290 REPORTS ON THE STATE OF SCIENCE, ETC. 
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‘The plant: forms and functions of roots, stems, leaves, flowers and fruits of the 
common plants of the district, such as pea, bean, corn, wheat, oat, barley, carrot, 
turnip, weeds. 
«Experiments to illustrate osmosis, transpiration, respiration, starch-making and 
constituents of plants, so as to bring out the relation of the plant to light, water 
and heat. 
‘ Observation of the life-history, habits, and control of common insect pests, such 
as house-fly, grasshopper, mosquito. 
‘Bacteria: simple descriptive lessons on the activities of bacteria in decay, in 
roots of plants, in milk and in the home generally ; action of yeast.’ 
Second Year. 
«Propagation of plants: pollination, fertilisation, cutting, grafting, budding. 
‘Farm crops: importance of good seed, rotation of crops, eradication of weeds, 
prevention of plant diseases, destruction of insect pests, harvesting and storage. 
Production of wheat and potatoes. 
‘Farm animals: horses, cattle, hogs, sheep and poultry, care and management. 
‘A study of the cabbage butterfly, the cutworm, the spider, the bird, the gopher. 
‘The soil: origin and formation, kinds, weight, texture, colour, porosity. Elements 
of plant food. Soil water, soil air, soil heat, soil organisms, soil fertility. Tillage 
and use of farm implements. 
‘Farm management: elementary knowledge of the common business transactions 
of the farm; crop growth; cost of production, of marketing, or operation; buying 
and selling ; farm labour. 
Third Year. 
‘Review of the work of the first and second years. 
‘Consideration of those plants or parts thereof grown for food, clothing, and for 
building and manufacturing purposes : (a) in the immediate locality, (6) elsewhere in 
the Province and other parts of Canada, (c) imported into Saskatchewan from outside 
Canada. Plants grown for ornamental purposes, shelter belts and hedges, annuals, 
biennials, perennials. Propagation of plants, improvement of plants in quality and 
quantity, selection of plants and seed, specific reference to wheat, oats, etc. 
‘Identification of at least ten noxious weeds; study of root, stem, leaf, flower, seed 
and seed dispersal, with special reference to best means of eradication. 
‘Farm crops: alfalfa and Western rye grass, wheat and oats, potatoes and turnips, 
onions and lettuce, rhubarb and celery, currants and strawberries, spruce, geranium, 
crocus. 
«A study of plant foods and fertilisers with reference to above crops. 
‘Consideration of animal products : for food and man, for food for animals and for 
clothing: (a) in immediate locality, (b) elsewhere in Saskatchewan from outside 
Canada. Study of types of breeds ; feed and food rations and ratios ; care and manage- 
ment, improvement and selection, of cattle, horses, sheep, pigs, poultry. 
‘ Life-history and control of (a) one or more common plant diseases, e.g. potato 
blight, cereal rust; (b) one or more common insect pests, e.g. cutworm. Types and 
uses of farm implements, cost, care and housing of same with a view to economy. 
Co-operation in buying and selling, farm accounts, cost of production, etc., planning 
and equipment of home and home surroundings. Study of local rural organisations 
and their work. 
“The ultimate success of any phase of school work depends upon the quality of 
the teaching, hence the necessity for better and more thorough professional training 
of teachers. By its very nature agriculture cannot become as thoroughly standardised 
as subjects such as arithmetic, and therefore will suffer at the hands of the poorly 
trained instructor. The necessity of definite training in agriculture in the Normal 
Schools has long been recognised, and for many years it has been a regular feature of 
the course. Consequently every student attending Saskatchewan Normal classes 
receives some instruction in nature study and agriculture. Further, by means of 
summer courses, institutes, conventions, and personal advice and assistance, the 
teachers in the field are afforded opportunity to become more efficient in their task 
of dealing with this somewhat difficult subject. 
_ ‘In conclusion, it may be stated without any hesitation that there is a gradual 
improvement in the teaching of agriculture from year to year. Its real place of 
importance is becoming better understood. There remains, however, much to be 
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