Live 3?1.89 NS7pll c? sni.vi Educational Publication No. 148 1 pi! Division of Publications No. 46 LIVE-AT-HOME WEEK IN THE PUBLIC SCHOOLS OF NORTH CAROLINA FEBRUARY 10-14, 1930 published by the State Superintendent op Public Instruction Raleigh, N. C. FOREWORD Agreeable to the desire of His Excellency, Governor 0. Max Gardner, the school forces of the State are requested to participate in the live-at- home program. The Governor has designated the week beginning February 10th as live-at-home week for the schools. In an effort to forward this program, the State Department of Public Instruction is setting forth briefly in bulletin form the philosophy under- lying this program, a few of the basic agricultural and farm facts upon which it rests, and making a few suggestions as to how the teachers may use this material. Activity programs, poster and booklet making, project work, compositions, essays, declamations, live-at-home luncheons and ban- quets may all be utilized. Exercises to which the people of the community are invited would be excellent. Every superintendent, principal, supervisor and teacher will have abundant room for the exercise cf initiative and originality. This bulletin is merely suggestive. Each school system will make plans which in its judgment will most effectively call this idea to the attention of the public. Every school should strive to observe this week in some appropriate and distinctive way. During the five days of this school week every teacher in the State is hereby requested, as a minimum effort on her part, to give some instruc- tion on some phase of this subject to the children under her care. In addition to the teaching activity which is carried on in each classroom every day in the week, there should be, in my opinion, some sort of program which would involve the joint and cooperative effort of the entire school or school system and thus unify and summarize the total effort. The children in each class should, at the close of the week, write a ; joint class letter to Governor Gardner telling him briefly of the live-at- home activities in which the class had engaged during the week. Each letter should contain the following information: (1) the name of the teacher, (2) the grade, (3) the school system, (4) the name of the school, (5) the name of the principal. The letter might be signed by some child designated by the teacher or by the other children in the room to act for the class. The Governor of this State may be addressed as follows: HIS EXCELLENCY, GOVERNOR O. MAX GARDNER, RALEIGH, NORTH CAROLINA. If every teacher will do her part the philosophy underlying the idea of the live-at-home program can be widely disseminated among the people of North Carolina. I hope no teacher will fail to respond. A list of State prizes are given elsewhere in this bulletin. We are very grateful to the State Department of Agriculture, to State College and to the supervisors in Wake County and in the City of Raleigh for the assistance which they have rendered to the Division of Vocational Education and to the other members of this department in the preparation of this bulletin. q. ~JT Qj^l^ State Superintendent of Public Instruction. 1-24-30— 25SC. GOVERNOR GARDNER'S MESSAGE TO THE SCHOOL CHILDREN OF NORTH CAROLINA The idea in thg phrase "live-at-home," as it is being applied to agri- culture in North Carolina today, is not a new or original idea. The fact that it is not new, however, is unimportant. Few of our ideas or our beliefs or our programs are new. Our "new" ideas are usually old notions adapted to new problems. Agriculture — farming — in this State is faced today with many exceed- ingly difficult problems. Out of the thinking and planning and speaking about these problems by the leaders of the State, the phrase "live-at-home" was coined. "Live-at-home" is an apt, short, suggestive name that has been applied to an idea which, if understood and conscientiously followed by the farmers, should have a powerful effect in changing the center of emphasis of agriculture in North Carolina and in bringing a larger and more permanent prosperity to the farmers. The Meaning of Live-At-Home The live-at-home program has for its main purpose the encouraging of all of us engaged in farming to grow for ourselves and to supply ourselves with all the food and feedstuffs and livestock products necessary for family and farm consumption the year round. It would also encourage us to grow enough surplus to supply the small towns and the cities which are our logical markets; and it would encourage the city folk of this State to give a preference to the North Carolina farmer in their purchase of the supplies which he grows. North Carolina Agriculture and Industry Compared North Carolina is in many respects an important agricultural state. While the greater part of its wealth is at present invested in industrial enterprises, and while industry produces annually something like three times as much gross income as dees agriculture, approximately fifty per cent of the people of this State are still dependent on agriculture for their living. There is invested in North Carolina industries more than one bil- lion dollars. The value of the products manufactured annually is one bil- lion two hundred fifty million dollars. The value placed on the land in North Carolina for taxation, that is, the country or agricultural property, is $935,000,000. The annual value of our agricultural output is nearly 400 million dollars. In other words, the investment in industry and in agriculture is about the same, but the gross value of the annual output of industry is approximately three times that of agriculture. Studies made by the Tax Commission* and others indicate that the net profit or net in- come from farming — that is, income or profit after payment of all expenses of production and selling — is also smaller than the net income from other industries. In other words, those engaged in agriculture in North Caro- "»* lina — which includes the farm tenant, the owner-operator farmer, the land- si) w" *Report of the Tax, Commission of North Carolina, 1928, Chapter I, The Taxation of ("** Agriculture, page 47 ff. 4 Live-at-Home Week in the lord who farms with tenants, the absentee landlord who lives in the city and farms over long-distance, the time merchant who furnishes the farmer with supplies and credit for producing his crops, and oftentimes the banker who furnishes the capital for the whole community — are, on the whole, engaged in one of the least prosperous industries in the State. There has been little profit made by the farmers in many sections of the State this year. In fact, in the east, that is, the Coastal Plain region, it has been represented that this winter there is actual want among some tenant farmers and croppers. While the east itself has refuted this assertion, it is nevertheless true that agriculture in 1929 was engaged in without profit in some sections and by many individual farmers. Agriculture Not Prosperous in the Nation What is the cause of this? Of course, the school children of the State know that the condition of agriculture today presents a serious problem throughout the nation. In general, agriculture of late years has not been prosperous. In the great Middle West, on the Pacific coast, and in the South, which are the principal farming sections of the nation, the farmers, speaking broadly, have not made money. The problem of increasing the prosperity of agriculture is by many thought to be the biggest problem confronting the Federal government today. Last year Congress created the Federal Farm Board, an organization set up to aid President Hoover's administration and the United States Department of Agriculture in stimu- lating agricultural prosperity throughout the nation. This board will have $500,000,000 to be lent to the farmers and to be used in the marketing of farm products so as to increase the profits from agriculture to the farmers. Why Agriculture is Not Prosperous in North Carolina The agricultural problem is certainly a serious one in this State. It is receiving the most careful thought of the present State administration. In my opinion, one reason why agriculture in North Carolina is not return- ing a satisfactory profit is that our farmers devote practically all their time to the growing of crops, to the exclusion of growing livestock and livestock products. Our farmers not only put their main reliance in crops; they put most of their work and sink most of their annual investment in growing crops for sale — cash crops. Out of the total annual agricultural output of nearly $400,000,000, something like $325,000,000 is derived from crops; $75,000,000, or less, from livestock and livestock products. Stated differently, the average annual crop value per farm during the past five years, 1924 to 1928, is $1,034, and the annual livestock production is only |276 per farm. The extent to which our complete dependence is put upon our two prin- cipal cash crops, tobacco and cotton, is borne in upon us by the fact that they combined represent some two-thirds of the value of the total crops grown in the State. The average value of the tobacco crop is approximately $100,000,000 per year, and of the cotton crop $90,000,000. The live-at-home idea would supplement these cash crops with more consumption of food-and-feed crops; and it would supplement crop farming itself with a larger amount of livestock and livestock products. The reason why such change is so important to the State is that recently the margin Public Schools of North Carolina 5 of profit for the tobacco and cotton crops in North Carolina has been so small that increased reliance upon these crops for a livelihood is likely to result in having to grow them at even a still smaller margin of profit or at an actual loss. North Carolina farmers, particularly eastern North Carolina farmers, in recent years have gambled with and have been cleaned up by, two for- eign elements — the boll weevil and the South Georgia farmer. North Caro- lina is on the northern fringe of the region in which cotton growing can be engaged in at a profit. Our farmers made a fairly satisfactory profit in growing cotton during the years when the boll weevil was devastating successively Mississippi, Alabama, Georgia, and South Carolina. But since the boll weevil has reached North Carolina, our production has fallen off, although our acreage has increased; and in addition to this, the far South- ern states have learned how to combat the boll weevil successfully, and are growing cotton at a lower unit cost of production than we. During the period of the World War, when consumption of tobacco — especially of cigarettes — expanded enormously, many central and eastern North Carolina farmers began to devote more and more acreage to tobacco growing. So energetically was this increase pursued that tobacco came to be the biggest money value crop grown in this State. During the past six years, the farmers of South Georgia, cleaned up by the boll weevil, have been planting an ever larger acreage annually in tobacco. Last year, they produced, it is estimated, 90 million pounds of flue-cured tobacco, and indications are that this year they will plant enough to produce 125 million pounds. With labor conditions and climate in their favor, they can probably grow tobacco somewhat cheaper than we can in North Carolina. They have become serious competitors of ours. This increased production outside of the State, together with the in- creases inside of the State for a number of