Hygiene."
OCTOBER, 1913.
COOKING—
OUTLINE OF STUDY:
Food Definition: Classification of foods as to food nutri-
ents. Discussion of foods containing the different food
nutrients. Uses in the body.
Cereals: List the cereals. Discuss their place in the diet.
Cooking of cereals.
DEMONSTRATION EXERCISES :
Discussion in regard to use of double boiler.
Determine temperature of liquid in top part of double boiler.
Cook oatmeal and cream of wheat.
Cook rice as a vegetable.
References:
Farmers' Bulletin No. 249, “Cereal Breakfast Foods."
Bulletin from Cornell Reading Course Series, entitled “Hu-
man Nutrition,” Parts 1 and 2.
4–33628
50
TENTATIVE COURSE OF STUDY.
SEWING-
OUTLINE OF STUDY:
Sewing Machines : Kinds and manufacture. Care of the
sewing machine.
Textiles: Definition of terms used in textile work.
Examine samples of material to determine the size of warp
and woof threads.
DEMONSTRATION EXERCISES :
Make model showing method of sewing on lace on rounded
edge.
Make a cap and sleeves to wear in the cooking laboratory.
References:
Bulletin from Illinois State University, Urbana, Ill., entitled
“Some Points in Choosing Textiles.”
Other courses that may be used in place of or with the sew-
ing and cooking courses.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Discuss plans for yards and gardens.
Make plans for same.
List shrubs and flower's good for decoration.
List trees that are good for shade trees.
Discuss simple principles of landscape gardening.
Discuss plans for the vegetable garden, listing common
vegetables that may be grown easily.
Draw plans for such a garden.
References:
Bulletin from Cornell Reading Course Series, entitled
"Vegetable Gardening.”
Bulletin entitled “Planning and Adorning the Farmstead,”
obtained from Iowa State College of Agriculture, Ames,
Iowa.
HYGIENE-
OUTLINE OF STUDY:
Using the Body Correclly: Position in walking. Methods
for doing housework to save strength.
Rest—the cause for “Nerves.”
Clothes in their relation to health.
DOMESTIC SCIENCE.
51
Kinds for warm and cold weather.
The effect of clothing on the body.
Tight clothing
References:
Bulletins from Cornell Reading Course Series, entitled
“Saving Strength and Saving Steps."
NOVEMBER, 1913.
COOKING-
OUTLINE OF STUDY:
Carbohydrates--Sugars and Starches: Uses to the body.
List the foods classed under this division. General rules
for cooking carbohydrate foods.
Study of the potato. Examine starch grains under the mi-
croscope. Uses of the potato in the diet. Foods that
may be substituted for potatoes.
DEMONSTRATION EXERCISES :
Discuss the preparation of potatoes for cooking.
Prepare boiled potatoes. Baked stuffed potatoes.
Prepare baked apple and sautered apples.
References:
Farmers' Bulletin No. 295, entitled “Potatoes and Other
Root Crops as Food.”
Farmers' Bulletin No. 256, “Preparation of Vegetables for
: the Table."
SEWING-
OUTLINE OF STUDY:
Textile Fibers: Sources from which they are derived. Char-
acteristics of each. Examine fibers under the miscro-
scope.
Cotton Materials: Learn the names of the standard cotton
materials. Discuss prices of such materials. Discuss
manufacture of cloth from cotton. If possible examine
samples of each kind.
DEMONSTRATION EXERCISES :
Make models showing the methods for putting a ruffle on
underwear and making plackets with gusset and button
and button-hole.
Practice work in machine stitching should be done.
Make a pair of drawers, using the machine.
52
TENTATIVE COURSE OF STUDY.
References:
Bulletin from Extension Department, Purdue University,
Lafayette, Indiana, entitled "Girls Sewing Clubs.”
Margaret J. Blair:“System of Graded Sewing Tablets."
Other courses that may be used in place of or with the sew-
ing and cooking courses.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Building Materials: Discuss woods that may be used for
outside and inside finish.
Discuss the advantages of hardwood floors. Discuss the care
of such floors.
Discuss methods of staining and finishing woods.
References:
Clark: "Care of the House."
HYGIENE-
OUTLINE OF STUDY:
Fresh Air and Ils Relation to Health: The uses of air and
sunshine. The effects of foul air on health. Methods for
ventilating sleeping rooms in winter. “Taking cold” as
a result of bad air. Other foul air diseases.
References:
Richards: “Sanitation in Daily Life."
Richards: “The Art of Right Living."
DECEMBER, 1913.
COOKING
OUTLINE OF STUDY:
Vegetables: Classification into starchy and succulent
groups. Discuss the uses of succulent vegetables. List
the vegetables belonging to each class. Methods of keep-
ing vegetables. Canning vegetables with general rules
for the process. Storage and drying of vegetables.
DEMONSTRATION EXERCISES :
Discuss methods for making white sauce. Explain the uses
of white sauce.
Prepare creamed onions. Escaloped cabbage.
Prepare cream of corn soup and cream of tomato soup.
Prepare some Christmas candies.
DOMESTIC SCIENCE.
53
References:
Farmers' Bulletin No. 359, “Canning Vegetables in the
Home."
Bulletin from Extension Department, Ohio State University,
Columbus, Ohio, entitled “Fruit and Vegetable Can-
ning."
SEWING-
OUTLINE OF STUDY:
Dyeing Textile Malerials: Yarn and piece dyeing and black
printing. Examine materials to determine methods used
in dyeing. Discuss durability of different colors. Test
in water and sun for wearing qualities.
Christmas Presents: History of the giving of gifts. Dis-
cuss best methods of tying up and giving presents.
DEMONSTRATION EXERCISES :
Make simple gifts such as aprons, simple bags, needle work,
dust caps, etc.
References:
Wm. H. Dooley: “Textiles.”
Other courses that may be used in place of or with the sew-
ing and cooking courses.
IT
II
HOUSE FURNISHING-
OUTLINE OF STUDY:
Discuss the painting of houses. Effect of different colors on
size, etc.
List good and bad combinations for use in house painting.
Explain the causes of blistering, etc.
Discuss the plumbing, heating and lighting of houses.
Explain' the structure of a furnace.
Drainage, ventilation, etc.
References:
Bulletin entitled "Healthful Homes,” from Extension De-
partment, Iowa Agricultural College, Ames, Iowa.
HYGIENE-
OUTLINE OF STUDY:
Contagious Diseases: Definition. List the common diseases
usually classed thus. Should children be allowed to
stake” diseases ? Discuss the laws governing quaran.
UN
TENTATIVE COURSE OF STUDY.
tine. Give reasons for such laws and reasons why they
should not be broken.
Discuss how contagious diseases of common type may be
transmitted from one person to another. Discuss reason
for cleanliness.
References:
Stoney: "Practical Points in Nursing."
JANUARY, 1914.
COOKING
OUTLINE OF STUDY:
Protein Foods: List foods classed in this group. Discuss
uses to the body.
Milk: Kinds used as food. Care of milk in the home. Uses
of milk.
DEMONSTRATION EXERCISES :
Discuss the effect of heat on milk.
Prepare boiled salad dressing and make potato salad.
References:
Farmers' Bulletin No. 142, “Principles of Nutrition and the
Nutritive Value of Foods."
Farmers' Bulletin No. 413, “Care of Milk and Its Use in
the Home.”
SEWING-
OUTLINE OF STUDY:
Wool Materials: Learn names and prices of different ma-
terials and examine samples to determine characteristics.
Distinguish between woolen and worsted materials. Man-
ufacture of wool materials. History of the wool industry.
DEMONSTRATION EXERCISES :
Make a model to learn method of making French seam.
Make a princess slip, using the machine.
References:
American Woolen Co., Boston, Mass.: "From Wool to
Cloth."
Other courses that may be used in place of or with the sew-
ing courses.
DOMESTIC SCIENCE.
55
HOUSE FURNISHING-
OUTLINE OF STUDY:
Wall Finishes--Papers, Stains and Paints: Discuss advan-
tages and disadvantages of each finish.
Discuss kinds of wall papers to buy as to color and design.
Make designs for wall papers showing good combinations
of color.
A visit to a store selling wall paper will impress the matter
of costs, etc.
References:
Bulletin from Cornell Reading Course Series, entitled
"Household Decoration.”
Kellogg: “Household Furnishing, Practical and Artistic."
HYGIENE-
OUTLINE OF STUDY:
Emergencies and Their Treatment: Give list of antidotes
for common poisons. Methods for treating burns, bruises,
cuts, insect stings, etc.
Methods for simple bandaging. This should be taught
through demonstration.
References:
Farmers' Bulletin No. 272, “Till the Doctor Comes."
FEBRUARY, 1914.
COOKING-
OUTLINE OF STUDY:
Eggs: List kinds used as food. Discuss the buying of eggs.
Tests for fresh eggs and methods of storing eggs.
Chcese: Manufacture and kind used. Food value of cheese.
General rules for the use of cheese in the diet.
DEMONSTRATION EXERCISES :
Discuss the cooking of eggs.
Prepare soft cooked eggs.
Baked eggs with cheese and puffy omelet.
Prepare cheese souffle and cheese wafers.
References:
Farmers' Bulletin No. 128, “Eggs and Their Uses as Food."
Farmers' Bulletin No. 487, “Cheese and Its Economical Use
in the Diet.”
TENTATIVE COURSE OF STUDY.
SEWING-
OUTLINE OF STUDY:
Silk: History of silk industry. Methods of manufacturing
a piece of silk material. Discuss qualities of a good piece
of silk. Examine samples to distinguish different kinds.
The “bargain counter” and its delusions.
DEMONSTRATION EXERCISES :
Continue princess slip.
Make models showing method of putting a box plait on the
front of a tailored waist and putting a placket and cuff
on a tailored shirt waist sleeve.
References:
Exhibit of silk from Cheney Silk Co., South Manchester,
Conn.
Other courses that may be used in place of or with the sew-
ing courses.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Draperies: Discuss materials suitable for window curtains
and draperies. Collect samples suitable and discuss them
as to cost and durability. Discuss reasons for using
draperies. Discuss color combinations in draperies.
References:
Bulletin from Cornell Reading Course Series, entitled
“House Furnishings."
HYGIENE-
OUTLINE OF STUDY:
Rules for the Sick Room: Furnishings_kinds and amount
to buy. Care of the room, cleaning, making the invalids'
1
References:
Amy E. Pope: "Home Care of the Sick.”
MARCH, 1914.
COOKING-
OUTLINE OF STUDY:
Meat: Composition and structure. List meats used as food.
Locate the different cuts of beef and discuss how each
is used. Discuss the care of uncooked meats.
DOMESTIC SCIENCE.
Flour: Cereals used for flour. Best kinds for yeast bread.
Manufacture of flour. Methods of keeping flour.
DEMONSTRATION EXERCISES :
Discuss the cooking of meats.
Prepare pan broiled steak and hamburg steak.
Have demonstration of preparing a roast.
Discuss the making of bread.
Prepare baking-powder biscuits or make loaf of yeast bread.
NOTE.—When the time is too short to make the loaf in class
the girls may do the work at home and bring the loaf to
school for criticism.
References:
Farmers' Bulletin No. 34, "Meats: Composition and Cook-
ing."
Farmers' Bulletin No. 391, “Economical Use of Meat in the
Home.”
Bulletin from Ohio State University Extension Department,
entitled "Meat.”
SEWING-
OUTLINE OF STUDY :
Shirt Waists: Uses of a shirt waist. Materials suitable for
tailored waists and lingerie waists.
Cost of clothing, determine amount spent for clothing worn.
Discuss the care of clothing.
DEMONSTRATION EXERCISES :
Make a tailored shirt waist of wash material.
References:
Watson: “Textiles and Clothing." .
Other courses that may be used in place of or with the sew-
ing courses.
mr
UIT
HOUSE FURNISHING-
OUTLINE OF STUDY:
Buying Furniture: Points to be considered in selection.
Carved furniture vs. plain furniture. Upholstered furni-
ture and its place in house furnishing. Kinds of woods
used in furniture. Finishes used on furniture. Collect
pictures showing good and bad designs in furniture.
References:
Bevier: "The House."
58
TENTATIVE COURSE OF STUDY.
HYGIENE-
OUTLINE OF STUDY:
Preparing the Invalid's Tray: Articles needed for neat
and attractive tray. Methods of making tray attractive.
Preparing simple dishes suitable for invalids.
Cheerfulness in the sick room.
References:
Farmers' Bulletin, "Food and Cookery for the Sick and Con-
valescent."
APRIL, 1914.
COOKING-
OUTLINE OF STUDY:
Desserts: Classification. Discuss the uses of different
kinds. Methods of serving different kinds.
General rules for planning and serving a meal. Discuss the
combination of different foods in planning menus and de-
termine the reasons for not combining certain kinds.
DEMONSTRATION EXERCISES :
Discuss general rules for baking cakes.
Prepare a plain cake.
Prepare tapioca custard and orange ice.
References:
Bulletin from Iowa State College, Ames, Ia., entitled, “Plan-
ning and Serving Meals.”
SEWING-
OUTLINE OF STUDY: .
Clothing suitable for different occasions. IIouse dresses,
party dresses, street clothes. Materials suitable for each.
Discussion of the buying of trimmings, such as lace, em-
broidery, etc. Suitability as to quality and design.
DEMONSTRATION EXERCISES :
Finish waist.
Take a trip to dry goods store to study materials as they ap-
pear on the counter.
References:
Other courses that may be used in place of or with the sew-
ing course,
DOMESTIC ŚCIENCÉ.
59
W
.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Buying Pictures and Bric-a-brac: Amount to use. Discus-
sion of kinds of pictures to use and methods of framing
pictures.
Hanging of pictures as to grouping and light.
Elimination of dust catching bric-a-brac. Well chosen but
few pieces of bric-a-brac.
HYGIENE-
OUTLINE OF STUDY :
Impure Water and Its Dangers: Causes for impure water.
Diseases carried in water. Methods for purifying water.
Uses of water to the body. Proper methods of cooling
water. Effect of ice cold water on the system.
References:
Prudden: “Water and Ice."
8. Program of Work in Domestic Science for the First and Sec-
ond Year of High School, 1914-1915.
SEPTÈMBER, 1914.
COOKING-
OUTLINE OF STUDY:
History of cookery.
Reasons for cooking foods.
Methods for cooking, with definition of each.
Discuss the cleaning of a kitchen.
Discuss the washing of dishes.
DEMONSTRATION EXERCISES :
Discuss the clothing to be worn in the laboratory.
List the equipment in dishes.
Give directions for measurements in cooking.
Give general rules for canning fruit.
Can tomatoes.
Prepare preserved pears and make apple jelly.
References:
Encyclopedia.
Bulletin from Illinois State University, Urbana, Ill., entitled
"Principles of Jelly Making."
Farmers' Bulletin No. 203, “Canned Fruits, Preserves and
Jellies.”
TENTATIVE COURSE OF STUDY.
1
ŞEWING-
OUTLINE OF STUDY:
Texlile Fibers: Source from which they are derived; char-
acteristics of each; uses.
Difference between spinning and weaving.
Dyeing materials.
Processes and durability of color.
Selection of colors as to use and durability.
Discuss combinations of color.
DEMONSTRATION EXERCISES :
Make model showing basting, running and hemming stitches.
Apply the stitches in making a slip over corset cover.
References:
Gibbs: “Household Textiles.”
Other courses that may be used in place of or with cooking
and sewing courses.
HOUSE FURNISHING-
OUTLINE OF STUDY:
History of furniture.
List the English cabinet makers who did much for improv-
ing the making of furniture.
Discuss the furniture used in this country during pioneer
times.
Hand-made or machine made.
Collect pictures showing types of furniture used during co-
lonial times and compare styles with cheap funiture of
today.
References:
Furniture catalogues.
Bevier: "The House."
LAUNDRY WORK--
OUTLINE OF STUDY:
Discussion of laundry equipment suitable for work in the
home.
Reasons for washing clothes.
References:
Sheppard: “Laundry Work.''
DOMESTIC SCIENCE.
1
OCTOBER, 1914.
COOKING-
OUTLINE OF STUDY:
Water: Uses in body. Kinds and composition.
Discuss temperatures of water used for cooking processes.
Beverages and their use in the diet.
List the true beverages. Discuss their value in the diet. Dis-
cuss the effects in the system.
DEMONSTRATION EXERCISES :
Prepare coffee, tea and cocoa.
Discuss the rules for making and use of white sauce.
Prepare creamed potatoes and creamed celery.
References:
Williams and Fisher: "Elements of the Theory and Prac-
tice of Cookery."
Hutchinson: “Food and Dietetics."
SEWING-
OUTLINE OF STUDY:
Discussion about buying materials. Rules for buying.
Discuss different wash materials as to durability and suit-
ability to use. Learn the width and prices of standard
cotton materials.
Gingham: Manufacture of cloth from cotton. Use of ging-
ham. Different kinds, with discussion of wearing and
washing qualities.
Why materials shrink.
DEMONSTRATION EXERCISES :
Make an overhand and hemmed patch in gingham.
Make a towel and hemstitch ends.
References:
Blair: “System of Graded Sewing. Tablets.”
Bulletin from Purdue University, Extension Department,
Lafayette, Indiana, “Helps for Sewing Clubs.”
Other courses that may be used in place of or with cooking
and sewing courses.
TENTATIVE COURSE OF STUDY.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Structure of furniture.
Designs in furniture that are durable.
Suitable furniture.
Points to be considered in buying chairs, bureaus, beds, etc.
Discuss woods and finishes best adapted for furniture.
Collect pictures of furniture of good and bad construction
and discuss points about each.
References:
Bulletin from Cornell Reading Course Series entitled,
"Household Furnishings.”
LAUNDRY WORK-
OUTLINE OF STUDY:
Water: Kinds to use for laundry work. Preparation of
hard water for washing. Washing powders and effect on
clothing.
Soap: Explain the processes in the making of soap. Effect
of “strong” soaps on skin and clothing.
Boiling Clothes: Effect on garments.
Discuss different methods used.
References:
Dodd: "Chemistry of the Household.”
NOVEMBER, 1914.
COOKING
OUTLINE OF STUDY:
The uses of food to the body.
Classify foods as to uses.
Discuss in general the digestion of food..
Carbohydrates—sugar and starches.
List the foods in which either may be found.
Discuss the structure of a starch grain.
Discuss the digestion of starch.
DEMONSTRATION EXERCISES :
Discuss the cooking of starchy foods.
Prepare steamed rice; baked potatoes.
References:
Farmers' Bulletin No. 142, “Principles of Nutrition and the
Nutritive Value of Food.”
DOMESTIC SCIENCE.
SEWING—
OUTLINE OF STUDY:
Adulterations found in wool materials.
Discuss manufacture of wool materials and different methods
of adulterating with cotton.
Explain the meaning of the terms “meringo" and "shoddy."
Make simple tests for determining amount of cotton in ma-
terials bought for "all wool.”
DEMONSTRATION EXERCISES :
Make seams and hems and stitch them on the machine to
learn to do straight stitching.
Make a model showing method of making a French seam.
Learn to cut a true bias strip.
Make an apron for the cooking laboratory, using the ma-
chine.
References:
Wm. H. Dooley: “Textiles.”
Other courses that may be used in place of or with the cook-
ing and sewing courses.
HOUSE FURNISHING-
OUTLINE OF STUDY :
Discuss plan for living rooin as to light, shape, wall finish,
etc.
Discuss articles needed for furnishing.
Discuss kinds of rugs to buy.
Advantages of rugs as compared to carpets.
Curtains suitable for living room windows.
References:
Bulletin from Cornell Reading Course Series, entitled
“Household Decoration."
LAUNDRY WORK-
OUTLINE OF STUDY:
Starch: From where obtained. The making of starch. Why
starch lumps and sticks. Cold starch. Ironing starched
clothes.
Washing Flannels: Causes for shrinking of flannels. Dry-
ing flannels.
LLLLL
TENTATIVE COURSE OF STUDY.
References:
Bulletin from Cornell Reading Course Series, entitled "The
Laundry."
DECEMBER, 1914.
COOKING—
OUTLINE OF STUDY:
Protein Foods: List the foods in their class. Discuss the
uses to the body and place in the diet. Discuss the diges-
tion of protein.
Meat: Uses to body. Digestion of meat. Discuss expensive
and cheaper cuts of meat. Locate the cuts in beef and
pork. Discuss reasons for the “spoiling of ineat.”
DEMONSTRATION EXERCISES :
Discuss proper methods for cooking protein foods.
Prepare Swiss steak with brown sauce; broiled bacon and
veal birds.
Prepare Christmas candies of different kinds.
References:
Farmers' Bulletin No. 34, "Meats: Composition and Cook-
ing."
Farmers' Bulletin No. 391, "Economical Use of Meat in the
Home.”
SEWING-
OUTLINE OF STUDY:
Discussion about design in materials as to suitability.
Stripes, plaids, checks, large figures and plain materials and
the effect produced upon the wearer when chosen incor-
rectly.
Mate designs for materials and paint with water colors
showing good taste in choice of colors.
Discuss the adulterations found in silk and make simple
tests to determine “weighting cotton, etc.
DEMONSTRATION EXERCISES :
Make models showing method of making buttons and button-
holes.
Make a slip over night-gown.
References:
Bulletin from Illinois State University, Urbana, Illinois,
entitled, "Some Points in Choosing Textiles.”!
Other courses that may be used in place of or with the cook-
ing and sewing courses.
DOMESTIC SCIENCE.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Furnishings for the dining room.
Plan for room as to light, shape, etc. Finish for walls.
Styles of furniture and adaptability.
Buying rugs, curtains and dishes.
Styles good and bad.
Designs in silverware with discussion as to durability and
ease of cleaning:
Care of table linen, china, glass and silverware.
References:
Kellogg: “House Furnishings, Practical and Artistic."
LAUNDRY WORK,
OUTLINE OF STUDY:
Colored Clothes: . Propose methods for setting colors of dif-
ferent kinds.
Methods for washing and drying colored clothes. ,
Removing stains.
Methods of removing common stains.
Removing stains that have been “set.”
JANUARY, 1915.
COOKING-
OUTLINE OF STUDY:
Mille: Its use in the diet. Composition of milk. Digestion.
Sanitary methods of caring for milk. Foods made from
milk.
Eggs: Use in the diet. Composition of eggs. Digestion
tests for fresh eggs. Storing eggs for winter use.
DEMONSTRATION EXERCISES :
Discuss the cooking of eggs and illustrate the effect of heat
on egg albumen.
Prepare eggs a la goldenrod and puffy omelet.
Prepare boiled custard, baked custard.
References:
Farmers' Bulletin No. 128, “Eggs and Their Uses as Food.”
Farmers' Bulletin No. 413, “Care of Milk and Ils Use in
the Home.”
5-33628
66
TENTATIVE COURSIE OF STUDY.
SEWING-
OUTLINE OF STUDY:
Design of Garmenl: Discuss designs suitable for stout,
short women. Tall, slender women. Short-waisted or
long-waisted persons, etc. Study designs in fashion
books. Make drawings of designs suitable for different
figures. Choose colors and materials to be used for car-
rying out designs.
Discuss the buying of laces, embroideries and other trim-
mings.
DEMONSTRATION EXERCISES :
Make models showing methods of darning stockings and
mending a tear.
Finish nightgown.
Use a French hein to hem a napkin.
References:
Fashion Magazines.
Other courses that may be used for or with the sewing or
cooking courses.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Furnishing for the bedroom: Discuss plans for bedroom as
to arrangement of windows, closets, etc. Finish for
walls. Curtains suitable for windows. Discuss different
styles of beds, mattresses. Discuss kinds of bedding to
buy. Care of bedding. The airing and making of beds.
References:
Van de Water: "From Kitchen to Garret."
LAUNDRY WORK,
OUTLINE OF STUDY:
Table Linen: Proper methods for washing table cloths and
napkins. Ironing and folding table cloths.
Doilies: Methods for washing doilies. Ironing doilies.
Care after ironing. Methods for washing laces.
DOMESTIC SCIENCE.
.67
FEBRUARY, 1915.
COOKING-
OUTLINE OF STUDY:
Soups: Classification. Food values in soup. Uses of soup
in the diet. Rules for making soups.
Composition of wheat-flour. Discussion of gluten and its
use in bread making.
General rules for making bread with “reasons why."
DEMONSTRATION EXERCISES:..
Prepare baking powder biscuits, muffins.
Bake yeast bread.
References:
Wilson: “Handbook of Domestic Science and Household
Arts."
SEWING-
OUTLINE OF STUDY:
Discussion about buying household linens. List the best
kinds of sheeting and towels and distinguish each kind.
Examine samples of table linen and discuss linen as com-
pared to cotton table cloths.
Take a shopping trip to dry goods store to select materials
. for dresses.
DEMONSTRATION EXERCISES :
Make a simple gingham dress.
References:
Other courses that may be used for or with the cooking and
sewing courses.
HOUSE FURNISHING-
OUTLINE OF STUDY: .
General rules for cleaning house. Equipment needed for
cleaning. Best methods of preparing room for cleaning.
Vacuum cleaners vs. brooms. Dustless dust cloths Vs.
dust rags. Cleaning windows. Cleaning floors.
References:
Bulletin from Cornell Reading Course Series entitled "Rules
for Cleaning."
TENTATIVE COURSE OF STUDY.
LAUNDRY WORK-
OUTLINE OF STUDY:
· Ironing and folding clothes. Discuss the care of irons.
Kinds to buy. Methods used for different garments.
Use of sleeve boards. Discuss best methods for ironing
a shirt waist, dress, nightgown, fringed towels, etc.
MARCH, 1915.
COOKING
OUTLINE OF STUDY:
Baking Powders: Chemical composition. Action of baking
powders in dough.
Salads and Salad Dressing: Materials necessary for a good
salad. Methods of serving salads tastefully.
DEMONSTRATION EXERCISES :
Prepare boiled salad dressing and serve on fruit salad.
Prepare French dressing and serve on lettuce salad.
Discuss rules for baking cakes.
Prepare plain cake with boiled icing.
References:
Janet Hill: "Practical Cooking and Serving."
SEWING—
OUTLINE OF STUDY:
Care of Clothing: Pressing clothes. Methods of packing
away winter clothing. Discussion in regard to clothing
suitable for different occasions. Good materials vs. bad
materials. A few well-made clothes vs. a lot of poorly-
made clothes.
References:
Other courses that may be used in place of or with cooking
and sewing courses.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Entertaining in the Home: The right attitude in entertain-
ing. Simple vs. elaborate entertainments. Duties of the
hostess. Duties of the guest. Discuss different modes for
entertaining simply in the home.
DOMESTIC SCIENCE.
References:
Richards: “The Art of Right Living."
LAUNDRY WORK-
OUTLINE OF STUDY:
Care of Larindered Clothes: Articles to be folded and those
to be hung. Putting clothes away when damp and re-
sults. Why clothes should be thoroughly .aired after
being packed for some time. Mending clothing as it is
put away.
References:
Bulletin from Cornell Reading Course Series entitled,
"Household Bacteriology."
APRIL, 1915.
COOKING
OUTLINE OF STUDY:
Desserts: Classifications; use in the diet. Balancing the
dessert with the rest of the meal. .
Planning meals with rules for serving the same.
Plan simple dinner menus and discuss the combinations.
DEMONSTRATION EXERCISES :
Prepare and serve simple dinner to invited guests. Divide
the class into sections for the work.
References:
Bulletin from Iowa State University, entitled, “Planning
and Serving Meals.”
Bulletin from Cornell Reading Course Series, entitled, “Cost
of Food."
SEWING-
OUTLINE OF STUDY: -
Have general review of work covered during year.
Press sewing and have an exhibit of work.
DEMONSTRATION EXERCISES :
Finish dress.
References:
Other courses that may be used for or with the cooking and
sewing courses....
70
TENȚATIVE COURSE OF STUDY.
HOUSE FURNISHING-
OUTLINE OF STUDY:
Spend the time during the month collecting samples of car-
pets, curtain materials, wall paper, etc. These should be
put in note book with prices, etc., listed under them.
Also make a plan for a house and place in note book.
Plans showing arrangement of furniture in different rooms
may be made.
A visit to a furniture store should be made.
LAUNDRY WORK-
OUTLINE OF STUDY:
Cleaning and Pressing: Removing spots from clothing.
Proper methods for pressing wool and silk materials..
Renovating velvet, feathers, artificial flowers, etc.
D. COURSES OF STUDY IN AGRICULTURE FOR THE SEV.
ENTH AND EIGHTH GRADES AND THE HIGH
SCHOOLS OF INDIANA.
The Indiana Vocational Education law defines agricultural edu-
cation as that form of vocational education which fits for the
occupations connected with the tillage of the soil, the care of do-
mestic animals, forestry and other wage-earning or productive work
on the farm.” The law also states that "elementary agriculture
shall be taught in the grades in all town and township schools,"
and that the State Board of Education may require all city, town
and township high schools to offer work in agriculture as a regular
course.
