BY JAMES E. RICE 97 



so expecting to keep only a small farm flock. Manifestly, the same course 

 or courses cannot be made to fit the needs of each of these three classes of 

 students. Therefore, the factors enumerated and many others must be 

 taken into consideration in determining the scope of a course and the 

 amount of attention that properly may be given to each division of the 

 subject. 



One feature of general application to all courses, however, is that they 

 should be symmetrical; that is, well balanced to suit the special needs of 

 the students to be taught, in so far as this is possible under existing condi- 

 tions. 



Another factor of great importance, which should be considered in 

 blocking out a course in Poultry Husbandry, is the arrangement of the 

 topics in a logical order of sequence, or pedagogical order. This works out 

 satisfactorily in theory, but frequently it is impossible of execution, due to 

 the exigencies in administration, entirely beyond the teacher's control. 

 For example, it might be desirable, from the teaching standpoint, to arrange 

 a course so that the students would learn the underlying principles in a 

 progressive order, as follows: (1) The Structure of the Egg; (2) The 

 Development of the Chick; (3) The Anatomy of Poultry; (4) The Phy- 

 siology of Poultry; (5) The External Characters of Poultry; (6) The 

 Judging of Poultry for the Fancy; (7) The Judging of Poultry for Market, 

 etc. 



However, in the actual application of the principle of a logical sequence, 

 other factors must be given full consideration in determining the order in 

 which a subject shall be taught. It is always exceedingly important that 

 the demonstration and handicraft work shall accompany or closely follow 

 the lectures and text book study. If the course is to consist entirely of 

 lectures, text book study and recitations, any arrangement of the subjects 

 which the teacher may prefer generally is possible. However, when the 

 subject is to be taught in part by laboratory and practice courses such 

 disturbing factors as financial expediency, marketing facilities, climatic 

 conditions, etc., frequently must be taken into consideration. For 

 example, the subject of killing, picking and packing poultry might well 

 come near the close of a course, but a large number of chickens on hand 

 to be killed in the fall of the year and with no room in which to house them 

 until spring and no available funds with which to purchase stock at the 

 prevailing high prices later in the year, may justify the teaching of the 

 subject of preparing poultry for market early in the course. The subject 

 of embryology should, without question, precede incubation, and both of 

 the subjects might, with good reason, come early in a one year course, but 