years, has been piling up an increasing surplus of raw tobacco, with the result that many farmers have been unable to sell their output at a price which would yield a profit. The Way Out How are North Carolina farmers and other leaders to meet this situ- ation with respect to our two largest cash crops? In the past, it has been met by an increased production of these two crops. Today, however, a new point of view must be accepted. Out of this has come the live-at-home movement. At many places throughout the State, I have urged that every farmer, tenant and landlord, plan to plant no more cotton and tobacco in 1930 than he grew in 1929, and that he supplement his cash crops with enough food and feed crops for home and farm use next summer and winter. My idea is that we plan this year to raise at home what we consume at home, so that we shall not have to spend all of the more than $200,000,000 which it is estimated we annually send out of North Carolina for food and feed- stuffs and livestock products. North Carolina farmers ought not to have to buy flour, meal, molasses, vegetables, canned fruits, either during the summer or the winter, because the soil of North Carolina is so wonderful in its potential possibilities that our farmers can in most cases produce these goods more cheaply than they can buy them. 6 Live-at-Home Week in the Furthermore, every farmer ought to have a sufficient number of cows to furnish all the milk and butter needed throughout the year for home con- sumption, together with a surplus which can be marketed locally and which in this way will provide a small but steady cash income from week to week throughout the year. In North Carolina at present there is an average of only one milk cow for each ten persons. In the western part of the State, the average is one cow for each five persons; in the Coastal Plain, one cow for each 25 persons. We should set for our goal a minimum of one milk cow for every family in North Carolina. Each farmer ought to raise enough hogs to supply his own requirements for pork throughout the year. He ought also to raise enough chickens to supply home needs and to sell a reasonable surplus to the local markets. Of course, intelligent farmers will want, in so far as possible, pure-bred cows and hogs and other livestock. It costs no more to feed and grow thoroughbreds than scrubs. Every experiment conducted by State College and other agencies goes to prove that we cannot afford to have scrubs when we can have thoroughbreds. Insist on improving your livestock. Why School Children Should Be Interested I am sure that the question, "why does this problem concern me?" has already occurred to the pupils reading this statement. "The farmers in this community should be interested in the live-at-home program. My parents ought to understand it. But why should I study it?" In my opinion, it is important that the school children become acquainted with the agricultural conditions and needs of the State; especially should they inform themselves about the conditions existing in their own section and their own local community. One reason why you should understand the importance of the live-at-home program is that you can help secure the good will of your parents and neighbors for this movement through under- standing the idea yourselves and through discussing it with your parents and asking questions about it. You can inform many farmers about the meaning of the idea. As a matter of fact, thus far, many of the farmers don't realize the small margin of profit they earn from some of the crops they grow. They don't understand the importance of growing themselves everything that is to be consumed on the farm, including what school chil- dren themselves consume. School children should become interested in this movement and should become informed about it at once, because if the live-at-home program is to become as helpful in this State as many of us believe it may, it should be put into effect this year — 1930. This means that the farmers must begin right now, in February, to make plans to add some food and feed crops to the cotton and tobacco acreage and, in many cases, to secure a cow and a hog for the family. In some instances, of course, it will be impos- sible to find or buy a cow before next fall, but plans should be made this spring to grow enough feed on every farm for a cow next winter. You should know about this program, also, because your own interests are so intimately tied up in it. You know, of course, that if agriculture prospers in your community — if your fathers earn more from their farms — much of their additional earnings will be expended for your own welfare. The live-at-home program means better living for the entire State, espec- ially for the children. Public Schools of North Carolina 7 School children should understand this program, too, because today the schools and school children pride themselves upon studying and learning to understand the principal movements affecting the life of their com- munity and the entire State. In my opinion, there is no problem or move- ment of higher importance to the people of North Carolina than is the live-at-home movement for the farmer. Not only should country school children understand the importance of this program; children in city schools as well should understand it thor- oughly, because we are engaged in building a few great cities in North Carolina, and, in the main, the prosperity of these cities is intimately tied up with prosperity of the agricultural back-country which supports them. We must find out the best ways for the city and the country to be mutually helpful in their relations with each other. You know trading usually means earning both to those who sell and to those who buy. School children can help not only in focusing the attention of the farmers of the State on this program now, in time to get it included in the farm plans for this year; they can also help in keeping hold of this idea as a continuing program for agricultural prosperity from year to year. If the live-at-home idea is really to be of any worth in increasing the income from farming and in improving the living conditions of our farmers, it must become a continuing part of our whole agricultural scheme from year to year. It must not be conceived of as a fad to be pursued this year and then put away. Of course, you all know that it is much easier to start a movement than to keep it going after the enthusiasm generated in starting it has worn off. Finally, school children, especially high school boys and girls, can help tremendously in assuring the success of this movement by keeping from the beginning an accurate record of the additional profit the program brings. Farmers are like other people in this respect: they do not like to keep detailed records of costs and receipts. It would give me a great deal of pleasure to be assured that in each family a school boy or girl would be willing to tell his parents that, if they will undertake to coopei'ate in push- ing the live-at-home program on their farm, he will keep an accurate record which will show, at the end of the year, the extent to which such change has been profitable on that farm. I believe the live-at-home movement promises much for the per- manent prosperity of agriculture and the economic independence of farmers in North Carolina; and I have the fullest faith in the will and the ability of the school children to help in assuring its success. Live-at-Home Week in the THE LIVE-AT-HOME PROGRAM North Carolina is a great agricultural state with soils and climate well adapted to the production of most of the food products required by our own people. Yet, it is a fact that instead of producing food and feed crops required, we import annually large quantities of such foods and feeds from other states. Evidently, what is needed is a program which will reveal the nature of this problem and point out how the situation can be remedied. The purpose of this bulletin is to explain the live-at-home program, tell you why it is needed at this time and to enlist your efforts in making it a complete success. Your part is an important one. You are to be the active leaders in molding the thought of the State on this problem. It is necessary for you to become familiar with the nature of the problems involved, to suggest what you believe should be done in your locality, and to enlist others in the movement to the end that the action may be taken and the object of the program realized. The objectives of the live-at-home program are simple enough: 1. It is necessary to get farmers interested in producing more of their food and feed supplies instead of buying them, or perhaps doing without them. 2. To produce food and feed products for the local market when this can be done economically. 3. To get city people interested in buying North Carolina farm products. There is no reason to suppose that, in the majority of instances, farm- ers cannot produce all of their feed crops and a large part of their food supplies. If farmers could be induced to produce their own feed and food supplies, it would mean a saving to the State estimated at from 150 to 200 millions of dollars annually. If the money expended for the purchase of out-of-State products should be kept in the State, it could be used to build up substantial savings accounts, develop a better standard of living on the farm, and for other purposes which would promote the welfare of the State. A live-at-home program should become a permanent feature of our agri- culture. However, this year it is needed very much. This State, in com- mon with many other states in the Union, is suffering from a protracted agricultural depression accompanied by a business depression. The out- look for agriculture in 1930 is not bright. There is evidence that cotton and tobacco and other major cash crops may not be as profitable in 1930 as in 1929. This means that the farmer should do everything he can to produce his feed and food crops. If each farmer would do his share in this program, the millions of dollars, mentioned above, would be saved to help eliminate the distress conditions which always accompany agricultural and business depressions. It should be emphasized that this program means much more than sav- ing 150 to 200 million dollars spent in the purchase of food and feed crops. If the farmers can be induced to adopt a live-at-home program, it will aid materially in developing a balanced system of farming. An increase in the food and feed crops must of necessity be accompanied by a cut in the acreage of cash crops, such as cotton and tobacco, and the production of more livestock, livestock products and poultry. Public Schools of North Carolina 9 A balanced system of farming which would result from this live-at-home program will tend to stabilize the income from farming and provide a more uniform flow of money throughout the year. It will reduce the un- certainty associated with cash crop farming and utilize labor and other resources to a better advantage than can possibly be done in a one crop or cash crop system. It means the promotion of the health of the family through the use of a greater variety of food on the family table because these foods are avail- able. It will prevent those diseases which are caused by a lack of animal products and garden produce. It will provide not only the necessities of life but comforts and even luxuries. In short, it will mean a more pros- perous agriculture. It should be emphasized at this point that the life of the