STATE OF MINNESOTA 
 DEPARTMENT OF PUBLIC INSTRUCTION 
 
 BULLETIN NO. 38 
 
 Outlines for 
 
 SECONDARY COURSES IN AGRICULTURE 
 
 Authorized by the 
 
 STATE HIGH SCHOOL BOARD 
 
 Minnesota 
 
 Department of Public Instruction 
 1912 
 
GIFT OF 
 
 
STATE OF MINNESOTA 
 DEPARTMENT OF PUBLIC INSTRUCTION 
 
 BULLETIN NO. 38 
 
 Outlines for 
 
 SECONDARY COURSES IN AGRICULTURE 
 
 Authorized by the 
 
 STATE HIGH SCHOOL BOARD 
 
 Minnesota 
 
 Department of Public Instruction 
 1912 
 
 SYNDICATE PRINTING CO. 
 Minneapolis, Minn. 
 
CONTENTS. 
 
 Introduction. 
 Report of committee. 
 Outlines: General agriculture. 
 
 1. Theodore Sexauer. 
 
 2. John Munroe. 
 
 3. W. V. Longley. 
 
 4. D. B. Jewell. 
 
 5. Michigan Agricultural College. 
 Outlines: Special subjects. 
 
 Soils: 
 
 6. Study of Soils, by Otto I. Bergh. 
 
 7. Soils and Soil Chemistry, by Marshall Lewis. 
 Plants : 
 
 8. Botany, by Theodore Sexauer. 
 
 9. Plant Husbandry, by C. L. McNelly. 
 
 10. Corn, by Theodore Sexauer. 
 Corn score card, by W. W. Wicoff. 
 
 Corn score card, U. of M. Div. of Agriculture. 
 
 11. Grain: Wheat, Oats, Rye, Barley, by De Voe Meade. 
 Wheat score card, U. of M. Div. of Agriculture. 
 Barley score card, U. of M. Div. of Agriculture. 
 Flax score card, U. of M. Div. of Agriculture. 
 
 12. Potatoes, by D. B. Jewell. 
 
 13. Forage Crops, by Edwin S. Billings. 
 
 14. Vegetable Gardening, by J. F. Ware. 
 
 15. Fruit Growing, by J. F. Ware. 
 
 16. Weeds, by Edward Vancura. 
 Animals: 
 
 17. Animal Husbandry, by C. L. McNelly. 
 
 18. The Horse, by L. H. Thuerwachter. 
 
 Draft horses score card, U. of M. Div. of Agriculture. 
 
 19. The Dairy, by Charles Nelson. 
 
 Butter score card, U. of M. Div. of Agriculture. 
 
 20. Beef Cattle and Products, by C. L. McNelly. 
 
 Beef cattle score card, U. of M. Div. of Agriculture. 
 
 21. Swine, by H. C. Wood worth. 
 
 Fat hogs score card, U. of M. Div. of Agriculture. 
 
 22. Poultry, by C. E. Brown. 
 
 23. Bees and the Production of Honey, by M. A. Neudecker. 
 Farm Management: 
 
 24. Farm Mechanics, by C. S. Cathcart. 
 
 25. Farm Management, by Andrew Boss. 
 
 26. Rural School Work, by Alma B. Campbell. 
 
 554619 
 
INTRODUCTION 
 
 In pursuance of a resolution of the High School Board adopted 
 at the annual meeting in August, 1911, the Superintendent of Pub- 
 lic Instruction issued a call for a conference of the superintendents 
 and instructors in high and graded schools which at that time 
 maintained special departments in agriculture. Every such school 
 was represented by its superintendent and agricultural director, 
 and a number by one or more members of the School Board. 
 
 At the close of the two days' session the State Superintendent 
 was directed to appoint a committee of seven members, to prepare 
 suggested courses of study in agriculture to be followed by the 
 schools receiving state aid for industrial work. The members of 
 this committee have been engaged in preparing such courses and 
 outlines, and their report is herewith submitted. 
 
 The committee offers several alternative courses, rather than 
 one summarized course. The report is the result of careful and 
 diligent study and will prove of value as a guide and a basis for 
 the varied lines which the teaching of agriculture in the public 
 schools is assuming. 
 
 C. G. SCHULZ, 
 Superintendent of Public Instruction. 
 
REPORT OF COMMITTEE. 
 
 Agricultural conditions vary so much, in our state that instead of rec- 
 ommending a course of study for general adoption, the committee has 
 thought well to present several standard courses from which each school 
 may cihoose or fit together a course adapted to local conditions. One or two 
 courses from nearby states are included. 
 
 The committee recommends that, in addition to general work designed 
 to create interest in the rural schools and grades, agriculture be allotted 
 from five to eight hours per week throughout the four years high school 
 course. This work should be consecutive, well knit together, and should be 
 supported by manual training and by practical courses in the usual high 
 school sciences. 
 
 Professor Mayne of the committee recommends that a preliminary 
 course in chemistry be given during the first semester of the first year in 
 which an interesting and practical study may be made, of the fourteen ele- 
 ments having relation to plants and soil: Oxygen, hydrogen, nitrogen, car- 
 bon, phosphorus, potassium, calcium, magnesium, sulphur, iron chlorine, 
 sodium^ aluminum, silicon. He believes that in the long run, time is saved 
 by pursuing this method. 
 
 The subjects deemed of greatest importance are given in outline. Here 
 again the committee presents the work of individuals, not a consensus of 
 opinion. The study of weeds, for instance, Is too intense and comprehen- 
 sive for any one school, but it is hoped an outline of this nature may assist 
 an instructor to cihoose the weeds that require study in his locality and that 
 an orderly method of procedure has been suggested. The same statement 
 holds true for each outline. In other words, the outlines are the work of 
 specialists and are intended merely to suggest lines of work. They should 
 be studied and used in the light of common sense and local conditions. 
 
 GEORGE B. AITON, 
 
 Inspector of High Schools, Chairman. 
 
 S. A. CHALLMAN, 
 
 Inspector of Graded Schools, Secretary. 
 
 JOHN MUNROE, 
 
 Superintendent of Schools, Cokato. 
 
 ALMA B. CAMPBELL, 
 
 County Superintendent, Dodge County. 
 
 THEODORE SEXAUER, 
 
 Instructor in Agriculture Albert Lea High School. 
 
 D. D. MAYNE, 
 
 Principal, School of Agriculture. 
 
 D. B. JEWELL, 
 
 Instructor in Agriculture, Deer River. 
 
OUTLINES: GENERAL AGRICULTURE 
 
 OUTLINE I: FOUR-YEAR COURSE IN AGRICULTURE. 
 
 By Theodore Sexauer, Instructor in Agriculture, Albert Lea High SchooU 
 
 FIRST TEAR. THIRD YEAR. 
 
 Elementary Algebra 1. Physics 1. 
 
 English 1 English 1. 
 
 Botany 1. English History 1. 
 
 Farm Crops 1. Farm Mechanics 1. 
 
 SECOND TEAR. FOURTH YEAR. 
 
 Plane Geometry 1. English 1. 
 
 English 1. American History Civil Gov't 1. 
 
 Zoology and Physiology 1. Chemistry 1. 
 
 Animal Husbandry 1. Soils and Horticulture 1. 
 
 Manual training and music are required in addition to this work. 
 This course has been followed for three years in the Albert Lea school. 
 
 OUTLINE II: SUGGESTIONS FOR COURSE IN AGRICULTURE. 
 By John Munroe, Superintendent of Schools, Cokato. 
 
 ORDER OF SUBJECTS. 
 
 1. Agricultural Botany Ordinary Botany modified. 
 
 2. General Agriculture. 
 
 3. Animal Husbandry. 
 
 4. Farm Business. 
 
 Note Soil Chemistry and Soil Physics have no place aside from what can be 
 correlated with the regular academic course^. Algebra and Plane Geometry can 
 be modified and given in one year. The second year sihould embrace a course in 
 applied Mathematics, Trigonometry, Geometry, Surveying, etc., Modern and United 
 States History. 
 
 OUTLINE III: FOUR-YEAR COURSE IN AGRICULTURE. 
 By W. V. Longley, Instructor in Agriculture, Shakopee High School. 
 
 FIRST YEAR BOTANY AND FIELD HUSBANDRY. 
 Botany 
 
 Plants Structure, composition, growth and reproduction. 
 S^eds Structure and germination. 
 
 Weefls Identification, habits of growth and' eradication. 
 Weed Seeds Identification. 
 
 Botany of Farm Crops (To be taken with the lectures in the various crops.) 
 Grasses and Cereals Structure and growth. 
 Hay and Forage Crops Classification, structure and growth. 
 Seeds Seeds of farm crops, pure seed its importance. 
 Field Husbandry Chiefly of farm crops, some elementary work in soils, 
 
 crop rotation, manures and fertilizers. 
 
 Soils Classification, origin, relation to plant life, cultivation, con- 
 servation of soil moisture, relation to air, availability of plant food 
 and how to aid it. 
 
 6 
 
Manures and Fertilizers Fertilizing elements required by plants, how 
 obtained, importance of manure on farm, application of manure and 
 fertilizers, green manuring. 
 
 Rotation of Crops Why required, how applied. Corn and clover in re- 
 lation to rotation of crops. 
 
 Farm Crops 
 
 Corn Selecting and storing of seed corn, preparation of land, culti- 
 vating, harvesting and marketing. 
 
 Cereals, hay and forage crops, clovers, roots, potatoes, etc. Their use 
 on the farm, sowing, cultivating, harvesting and marketing. 
 
 Diseases and Insects affecting farm crops Identification and treat- 
 ment. 
 
 Laboratory and Field Work Study of soil corn and other crops in the 
 field, pressing and mounting plants, especially weeds, also work in- 
 side on the structure of*plants and seeds, classes and qualities of soil, 
 judging corn, grains, etc., work on weeds, weed seeds and farm 
 seeds. Also the germinating of seeds, the testing of seed corn. 
 
 SECOND TEAR ANIMAL HUSBANDRY. 
 
 Including Dairying, Poultry and Agriculture. 
 
 Farm Stock The principal breeds of live stock on the farm, including 
 beef and dairy cattle, heavy and light horses, sheep and swine. The 
 judging of stock, feeding, care and management, principles of breed- 
 ing. 
 Trips will be made to the farms for purposes of stock judging, seeing 
 
 the different kinds and breeds of stock, etc. 
 Dairying The dairy cow, her economic importance, selection of, feeding, 
 
 care, stabling. 
 The making of butter and cheese, the keeping of records, the testing 
 
 of milk. 
 Ventilation and sanitation of stables, creameries, etc., construction of 
 
 the same, care of utensils. 
 
 Poultry Poultry on the farm, the town poultry yard, feeding, housing and 
 care of poultry, the principal breeds of the various classes, market- 
 ing of products, especially the grading and marketing of eggs, pro- 
 duction of winter eggs. 
 Apiculture Bees, care and management. 
 
 The diseases of the various classes of stock, causes, treatment and 
 
 care. 
 
 Laboratory Work Composition of foods, bacteria, their relation to milk 
 and sanitation, diseases of stock, testing for tuberculosis, testing of 
 milk and cream. 
 A collection of forage crops will be required. 
 
 THIRD YEAR HORTICULTURE AND SOILS. 
 Horticulture 
 
 Fruit-Growing Suitability of the locality to the raising of the different 
 kinds of fruit and varieties of the same, location of the site, selec- 
 tion of the soil. 
 
 The Different Fruits Cultivation, fertilization, care, harvesting, mar- 
 keting. Selection of varieties, planting, pruning, propagation, 
 gation. 
 
 Vegetable Gardening The growing, storing and marketing of the dif- 
 ferent varieties of vegetables. 
 
 The Garden Farm, town, school location, care, preparation of soil, 
 what to grow and how to grow it. 
 
 Insects and Diseases Identification, control, insecticides and fungi- 
 cides. 
 
Landscape Gardening The laying out of the fields, buildings, etc., how 
 to improve the surroundings of the buildings on the farm, the lawn. 
 Application to town conditions. The flower garden. 
 
 Forestry The farm woodlot how to maintain. Importance of forests 
 to the farmer relation to water supply. 
 
 Laboratory and Field Work Propagation of plants, grafting and bud- 
 ding of fruit trees and nursery stock, collecting and identifying of 
 injurious insects and diseases. 
 
 Soils, Manures and Fertilizers A more advanced course than that given 
 in the first year, entering more fully into the physical and chemical 
 characteristics of soils, the constituents of manure, the importance 
 of conserving it, and the different classes of fertilizers, how to mix 
 and apply. Laboratory work will be given along with the course. 
 
 FOURTH YEAR FARM MECHANICS, FARM MANAGEMENT, AGRICULTURAL 
 
 ECONOMICS. 
 
 Farm Mechanics 
 
 Farm Machinery Use, operation and care, power on the farm. 
 
 Construction of farm buildings, silos, cisterns, etc. 
 
 Cement on the farm. 
 
 Roads How to improve and maintain. 
 
 Surveying of farms for laying out of fields and drains. 
 
 Farm Management Selection of a farm, lines of farming to follow, 
 selection of stock, etc., suitable to locality, handling of labor, etc. 
 
 Agricultural Economics The farm community, the rural schools, rural 
 problems. 
 
 Co-operation in the production and marketing of products and in im- 
 proving conditions. 
 
 A general review of those things especially adapted to local condi- 
 tions will be given. 
 
 Laboratory and Fiefd Work Surveying of farms, surveying for and 
 laying out of under-drains, machinery, also a collection of weed 
 seeds will be required and additional work given on them, at the 
 same time placing emphasis on pure seed. 
 
 OUTLINE IV: FOUR-YEAR COURSE IN AGRICULTURE. 
 
 By D. B. Jewell, Instructor in Agriculture, Deer River. 
 
 FIRST YEAR. 
 
 Botany, one-half year; eight periods per week, including laboratory. 
 
 Zoology, one-half year. 
 
 Algebra, five periods. 
 
 English, five periods. 
 
 Manual training, ten periods per week. 
 
 SECOND YEAR. 
 
 Horticulture, eight periods per week, including laboratory. 
 Plane geometry, five periods. 
 English, five periods. 
 Manual training, ten periods. 
 
 THIRD YEAR. 
 
 Soils and farm crops, eight periods per week, including laboratory. 
 
 English, five periods. 
 
 Physics, eight periods per week, including laboratory. 
 
 Farm mechanics and forge work, seven periods per week. 
 
 8 
 
FOURTH YEAR. 
 
 Animal A aisbandry, including dairying, eight periods per week. 
 
 English, five periods. 
 
 Chemistry, eight periods per week, including laboratory. 
 
 Farm management. 
 
 Rural problems. 
 
 Farm sanitation, seven periods per week. 
 
 Civics. 
 
 Note This course pre-supposes a course in general agriculture in the eighth 
 grade, two periods per week, during the year. 
 
 Animal husbandry is placed in the last year of the course, as the pupils of this 
 vicinity know more of the other subjects and are more interested in the garden. 
 
 It is advisable to have students as mature as possible before taking up the 
 breeding and feeding of farm animals, as it is a lhard subject to present to im- 
 mature students. 
 
 OUTLINE V: FOUR-YEAR COURSE IN AGRICULTURE FOR THE 
 
 HIGH SCHOOLS OF MICHIGAN. 
 Recommended by W. H. French, State Agricultural College, East . Lansing. 
 
 FIRST YEAR. THIRD YEAR. 
 
 First semester: First semester: 
 
 Botany. Live stock and dairying. 
 
 Second semester: Second semester: 
 
 Agricultural botany. 'Soils and soil physics. 
 
 SECOND YEAR. FOURTH YEAR. 
 
 First semester: First semester: 
 
 Crops and soil elements. Live stock improvement 
 
 Second semester: Feeds and feeding. 
 
 Horticulture and entomology. .Poultry. 
 
 Second semester: 
 Farm management. 
 Farm mechanics. 
 
 ' 9 
 
OUTLINES: SPECIAL SUBJECTS 
 
 OUTLINE VI: SOILS. 
 
 By Otto I. Bergh, Instructor in Agriculture, Bemidji High School. 
 I. Sources of Plant Food. 
 
 1. Elements essential to plant growth. 
 
 (Have sample of each element or one or more of their com- 
 pounds and acquaint students with their characteristic 
 properties.) 
 
 2. The air as a source of plant food. 
 
 3. Water a source of plant food. 
 
 4. The soil a source of plant food. 
 II. How Plants Feed. 
 
 1. Roots functions. 
 
 2. Stem functions. 
 
 3. Leaves functions. 
 
 III. Origin of the Soil. 
 
 1. Rocks. (Have samples of the various kinds.) 
 
 2. Agents of and processes in soil formation. 
 
 (a) Glaciation ice. 
 
 (b) Erosion water. 
 
 Ref. U. S. Bureau of Soils, Bulletin 68. 
 
 (c) Weathering heat, freezing, wind, etc. 
 
 (d) Chemical action. 
 
 (e) Biological bacteria, plants, animals. 
 
 3. Classification of soils as to origin. (Have samples.) 
 
 (a) Glacial. 
 
 (b) Sedimentary alluvial. 
 
 (c) Loess. 
 
 (d) Sedimentary residual. 
 
 (e) Organic soil and subsoil. 
 
 IV. Soil Physics. 
 
 1. Classification of soil as to texture. (Have samples of each.) 
 
 2. Experiments in soil physics. 
 
 (a) Determine soil separates as sand, gravel, silt, and 
 
 clay of various soils, by use of sieves and by 
 sedimentation. v 
 
 (b) Determine per cent of moisture. 
 
 (c) Determine per cent of organic matter. 
 
 (d) Determine pore space. 
 
 (e) Determine water-holding capacity. 
 
 (f) Determine rate of capillary rise of water in various 
 
 soils. 
 
 V. Drainage and Irrigation. References: Farmers' Bulletin Nos. 187-371; 
 Wisconsin Bulletin No. 199; Circular No. 6; Supplement to Circular 
 No. 6. 
 
 1. Soil water kinds. 
 
 10 
 
2. Effects of drainage. 
 
 3. Kinds of drains. 
 
 (a) Surface ditches. 
 
 (b) Tile drainage. 
 
 4. Irrigation. References: Farmers' Bulletin Nos. 138, 158, 263, 
 
 373. 
 
 VI. Tillage. References: Farmers' Bulletin No. 266; North Dakota Bul- 
 letin No. 96. 
 
 1. Purposes of. 
 
 2. Methods and machinery. (A stereopticon with reflectoscope 
 
 attachment is very desirable here and elsewhere.) 
 VII. Humus. 
 
 1. Origin. 
 
 2. Benefits from. 
 
 3. Conservation of. Reference: Farmers' Bulletin No. 278. 
 
 (a) Green manuring. 
 VIII. Living Organisms in the Soil. 
 
 1. The legume bacteria. 
 
 2. Nitrifying and denitrifying bacteria. 
 
 3. The nitrogen cycle. 
 
 IX. Crop Rotation. References: Illinois Bulletin No. 125; Farmers' Bul- 
 letin Nos. 337, 242. 
 
 1. In relation to tilth. 
 
 2. In relation to plant food. 
 
 3. Results. Use charts and tables. 
 X. Soil Chemistry. 
 
 1. The revolving fund. Diagram. 
 
 2. Limiting factors. Diagram. 
 
 (Consult Whitson & Walster, "Notes on Soils.") 
 
 3. Barn manure. References: Farmers' Bulletin Nos. 192, 210; 
 
 Wisconsin Bulletin No. 180. 
 
 4. 'Commercial fertilizers. References: Michigan Bulletin Nos. 
 
 210, 217; U. S. Bureau of Soils, Bulletin Nos. 64, 67; Illinois 
 Circular No. 129. 
 
 (a) Nitrogen fertilizers. 
 
 (b) Potassium fertilizers. 
 
 (c) Phosphorus fertilizers. References: Wisconsin Bul- 
 
 letin No. 174; Illinois Circular Nos. 127, 130; South 
 Dakota Bulletin No. 126. 
 
 (d) Acid soils 'and liming. References: Farmers' Bulletin 
 
 Nos. 77, 259, 133; Michigan Circular No. 11; also 
 Farmers' Institute Lecture No. 3; Illinois Circular 
 No. 110; Manitoba (Canada) Circular No. 7. 
 XL Soil Management and Adaptation of Crops. 
 
 1. Management of sandy soils in Minnesota. 
 
 2. Management of clay soils in Minnesota. 
 
 3. Management of marsh soils in Minneosta. 
 
 REFERENCES: BOOKS. 
 
 Burkett Soils, Judd $1.25 
 
 Elliott Drainage, Wiley 1.50 
 
 Hall Fertilizers and manures, Dutton 1.50 
 
 Hilgard Soils, Macmillan 4.00 
 
 Hopkins Soil fertility and permanent agriculture, Ginn 2.70 
 
 Jones Notes on drainage, E. R. Jones, Madison, Wis 1.00 
 
 King Irrigation and drainage, Macmillan 1.25 
 
 King Soil, Macmillan 1.50 
 
 Snyder Soils and fertilizers, Macmillan 1.25 
 
 Voorhees Fertilizers, Macmillan 1.25 
 
 Vivian First principles of soil fertility, Judd 1.00 
 
 Whitson & Walster Notes on soils, H. L. Walster, Madison, Wis 90 
 
 11 
 
REFERENCES : PAMPHLETS. 
 
 Free Publications of State Experiment Stations. 
 
 North Central. 
 
 Illinois, Urbana Bulletins Nos. 99, 115, 123, 125; Circulars Nos. 82, 
 110, 116, 127, 129. 
 
 Iowa, Ames Bulletins Nos. 1, 82, 95, 78, 98, 119. 
 
 Wisconsin, Madison Bulletins Nos. 2, 138, 85, 93, 139, 146, 147, 174; 
 Circular No. 6. 
 
 Ohio, Wooster Bulletins Nos. 150, 159, 182, 183, 184. 206; Circular No. 
 79. 
 
 Minnesota, St. Anthony Park Bulletins Nos. 70, 89, 94, 109. 
 
 Michigan, East Lansing Bulletins Nos. 218, 210, 217, 202, 192, 174, 135, 
 263, 256; Circular No. 11, and Special Bulletin No. 43. 
 
 North Dakota Agricultural College, Fargo Bulletins Nos. 96, 75. 
 
 South Dakota, Brookings Bulletin No. 126. 
 
 Manitoba, Agricultural College, Canada Circular No. 7. 
 
 Eastern Experiment Stations. 
 
 Rhode Island, Kingston Bulletins Nos. 90, 96, 114. 
 
 Vermont, Burlington Bulletins Nos. 130, 135, 143. 
 
 Pennsylvania State College Bulletin No. 90. 
 
 Maryland, College Park Buleltins Nos. 66, 70, 110. 
 
 New York, Cornell University, Ithaca Bulletins Nos. 154, 264. 
 
 United States Department of Agriculture, Bureau of Soils, Washington, 
 D. C Bulletins Nos. 2, 3, 10, 28, 32, 33, 35, 39, 50, 54, 56, 67, 68, 71, 73, 
 75, 76, 77; Circulars Nos. 18, 36; Farmers' Bulletins Nos. 88, 257, 266, 406, 
 421; Farmers' Institutes' Bulletin No. 3; Separate Reprints from Year Book, 
 Nos. 415, 526. 
 
 United States Department of Agriculture, Bureau of Soils Soil Survey, 
 Blue Earth County, Minnesota; Soil Survey, Carlton Area, Minnesota and 
 Wisconsin; Soil Survey, Crookston Area, Minnesota and Wisconsin; Soil 
 Survey, Marshall Area, Minnesota and Wisconsin; Soil Survey, Rice County, 
 Minnesota. 
 
 Nova Scotia, Halifax Soil, Soil Cultivation and Crops of Nova Scotia. 
 
 OUTLINE VI: SOILS AND SOIL CHEMISTRY. 
 By Marshall Lewis, Instructor in Agriculture, Winnebago High School. 
 
 I. The life history of a plant may be divided into three periods the 
 period of germination, the period of vegetative growth, and 
 the period of fruition. The conditions necessary for each 
 are: 
 
 A. Conditions essential for germination are: 
 
 1. Absorption of water influenced by: 
 
 a. Temperature different for different plants. 
 
 b. Closeness of contact between soil and seed. 
 
 c. Amount of moisture in the soil. 
 
 d. Amount of soluble salts in the soil. 
 
 2. Oxygen. 
 
 3. Mineral elements not needed for germination. 
 
 B. Conditions necessary for vegetative growth are: 
 
 1. Presence of mineral salts in an' available form: 
 a. K, C, Fe, Mg, S, P, and N. 
 
 12 
 
2. Amount of salts removed by plants. 
 
 a. Cereals. 
 
 b. Forage crops, emphasizing the legumes. 
 
 c. Potatoes. 
 
 3. Function of the elements. 
 
 a. Potash, aids in starch formation. 
 
 b. Phosphorous necessary for proteid formation. 
 . Calcium aids in leaf development. 
 
 d. Nitrogen absolutely essential in the formation of 
 
 proteids. 
 
 4. Chemical requirements of different crops: 
 
 a. Wheat, oats and barley relatively large amounts 
 
 of nitrates and phosphates and relatively lit- 
 tle K. 
 
 b. Corn, in addition to the above two, Considerable 
 
 potassium. 
 
 c. Potatoes, considerable ipotassium. 
 
 d. Timothy and most grasses much available N. 
 
 5. Source of chemical elements and use of fertilizers. 
 
 (Taken up more in detail later on.) 
 
 6. Uses of water to the plant and amount required: 
 
 a. Uses: 
 
 1. Keep cell walls of leaf moist. 
 
 2. Regulate temperature by evaporation. 
 
 3. Used to build up tissues. 
 
 4. To carry the mineral salts. 
 
 b. Amounts of water used per pound of dry matter: 
 
 1. Corn, 275. 
 
 2. Barley, 465. 
 
 3. Clover, 575, etc. 
 
 7. Relation of light to growth. 
 
 a. Starch formation. 
 
 8. Relation of temperature to growth. 
 
 a. Each crop having its most favorable temperature. 
 
 C. Conditions necessary for fruition: 
 
 1. Fruition generally occurs when conditions become un- 
 favorable. 
 
 a. Therefore limit the amount of essential elements, 
 possible early enough to insure maturity. 
 
 II. Origin of Soil and Materials. 
 1. Weathering agencies: 
 
 A. Frost. 
 
 B. Heat and cold. 
 
 C. Water laden with carbon dioxide. 
 
 D. Glaciers. 
 2. Types of soils: 
 
 A. Residual soils: 
 
 a. Clay on granitic rocks. 
 
 b. Limestone and sand on the standstone rocks. 
 
