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.

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 variety.

(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), Thinning.

(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.

IV. Weeds.

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.

(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.

1. Kinds of fruit as determined by soil and climate. 2. Planting, cultivating, pruning, budding, grafting.

3. Common insect enemies and how treated.

How cultivated.

2. How propagated.

3. Preservation for winter use-canning, drying, etc.

XV. Things that will improve appearance of farm.

Some use may be made of geology, botany, and chemistry, but scientific phraseology should be avoided and teachers should remember that agriculture is the science taught.

Correlation: This subject should be correlated with language, geography, arithmetic and drawing.

Make the work practical.

Sources of information: James' Practical Agriculture, Hatch and Hazelwood's Elementary Agriculture, George's Plan Books, Bulletins of Agriculture, Michigan Farmer, Teachers' Journal, conversation of practical farmers and men of affairs.

SUGGESTIONS FOR MANUAL TRAINING.

This course will principally cover instruction in the use of wood-working tools, their names, parts, uses and care. It will include exercises with pencil, knife, gauge, try-square and T-bevel; the making of the plain joint, the mortise, the tennon; splicing and dove-tailing, with some wood carving. It is unnecessary to state here the different articles that may be made.

Blacksmithing. This will include the proper tending of forge, how to clean, start fire, hold heat; welding, annealing, tempering, twisting and soldering.

Drawing. The drawing will cover general freehand work, mechanical drawing, ornamental lettering, geometric construction, simple projection, drawing to square, geometric solids, perspective, architectural drawingincluding plans, elevations, details, working drawings and blue prints.

Domestic Science and Art. This work will include basting, stitching, gathering, buttonholing, darning, patching, feather stitching, and applications of these on small garments and other useful articles, such as kimonos, aprons, sewing bags, etc. The eye must be trained to accuracy. In the latter part of the work of sewing we may include measuring, drafting of fitted linings, waists and skirts, and cutting from drafts and patterns.

In the work of cooking we should include building and care of the fire, oven temperature, sources and composition of foods, food values and classifications of foods, chemical changes in the process of cooking, and for practical work a study of marketing, cuts of meats and carving. To this will be added laboratory work in which each student will prepare representative foods, such as beverages, cereals, eggs, meats, soups, vegetables, breads, cakes, etc.

LIBRARY.

It will not be possible to supply at the beginning a full working library, but each year should find additions until the school is well equipped. It should contain sets of works in literature, history, science and art, such as are proper for any private or public library, and in addition the following books should be secured as early as possible, as they deal particularly with some of the special subjects to be taught in the rural high schools.

Nature study..

Kratz, H. E.,

Studies and observations in the schoolroom. Educational Publishing Co.