Author. Title. Book.NlJA5 Imprint IG — 30299-1 SPO m DniYersity ol the State ol New York Bulletin August 3, I9i3> at the Post Of act of August 24, 1912 Published fortnightly Entered as second-class matter August 2, igiSt at the Post Office at Albany, N. Y., under the act of August 24, 1912 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 Purpose of bulletin 3 Methods of instruction 3 The lecture method 4 Order of topics 5 Principles and theories 6 Home projects 7 Record of pupil's work 8 Accounts from poultry project. 8 Home project survey sheet. ... 10 Pupil's project time sheet 12 Pupil's project account sheet.. . 13 Reports on home projects 14 Poultry project study outline. . 15 Pupil's project study record. ... 16 Record of teacher's work 21 Extension diary 21 PAGB Teacher's plan record 22 Field exercises 22 Indoor laboratory exercises . . 23 Assignment for three days ... 23 Outline for report on corn ... 24 Equipment 25 The laboratory 28 The field trip 34 The pupil's notebook 37 The recitation 40 The shop 42 Purpose of farm mechanics work. 45 Equipment for drawing and shop- work 45 Classified list of agricultural 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 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 1922 Chester S. Lord M.A. LL.D. New York 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 6 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 H ^ ' 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 the farm boy's experience. 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 is meant not only a forty-five minute dissertation by the 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 for seed and the cultivation of crops than they do about 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^ A productive 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. 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 visit the home af least once before 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. I 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. Inventory Cr. 191 4 1913 Feb. I Poultry $41 •■ Feb. I Poultry $26 20 Equipment 4 ■■ Equipment 4 ■• Feed I 50 Feed To balance 3 50 12 80 $46 50 $46 50 Cash or Personal 191 3 1913 Mar. I 4 lb. hen 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. Mash, 50 lbs. 2 00 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 etc., etc. 4 84 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 Interest Inventory Net gain 6 .. 2 . . 26 20 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 Kinds Acres Yield per acre Value of crop Cultiva- tion given Acres Yield per acre Value of crop Cultiva- tion given Stock Milk Number Breed Feed Purpose Amt. at present . . . Disposal Value per week $ . . Horses ..qt. Cows Hogs Hens Other stock Barns: Number . . . . Floor space not stable . Houses: Number. . . Woods: Amt Distance to market . . . . . . Stable room Outside dimensions . . Hay room cu. ft. Silo capacity cu. ft. Material vSizes No. rooms Kind Description Name of market School record AGRICULTURAL ACADEMIC Subjects taken this year Subjects passed prior to this year Home project: Title.. Object. Details Standing . AGRICULTURE IN THE HIGH SCHOOL II Year in school . Farm record (type 2) Date Town in which located Pupil's name Age . 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 Oats $ Butter 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 DATE DESCRIPTION OF WORK SELF From To Total in hours MAN From To HORSE From To 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 Total forwarded Total forwarded CR. 14 THE UNIVERSITY OF THE STATE OF NEW YORK vO \0 •+X) '^OO m -^co O Tt- •+ n mbe ime; chei ited iject :=! -^ c3.