 B. Alkali soils. 
 
 a. In regions of little rainfall. 
 
 C. Glacial soils. 
 
 a. Where found. 
 
 b. Characteristics and how identified. 
 
 1. Variety of mineral elements. 
 
 
 
 13 
 
D. Wind formed or loess soils. 
 
 a. Where found. 
 
 b. Characteristics and how identified. 
 
 E. Origin of humus in soils. 
 
 a. Derived from decaying vegetable matter, the ele- 
 
 ments of which came largely from the air, di- 
 rectly or indirectly. 
 
 b. The rate at which vegetable material decomposes 
 
 to form humus depends upon: 
 
 1. Access of air to it. 
 
 2. Temperature. 
 
 3. Kind of vegetation. 
 
 , F. Soil and subsoil. 
 
 a. Characteristics of each: 
 
 1. Absence of humus in one. 
 
 2. Mineral elements not readily available in 
 
 one. 
 
 III. Mechanical Composition and Texture. 
 
 1. Mechanical composition: 
 
 A. Clay particles, very -small not over .005 mm. 
 
 B. Pine silt .005 to .01 mm. 
 
 C. Coarse silt .01 to .05 mm. 
 
 D. Fine sand .05 to .2 mm. 
 
 E. Coarse sand .2 to 1 mm. 
 
 F. Fine gravel 1 to 3 mm. 
 
 a. Definition of clay soils, sandy soils and the vari- 
 ous loams. 
 
 2. Mechanical composition and texture: 
 
 A. Soils, where clay predominates, tend to run together, 
 
 form clods, etc. 
 
 B. Soils, where sand predominates, are open and porous. 
 
 C. Effects of humus upon the above: 
 
 a. Tends to bind sandy soils together. 
 
 b. Tends to make stiff clay soils more open and por- 
 
 ous. 
 
 IV. Soil Water. 
 
 1. Forms of water in the soil: 
 
 A. Gravitational water. 
 
 B. Capillary water. 
 
 C. Hydroscopic ivdter. 
 
 a. Use of water in these different forms. 
 
 2. Amount of capillary water held by soils. 
 
 A. First foot, clay loam 3y 2 in., sandy loam 3 in. 
 
 B. Second foot, clay loam 3 in., sandy loam 2 in. 
 
 3. Movements of soil water. 
 
 A. Causes. 
 
 a. Gravity. 
 
 b. Surface tension or capillary attraction. 
 
 c. Heat. 
 
 B. Ground water. 
 
 a. Where found and its relation to springs and wells. 
 
 14 
 
C. Percolation and seepage. 
 
 a. Direction. 
 
 b. Relative rates in sandy and clay soils. 
 
 c. Disadvantages of too rapid percolation. 
 
 D. Capillary rise of water. 
 
 a. Rates of rise in sandy and clay soils. 
 
 b. Heights of rise in sandy and clay soils. 
 
 c. Efficiency of various mulches in checking the 
 
 same. 
 
 E. Advantages of drainage. 
 
 a. Increases the water available to plants. 
 
 b. Allows humus to decompose more rapidly. 
 
 c. Warms the soil by decreasing the amount of 
 
 evaporation. 
 
 d. Gives the soil better ventilation. 
 
 e. Allows the plant a greater area from which to 
 
 draw food. 
 
 V. Soil Temperature. 
 
 1. Important for, 
 
 A. Germination. 
 
 B. Stimulates all the life processes. 
 
 2. Influenced by, 
 
 A. Color of the soil. 
 
 B. Amount of water in the soil. 
 
 a. High specific heat of water makes water logged 
 
 soils cold. 
 
 b. Undrained soils frequently ten degrees cooler 
 
 than drained. 
 
 C. Roughness of surface. 
 
 a. Prevents evaporation. 
 
 D. Slope and situation. 
 
 E. Decomposition of organic matter. 
 
 VI. Ventilation of Soils. 
 
 1. Why necessary. 
 
 A. To supply oxygen to germinating seeds and bacteria. 
 
 B. To remove carbon dioxide from the soil. 
 
 2. How affected. 
 
 A. Expansion and contraction of air due to change in tem- 
 
 perature. 
 
 B. Changes in barometric pressure. 
 
 C. Wind. 
 
 D. Rain. 
 
 E. Greatly aided by tillage and drainage. 
 
 3. Precautions. 
 
 A. Ventilation may be so excessive as to oxidize the humus 
 too rapidly. 
 
 VII. Tillage. 
 
 1. The objects to be sought are: 
 A. Improves the texture. 
 
 a. Leaves the soil rough and uneven with a tendency 
 
 to crumble. 
 
 b. Precautions to be taken. 
 
 1. Moisture conditions should be right. 
 
 2. Proper depth should be determined. 
 
 15 
 
B. Kills weeds. 
 
 C. Conserves moisture by the dust mulch. 
 
 D. Turns under vegetable matter which decomposes into 
 
 humus. 
 
 VIII. Soil Fertility. 
 
 1. Conditions essential to fertility. 
 
 A. All the plant foods must be present. 
 
 B. iney must be available, that is soluble in water. 
 
 2. Influence of humus on soil fertility.' 
 
 A. Nitrification, bacteria take the complex organic com- 
 
 pounds found in the humus to reduce them to 
 simple nitrogen. Other bacteria then add O, forming 
 nitrates, which unite with the mineral particles of 
 the soil forming soluble plant food. 
 
 B. Precautions, avoid denitrification' as it destroys the 
 
 soluable nitrates. Prevents soil from becoming water 
 logged. 
 
 3. Soil acidity. 
 
 A. Objections to. 
 
 a. Interfere with bacterial action in nitrification 
 and nitrogen fixation. 
 
 B. How recognized, litmus tests. 
 
 C. How remedied, lime. 
 
 4. Fixation of nitrogen from the air. 
 
 A. Bacterial action upon the roots of the legumes. 
 
 a. Conditions favorable to the same, non-acid soils 
 
 and ventilation. 
 
 b. Amount of nitrogen left by any crop. 
 
 Clover, first year 40%. 
 Clover, second year 100%. 
 
 IX. Fertilizers. 
 
 1. Causes of loss of fertility. 
 
 A. Excessive leaching in open soils. 
 
 a. Precautions. 
 
 1. Keep soil covered. 
 
 2. Add humus. 
 
 3. Soluble fertilizers should not be added until 
 
 the crop is ready for them. 
 
 B. Continuous cropping. 
 
 C. Application of fertilizers neglected. 
 
 2. Different soils require different fertilizers. 
 
 A. Either nitrogen, phosphorus, potash or lime may be 
 
 lacking. 
 
 B. Common tests for determining which of the above are 
 
 missing. 
 
 a. The common pot test. 
 
 D. Rank vegetative growth indicates plenty of X. 
 
 3. Application of fertilizers. 
 
 A. Most potash and phos. fertilizers may be applied in 
 
 the fall slowly available. 
 
 B. Nitrates generally applied in the spring not long before 
 
 planting. 
 
 16 
 
4. Barnyard manure as a fertilizer. 
 
 A. Composition. 
 
 a. Hog. 
 
 b. Sheep. 
 
 c. Horse. 
 
 d. Cow. 
 
 B. Handling of manure. 
 
 a. Avoid burning with the attendant loss of nitrogen. 
 
 b. Avoid leaching. 
 
 c. Importance of saving the urine. 
 
 d. Amount to be applied. 
 
 C. Physical effects of manures. 
 
 a. Improves the texture thereby improving the soil 
 in drainage, temperature, ventilation, etc. 
 
 5. Commercial fertilizers. 
 
 A. Sources of phos., rock phos., ground bone, etc. 
 
 B. Sources of potash, sulphate of potash, wood ashes, etc. 
 
 C. Sources of nitrates, tankage, etc. 
 
 6. Legumes as nitrogen gatherers were taken up in the pre- 
 
 ceding section. 
 
 X. Rotation of Crops. 
 
 1. Advantages of crop . rotation. 
 
 A. Improves the texture of the soil. 
 
 B. Allows manure to be applied to that crop which can 
 
 make the best use of it at the time it is applied, 
 while others are benefited by the fertility following 
 its complete decomposition. 
 
 C. It distributes the draft of fertility on the soil. 
 
 D. It tends to destroy the diseases which may infest the 
 
 soil. 
 
 2. Systems or rotation determined by: 
 
 A. Local market conditions. 
 
 B. Condition of the soil. 
 
 C. Taste of the farmer for certain crops. (With certain 
 
 limitations) 
 
 XI. Management of Different Types of Soils. 
 
 1. Sandy soils. 
 
 A. Add humus to: 
 
 a. Increase the water holding capacity. 
 
 b. To prevent leaching. 
 
 c. Add manure to improve the condition of fertility. 
 
 2. Clay soils. 
 
 A. Generally deficient in lime. 
 
 B. Keep the soil covered as far as possible during the 
 
 winter. 
 
 C. Add humus. 
 
 3. Marsh soils. 
 
 A. Generally improved by drainage. 
 
 B. Frequently deficient in potash. 
 
 C. Generally rich in nitrates and adapted to gross nitrate 
 
 feeders as corn, cabbage, rape, etc. 
 
 17 
 
OUTLINE VIM: PRACTICAL BOTANY AND FARM CROPS. 
 By Theodore Sexauer, Instructor in Agriculture, Albert Lea High School. 
 
 A. FIRST YEAR, FIRST SEMESTER. 
 
 1. Seeds: their structure and germination. 
 
 2. Soil: constituents, composition, and germination. 
 
 3. Root. 
 
 4. Stems. 
 
 5. Leaf. 
 
 6. Flower. 
 
 7. Fruit. 
 
 8. Plant cell. 
 
 9. Anatomy of stem, root and leaf. 
 
 10. Composition of plants. 
 
 11. Work of the roots, stems and leaves: osmosis, transpiration, 
 
 absorption, photosynthesis, digestion, respiration. 
 
 12. Growth. 
 
 13. Reproduction. 
 
 SPECIAL BOTANY OF FARM CROPS. 
 B. FIRST YEAR, SECOND SEMESTER. 
 
 1. Classification of plants. (Vegetable Kingdom.) 
 
 2. Chenopodiaceae..^ 
 
 Common beet 
 
 Mangel wurzel. . . -< 
 Sugar beet 
 
 ("Characters of order. 
 Seed and germination. 
 Roots and hypocotyl. 
 Flower. 
 Varieties. 
 Climate and soil. 
 .Sowing, yield and composition. 
 
 f Cabbage f 
 
 I Kohl rabi I 
 
 3. Cruciferae \ Turnip \ (Consider under same headings as 
 
 I Swede turnip I family above.) 
 
 [Rape [ 
 
 f Plums f Cherries. 
 
 I Wild plum I Ra&pberry. 
 
 4. Rosaceae , Apricot \ Blackberry. 
 
 IPeach I Pear. 
 
 Strawberries ....[Apple. 
 
 Clovers f Character of order. 
 
 Alfalfa I Root, stem and leaves. 
 
 5. Leguminosae ..'.'] Cow peas } Seed and germination. 
 
 I Soy beans I Flower, varieties, climate, soil. 
 
 [Vetches [Sowing, yield and composition. 
 
 /Wild parsnip ff 
 
 I Parsnip ' ! (Considered under same headings 
 
 6. TJmbelliferae . . . } Wild carrot } as Chenopodiaceae.) 
 
 [Carrot [ 
 
 18 
 
7. Solanaceae 
 
 Potato 
 
 fSeed and seedling. 
 Root. 
 
 Stem and tuber. 
 Germination of tuber. 
 Varieties. 
 Climate and soil. 
 Planting, yield and composition. 
 
 8. Compositae 
 
 f Thistle 
 
 ^ Dandelions . 
 1 Ox-eye daisy, 
 
 Characters of order. 
 Eradication. 
 
 f r Characters of order. 
 
 Blue grass Root, stem and leaf. 
 
 9. Graminea (TrueJ Timothy J Inflorescence. 
 
 Grasses) | Millets S Flower. 
 
 Brome grass Ripening. 
 
 [Seed. 
 
 fGrain and germination of seed. 
 
 Wheat Roots and tillering. 
 
 Oats Flower and fertilization. 
 
 10. Graminae (Cere-<! Barley < Ripening. 
 
 als) Rye Varieties. 
 
 k (Buckwheat) .... Climate and soil. 
 
 I Sowing, yield and composition. 
 /-Injurious effects. 
 Duration of weeds. 
 
 11. Weeds of the Farm (General) <j Habit of growth. 
 
 i How weeds are spread. 
 
 I Extermination. 
 
 f Study of individual types (Use 
 
 12. Weed Work (Special) J Herbarium.) 
 
 [Study of seed. (Use seed cases.) 
 
 ( Purity of sample. 
 Germinating capacity. 
 
 13. Farm Seed (General) ^ Speed of germination. 
 
 Weight. 
 ^ Color, form and odor. 
 
 {Form. 
 Size. 
 Color. 
 Purity. 
 Germinating capacity. 
 Weight. 
 
 OUTLINE OF FARM CROPS. 
 
 C. FIRST YEAR, FIRST SEMESTER. 
 
 Special Attention to Corn. 
 
 History of corn plant. 
 
 Acreage, distribution, production, valuation. 
 Classification and botanical characteristics. 
 Germination and growth of plants. 
 
 19 
 
Climate and soil in its relation to corn. 
 
 Selection and preparation of seed corn for planting. 
 
 Care of the corn crop. 
 
 Harvesting and storing of the grain. 
 
 Diseases and insects attacking the corn plant. 
 
 Weeds of the corn field. 
 
 Composition and feeding value of corn. 
 
 Corn fodder. 
 
 Corn silage and the production thereof. 
 
 Corn judging. 
 
 Corn breeding. 
 
 SECOND SEMESTER. 
 
 Small Grain. 
 
 Oats 
 
 'Selection and preparation of seed. 
 Preparation of seed-bed. 
 Time of seeding. ( Drilling 
 Method of 'seeding' or 
 
 Depth of seeding. ^ Broadcasting. 
 Subsequent care. 
 
 Harvesting, stacking and threshing. 
 Composition and feeding value. 
 Cost of production. 
 Diseases of the oat plant. 
 Treatment for the same. 
 Insect enemies of the oat field and how to 
 
 combat them. 
 Weeds of the oat field and how to eradicate 
 
 them. 
 
 Wheat Spring and winter. 
 
 Barley 
 
 Flax 
 
 Rye 
 
 Buckwheat 
 
 (These grains are taken up under practi- 
 cally the same headings as oats.) 
 
 Grasses. 
 
 Timothy 
 
 Blue grass 
 Orchard grass 
 
 Red top , 
 
 Brome grass . . 
 Meadow fescue 
 Millets . 
 
 Clovers 
 Alfalfa 
 
 f History of grass. 
 Seed. 
 
 Preparation of seed-bed. 
 Sowing. 
 
 These grasses as pasture. 
 These grasses as hay. 
 Composition and feeding value. 
 The Seed crop. 
 Weeds found in these meadows and pastures. 
 
 History and distribution. 
 Climate and soil. 
 Seed. 
 
 Time and method of seeding. 
 Legumes as a pasture. 
 Composition and feeding value. 
 - Insect enemies and -weeds. 
 
 Two laboratory periods a week should be given in the field as long as 
 the weather permits, after which the same length of time should be given 
 in the laboratory. 
 
 20 
 
OUTLINE IX: PLANT HUSBANDRY 1911. 
 By C. L. McNelly, Instructor in Agriculture, Willmar High School. 
 
 I. Weeds: (2 weeks) 
 
 1. Loss caused by weeds. 
 
 2. Seed distribution. 
 
 3. Weed propagation. 
 
 4. Life of seed. 
 
 5. Seed producing habits. 
 
 6. Habits of growth. 
 
 7. Classes of weeds. 
 
 8. Methods of eradication. 
 
 a. Annuals. 
 
 b. Biennials. 
 
 c. Perennials. 
 
 9. S'tate law regarding weeds. 
 
 10. Identification of weed seeds. 
 
 11. Identification of weeds. 
 
 12. Collection of 30 varieties of weed seed. 
 
 13. Collection of 30 varieties of weeds. 
 
 14. Study of 30 weeds with reference to name, class, time of 
 
 seeding, method of seed distribution, place where injurious, 
 and method of eradication. 
 
 II. Plant Growth: (4 weeks) 
 
 1. Seeds. 
 
 a. Function. 
 
 b. Structure. 
 
 c. Composition. 
 
 d. Names of parts. 
 
 e. Functions of parts. 
 
 2. Seedlings. 
 
 a. Development. 
 
 b. Leaves. 
 
 c. Cotyledons. 
 
 d. Stem. 
 
 e. Roots. 
 
 f. Root hairs. 
 
 g. Functions of parts. 
 
 3. Roots. 
 
 a. Functions. 
 
 b. Structure. 
 
 c. Kinds. 
 
 4. Stems. 
 
 a. Structure. 
 
 b. Kinds. 
 
 c. Functions. 
 
 d. Function of parts. 
 
 e. Moncotyledons. 
 
 f. Dicotyledons. 
 
 21 
 
5. Leaves. 
 
 a. Typical leaf. 
 
 b. Parts of leaf. 
 
 c. Veining. 
 
 d. Kinds of leaves. 
 
 e. Leaf arrangement. 
 
 f. Leaf adjustment. 
 
 g. Transformations, 
 h. Transpiration. 
 
 i. Photosynthesis and other functions. 
 
 6. Flowers. 
 
 a. Arrangement. 
 
 b. Functions. 
 
 c. Parts. 
 
 d. Function of parts. 
 
 e. Kinds. 
 
 f. Pollination, 
 g. Fertilization, 
 h. Methods and purposes in artificial pollination. 
 
 7. Fruits. 
 
 a. Functions. 
 
 b. Kinds. 
 
 c. Structure. 
 
 d. Parts. 
 
 III. Soils: (10 weeks) 
 
 Study leading to larger crop production. 
 1. Soil formation. 
 
 a. Factors of soil formation. 
 
 1. Action of heat and cold. 
 
 2. Water. 
 
 b. Methods of soil formation. -s 4 
 
 5. Plants. 
 
 6. Animals. 
 
 2. Brief geological history of Minnesota. 
 
 3. Soils around Willmar. 
 
 4. Physics of soil. 
 
 a. Kinds of soil. 
 
 1. Sedentary. 
 
 2. Transported, etc. 
 
 b. Study of soil particles. 
 
 1. Size. 
 
 2. Form. 
 
 3. Arrangement. 
 
 4. Classification. 
 
 c. Types of soil. 
 
 1. Value. 
 
 2. Characteristics. 
 
 3. Qualities of each. 
 
 d. Water in soil. 
 
 fa. Ground. 
 
 1. Kinds of water. J b. Capillary. 
 LC. Film, etc. 
 
 22 
 
2. Movements of water. 
 
 3. Value of water in the soil. 
 
 4. Amount of water required by different crops. 
 
 T* 1 a. Percolation. 
 
 5. Study of ways in which wa ! b. Evaporation. 
 
 is lost. | c. transpiration. 
 
 J d. Surface drainage. 
 
 6. Methods of maintaining water supply. 
 
 ( a. Needs. 
 
 7. Drainage. 
 
 Cost. 
 
 
 
 [ d. 
 
 e. Air in the soil. 
 
 1. Need. 
 
 2. Amount. 
 
 3. Methods of aeration. 
 
 f. Temperature of soil. 
 
 1. Crop requirements. 
 
 2. Value. 
 
 3. Methods of regulating. 
 
 g. Study of methods of maintaining best physical con- 
 
 dition of soil. 
 
 1. Tillage. 
 
 2. Drainage. 
 
 3. Manuring, etc. 
 
 5. Bacteriology of soil. 
 
 a. Numbers of bacteria. 
 
 b. Kinds. 
 
 c. Food required. 
 
 d. Activities. 
 
 e. Value. 
 
 6. Chemistry of soil. 
 
 a. Plant food. 
 
 1. Elements required for plant growth. 
 
 2. Sources of plant food. 
 
 3. Functions of plant food elements. 
 
 4. Elements deficient. 
 
 5. How the plant gets its food. 
 
 b. Humus. 
 
 1. Origin. 
 
 2. Function. 
 
 3. Properties. 
 
 c. Commercial fertilizers. 
 
 1. Kinds. 
 
 2. Cost. 
 
 3. Value. 
 
 4. How and what to use. 
 
 5. Value of feeding grain crops and mill feeds. 
 
 d. Barnyard manures. 
 
 1. Value. 
 
 2. Factors affecting value. 
 
 3. Kinds. 
 
 4. Composition. 
 
 5. Methods of handling. 
 
 23 
 
6. How beneficial. 
 
 7. Mixtures. 
 
 8. Rate of application. 
 
 9. Importance of keeping live stock. 
 
 e. Green manuring. 
 
 1. Importance. 
 
 2. Where and when advisable. 
 
 3. Crops used. 
 
 4. Methods used. 
 
 7. The crop rotation. 
 
 a. Definition. 
 
 b. Object. 
 
 c. Kinds of crops grown; value of cultivated grass and 
 
 grain crop in rotation. 
 
 d. Advantages and disadvantages of rotation. 
 
 e. The adjustment of rotation to stock, soil and fields of 
 
 farm. 
 
 f. Practical problems in planning and rearranging fields. 
 
 IV. Farm Crops: (8 weeks) 
 A. Corn. 
 
 1. Value of corn as a farm crop. 
 
 2. Reasons for growing corn. 
 
 a. Yield in nutrients. 
 
 b. Cultivated crop. 
 
 3. Botanical corn. 
 
 a. Roots. 
 
 b. Stems. 
 
 c. Flowers; staminate and pistillate. 
 
 d. Fertilization. 
 
 e. Pollination. 
 
 4. Soil requirements. 
 
 5. Preparation of soil. 
 
 6. Methods of planting. 
 
 7. Amount seed required per acre. 
 
 8. Distance apart of hills and rows. 
 
 9. Depth to plant. 
 
 10. Cultivation. 
 
 11. Harvesting. 
 
 12. Uses. 
 
 13. Composition of corn and by-products. 
 
 14. Value as a feed. 
 
 15. Silage. 
 
 a. Methods of planting. 
 
 b. Methods of harvesting. 
 
 c. Value. 
 16. The silo. 
 
 a. Silo construction. 
 
 b. Methods of filling. 
 
 c. The outdoor silo. 
 17. Seed selection. 
 
 a. Time to select. 
 
 b. Method of selection. 
 
 c. What to select. 
 
 d. Methods of curing and storing seed. 
 
 e. Testing by ear test. 
 
 24 
 
1. Value of test. 
 
 2. Reasons for making test. 
 
 18. Corn improvement. 
 
 a. Possibilities. 
 
 b. Methods, etc. 
 
 19. Varieties of corn. 
 
 20. The score card for corn. 
 
 21. Judging corn. 
 
 22. Practice work in testing and judging corn. 
 
 B. Wheat. ^ 
 
 D. Oats. 
 
 C. Barley. [-Outline same for each as follows: 
 
 E. Flax. 
 
 P. Rye. J 
 
 1. Special reasons for growing crop. 
 
 2. Study of plant. 
 
 3. Types and varieties. 
 
 4. Soil requirements. 
 
 5. Place in rotation. 
 
 6. Climatic requirements. 
 
 7. Preparation of seed bed. 
 
 8. Time of seeding. 
 
 9. Amount of seed required per acre. 
 
 10. Depth to seed. 
 
 11. Drilling vs. broad-casting. 
 
 12. Average maturing period. 
 
 13. Weight per bushel of seed. 
 
 14. Average yield per acre. 
 
 15. Total yield and value in U. S. 
 
 16. Feeding value. 
 
 17. By products. 
 
 18. Composition. 
 
 19. Use. 
 
 20. Methods of increasing yield and quality. 
 
 a. Improvement of land. 
 
 b. Care. 
 
 c. Seed selection. 
 
 Use of fanning mill. 
 Use of pedigreed seed. 
 
 21. Diseases and treatment. 
 
 22. Value of pure bred seed. 
 
 23. Scoring grains. 
 
 24. Judging practice. 
 
 V. Fruit Growing: (6 weeks) 
 
 1. Factors in successful fruit growing. 
 
 a. location 
 
 b. soils 
 
 c. cultivation 
 
 d. mulching 
 
 e. food requirements 
 
 f. manuring, etc. 
 
 25 
 
2. .Fruits studied: The Apple ^ 
 
 3. Plums 
 
 4. Grapes 
 
 5. Currants 
 
 6. Gooseberries 
 
 7. Raspberries 
 
 8. Strawberries 
 
 ..Each under the following outline. 
 
 a. Origin. 
 
 b. Classes 
 
 c. Varieties. 
 
 d. Propagation 
 
 e. Arrangement and location of fruit garden 
 
 f. Care 
 
 g. Picking 
 
 h. Packing 
 
 i. Shipping 
 
 j. Storing 
 
 k. Diseases and insect pests with remedies. 
 
 9. Fruit Growers Association. 
 
 VI. Vegetable Gardening: (6 weeks) 
 
 1. Location. 
 
 2. Soil requirements. 
 
 3. Rotation of crops. 
 
 4. Planning the garden. 
 
 5. Manures 
 
 a. kinds 
 
 b. methods of applying. 
 <j. effects. 
 
 6. Tillage 
 
 a. purpose 
 
 b. forms 
 
 c. methods. 
 
 7. Garden implements. 
 
 a. horse and hand cultivators 
 
 b. .hand drills 
 
 c. potato machinery 
 
 d. sprayers, etc. 
 
 8. seed sowing 
 
 a. depth 
 
 b. time 
 
 c. soil preparation, etc. 
 
 9. Transplanting. 
 
 a. time 
 
 b. reasons 
 
 c. methods 
 
 d. where used, etc. 
 
 10. Value of good seed. 
 
 11. Seed testing. 
 
 12. Novelties. 
 
 13 Development of new varieties. 
 
 a. principles of plant improvement 
 
 b. self pollination 
 
 c .cross pollination 
 
 d. methods of preventing mixing of varieties. 
 
 14. Early propagation. 
 
 a. hot beds 
 
 b. cold frames. 
 
 26 
 
15. Classification of vegetables 
 
 Characteristics and methods of cultivation of the following: 
 
 a. Corn 
 
 b. Onions 
 
 c. Asparagus 
 
 d. Rnubarb 
 
 e. Tomatoes 
 f. Potatoes 
 
 g. Cabbage 
 
 h. Peas 
 
 i. Celery, etc. 
 
 16. Injurious insects and remedies. 
 
 OUTLINE X: CORN. 
 
