Author.

Title.

Imprint

Book.NlJA5
—30299-1
IG SPO
m

DniYersity ol the State ol New York Bulletin

Entered as second-class matter August Of
I9i3> at the Post Office
3, igiSt
2, at Albany, N. Y., under the
act of August 24, 1912

Published fortnightly

No. 563 ALBANY, N. Y. March 15, 1914

Division of Vocational -Sehools, Ciy^ j^.Cv,vv ./,/.,

AGRICULTURE IN THE HIGH SCHOOL

PREPARED BY
LAYTON S. HAWKINS
Specialist in Agricultural Education

PAGB PAGB
Purpose of bulletin 3 Teacher's plan record 22
Methods of instruction 3 Field exercises 22
The lecture method 4 Indoor laboratory exercises . 23
Order of topics 5 Assignment for three days ... 23
Principles and theories 6 Outline for report on corn ... 24
Home projects 7 Equipment 25
Record of pupil's work 8 The laboratory 28
Accounts from poultry project. 8 The field trip 34
Home project survey sheet. ... 10 The pupil's notebook 37
Pupil's project time sheet 12 The recitation 40
Pupil's project account sheet.. 13 The shop 42
Reports on home projects 14 Purpose of farm mechanics work. 45
Poultry project study outline. 15 Equipment for drawing and shop-
Pupil's project study record. ... 16 work 45
Record of teacher's work 21 Classified list of agricultural
Extension diary 21 books 47

ALBANY
THE UNIVERSITY OP THE STATE OF NEW YORK
1914
Ti9r-Fi4-2SOO
 THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of the University

With years when terms expire

H
1917 St Clair McKelway M.A. LL.D. D.C.L. L.H.D.
Chancellor Brooklyn
1926 Pliny T. Sexton LL.B. LL.D. Vice Chancellor Palm3n'a
1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany
Chester S. Lord M.A. LL.D. New York
1922
1918 William Nottingham M.A. Ph.D. LL.D. Syracuse —
192 1 Francis M. Carpenter Mount Kisco
1923 Abram L Elkus LL.B. D.C.L. New York
1924 Adelbert Moot Btiffalo
1925 Charles B. Alexander M.A. LL.B. LL.D. Litt.D.Tuxedo
1919 John Moore Elmira
1920 Andrew J. Shipman M.A. LL.B. LL.D. New York
191 Walter Guest Kellogg B.A. Ogdensburg

President of the University

and Commissioner of Education

John H. Finley M.A. LL.D.

Assistant Commissioners

Augustus S. Downing M.A. L.H.D. LL.D. For Higher Education

Charles F. Wheelock B.S. LL.D. For Secondary Educatidn
Thomas E. Finegan M.A. Pd.D. LL.D. For Elementary Education
Director of State Library

James I. Wyer, Jr, M.L.S.

Director of Science and State Museum

John M. Clarke Ph.D. D.Sc. LL.D.
Chiefs of DivisiooB

Administration, George M. Wiley M.A.

Attendance, James D. Sullivan
Educational Extension, William R. Watson B.S
Examinations, Harlan H. Horner B.A.
History, James A. Holden B.A
Inspections, Frank H. Wood M.A.
Law, Frank B. Gilbert B.A.
Library School, Frank K. Walter M.A. M.L.S.
PubUc Records, Thomas C. Quinn
School Libraries, Sherman Williams Pd.D.
Statistics, Hiram C. Case
Visual Instruction, Alfred W. Abrams Ph.B.
Vocational Schools, Arthur D. Dean D.Sc.

0, OF D,
^ Y i
^ ' DniversM the State ol New York Bulletin
ry^ ~' Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y.,
under the act of August 24, 1912

^ Published fortnightly

No. 563 ALBANY, N. Y. :March 15, 1914

AGRICULTURE IN THE HIGH SCHOOL

PURPOSE OF THIS BULLETIN

This bulletin supplements Bulletin 543, entitled " Schools of
Agriculture, ^lechanic Arts and Homemaking," which contains
information concerning the establishment and maintenance of such
schools in accordance with the Education Law and the rules and
regulations of the Commissioner of Education as set forth in
Bulletin 542, entitled " Vocational Schools." Since local conditions
are so diverse, it is impossible, even if desirable, to offer any
detailed suggestions for the whole course. This bulletin furnishes
information for the assistance of teachers of agriculture in planning
their work to suit the locality and in conducting it in a satisfactory
manner.

METHODS OF INSTRUCTION
For one hundred fift}' years agriculture has been regarded as a
proper subject for school study and a quarter of a century has
passed since the first successful high school of agriculture was
opened in this country. Not until this decade, however, has the
problem of secondary school agriculture had anything like universal
consideration. At the present time, schools of agriculture and
courses in agriculture, as well as laws relating to the establishment
of the same in the various states, are so numerous, diverse and
metamorphic that it is difficult to follow the development. It is

safe to say, however, that the greater part of the teaching which
has been done and is being done in agriculture closely resembles or
exactly duplicates the methods and organization of subject matter
in other lines of high school instruction. The lecture method of
4 THE UNIVERSITY OF THE STATE OF NEW YORK

dispensing information is widely emplo3'ed and the textbook order

is frequently followed in planning the work. A more or less
coherent mass of facts is organized in a so-called logical sequence
and called a subject. The successful pursuit of a certain number
of these subjects means the completion of a course. Some good
work is being done through this type of instruction. Much of the
information dealt with is related to farm boy's experience.
the
More or less concrete work in the form of laboratory exercises and
field excursions adds to that experience. The practical bearing of
the information, as far as it has any, is emphasized. It is to be
noted, however, that in connection with the course in " ologies "
and " isms," there is not in general a provision for the application
of rules and principles by the pupil. When a school farm is main-
tained the work is usually done by hired laborers and thus far very
few systematic attempts to use the home farms have been made.
In New York State there is a definite plan for the relation of the
home and school educational opportunities.^ The project plan aims
to make use of the home farms for the application of the science
learned in school. Much of the material in this bulletin is the result
of New York State experience. The suggestions contained herein
are offered in order that the experience of those who have been in
the work for some time may be available to all. Since so much
good work has been done it hardly seems wise to disregard entirely
this heritage from the past but rather to make future plans preclude
the mistakes which have been made.

THE LECTURE METHOD

The lecture method should have small place in the secondary
school, especially in the classes in agriculture. By the lecture
method meant not only a forty-five minute dissertation by the
is

teacher but any form of exercise in which the teacher does much of
the talking aside from questioning. It is valuable to supplement
other methods but should be used sparingly and economically. The
teacher's experience must be much more extensive than that of the
pupils and his knowledge must be broader than the textbook. An
incident, an application, or a brief explanation will often
add to the
value and interest of the exercise. A
few words at the right time
will sometimes do more good than an hour's lecture. Now that
good secondary texts are available and sources of information are

1 See Bulletin 543, page 11.

 AGRICULTURE IN THE HIGH SCHOOL 5

SO accessible, there is less need than formerly for the teacher to

consume time in the formal presentation of subject matter or
the dictation of " notes." (For further discussion of this point,
see page 40 " The recitation.") While it is desirable that pupils
secure, a broad outlook upon all questions, such an aim sliould not
exclude the results which come from individual efifort. The lecture
method is an excellent tool but a bad habit.

ORDER OF TOPICS
The order of topics in classroom instruction is too frequently the
same as that of the ordinary textbook. The textbook represents
the accrued experiences of the race and as such contains a logical
and organized arrangement of facts condensed and separated from
the details of their discovery. The basis of classroom instruction
should be the experiences of the pupils supplemented by race experi-
ence (that is, books, pamphlets etc.) rather than race experience
supplemented by the experiences of the pupils. In any particular
field of agriculture the order of topics should be local and seasonal

rather than so-called logical.

The teacher who uses a textbook should not plan his work so
that the class may begin with chapter i and continue to the end at
the rate of so many pages for each lesson. He should first of all

determine what crops of the community will ofifer an opportunity

for much concrete work and plan the work for the first month or
two around this material. It may be that the first assignment in
the text will be on page iii if the first crop considered is corn, and
it may be on page 428 if the first crop considered is potatoes,
or in either case it may be that the first reference will be to some
other book or bulletin. The teacher should start with some crop
that is in the field at the beginning of the school year ; not in a
study of the history, classification etc., but in some work which will
give an opportunity for individual effort and common individual
experiences. Each member of the class will know something about
these crops before the work begins, but the knowledge will be
uneven and no two will have had the same experiences. It is not
necessary to " finish up " corn and potatoes before considering
beans, alfalfa, winter wheat or whatever other crops may afford a
seasonal study. It is, in fact, an advantage to come back to a

topic frequently with additional information.

It is not necessary to " cover " all the text. No one book con-
tains all the information needed and each one contains much that
b THE UNIVERSITY OF THE .STATE OF NEW YORK

is not needed. If one-half of the material in a textbook can be used

to advantage, it is a good book. Some teachers make the mistake
of thinking that a waste of pupils' time is of less moment than the
loss of unnecessary text material.

