viii TO THE* TEACHER 



home and field study in connection with the subject under 

 consideration. The lesson assignment should usually first 

 be studied from the text, the field laboratory or home 

 project on the topic should then be carefully assigned and 

 directed. The topics for investigation and the questions 

 throughout the text should always be worked out fully and 

 thoroughly. In many instances the teacher will desire to 

 add questions or topics to supplement those of the book. 

 Only in such practical ways can agriculture be made inter- 

 esting 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, 

 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 correlate 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 



