,,, "Tpyfly- rpm-v,“ q-rmrwyulilwivy"rv -‘ r-w-M-w W ' w. Q» w‘ ICUTNIT T ‘-~i e E. * >Y ’ BULLETIN of the Agricultural ana’ Mechanical College of Texas g (In co-operation with the United States Department of Agriculture.) ElfV, 1917. “MEXJNSION SERVICE. i Practical Agriculture in T exas Schools Through School. Home and Community Individual School Gardens at Oakville, Texas. Address CLARENCE OUSLEY Director and State Agent, CoHege Station, Texas. zuo. 37f 77 i l FOREWORD The busy teacher with double the amount of work that any one should be expected to do must slight some of the many tasks. The natural inclina- tion is to curtail those efforts that require the most time and thought for planning. Thus one who is teaching agriculture and numerous other subjects at the same time needs to resist strongly the temptation to “hear classes” in a textbook instead of leading pupils to discover through actual experience the valuable truths upon which successful and satisfactory farming and farm life are based. It is to assist such a teacher in accom- plishing the desired result -that this publication has been prepared. The Extension Service and United States Department of Agriculture in cooperation with the Department of Agricultural Education, undertook, in 1915-16, a project termed “Home Projects in Agriculture.” The purpose of this project was to induce pupils to put into practice at their homes the principles of agriculture taught in the class room, and to encourage their enrollment and instruction in boys’ and girls’ clubs under the lead- ership of county agents. S. G. Rubinow, Assistant Professor of Agricul- tural Education, was given immediate charge of the project. Teachers’ institutes and other educational meetings were addressed, county cam- paigns were made, and individual schools were visited in introducing the work. All the agricultural club projects were included in the recommen- dations, and many others not yet recognized as clu-b projects. Sugges- tions were sent out from the office from time to time to a selected list of about a thousandinterested teachers. Much interest was manifested by teachers and pupils. - For the year 1916-17 the project has taken the form of a demon- stration. A limited number of high schools were selected for coopera- tive work. These schools agreed to be directed in all their agricultural activities by the man in charge of the project. J. D. Blackwell, Associate Professor of Agricultural Education, is in immediate charge of the work. Monthly visits are made to each school, the pupils are instructed in the methods of pursuing home projects in agriculture, teachers are advised and directed, and extension meetings are held in each community and adjoining communities. Suggestions and instructions are being sent out each month to the schools cooperating and to a selected list of about a thousand interested teachers situated in all parts of the State. The subject matter of this bulletin consists chiefly of those instructions that have been given during the year. The work of the project is being done under the joint super- vision of the Professor of Agricultural Education and the Director of Ex- tension in the Agricultural and Nlechanical College of Texas. MARTIN L. HAYES, Professor of Agricultural Education. May, 1917. .44 INDEX. Introduction ...... .. Explanation 0f 1-Iome Projects Suggested Courses in Agriculture Additional References .... ._ _ .... .. Minimum Equipment PLANT CULTURE— Subject Matter School Exercises Field Trips ..... .. Home Projects and Home Work Text Books and References GENERAL ANIMAL HUSBANDRY- Subject Matter School Exercises Field Trips . _ . . . . . . . . . .. Home Projects and Home Work Home Projects for Club Members. Text Books and’ References DAIRY HUSBANDRY- Subject Matter ........ .. School Exercises Field Trips Home Projects and Home Work Text Books and References POULTRY HUSBANDRY— Subject Matter ....... .. School Exercises ____ .. Field Trips .... .. Home Projects ad Home Work Home Projects for Club Members Text Books and References FRUIT PRODUCTION- Subject Matter School Exercises - ....... .. Field Trips Home Projects and Home Work... Text Books and References ELEMENTARY SOIL STUD-Y- Subject Matter ....... .. School Exercises Field Trips Home Projects and Home Work Text Books and References VEGETABLE AND LANDSCAPE GARDENING- Subject Matter School Exercises ......... ._ Field Trips ......... .. Home Projects and Home Work Home Projects for Club Members Text Books and References CROP PRODUCTION—- Subject Matter School Exercises Field Trips ...... .. Home Projects and Home Work Home Projects for Club Members Text Books and References FARM ENGINEERING AND FARM MANAGEMENT- Subject Matter School Exercises Field Trips Home Projects and Home Work Text Books and References MONTHLY CALENDAR FOR_ COMMUNITY PROJECTS ........................................ .. October-Organizing a Community Center Club November—The School or Community-Fair December—E1iminating the Low Producing Cow .................................................... ..< January—The Gerrrfinating of Seed Corn February—The Observance of Arbor Day March—Improving the Homes of the Community April—Solving Rural_Life Problems May-Holding a School Rally Practical Agriculture in Texas Schools Through School, Home and Community. BY J. D. BLACKWELL Associate Professor of Agricultural Education and Supervisor of Home and School Projects in Agriculture. Extension Service, Agricultural and Mechanical College of Texas. INTRODUCTION Purpose of Bulletin. This bulletin has been prepared as a guide t0 teachers undertaking definite projects in agriculture, and incidentally as a supplement to the numerous textbooks on elementary and high school agriculture. During its preparation, the one question uppermost in the mind of the author has been: How can the rural youth receive practical instruc- tion in agriculture and home economics, and how can the teaching of agriculture be made most practical? It is, therefore, to be hoped that teachers will find it ‘both practical and suggestive. Plan of Bulletin. This bulletin has been planned on the basis of a One-Unit Course in general agriculture. It is expected that the agricultural class will meet three single periods each week for thirty-two weeks for recitation, and two double periods each week for laboratory, demonstration and field work. Each student is supposed to do definite Home Project work in’ agri- culture. (See plan for grading under ‘Home Projects.) Community under~ taking are also included, and should ‘be undertaken by the teacher, school and community. Outlines for Subject Matter. While the subject matter i11 this bulletin has been outlined on the basis of a One-Unit Course, it may be enlarged upon, and used in schools teaching two or more units. The outlines are merely guides for the inex- perienced teacher, but may, of course, prove suggestive to teachers of more experience. Where the observance of seasonal sequence is desired, the arrange- ment of the different outlines may have to be shifted to meet the needs of the various sections of the State. For additional subject matter, and reference to books and bulletins. see Joint Bulletin No. 1, A. and M. College. School Exercises. Eight school exercises, based on the subject matter will be found fol- lowing the different outlines. ‘ Detailed directions are given for performing and keeping data on the different exercises, and whether the exercises are given as a demon- stration by the teacher, worked by groups, or by individuals, each pupil should be required to report them in note books. * Field Trips. a Field trips are essential to the best results in teaching agriculture. since the work can not be made most practical without them. In order to 4 derive the greatest good from field Work, it is necessary that the purpose of the trip be explained in detail before leaving the school laboratory. Such work should be reported on as follows: Date l Purpose of Trip l Place l Observations l l , l l l l HOME PROJECTS AND HOME WORK. Explanation. Home projects and home work in agriculture is that ‘part of the agri- cultural work performed at home, and for which school credit is given. It may, or may not, take the place of regular laboratory work, depending upon the type of the school and the type of the work. The following definition of a home project is suggested in Bulletin No. 346, U. S. Department of Agriculture: “The term ‘home project’ applied to ‘instruction in elementary and secondary agriculture includes each of the following requisites: (1) There must be a plan for work at home covering a season, of a more or less extended period of time, (2) it must be a part of the instruction in agri- culture of the school; (3) there must be a problem more or less new to the pupil; (4) the parents and pupil should agree with the teacher upon the plan; (5) some competent person must supervise the home work: (6) detailed records of time, method, cost, and income must be honestly kept, and (7) a written report based on the record must be submitted to the teacher. This report may be in the form of a composition or a book- let.” Listed under the term Home Projects and Home Work at the end of the outlines for subject matter, will be found a number of suggested undertakings. Some of these should b.e considered as Home Projects, others Home Work. Home Work and Home Projects are not synonymous, even though the terms are often used interchangeably. The teacher must make a distinction lbetweenHome Projects and Home Work, and give credit accordingly. For example, currying the horse»once daily for one month is Home Work, and should be given say three credits; whereas the plow-- ing of an acre of ground as a portion of the one-acre Home Project should be given ten credits. In a rural school where there is little or no laboratory equipment, Home Projects and Home Work may take the place of laboratory work almost entirely. In high and rural schools having limited equipment, they may supplement the regular laboratory work, and in schools having plenty of time and equipment, they may be required in addition to the labora- tory work. Since school credit is to be given, the success of this undertaking depends largely upon the teacher and the parent. The teacher must fix a definite amount of school credit to be given for the completion of the various undertakings, and the parent must co-operate in seeing that this work is satisfactorily performed. 5 CREDIT. Plan A.—In schools having neither equipment nor the necessary time for successful laboratory work in agriculture, the following plan for de- termining the monthly grade is suggested: Daily recitations and examinations . . . . . . . ..80 credits Field Trips in Agriculture . . . . . . . . . . . . . ..10 credits Home Projects and Home Work in Agri...10 credits Plan B.—When schools have a limited amount of equipment and time for laboratory work,~this system of obtaining the monthly grades may be used: Three recitations each week and examination. . .70 credits One double laboratory period each Week . . . . ..20 credits Field Trips and Home Projects in Agriculture. . .10 credits Plan C.——ln order that the theory may be supplemented by actual prac- tice work, schools having the necessary time and equipment for success- ful laboratory Work may require each student in the class to make ten credits each month by Home Projects, Grade as follows: Three recitations each week and examinations. . .60 credits Two double laboratory periods each week . . . . . . .30 credits Required Home Projects in Agriculture . . . . . . . ..10 credits Note: Home Projects and Home Work may be selected from the lists under the various headings. Reports should be made before any cred- it is given. These reports for Home Work may be in the form of state- ments from parents to the effect that work has been satisfactorily com- pleted, or may -.be direct from students. The following outlines will be suggestive of the "manner in which H.ome Project reports should be made: SUGGESTED OUTLINES FOR REPORTS ON HOME PROJECTS. I. An outline for a report on general Home Projects in Agriculture (All projects which do not properly belong to the crop or live stock pro- jects should be written up according to this outline.) ARRANGEMENT OF OUTLINE. 1. Nature and Purpose of the Project. A definite plan showing the nature and purpose of the project should be submitted to the teacher for approval before the work is begun. 2. Material and Equipment. All material and equipment used by the pupil in the project should be listed and briefly described. vWhenever possible, drawings should ac- company the description. 3. Project Procedure. _ A careful description of the work, including all steps of procedure from the ibeginning of the project to its completion, should be submitted under this heading. 4. Observations. All daily, weekly and monthly observations, which affect the final re- 6 :.sults of the project, should be listed. The conditions under which the pro- ject was hegun, carried on, and completed should be noted. 5. Data: Date begun Date completed | Estimated cost | Results I I I I I I I I I I 6. ‘Conclusions. Under this heading should be given such summaries as will indicate profit and loss, together with conclusions drawn from data and observa- tions taken. Results obtained by pupil may be compared with results indi- cated in the assigned references, and reasons IfOT differences suggested. II. An outline for a Home Project report in ‘Crop Production. (Similar outlines may be used for all crops.) I ARRANGEMENT OF OUTLINE. 1. Nature and Purpose of Project. A. Nature—The production of an acre of corn. B. Purpose-To supplement the theory of corn production by actual practice. 2. Material and Equipment. A. Soil. 1. Type and drainage. 2. Source of moisture. 3. System of farming during three previous years. B. Machinery—(plows, etc.) 3. Project Procedure. A. Preparation of seed bed. 1. Method and machinery used. 2. Time required. B. Seed Selection. 1. Method (field or crib.) 2. Variety selected. 3. Date of testing. 4. Drawings of germinated kernels. C. Planting. 1. Method (machinery used, width of rows, etc.) 2. Fertilizer used (kinds and amount.) D. Cultivation. ‘ , 1. Dates and purpose of each. I 2. Effect of rainfall upon cultivation. 3. Effects of deep and shallow cultivation. 4. Observations. A. Climatic. 1. Dates and amount of rainfall. 2. Destructive agencies and their effect. 7 B. Plant Development. 1. Period of most rapid growth. 2. Date of tasseling and silking. 3. Date of maturity. C. Enemies. 1. Insects and their effect. 2. Diseases and their effect. 5. Data. A. Expenses. 1. Seed. 2. Original plowing of ground. 3. Preparation of seed ted. 4. Total cultivation. 5-. Harvesting and marketing. 6. Rental value of land. B. Proceeds. 1. Number of bushels produced and value per bushel. 2. Value of stover or stalk field. 3. Estimated value of food elements returned to soil. C. Net Profit. 6. Conclusions. _ A. Those agreeing with references and other authorities B. Those disagreeing with references and other authorities. III. An outline for a Home Project report in Live Stock Production. (Sim- ilar outlines may be used for all live stock projects.) ATRRANGEMiENT OF OUTLINE. 1. Nature and Purpose- of the Project. A. Nature——The keeping of one dozen hens for egg production. B. Purpose—To determine the profit derived from feeding and car- ing for twelve hens during a period of three months. . Equipment. A. Poultry house. B. Pens. b!) 3. Material. A. Feed. 1. Amounts and rate of feeding. 4. Procedure. A. Selecting and purchasing one dozen hens. B. lFeeding the hens an egg producing ration. C. Caring for the flock and collecting eggs. 5. Observation. A. Production. 1. Periods of the greatest production. 2. Healthiness of the flock. B. Effect of climatic changes. 8 6. Data. A. Expenses. 1 2 3 GZUIHR . Original cost of the flock. . ‘Cost 0f ‘feed by month. . lCost of feed during entire period. .t Estimated time spent in caring for flock. . Estimated cost of marketing eggs. . Total expense for the period. B. Proceeds. 1. Ulr-QCIQBU Daily record of eggs produced. . Average daily production. .Month1y record of eggs produced, with value. . Total amount received from the sale of eggs. . Estimated value of manure. C. Net Profit. 7. Cbnclusions. Value of keeping poultry for egg production. General conclusions drawn from experiment. v Comparison of conclusions, with those found in assigned ref- A. B. C. GI‘ 811088. . 1.- SUGGESTED (IOURSES IN AGRICULTURE. GROUP I. ONE UNIT OF GENERAL AGRICULTURE. (Based on seasonal sequence.) 1. October-——Plant Study. 2. November—~General Animal Hus- bandry. 3. December—Poultry and Dairy- ing. 4. January—Fruit Production. 5. February—Elementary Soil Study. 6. March——Gardening. 7. April—Field Crops. 8. May-Farm Management. State Adopted Texts. Ferguson & LeWis—Element-ary' Principles ofvAgriculture, Ferguson Pub. Co., Sherman. \Varren——Elements of. Agriculture, ;\IacMillan (‘o., Dallas, Texas. For additional book references, see suggested texts in groups below. For bulletin references, see Joint Bulletin No. 1, A. and W. College; or, Extension Bulletin No. 56, University of Texas. GROUP ll. A TWO UNIT COURSE. (With suggested text books.) First Term. FIRST YEAR-Plant Culture, Goff: Principles of Plant Culture, MaoMillan Co. . . . . . . . . . . . . .. $1.50 SECOND YEAR—General Ani- mal Husbandry. Harper: Animal Husbandry for Schools, MacMillan Co. . . . . . . . . . . . . . . . . . . . . . . .. $1.40 Plumb: Beginnings in Anmal Hus- bandry, Webb Pub. Co . . . . . .. $1.25 100 Second Term. Vegetable Gardening and Fruit Production. Green: Vegetable Gar- dening, Webb Pub. (To. .....