PRINCIPLES AND THEORIES

Principles, theories and abstract information should follow, grow
out of and be related to experience. Referring again to the subject
of farm crops, a study of plant breeding should be preceded by a
study of plants in the field, practice in judging and scoring, germ-
ination tests, etc.
Farm boys generally know more about the preparation of
ground and the cultivation of crops than they do about
for seed
seed selection, breeding and plant diseases, but it is always an
advantage to have the whole class see the same plowed fields or the
same results of cultivation or lack of it in corn fields before attempt-
ing to study the more general questions of tillage and seedage. The
emphasis should be placed on the best practice and the principles
underlying it. The wise teacher will be satisfied to teach a few
fundamental principles thoroughly and so get the pupils started on
the right road.
Some teachers think that a study of physics and chemistry should
precede the study of agriculture in order that pupils may build
their knowledge of agriculture upon these fundamental sciences.
The sciences of physics and chemistry are highly abstract and deal
almost entirely with general principles and universal laws for an
understanding of which a knowledge of concrete information gained
through experience is necessary. The best teachers of physics and
chemistry realize this and are attempting to supply interesting and
useful experience in the form of laboratory exercises. While it is
impossible to include in the various subjects of agriculture all the
laws and principles now considered a part of high school physics
and chemistry, it is possible to give the rudiments of this instruction
and in such a connection that it can be understood. After this con-
crete work in agriculture, the pupil will be in a position to under-
stand physics and chemistry and profit by their study. The trouble
comes when the teacher tries to make the high school instruction in
agriculture a diluted form of college agriculture.
The following extract from an outline indicates how one teacher
planned the subject of farm crops to conform with the points brought
out under " Order of topics " and " Principles and theories :"
 AGRICULTURE IN THE HIGH SCHOOL 7

A Corn and potatoes (include beans, alfalfa and other prominent crops)
1 Field study of corn
a Percentage stand of corn
b Desirable characteristics of corn plant
c Selecting corn in the field for seed or exhibition
d Harvesting corn
2 Field study of potatoes
a Percentage yield of potatoes
b Condition of crop
c Selecting seed in field
d Harvesting potatoes
3 Fall preparation of ground and sowing, if wheat is raised
a Study of soils
b Study of seed bed
c Machinery
'

4 Study of weeds in corn and potato fields

5 Judging corn and potatoes

B Plant improvement (based on study of corn and potatoes)

1 Variation
2 Natural selection (use weed illustrations)
3 Artificial selection
4 Seed production
5 Heredity '

6 Improvement in farm crops

C Plant food
1 Elements required
2 Sources of plant food
3 Functions of different elements
4 Manufacture of food materials

D Plant growth
1 Seeds
a Purity of sample
b Germinating capacity
c Rate of germination
2 Seedlings
3 Roots
4 Stems
5 Leaves
6 Flowers
7 Fruit

E Study of small grains

F Study of grasses and pastures

G Study of clover, alfalfa, etc.

HOME PROJECTS^
Aproductive project should be the eventual focus of the informa-
tion and experience gained from subject study. The project plan
of study includes two closel}?- related features: (i) A productive
farm enterprise carried on by the pupil under the supervision of the
teacher of agriculture. Strict accounts should be kept and the best
1 See Bulletin 543, page 15.
O THE UNI\'ERSITY OF THE STATE OF NEW YORK

practices followed. The aim is economic success. (2) A special

study of the best practices and principles directly related to (i).
This study should precede or parallel the enterprise.
I
The most difficult part of the work for the teacher will be the
planning of the special study with the individual pupils. A series
of questions arranged in outline form will be found a satisfactory
guide. Bulletin 28 published by the Massachusetts State Board of
Education outlines sixteen vegetable projects.^

RECORD OF PUPILS' WORK

In order that he may intelligently advise and assist a pupil in

outlining his project, the teacher should know something about the
home conditions. The survey sheet prepared by the State College
of Agriculture, department of farm management, if filled out will
give comprehensive information. But even with this extensive
information the teacher should home
af least once before
visit the

the pupil finally decides on his project.Other sheets in use by

teachers of agriculture will be found on page 10.
The report on page 11 of projects worked out during the past
year gives some idea of the scope of the projects and the final

accounting. These reports are from two schools started in the fall
of 1912, so the projects are mainly from the work of the first two
years.

ACCOUNTS FROM POULTRY PROJECT

The following extract from the accounts of a poultry project
indicate something of the simplicity of the accounting. The main
items are the receipt, cost and time record. This boy started with
3 hens (breed uncertain), 4 anconas, 3 plymouth rocks, 4 white
Orpingtons and 6 bufif orpingtons and i buff orpington cock.
He set three hens with eggs from the buft" orpington pen and
raised 36 chicks. The other stock he gradually used and sold off
until at the end of a year he had all thoroughbred buff orpington
stock. In the meanwhile he paid himself $24.30 for labor and made
a net gain of $26.39.

1 Project Study Outlines for Vegetable Growing. Massaciiusetts State

Board of Education Bulletin g, 1913. Whole no. 28. Ford Building, 15
Ashburton place, Boston, Mass.
Includes questions and references for producing and disposing of
Beans Celery Parsnips Rhubarb
Beets Cucumbers Peas Spinach
Cabbages Melons Potatoes Sweet corn
Carrots Onions Radishes Tomatoes
 AGRICULTURE IN THE HIGH SCHOOL

Dr. Cr.
Inventory

191 4 1913
Feb. I Poultry $41 • Feb. I Poultry $26 20
Equipment 4 Equipment 4 •
Feed I 50 Feed 3 50
To balance 12 80

$46 50 $46 50

Cash or Personal
191 3 1913
Mar. I 4 hen
lb. 1 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 I wh. orp. hen I . . Apr. 22 I pkg. Pan-a-cea 25
Apr. 25 I ancona hen 70 May 12 Chick feed, 10 lbs. 25
May- 8 4^ lb. hen 80 May 12 Bread 12
May 15 I P. R. hen I . . June 3 Chick feed, 20 lbs. 50
June 5 I P. R. hen I . . June 3 Meal, 40 lbs. I . .

July 9 I B. H. hen 80 June 4 Feed, 100 lbs. I 80

July II I P. R. hen I . . July 10 Feed, 100 lbs. 2 00
Mash, 50 lbs. 70
etc., etc. Sept. 30 Feed, 300 lbs. 5 85

Feb. 28 Eggs, 208 4 51 etc., etc.

Mar. 31 Eggs, 308 6 07
Apr. 30 Eggs, 291 4 84

etc., etc.

Summary
191 3 1914
Feb. I Inventory $46 50 Feb. I 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

The " Pupil's project time sheet " on pag-e 12 and the " Pupil's
project account sheet" on page 13 show one method of securing-
the daily record of the progress of the project. The sheets should
be of notebook size (usually 8 by 10 inches) and perforated for
binding in the loose-leaf notebook. By use of carbon sheets dupli-
cate records should be made and handed in once a week for the
school files.

The study records^ based on the project outlines should, at the

conclusion of the project, be placed in the school files.

^ See Bulletin 543, page 12.

 . . ,

lO TPXE UNIVERSITY OF THE STATE OF NEW YORK

HOME PROJECT SURVEY SHEET

Farm Record (type i)

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

L.\ST YEAR THIS VEAR

Yield Value Cultiva- Yield Value Cultiva-

Kinds Acres per of tion Acres per of tion
acre crop given acre crop given

Stock Milk
Number Breed Feed Purpose

Horses Amt. at present . . . ..qt.

Cows
Hogs Disposal

Hens
Value per week $ . .

Other stock

Barns: Number . . . . . . . Stable room Outside dimensions

Floor space not stable . . Hay room cu. ft. Silo capacity cu. ft.
Houses: Number. . . Material vSizes No. rooms
Woods: Amt Kind Description
Distance to market . . . Name of market

School record

AGRICULTURAL ACADEMIC
Subjects taken
this year

Subjects passed
prior to this
year

Home project: Title.. Standing

Object.
Details
 . . .

AGRICULTURE IN THE HIGH SCHOOL II

Farm record (type 2)

Date Town in which located

Pupil'sname Age Year in school
Parent's name Address
Number of years on this farm Nearest railroad station
Total acres in farm Acres tillable
. . . Woods not pastured Tillable pasture
. . . . .

Untillable pasture Waste land

. . Orchard Level land
. . Rolling land . . . .

Condition of farm buildings

Stock

NUMBER VALUE BREED OR KIND

Work horses $

Colts

Other horses

Bulls

Dairy cows

Young cattle

Sale of stock products 191 Sale of crop products 191 . .

AMOUNT VALUE AMOUNT VALUE

Milk 1 Hay $

Butter Oats

Egps Buckwheat

Poultry Potatoes

Live animals Garden truck

Dressed meats Fruits

Hired labor Value $ Family labor . . . . Value

Feed purchased tons. Value $. Fertilizers . . . tons. Value
Lime used tons. Kind Value $
Seeds purchased Value $ . . .

What farm problems most interest you ?

12 TriE UNIVERSITY OF THE STATE OF NEW YORK

High School
Agriculture department
PUPIL'S PROJECT TIME SHEET
Na}]ie of pupil

Name of parent

SELF MAN HORSE

DATE DESCRIPTION OF
WORK From To From To From To

Total in hours
 AGRICULTURE IN THE HIGH SCHOOL 13

High School
Agriculture department
PUPIL'S PROJECT ACCOUNT SHEET
Name of pupil. .

Name, of parent.

DATE ITEMS DR. DATE ITEMS CR.

Total forwarded Total forwarded

 14 THE UNIVERSITY OF THE STATE OF NEW YORK

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 Plate I

.IjJ.: J

A group project
Work of farm mechanics and poultry class at the high school, Stamford, N. Y.
 AGRICULTURE IN THE HIGH SCHOOL 15

POULTRY PROJECT STUDY OUTLINE

A What breeds shall you keep ?

1 What breeds are raised in this locality?

2 Are they well adapted to this locality ?

3 Are there better breeds ?

4 What breed have you at present?
5 Shall you change?
6 How may you improve your present flock?
7 Shall you aim toward eg-g- or meat production?
B What kind of quarters shall you provide?
1 Shall you build or remodel?
2 What style house do you prefer? Why?
3 What essentials shall you have in mind in locating the
house ?

4 For how many fowls you provide?

shall

5 How much window and be needed?

air space will
6 Where shall you locate windows, perches, nests, dust
boxes and drinking fountains? (Show by drawings.)
7 Shall 3'ou have yards and parks ? How large and what kind?
C What poultry fixtures and devices do you need?
1 Which of these shall you build?
2 What type. of drinking fountain shall you use?
3 What type of feed hopper shall you use ?
D What care shall you take of your poultry?
1 How often shall you clean the colony house?
2 What disinfectant shall you use?
3 What precautions shall you take against vermin and
disease?
4 How shall you provide for fresh air and sunshine?
E What feeds shall you use?
1 What ration shall you use for laying hens? For fatten-
ing cockerels ? Why ?

