LB 
 
 ill /^S/ 
 
 JOINT BULLETIN 
 
 OF THE 
 
 STATE DEPARTMENT OF EDUCATION 
 
 AUSTIN, TEXAS 
 
 UNIVERSITY OF TEXAS 
 
 AUSTIN, TEXAS 
 
 AGRICULTURAL AND MECHANICAL COLLEGE OF TEXAS 
 
 COLLEGE STATION, TEXAS 
 
 JOINT BULLETIN NO. 
 
 OCTOBER 1, 1914 
 
 Courses In Agriculture for the Secondary 
 Schools of Texas 
 
 UC-NRLF 
 
 W. F. DOUGHTY 
 
 State Superintendent of Public Instruction, Austin, Texas 
 
 MARTIN L. HAYES 
 
 Professor of Agricultural Education, Agrricultural and Mechanical College of Texas, College Station, 
 
 Texas 
 
 W. S. TAYLOR 
 
 Associate Professor of AKiicu'.tural Education, Univarsity of Texas, Austin, Texas 
 
 AUSTIN, TEXAS 
 
 VON BOKGKMANN-JONES CO.. PHINTKK.- 
 
 1914 
 
Digitized by the Internet Archive 
 
 in 2007 with funding from 
 
 Microsoft Corporation 
 
 http://www.archive.org/details/coursesinagriculOOdougrich 
 
01 
 
 533-7 ll-6m 
 
 JOINT BULLETIN 
 
 OF THE 
 
 STATE DEPARTMENT OF EDUCATION 
 
 AUSTIN, TEXAS 
 
 UNIVERSITY OF TEXAS 
 
 AUSTIN, TEXAS 
 
 AGRICULTURAL AND MECHANICAL COLLEGE OF TEXAS 
 
 COLLEGE STATION, TEXAS 
 JOINT BULLETIN NO. 1 OCTOBER 1, 1914 
 
 Courses In Agriculture for the Secondary 
 Schools of Texas 
 
 oocccc*^ 
 
 W. F. DOUGHTY 
 
 State Superintendent of Public Instruction, Austin, Texas 
 
 MARTIN L. HAYES 
 
 Professor of Agricultural Education, Agricultural and Mechanical College of Texas, College Station, 
 
 Texas 
 
 W. S. TAYLOR 
 
 Associate Professor of Agricultural Education, University of Texas, Austin, Texas 
 
 AUSTIN, TEXAS 
 
 VON BOECKMANN-JONES CO., PRINTERS 
 1914 
 

 ^^P 
 
TABLE OF CONTENTS. 
 
 Page 
 
 Introdnction 7 
 
 Fiiiietion of the High School 7 
 
 Reasons for Agriculture in the High School 7 
 
 Present Status 8 
 
 General Remarks to School Officers 10 
 
 ' Teacher 10 
 
 EqiiiDinent 11 
 
 State Aid 11 
 
 Adaptation of Courses in Agriculture to Local Conditions 13 
 
 Scope of Course 13 
 
 Courses in Agriculture 13 
 
 Agricultural Curricula for High Schools 16 
 
 Alternation of Subjects 17 
 
 Suggestions Concerning the Managing of Agricultural Courses. ... 19 
 
 Textbooks : 19 
 
 Notebooks 22 
 
 Collected Material, Exhibits, etc 23 
 
 Visits and Field Trips 23 
 
 Project Work 24 
 
 School Farm 25 
 
 Communit}' and Extension Work 28 
 
 Syllabi and Equipment 31 
 
 Use of Outlines 31 
 
 Reference Books, etc 31 
 
 Publications for Teachers of Agriculture 31 
 
 Plant Propagation 34 
 
 Practice Work in Plant Propagation 36 
 
 Reference Material in Plant Propagation. 37 
 
 Vegetable Gardening 38 
 
 Practice Work in Vegetable Gardening 41 
 
 Refe'rence Material in Vegetable Gardening 42 
 
 Animal Husbandry 44 
 
 Practice AYork in Animal Husbandry 54 
 
 Reference Material in Animal Husbandry 59 
 
 Half-Unit in Dairying 65 
 
 Half-Unit in Poultry 69 
 
 Soils and Soil Fertility 74 
 
 Practice Work in Soils and Soil Fertility : 81 
 
 Reference Material in Soils and Soil Fertility 82 
 
 Field Crops \ 85 
 
 Practice Work in Field Crops 101 
 
 Fruit Production 112 
 
 Practice Work in Fruit Production 118 
 
 337840 
 

 4 C;-5Vrv:-;}*f2 :; :^:\ .contents 
 
 Page 
 
 Reference Material in Fruit Production 120 
 
 Farm Mechanics, Farm Management, and Home Grounds 123 
 
 Practice Work in Farm Mechanics, Farm Management, and 
 
 Home Grounds 1 28 
 
 Reference Material in Farm Mechanics, Farm ^lanagement, 
 
 and Home Grounds 1 29 
 
 Half-Unit in Landscape Gardening 133 
 
 Practice Work in Landscape Gardening 13.) 
 
 Reference Material in Landscape Gardening 136 
 
 Half-Unit in Entomology ^. 138 
 
 Practice Work in Entomology 1-10 
 
 Reference Material in Entomology Ill 
 
 Weeds . ' 145 
 
 Practice Work in Weeds It? 
 
 Reference Material in Weeds 148 
 
 Minimum Laboratory and Garden Equipment for T\ycl\e Stu- 
 dents 150 
 
 Appendix. . 
 
 Score Card for Cotton 152 
 
 Score Card for Corn 153 
 
 Score Card for Wheat 154 
 
 Score Card for Oats 1 54 
 
 Score Card for Draft Horses 155 
 
 Score Card for Light Horses 156 
 
 Score Card for Draft :\rules 157 
 
 Score Card for Beef Cattle. 158 
 
 Score Card for Mutton Sheep 159 
 
 Score Card for Fine Wool Sheep . 160 
 
 Score Card for Dairy Cattle 161 
 
 Score Card for Lard Hogs 162 
 
 Score Card for Bacon Hogs 163 
 
 Score Card for Dairies 164 
 
 Score Card for Butter 165 
 
 Score Card for Farms 166 
 
PREFACE. 
 
 'J'liere are at least tliree agencies in the State that are putting forth 
 organized eiforts, in the form of supervision and*inspection, for the im- 
 provemejit of the high school conditions in Texas. The State Depart- 
 ment of Education, the Universitv of Texas, and the Agricultural 
 and Mechanical College of Texas are endeavoring to give personal 
 help to the high schools of the State, assisting superintendents and 
 teachers to make their schools more efficient in subject matter, methods, 
 equipment, etc. The friends of education have always felt that there 
 should he the most hearty cooperation among those agencies in this 
 great work. 
 
