1 UNITED STATES DEPARTMENT OF AGRICULTURE BULLETIN No. 592 Contribntion from the States Relations Service A. C. TRUE, Director Washington, D. C. PROFESSIONAL PAPER November 5, 1917 COURSES IN SECONDARY AGRICULTURE FOR SOUTHERN SCHOOLS (THIRD AND FOURTH YEARS) By H. P. BARROWS, Specialist in Agricultural Education CONTENTS Page Introduction 1 Adaptation to Local Needs 1 Elective Courses 2 Use of Reference Material 4 Use of Illustrative Material 4 Practical Work 4 Outline for Hoiticulture — Third Year . . 5 Suggested Projects for Horticulture . . 20 Equipment for Horticulture 21 Texts and References for Horticulture . 21 Page Outline for Rural Engineering — Fourth Year 22 Suggestions for Practical Work in Rural Engineering 30 Texts and References for Rural Engi- neering 31 Outline for Rural Economics and Farm Management — Fourth Year .... 32 Home Projects in Rural Economics and Farm Management 39 Texts and References for Rural Econom- ics and Farm Management 40 WASHINGTON GOVERNMENT PRINTING OFFICE 1917 ::^tf^'aKi^9hi. .''X> J 7\ :)« Ot D* NOV 14 tmr UNITED STATES DEPARTMENT OF AGRICULTURE „„ BULLETIN No. 592 ,„, J^r" Contribution from the States Relations Service '^^^y\_>\ JU^'^^WU A. C. TRUE, Director -^y^V^i-Tf, Washington, D. C. PROFESSIONAL PAPER November 5, 1917 COURSES IN SECONDARY AGRICULTURE FOR SOUTHERN SCHOOLS.' (THIRD AND FOURTH YEARS.) By H. P. Barrows, Specialist in Agricultural Education. CONTENTS. Page. Introduction 1 Adaptation to local needs 1 Elective courses 2 Use of reference material 4 Use of illustrative material 4 Practical work" 4 Outline for horticulture — tliird year 5 Suggested projects for horticulture 20 Equipment for horticulture 21 Texts and references for horticulture 21 Page. Outline for rural engineering— fourth year. . . 22 Suggestions for practical work in rural engi- neering 30 Texts and references for rural engineering. . . 31 Outline for rural economics and farm manage- ment—fourth year 32 Home projects in rural economics and farm management 39 Texts and references for rural economics and farm management 40 INTRODUCTION, The following outlines are the result of a demand for a more uniform standard in agricultiu-al instruction in secondary schools of the South. The courses outlined, with other elective courses suggested, are intended for the third and fourth years, after the students have completed the work in agronomy and animal hus- bandry outlined for the first two years. ADAPTATION TO LOCAL NEEDS. It is to be expected that these coiu-ses will be molded to meet the needs of the students of each school and the community in which they live. In order to accomplish this purpose it may be necessary to change the order of the courses in the curriculum. To meet the needs of the majority of schools the following order has been sug- gested: Fhst year, soils and crops; second year, animal husbandry;^ 1 Prepared under the direction of C. H. I^ane, Chief Specialist in Agricultural Education. 2 See U. S. Dept. Agr. Bui. 521 for courses for the first and second years. 8210°— 17— Bull. 592 1 2 BULLETIN ;j'.)2, U. S. DEPARTMENT OF AGRICULTURE. third year, horticulture; fourth year, rural economics and farm management and rural engineering. It is not essential that this order shall be maintained in all cases. In districts where fruit growing or vegetablo gardening are the predominating agricultural industries, it may be j^referable to have horticulture in the first year and let the students learn the fundamentals of plant production in their applica- tion to fruit growing, v(>getable gardening, and floriculture. The topics within each course and their order of presentation must be adapted also to meet local needs. It is left with the local teacher to work out a seasonal sequence where such is desu'ed. The teacher also should emphasize topics of local importance at the expense of those not having local value. For example, lesson outhnes cover both grapes and strawberries. It may happen that strawberries are very important in a section to which grapes are not suited; as it will not be necessary to spend much time with grapes, more time wiU be available for strawberries. Likewise, with more comprehensive subjects the needs of the local community should receive the most consideration. It must be left with the local teacher also to adapt the courses to the individual needs and capacities of his students. Students who have had a course in botany and a course in crop production will be able to go deeper into a subject like plant breeding than will those who are just beginning these studies. Students who have had shop- work in their elementary courses and mathematics and physics in their high-school course will be capable of more advanced work in rural engineering than students without such preparation. ELECTIVE COURSES. Although something may Ix* done within a given course to meet the needs of a community or a special group of students, it may be neces- sary to modify an entire curriculum in order to accomplish this pur- pose successfully. After the students have a foundation in the fundamentals of crop production and animal husbandry, which are needed in all sections, their work may be conducted along more special lines. While it is presumed that all students wiU need farm management and rural engineering, the school may not be prepared to do justice to these courses as it would to some other branches of agriculture. Wherever it is ]:)ossible a number of elective courses shoidd be offered in t he third and fourth years. In order to do justice to extra courses, where there; is but one teacher, it will be necessary to combine classes and offer some of the courses in alternate years. From the following suggested courses it should be possible to make a selection which will meet most conditions in the South: Fldd crops, 4 unit. — A special course in field crops should be an outgrowth of the general course in soils and crops. The course AGRICULTURE FOR SOUTHERN SCHOOLS. 3 should be centered around the most important crops in the com- munity. In some sections it may be made largely a course in forage crops, with emphasis on the legumes. In ot-her sections it may be made largely a course in corn or in cotton or both of these crops. Animal liushandnj, ^ unit. — This course should be developed from the general course in animal husbandry and should go into a more detailed and thorough consideration of those phases of animal hus- bandry most important in the community. In most sections it will be largely a course in meat production, with emphasis on swine and beef cattle. Dairy hushandry, ^ unit. — A special course in dairying should not be attempted unless there is provision for practical work in the care of milk and the making of butter and cheese. The course should cover milk production as weU as the handling of milk and its products. It should be built upon the elementary lessons given in connection with the general course in animal husbandry. At least half the time should be given to practical work in the dairy. Poultry hushandry, ^ unit. — This course also may be based on the lessons in the animal-husbandry course. A special course not only will give opportunity for a more thorough consideration of those phases of poultry keeping most important in the community, but also time for more practical work. Dry farming, ^ unit; irrigation farming , i unit. — These com'ses are suggested as a means of adapting the work in agriculture to the arid sections of the Southwest. There are textbooks which may be made the bases for both courses. Fruit grouping, J unit; vegetable gardening, g unit; floriculture and landscape gardening, 3 unit. — The general course in horticulture outlined in this bulletin may be divided into three special courses as suggested. The course may be given as a whole or in part, accord- ing to the needs of the school. If the work in plant propagation is given with the floricultui*e and home-ground improvement as out- lined, each course will constitute a thu'd of a unit. Farm forestry, i unit. — In many sections a brief course in farm forestry should be given either in addition to the course in horti- culture or in substitution for that part not so important in the district. There are good books and bulletins upon which to base the com'se. Insect pests, \ unit. — In connection with the courses in horti- culture and field crops in some sections it will be desu'able to give special attention to insect pests. Although, as a means of under- standing how to control them, it will be essential to know the struc- ture, habits, and life histories of the insects most important in the district, emphasis should be placed upon control measures. 