2 What shall you feed the chicks? Why?

3 How often shall you feed hens ? Chicks ?

4 How shall you determine upon the most economic ration ?

F How shall you incubate?
1 Shall you use incubators or brood hens? Why?
2 What precautions shall you observe in either case?

3 What points shall you consider in selecting eggs for

hatching ?
4 When shall you test the eggs?
5 How shall you care for the chicks?
l6 -THE UNIVERSITY OF THE STATE OF NEW YORK

G From what diseases and enemies shall you protect your poultry?
How?
H How.
shallyou prepare your products for market?
1 What is the best method of killing?

2 Shall you dry pick? Why?

3 What is the correct method of scalding?
4 How shall you pack and ship your poultry?
5 How shall you handle and care for the eggs ?
6 Where shall you market your products ?

I What accounts shall you keep?

1 How shall you keep account of your expenses and
receipts ?

2 How you enter products used by the family ?

shall

3 How you record labor?

shall

4 How shall you keep in touch with market prices of feed

and produce?

pupil's project study record^

The equipment used consisted of two acres of land sloping toward
the south and east, a barn 28 by 20 feet with three and one-half
stories. The two lower floors were fitted up with roosts, nests,
dropping boards and other essentials for a henhouse. Each fowl
has 8 inches of roost and 2^ square feet of floor space. On the
south side of the barn there are openings fitted with cloth frames
to keep out and provide good ventilation. Even on
rain, let in light
stormy days these frames are opened for a little while in order to
air out the coops. The nests are placed under the dropping boards,
where they are secluded and convenient. I try to make the coops
as cheerful and bright as possible, because a happy lien is a laying
hen. I whitewashed the interior of the coop thoroughly, adding a

pint of carbolic acid to 50 gallons of whitewash. This was put on

with a bucket sprayer. This spray is both a good disinfectant and
insecticide.
For litter I use corn stalks cut into short lengths, because I have
these on hand.
There was also a coop 12 by 48 feet. This coop had a ground
floor only, so I placed 12 inch, inch mesh, poultry netting around the
bottom to keep the rats out. During the winter, hens are kept in

this coop, but last spring it was used for a brooder house.
1 This record was prepared and submitted by a pupil in the agricul-

tural department of a New

York State high school as a part of his work
for the year 1913.
For financial statement of project, see pupil number 3, page 14.
 AGRICULTURE IN THE HIGH SCHOOL I7

The chickens were hatched in eight Cycle hatchers with a capa-

city of 50 eggs each. These incubators are all metal, economic,
durable and have proved practical. The lamp is in the center and
the eggs are placed around it in three rows, with the small end
down and toward the lamp. The eggs are kept at a temperature
varying from 102 degrees Fahrenheit the first week, to 103 the
lastweek of incubation.
The chickens were left in the incubators until the oldest were 36
hours old, when all the healthy dried ones were removed to the
brooder where they were fed a mixture of sand, bread crumbs and
hard boiled eggs chopped fine. The chickens were kept at a tem-
perature of about 95 degrees for the first two days, then the heat
was reduced gradually as the chickens grew older. Gradually a
little oatmeal was added to the ration.
The brooder consists of a 3 foot square box, 12 inches high with
sheet iron nailed on top, with a i inch space between it and the
board floor. In the middle of the floor a hole 6 inches in diameter
was cut and a 2 quart basin nailed over it, the basin having several
holes in it. On the edge of the floor are upright boards to keep
the litter and chickens inside. A 2 foot square hover with a slit
flannel drapery on the edge was placed over the basin on four 6
inch legs, one at each corner. Now a bracket lamp is put into the
box under the hover. The chickens are led from the hovers by
means of an inclined board covered with dirt.

There were eight of these hovers with a capacity of 50 to 60 chicks

each, placed in the 12 by 48 foot coop. The chickens were provided
with runs inside and outdoors. These brooders were a constant
worry because a kerosene lamp can not be depended upon. I

intend to install a hot water system next season if possible.

At the beginning of the season the chickens grew well, but later,
as the weather turned bad and rats got into the coop, we moved
brooders and chickens outdoors. On account of the sudden change
I lost quite a number of them, perhaps more than the rats would
have killed.

When the chickens were eight weeks old, I separated the cockerels
from the pullets and fed them a fattening ration. At ten weeks
those that were not fit to save for breeding purposes I shipped alive
to a commission merchant who handles our products. I received an
average of twenty-four cents a pound for them.
We keep two strains of single-combed white leghorns and so we
had to leg-band some of the chickens. As soon as the young- stock
lO THE UNIVERSITY OF THE STATE OF NEW YORK

were old enough, I laid a cement floor in their coop to keep out
rats. The coops were already up with dropping boards, roosts
fatted
and nests. Of the 750 chickens hatched, we now have 320 pullets
and 25 cockerels fit for breeding.
The first pullet commenced laying September ist.
The work of taking care of the young stock consisted of cutting
hay for litter, cleaning the hovers at least once a week, regulating
the diet of the chickens as far as possible and spraying the hovers
with kerosene and carbolic acid once every two weeks. The brooder
lamps had to be filled every other day and trimmed every day.
Green food was furnished in the form of finely cut lawn clippings
and sprouted oats. The chickens of certain matings had to be leg-
banded and kept separate.
In picking out the cockerels for next year's breeding pen, I chose
them from the early hatches in order to have them mature next
spring when I wish to use them. In picking out the cockerels, I

follow the "American standard of perfection," and what I have

learned. I select cockerels which are well formed, large, having

pure white plumage, a well-developed tail standing at an angle of

45 degrees, clear colored yellow legs, bright eyed, five distinct
points on their combs, white ear lobed, and which crow the most
because crowing denotes vigor. Of course it is impossible to get
all these good qualities well developed in one bird, that is, a
cockerel may be well developed in shape and color but at the same
time lacking in vigor, which is essential for breeding stock. I try
to counterbalance the poor qualities of the male by picking out hens
which have these qualities well developed, that is, if the cock is
small, I would have large hens. ]\Iy idea is to produce a strain of

single-combed white leghorns which shall be good layers, well pro-

portioned, pretty, healthy and vigorous, and which develop good
sized early broilers.
As to feeding, I feed all the fowls a ration to make them large
and good layers of large white, chalky eggs. To the old stock I
feed each morning three quarts of grain, wheat, oats and barley
mixed, for each hundred fowls. I keep a dry mash before them all
the time in' a Cornell range hopper. This mash consists of one
hundred pounds of bran, one hundred pounds of middlings, one
hundred pounds oatmeal mill by-products, ground corn, wheat bran,
middlings, and oat refuse. Beef scrap is kept before them all the
time and I give them fresh ground green bone, about an ounce for
each hen daily. During the molting season, August, September,
 AGRICULTURE IN THE HIGH SCHOOL I9

October and November, I add 50 pounds of linseed oil meal to the

jnash. This produces feathers and hurries them through their
molt. Green food was supplied to thein in the summer in the
forms of lawn clippings, green oats, or alfalfa. In winter I used
cut dried alfalfa, cabbages and other vegetables.
The fowls run in an orchard of apple, pear, plum, cherry and
peach trees. I kept this sowed with oats during the summer while
it was damp. At night I feed all the stock all the mixed grain that
they will eat up clean, so that their crops will be full and they can
digest the food while they sleep. All the grain is fed in litter to

make them work because exercise is necessary for vigor and egg
production.
In taking care of the fowls my work consisted of feeding and
watering them, cleaning the dropping boards at least three times a.

week, going over the roosts with kerosene oil every two weeks, and
changing the litter when it was worn out and dirty. One
of the most
essential qualities of a good poultry farm is cleanliness and nothing
can be done without it because the stock will sicken and lose vigor.
So I kept the houses and yards as clean and dry as possible. Twice
during the summer I had their yard cultivated.
Our main business is producing large, uniform, chalky-white eggs
and that is why we keep single-combed white leghorns because they
lay an abundance of such eggs, which is what the New York City
market demands. We are located near the railway and our ship-
ments reach their destination in New York City in twelve hours.
In marketing all our products we take great care in having them
uniform and clean. With the broilers we like to have large hatches
so that there will be enough cockerels for a shipment, that is, about
fifty. But with the fowls we can not be so particular because we
sell them mainly to get them out of the way. In selecting for
market we pick out the poor layers, small combed, anemic or over-
fat fowls, SO' our fowls do not bring good prices because they are
small and not uniform, and, moreover, we could not expect good
prices for meat fowls when that is not our business. But in produc-
ing and marketing eggs we receive from 2 to 5 cents a dozen above
market quotations. We keep the nests as clean as possible in order
. to keep the eggs white. The eggs are gathered three times a day
and if in gathering the eggs I found a tinted egg I watched to see
which hen laid the egg and when I found her I marked her to be
killed when she stopped laying because we are breeding for clear
white eggs. The eggs are cleaned with a washing powder when
necessary, but the eggs are never rubbed hard because that would
 : — :

20 .THE UNIVERSITY OF THE STATE OF NEW YORK

remove the chalky appearance which denotes a fresh egg. The

eggs are kept in a cool, dry place before shipping. They are not
taken to the station until two hours before train time, so as to keep
them from getting heated. We never keep eggs over ten days
before shipping, either in winter or summer. In fact, we try to get
them on the market as soon as possible after they are laid because we
have a reputation with our commission merchant that we ship only
fresh eggs and so he relies on us. We try to furnish him the best
eggs that can be produced and so he pays us from 2 to 5 cents more
a dozen than market quotations. This merchant has always been
more than scjuare with us. He sends us egg cases free, except for
freight and cartage which is 2 cents a case, and even pays return
express on our shipping crates. So we are fully in favor of com-
mission merchants but of course when we can sell direct to a good
reliable consumer, we will do so.