 By Theodore Sexauer, Instructor in Agriculture, Albert Lea High School. 
 A. WHY STUDY CORN, FIRST. 
 
 1. Most general: and valuable crop. 
 
 2. Popular among patrons. 
 
 3. Much to be learned. 
 
 4. Information easily obtainable. 
 
 5. Is easily handled in school. 
 
 6. Is easily improved. 
 
 7. Teachers easily become sufficiently proficient. 
 
 8. Something for each month. 
 
 9. Requires only home or school-made apparatus. 
 10. Leads community to act. 
 
 B. WHAT TO STUDY ABOUT CORN. 
 
 1. What is wrong with the corn crop? September. 
 
 2. Counting the stand September. 
 
 3. Saving and storing seed corn Sept. and Oct. 
 
 4. Judging and studying corn Dec. and Jan. 
 
 5. Testing seed corn Feb. and March. 
 
 6. Preparing seed lor planter Feb. and March. 
 
 7. Preparing planter for seed Feb. and March. 
 
 8. Preparing the seed bed April and May. 
 
 9. Cultivating the corn May and June. 
 
 10. How the corn plant grows May, June, July and August. 
 
 11. History of the corn plant. 
 
 12. Kinds and varieties of corn. 
 
 13. Improving the corn crop. 
 
 14. Corn arithmetic. 
 
 15. Friends of the corn field. 
 
 16. Machinery of the corn crop., 
 
 17. What becomes of tiie corn crop. 
 
 18. Corn and the rotation of crops. 
 
 19. Weed enemies and how to eradicate them. 
 
 20. Insect enemies and how to combat them. 
 
 These may be taken up any time after interest has been aroused. 
 
 Topic study. The foregoing represents a brief general outline for topic 
 study of the various divisions of farm crop's, garden and orchard crops, and 
 other similar subjects. 
 
 C. FARM CROPS. 
 
 Have pupils answer the following and similar questions, inquiring, ob- 
 serving, investigating, and experimenting at home when necessary: 
 
 1. How many acres of corn have you on the farm? 
 
 2. What kind of corn have you? (Flint or Dent?) 
 
 3. What variety? (Reid's Yellow Dent, Silver King, etc.) 
 
 27 
 
4. How many bushels of corn did you have last year? 
 
 5. On how many acres? 
 
 6. How many bushels per a-cre is that? 
 
 7. How much does a bushel of ear corn weigh? Shelled? 
 
 8. Will your corn shell out that number of pounds? Try it. 
 
 9. How much does a good ear of corn weigh? 
 
 10. How many such ears make a gcod bushel? 
 
 11. How wide apart are corn rows each way? 
 
 12. How many hills in an acre of corn? 
 
 13. How many kernels should be planted in a hill? 
 
 14. How many kernels will be needed to plant an acre? 
 
 15. How many rows on a good sized ear of corn? Kernels in a row? 
 
 Kernels on an ear? 
 
 16. How many hills will such an ear plant? (Will you plant all the kernels 
 
 of an ear?) Wny? 
 
 17. How many such ears will it take to plant an acre? 
 
 18. How many acres will a bushel of such corn plant? 
 
 19. If your corn yielded one small ear in every hill, how many bushels per 
 
 acre would you get? Two small sized ears? Three? 
 
 20. If your corn yielded one medium sized ear in every hill how many 
 
 bushels per acre would you get? Two medium ears? Three? 
 
 21. If your corn yielded one large sized ear in every hill how many bushels 
 
 per acre would you get? Two large ears? Three? 
 
 22. What would be the value of the corn crop on your farm this year for 
 
 each of the above 9 yields at present price of corn? 
 
 23. How many ears usually on a stalk? 
 
 24. How many stalks ought to be in each hill in order to have the best 
 
 paying crop? 
 
 25. Why not have fewer than this? 
 
 26. Wny not have more? 
 
 27. How many of the fields in this school district have just the right num- 
 
 ber of stalks in each hill? 
 
 28. How can we find out? 
 
 D. COUNTING THE STAND OF CORN. 
 
 1. Go into your corn field, select an average spot, count 100 hills (50 in 
 
 each of two places), and record the number of stalks in each hill, 
 thus: 0, 1, 2, 0, 4, 1, 5, 2, 3, etc. Bring your record to school. 
 
 2. Let us compare fields. To do so we must have some standard of per- 
 
 fection to compare them with. We will take 3 stalks in each hill as 
 perfect. (4 stalks and in the north 5 stalks will be 'considered the 
 same as 3-stalk hills.) 
 
 3. How many stalks should be in a hill to make a perfect stand in this 
 
 part of the state? 
 
 4. How many such hills in the 100 you counted? (Record your results.) 
 
 5. How many 2-stalK hills? 
 
 6. How many l^stalk hills? 
 
 7. How many 0-stalk hills? 
 
 8. A 2-stalk hill will yield how much compared with a perfect hill? 
 
 9. The 2-stalk hills in your 100 hills will equal how many perfect hills T 
 
 10. A 1-stalk hill will yield how much compared with a perfect hill? 
 
 11. The 1-stalk hills in your 100 hills will equal mow many perfect hills? 
 
 12. A 0-stalk hill will yield how much? 
 
 13. The 0-stalk hills in your 100 hills yield how much? 
 
 14. The 100 hills you counted are equal to how many perfect hills? 
 
 15. Then instead of a perfect stand this field has what per cent of a per- 
 
 fect stand? 
 
 16. If you have recorded your work carefully it will look something like 
 
 this (the numbers, of course, will vary with different fields) : 
 
 32041333211332122033 
 
 23233220122230322303 
 
 22211003033321022333 
 
 03303302233002332330 
 
 34235332130502023221 
 
 28 
 
17. This man planted 40 acres. His crop yielded 42 bushels per acre. 
 
 What would it have yielded had the stand been perfect? 
 
 18. He sold the corn for 50c per bushel. What did he receive for his crop? 
 
 At the same rate what would he have received had his stand been 
 perfect? 
 
 19. How much did he lose from ihaving a poor stand? 
 
 20. If this man worked 10 hours a day in his corn field how many hours 
 
 each day was he working ground that yielded no corn? 
 
 21. Had his stand been perfect how many acres would have yielded the 
 
 same amount of corn that he did get? 
 
 22. How many acres were idle? 
 
 23. What might he have done with this? 
 
 24. What income would it have brought him? 
 
 25. If he plowed the ground in 15 days, harrowed 16 acres a day, planted 
 
 16 acres a day, cultivated 8 acres a day (and cultivated 4 times), 
 how many day's work did he do on! the 40 acres of corn? How 
 many days were lo.st in growing this 40 acres of corn? 
 
 26. How might this loss be avoided? 
 
 27. What is the principal cause for a poor stand? 
 
 E. HARVESTING AND STORING SEED CORN. 
 
 1. Why do we need good seed corn: 
 
 2. What are some of the reasons why seed corn does not grow? 
 
 3. uan this be avoided? 
 
 4. When should seed corn be harvested? 
 
 5. What are the advantages of harvesting at this time? The disadr 
 
 vantages? 
 
 6. Why not select the seed corn at husking time? 
 
 7. Why not select it from the crib in the spring just before planting? 
 
 8. From what kind of stalks would you choose seed corn? 
 
 9. What conditions should be maintained with stored seed corn? 
 
 10. What conditions avoided? 
 
 11. Where should the corn be stored? Why? 
 
 12. What are ,some of the objectionable places? Why? 
 
 13. How shall the seed corn be arranged when stored'? What are the ad- 
 
 vantages ? 
 
 F. JUDGING CORN. 
 
 1. Are all ears of corn alike? 
 
 2. Are some better than others? 
 
 3. What kind do we want for seed? 
 
 4. How can we find out what ears are best? 
 
 5. Is it worth while to spend time and effort in studying ears of corn to 
 
 see which are the best? Why? 
 
 6. We will study some corn carefully and see if we can choose tne best 
 
 ears and tell the reasons why they are the best. Each of you bring 
 from home five of the best ears you and your father can select from 
 your seed corn. We will mark them so each will know his seed 
 corn, and number each one's ears from 1 to 5 so each ear may be 
 known. 
 
 G. TESTING SEED CORN. 
 
 We have found that to have a good yield of corn we need a godd stand 
 and to get a good stand we need seed corn that will grow. 
 
 1. Does your father test his seed corn to see if it will grow? 
 
 2. How? 
 
 3. Yes, that is a good way. 
 
 4. Does poor seed come from poor ears or from some poor kernels on 
 
 each ear? 
 
 5. Then to get the bad seed out of our seed corn we must get rid of what? 
 
 6. To do this what must we know about the kernels after we have tested 
 
 them? 
 
 29 
 
7. Would you like to test these ears we have been studying to find* put 
 
 which ones will grow? 
 
 (Here have .the germination box constructed and the test made, 
 letting the pupils do all of it they can.) 
 
 8. Would some of you like to testi your corn at home? I think your 
 
 father will be glad to have you test some of his corn. Perhaps he 
 will help you. 
 
 REFERENCES. 
 
 Bowman & Crossley Corn. Bowman (Ames, Iowa,) leather, $2.50. 
 
 This is the best book on corn and is interesting and practical. Tt 
 contains the best outline for practical work for corn in the high school. 
 Holden A B C of Corn Culture Simmons Pub. Co.; 25c. 
 
 PAMPHLETS. 
 
 United States Department of Agriculture Varieties of corn, Farmers' 
 Bulletin 57; flint varieties of corn, Farmers' Bulletin 69; corn smut, Farm- 
 ers' Bulletin 69; selection of seed -corn, Farmers' Bulletin 193; corn growing, 
 Farmers' Bulletin 199; popcorn, Farmers' Bulletin 202; adaptation of seed 
 corn, Farmers' Bulletin 224; seed corn buying and judging, Farmers' Bul- 
 letin 225; handling seed corn, Farmers' Bulletin 244; corn bill bugs and root 
 louse, Farmers' Bulletin 259; seed corn, Farmers' Bulletin 272; corn root 
 worms, Circular No. 59. 
 
 STATE BULLETINS. 
 
 Alabama Experiment Station Corn, Bulletin 3. 
 
 Georgia Experiment Station Corn, Bulletins 30, 34, 41, 46, 51, 55, 58, 
 62, 65. 
 
 Illinois Experiment Station Studies of corn and its uses, Bulletin 9; 
 insects injurious to seed and roots of corn, Bulletin 44; corn bill bug in 
 Illinois, Bulletin 79; structure of the corn kernel, Bulletin 87; Indian corn 
 injurious insects, Bulletin 95; testing corn for seed, Bulletin 96; breeding 
 of corn, Bulletin 100; ten years of corn breeding, Bulletin 128. 
 
 Indiana Experiment Station Corn improvement, Bulletin 10. 
 
 Iowa Experiment Station Selection of seed corn, Bulletin 63 ; seed corn, 
 selection, Bulletin 77. 
 
 Kansas Experiment Station Corn smut, Bulletin 62 ; corn kernel and its 
 improvement, Bulletin 107; corn, roots of, Bulletin 127; seed corn, testing 
 for vitality, Bulletin 136; Indian corn, Bulletin 147. 
 
 Maine Experiment Station Indian corn as food, Bulletin 131; study of 
 corn, Bulletin 139. 
 
 Maryland Experiment Station Sweet corn, Bulletin 96. 
 
 Minnesota Experiment Station Seed grain, Bulletin 24, in press. 
 
 New York Experiment Stajtion Sweet corn, Bulletin 130. 
 
 North Dakota Experiment Station Corn culture, Bulletin 51. 
 
 Ohio Experiment Station Smut of Indian corn, Bulletin 10; score card 
 for dent corn, Bulletin 61. 
 
 Pennsylvania Experiment Station Improvement of corn, Bulletin 133. 
 
 Rhode Island Experiment Station Continuous corn culture, Bulletin 113. 
 
 South Carolina Experiment Station Corn, Bulletins 44, 61. 
 
 Tennessee Experiment Station Increasing the yield, Bulletin . 
 
 Utah Experiment Station Water requirements of corn, Bulletin 86. 
 
 30 
 
CORN SCORE CARD. 
 
 By W. W. Wicoff, Instructor in Agriculture, Owatonna High School. 
 
 Sample No 
 
 I. General Appearance, 20. 
 
 1. Size and shape of ear. . 10 
 
 2. Constitution 4 
 
 3. Filling of butts 3 
 
 4. Filling of tips 3 
 
 II. Trueness to Type or Breed 
 Characteristics, 20. 
 
 1. Shape of ear 5 
 
 2. Shape of kernel 5 
 
 3. Purity of color of cob. . 2 
 
 4. Uniformity in size and 
 
 shape of kernels .... 4 
 
 5. Purity of color of grain 2 
 
 6. Straightness of rows.. 1 
 
 7. Arrangement of rows. . 1 
 
 III. Maturity and Market Con- 
 dition, 25. 
 
 1. Sappiness 5 
 
 2. Moldiness 4 
 
 3. Chaffiness 4 
 
 4. bcarchiness 3 
 
 5. Adherence of tip cap to 
 
 cob 3 
 
 6. Adherence of chaff to 
 
 tip cap 2 
 
 7. Plumpness of tips of 
 
 kernels , 1 
 
 Ear No. .... 
 
 8. Depth of kernel 1 
 
 9. Size of ear 1 
 
 10. Size of cob 1 
 
 IV. Vitality (Germinating 
 
 Power), 25. 
 
 1. Color of embryo 4 
 
 2. Condition of embryo. . . 4 
 
 3. Adherence of tip cap to 
 
 cob 3 
 
 4. Blistering of kernel .... 3 
 
 5. Size of germ 2 
 
 6. Plumpness of tips of 
 
 kernels 2 
 
 7. Adherence of chaff to 
 
 tip cap 2 
 
 8. Condition of cob 2 
 
 9. Starchiness 1 
 
 10. Chaffiness 1 
 
 11. Sap'piness 1 
 
 V. Shelling Percentage, 10. 
 
 1. Depth of kernel 4 
 
 2. Size and density of cob 3 
 
 3. Filling of butts and tips 1 
 
 4. Space at cob 1 
 
 5. Furrows between rows. 1 
 
 Total . . 100 
 
 31 
 
CORN SCORE CARD. 
 University of Minnesota Division of Agriculture. 
 
 Salient Points 
 
 INTRINSIC POINTS 
 
 Standard 
 Score 
 
 Sample 
 
 No 
 Score 
 
 Corrected 
 Score 
 
 
 1. Form of ear 
 2. Butts 
 
 10 
 5 
 
 
 
 
 3. Tips. . ' 
 
 5 
 
 
 
 
 4. Length of ear 
 
 10 
 
 
 
 YIELD 
 50 Points 
 
 5. Circumference 
 6. Kernel arrangement 
 
 8 
 2 
 
 
 
 
 7. Space 
 
 2 
 
 
 
 
 8. Kernel shape 
 
 2 
 
 
 
 
 9. Kernel uniformity 
 
 1 
 
 
 
 
 10. Per cent corn to ear 
 
 5 
 
 
 
 
 1. Color of grain 
 
 5 
 
 
 
 VARIETY 
 
 2 Color of Cob 
 
 2 
 
 
 
 CHARACTERS 
 10 Points 
 
 3 Kernel indentation 
 
 2 
 
 
 
 
 4. Kernel shape .... 
 
 1 
 
 
 
 
 
 
 
 
 
 1 Luster 
 
 5 
 
 
 
 
 2 Germ color . . . 
 
 5 
 
 
 
 VITALITY 
 25 Points 
 
 Size 
 
 8 
 
 
 
 
 Shape 
 
 2 
 
 
 
 
 3 Kernal Condition 
 
 5 
 
 
 
 
 
 
 
 
 MARKET 
 
 1. Maturity 
 
 10 
 
 
 
 CONDITION 
 15 Points 
 
 2. Freedom from injury 
 
 5 
 
 
 
 
 
 
 
 
 100 Points 
 
 Total 
 
 100 
 
 
 
 Score of, 
 
 191 
 
 CORN. 
 
 Explanation of Points in the Score Card and Rules for Judging. 
 Division of Agriculture. St. Anthony Park, Minn. 
 
 YIELD: 50 POINTS. 
 
 1. Form of ear Nearly cylindrical, straight, regular rows. Proportionate 
 
 length to circumference, about 4 to 3. Kernels should 1 be similar at 
 ends and middle. Tapering, irregular or malformed ears are ob- 
 jectionable. 
 
 2. Butts of ears -Rows of kernels regular and complete, leaving a medium 
 
 deep depression where shank is broken off. Enlarged, open and con- 
 tracted butts are objectionable. 
 
 3. Tips of ears Well rounded and filled with regular, full sized kernels. 
 
 Isot pointed or tapering. 
 
 32 
 
4. Length of ear This varies with the variety. (See standard 1 measure.) 
 
 5. Circumference of ear This varies with the variety. (See standard 
 
 measurement.) 
 
 6. Kernel arrangement The kernel should be arranged in straight, even 
 
 and unbroken rows. Twisted rows or otherwise irregular rows are 
 objectionable. 
 
 7. Space Between the rows of kernels should be slight; between the 
 
 kernels at cob, none. 
 
 8. Kernel shap'e Varies slightly according to variety. They should be 
 
 square shouldered, straight on sides and taper (wedge like) slightly 
 from cap to tip. 
 
 9. Kernel uniformity All kernels on all parts of the ear should be nearly 
 
 uniform in size and shape. 
 
 10. Per cent of shelled corn Determined' by weight. It is very important 
 that the per cent be 80 or more. (See standard.) 
 
 RULES FOR JUDGING. 
 
 1. Form of ear, Butts. Tips. Kernel arrangement. Space. Kernel shape 
 
 and kernel uniformity are all a matter of judgment. Get a mental 
 idea of what the points should consist, then mark accordingly. 
 
 2. Length Measure with the ruler all of the ears. Take one point off in 
 
 the score for each 2 inches thus obtained. No deduction is made 
 lor excess length. 
 
 3. Circumference Measure with the tape about 2 inches from the butt 
 
 of each. Take one point off the score for each 2 inches thus ob- 
 tained. No cut is made for excess circumference. 
 
 4. Per cent of shelled corn Weigh the average five ears; shell them and 
 
 weigh the shelled corn; divide the shelled weight by the total 
 weight to get tae per cent, and cut one point off the iscore for each 
 per cent less tuan standard, 85 per cent. 
 
 VARIETY CHARACTERS: 10 POINTS. 
 
 1. Color of grain Uniform. True to the variety represented and free from 
 
 hybrid kernels. 
 
 2. Color of cob True to variety and of bright luster. Generally white 
 
 corn has white color and yellow corn has red color. 
 3'. Kernel indentation Typical of variety represented. 
 4. Kernel shape Typical of variety represented. 
 
 RULES FOR JUDGING. 
 
 In all points pertaining to variety characters, a knowledge of the true 
 (Characters is necessary. Therefore, the scoring is a matter of 
 judgment. 
 
 VITALITY: 25 POINTS. 
 
 1. Luster Means the brilliancy of color. The ears and kernels should be 
 
 bright throughout. Weathering or aged appearance is objectionable. 
 
 2. Germ Color. Should be rich cheese color and bright. Size should be 
 
 large in proportion to kernel. Shape, straight and broad. Not 
 cramped. 
 
 3. Kernel condition Sound, well tilled, firm and well cured. 
 
 RULES FOR JUDGING. 
 
 All points under vitality are a matter of judgment. Cut the scores in 
 proportion to the degree of ideal perfection which the factors at- 
 tained. 
 
 33 
 
MARKET CONDITIONS: 15 POINTS. 
 
 1. Maturity The ears should 1 be thoroughly mature, dry, firm and sound. 
 
 2. Freedom from injury, mold, de-cay, dirt, mice-gnawed kernels. Shelled 
 
 kernels, weathering. 
 
 RULES FOR JUDGING. 
 
 Entirely a matter of judgment as in the case of vitality. 
 
 OUTLINE XI: GRAINS. 
 By DeVoe Meade, Instructor in Agriculture, Hector High School. 
 
 A. Structure: 
 
 1. Relationships. 
 
 2. Roots. 
 
 3. Stems. 
 
 4. Leaves. 
 
 5. Tillering. 
 
 6. Reproductive organs. 
 
 7. The flower. 
 
 8. The spikelet. 
 
 9. The grain. 
 
 10. The embryo. 
 
 11. The spike. 
 
 12. The endosperm. 
 
 13. The aleurone layer. 
 14 The bran. 
 
 15. Physical properties. 
 
 B. Composition: 
 
 1. Water. 
 
 2. Ash. 
 
 3. Protein. 
 
 4. Relation of weight per bushel to chemical composition. 
 
 5. Composition as influenced by environment. 
 
 C. Botanical relations: 
 
 1. Species of wheat. 
 
 2. Spelt. 
 
 3. Mnkorn. 
 
 4. Emmer. 
 
 5. Common wheat. 
 
 6. Club, or square head wheat. 
 
 7. Poulard wheat. 
 
 8. Durum wheat. 
 
 9. Polish wheat. 
 
 10. Spring and winter wheat. 
 
 D. Variety classification: 
 
 1. Number of varieties. 
 
 2. Pedigree wheat. 
 
 3. Variety -characteristics. 
 
 4. Desirable qualities. 
 
 5. Variety groups. 
 
 6. Score card. 
 
 7. Market Classification. 
 
 8. boft winter varieties. 
 
 9. Hard winter varieties. 
 
 10. Hard spring varieties. 
 
 11. White varieties. 
 
 34 
 
E. Improvement of varieties: 
 
 " 1. The introduction of foreign varieties. 
 
 2. Improvement by selection. 
 
 3. Crossing. 
 
 4. Possibility of cross fertilization. 
 
 5. Importance of crossing as a method of improvement. 
 G. Finding and testing new strains or varieties. 
 
 F. CM mate: 
 
 1. Conditions necessary for successful wheat culture. 
 
 2. Effect of climate on distribution. 
 
 3. Climate and quality. 
 
 4. Climate as affecting growth. 
 
 5. Accumulation of soil constituents at different stages of growth. 
 
 6. WinterKiiling. 
 
 G. Soil and soil amendments: 
 
 1. Selection of soil. 
 
 2. Use of fertilizers. 
 
 3. Indirect fertilization. 
 
 4. Rotations. 
 
 5. Relative importance of the different fertilizing constituents. 
 
 6. Forms of fertilizers to apply. 
 
 7. Amount, time, and manner of applying commercial fertilizers. 
 
 8. Farm manure. 
 
 9. Mulching. 
 
 H. Cultural methods: 
 
 1. Time of plowing. 
 
 2. Depth of plowing. 
 
 3. Seed bed preparation without plowing. 
 
 4. Time of plowing. 
 
 5. Depth of sowing. 
 
 6. Drilling vs. broadcasting. 
 
 7. Rate of seeding. 
 
 8. Germination. 
 
 9. Seed treatment. 
 
 10. Wheat-seeding machinery 
 
 11. Cultivation. 
 
 12. Rolling. 
 
 I. Weeds, fungus diseases and insect enemies: 
 
 1. Weeds: (a) chess or cheat, (b) darnel, (c) cockle, (d) wild 
 
 garlic, (e) wheat-thief. 
 
 2. Fungus diseases: (a) rust, (b) wheat scab, (c) loose smut, (d) 
 
 stinking smut. 
 
 3. Insect enemies of growing wheat: (a) chinch bug, (b) Hes- 
 
 sian fly, (c) wheat joint worm, (d) wheat midge, (e) army 
 worm, (g) grasshoppers. 
 
 J. Harvesting and preservation: 
 
 1. Date of harvesting. 
 
 2. Influence of maturity on yield. 
 
 3. Influence of ripening on composition. 
 
 4. Influence of shocking. 
 
 5. Method of shocking. 
 
 6. Methods of harvesting. 
 
 7. Self-rake reaper. 
 
 8. The self-binding harvester. 
 
 9. The head'er. 
 
 10. The combined harvester and thresher. 
 
 35 
 
11. Storing. 
 
 12. Elevators. 
 
 K. Uses and preparation for use: 
 
 1. Uses. 
 
 2. Food for domestic animals. 
 
 3. Source, amount and quality of flour. 
 
 4. Grades of flour. 
 
 5. Graham and entire wheat flour. 
 
 6. Milling machinery. 
 
 7. The by-products of wheat. 
 
 8. Composition of by-products. 
 
 9. Value of by-products as food. 
 
 L. Production and marketing: 
 
 1. Wheat production of world. 
 
 2. Wheat production in U. S. 
 
 3. Progress of wheat production. 
 
 4. Center of wheat production. 
 
 5. Winter wheat and spring wheat. 
 
 6. Production of flour. 
 
 7. Wheat consumption pr capita. 
 
 8. Yield per acre. 
 
 9. Cost of production. 
 
 10. Export of wheat and flour. 
 
 11. Imports of wheat. 
 
 12. Commercial grades. 
 
 M. History: 
 
 1. Antiquity. 
 
 2. Original habitat. 
 
 3. Reason for culture of wheat. 
 
 RYE. 
 
 A. Structure: 
 
 1. Relationship. 
 
 2. Root. 
 
 3. Stem. 
 
 4. Reproductive parts. 
 
 B. Composition: 
 
 1. Water. 
 
 2. Ash. 
 
 3. Protein. 
 
 4. Fat. 
 
 C. Varieties: 
 
 1. Spring. 
 
 2. Winter. 
 
 D. Climate 1 : 
 
 1. Best conditions of temperature and moisture. 
 
 E. Soil and its amendments: 
 
 1. Character of soil. 
 
 2. Fertilization. 
 
 3. Manuring. 
 
 F. Cultural methods: 
 
 1. Seed bed preparation. 
 
 2. Rate of seeding. 
 
 3. Pasturing. 
 
 36 
 
4. Time of seeding. 
 
 5. Rotations. 
 
 6. Harvesting. 
 
 G. Enemies of rye: 
 
 1. Chess. 
 
 2. Wild mustard. 
 
 3. Cockle. 
 
 4. Chinch bug. 
 
 5. Army worm. 
 
 6. Grasshopper. 
 
 7. Ergot. 
 
 8. Black stem and orange leaf rust. 
 
 H. Harvesting. 
 
 I. Uses: 
 
 1. Rye as a green manure. 
 
 2. Food for man. 
 
 3. Food for domestic animals. 
 
 4. Rye in manufacture of alcoholic drinks. 
 
 5. Rye as a soiling crop. 
 
 6. By-products. 
 
 J. Production and marketing: 
 
 1. Rye crop oi world. 
 
 2. Rye crop of U. S. 
 
 3. Center of production. 
 
 4. Yield per acre. 
 
 5. Commercial grades. 
 
 K. History: 
 
 1. Antiquity. 
 
 2. Original home. 
 
 OATS. 
 
