Sixty -Two Experiments s 5 4 In Crops Cnar/es Z. Qi uear Class jiL^£<£r Book. CopightN". CDEOilGHT DEPOSm "ALL MAY DO WHAT HAS BY MAN BEEN DONE.' Sixty-two Experiments in Crops 9 XJalioratory CD^ttiml for ©r^tnutng @titJiftitB By CHAS.I. .QUEAR INSTRUCTOR IN CHARGE AGRICULTURAL DEPARTMENT MUNCIE NORMAL COLLEGE FOR THREE YEARS TWO YEARS FIELD MANAGER GUARANTEED SEED COMPANY' TWO YEARS FIELD MANAGER FARM MACHINERY COMPANY CO-AUTHOR. " NATIONAL SYSTEM OF INDUSTRIAL EDUCATION " AUTHOR, "SOILS AND FERTILIZERS" AUTHOR, "39 EXPERIMENTS IN SOILS" ASSISTANT IN THE OFFICE OF THE PRESIDENT, KANSAS STATE AGRICULTURAL COLLEGE Published and Furnished by INDUSTRIAL • SCHOOL • SERVICE MUNCIE • INDIANA nrO Professors M. G. Burton and E. M. Tiffany of the Department of Home Study Service, Kansas State Agricultural College and to J. F.Treasure, County Agricultural Agent, Muncie, Indiana, the Author is especially indebted for helpful suggestions and criticisms .0.4 i - OCT 14 1916 COPYRIGHTED AUGUST, NINETEEN HUNDRED SIXTEEN BY CHAS. L. OUEAR l more it will usually yield less tlian a field where the stooling is not so marked. Apparatus. A number of wheat plants gathered from the field late in the fall. Obtain the entire plant if possible. Procedure. Make a drawing to show an entire plant. Count the number of shoots coming from one seed. Count the number from five average plants. Figure the average number of shoots per plant for the field. Is the number more or less than six? When does wheat do most of its stooling? Is the stooling habit of wheat a valuable characteristic? Suppose a number of wheat plants in the field are winter killed, what will the other plants do to make up this loss? Make a list of the plants which have the character- istic of stooling. For which do you sow the most seed, a crop of wheat or a crop of oats? Why? KXPERIMEXT NO. i7. PREPARING THE SEED BED FOR WINTER WHEAT. Discussion. In the growing of wheat the seed bed is one of the most important factors, yet much over half of the wheat sown is planted on poor seed beds. When it is taken into consideration that the farmer often spends as much, or more, time and money in preparing a poor seed bed than it would take to prepare a good one, it is strange that this subject is not given more consideration. An ideal seed bed for wheat is a firm, well compacted soil, containing a good supply of moisture and available plant food. Such a seed bed cannot be prepared the week before seeding time and it is only possible to prepare an ideal seed bed by beginning early in the summer. In regions where rainfall is scant it is well to practice summer fallow at regular intervals followed by medium early plowing. Where the rainfall is more abundant the frequency with which it is necessary to practice summer fallow is less. Where there is sufficient rainfall each year for the needs of the crop early plowing may be a sufficient method of conserving the moisture. In practically all wheat regions it is safe to say that early plowing is the safe procedure for large wheat yields. In many instances plowing is unneces- sary, and the above statement refers only to those fields that are to be plowed at some time during the season for the wheat crop. Where the soil is to be plowed, early disking followed by rather early plowing is an excel- lent practice, but it is never advisable to stir the seed bed much just before seeding time. Apparatus. Fields of wheat, in the community, that may be studied. Procedure. In the average community much more variation will be found in the manner of preparing ^eed beds for wheat than is commonly supposed. Carefully tabulate the methods of preparing for the seed- ng of wheat as they are carried out by a number of farmers in the community. Then record all results and iiutline the most profitable method judging from the actual results observed. Note whether the land is listed or disked ; the date the soil is plowed and the depth of the plowing. Inquire as to the rotation that has been practiced on the various fields. If a field can be found where the soil has been cropped to wheat continu- ously for a number of years observe the results of such a practice. Unless the ground is very dry it is not a good practice to seed wheat deeply. As a rule one inch is deep enough for the seed. If the seed is planted too deep Figure 14B shows what will happen. This means the loss of about 27 days to the plant in adjusting itself to the conditions imposed. The plant number 14A was properly seeded while the one, number 14B was not. Dig some wheat plants in the field about a month after planting and compare them with the two figures shown. Do you find evidence of plants being improperly 'seeded? The permanent roots in Figure 14B grew near the surface above the temporary roots. The little plantlet had to exist for several days without food while these new roots were forming. The food in the seed was all consumed in the plant's heroic efforts to get 45 Figure A B Proper Improper Deep and Shallow Seeded Kernels above the surface of the ground and the plant had to go through a period of semi-starvation until the permanent roots were estab- lished. Of course, when the soil is very dry it may be necessary tto seed deeper in order to have moisture enough for proper germi- nation, hut in ordinary seasons the farmer seeds wheat too deep. Another test of a proper seed bed is the following : Wheat on a proper seed bed refuses to be pulled up ; it either breaks off or brings the soil with it. Wben wheat pulls up easily, leaving the soil, you can be sure that the seed was planted on the wrong kind of a seed bed. Obtain bulletins from your State Agricultural Department relative to the seeding of wheat. Compare the maxims there set forth with the actual results determined by your personal observations. This experiment cannot be performed in a day but should furnish interesting and valuable work throughout an entire year. Blanks should be prepared for gathering this data and the farmers should be encouraged to contribute details. It should be necessary for the pupils to collect and record accurately all the information and deduct conclusions at the close of the e.xperiment. EXPERIMEXT NO. 38. A STUDY OF THE OAT HEAD. Discussion. Oats are among the tuost important crops commercially and we should become familiar with tlie oat head and the parts that compose it. The head of oats complete is called the panicle. It is made up of several parts, of which the kernel is the most important. The kernels are attached to little stems called spikelets. Usually on one spikelet there are two kernels, the upper kernel being the larger ; sometimes its cover almost envelopes the lower kernel. The oats kernel has a covering that sticks to the kernel very tightly, remaining after the grain is threshed. This covering is called the flo'i-cring glume. In some varieties we find a long spine or beard that grows out from the flowering glume. Where this occurs we say the oats are bearded oats. Apparatus. Heads of oats; oats that have been through the fanning mill, and some oats from a bin. Procedure. Compare two kernels that grew on the same spikelet. Is there any difference in size? Do the oats on the head being examined have long beards? Is the beard a part of the kernel? Locate the flowering glume. What is the standard weight of a bushel of oats in your State.? Per measured volume which is the heavier, oats or wheat? \\'hy? Compare oats that have been through the fanning mill with those that have come from the bin. Do you notice any difference in size? What is the advantage of sowing oats that have been through the fanning mill? Make a drawing to show the liead, spikelet, kernel, stem, and l)eard. On basis of color how many classes of oats do we have? Inquire at the elevator concerning the grading of oats. Inquire concerning the prices. Obtain some chaff that comes from the fanning mill when oats are fanned and -examine it. Make a list yf different kinds of foreign materials separated from the oats by the fan- ning mill. 46 EXPERIMENT NO. 39. PURITY OF OATS. Discussion. The one seed impurity most often found in oats is "Chess." Chess is commonly referred to as "Cheat." This plant, which somewhat resembles oats, is grown in places for hay. In localities where wheat and oats are common chess is a very bothersome weed. On account of its resemblance to oats it is difficult to detect the presence of the seed. A flowering glume of the oats kernel and a kernel of chess are almost indistinguishable. Apparatus. Samples of oats obtained from several sources, and a tripod magnifier. Procedure. Take equal weights of each sample and determine the seed purity. Find seeds of chess and describe them. How are they different from oats? What is the best way to remove them from seed oats? Examine a chess seed under the magnifier. Does it have an embryo? Plant some chess seed. Do they grow? Will wheat produce chess? Are there people in your community who believe that it will ? Fill in the blank form below. EXAMINATION OF OATS FOR PUmrr SAMPLE m PtKCmOfGOQDmi) pmiHi Of niiD ^119 PLRcmonmn m.j N0.2 m3 NOA EXPERIMENT NO. "10. A STUDY OF THE ROOT SYSTEM OF PLANTS. Discussion. It is necessary to understand the nature of the roots of a plant when cultivating it. All the roots upon the plant make up the root system, and all root systems are divided into two classes. These two classes of roots are : (1) Tap Roots: — A central root with smaller roots branching from it. Examples of tap rooted plants are radishes, beets, etc. (2) Fibrous Roots : — A system of roots nearly all the same size without any main central axis, or root. Wheat is an example example. Tap rooted plants require a deep soil and will permit close and deep cultivation, wliile fibrous rooted plants require shallow culti- vation, and are often injured by deep cultivation during the growing season. Apparatus. A mature corn plant carefully dug up leaving as many of the roots on it as possible, and a clover plant with its root system. Obtain as many more plants with their root systems as you can. If mature plants cannot be obtained successfully, grow young plants until they are large enough to determine their root systems. Procedure. Determine whether the root system of the corn plant has a tap root, or if it is fibrous in its nature. Make a drawing to show the nature of the roots. Decide whether clover is a tap rooted or a fibrous rooted plant. Make a drawing to show this. What kind of cultivation should be practiced in cultivating corn? In cultivating clover? Do you think that the average farmer in your community plows his corn at the proper depth? How deep do you think that corn should be cultivated? Note the roots that start above the ground in the corn plant. What are these roots called? Many people get the idea from this name that they only hold up the plants. They do more than this and in addition to supporting the plant they gather food and moisture. Get your father to leave a row of corn in the field, that is not too weedy,, without any cultivation after the corn is planted. Note the results in the amount of corn produced in this row as compared with other rows that have been cultivated. This experiment might be elaborated to cover rows of corn cultivated one, two, three, and four or more times respectively and rows cultivated deep and shallow. Such an experiment should lead to some rather valuable conclusions which would no doubt lead to further experiments. Write a