community, business and social, depends upon a prosperous agricultural class. Pros- perous agriculture means business for the banker, more money for the pur- chase of goods that cannot be produced on the farm, and hence better busi- ness for the merchant. It means that better schools, roads, and churches and all of those things which add to an abundant life in the rural com- munity can be provided. It thus happens that the city is vitally dependent upon farming. It needs to be pointed out, however, that in buying North Carolina products, our citizens not only add to the prosperity of agriculture and to their own prosperity, but that this is done with no additional cost to them. It will not cost the city dweller one penny more for North Carolina products than for the purchase of products from other states. Nor will this purchase of North Carolina products in any way interfere with inter-state trade. In fact it will tend to increase inter-state trade, because by this program farmers will tend to have more money to buy goods which this State cannot and does not produce. How can such a program be put into operation? Obviously, it involves arousing interest in the program to the point where people most concerned will act. This bulletin suggests how this can be done. NORTH CAROLINA, 1925 COST FOOD PURCHASED OUTSIDE THE STATE BY CITY POPULATION BASED ON FARM VALUES Corn 1,121,348 Bu. Wheat 4,000,000 " I. Potatoes 537,600 " S. Potatoes 2,239,597 " Beef* 131,565 Head Vealf 109,209 " Mutton and Lamb 174,052 " Pork 522,773 " Milk 157,147,420 Gals. Poultry 7,000,000 Fowls Eggs 22,000,000 Doz. @ $ 1.10 Bu. $ 1,233,482 1.71 " 6,840,000 1.80 " 967,680 1.20 " 2,687,516 30.00 Head 3,946,950 30.00 " 3,276,270 6.20 " 1,079,122 20.00 " 10,455,460 .35 Gal. 55,001,497 .65 Each 4,550,000 .28 Doz. 6,160,000 Total . $96,197,977 Note: * and t — Average value of all beef cattle and veals is $30 per head. 10 Live-at-Home Week in the NORTH CAROLINA, 1925 COST OF FOOD AND FEED PURCHASED OUTSIDE OF STATE BY ALL FARM POPULATION Corn 12,554,000 Bu. Wheat 4,128,426 " Oats 12,255,241 " Hay 500,000 Tons Veal 24,399 Head Mutton and Lamb 123,448 " Milk 58,000,000 Gals. Total spent— City population $ 96,197,977 Total spent— Farm population 61,980,293 @ $ 1.10 Bu. $13,809,400 1.71 " 7,059,608 .76 " 9,313,983 20.00 Ton 10,000,000 30.00 Head 731,970 6.20 " 765,377 .35 Gal. 20,300,000 Total _ $61,980,293 $158,178,270 TOTAL FARM VALUE OF FOOD AND FEED PRODUCED AND CONSUMED BY ALL FARM AND CITY POPULATION IN NORTH CAROLINA 1925 Corn 44,400,000 Bu. Wheat 4,466,000 " Rye 920,000 " Barley 230,000 " Oats 4,902,000 " I. Potatoes 4,524,000 " S. Potatoes 7,040,000 " Beef and Veal 305,155 Head Mutton and Lamb 60,929 " Pork and Lard 871,787 " Milk 108,151,634 Gals. Poultry 8,558,145 Fowls Eggs 25,587,169 Doz. Hay 1,309,077 Tons Total ) $ 1.10 Bu. $ 48,840,000 1.71 n 7,637,000 1.57 « 1,444,000 1.20 << 276,000 .76 « 3,726,000 1.80 « 8,143,000 1.20 (( 8,448,000 30.00 Head 9,154,650 6.20 «< 377,760 20.00 « 17,435,740 .35 Gal. 37,853,071 .65 Each 5,562,784 .28 Doz. 7,164,407 20.00 Ton 26,181,540 1 $182,243,952 Cost of food purchased outside of State by city population based on farm values $ 96,197,977 Cost of food and feed purchased outside the State by all farm population 61,980,293 Total farm value of food and feed produced and consumed by farm and city population is 182,243,952 Total $340,422,222 Public Schools of North Carolina 11 Graph I. Consumption Of Food And Feed By All City And Farm Population And Livestock In North Carolina In 1.92,5. Graph II. Consumption Of Food And Feed By All Farm )7a Population And Livestock In North Carolina In 102.5. Corn Wheat Oats legend For Both Graphs Irish Sweet Beef Veal Mutton PorK Milk Poultry Potatoes lamb Lard Egg's 1= Amount Produced I I = Shortage /S25 /O0% £qua/s Amount Of Product tfequtred For At. C Popuht/or? fad Feed For /t/t L/ restock. Chart I. Shows North Carolina's food and feed shortage during 1925. In no instance do North Carolina farmers produce a sufficient amount of any food or feed products to supply both city and farm population. Chart II. Shows what the 1925 farm population of North Carolina lacks of producing its entire food and livestock feed needs. North Carolina farmers purchased from out of the State during 1925, corn, wheat, oats, hay, and livestock products. — Data for Charts I and II furnished by North Carolina State College Extension Service. 12 Live-at-Home Week in the SUGGESTIONS FOR THE OBSERVANCE OF LIVE-AT-HOME WEEK IN THE PUBLIC SCHOOLS PURPOSES (1). To acquaint each child in the elementary and high school with Governor Gardner's live-at-home program. (2). To bring home to him the real significance of the keeping of a family cow, a few hens, some pigs, and maintaining a garden in their relationship to the welfare of the family and of the com- munity as a whole. SUGGESTED WEEKLY PROGRAM Monday, February 10 The Importance of Daily Food for the Family. Tuesday, February 11 The Importance of the Cow. Wednesday, February 12 The Importance of Poultry. Thursday, February 13 ,,- The Importance of the Hog. Friday, February 14 The Importance of the Garden. SUGGESTED ACTIVITIES I. Grades I-IV: Such dairy and other farm activities as: (1) Visiting, reproducing or participating in a complete unit of any phase of work such as churning, milking, feeding, canning, the dairy project, etc. (2) Providing home-grown products for and preparing a good school lunch. (3) Bringing milk for mid-morning lunch, especially for the under- nourished. (4) Planning for and initiating individual and classroom projects — keeping a garden, pigeons, bees, chickens, rabbits, etc. — neces- sary protection and care, necessary food, profits. (5) Planting and planning a hotbed by school or grade with a view to supplying certain plants to the members of the class and to the community. (6) Cooking and preparing hot lunch dishes with a milk basis — hot chocolate, cream soups, etc. (7) Clothing a doll — providing a suitable cotton wardrobe. (8) Entertaining parents — presenting results of the studies made. (9) Reading simple stories and poems about farm life. (10) Learning songs and listening to music about farm life. II. Grades V-VII, and High School (8-11): (1) Any of the above on more extensive or intensive scale. (2) Live-at-home luncheon for a School Visiting Day. (3) Grafting fruit trees demonstration followed by setting out trees and vines — apple, peach, pear, grape, strawberry, dewberry, etc. Public Schools of North Carolina 13 (4) Study of agricultural projects — peach growing, strawberry cul- ture, trucking, etc. (5) Study of seeds used for foods — peas, beans, nuts, etc. (6) Visiting agricultural experimental stations in the locality. (7) Collecting material for exhibit and filing. (8) Making posters, original drawings, booklets, etc, related to any of above: a. Showing health value. b. Showing financial significance. c. Showing artistic phases. Note: Show in graphs and maps food producing and con- suming amounts and areas. (9) Making collections of poetry, stories, etc., related to farm life. (10) Composing original poems, stories, plays about farm life f or i their own satisfaction and for reading information and talks to lower grades. (11) Answering such problems as: a. Can North Carolina live at home? Could and should she help other states? b. How does the State government help toward realization of a live-at-home program? The Federal? c. Is a live-at-home program desirable? (Study work of Department of Conservation, Department of Agri- culture, N. C. State College, Farm and Home Agents, Teachers of Agricul- ture and Home Economics.) (12) Talking and writing on such topics as: a. How we (or I) have observed live-at-home week. b. Our (or my) program for live-at-home year. c. The country girl's (or boy's) road to independence. d. How to have a live-at-home party or dinner. e. Life history of individual projects, such as "The Story of My Pig," etc. f. Food budgeting for the family. g. What a grader can do to promote a live-at-home program. h. A progressive farm program for community based on agricultural conditions in county and State. i. Enemies of the farmer. j. North Carolina the beautiful. k. How can dispose of a surplus production of foodstuffs. 1. My county — a county of opportunity. (13) Planning and executing plays conveying such ideas as: a. Social' climbers (vegetables and animals not commonly grown or not in popular favor meet to put their merits before the public). b. Investing in stock and barns (various farm animals and fowls present financial and social reasons for their inclu- sion in the farm program. Cast of characters should in- clude up-to-date alert farmer and wife; a careless, indif- 14 Live-at-Home Week in the ferent one; health officers and nurses; several retail men such as the butcher, groceryman, etc.). c. Festival of planting and growing. d. North Carolina's Thanksgiving dinner. (Present a drama in which the different items on menu are personified, showing that an inexpensive, wholesome and attractive meal can be prepared independent of the city market.) e. Counting North Carolina's (or those of community) bless- ings. (Special reasons why we can and should live at home.) f. North Carolina's highways to live-at-home (home-grown food and feed, good roads and good schools) . (14) Planning practical wool and cotton wardrobes. (15) Writing letters to Governor Gardner giving results of the week. III. Activities for the school as a whole: a. Hold North Carolina agricultural fair. b. Entertain at special classroom and assembly programs. c. Have a get-together community live-at-home dinner at school. d. Write special news articles in local and school newspapers. e. Invite special speakers to confer on particular problems and lecture on the general aspects of the subject. IV. Materials : Radio program (WPTF, Raleigh, N. C, daily — See program in this bulletin) . Articles printed in this bulletin. Daily papers, farm journals, magazines, slides and films. List of References and Bibliography: Bulletins — Agricultural North Carolina; State Department of Agricul- ture, Raleigh. Pecan Culture in North Carolina; State Department of Agriculture, Raleigh. Horticultural North Carolina; State Department of Agriculture, Raleigh. Bi-monthly publication — Agricultural Review; State Department of Ag- riculture, Raleigh. Quarterly publication — Farm Forecaster; Crop Reporting Service, State Department of Agriculture, Raleigh. Bulletin — Resources and Industries of North Carolina (price .50) ; Department of Conservation and Development, Raleigh. Weekly publication — University News Letter; University of North Carolina, Chapel Hill. Research Bulletin No. 1 — Profitable Farm Organizations for the Coastal Plains of North Carolina; Department of Agricultural Economics, N. C. State College, Raleigh. Experimental Station Bulletin No. 252 — Profitable Farm Combinations; Department of Agricultural Economics, N. C. State College, Raleigh. Experimental Station Bulletin No. 260 — Systems of Livestock Farming for the Mountains of North Carolina; Department of Agricultural Eco- nomics, N. C. State College, Raleigh. Public Schools of North Carolina 15 Bulletins on American Education Week, November, 1929, on file in your school library or obtain from your county superintendent. For Farm Bulletins and other technical information, write: Division of Publications, N. C. State College, State College Station, Raleigh, and United States Department of Agriculture, Washington, D. C. Note: Above bulletins free to libraries. Agricultural Program for North Carolina — Circular No. 175. N. C. Ex- tension Service, Raleigh, N. C. (available for libraries only). Radio Program For Live-At-Home Week Each morning from 9:00 to 9:10 A. M., Monday to Friday, inclusive, there will be a live-at-home radio program from Station WPTF in Raleigh. It is suggested that a radio set be placed in the school auditorium and that the student body assemble each day to listen to the radio talks. It is sug- gested that immediately following this radio program a local live-at-home chapel program be given. It is hoped that in addition to the student body parents will attend these chapel periods. Radio Program — Station WPTF, Raleigh Monday 9:00-9:10 A.M.