1. Aim of the Work.
To meet the requirements of the law in agriculture and to give
the boys and girls of the State the needed information and help,
the following courses have been arranged. The work, as arranged,
begins with the more elementary and fundamental phases of the
subject in the grades and ends with a program of work which re-
quires the acquisition of expert knowledge in special fields for the
high school. But in the agricultural work, as in the other voca-
tional subjects, the aim has not been to produce in the shortest
possible time an expert farmer, but to give the information and
help in such a way that the expert knowledge and practical skill
needed may be acquired at the same time that the general educa-
tion of the boy is carried forward. The aim should not be to pro-
duce a mere farmer but a man who knows how to farm. --
2. Amount of Work to be Done.
The State Board of Education has ruled that not less than two
periods per week shall be devoted to instruction in agriculture in
the seventh and eighth grades in the township and town schools.
It is expected that more than the minimum requirement will be
done by the graded township and town schools. With reference to
1 This course of study was prepared under the direction of Professor G. I.
Christie, Superintendent of Agricultural Extension, Purdue University, by Z. M.
Smith, Supervisor of Agricultural Education for Indiana, and by the following
men of Purdue University: R. C. E. Wallace, Assistant Professor of Soils ; Martin
L. Fisher, Professor of Crop Production and Farm Management; William W.
Smith, Assistant Professor of Animal Husbaudry ; C. (s. Woodbury, Professor of
Horticultuu'e; Ralph E. Caldwell, Instructor in Dairying; A. G. Phillips, Assistant
Professor of Poultry Husbandry.
(71
TENTATIVE COURSE OF STUDY.
agricultural instruction in the high schools, the State Board of
Education has ruled that courses in agriculture must be offered in
all high schools, and that the equivalent of a full year's work must
be done, if credit in the subject is to be allowed toward graduation.
The work in the high schools may be done in one year or in a longer
period of time, but the time must total at least thirty-two weeks
with three recitations per week and two double periods in labora-
ory each week, if credit is to be given for the work. Local school
authorities are to determine what pupils in the high school may
elect the work in agriculture. It is believed that the beginning
course should be open to pupils in any year of the course.
3. Suggestions for Use of Course of Study.
That the requirements of the law relative to agricultural educa-
tion and the demands of the people of Indiana for practical training
in agricultural pursuits may be adequately met, the course of study
in agriculture must be sufficiently broad and elastic to fit all agri-
cultural and school conditions in the State. Such a course cannot
be perfected in a year. It must be developed slowly, and must
grow out of the experiences gained through the school room and
demonstration exercises. The demonstration exercises, to be of value
for the evolutionary development of the work, must not be limited
to the school laboratory.
The courses of study outlined in this bulletin were prepared with
the above named needs and requirements in mind. That the course
in elementary agriculture might be broad, elastic, and practical,
the six general topics—soils, crops, animal husbandry, horticulture,
dairying, and poultry—have been outlined by months for the 7th
and 8th grades. A two-year course has been prepared for these
grades, and the two grades may be combined in administering the
work. Thus, pupils of the seventh grade in 1913-1914 will, in
1914-1915, as 8th grade pupils, have an entirely new set of class
room and demonstration exercises on the six general topics. Schools
that cover only the minimum requirement may select the topics best
adapted to local conditions and may alternate with some subject
for a full time subject in the best graded schools.
For the high school courses, enough work in each of the six
general subjects named above has been outlined to occupy full time
for eighteen weeks. This arrangement of the work makes it pos-
sible for high schools that desire to do so to offer three full years'
AGRICULTURE.
work in agriculture. It also provides a reasonably wide range of
choice to the schools that offer only one year's work. Schools offer-
ing but one year's work should limit themselves to two lines of
work. It is better and more desirable to teach two or three lines
of agriculture thoroughly than to attempt to cover the entire field
in a superficial way. Those schools with schedules that will not
permit of teaching all lines should select those subjects most closely
related to the community interests. Some of the agricultural
work can be administered in connection with subjects already in
the course. In some schools it will be feasible and desirable, no
doubt, to correlate Farm Crops and Horticulture with Botany and
some Soil work with Physics.
Teachers and school authorities should not overlook the fact that
the work is to be elementary. No attempt at technical work should
be made. The work should, at all times, be kept on the plane of
the children's ability and experience. Too much care cannot be
exercised with reference to these particulars.
The bulletins and circulars named in the reference lists may
be obtained free of charge from the United States Department of
Agriculture and the State Agricultural Colleges.
4. Course of Study for Seventh and Eighth Grades, 1913–1914.
SEPTEMBER, 1913.
Soils.
SOIL TYPES-
OUTLINE OF STUDY:
What is meant by a sandy, clay, loam or muck soil? How
and from what are soils derived? Principal factors in
soil formation. What is meant by the physical proper-
ties of soil ?
DEMONSTRATION EXERCISES :
Secure samples of the four principal kinds of soil-sandy,
clay, loam, and muck, or as many of these as are avail-
able in the community. Examine with the fingers and
note differences in the grittiness of various types. Ex-
plain the reason for any observed differences in color.
Examine a small quantity of each soil with a good hand
lens and note differences in size, shape and arrangement
of the soil particles.
r
74
TENTATIVE COURSE OF STUDY.
References:
Brooks: “Agriculture," Vol. 1, pp. 34-40.
Burkett: "Soils,” pp. 26-33.
Crops.
CORN-SEED SELECTION-
OUTLINE OF STUDY:
Why early selection. Types of stalk from which to select.
How and where to store the seed corn.
DEMONSTRATION EXERCISES :
1. Go into field and study types of stalks or bring types
. to school,
2. Gather ears for seed. Hang up to dry,
References:
Purdue Circular 25.
Purdue Bulletin 110.
Animal Husbandry,
TIT
· LIVESTOCK CENSUS-
OUTLINE OF STUDY:
Explain carefully just what is to be done in the demonstra-
tion exercise.
DEMONSTRATION EXERCISES::
Have each pupil make an inventory of the number of horses
at home 2 years old and over, the number 1 and 2, the
number of colts, or those under 1 year, and the total
number of all ages. Have the same done for cattle,
sheep, and swine.
Have each pupil make an inventory of all the farm feeds
produced and fed at home.
Horticulture.
GARDEN STUDY-
OUTLINE OF STUDY:
The following will be needed: Farm gardens of the com-
munity. Report blanks, as follows:
AGRICULTURE.
Garden No.................
Judge...
Points. Score.
Yll.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Location ................
Soil adaptability .......
Number vegetables grown
Garden plan
Tilth of soil....
Tillage tools
Freedom from weeds....
Health of vegetables......
Yield .................
...
...
.....
........
...
..
.
..
..
Total ............................ 100
Locate several typical honne gardens in the community
within easy reach of the school grounds. Equip each pupil
with score cards and see that every point on the card is
understood. The points mentioned are graded according to
their relative importance.
Location: With reference to house, water supply and stor-
age cellar.
Soil Adaptability: Is it suited to garden crops or is it too
heavy and cold? Are the proper crops growing on the
proper soils ?
Number of Vegetables Grown: Is there enough variety in
crops? Do the crops furnish vegetables throughout the
entire year?
Garden Plan: Has any definite plan been followed? Has
a system of companion and succession cropping been
planned? Is the garden too large or too small for the
family to be supplied with vegetables ? What about its
shape for economic working ?
Tilth of Soil: Is soil friable or hard and baked? Has
fertilizer been used? Has the soil been cropped to
death?
Tillage Tools: Has the gardener proper tools? How are
they kept? Are they adapted to his soil ?
Freedom from Weeds: Do the vegetables have a constant
battle with weeds? Are the weeds present dangerous ?
Health of Vegetables: Are the plants infested with plant
diseases and noxions insects? Have they been sprayed ?
Yield: Does the gardener secure sufficient yield to war-
‘rant the use of the ground for this purpose ?
LU
with wearhus. Do t
Health
TENTATIVE COURSE OF STUDY.
Why should the garden be planned early? What caused
the partial failure of so many farm gardens in your
community? How can these conditions be remedied?
Why do garden vegetables demand extra fertile soil ?
DEMONSTRATION EXERCISES :
Have pupils score the various gardens of the community
and write an exercise, outlining their ideas of a good
garden.
References:
Purdue Bulletin Farmer's Garden, Extension Bul. 6, 18,
20. Extension Leaflet 26.
Watts: “Vegetable Gardening.”
Bailey: “The Principles of Vegetable Gardening."
Da
Dairying.
TYPES OF CATTLE-
OUTLINE OF STUDY:
Three types of cattle commonly found in the United States.
Breeds under each type. Characteristics of each type
and breed.
DEMONSTRATION EXERCISES :
Types found in township. Number of breeds in each type
and number of each breed. (In townships where the
mation for its own district and exchange with the other
schools in the township for like information. Teachers -
can exchange information at township institute.)
References:
Fisher and Cotton: “Agriculture for Common Schools."
Warren: "Elements of Agriculture.”
Poultry.
POULTRY CONDITIONS IN THE COUNTY-
OUTLINE OF STUDY:
This work should consist of talks on the poultry industry as
found in the particular community wherein the school
is found, taking up if possible the reasons why poultry
is raised, the number per farm, breeds that are popular,
advantages and otherwise, and in a general way some of
the good and bad farms that may be found in the county.
AGRICULTURE.
77
DEMONSTRATION EXERCISES :
The children should bring in a report of what they found
either at home or some certain specific place. This lat-
ter would help to place the conditions better in the
minds of the pupils.
References:
Bureau of Statistics, Indianapolis.
OCTOBER, 1913.
Soils.
WEIGHT OF SOILS-
OUTLINE OF STUDY:
Difference in characteristics of light and heavy soils both as
to actual weight in pounds and ease of tillage. Effect
of organic matter content on the weight of soils.
DEMONSTRATION EXERCISES :
Weigh a quantity of the different types of soils in a vessel,
the cubic contents of which is known, and calculate the
References:
Fletcher's "Soils," pp. 26.
Brooks: “Agriculture,” Vol. 1, pp. 42.
Crops.
CORN-HARVESTING-
OUTLINE OF STUDY:
Method of harvesting-hogging, silage, soiling, shucking,
husking in field. Proper stage of ripeness for each of
the above.
DEMONSTRATION EXERCISES :
1. If convenient inspect field being hogged off to note
amount of waste.
2. Study amount of forage lost by letting stalks stand in
field.
3. Measure and calculate the difference in surface area
between large and small shocks. Why make large
shocks ?
4. Examine corn in shock and on stalk to note degree of
dryness at this date. Is it dry enough to crib?
References:
Wilson & Warburton's Field Crops, pp. 81-94.
78
TENTATIVE COURSE OF STUDY.
Animal Husbandry.
TYPES OF HORSES AND THEIR USES-
FARM FEEDS-
OUTLINE OF STUDY:
Instruction by the teacher describing the different types,
telling how to distinguish them, and the uses of each.
Pictures, and types represented in the neighborhood
should be used for examples and illustration. Discuss
kinds of feeds used at home.
DEMONSTRATION EXERCISES :
Have each pupil classify the horses at his home according
to their various types, determining the number of each-
Draft horses, light harness horses, heavy harness horses,
saddle horses, and ponies.
Have the pupil arrange or group the home grown feeds
into their general classes,-concentrates, dry roughage,
succulent feeds, milk and its products, and condimental
stock feeds. Have the pupil then further group these
feeds into their sub-classes; e. g., concentrates may be
divided into (a) farm grains and (b) commercial feeds;
dry roughage into (a) hays, (b) straws, (c) fodders,
(d) stover, etc.
References:
Henry: "Feeds and Feeding.”
Purdue Circular No. 29.
U. S. D. A. Farmers' Bul. No. 22.
Horticulture.
VEGETABLE STUDY-
OUTLINE OF STUDY:
Several specimens of potato, squash, beets, carrots, cab-
bage, and tomato. Secure several different types of the
vegetables common to the garden at this season and have
the pupils familiarize themselves with their gross ap-
pearances and uses. Have potato contest at this time as
outlined in Purdue Extension Bulletin 20.
What type of potato is most desirable from the market
standpoint? What variety of squash is best adapted to
storage? How would you store beets and carrots?
What insect and disease pest trouble these vegetables ?
How are they controlled ?
Extensioni citable fromat adapt
.
}
AGRICULTURE..
79
DEMONSTRATION EXERCISES :
Study the different varietal types of the following fall veg-
etables: Potato, squash, beet, carrot, cabbage, and to-
.mato. Make outline drawing of each. Note how each
: vegetable is propagated and what it is used for.
References:
U. S. Dept. of Agric. Farmer's Bul. 225.
Purdue Bul., “Farmers' Garden.”
Purdue Extension Bul. 6, Leaflet 26.
Watts: "Vegetable Gardening."
Bailey: “The Principles of Vegetable Growing.”
Seed Catalogs :
Dreer, Philadelphia.
Henderson, New York.
Boddington, New York,
Thornburns, New York,
Vaughan, Chicago.
Dairying.
DAIRY INDUSTRY
OUTLINE OF STUDY:
Conditions that determine the dairy industry—topography
of the land, climate, location with respect to market,
shipping facilities, condition of roads, kind of soil, etc.
DEMONSTRATION EXERCISE:
Have each pupil report on conditions in township, includ-
ing those that are favorable and those that are unfav-
orable to dairying. Have each get information of same
kind relative to the county.
References:
Fisher and Cotton: “Agriculture for Common Schools."
Warren: "Elements of Agriculture.”
Eckles: "Dairy Cattle and Milk Production."
11
Poultry.
SANITATION-
OUTLINE OF STUDY:
A few principles such as cleanliness and how to obtain and
keep it could be made of extreme value. . .
DEMONSTRATION EXERCISE :
Have pupils report on poultry housing conditions at home.
80
TENTATIVE COURSE OF STUDY.
References:
"Diseases of Poultry,'' Maine Experiment Station Bulle-
tin, Orono, Maine. Price 25c. In the first pages of
this book are given some talks on Poultry Hygiene, and
the value of sanitation as a prevention of disease.
Bureau of Statistics, Indianapolis.
NOVEMBER, 1913.
Soils.
POROSITY OF SOILS-
OUTLINE OF STUDY:
What is meant by pore space of soils? Factors affecting the
size of the pore spaces. Relation of size of pore spaces
to the absorption of rain fall and percolation of water.
DEMONSTRATION EXERCISE :
Demonstrate the percolation of water in soils, using differ-
ent types both in a loose and compact condition. Show
the practical application.
References:
Farmers' Bulletin 408, U. S. Dept. of Agriculture.
Crops.
CORN-SHRINKAGE-
OUTLINE OF STUDY:
Why there is a loss of weight after husking. Effect of
moisture content on keeping quality of the corn. Low
price at elevator due to too much moisture. Corn
should be bought and sold according to moisture content
similarly to the sale of milk.
DEMONSTRATION EXERCISE:
1. Get ears of corn from the field. Weigh at once. Hang
up and let dry. Weigh again in 3 or 4 weeks.
2. Measure accurately the length and circumference of
the ears when gathered, and again after drying.
3. Get a quart of shelled corn from the elevator. Weigh,
cry by the furnace for a few days and weigh.
References:
Wilson and Warburton: "Tield Crops."
AGRICULTURE.
81
Animal Husbandry.
TYPES OF CATTLE AND THEIR USES-
OUTLINE OF STUDY:
Beef Cattle, Dairy Cattle, and Dual Purpose Cattle.
DEMONSTRATION EXERCISES :
Have pupils make collections of one-half or one pint sam-
ples of all concentrated feeds obtainable at home or feed
stores. These should be assembled at school into an
exhibit, each bottle or jar being labeled with the name
of the feed contained and its composition.
References:
Purdue Circular No. 29.
Craig: “Judging Livestock."
IDENTIFICATION OF GARDEN SEEDS-
OUTLINE OF STUDY:
Small vials filled with seeds of the following vegetables :-
asparagus, bean (several varieties), beet, cabbage, car-
rot, cauli-flower, celery, corn, cucumber, eggplant, let-
tuce, muskmelon, okra, onion, pea, parsnip, pepper,
pumpkin, radish, rhubarb, salsify, spinach, tomato,
squash, turnip and watermelon.
The vials for this seed work can be secured from the
local druggist or the pupils can collect small bottles at
home. Make duplicate sets of samples. Label one plainly
with the name of the vegetable and place number on the
second set. After the pupils have had opportunity to be-
come acquainted with the seeds in the labeled bottles, sub-
stitute the numbered bottles and register the record of each
pupil in an identification contest.
Why is it desirable to be able to recognize the seeds of the
common vegetables ? What seeds do you get confused?
Why is this?
DEMONSTRATION EXERCISE :
Learn to identify the more common garden seeds by study-
ing them in labeled bottles. Observe their color, shape,
and odor. Draw sample shapes of each kind of seed.
6-33628
82
TENTATIVE COURSE OF STUDY.
:
:
References:
Purdue. Bul. Farmer's Garden.
Purdue Extension Bulletin 6, Leaflet 26.
Watts: “Vegetable Gardening."
Bailey: "The Principles of Vegetable Gardening.”
Seed Catalogs :
Dreer, Philadelphia.
Henderson, New York.
Boddington, New York.
Thornburn, New York.
Vaughan, Chicago.
1
Dairying
CLEAN MILK-
OUTLINE OF STUDY :
Conditions necessary for production of clean milk-eattie, ..
clean and healthy; barn-clean, well lighted, well ven-
tilated; vessels-clean, how cleaned, and purified; top
of milking pail not open entirely; persons milking and
handling milk-clean hands, clean clothing, healthy.
DEMONSTRATION EXERCISE :
Have pupils make observations on above conditions and
report. (Names and places need not be given in report.
Reports should be given in writing. Information should
be definite.)
References:
U. S. Dept. of Agriculture Farmers' Bulletin No. 413.
1
Poultry
FEED IDENTIFICATION,
OUTLINE OF STUDY:
Discuss several different feeds for chickens.
DEMONSTRATION EXERCISE:
Several different kinds of common feeds should be put in
small bottles and the children taught to name them,
giving some of their commercial uses, especially as re-
gards poultry.
AGRICULTURETV
83
.
DECEMBER, 1913.
Soils.
SOIL ACIDITY-
OUTLINE OF STUDY:
What is meant by an acid soil? Difference between an acid
and an alkali. Relation of acid in soil to the growth of
clover and alfalfa. Conditions which favor an acid
condition of the soil. Correction of acidity by the use
of lime.
DEMONSTRATION EXERCISE :
Test samples of soil for acidity by the litmus paper method.
References:
Purdue Circular 33, pp. 11-12.
VanSlyke's "Fertilizers and Crops,” pp. 142-143.
Bureau of Plant Industry Cir. 91, U. S. Department of
Agriculture.
Crops.
PURITY OF SEEDS-
OUTLINE OF STUDY:
Meaning of purity. What weed seeds are commonly found
in clover and alfalfa. How to remove weed seeds.
Harm done by weeds.
DEMONSTRATION EXERCISE :
Examine sample of clover, alfalfa, timothy, for weed seeds.
Identify as many as possible. (Get seed collection from
Purdue.) Put two hundred pure seeds to germinate to
· see what percentage will grow.
· References:
Purdue Circular 31.
14
.
Animal Husbandry.
TYPES OF SWINE AND SHEEP AND THEIR USES-
OUTLINE OF STUDY:
Lard type and bacon type of swine. Mutton and fine wool, .
or Long, Medium and Fine Wool.
DEMONSTRATION EXERCISES :
This step should constitute a study with the pupil of the
coarseness or firmness, lightness, weight, dryness, succu-
lence, greenness, and palatability; the sources of each
TENTATIVE COURSE OF STUDY.
feed, especially the by-product feeds like wheat bran,
classes of stock to which each is fed. With samples at
hand of the various by-products of corn, cottonseed,
wheat, the packing house, etc., the teacher will find it
easy to interest the pupil in the methods used in the
manufacture of gluten feed and gluten meal, cotton-
seed meal, wheat shorts and middlings, and tankage, etc.
Have pupils report on kinds of feeds and the amount of
each fed to each class of animals at home for four weeks.
Have them make a very elementary study of the charac-
teristics and uses of these feeds.
References:
Purdue Circular No. 29.
Craig: “Judging Livestock.”
Q
C
Horticulture.
GARDEN PLAN-
OUTLINE OF STUDY:
List of vegetables suitable for companion and succession
cropping. Lists of vegetable varieties suitable for your
particular community. Large sheets of paper such as
the better grades of wrapping paper. Rulers and com-
passes.
Get some gardener of the community to make out the above
lists for you. Copy on the blackboard so that each pupil
can see it while at work.
What direction will the rows run so as to receive a inaxi.
mum of sunlight? Where will you locate your peren-
nial crops? Why? What are the requirements of good
companion crops ?
DEMONSTRATION EXERCISES :
Make a plan for a garden 50x100 feet. Plan to produce
enough vegetables for a family of five throughout the
entire year. Use companion and successive crops wher-
ever possible. Use as much horse labor as possible in
cultivating, so plan rows accordingly. Select from seed
catalog sufficient seed to plant garden planned and make
out order.
.
AGRICULTURE.
References:
U. S. Department of Agric. Farmers' Bul. 255..
Purdue Bul. Farmers' Garden, Extension Bul. 6, Leaflet 27.
Watts: “Vegetable Gardening.”
Bailey: "The Principles of Vegetable Gardening.”
Seed Catalogs:
Dreer, Philadelphia.
Henderson, New York.
Boddington, New York.
Thornburns, New York.
Vaughan, Chicago.
Dairying
CARE OF MILK- .
OUTLINE OF STUDY:
Care of milk—cause of souring of milk; how souring may
be prevented; keep milk clean; cool properly, pasteur-
ize, evaporate, powder; milk house—clean, well ven-
tilated; surroundings should be kept clean; containers
. thoroughly sterilized, clean inside and outside.
DEMONSTRATION EXERCISES :
Have pupils make observations on above conditions in the
community, and report in writing. Have each describe
and illustrate with drawings, a good milk cooler.
References:
Purdue Extension Bulletin No. 32.
Poultry.
IDENTIFICATION OF CLASSES AND BREEDS—
OUTLINE OF STUDY:
Children should be taught the uses on the farm, and origin
of some of the classes and breeds. Some important
points in geography could be remembered by bringing
out some of the points of origin. The values of the dif-
ferent breeds as regards production is interesting and
important.
DEMONSTRATION EXERCISES :
The teacher should name and locate parts of fowl included
in score card.
TENTATIVE COURSE OF STUDY.
References:
American Standard of Perfection.
Reliable Poultry Books, by Reliable Poultry Publishing
Company, Quincy, Illinois.
Colored plates from the American Poultry Journal Publish-
ing Company, Chicago, Illinois.
- JANUARY, 1914.
Soils.
PHYSICAL EFFECT OF ORGANIC MATTER IN SOILS- .
OUTLINE OF STUDY:
What is organic matter? Discuss effect of organic matter
content of soils on ease of tillage. Methods of adding
organic matter by the use of farm manures, plowing
under of green crops, crop residues, etc.
DEMONSTRATION EXERCISES :
Demonstrate the physical effect of organic matter in the
same way as indicated for lime in outline for December,
except that in place of lime use a small handful of muck
soil.
References:
Lyon and Fippin: “Soils,” pp. 129-131.
Crops.
CLOVERS-
OUTLINE OF STUDY:
Kinds of clover. Brief description of each and its adapta-
tions and uses.
DEMONSTRATION EXERCISES :
If possible have dried specimens to examine. Get seeds of
each kind of clover. Examine under a lens and measure
with a metric scale. (A metric scale can be had for 25
cents from the hardware dealer.) Make outline drawing
of each kind of seed and note its color.
References:
Purdue Extension Leaflet 31.
Fisher and Cotton: "Agriculture for Coinmon Schools,"
Chap. XIII.
AGRICULTURE.
87
.
Animal Husbandry.
BREEDS OF HORSES-
OUTLINE OF STUDY:
After a study of breeds of horses has been made, have each
pupil classify horses at home according to their breeding
-pure bred or registered, Grades, Crossbreeds, and
Scrubs. Have each pupil report the number of each.
DEMONSTRATION EXERCISES :
This exercise should simply consist of observation by the
pupil of the rations actually being fed at home to the
different classes of stock, the observations being re-
corded.
References:
Plumb: "Types and Breeds of Livestock."
Craig: "Judging Livestock."
Horticulture.
TESTING GARDEN SEEDS--
OUTLINE OF STUDY:
Several old dinner plates or pie tins, canton flannel, and
garden seeds—both old and fresh. Have each pupil
bring two old dinner plates or pie tins lined with a
square of canton flannel. Secure several different kinds
of vegetable seeds both fresh and at least one season old.
Why is it desirable to test seeds? Which seed germinated
the best, the old or the fresh? What are the essentials
for proper germination ?
DEMONSTRATION EXERCISES :
Make seed tester out of plates by placing layer of moist
canton flannel in one plate and counting out 50 of each
kind of seeds to be tested. Moisten the second piece of
canton flannel and lay it over the seeds. Now invert the
second plate over the seeds and set away to await ger-
mination. One-half of the pupils will use fresh seeds
and the rest old seed. After two days make observation
on germination up to the seventh day. Record observa-
tions and figure percentage of germination on a table
similar to the following:
88
TENTATIVE Course OF STUDY.
:
GERMINATION TABLE.

Vegetable.
Variety.
Number
Seeds Tested.
| Date Started.
D
=
PER CENT. GERMINATED.

Variety
2d | 3d | 4th 5th 6th | 7th
day. day. day. day. day. | day.
Total.
.
.
References:
Purdue Bulletin, "Farmers' Garden."
U. S. D. A. Farmers' Bulletin No. 428.
U.S. D. A. Year Book 1895.
Watts: “Vegetable Gardening."
Bailey: "The Principles of Vegetable Gardening.”
Dairying
MILK PRODUCTION-
OUTLINE OF STUDY:
Milk production—amount depends fundamentally on kind.
of cow; number of gallons (pounds) a good cow should
produce daily; effect of feed and handling of cow.
DEMONSTRATION EXERCISES :
How many pounds (gallons) does each cow at home produce
daily? (Have each pupil report.) A record of each
cow should be made twice daily for four weeks.
References:
Henry: “Feeds and Feeding.”
2
AGRICULTURE.
Poultry.
JUDGING-
OUTLINE OF STUDY:
By use of drawings or charts the outlines of the different
breeds of birds should be shown.
DEMONSTRATION EXERCISES :
Some live specimens should be used and the children shown
how to tell a poorly shaped bird from a good one.
References:
American Standard of Perfection.
Reliable Poultry Books, by Reliable Poultry Publishing Co.,
Quincy, Ill.
Colored plates from the American Poultry Journal Pub-
lishing Company, Chicago, Ill.
FEBRUARY, 1914.
Soils.
DRAINAGE-
OUTLINE OF STUDY:
Reasons for drainage. Effect on soil teinperature and aera-
tion. Effect on available food and moisture supply for
plant use.
DEMONSTRATION EXERCISES :
Demonstrate the bad effects of free water on plant growth
by planting seeds in soil which in one case is kept sat-
urated with water and another to which only enough
water is added to keep the soil nicely moist. A couple
of old tin cans filled with soil will answer very well for
this exercise. Have a hole punched in the bottom of one
to afford drainage and leave the other without.
References:
Fisher and Cotton: “Agriculture for Common Schools,”
pp. 24-30.
Whitson and Walster: "Soil and Soil Fertility,” pp.
187-192.
Burkett: "Soils," pp. 152-163.
TENTATIVE COURSE OF STUDY.
Crops.
ALFALFA,
OUTLINE OF STUDY:
Soil conditions necessary. Preparing the seed bed. Time
and amount of seed to sow.
DEMONSTRATION EXERCISES :
If possible get some alfalfa plants to study root develop-
ment. Study a sample of alfalfa seed. Compare with
clover seed. Make sketches and measurements. Look
for different types of seeds. Look for impurities. Make
germination test.
References;
Purdue Circular 36.
Animal Husbandry.
BREEDS OF CATTLE-
OUTLINE OF STUDY:
Give instruction regarding meaning of "pure-bred," "reg-
istered," "grade,” etc., the distinguishing characteris-
tics and uses of the different breeds. Pictures and repre-
sentatives in the neighborhood should be used when
available for illustration purposes.
DEMONSTRATION EXERCISES :
Have pupils keep a record for two weeks of kinds of feeds
and the amount of each fed at home to idle horses, to
working horses, to milk cows, and to fattening steers.
References:
Plumb: "Types and Breeds of Livestock.”
Craig: “Judging Livestock."
2-
Horticulture.
HOT-BED MANUFACTURE-
OUTLINE OF STUDY:
New material need not necessarily be used in this exercise.
- Any planking will do which will allow of a box being
made which is rectangulár in form, six feet wide, three
feet long, with the back 18 inches high and the front 12
inches high. The glazed sash may either be borrowed
from some nearby gardener or purchased outright.
ICULTURE.
The following material will be needed:
One piece 2" plank 18" wide, 3' long.
One piece 2" plank 12" wide, 3' long.
Two pieces 2" plank 18" wide, 6' long.
..One-half pound spikes, several hammers and saws.
One hot bed sash, glazed.
Why are all hot bed frames made with a slope? Why was
such heavy lumber used ?
DEMONSTRATION EXERCISES :
Build a hot-bed frame according to the following dimen-
sions:
Back-1 piece 2" plank 18" wide, 2' 8" long.
