8 UGGESTIONS 21 9 



of controlling bacteria. 5. Is it always necessary to know the name 

 of the agent which caused the disease in order to prevent it from 

 spreading? 6. What is the potato blight, and how is it controlled? 

 7. In what way can the smut on oats be controlled? 8. Name three 

 important rusts. 9. What damage is of ten done by scabs ? 



HOME STUDIES 



1. Try out the formula in the treatment for scab. In the fall bring to 

 school potatoes showing the effect of treating the seed in this way. 

 You may be able to save many dollars in a bad scab year. 



2. Keep on the lookout for plant diseases in your own plot. If 

 any disease appears, and if no one near by can tell you what to do to 

 control it, send a specimen at once to your experiment station. Fol- 

 low the directions you receive from the station, and then report the 

 benefits of the treatment. 



SUGGESTIONS 



1. As a class demonstration showing the contagious character of 

 nearly all the disease agents, take a clean apple and a partly decayed 

 one. Rub the two together gently, and place them away to note the 

 results a little later. Rub two healthy apples together, and compare 

 the effect with that of the first experiment. The results should give 

 an important lesson on the necessity of destroying diseased tissues. 



2. An effort should be made to gather a school collection of diseased 

 material that is of importance locally. In corn sections every boy 

 should be able to recognize corn smut, and know how to control it. In 

 potato sections he should have a like knowledge of early and late 

 blight, dry rot, and scab. Teachers should go into details on such 

 questions of local interest. 



3. A detailed discussion on the complete life history of an impor- 

 tant plant disease should be given. It is best to have the material in 

 school so as to show every stage. For this work a compound micro- 

 scope is very helpful. A glance at fungus spores under a microscope 

 makes a more lasting impression on the pupil's mind than a half 

 hour's lecture. 



4. In many freshly diseased plants, as in the twig blight of the 

 pear, it is often possible, by breaking the twig, to show masses of 

 bacteria oozing out. 



