BULLETIN 132, U. S. DEPARTMENT OF AGRICULTURE. 



Have the pupils learn from whatever source available the history of the plat of 

 ground occupied by. the school building. In this connection have them give an 

 account of the school buildings that have been used by the school district in the past. 

 Such points as where they were, when built, and by whom should be covered by the 

 account. Have the pupils also collect facts as to the principal school activities of 

 the past, as to the teachers employed, their terms of service; as to the clubs organized, 

 the prizes won, and the names of the winners. 



GEOGRAPHY. 



Have the smaller pupils prepare a sketch showing the outlines of the school ground, 

 the location of the building, and the principal equipment in the building, the location 

 of the trees, the playground, the school garden, walks, etc. Let the more advanced 

 pupils follow this up with a study of the school district with regard to the location of 

 the different crops grown. The pupils of the fourth and fifth grades should extend 

 this work to the county. Outline maps should be prepared showing the location of 

 the different crops grown and how the growth is affected by the character of soil and 

 its topography. To indicate the crops grown and the location of other agricultural 

 enterprises the outline map of the county should be filled in with seeds, pictures of 

 animals, fruits, etc. 



ARITHMETIC. 



For the beginners the simple processes of counting, addition, subtraction, etc., 

 should be taught by using the agricultural products of the school garden and the fields, 

 such as apples, peas, small grains, potatoes, etc. Determining the number of peas in 

 a pod, in a pint measure, and estimating the number in a bushel; estimating the num- 

 ber required to plant an acre, either broadcast or in the drill, will give exercises for 

 these processes. Similar exercises may be developed in connection with the other 

 products mentioned. Exercises for more advanced pupils may be secured on excur- 

 sions to the fields by taking measurements and counting the number of plants within 

 the area taken and, with this as a basis, determining the number of plants per acre. 

 By counting the number of ears of corn, bolls of cotton, fruits, or seeds of other crops 

 within the area taken, the yield per acre may be estimated and the size and value of 

 the crop determined. Such exercises may be multiplied almost indefinitely. 



EXCURSIONS AND PRACTICAL WORK. 



Weekly excursions with the pupils should be made to near-by fields, orchards, and 

 forests with a view of gathering facts for the language and arithmetic exercises and 

 making observations for the geography work. 



Practical work in gathering school-garden products and caring for the fall crops 

 should be done. Collecting, grouping, and mounting helpful and harmful insects 

 should be engaged in. 1 



OCTOBER. 



LANGUAGE LESSONS. 



Conversations with younger pupils about the progress being made on the farms in 

 harvesting crops should provide supplementary work for them. Brief written state- 

 ments concerning their observations at home should be required. Of pupils of more 

 advanced classes, narrations concerning their observations in connection with methods 

 employed in harvesting should be required. After the stories have been related 

 orally in class the pupils should be required to reduce them to writing. The more 

 advanced pupils should write stories and descriptions concerning observations on 

 excursions. 



i See U. S. Dept. Agr., Farmers' Bui. 606. 