 A. Structure: 
 
 1. Relationships. 
 
 2. Root. 
 
 3. Stem. 
 
 4. Infloresence. 
 
 5. The grain. 
 
 6. Weight per bushel. 
 
 B. Composition: 
 
 1. Water. 
 
 2. Ash. 
 
 3. Protein. 
 
 4. Fat. 
 
 C. Varieties: 
 
 1. Spring. 
 
 2. Winter. 
 
 3. Varieties with open and with closed panicle. 
 
 4. Influence of type or variety on yield. 
 
 D. Improvement of varieties: 
 
 1. Qualities sought for: 
 
 (a) high percentage of kernel 
 
 (b) yield 
 
 (c) meet commercial demand. 
 
 37 
 
2. Factors influencing yield: 
 
 (a) hardiness 
 
 (b) eariiness 
 
 (c) stiffness of straw 
 
 (d) heat and drought resistance 
 
 (e) rust resistance. 
 
 3. Selection. 
 
 4. Introduction of new varieties. 
 
 E. Climate: 
 
 1. Conditions necessary for successful oat culture. 
 
 2. Influence or climate on distribution. 
 
 3. Influence 01 climate on yield. 
 
 4. Influence of climate on growth. 
 
 5. Influence on physical properties. 
 
 6. Moisture requirements. 
 
 F. The soil and its amendments: 
 
 1. Cnaracter of soil. 
 
 2. Fertilization. 
 
 (a) kind 
 
 (b) quantity 
 
 (c) influence of fertilizers. 
 
 3. Rotation. 
 
 G. Cultural methods: 
 
 1. Preparation of seed bed. 
 
 2. Subsequent treatment. 
 
 3. Influence of size of seed and seed selection. 
 
 4. Sowing with other cereals. 
 
 5. Oats with field peas. 
 
 6. Oats and rape. 
 
 7. Germination. 
 
 8. Seed treatment. 
 
 9. Rate of seeding. 
 10. Time of sowing 
 
 (a) In northern states. 
 
 (b) In southern states. 
 
 11. Depth of sowing. 
 
 12. Methods of sowing. 
 
 H. Weeds, fungus diseases and insect enqmies: 
 
 1. Wild mustard. 
 
 2. Loose smut. 
 
 3. Covered smut. 
 
 4. Rusts. 
 
 5. Chinch bug. 
 
 6. Grasshoppers. 
 
 7. Fall army worm. 
 
 I. Harvesting: 
 
 1. For grain. 
 
 2. For hay. 
 
 3. Methods. 
 
 J. Uses: 
 
 1. For live stock. 
 
 2. As a human food. 
 
 3. By-products. 
 
 K. Production and Marketing: 
 
 1. Oat crop of world. 
 
 2. Oat crop of U. S. 
 
 38 
 
3. Yield per acre. 
 
 4. Increase in production. 
 
 5. Center of production. 
 
 6. Export trade. 
 
 7. commercial grades. 
 
 L. History: 
 
 1. Antiquity. 
 
 2. Original habitat. 
 
 BARLEY. 
 
 A. Structure: 
 
 1. Relationships. 
 
 2. Root. 
 
 3. Stem. 
 
 4. Grain. 
 
 5. Inflorescence. 
 
 6. The hull. 
 
 7. Variation in endosperm with: 
 
 (a) variety 
 
 (b) maturity 
 
 (c) climate. 
 
 8. Embryo. 
 
 9. Weight per bushel. 
 
 B. Composition: 
 
 1. Water. 
 
 2. Ash. 
 
 3. Protein. 
 
 4. Fat. 
 
 C. Malting qualities: 
 
 1. Germination. 
 
 2. Character of endosperm. 
 
 D. Varieties: 
 
 1. Six-rowed barley. 
 
 2. Two-rowed varieties. 
 
 3. Winter. 
 
 4. Spring. 
 
 5. Varieties. 
 
 6. Breeding barley. 
 
 E. Climate: 
 
 1. Conditions necessary for successful barley culture. 
 
 2. Distribution, yield and climate. 
 
 3. Moisture requirements. 
 
 F. The soil and soil amendments: 
 
 1. Soil characters. 
 
 2. ib'ertilization and manuring. 
 
 G. Cultural methods: 
 
 1. Seed bed preparation. 
 
 2. After treatment. 
 
 3. Rate of seeding. 
 
 4. Time of sowing. 
 
 5. Germination. 
 
 6. Seed selection. 
 
 7. Depth of sowing. 
 
 39 
 
8. Rotations. 
 
 9. Harvesting. 
 10. Threshing. 
 
 H. Fungus diseases and insect enemies: 
 
 1. Black stem rust. 
 
 2. Orange leaf rust. 
 
 3. Loose smut. 
 
 4. Covered smut. 
 
 5. Cninch bug. 
 
 6. Hessian fly. 
 
 7. Joint worm. 
 
 I. Uses: 
 
 1. As a food for domestic animals. 
 
 2. For malting purposes. 
 
 3. By-products. 
 
 J. Production and marketing: 
 
 1. Barley crop of world. 
 
 2 Barley crop of U. S. 
 
 3 Center of barley production. 
 
 4. Yield per acre. 
 
 5. Exports and imports. 
 
 6. Commercial grades. 
 
 K. History: 
 
 1. Antiquity. 
 
 2. Original home. 
 
 REFERENCES. 
 BOOKS. 
 
 Curtis Wheat Culture. 
 
 Dondlinger Book of Wheat, Judd $2.00 
 
 Hunt Cereals in America, Judd 1.75 
 
 PAMPHLETS. 
 
 United States Department of Agriculture Yearbook 1903, p. 329, 347; 
 Yearbook 1906, p. 199; Farmers' Bulletins 73, 105, 122, 139, 186, 219, 233, 249, 
 251, 273, 305, 320, 329, 366, 388, 399, 419, 420, 424, 427, 436, 466; Bureau of 
 Chemistry, Bulletin 120; Bureau of Entomology, Bulletins 16, 17, 42, 69, 85 
 (8 pts.), Circulars 70, 113; Bureau of Plant Industry, Bulletin 63; Bureau of 
 Soils, Bulletins 66, 67; Bureau of Statistics, Bulletins 20, 57, 58, 59, 60, 68. . 
 
 Illinois experiment Station Variety test of wheat, Bulletin 121; meth- 
 ods of seeding oats Bulletin 136. 
 
 Iowa Press Bulletin, winter wheat growing in Iowa, Bulletin 16. 
 
 Minnesota Experiment Station Bulletins 115, 117, 120, 122. 
 
 NECESSARY EQUIPMENT. 
 
 1. Compound microscopes, magnifying 500 diameters at $18.00. 
 
 2. Balance weighing to centigrams. 
 
 3. School set of economic seeds. These may be obtained at a small ex- 
 
 pense by writing to the Seed Laboratory, U. S. Dept. of Agriculture, 
 Washington, D. C. 
 
 4. Small magnifying glasses, magnifying 10 diameters. 
 
 5. Collect samples of the common diseases and insects for class room 
 
 study. 
 
 6. Other equipment needed may be brought from home by pupils as need ! ed. 
 
 7. Each student should keep a note-book in which are recorded all field 
 
 trips, demonstrations', laboratory work, etc., written up in full. 
 
 40 
 
WHEAT SCORE CARD. 
 University of Minnesota Division of Agriculture. 
 
 Salient Points 
 
 INTRINSIC POINTS 
 
 Standard 
 Score 
 
 Sample 
 No 
 Score 
 
 Corrected 
 Score 
 
 YIELD 
 
 Weight per bushel 
 
 25 
 
 
 
 30 Points 
 
 
 5 
 
 
 
 
 
 
 
 
 
 Color 
 
 3 
 
 
 
 VARIETY 
 CHARACTERS 
 
 Purity 
 
 10 
 
 
 
 15 Points 
 
 Kernel shape 
 
 2 
 
 
 
 
 
 
 
 
 
 Luster 
 
 5 
 
 
 
 VITALITY 
 
 
 15 
 
 
 
 30 Points 
 
 
 3 
 
 
 
 
 Odor 
 
 7 
 
 
 
 
 
 
 
 
 
 Weed seed 
 
 10 
 
 
 
 
 
 3 
 
 
 
 MARKET 
 CONDITION 
 
 
 2 
 
 
 
 25 Points 
 
 
 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 100 Points 
 
 Total 
 
 100 
 
 
 
 
 
 
 
 
 Score of. 
 
 .191. 
 
 WHEAT. 
 
 Explanation of Points in the Score Card and Rules for Judging. 
 
 Division of Agriculture. St. Anthony Park, Minn. 
 
 YIELD: SO POINTS. 
 
 1. Weight per bushel. (Standard, GO pounds.) Determine with chondro 
 
 meter. Heavy weight seed is recognized as best. 
 
 2. Uniformity The sample should be even in size, shape and 1 color. 
 
 VARIETY CHARACTERS: 15 POINTS. 
 
 1. Color Should be uniform, rich and true to breed represented. 
 
 2. Purity All kernels should be true types of the breed represented. Ad- 
 
 mixtures of other varieties of grains are objectionable. 
 
 3. Kernel shape (Varies with the variety.) Should be distinct and true 
 
 to breed represented. 
 
 VITALITY: 30 POINTS. 
 
 1. .Luster The grain should be clean and bright. A dull, dead' color is ot> 
 
 jectionable. 
 
 2. Plumpness All kernels should be well filleu, well rounded and have no 
 
 sharp angles. The crease should be well closed. 
 
 3. Germ Should be large and well filled. When cut open it should look 
 
 bright and clean. 
 
 4. Odor The sample should be sweet and tree from all foul smell, as 
 
 mold, mustiness, bin-burned, etc. 
 
 41 
 
MARKET CONDITIONS: 25 .POINTS. 
 
 1. Weed seed The sample should be free from weed seed, especially wild 
 
 oats, darnel, quack grass, cheat and mustard. 
 
 2. Dirt and dust No dirt, sticks, chaff, etc., or dust should be present. 
 
 3. Injured kernels All broken, blighted and scabby kernels are objection- 
 
 able. 
 
 4. Smut The presence of smut is objectionable. 
 
 5. Condition of bran The bran or seed coat should be smooth, bright and 
 
 free from dirt and weathering. 
 
 RULES FOR JUDGING. 
 
 1. Weight per bushel. (Standard, GO pounds.) Cut one point for each 
 
 pound less than standard. 
 
 2. Weed 1 seed Count out 100 seeds just as they run. Cut the score in 
 
 proportion to the number of weed seeds found. 
 
 3. Injured kernels Follow the same operation as for weed seed. 
 
 4. Uniformity Color, purity, kernel, shape, luster, plumpness, germ, odor, 
 
 dirt, dust, smut and condition of bran are all a matter of judgment. 
 Consider carefully the desirable features in these regards; then cut 
 the score in each case accordingly. 
 
 BARLEY SCORE CARD. 
 University of Minnesota Division of Agriculture. 
 
 Salient Points 
 
 INTRINSIC POINTS 
 
 Standard 
 Score 
 
 Sample 
 No 
 Score 
 
 Corrected 
 Score 
 
 YIELD 
 
 Weight per bushel 
 
 25 
 
 
 
 30 Points 
 
 Uniformity 
 
 5 
 
 
 
 
 
 
 
 
 
 Purity . . 
 
 12 
 
 
 
 VARIETY 
 CHARACTERS 
 
 Color 
 
 5 
 
 
 
 20 Points 
 
 Kernel shape 
 
 "3 
 
 
 
 
 
 
 
 
 
 Plumpness 
 
 15 
 
 
 
 VITALITY 
 25 Points 
 
 Luster 
 Odor 
 
 5 
 5 
 
 
 
 MARKET 
 CONDITION 
 25 Points 
 
 Weed seed 
 Dirt 
 Injured kernels 
 Weathering 
 
 7 
 5 
 5 
 8 
 
 
 
 
 
 
 
 
 100 Points 
 
 Total 
 
 100 
 
 
 
 Score of. . 
 
 191 
 
 BARLEY. 
 
 Explanation of Points in the Score, Card and Rules for Judging, 
 
 Division of Agriculture. St. Anthony Park, Minn. 
 
 YIELD: 30 POINTS. 
 
 1. Weight E'er bushel. (Standard, 48 pound's.) Yield, as determined by 
 
 weight, is an important factor and should be given close attention. 
 
 2. Uniformity All kernels should be of uniform size, shape and color. 
 
 42 
 
VARIETY CHARACTERS: 20 POINTS. 
 
 1. Purity All kernels must be of the breed represented. A mixture of 
 
 two row in six-row barley 01 vice versa is a serious fault. The pres- 
 ence of oats or wheat is also objectionable. 
 
 2. Color Varies with the variety and type. It should be distinct and 
 
 typical of the variety represented. 
 
 3. Kernel shape Varies with the class, but should be typical of the breed 
 
 represented. 
 
 VITALITY: 25 POINTS. 
 
 1. Plumpness Kernels round and full; well filled, crease well closed in, 
 
 ends of kernels blunt, not long and tapering. 
 
 2. Luster Very important in barley. It is one indication of quality. The 
 
 kernels should be clear and bright. 
 
 3. Odor Should be sweet and fresh not old or musty or smutty. 
 
 MARKET CONDITIONS: 2,5 POINTS. 
 
 1. Weed seed Seeds of any weeds, especially wild oats, qua-ck grass, dock, 
 
 etc., are objectionable. 
 
 2. Dirt Such as sticks, straw, chaff, etc., interfere with the seeding and 
 
 are a detriment to seed grain. 
 
 3. Injured kernels Lower the germination and quality of the see*ds. 
 
 Cracked, mice-eaten or decayed kernels are here considered. 
 
 4. Weathering Injurious to barley more than any other grain. It is 
 
 indicated by the yellow or brown tinge to the berries. 
 
 RULES FOR JUDGING. 
 
 1. Weight per bushel. Determine the exact weight. Then cut l l / 2 points 
 
 off the score for each pound less than standard. 
 
 2. Weed seed and injured kernels are determined by counting out 100 or 
 
 more seeds and noting the number of each in each count. Cut the 
 score according to the numoer of each found. 
 
 3. All the other points are a matter of judgment. Consider carefully what 
 
 should be a perfect condition in each case. Then cut the score in 
 proportion to tue degree of perfection. 
 
 FLAX SCORE CARD. 
 University of Minnesota Division of Agriculture. 
 
 Salient Points 
 
 INTRINSIC POINTS 
 
 Standard 
 
 Sample 
 No Corrected 
 
 
 
 Score 
 
 Score Score 
 
 YIELD 
 
 Weight per bushel 
 
 30 
 
 
 35 Points 
 
 Uniformity 
 
 5 
 
 
 
 
 
 
 VARIETY 
 CHARACTERS 
 15 Points 
 
 Color 
 Purity 
 
 10 
 5 
 
 
 
 
 
 
 
 VITALITY 
 
 Plumpness 
 Luster 
 
 15 
 5 
 
 
 25 Points 
 
 Odor 
 
 5 
 
 
 
 
 
 
 
 Weed Seed . . . 
 
 10 
 
 
 MARKET 
 
 Dirt 
 
 5 
 
 
 CONDITION 
 
 Injured kernels 
 
 2 
 
 
 25 Points 
 
 Weathering 
 
 8 
 
 
 
 
 
 
 100 Points 
 
 Total 
 
 100 
 
 
 Score of. . 
 
 191 
 
 43 
 
FLAX. 
 
 Explanation of Points in the Score Card and Rules for Judging. 
 
 Division of Agriculture. St. Anthony Park, Minn. 
 
 YIELD. 35 POINTS. 
 
 1. Weight per bushel, (fecandard, 56 pounds.) As yield is dependent upon 
 
 the weight of the grain, the weight per bushel is very important. 
 It is determined by the chondrometer. 
 
 2. Uniformity In flax uniformity is usually good, but the seeds should all 
 
 be of equal size and shape. 
 
 VARIETY CHARACTERS: 15 POINTS. 
 
 1. Color The variety of color is difficult to distinguish. Sharp lines must 
 
 be drawn if a difference is detected. Whatever the color, it should 
 be distinct. 
 
 2. Purity Distinguished by size, shape and color, which should be that of 
 
 the breed represented. 
 
 VITALITY: 25 POINTS. 
 
 1. Plumpness Plax usually appears to be plump, but examination will 
 
 show concave or flat sides. Tne seeds should be well rounded out 
 on both sides. 
 
 2. Luster Good seed should be brignt and shiny a dull appearance indi- 
 
 cates poor vitality and quality. 
 
 3. Odor The sample should be sweet and free from musty, bin-burned or 
 
 smutty odors. 
 
 MARKET CONDITIONS: 25 POINTS. 
 
 1. Weed seed Seed flax should be free from all foul seeds, especially 
 
 those which are difficult to separate with a fanning mill. 
 
 2. Dirt Sticks, seed-bolls, straw, etc., should not be present in seed flax. 
 
 3. Injured kernels Broken, scabby, or otherwise damaged kernels are ob- 
 
 jectionable. 
 
 4. Weathering Indicated by dull appearance, the berries stick together, 
 
 etc.; this is detrimental and objectionable. 
 
 RULES FOR JUDGING. 
 
 1. Weight per bushel. (Standard, 56 pounds.) Determine with the chon- 
 
 drometer. Cut iy 2 points for each pound less than standard. 
 
 2. Weed seed Count out 100 or more kernels from the sample and note 
 
 the number of weed seeds. Cut in proportion to the amount found. 
 
 3. Injured kernels Proceed as for weed seed and cut accordingly. 
 
 OUTLINE XII: POTATOES. 
 By D. B. Jewell, Instructor in Agriculture, Deer River High School. 
 
 Note It is the purpose of this outline to suggest topics for study and not 
 definite information regarding potato culture. All study should be adapted to 
 local conditions. Definite information may be obtained from 
 
 Bailey Cyclopedia of Agriculture 4v; Macmillan $20.00 
 
 Bailey Cyclopedia of Horticulture, 4v; Macmillan 20.00 
 
 Bailey Manual of Gardening; Macmillan 2.00 
 
 Green Vegetable Gardening; Webb 1.00 
 
 Bulletins of U. S. Dept. of Agriculture and State Experiment Stations. 
 
 44 
 
A. The potato botanically: 
 
 1. The potato plant. 
 
 (a) Leaves. 
 
 (b) fctems (above ground). 
 
 (c) Stems (under ground) (tubers). 
 
 (d) Roots. 
 
 (e) Blossoms. 
 
 (f) Fruits. 
 
 (g) Propagating by seeds, stems, and tubers. 
 
 2. The potato family (Solanaeceae). 
 
 (a) Characteristics of family. 
 
 (b) ^esemblance of potato to pepper, tomato, night shade, 
 
 etc. 
 
 (c) History of the potato. 
 
 B. The potato as an agricultural product: 
 
 1. Significance of the crop. 
 
 (a) As a food for man. 
 
 (b) As a food lor animals. 
 
 (c) As a raw material for manufactured products. 
 
 (d) Potato regions. 
 
 2. Improving the crop. 
 
 (a) By selection. 
 
 (b) r>y seedlings. 
 
 (c) Other ways. 
 
 C. Culture of the potato: 
 
 1. Soil requirements. 
 
 (a) Physical requirements. 
 
 (b) Plant food requirement. 
 
 (c) iVioisture requirements. 
 
 (d) Measurement of local soils by ideal standard. 
 
 2. Preparing the soil. 
 
 (a) Plowing (time and manner). 
 
 (b) Harrowing (object and thoroughness). 
 
 (c) JL ertilizing. 
 
 3. Planting. 
 
 (a) Selecting the seed. (Use score card from College of 
 
 Agriculture.) 
 
 (b) Cutting the seed. 
 
 (c) Treating the seed. 
 
 (d) Distance apart of rows. 
 
 (e) Distance apart of hills. 
 
 (f) Depth. 
 
 (g) Potato planters (hand and horse planters). 
 
 4. Cultivating the crop. 
 
 (a) Level cultivation. 
 
 (b) Hill cultivation. 
 
 (c) Time to begin -cultivation. 
 
 (d) When to discontinue cultivating. 
 
 (e) Depth of cultivation. 
 
 (f) Cultivating tools. 
 
 (g) Object of cultivation. 
 
 5. Insects and diseases. 
 
 (a) Insects and treatment. (Potato beetle.) 
 
 (b) Diseases and treatment. (Blight and scab.) 
 
 (c) Spraying machinery. 
 
 (d) Mixing of spraying mixtures. 
 
 6. harvesting the crop. 
 
 (a) when is a potato ready to harvest? 
 
 (b) Methods of harvesting. 
 
 By hand and by diggers. 
 
 45 
 
D. Storing the crop. 
 
 1. 'ihe root cellar. 
 
 (a) Temperature. 
 
 (b) Ventilation. 
 
 (c) Methods of building. 
 
 (d) Shrinkage. 
 
 2. The potato warehouse. (Co-operative.) 
 
 (a) Organization. 
 
 (b) Advantages. 
 
 (c) Conditions necessary to success. 
 
 E. Marketing the crop, 
 
 1. Marketing from the field. 
 
 (a) Advantages. 
 
 (b) Disadvantages. 
 
 2. Marketing as seed. 
 6. Shipping potatoes. 
 
 (a) Manner of loading cars (winter and summer). 
 
 (b) Freight rates and profiis. 
 
 (c) Uniform stock of one variety a necessity. 
 
 (d) ueveloping a potato market. 
 
 F. Profits in potato growing. 
 
 G. The potato in relation to the rest of the farm. 
 
 1. Its place in crop rotation. 
 
 (a) On a small farm. 
 
 (b) On a large farm. 
 
 (c) As a money crop. 
 
 2. As a cultivated crop to kill weeds. 
 
 3. As a new ground crop. 
 
 OUTLINE XIII: FORAGE CROPS. 
 By Edwin S. Billings, Instructor in Agriculture, Canby High School. 
 
 I. Forage crops defined. 
 
 1. General purpose. 
 
 2. Classes. 
 
 a. Annuals. 
 
 b. Perennials. 
 
 c. i^egumes. 
 
 d. Root crops. 
 
 3. Place of in the rotation. 
 
 II. General classifications: 
 1. Annuals. 
 
 a. Examples of 
 
 b. Purposes for w r hich grown. 
 
 (1) Character as a feed. 
 
 (2) Any special purposes. 
 
 c. Cultivation. 
 
 (1) General. 
 
 (2) For special annuals. 
 
 d. Harvesting and curing. 
 
 (1; Machines. 
 (2) Manner. 
 
 46 
 
2. Perennial grasses. 
 
 a. Examples of. 
 
 b. Purposes of the crop. 
 
 (1) Cnaracter of important examples as feed. 
 
 c. Cultivation. 
 
 (1) Seeding. 
 
 (a) Cover crops. 
 
 (2) For special crops. 
 
 d. Harvesting and caring for the crops. 
 
 (1) Generally. 
 
 (2) For special ends. 
 
 (a) Production of seed. 
 
 (b) Other uses. 
 
 3. Legumes. 
 
 a. Defined. 
 
 b. Examples. 
 
 c. Purposes. 
 
 (1) Maintenance of fertility. 
 
 (2) For high protein roughage. 
 
 (3) For the production of seed. 
 
 d. Cultivation. 
 
 (1) Preparation and seeding of land. 
 
 (a) General. 
 
 (b) Special crops as alfalfa. 
 
 (c) Inoculation of the soil. 
 
 e. Cutting and caring for the crop. 
 
 (a) General. 
 
 (b) Special cases, as alfalfa in a humid 
 
 climate. 
 
 4. Root crops. 
 
 a. Examples. 
 
 b. Purposes in the feeding ration. 
 
 c. Cultivation. 
 
 d. Harvesting and caring for the crop. 
 
 The crops under fibres not considered important in this connection. 
 
 Materials: 
 
 Preserved specimens of the legumes should be kept at hand to illustrate 
 
 the nodules on die roots. 
 
 Shock covers to be shown and discussed in their relation to the curing 
 of tne legumes. 
 
 OUTLINE XIV: VEGETABLE GARDENING ONE SEMESTER, SPRING 
 
 TERM. 
 
 By John F. Ware, Instructor in Agriculture, South St. Paul High School. 
 
 A. Classification of vegetables: 
 
 (a) Botanical classification of vegetables. 
 
 (b) Frost hardy and frost tender vegetables. 
 
 (c) Special directions for cultivation of asparagus, beets, brussels 
 
 sprouts, carrot, cauliflower, celery, corn, cress, cucumber, 
 egg-plant, gourds, norseradish, lettuce, muskmelon, onions, 
 parsley, parsnip, peas, peppers, potato, pumpkin, radish, rhu- 
 barb, rutabaga, salsify, spinach, squash, sweet potato, to- 
 mato, turnip, watermelon. 
 
 B. Planning the gardon: 
 
 (a) Location and soil. 
 
 (b) Early crops and late crops. 
 
 (c) Succession of crops. 
 
 (d) Plan for a small vegetable garden. 
 
 47 
 
C. Manures and fertilizers: 
 
 (a) Chemical and physical properties of each. 
 
 (b) Horse manure, sheep manure and cow manure. 
 
 (c) Commercial fertilizers: Nitrate of soda, tankage, lime wood 
 
 ashes. 
 
 D. Garden cultivation: 
 
 (a) Plowing and subsoil plowing. 
 
 (b) Cultivation to kill weeds. 
 
 (c) Cultivation to develop plant food. 
 
 (d) General cultivation of garden crop's. 
 
 (e) Horse and hand implements. 
 
 E. Common garden insects and methods of destroying them: 
 
 (a) Potato beetle, cabbage-worm, wireworms, cutworms, aphis, 
 parsley-worm, cu-cumber beetle, bean and pea weevil, squash 
 bug. 
 
 (o) Life history of insects in brief. 
 
 F. Hotbeds and cold frames: 
 
 (a) Time to make. 
 
 (b) Location and material. 
 
 (c) Ventilation and temperature. 
 
 (d) Watering. 
 
 (e) A small practical greenLouse. 
 
 G. Outdoor work in garden: 
 
 (a) Planting seed in flats. 
 
 (b) Transplanting seedlings in flats. 
 
 (c) Spading up garden. 
 
 (d) Preparing seed-bed. 
 
 (e) Sowing seed in the open. 
 
 (f) Care, watering and ventilation of hotbeds. 
 
 (g) Laying out garden. 
 
 (h) Hoeing and cultivation of individual gardens. 
 
