— 4 — 



means were discussed. (See Supplement of last issue.) We look for big returns 

 at Orland. Orland's problems are yours. How can interest be sustained? It is up 

 to the teachers. 



Such an experience is evidence of the fact that properly directed and properly 

 supervised the grammar school boys and girls might become a tremendous force in 

 food production. Children respond actively, for one is appealing to the creative 

 instinct which is dormant or active in us all. Thousands of boys and girls could 

 easily be thrown into the food drive. 



PRODUCTION AND INSTRUCTION. 



Production and instruction should go hand in hand. It is difficult to measure 

 educational values to be obtained through maturing a plant or an animal. It is 

 easy to measure, to weigh, the material products of a garden. Therefore worry 

 not about educational values, but see that the areas produce. Educational values 

 will be absorbed in the process of production. Instruction lends 100 per cent 

 production. 



Instruct the children in the big principles underlying plant and animal growth. 

 One may teach the fundamental principles of plant growth through producing a 

 bulb, a carrot, corn, potatoes or what not. It matters not so much the tA^pe of plant 

 as the method and the teacher. One may learn as much agriculture through pro- 

 ducing a bulb as an alfalfa plant if the psychology of the transaction is right. 



Give definite instruction in principles. Put a good text into the hands of the 

 children, then use it right. See "Supplement" of December-January. 



Study Outline. 



Plant — Bulb, potato, corn or what not. 



a. Identificat on. 



1. Different varieties. 



b. Uses. 



c. Needs. 



1. Air. 



2. Food. 



3. Moisture. 



4. Light. 



5. Warmth. 



d. Cultivation. 



1. Plowing, spading. 



2. Harrowing, disking. 



3. Weeding. 



4. How performed. 



(a) Tractor. 

 (&) Horse. 

 (c) Hand. 



e. Food. 



1. Fertilization. 



2. Physical and chemical condition of soil 



3. Cover crops. 



a. Inoculation. 



4. Rotation of crops. 



/. Moisture. 



1. Capillary water. 



a. How conserved. 



b. Its function. 



2. Gravitational water. 



a. How conserved. 



b. Its function. 



3. Irrigation. 



a. Sprinkling. 



b. Flooding. 



c. Trenching. 



4. Relation to humus, clay, lime. etc. 

 g. Light. 



L Open areas. 



2. Direction of planted rows. 



3. Crowding. 



4. Thinning. 

 /;. Warmth. 



1. Relation of humus, clay, sand, lime, 



cultivation, irrigation, etc. 



2. Time to plant certain seeds. 



General Method of Teaching: Step 1. Teach principle under discussion by 

 experimentation. Step 2. Make application to the child's plant project. Step 3. 

 Show how the farmer makes application. Emphasize "doing." Experiment and 

 demonstrate. Avoid mere telling. It is astonishing, the amount of one's second- 

 hand information. How do you know that house flies breed in manure, that 

 "wrigglers" turn into adult mosquitoes, that seeds need air for germination? Few 

 have had first-hand experiences and information. Many have been told. Give 

 boys and girls first-hand information. Give them a fund of original experiences. 

 This fund of real experience gives them power to interpret and to meet new 

 situations. 