— Governor O. Max Gardner. 2:00-2:10 P.M. — A live-at-home message from the Department of Agriculture over Station WPTF. Tuesday 9:00-9 :10 A.M.— Dr. A. T. Allen, State Superintendent Public Instruction. Wednesday 9:00-9:10 A.M. — T. E. Browne, Director of Vocational Educa- tion. Thursday 9:00-9:10 A.M.— Dr. J. Henry Highsmith, Director of the Divis- ion of School Inspection. Friday 9:00-9:10 A.M.— Miss Rebecca F. Cushing, Supervisor of Home Economics Education. 16 Live-at-Home Week in the INFORMATION FOR TEACHERS AND STUDENTS A Live-At-Home Program For Each North Carolina Farm Each high school pupil should make a detailed live-at-home program for his home farm, using the following questions as a guide: 1. What food and feed crops are being produced on your farm? 2. What food and feed crops produced on your farm are being con- sumed on your farm? 3. What crops are being produced that are not being consumed on your farm? 4. What foods and feeds are purchased yearly on your farm? 5. Describe in detail what foods and feeds should be produced to carry out a live-at-home program on your farm? Your community? (a) How many bushels or pounds of the above crops should be produced to feed your family? Your community? (b) How much meat, poultry, eggs and dairy products should be produced to feed your family? Your community? (c) Give the number of acres of crops needed to supply crop foods for your family? Your community? Feeds for your livestock on your farm? In your community? 4 (d) Give the number and kind of animals necessary to supply your family's food on your farm? Your community? 6. Contrast the production needs of your farm with what is actually being produced? 7. Can the food and feed shortage on your farm be produced? If so, state the advantages of the growing of these food and feed crops? DAILY FOOD FOR THE FAMILY I. Selection: If the following foods are included in each person's diet, the needs of the body will be met and a foundation for health will be laid: Milk — % to 1 quart daily for drinking or used in cookery. Vegetables — 3 servings daily consisting of a leafy vegetable, such as turnip salad, collards, etc.; a starchy vegetable, such as potatoes, turnips, and one other vegetable, such as beets. Fruits — 2 servings daily, a raw fruit, a raw vegetable or canned toma- toes. Eggs — 1 daily. Meat (lean) — 1 serving daily (beef, mutton, pork, fish or poultry). Breakfast cereals — At least 1 serving daily from whole grain (oatmeal, wheat, hominy, etc.). Bread — At least 2 servings daily, consisting of wheat flour, cornmeal, or rye flour. Fats — At least 2 level tablespoons of butter daily in addition to other fats in food. Sweets — At least 1 serving daily (desirable sweets are molasses, honey, preserves, jelly, desserts, etc.). Water — 6 to 8 glasses daily. Public Schools of North Carolina 17 II. Preparation: Foods must be prepared to preserve their nutritive value, to give variety and to tempt the appetite. III. Service: Convenient, orderly and attractive table service and courtesies should be taught. IV. Food Facts: Vegetables deserve our attention because they are: 1. Valuable as laxatives due to the cellulose or woody fiber that they contain. 2. Important sources of minerals, as iron, phosphorous and calcium (lime). Minerals occur in all body tissue and fluids. Bones and teeth are the most evident examples of the use of phosphorous and calcium. Iron is a well-known constitutent of red blood corpuscles. 3. Important sources of vitamins A, B, and C. The growth promoting substance, vitamin A, is found in tomatoes and green leafy vegetables. Vitamin B, known as the substance which pre- vents certain nerve diseases is important because it aids normal nutrition, stimulates the appetite and assists in growth. Vitamin C, the scurvy pre- ventive, is in the active growing parts of plants. Because it is destroyed by cooking, those vegetables that are eaten raw are important as a source of vitamin C. Spinach is our richest source of vegetable iron. It also contains vita- min A. Mustard greens and collards are similar in food value. Tomatoes are rich in the three vitamins. They are outstanding as a source of vitamin C, and retain this vitamin when cooked or canned. Cabbage is fairly rich in all three vitamins and contains abundant minerals. Because of its cheapness and availability throughout the year it is worthy of fur- ther attention. Carrots are a cheap source of minerals and vitamins A and B. White potatoes are a good source of vitamins B and C, and of calcium, phosphorous and iron but they should not be used to the exclusion of other vegetables. Sweet potatoes have a higher vitamin A content and furnish a greater amount of energy than the white potato. Corn is valuable for its vitamin, mineral and starch content, whether used as a vegetable or as corn bread. Onions are important because of their mineral and vitamin content, serving to flavor and make palatable other foods. Fruit is one of the few foods that should be included all of the time in the daily food for the family. 1. Fruits tempt the appetite with their appearance, fragrance and flavor. 2. Fruits contain roughage and acids which give a laxative property. 3. Fruits are sources of fuel for energy. 4. All fruits contain some minerals. 5. Fruits are excellent sources of vitamin C, good sources of vitamin B, and except for the orange poor sources of vitamin A. 6. Fruits are not expensive as is often supposed but provide an eco- nomical health insurance. 18 Live-at-Home Week in the Apples, peaches, pears, berries, grapes and melons are plentiful in North Carolina and should be served in some form (fresh, dried or canned) daily. Every farm family should can 57 pints of a variety of vegetables and 47 pints of a variety of fruits for each person. Cereal Foods are important chiefly for the energy they produce although they supply some body-building substances. Whole-grain cereals provide vitamin B, iron, phosphorous and cellulose. They are inexpensive. Their cost is low and their energy value high. Milk, Lean Meat, Eggs and Fish belong to the group of foods known as proteins. Proteins build up the body and make it grow. Milk is not only a source of protein but it is the most valuable food for providing calcium and phosphorous used in bone and teeth building. It is a potent source of vitamin A. It also contains the other body necessities, thus making it the most nearly perfect food. No food can take the place of milk. Eggs give us iron, phosphorous and vitamin A and are valuable body builders. Fats and Fatty Foods are butter, cream, cheese, lard, bacon, nuts, oils and fat of meats. Cream and butter provide vitamin A. Some fats such as cream or oil act as a laxative. Fats are a cheap source of fuel but not so cheap as cereals and they lack most other food stuffs. They do add a richness and flavor to our food. Sugars and Other Sweets such as molasses, syrups, honey, preserves, jellies, jams and marmalades are fuel foods only. Because they lack vitamins, minerals and proteins they are not essential as other foods. Sweets dull the appetite and are harmful to the digestive tract when eaten in excessive amounts. Thy are a good source of energy and are valuable in the diet and should be used daily provided they do not replace other foods. V. Questions : 1. Considering the nutritive needs of the family outlined above, can the farm produce a sufficient variety of foods to serve these needs? 2. Why is it necessary to include milk, eggs and lean meat in the diet? 3. What is the most valuable bone and tooth builder? 4. What do vegetables and fruit do to promote health? 5. What economic and health values are provided by cereals? 6. What does butter do for the promotion of health, and why is too much grease harmful? 7. What forms of sweets are best for the body and why are they necessary? 8. Do you have each one of the above mentioned foods daily and in sufficient quantity? 9. Does North Carolina produce an adequate amount for her people? 10. Analyze your own meals and ask yourself if you have all of these daily and if you do not how can you secure them? Reference: Extension Circular No. 162 — Food Selection and Prepara- tion, N. C. State College, Raleigh. (Copies are available for school libra- ries but not for individuals.) Public Schools of North Carolina 19 VI. Menus: The menus listed below have been served at "LIVE-AT-HOME DIN- NERS" in North Carolina. Of course, the Governor's LIVE-AT-HOME DINNER is elaborate because the foods came from the mountains to the sea, but every community can provide an excellent meal from its gardens, orchards, grains, dairies, poultry and other live stock. Live-at-Home Dinner Executive Mansion RALEIGH Cold Pressed Scuppernong Juice Cocktail Oyster Shrimp Splendid Sauce Pickles Roast Mountain Turkey Country Ham Turnip Salad Potato and Celery on Lettuce Hot Rolls Sweet Milk Corn Pone Salad Cheese Beverages Desserts Ice Cream with Sandhill Peach Conserve Confections Fruit and Nut Bonbons Sorghum and Peanut Candy Fruit and Nuts Salted Peanuts Apples Crab Apple Jelly Baked Yams Sauerkraut Tomato Aspic Butter Buttermilk Cake Muscadine Grape Candy Salted Pecans A Home Products Luncheon Kiwanis Club Rocky Mount, N. C. Menu CANTALOUPES Mrs. Will Rhodes, Rt. 2, Elm City Nash County champion melon raiser. MEATS Fried Chicken W. J. Simmons, Rt. 4, City A 70-year-old raiser of barred rocks. Ham F. V. Avent, Rt. S, Whitakers, N. C. His wife cures hams that have made him famous. Corn-on-Cob Sidney Shearin, Rt. 3, City $75 worth of corn off half an acre — and another crop growing. VEGETABLES Turnip Salad Miss Agnes Parker, Rt. 4, City. Unable to supply the demand for her choice salad. Boiled Potatoes J. M. Pierce, Rt. 4, City Lives at home and raises champion potatoes. BREADS Corn Sticks Hot Biscuits L. G. Edwards, Rt. 2, City Nash County wheat ground at Webb's Mill, He sells over 8,700 pounds of meal here Spring Hope, every year. 20 Live-at-Home Week in the BUTTER Mrs. J. M. Tharrington, Rt. 3, City The butter that can be depended upon. SALADS Sliced Tomatoes W. H. Killebrew, Rt. 4, City His wife raises, his daughter sells and he attends the meetings. Sweet Pickle Peaches Mrs. R. C. Tolston, Rt. 5, City Sweet pickle peaches that are really famous. Buttermilk Robert Bulluck, Rt. 2, City Kiwanian Redden Bulluck's boy — an improvement on his Dad. BEVERAGES Sweet Milk Griffin's Dairy, Rt. 3, City Three hand-raised cows and one Sunday suit for three boys. Sweet Cider Ben Brake, Rt. 4, City A smart wife, wonderful daughters — a grand family for such a Dad. DESSERT Peach Ice Cream Cake Miss Josephine Williams, Rt. 1, Wilson Miss Blanche Lawrence, Battleboro, N. C A peach of a girl, a peach of a complexion The spokesman for the Three Lawrence with a peach of a fellow. Sisters — famous cake-makers. CREAM H. L. Brake, Rt. 4, City Edgecombe County's