 This work is planned for the spring term in order to give as much prac- 
 tical work in the garden as possible with the text-book. Green's Vegetable 
 Gardening is the text-book used. In connection with our vegetable garden- 
 ing work in South St. Paul in the spring we will organize an Agricultural 
 Club among the boys of the high school and rent two acres of land near by 
 and plant it in potatoes. The boys will do the work and divide the profits 
 in the fall. 
 
 REFERENCES. 
 
 Hemenway How to make school gardens, Doubleday $1.00 
 
 Morse New rhubarb culture, Judd 50 
 
 Parsons Children's gardens, Sturgis 1.00 
 
 Rawson Success in market gardening, Doubleday 1.10 
 
 Sevey Bean culture, judd 50 
 
 Tracy Tomato culture, Judd 50 
 
 Weed Spraying crops, Judd 50 
 
 PAMPHLETS. 
 
 United States Department of Agriculture Potato culture, Farmers' Bul- 
 letin 35; sugar beet, Farmers' Bulletin 52; potato diseases, Farmers' Bulletin 
 91; peas and beans, Farmers' Bulletin 121; irrigation ditches, Farmers' Bul- 
 letin 158; barnyard manure, Farmers' Bulletin 191; mushroom's, Farmers' 
 Bulletin 204; school gardens, Farmers' Bulletin 218; fungicides, Farmers' Bul- 
 letin 243; cucumbers, Farmers' Bulletin 254; leguminous crops, Farmers' 
 Bulletin 278; onion culture, Farmers' Bulletin 354; boys' agricultural clubs, 
 Farmers' Bulletin 385; potato, Farmers' Bulletin 407; testing seeds, Farmers' 
 Bulletin 428; cabbage, Farmers' Bulletin 433; frames in truck gardening, 
 Farmers' Bulletin 460. 
 
 Minnesota Experiment Station Farm vegetable garden, Bulletin 17; 
 potato growing in Minnesota, Bulletin 4. 
 
 48 
 
OUTLINE XV: FRUIT GROWING ONE SEMESTER. 
 By John F. Ware, Instructor in Agriculture, South St. Paul High School. 
 
 A. Locations for fruit growing. 
 
 (a) Soil and subsoil. 
 
 (b) Selecting sites for an orchard. 
 
 (c) Soil sampling field work. 
 
 (d) Nearness to market. 
 
 B. Insects injurious to fruits: 
 
 (a) Specimens of insects. 
 
 (b) Mixing insecticides in laboratory. 
 
 (c) Sprayers. 
 
 (.d) Groups of insects. 
 
 C. Diseases injurious to fruits: 
 
 (a) Difference between an insect and a disease. 
 
 (b) Remedies against diseases. 
 
 i.c) Mixing of Bordeaux in laboratory. 
 
 D. Harvesting and marketing fruit: 
 
 (a) Handling and picking fruit. 
 
 (b) Box packing. 
 
 (c) Shipping fruit. 
 
 E. Propagation of fruit plants (illustrated by actual class and field work): 
 
 (a) Budding. 
 
 (b) Grafting. 
 
 (c) Top working. 
 
 (d) Layering. 
 
 F. Apples: 
 
 (a) Propagation. 
 
 (b) Cultivation and pruning. 
 
 (c) Mulching and fertilizers. 
 
 (d) Varieties Laboratory work on market specimens in season. 
 
 G. Pear: 
 
 (a) Propagation. 
 
 (b) Cultivation and fertilizers. 
 
 (c) Soil and pruning. 
 
 (d) Varieties Laboratory work on market specimens in season. 
 
 H. Grapes: 
 
 (a) Propagation. 
 
 (b) Cultivation and fertilizers. 
 
 (c) Soil and pruning. 
 
 (d) Varieties Laboratory work on market specimens in season. 
 
 I. Strawberry: 
 
 (a) Soil and location. 
 
 (b) Mulching and cultivation. 
 
 (c) Insects and diseases. 
 
 (d) Varieties Laboratory work on market varieties in season. 
 
 J. Currant: 
 
 (a) Soil and location. 
 
 (b) Mulching and cultivation. 
 
 (c) Insects and diseases. 
 
 (d) Varieties Laboratory work on market varieties in season. 
 
 49 
 
K. Gooseberry: 
 
 (a) Soil and location. 
 
 (b) Mulching and cultivation. 
 
 (c) Insects and diseases. 
 
 (d) Varieties Laboratory work on market varieties in season. 
 
 L. Raspberry: 
 
 (a) Soil and location. 
 
 (b) Mulching and cultivation. 
 
 (c) Insects and diseases. 
 
 (d) Varieties Laboratory work on market varieties in season. 
 
 M. Blackberry: 
 
 (a) Soil and location. 
 
 (b) Mulching and cultivation. 
 
 (c) Insects and diseases. 
 
 (d) Varieties Laboratory work on market varieties in season. 
 
 N. Cranberry: 
 
 (a) Soil and location. 
 
 (b) Mulching and cultivation. 
 
 (c) Insects and diseases. 
 
 id) Varieties Laboratory work on market varieties in season. 
 
 O. Citrus fruits: 
 
 (a) Soil and propagation. 
 
 (b) Varieties Laboratory work on oranges, grapefruit and lem- 
 
 ons. 
 
 Laboratory Work. 
 
 Principles of plant growth: 
 
 Germination of seeds and seed testing. 
 
 Common weeds and their eradication. 
 
 Function of roots. 
 
 Function of leaves. 
 
 Function of -bark. 
 
 Process of starch formation in leaves. 
 
 Pollination and crossing to obtain new varieties: 
 
 Use schooi exercises in plant production, Farmers' Bulletin 408, U. 
 S. D. A., as an outline or a text-book in this work. 
 
 With this course i:t is planned to use Green's Popular Fruit Growing as 
 a text-book. 
 
 One laboratory period a week is planned on Principles of Plant Growth 
 as outlined above on market varieties of fruits as suggested in outline. At 
 least one excursion a week should be made, as opportunity offers, to nearby 
 farms, orchards and nurseries during the early fall while the weather per- 
 mits. 
 
 REFERENCES. 
 
 United States Department of Agriculture Apple and how to grow it, 
 Farmers' Bulletin 113; home fruit garden, Farmers' Bulletin 154; propaga- 
 tion of plants, Farmers' Bulletin 157; pruning, Farmers' Bulletin 181; straw- 
 berries, Farmers' Bulletin 198; fruit as food, Farmers' Bulletin 293; irriga- 
 tion of orchards, Farmers' Bulletin 404. 
 
 Minnesota Experiment Station Selecting seed corn, Bulletin 9; farm 
 drainage, Bulletin 13; strawberries and bush fruits, Bulletin 1G; alfalfa in 
 Minnesota, Bulletin 18. 
 
 Nursery and seed catalogues from the various firms will be found good 
 for descriptive work in fruits. 
 
 50 
 
OUTLINE XVI: WEEDS. 
 By Edw. W. Vancura, Instructor in Agriculture, Argyle High School. 
 
 A. Definition: Any plant that persists in growing where it is not wanted. 
 
 B. Classification: 
 
 1. Annuals. (Define.) 
 
 a. Native. 
 
 b. Introduced. 
 
 2. Biennials. (Define.) 
 
 a. Native. 
 
 b. Introduced. 
 
 3. Perennials. 
 
 a. i\ T ative. 
 
 b. Introduced. 
 
 C. History. 
 
 D. Habitat. 
 
 E. Botanical characteristics: 
 
 1. Root. 
 
 a. Kind. 
 
 2. Stem. 
 
 a. Kind. 
 
 b. Modification for protection, if any. 
 
 3. Leaves. 
 
 a. Kind. 
 
 b. Modification for protection, if any. 
 
 (1) Prickles. 
 
 (2) Growing near ground, as dandelion. 
 
 4. Flowers. 
 
 a. Kind. 
 
 5. Seeds. 
 
 a. Description. 
 
 b. Modification for distribution, 
 c. Length of life in ground. 
 
 d. As adulterants in commercial seeds. 
 
 F. Means of spreading: 
 
 1. Natural agencies. 
 
 a. Wind, water, birds, animals. 
 
 2. Human agencies. 
 
 a. Manure (very efficient). 
 
 b. Seed grain, hay, railways, threshing machines, farm im- 
 
 plements, farm animals. 
 
 3. Continuous grain farming (the most efficient of all methods). 
 
 a. Some seeds, like wild oats, drop before grain is harvested. 
 
 b. Weeds, like foxtails and pigweeds, send up new shoots 
 
 or branches after they are cut off by the binder, and 
 produce new seeds before they are plowed under. 
 
 4. Adulterants. 
 
 a. Commercial seeds, representing especially the clovers 
 and the grasses. 
 
 (1) Most effective medium through which introduced 
 
 noxious weed seeds are disseminated. 
 
 (2) Countries having strict seed laws export their 
 
 commercial seeds containing noxious weed 
 seeds to states that do not pay any or much 
 attention to this undesirable seed. 
 
 (3) Sentiment regarding bad weeds in foreign coun- 
 
 tries. 
 
 51 
 
G. Injuries to man and plant life: 
 
 1. Crowd other plants and reduce yield. 
 
 2. Use plant food and moisture from soil. 
 
 3. Extra cost of twine to tie up weeds. 
 
 4. Reduce market price of grain and hay. 
 
 5. Extra labor to handle with the grain. 
 
 6. freight charges for shipping weed seeds. 
 
 7. value of 100 pounds of grain or grass when 10 per cent 
 
 (more or less) is weed seeds. 
 
 H. Methods of eradicating weeds: 
 
 For complete eradication of a noxious plant, the production of 
 seeds must be prevented, and .if the plant is a biennial, or a per- 
 ennial, the root, bulb, or root stocks, must be killed. 
 
 a. Annuals. 
 
 (1) Weed seeds allowed to be introduced once into 
 
 the land are hard to exterminate, 
 (a) Because the seeds germinate at irregular 
 intervals. 
 
 (2) Rotation. 
 
 (a) Cultivation very successful. 
 
 (b) Grass crops and pastures very successful. 
 
 (c) Cultivated crops allow intermediate culti- 
 
 vation. 
 
 (3) Clean seed grain. 
 
 (4) Early plowing. 
 
 (a) Prevents ripening of seeds. 
 
 (b) Causes germination of seeds. 
 
 (5) Early discing and rate plowing. 
 
 (a) Causes weed germination. 
 
 (6) 2 to 4 iper cent solutions of copper sulphate on 
 
 mustard. 
 
 b. Biennials Live two years j that is, the production of 
 
 the plant the first year and seed the following 
 year. The first year the plant forms thick roots 
 or root-stocks, in which is stored plant food, which 
 encourages plant growth the following spring. 
 
 (1) Prevent from going to seed. 
 
 (2) Mowing usually induces more branching of stem 
 
 at base. 
 
 (3) Cutting roots below crown usually kills them. 
 
 (4) Crop rotation most successful. 
 
 (5) Usually most abundant in old pastures, farm- 
 
 steads, groves, roadsides and fences. 
 
 c. Perennials Plant lives three or more years. Root or 
 
 - root-stock contains food material for plant nour- 
 ishment during growth early in the spring. 
 
 (1) The best methods for killing the roots or root- 
 
 stocks depends or varies considerably accord- 
 ing to 
 
 (a) Soil. 
 
 (b) Climatic conditions. 
 
 (c) Character of different weeds. 
 
 (d) Size of the patch. 
 
 (2) Digging up the roots or root-stocks. 
 
 (3) Sprays of salt, kerosene, sulphuric acid, on fresh 
 
 cut root. 
 
 (a) Not always effective. 
 
 (b) Expensive. 
 
 52 
 
(4j Starving roots to death by preventing any devel- 
 opment of green leaves or other parts above 
 ground. 
 
 (a) leaves or any green part of a plant 
 
 manufactures food. 
 
 (b) Any root-stock that contains plant food 
 
 will under favorable conditions send 
 up new shoots. 
 
 Note Plant food is made in a plant 
 only by direct action of sunlight and the 
 green coloring matter (chlorophyl) in the 
 plant, upon the food nutrients taken in by 
 the root hairs and leaves. Suppress either 
 one or both, and the plant will die, due to 
 lack of nourishment. 
 
 (c) Suppressing green part or leaves. 
 
 1. By cutcmg off new shoots that are 
 being formed from the root- 
 stock by use of a knife run un- 
 derground or by using what is 
 known as a surface or gopher 
 Uitivator. 
 
 (d) Suppressing light. 
 
 1. With tar-paper, blankets, boards, 
 
 etc. 
 
 2. With straw (not very effective). 
 
 3. With smothering crops, as hemp, 
 
 buckwheat, rape, etc. 
 (5) Cultivation. 
 
 (a) Exposing roots to direct sunlight. 
 
 (b) Exposing roots to heavy frosts in fall of 
 
 year. 
 
 (c) Cultivation during wet weather usually in- 
 
 creases their numbers by scattering the 
 root-stocks over the field. 
 
 General methods. 
 
 (a) Disc stubble fields just after shocks are removed. 
 
 (1) To secure quick germination of the weed seeds. 
 
 a. Plant winter-killed before chance to make seed. 
 
 (b) Pasture stubble fields. 
 
 (1) Stock eat weeds and seeds. 
 
 (2) Stock tramp seeds into soil causing them to germinate. 
 
 (c) Seed laws. 
 
 (1) Proper labeling of weed seeds in commercial seeds. 
 
 (d) Cleaning seed. 
 
 (e) Purity tests. 
 
 (1) Send samples to U. of M. Farm or to your local agri- 
 cultural instructor for tests. 
 
 (f) Grow grasses along the fences instead of weeds. 
 
 (g) Clean or grind grain before it is fed to stock. 
 
 (1) Weed seeds may pass through digestive tract without 
 
 injury to germination, 
 (h) Grow smothering crops. 
 
 (1) Exclude sunlight which is necessary for manufacture 
 
 of plant food in the weeds, 
 (i) Harrow early in the spring. 
 
 (1) Cause weeds to germinate, 
 (j) Growing winter grains. 
 
 (1) Allow early cultivation in fall of year for preparation 
 of seed bed. 
 
 53 
 
(2) Crop usually ripens early and is early removed. 
 
 a. Allows early plowing and turning under of weeds 
 
 before they go to seed. 
 (K) Pulling by hand. 
 
 (1) J\ot economical but at times necessary. 
 (1) Summer fallow. 
 Om) Crop rotation (a true remedy). 
 
 Rotation of crops is the systematic succession of the tnree 
 general classes of crops, namely, grain, grass, in-eluding clover, 
 and cultivated crops, so as to get grain, pasture and forage 
 needed on ti.e farm at the least expense of labor and fertility. 
 
 (1) Grass crops. 
 
 a. Gives weeds a very poor chance to produce seeds. 
 
 b. Early producing crops, and as such are har- 
 
 vested before weeds ripen. 
 
 (2) Cultivated crops. 
 
 a. Follow grass crops' with cultivated crop to insure 
 killing the weeds from the seeds that have lain 
 dormant during the time the land was in grass. 
 
 b. Grass crops enrich the soil and as a result follow- 
 
 ing crops grow heavier and tend to smother 
 weeds. 
 
 (3) Grain crops. 
 
 a. Allow weeds to increase. 
 
 (n) Prevention is more economical and easier than treatment, 
 (a) ^ stitch in time saves nine. 
 
 REFBRENCEiS. 
 
 Bailey Encyclopedia of Agriculture, v. 2, Farm Crops, Macmillan. . . . 4>5.00 
 Canada Department of agri-culture, farm weeds (excellent) 1.00 
 
 United States Department of Agriculture Weeds and how to kill them, 
 Farmers' Bulletin 28; weeds used in medicine, Farmers' Bulletin 188; seeds 
 and impurities, Farmers' Bulletin 260; dodder, Farmers' Bulletin 306; weed 
 seeds in manure and feeding stuffs, Farmers' Bulletin 334; Canada blue 
 grass, Farmers' Bulletin 402; testing farm seeds in the home and rural 
 school, Farmers' Bulletin 428. 
 
 United States Bureau of Plant Industry Vitality and germination of 
 seeds, Bulletin 58; germination of seeds affected by certain chemical fertil- 
 izers; vitality of buried seeds, Bulletin 83. 
 
 Illinois experiment Station Russian thistle in Illinois, Bulletin 35. 
 
 Iowa Experiment Station Quack and weed grasses, Bulletin 83. 
 
 Kansas Experiment Station Kansas weeds, bulletin 52. 
 
 Kentucky Experiment Station Adulterants and. weed seeds in Kentucky, 
 Bulletin 124. 
 
 Maine Experiment fetation Three troublesome weeds, Bulletin 32. 
 
 Michigan Experiment Station See^s of Michigan weeds. 
 
 Minnesota Experiment Station Quack grass eradication, Press Bulletin 
 36; some common weeds and their eradication, Press Bulletin 95. 
 
 North Dakota Experiment Station Weeds and methods of eradication, 
 by Bolley, Press Bulletin 80. 
 
 Ohio Experiment Station Noxious weeds along thoroughfares and their 
 destruction, Bulletin 59. 
 
 Oklahoma Experiment Station Weeds in Oklahoma. 
 
 Wisconsin Experiment Station^Farm weeds and iron sulphate, Bul- 
 letin 179; control of quack grass and Canada thistles, Circular 19. 
 
 Wyoming Experiment Station Wheat grasses of Wyoming, Bulletin 59. 
 
 54 
 
OUTLINE XVII: ANIMAL HUSBANDRY 
 
 By C. L. McNelly, Instructor in Agriculture, Willmar High School. 
 
 Horses: 
 
 1. Origin. 
 
 2. Early history. 
 
 3. Domestication. 
 
 4. Methods of improvement. 
 
 5. Breeds and types. 
 
 a. Basis of classification. 
 
 b. Classification. 
 
 c. The ideal draft type. 
 
 d. Tne ideal road type. 
 
 6. S'tudy the iollowing breeds: 
 
 a. Percheron. 
 
 b. Clydesdale. 
 
 c. Shire. 
 
 d. Belgian. 
 
 With reference to 
 
 (1) Origin. 
 
 (2) History. 
 
 (3) Characteristics. 
 
 (a) Size. 
 
 (b) Color. 
 
 (d) General appearance. 
 
 (4) Popularity. 
 
 (5) Adaptability. 
 
 (6) Distribution, etc. 
 Market classes and grades of horses. 
 
 a. Basis of classification. 
 
 b. Market requirements. 
 
 8. The present status of the horse-breeding industry. 
 
 Cattle: 
 
 1. Origin. 
 
 2. Early history. 
 
 3. Domestication. 
 
 4. Methods of improvement. 
 
 5. Breeds and types. 
 
 6. Classification. 
 
 7. Beef type. 
 
 8. The ideal conformation. 
 
 9. Study of the following breeds: 
 
 a. Shorthorns. 
 
 b. Herefords. 
 
 c. Aberdeen Angus. 
 With respect to 
 
 (1) Origin and history. 
 
 (2) Leading characteristics. 
 
 (a) Size. 
 
 (b) Color, etc. 
 
 (3) Leading individuals and families. 
 
 (4) Leading breeders. 
 
 (5) Show-ring winners. 
 
 (6) Popularity. 
 
 55 
 
(V) Adaptability. 
 (8) Distribution. 
 
 (a) Minnesota. 
 
 (b) In United States. 
 
 v.9) Milking, grazing and feeding characteristics. 
 UO) Use of score card and judging. 
 
 10. Dairy type. 
 
 a. The ideal form. 
 
 b. The relation of form to function. 
 
 11. Dairy breeds. 
 
 a. Holsteins. 
 to. Jerseys 
 
 c. Guernseys. 
 
 d. Ayrshire. 
 
 12. Breeds studied with reference to 
 
 a. Origin and history. 
 
 b. Characteristics. 
 
 c. Value as milk producers. 
 
 d. Value as butter-fat producers. 
 
 e. Advanced registry. 
 
 f. Leading families. 
 
 g. Prominent individuals, 
 h. Leading breeders. 
 
 i. Popularity. 
 
 j. Adaptability. 
 
 k. Distribution. 
 
 1. Organizations. 
 
 m. Dairying as a business. 
 
 Sheep: 
 
 1. Origin. 
 
 2. Domestication. 
 
 3. Early history * 
 
 In Spain Breeding for wool. 
 
 In England Breeding for mutton. 
 
 In America Breeding for wool and mutton. 
 
 4. Methods of improvement. 
 
 a. Crossing. 
 
 b. Selection. 
 
 c. In, and in breeding. 
 
 d. Food and care. 
 
 5. Basis of classification. 
 
 a. w ool. 
 
 b. Mutton. 
 
 c. fcize. 
 
 6. Study of wool. 
 
 7. The ideal mutton type. 
 
 8. Study of the following breeds: 
 
 a. American Merino. 
 
 b. Rambouillet. 
 
 c. Southdown. 
 
 d. Dorset. 
 
 e. Shropshire. 
 
 f. Hampshire. 
 
 g. Oxford. 
 
 h. Leicester, 
 i. Lincoln, 
 j. Cotswold. 
 
 56 
 
With reference to 
 
 (1) Origin. 
 
 (2) History. 
 
 (.6) Characteristics. 
 
 (a) General appearance. 
 
 (b) Color. 
 
 (c) Size. 
 
 (d) Form. 
 
 (e) Wool. 
 
 (4) Feeding qualities. 
 
 (0) Grazing qualities. 
 
 (6) Wooling qualities. 
 (O Mutton qualities. 
 
 (8) Breeding qualities. 
 
 (9) Adaptability. 
 
 (10) Distribution. 
 
 (11) Value in crossing and grading. 
 
 (12) Comparison with other breeds. 
 9. The place of sheep on the farm. 
 
 IV. Swine. 
 
 1. Types and breeds. 
 
 2. Ideal lard type. 
 
 3. Ideal bacon type. 
 
 4. Study of the following breeds: 
 
 a. Yorkshire. 
 
 b. Tarn worth. 
 
 c. Chester White. 
 
 d. Berkshire. 
 
 e. Poland China. 
 
 f. Duroc Jerseys. 
 With reference to 
 
 (1) Origin. 
 
 (2) Early history. 
 
 (3) Breed characteristics. 
 
 (4) Color. 
 
 (5) Size. 
 
 (0) Form. 
 
 (7) Maturing qualities. 
 
 (8) Feeding qualities. 
 
 (9) Grazing qualities. 
 
 (10) Breeding qualities. 
 
 (11) Quality of meat. 
 
 (12) Value of crossing and grading. 
 
 (13) Distribution. 
 
 (14) Comparisons. 
 
 (15) Organizations. 
 
 (16) Scoring and judging. 
 
 (17) The place of hogs on the farm. 
 
 V. Feeding live stock. 
 
 1. Study of the organs of digestion. 
 
 a. In horse. 
 
 b. In ruminants. 
 
 2. Digestive processes. 
 
 a. Digestion. 
 
 b. Absorption. 
 
 c. Assimilation, etc., of 
 
 (1) C. H. 
 
 (2) Proteins. 
 
 (3) Fat. 
 
 57 
 
3. Food compounds. 
 
 a. Functions. 
 
 b. Properties. 
 
 4. Animal nutrition. 
 
 a. Composition of food stuffs. 
 
 b. Digestibility of foods. 
 
 c. Co-efficient of digestion. 
 
 d. Influence of food on the body. 
 
 5. The balanced ration. 
 
 a. Feeding standards. 
 
 b. The nutritive ration. 
 
 c. The ration. 
 
 (1) Food of maintenance. 
 
 (2) Food for production. 
 (.3) Economy of production. 
 
 t>. Feeding stuffs. 
 
 a. Composition. 
 
 b. Comparative value. 
 
 c. Place in ration. 
 
 d. Classification: 
 
 (1) Roughage. 
 
 (a) Legumes. 
 
 (b) Other roughages. 
 
 (2) Concentrates. 
 
 (a) Protein. 
 
 (b) Carbo-hydrates. 
 
 7. Discussions of important principles in feeding. 
 
 a. Need of quality in animals. 
 
 b. Food requirements for young vs. old animals. 
 
 c. Need of steady gain. 
 
 d. Danger of forcing. 
 
 e. Loss of food after ripening. 
 
 f. Necessity for knowing composition. 
 
 g. V alue of a mixed ration. 
 
 h. Proteids cheaper in roughage. 
 
 i. Profits- in feeding not determined by selling price, 
 
 j. Practice in making up economical rations. 
 
 VI. Feeding dairy cows. 
 
 1. Dairy cows. 
 
 a. Food requirements. 
 
 b. Balanced rations. 
 
 c. Feeding cows in milk. 
 
 d. Feeding pregnant cows. 
 
 e. Feeding the bull. 
 
 f. Use of soiling crops. 
 
 g. Summer pasture. 
 
 h. Feeding calves and young stock. 
 i. Care and management. 
 
 2. Feeding calves for 
 
 a. Veal. 
 
 b. Dairy stock. 
 
 c. Beef stock. 
 
 VII. Feeding for Beef. 
 
 a. Making baby beef. 
 
 b. Wintering yearlings. 
 
 c. Fattening two year olas. 
 
 58 
 
d. Fattening on pasture. 
 
 e. Feeding range steers. 
 
 f. Care, methods of handling and best grain. 
 
 g. .uations for each class. 
 
 n. Product returned by beef steers compared with, 
 
 i. Return irom dairy cows. 
 
 VIM. Sheep feeding. 
 
 1. The breeding flock. 
 
 a. Selection. 
 
 b. Care. 
 
 c. Handling. 
 
 d. Shelter. 
 
 e. Pastures. 
 
 f. Character of rations. 
 
 g. Care of lambs. 
 
 U. Feeding hot house lambs. 
 
 3. Feeding spring lambs. 
 
 4. Feeding yearling wethers. 
 
 5. Fattening range lambs. 
 
 IX. Swine feeding. 
 
 1. Hog raising as an industry. 
 
 2. Special reasons for growing hogj. 
 
 3. The breeding herd. 
 
 a. Feed. 
 
 b. Care. 
 
 c. Management. 
 
 d. Selection. 
 
 e. Shelter. 
 
 f. Pastures. 
 
 g. Rations, etc. 
 
 4. Care of brood sow feeding. 
 
 5. Care and feeding of herd boar. 
 
 6. Feed and care of young pigs. 
 
 7. Handling sprins: pigs to be fattened in fall. 
 
 8. Feeding .shoats. 
 
 9. Ration when on pasture. 
 
 10. Grain ration. 
 
 11. Finishing off. 
 
 i. Handling pie^ in winter. 
 13. Fattening pigs in winter. 
 