 The traditional courses in the high school have been subjects of in- 
 vestigation so long and have been so standardized that there will seldom 
 be serious conflict of ideas among students of education concerning the 
 content of the courses, the arrangement of subject matter, the methods 
 of presentation, etc. It is . not so with agriculture. The courses in 
 this subject have not passed the experimental stage. Few suitable 
 textbooks are available when the work in agriculture exceeds a general 
 course consisting of one unit of work. Careful planning of the work to 
 be done is necessary, and definite directions for finding the subject 
 matter in the available publications are needed. Students of agricul- 
 tural education vary widely in their views of the choice and arrangement 
 of the subject matter, as is seen in a perusal of the various courses in 
 agriculture proposed for high schools in different parts of the United 
 States. The authors of this bulletin have agreed upon the recommenda- 
 tions and suggestions in the following pages and present them to the 
 high schools of the State as a basis for work in agriculture that will 
 meet the approval of the State Department of Education, of the Uni- 
 versity of Texas, and of the Agricultural and Mechanical College of 
 Texas. 
 
 This bulletin is intended for the teachers of agriculture in the high 
 schools and for all others interested in secondary agricultural education. 
 A copy of it can be secured from any of the agencies participating in 
 ihQ joint publication. 
 
COURSES IN AGRICULTURE FOR THE SECONDARY SCHOOLS 
 
 OF TEXAS 
 
 INTRODUCTION. 
 
 FUXCTIONS OF THE HIGH SCHOOL. 
 
 "All schools are in their nature pul)lic utilities." It is the one 
 fundamental purpose of the high school to give that training which 
 will prepare the student for greater efficiency, greater usefulness, and 
 a larger service. All boys and girls leaving the high school should go 
 with a definite purpose in life, and should be able to turn back to the 
 public the money expended on them in increased efficiency. If they 
 are not able to do this, the school is a parasite from an economic point 
 of view. It is also the function of the high school to gtve the student 
 such amount of cultural training as will help him appreciate the beauti- 
 ful in nature and in art, and at the same time to enable him to choose 
 a vocation for life. In other words, our secondary schools should strive 
 to give a liberal education — an education that is both cultural and 
 vocational, and dicipline will be a product of the vocational as well 
 as of the cultural if the work is well done. In this way the high school 
 will not only be able to give graduates a better preparation for life, 
 but will inspire them to continue their training. 
 
 REASONS FOK AGRICULTURE IN THE HIGH SCHOOL. 
 
 For more than a decade our magazines and other publications have 
 been full of discussions of agriculture and its importance in the high 
 school curriculum. At one time it was necessary to present numerous 
 carefully selected arguments to justify the introduction of agriculture. 
 Now it is seldom needed to give justification for introducing the subject, 
 but it is more often necessary to offer excuse for the failure to provide an 
 opportunity for high school pupils to receive instruction in agriculture 
 and other vocational subjects. 
 
 The arguments that have been advanced from time to time are 
 numerous and varied. Space will not permit here a discussion of the 
 individual arguments offered. In general these reasons can be classified 
 under one of two heads: (1) arguments advanced by agriculturists, 
 based on a knowledge of the subject from a vocational viewpoint; 
 (2) arguments advanced by educators, based, on the psychological im- 
 portance of the subject. Some of the more important points may be 
 summarzied as follows: 
 
 Arguments advanced by agriculturists: 
 
 1. Increased production is needed. 
 
 2. Conservation of soil and of other resources is necessary. 
 
8 Courses in Agriculture for tlie Secondary Schools of Texas 
 
 3. The subject is important because of the size and importance 
 
 of the industry, 
 
 4. Competition with European farmers demands agricultural edu- 
 
 cation of people. 
 
 5. The field is too broad for an agricultural college to cover. 
 
 Arguments advanced by educators: 
 
 1. Agriculture enriches the curriculum and adds interest. 
 
 2. It helps keep students in school. 
 
 3. It involves expression as well as impression; it gives ability 
 
 to do. 
 
 4. It gives motive for science study — first the application and 
 
 then the science. 
 
 5. It is cultural, broadening. 
 
 6. It gives a comprehensive view of science. 
 
 7. It has value as an avocation. 
 
 8. It has value for vocational guidance. 
 
 9. It gives understanding and appreciation of rural environ- 
 
 ment, etc. 
 
 PRESENT STATUS. ♦ 
 
 Agriculture in the high schools of Texas is just in its infancy. 
 A beginning has been made, and in a very few schools some rather ex- 
 tensive work has been done. In a large majority of the schools the 
 work has been too bookish. Too little time is given to the subject 
 to enable efficient practice work. Much of the psychological value of 
 the subject is lost when the laboratory and field work are slighted. 
 In most cases the pure agriculture is limited to one j^ear in the high 
 school. A few schools are ofi'ering a second year, one school has been 
 found with three full years of work in operation, and one school with four 
 years of work. Some schools are counting as agriculture the traditional 
 courses in botany, physical geography, zoology, physics and chemistry. 
 These, as ordinarily taught in the high school, with the exception of 
 botany, would hardly be considered agriculture, though they might well 
 be included in the course of study for the agricultural pupils. 
 
 The State has made a good beginning in aiding the high schools 
 to ]:)rovide for the introduction of agriculture. But the appropriations 
 have been much too small to supply the demands. During the two 
 vears, 1911-12, 1912-13, fifty-nine high schools teaching agriculture 
 received from the State $117,800. In 1913-1914, thirty-two high schools 
 received $25,750. This aid in many instances was intended for manual 
 trailing and domestic science also. Of the fifty-nine schools included 
 above, 27 maintained an agricultural department alone; 23 maintained 
 the three departments; and the remaining 9 maintained agriculture and 
 one other. 
 
 Of these 32 schools aided in 1913-1914, ten are maintaining agri- 
 culture alone; 13 are maintaining the three departments; and the 
 remaining 9 are maintaining agriculture and one other department. 
 
Courses in Agriculture for the Secondary Schools of Texas 9 
 
 The above data do not include state aid given to those schools not offering 
 agriculture. 
 
 For this entire period of three years, 1911 to 1914, the total aid 
 from the State given to a single school offering agriculture varies from 
 $500 to $5,750. The number of schools that have received $5,000 or 
 over is 11. The number having received $2,000 or more is 28. The 
 largest state aid given any school during 1913-14 was $1,250. 
 
 In giving State aid, no specifications have been made as to what 
 ])roportiOn of that aid shall be used for each of the two or three 
 departments participating. Unfortunately, the idea has prevailed that 
 agriculture can be taught with little or no equipment save a plot of 
 ground. So manual training and domestic science departments have 
 been equipped at the expense of the agriculture department. There 
 are, however, at least a few notable exceptions where every dollar of the 
 State's money and more is invested in valuable and permanent equip- 
 ment for agriculture. 
 
 According to the records in the office of the State Superintendent there 
 are 75 high schools in the State maintaining an agricultural department. 
 This means that many communities have not yet appreciated the value 
 of this subject in the curriculum and in the lives of the young people of 
 Texas. It is very desirable foi* the State to help equip the schools 
 for agriculture, but tlie local communities cannot afford to omit the 
 subject because state aid is not available. If the fifty-cent levy will not 
 enable the district to finance the department, then votes in the district 
 should not be lacking for a constitutional amendment to raise the limit 
 ')f taxation. 
 