discussion on the proper cultivation of corn. 48 EXPERIMENT NO. 41. STRUCTURE OF THE CORN PLANT. Discussion. A plant whicli makes such wonderful growth as the corn plant is worthy of careful study. The method of growth of this plant and its size makes it necessary that a method be provided by nature for obtaining food substance in abundance and a method of manufacturing this food rapidly. The large seed is capable of giving the plant a vigorous start and the elaborate and extensive root system is designed to furnish a large amount of moisture. Also, the large leaf surface is capable of converting material into plant food very rapidly. Since so large a growth of plant material is made in such a short time the structure of the stalk must be utiusually strong to support the mature plant. The height of corn may vary from 18 inches in Tom Thumb pop corn, to 30 feet or more in the large varieties grown in the West Indies. Stalks 22^4 feet long have been reported from Tennessee. Corn plants have been known to make a growth of 5 inches in a single day. About 85 per cent of the root system which furnishes this great amount of food is found in the first four inches of the soil ; a larger percentage than this being present near the surface during the first half of the life of the plant. Examine a complete plant with reference to its structure, as follows : Apparatus. A mature stalk of corn complete with roots attached. Procedure. Examine the shape of the corn stalk. Is it round? Note the joints. The joints are called nodes and the spaces between the joints, infernodes. Note how the leaves are spaced on the stalk. How are they attached to the stalk? Make a drawing to show this. Note that the outer edge of the corn leaf is wrinkled due to the fact that the edges of the leaf grow faster than the center. Can you see any advantage in this? It looks as if a strong wind might break the large corn leaves. Take hold of a leaf and pull it around as if to break it off. Where does it give before breaking? This part of the leaf that surrounds the stalk just above the joint is called the sheath. How is it provided to prevent rain and dirt from getting between it and the stalks? Cut a stalk of corn in two. Note the little fibres throughout the white pithy part of the stalk. They are called the fibro- vascular bundles, and carry the food to all parts of the plant. Is a corn stalk strong? Try breaking one. Where does it break, at a node or at an internode? Do you know of any other plant that makes so large a growth in the same length of time? If so compare the two. Do you know of any plant that produces so much grain in such a short time? If you have not already done so be sure to examine the flowers of the corn plant. Figure No. !(►, A Recessive Corn Flower Containing Kernels of Primitive Corn, it SECTION THREE — FORAGE CROPS EXPERIMENT XO. 42. SILAGE. Discussion. An appreciation of the full Aalue of silage as cirnpared to fodder crops induces the preserving of the corn plant in its green or succulent state as a food for the farm animals. First, let us distinguish between silage and fodder. Any roughage or hay crop that is cured before being stored is usually referred to as fodder, while if a crop is stored and kept in its green state it is called silage. Thus we may have silage made from many different crops. Experience has shown us that corn makes the best all around silage of any of our common crops. However, corn silage is often mixed with other crops and is sometimes helped by the mix- ing. Alfalfa is often used in the silo with corn; cow'peas, soy beans, and the sorghums have also been used in similar mixtures. Silage is relished very much by farm animals and is more digestible than the same crop would be after having been cured. Silage is prepared by storing the green crop in specially constructed buildings with air-tight sides. Round silos are the best form and they are about the only kind in use at the present time. Formerly, silos were square. Green crops are usually placed in the silo by running them through a silage cutter, a machine which cuts the crop into small pieces and either blows or carries the entire crop into the silo. Once in the silo the crop soon settles into a very compact mass and the top spoils. The spoiled layer on top. together with the pressure an 1 gases formed, keeps the air from the remainder, and in this man- ner the large silo is sealed much like a can of fruit. Apparatus. Any silo that you can visit. If it is impossible to visit a silo, obtain a small quantity of silage and become familiar with its nature. Bring to school samples of silage obtained from the silos of your community. Procedure. Visit any farm which has a silo and fill in the blanks on the opposite page. \'isit one silo when they are filling it, if possible. The more silos you visit and study carefully the more your knowledge of this new and w'onderful way of preserving crops will grow. Note difference in the samples brought to school and explain reasons for the difference. Many questions besides those given on the opposite page will suggest themselves. Write five questions concerning the silo. Write the answers and discuss them in class. 50 Figure No. 1" Silo. Name the crop or crops used for silage in the silo which y ju have visited Give the date on which the silo was filled \\"hat is the capacity- in tons of the silo visited ? Give the number of acres of the crop used that were required to fill it Describe the odor, taste and color of silage What has given it this peculiar taste? What animals eat silage? What animals apparently relisli it most ? Name as many different materials as you can from which silage is made W hat does the farmer who owns the silo which you visited think of silage as a feed?. How do you feel towards letting the corn stalks go to waste, after going to all the trouble of growing them ? In a corn crop which is the larger part of the crop, the corn or the plants ? How much per ton does it cost to fill a silo ? , Describe a silage cutter Wliy should silage be tramped as it goes into the silo ? Do horses relish silage ? Is it good for them ? NOTE — The last question is usually cause for a difference of opinion and a discussion of the same should prove of value in your class. Have the pupils bring to class records of iheir own observation, in as many cases as possible. 51 A STUDY OF COWPEAS.— EXPERIMENT NO. 43. Discussion. Cowpea hay makes a nutritious feed for live stock and contains a great amount of protein. The cowpea seed make the most nutritious feed, but at present they are more valuable for seed than they are for feed, Cowpeas shatter badly when harvested and are easily cracked and broken in thrashing. Seed which you purchase usually contains a large per cent of broken and cracked ker- nels, and these are of no value for seed. In selecting seed, get a variety that will mature in your locality, for some varieties are frosted before they can mature if the growing season is short. Also select seed that has as few damaged kernels as possible. Score cowpeas as follows : Apparatus. Different types of cowpeas ; a pair of scales, and a flower pot filled with soil. Procedure. Weigh out four ounces of each sample of seed and examine for purity, condition and color. To examine for purity remove all of the seeds from the sample that do not appear to be true to type, (those that do not look like the majority of the ones in the sample) also, all foreign matter, which includes weed seed, trash and broken kernels. Figure the percentage of purity. To ex- amine for condition pick out all damaged seed, either cracked, mouldy, diseased or immature. From this figure the percentage of good seed in the sample. To examine for color, separate the sample into two divisions ; one that is true to the color of the variety under examination, the other containing all the seed that show any variation of color whatever. Which is the best sample? Discuss in class the methods of seeding cowpeas. Write a discussion on "Harvesting the Cowpea for Profit." Grow a cowpea plant in a flower pot and study its character and habits. Fill in the blank given below. EXAMINATION OF THE COW PEA SAMPLf. PURiTY comim 1 COLOR TOTAL m.i N0.2 m.3 N0.4 EXPERIMENT NO. 44. A STUDY OF SOYBEANS. Discussion. Both the covvpea and the soybean are destined to Ijccume \'ery important crops in many sections of the United States where they have not previously been grown. The power of these plants to gather nitrogen from tlie air, (see figure, page 57) the large amount of organic matter they are capable of producing, the value of the seed crop, and their value as a forage crop are qualities which commend them in the highest degree. The cowpea is easily killed by frost and is not so hardy as the soybean. The cowpea is usually considered best for forage ; the soybean is grown mostly for seed. The seed crop of either is considered profitable. The value of the soybean for hay is comparable to alfalfa ; the ordinary crop will yield about two tons per acre. As a pasture crop soybeans may be utilized by many animals, but they are especially good for hogs. An acre of soybeans will furnish pasture for eighteen or twenty hogs for an entire fall. Supplemented with a little corn, this crop gives remarkable results as a fattening medium. The same holds true of cowpeas. For a further discussion of these two very important leguminous crops see Bulletins published by the State and the United States Department of Agriculture. Apparatus. Samples of different types of soybeans; scales, and a flower pot filled with soil. Procedure. Proceed as under experiment number forty-three. Write a discussion on the soybean when the experiment is com- plete. Grow soybeans in a flower pot and observe. Fill in the blank given below. EXAMINATION OF THE SOYBEAN ^AMPLL pumr comjJiOJi com TOTAL m.j NC.