12 A I'XIT IX 



ire of sjH'i i;il interest to the community in which the school is 

 locatd 1. 



6. While certain substitutions may he made in botli library and 

 equipment, the lists given are considered minimum lists and should 

 be provided. 



7. The course as planned presupposes no previous scientific 

 training on the part of the pupil, and may be placed in any year 

 of the high school. Students having had one or more sciences will 

 do more work than those wlm have had no such training. If physical 

 geography is taught, it is strongly recommended that this subject 

 be given in the first year and agriculture in the second year. 



8. .1 beginning xlnnild be made. If the teacher cannot get 

 everything he needs, he should use what he has and can get. Much 

 good work can be done with only such equipment as teacher and 

 students can provide. 



9. Remember that agriculture cannot be taught successfully 

 from a book alone. To attempt to do so when there is such an abun- 

 dance and variety of illustrative material is an unjustifiable waste of 

 time. The pupil should not study about soil ; he should study soils. 



10. The required readings are given in Part I rather than in 

 Part II for the reason that the teacher should carefully guide in the 

 work. The teacher knows best what reading is necessary and when 

 it is necessary. Each of the text-books gives some information con- 

 cerning most of the lessons. For this reason, the texts are not given 

 .in the lists of readings. The teacher should select the be'st reference 

 from each text. 



11. The teacher will find it necessary to exercise careful super- 

 vision over the library. If possible, a separate case for the agricul- 

 tural library should be provided. 



12. The lesson should be studied by the teacher in advance of 

 the assignment of class work. The required readings should be 

 selected and placed on the blackboard as necessary from time to time. 