« ^ ^^i^?a ^ 13 +:. Actua hours devote to projec ^iM .MlO^lN-f'lS HlWNfrt rtlM N|m O vO f^ o or^icoiccmoit^ -.ON ►-< O\00 ■+ On ro -^00 ro-^iooo C O lO i-i i-i t^ r^ ■^ 01 i-H w uo o • oor^-iO-OOOrOC Cr^ OOOO 'c3 oo 00 -00 lO IDNO '^ ^ M r^ Tf uo uo f^ -^ OMO CO (D o On (N M COO NO looiot^" r^^ -^won-^ c-i ■e^ 01 '^o 01 01 H- CO M M W . mo -00 00 t^ lO 000000 -^^ o-c- .£ |S Rent seed etc. 00 r-- ■ rO I/O \r-j\o 01 NO NO ■*onnd -^ ^ • r^ • ON • ■^t^t^uOi- OCco MOO ONOO Famil; from pr ^a^ 0) •* HH W 11 M h-l ,- 1-1 .- ■ o • "0 ■ 00 • • Labor man or horse 01 01 « M ■ UO UO 01 O" CO CO "0 NO __ m O " rO t^ ON OO"0-r^co noio noO" • a o ^H 01 m ^ "0 01 -m-^M -T^-io onoj coi-ioi • -^J UO oi uooo On O *-> 01 lO On " -^nO i^ O NO NO i-< 01 O H 01 ON>.o OOcOOONOi-H M On moi HH^i-ilO 2 S ^^ t^ h-l HH ■ o^o • OOOO -O -OiOt^ OiO lOolOO ^i .-S^ u o ■ 01 r^ • U0i0uo-u0-v001>- 01 On nOOnoioi to o a'" Oh Ci QJ O JD 00 UOQO VO 01 t^ .^ o cooo ONoo " -+20 " 01 r^NO p^ (M'-^ d *«i= hH Tj- •^ NO CO 01 01 V m ■ m O000n0 nOO "OO^hO 1 n t^ t^\o oi ONt^uomoNi-i-^t^co t-^co oii-hooo NOoiNOoii-HMH-com H-"- ioco-*io HI r^ HH -^ 01 t^ O I-H -*—■ M- 1 NO CO " H- ^ 01 d) ■^ vo ►-. 1 I-H i " i-.' C ; >! : >. j3 0) >i";iS '"' Ifl o £ R., I bbler, of mi £ CO o o 01 /:: o b X o 03 aJ O 03 •^'^^.A'^iJtiXi; 03, _ -OOoj 0. o^^^"i=^o8 ",.t^ ^^OC. •H|COrt|t,'; H- 1 rH|0O w 01 CO NO -li^ M " m — CO " 01 "IN On '-I >.•«••■• ■ ■ ■ ■ ^ c o ■ • • ■ ^ £ O *J c c S ^ ng. mg. en. sing for fact £ M bi) „ J3 «! C ome gard otato rais oultry rai ome gard bio .£ ■§l^ll'§'§§^ .S^-31^ O O Ki n n i^ .e ■S ^ H KOhPhW •^^ ^^ > h/- 00 Farm cr JFarm cr jPoultry Farm cr iHomem; bC,^..,.^,="l-i!-il-V-,..l- VhV.1 v., v. o ?!^ r^ r^.S cjo>o oo o>^o -o o^;§ b£ £ £ £;^ £ ££ £^£ jD o ^ !^";2 l-.tHl-.i--< 01 CO -+ "OnO t^oo On a! O 3 2 p. ^ Plate I r .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 shall you provide? 5 How much window and air space will be needed? 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 shall you 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 shall you enter products used by the family ? 3 How shall you record labor? 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 rain, let in light and provide good ventilation. Even on 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 last week 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 fatted up with dropping boards, roosts 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 wants to raise some alfalfa. 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 fall exhibition of crops and fruit. 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. Cornell Reading 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.. . Variety of corn. Date. , 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 by the teacher of agriculture but in no case is such 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 the whole 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^ h/fARk'£r£0 LOSS Br LEAC/-//NG GRA/N > AA/D VEGETABLES FERT/L/ZERS AND L/M£ MTR/E/CA T/O/A — AND rJX AT/ON RFVOL G F\UND V M/NSRA L SO BA Sf r /L v 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. Measures, i qt. to Yi bushel Percolation tubes Pruning saws Pruning shears Pruning knives Raffia Resin Score cards Soil auger Soil sieves Soil Tubes (apparent sp. Tallow Tape measures Thermometers, chemical Thermometers, soil ir.) Apparatus usually found in school Asbestos pads Balances and weights Beakers Burners Cheese cloth Compound microscopes Corks, one and two hole rubber Dissecting needles Evaporating dishes (porcelain) Filter paper Funnels Graduate, 100 cc in i cc Graniteware pans Hand lenses Lamp chimneys Petri dishes Ring stands Rulers Slides and cover