W T 5 a, . JpSPESBOj . .V'>V: f ., / |£wMSg«* yj^;’t “'*- ; "*. TWK jffi^; ,v DEPARTMENT OF PUBLIC INSTRUCTION Madison, Wisconsin raGL mWm SSiiS ; . ft Agriculture in the High School ' '-I A MANUAL FOR THE HIGH SCHOOLS OE WISCONSIN Prepared by HENRY N. GODDARD High School Inspector of Agriculture State Department of Education Assisted by JOHN A. JAMES Assistant Professor of Agricultural Education University of Wisconsin Issued by C. P. CARY, State Superintendent H Madison Democrat Printing Company, State Printer 1917 I MESSES ■ senses*-135 f m °y be charged a °! e . sta ™ped below V™ for each y ° mi nimum ,° w - You S75 '°° P ro Perty of th e c f ' Vers iV of ///£°f ° n - A// Aerials Ar,lcle ’6B of Minoho- ■"' n , ois on d artZ'K ° re ">* ^^==^^°™° na c. Class instruction in which the assignment of definite les¬ sons should be combined with teaching, testing and drilling in such a way as to insure adequate organization and application of the facts and principles of the subject. A good text should usually serve as a guide and as a chief source of information. d. Practical projects in which actual farm practice is carried out in such a way as to secure a productive result which should be accompanied by a systematic account. Such projects may in¬ clude school or class projects and home or individual projects. e. Contests and exhibits which may be arranged in connection with local fairs or exhibits, but best of all in connection with a “Harvest Festival” program for the whole school. At this time there should be an exhibition of products resulting from the pro¬ jects and a general rounding up of the productive side of the work in such a way as to impress pupils with the worth-whileness of the work and appeal to the interest and pride of the whole community in the results of the course. f. Manual training work related to farm needs, such as farm carpentry, forge work, mechanical drawing, cement work, and farm 30 AGRICULTURE IN THE HIGH SCHOOL building construction. These have been especially provided for in the course and will be outlined under treatment of subjects. g. Community or extension work such as institutes, farmers’ exhibits, short courses, cooperative plans among the farmers, etc., operated in the interests of the whole community. 2. Field Work. The field work is of special importance in this course. The purpose should be to utilize for study the best agri¬ cultural materials and methods of the locality. Furthermore, pu¬ pils should by all means see the application of what they are study¬ ing at school to the actual conditions of the farm. Pupils living on the farm have, of course, an acquaintance with many things and a knowledge ,of common practices, but it is of the utmost Importance that even such pupils should have large opportunity to make applications under the direction of t^e teacher, and also that all the pupils should have a chance to observe the best things that can be reached in every line. In many cases the main business of a field trip would be the observation and study of materials or methods related to the in¬ struction work. The following are mainly of this sort: studying a dairy herd, observing any pure bred stock, visiting a fair, a poul¬ try show or other exhibit, visiting a creamery, visiting a seed house or feed store, visiting gardens or greenhouse, studying the land¬ scape work in a park or yard, studying the construction of the best barns and buildings, visiting a demonstration farm or orchard, mak¬ ing a trip to a machinery warehouse, visiting stockyards, ob¬ serving results of liming soil, observing new and improved varie¬ ties of grains. In other cases, there may be a definite piece of work involving the best practice, which should actually be done in the field or on the farm, under the direction of the teacher. The following are examples: judging stock at farms, at stockyards, at stables or at any stock exhibit, spraying fruit trees, selecting corn in the field, selecting and judging potatoes in the field or at a warehouse, collecting weed and grain samples, collecting insect materials, treating plants for disease, gathering data for farm man¬ agement problems, setting up machinery on the farm or at a ware¬ house. This line of work should be regarded as a very important and essential part of the plan of developing each subject. It should not be looked upon as outside or as supplementary work. The farm and the field furnish the most important laboratory of the course, through this must be supplemented by considerable inside lab¬ oratory work. It is the business of the agricultural teacher with the help and advice of the principal to arrange a program which provides for this work. As far as possible it should be done at the time assigned to the work on the daily program. Where more time is demanded the class may be excused at the regular hour and a time arranged after school or on Saturday. It may be necessary AGRICULTURE IN THE HIGH SCHOOL 31 to have pupils excused occasionally from one or more classes in order that they may get in a trip which is difficult to arrange in any other way. The principals of schools having this department should see to it that sufficient flexibility is allowed in the general program to make these trips possible for the agriculture class. STOCK JUDGING AT DODGEVILLE HIGH SCHOOL, Sometimes a half day trip may be necessary. It is helpful to ar¬ range the program of pupils in this course so that their general course work comes in the morning as far as possible, and the agri¬ culture in the afternoon. It should not, however, be felt or un¬ derstood that the field work is extra and must be done in addition to the work of the regular periods. Needed field work is a regu- 32 AGRICULTURE IN THE HIGH SCHOOL ular part of the work and regular time should be used for it so far as the nature df the trips will permit. Many of the field trips may be within easy walking distance but where it is necessary to go farther the provision of suitable con¬ veyances becomes an important problem. It has frequently been found possible to provide these through the boys in the course who are able to furnish autos or other conveyances. In other cases owners of pure bred stock or other farm equipment are often glad to drive in to take the boys out to their farms. Often owners of automobiles who live near the school and who are interested in the course are willing to donate the use of their machines for long dis¬ tance trips. It will not often happen that railroad transportation will be necessary for any trip. However, occasionally some such trip may be of unusual value. In such cases it will generally be the best plan to expect each pupil to provide fbr his own personal expense. However, school boards have sometimes been willing to provide money to meet such needs. In still other cases classes have earned the money through some form of school activity. It is the business of the agricultural teacher to work out in cooperation with the pupils ways and means for carrying out an effective pro¬ gram of field work. In all the field work the fullest cooperation should be sought especially of the advisory committee. At the same time, there should be an effort made to secure the cooperation and help of farmers and others in the community, not only in securing convey¬ ances for field trips, but also in locating the best things and in se¬ curing valuable demonstrations. The most effective kinds of exten¬ sion or community work usually grows up through such coopera¬ tion. Likewise, community interest and support are very much in¬ creased. As a regular part of the work, the field study demands as care¬ ful planning and as systematic direction as any other part of the work. Generally some preliminary study or discussion is neces¬ sary to give a clear idea of the purpose of the trip 'and to raise questions and problems for study. It is very desirable that an out¬ line of these questions should be placed in the hands of the pu¬ pils. These may be mimeographed or copied by the pupils in their notebooks. There is also need for frequent class discussion dur¬ ing ithe trip to see what pupils have observed and whether they are working out the problems in hand. If it is found that some are failing to give concentrated attention or have their minds on other things, they can be required to review their observations and study the questions further while the material is still at hand for study. Each pupil should keep careful notes on the results of the trip. Such notes Isbould be put into some good tabulated form wherever possible and the whole should be put into good shape and made a part of a permanent record. Such notes are more AGRICULTURE IN THE HIGH SCHOOL 33 valuable than many of the tedious notes which are often required in connection with inside laboratory work. If pupils are made to feel that an intelligent written account will be expected, showing results of problems worked out, they will be strongly stimulated to give business like attention and to round up definite results. It is only through accurately recorded observations of this kind that the work may be given real scientific value. The teacher will have no more important problem in the work than that of organizing- strong teaching work in connection with the field trip. The hap¬ hazard, good time sort of trip which is so easy to fall into, should have no place in the work of this course. For further suggestions on students’ notes see under “Notebooks.” 3. Laboratory Experiment and Observation. This work should be very closely related to the field work. Much of the material ob¬ served and collected on the field trips demands a more careful study than is possible in the field. Such study should be carried on in the laboratory with arrangements so that sludents may be seated about tables with material in hand and with suitable apparatus for the work. Such work should have the most careful direction from the teacher. The problem is not one of working out by the aid of some laboratory manual a standard set of experiments which has been formulated by some specialist who has little knowledge of the pupils or of vital problems in the locality. Such manuals may be very helpful in giving suggestions and in describing reliable meth¬ ods for the help of the teacher, but in the hands of the pupils they are likely to result in a blind and unintelligent following of direc¬ tions without any real motive ,'and perhaps no appreciation of any Drinciples involved. Such manuals in the hands of pupils tend likewise to develop an irresponsible if not a shiftless attitude on the part of the teacher toward this phase of the work. What is needed for effective laboratory work is the most skill¬ ful kind of teaching while the pupils are at work with material in hand. In fact the laboratory work to be effective must constitute a closely related and inseparable part of the complete method which culminates in the formal class exercise or so-called recita¬ tion. There should be a free opportunity to organize the class for discussion at any time during the laboratory period and likewise questions should be referred back frequently from the class dis¬ cussion to the laboratory for further experiment or observation. It is of the utmost importance that the laboratory study should arouse the pupil’s best and most concentrated thinking. Much current laboratory work fails utterly to do this for the reason that it lacks any purpose or motive which appeals to the pupil. It has been said that the first step in any good thinking is a problem in the pupil’s mind which to him is worthwhile. This means a defi¬ nite problem, an intelligent understanding of it by the pupil and a motive for working it. Problems grow, out of the experiences and 3 34 AGRICULTURE IN THE HIGH SCHOOL situations of life. The trouble with the usual laboratory manual method is that the problem of an experiment has no connection with the pupil’s experiences, but is made by the teacher or special¬ ist and imposed upon the pupil according to some supposed logical order fcr the mature mind. Often this supposed order is only con¬ fusion to the pupil. Either he does not see the problem at all and therefore goes blindly at work to follow directions or, if he does see the problem, he sees no connection with his own experi¬ ences and therefore has no motive, unless an artificial one, for trying to work the experiment. Again the next step in any good thinking after having a problem and a motive for trying to solve it, is to begin to think out a method of working it. The laboratory manual wholly deprives the student of this step and not only imposes the problem upon him and depends largely upon an artificial motive, but it imposes also a complete method fcr the solution. What is needed is more lab¬ oratory teaching and less turning of students loose in the labora¬ tory to work out tasks imposed from without. There should be more use of the laboratory for working out of problems which have been formulated by the pupils themselves out of their own ex¬ periences, under the guidance of a teacher who has an under¬ standing of what problems are useful in developing the principles of the subject. A line of procedure based upon the above considerations would proceed somewhat as follows: First, pupils are organized as a class about tables in the laboratory, with material for observation or experiment ready at hand. Then the teacher begins a prelimin¬ ary study in which pupils are asked questions concerning their previous experiences along the line of the topic of the day. Nat¬ ural situations and common experiences are brought before the class and out of these the teacher by skillful questioning will lead the pupils to formulate many problems which are full of vital in¬ terest to the pupils because they are the outgrowth of actual ex¬ perience. A skillful teacher will even seek for those things which especially interest pupils by such questions as this: “What things are there in the line of this topic which you would like to find out?” When these problems have been raised and interest has been stimulated, then the next step is to select certain problems and by further questioning lead the pupils to work out a method of solv¬ ing these problems. Of course, pupils cannot be allowed to waste time in trying out every line of their suggestions, but by wise direction on the part of the teacher pupils are led to see the de¬ fects in their suggestions and a workable method of procedure is finally agreed upon. Some of these questions may call for care¬ ful observation of materials at hand or certain experiments may need to be performed. The observations as well as the experi- AGRICULTURE IN THE HIGH SCHOOL 35 merits should follow the problem method. Questions by the teacher drawn from common experience should furnish the motive to di¬ rect the observations. Pupils themselves should be stimulated to ask good questions. To illustrate suppose “a study of the corn seed” is the topic of the day. Questions like the following should mark out the ap¬ proach in the study of this topic: What must a farmer provide in order to raise a crop of corn? Why does he test his seed? What, difference between a kernel of corn that will grow and one that will not? (One is alive and the other is dead). How important is this difference? If this seed is to produce a young corn plant what would you naturally look for in the seed? What parts does a young corn plant have? See if you can find corresponding parts in the young plant within the seed. What is necessary to make a pig or any other young animal grow? What would this young plant have to have for growth? Before the roots of the young plant become fixed in the soil, how is the young plant going to get food? See if you can find out where this food is stored in th@ seed. If a young corn plant is pulled out of the ground what happens to it? Why? Find out how the young corn plant in the seed is protected from wilting and drying. What happens to a per¬ son who is deprived of air? How does this young plant in the seed get air? Find out how the young plant in the kernel of corn is connected with the food supply. In some seeds the food supply is in this part which is connected directly with the young plant. Now would you like to know what the botanist calls these parts so that you can speak about them accurately and quickly? Why have names for things? We shall have drill on these names till we get them well associated with the parts to which they belong. (Give a large amount of such drill.) Find all of these parts using soaked as well as dry seeds. Find the parts in sections of the seeds. How many different sections can you make? Make some rapid sketches to show parts and label each neatly. Study a bean seed in a similar way and then write a comparison showing simi¬ larities and differences. It will be observed here that develop¬ ment of knowledge has been by meeting a problem at each step and working this out by reference to previous knowledge or to new observations. The illustration may be taken as typical. Modi¬ fications of it will be necessary, of course, in special cases, but the general method is fundamental to good laboratory teaching. Questions and problems may sometimes be worked out best by ob¬ servations or simple experiments at home or by a visit to some field or shop. Frequently, however, experiments readily adapt them¬ selves to laboratory manipulations. Sometimes, the whole class may work the same experiment, but in many cases different indi¬ viduals or different groups may work different experiments. After the work has progressed to a stage where a convenient unit of work 36 AGRICULTURE IN THE HIGH SCHOOL has been completed the class may be called together for further discussion to find out whether work has been properly done and whether good thinking has accompanied it. After full discussion some things may profitably be put into good form in a notebook and perhaps some sketches made. In some cases the field trip will furnish the most effective means of providing experience at a certain stage. This should be conducted with the idea of mak¬ ing it a teaching exercise on the same plan as already outlined. THE PUPIL’S NOTEBOOK. Each student should keep a careful notebook in which should ap¬ pear an intelligent record of what has been learned in connection with the laboratory and field study. Such a book should serve the practical purpose of furnishing a memorandum for the pupils’ fu¬ ture reference and also as evidence to the teacher that the pupils have made the study required and have gained correct ideas. Veny little information taken from books or from other-sources outside the pupils’ own direct observations should be included. In all cases where such material is included as a help in giving needed explanations, the source of such information should be indicated. Elaborate organization of subject matter in the notebook is re¬ garded as a great waste of time. Long and tedious tabulations and the filling in of formal outlines should usually be avoided. The notebook should show in a direct and intelligent way just what the pupil has observed, what thinking he has done and what inter¬ pretations and conclusions he has reached. Such an account may take the form of description or discus sion, but frequently may be in the form of suitable drawings or sketches. Such drawings should be neat und give an accurate idea of the object or objects represented but they should at the same time be made rapidly. This form of drawing is a means of expres¬ sion rather than a means of making an attractive drawing for ex¬ hibition or publication. Laborious and tedious drawings with great attention to minute details should be especially avoided. Fre¬ quently a sketch or drawing may take the place of considerable description. A neat tabulation for all numerical data is desirable, but too intensive and technical tabulation should be avoided. It must be remembered that the usual high school student has very limited ability as a statistician. It is especially important that good notes should be kept on the field trips and in connection with the home projects. The tend¬ ency is very strong to make the field trip a kind of holiday ex¬ cursion in which the jolly good time spirit has chief prominence. One of the best means of holding pupils to definite work is to ex¬ pect of them well organized notes on the work. On the other hand, it cannot be too 'much emphasized that nothing can more easily AGRICULTURE IN THE HIGH SCHOOL 37 dull and destroy interest and enthusiasm in science work than tedi¬ ous and irksome notes and drawings in connection with laboratory work. The loose leaf notebook is recommended as having many advan¬ tages, and the use of uniform covers for all students is very desirable. It is sometimes a convenience to have pupils supplied with a small pocket notebook for use on field' trips to avoid getting regular covers worn and soiled. The field notes may then be transferred to the regu¬ lar book. However, the general practice of rewriting notes is not to be encouraged. It results in too great a sacrifice of time and further¬ more, it is important that the habit of making usable notes at the time observations or experiments are carried out should be cultivated. The notebooks should be inspected occasionally by the teacher. This inspection should be more frequent in the early part of a term or semester in order that pupils may at the very beginning learn to make good notes. The pupil should be made to feel that the notes are Tor his own benefit rather than for the teacher. The habit of marking- notebooks by weeks or even, by months and then letting the notebook record count as ipart credit on the course is h bad practice, which usually stimulates pupils to copy work from others or to hand in re¬ ports of work not actually done. Furthermore, the notebook often gives a very false idea of the actual merits of pupils’ work. The tend¬ ency is to develop exhibition notebooks which show very little of the real value of the work. Again, the slavish habit of looking over and grading great piles of notebooks is likely to consume far too much of the conscientious teacher’s time. At the same time, the teacher should see to it that notes are neatly kept, that they show evidence of faithful work and that good habits of English are followed. The problem of developing good English in the high school is just as much a duty here as in the English classes. 4. Class Instruction. As has been stated, this follows as a nat¬ ural and inseparable part of the method begun in the laboratory out¬ lined above. When a convenient amount of laboratory work has been rounded up in this way, then a textbook lesson may be assigned in connection with a review of all the laboratory work. The text furnishes fuller author¬ itative information and helps the pupil to organize all his knowledge about certain principles and more general ideas. In the next class period the teacher helps pupils in this organization by questions which stimulate further thought. At the same time the pupils can be held for knowledge gained from the book. Still further, wider understand¬ ing can be developed and practical applications can be made. In ihis exercise, when ideas have been fully worked out and are clearly urder- stood, technical names, whenever needed, may be presented and the teacher may assist pupils in forming a close association between these ideas or structures and the terms which are applied to them. Finally, definitions may be formulated and formulae worked out, provided these are not too technical. It will be observed here that definitions and 38 AGRICULTURE IN THE HIGH SCHOOL formal statements are the final and not the first step in organizing and rounding up a topic. By far the most common method of recitation observed in most classrooms is the exact reverse of that outlined here; that is, definitions and abstract statements are called for at the be¬ ginning instead of at the end. After these are stated by pupils the teacher then asks to have them illustrated by concrete examples. It will be apparent that this common method compels the pupil at once to fall back upon his memory of what the book said. This textbook plan is especially poor in meeting the needs of the agriculture work. Mere reciting of textbook knowledge, especially in this subject, is likely to result in lifeless, parrot-like work which develops little or no interest and which has small value. Agriculture above all other sub¬ jects, if it is to have any vocational value must rise above this method. A further step in the complete program should consist of review and summary in which good organization of knowledge is insisted upon and in which adequate practice and drill are given to enable pupils to gain as large a mastery as possible of the material. A final step in rounding up any topic may consist of the assignment of special supplementary topics which call for more extended study of available sources of information, along the line of the most practical phases of the subject. These assignments furnish one of the very best opportunities to adapt the work to the varying interests and capacities of the students of the class. For this reason the teacher should aim to let each pupil select topics along the line of his leading interests. Furthermore, many of these topics will be suggested by problems which have been raised in the class discussion. While mere reciting out of a textbook should by all means be avoided, a good textbook should nevertheless be placed in the hands of the pupils and made the basis of the work in each subject. Bulletins and other references may then be used to great advantage as, supple¬ mentary material. Without a text, the work in the hands of the ordi¬ nary teacher, is likely to be indefinite, disconnected and unsatisfactory. There is, furthermore, an advantage in the thorough acquaintance with a standard text which comes by continued use and which is lost by too frequent changes. In the use of a text, however, teachers should be constantly on their guard that the work shall not be made too techni¬ cal and difficult for high school pupils. The injurious effect of this error in the past in nearly all lines of high school work and especially in science are generally recognized and there should be earnest effort to avoid this mistake in this new subject if it is to be made vital. For both the laboratory work and for the more formal class instruc¬ tion there should be a good supply of illustrative material. Such ma¬ terials should include materials brought in by pupils or teachers for temporary use, mounted specimens, pictures, charts, farm utensils, etc. A lantern with a good collection of slides is also a most valuable help in making the instruction concrete and real. Every school giving this course should have a special room and cupboards provided with suit- AGRICULTURE IN THE HIGH SCHOOL 39 able shelves and drawers where such materials may be gathered to¬ gether and arranged so that they may be quickly available for use. See under “Equipment and Illustrative Materials” for further sug¬ gestions along this line. See also comments on “Field Work,” “Lab¬ oratory Observation and Experiment” and “Recitation Work” under Botany and “General Statement” under Science in the high school manual. The so-called lecture method should have small place in secondary school work and especially in the subject of agriculture. High school pupils have little power of getting definite knowledge in this way and few teachers are capable of holding interest or attention in material thus presented. The conference plan with the give and take of ques¬ tions and discussions, based on assigned lessons, furnishes the most stimulating atmosphere for good thought as well as for holding pupils for definite preparation and results. Pupils themselves should be en¬ couraged to ask questions and originate discussion provided this is done in the right spirit. It is likely to be especially wasteful of time and energy to attempt to give pupils information or directions by the dictation of notes. A small amount of this may sometimes be need¬ ful, but it should usually be avoided. The dictation of material from the college notes of the teacher is likely to be particularly ineffective. Such notes are in nearly all cases too technical and intensive for the use of high school pupils. Though such materials may occasionally be valuable in a high school course, they should in nearly all cases be considerably modified to adapt them to the interests and capacities of these pupils as well as to the local conditions. Even most high school books and plans of work are likely to be too technical and too difficult. Teachers should therefore be par¬ ticularly careful to see that any material taken from college sources should be made simple and practical, when used for high school pupils. While the teacher should use the lecture method very sparingly he should nevertheless be ready to make his contribution to the discus¬ sion. The common criticism that teachers talk too much does not exactly hit the real difficulty. It is rather the truth that they talk at the wrong time. A good teacher will use every means to get pupils to make the fullest possible contribution to'the topic in hand, being especially careful not to interfere with the fullest expression. How¬ ever, when the knowledge and ideas of the class have been fully rounded up, and the best possible expression has been developed, then the teacher has one of the finest opportunities of the classroom to add his contribution and from larger experience and a fuller command of the subject, add new illustrations, fill in the gaps and give students a large and inspiring view of the whole topic. The ine^fperienced teacher is in danger of weakness both in the matter of giving each pupil too little chance or of helping the pupil too much, and in failing to make suitable contribution himself. When any pupil fails to make a satisfactory answer, the young teacher is too apt to give the information himself or pass the question on at once to 40 AGRICULTURE IN THE HIGH SCHOOL other pupils, when he might by skillful questions and by the use of familiar situations, lead the first pupil to make a much larger con¬ tribution from his own knowledge. Frequently pupils fail to get credit for what they know perfectly well because the teacher’s question puts the thing in an unfamiliar and perhaps also in too technical a way. On the other hand, the inexperienced teacher too often fails to give any contribution at all himself, accepting scrappy and inade¬ quate answers, failing to correct inaccuracies in answers given, do¬ ing little incisive questioning, and leaving the whole topic vague and confused. There is often need, furthermore, that pupils should be required to defend their ideas against opposition. For this reason, the teacher should not give too ready assent to the pupils’ answers, but rather hold approval in the background and sometimes even present objec¬ tions in order to lead pupils to clarify and establish their answers or for the purpose of bringing out the weaknesses of replies. It is de¬ sirable that a wholesome spirit of questioning and debate should be aroused in the whole class, so that pupils demand of each other ade¬ quate proof or evidence of points in hand. The class thus comes to have the conference spirit where the teacher acts as leader and where each one is ready to make his contribution in gaining the fullest mastery of the subject in hand. There is need also that the recitation work should include vigorous testing and drilling on the work covered. In the testing, pupils should be held for definite, accurate and well organized knowledge. Much of this may be done in connection with the teaching development, by asking questions which demand not only good thinking about familiar situations, but also information supplied in the assigned lesson. A skillful teacher will find out whether pupils have made adequate preparation by testing their ability to select needed information gained from preparation of the lesson and to apply this to some problem in hand, rather than by bookish questions which call for reciting wholly or even in large part from memory of what was stated in the book. Altogether too much reciting is this memory kind with no problem to stimulate thought and little motive to arouse interest. While much testing should be done in connection with the teaching, there should also be some special attention given to testing and review. It is a good plan to devote a little time to this early in the recitation, at least several times a week before the advanced lesson is taken up. High school pupils are not sufficiently mature so that they can be depended upon to do sufficient reviewing and testing of themselves outside of class. The need of adequate/drill work needs to be emphasized especially. High school teachers are altogether too apt to copy after college or university methods here and give entirely too little attention to good devices for drill work. Whether enough drill work is done in college classes need not be discussed here, but whatever may be said on this question, it is certain that good drill work is neglected in most high AGRICULTURE IN THE HIGH SCHOOL 41 schools. The plan in the high school should be patterned after methods found effective in the grades below rather than after college methods. Devices should take advantage of well known methods of arousing in¬ terest. Drill exercises should first of all be snappy and vigorous, so that the very activity itself will arouse enthusiasm. Again the spirit of rivalry and the play instincts may be appealed to as a means of getting the most concentrated attention. At the same time it should be remembered that the fixing of knowledge permanently in mind de¬ pends upon good attention, establishing many familiar associations and frequent repetition or application. A good variety of drill devices should also be employed in the drill work. Much of the work in all the agriculture subjects, as well as other high school subjects, involves the gaining of familiarity with new terms or expressions. The use of technical terms- should be avoided wherever simpler terms can be used but many new terms are abso¬ lutely necessary as a part of the language of the subject. Familiarity with these terms is necessary both in presenting accurate ideas to others and likewise in understanding the thoughts of others. In order that the pupil may acquire facility and skill in the use of the language of the subject, it is necessary that there should be an instant and accurate association in his mind between each term and the idea or object to which it belongs. A good deal of drill and practice is demanded in gaining this familiarity and in establishing these associations. Without such familiarity both knowledge and expression are hazy and confused. In many cases pupils appear to be* wholly ignorant on certain topics, whereas the ideas involved are perfectly familiar. They seem ignor¬ ant simply because they have no understanding or mastery of the terms and language employed in giving full and accurate expression to these ideas. What is needed is a thorough drill in a mastery of the necessary language. For example, many boys might know a good dairy cow or a good horse, but be unable to point out the points of excellence or show in what characters the animal excels. In order to be a master of the whole problem, the boy must understand the names of the parts and the terms commonly employed to describe them and gain skill in the use of these to express his ideas. It can¬ not be impressed too strongly upon the high school teacher of agri¬ culture that a large amount of vigorous and snappy drill work is needed with the use of the best possible devices, in order to give pupils intelligent mastery of the work. This applies with special emphasis to such topics as—parts of a dairy cow, parts of a horse, classes of animal foods, constituents of milk, breeds of poultry, identification of weed specimens, etc., but it applies also to practically all of the topics dealt with in the classroom. In order to show more definitely how effective drill work may be conducted, the following exercises are suggested: 1. Parts of a dairy cow. Take up this study first with a good chart before the class showing parts and names of the animal. Such 42 AGRICULTURE IN THE HIGH SCHOOL a chart should be on hand as part of the equipment, but if not at hand, a drawing may be made by some member of the class. Have some pupil first point out the parts giving the name of each. Be sure that it is understood to exactly what part or region each name applies. Have a number of pupils name these over demanding a little greater speed each, time. Now let the teacher take the pointer and go rapidly over all the parts asking for concert answers. After this test individual pupils keeping a record of the number of mistakes made. Place the record on the board. Stimulate good natured rivalry on the part of pupils to make the best record. Do not expect to fix all the names the first day. Repeat this vigorous drill for a short time on many different days. Such a plan of drill is far more effective than long continued practice on the same day. In fact, improvement is possible at one time only up to a certain point. Beyond this point further drill may be positively harmful because it fails to hold atten¬ tion and may result in confusion. 