£ mj W.4 5,4 EXPERIMENT NO. 45. VARIETIES OF CLOVERS AND RELATED CROPS. Discussion. In agriculture the term clover crops is sometimes applied to any of the leguminous plants that are used for forage. The close resemblance of the various clovers leads the average person to pay no attention to their distinguishing characteristics, with the result that few people are able to identify any of them by sight. In all there are about thirteen cultivated types of legumes in the 'United States, the most important of which are discussed below. You should learn to identify the ordinary ones by their common names at least. Apforatus. As many different varieties of clover as you can obtain, and samples of the seed of the different varieties, obtained from your seed store, or some reliable source. Procedure. Examine each variety of clover mentioned for the characteristics peculiar to that variety. Some of the characteristics are given below ; add others as you find them. As explained in a previous experiment, mount each variety of clover on a cardboard and label. Write a discussion of the clovers. What is their chief value? Compare clover hay with other forage crops, such as tim- othy, corn. etc. Medium Red Clover. This variety of clover is the most common of the clovers under cultivation in the Eastern part of the United States. It may be readily distinguished by tTie pale horse-shoe shaped ^ot usually present in the center of each leaf ; by its numerous leaves and blossoms, and by its being smaller than the mimmoth red clover, which is the only clover that it closely resembles. The flowers are rose-pink in color and produce small kidney shaped seed, varying in color from purple to yellow. Mammoth Red Clover. Mammoth red clover is the largest variety of clover outside of the sweet clover, and resembles medium red clover except that it is larger. It is, in fact, a large variety of the medium red clover and, aside from the difference in size, about the only distinguishing feature is the fact that the leaves usually do not have a white spot. Also, it matures, as a rule, about two weeks later than tlie medium red clover. The seed of the two clovers are very nearly the same in appearance. Alsike Clover. Alsike clover is distinguished from the red clovers by the absence of the white spot on the leaves, the smaller size, the different colored blossoms, and the low and branching nature of its growth. It is interinediate in appearance between the white and the red clover. By some people it is called Swedish Clover. "Red clover lasts only two years, while alsike lasts from three to five years and even longer. The seed is .smaller than the red clover se;d and it produces a hardier plant. White Clover. White clover is still smaller than the alsike clover, has unliranched flower stalks, and very numerous white or — pinkish blossoms. ■ 54 Crimson Clover. Crimson clover grows erect, with a stem that is very soft and hairy, and stools very freely. The heads are long cylindrical and cone shaped. The blossom is of a deep crimson color, hence the name. Sweet Clover. Sweet clover is so named from its sweet agreeable odor. It is possibly the largest variety of the clovers, has few leave; and an inconspicuous blossom at maturity. It is very difficult to cure for hay, but is of value for this purpose, especially in arid climates. Its chief use is as a soil builder. It will grow where other clovers will not thrive, especially on clay hills and sandy stretches in the clover sections. It lives only two years and is similar in this respect to red clover. ."Mfalfa. .Alfalfa usually grows two or three feet tall and stjols freely. The leaves are small and numerous, but they shatter badly when the plant is cured for hay. The flowers are usually of a bluish tint, but some varieties have yellow blossoms. It roots very deeply and produces from three to five cuttings a season, depending upon the length and nature of the season. In identifying the clovers by the seed, the shape of the different varieties is the most distinguishing characteristic. Examine under the magnifying glass, seed of red clover, alsike, alfalfa, white clover, crimson clover, sweet clover, and any others you can ob- tain. Note the shapes characteristic of the seed of each kind. Note one kind that is heart-shaped. Which seeds may be described as triangular? Which ones are oval or egg-shaped? Name the kinds of seed that are kidney-shaped. Under the magnifier, note the scar on the edge of the seeds. Explain the cause of the scar. Note the notch in which the scar is situated. Is the notch different in different seeds? Compare the seeds as to size. Color of the seeds helps to distinguish between the different kinds. Describe each kind as to color. Place all distinguishing characteristics in ynur notes. After each kind of seed has been studied, the teacher will give you a mixture of seeds. Sort out the different kinds of seed and place them in separate piles. Identify each and have the teacher check your results. Place samples of each kind of seed in a bottle and label. Place the bottles in your Agricultural Exhibit. FIELD EXERCISE.— CLOVERS. - On the school garden, or in a corner of a field at home, sow a little square of each variety of clover that you can obtain. Ex- amine it from time to time, noting the soil building properties, the rate of growth, the amount of growth, the cost and probable return of each. Feed some of each legume to the various animals. Classify legumes on basis of their feeding value to various animals; on basis of their value in vour community. 55 EXPERIMENT NO. 46. INOCULATION OF LEGUMES. Discussion. Legumes differ from grasses in that they bear their seeds in pods, Uke peas or beans. Some of the most important legumes are the clovers, alfalfa, covvpeas, soybeans, vetches, etc. While all grasses add organic matter to a soil and tend to enrich it, if they are not removed, legumes add fertility in a special way, and are vi-idely cultivated for that purpose. Legumes are able to gather nitrogen which is one of the most important plant foods, from the soil air and deposit it in the soil. They accomplish this task by the aid of bacteria which live in "nodules" or knots on the roots of leguminous plants. In each nodule found on the roots of clover, alfalfa, etc., are millions of bacteria, each busily engaged in removing the nitrogen from the soil air, and changing it into a form that can be used by the growing plants. Of course, where there are no nodules present on the plant roots, due to lack of nitrogen gathering bacteria in the soil, the bacteria must be supplied if the crop is to do the soil the most possible good. Bacteria, if present in a soil, tend to produce a healthier, and larger legume crop. Apparatus. Root systems of as many different varieties of leguminous plants are you can obtain, as cowpeas, soybeans, alfalfa and clover ; a knife ; tripod magnifier; formalin, and a few fruit jars. Examine the roots of all the specimens you can o btain. Note the difference in the size of the nodules on the differ- Figure No. 18. Nodules on Roots of Soy Beans. Procedure. . . . ent varieties of plants. Examine the nodules with the magnifying glas s. Bacteria themselves are too small to be seen even with the mag- nifier, but the nodules may be readily examined. Collect specimen s of plants, showing nodules and place each specimen in a fruit jar properly labeled. Fill the jars with water to which has been ad ded a little formalin. Seal the jars and the plants will be preserved indefinitely. Place them in the exhibit of agricultural specimens. 56 EXPERIMENT NO. 47. INOCULATION OF LEGUMES. Discussion. Bacteria attach themselves to plants and form knots or nodules, as they are called, on the roots, only where soil con- ditions are right and where the bacteria themselves are already established by some agency. Soil water is one of the best agencies for the spread of bacteria, but any method by which soil is transported from one field to another aids in their dispersal. In many fields nitrogen gathering bacteria are absent simply because they have never been transported to the field by a natural agency. On the other hand, if the soil in a field is acid, or wet, the bacteria die, or if no leguminous plants are grown on the field for five or six years the bacteria disappear. In some varieties of legumes the bacteria may be transported from field to field on the seed. This is true of such seeds as the cowpeas, but it is not true of the small smooth seeded legumes. In regions where clover or alfalfa has been grown year after year, for a long time, inoculation becomes unnecessary for the reason that practically all the fields become inoculated naturally. Where a new. legume is being introduced it is usually advisable to inoculate the soil. As a rule, bacteria common to one kind of legumes will not inoculate any other variety. Thus the bacteria of red clover will not inoculate alfalfa, but on the other hand the bacteria of sweet clover will inoculate alfalfa. This is an exception to the rule. Apparatus. A flower pot; a small pan; magnifying glass; some seed, as alfalfa, clover, peas or beans, and roots of legumes. Procedure. Examine, for nodules, the roots of plants which you have obtained from different fields. In obtaining roots be careful to remove the roots from the soil without stripping off the nodules. Pulling the plants or carelessly digging them will not disclose the nodules, for they will be broken off and left in the soil. Compare the amount of nodule growth on plants of the same variety obtained from different parts of the same field and from different fields. Examine the roots of garden peas or beans. Do the roots show nodules ? Should there be nodules on the roots ? Obtain some leguminous plants having nodules on their roots and cut off the nodules. Crush the nodules with the edge of any blunt instrument and pour water over them. After the water has stood for a while use it to water the plants in an experiment prepared as follows : Take a pot of soil from some place where there is unlikely to be any bacteria common to the variety of the plant from which you removed the nodules. Plant in this pot of soil, seeds of the same variety as the plants from which you removed the nodules, and water with the solution prepared above. In this manner the young plant should become inoculated. After a month or so dig some of the plants and examine them for nodules. Has the inoculation bsen a success? Explain how this method of inoculation for alfalfa might be used in a practical way. 57 EXPERIMENT NO. 48. INOCULATION OF LEGUMES. Discussion. The one legume which is receiving most attention at present is alfalfa. The value of this crop for forage, the amount produced on an acre each growing season, and the improvement the crop makes in a soil, tend to make it worthy of the attention which it is receiving. Inoculation of the soil for alfalfa is one of the first things to consider in growing this crop. Of late, several methods have been devised for the inoculation of alfalfa fields. Bacteriological companies furnish bacteria for alfalfa in a gelatinous media, to be diluted with water and sprinkled over the seed before it is sown. This method has proven very- effective, but it is expensive. One of the most common and a very excellent method of inoculation is to obtain soil from a field where the crop is growing and is known to contain bacteria, and spread this soil over the field to be inoculated. To inoculate by this method spread the soil containing the bacteria over the field thinly and at once harrow or drag it into the soif, thus covering it from the rays of the sun. This is best done on a cloudy day. The soil should be spread on the field as soon as possible after being taken from the alfalfa or sweet clover field. Demonstrate this method by an experiment. .If'parnlus. Two four-inch flower pots; formalin; sieve, soil; gallon vessel; alfalfa seed, and oven for heating the soil. Procedure. Screen some soil tlirough the sieve to remove roots and stones, and fill the two flower pots with the soil. Place tlicm in tlie oven and heat at the temperature of boiling water for two hours. This should sterilize the soil. Stirring the soil oc- casionally will help to heat all the soil. While the soil is cooling, place a teaspoonful of formalin in a pint of water and immerse a handful of alfalfa seed in the solution for two minutes. Remove the seed, rinse with pure water and after the soil is cool plant some of the sterilized seed in each of the pots of soil. Label the pots st they cannot become mixed. Water one of the pots with pure water. Water the other pot with water prepared as follows : Fill a gallon vessel one-half full of soil o1)tained from around the roots of alfalfa or sweet clover plants that are known to have nodules on their roots. Fill the vessel the remainder of the way full of water. Stir the water and let it settle until it becomes almost clear. Pour off the water and use it to water the last mentioned pot of seed. Each time you prepare water by this method use fresli soil. At the end of a month or when the plants have made a good growth, examine the roots of the plants in each pot of soil. What diflference do you note? Is there any difference in the amount of growth made by the two? Should there be a differ- ence? Why? f.