glasses Specific gravity bottles Test tubes Tripods Tumblers Chemicals Acid, hydrochloric Acid, acetic Acid, sulphuric Acid, nitric Acid, carbolic Agar agar Alcohol, absolute Ammonium hydroxid Benzoate of soda Bichloride of mercury Bicarbonate of soda Calcium oxid Copper sulphate Culture starter Farrington's alkaline tablets Ferric ch^orid Fertilizers, chemical Formalin, 40 per cent. Fuchsin solution Gelatine Glucose Hydrogen peroxid Iodine Iron sulphate Lime, commercial samples Litmus paper or solution Methylene blue solution Pepsin Phenolphthalein Plaster paris Potassium iodid Potassium hydroxid Prussiate of potash Rennet (liquid) Rochelle saUs Sodium chlorid Sodium hydrate Sodium hydroxid Sodium silicate Starch solution Sulphur 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 large room properly equipped to 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 k\.l.k>.'.>.-.«.-.-J.^.^^..kSV-'-'-'.«.«-S^ ^^ ■-'^ ^S^^^^S^3&S^^^^ S^SSSgSSSSSSSSSESSSSI^S^^^^SSSS^SSSSS ^^^^^s II /^\ .■V &J0 03 '< Qh T M ■C \- 13 \j . O 0) X! Ill' °'o •-' O S-i -t-J Gj r Cq (l| rj 03 < ^ C! d d ^ | y^^yjj^^k^^^t»mm.^kni.>mkuti.uim^»^ i^ iffi 11 r (0 o ^ r/1 r-* CO -^ m ^H ^1 ;i 03 o3 o o^ 03 vj ^ Q^ 03^ w 0) 2 Pi M'd O ft o 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 (see figure 3, page 30). 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 grains. (Standard market grades pur- chased from University of Nebraska, depart- ment of instructional agronomy) Shelf B. Shelled com. (Standard types) Corn products. Grains. (Standard grades) 03 a, o >. 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 be made a most valuable part of the study of 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 definite provision in the program for double periods twice a week in each subject in agriculture. For some field trips 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= UAvBORATOaY • &■ ■ RErCITATlON Ht-IOHT 11^. HOMfeMAKiNG ^E-wir-iG ■(;-■ R&Cl-TATlON- 2.0' X -ia' 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. 5 Experiments 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 obtained. The notebook should grow in an assimilative 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 of branches per stem. Average five. 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 field, and carefully dig away the soil until 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. A homemade 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 O JA-.^ 5^ f^u/^.^j^A^ ^ ^z ^w^ i^A ^. -^ ^ XZ, ,r^^^^ C ■0^-a~. . ^ji^^-^^/vyp-? xt-, /^ — o-'tLa // ; ?' -fc -2 ;^ 3 ■^^ /^ // /-^^ OC^t.^-^^"i^ /6> r /a ^i-Jru*'^ -^ . ^1.eX^ J.-tri-.W' xijfe-K-X ^1^ ^<.u- o £,-^ ^?<^^ ''^-A^ ^2^ l.^-L^-'Z^^/^ Uii.^ -^^T-i^ ^n* ?J3.J^ C3J^<:..^^ 2.^ _-0^'-e5'C^!-' -vrxp /Jj?0<->-^ <5cW»_y /J-t/TA^J^ ^^ ^ fi^Xi^M^ A / 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? 5 Wliat 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. It is important that they should be tools of men's 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 often be made so at small expense. If 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 be of wood except around the forge and anvil. Cement floors are cold and hard on the pupils' feet. An edged tool 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 (see plate 3). These buildings should conform in general to the plans outlined for laboratory and shop. o +j o ^ o lO C/2 OT (D ^ M ■> 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 design and 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 oilers, copper, 3^ pt .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. 102 Barn Plans and Outbuildings. 103 Bench Work in Wood. 104 Elementary Woodworking. 