4 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. USE OF REFERENCE MATERIAL. Although it is left with the teacher and the local school authori- ties as to whether a textbook is used or not, it is hoped that the out- lines, with the references given, will aid the teacher in getting away from the limitations of any one textbook. A Ust of books suitable for reference purposes is given at the end of each course. By a judicious selection of reference material and the making of special assignments to individual students, the teacher may do much toward adapting the subject to the needs of the community and the members of the class. Special reference to bulletins of the United States Department of Agriculture are given with nearly every lesson. In order to meet local needs, the publications of the States should be used in addition to department publications. It is especially im- portant that the teacher get in touch with the agricultural college, experiment stations, and board of agriculture of the State in wliich the school is located and learn what material suitable for use in the school may be available. Files of these publications should be kept in working order along with the Yearbooks and the Farmers' Bulle- tins ' of the Department of Agriculture. USE OF ILLUSTRATIVE MATERIAL. It is important that concrete material shall be brought into the classroom and that well-organized field trips shall be taken when convenient. In addition to such study, abundant use should be made of pictm'es, charts, lantern sUdes, etc., to visuahze the lesson in an effective manner. Suggestions for illustrative material are given in connection with many of the lessons. Tlie instructor should make preparations early for all illustrative material needed.- PRACTICAL WORK. In the preparation of the outlines, it has been assumed that there will be in the school year 36 weeks of 5 days each. For each year 104 lessons are planned which provide for classroom work three days in the week, leaving four periods for examinations or reviews. The remainder of the time, equal to two periods per day, two days in the week, should be given to practicmns and proj- 1 Farmers' Bullet iu and Yearbooks of the United States Department of Agriculture may be obtained free as long as the supply lasts, on application to the Secretary of Agriculture, Washington, D. C, or to a Senator or Representative in Congress. These and other pubUcations of the Department of Agriculture, when no longer available for free distribution, may be obtained from the Superintendent of Documents, Government Printing Office, Washington, D. C, at a nominal price. Trice lists covering various Govern- ment pubUcations may be obtained free from the Superintendent of Documents. Each teacher should scciue a copy of I'ricc last No. 16. which includes Farmers' Bulletins, Yearbooks, and Department Bulle- tins of the United States Dc|)artment of Agriculture. Lists of these publications prepared for teachers may be obtained from the Agricultural Instruction division of the States Relations Service. 2 See the following Farmers' Bulletins: 586, Collection and Preservation of Plant Material for Use in the Study of Agriculture; 606, Collection and Preservation of Insects and Other Material for Use in the Study of Agriculture. AGRICULTURE FOR SOUTHERN SCHOOLS. 5 ects. It is assumed that credit will be given for home projects and practicums on the same basis as for laboratory work, i. e., one hour's credit for two hour's work, and that extra credit will be given for extensive projects requiring more than the time needed to make up the credit given for the course. Routine work involved in a project may not be worthy of full credit. It is expected that extra credit will be given for the projects suggested in connection with the fourth-year courses. It is even more important that the prac- tical work meet the needs of the students and the community than that of the classroom. Tlie practicums and projects listed are ])Ut suggestive. Credit should be given for any line of community or home work wliich may involve the acquiring of skiU and in which the principles learned in the classroom may be applied. It is especi- ally important that the teacher make an effort to secure acceptal^le substitutes for home projects for students who do not live on farms. Credit should be given according to the educational value of such work. In order to have such value, it must present problems new to the student, it should be hnked in a definite way with the course taken, and it should have the supervision of the instructor or some competent person.^ OUTLINE FOR HORTICULTURE— THIRD YEAR. (One unit.) PLANT PROPAGATION. (Eleven lessons, eight double i^eriods for practical work.) References. — The Propagation of Plants, Farmers' Bulletin 157. For suggestions as to teaching this subject, with directions for practical work, see States Relations Service Document 63, The Propagation and Pruning of Plants — S'uggestions for Teaching the Subject in Secondary Schools. Lesson 1 . — The Seed. 1. How plants produce seed. 2. Why plants produce seed. 3. Structure and classification of seeds. Illustrative material. — Charts and diagrams showing fecundation of the ovule. Flowers and seeds of different types. Lesson 2. — Seed Selection. 1. Factors influencing quality of seed. 2. Importance of seed selection. 3. Gathering and storing seed. 4. Seed buying. Special references. — The Farmer's Interest in Good Seed, Farmers' Bulletin 111. Articles in the following Yearbooks of the Department of Agriculture: 1896, Seed Production and Seed Saving; 1899, Seed Selling, Seed Growing, and Seed Testing; 1901, Agricultural Seeds, WTiere Grown and How Handled; 1907, Art of Seed Selec- tion and Breeding; 1915, How Seed Testing Helps the Farmer. 1 For a discussion of the home-project plan and the problem of giving credit for home work, see the follow- ing bulletins of this department: 346, Home Projects in Secondary Courses in Agriculture; 385, School Credit for Home Practice in Agriculture. 6 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. Exercise 1. — Examination of Seed for Impurities. Special reference. —Testing P^'arm Seed in the Home and in the Rural School, Farmers' Bulletin 4'28. Lesson 3. — Germination and Testing of Seeds. 1. Conditions essential to germination. 2. Importance of seed testing. 3. Methods of testing seeds. Special reference. — Testing Farm Seed in the Home and in the Rural School, Farmers' Bulletin 428. Exercise 2. — Testing Seeds for Viahility. Note. — If the students have had some practice in testing farm seed, use garden seeds, such as onion, carrot, and parsnip, or flower seeds more diflicult to test. Lesson 4. — The Hotbed. 1. Principles and essentials of construction. 2. Materials and methods of construction. 3. Management. Illustrative material. — Diagramsand plans showing hotljed construction. Exercise 3. — Hotbed Construction. Special reference. — For directions for making a hotbed see Farmers' Bulletin 195, Annual Flowering Plants. Lesson 5. — The Seed Bed and Cold Frame. 1. Purpose of the seed bed. 2. Establishing and maintaining the bed. 3. Seed flats and their use. 4. The cold frame. 5. The lath house. Special reference. — Frames as a Factor in Truck Growing, Farmers' Bulletin 4G0. Exercise 4. — Making and Using Seed Flats, Frames, etc. Lesson 6. — Asexual Propagation. 1. Underlying principles. 2. Advantages to the farmer. 3. Advantages to the plant breeder. 4. Natural methods. Lesson 7. — Propagation bij Parts Intact. 1. Suckers. 2. Stolons. 3. Layers. 4. Division of tlie crown. Illustrative material. — Fresli material supplemented by charts to show various means of propagation. Lesson S. — Pro pagation by Parts Detached. 1. Specialized I)uds as ])ull)s, ])ulblets, corms, and tubers. 2. Roots. 3. Cuttings of various types. Exercise 5. — Propagation by Cuttings. AGRICULTUEE FOR SOUTHERN SCHOOLS. 7 Lesson 9. — Budding and Grafting. 1. Definition. 2. Underlying principles. 3. Essential requisites. Lesson 10. — Budding and Grafting — Continued. 1. Types of budding. 2. Types of grafting. 3. Materials and methods. Exercise 6. — Field Practice in Budding. Exercise 7. — Practice in Sinnple Types of Grafting. Lesson 11. — Nursery and Orchard Practices. 1. Methods used in producing nursery stock. 2. Methods used in trying out new varieties. 3. Bridge-grafting wounded trees. 4. Top-working established orchards. Special references. — Farmers' Bulletin 539, The Propagation of Citrus Trees in the Gulf States. Yearbook 1902, Top-working Orchard Trees. Note. — This lesson may be supplemented to good advantage by a field trip tu an orchard or nursery where such work is in progress. FRUIT GROWING. (Thirty-five lessons, 12 doul)le periods for practical work. Projects.) References. — The following Farmers' Bulletins; 113, The Apple and How to Grow It; 154, The Home Fruit Garden, Preparation and Care; 482, The Pear and How to Grow It; 538, Sites, Soils and Varieties of Citrus Groves in the Gulf States; 631, 632, and 633, Growing Peaches; 700, Pecan Culture; 776, Growing Cherries East of the Rocky Mountains. Articles in the following Yearbooks: 1900, Commercial Pear Culture; 1901, The Home Fruit Garden. Commercial Apple Growing; 1902, Culti- vation and FertiUzation of Peach Orchards. Lesson 1. — Factors Determining Success in Fruit Growing. 1. Relation to general farming and live stock. 2. Climate and weather conditions. 3. Accessibihty to markets. 4. The personal factor. Illustrative material. — Illustrated Lecture on Orchard Management, States Rela- tions Service, Office of Farmers' Institutes. Lesson 2. — The Location and Site for the Orchard. 1. Soils and subsoils. 2. The moisture supply and water drainage. 3. Temperatures and air drainage. 4. Wind protection. 5. Exposure and slope. Lesson 3. — Classification of Fruits. 1 . Pome fruits, stone fruits, citrus fruits, and other fruits of the orchard. 2. Small fruits and grapes. 3. Other fruits. 8 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. Lesson 4. — Varieties of Fruits for the South. 1. Varieties of general importance. 2. Varieties of local importance or value. Special references. — Fruits Recommended by American Pomological Society for Cultivation in Various Sections of the United States and Canada. Re\ised by Com- mittee of American Pomological Society. Bureau of Plant Industry Bulletin 151. "Promising New Fruits" in each of the Yearljooks. Apples: Production Estimates and Important Commercial Districts and Varieties, Department Bulletin 485. Lesson 5. — Orchard Soils. 