% EXPERIMENT NO. 49. TIMOTHY. Discussion. Timothy is the most important hay grass in the United States, and more acres are devoted to its growth than to ' any other tame grass. Timothy contains comparatively Httle musc'e building food (protein) but in spite of this it is exceptionally good for vifork animals. When an animal is working it gets the protein in the grain feed and when idle very little protein is needed. Some of the things that make timothy popular as a hay crop are : (1) An acre produces on an average five bushels of seed, an J four quarts of seed will sow an acre. Therefore, the price of seed is always low, which is one of the reasons it is grown so freely. (2) Its seed is distinctive in appearance and the farmer ca:i easily judge it for purity. (3) Timothy hay is very palatable and free from dust or hairy growths on the stem. (4) Outside of the alfalfa regions of the West, most of th; hay produced is grown in localities where timothy is adapted to climatic and soil conditions. (5) Tmiothy is unusually free from disease or insect ravages. Some of the objections to timothy are : (T) It is very hard on the soil. If timothy is grown it should take a |ilace in the rotation and the timothy sod should not l^e left standing for years at a time. (2) Timothy contains very little valuable food, although it is a good roughage feed for work animals, as horses. (3) As a general thing it is not a profitable crop for pasture. Apparatus. Timothy plants and timothy seed. Procedure. Examine the head of timothy. Would a head produce many seeds? What is the average length of a head of tim- othy? Compare a clover stem with a stem of timothy. Note the smoothness of the one as compared with the hairy growth on the other. Which is the most desirable in this respect? Why? Examine the roots of the timothy plant. Does timothy root deeply into the soil? Does the plant have many leaves? What is the average yield of timothy per acre? How long does a "Stand" last? Ex- amine seeds of timothy for purity. Are other seeds hard to detect in the timothy seed? How is timothy seeded? When is the best time to sow timothy? Mount a nice specimen of timothy on a piece of cardboard as previously explained and place it with your other exhibits. EXPERIMENT NO. 50. CROP ROTATION. DisLUSsioii. So much importance is attached to the subject of crop rotation and it is deserving of so mucli attention that the student should spend a considerable amount of time in its consideration. Only a brief discussion can be given here. Crop rotation is the term used to designate the growing of certain crops on the same field in regular order. Some farmers practice three-year rota- tions, others four, five or six-year rotations, while a few do not follow any system. Some of the advantages of rotation are: (1) Certain plant diseases, insects and noxious weeds are destroyed. (2) It adds humus to the soil. (3) It distributes the labor throughout the year. (4) It permits the plant food to be taken from different depths of soil. (5) It produces a variety of crops and lessens the chances of failure. (6) It keeps the soil producing more months in the year. (7) It permits the use of soil building crops, (legumes). (8) It promotes live stock raising which means increased fertility on the farm, and increased profit to the farmer. There are so many dififerent crops, so many types of rotation and so many things to be taken into consideration, that each per- son will have to figure for himself desirable rotations for his community. A profitable crop rotation for a general farm should in- clude: (1) A "renovating" crop as clovers; (2) A "cleansing" crop which means a cultivated crop, as corn; (3) A small grain crop as wheat, etc. Take into consideration the kind of farming most practiced and for which the community is the best prepared, as grain farming, trucking, stock raising, dairying, etc. Consider soil, climate, market demands, labor problems, insects and diseases. In planning the arrangement and the placing of crops selected it is necessary to have as many fields as you have crops in your rotation. This does not mean that they must be definitely divided fields, but there must be the same number of divisions of the land as crops in the rotation. Apparatus. Access to an adjoining farm. Procedure. List in the blank form on the opposite page the different rotations practiced on the farms of the 'community. Dis- cuss these systems of farming, the rotations practiced and methods of improving them. In the lower blank form fill out some good rotations. Figure out three, four and five-year systems of cropping. COMMON CROP ROTATIONS PRACTICED fjELPm. i 57. YEAR ZND.rLAR 2m YEAR 4m.YEAR 57H.YEAR emYLAR SOME EXCELLENT CROP ROTATIONS FiLLDm. i^T.YEAH Znq.YEAR 2RD.YEAR 4m. YEAR 5Tii.YEAR em.YEAR EXPERIMENT NO. 51. DIRECTIONS FOR SCORING BARLEY. (.AdaplccJ from \\'isconsiii Bulletin No. 212.) Disiiissioii. Barley serves as a ready money crop for most g.-ovvers and is usually put on the market soon after threshing. It is not a good practice to place damaged barley on the market as the price will be cut severely ; such barley could be fed on the farm at a greater profit. Different varieties should not be mixed when placed on the market as this makes the barley undesirable for malt- ing purposes. Six rowed barley seems to be preferred by the brewers and growers. Apparatus. Samples of barley to be examined. Procedure. Score samples and place results on the following page, according to the outline given here. ( 1 ) All kernels should possess the characteristics of their class and variety. Take one hundred kernels, constituting a fair sample of the grain. Count the kernels not true to type into three grades. In the grade badly off type cut one-tenth point for each kernel. In the next grade cut one-tenth point for two kernels, and in the best grade cut one-tenth point for every three kernels. (2) Kernels should be of the same size and sliape within the limits of the class and variety. Proceed as in No. 1. (3) Six rowed barley should be yellowish white; two rowed barley nearly dead white in color. Discoloration from any cause should be severely cut. Proceed as under No. 1. (4) All tlie kernels should be large and plump. Proceed as above. (5) Barley should be mealy to somewhat glassy in texture, for the best results in malting and for feed. Take ten representa- tive kernels and cut each crosswise. Cut one-tenth point for each kernel glassy throughout in its texture. (6) The sample should be pure barley. Take a hundred ke .nels constituting a fair sample, count out the foreign grains, and for each foreign kernel cut one-fifth point. (7) The sample should be free from dirt and weed seed. Cut sample one-fifth point for each per cent of foul material. (8) The sample should be free from smutted, musty, broken or bin burned kernels and should have a sweet grain odor. From samples of a hundred kernels determine the per cent of damaged, smutted or bin burned kernels and cut one-fifth point for each per cent. Cut sample for bad odor from one to ten points. (9) The standard weight is forty-eight pounds per measured bushel. Cut one point for each pound below forty-eight pounds per measured bushel. (10) Barley should give a germination test of one hundred per cent. Cut one-half point for each per cent germination ]ieIow one hundred. 61 OFFICIAL BARLEY SCORE CARD NAME AND NO. OF SCORER SAMPLE NO DATE 3CALL OfPOmS 1 ^ J 4 J TRULNESS TO TYPE OR BREED c CHARACTERI5TIC5 ^ UNIFORMITY IN SIZE AND SHAPE r OF KERNELS ^ COLOR OF GRAIN 15 SIZE OF KERNEL 10 TEXTURE 10 FREEDOM FROM MIXTURE WITH ,/, OTHER GRAINS '^ PERCENT AND NATURE OF WEED ,n SEED AND FOREIGN MATERIAL '^ PERCENT OF DAMAGED. SMU TTY ,n OR MUSTY KERNELS '^ WEIGHT PER BUSHEL 15 VARIABILITY jQ T07/iL 100 63 EXPERIMENT NO. 52. RYE. Discussion. The kernel of rye contains a living plant ready to develop. When the kernel of rye germinates it sends out tem- porary roots and later permanent roots. The root system of rye is almost exactly like that of wheat ; except that while wheat has three temporary roots, rye has four. The two should be seeded in the same manner. (See Experiment No. 37.) The head of rye is called the spike. It is made of parts somewhat similar to tlie wheat head. The rye head is composed of spikelets attached to the central stem or rachis, in two rows on opposite sides. Each spikelet consists of two parts, each division con- taining one kernel. The rye kernel is similar to the wheat kernel in appearance and structure. Rye is used for the production of flour, for malting purposes, and as a feed for live stock. There is usually but one class of rye recognized in the market, but different grades are established on basis of the quality of the grain. Some of the factors that affect the grade of rye are : purity, soundness, size and weight per bushel. Examine samples of rye according to the following outline. Apparatus. Rye plants; several samples of rye seed; flower pot filled with soil; heads of rye and balances. Procedure. Plant kernels of rye one and three inches deep respectively and after they are three weeks old observe. Compare the ones planted deep with the ones planted shallow. Dig each and compare their root systems. Write a discussion on the "Seed Bed and Seeding of Rye." Make a drawing of a head of rye. Show the head conjplete and label it, "Spike." Make a drawing of a spikelet. Show the rachis. Make a drawing of the rye kernel showing the location of the embryo. Take a sample of rye and make a study of purity by separating the sample into rye, other grains and foreign material. Figure by weight the percentage of the sample that is pure seed. Examine your samples for soundness by separating sound seed from broken, shriveled, or damaged kernels. Weigh both sound and damaged kernels and figure by weight the percentage of the sample that is sound. Examine the sample for size and classify the kernels in groups of large, medium and small. Determine the weight per measured bushel of the sample. Repeat the above process, using other samples and write the results of your observations on the opposite page. 64 THE SCORING OF RYE NAME DATE ^AMPLLNQ. pmmmj^mj) PLMtiJJMPm^LlD PfMIiJOflJim SUE. 1 LAR6L MEDIUM SMALL 1 Z 3 4 FIELD EXERCISE.— CHINCH BUGS. Chinch Bugs are among the worst insect enemies of wheat. They are easily recognized as small dark colored insects with white wing covers. See Figure No. 19. Chinch bugs suck the sap from the wheat plant and thus weaken its vitality. The bugs live over winter in straw, chaff, weeds, and bunch grass roots. Go into the fields of wheat and oats stubble and look in bunches of straw, weeds or bunch grass for chinch bugs. Take the specimens found to school and place them in a bottle of water and formalin as explained. Label, and place the bottle in the school collection. Learn to identify the chinch bug at sight. Name other plants besides wheat that are attacked by the chinch bug. Where does the chinch bug go after the wheat is cut? SECTION FOUR — PLANT ECONOMICS EXPERIMENT Xf). 