105 Elements of Mechanical Draw- ing. 106 Elements of Woodwork. 107 Essentials of Woodworking. 108 Farm Appliances. 109 Farm Blacksmithing. no Farm Conveniences. 111 Farm Machinery and Farm Motors. 112 Farm Mechanic, The. 113 Farmer's Tanning Guide, The. 114 Fences, Gates and Bridges. 115 Gas Engine Handbook. 116 Gasoline Engine on the Farm, The. 117 Greenhouse Construction. 118 Handy Farm Devices and How to Make Them. 119 Handwork in Wood. 120 Home Water Works. 121 Letters and Letter Construc- tion. 122 Modern Blacksmithing. 123 Modern Carpentry. Davidson. Halsted & Powell. Goss. Foster. Anthony. King. Griffeth. Martin. Drew. Davidson & Chase. Chase. Stevens. Martin. Roberts. Putnam. Taft. Cobleigh. Noyes. Lynde. Trezise. Holmstrom. Hodgson. 124 Modern House Plans for Reed. Everybody. 125 Practical Farm Drainage. Elliott. 126 Problems in Mechanical Draw- Bennett. mg. 127 Steel Square, The, Part i. Hodgson. Webb Orange Judd Ginn Ginn Heath Amer. Bk. Co. Manual Arts Press Orange Judd Webb Orange Judd Orange Judd Sturgis & Walton Webb Orange Judd Gas Engine Pub. Co, Henlqy Orange Judd Orange Judd Manual Arts Press Sturgis & Walton Inland Printer Drake Radford Architectural Co. Orange Judd Wiley Manual Arts Press Industrial Book Co. 48 THE UNIVERSITY OF THE STATE OF NEW YORK Poultry husbandry 201 American Standard of Perfec- tion. 202 Beginner in Poultry, The. 203 Diseases of Poultry. 204 Farm Poultry. 205 How to Raise Chicks. 206 Making Poultry Pay. 207 Open Air Poultry Houses. 208 Our Domesticated Birds. 209 Poultry Appliances and Handi- craft. 210 Poultry Architecture. 211 Poultry Craft. 212 Poultry. Laboratory Guide. 213 Principles and Practice of Poultry Culture. 214 Profitable Poultry Production. 215 Progressive Poultry Culture. Amer. Poultry Assn. Valentine. Macmillan Salmon. Howard Watson. Macmillan Woods. Powell. Woods. Robinson. Amer. Poultry Jour. Orange Judd Amer. Poultry Jour. Ginn Fiske. Orange Judd Fiske. Robinson. Lewis. Orange Judd Farm Poultry Pub. Co. Macmillan Robinson. Ginn Kains. Brigham. Orange Judd Torch Press 301 Crops and Methods for Improvement. 302 Fertilizers and Crops. 303 Fertilizers. 304 First Principles of Soil Fertil- ity. 305 Farm Drainage. 306 Farm Manures. 307 Physics of Agriculture. 308 Soiling Crops and the Silo. 309 Soil Fertility and Permanent Agriculture. 310 Soil Fertility 'and Fertilizers. 311 Soils. 312 Soils. 313 Soils. 314 Soils and Fertilizers. 315 Soils and Soil Fertility. 316 Soil Physics Laboratory Guide. 317 Soil Physics Laboratory Man- ual. 318 Soils and Crops. Soils and fertilizers Soil Agee. Macmillan Van Slyke. Orange Judd Vorhees. Macmillan Vivian. Orange Judd French. Orange Judd Thome. Orange Judd King. Macmillan Shaw. Orange Judd Hopkins. Ginn Halligan. Chemical Pub. Co. Lyon & Fippin. Macmillan Burkett. Orange Judd King. Macmillan Snyder. Macmillan Whitson & Walster . Webb. Stevenson & Orange Judd Schaub. Mosier & Gustaf- Ginn son. Hunt & Burkett. Orange Judd AGRICULTURE IN THE HIGH SCHOOL 49 401 Agronomy. 402 Bean Culture. 403 Cereals in America. 404 Corn. 405 Corn Crops. 406 Corn, Study of. 407 Corn Plants. 408 Field Crops. 409 Forage and Fiber Crops in America. 410 Garden Farming. 411 Potato, The. 412 Potato, The. 413 Vegetable Gardening. 414 Vegetable Gardening. irm crops Clute. Ginn Sevey. Hunt. Bowman & Cross- ley. Montgomery. Shoesmith. Sargent. Wilson & Warbur- Orange Judd Orange Judd Bowman & Crossley Macmillan Orange Judd Houghton Webb ton. Hunt. Orange Judd Corbett. Ginn Fraser. Grubb. Watts. Bailey. Orange Judd Doubleday Orange Judd Macmillan Animal husbandry (Including dairy) 501 Animal Husbandry for Schools. 502 Animal Breeding. 