1. Relation of soils to types of fruit. 2. Relation of soils to A'arieties of fruit. 3. Relation of soils to water supply. 4. Relation of soils to tillage and management. Lesson 6. — Preparing the Land. 1. Necessity of thorough preparation before planting. 2. Lands to be irrigated or needing drainage. 3. Preparation of new lands. 4. Plowing, sul)soiling, and other operations. Lesson 7. — Laying out the Orchard. 1. Distances to plant. 2. Systems of orchard planting. 3. The question of interplanting. 4. Staking out the orchard. Illustrative material. — ^Charts showing planting systems. Lesson S.— Planting the Trees. 1. Time of planting. 2. Care of trees l)efore planting. 3. Details which mean much in planting. 4. Planting implements and methods. Exercise 1 . — Planting Orchard Trees. On the school farm, the home farm of the students, or upon farms neighboring the school. Lesson 9. — Cultivation of the Orchard. 1. Purposes of tillage. 2. Tillage implements. 3. Methods of cultivation. Lesson 10. — Green Manures and Cover Crops. 1. clean tillage v. sod. 2. Value of special crops for green manuring. 3. The problem of erosion and the u.se of cover crops. 4. Suitable crops and their management. Lesson 1 1 . — Fertilizers. 1. Effects of fertilizers upon trees and fruits. 2. Use of barnyard manure. 3. Commercial fertilizers and their application. Illustrative material. — Samples of commercial fertilizers. AGRICULTURE FOR SOUTHERN" SCHOOLS. 9 Lesson 12. — Intercropping. 1. Advantages of intercropping. 2. Dangers of intercropping. 3. Poor crops to grow between trees. 4. Good crops and their management. Lesson 13. — Friends and Foes of the Fruit Grower. 1. Birds in the orchards. 2. Work of the honeybee. 3. Extent of insect injury. 4. Extent of losses from disease. 5. Other orchard pests. Special references. — The following Farmers' Bulletins: 506, Food of Some Well- known Birds of Forest, Farm and Garden; 630, Some Common Birds Useful to the Farmer; 670, Field Mice as Farm and Orchard Pests; 702, Cottontail Rabbits in Relation to Trees and Farm Crops. Lesson 14. — Insect Pests and Their Control. 1. Classification of insects according to nature of injury and method of control. 2. Control of sucking insects. 3. Control of biting and boring insects. 4. Natural enemies of insects. 5. Value of clean cultivation and sanitation. Illustrative material. — Mounted insects and specimens showing insect injury. Special reference. — Collection and Preservation of Insects and Other Materials for Use in the Study of Agriculture, P'armers' Bulletin 606. Exercise 2. — Mixing Insecticides. For spraying exercise to follow. May be necessary to combine Exercises 2 and 3. Lesson 15. — Some Comnfion Insect Pests. 1. Insects attacking the pome fruits. 2. Insects attacking the stone fruits. 3. Miscellaneous insects of importance. Special references. — The following Farmers' Bulletins: 440, Spraying Peaches for the Control of Brown Rot, Scab, and Curculio; 492, The More Important Insect and Fungus Enemies of Fruit and Foliage of the Apple; 650, San Jose Scale and Its Con- trol; 662, Apple Tree Tent Caterpillar; 675, Round-headed Apple Tree Borer; 723, Oyster-shell Scale and the Scurfy Scale; 845, Gipsy Moth and Brown-tail Moth. The following circulars of the Bureau of Entomology; 20, The Wooly Aphis of the Apple; 54, The Peach Tree Borer; 131, How to Control Pear Thrips. Articles in the following Yearbooks: 1907, Codling Moth or Apple Worm; 1908, Information About Spraying for Orchard Insects; 1913, -Bringing Applied Entomology to the Farmer. Exercise 3. — -S praying for Insect Pests. Wherever possible this should be a class practiciim upon the school farm or farms neighboring the school. If the school does not own a spraying outfit it may be possible to borrow one. It is preferable to spray where the work is really needed and with a view of accom- plishing practical results. If it is impossible to carry out spraying as a class practicum it should be encouraged as a home practicum. Special reference. — Important Insecticides, Farmers' Bulletin 127. 8210'— 17— Bull. 592 2 10 BULLETIN 502, U. S. DEPARTMENT OF AGRICULTURE. Lesson 1G. — Plant JHseases. 1. PhysiDloyical troulilea. 2. Fungus ])arasites. 3. Bacteria and plant disease. Illustrative material. — Mounted speeiniena showing plant diseases. tSi)ecial reference. — Collection and Preservation of Plant Material for Use in the iStudy of Agriculture, Farmers" P>ulletin 586. Lesson 17. — The Control of Plant Diseases. 1. Value of sanitation and general preventive measures. 2. Disease-resistant varieties. 3. tSpraying and pruning as a means of control. Special references. — The following Farmers' Bulletins: 243, Fungicides and Their Use in Preventing Diseases of Fruits; 284, Insect and Fungus Enemies of the Grape East of the Rocky Mountains; 440, Spraying Peaches for Control of Brown Rot, Scab, and Curculio; 492, The More Important Insect and Fungus Enemies of the Fruit and Foliage of the Apple. Articles in the following Year])Ooks: 1895, Cause and Prevention of Pear Blight; 1896, Diseases of Shade and Ornamental Trees; 1908, Development of Farm Crops Resistant to Disease. Exercise 4. — Miximj Fungicides. The suggestions for mixing insecticides and spraying lor insect pests will apply to Exercises 4 and 5. Lesson 18. — Some Common Diseases of Orchard Fruits. 1. Diseases attacking the pome fruits. 2. Diseases attacking the stone fruits. 3. Miscellaneous diseases of importance. Special references. ^The following Farmers' Bulletins: 243, Fungicides and Their Use in Preventing Diseases of Fruits; 440, Spraying Peaches for the < 'ontrol of Brown Rot, Scab, and Curculio; 492, The Important Insect and Fungus Enemies of the Fruit and Foliage of the Apple. Peach Scab and 1 ts Control, Department Bulletin 395. Exercise 5.— S praying for Fungus Diseases. Lesson 19. — Frost Protection. 1. Physics of frost formation. 2. Foretelling frost. 3. Injury due to freezing temperatures. 4. Methods of protection and control. Special references. — Articles in the following Yearbooks: 1909, Prevention of Frost Injury to Fruit Crops; 1914, Stoiy of the Thermometer and Its Uses in Agriculture. The following Farmers' Bulletins: 104, Notes on Frost; 401, Protec- tion of Orchards in the Pacific Northwest from Spring Frosts l)y Means of Fires and Smudges. Lesson 20. — Principles cf Pruning. 1. A study of fruit Imds. 2. Bearing haliits of trees. 3. Pruning for wood 1'. pruning for fruit. 4. Pruning tools. Special references. — Articles in the following Yearl)Ooks: 1895, Principles of Prun- ing and Care of Wounds in Woody Plants; 1898, Pruning of Trees and Other Plants. Pruning, Farmers' Bulletin 181. AGBICULTURE FOR SOUTHERN SCHOOLS. 11 Lesson 21. — Pruning Young Trees. 1. Directing the growth. 2. Pruning the young tree which has been neglected. 3. Special directions for forming heads on trees of different types. Exercise 6. — Pruning Young Trees. Inasmuch as pruning is largely an art involving skill to be devel- oped by practice, as much time as possible should be spent in the application of the principles discussed in the classroom in practical work in the orchard. In any fruit-growing community it should not be difficult to secure material for practice near the school. Although the work may be introduced by a demonstration from the instructor and should be supervised closely, its value will depend largely upon the amount of practice secured by each individual student. Usually it is not necessary for the school to own equipment for all the students, as they may bring tools from home. For young trees hand shears will suffice, but for older trees saws, long-handled shears, and ladders also wiU be needed. Lesson 22. — Pruning Trees in Bearding. 1. Relation of pruning to fruit production. 2. Special directions for pruning different kinds of trees in bearing. Exercise 7. — Pruning Bearing Trees. Lesson 23. — Renovating Old Orchards. , 1. Possibilities in renovation. 2. Pruning, spraying, scraping, cultivation, and other operations involved. 3. Top-working to change variety. Special reference.— The Profitable Management of the Small Apple Orchard un the General Farm, Farmers' Bulletin 491. Exercise 8. — Pruning Neglected Trees. Lesson 24. — Strawberries. 1. The botany of the strawberry plant. 2. Soils and fertilizers for strawberries. 3. Establishing the strawberry bed. 4. Care and cultivation. Special references.— The following Farmers' Bulletins: 198, Strawberries; mi, Strawberry Growing in the South. Lesson 25. — Bush Fruits. 1. Raspberries. 2. Blackberries and dewberries. 3. Ciu-rants. 4. Gooseberries. Special references. — The following Farmers' Bulletins: 213, Raspberries; 643, Black- berry Culture; 728, Dewberry Culture. Small Fruit Culture for Market, Yearbook 1895. Lesson 26. — Grapes. 1. Species of grapes. 2. Propagation of the grape. 3. Establishing a vineyard. 4. Care and management. 5. Enemies. 12 BULLETIN rm, IT, S. DEPARTMENT OF AGRICULTURE. Special references. — Pruning and Training of Grapes, Yearbook 1898. The fol- lowing Farmers' Bulletins: 118, Grape Growing in the South; 471, Grape Propagation, Pruning, and Training; 701), Muscadine Grapes; 758, Muscadine Grape Sirup. Lesson 27. — Picking Fruit. 1. When to pick. 2. How to pick. 3. Picking equipment. 