Front—1 piece 2" plank 12" wide, 2' 8" long.
Sides—2 pieces 2" plank 18" wide, 6' long, and so sawed
that they will have a slope of 1" to the foot. This is done
by sawing off a triangular block from each plank 6' long
and with a base 6" long. Nail these four pieces so sawed
into a rectangular box with the sloping surface on top.
Nail the long sides onto the shorter ends. It should then
have a top outside measure of 3x6 feet, on which the
standard hot-bed sash will just fit.
References:
Purdue Bulletin, Farmers' Garden.
Purdue Extension Bulletin No. 6.
U. S. D. A. Farmers' Bulletin 255.
Watts: “Vegetable Gardening."
Bailey: “The Principles of Vegetable Gardening.”
Dairying
FEEDS FOR DAIRY CATTLE-
OUTLINE OF STUDY:
Feeds for dairy cattle-Corn—the grain, the fodder, stover,
ensilage; Clover-pasture, hay, soiling; Oats—grain,
straw; Wheat-bran, straw; Rye-pasture, straw; Al-
falfa-hay, soiling; Cowpeas-forage, hay; Soybean-
forage, hay; Mangles—forage; Sugar Beets—forage.
DEMONSTRATION EXERCISES :
Have each pupil report on the acreage of each of the above
crops in the township during the preceding summer and
at the present time. Through other schools secure same
data covering the county.
92
TENTATIVE COURSE OF STUDY.
References:
· Henry: "Feeds and Feeding."
. Bulletin No. 22, Feeding Farm Animals, U. S. Dept. of
Agriculture.
Poultry.
FEEDING LAYING HENS-
OUTLINE OF STUDY:
The time of year is approaching when hens should begin
laying heavily and the proper methods of feeding hens
for eggs should be given and possibly some hens kept in
the school yard or in a neighboring back yard to be
used as an example. The point of adding meat food
and dry mash to the ordinary grain ration will need
emphasis.
DEMONSTRATION EXERCISES :
Feed hens at home for four weeks in accordance with direc-
tions given in Purdue Bulletin No. 10. Report results
in writing
References:
Purdue Extension Bulletin No. 10.
LI
MARCH, 1914.
Soils.
SEED BED PREPARATION—
OUTLINE OF STUDY:
Characteristics of a good seed bed. Why the seed bed
should be compact and fine rather than loose and cloudy.
Effect of compacting soil on the upward movement of
capillary water.
DEMONSTRATION EXERCISES :
Demonstrate the effect of plowing under cloddy soil or
large amounts of undecayed organic matter, on the rise
of capillary water. Also the effect of disking organic
matter into the surface soil before turning under. Use
four lamp chimneys, numbered 1, 2, 3, and 4. Fill ali
to a depth of five inches with a sandy soil. Finish filling
No. 1 using good loam soil. On top of the sand in No. 2
- AGRICULTURE.
93
put one inch of wheat chaff well packed down. In No. 3
put two inches of fine clods. Finish filling Nos. 2 and 3
with loam soil. Complete the filling of No. 4 by using
a mixture of loam and the same amount of chaff used in
No. 2. Set all chimneys in about one inch of water.
Observe and explain results.
References:
Whitson and Walster: "Soils and Soil Fertility,” pp. 13-
14.
Fletcher: "Soils,” pp. 99-100.
Brooks: “Agriculture," Vol. II, pp. 390-394.
Crops.
CORN—GERMINATION-
OUTLINE OF STUDY :
Importance of making a germination test. Why an individ-
ual ear test? How to test.
DEMONSTRATION EXERCISES :
Make test of the corn gathered last fall and hang up in
school building. Make tests for the farmers of the com-
munity.
References:
Purdue Bulletin 110.
Animal Husbandry.
BREEDS OF SWINE AND SHEEP-
OUTLINE OF STUDY:
Follow the general outline for February.
DEMONSTRATION EXERCISES :
The same as for February except that the records be kep!
relative to brood sows, fattening pigs, breeding ewes,
and colts.
References:
The same as for January.
94
TENTATIVE COURSE OF STUDY.
:
Horticulture.
HOT-BED PREPARATION AND PLANTING-
OUTLINE OF STUDY:
Ascertain what crop is most grown in the community and
attempt to devote whole hot-bed to it. If no special
crop is grown, devote bed to tomatoes, peppers, cabhage,
cauliflower, lettuce and radish. Have each pupil sow
one drill of each seed so that all may have an interest.
Detail squads to tend hot-bed each day after planting.
The following will be needed :
Hot-bed frame and sash.
Fresh horse manure.
Good friable garden loam.
Vegetable seeds.
Spades, forks, etc.
Why is the manure allowed to heat before being placed in
the pit? Why are hot-beds used? What is the differ-
ence between a hot-bed and a cold frame?
DEMONSTRATION EXERCISES :
Prepare hot-bed according to directions found on page 4 of
Extension Bulletin 6. Sow garden seeds in drills about
6" apart. Bed should be ventilated each day and watered
when dry. Always water in the morning on bright days
so that the plants may have time to dry off before
night. When school closes, the plants can be taken
home by the pupils and planted in the home garden.
They should be observed throughout the season and an
essay written on their development and use.
References:
Purdue Bul., "Farmers' Garden.”
Extension Bul. No. 6 U. S. D. A. Farmers' Bulletin No.
255.
Watts: “Vegetable Gardening.”
Bailey: "The Principles of Vegetable Gardening."
AGRICULTURE.
95
Dairying.
FEEDS FOR DAIRY CATTLE-
OUTLINE OF STUDY:
Feeds for Dairy Cattle. Study each of the crops named in
the outline for February in relation to the following:
1. The amount of food in each.
2. Their usefulness as a food by reason of
a. the kind
b. the proportion of the nutrients contained.
3. Adaptability and usefulness for
a. soiling
b. pasture
c. hay
d. silage
4. Time of growth and season of maturity.
5. Influence on fertility of land.
DEMONSTRATION EXERCISES :
Have each pupil keep a record each day for four weeks of
the kind and amount of feed given each cow at home.
At the same time keep a record of the milk produced by
each cow.
Poultry
NATURAL INCUBATION AND BROODING-
OUTLINE OF STUDY:
Methods of setting a hen and building a coop for her will
cover this phase of the work.
DEMONSTRATION EXERCISES :
Set hen as directed. Report results.
References:
Purdue Extension Leaflet No. 40.
APRIL, 1914.
Soils.
COMMERCIAL FERTILIZERS-
OUTLINE OF STUDY:
What is meant by a “commercial fertilizer ?” Why is it
necessary to use fertilizers? Principal elements of plant
food. Whichi opes most deficient in soils?
96
TENTATIVE COURSE OF STUDY.
DEMONSTRATION EXERCISES :
Secure samples of as many different kinds (not brands) of
commercial fertilizing materials as possible. Study their
characteristics until the pupil can recognize each kind by
sight, taste or smell. Many of the large fertilizer manu-
'facturers will furnish samples in small bottles at cost of
transportation.
References:
Vivian: "First Principles of Soil Fertility,” pp. 185-241.
Fisher and Cotton: “Agriculture for Common Schools,''
pp. 55-63.
Crops.
CORN—SEED BED-
OUTLINE OF STUDY:
When to plow, fall or spring. Prepare seed bed without
much tramping. Kinds of fertilizer to use and how to
apply.,
DEMONSTRATION EXERCISES :
Get ears representing different sized grains and by means
of planter plates show necessity of grading corn and ad-
justing plates to size of kernels. If possible calibrate a
planter.
References:
Purdue Bulletin 110.
Purdue Circular 25.
Animal Husbandry.
REVIEW ALL COMMON TYPES AND BREEDS-
OUTLINE OF STUDY :
Same as outlines given, in so far as they apply to common
types and breeds.
DEMONSTRATION EXERCISES :
Have pupils feed for four weeks the proper rations to work
horses, milk cows, calves, brood sows, and nursing pigs.
Have them report results.
References:
U. S. D. A. Farmers' Bulletin No. 22.
Henry: “Feeds and Feeding.”
ICULTURE.
LLL
Horticulture.
GARDEN PROBLEMS—
OUTLINE OF STUDY :
Originality in the teacher will be shown in adapting prac-
tical garden problems of community to this exercise.
Make up several problems such as are given under "Demon-
stration Exercises,' and submit to pupils. . Always try
to have problems refer as much as possible to local con-
ditions.
DEMONSTRATION EXERCISES :
1. John Smith is going to plant 3 acres of tomatoes. He
intends to set the plants 5 x 5 feet in the field. How
many plants will he need? (5,226.)
2. It is figured that 1 oz. of carrot seeds will plant 100
feet of drill. My seed tests 75% viable and I want
35 feet of drill. How much seed must I use in order
to insure a perfect stand? (44 oz.)
3. Bordeaux mixture is made by the following formula:
4 pounds blue stone, 6 pounds lime, and 50 gallons
water. I desire three gallons as a spray for my pota-
toes. How much blue stone and lime must I buy?
(3.84 oz. blue stone, 5.763 lime.)
4. One oz. tomato seed will produce 3,500 plants. John
Smith has 2 oz. seed planted in a hot bed and desires
to transplant the seedlings into flats (16" wide and
22" long) 4x4 inches. How many flats will he need?
(318.)
References:
Purdue Bulletin Farmers' Garden.
Watts: “Vegetable Gardening.”
Bailey: “The Principles of Vegetable Gardening.”.
ut
A
WA
NI
Dairying.
RATION FOR DAIRY COW-
OUTLINE OF STUDY:
Kind of feed a dairy cow requires and why. Amount she
requires and why. Good rations for a dairy cow.
DEMONSTRATION EXERCISES :
Feed for four weeks a better ration, if possible, than was
fed during March. Keep strict account of amount of
7-33628
LI
..
TENTATIVE COURSE OF STUDY.
Y
feed consumed, and of the amount of milk produced by
each cow. Compare with results of preceding four
weeks. (More nearly accurate results will be obtained
by comparing data obtained in eight or twelve weeks
feeding periods.)
121
Henry: "Feeds and Feeding.”
Bulletin 22, U. S. Department of Agriculture: "Feeding
Farm Animals."
Bulletin 346, U. S. Department of Agriculture, Washing-
ton, D. C.
Poultry.
EGGS-GRADING AND TESTING-
OUTLINE OF STUDY:
Discuss egg tester and different classes of eggs. If possible,
time should be devoted towards giving the influence of
the undesirable eggs on production and consumption.
DEMONSTRATION EXERCISES :
An egg tester should be either obtained or made and the
children shown the different grades of eggs, both good
and bad as they appear before the candler. Following
that, a number of eggs could be obtained and the children
taught to select the small, dirties, etc., from the first-
class eggs.
References:
Purdue Extension Leaflet No. 35.
U. S. Government Bulletin No. 141: "Improvement of the
Farm Egg."
Incubator catalogs.
5. Course of Study for Seventh and Eighth Grades, 1914-1915.
SEPTEMBER, 1914.
Soils.
TEMPERATURE OF SOILS-
OUTLINE OF STUDY:
Effect of temperature on the germination of seeds and
growth of plants. Best temperature for seed germina-
tion. Factors which effect the temperature of the soil.
AGRICULTURE.
99
DEMONSTRATION EXERCISES :
Demonstrate by simple experiment the effect on temperature
of a loose and compact soil surface. Color of soil and
excessive evaporation of moisture. Show the practical
bearing of these exercises.
References:
Davis: “Rural School Agriculture," pages 99 to 101.
Whitson and Walster: “Soils and Soil Fertility,” pages
180 to 185.
Crops.
WHEAT SEEDING-
OUTLINE OF STUDY:
Time to sow. Danger of Hessian fly. Rate of seeding. Use
of fertilizer.
DEMONSTRATION EXERCISES :
Look for Hessian fly pupæ in old wheat stubble. Examine
fertilizer by smell, taste and touch. (Note the tag at-
tached.) Study grain drill as to method of adjusting
... to sow different quantities of seed and fertilizer.
References:
Purdue Circular No. 23.
Animal Husbandry.
JUDGING DRAFT HORSES AND FEEDING LIVESTOCK-
OUTLINE OF STUDY:
Give the pupils instruction regarding the Draft type—the
work of the draft horse and his essential characteristic.
(Weight, height, conformation, quality, disposition.)
The best representative horses of the neighborhood should
be used for illustration and actual demonstration. The
score card should be explained and its uses demonstrated.
The pupil should then be given opportunity of scoring
draft horses and having his score criticized and compared
with that of the instructor. The characteristics and
causes of the common unsoundnesses should be con-
sidered.
DEMONSTRATION EXERCISES :
Judging Draft Horses and Inventory of Farm Rations. A
complete inventory of farm rations being fed at home to
all the different classes of farm animals should be made
·
100
by each pupil. This should consider the feeds fed and
approximate proportion by weight of each in the ration.
Note: The work in judging must necessarily be very ele-
mentary with pupils of the Seventh and Eighth Grades.
References:
Purdue Circular No. 29.
SCALE STUDY-
OUTLINE OF STUDY :
Gross appearance of the common scale insects. Their life-
histories, food plants, native habitats and means of con-
trol. Losses occasioned by these pests and the importance
of an immediate concerted action on the part of farmers
in control work.
DEMONSTRATION EXERCISES :
Find specimens of fruit trees infested with San Jose scale,
Scurfy scale and Oyster bark louse. If possible secure
specimen fruits which are infested with scale. Note the
gross appearance of San Jose and Scurfy and Oyster
Shell scale. Make outline drawing of each. Distinguisli
between male and female scales. Note effect of scale on
fruit. Examine under lens. Carefully lift waxy cover
with the needle and observe insect underneath. Note
absence of appendages common to most insectslegs,
wings, eyes and feelers. Find the sucking mouth part.
After studying scales in schoolroom, make inspection
trip to nearby orchards and require pupils to collect and
name scales found there.
Questions:
How do scale insects feed? Why is their control so difficult?
What nature of materials are used in scale control
work? What trees are the scales generally found on?
How do scales spread? Describe briefly life-history of
San Jose scale-Oyster Shell scale.
References:
Purdue Bulletin No. 138.
United States Department of Agriculture, Bureau of Ento-
mology, Bulletin 62, Circular 141.
Sanderson: "Insect Pests of Farm, Garden and Orchard,”?
pages 538, 592 (595).
AGRICULTURE.
101
Dairying.
JUDGING DAIRY CATTLE-
OUTLINE OF STUDY:
Points to be considered in judging dairy cattle.
DEMONSTRATION EXERCISES :
Have pupils judge one or more cows. A trip can be made
to' a neighboring farm or a cow can be brought to the
school grounds..
References:
Purdue Circular No. 29.
Poultry.
FATTENING POULTRY-
OUTLINE OF STUDY:
The advantages of milk-fed chickens. Purpose of feeding
milk. Profit to be gained. The immensity of the fatten-
ing industry, especially in some States, and the future of
this business in Indiana.
DEMONSTRATION EXERCISES :
Have the pupils try fattening chickens in some coops at their
homes. They should follow directions as worked out in
the class room study.
References:
Purdue Extension Bulletin No. 10.
United States Department of Animal Industry, Bulletin
No. 140.
OCTOBER, 1914.
Soils.
TMT
MOISTURE IN FIELD SOILS-
OUTLINE OF STUDY:
Relation of the plant and soil to water. Why the plant
• needs water. How the plant obtains its food. Why
plants wilt when there is still some moisture in the soil.
DEMONSTRATION EXERCISES :
Obtain compcsite samples (about 1 pint) of soil to a depth
of six inches. If possible get several different types.
Determine the amount of moisture present by weighing
102
TENTATIVE COURSE OF STUDY.
the moist soil, drying and weighing again when dry.
Was the soil too wet, too dry or just right to work?
Reference:
Fletcher: "Soils,” pp. 80-95.
i
. Crops.
NODULES OF LEGUMES-
OUTLINE OF STUDY:
Appearance and contents of the nodules. Functions of no-
dules. Inoculation.
DEMONSTRATION EXERCISES :
Dig up as many kinds of legumes as can be found and ex-
amine roots for nodules, e. g., the clovers, cowpeas, soy
beans, vetch, etc. Make sketches showing attachment of
nodules to roots and their comparative size.
References:
Fisher and Cotton: “Agriculture for Common Schools,"
page 13.
Wilson and Warburton: "Field Crops," chapter XVII.
Warren, "Elements of Agriculture,” page 118.
Purdue Extension Bulletin No. 2.
Purdue Extension Leaflet No. 44.
Animal Husbandry.
SCORING LIGHT HARNESS HORSES-
OUTLINE OF STUDY:
Proceed in the same manner as when scoring the draft horse.
Not so much time should be spent on the light harness
horse as on the draft hörse. Instruction in determina-
tion of age of horses under 6 should be given.
DEMONSTRATION EXERCISES :
Judge Light Harness Horse.
References:
Purdue Circular No. 29.
AGRICULTURE.
103
Horticulture.
1
CHEWING INSECT STUDY
OUTLINE OF STUDY:
Study the work of the codling moth, plum curculio, fall web
worm, peach and apple borers, and the canker worms.
Learn their life histories, most vulnerable point, how
they take their food and when they do the greatest dam-
age. Explain these things to the pupils and outline
methods of control. Outline on the blackboard in a
graphic manner the life histories of the codling moth,
curculio, fall web worm, peach and apple borers and the
canker worms, giving approximate dates for each stage.
DEMONSTRATION EXERCISES :
Specimen fruit containing larvæ of codling moth, curculio,
sections of peach trees containing borers, nests of fall
web worm, egg clusters of fall canker worms and such
adults of these insects as can be previously collected.
Several lantern globes, small squares of cheese cloth and
old tomato cans will also be needed for breeding work.
Have pupils observe larvæ of the different pests and compare.
Make six breeding cages as follows and rear adults: Fill
an old tomato can full of good garden loam. Moisten it
and place lantern globe on surface of soil. Tie a piece
of cheese cloth over top of lantern globe. Place infested
apples in one cage, infested plums or peaches in another,
canker worm eggs in another, peach wood containing
borers in another and branches infested with fall web
worms in another. Always keep soil in cages moist. Add
new food for fall web worms as old leaves die. Record
dates of emergence of adult codling moths and curculio.
Note time fall canker worm eggs hatch and when fall
web worms spin their cocoons. Have pupils note follow-
ing: Where do the various insects pupate-in the soil
or in the cage? Which spin cocoons? What are the
adults-beetles or moths? How do the larvæ take their
food ? How do these insects hibernate?
References:
Purdue Extension Bulletin No. 19.
United States Department of Agriculture, Bureau Ento-
mology. Bulletins No. 41, 68, 80, 103, 115. Circulars
Nos. 9, 32, 54, 73.
104
TENTATIVE COURSE OF STUDY.
United States Department of Agriculture, Farmers' Bul-
letin Nos. 247, 283, 440.
United States Year Books—1905, 1907.
Sanderson: “Insect Pests of Farm, Garden and Orchard,"
pp. 553, 570, 572, 576, 588, 591, 624, 634, 645.
O’Kane: "Injurious Insects,” pp. 235, 237, 279, 281, 296,
332, 333, 337.
Dairying.
DAIRY INDUSTRY-
OUTLINE OF STUDY:
Conditions that determine the dairy industry.
DEMONSTRATION EXERCISES :
Have pupils draw a map of the State and mark the sections
best suited to dairying.
References:
Eckles: “Dairy Cattle and Milk Production."
Poultry. .
DISEASE-
OUTLINE OF STUDY:
Some of the diseases that are common in the community
should be named and the causes and possible remedies
given. Lice and mites with their mode of living and
method of reproduction should be taught in order to
show the proper preventions.
DEMONSTRATION EXERCISES :
Have the pupils report in writing on conditions of poultry
houses and coops at home. Have them try for four weeks
the methods of caring for poultry houses as brought out
in the class room. Ask for reports every week.
References:
Purdue Extension Bulletin No. 10.
Robinson: "Principles and Practice of Poultry Culture."
AGRICULTURE.
105
NOVEMBER, 1914.
Soils.
CAPILLARY WATER IN SOILS-
OUTLINE OF STUDY:
What is meant by capillary water? Difference between cap-
illary water and free water. Explain the capillary rise
of water. Oil rises in a lamp by capillarity. Capillary
water is the only form of water that plants can use.
Free water is harmful.
DEMONSTRATION EXERCISES :
Demonstrate the capillary rise of water by using different
types of soil in lamp chimneys or glass tubes, leaving the
bottoms resting in one inch of water.
References:
Farmers' Bulletin No. 408, United States Department of
Agriculture.
Davis: “Production Farming."
Crops.
WHEAT STOOLING AND HESSIAN FLY-
OUTLINE OF STUDY:
Weather conditions favorable to stooling. Advantage from
stooling. Evidence of the presence of the Hessian fly.
Pupa stage. Life history of the insect.
DEMONSTRATION EXERCISES :
Study in the field the amount of stoolings of wheat or rye
or both. Examine for Hessian fly. Make sketches show-
ing stooling habits, also appearance of fly.
References:
Fisher and Cotton: "Agriculture for Common Schools, :?
p. 86 and p. 192.
Purdue Circular No. 23, page 33.
Animal Husbandry.
COMPOSITION OF FEEDS-
OUTLINE OF STUDY :
The teacher should illustrate the general classes of matter
contained in feeds. The pupils should then be taught to
use the feed composition tables. (Farmers' Bulletin
No. 22.)
106
TENTATIVE COURSE OF STUDY.
DEMONSTRATION EXERCISES :
Have pupils work out simple problems, e. g.: How many
pounds of water are contained in one acre of green corn
fodder yielding at the rate of 12 tons per acre? How
many pounds of carbohydrates are contained in one ton
of shelled corn ?
References:
Purdue Circular No. 29.
United States Department of Agriculture, No. 22.
und
Horticulture.
PLANT DISEASE STUDY
OUTLINE OF STUDY:
If possible it is advisable for the teacher to thoroughly fa-
miliarize herself with the gross appearance of these dis-
eases on the leaves as well as on the fruit and to collect
infected leaves and press them for future study. Twig
blight on the apple and pear and leaf curl on the peach
and plum could also be collected, when they appear, and
used in this exercise. Have pupils study the gross char-
acteristics of the diseases secured and learn to identify
and differentiate between them and outline, briefly, the
life history of each and explain methods of control.
Questions:
Why is it necessary to spray for fungus diseases before dis-
eases appear? What are our two standard fungicides?
Can the black-knot be cured by spraying alone? Why
should all mummy fruits be removed from the orchard
and destroyed? Why should fruit be handled very care-
fully and not bruised when harvesting or packing? What
do the farmers of your community lose through their
neglect of spraying?
DEMONSTRATION EXERCISES :
Have pupils bring in specimens of diseased fruit selected
from their own home supply and identify the diseases.
Place diseased specimens in cool place for two or three
weeks and ascertain which diseases spread in storage.
Take two perfect applies. Bruise and injure one in sev-
eral places. Store these fruits with apples showing signs
AGRICULTURE.
107
of decay. Note which apple rots first and where infec-
tion takes place. The teacher should have several apples
infested with the following diseasesscab, blotch, sooty
blotch and apple rot. Either plum or cherry twigs in-
fected with black knot and some peach or plum fruit
mummified by the brown rot. Hand lenses are also dè-
· sirable for a closer examination of the diseases.
References:
United States Department of Agriculture, Bureau Plant
Industry, Bulletin, 93, 144, 174.
United States Department of Agriculture, Farmer's Bulle-
tin 247, 283, Bulletin, 247, 283.
United States Department Agriculture, Year Book, 1895.
Duggar: “Fungus Diseases of Plants," pp. 121, 187, 248,
· 264, 271, 346, 367.
Dairying.
CLEAN MILK-
OUTLINE OF STUDY:
Conditions necessary for the production of clean milk.
Relation of clean milk to public health.
DEMONSTRATION EXERCISES :
Have pupils make observations and report in writing. Are
sanitary conditions better than last year? Examine a
sample of milk produced by a cow that had dirt on hips,
teats, and udder. Wide, open topped bucket used. Ex-
amine sample of milk from a cow that was clean. Buck-
et with protected top used.
References:
Wing: "Milk and Its Products.”
· Poultry.
WEIGHING AND MEASURING FEEDS-
OUTLINE OF STUDY:
Given amounts of feeds should be measured and then
weighed to teach the children the difference in bulks
and weights of the feeds. This would assist in teaching
the children the number of pounds in a bushel of the
different grains.
108
TENTATIVE COURSE OF STUDY.
DEMONSTRATION EXERCISES: -
Have the pupils bring samples of feeds fed to chickens at
home. Ask for a specified amount of each kind.
DECEMBER, 1914.
Soils.
PHYSICAL EFFECT OF LIME ON SOILS .
OUTLINE OF STUDY:
Explain the flocculation or granulation of soil particles.
Effect of granulation on drainage and ease of tillage.
Effect of lime on granulation..
DEMONSTRATION EXERCISES :
Demonstrate the physical effect of lime on soils by adding
a teaspoonful of lime to a. pint of clay soil and mixing
with water to the consistency of thick paste. Treat a
second pint of soil in the same way but without adding
the lime. Use care to have both samples equally wet.
Dry both samples thoroughly and note which can be
pulverized most easily.
References:
Vivian: "First Principles of Soil Fertility,” p. 243.
Brooks: “Agriculture," Vol. II, pp. 306-307.
Crops.
ROTATIONS-
OUTLINE OF STUDY:
Definition. Examples. Points necessary to observe in the
selection of crops, viz., adaptation to climate, labor,
market. A good rotation should have a soil cleansing
crop, a soil renovating and a money crop. The Norfolk
rotation; the Terry rotation; the corn belt rotation.
DEMONSTRATION EXERCISES :
Draw plans of the home farm showing fields and write in
each field the crops in the order they were grown during
the last four or five years. Pupils may have to make
inquiry at home for this information.
References:
Fisher and Cotton: "Agriculture for Common Schools,"
Chap. XVI.
AGRICULTURE.
109
Animal Husbandry.
SCORING BEEF AND DAIRY CATTLE-
FUNCTIONS OF DIFFERENT CLASSES OF MATTER IN
ANIMAL BODY-
OUTLINE OF STUDY:
After contrasting the beef type with the dairy type each
should be studied separately according to the procedure
suggested for draft horses. The time devoted to any one
type should be determined by the number in the com-
munity which is available for use. The general func-
tions of each class of matter in the animal body should
be made plain to the pupil, especially as building ma-
terial for muscle, bone, and fat. The pupil should be
taught how to figure the nutritive ratio of a feed or
ration, and its meaning and use made clear. The mean-
ing of a "standard” ration should then be made clear.
DEMONSTRATION EXERCISES :
Judge. beef and dairy cattle. Elementary problems for de-
termining good rations for beef cattle, for dairy cattle..
References:
Purdue Circular No. 29.
United States Department Agriculture, No. 22.
Horticulture.
LIME-SULPHUR MANUFACTURE-
OUTLINE OF STUDY:
*What is lime sulphur used for? What is the formula of
this mixture? Why is it cooked in an iron kettle? Why
should all lime sulphur be tested with the hydrometer?
On what does the hydrometer test depend? What should
home-boiled lime sulphur cost per 50 gal. barrels? The
following materials will be needed: One 35 or 40 gal.
iron kettle. Two tight barrels. One hydrometer. One
stirring paddle. No. 30 good high grade stone lime. 50
and a screen for the sulphur. All of the above utensils
can be borrowed from farmers in the community. The
lime and sulphur are generally purchased by some in-
terested party who receives the finished lime-sulphur.
110
TENTATIVE COURSE OF STUDY.
Always prepare the boiled lime-sulphur in an iron ket-
tle. Always test the cool clear solution without the sedi-
ment. Save the surplus lime and sulphur for the next
exercise.
DEMONSTRATION EXERCISES :
Block up kettle with stones or bricks or set in regular ring
stand on the windward side of the school grounds. Place
twenty-five gallons water in it and mark its height on the
stirring paddle when the paddle is stood upright in the
kettle. Empty out all but three or four gallons and build
fire. Place 20 pounds of stone lime in kettle and slack
it. Take great care to get a good even milk of lime. Do
not brown it and do not burn it. When the lime is
slacked, sift in 40 pounds of sulphur. Stir this into the
milk of lime and fill kettle to the 25 gallon mark. Get
to boiling as soon as possible and actually boil the mix-
ture 45 or 60 minutes. Stir constantly during the boil-
ing process and always keep the kettle filled to the 25-
gallon mark on the stirring paddle. When the greater
part of the sulphur scum has disappeared from the sur-
face of the mixture and solution makes a rich yellow when
dropped on white paper it is finished. Draw the fire and
allow it to cool. Dip off the clear solution into a storage
barrel and throw away the sediment. If the lime is pure,
the amount of sediment left in the kettle should be very
small. When the material has cooled to 60° F. test it
with the hydrometer and record the test on the barrel
head. It is now ready for dilution and application.
References:
Purdue Cir. No. 30, pp. 93-96.
Purdue Extension Leaflets 37, 38, 43.
United States Department Agriculture, Bureau Plant In-
dustry, Circular No. 27, 54.
*NOTE.-If it is not possible to manufacture 25 gallons of the
lime-sulphur, the following formula may be used, and
the exercise performed in the schoolroom: one pint Ma-
son jar 2/5 full of lime, one pint Mason jar 3/4 full of
sulphur, 2 gallons of water.