10 Courses in Agriculture for the Secondary Schools of Texas 
 
 GENERAL BEMARKS TO SCHOOL OFFICERS. 
 
 TEACHER. 
 
 A matter of great importance for school officers who are introducing 
 agriculture into the high school is the selection of a teacher. With 
 an ideal teacher in cliarge., many deficiencies of equipment may be 
 overbalanced in a measure, while the best and most extensive equipment 
 may be of little or no consequence if the teacher is inferior. It is woith 
 while to ennraerate some of the qualifications a teacher of agriculture 
 in the high school shouM pa^ess. 
 
 In the first place, the teacher of agriculture should have a larger 
 amount of technical information about the subject to be taught than is 
 dem^anded in many other departments before he can teach the subject 
 acceptably. The various phases of agriculture are so interwoven and 
 so interdependent, and the underlying sciences are so extensive and so 
 important to a proper tinderstanding of the principles and practice 
 of agriculture, that careful and extensive training in scientific and 
 prdctieal agriculture is necessary to insure success from the teacher 
 in the agrieultnral department of the high school. Usually it is as- 
 sumed that a teacher's training in his subject should be from two 
 to four years in advance of the work to be done in the class. If this is 
 necessary in teaching history, mathematics, etc., it is still more desir- 
 able in the teaching of agriculture. However, in the four-year course 
 here outlined for high schools, even the graduates of agricultural colleges 
 will be required ta teach near the limit of their training in some parts 
 of the course. 
 
 It is not enough to have merely agricultural knowledge. Much of Die 
 prejudice encountered by advocates of agriculture in the high school 
 has been due to the teacher's lack of agricultural experience and definite 
 information about rural conditions. He should be able to meet farmers 
 on common ground and discuss their problems intelligently. Many 
 agricultural colleges are requiring farm experience as a condition of 
 graduation. It would not he unwise to require such experience of the 
 teacher of agriculture in the high school. 
 
 A qualification most frequently lacking in the teacher of agriculture is 
 proper training in the principles of education and the methods of teach- 
 ing. Perhaps more failures in teaching are due to lack of proper meth- 
 ods than to lack of a knowledge of subject matter. 
 
 The danger of assigning the teaching of agriculture to the science 
 teacher, who happens to haTC been raised on the farm, or to some teacher 
 who happens to have a vacant period, is readily apparent. In addition 
 to a careful training in the science and practice of agriculture, and 
 in the pedagogy adapted to the subject, the teacher should have 
 energy, resourcefulness, enthusiasm, and ability to meet the patrons 
 of the school in social and business relations. With such a teacher 
 failure of the department will he impossible. 
 
Courses in Agricultuve for the Secondary Schools of 'Texas 11 
 
 To get such a teacher, the pa}^ must be commensurate with the 
 service. Scliool boards should expect to pay at least $100 per month 
 for a man who can teach agriculture to both the pupils and the patrons. 
 It i? xevy desirable, too, that the teacher be employed for the entire 
 year, so that he can supervise project work with the pupils, care for 
 the school farm, and do community work during the summer. 
 
 EQUIPMPJNT. 
 
 It is a mistake to suppose that a teacher is all that is needed to 
 make agriculture in the high school fulfill its mission. There is as 
 much need for suitable equipment in this subject as in other sciences 
 in the high school. When the department is introduced, it is well 
 to ■ equip it with at least five acres of land and the necessary tools, 
 laboratory equipment, and library books. A list of these necessaries 
 is given elsewhere in the bulletin. Do not expect the teacher to '^make 
 bricks without straw.'^ 
 
 STATE AID. 
 
 In aceordaiice with Section 3, Chapter 26, Acts of the Thirty-second 
 Legislature, the State Board of Education is authorized to duplicate, by 
 appropriation out of money provided for that purpose by the Legislature, 
 an amount varying from $500 to $1,500 that has been set apart by the 
 trustees of a public high school of first or second class, as designated by 
 the State Department of Educatijn, for establishing, equipping, and 
 maintaining a department of agriculture. For high schools of the third 
 class the amount ranges from $500 to $J,000. 
 
 Success in obtaining state aid depends upon two conditions: provision 
 by trustees for meeting the legal requirements as interpreted by the State 
 Department of Education, and the existence of a fund available for aiding 
 high schools. The first condition is under the control of the district. 
 It includes provision for the ownership of at least three acres of land 
 convenientlv located and suitable for garden and field crops: for the 
 employment of a "teacher who has received special training for giving 
 efficient instnictions" ; for the purchase of the required laboratory, field, 
 and library equipment; and for maintenance of the department after 
 state aid is withdrawn. An application blank for state aid will be sent 
 by the State Superintendent to those requesting it. After the school has 
 been investigated and approved by the State Superintendent, his report 
 and recommendations are made to the State Board of Education, which 
 body has the authority to grant aid within the limits prescribed by law. 
 
 The second condition mentioned above depends upon the amount of 
 money provided for this purpose and upon the number of schools quali- 
 fying for aid. The appropriation of $100,000 for aid to manual train- 
 ing, domestic science, ai'd agriculture for the two years, 1913-14 and 
 1914-15, i« proving much too small to meet the requests from eligible 
 schools. 
 
 The purpose of the aid to high schools is chiefly to assist the dis- 
 trict in providing for land and other permanent equipment needed for 
 
12 Courses in Agriculture for tlic Secondary Schools of Texas 
 
 tlio proper teaching of the subject. The law provides that an appropria- 
 tion is not to he made more than twice to the same school, and that 
 the district shall give evidence that it will be able to continue the work 
 after state aid is withdrawn. Administration officers should not make 
 the mistake of using the state aid and the duplicated sum to pay the 
 salary of the teacher without providing for sufficient permanent equip- 
 ment. 
 
Courses in Agriculiure for the Secondcuij Schools of Te.vcu 
 
 ADAPTATTOX OF COURSES JN AGRICrLTURE TO LOCAL 
 
 CONDITIONS. 
 
 SCOPE OF COURSE. 
 
 It is desirable that the whole field of ap^riculture be covered in the 
 higli school course, regardless of the number of units of work offered 
 in the subject. If only one year is given to agriculture, the course 
 should be general and all pha.ses of the subject, such as agronomy, hor- 
 ticulture, animal husbandry, etc., sliould be touched upon. The longer 
 the tim*^ devoted to the subject, the more the various units of subject 
 matter may be differentiated into separate courses. 
 