I keep myself posted on poultry by reading farm papers, among

which are The Rural New Yorker, Rural Life, American Poultry
:

Advocate, and Poultry Success. I intend to follow the poultry

business for an occupation.

The following is a list of the supplies which we buy and an
account of my summer work
Wheat $ 95.
— $1 . 10 a bushel
Oats 45
Barley 60
Bran i .60 a hundred pounds
Middlings i . 60
Stock feed 1.40 1.50 "
"
Linseed meal i 75
"
Beef scrap 2.75
Green bones 00^ a pound
Gasoline for engine... .25 a gallon
Litter 50 a hundred pounds

In closing I will say that a daily record was kept of the following
Nvmiber of hours of work and cost. Number of eggs laid, Eggs

shipped. Fowls shipped, Returns from shipments, Eggs and fowls

used in the house and price, Amount of feed and green bone
bought, Miscellaneous expenditures, Mortality in chicks, etc.
Every good poultry man who wishes to succeed should keep an
account of his poultry just as if he were a business man, which he
really is or needs to be. By doing so he is enabled to see mistakes
and avoid or rectifv them.
 AGRICULTURE IN THE HIGH SCHOOL 21

In addition to the equipment described, I might say that we have

a two horse-power gasoline engine, a green bone cutter, clover
cutter,and a water supply which furnishes water to all the coops
and also provides fire protection. We now have about 400 head of
old stock which we are keeping for breeding purposes next year.
During the summer I had practically entire charge of the poultry
work but I have only a third interest in the business.

RECORD OF TEACHER'S WORK

In order that interested persons may at any time be able to secure
information concerning the department it is necessary for the
teacher to keep a record of his own work as well as of that of his
pupils. This record will also enable a teacher to make the best use
of the work of the preceding year. When a new teacher starts in
at a school there should be available for him records of the activi-

ties of his predecessors in order that he may know what has been
done and so make as little break as possible in the work. The fol-

lowing extracts from the extension diary and the plan book of a
teacher indicate what can be done in this direction.

EXTENSION DIARY
Oct. I Frank West called up to find out if I could come out Sat-
urday afternoon and help him start a set of accounts.
Calvin Drew brought in the seed corn.
2 Niles Wilson brought in some apples badly affected by
" scab." He wants to spray next spring. Anxious to have

a machine purchased. Will buy one-quarter share in one.

Loaned him a copy of Wallace's bulletin. Wells says that
his father is talking about buying a thoroughbred Guern-
sey sire.

3 Went to look over Riker's flat for soils trip. Flood

plain, rock ledge and a valley slope are accessible. Go
next Wednesday. Riker towants some alfalfa. raise
Went to West's in the afternoon and helped him start a
set of accounts. He wants the farm management class to
use his data and offer suggestions.
6 Talked at grange about visiting the rural schools and
explained the work we are doing here. We want to get
some of the older boys in for the winter course. R. Barnes
asked me to visit his place to advise him concerning alfalfa
growing. L. Barton intends to remodel his cow barn. He
wants us to visit his place and suggest plans.
22 ~
THE UNIVERSITY OF THE STATE OF NEW YORK

7 Carl Broder called up to know if we would help him

trim his orchard. I told him we would come out and start
him. Fred Niels brought in some new varieties of potatoes
for the farm crops class.
9 Went down to Fred Wood's after school to find out about
taking" the animal husbandry class there next week to see
his sheep. He is talking about hothouse lambs. I am to
send him some literature. He says he shall be glad to have
the class come down and offered to hook up and come
after us.
lo Had the annual exhibition of crops and fruit.
fall The
classes are to write up the exhibit for the paper. (Clip-
ping pasted here.) I think another year we ought to

organize our committees by localities and get in more ex-

hibits. This exhibition should come in November.
12 Went out to Barton's to look over his barn. Plan to take
farm mechanics and animal husbandry classes out there
next week.
14 Meeting held to make arrangements for extension school.
Called at 8.15. About fifty farmers present. Many new
faces. Following subjects decided upon: feeds; dairying;
alfalfa; beans; local phases of farm management. School
for women to be held at same time. Appointed on com-
mittee of arrangements.
15 Went to with county agent to attend a meeting of
fruit-growers. Cooperative buying and selling was dis-
cussed. They are going to try it. I spoke about the
extension school.

teacher's plan RECORD

Field exercises

1 Field study of corn plant. (Calvin Drew's corn field.)

1910 Syllabus, page 33.

2 Percentage stand of corn. (Drew's corn field.)

Schools Circular 2, State College of Agriculture, Ames,

Iowa, page 2^.
3 Selecting corn in the field for seed or exhibition. (Drew's corn
field.)'

Schools Circular 2, State College of Agriculture, Ames,

Iowa, page 32 ; 1910 Syllabus, page 34.
 :

AGRICULTURE IN THE HIGH SCHOOL 23

4 Field study of potato and hill selection. (Fred Niels's potato

field.)

1910 Syllabus, pages 63 and 64.

5 Field study of vegetative portion and habits of alfalfa.
(See page 38.)

Indoor laboratory exercises

6 Structure of the tuber.
1910 Syllabus, page 65.
7 Study of the corn plant.
Schools circular 2, State College of Agriculture, Ames,
Iowa, page 26.
8 Charaoteristics of different varieties of potatoes.
1910 Syllabus, page 68.
Have made arrangements with homemaking teacher to cook
potatoes.
9 The ear of corn.
Call & Schafer, Laboratory Manual of Agriculture, page 83.

Assignment for three days

General topic: seed corn
References
Bowman & Crossley. Corn.
Hunt. The Cereals in America.
Montgomery. The Corn Crops.
Myrick. The Book of Corn.
Wilson & Warburton. Field Crops.
Farmers Bulletins 229, 313, 415.
CornellReading Course 34.
Ohio Extension Bui. v. 2, no. i.

State College of Agriculture, Ames, Iowa. Schools Circular 2.

Topics for Monday's recitation :

1 Describe the corn plant.

2 What are the desirable characteristics of a corn plant?
3 What are the desirable characteristics of a good ear?
4 How much seed should be selected and when?
5 How select seed?
6 How store seed?
7 Compare flint and dent for this section.
8 Which of the insects mentioned in the text have you seen
working in corn in this section?
 : : ,

24 - THE UNIVERSITY OF THE STATE OF NEW YORK

Directions for field trip Thursday

1 Meet in front of Calvin Drew's at i p. m.
2 Bring pencil, paper and printed directions.
3 In addition to information asked for in the printed directions,
secure data to answer topic i of Monday's recitation.
a The root.
Spread, distance from surface, types, proportion of
root, functions.
h The stem or stalk.
Nodes, tillers or suckers, leaves, flowers, ear.

Field exercises for Thursday and Friday

1 Field study of corn plant. (Calvin Drew's corn field.)

1910 Syllabus, page 33.

2 Percentage stand of corn. (Drew's corn field.)

Schools Circular 2, State College of Agriculture, Ames,

Iowa, page 2^. (Omit 8 and 17 and pull only one stalk
for study.)
3 Selecting corn in the field for seed or exhibition. (Drew's
corn field.)

Schools Circular 2. State College of Agriculture, Ames,

Iowa, page 2>^\ 1910 Syllabus, page 34.

Outline for report on Held study of corn plant

Pupil's name.. . Date.

Variety of corn. Place.

"

Trials I 2 3 4 5 6 7 8 9 10 Average

Height

Length of shank . . .

Number of leaves . .

Number of ears. . .

Husks

Maturity! Silk Roast Part milk Ripe

^ Test for maturity by opening tip.

 AGRICULTURE IN THE HIGH SCHOOL 25

1 How many tillers in the 50 hills examined ?

2 How many stalks have corn smut ?

3 How many look good enough for seed ?

4 Are rows straight in both directions ?

5 Was the field well cared for ?

6 Reasons for answer to 5

7 Describe the soil

8 What weeds do you find ?

EQUIPMENT
The equipment needed for teaching agriculture in the high school
depends upon the nature of the work to be given. Apparatus need
not be elaborate but it must be adequate if the teaching is to be
effective. Agriculture requires a definite, special equipment, and
adequate provision for agriculture teaching requires an expenditure
greater than for any of the other sciences. Outdoor as well as
indoor work must be considered. Some of the materials and appa-
ratus used in the physical, chemical or biological laboratories may
also be used no case is such
by the teacher of agriculture but in

equipment alone sufficient. A list of the kinds and amount of

materials needed should be made out at least once a year by the
teacher of agriculture. The board of education should see that
funds for such material are provided without delay. All laboratory
supplies for the year should, as far as possible, be secured before the
opening of the school in the fall. In compiling a list of the equip-
ment and material needed the teacher should go over his outlines of
work for the coming year and carefully note his probable needs. In
case a school is starting the work for the first time, no orders should
be placed until the teacher has been engaged and consulted. In
ordering supplies and equipment, care should be taken to secure
enough to provide for thewhole class. Local material should be
collected by the teacher and pupils and some of the apparatus may
be constructed in the school but it must be remembered that this
takes time and labor. Unless great saving is to be made or an edu-
cational aim served and the product entirely satisfactory, it is better
to purchase in the open market. Many useful charts and diagrams
may be copied by the teacher or pupils and serve both as a guide in
assigning lessons and in reviewing a topic.
26 THE UNIVERSITY OF THE STATE OF NEW YORK

AN/MA L
PRODUCTS^ GRA/N
h/fARk'£r£0 > AA/D
VEGETABLES

LOSS
Br
LEAC/-//NG
FERT/L/ZERS
AND
L/M£
MTR/E/CA T/O/A
— AND
rJXAT/ON

RFVOL G
F\UND
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V r v
SO /L
GCK
Jisv/Eiv Chart Maoe By Teach £fi o/= A!imcuLTUf>E

Figure i. Wall chart 24 inches by 32 inches after Whitson and Walster.