4. Management of pickers. Exercise 9. — PicHng Fruit The picking, packing, and grading of fruits is another form of practice wliicli must be adapted to community needs and community- interests. In one section the work may be centered on strawberries, in another apples, and perhaps in a third it will be citrus fruits. Exercises 9, 10, and 11 may be combined and as much extra time devoted to the work as possible. In this work also demonstrations may very well precede practice. Perhaps some of the students are so skilled that they may show other students how. Special reference.— Color as an Indication of the Picking Maturity of Fruits and Vegetables, Yearbook 1916. Lesson 2S. — Grading Fruit. 1. Necessity for grading. 2. Examples of standard grading. 3. Packages. Illustrative material. — Charts showing systems of grading and packing. Lesson 29. — Packing. 1. Packing small fruits. 2. Packing apples anulletins: 192, Barnyard Manure; 278, Leguminous Crops for Green Manuring. Lesson 5. — Commercial Fertilizers. 1. Conditions making use essential and profitable. 2. Buying and mixing of fertilizers. Lesson 6. — Garden Tools and Implements. 1. Tools for preparation. 2. Hand tillage tools. 3. Horse-drawn tillage implements. 4. Planting machines. 5. Harvesting machines. 6. The tool house — care of implements. Illustrative material. — Implement catalogues. Visit to implement dealer if possible. Lesson 7. — Seeds. 1. Importance of good seed. 2. Viability in relation to age. 3. Germination temperature in relation to time of planting. 4. Testing seeds. Illustrative material. — Seed catalogues, samples of garden seed. Lesson 8. — Seed Growing and Buying. 1. Home-grown seed. 2. Specialized seed growing. 3. Buying seed. 8210°— 17— Bull. 592 3 18 BULLETIN 092, U. S. DEPARTMENT OF AGRICLTLTUEE. ISpeciiil referciK-es. — Farmers' Bulletin 884, Saving \"egctal)le Seeds for the Home and Market Garden. Production of \'egetable Seeds, Bureau of Plant Industry- Bulletin 1S4. Articles in the following Yearbooks: 1S',)6, Seed Production and Seed Saving; 1899, Seed Selling. Seed Ch-owing and Seed Testing; 1901, Agricultural Seeds, Where Grown and How Handled; 1907. Art of Seed Selection and Breeding; 1909, Vegetable Seed Growing as a Business. Lesson 9. — Improvernoit of Varieties. 1. Work of seed growers and special plant breed(n-8. 2. Selection in connection with home-grown seed. 3. Novelties r. proven \-aricties. 4. Study of seed catalogues. Special reference. — Testing Commercial Varieties of \'egetables, Yearbook 1900. Lesson 10. — General Cultural McfJiods. 1 . Preparation of the seed bed . 2. Planting methods. ;^. Conservation of moisture. 4. Combating weeds. Lesson 11. — (kirden Insects. 1. Damage done by insects. 2. Common biting insects of the garden. ;l Common sucking insects of the garden. Illustrative material. — Specimens of common garden insects. Lesson 12. — Control of Insect Pests. 1. Poison sprays. 2. Contact sprays. 3. Control by rotation. 4 . Other means of control . Lesson 13. — Control of Diseases. 1. Nature of plant diseases. 2. Control by spraying. ;i. Control by rotation. 4. Other means of control. 5. Disease-resistant varieties. Illustrative material. — Specimens of diseases of garden crops. Special references. — The following Farmers' Bulletins; 232, Sprajdng for Cucumber and Melon Diseases; 488, Diseases of Cabbage and Related Crops and Their Control; 544, Potato Tuber Diseases; 714, Sweet Potato Diseases. Lesson 14. — Ilarvesting and Marl'eting. 1 . Harvesting of the green crops. 2. Harvesting of matured products. 3. Harvesting devices and machinery. 4. Transportation of vegetables. 5. Establishing a private trade. (1. Cooperative marketing. Special reference. — A Successful Method of Marketing Vegetable Products, Year- book, li)12. Lesson 15. — Storing ]'egctablcs. 1. Keeping qualities of vegetables. 2. Essentials of good storage. 3. Devices for storing in the field. 4. The storage house. AGRICULTURE FOR SOUTHERN SCHOOLS. l9 Lesson 16. — Sweet Potatoes. 1. Botany of the plant. 2. Types and varieties. 3. Soils and fertilizei's. 4. Propagation and planting. 5. Cultivation and management of crop. 6. Storage and handling of crop. (The above outline may be adapted to the crops following.) Special references. — The following Farmers' Bulletins: 32-1, Sweet Potatoes; 54S, Storing and Marketing Sweet Potatoes; 714, Sweet Potato Diseases. Illustrative material. — Illustrated lecture, The Sweet Potato; States Relations Service, Office of Farmers' Institutes. Lesson 17. — Root Crops. 1. Radishes. 2. Txiniips and rutabagas. 3. Beets. Lesson 18. — Root Crops. 1. Salsify. 2. Carrots. 3. Parsnips. 4. Other roots of local importance. Lesson 19. — Irish Potatoes. Special references. — The following Farmers' Bulletins: 407, The Potato as a Truck Crop; 533, Good Seed Potatoes and How to Produce Them; 753, Commercial Hand- ling, Grading, and Marketing of Potatoes. Lesson 20. — Onions. Special references. — The following Farmers' Bulletins: 354, Onion Culture; 434, The Home Production of Onion Seed and Sets. Lesson 21. — Cahhage and Its Relatives. 1. Cabbage and collards. 2. Cauliflower. 3. Kohl-rabi. 4. Brussels sprouts. Special reference. — Cabbage, Farmers' Bulletin 433. Lesson 22. — Plants for Greens and Garnishing. 1. Kale. 2. Turnips. 3. Mustard. 4. Spinach. 5. Swiss chard. 6. Dandelions. 7. Parsley. 8. Cress and other crops of minor or local importance. Lesson 23. — Lettuce arid Endive. Special reference. — American Varieties of Lettuce, Bureau of Plant Industry Bulletin 69. Lesson 24. — Celery. Special reference. — Celery, Farmers' Bulletin 282. 20 BULLETIN 592, U. S. DEPARTMENT OF AGEICULTURE. Lesson 25. — Tomatoes, Peppers, and Eggplant. Special references. — The follo-ttiBg Farmers' Bulletins: 220, Tomatoes; 642, Tomato Growing in the South. Lesson 26. — ^yaternlelons. Lesson 27. — Cantaloups and Musk melons. Lesson 28. — Cucumhers and Squashes. .Special references. — The follovang Farmers' I5ulletiiis: 254, Cucumbers; 2:U, Sprajdng for Cucumber and ]\Ielon Diseases. Lesson 29. — Siveet Corn and Popcorn. Special references.— The following Farmers' Bulletins; 553, Poix-orn for the llome; 554, Popcorn for the Market. Lesson 30. — Some Soutliern Vegetables. 1. Okra. 2. Glol)e artichoke. .3. Roselle. Special references. — The folio-wing Farmers' Bulletins: 232, Okra: Its Culture and Uses; 307, Roselle: Its Culture and Uses. Lesson 81. — Aspeiragus and Rhuharh. Lesson 32. — Peas and Beeins. Special reference. — Beans, Farmers' Bulletin 289. Lesson 33. — The Farmers' Vegetable Garden, 1. Importance of producing vegetaljles for the home. 2. Plans in relation to economical management. 3. Management. Illustrative material. — Illustrated lecture. The Home Vegetable Garden, States Relations Service, Office of Farmers' Institutes. Lesson 34. — TJu Suburban Garden. 1. l\inds of vegetal )les. 2. Plans in relation to available space. 3. Management. 4. The garden in town and village. Lesson 35. — Forchig Vegetables. 1. The hotbed. 2. Cold frames. 3. Sundry devices. Special reference. — Frames as a factor in Truck Growing, Farmers' Bulletin 460. SUGGESTED PROJECTS FOR HORTICULTURE. SCHOOL GARDEN. 1. Wlierever the home vegetable garden needs exploitation, the scliool garden might well be made a model liome garden^ 2. It may be used for the introduetion of new varieties and that students and patrons may seeure a wider knowI(Mlge of v(\getable farms. 3. It may hv used to supply vegetables and fruits for tlte domestic- science work, especially in comiection with canning practice. AGRICULTURE FOR SOUTHERN SCHOOLS. 21 HOME GARDENS. 1. Care and management of home vegetable garden. 2. Production projects with acre or less of crop suitable to locality and for which there is a ready market. 3. Correlation with camiing-club work. 4. Improvement of varieties by seed selection. 5. Seed-growing experiments. 6. Variety tests. 7. Control of insects and disease. 8. Production and sale of plants grown in hotbeds, etc. 9. Developing city trade through parcel post. 10. An exhibition of products grown. EQUIPMENT FOR HORTICULTURE. As the laboratory work in horticulture is essentially of a practical nature in which the exercises are adapted to local conditions, no definite list of apparatus and materials is possible. The work should be adapted to the resources of the school as well as to its needs. The school wliich owns a well-equipped farm with greenhouse, orchard, and garden will have the advantage; however, no school need neglect practical work because it does not have equipment, as it may use the home farms of the students and the farms surrounding the school. Each school should make an effort to secure the following equi])- ment for the exercises suggested in the outline: Materials for hotbed, cold frames, seed flats, and window boxes. Budding knives, grafting chisel, pruning saws, and shears. Material for making grafting wax. A spraying outfit with spraying materials for insect pests and plant diseases. A collection of vegetable and flower seeds, with blotters and paper pie plates to be used in testing. TEXTS AND REFERENCES FOR HORTICULTURE.' Bailey, L. H. Manual of Gardening. New York: The Macmillan Co., 1914, 2. eel. Bailey, L. H. The Pruning Book. New York: The Macmillan Co., 1911, 12. ed. Bailey, L. H. The Principles of Fruit Growing. New York: The Macmillan Co., 1915, rev. ed. Bailey, L. H. The New Standard Cyclopedia of Horticulture. 