2. Acquaintance with weeds. First take a trip with the class to some nearby field or roadside. Collect and name as many weeds as possible, noting distinguishing characters of each. It is well not to make the list too large the first time. Have pupils consult avail¬ able books on weeds in an effort to find the names of any specimens not known in the field. The teacher should give such help as is needed in this identification. At the next recitation period gather the pupils about tables with specimens in hand for a study of the characters of each specimen. Next begin drill work for the purpose of fixing names and characters in mind. Take a set of specirpens, say twenty-five, and holding one at a time before the class, ask for the name and one or two distin¬ guishing characters of each. Call for concert answers at first and then test many individuals, stimulating as before rivalry in getting the largest number right. Many mounted specimens ought to be avail¬ able for use in this work. Fresh specimens may also be used. Re¬ peat this drill exercise at the opening of the period on many different days. Such exercises should be made use of in connection with a great variety of topics. The greatest enthusiasm may be aroused if good devices are used and the work is made vigorous and good natured. 5. Practical Projects. a. Purpose and Importance. The practical project is regarded as the most essential part of the agriculture work. Unless opportunity is provided for pupils to work out some actual worth-while farm prac¬ tice there is likely to be little motive in the work and results must be largely a failure. Such laboratory work as is usually carried on in connection with the science subjects of the high school is not enough, although some of this is needed. The farm and the school plot where- ever feasible, must constitute the main laboratory for this work. It is the business of the agriculture course to furnish opportunity for practice, as well as instruction, in the best methods of the farm in the same way that domestic science courses provide for practice in baking AGRICULTURE IN THE HIGH SCHOOL 43 LABORATORY WORK AT GREEN BAY, WEST SIDE. NOTE CHARTS AND OTHER ILLUSTRATIVE MATERIALS. FILLING THE SCHOOL SILO AT WEST SIDE, GREEN BAY HIGH SCHOOL. 44 AGRICULTURE IN THE HIGH SCHOOL the best bread, cooking meat in the best way or making a good dress. A definite line of projects is demanded in the agriculture course just as much as projects involving the actual construction of things by the use of tools is required in a manual training course. Without the project, the work must lose most of its vocational or prevocational value since the pupil has little opportunity to determine his aptitude and taste for this line of work unless he has a chance to try out actual problems and practice in connection with his instruction. Tin can and pot experiments or even small plot demonstrations, useful as these may be, cannot give this vocational outlook. The boy must actually work out some practical result which, appeals to him as worth while. It will seem worth while to the boy in exactly the same way that it does to the man, that is by the producing of a good crop and getting a good financial return or an added attraction or comfort in the home. Other values might be mentioned but need not be dis¬ cussed. It is only necessary to repeat what was previously stated under “Administrative Requirements,” that it is now a definite re¬ quirement of the state department that a systematic and well organ¬ ized plan of project work must he carried out with all the students in the agricultural course during each year of the course, in order that state aid may he granted. b. Scope of the Term. The term “project” is here used to include any piece of actual farm practice carried out over a long enough period to realize a definite and complete result. The realiza¬ tion of a financially productive result should be the aim of most projects, though this is not always possible or even desirable. As to the time element, projects have been classified as short time, medium time and long time. Often the short time and medium time projects may be regarded as merely stages in the long time project. Again, some short time and medium time projects may be regarded as “exercises” which should properly constitute a definite part of the classroom instruction and laboratory work, as for instance, making the Babcock milk test, selecting and curing of seed corn, treating seed for disease, germination tests of seed, etc. Such work should be given as a part of the demonstration work at school and should also be encouraged as much as possible at the homes of the pupils. Possibly some school credit should be given for such home work, but these exercises alone do not constitute a satisfactory plan of project work. The United States Department of Agriculture has given the follow¬ ing essential conditions for such project work: “(1) There must be a plan for work at home covering a season, or a more or less extended period of time; (2) it must be a part of the instruction in agricul¬ ture of the school; (3) there must be a problem more or less new to the pupil; (4) the parents and pupil should agree with the teacher upon the plan; (5) some competent person must supervise the home work; (6) detailed records of time, method, cost, and income must be honestly kept; and (7) a written report based on the rec 9 rd must be submitted to the teacher. This report may be in the form of a booklet.” AGRICULTURE IN THE HIGH SCHOOL 45 Each student in the course should carry out one or more such pro¬ jects during each year of the course. Crop projects must necessarily be carried on during the growing season, but the animal project can usually be managed mainly during the winter season. A very good working plan is for each pupil to operate a crop project in the sum¬ mer and an animal project in the winter. These may overlap but the two can usually be handled during the same year. This works out particularly well with the course of study as it has been pre¬ sented in this bulletin. A crop project may be begun at the beginning of the second semester of the freshman year and carried along paral¬ lel with the instruction work in “farm crops.” This project may be rounded up in time for the fall festival and exhibit during the first semester of the second year. An animal project may be started in the fall at the time of start¬ ing the work with “farm animals.” The dairying and poultry work furnish 'the best projects at this time thus making it pos¬ sible to connect the project very closely with the instruction. The sophomores can then start another crop project in the spring and perhaps carry also an animal project either the one started in the fall or a new one, along at the same time rounding them, both up for the fall exhibit of the junior year. Soil and farm management projects can then receive main attention during the last year of the course. c. Relation to Classroom Instruction. However near the plan can be made to follow that just outlined, every effort should be made to connect the projects as closely as possible with the class¬ room instruction. The project thus helps all the time to furnish not only the motive and the vocational outlook, but also the con¬ crete basis for the instruction which would be largely meaning¬ less without the practical application furnished by the project. A greater interest is aroused in this way and the theory and prin¬ ciples presented in the classroom find constant verification in the art or practice as carried out in the project. It is only through such correlation that the work can be made truly educational, so that the scientific habit may be developed in connection with all farm practice. d. Relation to the Parent and the Home. It has already been indicated that the parents’ interest and cooperation should be se¬ cured in the project as far as possible, both because of the help the parent may give in supplying land, seed, equipment, etc., and because of the stimulating effect which this interest and coopera¬ tion may have upon the parent in getting him to study the prob¬ lems involved and in convincing him of the value of the best prac¬ tice. The project thus becomes a most important bond between the home and the school instruction, between the school and the community. In fact, it is the only possible way by which an agri¬ cultural course can secure any vital or active community interest except in the most general sort of way. The problem of securing 46 AGRICULTURE IN THE HIGH SCHOOL the hearty cooperation of parents in this work is a most impor¬ tant one, often calling for the most tactful management on the part of the agricultural teacher. It is in this connection that a preliminary survey of the com¬ munity by the teacher is most valuable. If before school opens or early in the year this teacher can spend some time getting out to the homes of patrons with the idea of getting acquainted per¬ sonally; of studying the local community problems; of gaining the confidence of the community, and of letting the people know what is being planned in connection with the agricultural course, an immense advantage may be gained in getting the best cooperation in the project work. e. The Home Project. Projects may be considered as home or individual and school or group projects. Of these the home project is regarded as most important. It has the advantage of linking up closely with the home and of thus helping the instruc¬ tion work to actually function in the activities of every day life. At the same time the benefits not only reach the pupil but also the parent and the home. Wherever land can be secured on the home farm or in the home garden, this furnishes altogether the best place to carry on the project. Where pupils cannot secure land at home it is the business of the agricultural teacher to find some other way of securing it for such pupils. Such land may be. secured from the school plot or sometimes from vacant lots in cities or vil¬ lages. Real estate men are usually glad to codperate with the school in donating w in securing the use of such plots. Some boys in the agricultural course hire out for the summer on a farm or else¬ where, others may leave home on vacation trips. In such cases, projects should be selected and cared for till the close of school and then each student should be held responsible for providing in some way for the work while he is away. If he has to hire some one, this should be counted as one of the items of expense connected with the project. Another possible plan for boys who hire out, is for each to organize some project in connection with the work he is called upon to do on the farm. A financial account should form an important feature of each. project. This account should show size of plot, materials used, character and amount of labor, together with costs, receipts and profits. A prize essay contest based upon this work, would arouse special interest and would be valuable work to be carried on in cooperation with the English department. Some “Prize Letters’' of a somewhat similar nature are published in Hoard’s Dairyman for March 13, 1914. Somewhat longer essays might be desirable in this work. The following list of projects offers a variety of lines from which may be selected those best suited to individual and local needs: Nearly all of these have been actually carried out in the Wisconsin AGRICULTURE IN THE HIGH SCHOOL 47 schools, though of course not all in one school. A rather full list’ is given so as to offer a wide range of selection and also to help provide for varying interests in individual pupils and in different communities. PROJECTS WITH FIELD CROPS 1. Growing an acre or less of corn. One acre is a standard area but results on a smaller area may be figured out to the acre unit. 2. Growing pure bred grains on a given area. 3. Growing potatoes on a given area, y s of an acre or more. 4. Developing a plot of alfalfa. 5. Carrying out an ear-to-row test of corn. 6. Testing hill selection of seed potatoes. 7. Selection, curing, testing, grading and selling of seed corn. A group of boys in one school marketed 160 bushels one year. 8. Raising sugar beets for sugar beet factory. PROJECTS IN HORTICULTURE AND GARDENING 1. Construction and operation of a hotbed,—rasing garden plants such as cabbage, tomatoes, cauliflower, etc., or flowering plants such as aster, verbena, salvia, etc. 2. Vegetable gardening and marketing. Well adapted to pupils living in city or village. » 3. Raising tomatoes, beans, peas or cucumbers for canning or pickling at home or factory. 4. Growing cabbage for sauerkraut. 5. Starting a strawberry bed. In one. school the plants were furnished by the school. 6. Landscaping home or school grounds. 7. Starting ithe home lawn. 8. Starting a tulip bed at school or at home. Bulbs should be set in the fall. 9. Developing summer flower beds or window boxes. 10. Developing winter blooming flowers in pots or boxes,—slip¬ ping, tending, gathering, arranging in bouquets. 11. Building and operating a small greenhouse. 12. Pruning and spraying fruit. 13. Rejuvenating orchard or patch of small fruit. 14. Raising and marketing fruit. PROJECTS WITH ANIMALS 1. Developing a fleck of poultry or keeping an egg record over a certain period. Ducks have been Raised in some schools. In one school a hen and eggs were furnished by the school to each student for the start, with the requirement that an equal return be 48 AGRICULTURE IN THE HIGH SCHOOL made. In other cases pure bred eggs are furnished by the pupil himself and these are hatched in the school incubator. 2. Raising a litter of pigs or fattening one or more. In one school a pure bred sow was furnished by the school and a good sow returned by the student. 3. Calf raising or fattening: strict account kept, calf weighed regularly and exhibited at the fair. 4. Raising baby beef. 5. Keeping dairy record for 2-5 cows over a certain period, 3-6-9 months and determining yearly profit. 6. Raising pony and fitting him- for the fair. 7. Raising, fattening and marketing four lambs. 8. Care and management of bees. 9. Working out life history, economic importance and means of control of insects. V • PROJECTS ON SOILS, FARM MECHANICS AND FARM MANAGEMENT 1. Fertilizer demonstrations on several plots of soil. 2. Testing acidity and liming of soil. 3. Surveying and mapping to scale home grounds or parks in the city with construction of blue prints. 4. Mapping farm to show crops, acreage, buildings, farmstead, etc. 5. Surveying and mapping ground for tile drainage. 6. Preparing an exhibit of rope and knot tying. 7. Taking apart, setting up and operating a gas engine. 8. Cleaning up and repairing auto engine. 9. Completing a farm management record of the home farm or some other farm: capital invested, operating capital, acreage of crops, live stock kept, receipts, expenses, labor income. Blanks are furnished by United States Department of Agriculture and Uni- versiey of Wisconsin cooperating. Write to college of agriculture, University of Wisconsin or to the United States Department of Agriculture, Extension Division, Farm Management Demonstra¬ tions. f. The School Project. This has the following advantages over the home project: (1) It can be given closer direction and supervision by the teacher. (2) It attracts the interest and attention of the whole com¬ munity more quickly and to a greater extent. (3) It develops an enthusiastic desire in the pupils to want to try out home projects. The well managed school project like¬ wise stimulates the pupils to give good care to their home work. AGRICULTURE IN THE HIGH SCHOOL 49 (4) It stimulates the best practice in the whole commun¬ ity by furnishing a valuable object lesson which attracts the at¬ tention of all. It is interesting as well as significant to notice that there has been scarcely a case where the school project has been developed to the exclusion of the home work. The two have almost invaria¬ bly grown up together. The school project has therefore come to be considered essential in high school courses. THE SCHOOL PLOT The school plot is not required, but is strongly advised wher¬ ever adequate supervision and care can be provided for it during the vacation months. If the agricultural teacher is employed for an eleven month’s year this supervision is easily supplied and even where 'this is not the case, it is generally possible to find some one who will see that the plot has proper attention. Unless such provision can be assured it is not wise to attempt the plot work. If care can be provided, the plot makes possible some of the most Farm Orchard i A. Potatoes i A. Pure Bred Corn i A. Demonstration . Laboratory Plot Plots for Farm Supplies Soils. Alfalfa, Small Grains Garden i A. etc. i A. i A. JA. Fig. 1. Suggested arrangement of School Plot of 2 Acres. desirable school project work. Fully half of the eighty high school departments in the state have operated a plot during the last year. The sizes of these 'plots have ranged from a small gar¬ den patch up to fifteen acres. The size has averaged about two acres. It is very important that the plot should not be made too large at first. A small plot can easily be enlarged if found advisable- after a year’s successful management, but it may take a good many years to overcome the bad influence of a plot which has been allowed to grow up to weeds. Furthermore, even if a large plot is well cared for, the amount of work required may demand too much of the time and energy of the agricultural teacher to the detriment of other phases of the work which should not be neg¬ lected. 4 50 AGRICULTURE IN THE HIGH SCHOOL LIST OF SUCCESSFUL SCHOOL PROJECTS Practically all in this list have been carried out in the high schools of the state and most of them are now in operation. These like the home projects should be selected with special reference to local interests and 'conditions. 1. Constructing and operating a hotbed,— a very popular and valuable school project. 2. Raising pure bred corn on school plot. A ready sale is al¬ ways found for good seed corn at fancy prices. 3. Raising cabbage and marketing for sauerkraut. SCHOOL POULTRY HOUSE BUILT BY AGRICULTURE CLASSES AT GREEN BAY EAST SIDE HIGH SCHOOL. 4. Raising and marketing truck garden products. Especially successful in cities. 5. Raising certified potatoes for seed. 6. Raising potatoes for hill selection demonstration. 7. Raising corn for ear-to-row test. 8. Planting potatoes to demonstrate different methods of cutting and planting. A check or control should be used with the differ¬ ent plots. 9. Demonstrating effect of liming and inoculation on growth of alfalfa with proper controls. 10. Landscape planning and planting on school grounds or on home grounds at request of owner. 11. Developing school flower beds: tulips, geranium, salvia, coleus, aster, pansy, etc. Especially good for the grades. Works well with the hotbed. 12. Preparing flower boxes and other winter blooming flowers for school. AGRICULTURE IN THE HIGH SCHOOL 51 STEER FATTENING PROJECT, NEW RICHMOND HIGH SCHOOL. STEERS BOUGHT BY ANIMAL HUSBANDRY CLASS, EACH BOY CONTRIBUTING $12.00. 52 AGRICULTURE IN THE HIGH SCHOOL 13. Spraying fruit trees. Use control. 14. Operating incubator and raising chicks,—combines well with the home projects. 15. Building poultry coops and houses. 16. Care of dairy cows and marketing products. 17. Erecting model dairy barn. 18. Fattening steers. Two pure bied yearling steers were pur¬ chased by the animal husbandry class, each pupil contributing $12.00. The steers were fattened and sold and a careful account of all items in the project was kept. 19. Fertilizer demonstrations on differently treated plots. 20. Erection of a* small greenhouse. g. Organization of Projects. In order that the project may have real educational value, it is necessary that there should be just as careful and as definite a plan for this as for any other school work. Every effort should be made to avoid careless and slip shod work and to see to it that pupils are actually held re¬ sponsible for faithful performance of the work and for real edu¬ cational results. Three things are necessary to insure this. Each pupil should be led to follow a definite plan of procedure, care¬ ful reports should be required showing progress and completion of the work and regular and frequent supervision should be provided. GENERAL PLAN OF PROCEDURE 1. Preliminary survey of home conditions. 2. Selection of a project. 3. Securing land, seed, or other material. 4. Study of related literature: text, bulletins, selected references. 5. Report by pupil to the teacher showing details of plan. 6. Preparation of land or other material; plowing, harrowing, disking, marking, planting, or any other work. 7. Cultivation and care. 8. Weekly report by the pupil showing work done and progress made. 9. Harvesting, curing, marketing, etc. 10. Final report showing summary of results: nature of project, dates, labor, expense, receipts, profits, etc. 11. Prize essay report,—may be asked for in Connection with composition work. In order that the teacher may advise intelligently with the pu¬ pils about their home projects it is highly desirable that he should have definite knowledge of home conditions. If he has been able to visit the homes in the community before the opening of school or early in the year this will prove a great help in this connection^ but still further advantage will be gained by having the pupil pre¬ pare and hand a preliminary survey report of his own home and 1 AGRICULTURE IN THE HIGH SCHOOL 53 school conditions in connection with the selection of his project. A plan for such a report is suggested in “Report E^orm, No. 1.” Individual projects should be selected several months before the' work must actually be started. Crop projects requiring prepara¬ tion of land and planting in April or May should be carefully planned not later than the beginning of the second semester and earlier would be better. It is often a decided advantage to select the land early enough so that it may be manured and plowed the preceding fall. In the case of animal projects a good deal of time is also needed for preparation. The securing of the best seed for crop projects is sometimes a problem. It is very desirable that only pure bred or certified seed should be used. Wisconsin grown seed should always be pre¬ ferred to any grown outside. Furthermore, seed grown in the im¬ mediate locality is much better to use than that grown at a distance. Seeds can, of course, be obtained of the commercial seed houses and it is a very good plan to gather up the catalogs of a number of these, obtained through advertisements in farm papers. The L. L. Olds Seed Company, Madison, makes a speciality of handling Wisconsin grown seeds. At the same time, the agricultural teacher should keep in touch with the agricultural college, with certified growers of the state and with any special state associations such as the State Potato Growers. The official state paper of this as¬ sociation is the Wisconsin Potato Journal which is published quar¬ terly at Madison. The Secretary of the association is Prof. J. G. Milward. The best place to write for general information concern¬ ing reliable farm seeds is to the Wisconsin Agricultural Experi¬ ment Association, Prof. R. A. Moore, Secretary, Madison. An an¬ nual bulletin is published by Prof. Moore giving an official list of certified growers belonging to this association. The Wisconsin Bankers Association recently issued, a bulletin on “How to Secure Seed Grain,” Bulletin 32, March 1916, by G. B. Mortimer. This can be secured by writing Geo. D. Bartlett, Association Secretary, Pabst Building, Milwaukee. Oftentimes purb bred seeds may be obtained through the county superintendent. It is highly important that each pupil in taking up a project should make a careful study of the principles and best practice connected with this project. Classroom instruction should furnish this as far as possible, but much more extended study should be made of special bulletins and other references bearing on the project. In this way each pupil should gain as thorough a mastery as possible of all the problems connected with the work. It is through the home project when studied in this way, more than through any other agency that the instruction work of the school will actually take root and function in the home and in the life habits of the pupils. It is the business of the agricultural de¬ partment to have a good supply of these bulletins and other refer- 54 AGRICULTURE IN THE HIGH SCHOOL ence materials filed in such a way that they are readily available for the use of pupils. When the time comes for the preparation of the land and the planting of the seed, the teacher should see to it that the pupil attends to this in good season. If the work can be arranged out¬ side of regular school hours, such a plan is desirable, but in some cases it may be necessary for some pupils to be excused from other school work for a day or more to give entire attention to the pro¬ ject. It is expected that principals will see to it that pupils are excused where the success of the project seems to demand it. In such a case, arrangements should be made with other teachers for some plan by which pupils excused shall make up the work which was missed. At the time of harvesting the crop the same neces¬ sity for excusing some pupils may occur. REPORTS The reports of pupils on their project work should be given very careful attention. Inspection has indicated that in the past, too little attention has been paid to this phase of the work. Reports have too often been made, if made at all, in a careless and slipshod way both in the matter of good English and also in that of the arrangement and completeness of the material. Except insofar as the teacher can actually visit and inspect the work of each pupil which is most de¬ sirable, the report furnishes the best evidence of the attention which each pupil is paying to his project. Even where the teacher does visit each pupil several times during the summer, it is highly important in order that the project may have real educational value, that a care¬ ful record shall be kept of all items connected with the work such as time spent, progress made, and costs and receipts of the work. The pupil should be constantly stimulated to formulate and study out problems in connection with the work. The requirement of a definite report is a stimulus in this direction. Good English and neat, busi¬ nesslike work should be insisted upon in all these reports. A simple, definite report is more desirable than one too elaborate which is likely to tend toward formal mechanical work. It is considered very desir¬ able that the pupil should hand in a report as often as once a week. This holds the pupil to a definite and regular study of his project during its whole progress. With only a monthly report the pupil, and especially the young pupil, is too apt to give the matter little thought for considerable periods which is almost certain to lead to neglect in a material way as well as on the side of intelligent study. It is also important that the whole project should be well rounded up and that the result should be organized into good permanent form. Then the teacher should have a concise and accurate record on file showing just what pupils finished their projects in a satisfactory way and giving also the essential results. The following forms are here given with the idea of suggesting plans which are convenient. Nearly all of AGRICULTURE IN THE HIGH SCHOOL 55 them have been in actual use and have grown up in response to the needs of the work. It is expected that they may be modified wherever necessary to meet the local need. In the use of any such forms, stren¬ uous effort should be made to avoid the tendency toward mere formal and mechanical results. SUGGESTIVE REPORT FORMS No. 1. Home Project Survey Sheet - (Adapted from New York Bulletin on Agriculture in High School.) Age.Name. Date.No. Year. Name of parent. Address.. Occupation of parent.Distance from.Location of home. Size of place (acres).General Slope. Amt under cultivation.. Remarks on place.. Character of soil —. Amt. permanent pasture... Amt, temporary pasture.. No. fruit trees. Condition..Small fruits. Crops grown LAST YEAR THIS YEAR Kinds Acres Yield per acre Value of crop Cultiva¬ tion given Acres Yield per acre Value of crop Cultiva¬ tion given Stock Number Breed Value Purpose Horses Amt. at present.qt. Disposal . Value per week $. Cows Hogs Hens Other stock Milk Barns: Number. Stable room. Outside dimensions. Floor space not stable. Hay room.cu. ft. Silo capacity.cu. ft. Houses: Number .Material. Sizes. No. rooms. Woods: Amt. Kind. Description. Distance to market. Name of market. Tot a’ capital invested. Total receipts for year 191.... Total expenses for rear 191-Farm income Interest on capital at 5%. Labor income 56 AGRICULTURE IN THE HIGH SCHOOL No. 2. Report on Selection and Plan of Project This report may be attached to and made a part of No. 1. Age.Yr. in School.Name.Date... Present School Program A. M. P. M. Hr. Study Hr. Study Home Project Name of Project.. Scope of Project... (Size of plot, crop to be raised, how marketed, etc.) Materials, how secured........ (Seed, tools, horses, etc.) Literature studied ... • .. (Bulletins and other references) Details of Plan.. (Treatment or testing of seed, method of planting, cultivation, harvest¬ ing, marketing, etc.) AGRICULTURE IN THE HIGH SCHOOL 57 Xo. 3. Weekly Report of Pupil. Home Projects of tlie Agricultural Classes. .High School Name (Pupil’s name).Class (In school). Name of Project..Date. f (Name of Instructor) Mr.• (Place). Dear Sir: During the week beginning.101 — and ending..191. my project was cared for as follows: Ihave indicated work done, time spent, observations made and an account of expenses and receipts. Time of preparing soil. Time of seeding. Kind of seed. Time Record Date. No. of Hours. Work done. By what means. ' 1 Self Man and team Etc. Account Record Debit Credit Date. Tt Items. Rate, c3 ■Jr’ ac? CL Total Items. Rate. Quan¬ tity. Total. Labor. @ 15c per hr. @ 25c per hr. @ 45c per hr. @ 60c per hr. @ $4 per A. ® 50c a load 1 < Labor, man and horse.... Labor, man and team.... Labor, man and 4 horses . Rental of land. Manure. 1 Stock Fattening Record Kind and Number of Animals. Weight: Original...r..Weight on (date).Increase or last weight. Feed. Ration items. Daily Quantity. Rate. Daily Cost. Weekly Cost. - Observations and Problems. Signature. 58 AGRICULTURE IN THE HIGH SCHOOL No. 4. Dairy Record Sheet New Richmond High School—Department of Agriculture—Stock Record .. DATE. Name of Animal Feed Record Milk Record Days Hay Corn Stov¬ er Oil Meal Bar¬ ley Corn Lbs. lOths Remarks Lbs Lbs. Lbs. Lbs. Lbs. Lbs. Lbs. Friday P. M_ Saturday A. M Saturday P. M Sunday A. M... Sunday P.M Monday A. M. Monday P. M Tuesday A. M Tuesday P. M Wed’sday A. M. Wed’sday P. M. Thursday A. M. Thursday P. M. - Friday A. M Total lbs. Value per lb Test. Cost. Fat Total. Weight. Value per lb. Value of pro¬ duct Doss nr Gain . . Total Cost of Ra Profit, ition. Remarks: Signed AGRICULTURE IN THE HIGH SCHOOL 59 No. 5. Quarterly Time Record Report. Quarterly Report of Home Project Date. Name of Student Name of Project. Scope of Project.. TIME RECORD WEEK NO. OF HOURS WORK DONE EACH WEEK Cost. First.... Second.. Third ... Fourth.. Fifth_ Sixth.... Seventh. Eighth N inth ... Tenth... .|. Total.... .I. What I have learned from the project: I believe that the above report is a true statement. Parent or Guardian No. 6. Complete Time Record Report. (From New York State Bulletin) .HIGH SCHOOL. Agricultural department PUPIL'S PROJECT TIME SHEET Name of pupil. Name of parent... DATE DESCRIPTION OF WORK SELF MAN HORSES From To From To From To \ Total in hours j 60 . AGRICULTURE IN THE HIGH SCHOOL No. 7. Complete Account Record a. Poultry Project. The following shows a simple set of ac¬ counts taken from the New York bulletin on “Agriculture in the High School.” The boy who carried out this project started with 3 hens (breed luncertain). 4 anconas, 3 Plymouth rocks, 4 white orpingtons, 6 buff Orpingtons and 1 buff orpington cock. He set 3 hens with eggs from the buff orpington pen and raised 3 6 chicks. The other stock he gradually used and sold off until at the end of a year he had all pure bred buff orpington stock. In the mean¬ time he paid himself $24.30 for labor and made a net gain of $26.39. Dr. Inventory rf! Cr. 1914 1913 Feb. 1 Poultry $41 .. Feb. 1 Poultry $26 20 Equipment 4 .. Equipment 4 .. Feed 1 50 Feed 3 50 To balance 12.80 $46.50 $46 50 Cash or Personal 1913 1913 Mar. 1 4 lb. hen $ 70 Feb 8 Bran (.50) lice Apr. 5 4 lb. hen - 70 powder (.25) $ 75 Apr. 12 4 lb hen 70 Mar. 21 Feed 200 lbs. 3 70 Apr. 14 1 wh o> p. hen 1 .. Apr. 22 1 pkg. Pan-a-cea 25 Apr. 25 1 ancona hen 70 May 12 Chicken feed, 10 lbs. 25 May 8 44 lb. hen 80 May 12 Bread 12 May 15 1 P. R. hen 1 .. June 3 Chicken feed, 20 lbs. 50 June 5 1 P. R. hen 1 .. June 3 Meal, 40 lbs. 1 .. July 9 1 R. H. hen 80 June 4 Feed, 100 lbs. 1 80 July 11 1 P. R. hen 1 .. July 10 Feed, 100 lbs. 2 00 M ash, 50 lbs. 70 etc., etc. J Sept. 30 Feed, 300 lbs. 5 85 Feb. 28 Eggs, 208 4 51 etc., etc. M ar. 31 Eggs, 308 6 07 Apr. 30 Eggs, 291, 4 84 - 1 j etc., etc. Summary 1913 1914 ... Feb. 1 Inventory $46 50 Feb. 1 Feed, etc. $37 92 Fowls sold 23 05 Labor (self) 24 30 Eggs sold 53 26 Rental 6 .. Interest 2 .. Inventory 26 20 Net gain 26 39 $122 81 $122~81 _ AGRICULTyRE IN THE HIGH SCHOOL 61 b. Complete Account on Potato Project. Taken from the re¬ port of the boy who won first prize in a potato contest held in On¬ tario, Canada. 1 The plot operated was one-tenth of an acre. Expenses Rent of land (at rate of $3.00 per acre). $ 30 •Cost of labor (a) for horses (at 10c per hour each). 1 00 (b) for self (at 10c per hour) . 50 (c) for oth'er assistance (at 20c per hour). 50 Cost of manure (at $1.00 per ton) . 2 00 Cost of commercial fertilizers . Cost of seed . 3 00 Cost of spraying material .. 50 Total cost . $7 80 Receipts Total value of salable potatoes on plot at 60c per bushel . $37 80 Value of unsalable tubers at 10c per bushel .. 25 Total value . .. $38 05 / Statement of Profit and Loss Total value of crop as above . $38 05 Total cost of production .. . 7 80 Net profit .. $30 25 Net cost of producing one bushel (60 lbs.). 12 Net profit per acre from the enterprise. 