These charts are useful not only for classroom work but also for talks
before institutes, granges and rural schools.
 AGRICULTURE IN THE HIGH SCHOOL 2/

BENEFITS OF LIME
A PHYSICAL
1 Improves soil tilth
2 Renders clay soil light
3 Cements sandy soil
B CHEMICAL
1 Liberates plant food
2 Renders phosphorus more available
3 Corrects soil acidity
4 Destroys soil toxicity

C BIOLOGICAL
1 Facilitates bacterial growth
2 Controls disease

A review chart. Bristol board with gummed paper letters.

The following list, while not complete, will serve as a check list from
which to order material. Amounts and prices are omitted as both
will be determined by the numbers to be served. This list contains
the materials, aside from those which may be secured locally, needed
for the experiments outlined in the New York State Syllabus for
Secondary Schools.

Apparatus for agriculture

Absorbent cotton Egg tester
Babcock testing outfit, complete Evaporation cylinders
Bath, water Flower pots
Beeswax Germination trays
Brooder heater Glass bottles, assorted sizes
Bucket sprayer Grafting chisels
Budding knives Grains, standard
Burettes, 25 cc in i/io cc Grasses, standard
Burette stands and clamps Incubator
Caponizing set Insect mounts
Corn calipers Killing knives
Cream scales Lactometers, Q. and B. H.
Drying oven Legumes, standard
28 THE UNIVERSITY OF THE STATE OF NEW YORK

Mason jars, 2 qt., i qt. and i pt. Score cards

Measures, i qt. to Yi bushel Soil auger
Percolation tubes Soil sieves
Pruning saws Soil Tubes (apparent sp. ir.)
Pruning shears Tallow
Pruning knives Tape measures
Raffia Thermometers, chemical
Resin Thermometers, soil

Apparatus usually found in school

Asbestos pads Graniteware pans
Balances and weights Hand lenses
Beakers Lamp chimneys
Burners Petri dishes
Cheese cloth Ring stands
Compound microscopes Rulers
Corks, one and two hole rubber Slides and cover glasses
Dissecting needles Specific gravity bottles
Evaporating dishes (porcelain) Test tubes
Filter paper Tripods
Funnels Tumblers
Graduate, 100 cc in i cc

Chemicals
Acid, hydrochloric Hydrogen peroxid
Acid, acetic Iodine
Acid, sulphuric Iron sulphate
Acid, nitric Lime, commercial samples
Acid, carbolic Litmus paper or solution
Agar agar Methylene blue solution
Alcohol, absolute Pepsin
Ammonium hydroxid Phenolphthalein
Benzoate of soda Plaster paris
Bichloride of mercury Potassium iodid
Bicarbonate of soda Potassium hydroxid
Calcium oxid Prussiate of potash
Copper sulphate Rennet (liquid)
Culture starter Rochelle saUs
Farrington's alkaline tablets Sodium chlorid
Ferric ch^orid Sodium hydrate
Fertilizers, chemical Sodium hydroxid
Formalin, 40 per cent. Sodium silicate
Fuchsin solution Starch solution
Gelatine Sulphur
Glucose Tumeric paper

THE LABORATORY
The purpcse of the laboratory and its equipment is supple-
mentary to that of the field. It furnishes a means for demonstrating-
various phases of agriculture and afl:'ords an opportunity for secur-
ing- individual experience. One
room properly equipped to
large
serve as a combination recitation room and laboralorv has been
found most satisfactory (see fig-ure 2). It frequentlv happens
that an exercise may be part recitation and part laboratory.
AGRICULTURE IN THE HtGH SCHOOL 29
30 THE UNIVERSITY OF THE STATE OF NEW YORK

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 AGRICULTURE IN THE HIGH SCHOOL 31

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 :

32 THE UNIVERSITY OF THE STATE OF NEW YORK

Material and apparatus commonly used in the laboratory are also

usually necessary for classroom demonstration. Centering all work
and materials in one room saves time and trouble. A chair with a
drop arm makes the best seat for such a room. When the arm is
lowered the chair may be used at the side table. For any demonstra-
tion exercise such as butter or cheese making, the center of the room
may be cleared and plenty of space provided for the work. When
any great amount of dairy work is indicated in the course of study,
a special cement-floor room should be provided and properly
equipped with the necessary appliances of a home dairy. These
rooms should have running water and gas when possible. To save
cost of plumbing, it is better to have the water taps in the laboratory
at one sink with a single drain (see figure 2, page 29). This
sink should be at least 4 feet long, and preferably 6. The gas pipe
should run above the tables with double stopcocks so situated that
each pupil may have a burner. If gas is inaccessible, alcohol or
other burners should be provided. The agriculture room should be
near the ground with easy access to the outside of the building so
that classes may readily pass in and out without disturbing others
in the building.
Ample case room should be provided for apparatus, laboratory
supplies and demonstration material figure 3, page 30).
(see
The upper doors should be of glass so that material may be readily
located. The lower doors should be of wood, since glass so low
down is frequently broken. The following list of materials in the
cases shown in the plate on the opposite page indicates the uses to
be made of such cases
Case I (at left)
Shelf A. Fertilizers. (Collected locally)
(Top shelf). Fertilizers. (Standard from department of soils,
New York State College of Agriculture)
Shelf B. Poultry feeds. (Collected locally)
Shelf C, Insect mounts. (Life histories)
Shelf D. Crops in sheaf. (Collected locally)
Shelf E. Insect mounts. (Life histories)
Lower section. Apparatus.
Case 2
Shelf A. Threshed grains. (Collected locally)
Threshed (Standard market grades pur-
grains.
chased from University of Nebraska, depart-
ment of instructional agronomy)
Shelf B. Shelled com. (Standard types)
Corn products.
Grains. (Standard grades)
03

a,

>.

o
I
 AGRICULTURE IN THE HIGH SCHOOL 33

Shelf C. Grass seeds. (Standard)

Grass seeds. (Collected from local market)
Grasses in head. (Standard)
Grasses in head. (Collected locally)
Shelves D and E. Wheat, oats and barley in head. (Standard and
local collections)
Shelf F. Com in ear. (Standard types)
Grain in sheaf. (Collected locally)
Case 3
Shelves A and B. Agricultural books. (See page 47)
Shelf C. Bulletins.
Shelves D
and E. Plant pathology specimens and laboratory supply.
(Collected locally and secured from department
of plant pathology, New York State College of
Agriculture)
Shelf F. Apparatus.

The laboratory should also contain plenty of drawer space. See

figure 4, page 31. If possible, all cases should be mouse-proof
so that grains and other edible material may be safely stored. The
blackboard should be mounted in a frame so squared up and
finished that a T square may be used for the construction of black-
board figures.
The side tables should be at least 2 feet wide and 30 inches high.
There should be a drawer for each 2 feet of length (see figure 3,
page 30, and figure 5, page 31). The tops should be smooth-
matched and finished in such a way that they may be protected from
damage and kept clean and smooth.
Some good laboratory maxims :

1 Each piece of apparatus should have a place and be there when

not in use.
2 All glassware and apparatus should be cleaned before being
put away.
3 A refuse jar or pail should be handy and pupils required to
put all waste material in this receptacle rather than on the floor or
tables.

4 Neatness tends to accuracy.

The teacher should make definite and careful preparation for each
laboratory exercise (see teacher's record, page 22). All material
and apparatus to be used should be in order and ready for use at
the beginning of the period. The time of the class should not be
wasted while the teacher or pupils hunt for the things to be used.
Plenty of material should be provided for each exercise ; otherwise
one or two will do all the work and consequently derive all the
 :

34 THE UNIVERSITY OF THE STATE OF NEW YORK

benefit. Laboratory work is not intended simply for busy work.

There should be a reason for each exercise and each exercise should
be an integral part of the instruction. The points mentioned below
concerning the field trip and the notebook should also be noted in
connection with indoor laboratory work.

THE FIELD TRIP

Field trips may
made a most valuable part of the study of
be
agriculture. The high
school work in agriculture is based upon the
assumption that frequent trips will be made to near-by fields,
orchards and barns where may be found much of the material pro-
vided at schools of agriculture of a different type. If the high
school course is to be successful, the teacher of agriculture must
make much use of these " outdoor laboratories."
In order to insure success, certain points should be borne in mind
1 There should be a definite purpose and, when possible, a
definite place. This does not mean that the main purpose of the
trip should exclude any useful observations but rather that aimless
trips are seldom very profitable.
2 Pupils should be prepared for the trip by previous discussion
and instruction. They should know definitely what is expected of
them. A typewritten or mimeographed instruction sheet for each
pupil is a great help (see footnote, page 38).

3 There should be a report, definite and comprehensive. This

report should be made the basis of later class discussion and with
other related notes should form a part of the notebook. See
page 37 also figure 8, page 39.
;

4 The purpose of the trip should be reasonable. There should

be enough discussion to enable the pupil to profit from what is seen.
The amount of work required should be suited to the time avail-
able. A second trip may be necessary.
5 The teacher through previous visits should be familiar with
the objective point of the trip. He should be sure that the conditions
are suitable at the time of the trip. (See "Teacher's Extension
Diary," Oct. 3, page 21.)
6 There is program for double periods
definite provision in the
twice a week each subject in agriculture. For some field trips
in
this time is sufficient but for others arrangements should be made
for a half day. One half-day trip may be substituted for the work
of two double periods.
 AGRICULTURE IN THE HIGH SCHOOL 35

Figure 6. Basement plan of the agriculture and homemaking building,

Worcester, N. Y.