6 Vols. New York, The Macmillan Co. Vols. I and 11, 1914; Vol. Ill, 1915; Vols. IV and V, 1916; Vol. VI, 1917. Bailey, L. H., and Gilbert, A. W. Plant Breeding. New York: The Macmillan Co., 1915, rev. ed. Brown, R. S. Modern Fruit Marketing. New York: Orange Judd Co., 1917. Card, F. W. Bush Fmits. New York: The Macmillan Co., 1917, rev. ed. Davenport, Eugene. Domesticated Annuals and Plants. Boston: Ginn & Co., 1910. > These books are recommended bv the Commission on Accredited Schools of the Southern Stales. 22 BULLETIN 592, U, S. DEPARTMENT OF AGRICULTURE. Duggar, B. M. Fungous Diseases of Plants. Boston: Ginn & Co., 190!). Cani, F. W. Bush l-'ruits. New York: The Macmillan Co., 1914. Corbett, L. <'. Garden Farming. Boston: Ginn & ('o., 1914. Goff, E. S. The Principles of Plant Culture. New York: The Macmillan ( o., 1916, rev. ed. Green, S. B. PoiJular Fruit Gromng. St. Paul, Minn.: Webb Pub. Co., 1912, 4. ed. rev. Green, S. B. Vegetable Gardening. St. Patd, Minn.: Webl) Pultlishing Co., 1914, 12. ed. rev. Kains, M. G. Plant Propagation. New York: Orange Judd Co., PJIH. Idoyd, .1. W. Productive Vegetable (jardening. Philadelphia: J. B. Lippincott Co., 1914. Lodeman, E. G. The Spraying of Plants. New York: The Macmillan Co., 1910. Re.Kford, E. E. Home Floriculture. New York: Orange Judd Co., 1903. Rolphs, P. H. Subtropical Vegetable Gardening. New York: The Macmillan Co., 191(). Sears, F. C. Productive Orcharding. Philadelpliia: J. B. Lippincott Co., 1914. Slingerlaud, M. V., and (-rosby, C. R. Fruit Insects. New York: The Macmillan Co., 1914. Smith, J. B. Economic Entomology. Philadelphia: J. B. Lippincott Co., 1900. Watts, R. L. Vegetable (iardening. New York: Orange Judd Co., 1912. Waugh, F. A. Landscape Gardening. New York: Orange Judd Co., 1912. Weed, C. M. Farm IViends and Farm Foes. Boston: D. C. Heath & Co., 1910. White, E. A. Principles of Floriculture. New York: The Macmillan Co., 1915. OUTLINE FOR RURAL ENGINEERING— FOURTH YEAR. (One-half unit.) General references. — How Engineoring May Help Farm Life, Yearbook 19L5. La!:)oratory Exercises in l*'arm ilechanics for Agricultural High Schools, P'armers' Bulletin 038. FARM MACHINERY. {2[ lessons, IG exercises.) Lesson 1. — Development ()f Farm Maclilnery. 1. History of agiiculture in relation to machinery. 2. Development of particular types. 3. Status of American farming in relation to machinery. Lesson 2. — Relation of Feirrn Machinerj/ to Managemejit. 1. Equipment in relation to type of farming. 2. Equipment in relation to size of farm. 3. Buying machinery. Sjiecial references. — Minor Articles of Farm Equipment, Bureau of Plant Industry. Circular 44. Study of Farm Equipment in r)liio, Bureau of Plant Industry, Bulletin 213. Less< )N 3. — Mecluvnieal Prin eiples^. 1. Definitions of machine, implement, and tool. 2 Physiinxl princi])le involved. 3. Factors of efficiencv. AGRICULTX^RE FOR SOUTHERN SCHOOLS. 23 Lessons 4 and 5. — Tillage Impleinents. 1. Deep tillage implements. (a) The plow and subsoiler. 2. Shallow tillage implements. (a) Cultivators, (5) harrows, (r) the roller and planker, and {d) weeders. 3. Hand tools. Illustrative material. — Catalogues of implement dealers. Exercise 1 . — A Study of Tillage Implements. The class may spend the time profitably making a first-hand study of the tillage implements on a well-equipped farm or at an implement dealer's. This exercise should involve the naming of parts as sug- gested in Exercise 23, Farmers' Bulletin 638. Lesson 6. — Fertilizing Macliines. 1. The manure spreader. 2. Machines and devices for spreading commercial fertilizers. 3. Lime-spreading machine. Special reference. — Farm Methods of Applying Land Plaster in Western Oregon and Western Washington, Bureau of Plant Industry Circular 22. Exercise 2. — Study and Use of Manure Spreader. Arrangements may be made with a near-by farmer so that the stu- dents not familiar with a manure spreader may have an opportunity to operate one. Lesson 7. — Planting Machines. 1. Grain drills. 2. Hand drills and seeders. Exercise 3. — Study and Use of Grain Drill. Students who have not used a grain drill should be favored in this practice to be secm'ed on a neighboring farm if the school does not own one. This exercise also may involve the calibration of the grain drill as suggested in Exercise 29, Farmers' Bulletin 638. Lesson 8. — Planting Machines — C^ontinued. 1. Corn planters. 2. Potato planters. 3. Miscellaneous planting devices. Exercise 4. — Study and Use of Corn-planting Macliines. Each student should be given an opportunity to become familiar with the types of corn planters most successful in the district. See Farmers' Bulletin 638, Exercise 28, Corn Planter Operation. Lesson 9. — Hay-maMng Machines. • 1. Mowers. 2. Rakes and tedders. 3. Loading, stacking, and storing devices. Lesson 10. — Grain-harvesting Macliines. 1. The reaper and self-binder. 2. The header. 3. Corn-har\^esting machines. Special reference. — Corn-harvesting Machinery, Farmers' Bulletin 303. 24 BULLETIN 592, IT. S. DEPARTMENT OF AGRICULTURE. ExERCLSE 5. — AfisemMing Mowing Machine and Hay BaJcc. See Farmers' Bulletin 638, Exercise 27, Assembling a Machine. Exercise 6. — Study of Self Binder. Lesson 1 1 . — Potato and Root Diggers. 1. Potato diggers. 2. Root diggers. Lesson 12. — TJirashlng Machines. 1. The grain separate r. 2. Special thrashing machines. 3. The cotton gin. Lesson 13, — Machines for Preparing Stocl^ Food and Seeds. 1. Feed mills, grinders and corn shellers. 2. Ensilage and root cutters. 3. Fanning mills. Exercise 7. Stmhj and Use of Feed and Fanning Mills. This exercise may he carried on most profitably on a neighboring farm or at a feed store. Lesson 14. — Far7n Conveyances. 1. Wagons and trucks. 2. Lighter vehicles. Lesson 15. — Spraying Macltinery. 1. Hand sprayers. 2. Power spi'ayers. Exercise S. — A Studij of Sprai/ing Machinery. Lesson 16. — Power on the Farm. 1. Elementary principles and definitions. 2. Measurement of power. 3. Transmission of power. Lesson 17. — Aninuils as a Sonrce (f Power. 1. The horse, mule, and the ox. 2. Use of the treadmill. Exercise 9. — Fitting Collars to Horses or Mules. vSec Farmers' Bulletin 638, Exercise 6, Fitting Collars on Horses. Exercise 10. — Hitching Three or More Horses or Mules. Sec Farmers' Bulletin 638, Exercise 7, Hitching Up One to Foui Horses. Exercise 11. — Repairing Harness. See Farmers' Bulletin 638, Exercise 9, Repair of Harness. Lesson 18. — Wind as a Source ulletin 474. Exercise 2. — Painting and Whiteivasliitig. See Farmers' Bulletin 638, Exercise 22, Painting and Whitewashing Lesson 4. — The Farmhouse, 1. Selection of site. 2. Style of architecture. 3. General plans. Lesson 5. — TJw Farmhouse — Continued. 1. Planning the farmhouse. 2. Modern conveniences for the farm home. Illustrative material. — Illustrated lecture on Farm Homes, States Relations Service, Office of Farmers' Institutes. Special references. — Moderu Conveniences for the Farm Home, Farmers' Bulletin 270; Comforts and Conveniences in Farmers' Home, Yearbook 1909. Exercise 3. — Planning Farmhouses. Have each student make an individual plan for a farmliouse of medium size. Lesson 6. — Barns and Stables. 1. General barns. 2. The granary. Lesson 7. — Barns and Stables — Continued. 1. The dairy barn. 2. Hog houses and sheep sheds. Special references. — Designs for Dairy Buildings, Bureau of Animal Industry Cir- cular 131. Hog Houses, Farmers' Bulletin 438. Exercise 4. — Planning Barns. Have each student plan at least one barn. Lesson 8. — Poultry Houses. 1. Types of poultry houses. 2. Plans. 3. Special coops. Special reference. — Poultry-houae Construction, Farmers' Bulletin 574. AGRICULTURE FOR SOUTHERN SCHOOLS. 27 Exercise b.— Making Hog House or Poultry House. This may be assigned as a group practicum as suggested in Farmers' Bulletin 638, Exercise 18, Constructing an Individual Hog House, or it may be assigned as an individual home practicum. Lesson 9. — Other Buildings. 1. Implement shed, tool house, shop. 2. Silos. 3. Miscellaiaeous. Special references. — The following Farmers' Bulletins: 475, Ice Houses; 5S9, Home- made Silos. Lesson 10. — Farm Fences. 1. Types of fences. 2. Fence building. 3. Gates. Special references. — The following Farmers' Bulletins: 239, Corrosion of Fence "Wire; 403, The Construction of Concrete Fence Posts. Exercise 6. — Building a Wire Fence. See Farmers' Bulletin 638, Exercise 31, Building a Wire Fence. FARM SANITATION. (3 lessons. ) Reference. — Water Supply, Plumbing, and Sewage Disposal for Rural Homes, De- partment Bulletin No. 57. Lesson 1. — Sanitation and Farm Plans. 1. Importance of sanitation. 2. Relation of sanitation to drainage. 3. Relation of farmhouses to buildibgs where animals are kept. 4. Relation of mosquitoes and other insects to health. Illustrative material. — Illustrated lecture on Flies in Relation to Rural Sanitation: States Relations Service. Charts showing relation of flies and mosquitoes to health and other phases of sanitation. Lesson 2. — The Water Supply of the Farm. 1. Importance of pure water. 2. Securing pure water. 3. "Water under pressure in buildings. Illustrative material. — Illustrated lecture on Farm Water Supplies: States Rela- tions Service. Special references. — The following Farmers' Bulletins: 73, Pure "Water on the Farm; 262, Water for Table Use; 29G, Wells and a Pure Water Supply; 309, Ice for Household Use. Clean Water and How to Get It on the Farm, Yearbook 1915. Lesson 3. — Sewage Disposal. 1. Importance of proper disposal. 2. Sewage systems and house equipment. 3. Outhouses. Special references. — The following Farmers' Bulletins: 463, The Sanitary Privy; 527, Sewage Disposal for Rural Homes. Sewage Disposal on the Farm, Yearbook 191 6. 