$1.00 Green: Popular Fruit Growing, Webb. Pub. Co. . . . . . . . . . . . ..$1.00 Soils and Crops. Harris & Stew- art: Principles of Agronomy, Mac- iMillan Co. . . . . . . . . . . . . . . . .. $1.40 Hunt & Burkett: Soils and Crops, Orange Judd Co. . . . . . . . . . .. $1.50 GROUP lll. A THREE UNIT COURSE. First Term. FIRST YEAR—Plant Culture. "Goff: Principles of Plant Culture. MacMillan Co. . . . . . . . . . . . . .. $1.50 SECOND YEAR——General A11i- mal Husbandry. Plumb; Beginnings in Animal Husbandry, Webb Pub. Co. . . . . . . . . . . . . . . . . . . . . . . . . $1.25 Harper: Animal Husbandry for Schools, MacMillan Co. $1.40 'I'I~.TIRD YEAR—Soils and Crops. Harris & Stewart: Principles of Agronomy, MacMillan Co. . .. $1.40 Hunt & Burkett: Soils and Crops, Orange Judd (‘o., New York. .$1.50 Second Term. Vegetable "Gardening. . Corbett: Garden Farming, Ginn & Co.. .$2.00 Lloyd; Productive Vegetable Growing, Lippincott Pub. Co., Phil~1 adelphia, Pa. . . . . . . . . . . . . . .. $1.50 Poultry and Dairying. Robinson: Principles and Practice of Poultry Culture, Ginn & Co., Dallas..$2.51= Eckles & Warren: Dairy Farming, MacMillan Co., Dallas . . . . . ..$1.25 Fruit Production and Farm Man- agement. Green: Popular Fruit Growing, Webb Pub. Co. ....$1.00 Boss: Farm Management, Lyons & Carnahan, Chicago, Ill. . . . . ..$0.90 GROUP IV. A FOUR um-r COURSE. First Term. FIRST YEAR——Plant Culture. Goff: Principles of Plant Culture, MacMillan Co. . . . . . . . . . . . . .. $1.50 SECOND YEAR-General Ani- mal Husbandry. Plumb: Beginnings in Animal Husbandry, Webb. Pub. Co. . . . . . . . . . . . . . . . . . . . . . . . . $1.25 Harper: Animal Husbandry for ‘Schools, Macflillan Co. . . . . . $1.40 THIRD YEAR—Soils. Whitson & Walster: Soils & Soil Fertility, Webb. Pub. Co. . . . . . . . . . . .. $1.25 FOURTH YEAR—Fruit Produc- tion. Green: Popular Fruit Growing. ‘Webb Pub. Co.. St. Paul . . . . ..$1.00 11 Second Term. Vegetatle Gardening. Corbett: ‘Garden Farming, Ginn & Co..$2.00 Lloyd; Productive Vegetable Grow- ing, Lippincott Pub. Co., Philadel- phia, Pa I . . . . . . . . . . . . . . . . . . .. $1.50 Poultry and Dairying. Robinson: Principles and Practice of Poultry Culture, Ginn & Co., Dallas..$2.50 Eckles & Warren: Dairy Farming, MacMillan Co., Dallas . . . . . ..$1.25 Field Crops. Livingston: Field Crop Production, Macmillan -Co., Dallas $1.50 - - - - - . . . - - - . - - . ¢ - . - - . Farm Management. Boss: Farm Management, Lyons & Carnahan, Chicago, Ill; . . . . . . . . . . . . . . . ..$0.90 Davidson: Agricultural Engineer- ing, Webb Publishing Co., St. Paul, Minn. . . . . . . . . . . . . . . . . . . . . . . $1.50 4 ADDITIONAL REFERENCES. 1. Bailey: Principles of Fruit Growing, MacMillan C0., Dallas g; _75. 2. Bailey: The Pruning Book, MacMillan C0., Dallas 1.50 3. Bergen and Caldwell: Introduction to Botany, Ginn & Co, ................................ _- 1.30» 4. Brooks: The Story of Cotton, Rand McNally & C0., Chicago ________________________ __ .75 5. Brown: Modern Propagation of Tree Fruits, John Wiley & Sons __________________ __ 1,25 6. Craig: Judging Live Stock, Kenyon Printing C0., Des Moines, Ia ___________________ __ 1.50 7. Cunningham & Lancelot: Soils and Plant Life, MacMillan Co ..................... __ 1.10 S. Kains: Plant Propagation, Orange Judd C0., New York 1.50 9. Lyon & Fippin: Soils, MacMillan C0,, Dallas 1,75 10. McCall: Studies of Crops, John Wiley & Sons, New York .85 11. McCall: Studies of Soils, John Wiley & Sons, New York ______________________________ __ ,S5 12. Michels: Dairy Farming, John Michel’s Pub. C0., Wauwatosa, Wis __________ __ 1.50 13. Miller: Cotton Trade Guide and Student’s Manual, Steck, Austin ................ ._ 3.00 14. Morgan: Field Crops for the Cotton Belt, MacMillan Co. 1.75 15. Moon & Brown: Elements of Forestry, John Wiley & Sons, N. Y_ .............. ._ 2.00 16. O’Kane: Injurious Insects, MacMillan C0., Dallas 2.00 17. Plumb: Types and Breeds of Farm Animals, Ginn & C0., Dallas ................ -- 2.00 18. Robinson: Our Domestic Birds, Ginn & C0., Dallas 1.35 19. Warren: Farm Management, MacMillan C0., Dallas 1.75 20. Waugh: Rural Improvement, Orange Judd C0., New York 1.25 21_ IVeed: Farm Friends and Farm Foes, D. C. Heath & C0., Dallas ................ .. .90 22. Wilson & Warburton: Field Crops, Webb Pub. C0., St. Paul, Minn ........... .- 1.50 23. Wing: Milk and Its Products, MacMillan C0., Dallas 1 50 For additional book and bulletin references, see Joint Bulletin No. 1, A. and l .. College, College Station; or, Extension Bulletin No. 56, University of Texas, Austin, Agricultural Equipment, Oakville, Texas, High Schoo1—Courtesy Department of Agricultural Education, University of Texas. 12 T S. exa MINIMUM EQUIPMENT FOR AGRICULTURE. Quantity Name of Article Approximate Price 1 Soil Auger $ 2130 1 Set of Soil Sieves 6,50 1 Soil Thermometer 1_40 1 dozen Capillarity Tubes . . _ . _ _ _ _ _ _ _ , _ _ _ __ _70 1 Support for Capillarity Tubes .... .. 1_00 1 Tube Brush _50 6 Trowels (for transplanting) ,90 8 dozen Four-inch Flower Pots 1.60 1 Pair Pruning Shears .40 1 Pruning Saw ....... .. 1.00 1 Bucket Sprayer 4.50 6 Budding Knives .... .. 1.30 6 Garden Hoes 1.00 6 Garden Rakes . 1.00 1 Trip Scale ..... .. »- 650 1 Set of Weights (1 to 1000 grams) ................................................... _. 3.00 4 Alcohol Lamps ...... .. 1.60 1 Alcohol Stove Lamp . 1.00 1 Retort Stand. with three Rings .60 1 dozen Three-inch Test Tubes .15 1 dozen Five-inch Tubes .25 1 Thermometer -10 to 110 degrees Centrigrade .... ..................... .. 1.20 1 Graduated Cylinder 100 cc. ~ z" 1 Mortar and Pestle .50 1 Babcock Milk Tester (six bottles) 9.00 6 Cream Bottles t 1.00 2 Skim Milk Bottles . . . . . _ _ . _ . . . . . . . . . . . . . . . . . . . . . . . . .. 1.20 1 pair Dividers, (4 1-2 to 5 1-2) ....... .. B Pipettes . . . . . . . . . . . . . . .. ' 75 4 Tripod Magnifiers -. 1.00 6 Riker Specimen Mounts (Various Sizes) ................................. .. “.00 1 Tape Measure (50 feet) _75 1 Mount of Seeds of Common Farm Crops ............................................ .. 1_00 1 Tablet of Cotton Score Cards (50) .20 1 Tablet of Corn Score Cards (50) .20 1 Tablet of Light Horse Score Cards (50) ................................... .. .20 1 Tablet of Beef Cattle Score Cards (50) .2 1 Tablet of Dairy Cattle Score Cards (50) .............................................. .. ‘Z0 1 Tablet of Hog Score Cards (50) .20 TOTAL _______________________________________ _, $57.65 SUBJECT MATTER FOR PLANT STUDY. I. The Seed. A. Collection, drawing, identification, structure, germination. II. The Plant. A. ‘Study of parts. i1. Roots. (a) Function, (b) relation to soil, (c) structure. 2. Stem. (a) Function, (b) structure. 3. Leaf. (a) Function, (b) structure, (c) relation to air. 4. Reproduction. (a) Organs, (b) drawings, (c) functions. III. Dispersal of Fruit. A. Agencies. 1. Wind. 2. Water. 3. Animals. 13 School Exercise No. 1. I. II. III. IV. Simple method of Germinating Seed-Courtesy, U. S. D. A. SCHOOL EXERCISES IN PLIANT STUDY. Collection and Identification of Seed. Object: T0 collect farm seed for the purpose of identification. Material: (1) Small bottle, (2) note book, (3) pencil. Directions: Visit farms on which various crops are growing, collect seeds of each crop, place them in the small bottles, and label. If any farm or Weed seed is “found which no member of the class can identify, it should be taken to the laboratory for identification. An interesting project will be the placing of the different seeds in small lbottles. and numbering the bottles from one to twenty-five consecutively. These may be placed in a row and each student allowed a brief period of time for identification. Data: No. of Bottle o n Q u Q n n u o ¢ Q u u n Q Q Q c o Q o o Q a Q Q u u 0 I n o Q n 0 0 0 o o o o o a n o o 0 0 o 0 I O- Q o Q u o n n n c e Q o o Q o 0 0 o a Q Q o u o Q Q u u o o u o Q Q c u o a Q - o o Q c o o 0 0 0 0 v I Q 0 Q o u o o Q Q a Q a n Q Q Q o o n ¢ Q o u Q o Q Q u I n Q Q c u Q o o Q ¢ Q o a u o o o 0 0 I 0 I I V. Remarks: School Exercise No. 2. Study of Seed. I. Object: To study the parts and composition of seed. II. Material: (1) beans, (2) corn, (3) pecans, (4) nitric acid, (5) iodine solution. I III. Directions: Soak a few beans and grains of -corn for an hour-in warm water. Examine the bean seed carefully for the hilum or scar. Sever the seed coat on the convex side of the bean, and separate the bean into two parts. These two parts are the cotyledons or seed leaves. Between these seed, leaves will be found a small bud, known as the plumule. Remove the seed coat from a grain of corn. and note the embryo 14 or germ near the tip of the grain. Note the harder portion of the grain which is "known as the endosperm. Study corn grains in very much the same way, making drawings of both longitudinal and cross sections of the bean and corn, and labeling the ‘parts. ' In order to determine the composition 0f the various seeds, place a drop of nitric acid upon a portion of the seed. An orange color will indicate the presence of protein. Place a drop of iodine solution upon another portion of the seed. A dark blue color will indicate the pres-e ence of starch. Scrape a portion of the seed and hold the scrapings over a slow flame until they are well heated; then place them on a white ‘paper; the presence of fat or oil will be indicated by greéase spots. Test a number of seeds according to these directions, and record results. IV. Data. | Name of seed Number of seed] Protein | Starch | Fat . . . . . . . . . . . . . . . . V. Remarks: School Exercise No. 3. Study of Plantlet- I. Object: To study in detail the parts of a plantlet. II. Material: (1) beans, (2) corn, (3) two plates,_ (4) blotting paper. III. Directions: Place bean seed and grains of corn in a plate, the bot-- tom of which is covered by a piece of moistened blotting paper. Cover the seeds over with a second piece of blotting paper, and dampen with warm water. When the grains have sprouted, examine them carefully, noting the different parts of the young plant, Whichconsists of the» root, the stem, and the small bud or plumule. Note also the seed leaves or cotyledons, of which the -corn has but one, the bean two. IV. Data: c Make drawings of the young bean and corn plants, labeling the dif» ferent parts. V. Remarks: School Exercise No. 4. Study of Root Systems- I. Object: To give information as to the various kinds of root systems. lI. Material: Mature plants—corn, cotton, radish, peanut, etc. III. Directions: Examine carefully the root systems of corn, cotton, radish and peanut plants. Note that the corn is characterized by brace rcots, the cotton by branched roots, the radish by a tap root, with num- erous root hairs, and the peanut Iby what appears to be a root bearing its fruit, but what is in reality an underground stem. Draw a cross section of a root labeling the outer part, or cortex, the second layer or medullary sheath, and the central cylinder. (This can best be- seen by the use of a compound microscope.) IV. Data: 15 Name of Plajnt A‘? Characteristic of Root System V. Remarks: School Exercise No. 5. Demonstration of Osmosis. I. Object: To illustrate the principle of osmosis as applied to the way plants feed. II. Material: (1) Parchment paper or pig bladder, (2) strong salt solu- tion, (3) bottle, (4) thistle tube, (5) rubber stopper. III. Directions: Tie a piece of parchment paper or pig bladder over the large end of the thistle tube, and fill the tube with a strong salt solu- tion. Place the tube in a bottle of water, holding it in place by means of a rubber stopper, in such a Way that the water in the bottle, and the solution in the tube are the same height. After allowing them to stand for sometime, note that the water in the tube has risen above the height of the water in the bottle, showing that the less dense solution has passed through the membrane, in the direction of the stronger solution. IV. Data. Increase in height of solution in thistle tube 1 1 day V. Remarks: ' ' School Exercise No. 6. Study of Stem Structure. I. Object: To understand stem structure. II. Material: (1) Cross sections of corn stem, (2) cross sections of twigs (3) hand lens, (4) knife. III. Directions: ‘Select and study cross and longitudinal sections of the corn stem, and twig. Note the difference in appearance of the cross sections. The fibro-vascular bundles through which the food passes are scattered throughout the whole section of the (corn stem, while in the twig the bundles are located in the middle of the cross section. Make drawings of 'both cross sections, labeling the various prominent parts. IV. Data: No. of Corn Sections Studied l No. Twig Sections Studied V. Remarks: School Exercise No. 7. ' Effect of Sunlight on Plants. I. Object: T0 show the effects of sunlight on growing plants. II. Material: (1) Paste board box, (2) flowercpots, (3) beans, (4) other plants. III. Directions. Plant seeds of the bean in flower pots. When the plants have grown, place over one a paste board box, from the side of which an opening, 2x2 inches, has been cut. Note that the leaves turn more and more toward the light each day. Compare’ the direction of a sun- flower plant atnight" with the direction of the plant in the morning. Anothereffeéttof the sunlight may be shown by placing growing plants in a dark room, in which all conditions, with the exception of the sun- light, are similar. I IV. Data: Kind of plant Date Effect of Sunlight- Effect 6Ffi§£i€iioom - . . - - - . . - - - . . . . . - . . . - - - - - - . . . . - - . . . . - - - - . . - . - - - - . - - - . . - ¢ . . - . . - . . . . . - . . . u - . . . - - . . . - . - . . . . . . - - . - - . . - - - . . . - - . . - . - - ~ ¢ . - - . . - - . . - - . - . - - . . - . - - - - - - . - . . . - - V. Remarks: School Exercise No. 8. Preparation of Cuttings"; I. Object: To show how plants are propagated by means of cuttings. II. Material: (1) Geranium, (2) coleus, (3) wandering Jew, (4) rose, (5) small boxes or flower pots. III. Directions: Wake cuttings of each of the above plants, using sections 6-8 inches in length, containing three to four buds. Cut the ends obliquely. Place the cuttings in the box or flower pot containing moist- ened sand, so that two of the buds are above the surface; Place in a warm room, keep moist, and after plants have become well rooted, remove to individual flower pots or boxes. IV. Data: Date l Kind of Plant (No. of each i Date of transfer i Results V. Remarks: Field Trips in Plant Study. 1. Visit fields in the community, and study methods of seed distribu- tion. b9 . Collect and identify all the common weeds of the community. . Make a list of all trees found on the school ground. Collect and identify the common injurious plant insects. Visit a nursery and make a list of all ornamental shrubs found there. . Collect and press wild flowers found in your neighborhood. . Visit a nursery, and list all flowers propagated byflbulb. 17 ' —JOB_U'I>->~OO 8. ‘Clean upschool grounds; and plant trees, flowers, and shrubs. Home Projects and Home Work in Plant Study. 1. Make cuttings of the geranium, wandering Jew, coleus and begonia. . Plant and observe bulbs of the narcissus, tulip and hyacinth. 007M) abean. ’ a l ‘ . Propagate a rose‘ by the layering process. . Prepare the soil and-"plant a bed of violets. . Plant and care for two window boxes. . Cut and burn the’ weeds from the home garden. . Cut and burn all dead branches of trees from the home lawn. OO-\‘I@OT~¥> Textbooks and References. . Collect seeds of the moon vine, morning glory, cypress and castor Ferguson & Lewis-—Elementary Principles of Agriculture, Page 1-4.0. Warren-Elements of Agriculture, Pages 1-74. Goff-Principles of Plant Culture, Pages 1-57 and 186-213. Cunningham & L-ancelot—S0ils and Plant Life (MacMillan). Note: For bulletin references see Joint Bulletin N0. 1, A. and M. College. 18' II. III. ‘II. III. 1V II. III. IV. CV. VI. CVII. Fitting for showing. “VIII Marketing, classification, grades. etc. SUBJECT MATTER FOR GENERAL ANIMAL HUSBANDRY. Livestock Industry. A. Importance. .B. Influence of stock farming on soil fertility. Improvement of Animals. ' A. Domestication. B. Selection. C. Breeding. Animal Nutrition. A. Feed. 1. Composition. Kind. . liigestibility. . Rations. r5005? Horses. Introduction. A. Origin and history. B. Distribution and importance. Types. A. Arabian, Draft, Coach, Light, Pony. (1) Characteristics of each type. Study of the principal breeds in Texas. A. Development of the ‘breed. B. Characteristics. . Care and management. A. Training, feeding and care. B. Diseases and unsoundness. Cattle. Introduction. A. Importance. 1. Statistics on production and prices. Types and breeds. A. Beef. B. Dairy. C. Dual purpose. Outline for breed study. A. Origin and brief history. ' B. Breed characteristics. C. Adaptation of breed. Caro and management. A. Breeding, feeding, sheltering, Pure breeds versus scrubs. Grading up the herd. dehorning. 19 II. III II. III. Sheep. Types and breeds. A. Merino or fine Wool. B. Mutton. Outline for breed study. A. Distinguishing characteristics. B. Adaptation to Texas conditions. Care and management of sheep. LA. Breeding, feeding, housing, shearing. B. Diseases and sanitation. Marketing, classification, etc. Swine. Types. A. Lard—Most important breeds. B. Ba.¢on—.\iost important breeds. Classification of breeds according to size. Care and management. A. Feeding, breeding, housing, etc. Most common diseases. A. Causes and symptoms. B. Prevention and control. x" ,. High School Agricultural Class Scoring a Horse, Livingston, Texas. 