IV 
PREFACE 
ing agriculture without great difficulty. It is possible 
for the pupil to gain information and make application 
of the knowledge without personal supervision from the 
teacher, except during the short periods allowed for 
studying agriculture. 
Inexperienced teachers will find a list of questions at 
the end of each chapter. These are intended to guide the 
students in their study. The practical work is arranged 
so that most of it may be assigned as Home Projects. 
The periods for practical exercises may thus be devoted 
to reports and discussions of what the pupils are doing. 
Written reports are valuable for composition work. 
Realizing that many students have difficulty in using a 
dictionary, a list of words with definitions, applying to 
the material in the text has been added. References have 
been given to aid the pupils and the teacher. These 
include bulletins from the U. S. Department of Agricul¬ 
ture and from other sources, all of which may be had 
without cost. 
The illustrations are made from actual photographs of 
farm operations. They offer many suggestions to stu¬ 
dents who will study them. 
In presenting the subject-matter, the authors have 
tried to avoid the usage of technical terms, beyond the 
understanding of the average grade pupil. 
We wish to acknowledge and express our appreciation 
for the valuable suggestions of Professor P. G. Holden, 
Director of the Agricultural Extension Department of 
the International Harvester Company; Dr. Chas. A. 
Shull, Plant Physiologist of the University of Chicago; 
President Henry G. Bennett, of the Southeastern State 
Teachers College, Durant, Oklahoma; N. Conger, Direc¬ 
tor of Teachers’ Training, Southeastern State Teachers 
College, and many other teachers. 