302 50 I hereby certify that the information submitted in this Report Form is cor¬ rect and that I have conducted the work according- to the specified rules of the competition to the best of my ability. Signed John Robert Thompson. Dated at Cummins Bridge this 29th day of Sept. 1914. No. 8. Teacher’s Record of Reports on Home Projects The teacher should keep a record giving a concise summary of all the project work and showing just what pupils have completed the work with satisfactory results. The following shows such a record taken from the New York State Bulletin. 1 See Leake. The Means and Methods of Agricultural Education. Houghton Mifflin Co. p. 102. TEACHER’S RECORD OF REPORTS 62 AGRICULTURE IN THE HIGH SCHOOL CO ® a; ©X5 © ■gl-SS-g i® © -c T3 c« 5||o. o ° > 2 a o*>ocmo So 8a a w S a p3 so § 05 cm rvj ?o oooo oooooc OO t^OOJO OCCO T-1000500 Q> *0 © ftS 7 o w o fa a a'~ a > a rx °- jr§*g E-s-S* 5 . u ^ ^ ©‘G J3^ 1-§o © 73 fc>- 3 •j :e= ! co +j a © © ©^ o g iiuiu h © G 05 S- »-( SnCi-iH S©^.OOOv° '“' .3 >rt cG cG cG ' o o^fo oo im co to h* -h h in ©C-J L »ft O ^ N © ^ t* X o o cG Oi-*> x: o © cG 8- Cc-fl ©.a 73 © cG 8 u 3 he £>s tu ©3£ © S,£ a S °o oo Waiaffi : 73 • G be ?w • • o **%6a£t: i® - o-a ®.22 « o • S '<« £ «8 S© : . g^rteG «=- '5ls^ 8 f= : !l2&s cd£ © 72 © a)i-p ^ © 1 a — ^ £> a;^xi©r dc -gas©a'a cg^ 5-^S ©as-®^s2Sga®-af-'aS ; -o r a ©oax3cGooOo^ a ' e o ,c3c3 o-a meMHocSoonffiiacci o® wafe CO 73 o o tfOOOO fH L ^ X tn 73 73 a a o o oo'JoSc^.Soooo sassSJss&asssss cGcGOrfOh£oO««cGcGcGcGOcG .... as t- S-i O t>5 O s§s S«m a cg o a £ a 05 05 05 SO CO OOOOSOlOSO-^w^soc© «Dt^ 10^50 i—ICVJCO^LQ ^t^OOOJOHMM^ LC CO OO 05 + Early frost accounts for small profits. 4: Badly affected by tip burn. AGRICULTURE IN THE HIGH SCHOOL 63 It has been previously stated that every agriculture teacher who is employed for an eleven months year should keep a careful and full account of just how his time is spent each day during the time when school is not in session. This report should be presented to the school board at least once a month and a copy should also be sent to the state superintendent. Perhaps a report once in two weeks might be even better. Where any arrangement is made with the agricultural teacher for the meeting of any part of his expenses in connection with this summer work, a carefully kept expense account should, of course, be presented also to the board. Such an account is desirable in any case. The following is a sug¬ gestive blank to be.used for this Teacher’s Report. No. 9. Teacher’s Bi-weekly or Monthly Report (To the School Board on Summer Work) Name of School.. Name of Teacher ..Date. Report of Summer Work from.191. . .to.191. . . Date Work Done No. of hours Expenses July 1 July 2 July 3 July 4 Etc. I hereby certify that the above is a correct report of my official work as director of high school agriculture during the above period. Signature. A fuller written report should be made out at the end of the summer in which all data of time and expense should be tabu¬ lated and explained with a good summary of results. The follow¬ ing summary is taken from a final report made at Livingston: Summary of Summer Work Work on plots, garden, lawn, diamond, etc.12 days Collecting and making up samples, etc. 4 days Fair exhibit, Platteville. 2% days Work on farm papers and bulletins for Agri. Library. 2*4 days On club work .14 1 4 days Testing work.11 14 days Jersey, Guernsey club picnics, etc. 3*4 days Total 50% days 64 AGRICULTURE IN THE HIGH SCHOOL Required time . 2 mos. Farms visited once or more. 36 Gardens in village visited, etc.. 15 Cost to support and rent horse 6 weeks.$25.00 Miles covered in the country (about).320 Signed—C. R. Wiseman, Livingston. No. 10. For Recording Visits to Pupils. Name of Pupil. 3 3 3 3 >> Uj * 3 I 3 | 5 Wm. Hanson. John Burns... (t. McDonald. Chas. Mills Edwin Jones, etc. SUPERVISION OF PROJECTS Adequate supervision of the project work has already been urged as a necessity if the work is to have real educational value. It is com¬ paratively easy to supply this for the school projects during the school year when the agriculture teacher is giving his whole attention to the course. As far as the instruction work is connected with the school plot or other school project, actual school time should be given by the class to such projects. School time should not, however, be given as a rule to actual routine labor. This should be provided for outside. The matter of providing supervision for school projects dur¬ ing the summer should have very careful attention. Altogether the best way to secure this is through the employment of the agricultural teacher for at least eleven months and the necessity of this has come rapidly to be recognized. Nearly half of the high school departments of agriculture in the state are now following this plan and it is hoped that in the near future this may be required of all such departments as a condition of state aid. Teachers so employed should map out a very definite plan of summer work. This plan should include, of course, proper attention to school plot and to any other school pro¬ jects in operation, but it should also include systematic visits to all pupils who are carrying on projects at home. It is desirable that the teacher should stay a day or two in each place when thq project should be thoroughly inspected and such in¬ struction should be given as appears needed. The teacher also has at the time of this visit the finest possible chance to get acquainted with the parents and learn of their methods and problems. The teacher will be wise to assume the attitude at first of a learner rather than that of the expert, and if he can also be ready to turn in with a help¬ ing hand at a busy time on the farm, a great advantage will be gained. visits AGRICULTURE IN THE HIGH SCHOOL 65 FIELD OF ALFALFA GROWN BY AGRICULTURAL BOYS AT MONDOVI ON A LOCAL FARM. THE OWNER CO-OPERATING. A VERY SUCCESSFUL PROJECT. SCHOOL PLOT 1 AT GREEN BAY, EAST' SIDE. ABOUT THREE ACRES. 44 BOYS WERE GIVEN GARDENS., EACH 17 FEET BY 46V 2 FEET. 5 66 AGRICULTURE IN THE HIGH SCHOOL It is in this way that the most effective kind of extension work may be started. Three or four such visits ought to be made during the sum¬ mer to each boy who is carrying on the home project work. The matter of expenses on these trips is one of some importance. It is hoped that as school boards see the value of this work that they will be ready to supply compensation to meet such expense. Some are already doing this. In other cases many teachers are finding ways of meeting the problem. Some are providing themselves with bicycles or motorcycles for transportation and in most cases parents are very glad to furnish meals during the stay of the teacher. Often parents are also glad to furnish transportation to a limited extent. If no other means of transportation can be arranged, walking is always a last re¬ sort and withal a very effective method. In case the agricultural teacher is not employed for eleven months, some other supervision ought to be provided for the summer work. In a number of cases some local person has been found who was ready to do this at very small expense. An experienced older student may sometimes be secured. If no special supervision is supplied during the summer the regular teacher should give the fullest possible atten¬ tion to the home projects as late as possible before the end of the year and again as early as possible in the fall. No better thing could be done for the success of this course, as well as. for the benefit of the whole school, than for the agricultural teacher to return several days early and devote the time to inspecting the home projects and visit¬ ing in other farm homes of the community. Frequently young people not in school may become interested through such visits and be led to a decision to enter high school. There have been a number of cases in. the state where the agri¬ cultural teacher in his enthusiasm to develop practical work that would interest the community, has found a way to stay during the summer and give supervision to both the school and home projects without compensation. It is interesting and significant to notice that in nearly all such cases an interest has been aroused which has led to the employment of the agriculture teacher for eleven months the fol¬ lowing year. However, important as the summer supervision is, it should be noted that some fairly successful project work may be com¬ pleted, by a careful plan of reports and by a well planned school ex¬ hibit in the fall. If the work is started in this way a community in¬ terest is usually aroused which leads to some plan of supervision for the following year. h. Credit for Home Projects. If the home project work is to be considered as an essential part of the agriculture work as has been urged, there should be some plan by which credit is definitely given for it. Effort has been made by some to work out an elaborate system of credits by which a certain proportionate amount of credit shall be given based on the time devoted to the project work. Re¬ sults of one such effort have been published by the United States De¬ partment of Agriculture as Bulletin No. 385, on School Credit for AGRICULTURE IN THE HIGH SCHOOL 67 Home Practice in Agriculture. 1 Many good suggestions are contained in this bulletin but much of it is probably too elaborate for practical use in most cases. Moreover, a mechanically fixed system of credits is not considered desirable in the high school work. The motive of working simply for marks is already too apparent in its bad effects upon the schools. In this work especially the practical vocational motive should be emphasized above everything else. However, stu¬ dents should be made-to feel that the project work is an essential part of the work and they should be held definitely responsible for its com¬ pletion. There should therefore be some definite plan of crediting this work. It is thought wise here to leave to individual teachers the mat¬ ter of what proportionate amount of credit should be given to this in relation to other phases of the work. It cannot fairly be put wholly on a time basis though this should perhaps be considered. It is even questioned whether it is wise to give any percentage mark to this part of the work by itself, but rather to count it as part of the whole plan of the instruction work. The percentage mark is often only a temptation to the pupil to falsify reports or to do dishonest work. The joy of success in the project itself and in the mastery of the problems involved is the real motive which should be aroused by every possible means. i. Suggestions for Special Projects (1) Projects to begin with. Three of the projects in the above list are regarded as most feasible, for schools just beginning this work. First, garden work is best adapted to seventh and eighth grades and for first year in the high school. It may also do well for second year in high school. It is further specially adapted to pupils living in cities or villages. Hotbed work connects very nicely with the garden work. Five or six vegetables should be selected for all in the garden group to raise. Beets, carrots, cabbages, potatoes, onions, and tomatoes make a good list. In addition, each pupil may be allowed to select several more which appeal especially to his interest. A uniform sized plot is desirable, but this may vary for different grades. For first year high school pupils, a good size is 30x50 feet. A second project is raising pure bred corn or standard potatoes on a given area. The “Acre Corn Contest” is being carried on by many schools, but the half acre may be used. A quarter acre ig good for potatoes. The Iowa State College of Agriculture publishes a fine circular on the “Corn Acre Project.” 1 Potato and Canning Club work is described in a circular of the University of Maine. 2 A third project is adapted to girls. It consists in raising tomato plants, producing fruit and canning at least a part of the product. Green tomato pickles may also be made. Both the fruit and the 1 School Credit for Home Practice in Agriculture, by P. E. Heald, Bulletin No. 385, States Relation Service, U. S. Dept, of Agriculture, Washington, D. O. e Jowa Boys’ and Girls’ Clubs, Course 1—Acre Corn Contest. Clrc. 19, 1912. Iowa State College of Agriculture, Extension Department, Ames, Iowa. 2 Agricultura 1 Contests for Boys and Girls. Circ. 2, Nov. 1913. Extension Depart¬ ment, College of Agriculture, University of Maine, Orono, Maine. 68 AGRICULTURE IN THE HIGH SCHOOL canned product may be exhibited. The tomato project is not very well adapted to the northern part of the state. Beans or peas may be substituted for the tomatoes. (2) Poultry Project. Poultry work has been especially successful as a home project in many schools. This has been par¬ ticularly true for boys living in villages or cities. At Green Bay nearly a hundred boys were carrying on this project at one time. After a breed had been selected by each boy, pure bred eggs were pur¬ chased and hatched in the school incubator, each boy paying a small sum for operating. When chicks were hatched they were taken home and each boy was expected to make or purchase a brooder and later necessary coops. Before winter a suitable house was constructed and the hens were brought to producing as soon as possible. Careful records were kept of all costs and expenses for a year. Fowls were exhibited at the midwinter poultry show held at the school. Here is the summary of one boy’s account for a year’s work. Expenses Cost of chickens to start with. $4.65 Cost of keeping chickens 1 year. 26.00 Total cost . $30.65 Receipts No. eggs produced by 20 hens from Dec. 1, 1914, to Dec. 1, 1915. 2,147 No. eggs sold . 827 Eggs sold .••. $17.56 Eggs used . 27.50 33 cockerels at 60c. 19.80 Hens sold . 9.25 Total receipts . $74.11 Cost . 30.65 Net profit . $43.-16 (3) Steer Project. A steer fattening project aroused un* usual interest at New Richmond. The boys of the Animal Husbandry class each contributed $12.00 for the purchase of two yearling steers, one pure bred and the other seven-eighths shorthorn. A barn and small pasture were rented nearby the school house. Rations were figured out' by the boys as a part of the class work and the work of fattening was begun, each boy being held responsible for feeding the animals, for at least one week. The ration used at first was changed once or twice due to individual differences discovered in the animals. The steers were fed between October 2nd and December 17th when they were sold to a local butcher. During the fattening the animals were taken, to the city scales and weighed each week. This part of the program aroused unusual community interest. In fact, such a gen¬ eral local interest had been developed by the time the project ended that the business men including a number of farmers gave the boys a banquet at the leading hotel. The event was made an important affair at which after dinner talks were made by leading local men AGRICULTURE IN THE HIGH SCHOOL 69 and by a number of outside visitors. The boys themselves were repre¬ sented in these talks. The interest aroused in this whole project was so great that the following year a stock company was organized in the school for the purchase of steers. Stock was sold at $1.00 per share. The steers this year were sold in St. Paul and the boys ac¬ companied by the agricultural director made a trip to the stockyards to market the steers and see them slaughtered. (4) Dairy Project. Dairy cows have been kept and their products marketed in at least three of the high school departments of the state. Small dairy barns have been constructed at Green Bay and Viroqua. (5) Farm Management Project. A very successful farm management project was carried out at Omro during the year 1914-15. This was carried out through a cooperative arrangement with the College of Agriculture of the University of Wisconsin, and the U. S. Department of Agriculture. In this study 79 ordinary farms in the vicinity of Omro were investigated as to capital invested, equipment, crops raised, stock kept, total expenses and receipts. From these were computed farm income, interest on capital and labor income. Blanks for this work were secured from the U. S. Department of Ag¬ riculture and the boys in the farm management class assisted and directed by the agriculture teacher gathered the data and computed results. Fuller information about the plan and results may be ob¬ tained by writing the College of Agriculture, University of Wiscon¬ sin, Farm Management Department. LITERATURE ON HOME PROJECTS Home projects in secondary agriculture. U. S. Department of Agri¬ culture, Department Bulletin No. 346, States Relation Service. Agricultural projects for elementary schools—The Commonwealth of Massachusetts, Bulletin of the Board of Education, 1911 No. 1, whole No. 1, 2d Edition Nov. 11, 1913 Boston, Mass. The Massachusetts home project plan of vocational agricultural educa- . tion by R. W. Stimson, U. S. Bureau of Education, Bulletin No. 8, 1914. Whole No. 579. Suggestions for school and home projects in agriculture by K. L. Hatch and W. T. Stewart, Bulletin of the University of Wisconsin, No. 757, High School Series No. 16. Home projects for school agriculture by A. W. Nolan, Agricultural College Extension, University of Illinois, Urbana, Ill., March, 1913. Correlating agriculture with the public school subjects in the northern states by C. H. Lane, U. S. Department of Agriculture, Bulletin No. 281. Supervision of home project work. Bulletin No. 22, Department of Public Instruction, Educational Publications, Vocational Series, No. 14, Indianapolis, Indiana. Boys and girls club work. Annual Report for 1914. Commonwealth of Massachusetts, State Board of Agriculture, Boston, Mass. School credit for home practice in agriculture by F. E. Heald, Bulletin No. 385, States Relation Service, U. S. Department of Agriculture. Reprinted. 70 AGRICULTURE IN THE HIGH SCHOOL (6) Contests and Exhibits. Every school giving the agri¬ culture course should plan an annual fall exhibit or Harvest Festival. Many schools are holding also a mid-winter poultry exhibit. These are of the greatest value in emphasizing results, increasing interest and developing a strong motive for the best effort. A school exhibit should be planned in the fall when the products of the projects are sufficiently matured. This school exhibt is of special importance as a means of bringing the people of the community to the school where they may see and understand more fully the work of the agriculture course. It is especially desirable that the exhibit should be held at the school if possible; at least, it should be under the direction of the school and should be made an important feature of the agriculture course. One of the best plans for the school exhibit is to arrange a general “Harvest Festival” in which the agricultural side is made a promi¬ nent feature and in which any other work of the school may be ex¬ hibited also. The domestic science department, in schools where this exists, can furnish most excellent help in such a festival. The social side may well be given some prominence. This links up very nicely with the domestic science side. Invitations should be planned and sent out by members of the agriculture classes to patrons of the school and other members of the community. Following the Harvest Festi¬ val at school, the best of the school exhibit may be made the basis of another exhibit at the County Fair or at some other important agri¬ cultural gathering. Frequently a school exhibit may be made in connection with a local poultry show or pupils may be urged to make individual entries. Efforts should be made to cooperate as far as possible with other agricultural agencies of the locality. County superintendents in many counties are planning such work through¬ out the county. The bankers in many localities have shown special interest in giving help in such contests. The - plan may be made easily broad enough to include exhibits open to the farmers as well as the pupils. In connection with the exhibts, -contests should be planned as an important feature. Suitable prizes should be offered. Conditions of the contests and a full plan for the prizes should be carefully worked out and adopted when the projects are arranged. Money prizes may be offered, but such prizes as good books on agricultural subjects, agri¬ cultural journals, useful farm articles donated by the business men of the town, pure bred seed or young animals, a trip to the County or State Fair, or a trip to the Boy's Short Course at Madison, are much more desirable. Business men in towns where agricultural courses are given have shown unusual interest in giving help financial and otherwise, in connection with these school exhibits. Dealers are usually ready to donate useful farm articles. Agricultural papers have been exceedingly generous in donating subscriptions although they could not be expected to do this very generally. Stock judging contest work is very valuable and has become very AGRICULTURE IN THE HIGH SCHOOL n INCUBATOR ROOM, GREEN BAT WEST SIDE HIGH SCHOOL. WINTER POULTRY EXHIBIT, GREEN BAY WEST SIDE HIGH SCHOOL. 500 BIRDS ENTERED. 72 AGRICULTURE IN THE HIGH SCHOOL popular about the state. Much of this may be organized among the pupils of the same school, but an occasional contest among several schools of a district adds to the interest and stimulates the best work. Last year a state contest was organized and held at the Agricultural College, Madison. Detailed plans for conducting stock judging con¬ tests and for calculating rankings and percentages is given under the treatment of “Farm Animals” in this manual. Some State Fairs have been giving large attention during the last few years to young people’s agricultural exhibits and contests. At the 1916 Wisconsin State Fair a large exhibit space was devoted to this work and a series of contests was carried out for both boys and girls. The classes of exhibts included garden products, fruit, corn, potatoes, alfalfa, grains, poultry, calf raising, pig. raising and baby beef for the boys and needlework, canning and cooking products for the girls. Special contests were held in stock judging, corn judging, apple judging and identification, canning, sewing and baking. Special prizes were given for school exhibits and booths. Full information concerning premiums, rules and regulations of this department may be obtained by writing to the State Department of Agriculture, Capi¬ tol Building, Madison. The exhibit and contest work should be looked upon not as the main feature of an agricultural course, but rather as a very val¬ uable objective means of rounding up interesting results of the more fundamental daily work. Such exhibits help greatly in stim¬ ulating a strong motive on the part of the pupils and in arousing their best efforts. At the same time, they are the best means of arousing interest on the part of the community and securing its best support. It is difficult to get patrons to visit the schools in connection with the ordinary daily work, whereas they wfill come eagerly in connection with some special exhibit at which time it may be possible to acquaint them with the whole work and often gain loyal support where only unintelligent criticism has existed. For these reasons exhibts and contests are of greatest importance during the early development of an agricultural course though they continue to have great value. The “Harvest Festival” is there¬ fore strongly recommended as an annual event in all schools giving this course. In all such exhibits it should be emphasized in every possible way that the work represents the results of the course in school. For this reason the exhibt ought to be held at the school wher¬ ever adequate space can be secured. If necessary to hold it else¬ where, all the advertising and labeling of exhibits should make the name of the school a prominent feature and should show that the whole thing is the product of school work and especially of the agricultural course. This does not mean that exhibits by farmers and by others not in school may not be made a part of a school exhibit, but in such cases outside exhibitors should be placed in a separate class and their exhibits should be so labeled. AGRICULTURE IN THE HIGH SCHOOL 73 The following bulletins and circulars give helpful material in connection with exhibits and contests: From U. S. Department of Agriculture Farmer’s Bulletin, No. 385, Boys’ & Girls’ Agricultural Clubs. Farmer’s Bulletin, No. 562, Organization of Boys’ and Girls’ Poultry Clubs. Circular 803, Bureau of Plant Industry on Organization and Instruc¬ tion in Boys’ Corn-Club Work. From Extension Division, Agricultural College, University 'of Minn. Leaflets on Gardening and Canning Clubs. A Potato Growing Contest Boys’ and Girls’ Club Work Pig Clubs for Minnesota Industrial Contests for Minnesota Boys and Girls, 1914-15 Report of Boys’ and Girls’ Club Work for 1914. From Agricultural Experiment Station, Purdue University, La- Fayette, Indiana Circular No. 29, Live stock Judging for Beginners (Revised edition) Circular No. 19, Industrial Contests for Boys and Girls Write to the State Board of Agriculture for the Complete Pre¬ mium List of the Wisconsin State Fair. The following tables and blanks are suggestive for the organiza¬ tion of corn or potato contests and may be adapted for use in other cases. Record Blank on Selection of Plot Member’s Name_„_ 1. Nature of Project _ 2. Date plot was selected___ 3. Kind of soil: (Clay, black loam, sandy loam, etc.) 4. Crop raised or other use of land last year 5. Size of plot: (Use rods or feet, exact measurement) 6. Location of plot: (What part of farm, field, etc.) 7. Width of border around plot to be planted to same kind of corn 8. Amount of rent to be paid for use of plot. $ 9. If plot is owned, amount of rental value. $_ 10. Difficulties, if any, in securing suitable plot_ NOTE: The idea of a border in point “6”, is to avoid injury at the edges of the plot. 74 AGRICULTURE IN THE HIGH SCHOOL High School Acre of Corn Contest Contest Rules No. 1. Each boy or girl who enters the contest must grow one acre (160 square rods) of Wisconsin No. 12 (Golden Glow) or Wisconsin No. 7 (Silver King) pure bred corn. No. 2. The acre must be measured and approved by the committee of the. high school. No. 3. Each contestant must furnish his own pure bred seed corn. *^o. 4. The contestant must exhibit at the School corn show, ten of his ears of corn, raised upon this acre. No. 5. The contestant must exhibit at the school corn show, one bushel (80 lbs.) of corn, raised upon this acre. No. 6. A set of accounts showing net profit and a statement of his yield in bushels and pounds must be exhibited at the school corn show. No. 7. The accounts and yield must be certified to by two neigh¬ bors who are not relatives. The persons to be selected by the person entering the contest at the time of the entry, subject to the approval of the committee. No. 8. The committee shall consist of the board of education, the city superintendent and the agricultural instructor of the- high school. No. 9. The account shall be figured as follows: Rental of land $5.00, seed corn $2.00 per bushel; labor, man 15c per hour; man and horse 25c per hour; man and team 40c per hour; use of machinery $2.00; manure 50c per load; husking corn 5c per bushel, and other items of expense at cost. No. 10. All contestants must agree to enter all four departments. No premium to be paid unless all four entries are made. No. 11. The ten ears entered remain the property of the exhibitor. The bushel, however, becomes the property of the association to help pay the cost of the exhibit. No. 12. Each contestant must send every week a report to the agri¬ cultural instructor upon blanks furnished by him. No. 13. The judge of the.corn show shall be selected by the committee. No.* 14. All other questions that may arise shall be settled by the committee. No. 15. Information relative to the growing of corn may be ob¬ tained from any reliable source. The instructor of agriculture of the .high school will be glad to assist you at any time. No. 16. The following points shall determine the successful con¬ testants: Yield . 40 points Quality as shown by 10 best ears and one bushel of ears . 30 points Cost per bushel to grow. 20 points Financial record. 10 points AGRICULTURE IN THE HIGH SCHOOL 75 No. 17. First Prize—A scholarship and expenses to Boys’ Short Course at Madison. Second Prize—A free trip with all expenses paid for one day’s visit to the State Fair at Milwaukee. Third Prize—A setting of eggs from pure bred stock. Fourth Prize—A bushel of pure seed potatoes. No. 18. No prizes shall be awarded unless the contestant complies with all the above conditions. No. 19. This contract must be signed and returned to the instructor of agriculture of the .high school on or before May 20, 1914. Contract I hereby signify my desire to enter the acre corn contest of the high school and do hereby agree to fulfill all the conditions set forth in the above rules. Signed . Parent or guardian’s signature Agricultural Instructor of the High School Date., 191.. Names of persons, not relatives, who will certify to accounts and yield. Report of Progress of the Work Date of Planting— Kind of pure bred corn used for seed— Clay, sand or black loam soil— General condition of corn on July 4th.— • Number hours labor put in with team up to July 4th.— Number hours labor put in with one horse up to July 4th.— Number hours labor put in for single man up to July 4th.— Number loads manure used— Kind of cultivator used— Was it dragged while coming up through the ground? How many times has it been cultivated before July 4th? Any signs of cut-worms or white-grub? Did you plow up sod ground for your corn? What per cent did you have to replant? Have you used deep or shallow cultivation? Was your corn planted deep or shallow? Student sign here. Report should be sent in soon as possible. Continue to keep exact records of everything concerning your own corn from now on. Circular 803, Bureau of Plant Industry on “Organization and In¬ struction in Boys’ Corn Club Work,” previously referred to gives further valuable suggestions along this line. 76 AGRICULTURE IN THE HIGH SCHOOL 6. Manual Training Work. It is expected that some manual training work shall be organized in connection with the agriculture course, although as previously stated, schools offering the special manual training course should not expect the agriculture pupils to take the complete course. It is strongly urged that special classes be organized for agriculture students so that the work may be especially adapted to their needs. It will be noticed in the outline of courses in this manual that construction work and mechanical drawing are urged for two periods a week throughout the course. It is expected that even the smaller high schools can arrange to give at least three hours a week to this work. The forge work suggested for the second year is considered especially valuable. Every school giving the agri¬ cultural course is urged to provide at least one forge. The pupils at Mondovi have erected a cement block shop in which were installed several benches and forges with complete sets of tools. The shop was 16'x24'x8' inside measurement. Farm carpentry, forge work and cement work were all carried on in this shop. Space in the basement of the school building may often be used for this purpose. Outlines and further suggestions for this work may be found under “Treatment of Subjects.” 7. Community or Extension Work. It is urged that commun¬ ity or extension work should be undertaken by the agriculture teacher with a good deal of caution, and only after a careful study of condi¬ tions in the community and some acquaintance with the farmers. It is urged that the interest of the farmers should be gained first through practical results secured in connection with the course in school, especially through the Harvest Festival and the results of the practical project work. It is far better for the agriculture teacher to visit the homes of the boys in the course and assume the attitude at first of a learner who wants help and cooperation, rather than as an expert come out to show them how to do things or to correct poor practices. Later, after sympathy and cooperation have been gained, and some enthusiasm has been aroused in connection with the course in school, then it may become possible for the teacher to become a leader in bet¬ tering agricultural conditions in the whole community. This is espe¬ cially possible where the teacher is employed during the summer months. Opportunities in this direction should be improved as far as the time and energy of the agricultural teacher will permit. Not¬ withstanding the difficulties, a number of schools have carried on some excellent work in this line. Among the lines which have proved most successful are the following: arranging for programs for farmers’ meetings held in district school buildings for the presentation and dis¬ cussion of local problems, distributing lime at cost among farmers of the region surrounding the school, demonstrations in starting a field of alfalfa on some farmer’s field, cow testing work among herds of the community, arranging “farmers’ week” programs through the Exten¬ sion Service of the Agricultural College, orchard demonstrations, pure seed distribution, testing seed corn for surrounding farmers, AGRICULTURE IN THE HIGH SCHOOL 77 carrying on farm management demonstrations among the farmers of the locality, helping country school teachers in organizing practical agricultural work. Much of this work has been developed in connection with the school and home projects which have first aroused community interest. One bulletin 1 on “Community or Local Extension Work by the High School Agricultural Department” gives the following classification of such work: “(1) Work with farmers, as organizing or working in farmers’ clubs, an annual ‘farmers’ week’ of agricultural lectures, field and orchard demonstrations, cooperative experiments on farms, good seed distribution, seed and milk testing, preparing plans for buildings, and selecting and purchasing improved live stock, etc.; (2 )Work with farm women, as afternoon or evening meetings, short courses, and home garden and poultry experiments; (3) Work with young people, as short courses in agriculture and home economics, agricultural con¬ tests, and literary societies; (4) Work with rural school teachers, as meetings for agricultural instruction, assisting in conducting school fairs and rallies, and outline lessons in agriculture and home eco¬ nomics; and (5) work with rural school children, as boys’ and girls’ agriculture or domestic science clubs, schoolhouse “fairs” or ex¬ hibits of work, rural improvement and athletic field days.” The agricultural director in a high school in New York reports the following: “The work that can be carried on in any community would be milk testing, encouraging and showing the farmers that certain cows are ‘boarders’, tuberculin testing, especially where milk is sold by the quart, feeding experiments, growing of clover, alfalfa, or legu¬ minous crops, better corn, drainage, liming soils, intelligent buying and use of commercial fertilizers, breeding of animals, spraying of fruits, treating grains for smut, and management of farms. Of course, the above cannot all be accomplished in one year, as the farmer must be shown before he will change. I find that the farmers have had too much advice from the ‘platform’ and are demanding us to give facts and figures.” The following piece of extension work was carried on last year at New Richmond, Wis. Three Holstein cows owned by separate farmers were loaned to the animal husbandry class for a butter fat contest. One of the boys was appointed herdsman. Rations were worked out by the class and were changed from time to time as results seemed to demand. Each cow was tested as to amount of milk, per cent of butter fat and total butter fat. At the end of the test a banquet was held at a local hotel attended by business men and farmers including the owners of the cows. Results were announced and discussed and the owner of the winning cow was presented with a trophy cup fur¬ nished by the Country Life Club which is made up of the boys in the agricultural course. It is interesting to note that under the boys’ 1 Circular No. 100 Community or Local Extension Work by the High School Agricul¬ tural Department, by W. G. Hummell, University of California, College of Agriculture, Berkeley. 