53. TESTING SEEDS FOR VITALITY. \ Figure No. 19. Chinch Bug. (Photograph by Kansas Experiment Station.) Discussion. The farmer's corn crop depends primiirily upon the power of the seed to grow. X^ot only must it be able to grow, but it must grow vigorously. In Experiment No. 23, "Seed Condition," is given fifteen per cent. In that experiment you attempted to tell merely by examination whether or not a seed would grow. No person can tell definitely wliether a seed will grow or not, simply by examining it, although by certain signs a very intelligent guess may be made. The only definite way to determine this point is by trying to germinate the seed under actual conditions. The following are some very simple and common forms of seed testers espe- cially useful for germinating corn. ApparalKS. A strip of white muslin or similar clmh three feet long and twelve inches wide, and ears of corn to be tested. Procedure. .In the center, six inches from either edge, make a heavy black line lengthwise of the strip of cloth. Mark lines across the goods three inches apart. Numlier each of the spaces thus made and place a tag upon e.ich ear of corn, numbered to correspond to a squire on the cloth. Moisten the strip of cloth thoroughly and then take kernels from each ear and place them in the squares as follows : Take two kernels f roin opposite s'des of the ear at the tip. from the center and from the liutt. The tip and butt kernels should be taken about three inches from each end. .-Arrange the kernels in the square marked with the same number as the ear, so that the tip kernels are two inches from the edge of the cloth, tlie center kernels near the center of the square, and the butt kernels near the center black line. When all the spaces on the cloth are full, or whe i you have placed in the squares kernels from all the ears, carefully roll up the cloth and tie it around each en 1 and at the 'center. The roll is next moistened thor- oughly by soaking it in a pail of water from two to twelve hours. It is then to be placed in a warm room and lefj from five to six days, being watered in the meantime whenever necessary. Finally it is unrolled and the kernels examined. This method permits an examination of the roots of the plants. It is a convenient form of tester because it takes very little room. By painting a face on the roll before it is placed in the water it can be made to present the appearance of a rag doll whicli helps to hold the inte.-est of the smaller children. EXPERIMENT NO. 54. TESTING SEEDS FOR VITALITY. Figure No. 20. Seed Tester. (Photograh by Kansas Experiment Station.) root system, and develops the best plant from its stored up food is the of growth. It is well to let the plants grow for abc ut two weeks, if you examine the plants at the end of that time. Discussion. Many people desire a sand tester for testing seed corn and it has some advantages. If you de- sire to try testing seed corn in a sand tester proceed as di- rected in the experiment below. Apparatus. A wide shallow box about two feet square and six inches deep ; some fine sand ; seed to be tested, and two pieces of cloth each as large as the box. Procedure. Fill the box within an inch of the top with fine sand and level it carefully. Cut a piece of white cloth the same size as the inside of the box. Spread out tile cloth and fasten it on a smooth surface so that it will not be wrinkled. Mark the cloth into two-inch squares by means of heavy black lines. Number each square thus made and spread the cloth over the sand in the box. Lay six kernels from each ear of corn to be tested in one of the squares, with their germ sides down. Number the ears to correspond to the squares. When the tester is full spread the other cloth over the kernels, being careful not to disturb any of them. Cover the top cloth with one-half inch or more of fine sand and moisten thoroughly. Leave in a warm p'ace and vptf^r the tester every day. After al)0ut five or six days your test will be ready to examine. Remember that the kernel that .germinates first is not always the best kernel. The kernel that grows most .-^rrorous!--. that has the best best one from the standpoint do not need the tester, and o EARm. IIP 2k.- 30DY % BUT! % 70 ML % Figure No. 21. Corn Ear Tag. 67 If it required fourteen ears of corn to plant an acre and one of the ears planted was dead, what percentage of the corn crop would be lost at the start? If you want to label each ear as it is tested use a card like the one shown in Figure 21, and fasten it to the ear with a rubber band or piece of string. Fill out the card showing the percentage of germination of the tip, body, and butt kernels respectively, and figure the percentage of germination shown by the entire ear. EXPERIMENT NO. 55. TESTING SEEDS FOR PURITY. Discussion. The importance of good seed should be impressed upon every farmer, and in such a manner that he will insist upon, seed absolutely free from dangerous weed seed. Many farmers sow the weeds they most dread in low priced or inferior seed. A number of cases are known where unprincipled farmers sold their entire crop of seed, saying that the same contained too much dan- gerous weed seed for them to sow on their fields. Can a farmer afford to buy and sow such seed, especially if his land is free from these weeds? See to it that grass seed is free from all foreign material true to name, free from disease, and well bred. By foreign material is meant anything that is not seed of the variety specified. Perform the following exercise which is a simple and easy method of ex- amining seeds for purity. Apparatus. A handful of different kinds of seeds to be examined; such as clover or timothy; tripod magnifier, if you have one, and some paste. (A very excellent paste for sticking samples to the page is the white of an egg. Simply take the white of an egg and spread it as you would any other paste. It is transparent and will stick the seeds firmly.) Procedure. Take from the supply of seeds to be examined a small quantity — what you would guess to be a liundred seeds. Separate tliis small sample into tliree piles. In one pile place all of the well-formed seeds of the variety that is being examined. In the second pile place all of the weed seeds and in the third pile place all of tlie material that is not seeds together with broken seeds, husks, etc. Place a thin coating of paste in each of the three squares on the opposite page and to this paste stick the three piles of material each in the proper square. Count the number of good seed and the number of weed seed. What is the percentage of weed seed? Do you know the names of any of the weed seeds? Are they very harmful weeds? What is the percentage of foreign matter? Is it enough to be of any serious concern? Is your sample a good or a poor one? 68 GOOD SEED. WEED SEED. FOREIGN MATTER. Percentage of good seed Percentage of FOREIGN M.A.TTER. Percentage of weed seed Name of the weed seeds In your judgment, what is the sample worth per bushel for seed? FIELD EXERCISE.— CLUB PROJECT. Club Project: A wheat, oat, corn, potato, or tomato club makes an interesting method of studying profitable crop production. The Boys' and Girls' Clubs being organized everywhere are a systematized movement along this line and are producing wonderful results. The club or clubs should be organized under a local leader and "follow up" instructions obtained from the State Depart- ment of Agriculture. Each member of the club should arrange to grow a plot of the crop to be studied, the size to be determined by the rules governing the club. The girls might organize a separate club or they might grow a small plot of the crop under consideration and study the life his- tory of the plant. Write to the State Leader of Boys' and Girls' Club W^ork and you will receive valuable and interesting information on this subject. 69 EXPERIMENT NO. 56. TO DETERMINE THE VIABILITY OF WHEAT. DiscKSsioii. Upon the viability of seeds our entire future crop depends and if we fail to sow seeds that will grow, our time, ef- fort and money arc wasted. To determine the viability of seeds the germination test must be applied. Test grass seed for germination as follows : • ' ■ Apparatus. One hundred seeds of the variety to be tested ; preferably clover or timothy seed ; two dinner plates and a piece of cloth or some blotting paper. Procedure. From your sample select one hundred seeds that represent the average grade of the whole, and place them between moist cloth. Place the moistened cloth containing the seeds in one of the plates and turn the other plate over the seeds to keep the moisture from escaping readily'. Keep the seeds in a warm place for tliree or four days. It may be necessary to moisten the cloth several times during this period. Be careful that water is at no time left standing in the plate. At the end of three or four days count the number of seeds that have germinated. What is the percentage of viability of this sample? Do you think that it would not be profitable for the farmer to test samples of all his seed for viability? What is your idea of the meaning of this term? Look in the dictionary for the meaning of the word, viability. Remember that the germination test does not entirely determine the value of seeds. They must not only grow but they must grow vigorously and be capable of producing large healthy plants. Usually seeds that test well are plump and heavy. Examine differ- ent samples paying attention to this point. 7» EXPERIAIEXT NO. 57. CORN SMUT. DiscKssioii. Snnit is found on many cereal crops and on some of them it does a great deal of damage. Corn is one of the plants affected by smut and in order to combat it successfully we should be able to recognize the smut infested plants. Corn smut differs from other smuts in that it may appear at any place on tha stalk, or ear. It has been found on root and tassel alike and upon all intermediate parts. The swollen masses of black powdery substance, called spores, of which the smut is composed can be found at any time during the summer or fall. Corn smut appears as soon as the corn is up and continues to spread rapidly until the corn is mature. It can be controlled best by the prompt removal and burn'ng of all diseased plants. Heavy applications of manure and low moist fields are conditions wiiich help to spread this disease. Apparatus. .\ neighboring field of corn. Procedure. Go into the corn field and find stalks or ears o.' corn affected with smut. Draw a picture to show the afifected part of the plant. Find plants afifected in different parts. Exp'ain tlie damage done by the smut in the field examined. Open some of the spore masses and note the black powdery spores. Remember that each spore is capable of living over winter and starting the disease on new plants. Bring to school an ear of corn that is afifected and plant it in a clean jar. Cover the specimen with clean water and add a few tablespoonfuls of forma- lin. Cover or seal the jar tightly and the specimen will keep perfectly. Label the specimen and place it on a shelf for the inspec- tion of any who may be interested. 