 The amount of emphasis to be put upon any phase of the subject 
 will depend upon several factors: the qualifications of the teacher; the 
 local interest and local need ; the laboratory, field, and library equip- 
 ment available, etc. It is better that a teacher teach more of such 
 subject matter as he knows and teaches well than that he attempt some- 
 thing he is unfitted for, merely because it is desirable to have the addi- 
 tional subject matter in the course. In some communities in the State, 
 local interest and the importance of live stock justify one and one-half 
 units or even two units in animal husbandry ; while in other communities 
 offering the same amount of agriculture* the subject of animal husbandry 
 may be dismissed in one-half unit. In the same way horticulture 
 may vary greatly in importance in different parts of the State. Agron- 
 omy will be relatively important in all parts of the State, for soils and 
 crops are strictly fundamental in agriculture. Much time is wasted 
 by not bavins: material or equipment necessary to render the teaching 
 coucrete and easily intelligible. It will not pay to give a long-drawn- 
 out course in types and breeds of farm animals unless animals are avail- 
 able in the community to illustrate those t^^pes and breeds. More judg- 
 ing of live stock can be taught in a few minutes with the live stock before 
 the students than can be learned in several hours, perhaps, by reading 
 the text alone. Actual pruning of the grape will be more effective 
 than merely reading about pruning. It is waste of time to try to learn 
 how to judge corn with no corn to judge. Many of these things we 
 learn best by doing. 
 
 Thus it is apparent that it is impossible to suggest an agricultural 
 curriculum that will be entirely satisfactory in all localities, for all 
 schools, and for all teachers. An effort will be made to make a satis- 
 factory solution of the problem, assuming that the teacher is well-rounded 
 in training, the school is well equipped, and the agricultural interest in 
 the community is diversified. 
 
 COURSES IK AGRICULTURE. 
 
 In the arrangement below, schools have been grouped according to 
 the number of units of agriculture offered. Elementary botany has 
 been considered as a part of the courses, while the traditional subjects 
 
14 
 
 Courses in Agriculture for the Secondary Schools of Texas 
 
 of zoology, physical geography, physiography, chemistry, and physics 
 are to be considered in addition to the work indicated. It is assumed 
 that a year's work in general agriculture has been done in the elementary 
 school. 
 
 Group I. (One unit) 
 
 First Term 
 General agriculture 
 
 Second Term 
 General agriculture 
 
 Group II. (Two units) 
 
 First Term 
 First year Insects, soils, plants 
 
 Second year Live stock (judging types and 
 breeds; feeding; breeding) 
 
 Second Term 
 Crops (field, garden, fruits,) and 
 
 home grounds 
 Live stock (judging types and 
 
 breeds; dairying; poultry) 
 
 First year 
 Second year 
 Third year 
 
 Group III. (Three units) 
 First Term 
 
 Botany 
 
 Live stock (judging types and 
 
 breeds; feeding; breeding) 
 Soils and field crops 
 
 Second Term 
 
 Plant propagation and vege- 
 table gardening 
 
 Live stock (judging types and 
 breeds; dairying; poultry) 
 
 Fruits, insects, home grounds 
 
 First year 
 
 Second year 
 
 Third year 
 Fourth year 
 
 Group IV. (Four units) 
 
 First Term 
 
 Botany 
 
 Live stock (judging types and 
 
 breeds; feeding; breeding) 
 Soils 
 Fruits, insects, diseases 
 
 Second Term 
 
 Plant propagation and vege- 
 table gardening. 
 
 Live stock (judging types and 
 breeds; dairying; poultry) 
 
 Field crops 
 
 Farm mechanics, farm manage- 
 ment, and home grounds 
 
 In Group I. are those schools that are offering only one year's work 
 in agriculture in the high school. This course is supposed to include 
 the work given in any good high school text in general agriculture, such 
 as Warren's Elements of Agriculture. All phases of the subject should 
 be studied. The emphasis upon each unit of subject matter will depend 
 upon numerous matters, among which local importance and available 
 time are important. For some classes the course may be largely cul- 
 tural, while for other classes it may be made extremely practical. Every 
 high school, whether in city or country, should offer at least one unit 
 in agriculture for its cultural and avocational value, if not for its voca- 
 tidnal value. Even though a school is offering four units of technical 
 agriculture, it is yet desirable to offer a course in general agriculture 
 to be taken by those students who do not care to elect the mdre detailed 
 study of each phase of the subject. Such a course is especially desirable 
 for city schools for the broadening influence upon the students and for 
 the appreciation of rural life and conditions to be secured. 
 
 The course outlined for Group II. is suited to those schools that offer 
 only two years' work in agriculture. The supposition is that no botany 
 
Courses in Agriculture for the Secondary iSchooh of Texas 15 
 
 is offered as a separate subject. This arrangement will be very satis- 
 factory for the schools offering only two years in high school work. 
 With some modifications this course can be adjusted to schools offering 
 a year's work in botany or biology. If only the two units of agriculture 
 are offered, they may be assigned to any year in the course. In some 
 localities the live stock work might be reduced to one^half unit to give. 
 more time to crops, etc. 
 
 In Group III. a much more satisfactory course is made possible by- 
 the addition of the third year's work. A better foundation for work 
 in the different kinds of crops is secured by a definite course in ele- 
 mentary botany. The work in plant propagation and vegetable garden- - 
 ing is very desirable in the first year of the high school. This work: 
 appeals strongly to the adolescent's desire for activity and concrete- 
 application, and thus tends to lessen the number of withdrawals. The- 
 least satisfactory part of the course is the effort to ^yq: soils and field 
 crops in a half year. In many communities the fruit production could 
 be emphasized less and field crops could be continued into the second 
 term. There may be localities in the State where the live stock industry 
 would not justify devoting one-third of the time of the course to it- 
 The arrangement recommended is intended for those communities where, 
 all phases of agriculture are important and where farming is diversified.. 
 If there is found a locality where cotton is .the only product of interest,. 
 other phases of agriculture should be taught the rising generation and 
 the importance of diversifying should be shown them; but perhaps it 
 would not be justifiable to devote so much time as is indicated above. 
 
 In Group IV. all the advantages of Group III. are found, and in 
 addition much stronger work is made possible in soils and field crops 
 by assigning a half-year's work to each. Another very desirable addi- 
 tion is made to the course by offering the work in farm mechanics and 
 farm management. This makes a very fitting climax to the work of 
 the student in agriculture. 
 
 For the sake of the students who are agriculturally inclined and who 
 do not expect to go to college, it cannot be urged too strongly that the 
 high schools should offer a course similar to the one outlined in Group 
 IV. Young men who have taken such a course under the direction of 
 a suitable teacher in a school with adequate equipment will go out ta 
 make success of farming and will put agriculture and rural life on a 
 higher plane in their communities. 
 
