i26o Rural School Leaflet 



syllabus, has relation to agriculture and may be intensified according 

 to the amount of time given to it and the interest of the teachers and pupils. 

 Each lesson should lay the foundation for fundamental agricultural 

 knowledge which will be introductory to high-school and college work 

 in these subjects. We would advise teachers of the seventh and eighth 

 grades to follow the work outlined by the syllabus for these grades, 

 choosing for the most serious study, however, the subject that is of great- 

 est interest in the community; as fruit-growing, raising of farm crops, 

 dairying, or the like. 



If fruit-growing is the special interest in the community, begin in 

 autumn with discussions of the marketing of apples or other fruit. Have 

 the pupils collect specimens of all varieties to be found in the neighbor- 

 hood. Have these identified and labeled for a school exhibit. Discuss 

 the most popular variety of fruit in your community and send the pupils 

 on a quest to learn why it is the most popular. Ask a successful fruit- 

 grower in the community to give a talk on the subject. During the school 

 year plant a fruit tree. Let the tree planted by each class have signifi- 

 cance and stand for a permanent piece of work. Have the children 

 realize, even in the most elementary way, the interrelation and inter- 

 dependence of outdoor things. For example, the study of soils in these 

 grades will be most interesting and will have added value if made in the 

 interest of a tree to be planted. Discuss the advantage of having a 

 home fruit-garden. Boys and girls will take an interest in such a garden.. 



If dairying is the chief interest in the community, choose the subject- 

 matter as outlined in the syllabus, for which specific material can be found. 

 In country places a visit should be made to a farm in order that the 

 children may learn the types of cows and begin to think about pure breeds 

 of cattle. A Babcock test machine might be placed in the schoolroom 

 and milk from different farms tested by the pupils. When the test has 

 been successfully made in the schoolroom it would be valuable to have 

 the class make this test at a grange meeting or a farmers' institute. The 

 matter of balanced rations may be studied, also other subjects of interest 

 on a dairy farm. 



To encourage the children in their general out-of-door observations 

 many teachers have found it helpful to have in the schoolroom a nature- 

 study corner. There should be a table on which specimens may be kept, 

 and above this a shelf containing reference books. The children may 

 be taught to bring to the schoolroom specimens of plants to be left on 

 this table until the teacher has time to identify them. If the teacher 

 is unable to identify any plant, we shall be glad to have it sent to the 

 University for identification. A good-sized specimen should be sent, 

 showing roots, leaves, and flowers or fruit, if possible. 



