AGRICULTURE FOR SOUTHERN SCHOOLS. 39 
and Prunes from the Willamette Valley. Articles in the following Yearbooks: 1904, 
Consumers' Fancies; 1911, Handling and Marketing Eggs; 1912, Improved Methods 
of Handling and Marketing Cotton. Economics of Crop Disposal, Bureau of Plant 
Industry Bulletin 118. The following Farmers' Bulletins: 62, Marketing Farm Pro- 
duce; 703, Suggestions for Parcel-post Marketing. 
Lesson 49. — Cooperation in Agriculture. 
1. Need of cooperation. 
2. Methods of cooperation. 
3. What has been accomplished. 
Special references. — Cooperative Organization Business Methods. Department 
bulletin 178. Articles in the following Yearbooks: 1910, Cooperation in Handling 
and Marketing Fruits; 1913, Organization of Rural Interests; 1914, Cooperative 
Marketing and Financing of Marketing Associations; 1914, How the Department of 
Agriculture Promotes Organization in Rural Life; 1915, The Cooperative Purchase of 
Farm Supplies. Cooperative Live-stock Shipping Associations, Farmers' Bulletin 718. 
Lesson 50. — Choosing a Region. 
1. Consideration of climate, soil, etc. 
2. Type of farming. 
' Special reference. — Opportunities in Agriculture, Yearbook 1904 
Lesson 51. — Choosing a Farm. 
1. Importance of careful consideration. 
2. Characteristics of community. 
Lesson 52. — Choosing a Farm — Continued. 
1. Characteristics of the farm. 
2. Fitting a farm to personal ideals and circumstances. 
Exercises 35 and 36. — Scoring Farms. 
Two double periods should be spent in scoring farms in the com- 
munity and determining their value. Preference should be given 
farms for sale. 
Special references. — How to Choose a Farm, by Hunt, and Farm Management, by 
Boss, have suggestive score cards. 
HOME PROJECTS IN RURAL ECONOMICS AND FARM MANAGEMENT. 
No definite time and credit for home projects is suggested for this 
course, as a half year is a limited time in which to cover the subject, 
and the home work in farm management is such that time and credit 
must be adjusted to fit individual students. Effort should be made, 
however, to link practical work in farm management at home with 
the work of the school and to encourage such work by giving extra 
credit. 
Work in connection with the keeping of farm records and accounts 
and the making of community surveys may be made extensive enough 
to consider a project which would be worthy of extra credit. Wher- 
ever students have the general management of a farm or any exten- 
sive phase of the farm work, an effort should be made to connect this 
work in such a way with the course in farm management that it will 
be worthy of school credit. Such work should offer an excellent 
opportunity to apply the principles brought out in the classroom. 