AGRICULTURE.
111
111
Dairying.
CARE OF MILK-
OUTLINE OF STUDY:
Care of milk, clean milk pails, airy and clean milk house, etc.
DEMONSTRATION EXERCISES :
Observe conditions and report. Prepare a sample of milk
under good conditions, place in a clean bottle and leave
it in the schoolroom. Prepare a sample under bad con-
ditions, place in a dirty bottle and leave in the school
room. Compare the condition of the two samples at the
end of twelve, twenty-four, thirty-six and forty-eight
hours.
References:
Purdue Extension Bulletin No. 32.
-
Tan
T
Poultry.
IDENTIFICATION OF VARIETIES
OUTLINE OF STUDY:
Discuss different varieties of feathers, both good and bad.'
If possible it might be wise here to take up the pelvic
bone test and show how to choose a laying from a non-
laying bird.
DEMONSTRATION EXERCISES :
Samples of feathers should be drawn, in order to see the
imperfections in a perfect colored fowl. This will show
some of the wonderful colors in nature and help make
the perception more keen by showing details.
JANUARY, 1915.
Soils.
FERTILITY OF SOILS AND SUBSOILS—
OUTLINE OF STUDY:
Why subsoil is not as fertile as soil. Large quantities of sub-
soil should not be turned up by the plow at any one
time. Why this is so. Effect of subsoil character on
drainage.
112
TENTATIVE COURSE OF STUDY.
TA
DEMONSTRATION EXERCISES :
Obtain one quart each of soil and subsoil and plant seeds in
each. Which produces largest plants? If possible use
two or three different types of both soil and subsoil. Go
into the field and study characteristics of soil and sub-
soil to a depth of two or three feet.
References:
Lyon and Fippin: "Soils," pp. 68, 125.
Whitson and Walster: "Soils and Soil Fertility," pp. 62-63.
Crops.
COWPEAS AND SOY BEANS-
OUTLINE OF STUDY:
Origin of these crops. Uses—soil improvement and feed.
When to plant. Amount of seed. Cultivation. When
ready to harvest. (Treat briefly.)
DEMONSTRATION EXERCISES :
Study dry specimens to determine difference in character
of plants. Color difference not reliable. Note soy bean
cotyledons are held more firmly than cowpea cotyledons.
References:
Purdue Extension Bulletin No. 2.
M
Animal Husbandry.
STUDY OF BREEDS, THEIR CHARACTERISTICS AND ORI-
GIN AND FEEDING HORSES-
OUTLINE OF STUDY:
Make a study with the pupils of the characteristics of the
pure bred or registered horses in the community. Con-
sider color, form and other characteristics. A simple
story of the origin of each breed should be told the pupil
by the teacher. This should consider (a) place of origin,
(b) general conditions of the environment, and (c) their
present general distribution and number. Make this
very elementary.
DEMONSTRATION EXERCISES :
Have the pupils make observations and report in writing on
the characteristics of the pure bred or registered horses
in the community. Have the pupils keep a record for
AGRICULTURE.
113
four weeks of the kinds of feed and the amount of
each fed to the different classes of horses at home-
working horses, weanling colts, brood mares, idle horses.
Compare the rations used with the proper ration for
each class.
References:
Plumb:“Beginnings in Animal Husbandry,” Chap. II, III,
IV and V.
Harper: "Manual of Farm Animals.”
ILL
Horticulture.
FUNGICIDE MANUFACTURE-
OUTLINE OF STUDY:
What is the accepted formula for Bordeaux ? For self-
boiled lime-sulphur? What is Bordeaux mixture gen-
erally used for? Self-boiled lime-sulphur? Are they
complete summer sprays as they now stand? What is
lacking? Why is an arsenate added to all summer
sprays? Why are these sprays ineffectual at this sea-
son? What are their comparativel costs? The following
materials will be needed: Three tight barrels. Two
large wooden buckets. One strainer. One gunny sack.
One wooden tub. Fifteen pounds good stone lime. Six
pounds blue stone crystals. Eight pounds flowers of sul-
phur. The fungicides made in this exercise do not keep
and will do no good if applied at this season. They
should therefore be thrown away just as soon as made.
Do not attempt to keep them for spring use. Hot water
will hasten the slacking of the lime and the dissolving
of the blue stone. Always handle blue-stone solution in
wooden buckets.
DEMONSTRATION EXERCISE :*
a. Bordeaux Mixture.
Weigh out six pounds of stone lime and slack it. Weigh
out four pounds of blue stone and dissolve it. This is
done by wrapping it in a gunny sack and suspending it near
the surface of a pail of water. When the lime is slacked
and the blue-stone dissolved dilute each to 25 gallons in the
extra barrels. Have one pupil dip from the bluestone so-
8-33628
114
TENTATIVE COURSE OF STUDY.
lution and another from the milk of lime. The lime and
bluestone are then poured simultaneously into the third bar-
rel through a strainer of fine wire or cheese cloth. When
the two solutions come in contact a sky-blue precipitate
should result which is the Bordeaux mixture. Bordeaux
is a solid held in suspension in the water and should be con-
stantly stirred as it is applied. Always mix materials in
dilute form.
b. Self-boiled Lime-sulphur.
Start eight pounds of good high grade stone lime to
slacking in the tub. Just as soon as the slacking starts sift
in eight pounds of flowers of sulphur. Allow the slacking
lime to bubble and boil the two ingredients together for
about 10 minutes and then stop the slacking by the addition
of water. Dilute and strain into the extra barrel. Be sure
to work all free sulphur through the strainer as it is the
material which exerts the fungicidal action. Fill the barrel
to the 50-gallon mark and apply. This material is mainly
a mechanical mixture of free lime and sulphur which are in-
soluble in water. Therefore the material should be con-
stantly agitated when applied.
References:
Purdue Circular, 30 pp., 92-94.
Purdue Extension Leaflets 37, 38, 39, 43.
United States Department Agriculture, Bureau Plant In-
dustry, Circular 1, 27, 54.
United States Department Agriculture, Farmers' Bulletin
440.
United States Department Agriculture, Year Book.
*NOTE.-If it is not possible to make the 50 gallons of
either the Bordeaux or the self-boiled lime-sulphur, the fol-
lowing formulae may be used, and the exercise performed in
the school room.
For Bordeaux-One heaping tablespoon copper sulphate,
one and one-half rounding tablespoon stone lime, one gal-
lon of water.
For self-boiled lime-sulphur-One pint Mason jar 1/5
full of lime, one pint Mason jar 3/8 full of sulphur, 2 gal-
lons of water. .
NO
AGRICULTURE.
115
Dairying.
TESTING MILK-
OUTLINE OF STUDY:
Testing milk-test for what, what should per cent. be,
method of testing?
DEMONSTRATION EXERCISES :
Bring samples from home for testing. (Test milk of each
Cow once a week for four weeks.) Samples that are
tested should be thoroughly mixed before testing. To
show the necessity of mixing, test two samples not
mixed; test two samples that have been thoroughly
mixed and note difference in résults.
References:
Farmington and Woll: “Testing Milk and Its Products."
Poultry.
AGE, SEX AND VIGOR,
OUTLINE OF STUDY:
The indications of age as shown in both male and female
could be made interesting. The difference between an
old bird and a young bird could be shown by the external
features. The indications of strength and vigor as shown
externally could be pointed out, and the influence of
this upon disease made of interest and value.
DEMONSTRATION EXERCISES :
Have pupils examine different kinds of. chickens and com-
ment on their age and vigor..
FEBRUARY, 1915.
Soils.
EFFECT OF MULCH IN PREVENTING EVAPORATION
OUTLINE OF STUDY:
Meaning of a soil mulch. · Purpose of a mulch. Proper
depth. Frequency of renewal. Why a soil should be
cultivated after every rain. Meaning of a “dust mulch.”
Demonstrate the effect of a mulch by filling two flower pots
with soil and planting seeds. When plants are two
inches high, cover the soil in one pot with a layer of
116
TENTATIVE COURSE OF STUDY.
coarse sand or granular dry soil to a depth of one inch.
Place in a window and note which plants first show the
need of water.
References:
Lyon and Fippin's "Soils,” pp. 199-210.
Davis: “Productive Farming."
Crops.
OATS-
OUTLINE OF STUDY:
Ways of sowing oats. Amount per acre. Time to sow.
Good varieties for Indiana.
DEMONSTRATION EXERCISES :
Make germination test. Study as many varieties as can
be obtained to see difference in size, color, thickness of
hull, and presence of beards and long points on the
grains.
References:
Purdue Press Bulletin 188.
. Clute: “Agronomy.”
Animal Husbandry.
FEEDING CATTLE-
OUTLINE OF STUDY:
Proceed as in the study of horses in the outline for Jan-
uary. After a study is made of cattle rations in general
(fattening steers, beef cows, milking cows, etc.) study
the feeding and development of the calf to maturity.
DEMONSTRATION EXERCISES :
Have the pupils make observations and report in writing
on the breeds of cattle in the community. Have the
pupils keep a record for four weeks of the kinds of
feed and the amount of each fed to the different classes
of cattle at home—milk cows, fattening steers, beef cows,
calves. Compare the rations used with the proper ration
for each class.
References:
United States Department of Agriculture, Farmers' Bul-
letin No. 22.
Plumb: "Beginnings in Animal Husbandry."
AGRICULTURE.
117
Horticulture.
SPRAYING-
OUTLINE OF STUDY: :
Why is it necessary to use a strong spray at this time?
Why is a high pressure desirable? Why is thorough-
ness so important? When will the summer spray be ap-
plied? Locate some farmer with a spray outfit and se-
cure his permission to use it on his own trees he to
furnish all material and horse labor and you to direct
the operation and the pupils to do the work. Select an
orchard that is infested with scale if possible, as this
will be the spray for scale control. Dilute all materials
according to leaflet No. 38. One good spray outfit either
barrel or power fully equipped: Commercial or home-
made lime-sulphur. Orchard of bearing trees.
DEMONSTRATION EXERCISES :
Spray orchard with lime-sulphur for San Jose scale. Let
pupils take turns pumping and handling rods. Leave
several trees unsprayed as a check and observe them
later on. Make counts later of scales killed. Count all
scales in one square inch and determine percentage
killed.
References:
Purdue Circular 30, pp. 86-101. Bulletin 138.
Purdue Extension Leaflets 27, 37, 38.
United States Department Agriculture Year Book, 1908.
LL
Dairying.
CREAM SEPARATOR-
OUTLINE OF STUDY:
Cream separator-object, principle, value, kinds.
DEMONSTRATION EXERCISES :
Test cream separated by means of separator. Test sample
of cream obtained by skimming off of crock or jar of
milk. Test sample of cream obtained from a separator
from which milk is drawn by means of a faucet. Com-
pare efficiency of each method of obtaining the cream.
(Data will be more reliable if milk from same cow or
cows is used for each test.)
118
TENTATIVE COURSE OF STUDY.
References:
Fisher and Cotton: “Agriculture for Common Schools."
Warren: "Elements of Agriculture.”
Wing: "Milk and Its Product.”
Poultry.
FEEDING CHICKS—
OUTLINE OF STUDY:
The children will be interested in knowing how the baby
chick uses the yolk of the parent egg as food. Follow-
ing this a general study of the needs of the baby chick
and how to feed it will be given.
DEMONSTRATION EXERCISES :
Have pupils feed for eight weeks the poultry at home, us-
ing the rations recommended in Purdue Extension Bul-
letin.
MARCH, 1915.
Soils.
WORKING SOIL WHEN TOO WET-
OUTLINE OF STUDY:
Why soils should not be worked when wet. Explain the
“puddling” of soils. Relative damage to clay and
sandy soils by plowing or cultivating when wet. How
to improve naturally wet soils.
DEMONSTRATION EXERCISES :
Demonstrate the effect of cultivating wet soil by stirring
enough water in a half pint of clay soil to make a thick
paste. To another sample add just enough water to
make the soil crumble nicely when handled. Dry both
in the sun or by the fire. When dry note which can
be pulverized most easily.
References:
Lyon and Fippin: "Soils,” pp. 89-92.
Crops.
POTATOES,
OUTLINE OF STUDY:
Potato soils. When to plant. How to destroy the potato
bugs.
AGRICULTURE.
119
DEMONSTRATION EXERCISES :
Have each pupil bring a half dozen potatoes from home.
Study the proper form and size, character of the skin and
texture of the potato. Study the buds (eyes) and note
distribution and depth. Make drawing.
References:
Purdue Extension Bulletin No. 20.
Animal Husbandry.
.
SCORING SWINE AND SHEEP-
OUTLINE OF STUDY:
Give the pupils instruction regarding fat hogs about ready
for market, brood sows, sheep about ready for the mar-
ket and breeding ewes.
DEMONSTRATION EXERCISES ;
Judge sheep and hogs.
References:
Purdue Circular No. 29,
Horticulture.
PRUNING-
OUTLINE OF STUDY:
Why is pruning generally done in the late winter or early
spring? How are cuts made in pruning? Does a good
pruners ever leave stubs? What are the objects of prun-
ing a tree? What are wounds protected with? The fol-
lowing will be needed: An orchard. Three or four
saws. Three or four hand shears. A pole shear.
Pointer. Secure the pruning tools from farmers own-
ing orchards. Study relative to time of pruning, ob-
jects, what wood, to remove, method of making cuts and
protection of cuts. Explain these to pupils and then
take them to the orchard. Divide them into squads of
three or four and put one squad to a tree. Show them
the branches to be removed and see that they make the
cuts correctly and know the reason for the removal of
thej branch. Make each squad complete its tree. If pos-
sible have some good practical pruner give a pruning
demonstration before the class.
120
TENTATIVE COURSE OF STUDY.
DEMONSTRATION EXERCISES :
Prune apple, peach and cherry trees.
References:
Purdue Circular No. 30.
Bailey: “Pruning Book.”
Dairying.
USES OF MILK-
OUTLINE OF STUDY:
Uses of milk-uses made of milk produced in the town-
ship, all known uses of milk.
DEMONSTRATION EXERCISES :
Make butter by shaking cream in a half-gallon Mason jar.
Make cottage cheese. Explain principles underlying
each process. (How much butter should be produced
from a gallon of milk testing 4 per cent.)
References:
Fisher and Cotton: “Agriculture for Common Schools."
Warren: "Elements of Agriculture.”
Wing: "Milk and Its Products."
Poultry.
ARTIFICIAL-
OUTLINE OF STUDY:
An elementary study of two or three different incubators
and brooders.
DEMONSTRATION EXERCISES :
An incubator should be obtained and the children shown
how the setting hen is imitated in supplying artificial
heat to the eggs. This same principle should be applied
as regards the running of a brooder.
TIT
APRIL, 1915.
Soils.
AERATION OF SOILS—
OUTLINE OF STUDY:
Why plant roots need air. Effect of presence or absence of
air on soil bacteria. Amount of air space in soils. Ef-
fect of excess water on the admission of air to soils. How
to secure proper aeration.
AGRICULTURE.
121
DEMONSTRATION EXERCISES :
Demonstrate the need of air for germinating seeds by
planting seeds one inch deep in puddled clay soil and in
good loam soil in good condition to work. Observe
closely and note difference in rate of germination of
seeds and growth of plants.
References:
Lyon & Fippin: “Soils,” pp. 242-416.
Crops.
CORN CULTIVATION—.
OUTLINE OF STUDY:
Object of cultivation. Use of harrow. Depth of cultiva-
tion. Number of times to cultivate. Use of mower
wheel or drag late in season.
DEMONSTRATION EXERCISES :
Get a two-horse cultivator and study adjustment for deep
or shallow work, weight of driver, width of rows. Take
it apart and put it together again.
References:
Purdue Bulletin 110.
Purdue Circular No. 25.
Animal Husbandry.
FEEDING SWINE AND SHEEP-
OUTLINE OF STUDY:
Make a careful study of proper rations for fat hogs, brood
sows, market sheep and breeding ewes.
DEMONSTRATION EXERCISES :
Have pupils keep a record for four weeks of kinds of feeds
and the amount of each fed at home to the above classes
of hogs and sheep. How do rations being fed compare
with proper rations? .
References:
United States Department of Agriculture, Farmers' Bul-
letin No. 22.
122
TENTATIVE COURSE OF STUDY.
T
Horticulture.
TREE PLANTING-
OUTLINE OF STUDY:
Combine this exercise with the Arbor day program. Plant
an apple or cherry tree on the school grounds for the
pupils to observe. Trees for this purpose will generally
be donated by some public-spirited citizen or by the
larger nurseries of the country. Why should top of tree
be reduced? Why not put fertilizer in hole with tree?
What kind of a tree should be planted? What economic
use will it have? The following will be needed: Two
or three nursery trees—fruit trees preferred. Spade.
Tree wrap.
DEMONSTRATION EXERCISES :
Prune top of tree to correspond with root area. In digging
tree has lost about three-quarters of its roots. Top must
be reduced to restore the equilibrium. Remove inter-
fering branches, branches which make bad crotches, dis-
eased branches and weak branches. Select three or four
sturdy branches for the scaffold limbs and shorten them
to about half their length. These are the only branches
left. Cut roots to healthy wood. Make cuts slanting so
that soil will pack well around the wounded ends. Dig
hole deep enough and large enough to accommodate the
roots. See that soil is in contact with every root and
.
few shovelfuls loose to serve as a dust mulch around
the tree. Do not water tree except in extremely
dry weather, then pour water in hole when soil is about
half in. Do not put fertilizer in hole with tree. Use a
mulch after the tree is planted. Early the next winter
wrap body of tree with screen wire or tar paper to pro-
tect it from rodents, removing same in spring
References:
Purdue Circular 30, pp. 46-66.
United States Department Agriculture, Farmers' Bulletin
134.
United States Department Agriculture Year Book, 1911.
AGRICULTURE.
123
Dairying
FEEDS FOR DAIRY CATTLE-
OUTLINE OF STUDY:
Feeds for dairy cattle, good rations for a dairy cow.
DEMONSTRATION EXERCISES :
Cost of keeping a dairy cow for a year, using one of the
schedules of rations proposed in the class work. Quan-
tity of milk that should be produced by the cow, and
amount of butter required to pay the cost of keeping
the cow. Keep account of amount of feed consumed by
each cow at home and the amount and quality of milk
produced by each, and determine profit or loss from
cow.
References:
Henry: “Feeds and Feeding.”
United States Department of Agriculture, Washington, D.
C., Bulletin No. 22.
United States Department of Agriculture, Washington, D.
C., Bulletin No. 346. .
Poultry.
STUDY OF PHYSICAL CHARACTERISTICS
OUTLINE OF STUDY:
A study of the different parts of an egg.
DEMONSTRATION EXERCISES :
A raw egg should be broken on a saucer and the children
made to draw the different parts and name them. Fol-
lowing this a boiled egg should be given and cut longi-
tudinally, followed by the drawing of this and naming
the different parts.
124
TENTATIVE COURSE OF STUDY.
6. Courses of Study in Agriculture for the High Schools of
Indiana.
Q. SOILS AND SOIL FERTILITY.
(18 Weeks.)
O
,
(1) SPECIAL TOPICS FOR STUDY.
1. Condilions Necessary for Plant Growlh.
A. Essential factors:
(a) Moisture.
(b) Warmth.
(c) Air.
(a) Plant food.
(e) Mechanical support.
B. Essential plant food elements :
(a) Those derived from the air (organic).
(b) Those derived from the soil (mineral)
(plant-ash).
(c) Relative proportions from air and soil.
2. Origin and Formation of Soil.
A. From what are soils derived ?
B. How soils are formed :
(a) Decomposition of rocks.
(b) Disintegration of rocks.
C. Influences of composition of rocks on character of soils.
3. Agencies of Soil Formation.
A. Water:
(a) Chemical action.
(b) Mechanical action.
B. Temperature: .
(a) Heat and cold (expansion and contraction).
(b) Freezing and thawing.
C. Glaciers :
(a) Action of glacial ice.
(b) Extent of glaciers.
(c) Influence of swollen glacial streams.
D. Atmosphere:
(a) Chemical action.
(b) Mechanical action.
AGRICULTURE.
125
E. Plants and Animals:
(a) Effect of plant roots and root excretions.
. (b) Earthworms, ants, moles, etc.
4. Physical Properties of Soils.
A. Mechanical Composition:
(a) Texture of soils.
(b) Importance of size of soil particles.
(c) Classification of soils.
1. How Soils are Named:
(d) Relation of size of soil particles to
1. Water in soils.
2. Plant food.
3. Air and temperature.
4. Adaptation of crops.
B. Structure of soils :
(a) Meaning of the term.
1. Granulation.
2. Flocculation.
(b) Effect of structure on
1. Porosity (aeration).
2. Available water holding capacity.
3. Percolation of water.
4. Weight.
5. General tilth of clay and sandy soils.
C. Methods of modifying structure:
(a) Tillage.
(b) Addition of organic matter.
(c) Freezing and thawing.
(d) Drainage.
(e) Use of lime.
5. Soil Water.
A. Functions of water in the soil.
B. Amount in soils.
C. Per cent. of water in green plants.
D. Amount transpired by leaves to produce one pound of
dry matter.
6. Control of Soil Water.
A. How water is lost from soils :
(a) Percolation.
(b) Evaporation.
126
TENTATIVE COURSE OF STUDY.
B. How to increase the available water supply of soils :
(a) By drainage (where needed).
(b) Increasing organic matter content.
(c) By tillage.
C. How to reduce the loss of water from soils :
(a) By tillage.
(b) By keeping down weeds.
(c) By increasing organic matter content.
7. Drainage.
A. Methods:
(a) Tile drains.
(b) Open ditches.
B. Effect on soil structure.
C. Effect on soil temperature.
D. Effect on soil aeration.
E. Effect on soil washing.
F. Effect on available water supply.
G. Effect on available food supply.
H. Depth of drains.
8. Tillage.
A. Plowing:
(a) Parts of the plow.
(b) Attachments for plow.
(c) Different kinds of breaking plows.
(d) Depth to plow (factors which determine).
(e) Spring and fall plowing. (Effect on moisture
content).
B. Subsoil plowing:
(a) The subsoil plow.
(b) Purpose of subsoiling.
(c) When subsoiling is necessary.
(d) Best time to subsoil.
(e) Effect on the absorption and retention of
moisture.
(f) Effect on capillary rise of water.
(g) Precautions to be observed. .
C. Harrowing:
(a) Kinds of harrows.
(b) Use of different types.
(c) Why the plow should be closely followed by
the harrow.
,
AGRICULTURE.
127
19
Q
D. Rollers and clod crushers:
(a) Reasons for compacting the soil.
(b) Effect on moisture content and capillary rise
of water.
(c) Danger of losing moisture after rolling.
(d) Why follow the roller with the harrow?
(e) Kinds of rollers and clod crushers.
(f) Use and purposes of clod crushers.
9. Soil Mulches.
A. What is meant by a "dust mulch”'?
B. How to establish a mulch.
. C. Purpose of soil mulch.
D. How a mulch reduces evaporation.
E. Depth. :
F. Frequency of renewal.
G. Why ground should be stirred after every rain.
10. Rotation of Crops.
A. Meaning of “rotation of crops."
B. Why crops should be rotated.
C. Bad effects of continuous culture.
D. Use of legume and cover crops in a rotation.
E. Rotations in your home county.
11. Organic Matter of the soil.
A. As a source of nitrogen for plants.
B. Effect on water holding capacity, temperature, and
· structure of soils.
C. As food supply for bacteria.
D. How; humus supply is reduced :
. (a) By continuous growth of tilled crops.
(b) By cropping without grasses or legumes.
E. How humus may be increased :
(a) By proper crop rotation.
(b) Use of farm manures.
(c) Green manuring.
12. Farm Manure.
A. Production.
B. Value:
(a) Chemical.
(b) Physical.
C. Care and management.
128
TENTATIVE COURSE OF STUDY.
LO
D. Reinforcement.
E. Application:
(a) Season of the year.
(b) Amount per acre.
13. Green Manure.
A. Meaning of the term.
B. Value.
C. Best crops to use.
D. Precautions to be observed in using.
14. Commercial Fertilizers.
A. Complete fertilizer.
B. Raw materials.
C. Sources of
·(a) Nitrogen.
(b) Potash.
(c) Phosphorus (phosphoric acid).
D. Value depends on
(a) Per cent. of plant food present.
(b) Relative availability.
E. Adulterations and fillers.
F. Home mixing.
G. Relative cost per pound of plant food.
15. Lime.
A. Reason for use of lime.
B. Different forms used in agriculture.
(a) Quick or burned lime.
(b) Air or water-slaked lime.
(c) Ground limestone.
C. Composition of different forms.
D. Relative efficiency of different forms.
E. Precautions to be observed in use of quick line.
16. Bacteria.
A. What bacteria are:
(a) Size.
(b) Rate of increase.
B. Conditions affecting growth and development,
(a) Aeration. (Character of soil.)
. (b) Moisture.
(c) Temperature.
(d) Organic matter.
(e) Lime.
AGRICULTURE.
129
C. Nitrification:
(a) What it is.
(b) Importance.
(c) Causes.
17. Inoculation.
A. What is meant by inoculation.
B. Reasons for.
C. Methods.
D. Crops which may be improved by.
(2) TENTATIVE LABORATORY EXERCISES. 1
1. Practice in securing soil samples. Proper method of sampling
(1--p. 295.)2
2. Practice in preparing soil samples for laboratory use. (14p.
295.)
3. Approximate mechanical analysis of soils. (1–p. 297.) (3—
p. 96.)
4. Collection of types of soils. (7—p. 38.) (3—p. 112.) (4
p. 142.)
5. Study the effect of drainage and slope on the temperature of
soils. (1–p. 305.) (6—p. 29.)
6. Practice in planning and conducting a fertilizer plot or pot
test. (4/p. 153.) (8.) .
7. Ascertain the effect of temperature on the germination of
seeds. (14p. 280. (4-p. 187.)
8. Ascertain the effect of depth of planting on the germination of
seeds. (14p. 283.) (7—pp. 25-26.) (3—p. 52.)
9. Calculate the amount of plant food removed from soils by
average yields of the principal farm, crops (2 periods). (4
-p. 149.)
10. Problems in calculating formulæ for the compounding of
mixed fertilizers. (Home mixing.) (2—pp. 130-131.)
11. Problems to show the saving of plant food by feeding live-
stock with the crops grown on the farm as compared with
selling the crops directly in the market (2 periods). Such
problems can be readily formulated from available data,
1 It is suggested that the work in Soils precede the work in Crops. In case
this is not done, however, the order of administering the exercises should be re-
versed, in part, at least.
2 The first figure in parenthesis indicates the number of the reference where
specific directions may be found for performing the exercise, the second figure de-
notes the page of the reference cited.
933628
130
14
TENTATIVE COURSE OF STUDY.
showing the per cent. of fertilizing materials in the principal
farm crops and the average amount of these materials which
are recovered in the excrement of various kinds of livestock.
Such data may be found in readily available form on p. 291
and in the appendix of Van Slyke's Fertilizers and Crops,
also in Farmers' Bulletin 192 and Ohio Bulletin 246.
12. Study the characteristic properties of the various forms of
lime used in agriculture. (1-p. 293.)
13. Determine the relative solubility of various nitrogenous fer-
tilizing materials. (1–p. 292.)
14. Same as 13, using potash fertilizing materials. (1–p. 294.)
15. Same as 13 and 14, using fertilizing materials which supply
phosphorus. (1–p. 295.)
16. Determine the water-holding capacity of soils. (14p. 303.)
(
4 p. 139.) (3—p. 107.) (6-pp. 17-18.)
17. Determine the amount of organic matter in soils. '(1–p. 306.)
18. Study the ability of soils to absorb plant food in solution.
(3—p. 110.)
References for teachers for laboratory work:
1. “Soils and Soil Fertility,” by Whitson and Walster.
2. “Elements of Agriculture," by Warren.
3. “Rural School Agriculture,” by Davis.
4. “One Hundred Lessons in Agriculture," by Nolan.
5. “Soil Physics Laboratory Guide,'' by Stephenson & Schaub.
6. “An Elementary Laboratory Study in Soils,” by Jeffry.
7. Farmers' Bulletin 408.
8. Ohio Circular No. 96.
Numbers 1, 2, 6 and 7 are especially recommended, although
numbers 3, 4 and 5 will be found extremely helpful. No. 8 is sug-
gested as indicating the essentials in planning field plot tests with
fertilizers.
References for teachers for class work
1. “Soils,” by Lyon and Fippin.
2. “Soils,” by Fletcher.
3. "The Soil,'' by King.
4. "Soils,” by Burkett.
5. "Agriculture,” Vols. 1 and 2, by Brooks.
6. “First Principles of Soil Fertility,” by Vivian.
7. “Fertilizers and Crops," by Van Slyke.
8. “Soils and Soil Fertility,'' by Whitson and Walster.
9. “Soil Fertility and Permanent Agriculture,” by Hopkins.
AGRICULTURE.
131
10. “Soils and Fertilizers,” by Snyder.