71 EXPERIMENT NO. 58. PARTS OF A FLOWER. Discussion. The crowning part of a plant is the flower because it is the flower that produces the seed which in turn repro- duces the plant. Only flowering plants bear seed. A perfect flower is composed of four main parts, the calyx, corolla, stamens and pistil. Remember that a blossom may contain a number of flowers, each a complete unit within itself. For example a single clover blossom contains hundreds of flowers. (1) Cah'-r- The calyx is the outside portion of the flower composed of little green leaf-like parts, more or less fastened together at their base. At a glance it appears to be a continuation of the stem. See Figure No. 22. (2) Corolla. The colored portion of the flower is called the corolla and it is this part which gives the flower its beauty. It is composed of a number of little leaves which are called petals. (3) .Stamens. The stamens are slender like parts standing rather erect around the inside of the corolla. The enlarged part at the top of the stamens is called the anther. See figure number 22. The anther of the flower is an important part for you to identify, since it contains a yellowish dust called pollen. (4) Pistil. The pistil occupies the center of the flower and is made up of two main parts, the enlarged base or ovary and the slightly enlarged or branched top called the stigma. It is at the base of the pistil in th,e ovary that the seeds develop. However, there will be no seeds developed imless the pollen from the anther is in some manner lodged upon the stigma. This pollen is lodged upon the stigma by various methods such as rain, wind, insects and birds. The beautiful color of the corolla is useful to the flower fo.- attracting insects that carry pollen from flower to flower. Some- times the seed crop fails because pollen does not reach the stigma and fertilize the tiny undeveloped seeds in the ovary. Al^faratus. Blossoms from as many plants as you will have time to examine ; any sharp pointed instrument as a knife, and a tripod magnifier. Procedure. Take a flower that shows the four main parts and by the aid of the magnifying glass separate the parts. The figure on the opposite page should help you to do this. Sketch each part and label tlie same- It is a good plan to mount the parts of a flower and label each part. Write in your book five questions concerning the parts of a flower and discuss the questions' in class. 72 FIELD EXERCISE.— PLANT STARCH. I nRFCcT fLOnm and carefu nating and Figure No. '2-. Parts of a Flower lly remove the tougli dissect a few each day. Some seeds have peculiar methods of storing food, and many of them are interesting aside from their economic value. Four-o'clock seeds are peculiar in this respect. These seeds have the starch stored outside the seed-leaves, the seed- leaves are wrapped about a ball of starch in a ' lif e-and-death" grip. For exainination soak them thoroughly, outer covering or testa. Start a large number to germi-- Note how the starch is gradually absorbed before the seed-leaves forsake the shell to come to the surface of the ground. Compare them witli other seeds in this respect. Figure No. 33. (Courtesy Kansas Agriculture College.) The corn flower, showing the silk attached to the embryo kernel called the ovule, and the pollen sacs found at the tassel. ;3 F.XPERIMEXT XO. 59. THE HESSIAN FLY ON WHEAT. Discussion. The Hes.sian fly was first found in the United S:ates in 17/9 near the landing place of the Hessian soldiers on Lou'? Island. The little fly which tliey brought with them has done more damage, many times over, than the soldiers did. The fly attacks the wheat both in the early fall and in the spring. The grown fly or adult is a slender long legged gnat. It lays its eggs on the upper side of the leaves near the stem. Soon each egg hatches an I the little larva or maggot that is produced finds its way down between the leaf sheath and stem where it begins to feed, and does a great deal of damage. As the maggots grow they turn from reddish to white in color and finally pass into the ''flaxseed" stag: and in this stage usually exist over winter. If we examine the early grown wheat when it begins to stool we can find the eggs on tl^e leaves. Later in the fall we find the maggots at tlie very base of the leaves, and lastly the "flaxseed" stage of the fly. Afl^aratns. Old wheat stu1il)le ; early sow-n wheat or volun eer plants of wheat or oats and a magnifying glass. Procedure. Go to the field and examine the old wheat stubble for the little flaxseed appearing objects. Look for them on the early sown wheat. Also look for the eggs on the blades of the p'ants. Examine some of -the flaxseed or pupa as they are called in this stage. It is from this pupa that a small blackish fly or gnat hitches in the spring and at once stars laying eggs. Learn to iden- tify the fly at sight. Note how it afifects the wheat both in the fall and in the spring. Suggest three methods of controlling this insect. Note the date and location of the earliest wheat sown in your community ; the latest sown. In the following summer note which is the better wheat. Has the ravages of the fly had anything to do with the difference? Wlien is the average date of sowing wheat in your community? Co-operation is an essential factor in eradicating or controll ng the ravages of the Hessian fly. If one farmer sows wheat early, that field furnishes a place for a fall brood and all the adjoining fi:lds will be infested with the fly the following spring no difference at what time in the fall they were seeded. Volunteer wheat is a menace to the succeeding crop and should not be allowed to grow. There is no doubt that volunteer wheat serves to enable the fly to produce an extra brood and to carry it on in great numbers to the regular crop. 7J EXPERIMEXT XO. 60. WHEAT RUST. DisLUSsioii. The loss of wheat from rust hi the United Sta;es exceeds tliat caused by any other disease or insect pest, and is thought to be greater than the loss from all other diseases combined, \\heat rust may easily be found on mature plants and is ap- parent on both stem and leaf. While rust does not exist on the wheat kernel in a manner that is readily noticeable, yet the little spores of the disease are present just under the bran coat. It is not definitely known how liarmful the rust spores are in the kernels. We commonly hear of two kinds of rust and they are called the red rust and the black rust. In reality the two rusts of wheat are the stem rust and the leaf rust. The two are different and each has its red and black stage. The stem rust is the more harmful, the leaf rust being comparatively harmless. The two rusts, for our purpose, may be considered together. The black rust is the form the rust takes late in the season. The rust appears in th; plant early in the season and multiplies rapidly throughout the entire summer, spreading from plant to plant. It may be detected on the plant as long streaks along the stem or leaf, very narrow and quite definite. Sometimes they become mere points of red or black spnre masses. This rust feeds upon the juices of the plant and weakens it. Due to the lack of food the kernels do not fill out properly, are light and chaffy and the stalk apparently ripens be- fore the kernels are mature. The control of rust has not been completely worked out although it has been given a great deal of study. Some' of the best methods to use are to keep all stubble plowed under, all weeds anl grasses cut around the field, all shrubbery removed during the winter, and the planting of good healthy seeds that will grow vigorously. Some kinds of wheat are more rust resistant than others; Durum wheat being an example of a rust resistant variety. Study rust carefully and note its ravages throughout the entire year in the wheat crop of your community. A/'I'aratiis. If this experiment is taken up in the fall, get s )me stems of wheat from a protected straw stack. If possible, plants that have been collected during the summer should be used ; a little formalin : a small bottle, and a tripod magnifier. Procedure. Take the plants which you have and examine th;m for a little thread-like discoloration that runs lengthwise of the stem or leaf. Make a drawing of a wheat plant and show these little streaks of rust. Are tliey reddish in color or black? What damage do they appear to do from your examination of them in the field? In a field of wheat count the number of diseased stalks in a given area of plants and count the number of healthy stalks. Figure the percentage of the plants that are diseased. Ask some farmer to tell you of his experience with rust. Find out if he ha5 tried to contrQ.1 rust by rotation, or by any of the methods men- tioned above. Take a number of stems and leaves afifected with ru.t and cut tliem into even lengths short enough to go into the bottle you have prepared. Place them in the clean bottle, cover wi h water to which you have added a teaspooful of formalin, and cork the bottle tightly. Label the exhibit and place it with your co'lection of specimens. 75 EXPERIMENT XO. 61. STINKING SMUT OF WHEAT. Discussion. Stinking smut of wheat has been known and dreaded for a long time, treatment having been used on the seed as early as 1655. The black dust or spores of the smut completely fill the ripening kernels and show a remarkable tendency to spread. A single kernel may contain thousands of the smut spores, which are like little seeds in their nature. They are blown around by the air and light on the healthy kernels. Here they remain stuck to the kernels until the seed is sown the following spring, at which time they start to grow along with the plant and ripen in the plant as it matures. The best way to control stinking smut is by treating the seed, as most of the spores that do damage live over winter on the seed. The spores are so small that they stick to the kernel without being noticed. Grains of wheat diseased by stinking smut are somewhat larger than healthy ones. The kernels are really "Smut Balls," and when broken open disclose a mass of blackish powder, or spores which have a disagreeable odor. Wheat aflfected with stinking smut is very inferior for flour and is worthless as seed unless it is treated. In the wheat bin the odor often discloses the presence of the disease. While stinking smut is readily seen only in the diseased kernels it exists in the stem as well, and sometimes a crop of wheat is seriously damaged by the smut without its being apparent in the grain. This is especially true if the wheat ripens early, for in such a case the smut if present does not have time to reach the kernels. Apparatus. Heads of wheat that have been affected by stinking smut ; (these should have been collected from the field when the wheat was ripe) wheat from a bin that is afifected with stinking .^nlut ; a tripod magnifier; formalin, and from a peck to a bushel of wheat to be treated. Procedure. Examine heads of wheat and look for smutted kernels. Break them open and note the contents. Note the odor. Examine the large sample of wheat which is to be treated and see if you can find any smutted kernels. Treat the sample for stinking smut as follows : Prepare a solution for sprinkling the wheat by mixing formalin with water at the rate of one poud of formalin to fifty gallons of water. A pint of formalin may be considered as one pound. It requires a gallon of this solution for one bushel of wheat, so if you wish to treat one bushel of wheat, one-fiftieth pint of formalin and one gallon of water should be mixed. Place the wheat to be treated on a piece of canvas or on a smooth floor. Sprinkle the solution over the wheat using a sprinkling can or broom. Keep stir- ring the wheat so that every kernel will be reached by the solution. 