COREELATING AGEICULTTJBE IN NORTHERN STATES. 23 



Chickens ; State bulletins and current articles should be used. Expect 

 the most advanced pupils to be able to spell all the words appearing 

 in the agricultural reading. 



Arithmetic. — Have computations made in reference to the survey 

 of the district, total areas for each crop, fertilizer used, expected crop 

 at average yield, etc. Problems may be made based on observation 

 of the birds and estimate of insect damage prevented by them. Use 

 statistics for the State for crops in which the class is interested and 

 arrange problems suited to the advancement of the pupils. Continue 

 to use poultry, feed, and milk records, and especially the actual expe- 

 riences on the home farms of the pupils. 



Geography.— -Have pupils search in newspapers and by personal 

 inquiry locate the supply of eggs and poultry for the nearest large 

 market. Determine the market radius of the local surplus. Locate 

 on the map the chief producing areas and the large markets for tomato 

 plants, ripe tomatoes, canned tomatoes, and other produce in which 

 the class is interested. (See the latest Monthly Crop Report.) What 

 sections market superior produce in these lines ? What would be nec- 

 essary to make the local produce as good ? Would it pay to attempt 

 to compete with the best on the market? Locate on district map 

 each club member, using colored seals for different clubs. 



History. — Develop the history of legislation intended to assist and 

 encourage agricultural education, beginning with the Morrill Act in 

 national legislation. (See the Circular on Federal Legislation relat- 

 ing to these topics, from the Office of Experiment Stations, United 

 States Department of Agriculture.) Bring this study down to the 

 present and show how State and Nation attempt to instruct in agri- 

 culture in schools and colleges and also on the farms. Show all the 

 forces which are cooperating to help educate the young farmer and to 

 assist him in other ways. Compare the history of the diminishing 

 number of birds with that of increased loss from insect pests. Look 

 up statistics on this topic. 



Drawing. — Illustrate methods of transplanting small plants and 

 fruit trees. Make working drawings of bird houses, garden markers, 

 and other equipment to be constructed now or soon. Use actual 

 club-work material. 



Physiology. — Start a sanitary survey of the district. Include water 

 supply, sewage disposal, fly and mosquito control, and other points 

 in home sanitation. Include also the care of milk and food supply, 

 the condition of the dairy, tuberculin testing, etc. 



Have one lesson on the interrelation of plants and animals as regards 

 oxygen and carbon dioxid, also in the utilizing of foods. Continue 

 fly and mosquito topics. 



Manual training. — Make bird houses, garden markers, and trans- 

 planting trays. Repair tools, trellises, and other things at the school. 