At present the entire basement is used for shop and dairy labo-
ratory. The basement walls are concrete lo inches thick. The
girders are 8 inches by 8 inches spaced i6 inches on centers.
The joists are 2 inches by 8 inches spaced 16 inches on centers.
All framing lumber is of good sound hemlock. The furnace is
provided with a coal grate and is encased in number 22 galvanized
iron casing.
 36 THE UNIVERSITY OF THE STATE OF NEW YORK

A6CliCOLTUCE= HOMfeMAKiNG
UAvBORATOaY • & RErCITATlON ^E-wir-iG (;- R&Cl-TATlON-
2.0' X -ia'
Ht-IOHT 11^.

Figure 7. Floor plan of the agriculture and homemaking building, Worcester, N. Y.

The entire frame is sheathed with | inch hemlock boards, cov-

ered with waterproof paper. The siding is of white pine 6 inches
wide laid with i inch lap. The roof is shingled. The floors are
double: square edge hemlock covered with edge grained yellow
pine I inches by 2I inches. Ceilings and side walls are finished
with artificial board paneled off with battons of the same material.
 Plate 3

'm^

Agriculture and homemaking building at Worcester, N. Y., showing

front and rear elevation. This building, including heating and
ventilating system, cost less than $2000
 AGRICULTURE IN THE HIGH SCHOOL 37

THE PUPIL'S NOTEBOOK

The notebook should contain a record of the important facts
obtained by consulting authorities, performing experiments and
making observations. When completed it should contain important
information relating to the subject studied.
1 Individual observation and experiment, and only such, should
be recorded in the first person.
2 Information taken on authority should be accompanied by a
definite reference to the source.
3 Outlines rather than verbatim copies should be made of infor-
mation obtained from a readily available source.
4 A
syllabus is intended for use by the teacher only.
5Experiments and field trips should be considered an integral
part of a general scheme of work rather than isolated exercises (see
"Teacher's plan record," page 22).
6 A good notebook should be neat, exact and concise. In mak-
ing the book concise, however, no important facts should be omitted,
7 A drawing oftentimes expresses clearly and accurately what
could only with difficulty be expressed in words (see figure 8).
A mere outline is sufficient, but this should be definite and large
enough to show details. All drawings and parts shown in drawings
should be labeled. When several details are to be indicated, the
parts may be labeled with a letter or number. A key to the num-
bers or letters should be made in the margin or below the drawing.
8 Not every experiment can be finished the day or the week it is

begun. Constant book reference should be made as new informa-

tion is The notebook should grow in an assimilative
obtained.
rather than an accretive manner. The pupil should be encouraged
to tie up each new bit of information with something already
recorded whenever this is possible. Either space should be allowed
for such reference or loose-leaf notebooks should be used.
9 Comparative results should be tabulated in neat and orderly
form (see figure 8).
10 The loose-leaf form of book has many advantages (a) extra :

sheets may be added to any part; (b) spoiled sheets are easily
replaced; (c) it is not necessary to handle the whole book in work-
ing out an exercise (d) the method of building a book as suggested
;

under 8 is easily carried out with the loose leaves.

Each pupil should be required to keep a notebook and the
teacher should frequently examine it, indicate mistakes and require
corrections.
 :

38 THE UNIVERSITY OF THE STATE OF NEW YORK

FIELD STUDY OF VEGETATIVE PORTION AND

HABITS OF ALFALFA

Location visited Date

Observe the following points and write a description of each

point from the field study

1 Number of plants per square foot. Average five.

2 Height of plant. Average ten.

3 Number Average five.

of branches per stem.
4 Number of shoots per crown. Average five.
5 Diameter of tap root at crown base. Average five.
6 General appearance of field as to thrift and color.
7 General description of leafy portion.
8 Note the strong tap root with branches.

9 Note the number and position of lateral stem buds. Sketch.

Give function of these buds with practical precaution.
10 Select a large plant at a suitable place where its removal will
not damage the and carefully dig away the soil until
field,

the end of the tap root has been reached. Sketch. Measure
the root. Count the number of main branch roots.
11 Note the position of the nodules. Sketch.
12 Carefully remove a few of the nodules and preserve for further
examination.

This field exercise will be supplemented with a detailed study of

the alfalfa plant and seed in the laboratory.

Ahomemade multicopying device for preparing laboratory outlines

may be made as follows:
Materials needed:
I pan 10 by 12 inches, one inch in depth
I bottle prepared stylographic ink

94 parts (by weight) pulverized white clay

I part (by weight) lime carbonate (finely ground)

5 parts (by weight) glycerin

Mix with water to the consistency of putty. This putty is then
molded into the tray and smoothed flush with the top. The desired
copy is then written on a sheet of heavy paper and before the ink is
dry the sheet is inverted upon the surface of the putty. By means of a
roller or cylindrical rod, see that every part of the paper is in contact
with the putty. After leaving four minutes, carefully remiove. Place a
clean sheet upon the pad and smooth with the roller or rod and quickly
remove. From thirty to forty copies may be taken in this way if the
pad is of the proper consistency.
 .

AGRICULTURE IN THE HIGH SCHOOL 39

JA-.^ -2 3 OC^t.^-^^"i^

^^
5^ f^u/^.^j^A^ ^ ^z /-^^

O ^w^ i^A ^. // /6>

; r
-^ ^ XZ, ,r^^^^ C ?' ;^ /^ // /a
-fc ^i-Jru*'^ -^
0^-a~. ^ji^^-^^/vyp-?
. xt-, /^ — o-'tLa

^?<^^
^1.eX^ J.-tri-.W' xijfe-K-X ^1^

^<.u-

o
''^-A^ ^2^ l.^-L^-'Z^^/^

Uii.^ -^^T-i^ ^n* -vrxp /Jj?0<->-^ <5cW»_y /J-t/TA^J^

£,-^
?J3.J^C3J^<:..^^ 2.^
_-0^'-e5'C^!-' ^^
^ fi^Xi^M^

A /<r<5'

Figure 8. Leaf from a pupil's notebook showing method of recording results

and reporting the field trip outlined on the opposite page
40 THE UNIVERSITY OF THE STATE OF NEW YORK

THE RECITATION
The aim of a recitation may be (a) drilling, (b) testing,
(c) teaching, or (d) a combination of any two or all three of the
preceding. The laboratory and the field trip are chiefly concerned
with (c), but the recitation proper rests chiefly on (&) and (c).
No matter how carefully a lesson has been assigned or an exercise
prepared, and even though a pupil be ever so faithful in his prepara-
tion, itseldom safe to take the pupil's judgment as to his com-
is

plete understanding and mastery of a point. One purpose of the

recitation is to reveal both to the teacher and to the pupil what the
pupil knows or does not know about the subject under consideration.
This is necessary not alone that the teacher may know how much to
mark the pupil but that he may have some basis for judging how
and what next to consider. The test should also reveal how the
pupilknows what he knows, that is, whether he is depending upon
memory or understanding. If the pupil fails, the teacher should
ascertain the cause of failure. A teacher should not be satisfied
until each pupil knows, and knows that he knows.
Before assigning a lesson, the teacher should have in mind the
general topic about which the recitation is to center and rather than
assign so many pages in the text, indicate the points to be discussed
at the next meeting of the class and the sources of information in

the regular text and elsewhere (see outline of teacher's plans,

page 22). In this connectionit is to le noted that all laboratory

exercises, both indoor and outdoor, should be a fundamental basis

of recitation. In conducting the recitation many teachers go either
to the extreme of giving formal lectures, asking the pupils to take
copious notes, sometimes even asking them to copy verbatim, or to
the other extreme of carrying on a series of cross-questioning exer-
cises. The objections to either of these as usual forms of recitation
are obvious. In the little if any opportunity
first case, the pupil has
to grow through no opportunity
individual effort, for self-expres-
sion, wastes much valuable time and does not have an opportunity
to assimilate the material presented to him. In the second case, the
pupil is in danger of coming to depend upon the questions as a
crutch he does not see the detail in relation to the whole topic nor
;

does he have opportunity for training in self-expression, as the

teacher occupies too much time with the questions.
It is true that the teacher should volunteer information and
should ask questions, but the aim of the work is to give the indi-
vidual pupil an opportunity to develop himself. The happy mean
 AGRICULTURE IN THE HIGH SCHOOL 4I

between these two extremes is the topical method. This method is

in reality not sharply differentiated from the question and answer
method except in the degree to which the pupil is required to decide
upon what facts are needed in the discussion. To illustrate: sup-
pose the assignment to be thTt described on page 23. Using the
topical method, the first question of the recitation might be, " Is this
a good ear of corn ? Why ? " To give a correct answer the pupil
must have in mind the general points of a good ear, namely,

A Type characteristics
1 Shape of ear >

a Proportion of length to circumference

b Lines of the ear
c Uniformity
2 Size of the ear
a Length
h Circumference
B Amount of grain and proportion of grain to cob
1 Weight of ear
2 Depth of kernels in proportion to size of ear
3 Space between grains
4 Filling out of butts and tips of ears
C Maturity and seed conditions
1 Hardness and solidness of grain and cob
2 Dryness of grain and cob
3 Weight of ear in proportion to size
4 Color of ear and grains
5 Color of germs
6 Blisters or cracks on grains
7 Shape of grains at tip
8 Size of grains
9 Size of germs
10 Signs of disease
D Uniformity of grains
E The shank
I Size

Using the question and answer method, the teacher would ask
questions something as follows :

1 In a good ear of corn, what should be the relation between the

length and circumference of the ear?
2 What should be the general outline of the ear, especially at
the butt and tip?

3 What should be the length of a good ear of flint corn in this

region? The circumference?

4 What should be the proportion of grain to the cob?
5Wliat should be the relation of the grains as regards space
between them?
42 THE UNIVERSITY OF THE STATE OF NEW YORK

In using the topical method, the assignments should be made with

this fact in mind. Pupils may not respond very well at first but if

the teacher's standards of thoroughness are right and his plans care-
fully made and his directions clearly given the proper response is
sure to come. The pupil should not be discouraged, but an incom-
plete recitation should not be allowed to pass as a complete one.
This is an excellent means of teaching pupils to think.