 In some schools it may be desirable to differentiate out other units 
 of subject matter, and arrange them in a different manner. A half- 
 unit in dairying and a half-unit in poultry may easily be separated 
 from the live stock course outlined above, leaving feeding, breeding, and 
 judging of types and breeds. Or a half-unit in economic entomology 
 is very satisfactory. A half-unit in landscape gardening should appeal 
 to every pupil in the high school. For a few very select schools, six 
 units in agriculture might be offered, allowing credit in all towards 
 graduation, or permitting certain options in the agricultural subjects. 
 For such schools the first year of the course might remain as outlined 
 in Group IV. During the second year the live stock course might be 
 given with the work in dairying and poultry omitted. During the third 
 
16 Courses in Agriculiure for the Secondary iSchools of Texas 
 
 year a half-unit in soils and a half-unit in poultry might be given the 
 first term, and a half-unit in field crops and a half -unit in dairying 
 might be given the second term. During the fourth year the first 
 term's work might consist of a half -unit in fruit production and a half- 
 unit in economic entomology, and the work of the second term might 
 be a half-unit in farm management and farm mechanics, and a half-unit 
 in landscape gardening. It is not recommended that such a course hQ 
 offered except in a very rare case. A school may be unusually fortunate 
 in teacher and equipment, and there may be a desire to attract with 
 the agriculture the youth who have been out of school several years. 
 These young men may return for the agricultural work alone. Sug- 
 gested outlines for these courses appear later in the bulletin. 
 
 AGRICULTURAL CURRICULA FOR HIGH SCHOOLS. 
 
 Opinions differ widely as to tlie best program of studies for a higli 
 school. There are numerous factors that have an infiuence in deter- 
 mining the desirability of any certain choice. School men generally 
 used to insist on curricula that were almost entirely prescribed. Stu- 
 dents were required to select a certain group of subjects out of two or 
 more groups offered, and to pursue tlie subjects prescribed in that group. 
 Too many schools are still following tliis policy. The narrow, pre- 
 scribed curricula in our high schools may be largely responsible for the 
 large number of withdrawals of pupils. The tendency in educational 
 thought is strongly in favor of a plastic program of studies that will 
 permit a great variety of curricula. In tiie smaller high schools, where 
 t]]o small number of teachers limits the number of subjects that can 
 be taught during any term, the election may be made by classes rather 
 than by individuals. 
 
 Again, the number of units required for graduation varies from 
 sixteen to twenty. The leaders in education are strongly in favor of 
 sixteen. Certainly not more than eighteen units should be required for 
 graduation. It is safe to assume that little more work is done when 
 twenty units are required for graduation than when only sixteen are 
 required. Usually the difference lies in the depth to which the subject 
 is explored. 
 
 The following suggests a program of studies from which the indi- 
 vidual student under the advice of his teacher may select a very satis- 
 factory curriculum. Xot all schools Avould be expected to offer as much 
 work as is indicated below. 
 
 Required Elective 
 
 First year (Elect 1 or 1 1-2 units) 
 
 English I Latin 
 
 Algebra I Agriculture 
 
 Ancient history *Biology 
 
 or 
 Physical Geography 1-2 
 Physiology 1-2 
 Manual Training 1-2 
 Domestic Economy 1-2 
 
 *Biology may be given in the first or second year as the teacher may desire, 
 physical geography and physiology being given the other year. 
 
Courses in Agriculture for the Secondary Schools of Texas 
 
 Second year 
 
 Required 
 
 English II 
 Algebra II 
 
 Third year 
 
 English III 
 Plane Geometry 
 
 Fourth year 
 
 English IV 
 
 Elective 
 (Elect 2 or 2 1-2 units) 
 Latin 
 
 Med. and*Mod. History 
 Agriculture 
 Biology 
 or 
 Physical Geography 1-2 
 Physiology 1-2 
 Manual Training 1-2 
 Domestic Economy 1-2 
 
 (Elect 2 or 2 1-2 units) 
 Latin 
 Spanish 
 German 
 
 English History 
 Chemistry 
 Agriculture 
 Manual Training 1-2 
 Domestic Economy 1-2 
 
 (Elect 3 or 3 1-2 units) 
 Latin 
 Spanish 
 
 American History and Civics 
 Mathematics 
 Physics 
 Economics 
 
 Teachers Training Course 
 Manual Training 1-2 
 Domestic Economy 1-2 
 
 (All students should be required to offer two units in history and 
 one unit in science for graduation. Three or four units in a modern 
 language may be desirable in certain localities.) 
 
 ALTERNATION OF SUBJECTS. 
 
 For the small school there is always difficulty in offering a large 
 variety of subjects from which to choose. Many superintendents dis- 
 pose of the matter by limiting the program of studies to the traditional 
 subjects of four years in English, four years in Latin, four yeai*s in 
 mathematics and four years in history. Other school men reduce the 
 length of the recitation period and overload the teacher. Too much 
 cannot be said against the folly of thirty-minute recitation periods and 
 ten or more recitations per teacher in the high school. Alternation of 
 subjects is the best solution of the problem. 
 
 The considerations that will decide the desirability of the proposed 
 alternation are (1) whether the combined classes of students can be 
 handled in less time because of the alternation, and (2) whether there 
 is a special hardship worked upon any class of students in not having 
 had a subject that is scheduled earlier in the course. The first con- 
 sideration depends upon the number of pupils ; the second depends upon 
 the relation between the two subjects to be alternated. 
 
 There is no reason why a high school that desires to offer more than 
 one unit of agriculture should limit itself to a single unit, unless the 
 classes are so large that they cannot be coml)ined. In the courses sug- 
 
18 Cour^e.s In Agriculture for ihc Secondarij iScliools of Texas 
 
 gesttnl above there can be alternated the first and second years in Group 
 II., the second and third years in Group III., and the second and third 
 years in Group IV. Thus if there is time for one unit in agriculture in 
 the program of recitations^ the school can offer two nnits; if there is 
 time for two units, the school can offer three units, and so on. This 
 })ermits the work in agriculture to l)e organized in a much more satis- 
 factory way and gives the student the opportunity to get more vocational 
 work, while no greater demand is made upon the time of the teacher. 
 
 Other subjects in the program of studies may be alternated by years 
 also. In the small liigli schools there is no need for teaching physics and 
 chemistry the same year. American histoiy and civics can alternate witli 
 English history, but it is preferable for the student to know English 
 history as a foundation for the high schopl work in American history. 
 Phvsiologv and physical geography can be alternated without incon- 
 venience. Some will object to alternating third and fourth English,, 
 but it has been done very successfully. If the work in algebra to quad- 
 ratic equations is well done the first year in the high school, plane- 
 geometry can follow with jio inconvenience, thus permitting an alterna- 
 tion between second algebra and plane geometry. 
 
 By carefully planning the alternations that can be made, leaving clear 
 records of the work done by each class and the work to be done the next 
 year, a plastic program of studies offering extensive work in agriculture 
 may be arranged in- schools that would otherwise he limited to a very 
 narrow program of studies. 
 
Courses in Agriculture for the Secondary Schools of Texas lO- 
 
 SUGGESTIOXS COXCEEXIXG THE MAXAGIXG OF AGRICUL- 
 
 TIIEAL COURSES. 
 
 TEXTBOOKS. 
 