78 AGRICULTURE IN THE HIGH SCHOOL care the cows were made to produce more than they had ever done under the care of their owners. The following table shows the results: Name of Cow. Testing period days. Lbs. milk daily. Total lbs. milk. Average test. Lbs. butter fat. 1. Phebea. 177 36.1 6.401 3.67 235.49 2. Lillie. 217 33.5 7,349 3,601 2.90 219,62 131.82 3. Bess. 103 34.9 3.65 Under the present demands made upon high school agricultural teachers in Wisconsin it is certain that they are limited in the amount of extension work that is possible. It is also certain that wherever good practical work is developed in connection with the school and home projects, a large amount of good extension work will grow up. If teachers are employed for the summer and especially if they are retained for three years or more in the same place, it will make possible a large amount of extension work which will be able to im¬ prove decidedly the spirit and practice of the whole community. The suggestions given above indicate some of the lines which have been and which therefore can be accomplished, and such work should be developed as far as possible consistently with the maintaining of thoroughly strong work in the school. VI.—EQUIPMENT. 1. Special Room. Schools expecting to receive special state aid for the agriculture course, must provide a good sized special room, in which suitable apparatus and a good supply of illustrative material may be gathered together and where suitable arrangements may be made for the growing of plants, and for the laboratory side of the work. Such a room should be provided with tables and chairs similar to those required for botany work, and wherever possible, gas, running water and a convenient sink should be supplied. A room about 20x28 feet is recommended for the average school. A combination laboratory and recitation room is very satisfactory. On the sides of the room there should be liberal case room with drawers and shelves for supplies. Laboratory tables may be placed in a portion of the room and if needed more may be placed along the sides of the room. Movable chairs may be used about the tables or placed together in one portion of the room for recitation work. A permanent teacher’s desk should be set in the front of the room and if possible supplied with water and gas. Perhaps a better plan for the recitation seats is to have «5HfcLVE.t> f-CC 'BOOK 5 6" DtMOMSrCATlOMAL MATtOlAL AGRICULTURE IN THE HIGH SCHOOL 79 FIGURE 2—FLAN OF COMBINATION LABORATORY AND RECITATION ROOM. (From New York State bulletin) 80 AGRICULTURE IN THE HIGH SCHOOL them fixed permanently at the front end of the room and then supply other seats for use about the tables. Where ail the space in the center of the room is needed for recitation seats, all the laboratory tables may be placed about the sides of the room, although this has the objectionable feature of requiring pupils to face the light while at work. It has the objection also of limiting too much the amount of available blackboard. In any case blackboard must be provided in front. The accompanying sketch (see figure 2) shows a plan taken from the New York state bulletin. Plate 8 shows the agriculture room at Neenah, Wisconsin, where work tables are placed in the main part of the room back of the recitation seats. This room has another feature which is most desirable wherever it can be arranged; viz., a window garden in the rear, which is most useful for growing plant material and for many experiments. The biology work can be carried on very conveniently with the agriculture, but the physics laboratory is not a satisfactory room for agriculture. 2. Tables and Cases. There should be sufficient table room so that the maximum number of pupils in any of the classes may be seated for work at the same time. A simple, solid table with one tier of drawers and square legs is most desirable. Such tables are fur¬ nished by many of the scientific companies such as Central Scientific Company and the Welsch Scientific Company of Chicago and the Kewaunee Manufacturing Company, Kewaunee, Wisconsin. However, such equipment can often be secured at less expense through some local firm. A black finish is exceedingly desirable for table tops. Some firms supplying tables now furnish such tops, but the following directions will enable any local painter or firm to put on a black finish which is very generally used in science laboratories. A Black Finish for Table Tops (Reprinted from the Journal of Applied Microscopy, Vol. 1, No. 8) The following solutions are required: I. 125 grams of copper sulphate, 125 grams of potassium chlorate, 1,000 grams of water, Boil until salts are dissolved. II. 150 grams of anilin hydrochlorate, 1,000 grams of water, Or, if more readily procurable, 120 grams of anilin oil, 160 grams of hydrochloric acid, 1,000 grams of water. AGRICULTURE IN THE HIGH SCHOOL 81 6 NEENAH LABORATORY. 82 AGRICULTURE IN THE HIGH SCHOOL By means of a brush apply two coats of solution No. 1 while hot, the second coat as soon as the first is dry. Then apply two coats of solution No. II and allow the wood to thorougly dry. A coat of raw linseed oil is next applied. It is best to use a cloth instead of a brush so as to get only a very thin coat of the oil. The de¬ sired amount of polish is now given the wood by rubbing in the oil. In the treatment with the oil the deep black color is partially brought out, although this does not uniformly appear until the table has been thoroughly washed with hot soapsuds. This takes out the superfluous chemicals. The finish thus secured is an ebony black which is permenent and very highly resistant to the action of chemicals, such as acids and alkalies, even concentrated sulphuric acid having little or no effect if quickly washed off. There should be from 12 to 20 feet of case room supplied. Cases should have .cupboards or drawers below and shelves above. It is, a good plan to have cupboards or drawers about 20 inches deep and the shelves above 12—14 inches deep, leaving la ledge 6-8 inches wide about three feet from the floor. Wooden doors should be used below but above it is best to have glass doors, as this helps greatly in locating material. The accompanying sketches taken from the New York state bul¬ letin will show details regarding cases and tables more clearly. (See figures 2 and 3.) Plate 9 taken from the same bulletin gives a front view of a case showing materials arranged on the shelves according to the following list. Case 1. (At left) Shelf A. (Top) Fertilizers,—collected locally, from deal¬ ers, or elsewhere Shelf B. Shelf C. Shelf D. Shelf E. Case 2. Shelf A. Poultry feeds,—collected locally Insect mounts showing life histories Crops in sheaf,—collected locally Insect mounts,-—-life histories Threshed grains,—collected locally Threshed grains,—standard market grades pur¬ chased from University of Nebraska, depart¬ ment of instructional agronomy Shelf B. Shelled corn,—standard types Corn products Grains,—standard grades Shelf C. Grass seeds,—standard Grass seeds,—collected from local market Grasses in head,—standard Grasses in head,—collected locally Shelves D & E. Wheat, oats and barley in head,—stand¬ ard and local collections AGRICULTURE IN THE HIGH SCHOOL 83 (From New York State bulletin) 84 AGRICULTURE IN THE HIGH SCHOOL § «! (S 's' H Z < . * 4 § 5 # Q HO 2 N l |§ h£ rtg BB §Z J % < ? f, OH k H om t & y • ^ gs ° b n H n r- P w2 fi b ' 4 u“ £ £ 7 4 H Q <5 a /> • ^ * ^ O p § gE I £ s j a triangular prism. Pupils will have to be told or will have to learn from a book that white light is composite and composed of different colors. See if pupils can’t then develop a theory of how the colors are formed. 6. Colors of objects. Review the ideas of transmission, absorption and reflection of light. Demonstrate colors by the use of both trans¬ parent and opaque colored objects and lead pupils to work out an explanation of how objects may appear white, black, or with any of the colors. Lead pupils to give simple explanations of rainbows, colors in soap bubbles, etc. 7. Round up the whole subject, drill on the use of new terms and see that pupils can explain what they have learned in clear and accu¬ rate language. 8. A study of the camera and how pictures are taken may be made especially interesting. Follow the problem method starting with situa¬ tions and observations rather than with definitions or theories. 9. Take up intensity of illumination and measurement of light only after considerable work has been done with the commoner phenomena of light. 10. Lenses, may be studied in a similar way. Their action should be worked out in connection with the human eye, the microscope and the use of glasses to correct imperfect vision. Demonstrate how images become inverted in using lenses and how lenses have to be focused. Do not spend time to work out and explain complex draw¬ ings here. Leave something for later work in Physics. Get pupils to observe and understand as well as they can the actual phenomena rather than complicated figures. FARM PLANT LIFE A. General Suggestions. The first semester of work presents wonderful opportunities for practical work. The seasonal element must be ^considered and no portion of the work presents greater opportunities to interest the young people and to reach the parent. The early part tof the semester will probably be given to field and garden seed identification, germination, plant propogation, projects, etc. The hotbed and cold frame should be made in the fall if possible but may be constructed in the spring. Plans must be made for the school and home gardens and the teacher and pupils must produce as good a product as produced at home and at an ear¬ lier date. Early vegetables are welcome in every home and therefore the hotbed and cold frame should have a place in connection with every garden. It is your work to demonstrate its practibility. In every community there are orchards that may be pruned, sprayed, etc. This large amount of practical work will require careful plan¬ ning on the part of the teacher in the arrangement of subject mat¬ ter as well as the time in school hours to do the work. 104 AGRICULTURE IN THE HIGH SCHOOL The home projects will require considerable time and should be arranged early in the semester. The discussion of plans for indi¬ vidual projects, together with methods of operation are legitimate and necessary types of recitation. Every topic suggested presents some form of a home project. The greatest mistake we may make is in not planning the work early in the season. This is in reality the planning of the summer school work. In doing so the fall festival or fair must be remembered. An abundance of illustrative material is available for the work in farm crops. In the fall the study of weeds will probably be given first place but the selection and curing of seed corn, grain, potatoes, etc., must be taken seasonally. The selection, packing and marketing of fruits, together with the fall care of trees and shrubbery will also be necessary before frost. The study of the points of the score card and judging may be left until winter. Collections and ex¬ hibits of grains, grasses, corn, potatoes; diseases of trees, fruits, vegetables, grains; weed mounts, weed seeds, etc., must be made for winter and spring work. Every school should be provided with bot¬ tles, shelves, etc. for this material and each instructor should make the collection of such a supply of laboratory material. Study the present and future needs of your community and de¬ termine the relative amount of time that should be given to each topic. Potatoes and corn may both be of interest but the former of great importance in some localities. In another section, corn and the small grains will be emphasized and potatoes be incidental. The following outline is suggestive of the work that should be done in Farm Plant Life. B. General Outline of Farm Plant Life 1. Second Semester—First Year Propogation of plants by seeds, division, cuttings. Study of seed catalogs and ordering seed. Grafting, budding, grafting materials. Pruning and spraying of trees, shrubbery, vines, etc. Collection, identification and methods of planting farm and garden seeds. Treatment of seed for planting. Germination tests of garden and field seeds. Planning orchard and planting of small fruits, shrub¬ bery, trees. Hotbed and cold-frame construction and operation. Use of flats, compost, transplanting, proper soil tillage, etc. Study of common diseases of plants and treatments. Collection, life history and control of insects. Beekeeping. School and home gardens. Acquaintance with seedlings,—farm and garden plants, weeds. Orchard care and management—rejuvenating the old or¬ chard. AGRICULTURE IN THE HIGH SCHOOL 105 Nursery stock selection and care. Greenhouse work. Plant forcing, double cropping, etc. New garden and field crops for the community. Decorative planting of trees, shrubbery and flowers on school grounds and at home. Assignment and study of projects for home work. 2. First Semester—Second Year Weeds:—identification of plant and seeds, eradication, mounts, weed laws. Practical use of keys for identifi¬ cation. Learn to know 100 weeds. Mount plants and seeds. Seed inspection,—laws, methods. Selection, curing and storage of seed corn, potatoes and small grains. Fall and winter care of fruits, flowers and vegetables. Crops:—seed, methods of planting, care, harvesting, selec¬ tion of seed, etc., of the following crops—corn, potatoes, wheat, oats, barley, rye, etc. Collect specimens of plants and seeds. Plant breeding. Score card study and judging of potatoes, corn, grains, fruits and vegetables. Special crops:—beets, tobacco, hemp, buckwheat, etc. Meadows:—grasses, seeding, care, etc. Pastures and pasture grasses. Marketing of farm crops. Legumes:—clovers, alfalfa, soy beans, cowpeas, vetches, field peas, etc. Fall festival or fair. Completion of home projects. C. Typical Outlines of Farm Plant Topics FRUIT The following outline is suggestive of the work that may he done with fruit in high school classes. Similar outlines should be made by the teacher on gardening, seed work, etc. This survey of the field with type laboratory and demonstration exercises is made with the apple orchard particularly in mind. Local condi¬ tions must be considered in using the outline. 1. Survey: A survey of the tree and bush fruits of the com¬ munity should be the first work. This should consider the varie¬ ties grown, fall and winter care, diseases, new fruits and oppor¬ tunities for a greater development in this line. If a commercial orchard is within driving distance a visit should be made as early as possible. * 2. Demonstration Work By The Teacher a. Construction and use of pruning tools. b. Pruning trees, bush fruits, grapes, etc. c. Caring for wounds. d. Construction and manipulation of spraying machine. e. Grafting and budding. 106 AGRICULTURE IN THE HIGH SCHOOL 3. Laboratory and Field Work a. Choosing the Orchard Site: Make a trip to the country and select desirable and undesirable sites. Visit farm orchards and discuss advantages of sites. b. Selection of Varieties: Get as many samples of fruit from the community as possible. Have pupils identify the varieties of apples, etc. Secure the recommended fruit list of the Wisconsin State Horticultural Society. Secure fruit samples or colored pictures from catalogs of these varieties so pupils may become familiar with characteristics. Send for catalogs. c. Selecting Stock: Study catalogs. Visit a nursery if pos¬ sible. d. Planting the Orchard: Obtain permission from some one about to plant some trees, so class may assist under direction of teacher and owner. Demonstrate pruning necessary at planting. Run check if possible. In school yard demonstrate the advantages of the differ¬ ent types of planting using stakes for trees. e. Orchard Soil Management: Visit local orchards noting conditions and effects of soil management. Secure a small orchard and mulch a part as a demonstration, etc. f. Pruning: Secure orchards near the school and do prun¬ ing and spraying under the direction of the agricultural teacher. Start demonstration on school ground showing possibilities of head¬ ing trees. g. Spraying: Spray fruit trees. Let each student have a turn at the actual work. Continue the work suggested in e and f on demonstration orchard. If possible study disease conditions in sprayed vs. unsprayed orchard. Make sample lots of spray materials. h. Marketing: If in a commercial fruit section, empha¬ size this and study methods used in large fruit districts. If a com¬ mercial orchard is not available, make tables and arrange to do selec¬ tion and packing for some patron. i. Propagation: If no school plot is available, arrange to assist in starting grafting and budding, and other types with gera¬ niums, etc. Have pupils construct graft models. See scientific cata¬ logs for suggestions. j. Rejuvenation of the Old Orchard: Visit old orchard. Suggest changes and secure portion for class work. k. Small Fruits: (See propagation) Start strawberry bed for someone. Let each pupil handle some of the plants. Insist on adherence to careful work. Follow suggestion for practical work of b to j as applied to small fruits. Select complete and incomplete strawberry plants. l. Identification of common pests as Coddling Moth, San Jose Scale, Aphis, Borers, Apple Scab, Fire Blight, etc. Teacher should have specimens ready for examination in laboratory. r' 4. Organization of Subject Matter a. Choosing the Orchard Site. S. p. . 8 - 24 ; G. p. 7-29; B. p. 88-63; Wis. Bui. No. 201, p. 6-15 (1) Exposure. S. p. 12 (a) North or North West slope (2 Elevation (a) Above surroundings (b) Air drainage (3) Soil G. p. 7-10; S. p. 9-11; B. p. 13-20 (a) Character of surface soil (b) Depth of surface soil (c) Character of subsoil AGRICULTURE IN THE HIGH SCHOOL 107 (d) Fertility (e) Possibility of drainage (f) Adaptability to fruit to be grown (4) Convenience (if home orchard) (5) Wind breaks (6) See suggested laboratory work b. Selection of Varieties. S. p. 24-43; W. p. 96-108. Wis. Bui. No. 201, p. 33-34 (1) Depends on: (a) Use of fruits (b) Special adaptability (c) Resistance to disease (d) Cross fertilization (e) Personal preference ^ (f) Popularity (2) For Home Orchard (a) Large variety (3) For Commercial Orchards (a) Few varieties (b) Well known varieties (c) Those which are in demand (d) Those which are showy (e) Hardy and will stand shipping c. Selecting the Stock. S. chap; 3; Wis. Bui. No. 201, pp. 16-25 (1) Consider age, trueness to type, freedom from de¬ fects. W. pp. 22-26 (2) Suggestions for the buyer (a) Buy direct from nursery if possible (b) Beware of agents (c) Know fruit (d) Order early (e) Refuse culls (f) Stick for good stock (g) Refuse substitutions (h) Price (i) Age of trees (3) Care of trees upon arrival (a) When delivery should be made (b) Heeling in d. Planting the Orchard. S. chap. 4; Wis. Bui. No. 201, pp. 25-33 (1) Planting plans S. pp. 46-47 (a) Square (b) Quincunx (c) Alternate (d) Hexagonal (2) Distance between trees. S. pp. 58-59; W. pp. 27-34 (a) Kind of fruit (b) Location (c) Soil (d) Methods of pruning (3) Laying out the Orchard. S. pp. 47-49 (a) Furrows (b) Wires (c) Lining in 108 AGRICULTURE IN THE HIGH SCHOOL (4) Setting the trees. S. pp. 51-63; W. pp. 34-36 (a) Planting boards (b) Size of bole (c) Root pruning (d) Root distribution (e) Filling the bole (f) Avoid fertilizing young trees (g) Do not water unless very dry (h) Top pruning (i) Protection from sun and rodents. G. pp. 31-35 (5) Time of planting. S. pp. 53-54; W. pp. 36-37 (6) Fillers for young orchard (a) Small fruits (b) Vegetables e. Orchard Soil Management (1) Orchard Cropping. S. pp. 67-76; B. 102-106 (a) Objects (b) Crops that may be grown (c) Must not reduce fertility (d) Danger of injuring trees (2) Mulching System. S. pp. 78-80; W. pp. 39-43; B. pp. 80-90 (a) Sod mulch,—advantages, disadvantages (b) Half sod mulch. For extremely sloping region (c) Definite mulch,—advantages (3) Tilalge System. S. pp. 81-93; B. pp. 64-80; 91-102 (a) Prevalent method (b) Details Shallow plowing, harrowing, tilling to preserve dust mulch, killing weeds, etc. (c) Advantages Aerates the soil, helps make available plant food, conserves the moisture (4) Cover Crops. S. pp. 107-118; B. pp. 109-128; W. p. 43 (a) Requisites of a good cover crop Should make easy catch, should be a rapid grower, should he persistent (b) Classes of cover crops Food supplying hardy, food supplying tender, nonfood supplying hardy, non¬ food supplying tender, and tender top and hardy roots (c) Manipulation of cover crop, time and method of sowing, plowing, etc. (5) Fertilization. S. pp. 100-106; W. pp. 48-57; B. p. 128 (a) Trees exhaust the soil (b) Best orchardists fertilize (c) Farm manure valuable (d) Influence of nitrogen, potash, phosphoric acid, and calcium (e) Artificial fertilization,—forms to use and application AGRICULTURE IN THE HIGH SCHOOL 109 f. Pruning. S. pp. 119-141 (1) . Tools. S. pp. 129-134; W. pp. 72-75 (a) Pruning saw (b) Pruning shears (c) Pruning knife (2) Reasons for pruning. S. pp. 119-128; W. pp. 58-60 (a) Growth (b) Yield (c) Sunlight (d) Protection (e) Harvesting (f) Rejuvenation of old stock (g) Control disease (3) General rules of pruning. W. pp. 60-62 (a) The best pruning varies with conditions (4) When to prune. S. pp. 137-139; W. pp. 62-70 (a) Dormant pruning (b) Summer pruning (c) Pruning roots and tops at planting time (d) Forming the head (e) Cutting out large branches (5) How to prune. S. pp. 135-136; W. pp. 70-72 (a) Pruning the year old tree (b) Pruning the two year old tree (c) Pruning the three year old tree (d) Pruning the older trees (6) Wounds made by pruning. S. pp. 139-141 (a) Proper cuts in removing branches and in heading back (b) Protecting wounds g. Spraying,—reasons for. W. pp. 76-77 (1) Controls insects. S. pp. 142-161; G. pp. 45-73; W. p. 79 (a) Chewing or biting insects,—internal feed¬ ers and external feeders (b) Sucking insects (c) Stages,—egg, larva, pupa, adult (d) Kinds of insects and injury,—San Jose Scale, Codling Moth, Aphis, Borers (e) Losses (2) Controls diseases. S. pp. 163-174; G. pp. 75-91 (a) Fungus,—scab, rust. (b) Bacterial,—fire blight. (3) Essentials for successful spraying. S. pp. 204-205 (a) Know the pest for which spray is applied (b) Know what to apply for the particular pest (c) Apply spray at the proper time (d) Apply spray thoroughly (e) Let the wind help (4) Kinds of spraying apparatus. S. pp. 175-188; G. pp. 94-100; W. pp. 87-92 (a) Pumps,—bucket hand pump, knapsack sprayer, barrel pump, double action hand pump, power sprayer, companies handling spraying pumps and advan¬ tages and disadvantages of different kinds of pumps (b) Nozzle (c) Hose 110 AGRICULTURE IN THE HIGH SCHOOL (5) Spraying materials. S. pp. 189-200 (a) Commercial mixture.vs. home made mix¬ tures (b) Kinds,—insecticides and fungicides. G. pp. 281-285 (c) Dry vs. liquid sprays; W. pp. 80-86 Insecticides as lime sulphur, kerosene emulsion, miscible oils, soap suds, to¬ bacco extracts, Paris Green and arse¬ nate of lead Fungicides as bordeaux mixture, copper sulphate, and lime sulphur. W. pp. 77-79 (6) Method of spraying (a) Time,—kind of fruit, kind of insects, period of blossoming, and climatic con¬ ditions. W. p. 93-95 (b) Mixture,—kind of fruit and kind of injury (7) Dangers in spraying. S. pp. 201-210 (8) Spray Calendars. (Green-Literature) la. Bui. No. 127 (9) Home Orchard outfit 1 good barrel pump 1 double Vermovel nozzle 1 Friend nozzle 25 ft. y 2 " hose y 2 doz. extra hose clamps 1 Bordeaux mixture nozzle 5 50-gal. barrels 4 pails h. Marketing. (Practical work to be arranged for fall work) (1) Harvesting,—equipment, when to pick, method of picking and labor. S. pp. 229-244; G. pp. 102-104 (2) Grading. S. pp. 258-260 (a) Reasons for grading (b) Grades and qualities,—extra fancy, fancy, grade C and culls (c) Expense (3) Packing. S. pp. 260-275 (a) Value of good packing (b) Kinds of packages,—barrels, boxes, bas¬ kets, and cartons (c) Methods of packing (d) Pressing (4) Storing. S. pp. 245-257; G. pp. 114-118 (a) Advantages (b) Storage houses,—home and commercial (c) Reasons for storing,—lengthen keeping period and prevents decomposition (d) Keeping qualities of fruit Handling Degree of maturity Delay in getting into storage High temperature before storing Fungous and other diseases Conditions under which fruit is grown Type of package used Wrapping AGRICULTURE IN THE HIGH SCHOOL 111 (5) Selling. S. pp. 277-286; G. pp. 105-107 (a) Direct to retail trade (b) Wholesale trade (c) Selling fruit on the trees (d) Selling through commission men (e) Cooperative marketing (f) Factor of transportation i. Rejuvinating the old orchard. S. pp. 212-228; W. pp. 109-118 (1) Possible causes for nonbearing (a) Old age (b) Parasites (c) Lack of care (d) Depletion of soil fertility (2) Steps in rejuvenation (a) Removing old bark (b) Cutting out diseased portions (c) Thorough pruning (d) Install and practice thorough system of spraying (e) Begin orchard tillage (f) Use cover crops (g) Enrich the soil j. Small Fruits. Md. Bui. No. 182; Mich. Bui. No. 59 (1) The Strawberry. G. pp. 221-232; Wis. Bui. No. 248; Pur. Bui. 164 (a) Choosing adapted varieties (b) Consider sexuality, providing for cross fertilization (c) Selecting the site,—desirable soil and preparation of the soil (d) Selecting strong plants,—pruning roots and tops and spring planting best (e) Setting the plants (f) Systems of planting,—hill, single hedge, Kellogg double hedge, Cook double hedge,—narrow and wide, matted row,— narrow and wide (g) Care after planting (h) Mulching (i) Strawberry pests (j) Methods and rules for picking (k) Taking care of the crop (l) Marketing (2) Grapes. G. pp. 194-220; F. Bui. No. 471 (a) Adapted varieties (b) Propagation—seedlings, cuttings, layers, grafting (c) Choosing site (d) Care and training of young vines First pruning after planting,—summer pruning and winter pruning Pruning bearing vines,—principles in¬ volved and objects of pruning Training the vines,—the trellis system, Munson system, Kniffen system Teach one good system (e) Picking and marketing (f) Grape diseases and insects AGRICULTURE IN THE HIGH SCHOOL (3) Currants. G. pp. 232-237 (a) Adaptable varieties (b) Soils and planting (c) Cuttings and layers (d) Pruning (e) Protection (f) Mulching (g) Picking and marketing (4) Raspberries. G. pp. 239-248 (a) Classes and varieties (b) Propagation,—root cutting and layers (c) Location (d) Soil (e) Planting—time and depth (f) Pruning and thinning (g) Winter protection (h) Lifting canes in spring (i) Harvesting (j) Marketing (k) Diseases (5) Peaches. G. pp. 183-190 (6) Pears. G. pp. 171-175 (7) Gooseberries. G. pp. 237-239 (8) Plums. G. pp. 178-183 k. Propagation (1) Definition (2) Reasons for (3) Methods of (a) By seed. G. p. 131 Seed used for growing stocks to work on (b) By offsets. G. p. 132 Sprouts coming up from roots as in strawberry, raspberry, etc. Removed in autumn or spring with two or three inches of the root (c) By layers. G. p. 133 Laying down any portion of plant and covering,—Spring and Summer Mound layering,—Gooseberry and cur¬ rant (d) By cuttings. G. pp. 133-135 Size Conditions necessary Planting Solar Pit (e) Grafting. G. pp. 136-157; W. pp. 1-22 Budding. Grafting while tree is grow¬ ing. W. 8-12 Time Method and condition for success Stock and scion healthy Buds should be well developed in axils Necessary implements Process Inserting June budding AGRICULTURE IN THE HIGH SCHOOL 113 Grafting. W. pp. 12-22. Performed in spring when vegetation is dormant. Wax Factors in success Cleft Whip Root Side Top working,—grafting or budding of tree after considerable size. References for Outline Title of Book Symbol Author Productive Orcharding Popular Fruit Growing Principles of Fruit Growing American Apple Orchard S Fred Sears G Samuel B. Green L. H. Bailey B 1915 Ed. W F. A. Waugh Publishers Lippincott. Webb Publishing Co. Macmillan Publishing Co. Orange Judd. Wisconsin Experiment Station Bulletins Wis. Bui. No. 201 Planting the Commercial Orchard Wis. Bui. No. 207 Management of Bearing Orchard Wis. Bui. No. 248 Strawberry Culture in Wisconsin Circular No. 55 Apple Rust Can Be Controlled 5. Special Reports By Pupils a. Jack Frost and The Orchard. b. Fighting off a “freeze” in a big orchard c. Orchard maps d. Orchard irrigation e. Nursery inspection law f. United States Regulations g. Reports on fruits not included in general outline h. What trees shall I plant in my home orchard i. Wisconsin fruit districts—Door county, Kickapoo Valley, etc. G. Home Projects a. Tilling orchard through summer and starting cover crop b. Planting and care of a plot of fruit such as: One dozen apple trees Strawberry bed One dozen cherry trees Currant and gooseberries One dozen grape vines General fruit orchard c. Spraying and pruning of home orchard for a season d. Rejuvenating old fruit trees e. Laying out and setting part of orchard References for Farm Plant Life Textbooks for this semester’s work are liable to be inadequate because of the large variety of subjects treated, namely crops, gardening, and fruits. We have no single text treating all of the subjects. Reference reading in books and bulletins must be pro¬ vided. 8 114 AGRICULTURE IN THE HIGH SCHOOL Agricultural bulletins of your Experiment Station are probably the best reference material you can secure. William P. Stark Nursery Company of Stark City, Missouri has an excellent booklet entitled “Inside Facts of Profitable Fruit Growing’ which they will furnish you with their catalog. This booklet will be valuable as a reference. Other commercial nurseries are usually willing and anxious to assist the agricultural teacher through literature, sug¬ gestion, material and in allowing classes to visit their plant. See Literature for reference and text material. POTATOES It should be remembered in presenting a course in potato culture that local conditions of soil, climate, etc., may so influence the methods of culture as to make much textbook material on date of planting, time of plowing and other practices of little value. The teacher must make the necessary adjustments to suit the conditions of the community in which it is given. 1. Demonstrational and Laboratory Exercises a. Select show samples of at least one-half dozen Wisconsin varieties. Point out characteristics of each type. b. Give a mixture of several varieties of potatoes. Have pupils select the different varieties. c. Dig a potato plant with tubers attached. Point out char¬ acteristics of growth and development of tubers. d. Grow a few potatoes in very rich soil. Have pupils note results. e. To show effectiveness of corky tissue in preventing evaporation. Weigh two potatoes—one peeled—put aside for several days. Again weigh and note results. Appearance of decay may also be noted. What is use of- this tissue to tuber? Name other products thus protected. f. A miscellaneous mixture of potatoes. Have pupils select three grades:—Fancy, 1st grade, culls. g. Field work in reference to plant diseases. h. Spraying demonstration in field. Mix spray materials and apply. Peel different varieties and determine in which there is least waste. Discuss economic importance of this. i. Visit a potato storage plant. Note methods of storage and handling. j. Cooking tests—baking tests. Select one-half dozen varie¬ ties and cook for certain period. Note condition. Which cooks quickest? Character of meal. Flavor? k. Experiment to determine relative merits of boiling and steaming. l. Mount potato tissue and have pupils note the starch grains. Make chemical tests for starch, sugar, fat protein, etc., in the potato. m. Dig 100 hills of potatoes in field where all the hills had as nearly uniform conditions as possible. Note the weight, uniformity, character and proportion of marketable tubers in each hill. Study the selection of seed. What would be the yield and value of an acre AGRICULTURE IN THE HIGH SCHOOL 115 of potatoes planted in the usual manner if all hills were like the best? If all were like poorest? n. Go into a field of growing potatoes, put stakes beside hills on which foliage has been destroyed by bugs or blight and by hills with foliage uninjured. At digging time note yields from the marked hills. Results will emphasize the importance of spraying. o. Secure samples of potatoes (tubers) affected with brown rot, dry rot and scab. Learn to identify. p. Cut seed potatoes for planting. Treat for potato diseases. q. School project with “hill to row” test. r. Potato field trip to study insect pests. s. Field trip to machine salesroom to study potato machinery. t. Home project work with potatoes. u. Scoring and judging of potatoes of various varieties. 2. Organization of Subject Matter a. Local importance of the potato crop (1) Yields, type, uses, diseases, etc. of the community (2) The potato as a cash crop (3) Experiences as to production, desirable rotation etc. b. Potato varieties. F. chap. 7 (1) Choosing variety (a) Quality and flavor. F. 72-74 (b) Yield. F. 74-76 (c) Disease resistance. F. 76 (d) Color. F. 76 (e) Nature of skin. F. 78 (f) Shape. F. 78 (g) Depth and number of eyes. F. 79 (h) Time of maturity. F. 79-80 (i) Tendency to make second growth. F. 85 (j) Vigor of variety. F. 82-84 (k) Cooking qualities and flavor (2) Most Popular varieties. F. 87-90 (3) Varieties for Wisconsin and characteristics See Wisconsin posters; also Wis. Bui. 225 (a) Early Rose (b) Early Ohio (c) Early Triumph (d) Rural New Yorker (late) (e) Carman No. 2 (late) (f) Green Mountain (late) (g) Sir Walter Raleigh (late) (4) Groupings according to shape. Wis. Bui. 225, p. 7 - (a) Round white (b) Long white (c) Rose group (5) Studying potato score card of each variety. G. 311-319 (6) Judging of potato classes in each variety. Wis. Bui. 225, p. 20-22 (7) Improvement recommended in Wisconsin Bui. 225, p. 17-20 (a) Field selection (b) Improved storage (c) Community growing 116 AGRICULTURE IN THE HIGH SCHOOL (8) Harvesting. F. Chap. 12; G. 111--119 (a) Methods of digging (b) Harvesting machinery. F. 144-146; G. 119-127 (c) Handling after digging—Hauling direct to market, G. 115; Piling in field, G. 147; Storing in cellar, G. 149 (d) Storage of potatoes. G. 149; G. 147-152; G. 127-141. Sorting and cellar,—Con¬ struction, ventilation and temperature, care of seed stock, loss in storage (e) Yields and profits. G. 141-153 c. The Selection of Potatoes (1) Judging potatoes (a) Dealer’s scale. G. 315 (b) Purchaser’s scale. G. 315 (c) Consumer’s scale. G. 315 (2) Market grades. G. 316-318 (3) Exhibiting potatoes. G. 311-314 d. The Potato Plant (1) Structure of plant. G. 529-532; 521-522; F. chap. 1 (2) Structure of tuber. G. 522-525 (a) Nature of tuber (b) Importance of eyes (3) Conditions influencing growth (a) Light. F. 8 (b) Moisture. F. 8-9 (c) Temperature. F. 9-10 (d) Depth of planting. F. 13-15 (e) Soil and cultivation (4) Blossoming and fruit—Nature and occurrence. F. 16; G. 37-76 (5) Tuber formation, a perennial. F. 15 (6) Physical factors influencing the potato (a) Soil. F. 17-25; G. 21-27; Wis. Bui. 225, p. 13-16; W. W. 426-428 Type of soils desirable and reason Adaptability of soil to variety Importance of mechanical condition Importance of drainage Adaptability of Wisconsin soils for potatoes (b) Drainage. G. 28-36 (c) Fertility. F. 30- 50 (d) Rotation. G. 88-89; F. 26-29 (e) Physical condition. G. 26-27 (f) Best soils and why. F. 17-18 (g) Fertilizers. F. 30-50 Object Forms of commercial fertilizers, needs, influences and application (h) Barnyard manure. F. 44-46 (i) Climatic range. G. 17-20 (j) Water requirements. F. 49 (k) Irrigation. G. 100-110 e. Potato Marketing. F. chap. 14; G.154-166 (1) Problems of transportation. F. 153-156 (2) Hauling to market. F. 158-159 AGRICULTURE IN THE HIGH SCHOOL 117 (3) The middleman (4) Factors influencing price. F. 157-158 (5) Importance of grading. F. 162 (6) Packages. F. 162-164 (7) Direct marketing. F. 160 (8) Purchaser's scale,—smoothness, paring, color of flesh, condition of interior (9) Consumer’s scale,—quickness and evenness of cooking, flavor, whiteness, mealiness. f. Diseases, Insect enemies and control. F. Bui. 544; W. 59-62; Wis. Cir. 52. See Wis. Poster on diseases of potatoes (1) Fungous diseases (a) Early blight. G. 174-176; F. 112-117 (b) Late blight. G. 177-186; F. 118; B. P. I. Bui. 245 (c) Common scab. G. 186-190; F. 119-120 (d) Black leg (e) Silver scurf (f) Dry-rot. G. 193-195; F. 122; B. P. I. Bui. 55 (2) Physiological troubles (a) Tip burn, leaf burn and scald. F. 11-112 (b) Hollow heart (c) Black heart (3) European diseases (a) Black wart. G. 168-174 (b) Powdery scab. (4) Insects. Wis. Cir. 52, p. 14-15 (a) White grub. G. 126 (b) Colorado beetle. G. 200; Dept. Ent. Cir. 83 (c) Flea beetle. F. 123-124; G. 202 (5) Sprays and spraying. Wis. Cir. 52, p. 16-20; F. 128-142 (a) Spray calendar. F. 179-180 (b) Bordeaux mixture. F. 128-130 (c) Dry Bordeaux. F. 130 (d) Washing soda and copper sulfate. F. 131 (e) Paris Green. F. 136 (f) Lead compounds. F. 137 (g) Arsenic compounds. F. 138 (6) Spraying machinery and application (a) Cost of spraying. F. 140 (b) Profits. F. 139-140 (c) Number of sprayings, time of application and cost g. Growing the Crop (1) Seed. F. Bui. 533 (a) Selection and improvement. W. 37-44 (b) Source. F. 51-53 (c) Handling. F. 53-55 (d) Whole or cut seed. F. 60 (e) Size of seed. F. 61-63 (f) Amount per acre. F. 63-65 (g) Inspection and certification. W. 44-49; Wis. Bui. 252 (h) Value of seed plot. Wis. Bui. 225, p. 16 118 AGRICULTURE IN THE HIGH SCHOOL (2) Planting. G. 81-94 (a) Date of planting. F. 96-97 (b) Distance apart. F. 91-93 (c) Depth. F. 93-94 (d) Methods. F. 97-104 (3) Preparation of seed bed. G. 76-81 (a) Plowing. F. 21-23 (b) Surface fitting. F. 23-25 (c) Value of humus (d) Importance of rotation (4) Management of growing crop (a) Kind and amount of tillage. F. 105-106 (b) Methods of tillage. F. 106-107; W. W. 433-435; G. 95-100 (c) Object. F. 106; G. 94 (d) Implements. F. 107-110 (5) Cost of growing potatoes and profits. G. 141-153 h. The Potato as a food. F. Bui. 295; G. 7-16 (1) Chemical composition. F. 166-167 (2) Relative cost as food. G. 1 (3) Special value as food. G. 13-16 (4) Use as a stock food. G. chap. 25 (a) For horses. F. 168 (b) For cattle. F. 168 (c) For hogs. F. 168-169 (d) For sheep. F. 168 (e) For other animals (5) Cooking potatoes. G. chap. 23; Texas. Bui. 350 (a) Effect on composition. F. 169 (6) Other uses of potatoes. G. 277-302 (a) Alcohol manufacture. F. Bui. 268 (b) Starch manufacture. Bui. Div. Chem. 58.