Written recitations have the advantage of giving each pupil an

opportunity to recite upon the same topic. It is possible frequently
to allow ten minutes for the written discussion of a single topic.
All written work should be carefully looked over by the teacher,
all mistakes indicated and correction insisted upon. The teacher of
agriculture should insist upon correct spelling, good English and
legible writing.

THE SHOP
On pages 45-47 is given a list of the tools and other equipment
considered necessary for an average class of ten pupils. The tools
selected should be first-class in every respect. It does not pay the
school or individuals to buy tools of an inferior grade. Better
grades are always cheaper in the end, and what is still more import-
ant, they do not easily get out of order and thus hinder the pupil
in his work. important that they should be tools of men's
It is
size, suitable for use on any first-class farm. The use of smaller
tools would easily bring the whole course into disrepute among prac-
tical school patrons ; but this should not in any way discourage the
purchase of small sets of standard tools by individual pupils. The
individual chests for keeping such tools can well be made, from
careful working drawings, by the pupils themselves.
As in the case of all other vocational equipment. The University
of the State of New York duplicates the cost of standard tools pur-
chased by the school, and also the cost of books selected for the
school library in farm mechanics and drawing, as well as in general
agriculture.
The shop room. Under average conditions the room for shop-
work can be found. It should be at least 16 by 24 feet in area, well
lighted, and preferably with a south exposure. Rooms not already
suitable for the purpose may made so at small expense. If
often be
absolutely necessary, a basement room may be fitted up. In this
case additional windows will frequently be needed.
Under the row of windows there should be a continuous bench,
AGRICULTURE IN THE HIGH SCHOOL 43
44 THE UNIVERSITY OF THE STATE OF NEW YORK

preferably built of two-inch planks. This bench ought to be 24 or

30 inches wide. It should be provided with wood vises, at intervals
of 5 feet. (See plan, figure 7, page 43.)
At the end of the bench nearest the forge and anvil there should
be one blacksmith's iron vise, and nearby a blacksmith's drill press,
A good grindstone, mounted by the pupils, can be placed con-
veniently, and vertical cabinets for the tools belonging to the school
can be built by the first class from their own designs. Some open
space should be reserved in the middle of the room for the use of
sawhorses, for setting up work in course of construction, and for
testing the operation of machines. The forge should be so placed
as to exhaust the smoke and gases into the regular furnace stack
when possible.
The ceiling of the room should be properly prepared to deaden the
sound of work being done in the shop. The unde^" side of the floor
joists overhead should be sheathed with " deadening felt," and this

covered by a tight wooden ceiling or by lathing and plastering.

Metallic ceiling should not be used because of its sound-conducting
properties.
The floor should wood except around the forge and anvil.
be of
Cement and hard on the pupils' feet. An edged tool
floors are cold
may be spoiled by dropping on a cement floor. If cement founda-
tion is used, the corner designed for the forge may be left uncovered
when the wood floor is laid. If the room to be used as a shop
already has a wood floor, a covering of zinc, tin or galvanized iron
should be placed in the corner where the forge and anvil are to
stand (see figure 9, page 43). The shop room should contain a
blackboard arranged for the use of a T square as described on
psgr^ 33- The outside of the doors of the wall tool cabinet or case
should be of soft pine and smooth enough to be used as a bulletin
board for blue prints, drawings etc. If the side walls are of brick,
stone or metal, it is well to have a wooden back run up 16 or 18
inches from the benches. On this back may be placed temporary
racks for tools (see plate 4).
In some cases it has been advisable to have the shop detached
from the school building (see plate 5). In such a shop the gan-
eral plans mentioned above are entirely feasibl'^.

Some schools have built a separate building to accommodate the

agriculture and homemaking work These buildings
(see plate 3).
should conform in general to the plans outlined for laboratory and
shop.
 o +j

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C/2
OT

^M > (D

ffi G

>. &

PM

O oj

te
 :

AGRICULTURE IN THE HIGH SCHOOL 45

PURPOSE OF THE FARM MECHANICS WORK

The purpose of the year's course is to give pupils in agriculture
the ability to designand draw and then construct much of the wood-
work, and simple blacksmith ing, often needed about the farm and
its buildings. Accurate workmanship should be insisted upon and
the teacher should refuse to accept as satisfactory any poorly con-
structed piece. All repairs should be made with care and no job
undertaken unless the teacher is assured that the pupil is fully

competent to carry it through to satisfactory completion. Time

should not be spent in copying plates.
Some good shop maxims
1 Each tool should have a place and be there when not in use.

2 Edged tools should be kept sharp. Dull tools insure poor

work.
3 All tools should be well cared for at all times.

EQUIPMENT FOR DRAWING AND SHOPWORK

Individuul instruments and tools

10 sets drawing instruments, including ruling pen,

dividers and compass, with pencil and pen points,
each $1-25
lo bread boards (for drawing), i6" x 20", each 30-. 60
10 rulers, each .10
10 T squares, each -35
20 triangles, each .20
10 bench hooks, to be made by pupils
10 scratch awls, i^" handled, each .05
10 bevels, sliding T 6", each .25

Total, for each pupil . . $2 80.

General tools for shop

6 rapid acting vises $27
2 rapid acting tail vises 4
10 bench stops 3
2 bit sets, dowel, 3/16" to 15/32" 5
I expansion bit i . 50
1 belt punch .50
2 bit braces, 8" sweep i . 85
I calipers, 10" .50
 ,.
.

46 THE UNIVERSITY OF THE STATE OF NEW YORK

5 chisels, socket firmer, one each yi", }i", ^", ^",

and i^." $1.80
4 clamps, steel bar, to open 24" i .90
I adjustable bit gauge .50
4 bit sets, ^", ^"and >4" 3-56
I all steel miter box 9 SO•

1 countersink, rose, ^" .30

4 dividers, wing 6" .67
2 drawing knives 2 . .

I file, coarse mill, one round edge, 16" i .25

I drill press 8 . . .

I file brush .25

3 gauges, marking .25
4 gouges, tang outside firmer, one each %", }i", ^",
^" I-30
I hack saw, 16" .65
I hammer, riveting, 7 oz .55
I hammer, machinist's, ball peen, 16 oz i . .

10 hammers, bell faced, 13 oz 5 • 50

1 hand drill, with frame for bench use 2 75.

5 hand screws, 9^" 2.45

5 levels, pocket, for use with square i . .

2 copper, 3^ pt
oilers, .28
2 oilstones, coarse and medium .85
4 planes, smoothing, i^" cutter 4. . .

4 planes, double jack, 16" 6. .

1 plane, jointer, 24" 3 40•

3 pliers, flat nose,

8" 3 75.

2 rasps, wood, 10", one round side .76

5 saws, cross-cut, 26", 7 pts 6.75
2 saws, rip, 26", 7 pts 2 70.

I saw, compass, 16" .33

I saw, keyhole .18
I saw set .75
4 screwdrivers, 7" i . 26
I shears, tinner's, 33^" cut 2. .

1 soldering set, iron, torch, resin, bar solder 5. .

2 steel squares, 18" x 24", graduated to 1/16" 5. .

I vise, saw-filing .75

I vise, blacksmith's 5 50
I wrench, monkey, steel bar, 12" i . .
 Plate 5

Separate building for shopwork on school grounds at Stamford.

The attic is used as a storeroom

Interior of shop at Stamford

 .

AGRICULTURE IN THE HIGH SCHOOL 47

I wrench, Stillson, lo" $ .70

I 100 pound anvil 7 50•

I forge 30. .

I pair straight lip tongs .30

I pair gad tongs .50
I pair pick-up tongs .60
hardies, cold cutters, etc 2 . . .

Total, subject to discount $180.39

CLASSIFIED LIST OF AGRICULTURAL BOOKS

Farm mechanics
101 Agricultural Engineering. Davidson. Webb
102 Barn Plans and Outbuildings. Halsted & Powell. Orange Judd
103 Bench Work in Wood. Goss. Ginn
104 Elementary Woodworking. Foster. Ginn
105 Elements of Mechanical Draw- Anthony. Heath
ing.
106 Elements of Woodwork. King. Amer. Bk. Co.
107 Essentials of Woodworking. Griffeth. Manual Arts Press
108 Farm Appliances. Martin. Orange Judd
109 Farm Blacksmithing. Drew. Webb
no Farm Conveniences. Orange Judd
111 Farm Machinery and Farm Davidson & Chase. Orange Judd
Motors.
112 Farm Mechanic, The. Chase. Sturgis & Walton
113 Farmer's Tanning Guide, The. Stevens. Webb
114 Fences, Gates and Bridges. Martin. Orange Judd
115 Gas Engine Handbook. Roberts. Gas Engine Pub. Co,
116 Gasoline Engine on the Farm, Putnam. Henlqy
The.
117 Greenhouse Construction. Taft. Orange Judd
118 Handy Farm Devices and How Cobleigh. Orange Judd
to Make Them.
119 Handwork in Wood. Noyes. Manual Arts Press
120 Home Water Works. Lynde. & Walton
Sturgis
121 Letters and Letter Construc- Trezise. Inland Printer
tion.
122 Modern Blacksmithing. Holmstrom. Drake
123 Modern Carpentry. Hodgson. Radford Architectural
Co.
124 Modern House Plans for Reed. Orange Judd
Everybody.
125 Practical Farm Drainage. Elliott. Wiley
126 Problems in Mechanical Draw- Bennett. Manual Arts Press
mg.
127 Steel Square, The, Part i. Hodgson. Industrial Book Co.
48 THE UNIVERSITY OF THE STATE OF NEW YORK