28 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. AGRICULTURAL SURVEYING. (3 lessons, G exercises.) Lesson 1. — Fundamentals of Land Measurement. 1. Units of measurements. 2. Use and care of instruments. Lesson 2. — Field Metliods. 1. flaking chain survey. 2. Leveling. Lesson 3. — Computing and Map Making. 1. Making maps. 2. Computing area. Exercise L — Care and Use of Chains and Tapes. See Agricultural Engineering, by Davidson, Cliaj^ter I. Exercise 2. — Making a Chain Survey. See above reference, Chapter IL Exercise 3. — Making a Map. See above reference, Chapter III. Exercise 4. — Making and Adjusting a Level. See above reference, Chapter VIL Exercise 5. — Use of Homeinade Level. See above reference. Chapter VIIL Exercise 6. — Use of Surveyor' s Level. See Farmers' Bulletin 63, Exercise 33, Ojieration of a Level. FARM DRAINAGE. (4 lessons, 2 exercises.) References. — The following department bulletins: 71, The Wet Lands of Southern Louisiana and Their Drainage; 190, The Drainage of Irrigated Lands; 300, Excavating Machinery Used in Land Drainage; 304, Land Drainage by Means of Pumpe. The Economy of Farm Drainage, Yearbook 1915. The following Farmers' Bulletins: 524, Tile Drainage on the P^arm; (i98. Trenching Machinery l^sed for the Construction of Trenches for Tile Drains. Lesson 1. — Importance of Drainage. 1. Why drainage is necessary. 2. Relation of cost to increased value of land. 3. Lands needing drainage and lands which can be drained. 4. Kinds of drains. Lesson 2, — Tile Drainage. 1. Superiority over other forms. 2. Kinds of tile. 3. Essentials of success in tile drains. 4. Capacity of tile drains. Lesson 3. — Laying Out the Drainage System,. 1. Systems of tile drainage. 2. Establishing grades and making maps. Exercise 1. — Mapping a Drainage System. See Farmers' Bulletin 638, Exercise 34, Tile-cUtcli Profits, and Exercise 35, Setting Up a Gauge Line. AGRICULTURE FOR SOUTHERN SCHOOLS. 29 Lesson 4. — Construction of Tile Drains. 1. Ditching methods. 2. Laying the tile. Exercise 2. — Laying Tile. See Farmers' Bulletin 638, Exercise 36, Digging Ditch and Laying Tile. IRRIGATION. (2 lessons, 1 exercise.) References. — Irrigation in Humid Climate, Farmers' Bulletin 46. Possibilities and Need of Supplemental Irrigation in the Humid Regions, Yearbook Separate 570. Lesson 1. — Relation of Irrigation to Agriculture. 1. History of irrigation. 2. Present status of irrigation farming. 3. Supplemental irrigation in humid regions. Lesson 2. — Practical Irrigation. 1. Laying out the ditches. 2. Use of water in irrigation. Special references. — The following Farmers' Bulletins: 138, Irrigation in Field and Garden; 158, How to Build Small Irrigation Ditches; 263, Practical Information for Beginners in Irrigation. Exercise. — Preparing Garden for Irrigation. See Farmers' Bulletin 638, Exercises 38, 39, and 40, Irrigation. TERRACING. (2 lessons, 1 exercise.) Reference.— The Mangum Terrace in Its Relation to Efficient Farm Management, Bureau of Plant Industry Circular 94. Lesson 1. — Purposes of Terracing. 1. Gullying and other forms of erosion. 2. Contours and terraces in ornamental planting and orchards. 3. Types of terraces. Lesson 2. — Construction of Terraces. 1. Laying out contour lines. 2. Use of the A frame and other forms of levels. 3. Making the terrace. Exercise. — Construction and Use of Terrace Level. See Farmers' Bulletin 638, Exercise 37, Laying Out and Building a Terrace. ROADS. (3 lessons, 2 exercises.) References. — The following Farmers' Bulletins: 311, Sand-clay and Burnt-clay Roads; 321, The Use of the Split-log Drag on Earth Roads; 338, Macadam Roads; 505, Benefits of Improved Roads; 597, The Road Drag and How It Is Used. Lesson \. — Importance of Good Roads. 1. Relation of farming to roads. 2. Financial benefit. 3. Social benefits. 30 BULLETIX 592, XT. S. DEPARTMENT OF AGRICULTUKE. Lesson 2. — Earth Roads. 1. Construction of earth roads. 2. Maintenance of earth roads. 3. Use of drag. Lessox 3. — Improved Tioads. 1. I'se of graA^el. 2. Sand clay and burnt (lay. 3. Macadam roads. 4. Top soiling. Exercise 1. — Survcn of District Boads and Their Need of Improve- ment. An effort should be made to arouse and maintain community interest in good roads. The students should aid the teacher in making a road survey of the district and in working out a map showing the condition of the roads and bridges. Exercise 2. — Making and Use of a Drag. See Farmers' Bulletin 638, Exercises 41 and 42, Roads. ROPE WORK. (1 lesson. 2 exercises.) Lesson 1. — Knots and Splices. 1. Material. 2. Operations. Exercises 1 and 2. — Rope Worlc. Knots and Sjdices. See Farmers' Bulletin 638, Exercises 1,2, and 3, Rope Work. SUGGESTIONS FOR PRACTICAL WORK IN RURAL ENGINEERING. CORRELATIONS. 1. The practical work should be correlated with the work in Mechanic Arts if such a coiu-se is given. 2. If a special course in mechanical drawing is not given, it will be well to give a number of lessons in the subject as preparation for the planning of farm buildings and the making of maps. 3. Much of the work may be correlated with mathematics and phvsics. EQUIPMENT. A well-equipped shop, either in connection with the school farm or the work in mechanic arts, will be very useful. Likewise, the equipment of the farm in implements and machinery will be used to good advantage. Where no special equipment is provided, the class should take advantage of the farms of the students, near-by farms, and implement houses. It will be especially important to take advantage of such operation as construction of roads and buildings, thrashing, drainage, or any work connected with the course which may be going on in the vicinity of the school. AGRICULTURE FOR SOUTHERN SCHOOLS. 31 COMMUNITY WORK. Surveys of the community with regard to its use and care of machinery, its sanitary conditions and needs, its roads, water supply, drainage, and hrigation needs, will be of great benefit to the teacher and the class as well as to the community. PROJECTS. Wherever it is possible to carry on any extensive practice in con- nection with the course, either by the class as a whole or by individual students, extra credit should be given for the work. Any of the lines of work suggested below may be either group projects carried on by the class or a number of the students at the school, or upon neighbor- ing farms or individual projects conducted upon the home farm: Construction of farm buildings. Construction of walks, feeding floors, etc., of concrete. Installation of heating, lighting, plumbing, and sewer systems. Clearing and leveling land. Laying out irrigation and drainage system. Terracing. Road making. Installing engine and connecting with farm machinery. TEXTS AND REFERENCES FOR RURAL ENGINEERING.' Benton, M. G. Shop Projects Based on Community Problems. Muncie, Tnd.: Vocational Supply Co., 1915. Blackburn, S. A. Problems in Farm Woodwork. Peoria, 111.: The Manual Arts Press, 1915. Bryce, J. M., and Mayne, D. D. Farm Shopwork. New York: The American Book Co., 1915. Campbell, H. C. Concrete on the Farm and in the Sho]>. New York: The Norman W. Henley Co., 1916. Clarkson, R. P. Practical Talks on Farm Engineering. New York: Doubleday, Page & Co., 1915. Davidson, J. B. Agricultural Engineering. St. Paul, Minn.: Webb Publishing Co., 1913. Davidson, J. B., and Chase, L. ^^\ Farm Machinery and Farm Motors. New York: Orange Judd Co., 1908. Exblaw, K. J. T. Farm Structures. New York: The Macmillan Co., 1914. French, T. E., and Ives, F. W. Agricultural Drawing and the Design of Farm Structures. New York: The McGraw Hill Book Co., 1915. Fuller, M. L. Domestic Water Supply for the Farm. New York: John Wiley & Sons Co., 1912. Koester, Frank. Electricity for the Farm and Home. New York: Sturgis & Walton Co., 1913. Roehl, L. M. Agricultural Woodworking. Milwaukee, Wis.: The Bruce Publish- ing Co., 1916. Verrill, A. H. Knots, Splices, and Rope Work. New York: The Norman W. Henley Co., 1916. 1 These books are recommended by the Commission on Accredited Schools of the Southern States. 32 BUIJ.KTIN 592, U. S. DEPARTMENT OF AGRICULTURE. OUTLINE FOR RURAL ECONOMICS AND FARM MANAGEMENT— FOURTH YEAR. (One-half unit, 52 lessons, :^(J exercises.) General references. — A Method of Analyzing the Farm Business, Farmers' Bulletin 661. The following bulletins of the Bureau of Plant Industry: 236, Farm Manage- ment; 259, What is Farm Management? Some Outstanding Factors in Profitable Farming. A Graphic Summary of American Agiiculture, Yearbook 1915. Lesson 1. — Introduction. 1. Definitions. 2. Relations of agriculture to other industries. Lesson 2. — Historical Slcetch. 1. The beginnings of agriculture. 2. Development of modern agriculture. Lesson 3. — Farming as a Means of Makinff a Living. 1. Comparison with other occupations. 2. Opportunities in agriculture. Lesson 4. — Farming as a Mode of Life. 1. Living in the country. 2. The farm as a home. Lesson 5. — Problems of Rural Social Life. 1. Country life v. city life. 2. Factors for social betterment. 3. Personal obligations. Special references. — Articles in the following Yearbooks: 1914, Organization of a Rural Community; 1915, How the Department if Agriculture Promotes Organiza- tion in Rural Life. Lesson 6. — City-hred v. Country-bred Farmers. 1. Advantages of country training. 2. Advantages of city training. 3. The back-to-the-land movement. Special reference. — Movement of City and Town to Farms, Yearbook 1914. Lesson 7. — Farming as a Business. 1. Comparison with other business. 