PEOGRESS IN AGBICULTURAL EDUCATION. 333 



and planting the various crops. They have five recitations from the 

 textbook in agriculture each week, and each afternoon one division of 

 the class goes to the field. 



The farm is divided mto one-fifth and one-tenth acre plats. Each 

 plat is permanently staked and numbered, and the boys have drawn 

 a large map and made blue prints of the farm. Under the direction 

 of the manual trauiing teacher they have built a house 16 by 30 feet, 

 with a loft capacity of about 6 tons. This is being used for the stor- 

 age of implements, tools, seeds, and produce, as well as for class work 

 in seed testing, grading, and all other indoor activities of the farm. 



One or more of the following crops have been planted: Cotton, 

 corn, oats, barley, emmer, rape, millet, Kafir corn, broom corn, man- 

 gels, cowpeas, velvet beans, soy beans, peanuts, cabbage, onions, 

 tomatoes, beets, and bush beans. Other crops, such as alfalfa, vetch, 

 bur clover, crimson clover, rye, wheat, and whiter oats are mcluded 

 in the rotations for fall sowing. 



A few simple experiments have been planned and are being carried 

 out, such as the use of acid phosphate on cotton, and lime on alfalfa, 

 leaving cotton thick and thin m the row, etc. In most of the work 

 the school is aiming to demonstrate prmciples that have already been 

 estabhshed. The following are some of the demonstrations that have 

 been undertaken: (1) That barnyard manure is valuable and should 

 be utihzed, (2) that crop rotation is a necessary feature m successful 

 agriculture and that legumes should occupy a proimnent part m these 

 rotations, (3) that winter cover crops are essential in retaming soil 

 fertility in the South, (4) that improved seeds are important for high 

 yields and should be selected annually from the growing crop, (5) that 

 early surface cultivation for conservation of moisture is necessary as 

 a safeguard against possible drought m July and August, (6) that 

 deep plowmg rather than shallow is necessary on upland soils to 

 retard erosion, and (7) that the better cultivation of fewer acres and 

 diversified farming mvolves less risk, distributes the work more uni- 

 formly throughout the year, and in the end is more profitable than 

 straight farming to cotton and corn. The boys do all the work and 

 seem glad of the chance to do somethmg from which they can see 

 immediate results. 



The high school at Tuleta, Tex., is another of the few agricultural 

 and industrial liigh schools in Texas receiving the statutory aid of 

 $2,000 per annum. The school campus of 20 acres was donated by 

 two farmers and the school building was likewise a gift from the com- 

 munity to the Tuleta school district. This commodious and com- 

 fortable buildmg was erected on the cooperative plan, each citizen 

 contributmg wliat he could in money, materials, labor, or other 

 commodities. About half the land is in good state of cultivation, 

 the other half is used as playgrounds. 