Poultry husbandry
201 American Standard of Perfec- Amer. Poultry Assn.
tion.
202 Beginner in Poultry, The. Valentine. Macmillan
203 Diseases of Poultry. Salmon. Howard
204 Farm Poultry. Watson. Macmillan
205 How to Raise Chicks. Woods. Amer. Poultry Jour.
206 Making Poultry Pay. Powell. Orange Judd
207 Open Air Poultry Houses. Woods. Amer. Poultry Jour.
208 Our Domesticated Birds. Robinson. Ginn
209 Poultry Appliances and Handi- Fiske. Orange Judd
craft.
210 Poultry Architecture. Fiske. Orange Judd
211 Poultry Craft. Robinson. Farm Poultry Pub. Co.
212 Poultry. Laboratory Guide. Lewis. Macmillan
213 Principles and Practice of Robinson. Ginn
Poultry Culture.
214 Profitable Poultry Production. Kains. Orange Judd
215 Progressive Poultry Culture. Brigham. Torch Press

Soils and fertilizers

301 Crops and Methods for Soil Agee. Macmillan

Improvement.
302 Fertilizers and Crops. Van Slyke. Orange Judd
303 Fertilizers. Vorhees. Macmillan
304 First Principles of Soil Fertil- Vivian. Orange Judd
ity.
305 Farm Drainage. French. Orange Judd
306 Farm Manures. Thome. Orange Judd
307 Physics of Agriculture. King. Macmillan
308 Soiling Crops and the Silo. Shaw. Orange Judd
309 Soil Fertility and Permanent Hopkins. Ginn
Agriculture.
310 Soil Fertility 'and Fertilizers. Halligan. Chemical Pub. Co.
311 Soils. Lyon & Fippin. Macmillan
312 Soils. Burkett. Orange Judd
313 Soils. King. Macmillan
314 Soils and Fertilizers. Snyder. Macmillan
315 Soils and Soil Fertility. Whitson & Walster Webb.
.

316 Soil Physics Laboratory Guide. Stevenson & Orange Judd

Schaub.
317 Soil Physics Laboratory Man- Mosier & Gustaf- Ginn
ual. son.
318 Soils and Crops. Hunt & Burkett. Orange Judd
 AGRICULTURE IN THE HIGH SCHOOL 49

irm crops
401 Agronomy. Clute. Ginn
402 Bean Culture. Sevey. Orange Judd
403 Cereals in America. Hunt. Orange Judd
404 Corn. Bowman & Cross- Bowman & Crossley
ley.
405 Corn Crops. Montgomery. Macmillan
406 Corn, Study of. Shoesmith. Orange Judd
407 Corn Plants. Sargent. Houghton
408 Field Crops. Wilson & Warbur- Webb
ton.
409 Forage and Fiber Crops in Hunt. Orange Judd
America.
410 Garden Farming. Corbett. Ginn
411 Potato, The. Fraser. Orange Judd
412 Potato, The. Grubb. Doubleday
413 Vegetable Gardening. Watts. Orange Judd
414 Vegetable Gardening. Bailey. Macmillan

Animal husbandry
(Including dairy)

501 Animal Husbandry for Schools. Harper. Macmillan

502 Animal Breeding. Shaw. Orange Judd
503 Beginnings in Animal Hus- Plumb. Webb
bandry.
504 Clean Milk. Belcher. Orange Judd
505 Dairy Technology. Larsen & White. Wiley
506 Diseases of Farm Animals. Mayo. Macmillan
507 Domesticated Animals and Davenport. Ginn
Plants.
508 Feeds and Feeding. Henry. Henry
509 Feeds and Feeding. Jordan. Macmillan
510 Horse and Its Relatives, The. Lydekker. Macmillan
511 Horse, The. Roberts. Macmillan
512 Manual of Farm Animals. Harper. Macmillan
513 Milk and Its Products. Wing. Macmillan
514 Modern Methods of Testing Van Slyke. Orange Judd
Milk.
515 Physics of Agriculture. King. Macmillan
516 Principles of Breeding. Davenport. Ginn
517 Principles and Practice of McKay & Larsen. Wiley
Butter Making.
518 Practical Dairy Bacteriology. Conn. Orange Judd
519 Types and Breeds of Farm Plumb. Ginn
Animals.
520 Van Pelt's Cow Demonstration. Kimball's Dairy Far-
mer
521 Veterinary Studies for Agri- Reynolds. Macmillan
cultural Students.
 11

50 THE UNIVERSITY OF THE STATE OF NEW YORK

Fruit growing
60 1 American Apple Orchard. Waugh. Orange Judd
602 American Horticultural Man- Budd & Hansen. Wiley
ual.
603 Apple Growing. Burritt. Outing Pub. Co.
604 Beginners Guide to Fruit Waugh. Orange Judd
Growing.
605 Bush Fruits. Card. Macmillan
606 Evolution of Our Native Bailey. Macmillan
Fruits.
607 Fruit Harvesting, Storing and Waugh. Orange Judd
Marketing.
608 Grape Culturist. Fuller. Orange Judd
609 Nursery Book, The. Bailey. Macmillan
610 Principles of Fruit Growing. Bailey. Macmillan
61 Popular Fruit Growing. Green. Webb
612 Pruning Book, The. Bailey. Macmillan
613 Successful Fruit Culture. Maynard. Orange Judd
614 S}'stematic Pomology. Waugh. Orange Judd

Farm management
701 Agricultural Economics. Taylor. Macmillan
702 Farm Management. Warren. Macmillan
703 Farm Management. Card. Doubleday
704 Farmstead, The. Roberts. MacmiUan
705 Farmer's Business Handbook. Roberts. Macmillan
706 Farmer's Rule Book. Bailey. Macmillan
707 How to Choose a Farm. Hunt. Macmillan
708 Handbook for Farmers and WoU. Wiley
Dairymen.
709 Laboratory Exercises in Farm Warren. Macmillan
Management.
710 Law for the American Farmer. Green. Macmillan
71 Manual of Practical Farming. McLennan. Macmillan
712 Principles of Rural Economics. Carver. Ginn
 AGRICULTURE IN THE HIGH SCHOOL 51

General agricultural textbooks

801 Agriculture for Beginners. Burkett, Stevens Ginn
& Hill.
802 Agriculture for Common Fisher & Cotton. Scribner
Schools.
803 Beginnings in Agriculture. Mann. Macmillan
804 Elements of Agriculture. Warren. Macmillan
805 First Principles of Agricul- Goff & Mayne. Amer. Bk. Co.
ture.
806 Fundamentals of Agriculture. Halligan. Heath
807 High School Agriculture. Mayne & Hatch. Amer. Bk. Co.
808 Laboratory Manual of Agri- Call & Schafer. Macmillan
culture.
809 Principles of Agriculture. Bailey. Macmillan
810 School Agriculture Wood. Orange Judd
811 Bibliography of Education in Agriculture and Home Economics. United
States Bureau of Education, Washington, D. C, 191 2. Bulletin 10,
whole number 481.

Miscellaneous
901 Bacteria in Relation to Coun- Lipman. Macmillan
try Life.
902 Cyclopedia of American Agri- Bailey. Macmillan
culture.
903 Elementary Entomology. Sanderson & Jack- Ginn
son.
904 Farm Friends and Farm Foes. Weed. Heath
905 Fungous Diseases of Plants. Duggar. Ginn
906 Farm Arithmetic. Field. Field Seed Co.
907 Farm Arithmetic. Burkett & Swart- Orange Judd
zel.
908 Farm Development. Hays. Orange Judd
909 Insects Injurious to Fruits. Saunders. Lippincott
910 Insects Injurious to Vege- Chittenden. Orange Judd
tables.
911 Plant Physiology. Duggar. Macmillan
912 Practical Arithmetic. Hall. Amer. Bk. Co.
913 Practical Arithmetic. Stevens & Butler. Scribner
914 Rural Hygiene. Ogden. Macmillan
915 Spraying of Plants. Lodeman. Macmillan
916 Weeds of Farm and Garden. Pammel. Orange Judd
52 THE UNIVERSITY OF THE STATE OF NEW YORK

PUBLISHING HOUSES
The following publishers are referred to in an abbreviated form in the fore-
going book lists:

American Book Company, lOO Washington sq., New York City-

American Poultry Association, Morgan Park, 111.
American Poultry Journal, 542 S. Dearborn st., Chicago, 111.
Bowman & Crosby, Ames, Iowa
Chemical Publishing Company, Easton, Pa.
Doubleday, Page & Company, Garden City, N. Y.
F. J. Drake & Company, 1323-25 S. Michigan blvd., Chicago, 111.
Farm Poultry Publishing Company, Boston, Mass.
Henry Field Seed Company, Shenandoah, Iowa
Gas Engine Publishing Co., 229 E. Seventh st., Cincinnati, Ohio
Ginn & Company, 29 Beacon st., Boston, Mass.
D. C. Heath & Company. 231 W. Thirty-ninth st.. New York City
N. W. Henley Publishing Company, 132 Nassau and 15 Beekman st., New
York City
W. A. Henry, 429 Sterling st., Madison, Wis.
Houghton, Mifflin Company, 16 E. Fortieth st.. New York City
George E. Howard, 714 Twelfth st., N. W., Washington. D. C.
Industrial Book Company, 178 Fulton st.. New York City
Inland Printer, 632 Sherman st., Chicago, 111.

Kimball's Dairy Farmer, Waterloo, Iowa

J. B. Lippincott & Co., East Washington sq.. Philadelphia, Pa.
Macmillan Company, 66 Fifth av., New York City
Manual Arts Press, Peoria, 111.
Orange Judd Company, 315 Fourth av.. New York City
Outing Publishing Company, 141 W. Thirty-sixth st., New York City
Radford Architectural Co., 178 Fulton st., New York City
Sturgis & Walton, 31-33 E. Twenty-seventh st., New York City
Charles Scribner's Sons, 597 Fifth av., New York City
The Torch Press, Cedar Rapids, Iowa, or 320 Fifth av., New York City
Webb Pubhshing Company, 55-67 E. Tenth st., St Paul, Minn.
Wiley & Sons, 432 Fourth av.. New York City