—U. S. Dept. Agri. (c) Potato flakes—dried i. History of Potato. Bui. 350 Texas; F. 1-7; G. 512-521 (1) Native of America (2) Introduction into Europe—Ireland (3) Importance in Europe—America G. 3-6 (4) Importance of potatoes in Wisconsin. Potatoes vs. corn (5) Potato superstitions and prejudices. G. 309-321 (6) Importance of crop in Germany j. Production in U. S. and elsewhere. Bureau Statistics Bui. 62 (1) World production. G. 540-545; W. W. 424-426 (2) Production by different states. F. 154 (3) Acreage of different states (4) Important potato producing states. G. 545 (a) New York (b) Michigan (c) Maine (d) Wisconsin. G. 354-359 (e) Pennsylvania (5) Average yields in different states. G. 542-545 (6) Average prices in different states. G. 542-545 k. A Short Study of the Sweet Potato. W. W. 444-449; G. 241-254 AGRICULTURE IN THE HIGH SCHOOL 119 References G=“The Potato”—E. H. Grubb and W. Guilford F=“The Potato”—S. Frazer W. W.—‘Field Crops’ —Wilson & Warburton See main lists for publishers W.=Reports of Wis. Potato Growers’ Association. Prof. J. G. Milward, Sec., College of Agriculture, Madison, Wis. F. Bul.=Farmers’ Bulletin. U. S. Department of Agriculture. No. 35 Potato Culture 91 Potato Diseases and Their Treatment 295 Potatoes and Other Root Crops as Food 407 Potato as a Truck Crop 410 Potato Culls as Source of Industrial Alcohol Wisconsin Experiment Station Bulletin No. 256 The Marketing of Wisconsin Potatoes Circular 52 Control of Potato Diseases in Wisconsin Poster Bui. 1 Potato Diseases Poster Bui. 2 Plant Standard Potato Seed 3. Home Projects with Potatoes (1) Planting, care and harvesting one-half to one acre of potatoes (2) Entire charge of at least one acre of potatoes which are inspected by the proper authorities and certified seed selected (3) Hill to row test with potatoes (4) Commercial fertilizer test with potatoes ANIMAL HUSBANDRY The work in Farm Plant Life and the first semester of Animal Husbandry may be offered to boys and girls. The third and fourth year work in agriculture should not be given to the girls. A. General Outline of Animal Husbandry 1. Second Semester—Second Year a. Dairying (1) Composition and characteristics of milk, butter- fat testing of milk and its products, varia¬ tions, adulterations, abnormal conditions, sed¬ iment tests (2) Bacteria:—sanitary milk production, pasteuri¬ zation, solids and acidity of milk, milk sep¬ arators (3) Butter and cheese making and tests for salt, moisture, etc., substitutes for butter and tests (4) Condensed and evaporated milk, ice cream, im¬ provement of the dairy herd through milk and butter-fat records, diseases of cattle affecting milk production, cooperative creameries, creamery records, city milk supply, winter vs. summer dairying. Short study of dairy types, advanced registering standards of various breeds 120 AGRICULTURE IN THE HIGH SCHOOL WINNERS OF GARDEN CONTEST, WALDO. GIVEN A FREE TRIP TO STATE FAIR. MILTON H. S. TEAM. WINNERS OF STATE STOCK JUDGING CON¬ TEST HELD AT AGRICULTURE COLLEGE, MADISON, 1916. KRAUS, GRAY, HOLLIDAY. AGRICULTURE IN THE HIGH SCHOOL 121 b. Feeds and Feeding of farm animals c. Poultry:—importance, meat, egg, general purpose types, bouse construction. Care and manage¬ ment, incubation, brooding, feeds and feeding for growth, eggs, flesh, products, health, di¬ seases, enemies, storage, scoring, judging, breeding, marketing products d. Organization of Projects 2. First Semester—Third Year a. Types and breeds, characteristics, methods of develop¬ ment, care and management, feeding, pedi¬ grees and their value, registration, barns and equipment, market, variations, diseases, breed¬ ing, care of young, defects, points of score cards and judging of horses, cattle, sheep, swine, etc., istudy of best local herds b. Dehorning, castration c. Simple veterinary practices and sanitation d. Fitting animals for show purposes e. Breeders’ organizations, well-known breeders f. Live stock judging contests g. Home Project Work B. Typical Outlines of Topics DAIRYING Dairying should be offered first and home projects in testing of herds developed. This will be the foundation of future work in farm management. Where this cow testing work has been made a year project for a herd the Wisconsin Dairyman’s Associa¬ tion of Fort Atkinson has been willing to furnish a herd record book. The production of better milk should receive more attention. A milk sediment tester is a valuable piece of apparatus. Arrange visits to the creamery, cheese factory or condensery. It is often possible for your boys to get practical experience in one of these and be given laboratory credit. A small hand churn may be owned or borrowed and butter made a few times as a demonstration. Records of raw materials and products should be kept. Similar exercises may be conducted in the manufacturing of cheese. These same processes may later be observed at a commercial plant. Some work with dairy cattle should be done in the spring but all intensive work in dairy cattle judging should be left until fall. 1. Laboratory and Field Exercises a. Study of U. S. Dairy Division Records, survey of cream¬ eries, cheese factories in township, etp. b. Milk Study. (1) Show fat, casein by souring, albumen by boiling, sugar by boiling clear whey 122 AGRICULTURE IN THE HIGH SCHOOL (2) Butterfat test of ordinary milk. Test with weak and strong acid, surplus and small amount of acid, cold and warm acid or milk, use of hard or soft water and effect on test, reading with and without compasses, problems—interpretations, compare tests with test run at creamery, milk from representative breeds, colostrum milk (3) Butterfat test. Milk of stripper,—first milk and composite of two milkings same cow (4) Demonstration of preservatives showing that test is not changed (5) Calibration exercise,—Trowbridge, burette or fine balance (6) Hydrometer test of acid, specific gravity bottle test of water, alcohol and sulphuric acid (7) Test of milk for several days. Test on evening of cold storm, cow in heat (8) Test of partially churned sample (9) Test of milk already sour, several bottles sweet, test at intervals (10) Test of frozen milk (11) Begin milk sheet weighings at home, test com¬ posite samples and begin individual and cow test records for later use. This is home project work. (12) Test of cream, 9 and 18 gr. bottles, with and with¬ out fat saturated alcohol for reading, pipette vs. weight from cream with rich and thin cream— try out test when pipette is rinsed and without. Try two of each for check. (13) Test of skim milk, whey, buttermilk. Test out creamery and home separators (14) Place clean milk and dirty milk in warm place to sour. Use sterilized glassware. See which sours first. Notice curd with holes. Similar exercise of milk to sour in cold place. Be sure and sterilize glassware. Effect, dirt, etc., in each. Perform the milk sediment test for each patron at creamery, of each cow of a herd, city milk, etc. (15) Perform test for acidity—Mann’s. Farrington’s to check with Mann’s (16) Get dry or wet starter from creamery. Secure clean milk in sterile mason jars and allow to sour and so get natural starter. Run both starters for several days. Test acidity and taste each day (17) Make a trip to creamery, cheese factory, con- densery, sanitary or certified milk plant, city milk supply. Pasteurize milk for class in pail and compare rapidity of souring with same un¬ treated (18) Find specific gravity of water, milk, acid, alcohol or gasoline. Show effect of temperature in same milk (19) Find total solids of a sample of milk. Skim it and find total solids, add water to some of orig¬ inal sample and repeat. Skim some of orig¬ inal sample and add water and repeat test AGRICULTURE IN THE HIGH SCHOOL 123 (20) Draw conclusions. Prepare sample as in exercise 19 and have class determine conditions (21) Detection of boracic acid by acidity test. Taste milk and compare with' similar acidity. Test with formaldehyde (22) Make sediment test of different classes of milk. Go to creamery or cheese factory for samples. Label. Get pictures of clarifiers or if possible visit condensery using one (23) Study of separators at school, implement dealers, etc. If a separator is in school test out factors (under i) by experiment. Do major portion c. Butter (1) Make butter a few times illustrating over-run, ripening, etc. Make trip to local creamery or milk plant (2) Test butter for moisture, salt, fat. Compare creamery vs. farm butter with these tests. Ditto oleomargarine with butter (3) Study of butter score card and judging. Con¬ sult local creamery (4) Substitutes for butter, boiling test, water house test (5) Secure mottled butter (6) Computation of factory records. See problem of Wisconsin Circular 27, “How to Use the Bab¬ cock Test,” p. 27-30 d. Study of local cheese factory (1) Make test for butterfat (2) Study of butterfat vs. pooling system in cream¬ eries. F. W. 202-15 e. Experiments according to importance in local community f. Problems as indicated in outline g. Beginning of cow testing problems (1) Have class keep records for a herd once a month. Have home projects for individuals (2) Attend a sale of pure bred dairy cattle. Com¬ pare prices paid for A. R. 0. cattle or progeny vs. untested 2. Organization of Subject Matter a. Wisconsin in Dairying (1) Production in cheese & butter vs. other states. Wis. Bui. 231 & 251 (2) Leading dairy counties of state (3) Survey of pure bred cattle of district (4) Value of produce sold from local creamery or cheese factory (5) Methods of payment for milk, etc., by factory (6) Price per 100 lbs. for each month of one year b. Study of Milk (1) Six constituents and pounds per 100 lbs. milk, physical or chemical compound. V. 10-11; M. 123-130; F. W. 10-20 (2) A complete food,—classify each constituent as food (3) Colostrum Milk,—characteristics, composition com¬ pared, function, value. M. 130-131 124 AGRICULTURE IN THE HIGH SCHOOL (4) Secretion of milk. M. 131-134; V. 1-10 Ex. (a) Purpose (b) Structure of udder and mammary vein sys¬ tem (c) Factors controlling,—treatment, incomplete milking, etc. (d) Duration of flow (5) Testing for butterfat. M. 135-145 (a) History of the first tests,—inch of cream, oil churn test, etc. F. W. 173-205 (b) Importance of an accurate test, the Bab¬ cock test. F. W. 1-10 (c) Scientific basis for the Babcock test. M. 135 (d) Accuracy of the test dependent on what factors (e) Method of test. M. 135-144; F. W. 29-72; Wis. Cir. 27, p. 1-4; F. W. 158-174 Obtaining of sample, method, importance Composite samples, preservatives, samplers, preparation for test bottles. M. 135- 137; F. W. 29-33 Pipette,—method of handling, volume of milk, precautions. F. W. 29-33; F. W. 45-46 Test bottles,—calibration and marking. F. W. 48-54; M. 137-142; F. W. 33-37 Acid,—kind, quantity, quality, precautions in mixing, specific gravity, action. M. 137-142; F. W. 33-37; F. W. 46-48; F. W. 64-69 Making the test,—time, care, rate, tempera¬ ture, filling. M. 137-142; F. W. 33-*37; F. W. 54-64 Reading the test,—temperature, meniscus, colors. M. 137-142; F. W. 33-37 Calculations in per cents and meaning of test. M. 142-144; Wis. Cir. 27, p. 14 Precautions in testing,—causes of trouble. F. W. 69-71; M. 142-144 Cleaning of glassware and racks. M. 144; F. W. 40-45 Comparison of hand and steam testers Problems of three types (f) Causes for variation in butterfat test Breed characteristics. M. 132-134; M. 68-72; V. 12-19 Stage of lactation period. M. 132-134; F. W. 140-145 Changes of feed. M. 132-134; F. W. 151- 157 Unnatural conditions of excitement, storms, M. 132-134 (g) Sampling under special conditions Partially churned. F. W. 24-25 Sour milk. F. W. 26-27 Frozen, etc. F. W. 27 (h) Mathematical basis for calibration and vol¬ umes AGRICULTURE IN THE HIGH SCHOOL 125 (6) Farm records for individuals and herds. M. GO- 67. U. S. Dept, of Agric—Bureau Ani¬ mal Industry, Circular 179; Wis. Cir. 27, p. 14-20 (a) Construction of good milk scales, advan¬ tages over spring balance (b) Month records as basis for butterfat and value of product (c) Calculation of month’s record on two milk¬ ings,—U. S. justification (d) Feed records (e) Profit or loss for month (f) Start on work for year record of individual and herd (g) Use as basis for profits on feeding rations (7) Adaptation of test and glassware for other prod¬ ucts. F. W. 173-185; Wis. Cir. 27, p. 20-24 (a) Cream testing, types of bottles, weighing, reasons for, glymol, readings, amount of acid. M. 142-144; F. W. 76-87 (b) Tests of skim milk, whey or buttermilk, care required, acid. F. W. 88-99 (c) Problems (8) Care and handling of milk on the farm (a) Souring of milk. M. 146-154; F. W. 135- 137; Y. 33-36 Causes Sources of bacteria, favorable conditions for bacterial growth The milk sediment tester,—its use, and value. Wis. Cir. 41 Types of bacteria,—useful and harmful, names Acidity, causes, chemical action Mann's Test for acidity, solutions and formula. M. 174-176; F. W. 117-134 Problems for solution. M. 174-176; F. W. 117-134 Farrington’s test, solutions and compari¬ sons. M. 174-176; F. W. 117-134 Commercial starters. M. 193-198 To make natural starter,—method and value Kinds,—dry, wet, costs, value to butter- maker Acidity of starter (b) Abnormal fermentations in milk Slimy, ropy, chromogenic, bitter, etc (c) Flavors and odors in milk Causes and examples Relations to feed, milk-rooms, cellars, general care Care to prevent taints, odors and flavors (d) Sanitary milk production. M.155-164; M. 221-227; V. 61-69 Definition and importance Healthy cows Sanitary barn and clean yards 126 AGRICULTURE IN THE HIGH SCHOOL Clean cows and clean milkers Clean and wholesome feed and water Clean, sanitary milk pails, strainers and cans Dry hand milking Clean bedding, air, and no flies Proper cooling and bottling. M. 205-211 (e) Certified milk production. M. 236-238 Definition of term Demand, cost and profits Chicago certified milk standard (f) Pasteurization and sterilization. M. 284- 286 Definition and methods. M. 263-268 Results and applications (g) Testing for milk solids and application. F. W. 100-115 Relative specific gravity of milk, water, sulphuric acid, etc. Principle of lactometer test Use of hydrometer in liquids lighter and heavier than water Construction of Quevenne lactometer Method of test and correction for temper¬ ature Calculation of solids and interpretation of results Application to city milk supply, adultera¬ tions, skimmings, etc. Board of Health lactometer Problems of interpretation (h) Detection of adulterations of milk Boracic acid, formaldehyde, to keep milk. F. W. 247-250 Bicarbonate of soda to neutralize acid. F. W. 247-250 Dirt test in milk. See Wis. Cir. 41 Application to bacteria determination Method of test Use in factories and city milk trade Use of clarifiers (i) Milk separators Types, advantages, disadvantages, uses and efficiency of each. M, 165-167 Shallow pan Deep setting Dilution methods Centrifugal separators. M. 166-170. The Golden Stream. I. H. C., p. 57-63 Principles underlying operation Kinds,—disks, hollow bowl, plates, makes, prices Regulations,—milk or cream screw Care of machine and operation Factors of efficiency Rate of inflow Speed of bowl Temperature of milk Structure of bowl Adjustments, etc. AGRICULTURE IN THE HIGH SCHOOL 127 c. Butter ( 1 ) ( 2 ) ( 3 ) (4) ( 5 ) Factors regulating richness of cream. V. - 31, 32 Cream or skim milk screw adjust¬ ment Relation of thickness of cream to efficiency Speed of machine Temperature Value of a separator on farm. The Golden Stream—I. H. C., p. 57-59 Value in saving over other methods Greater returns for skim milk in hogs and calves Prevention of disease in clean herds Ripening of Cream. M. 170-174; V. 37-42 (a) Object of ripening. Care of milk from time drawn until ripening Clean production without dirt, etc. Bacterial content and cleanliness of uten¬ sils Necessity of clean separator and cool product (b) Effect on texture and flavor (c) Method of using, making and holding starters (d) Dairy vs. Creamery butter—the Why Churning. M. 176-181; V. 43-50 (a) Types and advantages of different kinds of churns (b) Temperature of ripened cream (c) Care of churn: use and quantity of but¬ ter coloring (d) Factors affecting churning, product, etc. (e) Size of granules at end of churning Finishing product. M. 181-185 (a) Washing: temperature of water, effect of washing, reasons for (b) Salting: dry or wet and rate in each, ad¬ vantages of each, purpose (c) Working: importance, purpose, effect of over working, under working Packing and marketing. V. 50-52 (a) Legal standard for moisture, test for moisture, method, variations. F. W. 231-236 and 251 (b) Kinds of moulds (c) Prints, packages and tubs, sizes and ad¬ vantages (d) Retail and wholesale trade (e) Limits for salt: test for salt, method, so¬ lution and calculations. F. W. 228-230 (f) Mottles: causes, injuries, how to prevent (g) Over run in butter,—causes and legal standards. F. W. 189-198 Judging and scoring butter. V. 78-83 (a) Relative importance of points as shown by score card (b) Practice in scoring, judging. Visit to local creamery discussed 128 AGRICULTURE IN THE HIGH SCHOOL (6) Substitutes for butter. F. W. 236-240 (a) Manufacture of oleomargarine, test for by boiling, Waterhouse test (b) Butterine, etc. (e) Wisconsin laws concerning substitutes (7) Organization of cooperative creameries. Wis. Bui. 244 (8) Special problems of the creameries (a) Buttermilk cheese. Wis. Bui. 239 (b) Creamery sewage. Wis. Bui. 245 d. Cheese. M. 187-192. Also M. 199-204 (1) Nature of cheese (a) Value as a food (b) Food elements contained compared with butter (e) Milk best suited for cheese (d) Kinds of cheese (2) Study of apparatus and method of making Amer¬ ican cheese (3) Study and method of making Cottage cheese (4) Causes of poor cheese (5) Wisconsin curd test for purity of milk. F. W. 135-138 (6) Hart’s Casein test—calculation on basis of casein and fat. Visit to cheese factory discussed. F. W. 198-200; F. W. 223-224 (7) Organization and construction of cheese factories. Wis. Bui. 244 (8) Markets and prices of Wisconsin cheese. Wis. Bui. 231-251 (9) Other problems of Wisconsin cheese work (a) Buttermilk cheese. Wis. Bui. 239 (b) Whey butter. Wis. Bui. 246 (10) If in a cheese county a more intensive study would be followed, containing scoring, judging, salting, curing, marketing, etc. e. Other products from milk and cream (1) Ice cream making (Michels—Dairy Farming Chap. 28, bulletins, etc. (2) Sherbet (3) Condensed and malted milk (4) Evaporated milk (5) Skim milk, buttermilk, Bulgarian, etc. M. Dairy Farming, Chap. 29 f. Calculating Dividends by the Fat Test. F. W. 202-214; Wis. Cir. 27, Feb. 1914, p. 27-30 (1) Plan for calculating dividends in the beginning of dairy industry (2) Unfairness of this plan (3) Solution of problem typical of modern creamery. Cir. 27, Wis. Station, Feb., 1914 (4) Problems of same bulletin , (5) Problems in review of above and drill g. The Improvement of the Dairy Herd (1) Present day conditions of the average Wisconsin farmer and local community. M. 9-11; M. 11-17 (a) Average production per cow in milk and butterfat in pounds (b) Type and breed of general community AGRICULTURE IN THE HIGH SCHOOL 129 (c) The sire: his care and his calves. Breed of sire (d) Building and equipment (e) Feeds and feeding (f) Business management and records, etc. (g) Markets (2) Records as indicators for herd improvement— Wis. Cir. 27, p. 14-20. The Golden Stream I. H. C.—41 (a) Milk record and scales. M. 60-65 Types of scales and cost Convenience of use Regularity of use Facts shown by scales Production Feed returns Abnormal conditions (b) Testing for butterfat. (Scales records considered) M. 65-68 Testing as basis for selection Testing as basis for computing profits,— individuals, herd Conditions shown at end of year by rec¬ ords Cow testing associations of Wisconsin, of Denmark. Cir. 179 Bureau of An. Industry Consideration of local conditions (c) Study of Wisconsin herd records. Hoard’s Dairyman (3) Grading as step towards better herds. M. 17- 18-24 (a) Definition and theory of value of grading (b) Methods and results obtained (c) What constitutes a good sire: breeding, conformation, health (d) Place and extent to which'grading should be used (e) Place and use for records in grading (f) The future of the dairy industry: knowing our calves (4) Estimation of values of dairy stock. Dairy Farm¬ ing—Michels, Chap. 32 (a) Factors: grade or pure bred, value of products, calf, manure, labor, buildings, interest, market, etc. (b) Value of 175, 300, 400, 500 pounds butterfat cows (c) Value of sires (d) Value of calves (e) What can average farmer afford to pay for sire (pure bred) (f) Value of one good female to herd This outline of subject matter is suggested as teachable in the order given. It has been taught in this* order. It may be elab¬ orated or cut in many particulars to meet conditions locally. 9 130 AGRICULTURE IN THE HIGH SCHOOL Reference for Dairy Outline M=Michels—Dairy Farming V=Van Norman—First Lessons in Dairying F W=Farrington & Woll—Testing Milk 3. Home Projects for Dairying a. Perform 7 day or 30 day test on one or more dairy ani¬ mals, following all steps as in official testing. b. Perform the yearly semi-official test for three or more cows. c. Keep cow testing, feed and milk record for one year. d. Clean and whitewash home dairy and put in shape to make a good score e. One week’s work in cheese factory, creamery or con- densery. POULTRY 1. General Suggestions. A course in poultry is adapted to almost any high school, either in the city or country. Unlike other courses in animal husbandry, it does not require a large outlay of money to purchase stock for the class work, and the ex¬ pense for other equipment is not large. In localites where dairy¬ ing is not important the poultry course may be given a full Semes¬ ter. The city high schools are doing some work but it deserves a place in the rural high school. Six weeks may well be spent in the rural high school and perhaps even twice that amount. Other advantages of a poultry course are that it is adapted to both boys and girls and it is a great field for home project work. Poultry has been neglected in most high schools and the study of cattle, horses, etc., has been called animal husbandry. No class of live stock is so well adapted for school work. Poultry may be used at a time when the weather prevents the use of cattle, horses, etc. We have excellent opportunities for demonstrating feeding for growth, fattening or for a cash product of eggs. A large number of types of pure-bred chickens are always found in every community and poultry fanciers will assist and loan birds for demonstration purposes. The poultry show is becoming a common event and junior poultry associations are being organized. Incubation, brooding, feeding, caponizing, marketing of eggs and fowl are all interesting and enlightening subjects for school work. Poultry may easily be provided as property of the school. The sale of produce will make it a profitable venture. 2. Laboratory and Field Work a. Demonstration of anatomy of chicken. b. Arransre for study of the three general types of poultry as regards genpral characteristics of body. c. Visit available noultry farms and study various breeds. d. Buildinsr of poultry house.—Under sunervision of teacher, boy students start building of a miniature colony house 3'x 3'. L. 181; AGRICULTURE IN THE HIGH SCHOOL 131 R. ch. X; Cornell Cir. 14; Wis. Bui. 215. House to be built with one side left open. Should have nests, roosts, feed receptacle and ventila¬ tion. e. Utility Classification,—Visit poultry farms observing as many different breeds as possible. f. Visit poultry houses that need repair and suggest how same may meet requirements of good arranged house. g. Structure of egg. Get as many different kinds of eggs as nossible. as regards fertility and condition; demonstrate candling eggs before the class. Classes of eggs as to color, size, quality. h. Preserve eggs in water glass (silicate of soda). i. Demonstration. Take two fresh eggs from the same flock. Smear wet poultry yard dirt on one; leave the other clean. Set them away in a fairly warm place for about four days. Bring out and ex¬ amine first with tester then break. j. Start an incubator of eggs. Demonstrate regulation of thermostat and difference in temperature in different parts of the egg chamber. Keep students in touch with care, handling and manipula¬ tion during the entire hatch. Have them note in particular changes in eggs as incubation increases. k. Brooding. Remove chicks in proper time to the brooder. Demonstrate effect on temperature of different amounts of litter in the brooder. Also show difference in temperature of different parts of the brooder. l. Arrange to spray poultry houses for parasites. Prepara¬ tion of dust mixture and operation. m. Construction of various articles of equipment for poul¬ try house. n. General construction of several types of trap nests. o. Demonstration of the method of caponizing if thought de¬ sirable. p. Demonstrate crate fattening of general poultry, capons, etc. q. Demonstration of ways chickens are killed, dressed, etc., for market. r. Practice exercises in scoring according to the descriptions of “The Standard of Perfection.” s. Use half a dozen hens, using ordinary and balanced rations. If the school owns poultry this might be a school project. t. Poultry clubs. 3. Organization of Poultry Subject Matter a. Poultry Raising in U. S. F. B. 200; L. p. 324-331; P. p. 7-35 (1) Importance of the industry. R. p. 24-25 (2) Evolution of the poultry industry. P. p. 12-23 (3) A successful poultry keeper, characteristics, prob¬ lems. R. p. 64-69 (4) Branches of poultry culture. R. p. 30-40 (5) Attractiveness of the industry (6) Purposes of poultry raising (a) As a part of the farm stock. R. p. 35-40 (b) As a special business (c) As fancy poultry (7) Special poultry districts. R. p. 40-43 132 AGRICULTURE IN THE HIGH SCHOOL b. Poultry Products. L. p. 272-300 (1) Food products (а) Eggs. L. 273; R. 325; O. 118, p. 84 Gathering and care of on the farm. F. B. 287, p. 41 Testing for fancy trade Sorting and packing. L. 296 & 285; R. 325-327 Methods of selling L. 294-296; F. B. 405, p. 19; F. B. 287, p. 40; R. 329, to con¬ sumer, retailer, commission men, and through creamery, R. 331; R. 335; F. B. 445 Study of season prices Shipping methods. L. 298 (б) Market poultry (L. 275-287; F. B. 355, p. 35-39; R. 324-333; P. 390-93) as broilers, roasting chickens, fowls, capons, shipping live poultry and picking and shipping dressed poultry. R. 311-321 (2) Special products (a) Pedigree poultry. L. 91 (h) Hatching eggs. L. 279, 290 (c) Day old chicks. L. 279, 290 (d) Feathers. L. 280; R. 324; R. 334 (e) Manure. L. 280 c. Hatching and Rearing of Chicks (1) Function of the egg and of incubation. L. 94; R. 238 (2) Formation of the egg. L. 98 (3) Structure of the egg. R. 238; L. 94 (4) Breeding and mating. L. 84-93 (5) The fertile egg. R. 239; L. 103; F. B. 405, p. 18 (a) Selection of breeding stock (b) Selection of hatching eggs (R. 245; L. 106, 192, and 333; F. B. 287, p. 28), normal and abnormal eggs, trap nesting and egg records, (P. 453-473) (6) Natural incubation (a) Selection of the hen. R. 243; L. 112 (b) Nests for sitting hens. L. 113; R. 245-248 (c) Setting and management of hens. L. 114; R. 243; R. 246; F. B. 287, p. 29 (d) Testing the eggs. R. 248; L. 116 (e) Hatching of eggs (R. 251-2; L. 117) and helping birds out of shell. R. 252 (7) Artificial incubation. F. B. 355, p. 23 (a) Selection of the incubator. R. 254; L. 122; F. B. 287, p. 30 (b) Management of incubator Placing of incubator. L. 122 Regulation of heat. R. 258; L. 125. Care of lamp. L. 126 Regulation of moisture. R. 260 Regulation of ventilation. R. 260 Cooling eggs. L. 128 Turning eggs. L. 128 Testing eggs Management during hatching. R. 263 'AGRICULTURE IN THE HIGH SCHOOL 133 (c) Causes of poor hatches. R. 264; L. 130 (d) Incubator records. L. 130 (8) Brooding. L. 133-143; F. B. 287, p. 30 (a) Importance of warmth. R. 275 (b) Brooding temperatures. R. 280 (c) Construction of artificial brooders. L. 133 Cold brooders. R. 277 Lamp heated brooders. R. 278 Pipe brooders. R. 279 (d) Operation of brooder. L. 136; F. B. 355, p. 26 (e) Protection from enemies and parasites. R. 282-283 (f) Rate of growth. R. 284 (g) Weaning. (h) Rations. L. 139 (i) Things to be avoided in brooding. L. 140 (9) Care after weaning (L. 143-149; R. 282), importance of warmth, large and free range, green feed and shade. Protection from enemies. (10) Caponizing (a) Advantages of caponizing. P. 390-392 (b) Market requirements. P. 392 (c) Age for caponizing. P. 393 (d) Instruments. P. 393 (e) Method of operation. P. 393-400 (f) Results. P. 400-401 (11) Breeding for improvements (a) Types of improvements, egg, meat, form. P. 252-264 (b) Principles of poultry breeding (Difficult). P. 221-245 (c) Breeding systems. P. 246-252 (d) Management of breeding stock. P. 281-290 d. Utility Classification of Poultry. Discuss as to size and external appearance, disposition, maturity, broodiness, hardiness, feeding, production and color of eggs. L. 48-51 (1) Egg breeds. L. 48; R. 352; F. B. 287, p. 5 (a) Leghorn. L. 52; R. 355-362; F. B. 51, p. 19 (b) Minorca. L. 53; R. 363; F. B. 51, p. 23 (c) Ancona. L. 55; F. B. 51, p. 27 (d) Campine. L. 55; R. 370 (e) Houdan. L. 58; R. 382; F. B. 51, p. 34 (2) Meat breeds. F. B. 287, p. 6 (a) Brahmas. L. 62; R. 391; F. B. 51, p. 12 (b) Langshans. L. 64; R. 390; F. B. 51, 17 (c) Cochins. L. 64; R. 387; F. B. 51, p. 15 (d) Cornish Game. L. 66; F. B. 51, p. 39 . (3) General Utility breeds. F. B. 287, p. 6; L. 68-72 (a) Plymouth Rocks. L. 72; R. 398; F. B. 51, p. 6 (b) Rhode Island Reds. L. 73; R. 413; F. B. 51, p. 11 (c) Wyandottes. L. 74; R. 406; F. B. 51, p. 8 (d) Orpingtons. L. 74; R. 416; F. B. 51, p. 28 (e) Dorkings. L. 74; R. 378; F. B. 51, p. 27 (4) Miscellaneous breeds. L. 77-83 134 AGRICULTURE IN THE HIGH SCHOOL e. Study of poultry feeds (1) Carbohydrate feeds. L. 226-230; R. 184-197 (2) Feeds for fat as meat scrap (20% fat), sunflower seeds and linseed meal. R. 193 (3) Feeds containing ash for egg shell as wheat bran, dried bone (R. 199; R. 203), oyster shell. R. 203 (4) Succulent feeds as clover, lawn clippings, rape, millet, oats, buckwheat, soybeans, and swiss chard. R. 195 f. Digestion. (1) Study of digestive tract. L. 219; R. 172 (aj Mouth parts. R. 172; L. 219 (b) Gizzard. L. 219 (c) Crop. L. 220 (d) Stomach (e) Pancreas (f) Intestines (2) Work performed by organs in digestive tracts (3) Assimilation and nutrition. L. 221 g. Study of rations for poultry. R. 206-237 (1) Droppings as indications of right feeds. F. B. 287, p. 26 h. Feeding young chickens. L. 243; F. B. 287, p. 31 (1) Ill effects of feeding day old chicks (2) The growing period (a) Rations for growing period. L. 139 i. Feeding for egg production. L. 251; F. B. 355, p. 35 (1) Feeding for maintenance (2) Feeding egg producing food (3) Other influences on egg production (a) When laying begins. R. 289; F. B. 287, p. 27; F. B. 255, p. 32 (b) Causes of retarded laying. R. 291 (c) Conditions of egg production. R. 293 (d) Duration of laying period. R. 297 (e) Molting. R. 298; F. B. 287, p. 26 (f) Influence of male on production. R. 494 j. Feeding for market (1) Market classes (L. 263) as brqilers (F. B. 287, p. 34-35), roasters, fowls, and capons (2) Principles (a) Restriction of exercise (b) Rich carbohydrate and fat ration (c) Protein in abundance (d) Moist feeding (e) Maintenance of a good appetite (3) Rations for fattening. L. 268 (4) Crate and cramming fattening. F. B. 287, p. 37 k. Poultry Housing. L. 153-210. Location of houses. L. 152-155; W. 4; F. B. 287, p. 7; F. B. 355, p. 21 (1) Prime considerations in shelters are fresh air, sun¬ light, dryness, and room. R. 104; L. 162-4 (2) Coops. R. 104 (3) Tight houses. R. 108 (4) Importance of ventilation. R. 112; L. 165 (5) Open front houses. R. 114. See pictures, R. 131-154; C. 14 (a) Floor dimensions. R. 115; L. 166; W. 11; F. B. 287, p. 9 AGRICULTURE IN THE HIGH SCHOOL 135 (b) Height. R. 118 (c) Depth. R. 118; W. 12 (d) Length of houses. R. 119 (e) Standard size unit for houses. R. 119 (f) Styles of roof. R. 121; L. 199; W. 12 (g) Walls. R. 125; W. 16; W. 19 (h) Floors, R. 125; W. 15 (i) Materials. R. 126; L. 200; W. 18 (j) Windows of wood, glass, cloth, cement. F. B. 287, p. 9 (6) Colony houses for chicks. L. 147; F. B. 287, p. 17 (7) Interior arrangements of houses (a) Roosts. R. 156; L. 189; W. 19 Roost room per hen depends on breeds. R. 156; F. B. 287, p. 10 Material. R. 157 Dropping boards. R. 158; L. 173; L. 189; W. 21 (b) Nests. R. 160; L. 191; W. 22; F. B. 287, p. 10 Requirements for different kinds of poultry Size of boxes for nests Position of nests. R. 161 Number of nests required. R. 163 Trap nests. R. 162; L. 192 (c) Feed troughs. R. 163; F. B. 287, p. 11 , (d) Feed hoppers. R. 165; C. 14, p. 17 (e) Drinking fountains. R. 166; W. 24; F. B. 287, p. 11 (f) Dusting boxes. R. 167; W. 25; F. B. 287, p. 11 (8) Equipment (R. 167-171; L. 158; F. B. 287, p. 12) as to tools, feed mixers, bone cutters, root cutters, egg testers and fences l. Judging and Scoring of Poultry. L. 349-350 (1) The score card (a) “American Standard of Perfection” gives score cards and points for each breed (b) Study of the points of a fowl (2) Comparative judging and scoring of all breeds available (This may be elaborated according