LESSONS ON DAIRYING FOR RURAL SCHOOLS. 3 
feeds raised on farm, feeds purchased, records kept, milk tested, 
how milk is disposed of, and dairy conveniences. This information 
may be collected and tabulated. 
A map of the district may be procured, or, if not available, one can 
’ be drawn on a large sheet by the pupils. On this map the homes 
and farms of the pupils are to be located. Place signs, emblems, or 
colored bits of paper to represent various facts from your tabulations; 
for example, colored circles to represent dairy breeds, squares to 
represent milk disposal, etc. Additional facts may be placed on 
this map, taking especial note of new cows, improvements, etc. 
ILLUSTRATIVE MATERIAL. 
Construct a chart showing the points of a typical dairy cow. On 
a large card mount pictures of the different breeds of dairy cows. 
Construct charts showing relative milk production of the cows of a 
herd; also one showing the percentage of butter fat from different 
cows. Preserve notable dairy records. Make diagrams showing the 
food value of milk; others comparing the food value of milk with that 
of other foods. Samples of feed raised or used in the district may be 
placed on exhibit. Make drawings showing a section of a model 
dairy barn; of a model milk house. 
Pupils may construct actual models. of dairy barns, models of 
stalls, stanchions, feed racks, etc. Drawings may be madé or illus- 
trations cut from magazines and papers and pasted on cardboard 
sheets showing by comparison the food value of a quart of milk with 
certain portions of other foods. (Farmers’ Bulletin No. 363.) 
Milk pails of various sorts may be borrowed from homes in the ~° 
district or from dealers. If possible, dairy cows of different types 
may be brought to the school grounds and studied first hand. The 
teacher should enlist the services of the county agent in this work. 
Write to the Division of Agricultural Instruction, States Relations 
Service, U. S. Department of Agriculture, Washington, D. C., for 
lists of lantern slide sets with lecture syllabi on the different phases 
of dairying. These sets of slides are loaned to teachers free of charge. 
THE HOME PROJECT. 
It is agreed by teachers of agriculture that instruction in that sub- 
ject should follow certain definite lines: (1) It should be seasonal. 
(2) It should be local in its interests and development. (3) It 
should meet the interests of the pupils. (4) It should be practical. 
The home-project plan affords the best means of meeting these con- 
ditions, especially the practical side. The pupil is working out for 
himself the principles and theories taught in the classroom. 
The term ‘‘home project,’”’ applied to instruction in clementary 
and secondary agriculture, includes each of the following requisites 
(1) There must be a plan for work at home covering a season more or 