2O SCHOOL EXERCISES IN ANIMAL HUSBANDRY. School Exercise No. 9. Home of Breeds. I. Object: To fix in the minds of the pupils the homes of the various breeds of animals. II. Material: (1) Drawing paper, (2) maps, (3) reference books, (4) pencil. III. Directions: Draw outline maps of the different European countries, and locate the early home of some of the different breeds of live stock, such as: Shorthorn, Hereford, Jersey, Holstein and Guernsey cattle; Berkshire, Duroc-Jersey, Poland China and Chester White hogs; South- down, Shropshire and Merino sheep; Percheron, Clydesdale and Hack- ney horses. IV. Data: §E€éT1__""“ “I-“Charéficferistics I Adaptabilityto Texas . . . . . . . . . . . . . . . ............... . . . . . . . . . . . . . . . V. Remarks: SchootExercise No. 10. ~ Determining Age. I. Object: To determine the age of a horse by his teeth. II. Material: (l) Horses of different ages, (2) reference books. III. Directions: In order to determine the age of a horse, open his mouth and study his teeth carefully, remembering that at two years of age the two temporary center teeth (nippers) are beginning to, decay around the gums, While at three the permanent nippers have appeared. At four the next pair (incisors) have come in, while at five the corner teeth are present, giving the horse a full mouth. The ‘best indication of the age of a horse from five to ten years is the or- der of the disappearance of cups in the teeth. At six years of age, the cups in the nippers of the lower teeth have disappeared; at seven years the cups in the lower incisors; at eight years the cups of the lower corner teeth; at nine years the nippers of the upper teeth; at ten years the upper incisors, and at eleven years the upper corner teeth. After a horse is beyond eleven years of age, it is difficult to estimate the age. However, the upper surface of the teeth appear more triangular, and the teeth spring from the jaw with a greater slope. IV. Data: _ Make drawings of the ‘teeth showing the ages of the different horses examinel. V. Remarks: ‘School Exercise No. 11. Scoring of Light Horses. I. Object: To learn light horse judging by the use of a score card. II. Material: (1) Score card, (2) a numiber of light horses, (3) drawing paper. III. Directions: Study the score card until you are sure you understand all the terms. Locate and score all parts of the animal; then‘ make 21 a drawing of at horse, labeling all parts.’ v Use score card as a~ guide» only. w ;._I.V.D'ata:» _ . ,3 t . A GoodType of Light Horse. Courtesy Department of Animal Husbandry, . , » A. and M. College. , POINTS OF THE HORSE. ‘ 1. Mouth. ' ' '1 ‘ 14. Shoulder. ~ ‘T “ear flank. 2. Nostril. 15. Breast. 30. Belly. ' 3. Chi-n. , 16. Arm. ‘ .31. Hip. ' 4. Nose. 17. . Elbow. 32. Group. 5. Face. 18. Forearm. 3-. -011. 6. Forehead. 19. Knee. 34-. Buttock. 7. Eye. 20. Cannon. 2.5. Quarters. 8. Ear. 21. Fetlook. ' t‘ .1 Tr i ~11_ 9. Lower jaw. 22. Pastern. 37, Stiflg , 10. Throatlatch. 23. Foot. 38, Gaskm . 11. Windpipe. 24. Hearth girth. 39_ Hack 12. Creat. 26. Back. ' 13 Withers. 27. -Loin. ~ l 22 SCORE CARD FOP. LIGHT HORSES. 1. Age ................. (estimate by teeth) ________________________________________________ __| GENERAL APPEARANCE: , l 2. Weight .......... .. .. 1 3. Height 4. Form, symmetrical, smooth, stylish 5. Quality, bone clean, fine, and yet indicating sufficient sub- stance; tendons defined. hair and skin fine __________________________ __ 6. Temperament, active, good ‘disposition .................. .. ____________________ __ HEAD AND NECK: 7. Head, lean, straight . _ . . _ . _ _ _ _ _ _ __ __ 8_ Muzzle, fine; nostrils large; lips thin, even ______________________________________ __ 9. Eyes, full, bright, clear, large 10. Forehead, broad, full .................................................................................... __ 11. Ears, medium size, pointed, well carried,- and not far apart .... ._ 12. Neck, muscled; crest high; throatlatch fine; windpipe large .... .. FOREQUARTERS: 1-3. Shoulders, long, smooth with muscle, oblique, extending into back and muscled at withers l4. Arm, short, thrown forward ................ _. 15. Forearm, muscled, long, wide ..................................................... __ 16. Knees, clean, wide, straight, deep, strongly supported 17. Cannons, short, wide; tendons large, set back _______________________ _, 18. Fetlocks, wide, straight . . 19. Pasterns, strong, angle with ground 45 degrees ............................ __ 20. Feet, medium. even size, straight; horn dense; frog large, elastic; bars strong; sole concave; heel wide, high __________ _, 21. Legs, viewed in front, a perpendicular line from the point of the shoulder should fall upon the center of the knee, can- non, pastern and foot. From the side, a perpendicular line dropping from the center of the elbow joint should fall upon the center of the knee and pastern joints and back of hoof .. . . . . . . . . . . . . . . . . _ .. BODY. 22. Chest, deep, low; large girth 23. Ribs, long, sprung. close . . . . . . . . . . . . . . . . . . .. 24. Back, straight, short, broad, muscled .............................................. .. 25_ Loin, Wide, short. thick 26. Underline, long, flank let down ............................................................ .. HINDQUARTERS: 27. Hips, smooth, wide, level . 2S. Croup, long, wide, muscular ......................................................... ._ 29. Tail, attached high. well carried .9 . . . _ . . . _ . . . . . . . . . . . _ . . , . . . _ . . . . . . . . . .. 30. Quarters. heavily muscled, deep . . . . _ . . . . _ . . . . . . . . . . _ . _ . . . . . . . . . . . . . .. 31. Gaskins or Lower Thighs, long, wide, muscular ...... .. 32. Hooks, clearly defined, wide, straight . . . . . . . . . . . . . . . . . . . . . . . . _ . . . . _. .3, Cannons, short, wide; tendons large, set back ..................... .. 3. Fetlocks. wide, straight ..... .. 35. Pasterns, strong, sloping . ......... .. 36. Feet, medium, even size, straight; horn dense; frog large, elas- tic; bars strong; sole concave; heel wide, high __________ __| 37. Legs, viewed from behind, a perpendicular line from the point of the buttock should fall upon the center of the hock, cannon, pastern and foot. From the side, a perpendicular line from the hip joint should fall upon the center of the foot and divide the gaskin in the middle; and a perpen- dicular line from the point of the buttock should run parallel with the line of the cannon ........................................ .. ACTION: 28. Wa|k,.elastic. quick, balanced l 39. Trot, rapid, straight, regular, high l STUDENT’S NAME ..................................... .. Date (A. and M. College oi‘ Texas.) SCALE OF POINTSQFOR GELDING. Total fink l-—|l-4l-4l-*l—*l-‘ ‘O1 LQIJNJOTNHQl-‘IADIQ WNJQBZJN! O3 COPJIXJIOLQF-‘OQ udenfis S tore. ls. l {Corrected I Score. V. Remarks: Note: After a number of horses have been scored, take up placing. School Exercise No. 12. Placing Light Horses. I. Object: To determine the placing of horses according to standards. II. Material: (1) Class of four light horses. III. Directionsr lFrom a class of‘ four light horses, numbered 1, 2, 3, 4, (from left t0 right) select 1st, 2nd and 3rd best. Use the score card in comparing the points of the different animals, and after placing the class, give briefly reasons for your placings. 1V. Data: Placed No. 3 over No. 4, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Placed No. 4 over N0. 1, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Placed No. 1 over No. 2, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. V. Remarks: School Exercise No.13. Unsoundness of Horses-l I. Object: To bring out and locate all unsoundnesses of a horse. II. ‘Material: (1) An unsound horse, or (2) a model showing unsound- nesses, or (3) pictures of sound and unsound horses. III. Directions: Take the horse or model and go over all the parts, locating all unsoundnesses, and naming them according to those listed in any standard text. Determine if possible the cause of the unsoundness, and whether or not it is a blemish or a permanent injury. 1V. Data: No. of Horse l Unsoundness l Cause . . . . . . . . . . . in value ofanimal . . . . . . . . . . . . . . . . . . . . . . . . . . - Seriousness l Per cent. decrease V. Remarks: School Exercise No. 14. Scoring and Placing of Beef Cattle. I. Object: To learn scoring and comparing of beef cattle. II. Material: (1) Class of four beef cattle, (2) score cards. III. Directions: Study the score card carefully, locate all parts of the beef animal. ‘Score at least two of the animals according to following score card, and place according to 1st, 2nd and 3rd best. 24 _©¢OOO TJFWEPWPH A Good Beef Type. Muzzle. Eye. Face. Forehead. Ear. Neck. Shoulder vein. Shoulder. Brisket. Dewlap. Courtesy, Farm and Ranch. POINTS CF THE BEEF COW. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Breast. Arm. Skin. Fore iegs. Crops. Chest. Fore flank. Ribs. Back. Loin. 25 21. 22. 23. 24. 25. 26. Z7. Z8. Hip. Hind flank. Tail head. Pin bones. Thigh. Hock. Shank. Tail. s» g we)‘ “<15 HQ) 0 L4 5 h U a. SCALE OF POINTS—FOR STEER. i“; 8 #38 ‘i8 E"? B” ‘aw Ce U) O GENERAL APPE ARANCE: . Weight, score according to age . . . . _ . . . . . . . . . . __ 10 L’. Form, straight topline and underline; deep, broad, 10w set, stylish ........ _. 10 l 3. Quality, hair fine, skin pliable; dense, clean bone; body cov- ering to be uniform, of a mellow touch. yet sufficiently firm to indicate a large proportion of muscle ...................... .. 10 4. Condition, development of flesh and fat; fat indicated by spinal covering; rib covering, fullness of flank, purse ' and tongue root 10 HE AD AND NECK: ' 5. Muzzle. broad: mouth large; jaw wide; nostrils large .......... .. 1 6. Eyes, large, clear, placid ....... .. 1 7. Face. short, quiet expression 1 S. Forehead. broad. full .. .... __ 1 9. Fars. medium size. fine texture l 1 10. Horrs, fine texture, oval, medium size ............................................ ..l 1 11. Neck. thick. short, throat clean ........ .. l 1 FOREQUARTERS: I l 1°. Shoulder Vein, full . . . . . . . . . . .. 5’- I l 12. Shoulder, covered with flesh. compact on top, smooth .......... ..l 7’- l l 14. Brisket, advanced, breast Wide ...................................................... ..l 1 l l Dewlap, skin not too loose and drooping ............................. ..l 1 l l 16. Legs, straight, short; arm full; shank fine, smooth ................ i’ _l l I BODY: I l l 17_ Chest. full, deep. wide: girth large; crops full 4 l l 18. Ribs, long, arched, thickly fleshed l S I I 19, Back, broad, straight, smooth, even .............................................. ...| lll l l 20. Loin, thick, broad _ l § l l 21. Flank, full, even with underline - l ‘l HINDQUARTERS: _ _ _ _ I l l 22. Hips, smoothlv covered, distance apart in proportion with I 0 l l other parts _ l l l l 93. Pump, long, Wide. even. tail mead smooth, not patchy ------------ --l 7’ l l ‘34_ Pin Bones, not prominent, far apart .................................................. __l 1 l l 25. Thiqhs, full, deep. wide l -°» l l 26. Twist, deep, plump l ° l r 27. Purse, full. indicating fleshiness .... .. _ l l l 28. Legs, straight. short; shank fine, Smooth -------------------------------------- - l l! Total _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ . . . . _ . . . . . . . ..l 100 l l STUDENTS NAME ........... .. Date... IV. Data: Placed No. 3 over N0. 2, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Placed No. 2 over No. 4, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Placed No. 4 over No. 1, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V. Remarksf SCORE CARD FOR BEEF CATTLE. (A, and M. College of Texas.) 26 School Exercise No. 15. Scoring andi Placing of Swinet. I. Object: To learn how to score and compare fat hogs. II. Material: (1) Class of four fat hogs, (2) lard hog score cards. III. Directions: After studying score card carefully,iscore at least two» hogs from the class of four, and place the entire class. A Good Type of Lard Hog, Courtesy, Farm and Ranch. POINTS OF THE. PIG. 1. Snout. 9. Heart girth. 17, Hind Flank; 2. Eye. 10. Back. 18, Hip_ 3. F5166. 11. LOiIl. l19_ Rump 4. Ear. 12. Side. 2()_ Han; . 5. Jowl. 13. Fore flank. 21, TaiL 6. Neck. 14. Pastern. 22, Hock, 7. Shoulder. 15. Dew Claws. 23. Hind leg. 8. Fore leg. 16. Foot. _ 27 SCORE CARD FOR LARD HOGS (A. and M. College of Texas.) F‘ '1? w a5 "’ w 53 o} o s- 57- » Q s... SCALE OF POINTS—-—FOR BARROW. .28 .33 E 3 53w 5w Sm Q4 m U GENERAL APPEARANCE: _ Weight, score according to age 6 2. Form, deep, broad, low, symmetrical, compact, standing squarely 0n legs 1O 3. Quality, hair silky; skin fine; bone fine: mellow covering of flesh, free from lumps and wrinkles .................................... __ 10 4. Condition, deep, even covering or fiesh and fat over all parts of the body ........ .. 10 HEAD AND NECK: 5. Snout, medium length, not coarse 1 6. _Eyes, full, mild, bright 1 7. Face, short, cheeks full .... .. 1 8. Ears, fine, medium size, soft 1 9. Jowl, firm, full ....... .. 1 10. Neck, thick, short 1 FOREQUARTERS: 11. Shoulder, broad, deep, full, compact on top .................................... .. 6 12. Legs, straight, short, strong; bone clean, pasterns upright; feet medium size 2 BODY: . 13. Chest, deep, broad, large girth 4 14. Sides, deep. lengthv, full; ribs close and Well sprung ................ .. 6 15. Back, broad, thickly and evenly fleshed, arched ............................ .. 10 16. Loin, Wide, thick - 8 17. Belly, straight, even 4 PHINDQUARTERS: 1R; Hips. Wide apart. smooth . _ 2 19. Rump, long, wide, evenly fleshed, straight .................................. .. 2 20, Ham, heavily fleshed, plump, full, deep, Wide ................................ .. 10 21. Thighs, fleshed close to hocks _ 2 ‘22. Legs, straight. short. strong; bone clean; pasterns upright; feet medium size 2 Total ........ .. 100 ‘STUDENTS NAME . . . . . . . . . _ .. ‘Date 1V. Data: Placed No. 4 over No. 1, because . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . Placed No. 1 over No. 3, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . Place No. 3 over No. 2, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. V. Remarks: 28 School Exercise No. 18. x School Pigss I. Object: To carry on an experiment in the feeding of pigs. II. Material: (1) Three pigs, (2) three pig pens (3) pair of scales, (4) feed. III. Directions: S-elect three school pigs of approximately the same weight. Place them in separate pens, and feed each pig a different ration, different either in kind or in quantity. Each pig should have‘ a name 0r number and should be Weighed at the beginning of the experiment, and every two weeks thereafter. Reiord of the feed fed and weights at the different dates should be kept in a systematic order, and profits estimated. IV. Data: x0. ofjtyAge I Initial wt. I Feed (wt. after (Wt. 55%|WtSEEE-ilmiéflifiitiii Data. Continued: "icailfiswvtff? iATD-ai1$7CEYrT'__/1—SE11iiT§Frice |*PRfit— V. Remarks: FIELD TRIPS IN ANIMAL HUSIBANDRY. . Visit the best stock farm in your community and judge the stock- . Attend the county fair and score various animals. . Visit feeding pens, barns and sheds where beef cattle are kept. . Study the construction of a model barn in the community. . Observe the construction of a portable hog house. . Visit a hog farm and observe methods of feeding. . Study at a slaughtering pen the digestive‘ system of hogs." . Observe a demonstration in horse shoeing at the blacksmith shop. OOQUJU1~¥>~QJlY>h~ HOME PROJECTS A‘ND HOME WORK lN ANIMAL HUSBANDRY. 1. Feed "the family horse one month and keep an accurate record of cost. 2. Curry a horse twice daily for one month. 3. Estimate the proportion of concentrates and roughage fed a work horse in one month. 4. Keep an estimate of feed fed ten beef steers for one month. 5. Estimate the amount of silage needed for a fattening steer per month. 7. Raise and prepare a baby ‘beef for show purposes. 8. Purchase a brood sow, and raise a litter of pigs. 29 SUGGESTED MONTHLY HOME PROJECTS FOR MEMBERS OF BOYS PIG CLUBS (Ten school credits to he given for each month’s work.) B‘EBRUARY—Building pen and ienoing pasture. MARCH-——Sel~ecting pig, and determining initial weight. APRIL-Feeding of pig according to directions, and submitting; report. MAYwFeeding of pig according to directions, and submitting report. JUNE——Feeding of pig according to directions. and submitting report. JULY—Feeding of pig according to directions, and submitting report. AUGUST—Preparing pig for exhibit. SEPTEMBEléb-Exhibitlng pig at Community and County Fairs. OCTOBER—Submitting record book to teacher. NOVEMBER——Scoring pig and reporting score to teacher. DECEMEER—Breeding of gilt. JANUARY—Caring and housing of animal. NOTE—For information relative to the organization of boys’ clubs. see your County Demonstration Agent, or write H. H. Williamson, State Boys’ Agricultural Agent, or C. C. French, State Pilc (“lub Aegnt, A. and M. College, College Station, Texas TEXT BOOKS AND REFERENCES. Harper: Animal Husbandry for Schools, MacMillan Co., Dallas . . . . . . . ..$1.40 Craig: Judging Live Stock, Kenyon Printing Co.. Des Moines . . . . . . . . .. 1.50 Plumb: Beginnings in Animal Husbandry, Webb Pub. Co., St. Paul, Minn. 1.25 Plumb: Types and Breed of Farm Animals, Gfnn & Co., Dallas . . . . . .. 2.00 Henry: Feeds and Feeding, XV. A. Henry, Madison, Wisconsin . . . . . . .. 2.25 For additional references, see Joint Bulletin No. 1, A. and M. Colllege 30 SUBJECT MATTER FOR DAIRY AND POULTRY HUSBANDRY. DAIRY HUSBAN DRY. I. Introduction. A. Adaptation of dairying to Texas conditions. II. Dairy Types. A. Characteristics. III. Dairy Breeds. A. Major, minor. 