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two to four pupils. There should be a half dozen of these tables with the necessary dishes for the use of students, one range with usual cooking utensils and one scale or balance.

DOMESTIC ART.

1 doz. sewing tables.
2 doz. small scissors.
1 doz. large shears.
1 sewing machine.
1 large flat topped table.
Suitable supply of cloth, thread, needles, etc.

SCIENCE.

The usual laboratory material and apparatus for experiments in physics, chemistry, and botany.

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(Boys) Models for shop

(Boys)

(Boys) work.

Same as 10th. Building plans, blue (Girls) Designing in archi

prints, etc. Freehand-Plants, tecture.

Pattern drafting designs of wall

(Girls)

(Girls)
papers, etc.

House furnishing Millinery, etc.
Voice,

and decorating. Costumes.
Elementary music. Chart and song book. Chorus and song book.

Voice,
Rote singing

SUGGESTIONS FOR WORK IN AGRICULTURE.

The following is an outline covering in a general way things that may be done and subjects that may be studied under the head of agriculture. This will include the subjects of farm economy and the application of physics and chemistry.

e.

I. Soil:

1. Origin-
2. Formation-

a. Glaciers.
b. Winds.
C. Water.
d. Frost.

Plants.
f. Animals.

g. Gases in the air.
3. Kinds-

a. Sandy-locality in which it is found.

b. Clayey-locality in which it is found.
4. Modification of forms-

a. Clayey loam.
b. Sandy loam.

c. How modifications are produced. (Experiments).
5. Foods furnished to plants by soil.--

a. Lime.
b. Soda.
c. Iron rust.
d. Nitrogen.
e. Sand.
f. Magnesia.
g. Potash.
h. Phosphoric acid. (Effect of absence of any of these elements

and how detected).
6. How soil is exhausted

a. Planting same crop year after year without fertilizing.
b. Planting crops that root at same depth.

c. Planting crops that require similar foods.
7. How soil is improved-

a. Rotation of crops-
b. Tillage-

(1). Shallow versus deep plowing.

(2). Harrowing.
c. Effects of tillage

(1). Coarse soil broken up.
(2). Fine and coarse soil mixed.
(3). Air gets into soil.
(4). Insects and their eggs destroyed.

(5). Soil protected from drought.
d. Drainage.

(1). Open ditches versus tile drainage.
(2). Importance of following natural waterways.
(3). Kind of soil generally in need of drainage.

e. Effects of drainage

(1). Sour soil sweetened.
(2). Rains soak in.
(3). Air gets into sub-soil.

(4). Plants root deeper.
f. Summer fallowing.-
g. Fertilizing-
(1). Constituents of a good fertilizer.
(a). Nitrogen, found in nitrate of soda, sulphate of

ammonia, etc. (b). Phosphates, found in bone manures and rock

phosphates. (c). Potash, found in wood ashes and potash salts. (2). Barnyard manure for sandy and dark, clayey soil. (3). Wood ashes for humus and light-colored clayey soil. (4). Best general fertilizer-barnyard manure.

(5) Value of quicklime and gypsum. Note 1. Experiment: A plant food containing the essential elements

found in soil may be fed to plants instead of soil and the result

watched. NOTE 2. Practical problems in arithmetic may be given in ditching and

estimating cost of fertilizing, etc. II.

The plant:

For this subject see some good elementary botany.
III. Crops:

1. Cereals-
a. Kinds.
b. Soil best adapted for each.
c. Climate best adapted for each.
d. Preparation of ground for seed.
e. Cultivation of crop.
f. Harvesting of crop.

(1). Stacking versus roof shelter.
g. Food plants take from soil.
h. How foods may be restored to soil.
i. Diseases and how treated--Oat smut.
j. Insect enemies and how treated-Hessian fly.
k. Disadvantages of grain farming.
1. Special study of corn. (Any other grain will do as well).

(1). Best varieties to grow for fodder.
(2). Best varieties to grow for grain.
(3). Climate influences rariety.
(4). Manner of planting for fodder; for grain.
(5). How corn becomes mixed in the ear.
(6). Silo.

(7). Corn smut.
2. Root crops -
a. Outline similar to that for cereals.
b. Special study of sugar beet. (Determined by locality.)

(1). Weeding.
(2). Thịnning.

(3). Hoeing.
(4). Topping
(5). Harvesting
(6). Amount of sugar in beet.
(7). How amount of sugar may be increased.
(8). Value to the soil of beet pulp.

(9). Value of beet pulp as stock food.
c. Special study of potato. (Determined by locality.)

(1). Early potatoes versus late potatoes.
(2). Commercial value of red potatoes and white potatoes.
(3). Common diseases and how treated--blight, scab.

(4). Insect enemies and how treated--potato beetle.
d. Special study of onions. (Determined by locality.)
3. Leaf crops. (Determined by locality.)

a. Tobacco.
b. Cabbage.
C. Clover hay.

d. Timothy hay. IVWeeds.

1. Rye in wheat field.
2. Classes-
a. Annual.
b. Biennial.
c. Perennial.
3. Best means of destroying various classes.

4. Recognize common weeds at sight. V. Stock on the farm.

1. Horses
a. Draft horse-

(1). Breed, muscle, weight, wind.
(2). Blemishes.
(3). Common diseases and how treated-heaves.
(4). Insect enemies and how treated-bot fly.

(5). Care, shelter, pasture, food, salt.
b. Carriage horse-

(1). Same outline as above.

c. Best general purpose horse. NOTE.-Have pupils select and describe examples in accordance with

above outline-correlate with work in language and compo sition.

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