 X. Dairying. 
 
 1. Processes of milk secretion. 
 
 a. Structures of the udder. 
 
 b. Action of secreting cells. 
 
 c. Time of secretion. 
 I. Milk. 
 
 a. Composition of milk. 
 
 b. value ot -milk compounds. 
 
 c. Lse of mi'lk compounus. 
 
 d. State standards for milk, cream and solids. 
 . Colostrum milk. 
 
 a. Composition. 
 
 b. Value. 
 
 59 
 
4. Milk testing. 
 
 a. Importance of testing. 
 
 b. . Tv Baocock test. 
 
 c. History of the test. 
 
 d. .reliability of test. 
 
 e. Method of making test. 
 
 (1) Sampling the milk. 
 
 (2) Use of pipette. 
 
 (3) Quantities of milk used. 
 
 (4) Acid used. 
 
 (a) Kind. 
 
 Ob) Quantity. 
 
 (c) Methods of handling. 
 
 (5) Principles of the milk test 
 
 (6) Making the test. 
 
 (a) Time. 
 
 (b) Care. 
 
 (c) Method. 
 
 (d) Temperature. 
 
 (e) Reading the test. 
 
 (7) Calibration of test bottle. 
 
 (8) Speeding the machine. 
 
 f. Taking composite samples. 
 
 g. Testing skim milk and butter milk, 
 h. Testing cream. 
 
 i. Cleaning glassware. 
 
 j. Care of test bottles and apparatus. 
 
 5. Care and handling of milk. 
 
 a. Bacteria in milk. 
 
 (1) Nature. 
 
 (2; Types. 
 
 (3) Numbers development. 
 
 b. Conditions favorable, etc 1 . 
 
 c. Sources of bacteria in milk. 
 
 d. Flavors in milk. 
 
 e. Souring of milk. 
 
 f. Causes of bad milk. 
 
 (1) Off flavors. 
 
 (2) Colored. 
 
 (3) Stringiness, etc. 
 
 (4) Pathogenic bacteria in milk. 
 
 g. Favorable bacteria. 
 
 h. Development of lactic acid, 
 i. Lactic acid test. 
 
 6. Keeping milk and cream. 
 
 a. Temperature. 
 
 b. Cleanliness. 
 
 c. Utensils. 
 
 d. Buildings. 
 
 e. Health of animals. 
 
 f. Pasteurization. 
 
 V. Separating milk. 
 
 a. Kinds 01 separators. 
 
 b. Principles of separation. 
 
 c. Regulating thickness of cream. 
 
 d. Care of separator. 
 
 e. Value of separator. 
 
 8. Testing for milk solids. 
 
 a. Use of Quevennes lactometer. 
 
 b. Principle of test Sp. Gr. 
 
 60 
 
c. MetLod of making test. 
 
 d. Imoience of temperature. 
 
 e. Calculation of solids. 
 
 f. Use 01 formulas. 
 
 9. Making of butter. 
 
 a. Methoas of keeping cream. 
 
 b. Cream ripening. 
 
 (1) .temperatures. 
 
 (2) Butter cultures. 
 (u) 'lime, etc. 
 
 c. churning. 
 
 (1) Care of churn. 
 
 (2) Temperature of cream. 
 
 (5) Use of butter coior. 
 (i) Method of churning, 
 (b) Size of butter granules. 
 
 (6) Length of time required. 
 
 (7) Salting. 
 
 (a) Metnod. 
 
 (b) Amount of sail. 
 
 (8) Working. 
 
 (d) Packing and packages. 
 
 (,-0) Storing. 
 
 (lx) Testing butter for 'moisture. 
 
 (12) Scoring and judging butter. 
 
 X!. The improvement of the dairy herd. 
 
 1. Possibilities of improvement. 
 
 2. Management;. 
 
 a. Business methods. 
 
 b. Keeping records. 
 
 c. Marketing the produce. 
 
 3. Buildings. 
 
 a. Barn plans. 
 
 (1) Sanitation. 
 
 (2) Convenience. 
 
 (3) Cheapness. 
 
 (4) Comfort, etc. 
 
 4. Feed and care. 
 
 a. Feed. 
 
 b. Regularity. 
 
 c. Comfort, covered in feeding. 
 
 5. Testing. 
 
 a. As basis of selection. 
 
 b. value of weighing and testing. 
 
 c. Reasons for weighing and testing. 
 
 d. Methods of testing herds. 
 
 e. Results obtained. 
 
 f. Possible results. 
 
 g. Cow testing associations. 
 
 G. Grading as a step toward improvement. 
 
 a. Definition. 
 
 b. Value of grading. 
 C. Methods. 
 
 d. Results secured. 
 
 e. \alue of good poire bred sire. 
 
 f. Extent to which grading should be used. 
 
 g. The future of the dairy industry. 
 
 61 
 
OUTLINE XVIII: THE HORSE. 
 By L. H. Thuerwachter, Instructor in Agriculture, Kasson High School. 
 
 A. The Prehistoric Horse: J 
 
 1. Di&covery. 
 
 2. Evolution of the horse. 
 
 3. Connecting link between the prehistoric horse and the horse of 
 
 modern times. 
 
 B. The Arab Horse: 
 
 1. Influence of the Arab horse upon the improvement of the present 
 
 day breeds. 
 
 2. Origin of the pure Arabian. 
 
 3. Noted families of Arabian horses. 
 
 4. History of the Arabian horse in America. 
 
 5. Characteristics of the Arab horse. 
 
 6. Value of cross breeding. Outlines for the study of various 
 
 breeds and classes of horses. 
 
 C. Name of Breed: 
 
 1. Origin and home. 
 
 2. Improvement. 
 
 3. Characteristics. 
 
 4. Criticisms. 
 
 5. Introduction to the U. S. 
 
 6. Noted families. 
 
 7. Associations. 
 
 D. Anatomy of the Horse: 
 
 1. .Diseases 01 the limbs. 
 
 2. Detection of unsoundness. 
 
 E. Judging cf Breeds: 
 
 1. Draft horse. 
 
 a. The mare. 
 
 b. The stahion. 
 
 c. The gelding. 
 
 2. Roadster type. 
 
 a. Tne mare. 
 
 b. The Stallion. 
 
 c. The geiding. 
 
 F. Feeds for the Horse: 
 
 1. Range of feeding stuffs. 
 
 a. Food for the mare. 
 
 b. Food for the stahion. 
 
 c. Food for the gelding. 
 
 d. Food for the foal before weaning. 
 
 e. Food for the colt after weaning. 
 
 G. Caring for and Managing of Horses: 
 
 1. Care of the mare before foaling. 
 
 a. Care of the mare after foaling. 
 
 2. uare of the colt. 
 
 a. Training the colt. 
 
 b. Training for work. 
 
 3. bare of the stallion. 
 
 a. During the breeding season. 
 
 62 
 
b. After the breeding season. 
 F and G of the? outline are to be taken up at the same time. 
 
 MATERIAL AND APPARATUS. 
 
 One College Bench Lantern $35.50 
 
 Lantern slides showing the food values of different feeds for horses. 
 
 Lantern slides, showing joints to be observed in judging horses, and show- 
 ing the anatomy of ihe norse. 
 
 Lantern slides showing the food valu'es 01 different feeds for horses. 
 
 Where a lantern is not available, charts must be used, together with the 
 
 animal or breed under consideration. 
 
 REFERENCES. 
 
 Aikman 'Manures and Manuring; Judd $3.00 
 
 Davenport Domesticated Animals and Plants; Ginn .$1.25 
 
 *Diedrich Swine; Breeders Gazette $1.50 
 
 Farrington & Woll Testing Milk and Its Products; Mendota Pub. Co., 
 
 Madison, Wis $1.00 
 
 Johnstone Horse Book ; zanders Pub. Co $2.00 
 
 Kenyon Judging Livestock $1.50 
 
 *Michels Dairy Farming $1.00 
 
 Plumb Types and Breeds of Farm Animals; Ginn $2.00 
 
 Reynolds Veterinary Studies; M. H. Reynolds, St. Paul $2.00 
 
 Roberts 1 ne Horse ; Ma-cmlllan $1.25 
 
 *Shepherd Boy, Pseud Modern Sheep Breeds $1.50 
 
 U. S. Bureau of Animal Industry Diseases of the Horse (Supt. of 
 
 Documents). 
 
 * Warrington Chemistry of the Farm $1.50 
 
 Wilcox Farm Animals; Doubleday $2.00 
 
 *These may be obtained of the Extension Department, Purdue Uni- 
 versity, Lafayette, Indiana. 
 
 PAMPHILETS. 
 
 Illinois 'Experiment Station (Circular 150). 
 
 Purdue University (Circular 29). 
 
 Wisconsin experiment Station Circulars 13, 17). 
 
 63 
 
DRAFT HORSES, SCORE CARD. 
 University of Minnesota Division of Agriculture. 
 
 SCALE OF POINTS FOR GELDING 
 
 Perfect 
 Score 
 
 1. AGE : 
 
 GENERAL APPEARANCE: 
 
 2. HEIGHT 
 
 3. WEIGHT, over 1,500 Ibs score according to age 
 
 4. FORM, broad, massive, proportioned 
 
 5. QUALITY, bone, clean, fine, yet indicating sufficient substance; tendons lean; skin 
 
 and hair fine 
 
 6. TEMPERAMENT, energetic, good disposition 
 
 HEAD AND NECK: 
 
 7. HEAD, lean, medium size 
 
 8. MUZZLE, fine, nostrils large, lips thin, even 
 
 9. EYES, full, bright, clear, large 
 
 10. FOREHEAD, broad, full 
 
 11. EARS, medium size, well carried 
 
 12. NECK, muscled, crest high, throat latch fine, wind pipe large 
 
 FORE QUARTERS: 
 
 13. SHOULDERS, moderately sloping, smooth, snug 
 
 14. ARM, short, thrown forward 
 
 15. FOREARM, heavily muscled, long wide 
 
 16. KNEES, wide, clean cut, straight, deep, strongly supported 
 
 17. CANNONS, short, wid a , tendons large, set back 
 
 18. FETLOCKS, wide, straight, strong 
 
 19. PASTERN, sloping, lengthy, strong 
 
 20. FEET, large, even size, straight; horn, dense; sole, concave; bars, strong; f;og, large, 
 
 elastic; heels, wide, high and even 
 
 21. LEGS, viewed in front, a perpendicular line from the point of the shoulder should fall 
 
 upon the center of the knee, cannon, pastern and foot. From the side a perpen- 
 dicular line dropping from the center of the elbow joint should fall upon the] 
 
 center of the knee and pastern joints and back of hoof 
 
 BODY: 
 
 22. CHEST, deep, wide, low, large girth 
 
 23. RIBS, long, sprung, close 
 
 24. BACK, straight, short, broad 
 
 25. LOIN, wide, short, thick, straight 
 
 26. UNDERLINE, flank low 
 
 HINDQUARTERS: 
 
 27. HIPS, smooth, wide 
 
 28. CROUP, long, wide, muscular 
 
 29. TAIL, attached high, well carried 
 
 30. THIGHS, muscular 
 
 31. QUARTERS, deep, heavily muscled 
 
 32. GASKINS OR LOWER THIGHS, wide, muscled 
 
 33. HOCKS, clean cut, wide, straight 
 
 34. CANNONS, short, wide, sinews large, set back 
 
 35. FETLOCKS, wide, straight, strong 
 
 36. PASTERNS, sloping, strong, lengthy 
 
 37. FEET, large, even size, straight; horn, dense, dark color; sole, concave; bars, strong; 
 
 frog, large, elastic; heel, wide, high, one-half length of toe 
 
 38. LEGS, viewed from behind, a perpendicular line from the point of the buttock should 
 
 fall upon the center of the hock, cannon, pastern and foot. From the side, a 
 perpendicular line from the hip joint should fall upon the center of the foot and 
 divide the gaskin in the middle; and a perpendicular line from the point of the 
 
 buttock should run parallel with the line of the cannon 
 
 ACTION: 
 
 39. WALK, smooth, quick, long, balanced 
 
 40. TROT, rapid, free, straight, regular 
 
 Total... 
 
 100 
 
 64 
 
OUTLINE XIX: DAIRY. TWO SEMESTERS. 
 By Charles Nelson, Instructor in Agriculture, Litchfield High School. 
 
 A. Animal Husbandry. (12 weeks.) 
 
 DAIRY STOCK. 
 
 a. Dairy stock vs. beef. Natural adaptation, utility, function 
 
 and conformation of each type. 
 
 b. Special dairy breeds with their characteristics. 
 
 1. Guernsey breed. 
 
 (a) Origin, history and development. 
 
 (b) Utilty, constitution and adaptation. 
 
 (c) Economy of production. 
 
 (d) Color, flavor and quality of production. 
 
 (e) Size, temperament of cow. 
 
 (f) Distribution. 
 
 2. Holstein breed. 
 
 (a) Origin, history and development. 
 
 (b) Utility, constitution and adaptation, 
 
 (c) Large producer, large consumer. 
 
 (d) By-products of dairy. 
 
 (e) Size and temperament of cow. 
 
 (f) Distribution. 
 
 3. Jersey breed. 
 
 (a)- Origin, history and development. 
 
 (b) Utility, constitution and adaptation. 
 
 (c) Economy of production. 
 
 (d) Quality of product. 
 
 (e) Size and temperament of cow. 
 
 (f) Distribution. 
 
 4. Ayrshire breed. 
 
 5. Dutch belted. 
 
 6. Brown bwiss. 
 
 7. So-caJed dual purpose breeds. 
 
 ^a) Devons. 
 
 (b) Shorthorns. 
 
 (c) Red polled. 
 
 4, 5, 6 and 7 should b briefly studied for general Information. Standard 
 score cards to be used with important breeds in placing animal. Herds 
 should be used in judging whenever possible. 
 
 B. Selections and Development of Individuals. (6 weeks.) 
 
 1. Reasons why milk should be weighed and results computed 
 
 in pounds of milk and butter fat. 
 
 a. To know the production of cow. 
 
 b. To know whether profit or loss to owner results in 
 
 facilitating selection. 
 
 c. To enable to feed intelligently. 
 
 2. Use of Babcock test. 
 
 a. Iheory of its use, to practice. 
 
 3. Selection by conformation and type. 
 
 4. By-products of the dairy. 
 
 a. Skim milk. 
 
 ( Dairy 
 
 I Grad 1 Markc 
 
 b. Calves. <] 
 
 I Registered / Dairy 
 
 Block 
 
 c. Manure. 
 
 65 
 
C. Management of Dairy. (6 weeks.) 
 
 1. Daily care. 
 
 a. Regularity and system, in feeding, watering, bedding, 
 
 milking. 
 
 b. Cleanliness. 
 
 (a) Milk utensils, paLs, separator, strainers and 
 
 cans to be scalded and sun dried daily. 
 
 (b) Barn. Walls, ceiling and stalls disinfected and 
 
 whitewashed at least once a year. Ventila- 
 tion and sunlight. 
 
 (c) Milking with -clean, dry hands. Bedding freely, 
 
 wiping uader witii damp cloth before milking. 
 
 2. Summer pasture and care. 
 
 a. Water. 
 
 b. Flies shelter. 
 
 c. Grass or soiling. 
 
 3. General requirements. 
 
 a. Rotation of dairy farm. 
 
 b. Alfalfa, clover, corn. 
 
 c. Silos and ensilage. 
 
 d. Adaptation of dairy to butter, cheese or whole milk sup- 
 
 ply of cities. 
 
 e. Barn, milkhouse. 
 
 D. Nutrition (12 weeks): 
 
 a. Work in plant physiology and the chemical composition 
 
 of plants up to the subject of nutrition of domestic 
 animals. 
 
 b. The physiology, composition and requirements of the 
 
 system of animals for body maintenance, heat, energy 
 exercise. 
 
 c. The requirements of the animals for the production of 
 
 dairy products; milk, fat, casein, milk sugar, water. 
 
 d. Nutritive ratio. Balanced rations. 
 
 e. Other factors influencing production. 
 
 (1) Disease. 
 
 (2) Constitution and environments. 
 
 (3) 'Condition of food. 
 
 (a) Stage of preservation. 
 
 (b) Digestibility. 
 
 (c) Palatability. 
 
 (d) Succulence. 
 
 Note During the course outlined, the instructor should visit farms of class 
 members with class. Study, ventilation, lighting and arrangement of barns. Judge 
 stock, weigh and sample milk, weigh and record feed and roughage fed. Provide 
 rations >based on actual facts. 
 
 66 
 
BUTTER SCORE CARD. 
 University of Minnesota Division of Agriculture. 
 
 SCORE 
 
 SCALE 
 
 NUMBER OF SAMPLE 
 
 
 
 
 
 
 
 
 
 
 Flavor 
 Grain 
 
 45 
 30 
 15 
 
 10 
 
 
 
 
 
 
 
 
 Color 
 Salt 
 
 Total 
 
 100 
 
 
 
 
 
 
 
 
 
 1900. Scored by 
 
 
 
 
 .191. . Scored by, 
 
 OUTLINE XX: BEEF CATTLE AND PRODUCTS. 
 By C. L. McNelly, Instructor in Agriculture, Willmar High School. 
 
 Cattle: 
 
 1. Early history. 
 
 a. Origin. 
 
 b. Domestication. 
 
 c. Methods of improvement. 
 
 2. Types. 
 
 a. Relation of form to function. 
 
 b. Dairy type. 
 
 c. Beef type. 
 
 Beef Cattle: 
 
 1. Ideal type. 
 
 a. Form. 
 
 b. Quality. 
 
 ic. Constitution. 
 
 d. Condition. 
 
 2. Breeds to be studied. 
 
 a. Shorthorn, 
 b. Hereford. 
 
 c. Aberdeen Angus. 
 
 Each breed studied with respect to 
 
 (a) Origin and history. 
 
 (b) Leading characteristics. 
 
 (1) Size. 
 
 (2) Color. 
 
 (3) Form. 
 
 (4) Milking quality. 
 
 (5) Feeding quality. 
 
 67 
 
(6) Meat-producing quality. 
 
 (7) Chief defects, etc. 
 
 (c) Leading individuals and families. 
 
 (d) Show-ring winners. 
 
 (e) Popularity, 
 (t) Adaptability, 
 (g) Distribution. 
 
 (1) In Minnesota. 
 
 (2) In United States, 
 (h) Leading breeders. 
 
 (1) In Minnesota. 
 
 (2) In United States. 
 
 3. Use of 'score card and judging. 
 
 a. Breeding stock. 
 
 b. Feeders. 
 
 c. Butchers' or fat stock. 
 
 Note A good type animal is scored before any comparison judging is 
 done. A representative herd -of each breed in the community is visited and 
 several rings are judged. A tmnoh of feeders is judged in the fall; same 
 ring judged when finished in spring. 
 
 4. Beef products. 
 
 a. Percentage of dressed -carcass to live weight. 
 
 b. The valuable cuts. 
 
 c. Percentage of valuable cuts to live weight. 
 
 d. Percentage of valuable cuts to dressed carcass. 
 
 e. Market value of different cuts. 
 
 f. Disposal of waste or offal. 
 
 (a) On farm. 
 
 (b) In packing houses. 
 
 g. Packing-house by-products. 
 
 (a) .Different meat products. 
 
 (b) xlair. 
 
 (c) Soap. 
 
 (d) lankage. 
 
 (e) Blood meal. 
 
 (f) Bone meal. 
 
 (g) Fertilizers, 
 (h) Glue. 
 
 (i) Olin for butterine manufacture, etc. 
 
 Meat-cutting demonstration concluded by Prof. W. H. Tomhave, Exten- 
 sion Division. 
 
BEEF CATTLE SCORE CARD. 
 University of Minnesota Division of Agriculture. 
 
 SCALE OF POINTS 
 
 Perfect 
 Score 
 
 Students Correcte 
 
 Score 
 
 Score 
 
 GENERAL APPEARANCE: 
 
 1. WEIGHT, s.'ore according to age 
 
 2. FORM, straight, topline and underline; deep, broad, low set 
 
 stylish 
 
 3. QUALITY, hair fine; skin pliable; bone dense, flesh firm, even 
 
 and deep, especially in regions of valuable cuts 
 
 4. CONDITION, good health; vigorous; fat abundant, evenly dis- 
 
 tributed 
 
 HEAD AND NECK: 
 
 5. MUZZLE, broad; mouth, large; jaw, wide; nostrils, large 
 
 6. EYES, large, clear, placid 
 
 7. FACE, short, quiet expression 
 
 8. FOREHEAD, broad, full 
 
 9. EARS, medium size, fine texture 
 
 10. HORNS, fine texture, oval, medium size 
 
 11. NECK, thick, short; throat, clean 
 
 FOREQUARTERS: 
 
 12. SHOULDER VEIN, full 
 
 13. SHOULDER, covered with flesh, compact on top, smooth 
 
 14. BRISKET, advanced; breast wide 
 
 15. DEWLAP, skin not too loose and drooping 
 
 16. LEGS, straight, short; arm, full; shank, fine, smooth 
 
 BODY: 
 
 17. CHEST, full, deep, wide; girth, large; crops full 
 
 18. RIBS, long, arched, thickly fleshed 
 
 19. BACK, broad, straight, smooth, even 
 
 20. LOIN, thick, broad 
 
 21. FLANK, full, even with undarline 
 
 HINDQUARTERS: 
 
 22. HIPS, smoothly covered; distance apart in proportion with other 
 
 parts 
 
 23. RUMP, long, wide, even, tail head smoth, not patchy 
 
 24. PIN BONES, not prominent; far apart 
 
 25. THIGHS, full, deep wide 
 
 26. TWIST, deep, plump 
 
 27. PURSE, full, indicating fleshiness 
 
 28. LEGS, straight, short; shank, fine, smooth 
 
 Total.. 
 
 100 
 
 Estimated live weight 
 
 Estimated per cent dressed weight. 
 
 Student's scoring of 
 
 Shop No 
 
 Name.. Date 
 
 OUTLINE XXI: SWINE. 
 By H. C. Woodworth, Instructor in Agriculture, Wells High School. 
 
 A. Swine are profitable in Minnesota. 
 
 1. Good market for corn and other products. 
 
 2. Cheaper to haul hogs to market than equivalent amount of feed. 
 
 3. Fertility is left on the farm. 
 
 B. Study the breeds before starting, 
 
 1. A knowledge of the history and the characteristics of the 
 breeds is important in order: 
 
 a. To know what breed we need for our special use. 
 
 b. To avoid reversion to former types. 
 
 69 
 
2. History. 
 
 a. Berkshire. 
 
 (1) Originated in Berkshire, England. 
 
 (2) Foundation stock: Old English, Neapolitan, Siam- 
 
 ese and Chinese breeds. Often reverts to Nea 1 
 politan type a small blue hog. 
 
 b. Chester Whites. 
 
 (1) Chester county, Pennsylvania. 
 
 (2) Foundation stock: Old English, China and 
 
 white hog of Pennsylvania. 
 
 (3) Todd's Improved and Ohio Improved are strains 
 
 of the 'Same breeds. 
 
 c. Duroc-Jersey. 
 
 U) New England. 
 
 (2) Native red hogs of various origins, two breeds, 
 Jersey Reds and Durocs. These join Duroc- 
 Jersey. 
 
 d. Poland China. 
 
 (1) Ohio Valley. 
 
 v.2) A mixture of native hogs whi-ch were descend- 
 ants from any breeds: Poland hog, Russian, 
 Byfie, China, Irish and Berkshire. 
 
 e. Hampshire. 
 
 f. Cheshire, 
 g. Tamworth. 
 h. Essex. 
 
 i. Yorkshire. 
 
 3. Characteristics 'Comparative. (Use score cards in scoring 
 
 animals and supplement this with pictures of the differ- 
 ent types.) 
 
 a. Berkshire. 
 
 (1) Size, medium. 
 
 (2) Color, black with white points. 
 
 (3) Maturity, early. 
 
 (4) Prolificacy, fair. 
 (.5) Quality, excellent. 
 
 (6) Upright ears; straight, deep sides; oval, well- 
 filled hams; dished face. 
 
 b. Chester White. 
 
 1 1 ) Size, heavy. 
 
 (2) Color, white. 
 
 (3) Maturity, later than most breeds. 
 
 (4) Prolificacy, excellent. 
 
 (5) Quality, excellent. 
 
 c. Duroo Jersey. 
 
 (1) Size, variable. 
 
 (2) Color, red. 
 
 (3) Maturity, early. 
 
 (4) Prolificacy, good. 
 
 (5) Quality, good, 
 d. Poland-China. 
 
 (1) Size, medium. 
 
 (2) Color, black with white points. 
 
 (3) Maturity, very early. 
 
 (4) Prolificacy, poor. 
 
 (5) Quality, fine, 
 e. Hampshire. 
 
 f. Cheshire. 
 
 g. Essex. 
 
 70 
 
h. Tamworth. 
 i. Yorkshire. 
 
 C. Select a breed and stay by it. 
 
 1. Raise the kind your market wants. 
 
 a. Type, fat or bacon type. 
 
 b. Size, finish, etc. 
 
 2. Better markets if whole community raise same kind. Uniform 
 
 size, type and color top the market. 
 
 3. Raise the kind you personally like. 
 
 a. You will take more interest. 
 D. They will pay you better. 
 
 4. Raise the kind that a study of the various breeds indicates best 
 
 for your purpose. 
 
 5. "Stick" by the breed you choose. 
 
 D. Selecting for the herd. 
 
 1. Examine each point separately, practice by means of the score 
 card. 
 
 E. Breeding. 
 
 1. Grade herd safer for beginner. 
 
 2. Pure-bred sire important. 
 
 3. Grade up to pure-bred stock, selecting best individuals each 
 
 year for sows, observing the size of litters, etc. 
 
 4. Time to breed; early pigs gain faster, but must be protected. 
 
 Gestation period, 114-118 days. 
 
 Fr Feeding the herd and pigs. 
 
 1. Winter, a ration rich in protein for sows. 
 
 a. To maintain them. 
 
 b. To provide for the growing embryos. 
 
 2. Farrowing time, feed same as before. 
 
 a. Heavy feeding before farrowing results in caked 
 
 udders, etc. 
 
 b. Heavy feeding before produces more milk than 
 
 small pigs can use. 
 
 3. Gradually increase feed as the pigs grow and require more milk. 
 
 4. Pigs eating at four weeks. 
 
 5. Sows and litters feed together. 
 
 a. Pasture (clover or some other legume crop) affords ex- 
 
 ercise and succulent feed. 
 
 b. Feed grain in accordance with weights of sow and pigs. 
 
 6. vVeaning time. 
 
 a. Take away the milk-producing feed gradually. 
 
 b. Take away all pigs at once. 
 
 c. Feed pigs liberally, but reduce the feed of sows to dry 
 
 them. 
 