11. Bulletins of State Experiment Station:1
12. Farmers' Bulletins, U. S. Department of Agriculture.?
6. FARM CROPS.
(18 Weeks.)
(1) SPECIAL TOPICS FOR STUDY.
1. Seeds and Crops.
A. Importance of Good Seed.—Discuss purity of seeds; vi-
tality as affected by age, weather, time of harvest-
ing, plant diseases, etc. · Difficulty of getting good
seed of grasses and other small seeded .plants.
References:
Warren: "Elements of Agriculture,” pp. 47-55.
B. Classification of Crops.-Define terms: Grain crops,
forage crops, cover crops, catch crops, small grains,
cereals, legumes. Forage crops may be used in
the form of silage, soiling, hay, pasture.
References:
Fisher and Cotton: “Agriculture for Common
Schools," Chap. VIII.
Wilson and Warburton: "Field Crops," Chap. I.
C. Classification (continued). - Explain tubers, roots,
bulbs; miscellaneous crops, like pumpkins, cab-
bage, hops, tobacco. Illustrate and note botanical
relationships.
References:
Same as B.
D. Principles of Planting Seeds.—Proper seed bed as to
pulverization, moisture, warmth. Depth of plant-
ing governed by size of seed, condition of soil, time
of the season. Rate of seeding affected by condi-
tion of soil, time of sowing, method of distributing,
purpose of crop.
References:
Wilson and Warburton: “Field Crops,” Chap. II.
1 It is suggested that teachers write to the Experiment Stations in their own
and adjacent states for lists of available publications, and also to the U. S. De-
partment of Agriculture for lists of available Farmers' Bulletins and request
therefrom such numbers as relate to soil and fertilizer subjects.
132
TENTATIVE COURSE OF STUDY.
2. Grain Crops.
A. Corn.—Origin. Geographical range. Kinds of corn
and description, viz: Dent, flint, pop, sweet, soft
and pod. Varieties due to climate, color, compo-
sition.
References:
Bowman and Crossley: “Corn."
B. Corn.-Soils. Preparation of seed bed: (a) Fall and
spring plowing. (b) Fitting. (c) Manuring and
fertilizing time, manner and amount.
References:
Purdue Circular 25.
C. Corn.—Planting. Time. Manner: Hills or drills. Use
of furrow opener; listing; surface planting. Rate.
Depth to cover. :
References:
Purdue Circular 25.
Bowman and Crossley: “Corn."
D. Corn.—Cultivation. Object. How often. How long.
Harvesting—5 ways, viz.-shocking, soiling, siloing,
: : hogging, husking from stalk. Shrinkage in crib.
References:
Fisher and Cotton: “Agriculture for Common
Schools.".
Bowman and Crossley: “Corn."
3. Grain Crops (Continued).
A. Corn.—Silage. When to cut. How to put in silo.
Outfit and machinery necessary. Amount per day
Changes taking place in silo.
References:
Bowman and Crossley: “Corn."
Farmers' Bulletins Nos. 292, 303, U. S. Depart-
ment of Agriculture.
B. How to Make a Silo:-Merits of the different kinds.
Care of silo. Capacity of silos.
References:
Bulletin No. 32, U. S. Department of Agriculture.
Universal Portland Cement Co., Chicago: “Silo
Construction.”
Bowman and Crossley: “Corn."
AGRICULTURE.
133
118
C. Corn.-Seed selected. Time and manner. Character
of stalk from which to select. Storing seed. Test-
ing: Time and methods.
References:
Purdue Circulars 18, 25.
D. Corn.-Grading after testing. Regulating the planter.
Varieties.
References:
Purdue Circulars 18, 25; Bulletin 149.
4. Grain Crops (Continued).
A. Wheat.-Origin. Geographical Range. Wheat types
(botanical). (Illustrated by specimens grown in
school garden.)
References:
Div. of Veg. Phys. and Path., Bulletin No. 24, U.
S. Department of Agriculture.
B. Wheat.-Varieties in grade of wheat in United States
caused by climate conditions. Wheat soils.
References:
Purdue Circular No. 23..
Div. of Veg. Phys. and Path., Bulletin No. 24, U.
S. Department of Agriculture.
C. Wheat.-Seed bed preparation: Breaking, discing, etc.
Value of early breaking. . Corn ground vs. oat or
other stubble ground.
References:
Purdue Circular No. 23.
D. Wheat.—Manures and fertilizers for wheat. Kind,
time to apply.
References:
Purdue Circular No. 23.
Purdue Experiment Station Bulletin No. 155.
5. Grain Crops (Continued).
A. Wheat.-Time to sow. Danger from Hessian fly. Meth-
od of sowing. Rate to sow. Depth of covering.
Quality of seed. How to prevent smut and scab.
Insects.
References:
Purdue Circular No. 23.
Clute: “Agromony."
134
TENTATIVE COURSE OF STUDY.
B. Wheat.–Varieties. Harvesting: When, how. Thresh-
ing. Sweating of wheat. Principles of flour-mak-
ing.
References:
Purdue Circular No. 23.
Wilson and Warburton: "Field Crops,'' p. 153.
Fisher and Cotton: “Agriculture for Common
Schools," Chap. IV.
C. Oats.—Origin. Georgraphical distribution. Climate
adaptation and influences. Winter oats. Spring
oats.
References:
Farmers' Bulletins Nos. 436 and 420, U. S. De-
partment of Agriculture.
Wilson and Warburton: "Field Crops.".
D. Oats:-Soils. Seed-bed preparation. Preparation of
corn stubble by discing. Advantages of plowing:
Fertilization for oats.
References:
Purdue Press Bulletin No. 188.
6. Grain Crops (Continued). .
A. Oats.-- Time to sow. Methods of distributing the seed.
Rate of Sowing. Depth to cover seed. Harvesting
and threshing similar to wheat. Varieties.
B. Rye.- Origin. Soil adaptation. Seed-bed preparation;
sowing, harvesting, threshing (same as for wheat).
Use of grain; of straw.
References:
Wilson and Warburton: "Field Crops."
C. Barley.-Same as Oats.
References:
Wilson and Warburton: “Field Crops," Chap. IV.
D. Market grades of grain. Necessity for inspection of
grain. Influence of moisture content in case of
corn. Sulphured oats. Weight of wheat. Expla-
nation of the various grades.
ICULTURE.
135
References:
Work up this lesson from information gained from
grain dealers, also, Bureau of Plant Industry,
Bulletin No. 99 and Circulars Nos. 32, 74. Get
copy of rules through county superintendent
from Chicago Board of Trade.
7. Grain Crops (Continued).
A. Soy Beans.-Origin. Geographical distribution. Soil
adaptation, good corn land. Seed-bed preparation,
same as for corn. Fertilization, minerals only.
Being a legume it supplies its own nitrogen.
References:
Bureau of Plant Industry, Bulletin No. 98, U. S.
Department of Agriculture.
B. Soy Beans.-Inoculation with soil or pure culture.
Time to plant. Distribution of seed and methods
of planting ; drills or broadcast, using corn planter
or grain drill. Should be covered two inches deep.
References:
Indiana Extension Bulletin No. 2.
C. Soy Beans.—Rate of planting, according to the method.
Planting as a catch crop in corn or after some other
crops. Cultivation similar to corn. Harvesting:
Time (a) for seed, (b) for hay, (c) as pasture.
How to cut.
References:
Same as B.
D. Soy Beans.--Threshing; regulating machine. Uses of .
soy. beans: Hay, pasture, grain, production of oil,
soil improvement. Varieties : Considerable atten-
tion should be given to varieties.
References:
Same as B.
8. Grain and Forage Crops.
A. and B. Cowpeas. Similar in almost every respect to Soy.
Beans, and should be covered in two lessons.
136
TENTATIVE COURSE OF STUDY.
.
:
12
References:
Bulletin of Plant Industry, Bulletin No. 102, pp.
VI, U. S. Department of Agriculture.
Farmers' Bulletin No. 318, U. S. Department of
Agriculture.
Purdue Extension Bulletin No. 2.
Forage Crops: Soy Beans are usually, classed as forage crops,
but because of the large use made of the grain,
they have been included under grain crops.
C. and D. Clover.-Definition of the true clovers. Kinds
and description of each. Soils and climatic adapta-
tions. Peculiar adaptation of each.
References:
Fisher and Cotton: “Agriculture for Common
Schools,” Chap. XIII.
Wilson and Warburton: "Field Crops," Chap.
XVIII.
Purdue Extension Leaflet No. 31.
9. Grain and Forage Crops (Continued).
A. Continuation of C. and D. under Topic 8.
B. Clover. Time and rate of sowing. Methods: Sowing
with wheat or oats, alone, in corn, etc.
References:
Same as C and D under Topic 8.
C. Clover.-Harvesting for hay; for seed. Principles of
curing hay. · Cause of clover failures in Indiana.
Danger of bloating when pasturing. Any legume
will cause bloating.
References:
Same as C and D under Topic 8.
D. Alfalfa.-Origin and distribution. Soil adaptations.
Conditions of soil favorable to success. Physical
preparation of the seed bed.
References:
Bureau of Plant Industry, Bulletin 131, pp. 11, U.
S. Department of Agriculture.
10. Forage Crops.
A. Alfalfa.—Liming for alfalfa. Kinds: When and how
to apply. Inoculation: Why, when and how.
References:
Purdue Circular No. 36.
S
AGRICULTURE.
137
B. Alfalfa.-Sowing: Time and rate. Spring, summer,
autumn, with and without a nurse crop. Clipping
first year.
References:
Purdue Circular No. 36.
C. Alfalfa.—Making hay: When ready to cut. Curing,
not specially different from clover. Be sure to save
the leaves. Number of cuttings per season. Rela-
tive value of such yield.
References:
Purdue Circular No. 36.
• D. Alfalfa.—After treatment-harrowing or discing after
cutting. Fertilization—use minerals only-manure
too weedy. What to do when growth turns yellow.
References:
Purdue Circular No. 36.
11. Forage Crops (Continued)..
A. Alfalfa.—Varieties. Source of seed. Uses: Hay, pas-
ture, soiling, silage, ground for various commercial
stock foods.
References:
Bureau of Plant Industry, Bulletin 150, U. S. De-
partment of Agriculture.
B. Sweet Clover.—Origin and distribution. Botanical re-
lationships and characteristics. Probability of its
becoming useful. Time, method and rate of seed-
ing. Uses: Hay, pasture, soil improvement.
References:
Farmers' Bulletin No. 485, Department of Agri-
culture.
C. Canadian Field Peas.—Botanical relationships. Soil
and climatic adaptations. Time; method and rate
of sowing. Uses: Soiling and hay. Usually sown
with oats.
References:
Farmers' Bulletin No. 224, U. S. Department of
Agriculture.
D. Vetch. Botanical relationships. Kinds. Hairy Vetch
the only one useful in Indiana. Soil adaptation.
Seed bed preparation. Time, method, and rate of
sowing:
138
TENTATIVE COURSE OF STUDY.
References:
Purdue Extension Leaflet No. 29.
Farmers' Bulletin No. 515, U. S. Department of
Agriculture.
12. Forage Crops (Continued).
A. Vetch.—Uses: Soil improvement, soiling, pasture, hay.
Best sown with rye or wheat. Time to cut. Dan-
ger of reseeding and appearing as a weed in wheat.
References :
Same as D under Topic 11.
B. Grasses. Distinguish from clover. Explain character-
istics requisite for a good hay grass; for a good
lede. 190ally chally and 1.5 in
pasture grass. Seeds, usually chaffy and low in
vitality.
References:
Shaw: "Grasses."
Spillman: "Farm Grasses of the United States."
Wing: "Meadows and Pastures."
C. Timothy.-Soil and climatic adaptation. Time, method
and rate of seeding. Harvesting for hay and seed.
Why a popular grass?
References:
Same as B.
D. Orcahrd Grass.-Same as timothy.
· References:
Same as B.
13. Forage Crops (Continued). -
A. Red Top.-Same as timothy.
References:
Same as B under Topic 12.
B. Kentucky Blue-grass.-Same as above, except used al-
most entirely as a pasture grass.
References:
Same as B under Topic 12.
C. Canadian Blue-grass and English Blue-grass.-Special
adaptation. Note botanical distinctions.
References:
Same as B under Topic 12.
D. Brown Grass, the Rye Grasses.-Same as C.
References:
Same as B under Topic 12.
AGRICULTURE.
139
14. Forage Crops (Continued).
A. Making à Pasture.—Mixture preferable to single species.
Sow. large quantities of seed. Give time for sod
to form. Fertilization of pastures. Occasional
harrowings or discings good.
References:
Same as B under Topic 12.
B. Treatment of Meadows and Pastures. Similar to
pastures. Usually last only two or three years.
Fertilization should furnish nitrogen. Liming may
be beneficial, especially for Kentucky blue-grass
and timothy.
References:
Same as B under Topic 12.
C. Sorghum.-Culture similar to corn. Amount of seed
per acre. Time to sow; time to cut. Uses : Mainly
for soiling.
References:
Farmers' Bulletin No. 246, U. S. Department of
Agriculture.
D. Rape. Description of plant. Soils: Good corn land.
Preparation of seed bed. Time, method, and rate
of sowing. When ready to use, mostly used for
pasture. Injurious effects: sore ears, bloating,
tainting milk.
References:
Farmers' Bulletin No. 164, U. S. Department of
Agriculture.
15. Forage Crops (Continued).
A. Millet.-A term applied to several species of plants.
Used as human food in the Old World, forage in
America. Groups: Foxtail, barnyard, broom corn,
cat-tail. Foxtail group: Adaptation, seed bed
preparation, time, method and rate of sowing.
Harvest before seed forms. Varieties.
References:
Farmers' Bulletin No. 101, U. S. Department of
Agriculture.
Purdue Circular No. 35.
•
TENTATIVE COURSE OF STUDY.
140
B. Millet.--Barnyard, broom-corn, and cat-tail groups.
Same outline as for foxtail group. Uses of millets,
hay very little, value for pasture or green feed.
Why?
References:
Same as A.
C. Combination Crops.-Rye and hairy vetch, or wheat
and hairy vetch. Canadian field peas and oats.
Oats, rape and clover. Corn and soy beans, or
corn and cowpeas. Millet, sorghum and cowpeas
or soy beans. Millet and soy beans or cowpeas.
Barley and Canadian field peas. Time, method
and rate and usage of each.
References:
Purdue Circular No. 35.
Purdue Circular No. 13.
Purdue Extension Leaflet No. 42.
D. Cover Crops.—Crops sown to cover the ground during
winter, preferably something that will remain
green. Rye, or rye and vetch. Crimson clover.
Red or mammoth clover. Cowpeas or soy beans.
Oats. Time and rate of sowing.
References:
Same as C.
Canad: Ct and Sorghux soy ban
16. Potatoes.
A. Succession of crops either for complete or partial soil-
ing.
B. To supply green feed for summer pasture.
C. To supply green feed for cattle, sheep and hogs.
References:
Purdue Circular No. 35.
Purdue Extension Leaflet No. 42.
D. Potatoes.—Botanical relationships. Origin. Impor-
tance as a food crop. Soil adaptation. Seed-bed
preparation. Fertilization. Time to plant for
early use; for late use.
References:
Purdue Extension Leaflet No. 26.
AGRICULTURE.
141
17. Potatoes, Root Crops, Sugar Beets, Flax.
A. Potatoes.-Rate and method of planting. Planting
under straw. Cultivation. Spraying. Harvesting.
Storing. Varieties—give special attention.
References:
Same as D under Topic 16.
B. Root Crops.—General conditions-rich, deep soil. Seed
bed preparation, thinning cultivation. Roots
grown: Carrots, parsnips, turnips, mangel wurt-
zels (mangels). Time, method, and rate of sowing
each; harvesting and storing. Uses; yields.
C. Sugar Beets.—Grown both for food and for sugar pro-
duction. Requirements of soil and climate. Seed
bed preparation, sowing; cultivation, etc. Harvest-
ing, yields. Sugar manufacture.
References:
Purdue Bulletin No. 78.
Purdue Press Bulletin No. 187.
D. Flax.-A fiber and seed crop. Climatic and soil condi-
tions. States raising flax. Not grown in Indiana to
any extent because other crops more profitable.
Time, method, and rate of sowing. Harvesting,
retting, yields.
18. Hemp, Cotton, Rice, Sugar Cane.
A. Hemp.—States growing it. Soil adaptation. Time,
method and rate of sowing. Harvesting, retting,
breaking, yields.
References:
U. S. Department of Agriculture, Report No. 8.
. B. Cotton.-Strictly a Southern crop. . Importance of
crop. Soil. Seed-bed preparation. Time, method,
and rate of planting. Cultivation, harvesting, in-
sects.
References:
Burkett: “Cotton Culture."
C. Rice. A grain crop. Section of the United States to
which adapted. Soil requirements. Preparation
of seed-bed. Time, method, and rate of sowing:
(a) on small areas; (b) on large areas. Flooding,
harvesting, threshing, polishing.
142
TENTATIVE COURSE OF STUDY.
D. Sugar Cane. A tropical crop. Parts of the United
States to which adapted. Seed-bed preparation.
Method of planting. Irrigation in certain sections.
Harvesting. Crops obtained. Sugar manufacture.
References:
Bureau of Chemistry, U. S. Department of Agri-
culture, Bulletin No. 75.
(2) DEMONSTRATION EXERCISES IN, CROPS.
The accompanying exercises are not specially arranged in any
logical order, except the grain scoring. Conditions will differ in
each community and the instructor must be the judge of the ap-
propriate time to present each exercise. While nineteen exercises
have been planned, it is doubtful if they can be covered with any
degree of completeness in that number of periods.
1. Weed Seeds..
In autumn collect, name and put in small bottles the com-
mon weeds of the community. Make drawings and de-
scriptions of seeds. If work is given in winter or
spring, preparation should be made in the autumn. At
least 25 weeds and their seeds should be collected for
identification and drawing later in the year.
References:
Purdue Extension Leaflet No. 22.
2. Purity of Clover, Alfalfa, etc.
. Get samples of clover, alfalfa, and timothy and examine
for weed seeds. Try to identify by means of the stand-
ard collection. Determine the percentage of purity by
count. Use one gram of seed.
References:
Purdue Experiment Station Circulars Nos. 31, 32; also
sheets 1 and 2, "Examination of Red Clover, etc.,'
Purdue Agricultural Extension Department.
Farmers' Bulletin No. 428, U. S. Department of Agri-
culture.
3. Vitality of Seeds.
Test the vitality of clovers, alfalfa, corn, oats, etc. Use
duplicate lots of one hundred seeds each. If the season
is at hand, test seeds for the neighboring farmers.
References:
Same as for 2.
[
AGRICULTURE.
143
1. Studying Mature Plants of the Grains.
Using preserved specimens of wheat, oats, rye, etc., note
the arrangement of the spikelets (meshs), number of
grains in each, color of chaff, length of awns and tips
of chaff. Find average number of grains in 50 heads.
Carefully lay out in order the grains of wheat in a
head, beginning at the base and working out to the tip.
Note variations in size and number in the different
spikelets.
5. Studying Corn Plants in the Field.
Determine the average number of leaves on 50 stalks; the
average number of husks on 50 ears. Compare the two
numbers. Find average height of 25 stalks. To be done
in autumn.
6. Determining Leaf Surface.
Determine the average leaf surface on ten stalks. From
this figure the leaf surface on an acre. To be done in
autumn.
9. The Clover Seeds.
Use samples of red, mammoth, alsike, crimson, white and
sweet clover, and alfalfa.. Examine under magnifying
glass and note color, shape, and size of seeds. If a
scale graduated into hundredths of an inch, or milli-
meters, is used and a number of seeds measured, the
work will be more instructive.
8. The Clover Plants.
If the season allows, study the clovers and alfalfa in the
field. This is possible either in September, or in April
or May. Make drawings of the leaves to show the dif-
ferences. Add to the list cowpeas and soy beans. If
not available in the field, plants can be grown in boxes
or pots.
9. Percentage of Hull in Oats.
Get several varieties of oats, or oats grown on different
soils. Weigh out 2 grams of each kind. Pinch the hull
off of each grain and reweigh.'
10. Treating Oats, Barley, Potatoes and Wheat for Disease.
Using formaldehyde, let pupils treat oats and barley for
loose smut, potatoes for scab, and wheat for stinking
144
TENTATIVE COURSE OF STUDY.
smut. Make germination tests of the treated and un-
treated grain.
References:
Purdue Circular No. 22.
Purdue Extension Department Bulletin No. 20.
11. Effect of Temperature on Germination.'
Use clover seed, timothy, cowpeas or soy beans, melons or
cucumbers, cabbage, mustard, corn, wheat, oats, and
sorghum. Put to germinate under different tempera-
ture conditions, one of living-room temperature, and
the other at much cooler temperature, say 35 to 60 de-
grees Fahr. Note the germination of the different
seeds. What does the experiment indicate as to time
of planting. This experiment is best performed in No-
vember or April, when the low. temperature can be had
by setting tests out doors.
12. Studying and Valuing Market Grades of Grain.
Get copy of Board of Trade Rules from the Chicago Board
of Trade through your County Superintendent. Visit
the local elevator manager and ask him to explain the
differences in quality of the various lots of grain re-
ceived. This exercise should come in connection with
Topic 6—D.
13. Scoring and Judging Grain.
Get score cards from Extension Department and learn to
score corn, wheat, and oats. The work should proceed
in a systematic way somewhat as follows:
(a) Using a tape line, measure a large number of ears
to get an idea of the proportion of circumference
to length. In this connection study shape of ear.
(At first all scoring should be on the basis of a
single ear.)
(b) Weigh and shell at least 25 ears and calculate the
percentage of grain. Try to find a correlation
of percentage of grain with the size of cob, depth
of kernel, spacing, and filling out at butts and
tips. .
(c) Score ears individually on all points of score cards
except to uniformity. Using five individual
ears is better than one, because comparisons can
be made.
ICULTURE.
145
(d) Score ten ears collectively. This takes in all points
on the score card. Not less than two periods:
should be given to each of (c) and (d).
(e) Score wheat. Count out duplicate lots of 100
seeds each and determine the marks largely from
them. Also, examine the large lot to determine
whether the samples are representative.
(f) Score oats in the same manner.
(g) Arrange a small grain show of at least ten 10-ear
lots of corn, ten single ears, five lots each of
wheat and oats, and let pupils judge the sam-
ples, ranking them according to merit.
References:
Purdue Experiment Station Circular No. 18.
(3) GENERAL REFERENCES.
Nolan: “One Hundred Lessons in Agriculture."
Davis: “Rural School Agriculture."
Wilson and Warburton: "Field Crops."
Warren: "Elements of Agriculture."
Fisher and Cotton: “Agriculture for Common Schools, Sug-
gestive Exercises."
U. S. Department of Agriculture, Farmers' Bulletins Nos. 218,
408, 428..
C. ANIMAL HUSBANDRY.
(18 Weeks.)
(1) GENERAL SUGGESTIONS AND HELPS.
be
,
Care should be exercised by the teacher in presenting this work.
The work can easily be made too technical and difficult.
The amount of time which it will be possible to give to any
breed or type will depend altogether upon the availability of the
stock represented in the community. The actual material for the
judging and demonstration work will have to be supplied by farm-
ers and stockmen interested. So far as possible regular judging
exercises should be held either at the school or farm. In the ab-
sence of the living specimens much can be done in demonstration
and illustration by the use of pictures. Lantern slides are very
useful in this connection.
10–33628
146
TENTATIVE COURSE OF STUDY.
At least one-half the time devoted to the judging of any class
should consist of scoring. After the pupil becomes familiar with
the standard and method of scoring, judging' or the placing of
groups of two or more animals should be undertaken.
.
.
(2) SPECIAL TOPICS FOR STUDY.
1. Types of Horses.
Draft horses, light harness or driving horses, saddle
horses, and other types.
Demonstration Exercises: Judging draft horses.
References:
Johnstone: "The Horse Book." .
Purdue Circular No. 29.
2. Breeds of Horses.
Clydesdale, Shire and Suffolk, Arabian, Hackney, Shet-
land, etc.
Demonstration Exercises: Judging draft horses.
References:
Plumb: "Types and Breeds of Farm Animals."
Purdue Circular No. 29.
3. Types and Breeds of Cattle.
One-fourth of time to types and three-fourths to breeds..
Demonstration Exercises: Judging draft horses.
· References:
Same as for Topic 2.
4. Types and Breeds of Swine and Sheep.
One-fourth of time to types and three-fourths to breeds.
Demonstration Exercises: Judging draft horses.
References:
Same as for Topic 3.
5. Livestock Breeding.
This study should be elementary and should consider
heredity, variation, pedigrees, systems of livestock
breeding, etc.
Demonstration Exercises: Judging draft horses.
References:
Plumb: "Beginnings in Animal Husbandry," chap-
ters 14, 15 and 16.
6. Livestock Breeding (Continued).
Demonstration Exercises: Judging draft horses.
I
AGRICULTURE.
147
7. Livestock Breeding (Continued).
. Demonstration Exercises: Judging light horses or driving
horses.
8. Livestock Breeding (Continued).
Demonstration Exercises: Judging saddle and other
i types.
9. Care and Feeding of Colts.
Demonstration Exercises: Judging beef cattle, fat cattle,
breeding cows and bulls.
References:
Purdue Circular No. 29.
U. S. D. A. Farm Bulletin No. 22.
Mayo: “The Care of Animals."
Henry: "Feeds and Feeding."
10. Care and Feeding of Farm Draft Horses.
Demonstration Exercises: Judging beef cattle (contin-
ued).
11. Care and Feeding of Driving Horses.
Demonstration Exercises: Judging dairy cattle, milk
cows and bulls.
12. Care and I'eeding of Saddle Horses and Brood Mares During
the Winter.
Demonstration Exercises: Judging dairy cattle.
13. Care and Feeding of Siim-Milk Calf.
Demonstration Exercises: Judging fat and market hogs.
14. Care and Feeding of Milk Cows. .
Demonstration Exercises: Judging fat and market hogs.
15. Care and Feeding of Fattening Cattle.
Demonstration Exercises: Judging breeding sows.
16. Care and Feeding of Brood Sow and Young Pigs.
Demonstration Exercises: Judging breeding sows.
17. Care and Feeding of Growing and F'attening Pigs.
Demonstration Exercises: Judging fat sheep.
18. Care and Feeding of Ewe Flock During the Winter, and Care
and Feeding of Young Lambs.
Demonstration Exercises: Judging breeding sheep.
/
WO
148
TENTATIVE COURSE OF STUDY.
References:
Craig: “Judging Livestock.”
Craig: “Sheep Farming."
Hall: "The Feeding of Crops and Stocks.”
d. HORTICULTURE.
(18 Weeks.)
(1) SPECIAL TOPICS FOR STUDY.
1. HORTICULTURE DEFINED AND ITS STATUS.
ſ Zoötecheny (knowledge and care of ani-
1. Agriculture { mals).
| Agronomy:
Cereals, etc.
Pomology:
Systematic (the knowledge):
Practical (the growing).
Commercial (the marketing).
Olericulture (vegetable gardening).
Floriculture (flower).
Landscape Gardening (ornamental
and shade trees and shrubs).
2. U. S. Fruits One Hundred Years Ago—
(a) No adequate transportation.
(b) No systematic distribution.
(c) No transit or storage refrigeration.
3. U. S. and Indiana During Last Decade
(a) Census and market data.
(b) Exhibition influences.
Fruit growing is the most important characteristic of
North America. It is considered to be the best and most
progressive of any country. There are seven points of view:
1. That there is a Horticultural Industry as distin-
guished from general agricultural industry.
2. Horticultural advance has demanded better skill in
marketing:
(a) Demand for special products for special
uses.
(b) Growing demand for smaller packages.
(c) The evolution of transportation facilities
and cold storage.
AGRICULTURE.
149
3. Modern commercial orcharding has developed the till-
age idea-the realization that plant food is not
enough.
(a) Thorough preparation.
.(b) Frequent light tillage for a dust mulch.
(c) Some cover crop to remain on ground dur-
ing winter and to be plowed under in the
· spring.
4. As competition increases it becomes necessary to give
more attention to pruning, i. e., to build a stocky,
well-braced tree, managed to secure annual bear-
ing.
5. Demand for quality requires the thinning of fruit,
on the theory that less fruit on the tree gives
larger specimens and secures more fancy fruit.
6. Spraying has become a necessity for perfect fruit.
The methods, material and time to spray are lo-
cal affairs.
7. A progressive orchardist demands the latest informa-
tion and principles that mean for success. Hav-
ing principles and reasons, therefore, one soon
works out details of management for his locality.
References:
Bailey: “Encyclopedia American Horticulture."
Bailey: "Principles of Fruit Growing.”
1910 Census.
U. S. Department of Agriculture, 1903 Year Book.
U. S. Department of Agriculture, Division of Publica-
tions, Bulletins 21, 75 and 78.
U. S. Department of Agriculture, Year Book Separate
· No. 179.
2. HARVESTING AND STORAGE.
Harvesting :
Time-
(a) Just before maturity in apples; pick a week
early for pears.
(b) Color of seeds, condition of stems and color of
the fruit as best indicators.
early.
150
TENTATIVE COURSE OF STUDY.