living apostle of Live-at-Home. AFTER DINNER MINTS Miss Nonie Pierce, Rt. 4, City A famous 4-H Club girl of Edgecombe County. Home Garden Products Dinner Rowan County Fruit Cocktail Baked Chicken with Dressing Pickles Creamed Carrots Spinach Garnished with Egg Cabbage-Apple Salad Cherry Pie a la Mode Coffee Suggested Spring Menu FOR Live-at-Home Dinner Grape Jelly Hot Rolls Strawberries with Powdered Sugar Spring Chicken or Spring Lamb Apple Jelly Mint Jelly Turnip Greens and Eggs Fresh Garden Peas New Irish Potatoes Cole Slaw with Spring Onions Hot Rolls Butter Corn Sticks Fruit Pie with Whipped Cream Sweet Milk Butter Milk Public Schools of North Carolina 21 a family cow for each farm Science has proved that people who drink freely of milk grow larger both physically and mentally than those deprived of this necessary food. Notwithstanding, we find that fully one-third of the school children of America are now underweight and backward in school. Of these cases, 97% could be cured if each boy and girl would drink a quart of milk daily. The physical condition and mental state of all the children in the eighth grade in one of America's largest cities were recently studied, and it was found that those children who had been accustomed to drinking milk averaged two years younger than the group in the same grade who were being deprived of milk during their growing years. Such a condition exists in the country even more than in the cities. In North Carolina there are far too many farms on which there is not a single cow. The children on many of these farms are sickly and under- weight. Every farmer in North Carolina owes it to his family to have at least one cow to furnish his children with fresh milk and butter. Milk is the only food known that contains all the elements that growing children need, namely minerals, protein, energy and vitamins. Thus, there can be no substitute for milk. If science should discover a new substance which contains all the ele- ments for physical growth and health, and would cause weak children to gain or regain mental stamina — if this were a new substance and made as available and inexpensive as milk, the newspapers of the world would herald it and urge its use, and societies would be formed to see that no family went without it. Milk will do all these things but still many people are deprived of this great food. Many farmers after buying one cow to supply milk for their family find that they can care for two or three cows and thus have some cream to sell and give them a regular income. These farmers are careful to see that their families get all the milk and butter they need before selling the surplus. TOO FEW DAIRY COWS "Although certain counties are making substantial gains in both the number and quality of dairy cows, the State as a whole appears to be wit- nessing a steady decline in the number of milk cows of milking age. Ac- cording to the recent issue of the Farm Forecaster there were 275,454 cattle of this type in 1928, compared with 286,996 in 1927 and 292,981 in 1926. Since there are approximately 290,000 farms in the State, there are not enough milk cows to put one on each farm. Of course in a great agri- cultural state there ought to be an average of far more than one dairy cow per farm. There would not be an excessive number of dairy cows in the State if there were one for each five people. To attain this position the present number would have to be more than doubled. Estimating the 1928 population of the state at 2,868,000 there was one milk cow for each 10.2 people." — P. W. W., University News Letter. 22 Live-at-Home Week in the Some Questions Your Essay on the Family Cow Should Answer (For Elementary Grades) 1. Why should you have a family cow? 2. How much milk should you drink a day? 3. What is the effect of milk on health and growth? 4. How many cows in your county? Is this a sufficient number to supply milk for all the people of the county? 5. What should a good cow be fed? 6. How much of her feed can be grown on your farm? 7. How would you take care of a cow? Some Questions Your Essay on the Family Cow Should Answer (For High School Students) 1. Why should you have a family cow? 2. Of what value is milk as a food? 3. Of what value is milk for health? 4. How much milk should a person drink a year? 5. How many people in your county for each cow in the county? 6. How many cows are needed in the county to furnish enough milk for the entire population? 7. What kinds of feeds should a cow be given? 8. How much of each kind of feed should she be given? 9. How much of this feed can be grown on your farm? 10. How much land will be required to grow this feed? 11. If you do not have a cow, why? 12. If you do not have a family cow where do you get your milk and butter? POULTRY SHOULD BE KEPT ON EACH FARM A flock of poultry is needed on every farm because it can be handled economically. During a part of the year the fifty to one hundred hens will forage much of their feed. They consume bugs and worms injurious to crops and orchards and consume waste from the family table, the farm cow and horse lot. Each person should eat one to two eggs a day because eggs are a de- sirable food for a growing child, a convalescent and a working man or woman. They build up the body and furnish proper amounts of many food nutrients needed by the body. This means that each person on every North Carolina farm should eat in a year about two cases of eggs, each case containing thirty dozens. Twenty-five to fifty pounds of poultry should be consumed per person on each farm. Find out from the Table of Miscellaneous Farm Information elsewhere in this bulletin how many laying hens there are in your county. These hens should each average more than 100 eggs a year. Find out how many people there are in your county. If each hen lays 100 eggs and each per- son consumes an average of 500 eggs it would mean that there should be five hens to each person to supply home needs. More hens should be kept on the farm to have a surplus to sell. j Public Schools of North Carolina 23 Pullets must be raised each year to replace about one-half of the hens. You will need five eggs for setting for each pullet in the pen in the fall. If the farm flock is kept at 100 hens this means 250 eggs should be set. To do this with hens would require 16 sitting hens. If the family con- sumes 200 pounds of poultry on the table 25 hens and 50 fryers will supply this amount. The poultry flock must be provided with a comfortable house that can be kept clean. The Poultry Department at State College, through its Ex- perimental section, has worked out the North Carolina type poultry house suitable for North Carolina climate. Your county agent or vocational agriculture teacher will supply you with a blue print when you are ready to build a poultry house. For fryers to make proper growth, pullets to properly develop and hens to lay, a mash must be kept before them at all times. Grain must be fed in addition. A part of this feed such as corn, oats, wheat and barley can be grown on the farm. References: The following bulletins are available for libraries only: Ext. Cir. 154- — Common Diseases of Poultry. Ext. Cir. 155 — Natural and Artificial Incubation and Brooding. Ext. Cir. 156— How to Cull Poultry. Ext. Cir. 165 — Parasites of Poultry. Ext. Cir. 161 — North Carolina Poultry Houses. Write to N. C. Poultry Department, State College Station, Raleigh. Some Questions Your Essay on Poultry Should Answer (For Elementary Grades) 1. How many hens do you have at home? 2. How many eggs do you get each day? 3. What do you feed your hens? 4. What grains should you feed to poultry and how much of each? 5. What feeds should be in a poultry mash? When and how should it be fed? (Ask the teacher of agriculture or county agent.) 8. Do you have a good house for your hens? 7. Do you know of anyone who does not have a good house and does not feed a good ration but gets lots of eggs? 8. How would you feed and care for young chicks if your mother asked you? Some Questions Your Essay on Poultry Should Answer (For High School Students) 1. Why is a flock of poultry needed on every farm? 2. If you do not have poultry on the farm would you eat poultry and eggs? 3. How many eggs should you eat in a year? 4. How many pounds of poultry should you eat in a year? 5. How many laying hens in your county? 6. What is the value of poultry and eggs produced in your county? (Ask county farm or home agent or vocational teacher.) 7. How many hens should be kept on a farm? 8. How should they be housed? 24 Live-at-Home Week in the 9. How are they housed? 10. What feeds and how much of each is required to feed a flock of one hundred hens a year? (See Agr. Program for N. C, P. 97, or ask county agent or voca- tional teacher.) 11. Can feed for poultry be grown on your farm? 12. Do you plan to raise poultry this year? RAISING HOGS FOR HOME USE The per capita consumption of pork and lard in the United States in 1928 was 74 pounds of the former and 15 pounds of the latter, or 89 pounds of both. If these two items are bought at an average cost of twenty cents per pound, the annual cost of the 445 pounds of pork and lard for an average family of five would be $89.00. Three 200-pound hogs would produce the above items and they can be raised at a cost of $7.70 per 100 pounds live weight, or $46.20, a saving of $42.80. If a brood sow is kept and she raises two litters of six pigs each, and the nine not used at home are fed to a weight of 225 pounds each and sold at ten cents per pound on foot, they will return $202.50. Of this amount $46.58 would be profit. Therefore, the difference between buying the pork and lard for an average family at twenty cents per pound or keeping a brood sow, is the difference between paying out $89.00 for pork and lard or producing them at a saving of $42.80, to which is added a profit of $46.58 from the nine pigs sold, making a total combined saving and profit amounting to $89.38. No more hogs should be kept than there is ample feed to give them. Under conditions existing on many farms, it would be best to sell the pigs not needed for home use at weaning age; many other farms should not keep a brood sow, as it would be more profitable to buy the two pigs needed, at weaning age — but it is scarcely possible to imagine any farm operated under conditions which would justify the buying of pork and lard. Some Questions Your Essay on Hogs Should Answer (For Elementary Grades) 1. How many hogs on your home farm? 2. How many hogs in your county? 3. How many people in your county? 4. How many hogs are there for each person in your county? 5. How many hogs would it take to furnish pork for your family for one year? 6. Do you grow enough pork for family needs? 7. What is a good hog feed? 8. Do you grow these feeds on your farm? 9. How would you care for little pigs in cold weather? Some Questions Your Essay on Hogs Should Answer (For High School Students) 1. How much pork does the average person eat per year? 2. How many hogs per person are there on your home farm? In your county? Public Schools of North Carolina 25 3. Is there a surplus or shortage of pork for home use in your county? How much? 4. What feeds should be used in a good hog ration? 5. How much of each feed should be used? 6. How many of these feeds are grown in sufficient quantity in your county? On your farm? 7. Is there a local market for surplus pork in your county? 