76 Then heap the wheat in a pile and cover with an old sack or anything that will keep the formalin gas from escaping. It is this gas which kills the spores. Leave the pile covered for two or three hours and then spread it out to dry. If possible, treat some seed for the farmers in your community and watch the results during the growing season. Compare the fields planted with treated seed with those planted with untreated seed. Write a discussion upon this subject in your notes. FIELD EXERCISE.— THE HOME GARDEN. Measure your home garden and find the amount of space devoted to vegetables. Make a list of all the vegetables grown in your garden. How many kinds are grown? Compare this list with the lists of other pupils. Make a list showing all the different kinds of vegetables that are grown in your community. By comparing the size of the gardens of the' members of the class determine the average size of the gardens in your community. Plan a garden for the spring showing where each row of vegetables will be and plan for a succession of vegetables. Make a list of the vegetables you plan to plant and list the date at which they should ordinarily be planted. Make a complete drawing of your garden before planting time. Compare your drawing with the drawings of other students. Note : — A prize might be awarded for the best planned vegetable garden, or the best executed plan. Such a garden plan will furnish the basis for a great deal of study and should be utihzed by the up-to-date class. 77 EXPERIMENT NO. 62. LOOSE SMUT OF WHEAT. Discussion. Loose smut of wheat differs from stinking smut in that it attacks both kernel and chaff. It has no distinguishing odor and ripens when the wheat is in bloom. By harvest time the spores have mostly blown away, leaving a naked stalk in place of the wheat head. Loose smut is easily found in the field just before the wheat liegins to ripen. The black powdery heads with the kernels destroyed can be readily seen even at a distance. The spo es from these black spore masses are carried to neighboring healthy plants, which are in full bloom at this time. If a spore alights on the ovary of a flower it infects the germ of the growing seed. It does not seem to injure the germ and the kernel grows to maturity. However, when the kernel is planted the next year, the spore grows along with the kernel and destroys the entire head. Loose smuts attack both wheat and barley. Since the spores do not attach themselves to the outside of the kernels, the disease requires special treatment for prevention. Apparatus. Heads of wheat affected with loose smut; a tripod magnifier: paste, and diseased kernels of wheat. (The wheat should have been collected during the summer). Procedure. Examine the smutted heads. What has become of the kernels? At what stage in the life of the plant do the spores mature? Do you consider the disease very destructive? Count. the number of diseased and healthy plants in a given area of the whea? field and figure the percentage of the field that is affected. From this and from the yield of the field when harvested, figure the bushels lost due to the disease. Examine one of the little black particles or spores under the magnifier. What does it resemble? What will it do if placed under the right conditions? What might a spore b; called as far as its purpose is concerned? Paste a head of dis- eased wheat in the space below. Shake off a few of the blackish powdery spores and place them o,n a spot of paste below. Labeltheni. No satisfactory treatment has been worked out for this disease. Rotation of crops and the destruction of stubble are botli aids in its control. A hot water method has been worked out but it is not entirely satisfactory. A long time formalin treatment appears to be the more promising. The best thing to do is to pu-chase seed from a smut free district, and to change the location of the wheat field each year. Although loose smut is rather slow to become establi.shed, yet when once present on a farm it is very hard to eradicate. EXPERIMENT NO. 63. TREATING OATS FOR SMUT. Discussion. Smut in oats is very similar to the loose smut of wheat. The smut usually appears as a black powdery mass and may destroy the entire head of grain. The smut spores become ripe after the grain has headed and are distributed over the field by the wind. Also, the ripened spores are scattered and disseminated by means of machinery, sacks, wagons, etc., at threshing time. These spores cling to the kernels and when the grain is planted the following season the smut is sown with the seed. The spores germinate at the same tirne the seeds do and grow along with the plant until heading time. At this time the fungus ripens its spores in the heads and produces a black spore mass where the head of grain should be. The only way that has proven practical to prevent the spread of this disease, is to plant seed free from the spores. To free oats from the spores of smut, the use of the formalin treatment is the best so far devised. Apl>aratus. One half bushel or more of oats ; an ounce of formalin ; three gallon pail, and a piece of clean cloth that will cover the oats. Procedure. Formalin as a disinfectant for smut in oats should be used at the rate of one pound of formalin to forty-five gallons of water. Add one ounce of formalin to three gallons of water, which will be about the right proportion and stir the mix- ture. Place the oats on a level floor and sprinkle them with the solution until they are thoroughly moistened. After they are all moistened heap them in a pile and cover with a piece of cloth. It is the formalin gas that kills the spores by penetrating under the husk, where the spores have lodged. Therefore, the heap must be covered carefully to prevent the gas from escaping. In about two hours spread the oats out to dry and the treatment is complete. This treatment is very effective and is so simple that it seems strange that farmers will plant untreated seed in smut infested areas. The Dipping Method. If preferred the oats may be treated by dipping them sack and all into the solution for a short time, and then spreading them out to dry. The time it is necessary to leave the oats in the solution varies with the size of the sack, etc. As a rule they should become moistened throughout in ten minutes. Do not leave the oats submerged too long for it will impair the vitality of the seed. After treatment the grain should be placed where there is certain to be an entire absence of smut spores. It is well to treat oats only a short time before they are to be sown. If possible, treat the oats for some farmer in your community and record results throughout the summer. If heads of oats that are affected with smut can be had, examine them so that the disease may readily be recognized upon its appearance. Write a discussion on "The Damage of Smut to Oats." Look up the immersion method and the hot water method sometimes used in the treatment of oats for smut. 79 EXPERIMENT XO. 64. PROPAGATION OF PLANTS. Discussion. Of all the duties with which the farmer is enc.imbered, there is none of more importance than the reproducing of desirable .plants. The methods by which plants may be propagated are by spores, seeds, and by several methods of division or bud growth, such as creeping stems, roots, stocks, tubers, cuttings, budding and grafting. Sfrorcs. Spores difler from seeds in that they do not contain a young plantlet. The lower forms of plants reproduce by spores. Give an example of reproduction by spores. In the main are plan'.s that reproduce by spores beneficial or harmful? Layering. Many plants reproduce by creeping stems or root stocks. In layering, a branch is so placed in the soil as to cause it to put forth roots and shoots, thus producing new plants, the branch in the meantime remaining attached to the parent plant. After getting started, the new plants are severed from the main stock and become independent plants. White clover branches take root and form new plants in this manner, which enables this clover to persist where other clovers are exterminated. Cutting. Maijy plants may be reproduced by cuttings, such as clover, alfalfa, geraniums, etc. A cutting is simply a portion of the plant which contains a few leaves or buds, and when inserted in soil or water begins to grow. Cuttings are divided into three classes, hard-wood cuttings, soft-wood cuttings, and root or tuber cuttings. Grafting. Many plants are profitably reproduced by grafting, by which method plants are reproduced true to type. The com- mon grafts are the cleft graft, root graft, top graft, whip graft, and ring graft. Budding. Plants are reproduced true to type and with great ease and rapidity by budding. By this method a single bud is placed on the stock of a closely related variety of plant. Figure number one, page 82, shows the most common method of buildings. Apparatus. Materials for making grafts ; a box of clean sand and cuttings of a number of plants. Procedure. Make the different kinds of grafts shown on page 82. In making grafts observe the following points. The cam- bium layers of the two parts must touch. The joints must be sealed tightly with some sub.stance, as wax. Only closely related varie- ties can he grafted upon one another. Take the cuttings which you have and insert the slips into m^ist sand, packing it well around the stems. Remove all but one or two of the leaves. Keep the sand warm and moist and watch the growth from day to day. On the opposite page write in the blank space provided, the best method by which each plant given miy be reproduced. Also, mention other plants giving methods by which they may be reproduced. This subject is a broad and valuable subject, especially to th' horticulturalist, and should be made the basis of several days study. Students will do well to perform many experiments along this line. Consult other literature upon the subject of the propaga- tion of plants. See Farmers Bulletin. Xumber 157. United States Department of .'Agriculture. SO PROPOGATION OF PLANTS NAMLOfPLAm RLPmUCEDBY RmomiD BY REPROmEPBr com CLOVER murmr COfffi SMUT APPLES - POTAJOES BERAmMS THE PROPAGATION OF PLANTS. EXPERIMENT NO. 65. WEEDS AND THEIR CLASSIFICATION. Discussion. The cost of the cultivation of intertilled crops such as corn, for e-xample, is the major por- tion of the entire cost, yet it is possible that outside of holding the weeds in check, we do the corn very little good by intertillage. When land is fallow a soil mulch helps to save moisture, but when a soil is filled witli thousands of little rootlets all demanding moisture, it is possible that very little of the capillary moisture ever reaches the surface. Therefore, if there were no weeds in a field, practically all of the capillary moisture would reach the plants, and the continued cultivation would be of doubtful value. This point is strongly dis- puted and is being studied by many people. If you can find a field that is reasonably free from weeds, try leaving a small portion of the field uncul- tivated after planting and compare results of the cultivated and uncultivated areas in bushels at harvest time. A detailed discussion of this point is given in the United States Bulletin, Number 257. At the least, we may reasonably conclude that an eradication of the weeds from the farm would greatly reduce the amount of labor and loss now suffered. But to eradicate weeds demands a knowledge of their life habits. In the following ex- periment endeavor to become acquainted with our common weeds. Apparatus. Large sheets of paper; paste and some large blotters or newspapers if blotters cannot be had. Procedure. Bring to school samples of weeds common to the local fields. Identify each by its com- mon name. Discuss where it is commonly found, whetlier in cultivated or uncultivated fields. What is the method of the spread of each? Discuss the distinguishing characteristics of each plant. Press specimens between blotters or newspapers. Let them dry in press, changing the blotters a time or two depending upon the size of the plant being pressed. When properly pressed, mount each specimen on a large sheet of paper and label. To mount specimens, use small pieces of paper or gummed labels pasted over various parts of the plant and attached to the mount- ing sheet. This method of mounting will hold the specimens very securely. See figure 26. The specimens if carefully mounted and classified, will become a very valuable part of your agricultural work. Figure No. Uti. Mounted Specimen. 