1. Characteristics of each. 1V. Milk. A. Secretion. B. Composition. C. Testing. D. Handling. V. Separation of Cream. A. Methods-comparison of separators. VI. Butter Making‘. A. Testing of cream and ripening. B. Churning and kinds of churns. C. Finishing the product. 1. Washing, working, salting, packing and marketing. VII. Other Milk Products. A. Cheese. B. Certified milk. VIII. The Dairy Herd. A. Indivuality in production. B. Improvement, feeding, barn. SCHOOL EXERCISES IN DAIRY HUSBANDRY. School Exercise No. 17. Scoringland Placing Dairy Cows. I. Object: To study in detail the characteristics of_ a dairy cow, and to compare a class of dairy cows. II. Material: (l) A class of four dairy cows, (2) score cards for dairy cattle. III. Directions: After carefully studying‘ the points on the following score card, and becoming familiar with the parts as indicated thereon, score two of -the class of dairy cows. Place the class of dairy cows as to their relative merits, estimated from characteristics. IV. Data: 31 Vl-l-b-l Am Excellent Type of Dairy Cow. Courtesy, Farm and Ranch. POINTS OBSERVEIJ IN JUDGING DAIRY CATTLE 1. Head. 12. 2. Muzzle. - . 13. 3. _ Nostril. 14- 4. Face. 15. 5. Eye. 15- 6. Forehead. ' 17. 7. Ear. , 18. 8. Horn. 19. 9. Cheek. 20. O. Neck. 21. 1. Throat. 22. Shoulder. Withers. Chest. Brisket. Dewlap. Heart Girth. Ribs. Back. Loin. Hip. Rump. 32 24. Of‘ 27. Q Q O 29. $0. 32. Pinbone. Tail. Thigh. Hock. Switch. Udder. Teats. Milk Vein. Milk WVeII. SCORE CARD FOR DAIRY CATTLE. (A. and M.‘ College of Texas) 1" 2E Q53» ~36 ‘s09 SCALE OF POlNTS-FOR cow. $5“; 23g w“ rm “u; i 6i a 8 i GENERAL APPEARANCE: i i i 1. Form, inclined to be mredge-shape _ . . . . . _ _ _ _ _ __ 6 i 2. Quality, hair fine, soft; skin mellow, loose, medium thick- ness, secretion yellow, bone, clean, fine ............. ._; ____________ __ 6 3. Temperament, lean, though vigorous appearance, when in milk . . . . . . _ . . . _ . . . .. 6 i i HEAD AND NECK: 4. Muzzle, clean cut; mouth large; nostrils large ____________________________ _, 1 5. Eyes, large bright, full, mild _____________________________ .. 1 6. Face, lean, long, quiet expression 1 7. Forehead, broad ........................................................................... ._ 1 8. Ears, medium size, yellow inside, fine texture ________________________ __ 1 9. Horns, fine texture, waxy .. . 1 10. Neck, fine, medium length, throat clean, light dewlap .......... ..| 1 i i I FOREQUARTERS: 11. Withers, lean, thin ............. .. ' ........... .. 1 12. Shoulders, light, oblique .............................................................. .. 2 13. Legs, straight, short, shank fine ...................................................... .. 2 BODY: 14. Chest, deep, low; girth large with full fore flank .................... .. 10 15. Barrel, ribs broad, long. wide apart, large stomach ....... .. .. 10 16. Back, lean. straight, open jointed ....................................... .. 4 17. Loin. broad ................................................................................................... “I 2 l’ HINDQUARTERS: i 18. Hips, far apart, level ............. .. 2 i 19. Rump, long, wide . 4 20. Pin Bones or Thurls, high, wide apart .......................................... ..i 1 21. Tail, long, slim, fine hair in switch .......... .. 1 22. Thighs, thin, long .................................................................. .. 4 i ‘MAMMARY DEVELOPMENT: 23. Udder, long, attached high and full behind, extending far in front and full, flexible; quarters even free from fiesh- , iness _ _ _ _ . _ _ _ . . _ . . . . . . . . _ _ . . . . _ . . . . . .. .i 20 i 24. Teats, large, evenly placed . . . . . . . . . . . . .. . .._i 5 i 25. Mammary Veins, large, long, tortuous, branched with dou- i i ble extension; large and numerous milk wells ................ ..i 5 i 26. Legs, straight, short; shank fine .. \i_ 2 [i ‘ Total . . . . _ . . . . . . . _ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _ . . . . . . . . . . . . . . . . . ..i 100 i I i l i STUDENTS NAME ................................... .. Date .................................................................. .. Place No. 2 over No. 3, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Placed No. 3 over No. 4, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Placed No. 4 over No. 1, because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. V. Remarks: 33 School Exercise No. 18. I. II. III. IV. Preparing a Balanced Ration. Object: To determine a balanced ration for the dairy cow. Material: (1) Samples of various feeds, (2) references on dairying- Directions: ‘Since a balanced ration is a ration which contains all the nutritive food necessary to support an animal for 24 hours, it is. necessary that much attention be given to the preparation of the ration. The food should be nutritious, palatable and well-balanced in the food materials that the animal needs, such as proteins, carbohydrates, fats. etc. No ration should contain practically all protein and no fat, nor should it contain a large percentage of crude fiber and practically no» protein. The animal requires a certain amount of the food materials; a ration which does not contain all of the food materials necessary for the animal is not a balanced ration. From the textbooks, calcu- late a well-balanced ration for the dairy cow, then mix it from the feeds you have in the laboratory. Data: - - . . - - - - - - - . . . . . . . - . . . - ~ . . - . . . - . - . - - . . - . - . . . - . . . . . - - - V. School Exercise No. 19. I. II. III. Remarks: The Babcock Test. Object: To determine the yer cent. of fat in whole milk. Material: (1) Babcock testing outfit complete, (2) samples of whole» milk. Directions: Shake the sample of milk thoroughly so that the fat will be evenly distributed throughout the sample. Insert the pipette into the sample of milk and draw up the milk by sucking it upward, until it reaches a point above the line which indicates the 17.6 mark. Place index finger of the right hand quickly over the top of the pipette, so as to hold the milk, and then by gradually releasing the pressure, allow the column of milk to recede until it reaches the 17.6 mark. Place the pipette containing the milk down into the milk testing bot- tle and allow the milk to run out into the bowl of the bottle. Pour the sulphuric acid into the acid measure until it reaches the 17.5 mark. Be careful not to use too much acid, as it will have a tendency to burn the fat in the milk. Likewise a11 insufficient amount of acid will not ‘bring up all of the fat. Be sure to use sulphuric acid of the right specific gravity, 1.82 to 1.83 being the correct specific gravity for the reaction. The specific gravity may be tested by a 34 hydrometer. Holding the milk testing bottle in the left hand, at an. angle of about 45 degrees, pour the acid into the bottle. Transfer the bottle t0 the right hand, hold the bottle by the neck, and turn it around until the color of the fluid changes to a dark brown;-_ all of the fat is then digested by the acid. _ ,0- Students Testing Milk with Babcock Tester, Cleburne, Texas, High School. Place the milk bottle in the Babcock Tester, and rotate the ma- chine for five minutes at about 90 revolutions per minute. Be sure» to fill all of the bowls with bottles, so that the machine will be ‘bal- anced and breakage will be prevented. After the machine has been rotated for five minutes, add hot water by using the pipette until the fat in the bottle has been brought up tol the neck of the graduated tube. Then place the testing bottle back into the bowl and rotate- for three minutes. Again add hot water until the fat is brought up into the neck of the tube so that the per cent. butter fat may be easily read. Replace in the bowl and rotate the machine for one minute.‘ The fat can now be more easily read. Place one leg of the cali- per at the bottom, and the other leg of the caliper at the top of the fat curve, then check off the same distance on the graduated ‘tube an empty milk testing bottle. The percentage of fat is read direct in terms of 1 per cent. to 10 per cent. 35 Precautions. 1. D0 not add cold water, because it has a tendency to make the ‘fat shrink. 2. D0 not add too much sulphuric acid, because it will burn up the fat and make it impossible to read the per cent. of fat. 3. D0 not add too little sulphuric acid, because it will not bring up -all the fat. 4. Always rotate the full time, as that is necessary for a complete reaction. 5. Always make two tests on_ one sample so that one test can check the other. 6. Clean out the bottles promptly after testing, as the fat hardens when left for sometime,'and it is then very difficult to get out. 7. Be careful in using the sulphuric acid, as the acid is very corrosive sand will burn hands and clothing. 8. Make the reading at once, when test is finished, as the fat column will shrink if left standing for sometime. IV. Data: Record of Whole Milk Tested. Sample No. Per Cent. Butter Fat. . . . . . . . . . . . . . . . i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ‘V. Remarks: School Exercise No. 20. Keeping Milk Record. _I. Object: To eliminate the “boarders” from the dairy herd. II. Material: (1) Babcock testing outfit complete, (2) dairy cows, (3) data sheet. III. Directions: Keep an accurate record of the amount of milk given byeach of the dairy cows; also keep the percentage of butter fat for a given period; at the close of this period average results. 1V. Data: 36 (Sample Data Sheet). Month Day Cow No. of milk butter fat Pounds Per cent of Est. lbs. Est. lbs? Est. daily grain fed roughage cost of feed - . - . . - . - . - ¢ - - Q . - - - .- » . - - . - . - ~- . - - . - . - - .- . - - - - | - . .. - ¢ - - - - - . .. - . . . . . . - .- ¢ . - | - - - - .- . - - - - - - - .- - . ¢ . - - - - .- - . - . . . - - .- - - . - - - - - .. Q . - . - .- - - - . - .- ¢ - - - - .- - - - - . -» - - . - - .- . Q ¢ - . -. ¢ - ~ - - - - - ¢ .- Q . Q . . - - - - .- Q - - - » - - - . .- u - . - Q - - - ¢ .- - - - . - .- ---- Q . - . . - . - . . . Total lbs. milk - - - - - --.. . . . . . - . . . . - - . . . . - . . . . - . - . - - . . . - . . . . . . . . . . . ~ . - ~ . . - - . . . . - - . . . ¢ ~ - - - . - . . - - ~ . . - . - - - - . . . . - . - - - - . . . - . . . . - . . . - - - - - . - . . . . . - - . - - . . . ‘ . - . - - - - - - - - . - . . - . . - - . - . - - - . . - - - - . - . . . - - - - . . - . - - - - . . - - - - . . - . - . - Q - . - - - - - - . - - - . . . - - . - - . - . - - - - - . ~ . - . - - . - - Q . - . - - - . ¢ - - - . . . . - - - - - - - - . - . . . - . . . - - ¢ ¢ - - - . . . Total lbs. butter fat - - - - - - Selling price of milk and butter fat - - Cost of feed for month - - - - - Profit - - - - - - V. Remarks: 37 ..-.. - ~ . - . - . - . - - ¢ ¢ Q . . . . ~-- . - ¢ - - - - .- . - - - - - - -. - - . - - . . - - - .- . . . . - . - - - - .- . . . - - - . . - - .- . . . - - - . . - - .- . . - - . . . - - . .- . - . - - . ¢ .- . - - - | - - .. - - . ¢ ¢ - - -. - - - - » - - .- . - - ~ - - - .- . - - ¢ - . - .- . . - - . - - | . - . . . - - . . . - . . . - . . . - c . . . . - - . . . 0 . . . - - - . . - - - . - . - - . . - o . - - . - . . ¢ . - . - - | . . ~ ~ . | - 0 - . - Q - - . . - o - - - ¢ - Q - - u u - - . . . - . - n - - . - - - - ¢ - u a - ¢ - ~ . . - | - - - - - ~ - - - - - » - - - . - - - . . ¢ - . - . . - Q - - - - - - . Q - - - n nw-QI‘ . . FIELD TRIPS IN DAIRY HUSBANDRY. 1. Visit a dairy at milking time, and take notes on characteristics of lbest cows. 2. Study methods of cream separation at a model creamery. 3. Attend a demonstration in churning and packing butter. HR . Study the various makes of churns and separators at a hardware store. HOME PROJECTS AND HOME WORK IN DAIRYING. 1. Build a dairy barn large enough for two cows. 2. Feed a dairy cow on a balanced ration for 60 days, and keep a cost record of feed fed, products sold and net profit. 3. Use a cream separator for one month, and keep a record of per cent. of cream a.nd milk. ' 4. Make butter once a week for one month, and keep a record of tem- ‘perature of milk, size of globules, amount of salt added, etc. TEXT BOOKS AND REFERENCES. Ferguson & Lewis—Elementary Principles of Agriculture, pp. 247-257. Warren—Elements of Agriculture, pp. 334-337. Van Slyke—Mo-dern Methods of Testing Milk (Orange Judd Co., N. Y.) Harper——Animal Husbandry for Schools, pp. 105-174. (MacMillan.) Eckles & Warren—Dairy Farming (NlacMillan). NOTE—See Joint Bulletin No. 1, A. & M. College for additional subject matter and reference. . . Mm’ Flock of Leghorns and Poultry House at Texas A. and M. Courtesy, Department of Poultry Husbandry. POULTRY HUSBANDRY. I. Introduction. A. Relation to general farming, importance, adaptations, etc. II. Incubation. A. Treatment of egg before and during incubation. B. Operation o1‘ machine. C. ‘Candling of eggs. III. Brooding. _ A. (‘are of chicks—exercise, temperature, feed, etc. IV. Feeding. A. Growing chicks-purpose. B. Mature fowl—purpose. V. Breeding. A. Considerations. VI. Poultry House Construction. A. Location. B. Size, material, etc. VII. Health of Fowl. A. Constitutional vigor. B. Disease and vermin. 1. Causes and control. VIII Types and Breeds of Chickens. A. Egg, meat, general purpose. IX. General Poultry. A". Turkeys, geese, ducks, pigeons, etc. 1. Characteristics and importance of each. SCHOOL EXERCISES IN POULTRY HUSBANDRY. School Exercise No. 21. Scoring of Utility Poultry. I. Object: To teach accurate judging of poultry. II. Material: A number of fowls. III. Directions: Score the different fowls according to the following score card; then compare and select 1st, 2nd and 3rd best fowl. 39 S°P°NF°WPP°P°F° Beak. Comb. Face. Wattles. Ear lobe. Hackle. Breast. Back. Saddle. Saddle feathers. XVhite Orpingion Pullet. PARTS CF THE FOWL. 10. 11. 12. 13. 14. 15. 16. 17. Sickles. Lesser sickles. Tai-1 coverts. Main tail feathers. Wing bow. Wing coverts, forming Wing-bar. Secondaries, Wing bay. Primaries or flight feathers. 4O 18. 19. 20. 21. 22. 23. 24. 25. Courtesy, Farm and Ranch. Flight coverts. Point of breast- bone. Fluff. Thigh. Knee joint. Shank. Spun Toes, or claws. Scale of Points. Perfect Fowl No. (Leg band) ~ Score 1-2-3-4-5 Head and neck-—20 points. 1. Comb; medium in size, fine in texture, well set on the head ._ . . . . . . . . . . . . . .. 3 2. Beak; short, well arched and strong ........ .. 3 _ 3. Face; broad, full, clean cut, bright in color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 4. Eyes; clear, round, full, bright in color.. 4 5. Wattles and lobes; medium in size, fine in texture . . . . . . . . . . . . . . . . . . . . . . . . .. 2 6. Neck; well arched, full, moderate in length . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 Body—40 points. 7. Back; well proportioned, Ibroad through- out, gently sloping, good length ....10 8. Breast; deep, wide, full and well curved. .10 F). Keel; deep, wide, full and well fleshed...10 10 Abdomen; deep, wide, pelvic bones well ' separated . . . . . . . . . . . . . . . . . . . . . . . .10 Legs and Toes—10 points. 11. Thighs, medium in length, plump, well muscled . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 12. Shanks; straight, short, wide apart, bright in color, strong in bone . . . . .. 4 13. Toes and claws; straight and short.... 3 Plumage——5 points (close to body) 14. Well plumed, glossy, fully developed... 5 Condition-IO points. 15. Healthy, fesh, skin and flesh mellow and pliable, flesh well distibuted and firm 1O Temperament—15 points. 16. Active, but not restless or excessively nervous, intelligent and well-poised .... ..15 Total . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 V. Remarks: ' School Exercise No. 22. Candling Eggs. I. Object: To test eggs for inferior qualities, II. Material: (1) Eggs, (2) candle, (3) paste board box, (4) drawing paper. III. Directions: Cut an oblong hole about two-thirds the size of an egg in one side of the box. Place a candle in the bottom of the box in such a way that the flame will ~be silghtly below the opening. Light the candle and by holding the egg in front 10f, the opening, the condi- tion of the egg will be seen. 41 NOTE: A small flash light may be used to a good advantage instead of a. candle. IV. Data: No. Eggs Tested No. in Good Condition ~No.' in inferior Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V. Remarks: School Exercise No.23. Scoring Market Eggs.; I. Object: To teach the s-coring of eggs. II. Material: (1) Eggs, (2) apparatus for candling. III. Direction:: Select eggs as nearly uniform in size and coloras possi- ble, and score them according to the following score card. IV. Data: - Perfect Sample No. Scale of Points. Score 1-2-3-4-5 1. Size; large and uniform . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 20 2. Shape—uniform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 3. Color; uniformly White or ‘brown . . . . . . . . . . . . . . . . . . . . .. 15 4. Shell; clean, unwashed, smooth, strong, uniform texture, "free from cracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10 5. Inferior quality (by candling) air space small, inner shell membrane near air space, firm. .Contents, translucent, yolk showing slightly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 50 100 V. Remarks: School Exercise No. 24. Poultry Records. (A) Egg Record. I. Object: To find Whether or not the flock is being kept at a loss. II. Material: Flock of hens. III. Dire-ctions: Gather the eggs daily; keep a record as to the number of eggs produced. Keep a Weekly record of cost of feed, and estimate monthly profits. IV. Data: 42 Date Year Month Date N0. of Eggs No. Hens. Cost Feed Profit - - - . - . . (B) Profit or Loss on Poultry. .1. (I‘b_1'£'J‘—OOI\’JI—- OAME PROJECTS AND HOME WORK IN FRUIT PRODUCTION. H 1. Plan and set out an orchard of twenty trees. 