 7. Feeding pigs. 
 
 a. A ration rich in protein. 
 
 (1) Legume pasture, skim-milk, mill products, tank- 
 age, some corn. 
 
 8. Fattening pigs. 
 
 a. A ration rich in carbohydrates. 
 
 (1) Corn, supplemented with skim-milk, rape, pas- 
 ture, tankage. 
 
 71 
 
G. 
 
 b. Hogging-off corn is profitable. 
 
 (1) Jiixercise in field produces rapid and more profit- 
 
 able gains. 
 
 (2) i^abor of husking is saved. 
 
 (3) Fields must be well fenced. 
 
 i.4) Pumpkins in corn to be hogged-off supplies pro- 
 tein and the seeds are beneficial as worm 
 (stomach) destroyers. 
 
 c. Suiphur, lime, salt, cinders and charcoal (can be made by 
 
 ourning corn-cobs in a pit) should always be present. 
 Fresh water important. 
 
 d. Figure rations lor pigs of different ages. 
 
 e. Weigh the pen of pigs once a month once a week. 
 
 (1) To determine the amount of feed. 
 
 (2) To see if they are gaining satisfactorily. 
 Shelter. 
 
 1. Breeding swine need protection for best results. 
 
 2. o^arge house more convenient for winter. 
 
 a. Warm. 
 
 b. Easily cleaned. 
 
 c. Easy to feed and water. 
 
 d. Direct rays of the sun should fall on floor. 
 
 e. See plan on page 248, Diedrich's "Swine." 
 
 H. 
 
 3. 
 
 Health. 
 1. 
 
 Individual hoghouses very serviceable; can be moved in the 
 spring and summer. 
 
 Prevention better than cure. 
 
 a. Balanced rations enable pigs to resist disease. 
 
 b. Clean houses and yards; whitewash, disinfectants. 
 
 c. Exercise and fresh water. 
 
 d. Sanitary mud wallow. 
 Tuberculosis. 
 
 a. About 3 per cent of hogs infected, 
 b. 
 
 Infected cattle 
 
 Sources: Skim-milk a probable source, 
 are eaten. 
 
 c. Young pigs more subject to disease. 
 
 d. No cure; slaughter. 
 Hog cholera. 
 
 a. Some states lose $1,000,000 annually. 
 
 b. Bacterial disease. 
 
 Is carried by means of dogs, cats, rats, wagons, wind and 
 
 men, etc., etc. 
 Prevention: If hog cholera threaten, allow nothing to 
 
 come on the place; shoot dogs, birds, etc. (See 1 
 
 above.) 
 
 Prevention, better than cure. 
 Vaccination is successtul; good insurance. 
 
 c. 
 
 4. Lice. 
 
 a. Mud wallow, spraying, dipping crude oil. 
 
 b. Rubbing post. See page 287, Diedrich's "Swine." 
 
 5. 'Worms. 
 
 a. Prevention better than cure. (See 1 above.) 
 
 b. Pumpkins, salt, cinders, charcoal, sulphur, wood ashes, 
 
 etc., aid in prevention. 
 
 6. bcours. 
 
 a. Prevention better than cure. (See 1 above.) 
 
 7. kickets. 
 
 I. Have each student figure out a problem. A plan for raising swine. 
 
 Have each student design a hoghouse, and plan pastures for the same. 
 J. Study market classes and grades of swine. 
 
 Study census reports. Study hog carcasses. 
 
 72 
 
REFERENCES. 
 
 Bailey Cyclopedia of Agriculture, v. 3, Farm Animals, Macmillan. . . . $5.00 
 
 Coburn Swine, Judd 2.50 
 
 Diedrich Swine, Breeders' Gazette 1.50 
 
 Henry Feeds and Feeding, W. A. Henry, Madison, Wis 2.00 
 
 Plumb Types and Breeds of Farm Animals, Ginn 2.00 
 
 PAMPHLETS. 
 
 United fctates Department of Agriculture Hog cholera and swine plague, 
 Farmers' Bulletin 24; forage crops for hogs, Farmers' Bulletins 33, 56, 84, 
 97, 124, 305, 331; tankage and bone meal for hogs, Farmers' Bulletins 169, 
 296, 315; profitable crops for pigs, Farmers' Bulletin 133; feeding, Farmers' 
 Bulletins 22, 92, 97, 133, 144, 210, 251, 305; successful hog and seed corn 
 farm, Farmers' Bulletin 272; hog cots, Farmers' Bulletins 273, 296, 377; hog 
 cholera, Farmers' Bulletin 379; hogging oft corn. 
 
 Illinois iUxperhnent Station Market classes and grades of swine, Bul- 
 letin 97; swine industry from market standpoint, Circular 83; food require- 
 ments of growing and fattening swine, Circular 126; feeding the pig, Cir- 
 cular 133; additional facts, Circular 152. 
 
 Minnesota School of Agriculture, Extension Division Bulletin 7. 
 
 FAT HOGS SCORE CARD. 
 
 University of Minnesota Division of Agriculture. 
 Student's Score Card No. 9. 
 
 SCALE OF POINTS FOR BARROWS 
 
 GENERAL APPEARANCE: 
 
 1 . WEIGHT, score according to age 
 
 T. FORM, deep, broad, low, long, symmetrical, compact, standing squarely on legs.. . . 
 
 3. QUALITY, hair, silky skin; mellow; bone, fine; mellow covering of flesh free from 
 
 lumps and wrinkles 
 
 4. CONDITION, dee*), even covering of flesh, especially in regions of valuable cuts. . . 
 HEAD AND NECK: 
 
 5. SNOUT, medium length, not coarse 
 
 6. EYES, full, mild, bright. . . 
 
 7. FACE, short, cheeks full 
 
 8. EARS, fine, medium size, soft 
 
 9. JOWL, strong, neat, broad 
 
 10. NECK, thi-k, medium length. . . 
 FOREQUARTERS: 
 
 11. SHOULDER, broad, deep, full, compact on top 
 
 12. BREAST, advanced, wids 
 
 13. LEGS, straight, short, strong; bone, clean; pasterns, upright; feet medium size 
 BODY: 
 
 14. CHEST, deep, broad, large girth 
 
 15. SIDES, deep, medium length, full; ribs close and well sprung 
 
 16. BACK, broad, straight, thickly and evenly fleshed 
 
 17. LOIN, wide, thick, straight 
 
 1*. BELLY, straight, even 
 
 HINDQUARTERS: 
 
 19. HIPS, wide apart, smooth 
 
 20. RUMP, long, wide, evenly fleshed, straight 
 
 21. HAM, plump, full, deep, wide, heavily fleshed 
 
 22. THIGHS, fleshed close to hocks 
 
 23. LEGS, straight, short, strong; bone, clean; pasterns, upright; feet, medium size 
 
 Perfect 
 Score 
 
 10 
 
 100 
 
 OUTLINE XXII: POULTRY. 
 
 By C. E. Brown, Specialist in Poultry, School of Agriculture and N. W. Ex- 
 periment Station, Crookston, Minn. 
 
 A. Statistics (Poultry): 
 
 1. United States. 
 
 a. Individual states. 
 
 b. Local. 
 
 73 
 
B. Study of breeds: 
 
 1. Classification. 
 
 2. Origin and history. 
 
 C. Poultry houses: 
 
 1. construction. 
 
 2. lx>cation. 
 
 3. Equipment. 
 
 a. Inside fixtures. 
 
 b. Outside fixtures (fences, gates, etc.). 
 
 D. Foods and Feeding. 
 
 1. fetudy and classification of grains, greens, meat foods, grits, etc. 
 
 2. Preparation and mixing of rations for domestic fowls. 
 
 a. For egg production. 
 
 b. For fattening. 
 
 c. For growing chickens. 
 
 d. For baby chicks. 
 
 E. Marketing poultry products. 
 
 1. ivilling and dressing. 
 
 2. Grading, packing and shipping. 
 
 3. Eggs. 
 
 a. Grading and marketing. 
 
 (1) Market eggs. 
 
 (2) Hatching eggs. 
 
 b. Preserving eggs. 
 
 4. i? eathers, care and marketing. 
 
 F. Hatching and rearing chickens. 
 
 1. Artificially. 
 
 a. Incu cation. 
 
 b. Brooding. 
 
 2. Naturally. 
 
 a. Incubation. 
 
 b. Brooding. 
 
 G. Diseases and parasites. 
 
 a. Control, eradication. 
 
 b. Sanitation. 
 
 EQUIPMENT. 
 
 Modern farm poultry house, costing $150 to $200. At least two breeds 
 of poultry egg type and meat type. Several coops for laboratory work, 
 judging, etc., f 5 to $10. 
 
 REFERENCES. 
 
 American Standard of Perfection, American Poultry Association $1.50 
 
 Brigham Progressive Poultry Culture, Torch Press, Cedar Rapids, 
 
 Iowa 1.50 
 
 Robinson Poultry Craft, Farm Poultry Publishing Co., Boston, Mass. . 1.50 
 Government and State Bulletins. 
 
 OUTLINE XXIII: BEES AND THE PRODUCTION OF HONEY. 
 By M. A. Neudecker, Instructor in Agriculture, Jackson High School. 
 
 A. Relations of the honey bee: 
 
 a. Gall flies. 
 
 1. Effect on plants. 
 
 b. Ichneumon flies. 
 
 1. Economic importance. 
 
 (a) Parasite upon plants. 
 
 74 
 
c. Ants. 
 
 1. Economic importance. 
 
 2. Life history. 
 
 d. \v asps. 
 
 1. Life .history. 
 
 e. Bumble bee. 
 
 1. Life history. 
 
 2. Economic importance. 
 
 (a) fertilizers, red clover. 
 
 B. Honey bee: 
 
 1. History of. 
 
 a. Virgil sang of bee. 
 
 b. In what countries found. 
 
 c. Economic importance. 
 
 (1) Relation to plants. 
 (zj Wax. 
 
 (a) How produced. 
 
 (2) Uses. 
 (3) Honey. 
 
 (a) How produced. 
 
 (b) Value as food. 
 
 2. 'Colony. 
 
 a. Castes. 
 
 (1) v/orkers. 
 
 (a) Number. 
 
 (b) Sex. 
 
 (c) Duty. 
 
 (d) Age. 
 
 (e) Sting. 
 
 (2)- Drones. 
 
 (a) Number. 
 
 (b) Sex. 
 
 (c) Age. 
 
 (d) Stingless. 
 
 (.3) Queen. 
 
 (a) Number. 
 
 (b) Sex. 
 
 (c) Duty. 
 
 (d) Age. 
 
 (e) Rearing of. 
 
 (aa) JNatural way. 
 (bb) Artificial. 
 
 3. Swarming. 
 
 a. Time. 
 
 b. Reason for. 
 
 c. How controlled and prevented. 
 
 4. Wintering. 
 
 5. Diseases and enemies. 
 
 6. Hives. 
 
 a. Hollow trees. 
 
 b. btraw baskets. 
 
 75 
 
c. Box. 
 
 d. Glass. 
 
 e. Location. 
 
 7. General equipment: Veil, smoker, gloves, etc. 
 
 C. COST OF EQUIPMENT. 
 
 The cost of a colony of Dees depends upon the locality, time of the year, 
 and kind of bees, but about $5 may be considered a fair average for a 
 colony in spring. 
 
 Complete empty hive $2.50 
 
 Smoker , 1.00 
 
 Veil .25 
 
 D. REFERENCES. . 
 
 Root A. B. C. and X. X. ^ of Bee Culture; Root, Medina, Ohio; price $2.00 
 
 Gleanings in Bee Culture; Semi-Monthly $1.00 
 
 American Bee Journal; Monthly $1.00 
 
 United State Department of Agriculture Bee Diseases, Farmers Bulle- 
 tin 442; Bees, Farmers Bulletin 447. 
 
 76 
 
FARM MANAGEMENT 
 
 OUTLINE XXIV: FARM MECHANICS. 
 
 C. S. Cathcart, Assistant Instructor In Agriculture, Albert Lea High School. 
 DRAINAGE WORK THIRD YEAR, FIRST SEMESTER. 
 
 A. Leveling Instruments and Methods of Taking Levels and Keeping Notes. 
 
 1. Kinds of instruments. 
 
 a. Transit. 
 
 b. Engineer's Wye level. 
 
 c. Architect's Wye level. 
 
 d. Drainage level. 
 
 2. Taking levels. 
 
 a. Definition 01 leveling. 
 
 b. A level line. 
 
 c. Datum plane. 
 
 d. Elevation. 
 
 e. Bench marks, 
 f. Grade. 
 
 g. Hub. 
 h. Cut. 
 i. Grade line. 
 
 B. Soil in Relation to Drainage. 
 
 1. Origin of the soil. 
 
 a. Sedentary. 
 
 b. Transported. 
 
 c. Alluvial. 
 
 2. Affect of organic matter in the soil. 
 
 3. Drainage properties of soils and subsoils. 
 
 4. Water of the soil and their sources. 
 
 a. Hydrostatic. 
 
 b. Capillary. 
 
 c. xxydroscopic. 
 
 C. Classification of Land Drainage. 
 
 1. Agricultural. 
 
 2. Road. 
 
 3. banitary. 
 
 D. Methods of Drainage. 
 
 1. Underground. 
 
 a. Tile. 
 
 (1) Convenient. 
 
 (2) Expensive. 
 ('6) Effective. 
 
 (4) Small capacity. 
 
 2. Surface. 
 
 b. Open dltcnes. 
 
 (1) Lack of convenience. 
 
 (2) Large capacity. 
 
 (3) Less expensive to install. 
 
 (4) Not efficient. 
 
 (5) Large cost to keep it up. 
 
 77 
 
E. System of Locating Tile Drains. 
 
 1. Natural system. 
 
 2. Grouping system. 
 
 3. Gridiron system. 
 
 4. Double main system. 
 
 5. Single line system. 
 
 F. Principles to be Used in Locating Drains. 
 
 1. IWains in .natural drainage lines. 
 
 2. Direction of lateral with siope. 
 
 3. ^_/oid short lateral. 
 
 G. Topography. 
 
 1. Preliminary survey. 
 
 a. Necessity for preliminary survey. 
 
 2. Method of laying out system. 
 
 a. Boundary line as a base line. 
 
 b. Water course as a base line. 
 
 c. Central line as a base line. 
 
 3. Contour. 
 
 4. Maps. 
 
 5. Figuring grades. 
 
 6. Pfequency of drains. 
 
 H. Study of General Lines. 
 
 1. Establishing drains. 
 
 a. Co-operative. 
 
 b. Judicial. 
 
 c. Township authorities. 
 
 2. Contracting. 
 
 3. Inspection. 
 
 I. Flow of Water Through Pipes. 
 
 1. Size of tile necessary. 
 
 J. Special Drainage. 
 
 1. Orchards. 
 
 2. Barnyards. 
 
 a. iStorm water. 
 
 3. Springs or spouty places in the field. 
 
 EQUIPMENT. 
 
 1 Architect's or engineer's Wye level, cost $50 to $150.00 
 
 1 Drainage level 25.00 
 
 1 Architect's extension rod 9.00 
 
 1 Pocket drainage rod -. 4.00 
 
 1 100ft. steel tape 4.00 
 
 FARM MACHINERY THIRD YEAR, SECOND SEMESTER. 
 
 A. General Definitions and Mechanical Principles. 
 
 1. Mechanics. 
 
 2. Force. 
 
 3. \v ork. 
 
 4. Power. 
 
 5. Machine. 
 
 a. Efficiency of machine. 
 
 6. Law of mechanics. 
 
 7. Simple machines. 
 
 8. Dynamometers. 
 
 a. Absorption. 
 
 b. Transmission. 
 
 78 
 
B. Transmission of Power. 
 
 1. Belting. 
 
 a. Leather. 
 >b. Rubber. 
 
 c. Canvas. 
 
 d. Chain. 
 
 2. Gearing. 
 
 3. Hope. 
 
 4. Cable. 
 
 C. Materials and Their Strength. 
 
 1. Materials for farm machines. 
 
 2. Material for farm buildings. 
 
 D. Objects of Tillage. 
 
 E. Tillage Machinery. 
 
 1. Plow construction. 
 
 2. Classes of plows. 
 
 a. General purpose. 
 
 b. Stubble. 
 'C. Sod. 
 
 3. flows. 
 
 a. Walking. 
 
 b. Sulky and gang. 
 
 (1) Frame. 
 
 (2) Frameless. 
 (.3) Frame hitch. 
 (4) Beam hitch. 
 
 c. Special plows. 
 
 U) Chilled. 
 
 (2) Hillside. 
 
 (3) Disk. 
 
 F. Harrows. 
 
 1. Smoothing harrows. 
 
 2. Spring tooth. 
 
 3. curved knife tooth. 
 
 4. Disc harrows. 
 
 a. Full disk. 
 
 b. Cutaway. 
 
 c. Spading. 
 
 d. Orchard. 
 
 5. Roller. 
 
 6. Flankers. 
 
 G. Cultivators. 
 
 1. Walking. 
 
 a. Tongue. 
 
 b. Tongueless. 
 
 2. Riding. 
 
 a. Single row. 
 
 b. Double row. 
 
 3. Combined. 
 
 4. 'lypes of cultivators. 
 
 a. Shovel. 
 
 b. Disk. 
 
 c. Surface. 
 
 H. Seeding Machinery. 
 1. beeders. 
 
 79 
 
a. Endgate. 
 
 b. Broadcast. 
 2. Drills. 
 
 (1) Single disk. 
 
 (2) Double disk. 
 
 (3) Hoe. 
 
 (4) Shoe. 
 
 I. Corn Planters. 
 
 1. Whole hill drop. 
 
 2. Cumulative drop. 
 
 a. Round hole. 
 
 b. Edge selection. 
 
 3. Plate movement. 
 
 a. Intermittent. 
 
 b. Continuous. 
 
 4. Furrow openers. 
 
 a. Curved runner. 
 
 b. Stub runner, 
 .c. Single disk, 
 d. Double disk. 
 
 5. Wheels. 
 
 a. Concave. 
 
 b. Open. 
 C. Double. 
 
 d. Flat wheel. 
 6." Listers. 
 
 a. Single row. 
 
 b. Double row. 
 
 J. Harvesting Machinery. 
 
 1. Grain binders. 
 
 2. Corn binders. 
 
 K. Binder Adjustments. 
 
 1. Knotter. 
 
 2. i^nife. 
 
 3. ^ension. 
 
 L. Haying Machinery. 
 
 1. Mowers. 
 
 2. Rakes. 
 
 a. Dump. 
 
 b. Side delivery. 
 
 3. Loaders. 
 
 a. Rake. 
 
 b. Endless apron. 
 
 4. Stackers. 
 
 5. feweep rakes. 
 
 M. Manure Spreaders. 
 
 1. Endless apron. 
 
 2. Return apron. 
 
 3. Vvorm feed. 
 
 4. Ratchet feed. 
 
 N. Ensilage Cutters . 
 1. x^nives. 
 
 a. Radial, 
 'b. Spiral. 
 
 c. Square cut. 
 
 80 
 
2. Fillers. 
 
 a. Blowers. 
 
 b. Carriers. 
 
 O. Feed M'ills. 
 
 1. bweep mills. 
 
 a. Straighc drive. 
 
 b. Geared. 
 
 c. Combination. 
 
 2. .Power mills. 
 
 3. Buhrs. 
 
 a. Duplex. 
 
 b. Disk. 
 
 c. Cone. 
 
 d. Cylinder 
 
 P. Wagons and Buggies. 
 
 Materials to be used in construction. 
 
 Q. Pumping Machinery. 
 
 1. j. iston pumps. 
 
 2. Bucket pumps. 
 
 a. *orce. 
 
 1. Double acting. 
 
 2. Single acting. 
 
 3. One, two and tnree-way pumps. 
 
 b. Cylinders. 
 
 1. Iron. 
 
 2. Brass lined. 
 
 3. Solid brass. 
 
 c. Valves. 
 
 1. Ball. 
 
 2. Poppet. 
 
 3. Power pumps. 
 
 a. Rotary. 
 
 b. Centrifugal. 
 
 FARM MOTORS. 
 
 A. Wind Miills. 
 
 1. Mills for pumping. 
 
 2. Mills for power. 
 
 B. Heat Engines. 
 
 1. external combustion. 
 
 a. Steam. 
 
 2. Internal combustion. 
 
 a. Gasoline. 
 
 c. Kerosene. 
 
 d. Gas. 
 
 e. Crude oil. 
 
 C. Classification of Internal Combustion Engines. 
 
 1. Cycle. 
 
 a. Two-stroke cycle. 
 
 b. Four-stroke cycle. 
 
 2. Ignition systems. 
 
 a. Electric. 
 
 (1) Make and break spark. 
 
 (2) Jump spark. 
 
 b. Hot tube. 
 
 3. Governors. 
 
 a. Hit or miss type. 
 
 81 
 
b. Throttling. 
 4. Cooling system. 
 
 a. Air. 
 
 (1) With fan. 
 
 (2) Without fan. 
 
 b. Oil. 
 
 (1) Circulating pump. 
 
 c. Water. 
 
 (1) Thermo siphon. 
 
 (2) Circulating pump. 
 
 (3) Open Jacket. 
 
 TEXT. 
 
 Davidson & Chase Farm Machinery and Farm Motors; Judd $2.00 
 
 Note Machinery should be owned or borrowed. A spacious level floor is re- 
 quired for setting up machinery. 
 
 OUTLINE XXV: FARM MANAGEMENT. 
 For High Schools and Secondary Agricultural Schools. 
 
 By Andrew Boss, Chief of Division of Agronomy and Farm Management 
 University Farm, St. Paul, Minn. 
 
 A. Farm Accounting. 
 
 1. Inventory. 
 
 2. Cash accounts. 
 
 3. Accounts with various enterprises. 
 
 4. Distribution of labor cost. 
 
 a. Horse. 
 
 b. Man. 
 
 5. Business statement. 
 
 B. Farm Business Papers, Common Forms of. 
 
 (References Vye's Farm Accounts; Bexel's Farm Accounting 
 and Business Methods.) 
 
 1. Personal notes and checks. 
 
 2. Deeds, mortgages, transfers, etc. 
 
 3. Land leases and contracts (1, shares; 2, cash). 
 
 4. i^abor contracts. 
 
 5. utioad, drainage and fence laws. 
 
 Note (A) and (B) may be omitted If students are familiar with such 
 work. 
 
 C. Historical Sketch of Agriculture. 
 
 9 1. Great Britain. 
 
 2. American agriculture. 
 
 a. Settlement and early New England agriculture. 
 
 b. The movement westward. 
 
 c. Changes in types of farming and development of mar- 
 
 kets. (References, Carver's Principles of Rural Eco- 
 nomics; Bailey's Encyl. of Agri.) 
 
 D. Capital, Form of. 
 
 1. Fixed. 
 
 2. Circulating. 
 
 3. Adjustment of capital. (References, Card's Farm Manage- 
 
 ment, Chap. 11; Taylor's Clements of Agricultural Eco- 
 nomics.) 
 
 82 
 
E. Land Tenure. 
 
 1. Ownership. 
 
 a. Advantages, risks. 
 
 2. Land rental. 
 
 a. Cash. 
 
 b. Share. 
 
 c. Specified rent and cropping system. (Reference, Card's 
 
 Farm Management, Chap. V.) 
 
 F. The Choice of a Farm. 
 
 1. Location. 
 
 a. Surroundings. 
 
 U) Mail, churches, schools, telephone, neighbors, 
 social customs. 
 
 b. Market facilities. 
 
 (1) instance from market, demands for produce, 
 roads, transportation facilities. 
 
 c. Attractiveness. 
 
 2. character of the farm. 
 
 a. Nature of the soil. 
 
 (1) Soil type, natural lertility, contour, drainage. 
 
 b. Proportion of waste land. 
 
 c. Buildings. 
 
 (1) Number, value, condition, location. 
 
 d. \Vater supply, 
 e. Woodland. 
 
 (1) Fuel, fencing, cash sales, location. 
 
 f. Orchards. 
 
 (1) Age, size, extent, location. 
 
 g. Fences. 
 
 (1) Amount, kind, condition. References, Hunt's 
 How to Choose a Farm, Card's Farm Manage- 
 ment, Chap. VI.) 
 
 Note Students should be required to sore and compare several farms in 
 the vicinity of the school, arriving at a choice of the best one with written 
 statement substantiating the choice. 
 
 G. Systems of Farming, Comparison of. 
 
 1. Grain farming. 
 
 a. Draft on fertility. 
 
 b. Economical use of labor and macninery. 
 
 c. Crops and possible profits. 
 
 d. Methods of supplying soil elements. 
 
 2. Mixed farming. 
 
 a. Draft on farm fertility. 
 
 b. Economical use of labor and machinery, 
 c. Crops and possible profits. 
 
 d. Methods of supplying soil elements. 
 
 3. Special iarming. 
 
 a. Live stock as under 1. 
 
 b. Dairying as under 1. 
 
 c. Fruit, poultry, etc., as under 1. 
 
 4. bize of farms advantages and disadvantages of large and 
 
 small. 
 
 a. A comparative cost of operating. 
 
 b. Profits from large and small. 
 
 c. Labor, employment for. (References*, Encyclopedia of 
 
 Agriculture; Bui. 295 Cornell Experiment Sta- 
 tion; Carvers Elements of Rural Economics.) 
 
 Note The students should make a comparison of the cropping systems 
 of some of the best farms in the vicinity, reporting on the crop yields and 
 profits made under each. 
 
 83 
 
H. Farm Equipment. 
 
 1. Food requirements of live stock per head yearly. 
 
 a. Horses. 
 
 b. Cows. 
 
 c. Swine. 
 
 d. Sheep. 
 
 2. Live stocK. 
 
 a. No. of horses required lor labor. 
 
 b. No. of cattle to consume coarse crops. 
 
 c. No. of sheep, swine, poultry. 
 
 3. Buildings. 
 
 a. For stock. 
 
 b. For grain. 
 
 c. For other purposes. 
 
 4. Machinery. 
 
 a. Kind. 
 
 b. Amount. (Ref. Bulletins 117 and 124, Minnesota Ex- 
 
 periment Station.; 
 
 I. Crop rotation as Related to Farm Management. 
 
 1. relation to economy of labor. 
 
 a. Distribution cf labor through year. 
 
 b. Avoid high pressure periods and consequent high-priced 
 
 labor. 
 
 2. Relation to food supplies and regular returns. 
 
 a. Lessens risk of shortage of foods. 
 
 b. Makes possible a constant volume of business. 
 