2. Business principles to be applied. Exercise I. — A Suggested Debate. Time equal to one laboratory period (a double period) may be spent profitably in a debate involving tlie question of the relative t)])]3ortunities for j'omig men in the country and in the city. It will be best to apply the question to the opportunities in the district where the school is located as compared with a neighboring town with which the students are familiar. Lesson 8. — T?ie Distribution of Wealth. 1. Economic principles involved. 2. Relation to use of land. 3. Relation to labor. AGEICULTTJBE FOR SOUTHERN" SCHOOLS. 33 Lesson 9. — Capital. 1. Relation to type of farming. 2. Farming with small capital. Lesson 10. — Bural Credits. 1. The farmer and the banker. 2. Necessity of good credit. 3. Farm credit systems. 4. The amortization plan. Exercise 2. — A Suggested Debate. Another debate may be introduced at this time to arouse inter- est in the Federal farm loan act and its application to local condi- tions. Such a question as ''Resolved: That this commmiity (the school district) should organize a local farm-loan association/' may fit certain conditions and furnish an excellent means of getting the students to make a survey of local conditions as well as to get a bet- ter idea of what the Federal Government has done for the farmer. Reference material, in addition to that given, may be secured from the Federal Farm Loan Board, Washington, D.C. Special references. — The following Farmers' Bulletins: 593, How to Use Farm Credit; 654, How Farmers May Improve Their Personal Credit; 792, How the Federal Farm Loan Act Benefits the Farmer. Lesson IL — Land Tenure. 1. Ownership v. rental. 2. Methods of rental. 3. The problem of tenant farming. Special references. — The following Farmers' Bulletins: 280, A Profitable Tenant Dairy Farm; 437, A System of Tenant Farming and Its Results. The following Department Bulletins: 337, A Study of the Tenant Systems of Farming in the Yazoo and Mississippi Delta; 411, Systems of Renting Truck Farms in Southwestern New Jersey. Causes Affecting Farm Values, Yearbook 1905. Lesson 12. — Acquiring Land. 1. American v. European systems. 2. Opportunities for young men. 3. Methods of acquiring land. Lesson IS.^Systems of Operation. 1. Syndicate farming v. private ownership. 2. Maintaining fertility v. spoliation. Lesson 14. — Types of Farming. 1. Factors which determine type. 2. A comparison of types. Special reference. — Types of Farming, Yearbook 1908. Lesson 15. — General v. Special Farms. 1 . Advantages and disadvantages of general farming. 2. Advantages and disadvantages of special farming. 3. Factors which determine a choice. 4. Present need for diversification in the South. Special reference. — Diversified Farming Under Plantation System, Farmers' Bulle- tin 299. 34 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. Lesson 16. — Extensive i\ Intensive Farming. 1. Advantages and disadvantages of extensive farming. 2. Advantages and disadvantages of intensive farming. 3. Factors which determine a choice. Special references. — Articles in the following Yearbooks: 1902, Systems of Farm Management in the United States; 1905, Diversified Farming in the Cotton Belt; 1908, Causes of Southern Rural Conditions and Small Farm as Important Remedy. The following Farmers' Bulletins: 472, Systems of F^arming in Central New Jersey; 519, Example of Intensive Farming in the Cotton Belt. Lesson 17. — A Study of Successful Farms — Local. 1. The farm and what has been accomplished. 2. Factors which have meant success. 3. A local survey. Exercises 3-6. — Local Farm Surveijs. Time equal to four double periods should be spent by the students in making an analysis of the home farm business under the direction of the teacher. Directions for this work and suitable forms will be found in Farmers' Bulletin 661, An Analysis of the Farm Business. The teacher may use some of the students in helping him make a general survey of the farms of the community. The results of such a survey will prove invaluable in adapting this course to the needs of the community. Lesson 18. — A Study of Successful Farms — General. 1 . The farm and what has been accomplished. 2. Factors which have meant success. 3. General farm surveys. Special references. — A Model Farm, Yearbook 1903. A Successful Dairy Farm, Bureau of Plant Industry Bulletin 102, part 2. The following Farmers' Bulletins: 242, An Example of Model Farming; 272, A Successful Hog and Seed-corn F'arm; 280, A Profitable Tenant Dairy Farm; 310, A Successful Alal^ama Diversification Farm; 312, A Successful Southern Hay Farm; 355, A Successful Poultry and Dairy Farm; 264, A Profitable Cotton Farm. The following Department Bulletins: 32, An Example of Successful Farm Management in Southern New York; 41, A Farm- management Survey of Three Representative Areas in Indiana, Illinois, and Iowa; 341, Farm-management Practice of Chester C(junty, Pa.; 492, An Economic Study of Farming in Sumter County, Ga. Problems. — It will be profitable to have the students work out problems in connection with many of the lessons to follow. Tliose given in Farm Management, by Boss, should be suggestive of others having local ap])lication. Lesson 19. — Farm Equipment. 1. Relation of machinery to size of farm and tyi)e of farming. 2. First costs and depreciation. 3. Maintenance of equipment. Special references.— Minor Articles of Farm Equipment, r>ureau of Plant Industry Circular 44. A Study of Farm Equipment in Ohio, Bureau of Plant Industry Bulle- tin 212. AGRICULTLTRE FOR SOUTHERN SCHOOLS. 35 Lesson 20, — Buying Farm Equipment. 1. Local dealers v. mail-order houses. 2. Cash payment v. credit. 3. Cooperation in buying. Lesson 21. — Increasing Production. 1. Relation of acre yield to profit. 2. Relation of production to prices. 3. Factors in crop increase. Lesson 22. — Maintenance of Fertility. 1. Obligations to coming generation. 2. Ways of increasing producti\'ity. 3. Relation to farm management. 4. Restoring lost fertility. 5. Preventing erosion. Special references. — The Mangum Terrace in Its Relation to Efficient Farm Man- agement, Bureau of Plant Industry Circular 94. Also, the following Farmers' Bulle- tins: 257, Soil Fertility; 326, Building up a Run-do\vn Cotton Plantation. Lesson 23. — Live Stocl: and Soil Fertility. 1. Animal products v. plant products in relation to plant food. 2. Value of barnyard manure. 3. Care and use of barnyard manure. Special references. — The Function of Live Stock in Agriculture, Yearbook 1916. The following Farmers' Bulletins: 192, Barnyard Manure; 614, A Corn-belt Farm- ing System Which Saves Harvest Labor by Hogging Down Crops; 704, Grain Farm- ing in the Com Belt with Live Stock as a Side Line. Lesson 24. — Economics of Animal Production. 1. Live stock as a means of marketing low-priced crops. 2. Live stock and cheap labor. 3. Relation of live stock to type of farming and size of farm. Special reference. — Cropping Systems for Stock Farms, Yearbook 1907. Lesson 25. — Some Live-Stock Prohlems. 1. Pure-bred v. grade stock. 2. Breeding animals v. market stock. 3. Depreciation and increase in value of stock. Special references.— The following department Bulletins: 49, The Cost of Raising a Dairy Cow; 418, Influence of Age on the Value of Dairy Cows and Farm Work Horses. Lesson 26. ^Rotation of Crops. 1. Benefits of crop rotation. 2. Essentials of a good system. Lesson 27. — Rotation of Crops — Continued. 1. Classification of crops. 2. General rotations. Lesson 28. — Rotation of Crops — Continued. 1. Rotations for the cotton belt. 2. Rotations for special farms. Special references.— Suggested Cropping System for the Black Lands of Texas, Bureau of Plant Industry Circular 84. Planning Cropping Systems, Bureau of 36 BULLETIN 592^ U. S. DEPARTMENT OF AGRICULTURE. Plant Industry Bulletin 102, Part 3. Articles in the following Yearbooks: 1905, Diversified Farming in the Cotton Belt; 1907, Cropping Systems for Stock Farms; 1911, Rotations in the Corn Belt. Diversified Farming under the Plantation System, Farmers' Bulletin 299. Lesson 29.— Planning the Farm and Farmstead. 1. Need of careful planning. 2. Size of farms. 3. Eliminating waste land. Special reference. — Waste Land and Wasted Land on Farms, Farmers' Bulletin 745. Lesson 30. — Planning the Farm and Farmstead — Continued. 1. Size and shape of fields. 2. Relation of field to farmstead. Lesson 31. — Planning the Farm and Farmstead — Continued. 1. Relation of farms to highways. 2. Laying out the? farm. Special reference. — A Model Farm, Yearbook, 1903. Lesson 32. — Planning the Farm and Farmstead — Continued. 1. The farm house. 2. Other farm buildings. 3. Arrangement of buildings. Exercises 7-10. — Drafting Farm Plans. Four double periods should be spent in drafting and in a critical examination of farm plans by the students. Such plans should include the home farms of the students and ideal plans of such types of farms as the individual students have a special interest in. The plans should be drawn to scale and traced with ink. Such a grade of work should be required that the students wiU desu-e to keep the plans. Lesson 33. — Replanning Problems. 1. A study of replanned farms. Lesson 34. — Beplaniiing ProUems — Continued. 1. Replanning the farmstead. 2. Remodeling of buildings. Lesson 35. — Replanning Problems — Continued. 1. Rearrangement of local farms. 2. Rearrangement of local farmsteads. Exercises 11-14. — Replanning Problems. After the students have had general practice in making farm plans four double periods may be spent profitably in replanning farms and farmsteads of the community. Special reference.— Replanning a Farm for Profit, Farmers' Bulletin 370. Lesson 36. — Farm Labor. 