8. Do farmers of your community have sufficient equipment for hog raising, such as farrow houses and self feeders? THE HOME GARDEN Because of its importance the home garden deserves the careful con- sideration of the entire family. Plan for your 1930 garden now because: 1. Vegetables are an essential part of each person's diet. 2. Vegetables are fresher, cheaper, cleaner and more palatable from your own garden. 3. If you do not grow them you will not have them. Suggested Planting Dates for the Vegetable Garden Seed for Plants for 100 feet 100 feet Vegetables of Row of Row Time to Plant Asparagus 1 ounce 60 to 80 Feb. or March Beans (Snap) 1 pint Apr. 15 to Aug. 15 Beans (Lima) Yz to 1 pint May Beets 2 ounces Spring crop — Early March Fall crop — Aug. or early Sept. Cabbage Yz ounce 65 to 90 Spring crop — Set plants in Feb. or March Fall crop — Sow seed June or early July Cantaloupe Yz ounce Apr. 15 to May 15 Carrot 1 ounce March for spring crop August for fall crop Chard 1 ounce 200 March or April Collard Yt ounce 65 to 100 June, July Corn (sweet) % pint Apr. to Aug. 1 Cucumber Yz ounce April 15 to May 15 Kale Yz ounce Spring crop — Feb. or March Fall crop — Sept. or Oct. Lettuce Yz ounce 125 to 200 Spring crop — Feb. or March Fall crop — Aug. or early Sept. Mustard 1 ounce Feb.-March — Sept.-Oct. Okra 2 ounces May Onion (seed) 1 ounce Feb. or March Onion (sets) 1 quart Sept. or Feb. Peas (garden)— 1 to 2 pints Feb. and March Parsnips Yz ounce May or June 26 Live-at-Home Week in the Potato (Irish) _, 5 to 6 pounds Potato (Sweet) ... 3 pounds Pumpkin Radish 1 ounce Spinach 1 ounce Squash % ounce Tomato % ounce March and July Bed in April May Feb., Mar., Sept., Oct. Feb., Mar., Sept., Oct. May Early : Sow seed in hot bed in Feb. or March Main Crop : April or May Turnip Feb., March, Sept. Questions Your Essay on Home Gardens Should Answer (For Elementary Grades) 1. How many vegetables will there be in your home garden this year? 2. What are they? 3. Do vegetables in your daily diet affect your health? How? 4. What vegetables should be grown in the home garden? 5. Do you help with the home garden? 6. How many vegetables do you like to eat? What are they? 7. When do you begin planting the home garden? 8. What five vegetables would you plant in the spring? In the sum- mer? In the fall? Questions Your Essay on Home Gardens Should Answer (For High School Students) 1. Why is a home garden desirable? 2. What vegetables should be grown in the home garden? 3. Do you have your garden planned as to where, when and how you will plant the different vegetables and garden crops? 4. Do you have a hot bed? 5. Why should you have a hot bed or cold frame? 6. How could you improve your garden as to variety and production? 7. Do you buy vegetables from the store? 8. Why are vegetables in your diet essential? (Ask home economics teacher.) 9. What is a good garden fertilizer? (Ask the teacher of agriculture or county agent.) 10. Do all farmers in your community have a good home garden? 11. How will you help to stimulate an interest in better home gardens? MARKETING OF FARM PRODUCTS The successful cultivation of perishable fruits and vegetables depends on successful marketing. That means that the grower cannot be entirely dependent on, distant markets which buy only in car lots. Farmers will diversify when they are assured of a local market for surplus foodstuffs. They cannot afford to diversify before. It is therefore necessary to develop a home market as well as a foreign market. North Carolina has nearly* three million people and they should be supplied with home-grown fruits and vegetables. This means curb markets, contracts with stores, peddlers' Public Schools of North Carolina 27 routes, and in general a systematic distribution scheme. To establish such a system requires standardization of product, regularity of service, adver- tising, and fullest cooperation between producers, distributors and con- sumers. It will also require cooperative storage and transportation facili- ties, and canneries to absorb seasonal surpluses. Properly organized, North Carolina could feed itself and so far as most products are con- cerned it would be economically sound to do so. — University News Letter. Some Possible Ways of Disposing of Surplus Food Products I. Roadside Markets in Your Locality. 1. Describe a roadside market of your locality, enumerating: (a). Products sold. (b) . Location. (c). Time of operation. (d). Structure of building. (e). Person in charge. 2. How do prices at roadside markets compare with store prices in nearby towns? 3. Prepare a record sheet to be used by a roadside market in recording business operations. 4. Should roadside markets advertise their products? If so, how? 5. Do local merchants oppose roadside markets? What is their argu- ments? Is it sound? 6. If you were a farmer, what consideration would determine whether you would set up a roadside market? References : 1. "American Produce Markets," by H. E. Erdman, D. C. Heath Co. 2. "Roadside Markets in Maryland"; Maryland Agricultural Ex- periment Station Bulletin No. 280. II. Cooperative Marketing and a Live-at-Home Policy. 1. Does cooperative marketing fit into a live-at-home policy? 2. How can cooperative groups foster a greater consumption of North Carolina products? 3. How can cooperative marketing associations increase production of products consumed in State? 4. What farm products in your locality need cooperative organizations to make production profitable? References : For further study see (1) U. S. D. A. Bulletin No. 1106; (2) U. S. D. A. Extension Bulletin No. 115; (3) "Cooperative Marketing," by Herman Steen; (4) "Practical Cooperative Marketing," by McKay and Lane and any books available on cooperative marketing. III. Curb Markets in Your Locality. 1. Definition of a curb market: A curb market is a place in a town where products produced in the locality may be brought for sale. Some curb markets are open at certain hours daily, others once a week, etc. 2. Explain in what ways a curb market would benefit your locality. 28 Live-at-Home Week in the 3. How should the community proceed to organize a curb market? 4. What factors are essential to successful operation of curb markets? 5. Would local merchants benefit from curb markets in your locality? 6. Describe the operation of a curb market, if there is one in your locality. LIVE-AT-HOME IN NORTH CAROLINA There is fun to be had in N. C. as far as she reaches, From the beautiful Blue Ridge to her warm sunny beaches. The people, they say, who visit her clubs and parks Are as happy as bluebirds and larks. There is fun, and health too, in her hills That will cause you to throw away your doctor's pills. Our woods and streams call for hunting and fishing, For speckled trout or tender vension, now I bet you're wishing. Would you be a farmer, You'd want no climate warmer, You'd want no soil finer, Than you'd find in North Carolina. What's the reason why? She leads in corn and rye And the peanut or the pender, Her trucking products tender. Apples, strawberries, peaches, Are as fine as her beaches. In tobacco she leads the world On account of its golden curl. That we make the most cigarettes Is the cause of our mixed regrets, In the east its bright leaf Vies with the west's golden sheaf. Our yellow southern pine Is now used for furniture most fine. A goodly sprinkling of oak Goes to make the desk and wagon spoke. Our forests are a glorious sight, Unless caught in the fire's flight. You can still hear sweet bird calls By thousands of untouched waterfalls, But many turn the wheels That make for all sorts of deals. Massachusetts, we must confess, Can only beat us in making a cotton dress. For other things in clothes — We lead the world in making hose. 'Tis true, of minerals we have no great store, We lead in mica and talc, Did you know that before? We ship by rail and hard-surfaced roads, Long over these things we have crowed. And now I whisper the rest of my tale For here I tell wherein we fail. Every child should have the same chance at school, It is just another way of saying the Golden Rule. We're proud of our schools, but have you heard That North Carolina ranks forty-third? Public Schools of North Carolina 29 The moral of my tale is plain, you see, And doesn't need to be pointed out by a person like me. Raise your own pork and eat less western meat, Wear your own cotton gingham so neat. Pray, where could you beat our mountain wheat? We lead in the production of towels, And we have a lot of pure-bred fowls. Eat Chadbourn strawberry jam And good old North Carolina ham. At High Point you can furnish your house To satisfy any worthy spouse. And do pray agitate our people to educate So they will appreciate And use the things we have and make. 'Tis plain we've many things to do But how can we progress when this is true? The Connecticut clock does alarm at the break of day To arouse the North Carolinian, they say. He seizes his Chicago suspenders And Detroit overalls are the next offenders. From Boston come his boots And from California his canned fruits. On a New Hampshire towel his face he dries, Indiana grits in Omaha lard he fries. And if he is able, he sits down to a Grand Rapids table, Bearing Minneapolis biscuit and Kansas City bacon, Grabs his Philadelphia hat — a thing that should be forsaken. He gives Iowa corn to his Missouri mule And harnesses him up to an Indiana tool. At night under a New Jersey blanket he is kept warm — He is also kept awake by a dog, the only home product ©n the farm. Note: The above "poem" was written by Winifred Price, one of the students in the Co lumbus County Teacher Training Department, Whiteville, N. O, as an outgrowth of her study of North Carolina geography. A real poet might question the rhyme and meter but who would question its sentiment? I AM THE FARMER I am the provider of all mankind. Upon me every human being con- stantly depends. A world itself is builded upon my toil, my products, my honesty. Because of my industry, America, my country, leads the world. Her prosperity is maintained by me; her great commerce is the work of my good hands; her "balance of trade" springs from the furrows of my farm. My reaper brings food today; my plow holds promise for tomorrow. In war I am absolute; in peace I am indispensable — my country's surest defense and constant reliance. I am the very soul of America, the hope of the race, the balance wheel of civilization. When I prosper men are happy; when I fail all the world suffers. I live with nature, walk in the green fields under the golden sunlight, out in the great alone where brain and brawn and toil supply mankind's primary needs. And I try to do my humble part to carry out the great plan of God. Even the birds are my companions; they greet me with a symphony at the new day's dawn and chum with me till the evening prayer is said. 30 Live-at-Home Week in the // it were not for me the treasuries of the earth would remain securely naked; the granaries would be useless names; man himslf would be doomed speedily to extinction or decay. Through me is produced the energy that maintains the spark of life. I rise with the early dawn and retire when the "chores" of the world] are done. I am your true friend. I am the Farmer. — Monroe Enquirer. Public Schools of North Carolina 31 FACTS ABOUT NORTH CAROLINA'S AGRICULTURE MISCELLANEOUS NORTH CAROLINA FARM INFORMATION County- Population SH PRINCIPAL CROPS Order of Importance (1928) Number of Animals — 1928 o< I.S 73 t> in to n w Alamance - Alexander Alleghany Anson Ashe Avery Beaufort Bertie Bladen Brunswick Buncombe Burke Cabarrus _ Caldwell Camden .... Carteret .... Caswell Catawba Chatham Cherokee .. Chowan Clay Cleveland _ Columbus _. Craven Cumberland Currituck Dare Davidson . Davie Duplin Durham Edgecombe Forsyth Franklin Gaston Gates Graham Granville _. Greene Guilford .... Halifax Harnett Haywood _ Henderson Hertford _ Hoke Hyde Iredell 32,718 12,212 7,403 28,334 21,001 10,335 31,024 23,993 19,761 14,876 64,148 23,297 33,730 19,984 5,382 15,384 15,759 33,839 23,814 15,242 10,649 4,646 34,272 30,124 29,048 35,064 7,268 5,115 35,201 13,578 30,223 42,219 37,995 77,269 26,667 51,242 10,537 4,872 26,846 16,212 79,272 43,766 28,313 23,496 18,248 16,294 11,722 8,386 37,956 18.2 9.3 20.4 44.4 12.3 29.4 18.6 38.5 23.9 26.1 18.7 42.0 25.3 51.4 28.8 62.6 30.9 13.4 43.1 7.7 9.9 11.0 20.4 Corn, Wheat, Tobacco, Hay— . Corn, Wheat, Cotton, Hay Hay, Corn, Rye, Oats Cotton, Corn, Wheat, Oats... Hay, Corn, Rye, Oats.