PREFACE vii 



work offered in this book to one-half year. Such might be the 

 case while adjusting the high school course to the new plan. If 

 this be attempted it could be accomplished by omitting certain 

 chapters which seem of least value hi the particular locality. 

 Some of the exercises suggested at the ends of chapters could 

 then also be omitted if necessary. 



The supplementary reading, offered by the references at the 

 ends of the chapters, may be done wholly or hi part, to suit the 

 special needs of the course pursued. 



The school equipment for laboratory work may be very simple, 

 or it may be very elaborate, 'to suit the funds of the school. For 

 example, in the study of soils, tin cans, lamp chimneys, and soil 

 boxes may be used in place of expensive brass cylinders and similar 

 apparatus. 



Land for use in teaching high school agriculture is always 

 helpful. It maintains the interest of students, makes the lessons 

 more concrete, and inspires confidence in the work, among patrons. 

 Large areas are not usually to be recommended, except for special 

 agricultural schools. Plots may be either rented or owned. On 

 them should be grown such crops as should be more grown in the 

 community. Demonstrations in soil treatment, as liming, fertil- 

 izing, or subsoiling, may be carried on. Variety tests are valuable. 

 Cultural methods may be shown. 



Home projects suggested at the close of a number of these 

 chapters will give valuable farm practice. Credit for such work 

 should be given. It is as valuable as, and perhaps more so than, 

 the school work itself. Of course the home gardens, club work, 

 and home projects should always be under the guidance of the 

 instructor. Satisfactory reports of the work should be made; and 

 inspection of the progress of the work will be necessary from time 

 to time. 



Criticisms of the plan and subject matter of the book will be 

 gladly received by the author. 



K. C. DAVIS 

 NASHVILLE, TENN., April, 1917 



