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 UNITED STATES DEPARTMENT OF AGRICU 
 STATES RELATIONS SERVICE. 
 
 A. C. TRUE, Dire 
 
 HOW TEACHERS OF RURAL ELEMENTARY SCHOOLS MA 
 USE FARMERS' BULLETIN 660, WEEDS: HOW TO CON- 
 TROL THEM. 
 
 Relation to the course of study. — Suited to the field crop and 
 garden phases of elementary agriculture, work in botany, and nature 
 study; also suggesting suitable correlations with other school 
 branches. 
 
 Topics for study. — Using the material so far as possible in the 
 season suited to observation and practice, develop the following 
 topics: (1) A general knowledge of local weeds, classification, char- 
 acteristics, etc., pages 1-5, also- the appendix; (2) prevention of 
 seeding* on the farm or the introduction of new seeds, pages 7-18; 
 (3) control and eradication of perennial weeds, pages 18-25. 
 
 Method of study. — Have the pupils bring to class a list of all the 
 known weeds of the locality and specimens of as many of these as 
 can be readily obtained. With reference to each weed, find where 
 it grows, what harm it does, what use it may ever have. Check all 
 such information on the list of 50 worst weeds (p. 27). In what 
 different ways do weeds do harm? Classify all the local weeds as 
 annual, biennial, or perennial. How are the seeds of these different 
 weeds disseminated? How are weeds otherwise propagated besides 
 seeding? Which weeds have evidently been introduced with farm 
 seeds? Discuss methods of preventing weeds from producing seed. 
 Why does one year's control not suffice for eradication? At what 
 stage of growth may weeds be most easily destroyed? Describe ad- 
 visable methods of tillage and state the advantages of each. Explain 
 methods of preventing seeding in waste places, roadsides, and other 
 places not under cultivation. Make local application in discussing 
 each item. (See also F. B. 745.) How are weed seeds brought to 
 the farm? How prevent the sowing of w 7 eeds with other farm 
 seeds? (Use also F. B. 428.) What methods may reduce the num- 
 ber of wind-blown seeds which come from off the farm? Show need 
 of cooperation of all local farmers. 
 
 Under the control of perennial weeds discuss the methods of clean 
 cultivation; object of such cultivation; tools best suited; crops best 
 suited; crop rotations for control; smother crops to keep down top 
 growth; pasturing sheep, hogs, or goats; mowing or cutting. (See 
 F. B. 687.) Special methods for certain weeds. 
 
 82343 17 
 
UNIVERSITY OF FLORIDA 
 
 3 1262 08928 8020 
 
 Practical exercises. — On field trips find and report on areas which 
 are badly infested with weeds and give evidence of neglect, also 
 farms which are especially free from weeds. Have pupils inquire 
 what methods are used in the district to eradicate the worst weeds. 
 Examine at school samples of farm seeds which include some weed 
 seeds. Have pupils identify the various weed seeds and compute 
 percentage of impurity. Examine weedy areas in a field, counting 
 the number of weeds and the number of plants of the crop grown 
 in a unit area, a square yard, or a square foot. Have some pupils 
 count the number of seeds produced by typical weeds of common 
 varieties. (Do not carry this practice too far.) 
 
 Illustrative material. — Have the class prepare, mount, and prop- 
 erly classify specimens of all local weeds. Also preserve in vials 
 the seeds of each species. (F. B. 58G.) By a series of drawings 
 show the root system and underground stems of typical weeds. Col- 
 lect pictures of implements suited to weed control, also pictures of 
 wasted land occupied by weeds where crops might be grown. Manu- 
 facturers' catalogues and farm papers will furnish such pictures. 
 
 Correlations. — Arithmetic problems may include the loss incurred 
 in given crops of known value when the crop is reduced in the ratio 
 of the percentage of weed seeds found in given seed samples or the 
 number of weed plants on a given area, as suggested in practical 
 exercises. In case two fields may be found in which the difference 
 in yield is evidently affected by weeds, select equal areas, weigh or 
 measure the crop, and compute the loss per acre and for the entire 
 field. Extend this method for the whole farm and estimate also the 
 labor cost due to weeds. 
 
 Oral or written reports on the observation of, or practice in, weed 
 control make good language exercises. In case this work relates to 
 the home project of the pupil the reports should all be written. 
 
 The drawing of root systems or underground stems of trouble- 
 some weeds, also distinguishing features of weeds which are some- 
 times confused, will fix these characteristics in the pupil's mind and 
 at the same time provide additional illustrative material for the 
 school collection. 
 
 For such weeds as have been introduced from other sections the 
 pupils may by inquiry ascertain the source of the weed, how it was 
 introduced, and the history of its spread in the district and the at- 
 tempt to control the weed. These histories should also be written 
 
 for a permanent record. 
 
 F. E. Heald, 
 
 Specialist in Agricultural Education. 
 Approved : 
 
 C. H. Lane, 
 
 Chief Specialist in Agricultural Education. 
 January 16, 1917. 
 
 WASHINGTON : GOVERNMENT PRINTING OFFICE : 1917 
 
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