18 BULLETIN 653, U. S. DEPARTMENT OF AGRICULTURE. | 
\ a4 
(See figs. 5 and 7, pp. 14,16.) The corn judge may change this order — 
before giving his final verdict, but in any case he will be disposed to } 
give the exhibitor credit for knowing the advantages of a good 
arrangement. Furthermore, a good arrangement of the ears in an “| 
exhibit saves time for the judge, and that, too, is in the exhibitor’s | 
favor if the judging must be done rapidly. a] 
SUGGESTIVE CORRELATIONS- | 
Reading.—Utilize for supplementary reading Farmers’ Bulletins, } 
agricultural college bulletins and circulars, textbook references, and } 
articles in farm papers and magazines dealing with the subject of 
corn. : 
Spelling _—List the new words related to the corn industry and 
assign them as spelling exercises. 4 
Language lessons —Written reports of field observations, narra- | 
tions on selection of seed in the field, and descriptions of germinating | 
boxes; plant diseases and insect pests supply material for written 
exercises. The pupils should have much practice in this work to 
the end that they may grow in power to express their ideas truth- 
fully, systematically, adequately, and interestingly. 
The pupils should. be required to write letters ordering seed cata- 
logues and asking for quotations in the prices of seed corn. In these — 
letters strive for correct form, good SELIVOSTE UE, and courtesy in 
expression. y: 
Drawing —Make drawings of ideal and faulty specimens of the 
common varieties of corn grown in the district. Collect, name’ and — 
make drawings of common weed and insect pests of corn. Pupils” 
should be encouraged to illustrate their descriptions by free-hand 
sketches on the blackboard. Make drawings of the important parts | 
of machinery used in corn culture. In this connection emphasize 
the learning of the names and uses of implements and their parts. 
History—Study the history of the varieties of corn common to the © 
community as to their origin, the time and circumstances of their | 
introduction, and the success with which they have been grown. | 
Corn culture during colonial days should be studied carefully. Study — 
the history of weeds, insects, and fungus diseases of corn as to origin, | 
introduction, spread, damage done, and methods of combating. 
Geograph y.—Locate on the map of the United States the 10 States y 
that lead in corn production. Name another important agricultural — 
industry of these States depending largely upon the prance of 
corn. Compare the climate and leading agricultural product of © 
other States and other countries having the same latitude as the © 
1See U. S. Department of Agriculture Bulletins 132, Correlating Agriculture with the 43 
Public Schooi Subjects in the Southern States, and 281, Correlating Agriculture with ne 
Public School Subjects in the Northern States. | 