to the community). (3) Preparing of birds for exhibiting and exhibits. P. 477-496 m. Poultry Diseases and Enemies. F. B. 287, p. 43; L. 301-324 (1) Causes of disease are internal defects of organs, improper feeding or surroundings and conta¬ gious diseases. F. B. 287, p. 43; L. 301-324 (2) General Symptoms of disease. R. 337, 339; F. B. 287, p. 43 (a) Special symptoms. R. 340 (b) General treatment. R. 340 (3) Description of common diseases as roup, chicken pox, canker, liver affections, indigestion and diarrhoea, prolapsus, bumble foot, frozen combs, tuberculosis, and cholera. L. 310-15; F. B. 287, p. 43 136 AGRICULTURE IN THE HIGH SCHOOL (4) Parasites as gapeworm, lice, red mites, tape¬ worm, depluming mites, scaly leg mites. F. B. 355, p. 23; R. 341; L. 317-20 (5) Enemies as rats, weasels, minks, skunks, hawks and crows, and thieves. L. 321-22 (6) Sanitation as a preventive of diseases. L. 301 (a) Clean homes. L. 302 (b) Care of droppings. L. 303 (c) Disinfectants. L. 304 n. Poultry Clhb Work. L. 8-11 (See Outline put out by Boys’ and Girls’ Club Work, College of Agriculture, Madison, Wisconsin.) o. Study of Turkeys, Ducks, Geese, etc., as desired References for Poultry Outline P—Productive Poultry Husbandry—Lewis L—Poultry Keeping—Harry L. Lewis R—Principles and practices of Poultry Culture W—Wisconsin Bulletin No. 215 O—Ohio Circular C—Cornell Circular F. B—Farmers’ Bulletins, U. S. Department of Agriculture 287—Poultry Management 445—Marketing Eggs Through the Creamery 51—Standard Varieties of Chickens 405—Marketing of Eggs 64—Ducks and Geese 182—Poultry as Food 355—A Successful Poultry and Dairy Farm 206—Turkeys 4. Home Projects for Poultry a. Remodel home poultry house b. Purchase setting of eggs from some pure bred breeder and raise chicks for school fair. c. Start home project on egg production. Let pupils try different types of balanced rations. d. Feed and egg record for flock for six months. e. Fattening crate of young chickens. f. Operation of incubator and brooder. g. Comparison of gains of six capons with six other chickens that are being fattened. h. Preparing pure bred poultry for poultry show. C. Score Cards and Judging Animal Husbandry probably makes an appeal to more students than any other agricultural subject. The scoring of animals is the phase most often attempted first and in most instances results in failure. The method of instruction is the same as found in college classes and as a result the ground covered is beyond the comprehension of the high school boy. The teacher fails to com¬ prehend the purpose and value of score card study and it is taught in a way which gives it little educational value. The process is merely one of guessing instead of one involving thought and is a hindrance rather than of an aid in learning the meaning of type. We need to spend more time on methods of presentation of our subject. AGRICULTURE IN THE HIGH SCHOOL 137 The beginner in live stock judging must necessarily acquire a knowledge of type. The process of scoring animals, grains, etc. to determine a per cent of the perfect type probably has a place and value for college classes but has little place in secondary work. The student must learn the peculiar structural form of the various classes of grains and live stock. The score card value of the points is the necessary thing to consider for it is more important for the student to know that 10 points are given for length of the ear of corn and 5 points for a good tip, than to have him perform the mechanical routine of scoring a sample. In other words we want the student to know that the expert places greater stress on the matter of length than on the importance of a good tip with loss in length, and we want him to appreciate the reason for this ap¬ portionment of values. We then want to give the student an op¬ portunity to apply this in comparative judging. The score card is valuable in as much as through its numerical values it em¬ phasizes the importance of certain structural forms. The farmer through experience has recognized that certain struc¬ tural form is essential for his favorite breed. He may be as good or better judge than the 'college man who understands the score card. Both through different avenues have learned the same thing. Our score card shows the relative importance of these structural forms as experience and scientific study have determined and in a score card we can quickly bring these facts to the attention of the student. Again different breeds have ideals toward which they are working and so the score card for Guernsey type has some different points and also different values for the common points than those found for the Holstein score card. The chief value then of the score card is in teaching the location and the value of the various parts of the animal. In using the score card with animals, etc., it is important that the student have in mind the points. For instance, in the con¬ sideration of the body of a draft horse the pupil must know that he must consider the chest, ribs, back, loins and underline. He must also know the limitations of the back and why we want it of certain structural form. Place the emphasis on this study of the score card and drill until pupils know the ideal type and can give intelligent reasons in comparing animals. Such a study of the score card of the draft horse will probably take several days but when the pupil has accomplished this and realizes the numeri¬ cal value for the parts he is ready to begin comparative work. A large amount of drill will be necessary before he will master this phase of the work. The boy will probably want to know why 8 points are given for the fore feet of a horse and 6 for the hind. Here is the problem for study and the chance to get real value from the score card. Study the score to find what points are emphasized and so need particular study. In all this preliminary study use the best type horse available as ideals are being formed. 138 AGRICULTURE IN THE HIGH SCHOOL After the score card is understood, the next step is comparative judging. Take two horses and make a comparative study of smaller points such as action, pasterns, back, etc. This will lead to selecting the better forequarters, head and neck, and finally in selecting the better horse. In working this way more time is re¬ quired but the student will know type and will have ideals. Teach students to look for points of major importance in selecting ani¬ mals, such as quality, action, feet and hocks, etc. of a horse and not those of minor importance such as ears, eyes, forehead. Minor points at times assist but are usually not the determining ones. The pupil will then be prepared for stock judging contests. Samples of Wisconsin Score Cards are given in the appendix. Samples of score cards and sometimes literature and pictures for the various breeds of live stock may be obtained of the secretaries of the different National Registry Associations. A list of the same is given in the appendix. D. Live Stock Judging Contests The live stock judging contest held at Madison, Feb. 10-12, 1916, was a great success. In choosing the team for this contest dis¬ tricts used different systems of marking some of which proved unsatisfactory. The following plan for district contests is a modi¬ fied form of one used in some districts last year and gave entire satisfaction. Four animals shall constitute a class. It is unsatisfactory to have classes of two or three animals and classes of five or more give so many possible placing combinations that proper grading becomes prolonged and difficult. The individuals of the class shall be designated by a card on each animal. These cards shall be lettered so that each class shall have a different set of symbols. This is the plan adopted in the national contest in judging dairy cattle. In the state contest there were two classes of draft horses, two of swine and two of dairy cattle. It is planned that two classes of beef cattle and perhaps two of mutton sheep will be added this year. The team from each school may be chosen by individual com¬ petition over a period of one, two, four or more weeks of judging or according to class records. Individual competition according to a modified plan similar to that used in the district contest is probably preferable. When teams have been selected to represent the schools the agri¬ cultural instructors shall decide the place of meeting for the dis¬ trict contest. A large stock farm, asylum farm or community where plenty of good live stock is available should be selected. If possible secure live stock with which contestants are unfamiliar. When contestants and instructors meet for the district contest, AGRICULTURE IN THE HIGH SCHOOL 139 STATE STOCK JUDGING CONTEST HELD' AT STATE AGRICULTURAL COLLEGE, MADISON, FEBRUARY, 1916. WON BY MILTON HIGH SCHOOL TEAM. COWS, HORSES AND PIGS WERE JUDGED. 140 AGRICULTURE IN THE HIGH SCHOOL choose three agricultural instructors as the judging committee and select one or more of the remaining instructors as the managing committee to take charge of the boys’ papers, and see that there is no communication between contestants and see that general sat¬ isfaction is given. Some districts have arranged for a county rep¬ resentative or some prominent stockman to judge the classes. This is a better plan if the county representative or selected judge is a stockman who can give satisfaction. It is impossible for the College of Agriculture to send competent judges to all district con¬ tests. Such being the case the plan most common will be where the high school instructors act as judges. It shall be the duty of the judging committee to select the classes and decide the official placing of each class. They should do this before contestants have placed the class or work at the same time. However, it -would be preferable to have them do this before the contestants have completed their placings. The judges will keep notes for future reference on reasons for the placing of each class. When the judging committee has decided the placing of a class, its decision shall be given to the managing committee. In selecting the places it is advisable that one judge be appointed clerk and vote be made by ballot for first place. In case the ma¬ jority do not agree the judges shall complete work, discuss the reasons and reballot. A similar method may be followed for other pieces. It is inadvisable, however, to choose exceedingly difficult classes because if judges are unable to agree, the high school con¬ testants can not be expected to agree. Select animals showing considerable difference in type. After contestants have placed the class, the judges shall discuss the class and give reasons for placing. Every contestant shall be given a number by the managing com¬ mittee by which he shall be designated throughout the contest. Judges shall not know the numbers of contestants. When a class is brought into the ring a placing card such as the following will be furnished each contestant. Such cards will be furnished by the state committee. AGRICULTURE IN THE HIGH SCHOOL 141 STOCK JUDGING PLACING CARD Class. Sec. No... Placings (1)..... (2). % . (3). (4) Reasons for No....over No.. 1 .. 2 . 3. 4. Reasons for No.over No.: 1 . 2 . 3. Reasons for No. 1 . over No. 3. 4. THIRTY minutes will be allowed for each class of dairy cows and draft horses and TWENTY minutes for each class of swine. No conversing allowed. Hand papers to the man in charge before leaving the judging ring. Twenty to thirty minutes shall be given for placings and rea¬ sons, as decided by managing committee. The managing commit¬ tee shall see that the contestants do not communicate with other contestants, spectators, judges, etc. Any one doing so shall be disqualified. Contestants shall be notified three minutes before 142 AGRICULTURE IN THE HIGH SCHOOL time is up and when final time is called by the managing com¬ mittee, the placing cards shall be collected by the managing committee. When all classes have been placed the managing and judging com¬ mittees shall get together for marking reasons and to determine final rankings. The managing committee shall check up on the placings according to the following plan. One hundred points will be allowed the contestant for a correct placing as determined by the judges. Variations in placings may be marked as follows. This illustrates all possible combination bf four animals when the correct placing of ani¬ mals is A, B, C, D. Percentage Plan on Placings AB C D 100 B A C D 85 C A B D 65 D ABC 35 AB D C 90 B ADC 75 C A D B 45 D A C B 20 AD B C 80 B CAD 70 C B A D 42 D B AC 15 AD C B 60 B CD A 55 c B D A 30 D B C A 10 AC B D 87 B D AC 50 c D A B 30 D CAB 5 AC D B 78 B DC A 30 c D B A 12 D CB A 0 The following illustrates the method of rating: The animals are lettered A, B, C, D and the judges decide that B, D, C, A is correct placing. A contestant placing them thus receives 100. Another contestant placed them B, C, D, A. He has transposed the second and third places i. e. 1, 3, 2, 4 corresponding to A, C, B, D of our percentage plan on placings, giving him 87. Others as follows. Card Placing Order Key Percentage BDCA (correct) 1234 ABCD 100 CB D A 3124 C AB D 65 ADCB 4 2 3 1 D B C A 10 B ADC 14 2 3 ADBC 80 DCB A 2 3 14 B C A D 70 • When the managing committee has marked contestants on plac-r ing, one of the managing committee shall read all reasons to the judging committee on placing of one class. The judges are not to know the number or name on the paper. Each judge by refer¬ ring to his notes may decide the merits of the reason given. On a ballot he shall mark his percentage. These shall be pinned to the placing card and the average of the three ratings be given as the ranking on reason. Thus if the judges ranked a paper 50, 00, and 70 the percentage on reasons for that class would be (50 + 90-f 70)-f-3=70%. The judges in this way will not know num¬ bers or names of contestant who wrote paper and will mark solely on merits. Reasons will be marked for each class separately, for instance all of one class of dairy cattle, then the next, one of horses, the next, etc. In the state contest 30% was given on reasons and 70% on plac¬ ings. 1 When reasons and placings are completed they shall be com- 1 Changed in 1017, to 40% on reasons and 60% on placings. AGRICULTURE IN THE HIGH SCHOOL 143 piled as follows for each team. This is the record of the winning team at the state contest. STATE CONTEST RECORD Contestant No. 8 Contestant No. 1 Contestant No. 15 Place Reasons Place Reasons Place Reasons Dairy Cattle No. 1. 78 83 78 85 45 81 Dairy Cattle No. 2. 60 72' 60 90 80 88 Swine No. 1. 90 85 80 60 60 70 Swine No. 2. 87 75 55 65 55 82 Horses No. 1. 100 87 100 85 100 88 Horses No. 2. 85 83 85 85 85 85 Totals. 500 485 458 470 425 494 70% Platings . 350 (No. 8) 3120.6 (No. 1) 297.5 (No. 15) 30% Reasons . 145.5 (No. 8) 141 (No. 1) 148.2 (No. 15) Pinal Mark . 495.5 (No. 8) 461.6 (No. 1) 445.7 (No. 15) Team Mark . 1402.8 The team with the highest total is awarded first place. The in¬ dividual with the highest total is awarded first as individual contestant. It is suggested that all percentages, rankings accord¬ ing to placings and all computations be checked by the judging committee before an announcement is made. Send all placing cards with judges’ placings and attached ballots on reasons to the state committee in charge so the report may be filed as evidence of the right of the winning team to compete. SOILS A. General Suggestions. A knowledge of a few of the funda¬ mentals of chemistry will assist in the study of soils. If chemistry is not offered in the course the teacher should spend some time in reviewing elements, bases, acids, salts, and simple chemical reac¬ tions as studied in general science. Soils work of a technical na¬ ture such as determination of phosphates in a soil is not adapted to secondary work but demonstrational exercises such as solubility of fertilizers, formation of acid phosphates from rock phosphate, determination of the capacities of soils for moisture, heat, etc., and a study of soil types of the community and their management may be more readily understood by the pupil and will permit of more practical application. 144 AGRICULTURE IN THE HIGH SCHOOL Provision should be made for a supply of air dry soils and sub¬ soils of the community. Where troubles are found in growing of crops, samples of the soil should be collected and accurate descrip¬ tions of troubles recorded. A study of these is the most profitable type of classroom work in soils. Such cases give excellent oppor¬ tunities for home project work. Each school should secure a set of the soil survey bulletins of the state. If your community has been surveyed secure samples of the soil types mapped and teach pupils to read the maps and teach the management of each soil type. State Soils Survey, Agri¬ cultural College, Madison. A study of soils must deal with plants but this must be from the standpoint of their interdependence, the types best adapted to vari¬ ous crops and the preparation of soils so as to be most productive. The work should emphasize the physics rather than the chemistry of soils. The following is suggestive of a semester’s work. B. Soils and Soil Fertility—Second Semester—Third Year Relations of soil, land, and plant growth Soil formation, composition, types and properties Properties, care of and fertilizing values of farm manure Commercial fertilizers, types, value, mixing, application Water supply, movements, availability and conservation Temperature of soils Drainage, types, costs and efficiency Practice in mapping, ditching and laying tile Management of important types of soil Soil tillage, methods, rotations, machinery Green manuring, fallowing, humus Acidity of soil and liming Legumes and their relation to soil fertility Interpretation of soil survey maps Plant diseases Forest problems Landscaping Silos and silage Interdependence of plant and animal life C. Suggestive Outlines. Drainage is selected as a subject of importance to most communities and is outlined in a suggestive way. It will not necessarily be taught in the order outlined. This will be decided by availability of practical work, community needs and the experience of pupils. A survey to show the importance of this subject to the community, visits to drained and undrained areas, a study of the productivity of land drained, etc. will give a basis for a better understanding of its many problems. 1. Demonstrational and Laboratory Exercises a. Study of root systems of plants where water levels are different. b. Determine water capacity of sand, loam, muck, clay and all types 4 of soils in community. Begin with fine air dry soils and use equal volumes. AGRICULTURE IN THE HIGH SCHOOL 145 c. Show that muck soil heats rapidly when moist and result when water soaked. Test temperatures of drained and undrained soils of same exposure to sun. d. Show that equal volumes of water and soil heat and cool differ¬ ently. e. Study points of greatest moisture for instance at foot of hill vs. a short distance beyond. Explain. f. Study tools used in drainage. g. Determining differences in elevation of places. Find fall per mile of a stream. h. Pupils make plane-table map of a field or several fields. i. Design a simple system of drainage. j. Computation as to cost of a drainage system. k. Practice in laying tile and drainage of a small area if possible. 2. Organization of Subject Matter on Land Drainage a. Drainage as a local problem (1) Areas drained (a) Value before drainage (b) Present value (c) Cost of drainage (2) Undrained areas (a) Present valuation (b) Suggestions as to methods of drainage b. Land which could be improved by drainage (1) Area of such land in home community. Soil Survey maps (2) Area of such land in the state. J-3 (3) Area of such land in U. S. W. W.-188 (4) Kinds of land. J-23-25; L. F.-239; E-14-15 (a) Flat land with highlands around (b) Tight level clays. Wis. Bui. No. 202-5-10 (c) Potholes (d) Swales or sloughs (e) Bench marshes (f) Large backwater marshes. Wis. Bui. No. 205-4-6 c. Kinds of soil moisture. E. pp. 1-7; A. pp. 47-52 (1) Gravitational—harmful to plants (2) Capillary—useful to plants (3) Purposes of drainage is removal of harmful water (4) Source or cause of excess water must be considered in determining type of drain (a) Too much precipitation on given area for natural drainage to carry off (b) Seepage from surrounding upland d. Types of drains. E. p. 7; J. pp. 5-23 (1) Surface—accomplished by open ditches and sur¬ face runs (2) Underdrainage—accomplished by tile and to slight extent by open ditches (3) Vertical drains (4) Dykes for retaining surface water from upland surrounding drained area (5 Pumping system in connection with dyke 10 146 AGRICULTURE IN THE HIGH SCHOOL e. Advantages of Drainage. J-3-4; E-20-21; L. F. 239- 41; W. W.-188 (1) More water available to plants. W. W.-189; L. F.-241; E-21 (a) Deeper roots developed through lower water table preventing drought and making available food supply (b) Free water injurious to plants is removed by drainage (2) Higher temperature in drained soils. W. W.-189; E-21; L. F.-242 (3) Earlier cultivation possible. L. F.-240; E-20 (4) Ventilates soil giving roots chance to develop and air for soil bacteria. L. F.-242; W. W.-189 (5) Lessens crop failure due to excessive rains in spring. (6) Reduces erosion. L. F.-247 (7) Convenience. W. W.-190 (8) Reduces moisture of soil and consequent heaving of plants by freezing. L. F.-245 (9) Improves structure of soil. L. F.-240; E-17 (10) Removes injurious salts from alkali soils, and poisonous organic compounds. L. F.-247 (11) Promotes sanitary conditions of community. E.-21 (12) Prevents frosts. E.-21 f. Surveying, designing and building drainage systems (1) Field work preliminary to designing system. A. 55-61 (a) Land areas: rectangular sub-division, map¬ ping, sketch and computation of areas (b) Slopes and leveling: elevation, contour line, profile, grade line—required grad¬ ient, and grade notes (c) Instrument work—leveling: establish out¬ let; determine most difficult point to drain; locate depressions or valleys; stratification of soil aids drainage; and record all surveys on map and level notes. E. 23-43 (2) Types of drainage systems. A. 63-66 (a) Removal of surface water. L. F. 248-50; E. 23-7; W. W.-190; J.-7; J.-14 1. Surface runs: dead furrows, sodded runs, size 2. Diking at foot of highland to keep water off lowland (b) Removal of soil water. W. W.-191 1. Deep open ditch: ordinary ditch and capstam ditch. J-19-21 (3) Tile Drainage (a) Outlet of tile system—usually ditch, or stream (b) Principles in locating tile 1. Place main in line of natural drain¬ age Surface flow of water in that direction Stratification aids underdrainage AGRICULTURE IN THE HIGH SCHOOL 147 2. Run in straight lines as far as possible 3. Sub-main follow natural line of slope as much as possible 4. In general the laterals should be run in direction of greatest fall May be necessary to lay laterals to intercept seepage water 5. Avoid short laterals wherever a system with long laterals can be used—less double drainage 6. Locate lines so that all of area can be drained (c) Systems of drains: natural, herringbone, gridiron, grouping, double main, Elking- ton. A. 66-68 (d) Depth of drains is determined by nature of soil and thoroughness and rapidity of drainage desired E. 48; A. p. 68; B. pp. 160-175 1. Clay soil in general shallowest. 2 y 2 ' 2. Muck and peat below frost line. 3' 3. Sand medium depth 4. If necessary to cut off seepage water, place deeper (e) Frequency of drains is determined by effi¬ ciency and economy required. A. 70 1. In dense clays generally place four rods apart. In other soils usually farther apart 2. This is, however, a problem necessary to determine from nature of area to be drained (f) Size of tile, especially main. A. 53-57; B. 130-145; J. p. 11 1. Size of area that main drains 2. Nature of that area, particularly if it has springy subsoil 3. Position or shape of area 4. Height of surorunding upland 5. Degree of slope (g) Staking out the lines. A. 70 1. Determine stations 2. Designate system in orderly manner for mapping 3. Establish grade stakes and lath to guide in laying tile (h) Location of ditches. A. 183-186 1. Establish grade Uniform as possible May be as low as 6"-12" per mile 2. Depth of ditches Make deep enough for thorough drainage 3. Compute size and capacity of ditches by Elliott's formula 4. Construction of ditch 148 AGRICULTURE IN THE HIGH SCHOOL 5. Types of ditching machines Floating dipper dredge Traction dipper Other types (i) Practice of laying tile 1. Grade determnied by lath 2. Excavating trenches and smoothing bottom 3. Laying tile 4. Curves and junctions Smooth, regular and gradual Make angles at junctions acute— never right angles Step off 5. Protect outlets Sewer pipe or plank box Screen 6. Auxiliary surface runs 7. May be necessary to use silt basins Marked change of velocity from rapid to slow For purpose of emptying large num¬ ber of submains into one point on main 8. Covering tile Blinding by hand Cover with team (j) Computation of cost. J. 10-11; E. 121-131 1. Cost of labor 2. Cost of tile Kinds of tile,—clay, concrete, wood 3. Cost per acre (4) Comparison of open ditch, tile drainage, efficiency, capacity, convenience, cost and main¬ tenance Vertical drains. Used mostly for potholes. J. 21-22 g. Increased production from drainage to pay for system. E. 132-8 (1) Time to be considered h. Large systems. J. 33-37; E. 139-144 (1) Cooperative enterprises 2) Legal aspects. J. 14-19 (3) Use of machine ditchers. J. 48-49 i. Special drainage (1) Highway (a) Importance to good roads (b) Means of securing (2) Farm premises. Barnyards and cellars References used in Drainage Outline A—Elliot—Engineering for Land Drainage B—French—Farm Drainage J-—Wisconsin Bulletin No. 229—The Right Drain in the Right Place E—Elliott—Practical Farm Drainage WW—Whitson and Walster—Soil and Soil Fertility LF—Lyon and Fippin—Soils AGRICULTURE IN THE HIGH SCHOOL 149 3. Special Reports by Pupils a. Drainage systems of Holland b. Ditching for the Panama Canal c. Drainage districts of Wisconsin and your county d. The drainage laws of Wisconsin r 4. Home projects for soils a. Leveling and planning a drainage system and assistance in installation b. Fertilizer tests with crops, compare manure with com¬ mercial fertilizers, etc. c. Production of corn crop on marsh soil where it has been a failure due to lack of phosphorus and potassium or other causes as determined through study d. Liming and inoculation of soil for an acre of alfalfa e. Pot test with soils to determine limiting elements f. Field plot tests of soil to determine fertilizing elements needed g. Fight for a season to rid farm of noxious weeds, area de¬ termined by weed and by extent of distribution h. Care of farm manure for season to conserve all liquid manure and prevent leaching FARM MECHANICS A. General suggestions. This work should include a study of buildings, equipment, machinery, and the various conveniences and labor saving devices which contribute not only to the financial success of farming but to the comfort, health and enjoyment of the home. It is highly important that boys in this course should gain an intelligent commond of such problems, as the construction, use and repair of the most modern farm machinery, the planning and construction of the best buildings, the construction and repair of good roads, the installing and use of the best farm conveniences and the providing of the most sanitary conditions about the home. This study is valuable not only because of its practical value on the farm, but also because it furnishes the most interesting and valuable applications of the principles of physics, which often have all too little interest to farm boys. Two phases of work should be emphasized although these two need not be separated in any arbitrary way. There should be regular and systematic instruc¬ tion covering the topics outlined below. About the only suitable text for this work is Davidson’s Agri¬ cultural Engineering. This book should be supplemented by the use of a good deal of reference material. See list of literature under “Farm Mechanics.*’ Along with this instruction work should be carried a large amount of practical or project work in the construction of farm buildings and concrete work and in the installing and operation of the best equipment. Some suggestions for this work have already been made under Manual Training for the fourth year. That work SCHOOL BARN BUILT BY AGRICULTURE CLASSES AT GREEN BAY, WEST SIDE HIGH SCHOOL. 150 AGRICULTURE IN THE HIGH SCHOOL CEMENT BLOCK SHOP BUILT BY AGRICULTURE CLASS AT MON- DOVI HIGH SCHOOL. AGRICULTURE IN THE HIGH SCHOOL 151 should be made a part of this plan and considered as the laboratory side of the work. Even in schools giving the special manual train¬ ing course, the manual training side should be very closely cor¬ related with this work in Farm Mechanics. B. Outline of Farm Mechanics Agricultural surveying: measurement and sub-divisions of land, U. S. public land survey, instruments, map making, etc. Laying out the homestead: space for lawn and landscape planting, drives, location of buildings, garden, home orchard, etc. Arrangement, design and construction of homes and farm buildings Study of plans and blue prints, types of construction, materials, cost, emphasize dairy barns, barn equipment Labor saving devices of the home Conveniences and sanitation: heating, lighting, ventilation, water sup¬ ply, sewage disposal. Send to State Board of Health for literature Construction, operation and efficiency of steam and gas engines, tract¬ ors, etc. Construction and operation of automobiles Concrete Construction: silos, water tanks, side walks, troughs, fence posts Farm Machinery. See special outlines Ventilation of farm buildings: King system Roads: Importance, construction, machinery, the road drag, bridges and laws, state control Rope and belt work Practical bench and forge work related to farm building and concrete construction C. Special Suggestions on Treatment of Topics 1. Construction work. For list of tools and other materials needed see lists under equipment. For further suggestions see outline and suggestions under fourth year manual training. If previous work outlined under manual training has not been done, some work should be carried on here in mechanical drawing, mak¬ ing and reading of working drawings,' and in working out some woodworking projects such as step ladders, gates, wagon boxes, trap nests, etc. See outlines, suggestions and references under manual training. See especially Brace and Mayne—Farm Shop Work and Roehl—Agricultural Woodworking. See literature lists. 2. Special helps. The best place to study farm machinery will be with the local dealer in farm implements. Make arrange¬ ments for pupils to help in setting up different types of machinery. This has been done by many schools with excellent results. Study differences of construction and consider common troubles. For in¬ stance have pupils regulate corn planters for checking, drilling, dif¬ ferences in distance between rows, etc. Test out seeders and drills. Note and compare improvements on different makes of machines. Have a definite outline to follow and avoid waste of time. Arrange to get a gas engine for study at school. In a number 152 AGRICULTURE IN THE HIGH SCHOOL of schools old engines which have been abandoned have been se¬ cured and pupils have % taken the project of repairing and getting such a machine to running. Make comparative studies of differ¬ ent types found in the community following some definite outline in the study of each engine. In many schools the gas engine used in the basement for pumping water or running a motor may be used for special study. In the study of plow’s plan a plowing demonstration and ar¬ range a plowing contest for some Saturday. Such contests arouse unusual interest. If there are tractors in the community these should receive special study and a contest in plowing by tractors might be arranged. The operation of all types of machinery should be emphasized. A mere bookish description of machines and dry descriptions of what they are used for has little value. Visit well-equipped farms in the community for the study of machinery and buildings. Don’t miss the demonstration farms about the state. Collect catalogs and other literature relating to machinery, build¬ ings and building equipment. See list of “Miscellaneous Helps” under “Equipment,” such as James barn equipment,', J. I. Case threshers and tractors, Deere & Co., plows and tractors, and the I. H. C. general farm machinery. Collect, study and compare ad¬ vertisements of automobiles. See that the best along every line of equipment is brought before the pupils in a visual way as far as possible. Use the bulletin board for the display of pictures or il¬ lustrative material of special interest. Write for material from the State Board of Health, Madison, on sanitary conditions of the home. D. Special Exercises. The following exercises are typical of the kinds that may be worked out: 1. Construction of Engines a. Names of engines, manufacturers and where manu¬ factured b. Types of engines c. Rated H. P. and R. P. M. d. System of ignition used e. Kind and location of carburetor f. System of cooling used g. Take engine apart, noting the number and relative posi¬ tion of piston rings and provision to keep the joints from getting all in the same straight line The engine must be completely set up and by aid of the instruc¬ tor timed and wired. Study several makes. Tear down and set up. 2. Battery study. Make a thorough study of the construc¬ tion of a dry cell that is worn out. Diagram horizontal and verti¬ cal sections of the same. AGRICULTURE IN THE HIGH SCHOOL 153 Select a partially worn out cell and a new cell and carefully measure the amperage and voltage of each by means of the volt¬ meter and ammeter. Punch holes in the weak cell and place it in a vessel of water for 24 hours and test again. Take all readings quickly and keep records of each. Arrange cells in series and test. Arrange same number of cells in multiple and test. How does voltage, amperage and resistance compare in each case and also with that of the cells separately? Study the construction of a primary induction coil and explain its action. 3. Jump Spark Ignition a. Introduce the coil in a circuit of six cells in series and test for voltage and amperage and notice length of spark jump b. Place the cells in multiples and repeat c. Place the six cells in multiple series and repeat d. Put spark plug in circuit and repeat a, b and c e. Try the effect of moisture oil and dirt on the points of the spark plug f. Draw diagrams of a, b. c and d 4. Wiring a. Wire up a number of single cylinder engines with make and break ignition b. Repeat a for jump spark. Diagram the methods of wiring 5. Gas Engine Troubles The engines will be put in some usual trouble by the instructor and the students will be required to put them in running order and write a report of the trouble and their means of remedying it. C. Construction of Plows (Gang and Sulky) a. Name of plow and place of manufacture b. Size of bottom c. Beam or frame hitch d. High or low lift e. Hand or foot lift f. Method of guiding g. Style of landside, (high, low, long, short or medium) h. Is landside necessary i. Is beam in line with plow bottom? If not, why not j. How are front and rear furrow wheels attached and for what purpose k. What is purpose of coulter, and weed hook l. Remove bottom m. With aid of instructor determine amount of land and wing suction n. Number of pieces in plow bottom o. How reinforced 7. Harrows a. Smothing Harrows (1) Name of harrow and where manufactured (20 No. and width of sections 154 AGRICULTURE IN THE HIGH SCHOOL (3) Shape, length and number of teeth. Distance apart. How fastened (4) Kind of frame (5) Are sections (6) Can teeth be thrown at various angles b. Disc Harrow (1) Name and place of manufacture (2) Style: full disc, cut away, spade or spike (3) No. of discs to a section. Space between and how cleaned (4) Diameter of disc. Is large or small disc prefer¬ able (5) Are there wheels for transporting disc (6) Where would you use the four styles of discs 8. Cultivators a. Name of cultivator and place of manufacture b. Tongue or tongueless, riding and walking or both c. Single or double row d. Disc or shovel and number of same e. Is there a leveler behind shovels? Why is one desirable f. Hand or team lift g. Wheels: kind, height, width h. What effect will the variation of the height of hitch have on penetration of the cultivator? Is it desirable to cultivate deep 9. Fanning Mill a. Name and place of manufacture b. Does mill clean, grade and separate grain? If so, how many grades c. Is separation according to size or weight of kernel d. Which way do sieves move e. What was the R. P. M. of the handle f. Compute the R. P. M. of the fan g. Place a bushel of uncleaned oats in the hopper and clean by use of the oat sieve. Find % of seed grain; % of small and light grain, and % of weed seed and dirt. Report for barley and wheat h. Problem. If a seeding of 3 bushels of good seed oats will give a yield of 40 bushels per acre, granting that the small and light grain and seed and dirt will not yield, what would be the loss in bushels on a 40 acre field of oats if you sowed oats similar to those you cleaned? 