228 NATURE-STUDY REVIEW [11:5— May, 191.5 



Insect Studies — The housefly, its structure, habits, life history and suppres- 

 sion — Estimation of damage by codling moth. 



Reading — Selection and purchase of agricultural books for school and home 

 libraries. 



October 



Plant Studies — i . Collections of apples and other fruits for competition and 

 judging — Talk by local fruit grower — Testing pupils' ability to recognize 

 varieties — Methods of packing and shipping. 



2. Collections of injured or imperfect fruit — Causes and remedies. 



Farm and Orchard Work — I. Threshing — Storage of crops — Model Barns — 

 Silos — Estimates of yields — Determination of weights of bushels of grain. 



2. Fall preparation of soil — Implements used and problems on cost of 

 plowing, etc. 



3. Fall pruning — Practice on neglected trees — Cover crops. 



Garden Work — -Taking cuttings and plants from garden for school or home 

 windows or wintering over — Planting bulbs in school border or forcing for 

 winter bloom — Fall preparation of school garden, cleaning, manuring and 

 plowing. 



November 



Corn Fair — Collections of selected corn for competition — Judging competi- 

 tions — Reading prize essays. 



Farm Work — Wintering the farm animals — Good stabling and up-to-date 

 appliances — Feeding — Care of poultry — Best hen houses. 



Reading — Class debates, discussions on agricultural topics. 



Physical Science — Simple experiments on air. 



December 



Animal Studies — Breeds of farm poultry — Visits to poultry or live stock 

 shows — Survey and census of local poultry industry — Marketing poultry. 



Reading — Reviews of subjects read up by pupils in books, papers or bulletins. 



Physical Science — Practical exercises with thermometers — Use of dairy 

 thermometer — Weather records. 



TEACHERS' REMARKS 



( 1 ) Re ] T alue of Work — Has the work in agriculture had any effects on (a) 

 other school work; (b) on the spirit of the school; (c) on the attendance; 

 (d)on the attitude of the rate payers towards the school and education generally ; 

 (e) on directing pupils to the Agricultural College or to agricultural short 

 courses? 



(2) Re Difficulties — (1) What difficulties were encountered in the instruc- 

 tional side of the work, and how did you meet them? (2) Also regarding the 

 practical side of the work in the gardening? (3) If there was difficulty from 

 indifference or antagonism in the community, how did you succeed in meeting 

 this? 



(3) Re Improvements — Can you offer any suggestions for making the work 

 more acceptable or more effective? 