2. Cut and burn all the dead branches from the home orchard. 3. Spray the home orchard with an insecticide. 4. Spray the home orchard with a fungicide- 5. Rake and burn all grass and rubbish from around fifty trees. 6. Prune a dozen trees according to text book methods. 7. .Bud improved varieties of the peach upon the seedling. 8. Graft the budded peach upon the seedling. TEXT BOOKS AND REFERENCES. Ferguson & Lewis——Elementary Principles of Agriculture, pp. 103-138, 268-272, 148-154. Warren-Elements of Agriculture, pp. 216-272. Green—Popular Fruit Growing, (Webb Pub_ Co) pp. 152-185. Goff-Principles of Plant Culture (MacMillan, Dallas), pp. 248-264, 214-230. * NOTE—Additional reference books and bulletins may be found in Joint Bulletin No. 1, A. and 3T. College. 49 I. 'II. III. IV. VI. VII. \r1I1f IX. School Exercise No. 33. II. III. SUBJECT MATTER FOR ELEMENTARY SOIL STUDY Definition. Kind——Surface, subsoil. Origin. (a) Disintegration of rock. 1. Algencies affecting- Geological Classification. (a) S-edentary. 1. Kinds and characteristics of each. (b) Transported. I. Kinds and characteristics of each. Types of Soil. A. Light and heavy. _1. Characteristics. B. Warm and cold- 1. Characteristics. Physical Properties. A. Classification according to constituent. Composition of Soil. A. Most important soil elements (N. P. K. etc.) Climatic Conditions Affecting Productivity. A. Moisture. 1. Kinds, control and uses. B. Temperature, 1. Optimum, minimum, conditions affecting, etc. ‘Maintaining Soil Fertility. IA. Elements usually defiicient and their restoraticn. SCHOOL EXERCISES IN ELEMENTARY SOIL STUDY. Obtaining Soil Samples. Method A- Object: To obtain samples of soil by the auger method. Material: (1) Soil auger, (2) small air tight vessels, (3) oil cloth or heavy paper, 12 inches square. ' Directions: Carefully remove grass and all vegetation from the spot from which soil is to be taken. Place the auger in the ground and give it two or three turns, pressing on it as it is being turned. Remove the auger and carefully take the soil from it to the cloth or pap-er. Place the auger in the hole and turn again; remove the soil as before. Re- peat the operation until the bottom of the surface soil has been reached, usually at a depth of eight to twelve inches. Place the soil in the con- tainer. Owinggto the variation in soil, it is very difficult to get a typi- cal soil sample. However, such a sample may be had by taking sam- ples in several different places, and mixing thoroughly. For taking sub-soil samples, proceed as directed above, taking care to prevent sur- face soil from mixing with sub-soil. IV. Data; 50 Students Taking Soil Samples for Class Work in Soils Laboratory, A. and M. C01- lege 0f Texas. Courtesy Department of Agronomy. Sample No. Depth l Color | Texture c£55555tiéTéiifi€g are sown seed I come up ing up transpPted V. Remarks: School; Exericise No. 43. Cold Frame. I. Object: To prepare a place into which the plants may be transplanted. II. Material: (1) Lumber, (2) muslin, (3) hammer, saw and nails. III. Directions: ellake frame same as for hot bed and set down into soil an inch 0r two. Fill with rich dirt, but use no manure. Plants are transferred from hot bed to cold frame in order that they may harden before planting in the open. - I IV. Data: Date of transfer Kind transferred No. of each No." living . . - . . . - - . . - - . . - - . . - - . . . - . . - - . . - - . . - . - » - - . - ¢ - . . - - . - Q . - - - - - . - - . . - - - o v I ~ o o - . . - . . Q ~ | - - » - s. - - - - . . - - - . - - . . - - . . . . . . - - . . - - - . - - ¢ - - . - - - . - . - - - . - - . - - ¢ - ¢ a . V. Remarks: School Exercise No- 44. Laying Out a School Garden. I. Object: To lay out a school garden large enough for fifty pupils. II. Material: (1) Tape measure, (2) stakes, (3) string, (4) hatchet. III. Directions: Lay out a plot of land 100 feet square. This will be suf- ficient for fifty pupils. ages 10 to 15, giving two hours a week to the garden work. Since this plot will contain 10,000 square feet of land, we can assign each of the fifty pupils a plot of ground 10x20 feet (in- eluding a path on either side.) This may be done most easily by setting stakes ten feet apart along two opposite sides of the plot and twenty feet apart along the other two sides. Place cords cross-wise from side to side and then in opposite directions; and drive a small stake at the intersection of the ~cords,,the plots will thus be separated. IV. Data: Plan— 1Fft._'10_ft. 10 n. .10 n. 10 11:. 10 fr. 1o fr. 10 ft, 10 rt. 10 6E I I I I I I 20I I . *6 F7‘ I I I I I I I I I I I I I I I I I I I I I V. Remarks: 59 School Exercise No. 44 B- Laying Out a Home Garden. I. Object: To plan a home garden large enough for a family of six. II. Material: (1) Tape measure, (2) stakes (3) cord. III. Directions: Lay out a plot of land 60x160 feet. Decide on crops best suited to your locality, then work out plan showing distance apart ot‘ rows and crops to be planted in each. IV. Data: The following plan of a home garden for a family of six per- sons, prepared by A. T. Potts, Associate Professor of Horticulture, A. and M, College of Texas, will be found suggestive in preparing plans. If this plot is too large, plant only one-half the indicated amounts. The figures on the left are the approximate dates of planting for south Texas, While those on the right are the approximate date of planting afor north Texas. Each set of lines represent a row, the space between rows heinglindicated by figures. Space 6 feet. Row No. 1 Blackberries 32 plants Dec-Feb. Dee-Feb. Space 3 feet. Row N0. 2 Asparagus 40 plants. Dev/berries 20 plants Dee-Feb. Dee-Feb. Dee-Feb. Decn-IPeb. Space 3 feet. Row No. 3 Strawberries 60 plants (60 ft.) Shallots 1 oz. (40 ft.) Sage 1 oz. (20 ft.) Mint 1 oz_ Dill 1 oz. Sept-Mch. Sept-Mch. Feb. 1 Mch. 1 Feb. 15 Mch. 15 Space 3 feet. Row No. 4 Egg plant 1 oz. (40 ft.) Sweet peppers 1 oz. (50 ft.) Okra 2 oz. (60 ft.) Jan. 10 " 10 Feb ' 5 Feb. o Jan_ 5 Feb. 25 Mch. 2 Space 3 feet. Row N0. 5 Tomatoes 64 plants (16 ft.) Cabbage 20 plants (40 ft.) Feb. 15 March 20. Space 3 feet. Row No. 6 Sweet Potatoes 160 slips _ Feb. 15 March 20. Space 3 feet. Row No. 7 Late corn 1 pint and Pole beans 1-2 pints March’ 1 March 20 Space 3 "feet. Row No. R Cucumbers 1 oz. (40 ft.) Cauliflower (40 ft.) 1-2 oz. Squash 2 oz, (40 ft.) ' Feb. 15-Mch. 20 Jan. 10 Feb. 5 Feb. 25-Mch. 20- Space 3 ie< t. ' Row No. 9 . Peanuts Space 3 feet. v___ ___~” _ Row No. 10 Snap beans 1 pint Lima beans 1 pint Fe . 25 Mch. 20 Feb. 25 Mch_ 20 Space 3 feet. Row No. 11 Early corn 1 pint English peas (bunch) 1 pint Feb. 5 Mch. 5 Jan. 25 Feb. 25 Space 3 feet. _ Row No. 12 Potatoes 2 peeks Feb_ 1 March 1. Space 3 feet. Row No. 13 Potatoes 2 peeks Feb, 1 March 1. Space 3 feet. Row No. 14 Beets 2 oz. Onions 2 oz. Mustard 2 oz. Spinach 2 oz. Jan_ 25 Feb. 25 a Space 3 feet. Row No. 15 Radishes 2 oz. Lettuce 2 oz. Turnips 1 oz. Rutabages 1 oz. Jafp 25 F610. 20. Space 6 feet. 60 GOOD VARIETIES OF VINES AND VEGETABLES. Dewberries-Haupt, Austin-Hayes, Rogers. Asparagus—-Argenteuil, Conover’s, Colossal, Palmetto. Strawberries-Klondike, Lady Thompson, MichaeYs Early. Cucumbers~White Spine, Evergreen, Early Cluster. Cauliflower—-Snowball. Spinach-New Zeland, Aragon. Squash—Crook Neck, White Bush. Cabbage—Early Jersey, Wakefield, Succession. Radishes—Scarlet Turnip, French Breakfast, Lone Scarlet. Lettuce—Big Boston, California, Cream Butter, Hubbard Market, iBeans—Stringless Green Pod, Early Valentine, Hodson ~Wax. Peas-Alaskan, Telephone, Champion of England. Early Corn~—Adams Early, Country Gentleman, Yexo- Beets—Egyptian, Eclipse, Crimson Globe. Onions-South Texas,——Crystal Wax, White Bermuda; North Texas,—— Prizetaker, White Globe. Tomatoes-Earliana, Acme, Livingstone Globe. Egg Plant—Black Beauty, New York Spineless. Okra—Dwarf Prolific, Long Green. Sweet Pepper—(‘ll1inese Giant, Bell, Ruby King. Sweet Potatoes-Dooley Yam, Yancey Yam. Irish Potatoes-Bliss Triumph, Irish Cobbler, Rural New Yorker. Cantaloupes~Rocky Ford, Eden Gem, Netted Rock. Watermelons-Watson, Means, Halbert Honey. Suggestions. Start all tender plants in the hot bed, transplant to cold frame, and move to field after danger of frost has passed. ' Put all vegetables trimmings on the compost heap. Prepare the land Well. Rich stable manure should be put on in the fall Do not let insects get a start. Twenty-four inches of manure in the hot bed Will give heat for sixty days. . For a succession of crops, plant the seeds at intervals of eight to twelve days. Plant a fall garden. Give plenty of room. Drawn plants are gen~ erally better. Do not plant cucumbers and cantaloupes close together. NOTE—The plan outlined above, for Home Garden may be used in the school where the group system of working is desired instead of the individual plot system. School Exercise No. 45 (For teacher). Score Card for Garden Work. I. Object: To get an accurate estimate of pupils’ garden Work. “II. Material: (l) Record sheet, (2) pencil. IIII. Directions: Have each pupil prepare a plan for an individual garden. Each pupil should plant approximately the same kind of vegetables, (Z1 and in corresponding rows, since the rows for all vegetables should not be the same distance apart. Rows should be planted the short way of the plot and if possible perpendicular to the road. The planting of the plot, care of tools, etc., should be supervised by the teacher. IV. Data: ' Score Card for Grading Pupil’s Work. l. Plan for plot . . . . . . . . . . . . . . . . . . . . .. 10 2. Application . . . . . . . . . . . . . . . . . . . . . . .. 20 3. Interest shown . . . . . . . . . . . . . . . . . . .. 10 4. Cooperation . . . . . . . . . . . . . . . . . . . . . .. 10 5. Care of tools . . . . . . . . . . . . . . . . . . . . .. 10 6. Total value of crop . . . . . . . . . . . . . . .. 2O 7. Records submitted ... . . . . . . . . . . . . .. 20 V. Remarks: ' School Exercise No. 46. School Garden Work- I. Object: To get the actual practice in growing vegetables. II. Material: (1) Plot 10x20, (2) hoes, (3) rakes. III. Directions: After your individual plot plan has been accepted by the supervisor of garden work, plant the plot as directed, and cultivate the garden as often as necessary for the best results. When vegetables are ready for market, market or eat them, keeping accurate record. IV. Data: Plot No . . . . . . . . . . . . . . . . . . Name . . . . . . . . . . . . . . . . . . . . . . . . . . . Vegetable Date planted Date corn- Date Har- Ain't. pro- Disposal Value ' ing up vested ducetl i Y l ' I f= a i I l I i I |__w____l_____!__,__ i I | i I i ______ ____ __ _ ‘ _i | i i i I l I I V. Remarks: School Exercise No. 47. Arbor Day Planting. I. Object: To encourage the growing of plants and the observance of Arbor Day (February 22nd has been designated as “Arbor Day” in Texas). . Il. Material: (1) Trees, (2) plants, (3) seeds, (4) tools. III. Directions: The graduating class of a school may, by vote, select the School Tree, and each member plant one on the school ground as a part of the Arbor Day program. (An appropriate program will be found in Part III, page 98 of this bulletin.) By a majority vote of all pupils, a School Flower should be selected and planted on Arbor Day. Some one to care for the trees and flowers should also be selected at this time. (The School Flower may also be selected as the Club Flower) IV. Data: 62 School Tree selected No. planted School Flower No. planted Results . selected A V. Remarks: School Exercise No. 48. Home Beautification. I. Object: To make plans at the school which may be carried out at home. II. Material: (1) Drawing paper, (2) pencil. III. Directions: After reading all available bulletins and books on plans for planting the home ground, submit a plan to the teacher for sug- gestion. The plan should include a rough outline of the? home, with the proposed plantings indicated. When the plan has been approved by the teacher, carry out the idea on your home grounds. IV- Data: 'Kintl—of trees x3715? Each Kind of No. of each Other improvements planted flowers V. Remarks: FIELD TRIPS IN VEGETABLE AND LANDSCAPE GARDENING. 1. Visit a model home garden in your community. 2. Study methods used in a model commercial garden. 3. Visit a green house and study construction and methods of propa- gation. 4. Study methods of packing vegetables at your city market. 5. Give a spraying demonstration in the school gardens. G. Draw a detailed plan for planting the school grounds. 4- List the trees and shrubs found on the school ground. 8. Visit and study methods used in beautifying home‘ grounds. HOME PROJECTS AND HOME WORK IN VEGETABLE AND LAND- SCAPE GARDENING, 1. Work out a plan for a home garden. 2. Prepare the seed bed and plant your home garden. 3. (‘onstruct a hot bed and cold frame. 4. Transplant at least 100 plants from the cold frame to the home garden. 5. Hand in a report showing time, crops grown and profit from the home garden. 63 6. Collect and identify ten common insect pests of vegetables or flowers. 7. Make and apply an insecticide or a fungicide- 8. Draw plans for beautifying the home grounds and put into effect. SUGGESTED MONTHLY HOME PROJECTS FOR MEMBERS OF GIRLS’ CANNING CLUBS. (Ten school credits to be given for each montlrs Work.) NOVEMBER—Selecting and measuring the 1-10 acre plot. DECEMBER-Manning and breaking the 1-10 acre plot. JANUARY—Harrowing of plot. FEBRUARY—Constructing and planting hot bed. MARCH-Transplanting "from hot bed to plot. APRIL—Cultivating. MAY-Spraying. J UNE-Cultivating. JULY-——Harvesting and canning of vegetables. AUGUST—Harvesting and canning of vegetables. SEPTEMBER—Preparing products and report for exhibit. OCT'OBER—Exhibiting products and report at Community and County Fair. NOTE—For information relative to the organization of Girls’ Clubs, see your County Home Demonstration Agent, or address Miss Jessie W. Harris, State Home Demonstration Agent, A. & M. College, College Sta- tion, Texas, TEXTBOOK-S AND REFERENCES. Vegetable Gardening. Ferguson & Lewis-Elementary Principles of Agriculture, pp. 264-267. Warrem-Elernents of Agriculture, pp. 389-399. Corbett——Garden Farming, (Ginn & Co, Dallas). Goff-Principles of Plant Culture (MacMillan Co., Dallas) pp. 231-248. Landscape Gardening. Ferguson & Lewis—Elementary Principles of Agriculture, pp- 258-263. Warren—Elements of Agriculture, 389-399. Parson—How to Plant the Home Grounds (Doubleday Page & Co.) For additional references. see Joint Bulletin No. 1, A. & V. College. 64 I1. III. IV. VII. VIII. IX. II. III. IV. VI. VII. VIII. SUBJECT MATTER FOR CROP PRODUCTION CORN. Introduction. A. Nativity, relationship, distribution, adaptation. Testing Seed. A. Importance and selection. B. Detailed study of kernel. C. Methods Detailed Study of Plant. A. Habits of growth. B. Structure—roots, stalk. Tillage. A. Purpose, methods, time, etc. Enemies and. Diseases- A. Weeds, insects and animal pests. B. Fungus and bacterial diseases. Harvesting and Storing. A. Maturity, methods, etc. Types. 4 A. Dent, sweet, pop, soft, pod, flint. l. Varieties and characteristics of each. Improvement. A. Selection and breeding. Uses, . A. Domestic animals, human consumption and manufactured product. WHEAT AND OATS. Introduction. A. Relationship, distribution, adaptation, etc. Seeding. A. Prenaration of ground. B. Methods of 1ilanting. Details Study of Plant, A. Root system—stooling, etc. B. Culm—length, structure, etc. f‘. Blade—parts and functions. ' “i T‘. Spikes and panac1es—~—berry. Enemies. A. Insects, weeds, fungus diseases, etc. Improvement- A. Methods. 1. Breeding and selection. Harvesting and. Threshing. A. Time, methods and machinery. Varieties of Wheat and Oats. A. Characteristics of each. Uses—Human and Animal. II. III. IV. V. VI. VII. VIII. IX. II. III. . B. Seeding-time, rate and manner. IV. V. COTTON- Introduction. A. Extent oi‘ industry in Texas. Study ct Plants. A. Root, stem, leaf, flower, lint and seed. Production. A. Adaptation-soil, climate, etc. Preparing Seed Bed. A. Time, rate, method, etc- Cultivaticn. A. Methods, time etc. Enemies. A. Insects and diseases. Improvement- A. Breeding and selection. Types and Varieties. A. American varieties. 1. Characteristics B. Asiatic varieties. 1. Characteristics Harvesting. A. Picking-methods, tcsf, etc. B. Ginning—methods, history of gin. C- Baling-nature of process. D. Compressing-purpose, method. Marketing. A. Care of bale, methods, grading, etc. - By-products. A. Cotton seed meal, cake, oil, etc. of each. oi each. LEGUMES. Introduction. _ A. Definition of a legume. B. Most important legumes adapted to Texas conditions. 1- Cow peas, alfalfa, clovers, vetches, peanuts and soy beans. 2. Varieties and characteristics of each. Detail Study of Plants (legumes A. Stem, leaf, flower and roots. _ 1. ‘Functions of each. Productirn. A. Preparing soil for seeding. 1- Breaking. 2. Innoculating-methods, etc. Harvesting. A. Methods of. Uses. A. As a food for animals. B. As a soil improver. 