10. Grain Drills a. Name and place of manufacture b. Width c. Number of horses d. Furrow openers,—kind, number. Give advantages and disadvantages of each e. How is grain conveyed from seed box to ground f. If discs are used to open soil, are they in line or not? Why g. How do you regulate amount of seed sown h. How are discs or shoes held in ground i. Has drill a seed attachment j. Where and when would you use a seeder in preference to a drill AGRICULTURE IN THE HIGH SCHOOL 155 11. Corn Planters a. Name of planter and where manufactured b. Kind, size and width of wheel c. May distance between wheels be changed? What is present width d. Kind of furrow opener e. How is depth of shoe regulated f. Vertical or horizontal fork and how is wire held within g. How is planter changed for drilling h. How is the number of kernels per hill regulated i. Block up the machine and fill boxes with corn, put machine in gear and turn wheels until you have 100 drops. Keep record number of kernels each time and take the average. Repeat for several different sets of plates. Remove the tips and butts of ears and use the uniform corn for one series of tests and for the sec¬ ond series use corn taken from all parts of the cob and compare the accuracy of drop. 12. Manure Spreaders a. Name and where manufactured b. Type of apron. (Advantage and disadvantage of each) c. Can apron be tightened? How tight should it be run d. Does apron start at same time as beater? Why e. How is beater driven f. If machine has a rake, what is its use g. Find capacity of box in cubic feet and bushels h. Which is preferable, steel or wood wheels? High or low wheels i. How is the number of loads per acre regulated j. Should a machine be thrown in gear while the team is moving k. How should the spreader be loaded? Rear or front first 13. Binders (Grain) a. Name and place of manufacture b. Width of cut c. Open or closed elevator d. Is there a provision for slackening the elevator e. Why is a serrated section used on a binder and not for the mower f. Number of reel slots and arms g. How would you place the reel to catch grain that was leaning away from the platform? Toward the plat¬ form? Straight h. What is the purpose of the retarder on the platform i. Kind of butt adjuster. Can it be adjusted from the driver’s seat j. Can the binder part be shifted? Which way would you throw it for tall grain? Short grain k. Loosen and tighten the knotter belt noting the effect in each case on the knot l. Do the same with the twine disc and note effect m. Does knife move toward twine or remain stationary n. If binder were missing continuously where would you look for the trouble and what would you do o. Practice threading the binder from box to needle p. Would you oil the chains a little or at all q. Which way should a chain be run 156 AGRICULTURE IN THE HIGH SCHOOL r. What are some of the brands of twine and the prices of each s. Can size and tighteners of the bundles be varied? How? In what case would you make small bundles? Large? Which is more economical on twine used t. Where would you place the tilting lever on the quad¬ rant when on the level? Going up hill? Down hill 14. Road Work The road work will cover a period of about one week and will con¬ sist of assigned reading and actual observation of road work and machinery. It is intended that this work be given about the latter part of May when road work is in progress. a. Benefit derived from good roads b. Sources of revenue for road improvement c. Some practical systems of road management FARM MANAGEMENT The study of farm management is perhaps the most difficult of the agricultural subjects. In this work comes a casting-up of accounts on the various activities of the farm The work should treat of local conditions and not a study of tables compiled in other states. A single entry system of bookkeeping or some other simple plan of accounts should be taught. An analysis of the good and bad in farms of the community will make the work practical and valuable. Practically all of the agricultural work has dealt with the labor of the farmer. In farm management an opportunity is given for a study of the problems of the home, its conveniences, labor saving devices, social life and pleasures. This phase of farm management and a study of advancement along these lines are vital for the future of the rural community. / A. General Outline of Farm Management—Second Semester— Fourth Year. Development of American agriculture Business forms, notes, receipts, bills, contracts, etc. Practical farm bookkeeping, farm records, farm inventory Types of farming and results, special advantages of stock farming Cost production of crops, animals, etc. Pure bred vs. grade or scrub live stock and seed Mapping the farm: The farmstead, apportionment of crops, pasture, woodlot, etc. Systems of crop rotation, remapping the farm Farm and home conveniences Farmers’ organizations: granges, live stock, breeders and pure seed associations Agricultural extension services, county representatives Factors affecting farm profits Management of soil, live stock, machinery and labor Choosing a farm AGRICULTURE IN THE HIGH SCHOOL 157 Study of farm home, social life, rural school trade centers, etc. Special rural problems: Cooperative buying and marketing, rural credits, etc. Surveys of local farms or projects B. Treatment of Topics In the study of the various topics of the following outline it is probably best to use several farms of the community as models for study in the light of the reference readings. For instance, in the mapping of a farm all might work with one farm and make a study of the same. When this is completed each may make the same type study of the home farm or an assigned farm and report as a special topic. Each may make inventories, study of rotations and finally the remapping. This will give an opportunity to study the home farm and make plans for the improvement in operation. 1. Laboratory and Field Exercises a. The Farmstead—Mapning and renlanning of home farm¬ stead. Maps to be blue printed b. Replanning of buildings, on home farm, making of blue Drints of plans of new buildings and improvements c. Mapping of farm Making of blue print map of home farm d. Types of Farming—Visits to different farms e. Rotations—Planning of rotations to fit farm plans f. Remapping of own farm and transition plans g. Management of Live Stock Keeping of milk and feed records and the testing of milk h. Farm bookkeeping and farm inventory work i. Feed and milk records j. Farm records for the year and second inventory 2. Organization of Subject Matter a. Farm Planning (1) The Farmstead. Illinois Cir. 17—“Illinois Way of Beautifying Farm”; Boss, F. M. p. 71: War¬ ren, F. M., p. 394-401: Boss, F. M. p. 67-70; Warren F. M., p. 389: Minn. Bui. 125: Warren, p. 388: Boss, p. 64-78; Minn. Bui. 125; Farm¬ ers’ Bulletin. No. 185. Beautifying the Home Grounds. (a) The grounds: attention given to laying out of lawns, the banking of shrubbery, the loca¬ tion of trees, the matter of roadways, walks, etc. Gardens and flowers (b) The buildings as to: location with respect to roadways, location with respect to each other, location with respect to sanitation, location with respect to artistic appearance, size of buildings for different enterprises, and internal arrangement to promote sav¬ ing of labor and space (c) Location of the farmstead: shall be such as to promote economy in getting to and from fields, shall be such as to minimize as much as possible social isolation 158 AGRICULTURE IN THE HIGH SCHOOL (d) The size of the farmstead: shall be in pro¬ portion to size of farm, is often determined by the farm business (2) The Mapping of the Farm. Boss, p. 79-90; Watten p. 365-402; Minn. Bui. 125, p. 50-96 The methods of making maps, pacing off the dimensions of fields, designating contour of fields, crops on them, location of buildings, lanes, trees, low places, road¬ ways, etc. The gathering of necessary data, number of animals kept, future plans of the owner, kind of soil, number of soils, drainage conditions, acreages, etc. (3) Types of Farming. Boss, p. 43-51; Warren, p. 43-182; Minn. Bui. 125, p. 18; Bailey’s Cyclopedia of Agri¬ culture. See index Study of types of farms classified according to the en¬ terprises carried on: vegetable, fruit, crop, mixed stock and crop, live stock and dairy Study to be according to requirements, advantages, dis¬ advantages, incomes, relation to soil fertility, relation to labor question and capital needed. 4) Systems of Crop Rotation. Minn. Bui. 125; Bailev’s Cyc. of Ag.; Wilson & Warburton, p. 503-521; Boss. p. 92-101; Bailey’s Cyc. of Ag., Vol. 2, p. 92-109 (a) Advantages of rotation. Increase of soil fertility Reduction of expense of labor Better distribution of labor throughout the year An increase in quantity and quality of products Better control of crop diseases and pests (b) Disadvantages of no rotation Prevents any business organization of farm enter¬ prises Makes the farm operations too variable from year to year (c) The rotation plans Treatment of rotations best adapted to the types of farming taken up in (3) Rotations adapted to varying kinds of soil (d) The relation of crop rotations to farm organization and planning (5) The Remapping of the Farm. Bailey’s Cyc. of Ag., Vol. II, p. 90-109; Warren, Farm Man. p. 365-416; Boss, Farm Man., p. 79—102; p. 152-167; U. S. Bui. 236; B. P. I. Minn. Bui. 125 (a) Points to be considered 1. The adaptation of the plan to the kind of farm¬ ing that is to be pursued 2. The best utilization of the different soils and the exposures and natural features of the place 3. The economizing of the time and labor spent in reaching all parts of the place 4. The best location of buildings with reference to efficiency of administration 5. Such layout as will best provide for rotation of crops and the maintenance of soil fertility 6. A proper proportion between the different parts, as between tilled and untilled land, forest and open, meadow and pasture, forage crops and grazing, and orchards and annual crops AGRICULTURE IN THE HIGH SCHOOL 159 7. Provision for the necessary live stock 8. Such shape and size of fields as will best lend themselves to economical working 9. Provision for the more personal parts of the place as gardens, yards and ornamental feat¬ ures 10. The development of the artistic or attractive appearance of the entire farm (b) Problems of transition period 1. Adjustments to secure proper rotation 2. Economy in fencing to be considered 3. Adjustment of plan so as to make use of pres¬ ent seeding The aim in remapping !a farm is not to make a plan that neces¬ sarily can be carried out in a few years but to provide a plan to¬ ward which all changes and improvements made on the farm can be directed so that in the end every farm will some day have a lay¬ out that is ideal. b. Farm Operations (1) Management of Soil. Bailey’s Cyc. of Ag.; any good test on soils; U. S. Buh 192; Hart’s Ag. Chem., p. 221; Boss, p. 123-139; Bailey’s Cyc. of Ag.; Warren, p. 183-202; p. 402-415; Boss, p. 92-101; Wilson & Warburton, p. 503-521; Minn. Bui. 125; Cir. 10, Iowa; Liming, Wis. Bui. 230; Wis. Bui. 202; (Drainage)—Wis. Buis. 138, 199, 229; Wis. Bui. 205; Boss, p. 102-112; Wis. Bui. 204 (a) Effects of various methods of tillage (b) Relation of live stock to soil fertility (c) Effect of crop rotation . (d) Value of green manuring (e) Liming—costs, value, etc. (f) Management of clay soils: special cultivation, drainage, crops, adapted, and maintenance of fertility (g) Management of marsh soils: Same as under f (h) Management of sandy soils: Same as under f (2) Management of Live Stock. Wis. Bui. 235; Warren, p. 212-217; Wis. Ext. Cir., Literature of Live Stock Breeders’ Assn.; Hart’s Agr. Chem., p. 119-154; Wis. Bui. 221; Eckles Dairy Cattle p. 132-154; Boss, p. 195-196; Warren, p. 217-220; Community facts; Facts from general knowledge; Article in Country Gentleman, Jan. 16, 1915; Articles in Breeders’ Gazette from time to time, studies in the neighborhood; Boss, p. 123-140 (a) Value of soiling crops (b) Value of silage (c) Economy of proper rotations (d) Value of pure bred sires (e) Economy in handling of manure (f) Importance of keeping milk records and of testing (g) Value of county breeders’ associations (h) Value of cow testing associations (i) Profits of fall feeding (j) Economic study of stockers and feeders 160 AGRICULTURE IN THE HIGH SCHOOL (3) Machinery. Boss, p. 112-122; Minn. Bui. 117; Warren, Chap. 12 (a) Captital to be invested in. See Capital (b) Depreciation due to use and misuse (c) Housing and protection (d) Economy of good care (4) Management of Labor. Boss, pp. 140-152; Warren, p. 331-354; Cornell Bui. 295 (a) Kinds of farm labor—ordinary and man¬ agerial (b) Contracts and terms of hire (c) Means of increasing the efficiency of farm labor: Bonuses, presents, shares (d) Value of furnishing steady employment (e) Number of hours per day (f) Rainy day schedules c. Business Side of Farming. Boss, p. 20-34 (1) Factors of Production. Chap. 2, Taylor’s Ag. Economics; Unpublished Bulletin by Otis; Boss, p. 18; War¬ ren, p. 290 and 295; Report of Director, Wis. Sta¬ tion, 1913, p. 12-15 (a) Land—Relative prices of throughout U. S. (b) Labor (c) Capital. Relative proportions in fixed and opera¬ tive Relation of capital to profits Relation of capital to type of farming (2) Farm Bookkeeping—Eight Weeks. Warren, p. 428-429; Boss, p. 177-198; U. S. Bui. 511; Farm record book of Nat. Phosphate Co.; Cole’s Accts; Vye’s Accts; Cornell Bui. 295; Otis’ Farm Management blanks; Otis’ New Bookkeeping Book (This book is a simple book of single entry and seems to be about the most sensible at the present time for the average farmer). (a) Studies in inventories, cash and bank, live stock, crop, personal, accounts, summaries of business Records,—feed, milk and labor, feeding records Farm surveys and analyses—to find where profits and losses are (b) Need of office equipment Parts of; letter and receipt files, bulletin cases Value of letter heads, methods of indexing (c) Value of advertising and of farm names Value of reading farm papers and bulletins (3) Factors Affecting Farm Profits—from study of successful farms. Studies of summary sheets for the differ¬ ent counties entered, in annual State Farm Con¬ test—available at College of Agriculture; Boss, p. 199-214; Warren, p. 535-565 (a) Man hours per man per year (b) Horse hours per horse per year (c) Receipts per cow per year (d) Receipts per horse per year (e) Receipts per ewe per year (f) Receipts per sow per year AGRICULTURE IN THE HIGH SCHOOL 161 (4) Marketing and Cooperation. Boss, p. 204-211; Warren, p. 416-428 (a) Time to sell products—seasonal periods of high prices (b) How to market (c) Value of grading and packing d. Cost Accounting. U. S. Bui. 572; U. S. Bureau of Statistics, Bui. 73; Minn. Bui. 124; Boss, p. 167-176; Warren, p. 440-493 (1) Costs of producing grains (2) Costs of dairy products (3) Costs of man labor and horse labor (4) Costs of shelter (5) Costs of upkeep of buildings, machinery and fences e. Choosing a Farm. Boss, p. 53-63; Warren, p. 517-534; Bailey, Vol. 1, p. 133-139 (1) Healthfulness, neighbors (2) Nearness to market (3) Schools and churches (4) Suitability to buyer (5) Producing capacity, soil, climate Study of Farm Score Card—See Boss, 62 f. Study of Farm Home Home conveniences; water supply, heating, lighting, sewage systems Labor saving devices g. Development of American Agriculture. Boss, p. 7-14; Carver Rural Economics; Taylor, Chap. 11; Boss, p. 35-42 (1) History of settlements (2) History of development of ranges—Homesteading (3) History of development of machinery (4) History of live stock improvement (5) Changes from grain farming to dairying in Wisconsin (6) Changes in methods of acquiring land—Land values, rentals, cash and share rents, mortgage and the use of it 3. Special Reports by Pupils a. Wisconsin Farm Management Contests. b. Reports on successes of special people in special lines of farming. c. The history of the development of farm machinery MANUAL TRAINING This work is well adapted to arouse unusual interest in pupils at the very beginning of the high school course. Furthermore, some work in this line is of the greatest value in connection with the agricultural course. The work should in general consist of a series of practical construction projects, which should be related as closely as possible to the projects in agriculture and to the home needs of the pupils. Some instruction should be given in the use and care of tools and in the proper methods of setting screws, driving nails, planing surfaces and edges, constructing joints and 11 162 AGRICULTURE IN THE HIGH SCHOOL doing other typical forms of work. However, in schools not hav¬ ing regular manual training departments, there need not he much formal class work. Pupils need not necessarily work altogether in set periods, but may put in considerable work at odd times. The teacher should meet the whole class occasionally to talk over work done and plan new work. A minimum of three hours should be devoted to the work each week. If pupils are properly directed they will probably be eager to spend a much larger amount of time on their projects. As pre¬ viously stated, schools offering the regular manual training course should not expect agriculture students to take this course, but should arrange a briefer course especially adapted to farm needs for these students. The idea here should be to develop some skill as a rough carpenter or blacksmith rather than to train a skilled artisan or cabinet maker. Pupils should be encouraged to bring articles from home that need repair and this repairing should be counted as a part of the school work. Wherever possible pupils should further be encouraged to set up a shop at home for bench and forge work. The whole idea should be not to give a highly developed manual training course, but to give the largest oppor¬ tunity possible for rural pupils to work out the practical problems of their home life along this line under the conditions of the smal¬ ler high school of the rural type. With the teaching force avail¬ able in most of these schools the highly systematized course is not possible, whereas a large amount of valuable work can be done if opportunity is offered, with such instruction as the agriculture teacher can give and with a very small equipment. Further helpful suggestions will be found in the following bul¬ letins of this department: High School Manual, Common School Manual, 16th edition, and the Special Manual Training bulletin for high schools. Two valuable books for the kind of work out¬ lined here are: Brace and Mayne—Farm Shop Work—American Book Co.; Roehl—Agricultural Woodworking—Bruce Publishing Co., Milwaukee. The former treats of woodworking, blacksmith- ing, cement and concrete work, and leather work, while the lat¬ ter is devoted entirely to woodworking. Both books give many valuable sketches and designs. It is advised that good work benches be purchased, but satis¬ factory ones may be made by the class. One of the first exercises may be the construction of benches, or if benches are purchased, the setting up of benches and construction of tool racks, cup¬ boards, etc. This should be a class project planned and directed by the instructor but done very largely by the pupils. In one place in the state a shop building, 16'x24'x8', made of cement blocks, was made by the pupils and fitted up with benches, forge, tools, cases, etc. When a good shop has been arranged the fol¬ lowing outline of work may be taken up. AGRICULTURE IN THE HIGH SCHOOL 163 FIRST TEAR Woodworking Projects Use and care of tools: names, purpose of each, handling, sharp¬ ening, keeping in place. Introduce this instruction as it is needed in connection with the projects rather than all at one time. Free hand sketches or working drawings of problems; how to lay out a drawing, how to show dimensions, how sections are shown, labeling, lettering, use. Ys" cross section paper is useful for full size and scale drawings. Some practice should be given in making assembled or complete drawings, and in doing neat labeling by use of figures or letters. A few drawing instruments are useful for showing inclined faces, tangent edges, circles, sections, etc., but it is not necessary that a complete set of drawing instruments should be obtained for this part of the work. Emphasize pencil drawing for the first year. Projects: These should emphasize the smaller type of problem that may be used about the farm home or the farm. The follow¬ ing list will give a good opportunity for selection: Tool chest Seed testing box Hammer handle Bird house Miter box Chicken coop Nail box Chicken feed box Sawhorses Trap nest Workbench Egg tester Sawbuck Corn rack Sewing horse Corn dryer Bench hook Gate Stepladder Sheep feeding trough Milk stool Cattle rack Neck yoke Wagon box Whippletree Hayrack Wagon jack Hog rack Wagon reach Dog house Three horse evener Portable hog house Wash bench Road drag Wheelbarrow Tree pruner Clothes stick Blue print frame Clothes rack Table for milk tester or other Farmer’s level purpose SECOND TEAR Woodwork and Forge Work If it cannot be arranged to secure a forge, the work of the pre¬ vious year may be extended to cover the second year. If possible the woodwork should be combined with the forge work. Many of the projects listed above require some iron work for completion. It is sometimes possible to make arrangements for the boys to do 164 AGRICULTURE IN THE HIGH SCHOOL some work at a local blacksmith shop in completing this necessary- iron work. The complete outfit for one forge need not cost over $50.00. See list of equipment. The work should be along the lines outlined under woodwork including use and care of tools, working drawings and working out of projects. Projects: The following iron working projects are suggested in addition to the ironwork required for woodworking projects such as those in the above list. Staple Gate hook Bolt Iron stakes Chain links Tongs Leather work connected with ordinary harness repairing may be taken up if there is time. A very small equipment is required. See equipment. The sewing horse may be made. The work should include cutting, shaping, fitting and sewing of leather needed for emergency repairing of harness and belting. For further sugges¬ tions see Brace and Mayne—Farm Shop Work. THIRD YEAR Mechanical Drawing For this work a drawing board may be made or purchased. Drawing instruments should be purchased by each pupil. For prices see Central Scientific Company, Catalog M, or C. H. Stoelting Company, Chicago. Special drawing tables are desirable but not necessary. They are often constructed by pupils where sufficient equipment and time .are available. The work in this course should extend and give further practice in free hand sketching and the making of working drawings in connection with the projects undertaken in the previous work. From this viewpoint, the work should be made as practical as pos¬ sible in dealing with problems which are of interest and use to the pupils. At the same time, the plan of work should aim to give a more systematic treatment of the typical operations and conventions used in the best drawing room practice. A good man¬ ual should be in the hands of the teacher as a guide. See under literature of Farm Mechanics and Mechanical Drawing. Some es¬ pecially simple and helpful material is to be found in Chapter I of the Supplement of Burton’s “Shop Practice.” Attention should be given to the following phases of work as far as time permits: Use of Gothic letters and figures, use of scale drawings, mechanical lines, free hand drawing of problems on Swivel device Shovel and poker Harness hook Wrench AGRICULTURE IN THE HIGH SCHOOL 165 cross section paper, use of drawing instruments for problems hav¬ ing inclined faces, tangent edges, circles and sections, perspective sketching and elevation drawings, orthographic projection from free hand working drawings, tracing and blue printing, geometrical con¬ structions. FOURTH YEAR Cement Work and Farm Building Construction This work should be linked very closely with the Farm Me¬ chanics of the first semester. For the concrete work, instruction should be given in the proper mixing of concrete, making of forms and methods of reinforcing. The forms should be made by the pupils in most cases. Silo forms may be obtained through the agricultural college. The projects should as far as possible grow out of actual com¬ munity needs or be connected with other school and home projects. To illustrate, the farm mechanics class at Mondovi built a cement block farm shop. At Dodgeville the frame for a hotbed was con- 1 structed. Cement shower baths and basement floor were con¬ structed at Sun Prairie. West Side high school class at Green Bay put in a concrete floor in the school barn. The following list of projects is suggested. Most of them have been carried out in the state. List of Concrete Projects Sidewalks and floors Fence posts Steps and foundation walls Flower boxes Silo foundations Lawn seats Feed troughs Hotbed frame The work in farm building construction should also be of a prac¬ tical nature. At Green Bay West Side and at Viroqua, small school barns, have been constructed. At Green Bay, East and West sides, poultry houses have been built. The cement block shop at Mondovi, already referred to, gave considerable practice in farm carpentry as well as in cement work. In a large number of places pupils have constructed poultry houses at home. The instruction side should be covered in the Farm Machanics, (See outline), and the work here may be considered as the labora¬ tory part of that work. The work should include the drafting of detailed plans, the making of blue prints and the erecting of small farm buildings such as barns, milk rooms, garage sheds, hog houses, poultry houses, etc. The architectural drafting should be broad enough to include complete estimates of quantity and cost of mate¬ rial. A study should be made of different methods of construct¬ ing barn frames, of different styles of roof, etc. It may often be 166 AGRICULTURE IN THE HIGH SCHOOL arranged to have the class cooperate with some farmer in the erec¬ tion of a barn or other farm building for which pupils may draw plans and perhaps do some work. The class might arrange to erect some small building such as a poultry house, hog house or garage and then sell it to some member of the community. The work could be done at school and then the building could be moved to the place directed by the purchaser. No fixed plan or set of projects can be laid down for this work. The teacher will have to arrange for what is possible in this line under the local conditions existing in the school and community. Some work adapted to the local needs is exceedingly valuable and should be developed as far as is possible. The work may be extended through the last semester running parallel with the Farm Management if projects are uncompleted and time can be given to them. IX. AGRICULTURAL LITERATURE It is expected that every high school department of agriculture receiving state aid will provide a good working library for this work. At least twenty dollars should be provided the first year the course is organized, and ten or twelve dollars additional should be furnished for this purpose each following year, at least for a number of years. Bulletins should be collected as rapidly as pos¬ sible. Many of these can be secured free of cost, but some will have to be purchased. The agricultural teacher should keep in touch with the U. S. Department of Agriculture, the various experi¬ ment stations and other agencies supplying bulletin material. Lists of publications are furnished by all of these agencies on request. In many cases you can have your name placed on the mailing list to receive publications as they come out. The U. S. Department 6f ”Agriculture pub 1 ishes a monthly”!ist of ^pub 1 icatTons7 whichTwi 1 i be mailed you regularly on request. See under “Bulletins”. All bulletins should be classified according to subject and then filed so as to be kept in good condition and so as to be easily con¬ sulted. The library file boxes furnish altogether the best plan of filing, both from the standpoint of appearance and convenience. They can be purchased at small expense. See under “Equipment.” A £tock of at least fifty should be provided when the course is or¬ ganized and a supply should be kept on hand for use as new bul¬ letins are received. Perhaps the most complete system of filing bulletins is to place them in the boxes in the order of number and then prepare a subject card catalog with references to numbers. However, where the stock is not large a very satisfactory method is to file them in the boxes by subjects or titles. In connection Agriculture in the high school 16 ? with the following lists of books the teacher should consult also the High School library list and the Township library list furnished by the state department. Valuable bibliographies on secondary school agriculture may be found in the following publications: List of texts and references in agriculture for secondary schools, U. S. Department of Agriculture, States Relation Service, July 1, 1916. Dec. 6, A. I. 1. (Especially good) Crosby and Howe. Free publications of the Department of Agricul¬ ture, classified for the use of teachers, U. S. Department of Agri¬ culture. Noyes. Teaching material in government publications. U. S. Bureau of Education, Bulletin No. 47. Whole number 558, 1913. Second annual report, School Garden Association of America, 1913, Dayton, Ohio. Hatch. The high school course in agriculture. Second edition (re¬ vised). Bui. of University of Wisconsin, No. 594, H. S. series, No. 12. Hawkins. Agriculture in the high school. University of the State of N. Y., Bui. No. 563, Albany, 1914. » Since Jan. 1915, an Agricultural Education Monthly has been published by the U. S. Department of Agriculture, Office of Experi¬ ment Stations, States Relation Service. This may be had on re¬ quest. It has already been sent to most of the high school agri¬ cultural departments. Several good bibliographies on agricultural subjects have appeared in this. 1. Farm Plant Life * Goff—Moore-Jones, The principles of plant culture, 8th edition (1) Green, Popular fruit growing (9) Green, Vegetable gardening (9) Latest Ed. Lloyd, Productive vegetable gardening (24) Sears, Productive orcharding (24) * French, The beginners garden book (1) Greene, Among school gardens (4) Russell & Hastings, Agricultural bacteriology (17) Bailey, Garden making (1) Corbett, Garden farming, (2) Tracy, Tomato culture (3) Waugh, The American apple orchard (3) Phillips, Beekeeping (1) Card, Bush fruits (1) * Bailey, Principles of fruit growing (1) Sanderson, Insect pests of farm, garden & orchard (10) Bailey, The forcing book (1) Meir, The school & home gardens (2) Bailey, Pruning book (1) Snyder, Fights of the farmer (24) 168 AGRICULTURE IN THE HIGH SCHOOL Taft, Greenhouse construction (3) Taft, Greenhouse management (3) Wilkinson, Modern strawberry growing (12) White, Principles of horticulture (1) Lodemann, Spraying of plants (1) * Montgomery, Productive farm crops (24) * Livingstone, Field crop production (X) * Wilson & Warburton, Field crops (9) Clute, Agronomy (2) Harris & Steward, Principles of agronomy (1) Hunt, Cereals in America (3) Hunt, Forage & fiber crops in America (3) Parker, Field management & crop rotation (9) Stevens & Hall, Diseases of economic plants (1) AVing, Alfalfa farming in America (15) Wing, Meadows & pastures (15) Grubb & Guilford, The potato (12) Frazer, Potato (3) Montgomery, Corn crops (1) Bowman & Crossley, Corn (5) Pammel, Weeds of the farm & garden (3) Barley & Gilbert, Plant breeding (1) Gray, Field, forest & garden analytical key (20) Georgia, Manual of weeds (1) Smith, How to grow 100 bushels of corn per acre on worn- out soil (26) Shaw, Clovers & how to grow them (9) Shaw, Grasses & how to grow them (9) 2. Animal Husbandry, Dairying & Poultry * Harper, Animal husbandry for schools (1) *Harper, Manual on farm animals (1) *Plumb, Beginning in animal husbandry (19) *Eekles, Dairy cattle & milk Production (1) * Lewis, Poultry keeping (24) Hunt & Burkett, Farm animals (3) Henry & Morrison, Feeds & feeding (13) Farrington & Woll, Testing milk and its products (21) Van Norman, First lessons in dairying (3) Curtis, Live slock judging and selection (11) Lippincott, Poultry production (11) * Michels, Dairy farming (22) American poultry association, American standard of per¬ fection, Latest Ed. Lewis, Productive poultry husbandry (24) Lewis, Poultry keeping (24) Craig, Common diseases of farm animals(24) AGRICULTURE IN THE HIGH SCHOOL 169 Craig, Judging live stock (31) Woll, Productive feeding of farm animals (24) Harper, Breeding of farm animals (3) Hadley, Horse in health & disease (25) Mumford, Beef production (5) Kleinheinz, Sheep management (16) Robinson, Principles & practice of poultry culture (2) Plumb, Types & breeds of farm animals (2) Bruce, 50 years among Shorthorns (23) Wing, Milk & its products (1) Roberts, Cattle breeds & origin (28) 3. Soils & Crops * Whitson & Walster, Soil & soil fertility (9) *Hunt & Burkett, Soils & crops (3) * Parker, Field management & crop rotation (9) * Cunningham & Lancelot, Soils & plant life (1) Stoddart, Chemistry of ariculture (11) King, Farmers of forty centuries (18) Elliot, Practical farm drainage (10) Lyon & Fippin, Principles of soil management (1) Snyder, Soils & fertilizers (1) *Burkett, Soils (3) Hilgard, Soils (1) Hopkins, Soil fertility & permanent agriculture (2) King, The soil (1) McCall, Physical properties of soils (3) Vivian, First principles of soil fertility (3) 4. Farm Mechanics and Mechanical Drawing *Davidson, Agricultural engineering (9) King, Ventilation (18) Brace & Mayne, Farm shop work (20) Davidson & Chase, Farm machinery & farm motors (3) Brookes, Gas & oil engine handbook (14) Cobleigli, Handy farm devices & how to make them (3) Ekblaw, Farm structures (1) , Kijng, Physics of agriculture (18) Clarkson, Pratical talks on farm engineering (12) Roehl, Agricultural woodworking (27) Goss, Bench work in wood (2) Powell, Farm plans & farm buildings (3) Roberts, The farmers’ business handbook (1) Burton, Shop projects based on community problems (29) Crawshaw and Phillips, Mechanical drawing for secondary schools (30) 170 AGRICULTURE IN THE HIGH SCHOOL 5. Farm Management & Accounts *Boss, Farm management (26) * Warren, Farm management (1) Warren, Laboratory exercises in farm management (1) Green, Law for the American farmer (1) Powell, Cooperation in agriculture (1) Carver, Principles of rural economics (2) Taylor, Agriculture economics (1) Roberts, The