— Hay, Corn, Oats, Rye Corn, Tobacco, Cotton, Truck- Peanuts, Corn, Cotton Corn, Cotton, Tobacco _ Corn, Truck, Peanuts Corn, Hay, Wheat, Oats Corn, Wheat, Hay, Cotton Cotton, Corn, Wheat, Oats Corn, Wheat, Hay Corn, Soybeans, Cotton Corn, Potatoes, Soybeans Corn, Tobacco, Wheat Corn, Cotton, Wheat Corn, Cotton, Wheat Corn, Hay, Potatoes Peanuts, Corn, Cotton Corn, Wheat, Hay Cotton, Corn, Wheat, Oats Corn, Tobacco, Cotton Corn, Tobacco, Cotton Cotton, Corn, Cowpeas Corn, Soybeans, Potatoes Corn, Soybeans, Sweet Potatoes... Corn, Wheat, Hay, Tobacco Corn, Wheat, Cotton Corn, Tobacco, Cotton, Hay Corn, Tobacco, Wheat Cotton, Corn, Tobacco, Peanuts... . Corn, Wheat, Tobacco, Hay Cotton, Corn, Tobacco, Hay Cotton, Corn, Wheat, Cowpeas Corn, Peanuts, Cotton, Soybeans.. Hay, Corn Corn, Tobacco, Cotton, Wheat Tobacco, Corn, Cotton, Cowpeas... . Corn, Wheat, Tobacco Cotton, Corn, Peanuts, Tobacco ... . Cotton, Corn, Tobacco, Oats Corn, Hay, Oats, Wheat Corn, Hay, Truck 32.2 Peanuts, Cotton, Corn, Tobacco.. Cotton, Corn, Tobacco, Oats Corn, Soybeans, Cotton Cotton, Corn, Wheat, Hay 1,134 322 897 752 853 276 3,207 3,471 2,437 2,100 652 494 777 591 1,193 890 468 787 1,871 622 1,502 619 357 2,912 1,881 2,043 1,569 19 1,344 477 5,590 399 2,629 645 856 512 2,332 297 432 2,327 1,276 2,841 1,251 572 477 2,254 812 1,114 1,052 8,082 93,297 2,957 39,889 4,176 35,163 6,630 74,556 7,147 69,083 2,509 21,266 23,286 76,494 21,396 59,736 13,706 50,929 12,845 26,764 6,439 109,833 4,070 76,247 5,854 70,564 3,941 59,673 7,651 32,186 6,019 20,457 4,922 63,256 6,015 91,711 14,169 95,910 4,575 53,542 11,251 22,809 3,380 25,479 6,390 94,723 18,001 52,380 12,701 38,056 8,573 62,192 8,985 28,075 129 26 12,801 106,222 4,568 51,470 33,892 75,983 4,159 42,012 13,183 67,645 7,601 95,910 7,756 69,693 4,791 93,704 16,662 34,694 1,778 14,264 5,799 59,191 11,166 58,839 10,896 159,630 14,196 68,592 9,029 54,978 4,088 62,094 4,905 73,531 13,718 31,094 2,436 23,743 7,571 34,821 10,122 103,596 32 Live-at-Home Week in the Facts About North Carolina Agriculture — Continued County- Population ^5 o PRINCIPAL CROPS Order of Importance (1928) Number of Animals — 1928 PQ u uj bo £ OJ= in bo O S3 K>,53 in r-> Old «i-3 ffi W Jackson Johnston Jones — Lee Lenoir Lincoln McDowell Macon Madison Martin Mecklenburg __ Mitchell Montgomery — Moore Nash New Hanover Northampton Onslow Orange Pamlico Pasquotank Pender Perquimans Person Pitt Polk Randolph Richmond Robeson (1927). Rockingham Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania Tyrrell Union Vance Wake Warren Washington Watauga (1927).. Wayne Wilkes Wilson Yadkin Yancey 13,396 48,998 9,912 13,400 29,555 17,862 16,763 12,887 20,083 20,828 80,695 11,278 14,607 21,388 41,061 40,620 23,184 14,703 17,895 9,060 17,670 14,788 11,137 18,973 45,569 8,832 30,856 25,567 54,674 44,149 44,062 31,426 36,002 15,600 27,429 20,575 32,464 13,224 9,303 4,849 36,029 22,799 75,155 21,593 11,429 13,477 43,640 32,644 36,813 16,391 15,093 22.2 33.1 19.0 57.4 15.5 82.2 50.5 12.7 8.3 24.7 4.9 12.1 37.2 16.9 9.8 11.3 22.9 32.5 25.9 28.8 Corn, Hay, Oats, Wheat Cotton, Corn, Tobacco, Oats Corn, Tobacco, Cotton, Soybeans.. Corn, Cotton, Tobacco, Oats Corn, Tobacco, Soybeans Cotton, Corn, Hay, Oats Corn, Wheat, Hay Corn, Wheat, Hay Corn, Hay, Wheat, Oats Peanuts, Corn, Tobacco, Cotton.. Cotton, Corn, Hay, Wheat Hay, Corn, Oats 1 Corn, Cotton, Wheat Corn, Cotton, Wheat, Tobacco.. Cotton, Corn, Tobacco Truck, Corn, Soybeans Cotton, Peanuts, Corn Corn, Tobacco, Peanuts, Cotton Corn, Wheat, Tobacco, Cotton Corn, Truck, Cotton, Soybeans Corn, Soybeans, Cotton, Truck Corn, Peanuts, Cotton, Tobacco Corn, Cotton, Peanuts, Soybeans Corn, Tobacco, Wheat, Hay Tobacco, Corn, Cotton, Oats Corn, Cotton, Wheat Corn, Wheat, Hay, Cotton Cotton, Corn, Oats Cotton, Corn, Tobacco, Hay Corn, Tobacco, Wheat, Hay Cotton, Wheat, Corn, Hay Cotton, Corn, Wheat Cotton, Corn, Tobacco, Hay Cotton, Corn, Cowpeas Corn, Wheat, Cotton Corn, Tobacco, Wheat, Hay Corn, Tobacco, Wheat, Hay Corn, Hay Corn, Hay Corn, Soybeans, Potatoes Cotton, Corn, Wheat Tobacco, Corn, Cotton, Cowpeas . — Cotton, Corn, Tobacco, Hay Cotton, Corn, Tobacc* Corn, Soybeans, Cotton, Tobacco Corn, Hay, Oats Cotton, Corn, Tobacco, Hay Corn, Wheat, Cowpeas Cotton, Tobacco, Corn, Truck Corn, Wheat, Tobacco, Hay Corn, Hay, Oats, Wheat 1,012 5,300 2,706 324 2,309 612 239 943 488 3,247 682 268 328 327 1,987 162 3,436 3,684 639 922 2,010 2,632 2,661 642 3,989 138 1,552 1,128 3,681 264 1,170 362 4,447 539 765 159 357 121 492 2,350 1,162 358 1,158 785 1,710 485 4,306 708 1,643 452 340 5,335 40,815 30,205 111,539 17,799 39,736 3,106 29,278 13,552 44,371 4,828 69,526 2,622 33,132 5,968 44,023 4,098 76,495 20,430 45,972 7,503 117,214 3,102 24,499 2,790 31,304 3,646 47,022 13,561 85,299 656 7,200 19,997 62,254 22,836 32,927 5,362 76,211 6,017 29,894 14,469 41,948 17,107 35,643 20,559 49,481 5,779 52,520 18,676 100,775 1,804 29,790 9,023 123,095 5,304 61,873 16,990 90,289 5,169 77,860 11,416 112,847 5,674 77,163 27,065 72,430 2,034 15,705 5,564 78,104 5,672 73,490 5,574 67,427 1,144 12,680 3,572 19,733 17,312 37,220 7,127 114,635 2,929 32,670 11,277 117,386 6,254 44,329 12,244 30,430 4,072 55,062 22,711 97,184 7,967 90,522 8,543 74,172 4,883 66,573 3,303 36,990 Data from county farm census enumerations. Additional county farm facts may be secured from the Crop Reporting Service, Department of Agriculture, Raleigh, N. C. Public Schools of North Carolina 33 miscellaneous north carolina farm information— 1928 County GENERAL FARM CROPS Acres Acres O Aores a o WW «M Acres FIELD VEGETABLES Acres Acres Acres Alamance Alexander Alleghany Anson Ashe Avery Beaufort ... Bertie Bladen Brunswick Buncombe . Burke Cabarrus ... Caldwell Camden Carteret _. Caswell Catawba Chatham ... Cherokee ... Chowan Clay Cleveland Columbus Craven Cumberland Currituck Dare Davidson ._ Davie Duplin Durham Edgecombe Forsyth Franklin ... Gaston Gates Graham Granville Greene Guilford Halifax Harnett Haywood Henderson _ Hertford ... Hoke. Hyde Iredell Tackson 8,721 1,212 3 2 13,556 8,691 5,702 1,427 390 19 452 17 2,046 18,090 4,464 13 800 7 14,276 13,874 3,391 18 6,309 1,511 22,279 10,959 20,523 11,749 19,381 240 20,907 25,650 17,026 8,068 10,584 385 5 3,721 4,342 10 1,109 1 4,231 4,899 56,500 12,961 18,690 19,612| 227 3,860 28,296 565 6,355 612 257 22,597 18,757 9,910 75,049 5,361 5,164 48,479 2,898 8 5,403 8,564 12,565 2,270 56,513 1,005 43,552 32,335 10,242 4,240 20,429 2,380 68,225 41,775 15,473 44,686 5,149 41,870 27,452 12,355 7,524 26,884 16,810 5,051 31,762 25,706 35,002 9,410 25,411 21,554 23,534 19,166 15,693 5,964 20,180 23,028 37,350 22,612 10,004 10,050 35,788 30,580 20,095 37,225 .16,621 315 32,785 14,759 43,160 16,382 32,769 22,202 31,524 26,443 15,182 5,645 24,919 22,836 37,634 40,068 25,614 13,716 18,557 14,680 19,150 18,697 35,620 12,906 14,951 7,861 887 8,157 3,100 620 110 30 76 18 5,805 11,444 12,444 7,522 32 8 7,222 18,096 18,398 582 19 3,147 6,972 27 52 310 6 26,447 10,238 32 2,864 140 14,459 628 7,845 38 2,345 S3 20,151 139 972 2,972 1,255 15 882 44 24,499 1,753 2,535 814 2,094 7,876 5,243 1,363 1,077 388 1,117 222 3,829 1,625 3,577 1,404 39 74 790 3,i 2,362 270 44 3S7 2,821 1,107 831 2,036 107 3,749 1,161 875 1,137 1,833 4,287 874 3,235 116 222 774 1,599 3,541 636 2,352 3,237 802 669 3,345 1,333 3,847 1,770 1,003 252 2,559 1 2,271 609 26 64 366 333 184 426 1,537 270 149 1,660 246 31 34 12 872 127 23 316 11 3,944 1,448 788 234 39 713 81 874 '2 144 11 4 2,157 18 68 236 125 2 82 33 2,260 58 289 278 473 279 869 916 6,944 156 131 181 1,040 749 289 945 4,205 2,635 473 477 249 1,172 242 257 195 485 1,210 463 4,106 2 665 164 3,882 158 845 610 235 338 244 264 265 585 649 529 194 1,678 2,342 227 412 538 456 1,215 396 350 8 695 31 31 1,397 1,118 1,079 2,236 166 698 249 616 781 1,519 793 1,426 664 542 550 173 1,014 2,815 1,240 937 3,546 161 1,465 242 2,095 593 732 562 886 820 944 67 544 660 1,083 1,120 1,283 79 259 530 233 218 509 427 104 19 3 11 11 4 70 115 177 57 261 42 23 14 8 36 43 189 25 25 9 3 25 2,407 12 372 76 82 11 4,345 23 17 49 62 66 16 6 1 176 29 34 30 82 6 85 1| 92 1 341 34 Live-at-Home Week in the Miscellaneous North Carolina Farm Information — Continued County GENERAL FARM CROPS Acres O Acres O Acres Acres n) o Jj Acres £&> a b y-o ?! Acres FIELD VEGETABLES S.I Acres S o Acres M w £ Acres Johnston Jones Lee Lenoir Lincoln McDowell Macon Madison Martin Mecklenburg .. Mitchell Montgomery .. Moore Nash New Hanover Northampton Onslow Orange Pamlico Pasquotank ..__ Pender Perquimans Person Pitt Polk Randolph Richmond Robeson (1927) Rockingham Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania .._ Tyrrell Union Vance Wake Warren Washington Watauga (1927) Wayne Wilkes Wilson Yadkin Yancey 86,570 6,970 13,318 21,642 25,473 45 12,264 65,668 18 ,030 412 118 378 ,306 751 782 625 51 289 810 10 ,243 217 900 ,694 53 10. 11,814 11,812 52,340 48,760 4,362 4,028 5,450 8,690 3,113 12,860 34 37,018 11,550 4,925 52,974 102,000 23 33,227 37,121 65,493 55,470 20,270 23 964 67,385 10,128 57,603 33,716 3,305 50,727 431 43,915 931 55,303 346 21,228 195 13,776 1,703 33,125 18,372 1,951 13,557 3,350 16,481 3,245 18,491 4,211 18,911 20 43,360 4,568 7,712 705 14,431 7,471 19,284 7,0S0 31,620 100 1,956 32,184 94 21,618 25 23,652 12,358 15,909 10 20,114 7 17,757 17,144 43 24,525 5,209 45,741 103 11,924 1,078 31,477 26,291 24,945 1,258 67,866 447 25,572 10,942 29,835 32,456 34,732 6,810 49,630 261 17,721 289 23,229 22,699 22,707 11,258 29,583 10,768 5,757 182 9,141 109 11,411 8 40,517 7,150 14,370 568 49,046 1,478 23,536 1,763 13,061 22 8,499 1,483 47,214 133 37,570 14,680 28,796 87 21,963 14,148 12,183 1,680 4,609 720 1,372 731 1,919 245 1,038 3,715 1,221 2,414 3,106 1,998 1,689 1,737 41 360 249 1,123 563 406 619 229 1,539 4,650 404 3,005 5,994 7,616 2,1 6,139 1,825 1,580 3,490 2,603 1,608 1,787 314 80 262 4,589 315 2,510 687 159 3,085 2,693 1,491 1,984 2,253 4,334 1,491 22 45 99 23 1,1 66 359 242 17 48 119 167 15 15 245 43 50 92 3,043 221 1,000 81 3,425 213 591 32 1,623 397 754 46 11 422 16 160 31 6 2,000 88 835 9 691 119 746 282 112 1,094 207 651 918 586 1,021 346 807 202 247 335 133 260 209 258 7,449 5,857 433 310 519 1,699 166 552 721 1,200 645 382 263 1,487 52 256 748 654 284 656 3,790 370 120 285 331 1,436 1,510 3,482 1,656 812 367 698 3,657 477 364 768 479 512 220 139 889 799 79 289 482 1,010 61 628 1,159 306 1,128 173 1,276 475 585 1,310 562 539 1,067 2,011 828 492 1,331 2,241 170 399 672 512 117 34 350 605 392 1,810 744 65 16 1,926 963 1,483 312 47 71 20 98 11 64 16 18 23 7 66 17 27 518 33 56 8 45 15 4 5 1,837 20 7 18 66 50 160 400 48 53 51 787 73 27 17 46 6 7 2 56 32 45 72 129 58 5 71 16 Data from county farm census enumerations. Additional county farm facts may be secured from the Crop Reporting Service, Department