CORRELATING AGRICULTURE 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. 
