liESSONS OlSr POTATOES FOE KURAL SCHOOLS. 6 



board, or made into a chart.) Charts showing the composition of 

 the potato and its relative food, values should, also be made. Pictures 

 clipped from bulletins, showing types of potatoes, may be mounted, 

 for class use. The teacher should, keep in mind, always the value 

 of illustrative material in arousing interest and. vitalizing the study 

 of the subject. Continuous efforts should be made to visualize the 

 lessons. 



The survey. — One of the best means by which the teacher may be- 

 come informed about the potato interests of the district is the potato 

 survey. This survey may be made either by the teacher alone, or 

 with the assistance of the pupils, the latter method being more 

 easily carried out. The survey should include such questions as size 

 of farm acreage in potatoes, soil, varieties of potatoes, yield per acre, 

 value, bushels marketed and bushels used at home, storage methods, 

 etc. 



The general district survey as a means of obtaining agricultural 

 information and as a basis for agricultural instruction may be set 

 forth in the following outline : 



The Distkict Siievey. 

 The aims — 



To know the district. 



To obtain a basis for teaching agriculture. 



To interpret better State and national data. 



To observe progress by successive surveys. 



To provide vital correlation material. 

 The method — 



Preparation of adequate lists of questions. 



Collection of data, all farms, each pupil. 



Tabulation of data by farms. 



Summary of tabulations. 



Mapping survey data. 

 Vtilization as — 



Basis of class instruction in agriculture. 



Problems, reports, and other correlations. 



Means of developing home projects. 



Entering wedge for community service. 



The home 'project. — It is agreed by teachers of agriculture that 

 instruction in this subject should follow certain definite lines. 



1. It should be seasonal; that is, a monthly or seasonal sequence 

 should be followed out as far as possible in the presentation of these 

 lessons. 



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 affords the best means for meeting these con- 

 ditions, especially the practical condition. 