503 Beginnings in Animal Hus- bandry. 504 Clean Milk. 505 Dairy Technology. 506 Diseases of Farm Animals. 507 Domesticated Animals and Plants. 508 Feeds and Feeding. 509 Feeds and Feeding. 510 Horse and Its Relatives, The. 511 Horse, The. 512 Manual of Farm Animals. 513 Milk and Its Products. 514 Modern Methods of Testing Milk. 515 Physics of Agriculture. 516 Principles of Breeding. 517 Principles and Practice of Butter Making. 518 Practical Dairy Bacteriology. 519 Types and Breeds of Farm Animals. 520 Van Pelt's Cow Demonstration. 521 Veterinary Studies for Agri- cultural Students. Harper. Shaw. Plumb. Belcher. Larsen & White. Mayo. Davenport. Henry. Jordan. Lydekker. Roberts. Harper. Wing. Van Slyke. King. Davenport. McKay & Larsen. Conn. Plumb. Reynolds. Macmillan Orange Judd Webb Orange Judd Wiley Macmillan Ginn Henry Macmillan Macmillan Macmillan Macmillan Macmillan Orange Judd Macmillan Ginn Wiley Orange Judd Ginn Kimball's Dairy Far- mer Macmillan 50 THE UNIVERSITY OF THE STATE OF NEW YORK Fruit growing 60 1 American Apple Orchard. 602 American Horticultural Man- ual. 603 Apple Growing. 604 Beginners Guide to Fruit Growing. 605 Bush Fruits. 606 Evolution of Our Native Fruits. 607 Fruit Harvesting, Storing and Marketing. 608 Grape Culturist. 609 Nursery Book, The. 610 Principles of Fruit Growing. 61 1 Popular Fruit Growing. 612 Pruning Book, The. 613 Successful Fruit Culture. 614 S}'stematic Pomology. Waugh. Budd & Hansen. Burritt. Waugh. Card. Bailey. Waugh. Fuller. Bailey. Bailey. Green. Bailey. Maynard. Waugh. Orange Judd Wiley Outing Pub. Co. Orange Judd Macmillan Macmillan Orange Judd Orange Judd Macmillan Macmillan Webb Macmillan Orange Judd Orange Judd Farm 701 Agricultural Economics. 702 Farm Management. 703 Farm Management. 704 Farmstead, The. 705 Farmer's Business Handbook. 706 Farmer's Rule Book. 707 How to Choose a Farm. 708 Handbook for Farmers and Dairymen. 709 Laboratory Exercises in Farm Management. 710 Law for the American Farmer. 7 1 1 Manual of Practical Farming. 712 Principles of Rural Economics. management Taylor. Macmillan Warren. Macmillan Card. Doubleday Roberts. MacmiUan Roberts. Macmillan Bailey. Macmillan Hunt. Macmillan WoU. Wiley Warren. Macmillan Green. Macmillan McLennan. Macmillan Carver. Ginn AGRICULTURE IN THE HIGH SCHOOL 51 General agricultural textbooks 801 Agriculture for Beginners. Burkett, Stevens Ginn 802 Agriculture for Common Schools. 803 Beginnings in Agriculture. 804 Elements of Agriculture. 805 First Principles of Agricul- ture. 806 Fundamentals of Agriculture. 807 High School Agriculture. 808 Laboratory Manual of Agri- culture. 809 Principles of Agriculture. 810 School Agriculture & Hill. Fisher & Cotton. Mann. Warren. Goff & Mayne. Halligan. Mayne & Hatch. Call & Schafer. Scribner Macmillan Macmillan Amer. Bk. Co. Heath Amer. Bk. Co. Macmillan Bailey. Macmillan 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- try Life. 902 Cyclopedia of American Agri- culture. 903 Elementary Entomology. 904 Farm Friends and Farm Foes. 905 Fungous Diseases of Plants. 906 Farm Arithmetic. 907 Farm Arithmetic. 908 Farm Development. 909 Insects Injurious to Fruits. 910 Insects Injurious to Vege- tables. 911 Plant Physiology. 912 Practical Arithmetic. 913 Practical Arithmetic. 914 Rural Hygiene. 915 Spraying of Plants. 916 Weeds of Farm and Garden. Lipman. Bailey. Sanderson & Jack- son. Weed. Duggar. Field. Burkett & Swart- zel. Hays. Saunders. Chittenden. Duggar. Hall. Stevens & Butler. Ogden. Lodeman. Pammel. Macmillan Macmillan Ginn Heath Ginn Field Seed Co. Orange Judd Orange Judd Lippincott Orange Judd Macmillan Amer. Bk. Co. Scribner Macmillan Macmillan 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