viii TO THE TEACHER 



consideration. The lesson assignment should usually first 

 be studied from the text, the field, laboratory or home 

 work on the topic then being taken up. The topics for 

 investigation and the questions throughout the text should 

 aluwys be worked out fully and thoroughly. In many in- 

 stances the teacher will desire to add questions or topics to 

 supplement those of the book. Only in such practical ways 

 can the work be made interesting and vital. 



Use of note-books. The pupils should be provided 

 with note-books of uniform size. In these should be kept 

 a record of all demonstrations, experiments, field trips and 

 excursions and observations. Here should also be worked 

 out all the exercises and problems required in the text, and 

 those assigned by the teacher. Drawings, diagrams, tables 

 or any other matter brought into the course should find 

 .their way into the note-book. Pictures of farm animals, 

 crops, machines, farm buildings and the -like, should be as- 

 sembled and form a part of the record of the course. 

 Every note-book should be neat and well kept, and ar- 

 ranged in a businesslike manner. 



Correlation with other subjects. Agriculture may 

 well be made in many schools to serve as the basis of corre- 

 lation with other subjects. Much of the arithmetic can 

 be taught more efficiently and naturally from the lessons 

 in agriculture than in any other way. Language work, 

 including composition and letter-writing, can be related to 

 much of the work of the agriculture course. Industrial 

 geography is suggested by every chapter in the text. Free- 

 hand and mechanical drawing, manual training and domes- 

 tic science all connect easily and naturally with the lessons 

 and problems of the course. 



Connection with home work. Constant reference is 

 made in the text to the crops, gardens, stock, soil and other 

 interests found on the farm or at home. This is not by' 