82 iiimti^'imi'/iiMinifmm M '^--i'ili^ ' a - r^s^UfSi ^mll^^^ilp WlimaMiiW-- 83 EXPERIMENT NO. 66. WEEDS AND THEIR CLASSIFICATION. Discussion. Weeds are classified in three groups on basis of the length of life of the individual plants. The plants that sprout up, mature and produce seed in one growing season are called annuals. Those that grow one season and ripen their seed the next year are called biennials ; while the plants that reproduce and yet con- tinue to live year after year are called perennials. The annual and biennial weeds are troublesome mainly through their prolific seed habits, but the perennial is the most troublesome of all the weeds. Each of the perennials requires special attention for its eradication. Literature published by State and United States Departments of Agriculture should be consulted. Such per- ennials as wild morning glory, Canada this:le, Johnson grass, and the like are among the most troublesome of this class of weeds. In the main the annuals and biennials are controlled by destroying the plants before they go to seed. The Russian thistle shown here is a good example of the prolific seed habits of some of the weeds. This plant grows like a small bush and Russran ThisTl'e in the fall ripens thousands of seeds. When the fall winds come, the bush, which (Courtesy Botanical Department, Kansas Agricultural Collccc ) IS almost round breaks off at the ground and goes rolling across the field spreading seed everywhere. For as much as twenty miles one plant has been known to spread its seeds in one season. In some of the southern states, as Texas, the horde of travelling weeds of this variety pile up on the fences until the wind blowing against them, pushes the fence over and then away they go until they meet the next obstruction. Apparatus. Specimens which were mounted in Experiment No. 65 and any other plants you desire to classify. Procedure. List each of the plants by its common name and place it in the proper column in the adjoining Iilank form. Dis- cuss the best method for controlling each weed. Discuss its most harmful characteristics. Define annual; liiennial ; perennial. 84 WEEDS AND THEIR CUSSIFICATIONS MNUMi BMmLS P£R£mim HOW miROLLLD ' 85 EXPERIMENT NO. 67. DISTRIBUTION OF WEED SEED. Discussion. In the previous exercise we have mentioned something of the prolific habits of weeds as concerns the seed. We will discuss here some of the most common methods of seed dispersal. The remarkable habit of the Russian Thistle has been noted but consider for a moment other seeds almost as well equipped to travel as the Russian Thistle. Apparatus. As many kind of seed as you can find which may be classified as weed seed. Procedure. It is best to take the class into the fields and obtain the diflferent kinds of weed seeds. Discuss each different kind of seed as it is found and determine how it is disseminated. Make a list of the seeds you have identified and give the most common method of seed dispersal of each. Note especially seeds that float on water ; seeds that are transported through the air, and those that cling to passing objects. EXPERIMENT NO. 68. BLUE PRINTING PLANTS. Discussion. In studying plant structures as leaves, root systems, etc., blue prints may be used to a great advantage to compare plants at times of the year when actual specimens cannot be had. Apparatus. Blue print paper; blue print frame, and specimens to be printed. Procedure. Place the specimens on the glass plate in the Blue Print Frame or on a piece of glass, if no frame is to be had, and place the blue print paper over the specimen with the prepared side of the paper against it. This should be done in a darkened room. Place the back in the blue print frame or cover the blue print paper with something that will hold it firmly against the specimen and th^n expose it to the bright daylight. Remove the paper and at once rinse it gently in water. After drying, mount the blue print and place it with the Agricultural Collection. The time required for exposure of the paper may vary within wide limits depending upon the brightness of the light, kind of paper and the density of the specimen. A few trials will give you the correct time required for exposure of the paper. 86 EXPERIMENT NO. 69. CLOVER CROP PESTS.— SEED-CHALCID. Discussiou. The abundant clover seed Chalcid was once thought to be an enemy of the seed midge, Iiut is now known to be one of the worst pests of the clover field. The little black fly-like insect may be seen around dead or dying clover heads during the summer. It is principally found on red clover, crim- son clover and alfalfa. The fly lays its eggs in the undeveloped clover seed just before the seed coat ^ '^b?' hardens. The larvae which soon result eat the interior of the seed and leave only a thin, empty shell. Figure No. 2S. Many of these shells are broken up in threshing and blow away with the chaff. This sometimes ac- Work of Clover Seed Chalcis counts for a crop of seed giving such a low yield when it seemed to be full of seed. Some of the in- ^^'"",*^,°" A'^^'^- _ fected seed remains with the sound seed, but of course, is worthless. (Photograph from Kansas Ex- periment Station.) ,^^^ c-i c ■ r -i , . • r >,,■ ,. , -i Apparatus, bamples ot mfested clover seed as it came from the threshing machine, and a tripod magnifier. Procedure. Examine clover seed for traces of the above insect. If you examine carefully .you will find larvae of this pest in some of the affected seed, while others will be empty. Describe what you find. Examine heads of clover in the fields if possible. Discuss how best to control this pest. EXPERIMENT NO. 70. CLOVER CROP PESTS.— ROOT-BORER. Discussion. A field of red clover in bloom is alive with insects. Such profusion of insects of different kinds possibly does not frequent any other crop. More than 200 species of insects may be found on red clover and more than half of them feed on some part of the plant. They attack all parts of the plant, root, stem, leaves and seed alike. Some of the insects are beneficial, and while most of them do no great damage their total ravages each year considerably lessen both the hay and seed crop. There are but seven of the most harmful clover pests and they can be controlled by proper care without any additional expense. In this experiment we will study the root borer. Apparatus. Clover plants dug from an old clover field, and a magnifier. 87 Procedure. Plants attacked by the clover root-borer wilt and finally die, appearing as if suffering from drought or disease. When pulled, if badly infested, the plant breaks off at the surface of the ground. In dry weather the plant is soon killed by the borer, while in wet weather it may continue to live for some time. The borer causes the plant to bloom irregularly and greatly lessens the seed crop. The beetle is a small brownish black bug. and may be found by tearing open the crowns of the clover. It may be found most easily during mid-summer, but is also present all fall and winter. Take the clover crowns, tear them open, look for holes made by the beetle and for the beetle itself. The holes will appear as brown rot streaks throughout the crown. Find out about the life history of this pest and see in what localities it is common. See if you can find insects in pupae or larvae stage. Discuss the methods of control. EXPERIMENT NO. 71. CLOVER CROP PESTS.— SEED-MIDGE. Discussion. This pest prevents the formation of seed. The maggot of this tiny insect enters the flower bud and feeds upon the undeveloped seeds. When times comes to harvest the seed crop there is no seed, for there ^ere none left to mature. This fly-like insect in the adult stage can scarcely be seen when flying, but its red markings catch the eye when the insect alights. To determine the presence of this insect go into the clover field while the clover is blooming if possible, or if performed in the winter, use clover heads from the mow. Apparatus. Heads of clover from the hay mow ; heads of clover partly in bloom and partly green sealed in a glass jar, and a tripod magnifier. Procedure. If the heads of green clover are placed in a glass jar and sealed, when shaken the seed midge will emerge from the blossoms and the number present in the clover may be estimated very accurately. The pupa of the insect may often be found in the heads of clover during the winter. Observe the clover heads you have and see if you can find in the little flowerlets traces of this insect. Write a discussion upon Clover Crop Pests. EXPERIMENT NO. 12. CORN CROP PESTS. Discussion. To be able to identify the insect pests of corn is the first and most necessary step in eradicating them and it is of great economic value to any community when the residents Icnow by sight the insects whicli they have to combat. Afparatus. A field of corn. Procedure. (1) Corn Root-Worm. The corn-root worm can be found from late June to August. Go into the field during this time and find the worm. This worm is responsible for greater loss to the corn crop than all other pests put together, and be- cause it is so small and does its work underground, it is almost if not entirely unknown to the average farmer. A full sized worm is about one-third of an inch long and as large around as a pin. It is whitish in color, except the head, which is brown. The worm hatches about the last of June in the Northern states and reaches the pupa stage by the first of August. In a few days after this it emerges froni the pupa stage, a small green beetle. The beetles of the corn-root worm appear in rather large numbers during the last of August and first of September. Go into the corn field and secure several beetles. They are green in color and about twice the size of a pinhead. Learn to distinguish the beetles at sight. Obtain a number of the pupae of the corn-root worm from around the roots of the corn stalk about the first of August. Place some of them in a jar of warm moist soil, keeping the lid loosely fastened. Watch for the beetles to appear. Place others of the pupae in a small vial of water and formalin as previously explained. Label them and place them with your other exhibits. FIELD EXERCISE.— CORN EAR WORMS. Corn Ear li'onns. Secure samples of corn in which the ear worm has been present. How does the worm attack the corn? Make a study of the worm and be able to identify it at sight. If possible, secure also samples of the cutworm, corn-root aphis and the wire worm. Place each in a small vial and cover with water to which a spoonful or two of formalin has been added. Seal tightly, label each, and place them in your collection of School Agricultural E.xliibits. 89 LIBRARY OF CONGRESS 0DDESflt.5SlD