1. Wliy there is a labor problem. 2. Kinds of farm lal)or. 3. The tenant problems. AGKICULTTJEE FOR SOUTHERN SCHOOLS. 37 Lesson 37. — Management of Farm Labor. 1. A day's work for one man. 2. Efficiency in management. 3. Seasonal distribution. Special references. — The following department bulletins: 3, Normal Day's Work for Various Farm Operations; 412, The Normal Day's Work of Farm Implements, Workmen, and Crews in Western New York. Articles in the following Yearbooks: 1910, Supply and Wages of Farm Labor; 1911, Seasonal Distribution of Labor on the Farm. Exercises 15 and 16. — Planning Worlc Schedules. After the work with farm plans two double periods should be taken in planning work schedules for the home farms of the students and other farms which they have planned and in wliich they have an interest. Lesson 38. — Factors of Agricultural Production. 1. Land. 2. Capital goods. 3. Population. Lesson 39. — Cost of Production. 1. Necessity of knowing costs. 2. Factors which determine cost. 3. Interest on permanent investment and depreciation. Exercises 17-20. — Cost of Production. Time equal to four double periods should be spent in worldng out costs of production on local farms. Records kept in connection with home projects and club work may form the basis of this work. Special reference. — Farm Records and Accounts^Suggestions for Teaching the Subject in Secondary Schools, States Relations Ser\-ice Document 38. Lesson 40. — Cost of Production — Continued. 1. Cost of man labor and horse labor. 2. Cost of live-stock production. 3. Contribution of farm to farmer's li-* ing. 4. Wastes of the farm. Special references. — The following Farmers' Bulletins: 635, WTiat the Farm Con- tributes Directly to the Farmer's Living; 746, The Farmer's Income. The following bulletins of the Bureau of Statistics, United States Department of Agriculture: 16, Cost of Cotton Production; 48, Cost of Producing Minnesota Farm Products; 73, Cost of Producing Farm Products; 88, Cost of Producing Minnesota Dairy Products. The following Department Bulletins: 29, Crew Work Costs and Returns in Commercial Orcharding in West Virginia; 49, The Cost of Raising a Dairy Cow; 130, Operating Cost of a Well-established New York Apple Orchard; 321, Cost of Fencing Farms in North Central States; 338, Machinery Cost of Farm Operations in Western New York; 410, Value to Farm Families of Food, Fuel, and Use of Home; 446, Cost of Producing Apples in W^enatchee Valley, Wash. Exercises 21-26. — Farm Boolclceeping. In connection with the general lessons in farm accotmts time equal to six double periods should be given to practice in the application 38 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. of the general principles of bookkeeping to farm accounts. Stress should be placed upon forming habits of neatness and accuracy. Lesson 41. — Farm Records and Accounts. 1. Necessity of farm records and accounts. 2. Essentials of a farm-account system. Special references. — The following Farmers' Bulletins: 511, Farm Bookkeeping; 572, A System of Farm Cost Accounting; GGl, An Analysis (if the Farm Business; 782, The Use of a Diiiry for Farm Accounts. Lesson 42. — Farm Records and Accounts — Continued. 1. Kinds of accounts. 2. Personal accounts. Exercises 27-32. — Home Farm Records. Time equal to six double periods should be spent in applying the principles of farm bookkeeping to home records and accoimts. The needs brought out in an anaWsis of the farm business should form a basis for this work. Lesson 43. — Farm Records and Accounts — Continued. 1. General accounts. 2. The farm inventory. Exercises 33 and 34. — Farm Inventories. In connection with the farm accounting two double periods should be spent in taking inventories on the home farm or representative farms in the school district. Lesson 44. — Farm Records and Accounts — Continued. L Receipts and expenses. 2. Miscellaneous accounts. Lesson 45. — Farm Records and Accounts — Continued. 1. Field accounts. 2. Labor accounts. Lesson 46.^ — Farm Records and Accounts — Continued. - 1. Animal-husbandry accounts. 2. Animal -husbandry records. 3. Animal-breeding records. Lesson 47. — Marketing Farm Products. 1. Selling at harvest time. 2. Storing for higher prices. Special references.— The following Farmers' Bulletins: 7«>4, Cotton CJinning Infor- mation for Farmers; 775, Losses From Selling Cotton in the Seed. Disadvantages of Selling Cotton in the Seed, department bulletin 375. Lesson 48. — Marketing Farm Products — Continued. 1. Wholesale v. retail. 2. Selling on commission. 3. Advertising. 4. Using the parcel post. Special references.— The following department bulletins: 260, Outlets and Methods of Sale for Shippers of Fruits and Vegetables; 267, Methods of Wholesale Distribution of Fruits and Vegetables on Large Markets; 315, Cantaloup Marketing in the Larger Cities, With Car-lot Supply, 1914; 331, The Handling and Shipping of Fresh Cherries AGRICULTUKE FOE SOUTHERN SCHOOLS. 39 and Primes from the Willamette Valley. Articles in the following Yearbooks: 1904, Consumers' Fancies; 1911, Handling and Marketing Eggs; 1912, Improved Methods of Handling and Marketing Cotton. Economics of Crop Disposal, Bureau of Plant Industry Bulletin 118. The following Farmers' Bulletins: 62, Marketing Farm Pro- duce; 703, Suggestions for Parcel-post Marketing. Lesson 49. — Cooperation in Agriculture. 1. Need of cooperation. 2. Methods of cooperation. 3. \Miat has been accomplished. Special references. — Cooperative Organization Business Methods. Department bulletin 178. Articles in the following Yearbooks: 1910, Cooperation in Handling and Marketing Fruits; 1913, Organization of Rural Interests; 1914, Cooperative Marketing and Financing of Marketing Associations; 1914, How the Department of Agriculture Promotes Organization in Rural Life; 1915, The Cooperative Purchase of Farm Supplies. Cooperative Live-stock Shipping Associations, Farmers' Bulletin 718. Lesson 50. — CTioosing a Region. 1. Consideration of climate, soil, etc. 2. Type of farming. Special reference. — Opportunities in Agriculture, Yearbook 1904 Lesson 51. — Choosing a Farm. 1. Importance of careful consideration. 2. Characteristics of community. Lesson 52. — Choosing a Farm — Continued. 1. Characteristics of the farm. 2. Fitting a farm to personal ideals and circumstances. Exercises 35 and 36. — Scoring Farms. Two double periods should be spent in scoring farms in the com- munity and determining their value. Preference should be given farms for sale. Special references. — How to Choose a Farm, by Hunt, and Farm Management, by Boss, have suggestive score cards. HOME PROJECTS IN RURAL ECONOMICS AND FARM MANAGEMENT. No definite time and credit for home projects is suggested for this course, as a half year is a limited time in which to cover the subject, and the home work in farm management is such that time and credit must be adjusted to fit individual students. Effort should be made, however, to linlc practical work in fann management at home with the work of the school and to encourage such work by giving extra credit. Work in connection with the keeping of farm records and accounts and the making of community surveys may be made extensive enough to consider a project which would be worthy of extra credit. Wlier- ever students have the general management of a farm or any exten- sive phase of the farm work, an effort should be made to coimect this work in such a way with the course in farm management that it will be worthy of school credit. Such work should offer an excellent opportunity to apply the principles brought out in the classroom. 40 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. TEXTS AND REFERENCES FOR RURAL ECONOMICS AND FARM MAN- AGEMENT.' Bexell, J. A., and Niohols, F. G. Farm Accounts and Principles of Bookkeeping. New York: The American Book Co., IfllS. Boss, Andrew. Farm Management. Chicago: Lyons & Carnahan Co., 1914. Boss, Andrew, and Peck, F. W. Farm Records and Accounts. St. Paul, Minn.: Webb Publishing Co., 1914. Carver, T. N. Principles of Rural Economics. Boston: Ginn & Co., 1911. Carver, T. N. Selected Readings in Rural Economics. Boston: Ginn & Co., 1916. Coulter, J. L. Cooperation Among Farmers. New York: Sturgis Walton Co., 1911. Hunt, T. F. How to Choose a Farm. New York: The Macmillan Co., 1911, 2. ed. Nourse, E. G. Agricultural Economics. Chicago: University of Chicago Press, 1916. Orwin, C. S. Farm Accounts. Cambridge, Mass.: University Press, 1914. Powell, G. H. Coojjeration in Agriculture. New York: The Macmillan Co., 1913. Sanford, A. H. The Story of Agriculture in the United States. Boston: D. C. Heath & Co., 1916. Steiner, H. L. How to Keep Farm Accounts. Toledo, Ohio: Author, 1912. Taylor, H. C. An Introduction to the Study of Agricultural Economics. New York: The Macmillan Co., 1914. Vye, J. A. Farm Accounts. St. Anthony Park, Minn.: Author, 1906. Warren, G. F. Farm Management. New York: The Macmillan Co., 1913. Warren, G. F., and Livermore, K. C. Laboratory Exercises in Farm Management. New York: The Macmillan Co., 1913. Weld, L. D. H. The Marketing of Farm Products. New York: The Macmillan Co., 1916. 1 These books are recommended by the Commission on Accredited Schools of the Southern States. o AnPITIONAL COPIES OF THIS PUBLICATION MAY BE PROCUREn FROM THE SITPERINTENDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 5 CENTS PER COPY V :^ iiiiiliiiiilliiiii lipii jtllliiijijiiij iiiii iliiiil Caylord Bro& Makers Syracuse. H, V. PAT. JAN. 21, \m LIBRARY OF CONGRESS ifiiijiii!