of Agriculture, Raleigh, N. C. Public Schools of North Carolina 35 MILK COWS IN NORTH CAROLINA, 1928 (The counties ranked according to persons per cow) The following table, based on the recent issue of Farm Forecaster, issued by the crop reporting service of the State-Federal Dpartment of Agriculture, gives the number of milk cows of milking age in each county and the ratio of milk cows to population. The counties are ranked accord- ing to the latter factor. In 1928 there were, according to the report, 275,454 milk cows of milk- ing age in the State. This is equivalent to one cow for each 10.2 people. The range among the counties is from one cow for each 2.3 persons in. Alleghany county to one cow for each 164.0 persons in Dare. In nine 1 counties there were no more than five persons for each cow; at the other extreme there were nine counties in which there were more than 25 persons per cow. Department of Rural Social-Economics, University of North Carolina Milk Per- cows sons Rank County of per milking cow age 1 Alleghany 3,155 2.9 2 Clay 1,504 3.5 3 Ashe 5,858 3.9 3 Watauga 3,699 3.9 5 Macon 3,242 4.1 6 Davie 3,323 4.2 7 Graham 1,059 4.7 7 Jackson 2,931 4.7 9 Henderson 4,144 4.8 10 Madison 3,950 5.1 10 Randolph 6,197 5.1 12 Tyrrell 917 5.2 13 Avery 1,915 5.4 13 Chatham 4,616 5.4 13 Cherokee 2,980 5.4 13 Yadkin 3,178 5.4 17 Caswell 3,005 5.5 17 Wilkes 6,340 5.5 19 Orange 3,553 5.7 20 Mitchell -...1,999 5.9 20 Stokes 3,552 5.9 22 Haywood 4,215 6.0 23 Lincoln 3,072 6.1 24 Alexander 2,002 6.2 25 Caldwell 3,326 6.3 25 Person 3,228 6.3 25 Polk 1,560 6.3 25 Yancey 2,786 6.3 Milk cows Rank County of milking age 29 Davidson 6,328 30 Union 5,810 31 Iredell 6,031 32 Cleveland 5,524 33 Alamance 4,981 34 Camden 721 34 Montgomery 1,791 36 Burke 3,240 36 Hyde 1,079 36 Rutherford 4,403 39 Catawba 4,866 39 Surry 4,360 41 Granville 3,459 41 Warren 2,795 43 Buncombe 9,362 43 Rowan 6,296 45 Currituck 870 46 Franklin 3,281 46 Transylvania . 1,292 48 Perquimans 1,281 49 Swain 1,712* 50 Mecklenburg ____._9,503 51 Cabarrus 3,985 52 Anson 3,025 53 Stanly 3,207 54 Bladen 1,997 Per- sons per cow 6.4 6.6 6.8 7.0 7.2 7.5 7.5 7.7 7.7 7.7 8.0 8.0 8.1 8.1 8.2 8.2 8.6 8.7 9.2 9.8 10.0 10.1 10.3 10.5 '1927 figures. 36 Live-at-Home Week in the 55 Gaston 5,315 10.9 55 McDowell 1,772 10.9 57 Pender 1,349 11.0 58 Lee 1,328 11.4 59 Northampton -____.2,046 11.7 60 Moore 2,016 12.5 61 Gates 833 12.7 61 Guilford 7,710 12.7 61 Pasquotank 1,449 12.7 64 Rockinghom 3,914 13.0 65 Vance 1,979 13.1 66 Jones 813 13.4 67 Richmond 2,252 13.6 68 Pamlico 644 14.0 69 Hoke 927 14.3 69 Wake 5,966 14.3 71 Sampson 2,847 14.5 72 Washington 785 14.9 73 Durham 3,184 15.1 74 Johnston 3,500 15.9 75 Hertford 1,052 16.2 76 Halifax 2,853 17.3 77 Harnett 1,763 18.2 78 Forsyth 5,528 18.6 79 Greene 998 18.9 80 Duplin 2,370 19.5 81 Cumberland 1,916 20.5 82 Nash 2,198 21.5 83 Columbus 1,428 22.0 84 Scotland 704 22.4 84 Wayne 2,262 22.4 86 Craven 1,394 23.0 87 Beaufort 1,350 23.1 88 Bertie 1,064 23.3 88 Onslow 653 23.3 90 Robeson 2,625 23.4 91 Brunswick 612 24.9 92 Chowan 391 27.2 93 Edgecombe 1,436 30.1 94 Pitt 1,674 32.0 95 Martin 700 33.6 96 Lenoir 1,028 34.5 97 Carteret 461 36.4 98 Wilson 1,028 43.1 99 New Hanover _ 552 87.1 100 Dare 33 164.0 FOOD REQUIRED TO FEED LIVESTOCK The feed requirement for livestock on the farm is as follows: Poultry — Mash and scratch required to feed 100 hens 1 year: Wheat _ 52 Bushels Corn 70 Bushels Oats 22 Bushels Swine — 150 bushels corn required to feed each brood sow and her two litters to an average weight of 200 pounds gross. Dairy, Cows — 15 bushels of corn, 10 bushels oats, 2 tons hay per cow a year. Sheep — Legume hay 400 pounds, shelled corn 30 pounds per head a year. Beef Cattle — Legume or mixed hay (stover or straw) 1% tons, corn 15 bushels a year. Horses and Mules — Grain 12% pounds daily, 75% of amount corn, 25% oats. Hay, 12% pounds daily a head, or corn 60 bushels, oats 30 bushels, hay 2% tons a year. Public Schools of North Carolina 37 livestock per farm in north carolina, 1870-1929 Milk Other Horses Mules cows cattle Sheep Swine Year per per per per per per farm farm farm farm farm farm 1870 1.10 0.54 2.11 3.46 4.95 10.76 1880 0.85 0.52 1.47 2.69 2.93 9.24 1890 0.74 0.55 1.25 2.28 2.73 7.02 1900 0.71 0.61 1.04 1.74 1.34 5.79 1910 0.65 0.69 1.22 1.54 0.84 4.84 1920 0.63 0.95 1.81 1.08 0.34 4.73 1925 0.46 0.99 1.10 0.82 0.24 3.07 1929* 0.24 0.95 1.01 0.73 0.36 3.01 'Farms estimated at 290,000. A SURVEY OF 1929 CROP CONDITIONS The North Carolina farmer who raised "money crops" in 1929 worked harder and got less money than he did in 1928, but the farmer who raised food and feed supplies in 1929 worked less and got more. These facts are shown clearly in a survey made by the agricultural extension service of North Carolina State College from 1929 crop figures compiled by the United States Department of Agriculture. This survey shows a shrinking in the value per acre in North Carolina in 1929 of the three so-called money crops, tobacco, cotton and peanuts. It shows an increase per acre in the value of all staple food and feed crops with the exception of wheat. The hay and the corn go hand in hand with the program to increase the raising of livestock in North Carolina. Records for 1929 show that the value of the North Carolina tobacco crop was approximately $123 an acre against $136 an acre in 1928. The acreage was larger and the yield was larger in 1929 but the price wasn't there. In 1928, 728,000 North Carolina farm acres were in tobacco, the yield was 449,408,000 pounds and the total value was $97,385,000. In 1929 the acre- age was increased to 764,000, and the yield to 508,060,000 pounds but the total value was only $93,991,000. In other words North Carolina farmers cultivated 36,000 additional acres but got about three and one-half million fewer dollars from tobacco. Cotton values shrank from $48 per acre in 1928 to $39 per acre in 1929, and this was in spite of a reduction in acreage in North Carolina. Poor crops, the boll weevil and low prices were responsible. Acreage in 1929 was 1,818 as compared with a 1928 acreage of 1,892,000. Production in 1929 was about 735,000 bales as compared with 836,000 bales in 1928. Total price for 1929 was about $61,372,000 as compared with $77,330,000 in 1928. Peanut acreage was increased for the 1929 season and the value of pro- duction per acre shrank from $57 in 1928 to $45. Acreage was increased from 205,000 to 220,000. Total production increased from 215,250,000 pounds to 224,400,000 pounds. Total price declined from $11,731,000 to $9,996,000. 38 Live-at-Home Week in the In other words the peanut growers cultivated 15,000 additional acres and got about two million fewer dollars. With the staple crops (with the exception of wheat) it was another story. The per acre value of Irish potatoes increased from $72 in 1928 to $132 in 1929; the per acres value of sweet potatoes from $83 to $105; corn $19 to $21.50; barley $27.60 to $30.70; hay $16.40 to $16.90; oats $17.20 to $17.98; and rye from $16.70 to $16.80. Wheat declined from $17.60 per acre in 1928 to $16.50 per acre in 1929. Although the increase per acre in corn values was only about $2.50 the immense acreage planted in corn in North Carolina made this mean mil- lions more dollars to farmers who withstood the temptation to put all their land in cotton, tobacco or peanuts. Corn acreage for 1929 was 2,259,000 against 2,305,000 in 1928. The 1929 production was 48,568,000 bushels as against a 1928 production of 42,642,000 bushels. The 1929 crop was worth, at farm values, $48,568,000 and the 1928 crop $43,921,000. Most sensational per acre increase was registered by Irish potatoes which jumped in value from $72 per acre to $132. This was due to a reduc- tion of acreage and production in North Carolina and the United States, plus a much higher price. The reduction of acreage followed the bad potato year of 1928 when there was an overproduction and very low prices. The North Carolina Irish potato acreage in 1929 was 74,000 as against 95,000 the preceding year. Production was 8,130,000 bushels as against 10,545,000 bushels. Total price for the 1929 crop was $9,756,000 as against $6,854,000 for the 1928 crop. In other words the Irish potato farmers worked 21,000 fewer acres and received three million more dollars. A big increase in the per acre yield favored the 1929 growers of sweet potatoes in North Carolina where the per acre value increased from $83 to $105. The acreage was slightly smaller and there was a slight increase in price. The sweet potato farmers worked two thousand fewer acres and got a million and a half more dollars. — News and Observer. Public Schools of North Carolina 39 PRIZES AND AWARDS CONNECTED WITH OBSERVANCE OF LIVE-AT-HOME WEEK Two series of State prizes will be offered as follows: 1. One series in the schools for white race. 2. One series in the schools for colored race. The white schools will be divided into two groups: (1) rural schools; (2) city schools. The city schools for colored children will be divided into two groups: (1) rural schools; (2) city schools. In each of these four groups (white rural, white city, colored rural, colored city, as specified above), there will be three types of prizes as follows : a. Essay contest in public high schools. A State prize for the best essay written by a pupil enrolled in any public high school of the group in which the pupil is eligible. The essay is to be written on some phase of the live-at-home program, and to contain not less than 800 words nor more than 1,500 words. b. Essay contest for children in grades from five to seven, inclusive. a State prize for the best essay written by a pupil enrolled in any ele- mentary school in the State in grades five to seven, inclusive. Essay to be written on some phase of the live-at-home program, and to contain not less than 500 words nor more than 1,000 words. c. Poster contest for grades one to foiir, inclusive. A State prize for the best poster or booklet prepared by any grade in the school in each of the four groups — grades one to four, inclusive. METHOD OF SELECTING BEST ESSAYS, POSTERS AND BOOKLETS 1. The county superintendent of schools shall appoint district and county judging committees, and the superintendents of city schools shall appoint city judging committees. (If possible, it is hoped that these two groups of officials will arrange for a series of district, city and county pi-izes similar to those offered for the State.) 2. The district judging committees for each of the four groups of schools shall file report of decisions together with prize-winning essays, booklets and postei's with the county superintendents or the county judg- ing committees, on or before April 15, 1930. ' 3. The city and county judging committees shall select the best poster, booklet and essay in each group mentioned above (a total of 12) to be for- warded not later than May 15, 1930, to State Superintendent of Public' Instruction, A. T. Allen, Raleigh, N. C. 4. From these posters or booklets and essays submitted by city and county school systems, State judging committees shall choose the best essay, the best poster or booklet from each of the four groups of competing schools and award the State prizes. Note: The essays offered in competition for State awards shall be bound in a volume called "The North Carolina Youth's Declaration of Independence," to be filed in the Governor's office in the Capitol. Syracuse, N. Y. PAT. JAN 21,1908 iiir w ' 00034026820 FOR USE ONLY IN THE NORTH CAROLINA COLI Form No. A-368, Rev. 8/95