 One of the great hindrances to introducing more than one unit of 
 agriculture into the- high schools is the problem of textbooks. Until 
 recently there were very few suitable texts available for high schools^ 
 but during the past two years a number of very commendable efforts 
 have been made to meet these needs of the schools. The courses have' 
 not been standardized yet, and books that will do fairly well for one 
 arrangement of the work may be unsatisfactory for another. Local in- 
 terests are of such influence that no set of texts can. be selected that 
 will be entirely satisfactory. It is true to a larger extent, perhaps, in 
 agriculture than in any other part of high school work that the text 
 should be used merely as a basis for work, and the teacher should be 
 larger than the text. It is with an idea of aiding the teacher to be 
 independent of the textljook that brief outlines of the subjects are 
 included in this publication. 
 
 One very serious difficulty in the selection of textbooks is the cost 
 to the pupil. The science books usually are relatively expensive; and 
 when two such books costing a dollar and a half or more a piece are 
 required each year in agriculture, the burden becomes heavy on the 
 parent. One solution of this is to put in the library one copy of the 
 text for every three pupils and assign references in the text and other 
 reference books. The danger is that such a method will develop the 
 lecture method of conducting the recitation. Whatever may be the 
 value of the purely lecture method in the college or university, it is 
 safe to say" that it is not adapted to high school work. The pupil in 
 the high school needs some text as a basis for his work, even though it 
 mav l)e rather poorly adapted to the needs of the course. 
 
 Textbooks for the^ subjects in Group lY. will be considered first. 
 Reference books will be suggested later. 
 
 Inhere are a large number of high school texts in botany. It is hoped 
 thai the short course suggested in botany as a basis for the work in 
 crops of different kinds will differ somewdiat, at least, from the tradi- 
 tional pure-science botany. Almost any of the good texts can be adapted 
 to the needs of the course by a teacher who knows what he wants to 
 teach. Perhaps the revised edition of Bergen and Caldwell's Introduc- 
 tion to Botany (Ginn & Co., price $1.30), which is just off the press,, 
 will require least adaptation. Other satisfactory texts are Bergen and 
 Caldwell's Practical Botany (Ginn & Co., price $1.40), Andrews' Prac- 
 tical Course in Botany (American Book Co., price $1.50), and Bailey's 
 Botany for Secondary iSc/*oo7s (Macmillan Co., price $1.25). 
 
 For the second term of the first year, work in plant propagation and 
 vegetable gardening has been suggested. The cost of the books makes 
 it undesirable to have the students buy a text for each of these subjects. 
 The need of a text in vegetable gardening is perhaps more urgent than 
 in plant propagation. Duplicate copies of Bailey's Nursery Booh (Mac- 
 
20 Courses in AgricuUure for the Secondarij Schools of Texas 
 
 nullan Co., pike $1.50) should be put in the library for a text. Several 
 copies of Farmers' Bulletin Xo. 157, Propagation of Plants^ should be 
 available for the use of the class. It is possible to use Texas Experi- 
 ment Station Circular Xo. 3, Xew Series, Truck Farming, as a text 
 in vegetable gardening by supplementing it with books and bulle- 
 tins in the library. It is recommended that the pupils buy a text 
 in at least one of the subjects for this term. Of the books in vege- 
 table gardening the following can be used satisfactorily as a basis for 
 the work: Green's Vegetable Gardening (Webb Publishing Co., price 
 $1.00), and Bailey's Principles of Vegetatle Gardening (Macmilian 
 Co., price $1.50). Whatever text is used, considerable caie must be 
 exercised in adapting it to local conditions. 
 
 It is usually preferable to make the first year's science in the four- 
 3^ear course in agriculture a study of biology. Many teachers prefer to 
 devote the entire year to botany. This is a good practice if time can 
 be found later for work in zoology and economic entomology. The 
 stronger the students become in botany, zoology, and entomology, the 
 stronger they will be in agriculture. There are a number of texts on 
 biology being used in this 3'ear's work. Hunter's Essentials of Biology 
 (American Book Co., price $1.25) is used in many high schools in Texas 
 at the present time, and is a very satisfactory text. Peabody and Hunt's 
 Elementary Biology (Macmilian Co., price $1.25) is also a good text 
 for high school work. Splendid laboratory manuals are published by 
 both companies for their respective texts, and these may be had at a 
 moderate price. 
 
 The animal husbandry that is suggested covers the whole subject of 
 live stock. There are perhaps only two books available for this course : 
 Harper's Animal Husbandry for Schools (Macmilian Co., price $1.40) 
 and Plumb's Beginnings in Animal Husbandry (Webb Publishing Co., 
 price $1.25). Either of these books will need to be supplemented by 
 reference books and bulletins. The second, especially, will need to be 
 supplemented greatly for the work on dairying. 
 
 For the work in soils and field crops a great variety of books is avail- 
 able. The consideration of economy makes it desirable to find a book 
 that gives satisfactory work in both subjects. Perhaps only one book 
 is available, — Hunt and Burkett's Soils and Crops (Orange Judd Co., 
 price $1.50). This book may be used as a basis for the work, in spite 
 of a very exaggerated formality in the arrangement of the subject 
 matter. The authors assume that fifteen individual recitations can be 
 made during a recitation period and each lesson or chapter has been 
 so constructed as to contain fifteen paragraphs, each paragraph to be 
 the source of a student's recitation. The arrangement of the book would 
 make one think the authors expect the teacher of agriculture to ^^hear 
 lessons" rather than to teach. In favor of the book is the fact that it 
 contains definite work on soils and on field crops that can be supple- 
 mented by bulletins and reference books under the direction of a skillful 
 teacher, and thus the pupil will be saved some expense. 
 
 If two books may be required of the pupil, more choice will be pos- 
 sible. For the work in soils perhaps the most satisfactory text is Whit- 
 son and Walster's Soils and Soil Fertility (Webb Publishing Co., price 
 
Courses in Agriculture for the Secondary Schools of Texas 21 
 
 $1.25). Vivian's First Principles of Soil Fertility (Orange Judd Co., 
 price $1.00) might be easily adapted for nse. It contains no experi- 
 ments and demonstrations, and it perhaps overestimates fertilizers, about 
 fifty per cent of the book being given over to the discussion of manures 
 ancl fertilizers. Snyder's Soils and Fertilizers (Macmillan Co., price 
 $1.25) is well written and gives very desirable work, but the chemistry 
 of the book is too advanced for third-year high school pupils. In the 
 hands of a skillful teacher it might be easily adapted to the needs of 
 the course. 
 
 For the work in field crops for the South there is perhaps no satis- 
 factory text. Duggar's Southern Field Crops (Macmillan Co., price 
 $1.75) is an excellent book, but it will require very careful thought for 
 the teacher to adapt it to a half -unit in general field crops. It contains 
 547 pages of subject matter, and yet does not touch upon the grasses, 
 cowpeas, alfalfa, soy beans, clovers, etc. The work on corn and cotton 
 is very satisfactory for this course, but other parts of the book would 
 need to be abbreviated to give time for supplementary work in the im- 
 portant crops that are omitted. The alternative is to select a book that 
 has been prepared with the Middle States or Northern States in mind, 
 and supplement it extensively in fiber crops and adapt it to Southern 
 conditions. In this class are the following: Livingston's Field Crop 
 Production (Macmillan Co., price $1.50) and WHlson and Warburton's 
 Field Crops (Webb Publishing Co., price $1.50). 
 
