Rural School Leaflet, 



SOILS 

 Lesson I 



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As one passes through the field and over th3 hills in almost any part 

 of our State, one sees different plants and trees. Along the roads and 

 streets, even in the cities, we note the differences in the kind of trees 

 which grow, or differences in the size and vigor of the same species of 

 tree where they have been formally 

 planted. In his fields the farmer finds 

 that his crop does not grow at the 

 same rate in different parts. In one 

 place it is strong and vigorous; in 

 another place it is small and weak. 

 In the potato fields in the fall the 

 plants at the end of the row may be 

 either larger or smaller than those 

 in the interior of the area. One corn 

 shock is large, the next one small. 

 One hill bears large ears, the next 

 one small ears. 



These common facts easily observed 

 in every field, wayside, and garden 

 should be the beginning of more inti- 

 mate study of nature and are funda- 

 mental for soil study in the inter- 

 mediate grades of the schools. These 

 differences in plants seen everywhere, 

 are the results of differences in the 

 seeds planted. Less frequently they 

 may be attributed to the food supply 

 of the plant. At this point the pupils can be taught to differentiate the 

 things that give the plant its life and growth. In botany attention is 

 called to the differences in the plants in kind and quality, but along 

 with the plant differences — differences which existed in the seed and its 

 parent — are the differences in the surroundings of the plant. The air 

 and heat and light bathe the leaves and branches, but around the roots 

 there is a different condition which as much or more than the sur- 

 roundings of the leaves affects the growth of the plant. The first thing, 

 therefore, to which the pupil's attention should be directed is the differ- 

 ence in the earth about the roots of the plants. He should be led to 

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Fig. 16. — Canada thistle 

 (See lesson on weeds) 