 3. Relation ,to soil fertility. 
 
 a. Draft on soil. 
 
 b. Supply of humus. 
 
 c. Soil textures and moisture. (Ref. Bailey's Encyclopedia 
 
 of Agriculture, Bulletin 109, Minnesota Experiment 
 btation; Snyder's Soils and Fertilizers.) 
 
 J. Farm Plans and Business Organization. 
 
 1. Plan of some farm as now operated. 
 
 a. Showing location of farmstead and buildings. 
 
 b. Showing size and location of fields, roads, fences, woods, 
 
 streams, et. 
 
 c. History of manuring for year. 
 
 d. History of crops for year. 
 
 2. Revised plan of same farm. 
 
 a. Showing reorganized farmstead. 
 
 (1) Reorganized fields. 
 
 (2) Revised cropping scheme. 
 
 (3) Projected plan for future years. (Ref. Bailey's 
 
 Encyclopedia of Agriculture.) 
 
 Note Students should be required at the same time to make original plan 
 of home farm, to revise the plan, devising a good cropping- scheme, plan of 
 crop rotation and field history, and to project the plans for a series of years. 
 
 K. Employment of Labor. 
 1. Cost of labor. 
 
 a. Man 
 
 (1) Day, month or year, and board. 
 
 b. Horse 
 
 (1) Day, month or year, and board. 
 
 c. Power 
 
 (1) Fuel, water, labor, lubricators, etc. 
 
 84 
 
2. Direction of labor. 
 
 a. By employe. 
 
 b. By foreman. 
 
 c. By superintendent. 
 
 3. Opportunities for employment of labor. 
 
 a. Winter. 
 
 b. Between crops. (Ref. Card's Farm Management; Bui. 
 
 117, Minn. Expt. Sta.) 
 
 4. Method of caring for farm labor. 
 
 a. Shelter, board, etc. 
 
 L. Cost of Farm Operations. 
 
 1. How determined. 
 
 a. Factors of cost. 
 
 b. Distribution of cost. 
 
 2. Cos-t of various operations. 
 
 a. Plowing. 
 
 b. Harrowing. 
 
 c. Seeding. 
 
 d. Planting corn. 
 
 e. Harvesting. 
 
 (1) Grain, corn. 
 
 f. Threshing. 
 g. Stacking. 
 
 h. Husking corn. 
 
 3. Cost of production. 
 
 a. Farm crops. 
 
 (1) Pasture, forage, wheat, oats, barley, etc. 
 
 b. Live stock products. 
 
 (1) Milk, butter, wool, eggs. (Ref. Bulletins 97, 117, 
 124 Minn. Expt. Sta.; Farm Records.) 
 
 M. Marketing. 
 
 1. Farm crops. 
 
 2. Live stock. 
 
 3. Live stock products. 
 
 4. Co-operative market. (Ref. Taylor's Agricultural Economics; 
 
 Carver's Elements of Rural Economics; Coulter's Co-opera- 
 tion Among Farmers.) 
 
 N. Miscellaneous Problems. 
 
 1. Fencing. 
 
 2. Drainage. 
 
 3. Irrigation. 
 
 4. 'Clearing land. 
 
 5. Breaking new lane 1 
 
 6. Dry land farming. 
 
 7. Road making. 
 
 Note It is difficult to outline a course owing to the fact that farm manage- 
 ment must be based on quite a thorough knowledge of economlic conditions, also 
 on a general knowledge of farm practice for the vicinity under consideration. The 
 success of such a course will depend altogether on the qualifications of the mian 
 who gives it. 
 
 It is suggested that, where the course in farm accounting is given separately, 
 (A) and (B) be omitted, also that (D), (E) and (N) may be omitted if time will 
 not allow tiheir consideration. To give the full course as outlined satisfactorily 
 will probably require more time than most high schools can give to it. In that 
 case it will toe necessary to make a choice of the subjects treated, and this will 
 depend very largely on the point of view and the preparation of the instructor 
 giving the course. 
 
 85 
 
REFERENCES. 
 
 Bailey Cyclopedia of Agriculture; 4 v. Macmilian $20.00 
 
 Bexel Farm Accounting and business Methods 
 
 Card Farm Management; Doubleday 2.00 
 
 Carver Rural Economics ; Ginn 1.30 
 
 Coulter Co-operation Among Farmers ; Sturgis 75 
 
 Hunt How to choose a Farm; Macmilian 1.75 
 
 Snyder Soils and Fertilizers; Ma-cmillan 1.25 
 
 Taylor Agricultural Economics; Macmilian ". . 1.25 
 
 Vye Farm Accounts ; T. A. Vye, St. Paul 1.25 
 
 Minnesota Experiment Station Bulletins 97, 109, 117, 124. 
 
 OUTLINE XXVI: RURAL SCHOOL WORK IN AGRICULTURE. 
 By Alma B. Campbell, County Superintendent, Dodge County. 
 
 It is hardly possible in the rural schools to give a complete course in 
 agriculture or to so handle the subject that the boy can go out and be a 
 successful farmer because of his training there. Conditions in a rural school 
 are peculiar to that school. There is no time for text book work in the 
 subject and it would be time lost to attempt it. All we can hope to do is 
 to make the boy alive to the opportunities that surround him; to create an 
 interest in and a respect for the land and the occupation of agriculture as 
 well as a regard for industry in general; connect school and home life, study 
 and home tasks. 
 
 The success of this phase of education depends entirely upon the teacher. 
 She need not be a trained agriculturist but she must have a wholesome 
 respect for and interest in the calling, as well as in the people with whom 
 she is working; she must believe in her pupils and be prepared to offer en- 
 couragement at least to the development and individual tendencies for every 
 boy will not be a farmer any more than every boy will enter any one ott 
 the other occupations; she must be alive to the duties placed upon her and 
 zeel that success does not depend upon location but upon individual energy, 
 and measure that success by the active interest she awakens in her pupils 
 concerning hie and its possibilities. 
 
 The following lines of work may be taken up with profit in most rural 
 schools. The teacher should use her judgment as to the kind of work 
 adapted to conditions unuer wnich she is placed. Study the situation and 
 let the needs of the school decide. 
 
 I. Booklets. (See page 4, Premium List Minnesota State Fair, 1913, for 
 Rural and Graded Schools.) 
 
 The Minnesota State Fair is offering premiums on booklet work from 
 the rural schools, and seventeen subjects are suggested, corn, 
 wheat, and good roads being among the number. These booklets 
 may be made the basis for language work in all grades, and better 
 English will be one of the many possible results. In case the 
 subjects given in the above mentioned list do not appeal to the 
 child an interest may be awakeneu in this kind of work by first 
 selecting a .subject not quite so comprehensive and perhaps more 
 in harmony with the life of the child. After he understands the 
 nature of the work, one of the broader subjects may be taken with 
 better results. The following preliminary subjects are merely 
 suggestive: 
 
 Raising chickens witn an incubator. 
 
 How to teach a dog to get the cows. 
 
 Care of the lawn. 
 
 Winter sports in the country. 
 
 Threshing day. 
 
 Advantages of life on the farm. 
 
 Weeds we find in our garden. 
 
 86 
 
Modern conveniences in the farm home. 
 
 The best ways of catcning gophers. 
 
 What I do to earn my pocket money. 
 
 The expense I have been to my parents each year of my life. 
 
 Breaking a colt. 
 
 What the farmer may do in the winter. 
 
 Country pastimes. 
 
 How to build a fire. 
 
 The wagon wheel. 
 
 Threshers' dinner. 
 
 Raising a barn. 
 
 Things that make a farm home attractive. 
 
 Our school exhibit at the county fair. 
 
 The be&t thing about the fram. 
 
 Use of the gasoline engine on the farm. 
 
 Stock raising ror the fair. 
 
 The farm boy of yesterday. 
 
 The farm boy of today. 
 
 The farm boy of tomorrow. 
 
 Burning brush. 
 
 Filling a silo. 
 
 How to have a good wind break. 
 
 II. Debates. 
 
 In assigning subjects for the work these things should be kept in 
 mind: Has the pupil any information concerning the subject to 
 begin with? Can he add to this stock of information by getting 
 the experiences of his parents or friends? Is there a recognized 
 authority from which he can get assistance? Is the subject one 
 that will be of interest to the children and be profitable? Is the 
 teacher able to give the required leadership this work must have? 
 The pupils should do the work but the teacher should direct 
 Suggestive subjects: 
 
 Does it pay to test corn? 
 
 The incubator as the most profitable means of hatching chickens. 
 
 Do tne returns warrant the building of a silo? 
 
 The Jersey is the most profitable cow to keep. 
 
 The Leghorn chicken is better for the farmer than the Plymouth 
 Rock. 
 
 III. Field Work. 
 
 Counting stand of corn. 
 
 Collecting weeds (Rogues' corner). 
 
 Bird study. 
 
 Insects. 
 
 Worms. 
 
 Trees, etc. 
 
 IV. Problems. 
 
 For older pupils a collection of original problems based on home 
 conditions showing the loss or gain of the farmer by following 
 plans of work now in vogue, or the possibilities if changes are 
 made. Some of these problems may be found in Rural School 
 Agriculture and are suggestive, and many more may be worked 
 out by the resourceful teacher. 
 
 V. Seed Testing. 
 
 In the spring the testing of seed corn and seed grains. With the 
 grains make a study of the foul seeds, and if it is not possible 
 to identify, the pupils should send them to the Extension Depart- 
 ment, St. Anthony Park, Minn., for help. 
 
 87 
 
The testing of seed corn is one of the most interesting and profitable 
 things to be done in connection with industrial work in the rural 
 schools. 
 
 VI. Milk Testing. 
 
 Some splendid work has been done in the rural schools of the state 
 by using a Babcock milk tester in the school. 
 
 VII. Corn Judging. 
 
 A simple score card can be obtained from the Extension Division 
 of the University of Minnesota, and a few minutes devoted to this 
 work in the morning will bring results that are worth while. Most 
 of the work must be done in a general period. 
 
 VIII. Rope Work. 
 
 While the girls are sewing this work may be done by the boys. 
 
 IX. Contests. 
 
 Select as the basis for your contest the article most raised in the 
 locality or the one for which there is the greatest future. If pos- 
 sible have the pupils take full care of the thing selected, but where 
 this is not possible, have them at least select it for the contest. 
 Corn, tomato, potato, poultry, strawberry contests may be held. 
 Invite the parents and have .some actual school work done. Have 
 some qualified farmer judge the articles selected by the children 
 and tell them why one is better than another. 
 
 X. School Gardens. 
 
 Most school grounds may be made more attractive and a few things 
 may be done by a school as a body that will help to improve this. 
 Put in a bed of tulips in the fa.i and they will bloom while school 
 is in session. Put out shrubs and vines to hide the unsightly 
 places. Make Arbor Day really mean something to the school. 
 
 XI. Boys' and Girls' Clubs. 
 
 The thing most needed in the country is leadership and the ability 
 to organize. Every rural school should have clubs of this kind 
 organized for a recognized purpose. Rural School Agriculture has 
 done everything possible to assist this work. Write the publish- 
 ers for suggestions. 
 
 BIBLIOGRAPHY. 
 
 Authorities consulted: A. L. A. Catalog 1904-11; Halligan, Suggestions for 
 an Agricultural School Library and Univ. of Minn. Dept. of Agriculture 
 Extension Bulletin 2, and the lists of specialists contributing to this 
 bulletin. 
 
 GENERAL AGRICULTURE. 
 
 Bailey Cyclopedia of American Agriculture; 4 v. Macmillan $20.00 
 
 Bailey State and the Farmer; Macmillan 1.25 
 
 Carver Rural Economics ; Ginn 1.30 
 
 Coulter Co-operation Among Farmers; feturgis 75 
 
 Davenport Education for Efficiency; Heath 1.00 
 
 McLennan Manual of Practical Farming; Macmillan 1.50 
 
 U. S. Country Life Commission Report; Sturgis 75 
 
 AGRICULTUREMSTUDY AND TEACHING. 
 
 Bailey Training of Farmers; Century 1.00 
 
 Bricker Teaching of Agriculture in the High School; Macmillan 1.UO 
 
 Fisher & Cotton Agriculture for Common Schools; Scribner 1.00 
 
 Goff & Mayne First Principles of Agriculture; Amer. Bk. Co 80 
 
 88 
 
Halligan Fundamentals of Agriculture; Heath 1.20 
 
 Hatch & Hazelwood Elementary Agriculture; Row 60 
 
 Hays Rural ochool Agriculture, Univ. of Minn. Bulletin No. 1; McGill .50 
 Jackson & Dougherty Agriculture Through Laboratory and School 
 
 Garden ; o udd 1.50 
 
 Warren Elementary Agriculture; Macmillan 1.25 
 
 Wilson Agriculture for Young Folks ; Webb 1.00 
 
 AGRICULTURAL CHEMISTRY. 
 
 Bailey Sanitary and Applied Chemistry; Macmillan 1.50 
 
 Snyder Chemistry of Plant and Animal i^ife; Ma'Cmillan 1.25 
 
 BEES. 
 
 Comstock How to Keep Bees; Doubleday 1.00 
 
 Root A. B. C. of Bee culture; Root 1.20 
 
 COUNTRY LIFE. 
 
 Grice Home and School ; Sower 50 
 
 Kern Among Country Schools ; Ginn 1.25 
 
 McKeever Farm Boys and Girls; Macmillan 1.50 
 
 Stern Neighborhood Entertainments; Sturgis 75 
 
 CROPS. 
 
 Bowman & Crossley Corn; Bowman 2.00 
 
 Burkett Farm Crops ; Judd 1.50 
 
 Coburn Alfalfa ; Judd 1.50 
 
 Doudlinger Book of vVheat ; Judd 2.00 
 
 Hunt Cereals in America ; Judd 1.75 
 
 Hunt Forage and Fiber Crops in America; Judd 1.75 
 
 Voorhees Forage Crops for Soiling, Silage, Hay and Pasture; Mac- 
 millan 1.50 
 
 DAIRYING. 
 
 Conn Practical Dairy Bacteriology; juad 1.25 
 
 Decker Cheese Making; Judd 1.75 
 
 Eckles Dairy Cattle and Milk Production; Macmillan 1.60 
 
 McKay Principles and Practi-ce of Butter Making; Wiley 1.50 
 
 Michels Creamery Butter Making; Miche.ls 1.50 
 
 Michels Market Dairying; Michels 1.00 
 
 Van Slyke Principles and Practice of Cheese Making; Judd 1.75 
 
 Van Slyke Modern Methods of Testing Milk; Judd 75 
 
 FARM ANIMALS. 
 
 Clark Modern Sheep; Amer. Sheep Breeder 1.50 
 
 Coburn Swine in America ; Judd 2.50 
 
 Craig Judging Live Stock ; Kenyon 1.50 
 
 Davenport Principles of Breeding; Ginn 2.50 
 
 Harper Manual of Farm Animals; Macmiilan 2.00 
 
 Harper Training and Breaking of Horses; Macmillan 1.75 
 
 Johnstone Horse Book; Sanders 2.00 
 
 Mayo Diseases of Animals; Macmillan ^ . . 1.50 
 
 Mumford Beef Production ; Mumford 1.50 
 
 Plumb Types and Breeds of Farm Animals; Ginn 2.00 
 
 Reynolds Veterinary Studies ; Reynolds 2.00 
 
 U. S. Bureau of Animal Industry Diseases of the Horse; Supt. of Docs. 
 
 Shaw Study of Breeds ; Judd 1.50 
 
 Wing Sheep Farming in America; Breeders Gazette 1.00 
 
 81) 
 
FARM BUILDINGS AND MACHINERY. 
 
 Concrete Construction on the Farm; Atlas Portland Cement Co....... 
 
 Davidson & Chase Farm Machinery and Farm Motors; Judd 2.00 
 
 Dodd Healthful Farm House; Whitcomb GO 
 
 Drew Farm Blacksmithing; Webb 
 
 Radf ord House and Barn Plans ; Radf ord 1.00 
 
 Sanders Farm Buillings; Sanders Publishing Co 2.00 
 
 FARM MANAGEMENT. 
 
 Bailey Farm and Garden Rule Book; Macmillan 2.00 
 
 Card Farm Management ; Doubleday 2.00 
 
 Hunt How to Choose a Farm; Ma-cmillan 1.75 
 
 Roberts Farmers Business Handbook; Macmillan 1.00 
 
 Vye Farm Accounts; Vye, St. Paul 1.25 
 
 (See also book listed under General Agriculture.) 
 
 FEEDS AND FEEDING. 
 
 Henry Feeds and Feeding; W. A. Henry $2.00 
 
 Smith Profitable Stock Feeding ; Smith 1.50 
 
 FORESTRY. 
 
 Graves Principles of Handling Woodlands; Wiley 1.50 
 
 Green Forestry in Minnesota; University Farm, St. Paul 
 
 FRUITS ORCHARDS. 
 
 Bailey Cyclopedia of Horticulture; 4 v., Macmillan 20.00 
 
 Green Popular Fruit Growing; Webb 1.00 
 
 Waugh American Apple Orchard; Judd 1.00 
 
 GARDENING. 
 
 Bailey Manual of Gardening; Macmillan 2.00 
 
 Beattie Celery Culture; Judd 50 
 
 Fitz Sweet Potato Culture ; Judd 50 
 
 Fraser The Potato; Judd 75 
 
 French Book of Vegetables and Garden Herbs; Macmillan 1.75 
 
 Green Vegetable Gardening; Webb 1.00 
 
 Hemenway How to Make School Gardens; Doubleday 1.00 
 
 Henderson Gardening for Profit; Judd 1.50 
 
 Parsons Children's Gardens ; Sturgis 1.00 
 
 Rawson Success in Market Gardening; ooubleday 1.10 
 
 Sevey Bean Culture ; J udd 50 
 
 Tracy Tomato Culture; Judd 50 
 
 Weed Spraying Crops ; Judd 50 
 
 Weed & Emerson Scnool Garden Book; bcribner 
 
 PESTS. 
 
 Chittendin Insects Injurious to Vegetables; Judd 1.50 
 
 Ingersoll Animal Competitors ; Sturgis 75 
 
 Sanderson Insects Injurious to Staple Crops; Wiley 
 
 Sanderson Insect Pe&ts of Farm, Garuen and Orchard; Wiley 3.00 
 
 Stevens & Hall Diseases of Economic Plants; Macmillan 2.00 
 
 Weed Farm Friends and Farm Foes; Heath 90 
 
 POULTRY. 
 
 American Standard of Perfection; Amer. Poultry Assoc 1.50 
 
 Brigham Progressive Poultry Culture; Torch Press 1.50 
 
 Robinson Principles and Practice of Poultry Culture; Ginn 2.50 
 
 90 
 
RURAL, HYGIENE. 
 
 Bashore Sanitation of a Country House; Vviley 1.00 
 
 Gerhard Sanitation, Water Supply and Sewage Disposal of Country 
 
 Houses ; v an Nostrand 2.00 
 
 Hutchinson preventable Diseases; Hough ton 1.50 
 
 King Ventilation for Dwellings, Rural School and Stables; King 75 
 
 Lynde Home Water Works; Sturgis . . . . .75 
 
 Ogden Rural Hygiene ; Macmillan 1.50 
 
 Price Handbook on Sanitation; Wiley 1.50 
 
 SOILS, FERTILIZERS, IRRIGATION AND DRAINAGE. 
 
 Bowie Practical Irrigation; McGraw 3.000 
 
 Burkett Soils ; Judd 1.25 
 
 Elliott Practical Farm Drainage; Wiley 1.50 
 
 Fletcher Soils ; Doubleday 2.00 
 
 Hall Fertilizers and Manures; Dutton 1.50 
 
 Hilgard Soils ; Macmillan 4.00 
 
 Hopkins Soil Fertilizer and Permanent Agriculture; Ginn 2.70 
 
 King Irrigation and Drainage ; Macmillan 1.25 
 
 King The Soil; Macmillan 1.50 
 
 McCall Physical Properties of Soils ; Judd 50 
 
 Snyder Soils and Fertilizers; Macmillan 1.25 
 
 Vivian First Principles of Soil Fertility; Judd 1.00 
 
 Whitson & Walster iSfotes on Soils; vValster 90 
 
 Widtsoe Dry Farming; Macmillan 1.50 
 
 UNITED STATES PUBLICATIONS. 
 
 Much valuable literature may be secured free of charge from the United 
 States Department of Agriculture, State Experiment Stations and State 
 Boards of Agriculture. 
 
 A complete list of Farmers' Bulletins and Year-books of the United 
 States Department of Agriculture should be in every agricultural library. 
 Write to the Secretary of Agriculture, Washington, D. C., or to your 
 Congressman. 
 
 Ask for Farmers' Bulletin, Circular 670, which gives list of bulletins 
 then available and for Experiment Stations Circular 94, which classifies the 
 government publications on agricultural subjects under convenient headings. 
 
 The United States Bureau of Education, Bulletin 1912, No. 10, Biblio- 
 graphy of Education in Agriculture and Home Economics, will be of service. 
 
 STATE PUBLICATIONS. 
 
 Bulletins of value may be obtained from btate Agricultural Experiment 
 
 Stations. 
 
 Alabama College Station; Auburn Iowa Ames. 
 
 Canebrake Station: Uniontown. Kansas Manhattan. 
 
 Tuskogee Station: Tuskogee. Kentucky Lexington. 
 
 Arizona Tucson. Louisana State Station: Baton 
 Arkansas Fayetteville. Rouge. 
 
 California Berkeley. Sugar Station: Audubon Park, N. 
 
 Colorado Fort Collins. O. 
 
 Connecticut State Station: New North La. Station: Calhoun. 
 
 Haven. Louisiana Rice Station: Crowley. 
 
 Storrs Station: Storrg. Maine Orono. 
 
 Delaware Newark. Maryland College Park. 
 
 Florida Gainesville. Massachusetts Amherst. 
 
 Georgia Experiment. Michigan East Lansing. 
 
 Idaho Moscow. Minnesota St. Anthony Park, St. 
 Illinois Urbana. Paul. 
 
 Indiana Lafayette. Mississippi Agricultural College. 
 
 91 
 
Missouri College Station: Colum- Ohio Wooster. 
 
 bia. Oklahoma Stillwater. 
 
 Fruit Station: Mountain Grove. Oregon Corvallis. 
 
 Montana Bozeman. Pennsylvania State College. 
 
 Nebraska Lincoln. Rhode Island Kingston. 
 
 Nevada Reno. South Carolina Clemson College. 
 
 New Hampshire Durham. South Dakota Brookings. 
 
 New Jersey New Brunswick. Tennessee Knoxville. 
 
 New Mexico Agricultural College. Texas College Station. 
 
 New York State Station: Geneva. Utah Logan. 
 
 Cornell Station: Ithaca. Vermont Burlington. 
 
 North Carolina College Station: Virginia Blacksburg. 
 
 West Raleigh. Washington Pullman. 
 
 State Station: Raleigh. West Virginia Morgantown. 
 
 North Dakota Agricultural College. Wisconsin Madison. 
 
 Fargo. Wyoming Laramie. 
 
 MINNESOTA PUBLICATIONS. 
 
 Copies of some numbers of the Minnesota Farmers' Institute Annual 
 are available and these may be obtained from Supt. A. D. Wilson, University 
 Farm, St. Paul, Minn., if eleven cents for each copy is enclosed for postage. 
 
 Any teacher of agriculture in Minnesota may secure the bulletins of the 
 Minnesota Experiment Station as they ar-e issued, by having his name placed 
 upon the station mailing list. For this purpose address Dean A. F. Woods, 
 Director, State Experiment Station, University Farm, St.. Paul. 
 
 Extension bulletins, published monthly, may be secured in the same 
 way by addressing Supt. A. D. Wilson, University Farm, St. Paul. All these 
 bulletins are sent free. 
 
 ADDRESSES O'F PUBLISHERS. 
 
 Amer. Bk. American Book Co 1104 S. Wabash Ave., Chicago 
 
 Amer. Poultry Assoc. Am-erican Poultry Association 
 
 Amer. Sheep Breeder American Sheep Breeder Co 
 
 112 Michigan St., Chicago 
 
 Atlas Portland Cement Co 30 Broad St., New York 
 
 Bowman Bowman & Crossley Ames, Iowa 
 
 Bre-eders Gazette 358 Dearborn St., Chicago 
 
 Century Century Co Union Square, New York 
 
 Doubleday iJoubleday, Page & Co Garden City, New York 
 
 Dutton E, P. Dutton 31 W. 23d St., New York 
 
 Ginn Ginn & Co 2301 Prairie Ave., Chicago 
 
 Heath D. C. Heath & Co 623-633 S. Wabash Ave., Chicago 
 
 Henry W. A. Henry Madison, Wis. 
 
 Houghton Houghton, Mifflin Co 4 Park St., Boston 
 
 Judd Orange judd Co Marquette Bldg., Chicago 
 
 Kenyon Kenyon Printing Co Des Moines, Iowa 
 
 King F. H. King Madison, Wis. 
 
 McGill McGill, Warner & Co 9th and Sibley, St. Paul 
 
 McGraw McGraw-Hill Bk. Co 239 W. 39th St. New York 
 
 Macmillan Macmillan Co Prairie Ave. and 25th St., Chicago 
 
 Michels John Michels Raleigh, N. C. 
 
 Mumford H. W. Mumford Urbana, 111. 
 
 Radford Radford Architectural Co.. 185 E. Jackson St., Chicago 
 
 Reynolds M. H. Reynolds 2145 Knapp St., St. Paul 
 
 Root A. I. Root Co Medina, Ohio 
 
 Row Row, Peterson & Co 625 S. Wabash Ave., Chicago 
 
 Sanders Sanders Publishing Co 542 S. Dearborn, Chicago 
 
 92 
 
Scribner Charles Scribner's Sons 600 S. Dearborn, Chicago 
 
 Smith H. R. Smith Lincoln, Neb. 
 
 Sower Christopher Sower Co .. .124 N. 18th St., New York 
 
 Sturgis Sturgis & Walton 31-33 E. 27th St., New York 
 
 Supt. of Doc. Superintendent of Documents Washington, D. C. 
 
 Torch Press Cedar Rapids, Iowa 
 
 VanNostrand D. Van Nostrand Co 23 Murray St., New York 
 
 Vye J. A. Vye 1449 Cleveland Ave., St. Paul 
 
 Walster H. L. Walster Madison, Wis. 
 
 Webb Webb Publishing Co St. Paul 
 
 Whitcomb Whitcomb & Barrows Huntington Chambers, Boston 
 
 Wiley John Wiley & fcons 43-45 E. 19th St., New York 
 
 93 
 

Gaylord Bros. 
 
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 Syracus*. N Y. 
 
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