66 School Exercise No. 49. I. II. III. U1 8. SCHOOL EXERCISES IN CROP PRODUCTION. Corn Variety Study. Object: To study variety characteristics of corn. ‘Material: (1) Ears of corn of different varieties, (2) tape measures, (3) descriptive outlines (see data). Directions: Tabulate carefully the characteristics of at least five ears of each variety on the description sheet. LA plus sign will indicate the presence of a characteristi-c. Wlhen the variety has been studied carefully, a brief description, including practically all the main points on the data sheet, should be given. Study each of the varieties of corn in the same Way, observing closely variety characteristics- Ear Characteristics. . Shape of ear. a. Cylindrical, partly cylindrical, or distinctly tapering. . Length of ear- a. Long-over 10 inches, medium——8-10 inches; or, short—under 8. . Circumference. a. Large——over 7% inches; medium—6%-7% inches; or, small—under 6% inches. . Rows of kernels. a. In pairs or straight. . Number of rows. a. Many—over 2Q; medium—14-20; or, few—under 14- b. Number of dropped rows. . Space ltetween rows. a. Wide, medium, or narrow. . Grains on cob. a. Firmness—firm, medium, or loose. b. Color—yellow, white, red, or mixed- c. Indentation. 1. Creased dimple, rough crease, pinched, beaked, or bridged. d. Shape. 1. 'Wedge, square, parallel sides, or pointed. e. Depth. 1. Long, medium, or short- f. Width in proportion to length. 1. Narrow—twice as long as Wide. 2. I\ledium—11-2 times long as Wide. . Uniformity. . . All grains uniform in size and shape. h. Composition. 1. Starchy, medium starchy, medium horney,-or horny. i. Germ. 1. Large, medium or small. 2. Character——full, sunken or smooth, blistered, bright or dull, oily or dry. r-wm Butt. 67 a. Even or flat, moderately rounded, deeply rounded, compressed or swelled- 9. Tip. a. Exposed, nearly covered or covered. 10. Shank. a. Small, medium or large. 11. Cob. a. Size—small, medium or large. ‘b. Color——red, pink or white. IV. Data: (Explanatory section). Ear Characteristics. No. of Ear. 1. Shape of ear. ' 1 C21 a. Cylindrical. I I l l I b. Partly cylindrical. >1 I I * II l, >l= - I I I ' * c. Distinctly tapering. II * I I . I I I I I I __I_____I_____I_____ __ I‘ I I I I ' 2. Length of ear. _ I I | I i * a. Long—over 10 inches. * I I * I * I * b. Medium—8-10 inches. I * I I I c. Short—under 8 inches. *Characteristic present. ** Characteristic predominating in variety. V. I Remarks: School Exercise No. 50- Corn Scoring; I. Object: To learn the method of scoring single ears of corn. II: ‘Material: (1) Ears of corn, (2) score cards, (3) tape measure, (4) knife. III. Directions: (Students may work in groups of two.) Each group should select four ears of corn; then choose the best, and compare the one scoring highest with the ear chosen as best before scoring. Account for the change of opinion. ' IV. Data: I P e8 Single Ear Score Card for Corn. AGRICULTURAL AND ME-OHANI-CAL COLLEGE OF TEXAS. STUDENT’S SCORE CARD'-—CORN. SCALE OF POINTS Score Perfect Ear No. Y O0 T i: Student's Score Corrected Score Studenfs _ Score Corrected Score Student’s Score Corrected Score Student ’s Score Corrected Score Students Score . Corrected Score General Appearance—Productiveness >%C/Jl©i—* . Size of ear . Shape of ear . Filling of Butts . Filling of tips True ness to Type 5 6 _ Shape and size of ear . Shape and size of kernel 1 KQUTOOC 10 8 7. Purity of color of cob and grain 5 S. Straightness and arngmt. of rows 2 Lllaturity and Market Condition 9 10 11 12 13 14 . Solidity of ears . Plumpness of kernels . Adherence of tip-cap to cob . Adherence of chaff to tip-cap . Size of ear and cob . Color and finish of kernels Vitality 16. 17. 18. 19. 20. 21_ ‘)9 4.1a Damage by weevils Color of embryo Size of embryo Size of germ Adherence of tip-cap to cob Adherence of chaff to tip-cap . Condition of cob 23. Plumpness of tips of kernels Shelling Percentage 2-1. 25. 27. 28. Depth of kernels Size and density of cob Furrows between rows Filing of butts and tips ISLOIJBUCOIOCOUI ldlOI-‘NO500 l-‘P-‘Oisk 25 25 20 10 Total No. of Points Scored by each ear f Ears From Drawer No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Variety. . . . . . 69 School Exercise No. 51. Placing Single Ears of Corn. I. Object: To determine by comparison the relative merits of individual ears. II. Material: (1) Ears of corn, (2) tape measure. III. Directions: ISGIGCII. Ifive ears of corn, place them side by side, and number them 1—5, from left to right. Choose first, second and third best ears, giving either oral or Written reasons for your choice- IV. Data: Placed ear No. 4 over ear No. 3, because: (reasons) . . . . . . . . . . . . . . . . . . . . . . .. Placed ear No. 3 over ear No. 5, because: (reasons) . . . . . . . . . . . . . . . . . . . . . . .. Placed ear No. 5 over ear No. 2, because; (reasons) . . . . . . . . . . . . . . . . . . . . . . .. V. Remarks: School Exercise No- 52. Scoring and Placing Ten Ear Samples.. I. Object: To determine relative merits of ten ear samples. II. Material: (1) Five ten-ear samples of corn, (2) tape measure, (3) ten ear score cards. III. Directions: Score each of the ten-ear simples separately, the object being to find the sample having the ten; best ears, according to the following score card: TEN EAR SCORE CARD FOR CORN. (AGRICULTURAL AND MECHANICAL COLLEGE OF TEXAS.) - - s . SCALE OF POINTS. ifigggfi; $222.21; w_ 1. Trueness of Type or Breed Characteristics __________________ 10 i ______________________________ __ 2. Uniformity of Exhibit __________________________________________________________ Hi 5 i ______________________________ __ 3. Uniformity (a) Grain ................................................................ 5 I ______________________________ __ I Color .................................................................................................. “I, _____________ ______________________________ __ l - . . I Lnlformlty (b) Cob ............. 5 I ______________________________ _, 4. Shape of Ears _ . _ , , _ _ _ _ _ _ , _ _ _ , _ , , , _ _ _ _ , hi 10 i ______________________________ __ 5. Length of Ears _ _ _ _ _ _ _ _ , _ _ _ _ _ _ , , , , , _ , _ _ _ , C 10 I ______________________________ _> I6. Circumference of Ears ____________________________________________________________ 5 I ______________________________ __ 7. Butts 0f Ears _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5 I ______________________________ __ 8. Tips 0f Ears __________________________________________________________________________________ 5 I ______________________________ ‘_ I 9. Shape of Kernels ______________ ,_I 5 i _____________________________ __ I I 10.» : (a) Furrows between rows ________________________________ __| 5 I ______________________________ H i I Space .................. “I. .............. __|; ______________________________ __ : (b) Between kernels at cob ________________________________ __| '5 I ______________________________ __ I I 11. Size of Cob ......... ,_| 10 I ______________________________ ,_ I I 12. Market Condition ........................................................................ ,.I 5 I ______________________________ __ I I 13. Percentage of Corn .................................................................... ,_| l0 | ______________________________ __ I I TOTAL . . . . . . . . . . . . . . . . Q>| 100 | STUDENTS NAME ...................................................................................... .. Date IV. Data: 70 y- Placed sample N0. o over sample No. 4, because: (reasons) . . . . . . . . . . . . Placed sample No. 4 over sample No. 1, because: (reasons) . . . . . . . . Placed sample No. 1 over sample No. 3, because: (reasons) . . . . . . . . . . . . . .. V. Remarks: A 'l‘_\'pical '.l‘en Ear Sample of Corn. Courtesy Missouri State Board of Agriculture. School Exercise No- 53. Germinating Seed Corn, I. Object: To test the vitality of seed corn. II. Material: (1) 100 ears of corn, (2) a ‘box 20 inches square and 3 to 4 III. IV. Data: inches deep, (3) sand. Directions: Fill the box with sand; then place Wire or string every two inches across top, forming 100 squares. Lay the ears of corn which are to be tested in a row, side by side, Where they will be uindis- turbed until after the test is completed. Number the ears A-l, A-2, A_-3, A-4, A‘-5, A.--6, A-T, A.-8, A-9, A-10, B 1-10, C 1-10, D 1-0, E 1-10, F 1-10, G 1:10, H 1-10, I 1-10, J 1-10 to correspond with the letters and numbers on the edges of the germinator, as indicated in the diagram below. The ears may be numbered by pinning a small card board. upon which the respective numbers are placed, to the butts of the ears. Commence at. the left end of the row, remove six kernels from ear No. A.-1, two near the butt, two near the middle and two nearr ‘the tip. These kernels may be removed by the aid of a pen knife without injury to the kernel. Place the six kernels from A-1 in the square A-l of the germinator, tip downward. Place the six kernels from the the ear No. A-2 in square No. A-2, etc., untilsix kernels from each of the hundred ears have ‘been placed in the squares corresponding to their respective numbers. {Keep the sand in the germinator moist, and at a temperature from 75 to 85 degrees Fahrenheit. In five or six days the test should be complete. If the temperature has been below 70 degrees much of the time, a longer period will be necessary for the best test. Examine the kernels from each of the squares, and record on the date sheet below, the number of grains germinating. Sele-"t for planting all ears germinating from 90» to 100 per cent. 71 _ 1 .4 s 4 5 6 7 8 9 1U I 11111111 w %%%%%%%% "I %%%%%%%% %%%%%%%% I ‘‘‘‘‘‘‘‘ w LLLLLLLL %%%%%%%% w %%%%%%%% I %%%%%%%% "I wwwwwwww A I I I I _I I I I I I I ........ ........ ..I ........ ..| ........ ..I ........ ..I ........ ..I ........ ..| ........ ..I ........ ..| ........ ..I I I I I I I I I I I BI I I I I I I I I I I ........ -IMMIMM"VWm-WWIMWIWM“mWm-MW.MMI CI I I I I I I I I I I I ........ -I ________ “I ________ ~l ........ “I ________ -I ........ -1 ........ “I ........ -I ........ "I ________ ~I ..I I I I I I I I I I I I -------- “I -------- "I __________________ “I ........ -I -------- ~I ________ "I ________ “I ........ -I ........ "I I I I I I I I ' I I I El I I I I I I I I I I | ........ ..I ........ ..I ........ ..| ........ ........ ..| ........ ..| ........ ..I ........ ..| ........ ..| ........ ..I F-I I I I I I I I I I I I ________ "I ________ "I -------- -I ________ "I ________ “I -------- ~| ________ "I ________ "I ........ -I ........ “I I I I I I I I I I I I GI I I I I I I I I I I HI IIIIIIII "I IIIIIIII "I IIIIIIII "I IIIIIIII I IIIIIIII "I """""""" "I """""""" "I """""""" "I """""""" "I """"""" I I ........ “I ........ -I ........ -I ________ “I ........ -I ________ ~I ........ ~I ________ -I ________ J ________ A I I I I I I I I I I I II I I I I I I I I I I JI IIIIIIII "I IIIIIII “I IIIIIIII "I IIIIIIII "I IIIIIIII “I IIIIIII “I IIIIIII "I IIIIIIII "I IIIIIIII II IIIIIIII “I I ........ ;I ........ -I ........ -I ........ -I ........ "I ........ -I ........ "I ________ -I ........ “I ........ -I I I I I I I I I I I I I """" "I """" "I """" "I """" "I """" "I """" "I """" "I """" "I """"" "I """"" "I V. Remarks: School Exercise N.o 54. I. Object: To determine the relative merits of oat samples. Scoring and Placing Oat Samples. 72 II. Materialz. (1) Five samples of threshed oats, (2) tester, (3) score cards. III. Directions: Score each of the oat samples according Ito the following score card; and place first, second and third best samples. SCORE CARD FOR OATS. ‘(Texas A. and M. College.) 5'1 '3 as E2 as SCALE OF POINTS. s3 g 55g 2g aw 3w ‘aw IlI U2 U . . I I I 1. Uniformity of grades I 10 I I 2_ Color 10 3. Size and plumpness 15 4. Per cent hull 15 5. Per cent foreign matter 15 6. Per cent damaged grain ____ .. 15 I I 7. Weight per bushel 20 I Total " II 100 II I I I Estimate approximate per cent. of hull in each sample as follows: (Samples weighing 32 pounds will have approximately 3O per cent. hull.) Standard Weight: Sample Weight : : X : standard per cent. 32 : Sample Weight : : X : 30 (Substituting) 32 : 31 : :X: 30. (Solving) 31 X—960. X— 30.96 Note: This sample has approximately lper cent more hull than the standard. (See scord card for out.) IV. Data: Placed Sample N0. 3 over sample No. 1, because: (reasons) __________________________________________________ _, Placed Sample No. 1 over sample No. 5, because: (reasons) Placed Sample No. 5 over sample No_ 4. because: (reasons) V. Remarks: ‘School Exercise No. 55. Scoring Small Grain. I. Object: To estimate score of various samples of small grain. II. Material: (1) Samples of kafir corn, wheat, milo, rye, feterita, etc. III. Directions: Score the various grains according to the following direc- tions, which have been made to conform as nearly as possible to the general ideas of the factors constituting quality in grain. Scale of Points Value 1. Type. a. Size, shape, color and texture 10 (Wheat and rye usually have a pronounced color and texture characteristic of the type.) 2. Uniformity. ad Kernels should be uniformly small or uniformly large .................... .. 5 3. oior. ' a. Bright, rich and uniform 10 Discoloration due to damage is usually a reliable indication of poor quality. 4. Mixture. . a_ Grain should be free from other varieties of the same kind of grain, as well as other distinct kinds of grain .................................. .. 5. Size of Kernel. a. Kernels should be large for the variety 10 6. Foreign Matter. a. The sample should be free from weed seed, dirt, chaff, sticks, etc. 10 (For every large weed seed found in 100 kernels, cut 1 per cent.. and for every two small weed seeds, cut 1 per cent. Where one noxious weed seed is found cut 15 points.) 7. Damage or Disease ---- -- 15 (Use judgment in cutting for grains damaged by insects, thresh- ing, heating in bin or stack, smut, or exposure to weather.) 8. Weight per Bushei ------ -- 1V0 (High weight per bushel is associated with plump, well filled grain of good quality.) 9. Viability, as shown by germination test _ 10 (Perfect germination is a strong index to quality.) 10_ Texture ------- -- 10 (White and soft winter wheats should be soft and starchy in texture. Hard spring and hard winter, the ‘ODDOSYLG. Six row barley should be quite mealy or starchy, while two row barley should be even more starchy in appearance. Texture not con- sidered in oats.) 73 School Exercise No. 55. ‘ " Cotton Plant Study. I. Object: To study variation in boll and type of the cotton plant. II. Material: (1) Cotton field, (2) scales. III. Directions: Go into the cotton field, select 25 long-limbed, 25 medium sized and 25 small cotton plants. Count the number of bolls on each set of 25. Pick the lint from each set, keeping accurate count. of the bolls. Weigh the lint of each set, and tabulate results. IV. Data: Size Total No. Total No. Av. No. of Bolls Total Wt. of Av. Wt. per plants bolls' per plant seed cotton plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . l . l . . . . . . . . . . ..! . . . . . . . . . . .. V. Remarks: School Exercise No. 57. Cotton Ciassing. ' l. Object: To give actual practice in cotton classing. II. Material: (1) Samples of different standard grades of cotton, (2) sam- ples '0: unclassified. cotton. III. Directions: Examine carefully each of the standard grades of cotton until familiar With their characteristics; then class the unclassified sam- ples accordingly. (See bulletin No. 9 on Cotton Classing and Marketing by J. B. Bagley, A. & M. College.) ’ IV. Data: Placing. Sample Mid. Strict Good Strict Mid- Strict Low S. G. Ord- Good Or- "No. Fair G. Mid. Mid. Mid. ling L. Mid. Mid. inary dinary Note—A plus sign in one of the above columns will indicate the placing. V. Remarks: ' FIELD TRIPS IN CROP PRODUCTION. 1. Study characters of corn growth on the school farm. 2. Give a field demonstration in the selection of seed corn (fall). 3. Study variety tests of wheat and oats on the school farm. 4. Observe a plot which has previously been inoculated and sown to alfalfa. 5. Observe methods of soil preparation for the various crops.‘ 6. Study methods of corn breeding on a demonstration farm. 7. Visit a farm where crops are being rotated. 8. Keep a detailed record 0f crops grown on the demonstration plot. 74 \ WHOM-E PROJECTS AND HOME WORK m CROP PRODUCTION. - t \ 1. Grow an acre of corn, kafir, peanuts or cotton. 2. Select and test 100 ears of seed corn. 3. Make an ear-to-row test with 25 ears of corn. 4. Keep an itemized account of the cost of producing an acre of corn. 5. Treat with formalin ten bushels of wheat affect-ed with stinking Swan. 6.; Destroy all smut heads found in an acre of oats. 7. Grow an acre of clover, alfalfa, soy beans, or cow peas. 8. Compare the profits derived from growing an acre of cotton with those derived from growing an acreof peanuts. ' SUGGESTED MONTHLY HOME PROJECTS FOR MEMBERS OF BOYS’ CLUBS. . Note: These projects may be carried on in corn, kafir, cotton or pea- nuts and are based on one acre production. A - 1. January—Cultivating the acre (harrowing of land, etc.) 2. Fehruary——Germinating seed (100 ears of corn, 100 heads of kafir, 1 bushel of cotton seed or 1 bushel of peanuts). - NOTE—No seed germinating less than 90% should be planted, with exception of cotton. A March—~Planting of acre of corn. ‘ . April-Thinning to a stand. ..\Iay——Cultviating the crop. . June——Cultivating the crop. July—V\7eeding the crop. . August—Selecting seed and exhibit from field. I . 9. September—Submitting report and exhibit to County Demonstration Agent. P 10. October-Breaking ground or planting cover crop. (Oats, rye, ‘wheat, crimson clover, etc.) 11. November—Measuring accurately an acre of land. '12. December—Selecting seed for germination test. (For informamation relative to the organization of Boys’ Club, see your County Demonstration Agent, or write H. H. Williamson, State Agent, Agri- cultural Clubs, A. & M. College, College Station, Texas.) OO-TIGUCIIH-‘h TEXTB-OOKS AND REFERENCES. Fxrguson and Lewis—Elementary Principles of Agriculture, pp. 90-91 and 300-346. . ' Bowman and Crosby---Co_rn (Kenyon Printing Company, AAmes.) VJarren—Elemenis of Agriculture, pp. 116-119, 155-216. Livingston—Field Crop Production (MacMillan Co., Dallas). Harris and Stewart—Principles of Agronomy (MacMillan Co.) Duggar——Southern Field Crops (MacMillan Co.) Lyon and Montgomery—Examining and Grading Grain (Ginn & Co., Dallas). A \ Morgam-Field Crops for the Cotton Belt (MacMillan Co., Dallas). For additional references, see Joint Bulletin No. 1, A. & M. College. 