2
Apparatus-
(a) Ladders. Use three-legged step ladders as be-
ing most handy. Two crews use different
lengths.
(b) Orchard boxes. Lath crates best. Size 16 x 16
· x 16, holding 1.1 bushel easily. Ventilated and
light and inexpensive.
(c) Pails or baskets with swing handle. “S” hooks
fasten to limb while being filled.
Procedure
(a) In large orchards two crews successively pick
the lower and the upper portions of a tree.
Quickest and economizes labor.
(b) Leave stems in apples, pears, cherries.
Hauling-
(a) Store at once. Don't pile in orchard even for a
day.
(b) Low platform bolster spring wagon best.
(c) Transfer crates and stack up in storage until
ready for packing.
Storage:
Apple storage requires a cool (32° to 38°) even tempera-
ture, ventilation and proper humidity. It is secured
in three ways:
(a) Cool air storage, such as pits, caves, cellars, etc.
(b) Ice chambers; ice stored above—the cold air
settles into apple storage.
(c) Mechanical refrigeration :
1. Rents per bbl. át 250 to 60c season of 4 to
6 months.
2. To build costs $1.50 to $2.00 per bbl. of ca-
pacity.
Comparative Insulation:
Relative thickness of storage partitions packed with
various insulating materials.
(a) Hair felt, 4.7 inches thick, gives as good insula-
tion as-
(b) Granulated cork, 6.54 inches thick, or-
(c) Slag wool (best grade), 7.27 inches thick, or-
(d) Mill shavings, 8 inches thick, or .
AGRICULTURE.
151
(e) Six air spaces divided by 5 3-inch spruce sheath-
ings, making a total thickness of 9.15 inches.
(A quarter-inch air space is as efficient as
one ten times as thick. It is difficult of con-
struction. If moisture entrance is not desired,
to waterproof the wall and place the insula-
tion against the waterproofing is better than
trying to construct a dead air space as a
moisture preventive.)
References:
Cooper: "Practical Cold Storage."
U. S. Department of Agriculture, Bureau of Plant In-
dustry, Bulletin No. 123.
3. SIZING—GRADING_PACKING.
1. Sizing and Grading:
The smallest and poorest specimens in a package
seemingly decide the value when purchased. Hence the
better fruits had best be placed in another package to
more nearly obtain their higher value.
A. For Barrel Packing:
(a) Sulzer law requires certain specifications.
(b) Usage among the better growers.
B. For Box Packing :
(a) Usage among the leading fruit sections.
(b) Requirements of fancy markets.
(c) Careful sizing necessary for box packing:
C. For Cartons :
Requirements of fancy markets.
Packing for Barrels :
(a) Face layers, having jumble pack, in cen-
ter.
(h) Grade of fruit so packed, and condition
three months later.
For Boxes :
(a) Every layer a face layer.
(b) Each package to contain but one size fruit.
(d) Uniformity in arrangement and protec-
tion.
1
.
:
TENTATIVE COURSE OF STUDY.
152
2. Sorting and Packing Equipment.
• In Barrels :
(a) Burlap covered tables, and the apples.
(b) Barrels and press, hatchet, nails, follower, bar-
rel paper.
In Boxes:
(a) Burlap covered tables, grading machines,
grading boards, fancy apples.
(b) Boxes and nailing press, hammer, cement-
coated box-nails, box paper.
References:
Farmers' Bulletin No. 62, “Marketing Farm Produce.”
Purdue Circular, “Packing Indiana Apples.”
4. MARKETING METHODS.
1. A Ready Market Depends Upon:
A. The quality and attractiveness of the fruit.
(a) Good orchard management improves qual-
ity and flavor of the poorest varieties.
(b) Care in harvesting, honesty in grading
and good packing.
B. Proper distribution of the crop and the fruit's
reputation.
(a) Supply may be over-strong in one mar-
ket section, while a famine exists in an-
other.
(b) A certain locality or grower often takes
precedence over other offerings.
2. Method of Disposal:
(a) Direct from' producer to consumer.
(b) Selling through one or more middlemen.
(c) Associated marketing through co-operation of the
producers.
References:
Farmers' Bulletin No. 62, "Marketing Farm Produce."
U. S. D. A. Year Book, 1909, “Methods and Costs of
Marketing.”
5. THE PROPAGATION OF FRUIT PLANTS.
Fruit Plants are multiplied by the following methods :
1. Seeds and Spores.
A. Reproducing true to type-as most garden
seeds.
ir
is
AGRICULTURE.
153
B. Not true to type, but often so started and
later top-worked by grafting or budding.
Examples are apples, pears, plums, cherries,
peaches, etc.
2. Cuttings.
A. Stem-
(a) Herbaceous plants, carnations, ver-
benas, petunias, etc.
(b) Soft wooded plants, geraniums, etc.
B. Root-
Red raspberry, blackberry.
3. Offsets and Divisions.
Red raspberry, strawberry, etc.
4. Layerage.
Inducing stem to emit roots. Used for grapes,
currant, gooseberry, black raspberry, etc.
5. Graftage.
. (a) Grafting
& Pome and stone fruits, nuts, etc.
(b) Budding
References:
Bailey: “The Nursery Book.”
Thomas:“American Fruit Culturist.”
6. PRUNING FOR RENOVATION.
Corrective pruning has to do with trees of-
1. Too low vitality. Renovation effected by—
Prompt removal of all dead and diseased bark and
: wood.
Scraping trunk and scaffold limbs.
Dehorning.
Dwarfing occasional sucker growth.
Removing dense growths and heading-in long
growths.
2. Over vigorous tendencies,mand controlled by-
Summer pruning (in connection with potash fer-
tilizers).
Root pruning.
Girdling, twisting, etc.
References:
Bailey: "The Pruning Book."
Farmers' Bulletin No. 113.
154
TENTATIVE COURSE OF STUDY.
7. PRUNING BEARING ORCHARDS,
Administrative pruning has to do annually with-
1. Directing the trees' forces at the proper seasons for
the development of-
(a) Wood-Light annual spring pruning.
(b) Fruit-Annual light heading-in of spring
growth and individual thinning of apple
clusters. .
(c) Fruit Buds—Thinning and proper fer-
tilizers.
2. Conserving trees' vitality as affected by—
(a) Dead tissue: Bark, limbs, and stubs.
(b) Diseased tissue: Canker, cut out and dis-
infect; blight, cut out far below infec-
fection, disinfect and control soft growth
resultant.
-3. Adapted varieties and their methods.
4. Individuals of a variety.
References:
Bailey: “The Pruning Book."
8. SHAPING AND TRAINING FRUIT TREES.
Pruning is a natural process; it is not necessarily devitaliz-
ing:
The first seven years require well planned "annual” shap-
ing and perennial” training.
Its purpose is to secure-
1. Form:
(a) Compact (not dense) limb and twig ar-
rangement.
(b) Broad spreading framework..
2. Vitality and Strength:
(a) Well arranged scaffold limbs.
(b) Sturdy, stocky framework.
The time for these operations are seasonal.
A. The nursery tree as received. Remove 4 top,
remove split root ends when setting out.
B. Summer heading-back, if growth is rank.
C. Each spring thereafter to shape; summers to
train.
References:
Bailey: "The Pruning Book.”
AGRICULTURE.
155
I. SPRAYINGS INSECT AND FUNGOUS DISEASE CONDITIONS AND
TREND.
Fruit Conditions:
(a) Past, nine-tenths clean and free from insects and
. diseases..
(b) Present, nine-tenths infested in average unsprayed
orchards.
Reasons for Present Conditions:
(a) Modern large or frequent plantage encourage and
make possible the rapid increase of fruit insect-
pests.
(b) Lack of proper nursery stock inspection permitted
wide dissemination of diseased nursery stock.
1. From American grown stock.
2. From exotic importations.
References:
Duggar: “Fungous Diseases of Plants."
10. SPRAYING: CONTROL MEASURES.
1. Insects: .
Control method determined by mode of insect feeding:
(a) Chewing Insects:
Caterpillars, Curculio, Codling Moth.
Their plant food may readily be made pois-
onous (for them only) by spraying a thiu
covering of arsenate of lead. This is adhesive
and not easily affected by spring rains like
paris green.
(b) Sucking Insects:
San Jose Scale, Plant Lice, Scurfy and Oyster
Shell Scales.
Since food is obtained below surface, the
means of control must differ from surface
feeders. Poisonous fumes, or caustic contact-
materials must be applied. To do this effect-
ively the plant must be in the most dormant,
resistant condition to permit heroic control
measures. Lirne-sulphur and nicotine sulphate
sprays are the most common and effective.
(See Purdue Leaflet 27.)
156
TENTATIVE COURSE OF STUDY.
2. Fungi.
Apple scab, bitter rot, blotch, etc.: Propagated by
spores which are generally most vulnerable in
early Spring
Thorough application of Bordeaux or 1 degree lime-
sulphur quite effective. See Purdue Leaflet 27.
3. Bacteria.
Fire-blight, twig and body-blight, etc.: Preventative
methods of infection or heroic cutting out of dis-
eased tissue. Daily inspection during blooning
time quite necessary.
4. Physiological Troubles:
Baldwin Fruit Spot: An inner structural disease
probably resulting from unfavorable soil conditions
of moisture and plant food.
Methods of Control (mainly four) —
(a) Orchard sanitation.
(b) Liquid mist from pumps.
(c) Fumigation within tents.
(a) Dry powder from blowers.
5. Applications.
(a) Timely, and adapted to the pest or disease.
(b) Always thorough. Spraying is fruit crop insur-
ance.
(c) A driving mist or fog preferable to sprinkling.
From 100 pounds to 250 pounds necessary.
6. Apparatus.
1. Power Sprayers, $100 to $300. (Gasoline, steam,
carbonic acid gas, sprocket wheel, or horsepower.)
2. Hand Pump.
(a) Barrel Outfits: If well equipped a con-
trol of 200 trees quite effective.
(b) Hand Outfits: Generally so small that
sufficient pressure not possible.
References:
U. S. D. A. Bureau of Plant Industry, Cir. No. 54 on
Lime-Sulphur.
Year Book, 1906–“Lime-sulphur washes for the San
Jose Scale,” Quaintance.
Purdue Spray Schedule, Leaflet 27.
AGRICULTURE.
157
Purdue Lime-Sulphur Leaflet 37, “Bordeaux Mixture,”
39..
Purdue Leaflet 38, “How to Use Lime-Sulphur Hydrom-
eter."
11. ORCHARD FERTILIZATION.
The apple orchard needs definite soil management and fer-
tilization if a maximum crop is secured annually. Some
modern determinations are:
: 1., "The apple, as it grows in humid regions, is not deep-
rooted, but shallow-rooted. It is therefore highly
influenced by surface conditions and may be injuri-
iously root-pruned by deep cultivation.”
2. “The annual draught of the mature tree upon the soil
. is greater than that of a 25-bushel crop of wheat."
(Six hundred bushels of apples are said to require
36 lbs. nitrogen, 8 lbs. phosphoric acid, and 54 lbs.
potash.) See Purdue Circular No. 30, p. 110.
3. Indications of Fertilizer Need.
(a) Young trees need healthy, vigorous growth the
first few years. Average growth first year
should be about 24 inches at each limb tip,
less linear growth each year following: At
7 years growth being about 12 inches, at 15
years about 10 inches, and at 30 years or
older about 4 to 7 inches of additional
growth per limb. Excess of this indicates a
need of more potash or phosphoric acid to
balance up excess of nitrogen.
(b) Potash in conjunction with sunlight is said to
heighten color. A balanced ration is thus
quite as necessary as for certain breeds and
strains of stock. Variation of location and
soil conditions complicates experimental de-
terminations in addition to requirements of
certain orchard varieties.
References:
Van Slyke: "Fertilizers and Crops."
Bailey: "Principles of Fruit Growing.”.
Paddock and Whipple: "Fruit Growing in Arid Re-
gions."
Roberts: "The Fertility of the Land.”.
158
TENTATIVE COURSE OF STUDY.
12. RENOVATION SCHEDULE SUMMARIZED.
First Year.
1. Of the renovation needed but 60 per cent. of the
pruning should be done first year. Remove dead.
and diseased wood. Sterilize wounds and later
paint.
2. In dehorning remove only alternate limbs, thus pre-
venting too large openings.
3. Remove outer parts of crossed limbs, lightly scrape
trunk of rough bark. (Dormant strength lime-
sulphur is a cheap bark renovator.)
4. For spraying see schedule. Dormant and foliage
sprays to be given.
5. Thinning. See thinning schedule.
Second Year.
First determine what effect previous season's manage-
ment has had in tree, hence how best to proceed. If wood
growth has been too rapid, give better control this season.
1. Remove dead, diseased, and crossed limbs.
2. Dehorn extreme limb growth.
3. Head back water-sprouts where fruiting spurs are :
desired and remove those not usable.
4. Surgery and cementing may be done first year.
(a) Clearance of dead wood by chisel or other-
wise.
(b) Drainage of any “water pockets.?!
(c) Cut and shape to make conditions proper for
cement filling or tin patching.
(d) Disinfect with 2 per cent. copper sulphate
solution. Interior of large places may also
be painted with asphaltum. (Avoid coal
tars.)
(e) Cement preparation: 4 parts sand to 1 part
cement inside, 2 to 1 for large outside
openings.
5. Cultivation and Cover Crop:
(a) Plow shallow (three to four inches)—to turn
and plow sod under.
(b) Use cutaway disk to break this up, then use
spring-tooth harrow, or other tools for
other cultivations up to midsummer.
ICULTURE.
159
(c) Then sow adapted cover crop. Plow under
spring following:
6. Spray as needed.
7. Thin as needed..
Third Year.
Determine effect of previous management and plan
accordingly. Check wood growth and see that conditions
are brought about for definite fruit production. Improve
on previous management.
1. Pruning: Manage this in harmony with fertilizers
as determined by last year's program.
2. Spraying: As desired for best conditions.
3. Cultivation and Cover Crops: See page 76, Circu-
lar 30.
4. Chemical Fertilizers: · As needed.
5. Thinning: As needed.
6. Future Management:
(a) See that proper balance is kept between wood
and fruit production.
(b) Each season's wood growth must be ripened
before autumn, so that the tree may go into
winter with fruit buds in good condition.
(c) Anticipate fungous and insect troubles with
orchard sanitation.
(d) To thus control the production phase of orch-
arding will greatly improve harvesting,
storing, and marketing conditions.
References:
Year Book, 1902. Top Working of Orchard Trees.
Waugh: “American Apple Orchard."
Goff: “Ilessons in Fruit Growing.”
13. SELECTING AN ORCHARD LOCATION—THE VARIETIES RECOM-
Two Kinds:
(a) Opportunity to choose most favorable in various
United States orchard districts.
(b) Limited to one's own locality:
160
TENTATIVE COURSE OF STUDY.
It should include:
1. Elevation and Climate:
Drainage of surface water.
Drainage of soil water.
Drainage of cold air during critical spring frost
period.
2. Soil and Exposure:
Depth greater value than quality.
Mechanical condition largely the means of soil
success. .
The exposure is most important.
3. Markets and Accessibility:
Local markets depend much on personal reputa-
tion and business management.
Distant markets on co-operative associations.
Roads and freight service highly important.
4. Choice of Varieties :
Fertile and Adapted for-
Home, succession of several quality varieties.
Commercial, large plantings of few varieties to
suit niarket.
Northern Indiana, page 44, Purdue Circular No.
30.
Southern Indiana, page 42, Purdue Circular No.
30.
5. Planting Plans:
A. Square System--
(a) Trees not equidistant.
(b) Gives maximum room for cultivation.
(c) At 40 feet apart 27 trees per acre.
B. Hexagonal
(a) Trees equidistant.
(b) At 40 feet apart, 31 trees per acre.
C. Quincunx (filler system) —
(a) The square system with a fifth tree
in center of each square.
(b) Temporary usage with prompt re-
moval when permanent trees need
the space.
(c) Contains about 90 per cent. greater
number of trees than the square
system.
AGRICULTURE.
161
References:
Paddock & Whipple: "Fruit Growing in Arid Re-
gions."
Bailey: “Principles of Fruit Growing."
14. FIRST SEVEN YEARS' MANAGEMENT.
During the first few years, annual pruning will be the most
needed of all operations. The factory (tree) must be built
and everything ready for the operator (orchardist) to turn
out a marketable product.
To attain the following is desirable:
(a) To build sturdy, compact (yet open for sunlight)
trees.
(b) To encourage fruit spurs well distributed and an-
nually productive. -
(c) To follow plan and management of cover-crops
conducive to soil improvement.
(d) To protect these trees from rodents, insects, dis-
eases and whatever may interfere with their
later proper yielding capacity.
1. The first season: Prune back from 50 to.75 per
cent. of the limb spread. Keep soil in moisture
retaining condition. Grow some cultivated inter-
crop not injurious to trees. Spray with "Black
Leaf 40" to control aphis on tender leaves.
Mature the growth early.
2. The next year: Head back 30 per cent. of previous
year's limb growth. Other management same.
Look out for scale.
3. The third year: Head back 25 per cent. of previous
year's limb growth. Avoid tendencies for crossed
limbs. Other management as before except for
aphis.
4. The fourth year: Prune as before to induce stocky,
sturdy trees. Other management as before.
5. The fifth year: Head back less severely. Prune to
prevent a too close top and yet not so open that
sun-scald might occur. Lessen the inter-crop
space to allow more for tree growth. Fertilize
for wood development. If blight appears cut it
out and lessen wood growth with potash fer-
tilizers. Treat canker appearance promptly.
Spray as needed.
11—33628
U
162
TENTATIVE COURSE OF STUDY.
'
'
6. The sixth year: Prune as before. Lessen wood
growth by feeling a more balanced ration.
Spray as needed.
7. The seventh year: Prune to develop decided spur
growth. Manage tree for bearing next year.
Spray as needed. .
With certain varieties it may be from one to four.
years yet before bearing, while others will have
produced prior to the seventh year.
References:
Burritt: “Apple Growing.”
15. THE INFLUENCE OF WEATHER IN FRUIT GROWING.
The fruit grower's success is largely dependent upon fa-
vorable weather conditions. There are two distinct types of
injuries to trees and fruit by cold.
1. True Winter Killing:
(a) Positive cold; bark splitting; in rigorous cli-
mates trunk splitting, freezing of limb' tips
not matured, black heart of nursery trees.
(b) Freezing of very dry or very wet sợi) ; root kill:
ing; excessive moisture evaporation in ex-
posed locations, killing of dormant buds in
arid climates.
2. Frosts; Killing of Stigma:
(a) As a swollen bud. Under certain conditions ablo
to stand a temperature of 20 degrees Fahr.
(b) During blooming period. Liable to injury at
about 26 degrees Fahr.
3. Control Methods:
(a) Perfect bud vitality. This is result of good or-
chard care in management of fruit and wood
production. Good vitality is resistant to cold.
(b) Air drainage. Location above “frost pockets"
avoids much annual drainage. Influence of
large bodies of water also helpful.
(c) Heating. Many individual fires to keep buds
warm during frosty mornings.
Additional drainage from cold rains during
pollination period, the injury from storms and
winds and the sudden changes in climate pre-
sent a varied program to the fruit grower.
1.
AGRICULTURE.
163
References:
U. S. D. A. Year Book.
Bailey: The Pruning Book.:'
Purdue Orchard Heating Bulletin No: 154.
Formers Bulletin No. 401, “Frost Protection in the
Pacific Northwest.??.
16. SUMMARY OF ANNUAL SUCCESSIVE ORCHARD OPERATIONS.
A program of orchard operations should be made and
followed. The orchardist must anticipate management prob-
lems. Apparatus must be ready at all times. Daily observa-
tions of growth and change is necessary in commercial or-
chards. Delay in removing the first appearance of blight (the
black leaves during blossoming time) may start a blight epi-
demic that will require cutting far back of surface indication,
if left but a few months. Further delay and the tree is past
recovery.
Fungous diseases may be prevented if the grower sprays
when the spores are most susceptible. Insect ravages may be
held in check if the habits of the various insect pests are
known.
These operations are general for commercial plantings and
quite usable for home orchards.
1. Pruning: Wounds heal best if the pruning is done in
the early spring just prior to growth.
2. Dormant Spray Application: Lime-sulphur at 5 de-
grees Baume strength for scale control and bark ren-
ovator,
3. Cover Crop Plowing: Crop sown previous summer is
now turned under and cultivation given every two
weeks until next crop is sown in July.
4. Scab and Curculio Control: The first summer-spray
must be given after the first fruit buds have swollen
enough to show pink at the tips. A combination
spray is used; line-sulphur at 1 degree Baume
strength, to every 50 gallons of which is added 2
pounds of arsenate of lead (poison).
5. Add Needed Fertilizers: The amount and proportions
should be determined in advance of supply shortage.
6. Codling Moth Control: Same combination as first
foliage application. Tise crook at nozzle to direct
downward into apple calyxes. Begin when three-
14.
164
TENTATIVE COURSE OF STUDY.
fourths of petals have fallen. Finish within six to
eight days.
7. Blotch and Second Brood Codling Moth Control: Ap-
plied three to four weeks after petals fall. Bordeaux
4-6-50 is the fungicide, to every 50 gallons of which
is added 2 lbs. arsenate of lead.
8. Thinning: See Topic 17.
9. Sowing Cover Crop: This should be sown about the
middle of July when the last cultivation is given.
10. Unless bitter rot (see Purdue Leaflet No. 27) prevails,
all special orchard operations are over until the har-
vesting. With peaches and other fruits a different
program is needed, which should be mapped out in
advance similar to the above.
References:
Paddock & Whipple: “Fruit Growing in Arid Re-
gions."
Favor: "Fruit Growers' Guide Book."
17. APPLE THINNING.
Apples grow in clusters of five and six. If adequate blos-
som fertilization (pollenation) has been secured, if frost has
not destroyed any of the cluster, and if no large percentage is
starved out, dwarfed by fungous diseases, nor injured by in-
sects, the original cluster attempts to grow and mature. Three
reasons for thinning each cluster are:
1. Apple stems are too short to permit each apple to get
full coloring. .
2. Clusters of apples invite insects—especially the second
brood of the codling moth, to bore in on the sides.
3. A cluster is not likely to develop all equally.
(a) Some get more food than others.
(b) Some get more light than others. Disease preys
on the weakest.
Experience shows decided financial gain:
1. By removing imperfect specimens while small, as the
harvesting and sorting expense is thus reduced.
2. With vitality put into fewer well distributed fruits an
equal bulk is secured with added perfection in color-
ing..
3. By preventing excessive fruiting each season, the tree
retains vitality enough to set annually a good crop
of fruit buds for the following year's crop. .
AGRICULTURE.
165
VIVE
Time of Thinning: After the June drop and apples are a
trifle larger than marbles.
Method: Use curve-bladed shears. Clip stems and let apples
'fall to ground. Remove all but two most perfect. Where
clusters are plentiful remove all but the one best fruit.
This may result in a space of four to six inches between
fruits. Destroy insect or disease-infested fallen fruit to
prevent further trouble next year.
Cost: With Winesap apples the cost may be greater than for
most varieties on account of their number and small size.
From fifteen to thirty cents' worth of labor are often given
the larger trees. Unthinned trees should be left for com-
parison.
gron
18. SOME HORTICULTURAL PROBLEMS.
The problems of average plant growth are much increased
when one considers the apple orchard. A tree is a plant hav-
ing a natural life time of from 50 to 100 years. Indiana is
growing over 600 varieties of apples under many different
climate, soil, moisture, and management conditions. These
conditions are further complicated by insect and disease rav-
ages.
Among the qualifications needed by one who would become
successful and previously plans his training and preparations
are:
1. A love of nature. A pleasure in working with plant
growth.
2. A knowledge of botany. Tree growth and bud manage-
ment can then be understood.
3. An understanding of insect life~entomology. The or-
chard is a favorite insect habitat.
4. A plant-pathology preparation. Many diseases will not
be determined for many years at the present rate of
progress.
5. A knowledge of chemistry. Soils and fertilizers and
sprays must be understood if progress is made.
6. A business training in marketing. The consumer will
never solve marketing problems. The producer must
manage the sales of his factory (orchard) product.
References:
Beach: "The Apples of New York."
166
TENTATIVE COURSE OF STUDY.
(2) DEMONSTRATION EXERCISES.
1. GRAFTAGE.
The section will be divided into squads of four students
each for laboratory work. Each squad will appoint its cap-
tain, to whom equipment and supplies will be issued for the
exercise.
NOTE. Keep knives sharp; make cuts long and straight.
(a) Note position of buds with reference to cutting the
scion.
(b) See that the cambiums of the scion and stock are
placed in conjunction.
(©). Tie and wax the completed grafts so that air is
excluded and a union possible.
1. Whip or tongue grafting.
2. Cleft grafting
3. Bark grafting.
4. Saddle grafting.
(d) Draw outlines of grafting tools.
N. B. Clean up desk.
2. CUTTAGE.
(a) Cuttings should have two or more nodes, the lower one
being the base of the cutting.
(b) Note texture and vitality of plant from which cutting
is made.
1. Herbaceous cuttings.
2. Hardwood cuttings.
Budding:
(a) Note vitality and condition of bud stick.
(b) Do not take too much wood away with the bud.
(c) Tie in bud and later anticipate injury by its being
loosed.
1. Prong budding.
2. Shield budding.
. N. B. Clean up desks.
. 3. THE MAKING OF GRAFTING WAXES.
(a) Squad captains will secure materials to be used.
(b) Materials needed are: Resin, beeswax, tallow, linseed
oil, ball of cotton cord and strips of old cloth or
linen.
RICULTURE.
167
20
V
!
A. Common Grafting Wax Formula: (Costs about 17c lb.)
Resin, 4 lbs.
Beeswax, 2 lbs.
Linseed oil, 1 pint.
· Directions: (Be careful of fumes and fire.)
Into the combined hot oil and beeswax shavings, place
the powdered resin. Cook ten minutes or until the resin is
combined. Oil or grease the hands before pouring the hot
combination into a tub or bucket of cold water. As soonl
as the mass can be handled, press out the water and vig-
orously work and pull it until it is quite light in color.
Wrap in oiled paper until used.
(a) Note detailed directions for the exercise.
(b) Later identify different combinations of above for-
mula, contrasting plasticity and efficiency.
B. Waxed String and Cloth.
(a) Into melted wax place a ball of the cord. When
saturated remove and drain.
(b) Into melted wax place strips of cloth furnished.
Drain and wind in rolls.
N. B. Clean up laboratory.
.
.
I
!
12
.
.
1.2
4. ORCHARD INSPECTION TRIP.
Note:
1. Age, size, vitality of trees.
2. Condition of fruit buds, the relative number of fruit
spurs and their distribution.
(a) Throughout the whole tree, including scaffold
limbs.
(h) At tree top and outer fringe of growth. -
3. Environment:
(a) Crowded conditions.
(b) Plenty of air and sunlight.
4. Soil conditions: Soil type, depth, tilth, and cover crop,
or in sod.
5. Pruning management, and how wounds have healed.
6. Amount of wood growth made last season.
Summarize above data and make suggestions where im-
provement is needed, and why.
168
TENTATIVE COURSE OF STUDY.
5. BUD COMPARISON AND STUDY.
Time for formation of buds on most woody trees is in the
latter part of summer and early fall.
Kinds of buds:
1. Leaf buds.
2. Fruit (or flower) buds.
These may be distinguished by taking a cross-section
of the bud. The leaf bud has merely the cross-sections of
the little scaly leaves; while the flower buds have embryo
flowers that appear as more or less solid masses in the cen-
ter. (Let each student look for these.)
Leaf and flower buds may also be usually distinguished
in external appearance by the fact that the leaf buds are
almost invariably more pointed and smaller.
Live and dead fruit buds may be distinguished, by the
fact that the dead buds have dark brown interior, while
the live ones are green.
Arrangement of Fruit Buds.
1. On apple-Borne alternate years as the terminal buds
of fruit spurs.
2. On pear-Same as above.
3. On cherry-Borne every year on fruit spurs. Lateral
buds on these spurs. The terminal bud is a leaf bud.
4. On plun-Almost same as cherry.
5. On peach--Truit huds on lateral buds on previous sea-
son's shoots. Arranged in groups of three with a leaf
bud in center.
6. In General-All buds on previous season's wood.
Directions: Make drawings illustrating all of the points
above. (Location, size, and shape of buds.)
1. Distinguish between leaf and fruit bud.
(a) Externally.
(b) Internal structure.
2. Distinguish between live and dead fruit bud. (Cherry
; or peach best for above.)
3. Show arrangement of buds on apple fruit spur, also
years when growth took place.
4. Show same for plum.
5. Same for cherry.
6. Same for peach.
Note the rings marking each year's growth on the stem.
AGRICULTURE.
169
6. FUNGOUS DISEASES COMPARED AND STUDIED.
A study of specimens of canker, blight, scab, bitter rot,
apple blotch, sooty blotch, etc..
Describe for later identification the general appearance.
Find out the manner of infection, life history, means of con-
trol, etc.
Whenever possible make drawings.
7. PRUNING PRACTICE.
A. Inspection:
(a) Note general vigor of tree as determined by:
Last year's wood growth.
Healthy or scraggly bark.