 There is no suitable text in fruit production adapted to Texas con- 
 ditions. The teacher must be able to take a general text and adapt it 
 to the needs of the community. It would be difficult to prepare a text 
 that would be entirely satisfactory for the varied horticultural condi- 
 tions in Texas. Texas Department of Agriculture Bulletin No. 32, 
 A B C of Fruit Growing, Avill be of great value to the teacher and may 
 even be used by the class as a text. Among the books that may be 
 used for a text should be mentioned Goff's Lessons in Fruit (Jrowing 
 (University Cooperative Association, Madison, Wis., price $1.50), 
 Green's Popular Fruit Growing (Webb Publishing Co., price $1.50), 
 and Bailey's Principles of Fruit Growing (Macmillan Co., price $1.50). 
 
 For the work in farm mechanics, farm management, and home grounds 
 there is no text whatever. A delightful little book has just been pub- 
 lished that will be very satisfactory as a basis for the farm management. 
 Boss' Farm Management (Lyons and Carnahan, price 90 cents). If it 
 be permissible to have the pupils buy two books during the half year, 
 Davidson's Agricultural Engineering (Webb Publishing Co., price $1.50) 
 will serve as a basis for the work in the farm mechanics. More work 
 is offered in this book than there will be time for, but adaptation will 
 be easy. For the few weeks' w^ork, which is very desirable, in improve- 
 ment and ornamentation of home grounds, reference books and bulletins 
 can be used. 
 
 Some of the books recommended above can be used for the corre- 
 sponding work in courses other than that in Group IV. In Group III. 
 no change need be made from the above, except that Hunt and Burkett's 
 Soils and Crops (Orange Judd Co., price $1.50) is the book that would 
 naturally be selected. In Group I. the state-adopted .text, Warren's 
 Elements of Agriculture (Macmillan Co., price $1.10), is the text re- 
 
22 Courses in Agriculture for the Secondarij ^Scltools of Texas 
 
 quired by law, and is very satisfactory. In Group II. it will be pos- 
 sible to use Warren's Elements of AqricuHure for the first year. The 
 iirst nine chapters should form the basis of the work. Much supple- 
 mentary work should be given, especially in the elements of botany. 
 Clute's Agronomy (Ginn & Co., price $1.00) is very satisfactory for the 
 first half of this year's work, but there is no book suitable for the work 
 in general crops. One of the books on field crops may be used by sup- 
 plementing it for horticultural crops. For the second year a text in 
 animal husbandry should be selected. 
 
 Still other arrangements of the sul)ject matter may l)e desirable in 
 some localities. If a half-unit course is offered in dairying, Michels' 
 Dairy Farming (the author, Milkaukee, price $1.00) will be found sat- 
 isfactory. Wing's Milk and Its Products (Macmillan Co., price $1.50) 
 or Van Slyke's Modern Methods of Testing Milk Products (Orange 
 Judd Co., price $1.00) may be used by supplementing it extensively in 
 the study of milk production. If a half-unit is given to poultry, Wat- 
 son's Farm Poultry (Macmillan Co., price $1.50) will be a satisfactory 
 text. Robinson's Principles and Practices of Poultry Culture (Ginn & 
 Co., price $2.50) and Lewis' Productive Poultry Husbandry (Lippin- 
 cott Co., price $2.00) are excellent texts, but are a little heavy for 
 the high school, and the prices are against them. For a half-unit in 
 landscape gardening Waugh's revision of Kemp's Landscape Gardening 
 (John Wiley & Sons, price $1.50) is available, but it will need to be 
 supplemented by a study of ornamental plants. Another very satisfac- 
 tory little text is Waugh's Landscape Gardening (Orange Jiidd Co., 
 price 75 cents). This text will need a great deal of supplementary work. 
 In some communities a course in economic entomology will l3e very 
 popular. There seems to be no very satisfactpry book for this course. 
 Perhaps the best plan will be to select such a book as Sanderson and 
 Jackson's Elementary Entomology (Ginn & Co., price $2.00) and sup- 
 plement it with bulletins and with such a book as Sanderson's Insect 
 Pests of Farm, Garden and Orchard (Wiley & Sons, price $3.00) for 
 most of the economic forms. 
 
 NOTEBOOKS. 
 
 It is important that note1)ooks in the different subjects in agriculture 
 be kept carefully and Ticcurately. In addition to the recoi'd of all 
 experiments performed and other practice work done, the notebook 
 might contain notes on supplementary work given by the teacher, notes 
 on a special report made by a member of the class, a general outline 
 of the subject matter of the course, accounts of field trips, etc., and 
 abstracts or outlines of all assigned readings other than the text. It is 
 worth while to require neat drawings and careful tabulations of data. 
 All notes should be written in ink. The notebook should be such that 
 the pupil will value it after the school course is finished. 
 
 RECITATION PERIODS. 
 
 The amount of time that should be given to the i-ecitation and the 
 laboratory work each week will vary slightly with the subject. There 
 
Course.s in Agriculture for the Secondari/ Schools of Terns 23 
 
 should be five recitations or their equivalent each week. In the major 
 part of the work it will be best to give three single periods to recita- 
 tions, and two double periods to laboratory or field work, each week. 
 
 COLLECTED ^MATERIAL. EXHIBITS, ETC. 
 
 An agricultural laboratory should , present somewhat the appearance 
 •of an agricultural fair in the great variety of products, exhibits, and 
 other educational materials that have been collected and preserved. 
 Much of this material will be needed from time to time to make con- 
 crete the textbook work. Some of it will be a silent means of edu- 
 cating the pupils and the visiting patrons. It is a reflection upon the 
 teaclier when there is found upon the shelves and in the cases in the 
 laboratory only a few bottles of beans and peas and a few inferior ears 
 of corn. There are listed below a few of the numerous collections that 
 should be in every laboratory. By no means can a teacher and the 
 clashes be expected to complete such a list in one year, but a start should 
 be made, and additions should be made from time to time as oppor- 
 tunity presents itself. 
 
 1. Herbarium — mounted and named specimens. 
 
 a. Various grasses in the community. 
 
 b. Various weeds in the community. 
 
 c. A^arious wild flowers in the community. 
 
 2. Collections of agricultural pictures, charts, etc. 
 
 3. Bottled specimens. 
 
 a. Fertilizers. 
 
 b. Feeds. 
 
 c. Insects. 
 
 d. Types of soil. 
 
 e. Seeds (farm crops, garden, weed, acorns, pecans, etc.). 
 
 f. Corn products. 
 
 g. Cotton seed products, 
 h. Fruits. 
 
 • i. Diseased fruits, twigs, etc. 
 j. Spray materials. 
 