75 SUBJECT MATTER ON FARMKENGINEERING AND MANAGEMENT. FARM ENGINEERING. I. Farm Machinery. A. Classification. 1. Tillage, planting, seeding, harvesting and power. II. Drainage. A. Land requiring. B. Effect of drainage on texture, temperature, air and moisture of soil. C. Kinds—0pen ditches, under drains. 1. Advantages and disadvantages of each. D. Tile. ' 1. Method of making preliminary survey. 2. Laying out the drainage system. 3. Leveling and grading tile drains. 4. Laying the tiles, cost, etc. III. Farm Terracing. A. Purpose of terracing. B. Method of terracing. IV. ‘Concrete Work. A. Preparation. B. Forms for concrete. C. Use of concrete. 1. Walks, troughs, posts, steps, floors, silos, etc. V. Fam Buildings. A. Factors influencing location. 1. Convenience, soil, waterfdrainage, etc. B. Material for construction—wo0d, brick, stone, concrete. C. Plans for buildings. VI. Roads. A. Construction, etc. FARM MANAGEMENT. I. Introduction. A. Development of modern agriculture. B. Definition of farm management. II. Business Side of Farming. A. Farm accounting. B. Factors of production. 1. Capital and labor. III. Types of Farming. A. Maintenance a11d soil fertility. B.‘ Source of income. ‘C. ‘Comparison of types. IV. Factors Influencing the Choosing of a Farm. A. Location. 1. Environment. a. Neighbors, social centers, conveniences, etc. 2. Characteristics. a. Soil, improvement, water and size. 76 V. V I. Planning the Farm. A. Purposes and Methods of Planning. Crop Rotation. A. Purposes. B. Characteristics of a good rotation. VII. Marketing o1‘ Farm Products. A. fPreparation, methods and time. County Demonstration Agent Giving Demonstration in Terracing to the High School School Exercise No. 58'. I. I1. III. Agricultural Class, Oran, Texas. SCHOOL EXERCISES IN FARM ENGINEERING AlND FARM A A MANAGEMENT. “ Terracing. Qbject: To build terraces on the school garden in order to 1areivent the Washing ofsurface soil during heavy rains. .. (Blaterial: (1) Drainage level, (2) leveling rod, (3) supply of stakes make of one inch material, (4) A horses, or mules, (5) plow, (6) V-drzig. Directions: Set a stake at the edge of the garden wvhere the upper terrace is to empty its water and, hold the leveling rod on the ground beside this stake. .S.et thelevel at such a place that vihen it. is leveled up and sighted at the. -rod,lthe target will be not higher than three or four feet when it is in line with the cross hairsin the telescope... Now lower the target three tenths of a foot (.3'), and at a. distance of 60 feet (20 paces) from the first stake, move up or down the slope until the target is again in line with the cross hairs in the telescope. Drive a; rsiake at this point, lower the target three tenths of a foot L3’), and. 77 locate a third point, 60 feet from the second. Proceed in this manner until the other side of the garden is reached. if necessary, a second terrace is laid out about 150 feet down the slope; useuthe same method outlined above. i Plow a furrow along the line of stakes first set, and back furrow until three or four rounds have -been made. ' Hitch to the V-drag and throw this freshly plowed ground to a ridge. Continue plowing and using ‘the drag until the terrace is 1.5 to, 2 feet higher than the bottom of the furrow on the upper side.. The terrace should now ‘be 18 or 20 feet wide. i iFor detailed directions for building the V-drag and for terracing, see Bulletin B-2T3, “Terracing in Texas,” Extension Service, A. & M. College. IV. Data: No. of Distance FalTper Difference in Crops Benefits Derived terrace apart 100 ft. elevation grown . . . . . . . . . . . . V. Remarks: School Exercise No. 59. Laying Tile Drains. I. Object: To remove surplus water from the soil by means of tile drains. II. Material: (1) Level, (2) leveling rod, (3) tape, (4) marking pins, (5) supply of stakes made from one inch materials, (6) hatchet, (7) tiling spade, (8) round point shovel, (9) tile scoop, (10) tile hoop, (l1) sup- ply of four inch tile. III. Directions: The outlet is located by finding the lowest point on the ‘boundary of the field with the level and rod. A grade stake is driven at this point, even with the surface, and a long guide stake set near by in order that the grade stake may be easily found. Fifty feet from the first stake, and in the direction in which the tile is to run, set a second grade stake, and near it the guide stake, as directed for the first one. Proceed in this manner until the entire line is laid out. With the level and rod, determine the elevation of‘ each stake, and record them in order. To work properly, the tile must be laid on a uniform grade. By comparing the elevations of the stakes, the proper fall may ‘be determined, and the depth of the ditch at each stake computed. Begin digging the ditch at the outlet. Remove the first layer of soil with the tiling spade, and take out the loose dirt with the round point shovel. The bottom is finished and brought to grade with the tile scoop. The tile are now laid, either by hand or with the tile hook, and enough dirt put in to hold them secunely in place. After all the tile are laid, the ditch may be filled with a scraper, V-drag, road grader, or by hand. u IV. Data: , . 78 YD/ l\'o. of stake Elevation Depth of Grade Location ‘Crops Benefits, ditch grown - . . . . . . . . . - - . . . . - - - . . . . . . . . . - - - - . . - . ¢ - . . - - - - » - - . . - - - - - - . . . - ¢ . - - - - - . - . . - .- - . . . - . . . . . . . . . . . - - - - . . . . - - . . - - - - . . - . . - - . ¢ - - . - - - . . - - - . . . . . . - - . - - - - - . - - . . .- . . - - . - . . . . - - . . . . . . - - . . . . - - . , - - - - . . . . . - . ~ - - - . - - . - . . - - - . - - - . » - - - - - . . . - - . - n 1 IV. Remarks: NOTE-This project can be used_ only Where an outlet can be had to some stream or low place. For additional information on the laying of tile drain, see Bulletin No. 188, Agricultural Experiment Station, College Station, Texas. School Exercise No. 60. Work Record for an Acre of Corn. I. Object: To estimate the amount of work required to produce an a-cre of corn. a A ' II. Mtaerial: Sheets from an account book or ordinary paper ruled as form below. i III. Directions: Plant and cultivate an acre of corn, harvest and market it, and keep an accurate record of the amount of work required. IV. Data: Work Record for an Acre of Corn. c u-l O O Io C‘ w '5 2 2:; 53 5 3 ° ‘$2 “<5 2 Z E 1 L4 o E E 5 o‘ :- $-- o‘ Q3 D ‘E 73 Q 3 Z a <5 2 z 9 E z 52 “s8 o _ z _2 e l l l l P_r_eparation | | I l _ l l _p_ L l_ l l l l l l ' l l l Seeding l l l l ” I ‘ l I l l l l I l Cultivation l l l 1 l l I l l l l l l l l I l l | l l l l Harvesting, Storing and Marketing V. Remarks: 79 g School Exercise No. 61. I». II. III. IV. Items charged V. School Exercise No. 62.4 I. II. III. ~1 Cost of Producing an Acre of Corn. Object: To determine the approximate cost of growing an acre of corn, and to determine the profit or loss. Material: (1) Data from Exercise N0. 60, (2) ruled paper. Directions: Keep in the form of an ac-count a cost record of producing an acre of corn. If the record is kept in an account book, the left hand page should be used for items charged against the crop, and the- right hand page for credit in favor of the crop. A similar plan may be adopted if ruled paper is used instead of the book. Data: Estimated value Items credited Estimated value Manure or ‘fertilizer COTII 501d Seed at market price Corn fed or consumed Use of land (Cash rental value) Seed corn Corn fodder Storage rQQm Corn on hand at market prices Man labor (see Exercise No. 60) (Estimated at 15c per hour) Horse labor (see Exercise No. 60). (Estimated at 10c per hour.) Use of machinery (Estimated at 5c per hour). Miscellaneous expenses Total , , , _ , _ _ , , _ Total . . . . . . . . . . . . Profit or loss . . . . . . . . . . .. Remarks: I Taking a Farm Inventory. Object: To estimate value of farm property. rMaterial: (1) Note book, (2) pencil. Directions: Since a farm inventory is a classified list of all farm prop- erty, with estimated value, the ‘best time to take it is at the close of the farm year when all surplus crops and sto"k have been disposed of. The Christmas vacation may be used to a good advantage in working this Exercise. Get all ‘the implements and equipment together. Collect the tools that have been left in the field or lent to neighbors. For convenience, articles of the same kind should be placed together. List each item, and record the estimated value. The livestock inventory should show the number, kind and value of animals by groups. For instance, under the cattle inventory, cows, heifers, steers and calves should be listed separately. a a In order to.take an inventory of feed on hand. it will often {b8 nec- essary to estimate the quantity by measuring the bins, cribs, hay ricks, or stacks. In order to find contents in cubic feet, multiply length, 80 breadth and thickness and estimate about 500 curbic feet t0 the ton for hay, and about three cubic feet for ear corn, and one and one-fourth cubic feet of shelled grain to the bushel. The inventory should be ar- ranged to show the value of each item, the value of each group, and the total value. Data: 1. Farm. A. Land. B. Buildings. 2. Livestock. A. Cattle. B. Horses. »C. Mules, etc. 3. Machinery. Estimated value 4. Feed. A. Grain B. Roughage. '5. Seed. Total value . . . . . . . . . . . . . .. V. Remarks: School Exercise No. 63. I. II. III. IV. Record of a Year's Farm Business. Object: Material: To keep a record of a year’s business on the farm. (1) Blanks obtained from the department of Agronomy, A. & M. College, or record sheets prepared as in data below, (_2) data from School Exercise No. 62. Directions: The record of a business for a year should include the inventory at the beginning and end of the year, together with the re- ceipts and expense for the year. Data: 1. Value of farm and equipment: A. Value of farm. (including Beginning of year. End of year. buildings) B. Value of machmew (wag- ons and harness included C. Feed and supplies not - - - . . - - . . - - . . ¢ . - . - - . . - - - - - - . . - a held for sale - . . - . » - - - . . . . ¢ - - . - - . . - - . - - - . . - . D. Value of stock E. Cash necessary to run business . . - - - - . . . . . . . - - . . . . . - ¢ - - - » - . . o ¢ Total Farm Capital. . . .$ . . . . . . . . . . . . . . . . . . . 81 V. School Exercise No. 64. I. II. III. Receipts— Sale of stock ‘Sale of stock products, (milk, butter, eggs, etc.) . . . . . . .. ‘Crops sold or held for sale Miscellaneous receipts, from labor, cash rent, or sale of any product otherwise reported 2. Expenses- Hired labor Family labor, (ex- cepting self) Board for hired laibor Stock purchased Feed purchased Seed purcased Fertilizer purchased Repairs and blacksmithing . . . . . . . . Threshing, ginning, etc. Express, freight and commission Insurance and taxes Cash rent paid Estimate $ . . . . . . .. - . - - . - .- . - - . . - .- - . - - . - .- - - - - - - ~- . - . - . - =- - - - - - . ~- . - . ¢ - . - . - . - . . .- . . ¢ Q . Q It - . . - - - a o Miscellaneous . . . . . . . . T0tfl1 $ . . . . . . . . Total $ . . . . . . . . Balance $ . . . . . . . . Remarks: Finding Labor income of a Farm. Object: To find the amount made by the farmer for his lahor after all expenses are paid. Material: Data collected from Exercise No. 63. Directions: Since a farmers labor income is what he has at the end of the year as pay for his labor and management, after all'farm ex- penses have been paid, and interest on the total investment has been deducted, this income is the best measure of a farmers success. It is, in addition to his house, milk, potatoes, eggs and other products that the farm has furnished for his table, the amount he has received. It is comparable to the wages of a hired man who is furnished with a house, fire wood, milk, garden, etc., lbut it should not be compared with the wages of a city man. Labor income may be figured accurately enough for all practical purposes without the use of an account, since it will vary from year to year according to the season, price of crops and other conditions. Take an inventory of the farm property at the end of the ye-ar, estimating the value of the different items. Estimate the i11ven- tory for the proceding year, making allowance for changes in value, sales and purchases of sto-ck and machinery. The average of these two inventories is the capital invested in the business. Estimate one by one all the farm receipts, and add them together. If the inventry increased during the year, include the amount ot the increase with the receipts; then estimate one by one all the farm expenses and add them together. Include with the expenses the value oi’ board furnished to hired help, and also the value of any unpaid work done on the farm by others than the farmer himself. If the inventory decreased during the year, include the amount of the decrease as an expense. 82 Estimate Do not include any interest. IV. paid, or any personal or household expenses. Subtract the expenses from the receipts. The remainder represents interest on the invest- ment and pay for the farmer’s labor. Find what interest on‘ the invest~ ment would \be at 6% and subtract from the above figure. This re- mainder is the labor income. Data: Record as in School Exercise No. 63. Remarks: FIELD TRIPS IN FARM MANAGEMENT A'ND FARM ENGINEERING. I—-\ . Observe thc laying of tile drains on the school farm. . Observe the construction oi terraces on the school farm. Study each machine demonstrated by the home dealer. . Study building construction on a farm nearby. . Visit a model farm in the community and study methods of farming. . Go to a farm nearby where plowing is being done and note. the ef- Qli nfi- 1C Pi» 6 fects of plowing when the soil is too wet. T. Study a run down farm in the community, and suggest plans for its improvement. S. Visit and take inventory on a farm nearby. HOME PROJECTS AND HOME WORK IN FARM MANAGEMENT ANQ‘ I299. FARM ENGINEERING. I—4 . Lay tile drains throughout the home garden. . Terrace a ten acre field on your home farm. Clean and oil all farm machinery. . Paint the house or barn. Put in a modern convenience in the farm home. Keep the expense and and receipt record of the farm for one year. . Make an itemized inventory of the home farm. . Practice rotation of crops on your home garden. -. Practice rotation of crops on your home garden. .1;- CKTI BS moo-qpvm TEXTBOOKS AND REFERENCES. Lewis and Ferguson—Elementary Principles of Agriculture, pp. 258- Warrem-Elements of Agriculture, pp. 372-388. Elliott—‘:]nugineering for Land Drainage (John Wiley & Sons, N. Y.) Boss-—Farrn Management (Lyons & Carnahan, Chicago). 83 COMMUNITY UNDERTAKINGS According to Warren H. Wilson: “The commounity is the round of life in Which the individual in the country passes his days. It is his larger home. 1t s a population complete in itselfi for the needs of its residents from birth to death.” “The decay of a community is indicated lby the departure of indi- viduals and families in quest of a better center for! the supply of vital Community Center Meeting at Whitt, Texas. human needs. The departure of many persons from country communities iis due to the lack of social life.” ' C “The country community has been peculiarly Weak in its educational facilitiles, by a strange dullness and fnertia due to the economic prostration of the farming industry. The economic life of the community is necessarily a part of the general economic life of the population as a Whole.” If the statements above are true, it. is evident that We must seek to re-develop the rural community if We Would have it reach its highest degree of efficiency. In order to do this, We must first find the one thing in Which all the people of a community are interested. This, in most rural com- -munities, is the public school. Since the school holds this eminent posi- tion, and since the teacher is usually the leader of a community, the school is logically the center for community development, and should undertake such community projects as Will build up the community. MONTHLY CALENDAR OF COMMUNITY PROJECTS. OCTOBER——The organization. of a Community Center Club. NOVEMBER-The Community or School Fair. A DECEMBER—Elliminating the Low Producing CoW. JANUARY—The Germinating of Seed Corn. FEBRUARY—The Observance of Arbor Day. MArtCH—-Improving the Homes of the Community. APRIL——Solving Rural Life Problems. MAY-Holding‘ a School Rally. ' OCTOBER. THE ORGANIZATION OF A COMMUNITY CENTER CLUB. Suggested Constitution and By-LaWs of the . . . . . . . . . . . . . .. Community Center Club. ' 84 ARTICLE I. l " Name. This club shall be known as the . . . . . . . . . . . . ..Community Center Club. ARTICLE II. Object. The object of the Community Center Club shall be community devel- opment from the standpoint of better homes, improved methods oi farm- ing, more efficient schools and a wholesome social life. ARTICLE III. Membership. The membership of the Community Center Club shall consist of all men and women and boys and girls over twelve years of age expressing a will- ingness to cooperate in carrying on the Community Projects. ARTICLE IV. Officers. Section 1.