Dead and diseased wood.
Fruit spurs or water sprouts.
Crowded or free conditions.
(Make known to the Instructor what is planned to be
done.)
B. Pruning:
(a) First remove all dead and diseased wood. Use
disinfectants to prevent a spread of detri-
mental fungi. For wood use copper sulphate
about 2% solution. For tools use formalde-
hyde (formalin) about 4% solution.
(b) To remove the outer parts of two limbs cross-
ing may be better than to entirely remove
one of them.
(c) Never take out more live wood that absolutely
necessary at any one time. Avoid making
· large openings in tree's framework.
(d) Cuts must be made close and parallel to the
trunk or other growth from which a limb is
removed. This permits wounds to quickly
heal.
(e) Cuts heal best during spring growth. Wounds
over 11 inches should be treated with a paint
(white lead and linseed oil) soon afterwards
to prevent wood decay.
Tools:
.. A. Sharp tools adapted to the tree or shrub or vine to
be pruned.
170
TENTATIVE COURSE OF STUDY.
B. The size and adjustment of tools more desirable
than to have a great variety..
For orchard work:
Hand shears.
Saw-Blade about 5 x 20; teeth 7 to 9 per
inch.
Lopping shears—Draw cut, 20 to 24 inches
long.
Ten-foot pole pruner.
NOTE.—Each student is responsible for the return in good
condition of tools and apparatus issued by the In-
structor.
8. PRUNING.
Continue Exercise No. 7.
7
9. PRUNING AND SCORING NURSERY TREES.
Apple:
Note age of tree and its condition when first unpacked.
Note number and location of scaffold limbs.
Measure:
(a) Total height, crown to tip.
(b) Height of head (in two year trees) above crown.
Count:
(a) Number dormant buds on entire tree.
(b) Number of buds left if pruned as desired.
Indicate amount of root system to be pruned away.
Peach, pear, plum, cherry-Same as for apple.
10. DORMANT SPRAY APPLICATIONS:
1. Equipment.
(a) A crew of three men. Power outfits use one
line of hose from lower and two lines on
ground, one on either side, thus completing
two rows at a time. Efficient barrel outfits
use two lines of hose.
(b) Hose 30 to 45 feet long for each line.
(c) Pressure-Power 150-200 pounds; barrel, 100
pounds.
(d) Spray material adapted to conditions. (See
Purdue Leaflet No. 27.)
AGRICULTURE.
171
(a) Outfit between rows with line of hose out on
either side.
(b) Tree encircled (beginning on side opposite
from sprayer) finishing entire tree. In
windy weather can spray but one side of tree
with a low pressure.
(c) Drive and spray against wind with pressure
of 180 pounds or above.
3. Method of Application.
(a) With angle nozzle first spray top-center, then
: scaffold limbs.
(b) Working outwards the tree top and sides and
base are thoroughly covered as the tree is
encircled.
(c) Limbs, leaves and trunk are best covered if
spray is directed from different positions.
4. Amount Used.
(a) Ideal condition is to cover thoroughly with a
fine mist without resultant drip.
(b) Trees not to be soaked, yet must have every
square inch covered.
(c) Trees 20 years old may require from 21 to 4
"
P
.
be required.
5. Time Required.
(a) With one line of hose 20 to 25 trees per hour
is plenty fast if efficient work is done.
(b) A power sprayer is necessary for anything
above 6 acres in area. This is especially so
for the limited time of the codling moth ap-
plication.
11. MAKING CONCENTRATED LIME-SULPHUR.
(See Purdue Circular 50, page 93.)
(a) Slaking lime:
1. Slake a few ounces stone lime in hot water. A
creamy mass is desired, avoiding air slaking.
2. Ditto with cold water. Note time for each meth-
od. Throw away both mixtures.
Regular formula:
40 pounds lump lime, 80 pounds sulphur, 50
gallons water.
172
TENTATIVE COURSE OF STUDY.
(b) Use proportionate amounts of the above formula for
to-day's exercise in preparing one-half gallón con-
centrated Lime-Sulphur. (2/5 lb. of lime and 4/5
lb. of sulphur.)
(c) Squad captains obtain and weigh out the various ma-
terials needed. Each squad will be held responsi-
ble for apparatus used and the quality of work
performed in every exercise.
(d) Follow bulletin directions for making lime-sulphur.
1. Mix sulphur into fine paste with warm water.
2. and 3. Into 1/10 the amount of hot water slake
the lime and add part of the sulphur paste
when lime is nearly slaked. The object is to
secure by means of the slaking lime a chemi-
cal change in the sulphur, thus partially
cooking it.
4. Add remaining sulphur and part of water need-
ed, then boil, gradually adding remainder
of the 50 gallons of water.
(e) Boil moderately at least 40 minutes or until a rich
reddish appearance is secured. A dark appearance
indicates too much cooking.
(f) Set aside sample, which later test and record its
Baume or sp. gr. reading. At next exercise hand
in this reading, indicating how many dilutions it
will stand for San Jose scale spray strength. (Ask
for dilution sheet for this purpose.) (See Purdue
Leaflet No. 39.)
Note:
1. Asbestos plates are to be kept under gas burners.
2. Gas and apparatus is to be properly managed.
3. Waste materials are to be put into galvanized iron
buckets.
4. Leave desks and apparatus clean, the latter to be re-
turned to its proper place.
Note:—Exercise under “d” and"" may be omitted. A sam-
ple of commercial lime sulphur may be used for the
exercise under f.”
RICULTURE.
173
I
12. SCAB AND CURCULIO SPRAY APPLICATION :
(See Purdue Leaflets 27 and 37.)
1. Equipment.—Same as for dormant application.
2. Plan of Operation.-Same as for dormant application.
3. Method of Application.-Same as before except under
side of leaves must be thoroughly sprayed.
4. Amount Used.–From 3 to 6 gallons per full sized tree.
5. Time Required.—About 10 to 20 trees per hour with
each line of hose, pressure being 100 lbs. or above.
13. MAKING BORDEAUX:
(See Purdue Circular 30, page 92; and Leaflet No. 39.)
A. (a) Of the 4-6-50 formula use proportionate amounts for
today's exercises in preparing one gallon ready for
use. (Give these amounts in notes.)
(b) Squad captains obtain and weigh out the various
materials needed. .
(c) Follow bulletin directions for making Bordeaux:
1. Dilute blue vitriol (Cuso) into a stock solu-
tion of known strength-as 1 pound vitriol
to 1 gallon water. Or dilute vitriol into one-
half the amount of water of total spray
desired.
2. Slack lime into stock solutions of known strength
—as one pound lime in one gallon water or
combine lime with one-half the amount of
water of the total spray.
: 3. Forcibly combine these two dilutions to obtain
Bordeaux. (Stock solutions may be kept
indefinitely but the combined result (Bor-
deaux) is not a safe spray after having
stood 24 hours.).
4. Take samples, noting rate of settling in a given
time.
5. Test mixture with potassium ferrocyanide for
free excess of copper; dangerous to plants
and leaves. A dark precipitate indicates
copper excess. No change indicates a safe
spray.
See Purdue Leaflet No. 27 for use,
174
TENTATIVE COURSE OF STUDY.
.
B. Nicotine Sprays (for aphis on trees and plants) :
(Refuse tobacco—2 pounds, water—5 gallons.) Boil
the mixture for 30 minutes, until a dark brown
tea-colored solution is obtained. Keep it covered
until cool. It may then be used undiluted for
spraying infested plants.
Commercial brands of concentrated tobacco spray are sold
on the market under the trade names of "Black Leaf 40,"
“Tobacine" and "Nicofume.”
Note: If it is not possible to make 50 gallons of Bordeaux
mixture, the following formula may be used, and the exercise
performed in the school room:
1 heaping table-spoon copper sulphate.
1.1 rounding table-spoon stone lime.
1 gallon water.
14. GRÁFTING, CLEFT, WHIP, BRIDGE:
Equipment:
(a) Viable scions from desired varieties and tree to
graft.
(b) Wax, cleft knife, waxed cord or raffia. Waxed cloth
also usable.
Preparation:
(a) Stubs for cleft grafts should be made short. If for
two scions split the stub horizontally. In prun-
ing avoid exposing stubs and grafts to too hot :
sun.
(b) Insert scions carefully, wax every break in bark
adjacent.
(c). If hot sun later tends to melt wax cover with news-
paper to cement it together. After scions start
remove least desirable.
(d) Whip grafts should first be tied with cord then
waxed.
(e) In bridge grafting first wax over the exposed cam-
bium or wood. Then use plenty of long scions to
bridge over the wound. Tie and wax thoroughly.
Leave a few buds on scions to help draw sap then
later remove.
(f) All scions should be headed back the first season if
more than 15 inches of growth is made.
AGRICULTURE.
175
15. (a) APPLYING CHEMICAL FERTILIZER TO TEST NEED :
Choose plots with 8 similar trees in each. Fertilize
these as follows, using 2 pounds of each material assigned
for a given tree.
Tree No. 1, apply Nitrogen.
Tree No. 2, apply Phosphoric Acid.
Tree No. 3, apply Potash.
Tree No. 4, apply Nitrogen and Phosphoric Acid.
Tree No. 5, apply Nitrogen and Potash.
Tree No. 6, apply Phosphoric Acid and Potash.
Tree No. 7, apply Nitrogen, Phosphoric Acid and
Potash.
Tree No. 8, leave unfertilized as a contrast tree.
The application must be made under outer spread of
branches and preferably worked lightly into the soil.
(b) REMOVING PEACH BORERS :
Use sharp knife and flexible wire. Locate borer by
sawdust mass on trunk. Destroy borer with least possible
injury to tree. Learn borer's life cycle and try to prevent
next year's colony.
16. (a) MEASUREMENT OF LIMB GROWTHS:
To determine time of apple tree growths, rate and
amount of wood production.
(a) Note start of growth at limb tips and take meas-
urements of linear extension twice a week or
oftener.
(b). At least 5 representative limbs on young trees and
at least 10 limbs on mature trees. Choose these
· from different parts of tree's framework.
(c) Chart these at ends at close of investigation show-
ing graphically what time most growth was
made.
(b) POLLEN TESTS :
To determine the necessity of pollen to "set” fruit
and whether a given variety is self fertile or self sterile.
(a) In bud clusters whose petals are nearly ready to
open remove petals and the anthers from each
flower. Enclose each cluster within a small
paper bag, tying the top of the bag snugly about
the twig back of the cluster. When remainder
*
176
TENTATIVE COURSE OF STUDY.
of tree's petals have fallen remove the 40 or 50
bags so placed. Note whether these clusters
“set” and grow apples similar to other flower
clusters undisturbed on remainder of tree.
(b) On a given tree soon to blossom choose 60 or 80
buds already showing pink at the tips. En-
close these within small paper bags, tying the
top of the bag snugly about the twig. Remove
after tree petals have fallen.
Note:-Same as above.
17. CODLING, MOTH, AND SCAB SPRAY APPLICATION :
Equipment: · Plan of ()perations, Methods of Application,
and Amount Used, similar to exercise No. 12, Scab and Curcu-
lio Spray Application.
Spray Materials (see Purdue Leaflet No. 27): If Aphis
are present add to the combination recommended about i pint
concentrated nicotine sulphate for every 100 gallons of spray
liquid.
Equipment in Detail, Pump.—Get large capacity barrel
pump, having paddle agitators instead of inefficient 'jet' agi-
tators. Pump cost about $12.00, oil or kerosene barrel about
75C.
Hose. Have at least 30 feet (40 ft. is better.) Half-inch
diameter is best. Five ply costs about 15c per foot and will
generally stand 150 pounds pressure. Cotton hose kinks too
easily. Leakless shutoff valve. A quarter-turn lever valve,
quarter-inch opening, costing about 75c.
Spray Rod.-Ten foot rods are necessary to get the spray
up into the tree. Aluminum pipe, bamboo covered, is very
light and costs about $2.50. Quarter-inch iron pipe costs
about 4c a foot but is heavy. Its rough, small diameter can
be improved by enclosing it within a bamboo pole.
· Nozzles.--The most important part of the equipment. The
disc types are best. Must be of ample capacity, giving the
proper mist with least amount of friction. In aluminum or
brass they cost about $1.00 each. With straight types insert
a 4-inch crook to enable downward spraying.
Pressure. Must be plenty strong to make a driving mist.
The best results are gotten if there be but few angles and turns
in pump, extension rod, valves and nozzles, as friction lessens
the pressure.
AGRICULTURE.
177
22
18. APPLE THINNING :
Choose trees in series of two. Each pair of trees must be
of same variety and similar in size, large amount of fruit, and
favorable location.
Thin one tree in each series after the June drop when
apples are a trifle larger than marbles. Cut stems instead of
twisting off fruit. Thin some trees with four-inch intervals,
others six inches between remaining fruits. Leave second
tree unthinned as a contrast.
Make record of contrasts for future class reference.
1.
2.
e. DAIRYING.
(18 Weeks.)
(1.) SPECIAL TOPICS FOR STUDY.
Differences in Breeds of Dairy Cattle:
Beef and dairy cattle compared with each other and with
dual purpose cattle.
Demonstration Exercises:
Comparative judging of dairy, beef, and dual purpose
Cows. Visit neighboring farms or bring cows to school
grounds.
References:
Purdue Experiment Station Cir. No. 29.
Craig: “Judging Livestock.”
Continuation of First Exercise.
Demonstration Exercises:
Comparative judging continued.
The Dairy Calf:
Importance of raising calves; raising calves by hand;
amount of milk to feed; temperature of milk to feed;
supplements for milk; importance of sanitation; de-
horning young calves; calf meals; ties for calves and
the common ailments to which calves are subject.
Demonstration Exercises:
Using information obtained from class exercise “3,” try
raising a calf by hand. Keep a record of kind of feed
used, amount used, weekly weight of calf, health of
calf, etc., and compare results obtained from raising a
calf with its mother.
12–33628
3.
178
TENTATIVE COURSE OF STUDY.
LLL
References:
Eckles: “Dairy Cattle and Milk Production.”
Farmington and Woll: “Testing Milk and Its products."
4. Importance of Kaising Dairy Heifers:
The Dairy Heifer: Feed and care of the heifer after
weaning; the influence of over-feeding with grain and
roughage; cost of growing the dairy heifer and hous-
ing; general methods of handling prior to age of calv-
ing.
5.
Demonstration Exercises :
Inventory of number of heifer calves born in the township
during the last four months; number of those born
now to be found in the township; age of each; what
became of those not now in the township.
References:
Eckles: "Dairy Cattle and Milk Production."
Farmington and Woll: "Testing Milk and Its Products.”
Types of Dairying:
A study of the various kinds of dairying as determined by
the product offered for sale; the breed of cows espe-
cially adapted to the various types; the location and
general characteristics of the people, and their influ-
ence upon the dairy product sold in various localities.
Demonstration Exercises :
Kind of dairying on each farm in the township, and coun-
ty. Breeds of dairy cows used in township and county,
and kind of dairying for which each is used. (Informa-
tion for the whole county may be obtained by the
schools of each township sending data to the township
institute chairmen, who could report results at the
monthly institutes.)
References:
Eckles: “Dairy Cattle and Milk Production.”!
Farmington and Woll: “Testing Milk and Its Products.”
Silo:
A study of the various kinds of silos; their history and
uses; the materials used in silo construction and their
relative merit and importance in this State; capacity
of silos; how filled and to what classes of farming are
they especially adapted.
6.
AGRICULTURE.
179
Demonstration Exercises:
Visit a silo in the township (if there are no silos in the
township, have pupils get information from each farm
as to why no silo has been built).
References:
King: “Physics of Agriculture."
Bowman and Crossley: “Corn."
Catalog of Universal Portland Cement-Co., Chicago, Ill.
7.
a dairy Tat the time to as to the
Ensilage:
A general study of the various crops used in making en-
silage; its place in a dairy ration and the process of
preserving, ensilage in the silo; the time to harvest
crops; harvesting machinery a general study as to the
cost of growing and ensiling.
Demonstration Exercises:
Inventory of number and value of silos in township and
county. Kinds of silos in township and county. Acre-
age and kind of crops used in inaking ensilage in town-
ship and county. (If there is not a silo in the town-
ship, have pupils canvass farmers with view of ascer.
taining whether or not, at least one farmer in the town.
ship will construct one on his farm within a year.)
References:
Bowman and Crossley: “Corn."
8. Dairy Barn:
Study of the requirements of a dairy barn to insure com-
fort, convenience and sanitation; inaterials used in
barn construction; dimensions for dairy barn; size of
platform; width and depth of gutters and the various
kinds of cow ties.
Demonstration Exercises:
Visit a dairy barn in the township, make drawing for a
dairy barn (pictures of barns can be used to advantage
in some instances).
References:
Eckles: "Dairy Cattle and Milk Production."
King: “Physics of Agriculture."
LU
180
TENTATIVE COURSE OF STUDY.
to
II.
9. Testing Milk:
The history of the Babcock test; the necessity for a test
for butterfat; discussing of details of the test.
Demonstration Exercises: .
Test sample of milk for butterfat.
References:
Farmington and Woll: “Testing Milk and Its Products."
10. Influence of Babcock Test on Dairy Industry.
Demonstration Exercises:
Test samples of cream for butter fat.
11. Buttermaking:
A study of the process of manufacturing butter; the
churn, its use; ripening cream; the acid test; how
accomplished; temperature and its relation to butter
making. The causes of difficult churning; starters and
their use.
Demonstration Exercises:
Make butter, trying out process as learned in the class.
References:
McKay and Larson: “Principles and Practice of Butter
Making.”
12. Buttermaking:
. A study of the various types of churns; methods of paying
for milk and cream by creameries; packing and mar-
keting butter.
Demonstration Exercises:
Judging butter.
References:
McKay and Larson: “Principles and Practice of Butter
Making."
13. Separation:
A study of the various methods of separating milk and the
efficiency of each method. Meaning of the term 20 per
cent. cream, 25 per cent. cream, etc.
Demonstration Exercises:
Separate milk. A separator could be brought into the
school room, or a visit to a neighboring farm could be
made. Learn principle of separation.
References:
Wing: "Milk and Its Products."
.
AGRICULTURE.
181
III
14. Relation of Dairying to Soil Fertility.
Demonstration Exercises :
Have pupils get information relative to amount of manure
produced annually by dairy cows in the township.
Amount and value of fertility of land removed from
soil by each cow annually. Comparison of amount of
fertility removed annually by each cow with amount
she returns to the soil.
15. Feeding the Dairy Cow:
A study of the requirements of the dairy cow with special
reference to the product produced; feeds especially
adapted for milk production; their composition and
general physical nature.
Demonstration Exercises:
Have each pupil keep a record of kind and amount of
feed used for each cow for eight weeks. Compare kind
and amount actually fed with kind and amount that
should be fed.
References:
Henry: "Feeds and Feeding.”
U. S. Dept. of Agriculture, Bulletin No. 22.
16. The Dual Purpose Cow:
Kind of feed required, amount required, breeds, etc.
Demonstration Exercises:
Number in township, amount of milk produced by dual
purpose cows in township during eight weeks period,
amount and value of feed consumed during the eight
weeks. Number and value of calves from dual purpose
cows in township during last year. What became of
calves.
References:
Henry: "Feeds and Feeding."
17. Small Dairy With General Farming.
Demonstration Exercises:
Have each pupil formulate a plan of management, giving
special attention to the question of employment of help
for the year. Have each report on methods in use in
the township.
18. Marketing Dairy Products.
Demonstration Exercises:
How products can be marketed to advantage. How they
are being marketed in township.
182
TENTATIVE COURSE OF STUDY.
f. POULTRY.
(18 Weeks.)
This outline is based on three hours per week lectures, and two
to four hours per week laboratories, for 18 weeks. It will probably
be more applicable to upper classmen in the High School although
it can be easily worked out to fit the needs of Freshmen.
CITATIONS.
FIRST WEEK- .
Recitations 1 to 3: General consideration of the poultry in-
dustry with its advantages and disadvantages, scope, oppor-
tunities, and combinations with other lines of agriculture.
Local conditions studied with a view to suggesting improve-
poultryman. Conditions under which poultry should be
developed, to be followed by carefully worked out bibliog-
raphy.
References: "Principles and Practice of Poultry Culture,”
John H. Robinson.
SECOND WEEK-
Recitations 4 to 6: Nomenclature of bird; class, breed and
variety characteristics, from both fancy and utility stand-
points, with the hope of learning the reason for classifying
birds and seeing the small detail parts of each kind. Charts
and drawings to accompany this.
References: “Principles and Practice of Poultry Culture."
American Standard of Perfection.
THIRD WEEK-
Recitation 7: Age, sex, and vigor. How to select the layer.
The indications of age and sex and the strong and weak
vitality characteristics. How these affect the points of
selection of breeders and layers. Pelvic bone test for lay-
er's.
Recitation 8: Mating up birds for fancy and utility purposes.
References: Reliable Publishing Co. Series, Quincy, Ill.
Recitation 9.: Origin and history of a few important breeds.
References: “Principles and Practice of Poultry Culture.”
Reliable Publishing Co. Series.
AGRICULTURE.
183
1
:
n
FOURTH WEEK-
Recitation 10: Continuation of recitation No. 9 with same ref-
erences.
Recitations 11 and 12: Housing. Principles of poultry house
construction illustrated by laws of physics. Kinds of com-
mon lumber on the market.
FIFTH WEEK-
Recitations 13 to 15: Housing. Prices of lumber, how to fig-
ure, measure and cut. Location of house, details concerning
size and shape.
SIXTH WEEK-.
Recitations 16 to 18: Housing. Details concerning walls, roof,
roofing materials, floors and problems on cost of construct-
ing same.
SEVENTH WEEK-
Recitations 19 to 21: Housing. Interior arrangements, equip-
ment and appliances. Elementary work on concrete mix-
ing. Advantages and disadvantages of different types of
houses.
References: Wisconsin No. 215;
Missouri No. 107;
Michigan No. 266;
Towa No. 132;
Cornell Bul. Nos. 274 and 284, and Cir. No. 14;
Purdue Cir. No. 37.
EIGHTH WEEK–
Recitations 22 to 24: Feeding; the things upon which possible
egg production depend. Fundamentals of feeding. Defini-
tions of food elements. Use or purpose. Where and how
found and supplied.
NINTH WEEK-
Recitations 25 to 27: Feeding; different feeds and their uses.
What a ration is. How it is figured. Essential of a ration.
Influence of age, breed, season, purpose, environment, etc.,
and a laying ration.
TENTH WEEK-
Recitations 28 to 30: Feeding; figuring out rations. Fatten-
ing poultry. Purpose of. Where the profit is. Rations.
Method of feeding.
.
184
TENTATIVE COURSE OF STUDY.
References: Henry: "Feeds and Feeding."
Cornell Vol. I, No. 10, Poultry Series No. 3.
Purdue Extension Bulletin No. 10.
U. S. Dept. Agriculture, Bul. No. 140.
ELEVENTH WEEK-
Recitations 31 to 33: Marketing poultry. Methods of killing,
picking, and packing and shipping poultry. Abuses of
same on the farm. Seasonal prices and their influence on
profit.
References: U. S. Bul., "Fattening Poultry," No. 140.
U. S. Dept. of Agriculture Bureau of Chemistry Cir. No. 61.
TWELFTH WEEK-
Recitations 34 to 36: Marketing eggs. Conditions in the State.
Methods now in vogue. Remedies. Grading, candling, test-
ing, causes of bad eggs. How to improve quality.
References: U. S. Dept. of Agriculture Bul. No. 141.
THIRTEENTH WEEK-
Recitations 37 to 39: Incubation, natural and artificial. How
to set a hen and feed her. Principles of incubation. Ad-
vantages and disadvantages. How to buy or construct.
Heating and ventilating principles.
FOURTEENTH WEEK-
Recitations 40 to 42: Incubation, natural and artificial. How
to set up. Rules for running. Development of chick in the
egg. Testing
FIFTEENTH WEEK–
Recitations 43 to 45: Brooding, natural and artificial. Caring
for chicks with the hen. Building a large and small brood-
er. Comparative costs. How to care for chicks. Regula-
tion of heat.
1T
SIXTEENTH WEEK-
Recitations 46 to 48: Diseases. Caponizing. Principles of
sanitation and influence upon health. How to prevent dis-
ease. Common diseases and their symptoms. Causes and
cures. How and when to caponize.
Reference: "Maine Station on Poultry Diseases," price 250,
Orono, Maine.
Other weeks not suggested are for the use of tests, etc.
AGRICULTURE.
185
(2.) DEMONSTRATION EXERCISES.
1. Trip to neighboring flocks.
2. Class characteristics. Nomenclature. Birds should be brought
into laboratory and students supplied with a key with
which to identify the different classes, by their character-
istics.
3. Breed characteristics. Differences in shape. Pupils should be
supplied with a key giving breed characteristics. It is
advisable to ask the pupil to name the class with the breed
and thereby review the previous week's knowledge.
4. Variety characteristics. The key giving the different variety
characteristics should be available, and students asked to
name the class and breed along with the variety.
5. Drawing of good and bad specimens of different kinds of
feathers and the different kinds of single and rose combs,
tou
etc.
6. Age, sex, vigor, and pelvic bone test. Students asked to give
the age of the bird, its sex, and whether strong, fair, or
week in vitality. Pelvic bone test should be used to deter-
mine whether or not the hens are laying at that time.
7. Review of preceding laboratory periods without the use of ...
notes.
8-10. Building feed hoppers, trap nests, catching hooks, and a
fattening crate.
11. Identifying feeds. Naming their uses by means of a key.
12. Mixing feeds for different purposes.
13. Drawing and naming parts of raw egg, broken on a saucer,
and a boiled egg cut longitudinally.
14. Testing and grading eggs for commercial purposes.
15. Comparative judging of eggs.
16. Examining and measuring an incubator.
17. Examining and measuring a brooder.
18. For any loss that may occur.
E. BIBLIOGRAPHIES AND EQUIPMENT.
y
Selected List of References on Vocational and Industrial
Education.—General.
1. Cooley, E. G. Vocational Education in Europe. Report to
Chicago Commercial Club, A. C. McClurg Co., 1912, p. 347.
2. Crawshaw, F. D. Manual Arts, Bulletin of Wisconsin State
Board of Industrial Education No. 6, Madison, Wisconsin,
1912, p. 17.
3. Davenport, Eugene. Education for Efficiency. D. C. Heath,
Boston, 1909, p. 184.
4. Garber, J. P. Annals of Educational Progress in 1910. Part
1. J. B. Lippincott Co., Philadelphia, 1911.
5. Kerschensteiner, Dr. Georg. The Idea of the Industrial
School, tr. by Rudolph Pintner. Macmillan Co., New York,
1913, p. 110.
6. Kerschensteiner, Dr. Georg. Three Lectures on Vocational
Training. Commercial Club of Chicago, 1911, p. 52.
7. Kerschensteiner, Dr. Georg. Education for Citizenship
Rand, McNally & Co., Chicago, 1911, p. 133.
8. Leavitt, F. M. Examples of Industrial Education. Ginn &
Co., Boston, 1912, p. 330.
9. Snedden, David. The Problem of Vocational Education.
Houghton, Mifflin Co., Boston, 1910, p. 85.
10. Journals.
Vocational Education. Edited by Chas. A. Bennett, Man-
ual Arts Press, Peoria, Illinois. (Bi-monthly.)
11. Bibliographies of Industrial and Vocational Education..
a. Teachers College, Columbia University. Annotated list
of books relating to Industrial Arts and Industrial
Education. Technical Education Bulletin No. 6,
price 15c, New York City, 1911.
b. United States Burea:21. of Education. Bulletin, 1913, No.
22. Whole number 532. Free.
in
(186)
BIBLIOGRAPHIES AND EQUIPMENT.
187
12. Helpful Reports of Industrial Commissions:
a. Indiana Commission on Industrial and Agricultural
Education, December, 1912. (Out of print.) p. 132.
b. New Jersey Commission on Industrial Education.
McCrellish-Quigley, State Printers, Trenton, N. J.,
1909, p. 177.
c. Michigan State Commission on Industrial and Agricul-
.: tural Education. Published by Commission, Lans-
ing, 1910, p. 95.
d. Massachusetts. Commission on Industrial and Tech-
nical Education. Wright & Pelter Printing Co.,
State Printers, Boston, Mass., 1906, p. 196.
e. Wisconsin. Commission upon the plans for the Exten-
sion of Industrial and Agricultural Training. Den-
ocrat Printing Co., State Printers, Madison, 1911,
p. 135.
Suggestive List of Books on Manual Arts for Teachers.
Bennett, C. A. Problems in Mechanical Drawing, Manual Arts
Press, Peoria, Ill., 1908, $1.00.
Crawshaw, F. D. Problems in Furniture Making, Manual Arts
Press, Peoria, Ill., 1907, $1.00.
- Problems in Wood-turning, Manual Arts Press, Peoria,
Ill., 1909, 80c.
Cross, A. K. Mechanical Drawing, Ginn & Co., Chicago, $1.00.
Goss, F. M. Benchwork in Wood, Ginn & Co., Chicago, second
ed., 70c.
Griffith, I. S. Essentials of Woodworking, Manual Arts Press,
Peoria, Ill., 1909, $1.00.
