S BULLETIN 281, U. S. DEPARTMENT OF AGRICULTURE. 
the written exercises. Make sure that the terms are all pronounced 
correctly. Mispronunciation makes misspelling almost inevitable, 
and the pupils should use the proper term in each case. 
Arithmetic. — The summer records of the projects ought to furnish 
the figures for problems of all sorts. Areas of fields, stand of corn, 
averages of yields, rate per acre, cost per acre, increase of yield over 
seed, gam over cost in amount and rate, interest rate on investment, 
rate of yield in relation to average for State, cost per egg of producing 
eggs, tomato hicomes and net profit, probable per cent profit from 
the canned tomatoes, are some of the possible problems. The capacity 
of silos is a problem suited to some districts. Have the problem relate 
to the class work of the month or to review work in arithmetic as 
well as to agriculture. The correlation should work both ways or it 
is unfair. Remember other phases of community and home life de- 
serve correlation. (See problems hi Supplement XIII.) 
Geography . — Have pupils make several copies of maps of the dis- 
trict and the township. Get original maps from county or township 
surveys or make from observations of district . On one locate the win- 
ners of prizes on different exhibits at the fairs. This will help in find- 
ing suitable material on field trips. Have pupils obtain data as to 
earliest severe frosts for the section and compare with other sec- 
tions. On the State map locate the chief crops of various sections, 
also make note of particularly successful boys' and girls' clubs. 
Note what crops are yielding well hi the different States and discuss 
climatic factors. (See the latest issue of The Monthly Crop Report. 1 ) 
Apply the same method to international crops, commerce, etc., mak- 
ing use not only of census and other statistics but also the current 
information gamed from magazines and farm papers. Make com- 
ment on the crop per acre at home and abroad and seek explanations. 
History. — Consider the agricultural, industrial, and social facts 
connected with the period hi history which a class is studying. Look 
up in various history texts the story of corn in the United States, 
also have pupils mquire into the farm history of your section. (See 
Bowman and Crosley's "Corn," Ch. I, and Montgomery's "The Corn 
Crops," Chs. I and II.) Trace the history of the potato in reference 
books and readers. Do not destroy the plan for history lessons but 
adapt topics to this plan. Where local histories are not printed, both 
tradition and scrap files of old newspapers will be helpful. 
The suggestions under both history and geography are intended for 
the reading and inquiry by the pupils, to be followed by classroom 
discussion. These topics may be divided among the members of the 
class. Many school-history texts have separate chapters on agricul- 
i The Monthly Crop Report is issued at monthly intervals by the United States Department of Agriculture 
and gives surveys of agricultural condition? in the country and other timely information which should help 
any rural-school teacher. 