——The officers of this club shall be: President, Vice President, Secretary and Treasurer. All officers shall be elected by ‘ballot at the first annual meeting of the club, and shall assume the duties of their re- spective offices at once. - Section 2.—-Duties. A. It shall be the duty of the president to preside at all meetings, ap- point all committees, call special meetings and perform such other duties as may devolve upon him. B. It shall be the duty of the vice president to assist the president in the performance of his duty, and in case of absence or disability on the part of the president, preside in his place. C. It shall be the duty of the secretary to record the minutes of each meeting, carry on all necessary correspondence and notify committees of all business referred to them. D. It shall be the duty of the treasurer to collect all assessments, pay all debts upon order of the president, and make an annual written report at the last meeting of each year. ARTICLE V. ' Committees. I" Section 1.—There shall be a standing program committee of three ap- pointed at the first annual meeting, together with such other committees as may be necessary. Section 2.—An Executive Committee consisting of the president, vice president, secretary and treasurer shall be the governing body of the club. 85 ARTICLE VI. Time of Meeting. The club shall meet at least once each month for the purpose of ren- dering such programs as may be planned by the Program Committee. BY-LAWS. _ 1. A quorum for the transaction of all business shall consist of at least. six members. ‘ 2. Members of the club failing to perform such duties as may be as- signed them by the program committee shall be subject to a fine of 10 cents for each offense. 3. These by-laws may be amended at any regular meeting by a two-third vote of the members present. Suggested Community Center Club Song. THE JOLLY C. C. CLUB. Tune: “Yankee Doodle.” __1_ The sun is sinking o'er the hill, The evening bells are ringing, And through the air so cold and still, We hear glad voices singing‘, The C. C. Club, the C. C. Club, The great association, We’re going to make our C. C. Club, The best one in the Nation. 0 _A_ The chap who goes to see the show, That costs about a dollar, Just gets a chance to spend his dough, And wear a stand-up collar. The C. C. Club, the C. C. ‘Club, It will not take your wages, But you get more enjoyment there, Than on the city stages. 3_._ The lectures in the city hall, The sayings and the speeches, Have nothing to compare at all, With things that nature teaches So come and join our jolly club, Ye sturdy sons of lalbor Oh! Come and join our happy crowd, Yes, come and bring your neighbor. 86 _4__ And now let’s give a ringing cheer, For this association, Let every member who is here, Join in the demonstration, Hail to our dear IC. -C. Club, Hurah! for dear old “Texa.” The greatest club, the grandest state, From [Maine to bleeding “Mexa.” —Bert Amidon, Plainview, Minn, Adapted. Fancy Work Exhibit at School Fair, Whitt, Texas. NOVEMBER. THE SCHOOL, OR COMMUNITY FAIR. Instructions for Holding the School or Community Fair. APPOINTMENT OF COMMITTEES. Appoint at least three reliable persons on each of the following com- ittees: Arrangement, decorating, school exhibit, home exhibit, farm exhibit, dinner and invitation. TIMIE OF HOLDING Any Friday or Saturday of October or November is suggested. 30m.- bine with “Patrons,” “Parents” or “Agricultural” day, and have a picnic 87 dinner. Thanksgivinng day may be used to good advantage in localities where only one school is interested. However, another plan may be fol- lowed. Divide the county into seven townships, and over each appoint a director of school fairs, his principal duty being to see that each rural school in his township holds a fair in October. The County Superintendent of Schools may designate one day as School Fair Day, or fairs may be held on Saturday. Inter-district and inter-township fairs may be held then, and still. later a County Fair, at which only the best exhibits from the district fairs of each township should be exhibited. By this competitive system, the pupil will take pride; first, in the exhibit; second, in the district; third. in the township, and fourth, in the county exhibit. In order to add interest, athletic contests are held in connection with the district, township and county fairs. The important. thing at this time is to begin preparing for the fair by teaching about the things to be exhibited and by collecting ma- terial. SUGGESTED PROGRAM. ;. 1. Morning. A. Decorating the building. B. An agricultural parade. C. Entering and classifying the exhibits. D. A short agricultural program. i2. Noon-A Basket Picnic. 3. Afternoon. A. Contests. (a) Seed naming. (b) Corn judging. (c) Button sewing. (d) Stock judging. (e) Milk testing. (f) Athletic. B. Judging exhibits. . 4. Evening. ' A. An agricultural address. B. Awarding of premiums. C. Selling the exhibits. EXPLANATION OF PROGRAM. 1. Decorating the building. The decorating may be most conveniently done the preceding day. Corn stalks, cotton plants, shrubs, vines, flowers, etc., together with drawings of agricultural products may be used to advantage. 2. The agricultural parade. The pupils may either ride in the parade or lead animals. Others may ride in floats prepared from the different exhibits, while still others may have afloat to represent the various activities of the school. 3. Entering and classifying the exhibits. All exhibits should be recorded by the secretary. This should include number and name of exhibitor. In order to eliminate difficulties, no names 88 should appear on the exhibit. A tag showing exhibitor number, division, class, entry and exhibit number should be placed on the exhibit, and a duplicate given t0 the exhibitorl The following arrangement is suggested: . . . . . . . . . . . . . . . . . . . .. School Fair. (Duplicate) 3 Exhibitor No. . . . . . . . . . . . . . . . . . . .. Exhibitor No. T.-._ . . . . . . . . . . . Division No. . . . . . . . . . . . . . . . . . . . . Division N0. . . 9 . . . . . . . . . . . . . . . . Class No. . . . . . . . . . . . . . . . . . . . . . .. Class No. . . . . . . . . . . . . . . . . . . . . . . .. Entry No. . . . . . . . . . . . . . . . . . . . . . .. Entry No. . . . . . . . . . . . . . . . . . . . . . . . Exhibit No. . . . . . . . . . . . . . . . . . . . . . .- Exhibit No. . . . . . . . . . . . . . . . . . . . . . . The classification will vary with the type and location of the school. In general, the exhibits should be divided into three divisions—school ex- hirbits, home exhibits and farm exhibits. Each may be sub-divided into primary, intermediate and high school divisions. SUGGESTED CLASSIFICATION. Division No. 1, _Schoo| Exhibits. Class No. 1—Drawings. Entry No. 1. Home garden plan (Exhibit Nos. 1, 2, 3, etc.) Entry No. 2. School garden plan. Entry No. 3. A model farm plan. Entry No. 4. Poultry house plan. Entry No. 5. Original crayon drawings. Entry No. 6. Map of county. Entry Not 7.. A story illustrated by original drawings or pictures from magazines. Class No. 2—Compositions. Entry No. 8. How I Grew my Exhibit. Entry No. 9. The Need of Agriculture in the ‘School. Entry No. 10. The Improvement of Livestock. Entry No. 11. The Improvement of Southern Crops. Class No. 3——~Collections. Entry No. 12. Weed seed. Entry No .13. Insect. Entry No. 14. Mounted wild flowers. Entry No. 15. Leaf. Entry No. 16. Native wood——mounted to show bark, sap wood and heart wood. Class No. 4-—Experiments. Entry No. 17. Germination test. Entry No. 18. Budding. Entry No. 19. Grafting. Entry No. 20. Window box. Entry No. 21. ‘Mulches. Entry No. 22. Capillary rise of moisture. Class No. 5~Manual Training. Entry No. 23. Corn germinator. 89 Entry No. 24. Book rack. Entry N0. 25. Mounts. Entry No. 26. Specimen case. Entry N0. 27. Home’ conveniences. Entry No. 218.- Farm devices. Class No. 6—I1,,‘sketry. Entry No. 21,. Raffia basket. Entry No. 30. Raffia hat. Entry No. 31. Cord basket. _ Entry No. 32. Collection (6 articles). Class No. 7—Miscellaneous. Entry No. 33. School song. Entry No. 34. School yell. Entry No. 35. Toast to the school fair. Entry No. 36. “Clay modeling. Division N0. 2, Home Exhibits. Class No. 8—Needle Work. Entry No. 37. Button hole display. Entry No. 38. Apron. Entry N0. 39. One piece dress. Entry No. 40. Handwork (specimen). Entry No. 41. Collection. Class No. 9—En1broidery. Entry No. 42. Initials. Entry No. 43. Towels. Entry No. 44. Center piece (12 to 18 inches). Entry No. 45. General display. Class No. 10—Culinary. Entry No. 46. Loaf of bread. Entry No. 47. Dozen discuits. Entry No. 48. Layer cake. Entry No. 49. Chow chow (pint jar). Entry No. 50. Cucumber pickles (sweet). Entry No. 51. Fig preserves. ' Entry No. 52. Blackberry jelly. Entry No. 53. Canned tomatoes (one pint). Entry No. 54. Peach pickles. Entry No. 55. Peach preserves. Entry No. 56. Display of canned fruit. Class No. 11. Dairy. Entry No. 57. Butter (one pound). Class No. 12—-Flowers. - Entry No. 58. Boquet. Entry No. 59. Wild flower collection. Entry No. 60. Pot. flower collection. Class No. 13‘—Miscellaneous. "Entry No. 61. -War relics. Entry No. 62. Curios. 90 Class N0. Entry Entry Entry Entry Class No. Entry Entry Entry Entry Class No. Entry Entry Entry Entry Class No. Entry Entry Entry Entry Entry Entry Entry Entry Entry Entry Class No. Entry Entry Entry Entry Entry Entry Class No. Entry Entry Entry Entry Class No. Entry Entry Entry Entry Entry Entry Entry Division 3, Farm Exhibits. 14—Corn (Single ears). No. 63. White dent. No. 64. Yellow dent. ' x ‘ No. 65. Prolific. - ‘~ No. 66. Colored varieties. *1. 15——~Corn (ten ear sample). No. 67. White dent. No. 68. Yellow dent. No. 69. Prolific. No. 70. Colored varities. 16—Grain. No. 71. Milo (ten heads). No. 72. Kafir (ten heads). No. 73. Feterita (ten heads)‘. No. 74. Oats (one peck). 17—Vegetables. N0. 75. Irish potatoes (one peck). No. 76. Yams (ten). No. 77. Turnips (one Peck). No. 78. Radishes (twelve). No. 79. Tomatoes (twelve). No. 80. Peaunts (six bunches). No. 81. Pumpkins (best and largest). No. 82. Beans (one gallon). No. 83. Egg plant (six). No. 84. Collection. 18—Fruits. No. :85. Plate oflapples (five). No. 86. Plate of peaches (five). No. 87. Plate of pears (five). No. 88. Grapes (five clusters). No. 89. Pecans (one-eighth bu.) No. 90. Pecans (display five or more’ varieties). 19—Miscellaneous. .-Cott0n (50 bolls). Cotton seed (10 libs.) No. 93. Cotton stalks (3). No. 94. Collection of farm products. 20, Poultry (various breeds). No. 95. Cockerel-male bird hatched during 1916. No. 96. Hen, hatched prior to 1916. No. 97. Pullet, hatched during 1916. No. 98. No. ‘r99. No. 100. No. 101. No. 91. No. 92. Turkeys (pair). Ducks (pair). Geese (pair). 91 Breeding pen, 1 male and 4 females (any size). Entry N0. 102. Pigeons. Entry No. 103. White eggs (12). [Entry No. 104. Brown eggs (12). Class No. 2i—Swine. “ Entry No.‘Ji)5. Young herd, 1 male and 3 females under 1 year; Entry N0.‘, 106. Pig, two to four months. Entry NQLIOT Pig, under two months. Entry‘ No. i108. Sow-six to twelve months. Entry No. 109. Male, under six months. Class No. 22—Goats. Entry No. 110. Doe, any age. Entry No. 111. Doe, kid, under one year. Class No. 23—Cattle. ‘ Entry No. 112. Calf herd, 1 male and 2 heifers under 1 year. Entry No. 113. -Calf, under six months. Class No. 24——Shetland Ponies. Entry No. 114. Mare two years old, and under three. Entry No. 115. Pony in harness. Entry No. 116. Pony ridden by boy or girl under fifteen. Entry No. 117. Matched team in harness. 4. The Agricultural Program. The morning program should consist of contests in songs, yells, poems, toasts, stories or essays of an agricultural nature. A “spelling bee,” of selected agricultural words may add interest. An address -by the County Superintendent of Schools or the Demonstration Agent, followed by brief talks by patrons will be appropriate. 5. The Basket Picnic. Have the dinner and invitation committees send appropriate invitations to each family in the community, and if possible arrange a barbecue. 6. Contests: . A. Seed Naming (For both boys and girls). Place twenty-five different farm, garden, flower or weed seed in sep- arate bottles, numbering the bottles from 1 to 25. Provide each contestant with paper and pencil, and give prize to the pupil identifying the greatest number of seed. B. Corn Judging (Single ears). Select five ears of corn. Number from 1 to 5 consecutively, by placing» figures on small piece of cardboard and pinning to the butts of ears. Award prize to pupil doing the best placing. See School Exercise N0. 5'1. C. Corn Judging (ten ear sample). Select five, ten-ear samples of corn, and number from one to five. Have contestants select 1st, 2nd and 3rd best ten-ear sample, the prize lbeing awarded to the pupil getting his placing most nearly correct. D. Button Sewing (for girls). Have each contestant sew six buttons on a piece of cloth. Award prize according to merit. » E. Stock Judging. Provide a class of four cows of the same breed, and number from one‘ 92 to four consecutively. Have contestants place 1st, 2nd and 3rd best, ac- cording to the standard of that particular breed, the prize being awarded to pupil making the best placing according to official in charge. Note: Similar contests may be held with horses, sheep, swine or poultry. See School Exercise No. 11. F. Milk Testing. This contest will include the testing of whole milk aigd skim milk samples, as Well as cream, the prize being awarded the student getting the best average result. See elsewhere in bulletin. A G. Athletics (Classify according to grade, age or weight). (a) Field event—run11ing and standing broad, and running high jump— pole vault, shot. put, etc. (b) Track event——50, T5, 100 and 200 yard dashes and relays. (c) ;\liscellaneous»Potato, sack or egg race. T. Judging Exhibits. Select three impartial judges for all exhibits or judges may be selected for each of the divisions. Note: All exhibits should be judged while outside contests are being held. , Evening. S. Agricultural Address. This address may be given by the Demonstration Agent, the County Siuierintendent of Schools or teacher of agriculture. Lantern slides may be used in giving; a11 illustrated lecture. 9. Awarding of Prizes. The chairman of judges should award prizes to winners in all contests. If desired, prizes may be given the lst, 2nd and 3rd best in each contest. Appropriate awards may be obtained by purchasing %-¢incl1 blue, red a11d white ribbon and cutting into small badges. 10. Selling of Exhibits. Considerable money may be obtained by selling the exhibits to the highest. bidder. The ‘funds thus obtained should be used in purchasing agricultural literature or equipment. DECEMBER. ELlMlNATlNG THE LOW PRODUCING COWS. Milk Testing Program. 1. Song-“The Jolly Community Center Club.” 2. Testing of milk. ' A. Benefits to be derived from testing milk. B. Explanation of the Babcock test. C. Demonstration in milk testing. 3. Query lbox on milk testing. 4. Plans for testing dairy cows of the community. 5. Illustrated lecture on dairying". 6. Special music. Note: See directions for testing milk elsewhere in this bulletin. 93 JANUARY. THE GERMINATING OF SEED CORN. Corn Testing Program. 1. Specialpniusic. 2. The testing of seed corn. A. Pziper—The Selection of Seed Corn. B. Report—Factors Affecting the Germination of Seed Corn. ‘C. Demonstration of a test being conducted by the school. D. Explanation of plans for making a germinator. 3. Plans outlined for the testing of all seed corn in the community. 4. Illustrated lecture on Corn Culture. _ 5. ‘Query box on the testing of seed corn. Song—“The Jolly Community CenterClub.” Note: See directions for testing seed corn elsewhere in this bulletin. FEBRUARY. THE OBSERVANCE OF ARBOR DAY. Suggested Arbor Day Program. 1. Song—A Hymn for ArborDay. 2. Address: Beautifying the School Grounds. 3. Recitation: The Kind of Trees to Plant. 4. Recitation: Trees of the Fragrant. Forest. 5. Demonstration: Plans for beautifying the school grounds. . Planting and dedicating trees on the school grounds. See School Exercise No. 47.) REFERENCES FOR ARBOR DAY PROGRAM. l-l- . Forest Service Circular 96—“Arbor Day.” . Forest ‘Service Circular 130——“Forestry in the Public Schools.” 3. Farmers’ Bulletin 134—“Tree Planting in Rural Schools. . Farmers’ Bulletin 218—“The ‘School Garden.” . Farmers’ Bulletin 185-“Beautifying the Home Grounds.” . Farmers’ Bulletin 423-—-“-Forest Nurseries for Schools.” . Farmers’ Bulletin 468—’—“Forestry in Nature Study.’ ’ . Bulletin No. 2.——“Tree Planting Needed in Texas,” Department of Forestry, A. and M. College. 9. Circular-Arbor Day Program—Extension Service A. and M. College. b9 OO-JUJUTA-Ik MARCH. IMPROVING THE HOMES OF THE COMMUNITY. Home Improvement Program. 1. Song——-T0 be selected. 2. Address—The Improvement of the Farm Home. 94 3. Report—Home Conveniences. 4. Paper—Home Beautification. 5. Demonstration—Plans for the Home Garden (See elsewhere in this bulletin.) * 6. Special music. ' ' . L APRIL. _§ ‘ P. '* SOLVING RURAL LIFE PROBLEMS. x A Ru-ral Life Program. Song—“America.” .. . Address-Improving the Social Life of a Community. . Paper—The Rural School as a ‘Community Center. . Address—Rural ‘Church Problems and Their Solution. 5. Paper-—Good Roads as a Factor in Rural Development. 6. Special music. V mcowg-l MAY. HOLDING A‘ SCHOOL RALLY. School Rally Day Program. Morning Program. . Address of welcome. . Response. . Address. .Debate: Resolved: That the Consolidated School Is Essential to Rural Development. Ol>>¢¢l©i—‘ 6. Song. Noon—Basket Dinner Afternoon. Program. 1. Inspection of exhibits. (See November Community Project.) 2. May Pole Drill. 3. Athletic events. 95 . Song—School song. "