- Correlated Courses in Woodworking and Mechanical
Drawing, Manļial Arts Press, Peoria, Ill., 1912, $1.50.
Noyse, Wm. Handwork in Wood, Manual Arts Press, Peoria, Ill.,
1910, $2.00.
Roullion, Lewis. Economics of Manual Training, Henley, 1911,
$1.50.
Van Duesen, Clinton. Beginning Woodwork at Home and in
School, Manual Arts Press, Peoria, Ill., 1907, $1.00.
Manual Training Magazine. Manual Arts Press, Peoria, Ill. -
(Bi-monthly during the school year.) $1.50.
188'
TENTATIVE COURSE OF STUDY.
!
Suggestive List of Manual Training Tools for Rural Schools.
cji
25
..............
.....
.......
..,
1. Brace ..........
........ $1 50
2. No. 9-26-9 point hand saw.....
1 50
No. 9-26-9 point rip saw....
1 50
No. 100 coping saws .......
5. No. 27 Stanley plane .....
1 35
6. No. 220 Stanley block plane ....
7. No. 12-8 Stanley try square.......
8. No. 25-8 Stanley bevel square.......
9. No. 90 Stanley marking gauge
10. No. 70-5 Stanley Defiance screwdriver.
11. No. 51 Stanley spoke shave............
12. No. 101 Godell reciprocating drill...
1 50
13. 2 each 1/16" 5c and 3/32" 5c drills. ..........
14. 1 each 1" 10c, 5,/32" 10c, 3/16" 10c, 7/32" 10c and 3"
150 ......
15. 1 each Irwin augur bits, double cutter, f." 20c, 1" 250,
and 5" 35c ..........
16. 1 each Clark's expansive bit, t", 1/12"...
17. Rose countersink ..........
18. No. 12 Maydole hammer ............
19.5 x 21" hickory mallet.......
20. No. 15-OOB chisels, two 1" @40c, 1" @550..
21. 0. S. & W.6" divider........
22. x x 6" India comb stone...
23. Can oil ......
24. Iron bench screw L 4x17"........
long
Total ....
$15 45
BIBLIOGRAPHIES AND EQUIPMENT.
189
i
Suggestive List of Manual Training Equipment for a Typical
City or Town School.
..
........
..
........
.
85
MINIMUM EQUIPMENT.
Individual Tools
1 No. 5 14" Bailey jack plane...
1 No. 2 6" Stanley try square.......
1 No. 65 Stanley marking gauge...........
1 No. 18 Stanley rule ..........
1 12" back saw (Disston, Bishop or Atkins).....
1 " chisel, No. 2 (Buck Bros.).
1 " chisel, No. 2 (Buck Bros.)..
oft
.....................
Total cost of equipment for each bench........... $3 94
Benches may be bought, with good vises, from $7.50 to $16.00
each.
General Tools—
1 No. 12 Hammond bell-faced hammer for every two boys $0 40
1 3x5" hickory mallet for every 10 boys....
1 No. 18 8" sliding T bevel (Stanley)..........
1 bench brush to every five boys. ....
.
.
.
.
1 8 x 2 x 1" combination India oil stone, unmounted (box
to be made by students from solid piece of wood).....
2 pairs steel carpenter's clamps 36 x 18 x ".............
1 steel cabinet scraper blade, 3 x 6", for every five boys..
1 set nail sets, six in set, assorted. ......
1 oiler ............................
2 steel framing squares ...........
1 10" dividers ....... .....................
3 No. 53. spoke shave for every 10 boys. ........
1 dozen No. 3 Jorgensen hand screw clamps, 10"
1 21" screwdriver, Champion ......
24" screwdrivers, Champion .......
18" Champion screwdriver ......
1 No. 80 Stanley cabinet scraper..
1 emery grinder ......
1 burnisher, No. 91........
.
.
.
.
.
.
.
.
190
TENTATIVE COURSE OF STUDY.
Sawing Tools,
1 22" 10-point crosscut saw to every five boys.......... $200
(Disston, Bishop or Atkins.)
1 22" 8 or 10-point rip saw to every five boys.......... 2 00
. (Disston, Bishop or Atkins.)
1 turning saw, 14"....
4 doz. turning saw blades, 14"....
..
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Boring and Brace Tools
1 10" sweep ratchet bit brace.......
1 10" sweep non-ratchet bit brace....
1 set 1" to 1" Irwin bits.....
1 each extra 1", 3", 1" and I"......
2 " Stanley screwdriver bits........
2 Rose countersinks........
2 each of 3/32", 4/32", 5/32", 6/32" and 7/32" wood
drills, No. 5 straight shank.......
.........
..
..
........
......................
$0 30
Department Tools-
1 8" monkey wrench.............
1 special Morrill saw set..................
1 saw clamp (can be home made).......
1 each 33" and 4?" slim taper Nicholson files...
1 10" flat steel file...
Total general equipment for class of 10...........$50 32
Total minimum equipment for class of 10 $164.72 or $249.72
according to quality of benches bought.
NOTE.—When tools are bought in quantities, a trade discount
of about 10% may be sécured from above prices from regular
dealers in manual training supplies.
DESIRABLE EQUIPMENT.
Individual Tools,
1 bench .............
........$7.50 to $16.00
1 set should be purchased for each single bench; two sets for
each double bench.
1 No. 5 Bailey jack plane, 14" long, 2" bit............ $1 85
1 No. 57 Stanley block plane, 6" long, 16" bit..........
75
BIBLIOGRAPHIES AND EQUIPMENT.
1. No. 4 Disston back saw, 12" long..........
1 No. 12 Stanley iron handle try square, 6" long....
1 No. 641 Stanley boxwood marking gauge......
1 No. 18 Stanley, two-fold, 24" boxwood rule......
1 No. 1 Stanley round hickory mallet, 3 x5”.....
1 No. 2 Buck Bros. chisel, 1".........
1 No. 2 Buck Bros. chisel, "................
1 No. 12 Hammond or Maydole hammer, “bell faced”,
13 oz. ........
1 Champion screwdriver, 4" long...
1 all bristle, 9 oz. bench duster....
1 No. 2 Sloyd knife, 25" blade..........
.............
Total ......
... $5 97
NOTE.—Above 13 articles constitute one set.
General Tools
The following list of tools constitutes one set. Only one set
should be purchased where classes consist of only ten pupils, two
sets are necessary for eighteen to twenty-four in a class.
..
.
.
.
.
.
.
.
.
.
.
.
.
.
..
.
.
.
.
.
.
..
.
.
.
.
.
.
.
..
.
Smoothing Tools
1 smooth plane, 9" long, Bailey........
1 No. 7 Bailey jointer plane, 22" long, 23" bit.....
1 No. 45 Stanley combination plane...
1 No. 54 Stanley spoke shave, straight...
1 draw knife, folding handle. ...
4 hand scraper blades, 28 x 5".........
1 No. 80 Stanley cabinet scraper........
3 Disston crosscut saws, 22", 10 point.
3 Disston rip saws, 22", 8 or 10 point......
1 12" compass saw.......
1 14" turning saw ....
6 extra blades.............
4 each 1" and !", 21" No. 8 Buck Bros. gouges........
............
..
...
..
.
.
.
.
..
..
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Total .....
. $32 38
192
TENTATIVE COURSE OF STUDY.
Filing Tools
2 half-round bastard files, 10" handle, Nicholson....... $0 48
2 flat cabinet files, 10" handle, Nicholson.......
1 round bastard file, 10" handle, Nicholson......
1 flat smooth file, 10" handle, Nicholson........
Total ....
........ $1 34
Boring and Brace Tools
2 ratchet braces, 10" sweep, Stanley, No. 921............ $3 20
2 Doll auger bits, 1", Irwin, and I"................. 1 30
1 set auger bits, 13 in set x 1/16", Irwin.............. 4 00
1 set of iron drills, 1/16" to " x 60/4", .No. 5 straight
shank ................
1 Steers expansion bit, large, fx3"
1 No. 49 Stanley bit gauge........
2 32 Rose countersinks.....
2 each 1 x 5/16" screwdriver bits....
....
.......
...
..
.......
.........
...
.......
Total ......
.........$12 44
....
..
............
Handy Tools
1 No. 77 Stanley mortise gauge..
1 set of nail sets, six in a set, assorted....
1 framing square, 17 x 24", Nichols, No. 100-F..
1 framing square, 8 x 12", steel. ....
2 bevel squares, Stanley, No. 18, 8"......
1 Stanley No. 20 screwdriver bit, 8".
1 Stanley No. 20 screwdriver bit, 12".
2 P. S. & W. No. 1 wing dividers, 10".
2 pencil attachments for above........
11x2 x 8" India oil stone, in metal box.....
1 13-A small copperized oiler.
12 No. 1 Joergensen hand screws, open 6"....
12 No. 2 Joergensen hand screws, open 8"....
12 No. 3 Joergensen hand screws, open 10"...
4 steel bar clamps, open 36"......
..............
$40 21
BIBLIOGRAPHIES AND EQUIPMENT.
193
...... $1 90
Department Tools
Only one set of following tools should be purchased for each
school. One set consists of eight articles as listed.
1 saw clamp for hand saws, complete with filing device, No.
D3 ....................
1 each 31". and 4" slim taper files, Nicholson.......
1 saw set, Morrill Special, M. S.
1 file card and brush, Nicholson..
1 monkey wrench, knife handle, K8.......
1 pair button pliers, 8", K6........
1 set of 3.1" steel figures and letters, Roman.......
1 emery grinder, Whirlwind ..
7.00
2 70
$13 78
Total desirable equipment of tools and benches for class of 10
students :
10 benches .........................
.......... $75 00 to $160 00
Equipment of 10 benches............. 59 70
General tools .....
.. 100 15
$234 85 to $319 85
When tools are bought in quantities, a trade discount of 10 per
cent. or 123 per cent. may be secured on the above prices from
regular dealers in manual training supplies.
n
LLLL
2
Helpful References for the Domestic Science Courses.
American Woolen Co. From Wool to Cloth, Boston, Mass., 1911.
Barker, A. F. Textiles (Westminster Series), D. Van Nostrand
Co., New York, 1910. .
Barrows, Anna. Principles of Cookery, American Society of
Home Economics, Chicago, 1910, $1.25.
Blair, Margaret. Industrial Tablets for Sewing, Industrial Edu-
cation Pub. Co., 1909.
- New and practical courses for graded sewing texts for
public and private schools. Webb Pub. Co., St. Paul, Minn.,
1911, 50c each.
Bruere, Martha B. and Robt. W. Increasing Home Efficiency,
Macmillan Co., New York, 1912, $1.50.
. 13–33628
194
TENTATIVE COURSE OF STUDY.
.
"OW
Clark, F. M. Care of The House, Macmillan Co., Chicago, 1903,'
$1.50.
Conley, Emma. Nutrition and Diet, American Book Co., 1913,
60c.
Cooley, Anna M. Domestic Art in Woman's Education, Scrib-
ners Sons, New York, 1911, $1.25.
Conn, H. W. Bacteria, Yeast and Molds in the Home, Ginn &
Co., Chicago, 1903, $1.00.
Cornell Reading Course Series, Cornell University, Ithaca, N. Y.
(Special bulletins must be ordered by title and number.)
Dodd, M. E. Chemistry of the Household, American School of
Home Economics, Chicago, $1.25.
Dooley, W. H. Textiles for commercial, industrial, evening and
domestic arts schools, D. C. Heath & Co., New York, 1910,
$1.00.
Farmer, Fanny. Boston Cooking School Cook Book.
Flagg, E. P. Handbook of Home Economics, Little, Brown &
Co., Boston, 1912.
Farmers' Bulletins. U. S. Department Agriculture, Washington,
D. C. (Copies referred to in Course of Study must be or-
dered by title and number.)
Gibbs, Charlotte M. Some Points in Choosing Textiles, Uni-
versity of Illinois Bulletin, Vol. 8, No. 15, Urbana, Ill., 1910.
Free.
Hill, Janet. Practical Cooking and Serving, Doubleday, Page &
Co., Garden City, N. Y., 1902, $2.00.
Hutchison, Robt. Food and the Principles of Dietetics, Wm. ..
Wood Co., New York, 1911, $3.00, 635 pp.
Illinois State University. Bulletins. Syllabus of Domestic
Science and Domestic Art for the High Schools of Illinois,
1911. (For title and number of other bulletins, see Course
of Study.)
Kansas State Agricultural College. Outline in Elementary Cook-
ery, Lawrence, Kansas, 1913.
Kellogg, A. M. Home Furnishings, practical and artistic, F. A.
Stokes & Co., New York, 1905, $1.60.
Kind, Helen and Cooley, Anna M. Shelter and Clothing. Mac-
millan Co., New York, 1913.
BIBLIOGRAPHIES AND EQUIPMENT.
195
NA
JI
LV
SA
I
Morris, Josephine. Household Science and Arts. American
Book Co., Chicago, 1913, 60c.
Norton, Mrs. Alice. Food and Dietetics. American School of
Home Economics, Chicago, 1907, $1.50.
Ohio State University Publications, Columbus, Ohio. (See title
and list of special publications referred to in Course of
Study.)
Parloa, Maria. Home Economics. Century Co., New York,
1906, $1.50.
Pope, Amy E. Home Care of the Sick. American School of
Home Economics, Chicago, 1907, $1.50.
Prodden, F. M. Drinking Water and Ice Supplies and Their
Relation to Health and Disease. Putnam & Sons, New York,
75c.
Purdue Extension Bulletin, Lafayette, Indiana. (For title and
number of special Bulletins, see Course of Study.)
Richards, E. H. The Art of Right Living, Whitcomb Barrows
Co., Boston, Mass., 1904, 50c.
- Sanitation in Daily Life, Whitcomb Barrows Co.,
Boston, Mass., 1907, 50c.
- The Cost of High Living as modified by Sanitary
Science, Wiley & Sons, New York, 1905, $1.00.
Shepperd, Juanita B. Laundry Work for use in Home and
School, Webb Pub. Co., St. Paul, Minn., 1909, 60c.
Springsteed, Mrs. Anna F. The Expert Waitress, Harper Bros.,
New York, 1912, $1.00.
Stoney, E. M. A. Practical Points in Nursing, Saunders Publ.
Co., Chicago, 1910, $1.75.
Van de Water, Virginia T. From Kitchen to Garret, Sturgis and
Walton, New York, 1910, $1.00.
Williams, Mary E. and Fisher, K. R. Elements of the Theory
and Practice of Cookery, Macmillan & Co., Chicago, 1913.
Wilson, L. L. W. Handbook of Domestic Science and Household
Arts. Macmillan & Co., Chicago, 1913.
Watson, K. H. Textiles and Clothing. American School of
Home Economics, Chicago, $1.25.
S
196
TENTATIVE COURSE OF STUDY.
Laboratory Equipment in Domestic Science of a Typical Small
Indiana School—The Mooresville High School.
EQUIPMENT FOR ONE UNIT OR DESK.
Upper Drawer.
1 silver knife.
1 silver fork.
1 paring knife.
1 spatula.
1 tablespoon.
1 wooden spoon.
1 teaspoon.
$1.80 cost for upper drawer equipment.
Lower Drawer.
1 glass measuring cup.
1 scrub brush.
1 tin measuring cup.
1 cookie cutter.
1 egg beater.
65c cost for lower drawer equipment.
1 plate.
1 cup and saucer.
1 individual pie pan.
1 stew pan.
Main Space of Desk.
1 stew kettle.
1 double boiler.
1 frying or omelet pan.
1 individual bread pan.
General Equipment for Laboratory.
Dish pans and draining pans for each two girls..
1 large stew kettle.
1 vegetable press.
1 tea kettle.
1 gallon bucket.
1 sink strainer.
2 lemon reamers.
1 crumb and bread set.
1 food chopper.
1 soap shaker.
1 steamer.
1 standard scales.
2 rolling pins.
1 flour bin.
2 gem tins.
1 large skillet.
1 meat roaster.
2 stew kettles.
2 Dover egg beaters.
2 stew pans.
1 potato cutter.
1 grater.
1 potato masher.
1 puree strainer.
1 garbage can.
1 frying basket.
$16.60 cost of general equipment.
BIBLIOGRAPHIES AND EQUIPMENT.
197
...
$78 00
..
......
.........
.
...
..
.......
...
..
...
......
Cost of Equipment.
1 kitchen table .......
12 topless kitchen cabinets @ $6.50....
1 Globe range.....
1 Perfection coal oil stove..
1 dining table...........
1 refrigerator ...........
1 cupboard ........
Equipment for each cabinet..
General equipment ................
8.00
12 50
20 00
12 00
5 05
16 60
...........
.....
..
.......
Total cost .........
-$197 15
Suggestive List of Desirable Equipment for Domestic Art.
S
LEAST POSSIBLE FOR A CLASS OF 20.
For the hand work alone the regular school desks could be used,
but for the cutting and making of garments tables would be neces-
sary:
Five tables, 5 or 6 feet by 30 to 36 inches, $8 to $10.
Twenty chairs, per dozen, $12 to $22.
Four sewing machines, $85.
Iron, common flat iron, electric or gas, 50c to $4.25.
Ironing board, $1.
Drafting paper, per roll, $4 to $5.
Twenty yardsticks.
Closet or cupboard for storing materials and implements.
Materials for models furnished by the school so as to be uni-
form.
The pupil should furnish a box containing pins, needles, scis-
sors, thread, tape measure, thimble, pin cushion and emery; cost,
250 to $1, according to what she may have at home.
Materials for articles and garments are furnished by the pupil.
i
fond
198
TENTATIVE COURSE OF STUDY.
ADDITIONAL DESIRABLE EQUIPMENT.
Locker No. 40.
Ironing table, $3.50.
Exhibit case.
Squares, $11 per dozen.
Skirt marker, $15.
Mirror, $2 to $25.
Cutting table.
Tracing boards.
Demonstration frames.
Illustrative material-gradual accumulation.
References Cited in the Courses in Agriculture.
(Books may be bought at publishers' prices through the Purdue Agriculture
Extension Department, Lafayette, Indiana.)
SOILS.
.
Seventh and Eighth Grades.
Books
Davis: "Rural School Agriculture." ;
Fisher and Cotton: "Agriculture for Common Schools."
Brooks: “Agriculture," Vols. 1 and 2.
Davis: “Productive Farming."
High School.
Books-
Lyon and Fippin: "Soils."
Fletcher: "Soils.”
King: "The Soil.” .
Burkett: "Soils."
Vivian: “First Principles of Soil Fertility.”
Van Slyke: "Fertilizers and Crops.”
Whitson and Walster: "Soils and Soil Fertility.”
Hopkins: "Soil Fertility and Permanent Agriculture.”
Snyder: "Soils and Fertilizers.”
A. D. Hall: “The Soil."
Bulletins-
U. S. Department of Agriculture, Farmers' Bulletin No. 408.
U. S. Department of Agriculture, B. P. S. Circular No. 81.
Purdue Circular No. 33.
BIBLIOGRAPHIES AND EQUIPMENT.
199
CROPS.
Seventh and Lighth Grades.
Books-
Wilson and Warburton: “Field Crops."
Fisher and Cotton: “Agriculture for Common Schools.”
Warren: "Elements of Agriculture."
High School.
Books-
Warren: "Elements of Agriculture."
Fisher and Cotton: "Agriculture for Common Schools." .
Wilson and Warburton: "Field Crops."
Bowman and Crossby: "Corn."
Shaw: “Grasses."
Spillman: “Farm Grasses of the United States."
Wing: "Meadows and Pastures."
Burkett: “Cotton.”
Nolan: “One Hundred Lessons in Agriculture.”
Davis: “Rural School Agriculture.'
Hall: "The Feeding of Crops."
Bulletins-
Purdue Experiment Station Circular No. 25.
Purdue Experiment Station Bulletin No. 110.
Purdue Experiment Station Circular No. 23.
Purdue Extension Department Bulletin No. 2.
Purdue Extension Department. Leaflet No. 44.
Purdue Circular No. 31.
Purdue Extension Leaflet No. 31.
Purdue Circular No. 36.
Purdue Press Bulletin on Oats.
Purdue Extension Bulletin No. 20.
Purdue Experiment Station Circular No. 25.
U. S. Dept. of Agriculture Farmers' Bulletins 292, 303.
Purdue Experiment Station Circular No. 18.
Purdue Experiment Station Bulletin No. 149.
Div. of Vegetables, Phys. and Path. Bulletin No. 24.
Purdue Experiment Station Circular No. 23.
· U. S. Dept. of Agriculture Farmers' Bulletin No. 436 and No.
420.
D
200
TENTATIVE COURSE OF STUDY.
U. S. Dept. of Agriculture B. of P. I. 99, Circulars 32 and 74
and 98.
Purdue Extension Bulletin No. 2.
U. S. Dept. of Agriculture, B. of Plant Industry, B. 102, pp. vi. -
U. S. Dept. of Agriculture Farmers' Bulletins 318, 485, 515, 224,
246, 164, 101.
Purdue Extension Leaflet No. 2.
United States Department of Agriculture, Bureau of Plant In-
dustry, Bulletin 131, pp. 2.
Purdue Circular No. 36.
U. S. Department of Agriculture, Bureau of Plant Industry,
No. 150.
Purdue Circular No. 35.
Purdue Bulletin No. 78.
ANIMAL HUSBANDRY.
Seventh and Eighth Grades.
Books-
Plumb: “Types and Breeds of Livestock.”
Craig: “Judging Livestock.”
Plumb: "Beginnings in Animal Husbandry."
Harper: "Manual of Farm Animals."
High School.
Books—
Day: “Productive Spine Husbandry.”
Harper: "Manual of Farin Animals."
Plumb: "Beginnings in Animal Husbandry.”.
Davenport: "Domesticated Animals and Plants."
Henry: “Feeds and Feeding.”
Craig: “Sheep Farming."
Klenheinz: “Sheep Management."
Johnstone: “The Horse Book.”
Roberts: "The Horse.'
Eckles: “Dairy Cattle and Milk Production.”
Davison: "The Fog Book.”
Mayo: "The Care of Animals.”
Bulletins
Purdue Circular No. 29.
Purdue Bulletin No. 16.
U. S. Dept. of Agriculture Farmers' Bulletin No. 22.
BIBLIOGRAPHIES AND EQUIPMENT.
201
201
HORTICULTURE.
Seventh and Eighth Grades.
Books
Watts: “Vegetable Gardening.”
Bailey: “The Principles of Vegetable Gardening.”
Sanderson: “Insect Pests of Farm, Garden and Orchard.”
O’Kane: “Injurious Insects."
Duggar: “Fungous Diseases of Plants.”
Stevens and Hall: "Diseases of Economic Plants.”
Bailey: "Pruning Book."
Bailey: “Principles of Fruit Growing.”
High School.
Books-
Thomas: “The American Fruit Culturist.”
Bailey: “Principles of Fruit Growing."
Bailey: “Encyclopedia American Horticulture.”
Cooper: "Practical Cold Storage.".
Powell: "Coöperation in Agriculture."
Bailey: “The Nursery Book.”
Fuller: "Propagation of Plants."
Thomas: "American Fruit Culturist.”
Green: “Popular Fruit Growing."
Bailey: “The Pruning Book."
Paddock and Whipple: “Fruit Growing in Arid Regions."
Favor: "Fruit Growers' Guide Book.”
Sanderson: “Insects Injurious to Staple Crops."'
Duggar: “Fungous Diseases of Plants."
Lipman: "Bacteria in Relation to Country Life.”
Waugh: "American Apple Orchard."
Goff: "Lessons in Commercial Fruit Growing."
L. Wolverton: “Canadian Apple Growers' Guide."
Fletcher: "How to Make a Fruit Garden."
Burnitt: “Apple Growing."
Bailey: "The Survival of the Unlike."
Bailey: “The Evolution of Our Native Fruits.”
Beach: “The Apples of New York.”
202
TENTATIVE COURSE OF STUDY.
DAIRYING.
Seventh and Eighth Grades.
Books-
Fisher and Cotton: “Agriculture for Common Schools.”
Warren: "Elements of Agriculture."
Wing: "Milk and Its Products."
Farmington and Woll: “Testing Milk and Its Products."
Henry: "Feeds and Feeding.”
Bulletins—
United States Department of Agriculture, Washington, D. C.
Nos. 22 and 346.
High School.
Books
Farmington and Woll: “Testing Milk and Its Products."
Craig: “Judging Livestock."
Eckles: “Dairy Cattle and Milk Products.”
King: “Physics of Agriculture.”
Bowman and Crossby: "Corn.”
McKay and Larson: “Principles and Practice of Butter Mak-
ing."
Wing: "Milk and Its Products.”
Henry: "Feeds and Feeding."
POULTRY.
1.
14
11
Seventh and Eighth Grades.
Books-
.“Diseases of Poultry,” Maine Experiment Station Bulletin, .
Orono, Maine. Price 25c.
“American Standard of Perfection,” Reliable Poultry Publish-,
ing Co. Series, Quincy, Ill.
Ferguson and Lewis: “Elementary Principles of Agriculture."
High School.
Books—
John H. Robinson: "Principles and Practice of Poultry Cul-
ture.'
"American Standard of Perfection,” Reliable Publishing Com-
pany Series, Quincy, Ill.
Henry: “Feeds and Feeding.”
BIBLIOGRAPHIES TL
STT
203
TTT
.
AND EQUIPMENTCU
L
!
Bulletins-
Bureau of Statistics, Indianapolis.
Purdue Extension Bulletin No. 10.
U. S. Dept. of Agriculture, Bureau of Animal Industry No. 140.
Purdue Bulletin No. 161, Commercial Feeding Stuffs.
Purdue Extension Leaflet No. 40.
Purdue Extension Leaflet No. 35.
U. S. Dept. of Agriculture, Bulletin No. 141, Improvement of
the Farm Egg.
Purdue Circular No. 37.
U. S. Department of Agriculture, Bulletin No. 140.
U. S. Department of Agriculture, Bureau of Chemistry, Cir.
No. 61.
U. S. Department of Agriculture, No. 141.
Maine Station on Poultry Diseases.
LU
KIR
TY
.

.
"
: 1.4
.
!
..
!
!
.
1743
S
RES
L
1
.
Vis
.
. .
.
.
*.
.
iit
'
*
.
E
.
.
.
..
.
.
7
.
tt
.
YO
Y
1.
**
.
*
*
.
*
.
I
T
.
.
WARE
..
M
ROCK
2
4
die
XXX
•
AVEO
.
WORX
AT
*
UNIVERSITY OF MICHIGAN
L
-
IU
TILL
.
2
04.
1
KU
.
V
3 9015 08465 4345
M
LES
.
.
.
...
Z:41
3
.
.
Y
4
.
TIN
.
I
DIR
Via S
.
.
.
D
.
TA
..
7
WWW.
S
RS
er
::
ki
.
::
9
_
HEMOSTAR
.
6
ir
!
.
DO
.
*
.
"
..
SHTETIT
.
.
1.
.
.
"
.
'
.
.
+
*
9
Y
::
LA
.
O'
Y
.
*
?
.
.
.
*
-
;-.
.
.
.
*
.
1
0
1:
20
1
.
.
.
.
X, 4123
.
70
V
***
2. W
"
2
tim
S449.
.
..
.
.
.
.
"
.
Mont
2.
.
.,
*
!',
.,
.
1
1
_
:
N
#
'
.
'
.
'
.
.
.
.
.
:
.
.
:
:
.
".
.
*
...
.
*
..
.
"
*
*
.
UNS.
.
.
i:
.
21.rs
-
"
.
-
.
-
a
.
'.*
I
.
.
.
.
.-
.
sin:
.
"
.
.
.
*
.
*
.
*
.
.
.
'.16
**
1
10
,
,
.
.
.
.
!.
.
.
.
.
..
tik
.
.
..
VY
.
10
.
.
*.
11
.
..
.
..tt
!!
.
.
i
'
i
.
.
.
.
.
.
.
"
.
PS.
'
'i
K
:
.
.1
.
.
.
!!
.
**
.
.
:
.
11
-2
:
.
1
.
,.
2
,1'',
.
1911
,
.
,
.
.
.
-
1,
.
.
.
I
.
Y
.
ini,
.
P
.
.
.
.
y
:...
.
.
.
.
I
.
.
.

“
書
​审​:
"
,
{','
.
.
“
"
.
.
::.
,
月
​,
*
i
.
*
:
:
..
;
1
4.
.
1
{
..“
:
:
::
基​)
i
,
A:
,
.
#
..
}
-
,
}
}
.
::
量
​:
1F,
F
一
​,
:
.
,
1
:
:
::
..
*
.r
;
:
:::
:
11
::
“..
….:
.
每
​:
..
.
:
:
ii
1
.
fit
::
:::
类
​:
,H
:
:
:
'」
1
,
,
,,
,
,
「本土自帶了
​'
.*.
*
,,
..
:
:
:
:
.
.
,
《
单​,,
我​,
是​,
“写
​是
​,
*:15
「.
.
...
/v
.
"
s:
**
,
生
​*
..
**
.
|
,,,
“
.
...
.
.
.
...
..
..
'
''
'
,
.
.
..
..
...
.
.
;、
.
、
'
(
中
​