faripstead (1) Roberts, Farmers’ business handbook (1) Willis, Farmers’ manual of law (3) Culter, Cooperation among farmers (16) Cards, Farm management (12) Wilson, The evolution of the country community (19) • 6. General Agriculture Cromwell, Agriculture & life (24) Mayne & Hatch, High school Agriculture (20) Halligan, Fundamentals of Agriculture (18) Waters, The essentials of agriculture (2) Benson & Betts, Agriculture (6) Warren, Elements of agriculture (1) Bailey, Principles of agriculture (1) Davis, Productive farming (24) Gehrs & James, One hundred exercises in agriculture (1) Ivins & Merrill, Practical lessons in agriculture (20) Call & Schafer, A laboratory manual in agriculture (1) Sell, Agricultural laboratory manual—soils (2) 7. Books for the Agricultural Teacher Leake, The means & methods of agricultural education (7) Hummell, Material & methods in high school agriculture (1) Davenport, Education for Efficiency (8) Parker, Methods of teaching in high schools (2) Bricker, The teaching of agriculture in the high school (2) Quick, The brown mouse (6) Pickard, Rural education (9) McKeever, Farm boys & girls (1) Kern, Among country schools, (2) List of Publishers Key number ( 1) The Macmillan Company, Prairie Ave. & 25th St., Chicago ( 2) Ginn & Comnany, 2301 Prairie Ave.. Chicago ( 3) Orange Judd Company, Marquette Bldg., Chicago ( 4) Charities Publishing Committee, 158 Adams St., Chicago ( 5) Waterloo Publishing Company,, Waterloo, Iowa ( 6) Bobbs-Merrill Comnany, Indianapolis, Indiana ( 7) Houghton-Mifflin Company, New York City (8) D. C. Heath & Co., 623 S. Wabash Ave., Chicago AGRICULTURE IN THE HIGH SCHOOL 171 (9) Webb Publishing Co., 55-67 E. 10th St., St. Paul, Minn. (10) John Wiley & Sons, 43-45 E. 19*th St., New York, N. Y. (11) Lea & Febiger, Philadelphia, Pa. (12) Doubleday, Page & Company, Garden City, N. Y. (13) Henry-Morrison Company, Madison, Wis. (14) F. J. Drake & Company, Chicago (15) Sanders Publishing Company, 542 S. Dearborn, Chicago (16) Sturgis & Walton Company, 31-33 E. 27th St., New York, N. Y. (17) E. G. Hastings, Experiment Station, Madison, Wis. (18) Mrs. F. H. King, 1540 University Ave., Madison, Wis. (19) The Pilgrim Press, Boston, Mass. (20) American Book Company, 330 E. 22nd St., Chicago (21) Mendota Book Company, Madison, Wis. (22) John Michels, Farmingdale, New York (23) Vinton & Company, Limited, London, England (24) J. B. Lippincott Company, E. Wash. Square, Philadelphia, Pa. (25) W. B. Saunders Company, Philadelphia, Pa. (26) Stewart & Kidd, Cincinnati, Ohio (27) The Bruce Publishing Co., Milwaukee, Wis. (28) David Roberts, Waukesha, Wis. , (29) Vocational Supply Co., Muncie, Ind. (30) Scott, Forsman and Co., Chicago (31) Kenyon Co., Des Moines, la, * Suitable for High School Texts The Eau Claire Book & Stationary Company of Eau Claire, Wis., will give a special discount on all books listed on the Township Library List. Not all of the suggested list are on the library list. The above company and the A. C. McClurg Company of Chicago, will submit prices on books for your library. See also township library and high school library lists of books on agriculture, published by the State Department of Education. Magazines Hoard’s Dairyman, Fort Atkinson, $.85 Wisconsin Agriculturist, Racine, $.50 The Breeders’ Gazette, Sanders Pub. Co., Chicago, $2.00 Kimball’s Dairy Farmer, Waterloo, la., $1.00 American Poultry World, Am. Pub. Company, Buffalo, N. Y., $.50 American Poultry Journal, Chicago, $1.00 Orange Judd Farmer, Chicago, $1.00 Wallace’s Farmer, Des Moines, la., $1.00 The Fruit Grower, St. Joseph, Mo., $.50 The Garden Magazine & Farming, Doubleday, Page & Co., 133 W. 16th St., Garden City, New York, $1.50 Market Growers’ Journal, Louisville, N. Y., $1.00 Farm Engineering, Chicago, $.50 Wisconsin Horticulture, Horticulture Secy., Madison, $.50 Bulletins The best reference materials you can secure are the bulletins of your Agriculture Experiment Station. The unfortunate thing is that they are not available at all times. An edition of agricultural bulletins usually is available for less than two years. Agricultural instructors have sent for ten to thirty copies and after using them in the class work they have allowed the pupils to take them home. 172 AGRICULTURE IN THE HIGH SCHOOL They have, without doubt, done good service in the home but the next season the instructor has probably found it impossible to se¬ cure a supply of the bulletins for cTass work. A better plan would be to secure enough copies for class work and file in bulletin cases as part of the agricultural library. Pupils using the bulletin can se¬ cure copies by writing to the Wisconsin Agricultural Experiment Station at Madison or if unavailable borrow the bulletin from the local agricultural library the same as an agricultural reference book. The Agricultural Experiment Stations of any other states will often send bulletins for your library. The bulletins of the following experiment stations are probably the most important for Wisconsin schools. Address the Agricultural Experiment Station at the follow¬ ing places and ask for a list of available bulletins. Minnesota, University Farm, St. Paul Michigan, East Lansing Illinois, Urbana Iowa, Ames Indiana, LaFayette Pennsylvania, State College Missouri, Columbia Much valuable literature may be secured from the U. S. Depart¬ ment of Agriculture. Write the Editor and Chief of the Division of Publications, U. S. Department of Agriculture, Washington, D. C., and ask to be placed on the mailing list for the bulletin “Monthly List of Publications”. Copies of Farmers’ bulletins, departmental bulletins, etc. may be obtained free upon application to the Editor and Chief of the Division of Publications as long as the depart¬ ment’s supply lasts. After the department’s supply of publications is exhausted, copies may be obtained from the Superintendent of Documents, Gover- ment Printing Office, Washington, D. C., but by purchase only. Send all remittances to the Superintendent of Documents direct. His office is not a part of the Department of Agriculture. Catalogs listing bulletins for sale are issued by the Superintendent of Docu¬ ments on the following subjects: American foods and cooking, U. S. geological survey publications, farmer’s bulletins, education, fishes, animal industry, birds, insects, agricultural experiment sta¬ tions, forestry, plants, roads, soils and fertilizers, health, disease and sanitation, bee culture investigations, chemistry as related to agriculture. Send for these price listj. Bulletins of TT. S. Department of Education Agricultural Instruction in high schools by C. H. Robinson and F. B. Jenks, Bulletin No. 6, 1913, 10c Agricultural instruction in secondary schools. Bulletin No. 14, 1913, 10c Agricultural and rural life day; material for its observance. Eugene C. Brooks, Bulletin No. 43, 1913, 10c Teaching material in government publications, F. K. Noyes, Bulletin No. 47, 1913, 10c Agricultural teaching, Bulletin No. 27, 1914, 10c Vocational secondary education. Bulletin No. 21, 1916 APPENDIX 174 AGRICULTURE IN THE HIGH SCHOOL NATIONAL REGISTRY ASSOCIATION Reef Cattle Organization Am. Aberdeen Angus Breeders’ Assoc.... Ain. Galloway Breeders’ Assoc. .. Am. Hereford Cattle Breeders’ Assoc. Am. Boiled Hereford Breeders’ Assoc. Am. Boiled Durham Breeders' Assoc. Am. Shorthorn Breeders’ Assoc. Secretary Chas. Gray .. it. VV. Brown. it. j. Kinzer. B. O. Gammon. J. H. Martz. Drang VV. Harding... Address Chicago, Ill. Carroiton, Mo. nansas City, Mo. Des Moines, la. Greenville, Ohio Chicago, ill. Dairy Cattle Ayrshire Breeders’Assoc.. C. W. Winslow... mown Swiss Cattle Breeders’ Assoc.ira Inman. Dutch Belted Cattle Assoc, of America.E. J. Kirby. Am. Guernsey Cattle Club. win. n. Caldwell. Hoistein-Briesian Assoc, of America. F. B. Houghton. American Jersey Cattle Club. it. M. Gow. Brandon, Yt. Beloit, Wis. Covert, Mich. Beterooro, N. H. Brattleboro, Vt. JNew York, ISi. Y. Dual Purpose Cattle Am. Devon Breeders’ Assoc. L. P. Sisson. Milking Shorthorn Cattle Club. O. B. Wade.. Red Boiled Cattle Club of America. H. A. Martin Newark, Ohio Orangeville, Ohio Gotham, Wis. Horses Am. Assoc, of Importers and Breeders of Belgian Draft Horses. Cleveland Bay Society. Drench Coach Society. German Hanoverian and Oldenourg Coacn Horse Association . American Ciydesoale Association. national Drench Draft Horse Assoc. Bhe Morgan Horse Club. Bercneron society oi America. American Shetland Bony Club. American Shire Horse Assoc. American Suffolk Horse Assoc. Phoroughbred or American Stud Book. American Trotting itegister. Welsh Bony and Cob Society of America... Am. Breeders’ Assoc, of Jacks <>s Jennets... standard Jack Jennet .Registry of Am... J. D. Connor, Jr.... Wabash, Ind. R. B. stericker. Grange, in. j. Duncan E. Willett— Oak Bark, ill. J. Crouch . LaFayette, Ind. K. B. Ggilvie. Chicago, HI. C. B. Stubbs. Bairneid, la. C. C. Stillman.New York City Wayne Dinsiuore_ Chicago, Ill. Julia M. Wade. LaFayette, Ind. Chas. Burgess, Sr... Wenona, Hi. A. Graham Galbraith DeKalb, Ill. W. H. Rowe. New York, N. Y. W. n. Knight. Chicago, ill. Julia M. wade. LaFayette, Ind. j. W. Jones. Columbia, Tenn. Wm. B. Morton. Kansas City, mo. Sheep American Cheviot Sheep Society. American Cotswold Sheep Assoc. Continental Dorset Club. Am. Hampshire Down Sheep Assoc. Am. Leicester Breeders’ Assoc. National Lincoln Sheep Breeders’ Assoc. Am. Delaine Merino Record Assoc. Deiaine merino Record Assoc. German Merino Assoc. Spanish Merino Assoc. American Oxford Down Record Assoc. Am. Kambouillet Sheep Breeders' Assoc. International Von Homier Rambouillec Club . Am. Shropshire Registry Assoc. Am. Southdown Breeders’ Assoc. F. E. Dawley. Fayetteville, N. Y. F. W. Harding. Waukesha, Wis. Bditn Chidester.Mechanics burg, Ohio Comfort A. 'Tyler_ Goldwater, mich. a. J. 'Temple . Cameron, 111. .oert Smith . Sherlock, Mich. Beulah M. McDowell. Canton, Ohio j. B. Johnson.Oannonsburg, Pa. E. N. Ball. Ann Arbor, Mich. Wesley Bishop. Delaware, Ohio W. A. Shafor. Hamilton, Ohio Dwight Lincoln . Milford Center, Ohio E. N. Ball. Ann Arbor, Mich. Julia M. Wade. LaFayette, Ind. Frank S. Springer... Springfield, HI. AGRICULTURE IN THE HIGH SCHOOL 17 Swine Organization Secretary Address American Berkshire Breeders Assbc. F. S. Springer. Springfield, Ill. Chester White Swine Record Assoc. F. F. Moore. Rochester, Ind. Ohio Improved Chester White Swine Breeders’ Assoc. 0. O. Vernon. Goshen. Ind. Am. Duroc Jersey Swine Breeders’ Assoc— R. J. Evans. Chicago, Ill. National Duroc Jersey Record Assoc. J. R. Pfander. Peoria, Ill. American Hampshire Swine Record Assoc... E. O. Stone. Peoria, Ill. American Mule Foot Hog Record Assoc. R. E. Pfeiffer. Columbus, Ohio American Poland China Record Assoc. W. M. McF'adden_ Chicago, Ill. National Poland China Record Company... A. M. Brown. Winchester, Ind. Southwestern Poland China Record Assoc.. H. P‘. Wilson. Gadsen, T'enn. American Tamworth Swine Record Assoc.... E. N. Ball. Hamburg, Mich. American Yorkshire Club. Harry G. Krum. White Bear Lake, Minn. 176 AGRICULTURE IN THE HIGH SCHOOL STANDARDS FOR THE LEADING VARIETIES OF WISCONSIN CORN. Silver King Wis. No. 7 Murdock Wis. No. IS Golden Glow Wis. No. 12 Early Yellow Dent Wis. No. 8 Smut Nosed Flint Wis. No. 15 Shape Cylindrical Cylindrical Cylindrical Cylindrical Cylin¬ drical Ear,. Length 84-94 in. 84-91 in. 84-94 in. 8-9 in. 10-11 in. Circum¬ ference 7-71 in. 7-74 in 64-7 in. 6-64 in. 5-54 in. Kernel.... Color Cream white Orange yellow Deep yellow Lemon yellow Brownish yellow turning to dark red at tip of ear Indenta¬ tion Very crumpled to pinched Very crumpled to pinched Crumpled Smooth None Shape Medium deep wedge Medium deep wedge Medium wedge Short wedge Rounding shallow Number 16-20 16—20 14—18 12—16 8 Space Narrow Narrow Narrow Narrow Wide Shape Moderately rounded Moderately rounded Moderately rounded Shallow compressed Flat Butt. Rows Straight Straight j | Straight Straight Straight Kernels Nearly uniform with middle of ear Nearly uniform | with | middle of ear Nearly uniform with middle of ear Nearly uniform with middle of ear Nearly uniform with middle of ear Tip. Rows Straight Straight Straight Straight Straight Kernels Nearly full size Nearly full size Nearly full size Nearly full size Nearly full size Shank. Diameter iin. 1 1 in. l in. 1 in. • 4 in. Diameter 14-14in. 14-14 in. 14-14 in. 1-lf in. 1-14 in. Cob. Glistening white Dark Cherry Red Light Cherry Red Glistening white Color Cherry Red Percent acre of corn 87 • 87 86 85 AGRICULTURE IN THE HIGH SCHOOL 177 \ COMPARISON OF THRESHED SAMPLES OF BARLEY Quality Two Row Six Row 1 Size Very large... Medium to large Medium plump Not as rounding with long taper 3 are twisted Light straw color Hard to medium hard Partly flinty Smoother coverings Medium thick 2. Plumpness. 3. Shape.... 4. Variation in Cheeks of Kernels. 5. Color. 6. Hardness.»... 7. Appearance of cross sec¬ tion . Very plump... Rounded and full. Short rounding taper No variation. Nearly dead white. Quite starchy and medium hard. Starchy . 8 Appp ar ance of berry cov¬ erings 9. Thickness of coverings.. Wrinkled palea at right an¬ gles to long axis. Thin. COMPARISON OF THREHED SAMPLES OF WISCONSIN OATS Quality Sweedish Select Ped. No. 5 • Wisconsin Wonder Ped. No. 1 Sixty Day Ped. No. 6 Clolnr. White. White. Yellow Shape. Plump with hump on dorsal side Long and slender... Long and slender Crease. Wide and shallow... Medium wide. Narrow to medium wide Size Very large. Large. Small Appearanceof Awn Dark, coarse, twist¬ ed at base Medium coarse. Light fine and decid¬ uous Thickness of hull.. Stiff and medium thick Stiff and medium thick. Thin Length of tip Medium to short.... Long. Long COMPARISON OF THRESHED SAMPLES OF WHEAT Quality Blue Stem Marquis Turkey Red Durum Color. Grayish Rich brown am¬ Brown amber to Light glassy am¬ brown amber ber light yellow ber Shape. Medium short to Short and chun- Medium to long. Long with slight long—slight taper Pronounced ta¬ per taper Size. Medium to large Medium to small Medium to large Large Crease. Medium wide to Wide — V shape Narrow and med Wide and medi- narrow anddeep and medium to deep. Angular and full ium to deep... ium deep Cheek. Round and full.. Very rounding and full Angular to med¬ ium angular Hardness .. Hard. Hard. Hard Very hard Glassy Appear¬ Dull glassy am¬ Glassy to dull Flinty with tra¬ ance of cross sec¬ tion ber with traces of starch amber with tra ces of starch ces of starch.. 12 178 AGRICULTURE IN THE HIGH SCHOOL TABLE OF IMPORTANT TYPE CHARACTERS OF WISCONSIN POTATOES. Variety. Shape. Skin and Surface Marking. Size Standard. Rural New Yorker Round to oval and flattened. Pronounced spherical and oblong types objectionable. Smooth, tan color, thin skin. Eyes unevenly d 5 stributed. 10ounces approx¬ imately. 2 oz. considered moderate in all varieties. Green Mountain Tubers slightly oblong and f airly b roiad: thickened. Skin fairly rough net¬ ted, creamy buff color. Eyes even. 10 ounces approx¬ imately. Burbank Long, cylindrical and moderately flattened. Skin slightly netted, creamy buff. Eyes evenly distributed. 8-10 ounces. Peerless (Pearl) Heart shape; stem end sunken. Skin oftpn netted, checkered, iight tan color. Pink tinge around eyes. 8 ounces, Triumph Round to flattened. Long types objection¬ able. Skin deep rose or pink. Eyes slightly sunken. 7-8 ounces. Early Ohio Oblong, thickened type; Blocky type preferred. Light pink skin, pim¬ pled. Eyes prominent. 8 ounces. Early Rose Long, flattened, slightly tapering. Pink or rose; slightly blotched. 8 ounces. Irish Cobbler. Round, somewhat flat¬ tened. Stem end slight¬ ly sunken. 1 Bright, creamy tan col¬ or. Eyes fairly deep. 7-8 ounces. Uniformity . This point is given much importance in judging in relation especially to size, shape and color. Soundness, freedom from hollow centers, black heart, spongy or streaked flesh. These are specific diseases and any serious infesta¬ tion may completely disqualify. Coarse, green or bruised stock is also very objectionable. A slight and inconspicuous infestation of disease is often a deciding factor against samples otherwise in good condition. Cleanness, Brightness, Ripeness of skin are essential to high quality. Long exposure to light darkens the skin and injures the appearance of tubers. Never wash tubers. Secure Potato Bulletin of Wisconsin Potato Growers’ Association— Sec’y. J. G. Milward, Madison, Wis. OFFICIAL WISCONSIN SCORE CARDS. _ DRAFT HORSES Animal Name . Date - — - .— Pos¬ sible score Points deficient SCALE OF POINTS Student’s score Cor¬ rected GENERAL APPEARANCE—30 POINTS Height, 16 hands or over. Weight, 1500 lbs. or over. 6 Form, broad, massive, evenly proportioned, 6 symmetrical, blocky ... Quality, refined; bone clean, large, strong; tendons, clean, defined, prominent; skin and hair fine; “feather,” if present, silky Action, walk, fast, elastic, regular, straight; trot, free, springy, balanced, straight.... Temperament, energetic; disposition, good. HEAD AND NECK—10 POINTS Head, proportionate size, clean cut, well 6 10 2 2 1 Forehead, broad, full^... 2 ' 1 3Iuzzle, neat; nostrils large, flexible; lips 1 1 Neck, muscled, arched; throat-latch, fine, 2 FORE QUARTERS—20 POINTS Shoulders, moderately sloping, smooth, 2 snug, extending well back. Arm, short strong muscled, thrown back, 1 Forearm, long, wide, ciean, heavily muscled Knees, straight, wide, deep, strong, clean.. Cannons, short, wide, clean; tendons clean, rl nfirwirl nmm l "n dd t . 1 2 2 ■mrirlc* ctrp l frh t c + T*OT12!* 1 r CHOCKS) W iUc, bli d/l&iii, ou 0115, cicau . Pasterns, moderately sloping, strong, clean Feet, large, even size, sound; horn dense, waxy; soles concave; bars strong, full; frogs large, elastic; heels wide, one-half lhncrfh nf tnp .. 3 8 BODY—10 POINTS Chest, deep, wide; breast bone, low; girth, lftrgc . 2 Ribs, deep, well sprung, closely ribbed to jiip , , , T . , , T ,. 2 Rack broad strong muscular. . 2 Loins, short wide thick muscled. 2 Underline low flanks full 2 HIND QUARTERS—30 POINTS Hips, broad, smooth, level, well muscled... Croup, wide, heavily muscled, not mark¬ edly drooping . 2 2 nPhigh-s, deep, hroa.d, strong muscular. 2 Quarters, plump with muscle, deep. 2 Stifles, large, strong, muscular, clean. 1 Gaskins, (lower thighs), long, wide, clean, heavily muscled. 2 Hocks, large, strong, wide, deep, clean, well set . 8 Cannons, short, wide, clean; tendons clean, defined, prominent . 2 Fetlocks, wide, straight, strong, clean. 1 Pasterns, moderately sloping, strong, clean Feet, large, even size, sound; horn, dense, waxy; soles concave; bars strong, full; frogs, large, elastic; heels, wide, one-half length of toe, vertical to ground. 2 6 Total . 100 180 AGRICULTURE IN THE HIGH SCHOOL BEEF CATTLE Student No . Date Name . Animal .. Pos¬ sible score Points Deficient SCALE OF POINTS Student’s score Cor¬ rected GENERAL APPEARANCE — 26 POINTS Weight, estimated.lbs. according to 6 0 Form, straight top line and underline; 8 Quality, firm handling; hair fine; skin pli¬ able; fine bone; evenly colored with firm 8 1 Tcmpcraniciitj QU.i6t, docile. 3 HEAD AND NECK — 8 POINTS Muzzle, good size, mouth large; lips thin, nostrils large . 2 lqrge r*lpar*, plap.ifl. 1 Face, short, quiet expression. ' Forehead, broad full. 1 Ears, medium size, fine texture. 1 Neck, thick, short, throat clean. 2 FORE QUARTERS — 13 POINTS Shoulder Vein, full. 3 Shoulder, covered with flesh, compact on top, snug . 4 Breast, wide; brisket prominent. 2 Dewlap, skin not too loose and drooping.! Legs, straight, short; arm full; shank fine, smooth . 1 3 body — 2S POINTS Chest, full, deep, wide; girth, large; fore¬ flank full . 6 Crops, full, even with shoulders. 3 Ribs, deep arched, thickly fleshed. 5 Back, broad, straight, evenly fleshed. 8 Loin, thick, broad. 5 Flank, full, even with underline. 3 HIND QUARTERS — 25 POINTS Hips, smoothly covered; distance apart in proportion with other parts. 4 Rump, long, even, wide; tail head smooth, not patchy . 5 Pin Bones, not prominent, far apart. 3 Thighs, full, wide, deep. 5 Twist, deep, plump. 4 Legs, straight, short; shank fine, smooth.. 2 9 | Total . 100 AGRICULTURE IN THE HIGH SCHOOL 181 DAIRY CATTLE Student . Bate Animal . Animal . GENERAL APPEARANCE—A dairy cow should weigh not less than 800 pounds, have large capacity for feed, a dairy temperament, well developed milk organs, fine quality and perfect health, and be capable of a large production of milk and butter fat. Per¬ fect score Points Deficient SCALE OF POINTS Student’s score Cor¬ rected INDICATION OF CAPACITY FOR FEED— 25 POINTS Face, broad between the eyes and long; muzzle clean cut; mouth large; lips strong; lower jaws lean and sinewy.... Body, wedge shape as viewed from front, side and top; ribs, long, far apart and' well sprung; breast full and wide; flanks, 5 10 Back, straight; chine, broad and open; loin 5 ' 5 INDICATION OF DAIRY TEMPERAMENT- 25 POINTS Head, clean cut and fine in contour; eyes, j prominent, full and bright . 3 4 Neck, thin, long, neatly joined to head and shoulders and free from 'throatiness and dewlap . Brisket, lean and light. 2 Shoulders, lean, sloping, nicely laid up to body; points prominent; withers sharp. . Back, strong, prominent to tail head and open jointed. 4 3 . Hips, prominent, sharp and level with back Thighs, thin and incurving. 3 . . 4 . Tail, fine and tapering. 1 . Legs, straight; shank fine. 1 . INDICATION OF WELL DEVELOPED MILK ORGANS—25 POINTS Rump, lohg, wide and level; pelvis roomy Thighs, wide apart; twist, high and open.. Udder, large, pliable, extending well for¬ ward and high up behind; quarters, full, symmetrical, evenly joined and well held up to body. 2 .3 \ 15 4 Teats, plumb, good size, symmetrical and well placed . INDICATIONS OF STRONG CIRCULATORY SYSTEM, HEALTH, VIGOR AND MILK FLOW—25 POINTS Eyes, bright and placid. 2 Nostrils, large and open. 3 Chest, roomy . 5 Skin, pliable; hair, fine and straight; secre¬ tions, abundant in ear, on body and at end of tail . 7 Veins, prominent on face and udder; mam¬ mary veins, large, long, crooked and branching; milk wells large and numer¬ ous . 7 Escutcheon, wide and extending high up. . 1 . . . . . Total . 100 j • - .. . 1 182 AGRICULTURE IN THE HIGH SCHOOL SWINE Animal . Bate .. Student . Standing Pos¬ sible score Points Deficient SCALE OF POINTS Student’s score Cor¬ rected GENERAL APPEARANCE—25 POINTS Weight, . estimate . actual lbs . 6 Form, deep, broad, low, long', symmetrical, 8 Quality, bone clean; hair siiky; skin soft: head and ears refined, evenly covered with firm flesh 6 Disposition Quiet docile 5 HEAD AND NECK—10 POINTS Snout medium length not coarse 1 Face, short cheeks full 1 Forehead, broad . 1 Eyes, large, mild, full, bright, wide apart. . Ears medium size, fine soft 1 1 Jowl, strong, neat, broad. 2 Neck, thick, medium length. 3 FORE QUARTERS—13 POINTS Shoulder, symmetrical, broad, deep, full, compact on top. 6 Dreast, wide, prominent, well let down.... Legs, straight, short, feet and pasterns strong . 2 5 BODY—32 POINTS Chest, deep, broad; girth large . 7 Sides, deep, lengthy and full . 8 Rack, broad, straight, thickly and evenly fleshed . 7 Loin, thick, wide and strong . 5 Relly, straight, even, and firmly fleshed. . . Flank, low and well fleshed, girth large. . HIND QUARTERS—20 POINTS Hips, wide apart, smooth . 3 2 3 Rump, long, wide, evenly fleshed, smooth.. Hams, firm, heavily fleshed, deep and wide Leas, straight, short; feet and pasterns strong . 4 8 5 Total . 100 AGRICULTURE IN THE HIGH SCHOOL 183 SCORE CARD FOR HOLSTEIN-FRIESIAN BULL Parts Head.... Forehead Faee. Muzzle Ears. . Eyes. . Horns Neck Shoulders. Chest. Crops. Chine. Barrel. Loin and Hips. Rump Thurl. . . Quarters Flanks. . Legs.... Tail Hair and. Handling Mammary Veins Rudimentary Teats. Escutcheon.. Description Possible Dis- score credits Showing- full vigor; elegant contour.. Broad between the eyes; dishing. Of medium length; clean and trim; es¬ pecially under the eyes; the bridge of the nose straight. Broad with strong lips. Of medium size; of fine texture; the hair plentiful and soft; the secretions oily and abundant. Large; full; rh.ild; bright. Short; of medium size at base; gradu¬ ally diminishing toward tips; oval; inclining forward; moderately curved inward; of fine texture; in appear¬ ance waxy . Long; finely crested (if the animal is mature); fine and clean at juncture with the head; nearly free from dew¬ lap; strongly and smoothly joined to shoulders . Of medium height; of medium thick¬ ness and smoothly rounded at tops; broad and full at sides; smooth over front . De.ep and low; well filled and smooth in the brisket; broad between the fore¬ arms; full in the foreflanks [or through at the heart]. Comparatively full; nearly level with the shoulders . Strong; straight, broadly developed, with open vertebrae. Long; well rounded; with large abdo¬ men; strongly and trimly held up... Broad; level or nearly level between hook-bones; level and strong later¬ ally; spreading out from the chine broadly and nearly level; the hook- bones fairly prominent. Long; broad; high; nearly level later¬ ally; comparatively full above the thurl; carried out straight to drop¬ ping of tail. High; broad . Deep; broad; straight behind; wide and full at sides; open in the twist. Deep; full. Comparatively short; clean and nearly straight; wide apart; firmly and squarely set under the body; arms wide, strong and tapering; feet of medium size, round, solid and deep.. Large at base, the setting well back; I tapering finely to switch; the end of bone reaching to hocks or below; the switch full. • Hair healthful in appearance; fine, soft and furry; skin of medium thickness and loose; mellow under the hand; the secretions oily, abundant and of a rich brown or yellow color. Large; full; entering large orifices; double extension; with special devel¬ opment, such as forks, branches, con¬ nections, etc. 2 2 2 1 1 2 1 5 4 7 4 6 7 7 7 4 5 2 5 2 10 10 Large; well placed. 2 Largest; finest . 2 Perfection . . . Total discredit 100 Net score 184 , AGRICULTURE IN THE HIGH SCHOOL SCORE CARD FOR HOLSTEIN-FRIESIAN COW Parts Heart. Foreheart. Face. Muzzle. Ears. Eyes. . Horns Neck Shoulders Chest Crops. Chine. Barrel Loin anrt Hips. . Itump Thurl. . . Quarters Flanks Legs.. Tail Hair and. Handling Mammary Veins Udder and Teats Teats. Escutcheon Description Possible score Dis¬ credits Decidedly feminine in appearance; fine in contour ... Broad between the eyes; dishing. Of medium length; clean and trim, es¬ pecially under the eyes, showing fa¬ cial veins; the bridge of the nose straight . Broad with strong lips. Of medium size; of fine texture; the hair plentiful and soft; the secretions oily and abundant. Large; full; mild; bright. Small; tapering finely towards the tips; set moderately narrow at base; oval; inclining forward; well bent inward; of fine texture; in appearance waxy. Long; fine and clean at juncture with the head; free from dewlap; evenly and smoothly joined to shoulders... Slightly lower than the hips; fine and even over tops; moderately broad and full at sides. Of moderate depth and lowness; smooth and moderately full in the brisket; full in the foreflanks [or through the heart] . , . Moderately full . ’ . Straight; strong; broadly developed, with open vertebrae. Long; of wedge shape; well rounded; with a large abdomen, trimly held up [in judging the last item age must be considered] .. Broad; level or nearly level between the hook-bones; level and strong lat¬ erally; spreading from chine broadly and nearly level; hook-bones fairly prominent . Long; high; broad with roomy pelvis; nearly level laterally; comparatively full above the thurl; carried out straight to dropping of tail. High; broad . Deep; straight behind; twist filled with development of udder; wide and mod¬ erately full at the sides. Deep; comparatively full. Comparatively short; clean and nearly straight; wide apart; firmly and squarely set under the body; feet of medium size, round, solid and deep. . Large at base, the setting well back; tapering finely to switch; the end of the bone reaching to hocks or be¬ low; the switch full. Hair healthful in appearance; fine, soft and furry; the skin of medium, thick¬ ness and loose; mellow under the hand; the secretions oily, abundant and of a rich brown or yellow color Very large; very crooked [age must be taken into consideration in judging the size and crookedness]; entering very large or numerous orifices; double extension; with special devel¬ opments, such as branches, connec¬ tions, etc. Very capacious; very flexible; quarters even; nearly filling the space in the rear below the twist, extending well forward in the front; broad and well held up . Well formed; wide apart, plumb and of convenient size . Largest, finest. Perfection .... Total discredit Net score .... 2 2 2 1 1 2 1 4 3 6 2 6 6 3 4 2 4 2 8 10 12 2 2 100 AGRICULTURE IN THE HIGH SCHOOL 185 STATEMENT OF STUDENT IN COMPETITIVE JUDGING Name Date Judging Class. Section First Place Live Weight Remarks Second Place Live Weight _/ Remarks Third Place Live Weight Remarks 186 AGRICULTURE IN THE HIGH SCHOOL SCORE CARD FOR MILK. Item. Perfect Score Score Allowed Remarks. Bacteria . 35 Bacteria found per cubic centimeter... Flavor and odor.,. 25 Flavor and odor. Visible dirt ... 10 Fat . 10 Ppr cent fnnnd. Solids not fat. 10 Ppr cent, found. Acidity . 5 Ppr cent found . Bottle and cap. 5 Gap and bottle. Total . 100 DIRECTIONS FOR SCORING. Bacteria Per Cubic Centimeter—Perfect Score, 35 Less than 400. 400 to TOO.. TOO to 1,000... 1,000 to 2,000. 2,000 to 3,000. Each additional 1,000 subtract 0.5, 9,000 to 10,000. 10,000 to 15,000. 15,000 to 20,000. Each additional 5,000 subtract 1.. 100,000 to 110,000. 110,000 to 120,000. Each additional 10,000 subtract 1.. 200,000 and over. Points 35 ,. 34.5 ,. 34 .. 33.5 . 33 29 28 27 10 9 0 Note.—When the number of bacteria per cubic centimeter exceeds the local legal limit, the score shall be 0. FLAVOR AND ODOR-PERFECT SCORE, 25 Deductions for disagreeable odor or flavor should be made according to conditions found. When possible to recognize the cause of the difficulty it should be described under Remarks. VISIBLE DIRT—PERFECT SCORE, 10 Examination for visible dirt should be made only after the milk has stood for some time undisturbed in any way. Raise the bottle carefully in its natural, upright posi¬ tion, without tipping, until higher than the head. Observe the bottom of the milk with the naked eye, or by the aid of a reading glass. The presence of the slightest movable speck makes a perfect score impossible. Farther deductions should be made according to the amount of dirt found. When possible the nature of the dirt should be described under Remarks. AGRICULTURE IN THE HIGH SCHOOL 187 FAT IN MILK—PERFCT SCORE, 10 Points 4.0 per cent #nd over.10 3.9 per cent..... 9.8 3.8 per cent. 9.6 3.7 per cent. 9.4 3.6 per cent. 9.2 3.5 per cent. 9 3.4 per cent. 8 3.8 per cent. 7 Note.—When the per cent of fat is less consin) the score shall be 0. 3.2 per cent. <5 3.1 per cent. 5 3.0 per cent. 4 2.9 per cent.. 3 4 5 6 7 8 9 10 2.8 per cent. 2 2.7 per cent.,. 1 U.i .. # . Less than 2.7 per cent. 0 n the local legal limit (3 per cent in Wls- SOLID'S NOT PAT—PERFECT SCORE, 10 Points 8.7 per cent and over. 10 8.6 per cent. 9 8.5 per cent. 8 8.4 per cent. 7 8.3 per cent. 6 8.2 per cent. 5 Note.—When the per cent of solids not fat shall be 0. Points 8.1 per cent. 4 8.0 per cent. 3 7.9 per cent. 1 2 7.8 per cent. 1 Less than 7.8 per cent.— 0 is less than the local legal limit the score ACIDITY—PERFECT SCORE, 5 Points Less than 0.2 per cent. 5 0.2 per cent to 0.21 per cent. 4 0.21 per cent to 0.22 per cent. 3 Points 0.22; per cent to 0.23 per cent. 2 0.23 per cent to 0.24 per cent. 1 0.24 per cent and over. 9 BOTTLE AND CAP—PERFECT SCORE, 5 Bottles should be made of clear glass and free from attached metal parts. Caps should be sealed in their place with hot parafln, or both cap and top of bottle covered with parchment paper or other protection against water and dirt. Deduct for tinted glass, attached metal parts, unprotected or leaky caps, partially filled bottles, or other conditions permitting contamination of milk or detracting from the appearance of the package. WHEAT SCORE CARD. Scale of Toints. 1 2 3 4 ,'5 1. Trueness to type or breed characteristics..... 5 2. Uniformity in size and shape of kernels. 5 3. Color of grain. 10 4. Freedom from mixture with other grain. 10 5. Size of kernel. 10 6. Freedom from weed seeds, dirt and other foreign material . 10 7. Freedom from damaged, smutty or musty kernels. 15 8. Weight per bushed.•«.. 15 9. Viability . 10 10. Hardness and texture. 10 Total .100 388 AGRICULTURE IN THE HIGH SCHOOL OAT SCORE CARD' Scale of Points. 1 2 3 4 5 1. Trueness to type or breed characteristics.. . 5 2. Uniformity ia size and shape of kernels_ . 5 3. Color of grains. 4. Mixture with other grains. . 10 5. Size of kernel... . 10 6. Freedom from weed seeds, dirt and other foreign material . 7. Odor-musty, smutty, sulphur. . 15 8. Weight per bushel. 9. Percentage of meat to hull. 10. Viability ... Total . BARLEY SCORE CARD Scale of Points. 1 2 3 4 5 1 . Trueness to type or breed characteristics. . 5 2. Uniformity in size and shape of kernels. 5 3. Color of grain... 15 4. Size of kernel. 10 5. Texture . 10 6. Freedom from mixture with other grains. 10 7. Freedom from weed seeds, dirt and other foreign material .'. 10 8. Freedom from damaged, smutty or musty kernels 10 9. Weight per bushel. 15 10. Viability . 10 Total . 100 AGRICULT ORE IN THE HIGH SCHOOL 189 CORN SCORE CARD Name and No. of Scorer. Sample No.. Date _ Scale of Points. 1 2 3 4 5 1. Uniformity and trueness to type.10 2. Shape of ear. 10 3. Color: a. Grain . 5 b. Cob . 5 4. Market condition . 10 5. Tips . 5 6. Butts . 5 7. Kernels: a. Uniformity . io b. Shape . 5 8. Length of ear.10 9. Circumference of ear. 5 10. Space: a. Fhrrow between rows. 5 b. Space between kernels at cob 5 — 11. Percentage of corn. 10 Total .100 Reasons for student’s score on test sample. Numbers below refer to the various heads under which the sample of grain has been judged. 1 .... 2 ......... 3 . - .. r .... _*.•• ..... 4 ..,.... 5 ......... 6 ...... 7 . 8 i ... ; .■'•••• 9 .. 10 .». 11 190 AGRICULTURE IN THE HIGH SCHOOL SINGLE PLATE SCORE CARD FOR APPLES AND PEARS Class. Sub-Class.. Perfection Entries Form .. 15 15 20 20 30 Size . dolor . Uniformity . Freedom from blemish. Total . 100 Judge, Date. FRUIT COLLECTION SCORE CARD Class. Sub-Class j Perfection Entries Number of varieties. Adaptability of varieties for purpose stated . 30 15 45 10 Score of individual plates. Taste in arrangement. Total . 100 1 Judge Date, FRUIT JUDGING Variety Place Plate No. Reasons 1st • 2nd ’ • 3rd 4th 5th 6th Date, Judge, AGRICULTURE IN THE HIGH SCHOOL 191 POTATO JUDGING SCORE CARD Nam© or Number of Exhibitor. Score.. Name or Number of Exhibitor. Score Points Allowed Score General Conformity to Type, 55 Points 20 5 Color: trueness to standard for va¬ riety . Shape: conformity to standard for variety ... 12 Size: desirability for commercial purposes . T .. t . t T ,. 8 Eye characteristics: depth, distribu- tjoii ,,,,. 10 Market Conditions and Quality, 45 Points Cleanness, brightness of skin, ripe¬ ness, freedom from sunburn, check or injury. 20 Quality of flesh. (Examine for spongy, watery conditions, dark spots, hollow centers'!. 10 10 Disease. See disqualifications. Ex¬ amine for scab spots, dry-rot, etc. Neatness . 5 Total . 100 Disqualifications All exhibits must be true to va¬ riety. A mixture of more than 5% will disqualify. On exhibits of 10 specimens, all tubers must be true to name or be disqualified. Any exhibit showing specimens diseased with fusarium rot, scab, blackleg, wart disease, or any disease subject to spread through seed dissem¬ ination shall be disqualified. Potato scab spots less than ^ inch in diameter shall not dis¬ qualify provided not more than 5% of the exhibit is in¬ fested. Any infestation of scab whatever shall cut the full ten points on the card. Any exhibit which does not con¬ form to specifications in size and neatness shall be disquali¬ fied at the discretion of the judge.