 4. Permanent mounts of types of wheat, barley, oats, etc. 
 
 5. Commercial classes of cotton. 
 
 6. Variety ears of corn. 
 
 7. Varieties of wheat, oats, cotton, etc. 
 
 8. Mounted insects. 
 
 9. Excellent and poor types of ears of corn. 
 
 10. Types of corn kernels as to shape. 
 
 11. Models of poultry house, dairy barn, septic tank^ etc. 
 
 VISITS AND FIELD TRIPS. 
 
 That time should he devoted to field trips and visits, cannot be x^m- 
 phasized too strongly. It is important that the pupils be given oppor- 
 tunity to observe as much as possible of the practical side of agriculture 
 in all its phases. Excursions and visits can frequently be planned for> 
 Saturdav wlien time on school davs cannot be arranged. Careful notes 
 
24 Courses in Agriculture for the Secondary Schools of Texas 
 
 of all siicli work should be inserted in the notebooks. Some of the 
 numerous visits and trips that will be valuable are the following: trips 
 to greenhouses and parks, nurseries, truck gardens and markets, stock 
 farms, stock yards, fairs and shows, dairies, creameries, poultrv farms, 
 poultry yards and markets, orchards and fruit markets, implement 
 houses, typical farms, agricultural colleges and experiment stations; 
 and to fields to study soils, crops, insects, weeds, etc. 
 
 PROJECT WORK. 
 
 There is a great opportunity for the teacher of agriculture to accom- 
 plish valuable results with his students in so-called project work or part- 
 time work. The term part-time indicates that part of the work of the 
 student is done in school and part out of school. A certain project is 
 undertaken by the students under the supervision of the teacher. The 
 scientific principles involved are carefully studied, and plans are out- 
 lined in detail; the work is done, observations are made, notes are 
 recorded, and a complete report of the project is submitted to the school. 
 The student, assisted by the expert advice of his teacher, has put into 
 practice on his own farm or on the school farm under a specific set of 
 natural conditions, certain principles involved in his agricultural course. 
 
 This sort of work is thoroughly practical and will serve to rob the 
 pessimisms derisive "book farming" of its stigma. Project work puts 
 the boy into actual farm problems, where more or less expenditure of 
 money is necessary and where incomes may be expected. School work 
 assumes an appearance of business life that proves very attractive to 
 the adolescent. 
 
 Some project work could be completed during the school session, but 
 much of it will continue into or through the summer. This makes it 
 very important that the teacher should be employed for the year, so 
 that he may supervise his students^ projects during the summer as well 
 as during the school session. 
 
 The giving of school credit for project work is a matter that the 
 individual teacher must work out for his school. Each agricultural 
 subject may be made to include a certain amount of project work, just 
 as it includes laboratory work. Credit in the subject may be withheld 
 until the project has been finished and reported. An extra number of 
 units for graduation may be adopted — eighteen instead of sixteen, for 
 instance. The additional two units may be made by taking subjects 
 in the curriculum, by doing some project work, or by doing some other 
 work out of school, but with the approval and under the supervision 
 of the school, such as music, art, printing, painting, etc. Still 
 another method is to allow honor credits as special distinction for the 
 students who have done work in addition to the work in the curriculum. 
 
 The project work may be divided into three general classes: (1) pro- 
 duction, (2) demonstration, and (3) improvement. In some cases the 
 project may include all of the features. A few examples of this kind 
 of work are listed below. These will suggest many more. 
 
 Production Projects : 
 
 1. Growing an acre of corn, cotton, tomatoes, potatoes, etc. 
 '<?. Developing an acre of alfalfa. 
 
Courses in Agriculture for the Secondary Schools of Texas 25 
 
 3. Starting an orchard, — peaches, figs, plums, etc. 
 
 4. Producing a beriT patch. — strawberries, blackberries, etc. 
 
 5. Pruning, spraying, and managing an orchard. 
 
 6. Care of a dair}^ cow. 
 
 7. Care of 25 hens for egg production. 
 
 8. Growing *chicks for market. 
 
 9. Care of brood sow and litter. 
 
 Demonstration Projects : 
 
 1. Use of lime on land. 
 
 2. Grafting and budding certain kinds of trees. 
 
 3. Treatment of oats for smut. 
 
 4. Treatment of potatoes for scab. 
 
 5. Testing new varieties. 
 
 6. Comparison of sprayed and unsprayed orchards. 
 
 7. Comparison of different rations. 
 
 8. Deep and shallow cultivation. 
 
 Improvement Projects: 
 
 1. Developing a lawn. 
 
 2. Planning and executing a landscape design. 
 
 3. Cement work, — walks, posts, troughs, etc. 
 
 4. Eeplanning a farm. 
 
 5. A plan for water system, bath and sewage in farm home. 
 
 6. Construction of buildings, gates, etc. 
 
 Space does not permit a detailed discussion of this work. Massachu- 
 setts has done more, perhaps, than any other state in securing this close 
 relation between school and home in agricultural work. Valuable lit- 
 erature on the subject may be secured by writing to the State Depart- 
 ment of Education at Boston. United States Bureau of Education's 
 Bulletin, J91Jf, No. 8, is an explanation of the Massachusetts plan. 
 
 SCHOOL FARM. 
 
 The school should have at least three acres suitable for field and hor- 
 ticultural crops, conveniently located for the use of the students. Larger 
 farms will be desirable if the farm is to be run on a commercial basis 
 and if live stock are to be kept for the use of the school. It is possible 
 for the school to employ a foreman or farmer and run a large farm 
 under the supervision of the teacher of agriculture, and to make the 
 farm pay the expenses of the department of agriculture in the school. 
 This, however, involves a dangerout risk. The teacher will have many 
 things to demand his time and attention, and the purely school duties 
 may suffer. In general the farm should be looked upon as a part of 
 the equipment of the school for teaching agriculture, and all commercial 
 considerations should be secondary at least. 
 
 Too much emphasis cannot be placed upon the value of the school 
 farm in appealing to the interests of the adolescent and in teaching the 
 principles of agriculture. Xot all people can have the pleasure of 
 
26 Courses in Agriculture for the Secondary Scliools of Texas 
 
 owning and handling live stock, but everyone with onh^ a few square 
 feet of ground, or with only a window box, can have plants to fondle 
 and care for. It is in the school garden that the appreciation of plants 
 can be made keener and the theories can be put into practice. 
 
 The school farm should be made' the most interesting spot in the 
 community. It should be a means of education to the community in 
 general as well as to the members of the agricultural classes. If it has 
 been managed properly, it will be a favorite place for young and old 
 alike to visit on Sundays, holidays, etc., to read the labels explaining 
 the nature of the experiments and demonstrations, and to observe the 
 progress of the different crops. Woe to the teacher whose field and 
 garden plots are such that the returning crowds give a sneer of disgust ! 
 On the other hand, when everything shows plan, order, skill and attrac- 
 tiveness, a favorable report will be heralded far and wide and the occa- 
 sional grouch \\i\\ change his attitude. 
 
 The work on the farm presents a hard problem. The laboratory 
 periods should be used for that part of the work that is clearly of suffi- 
 cient educational value to justify the use of part of the school day. 
 It is preferable that all of the work be done by the students, but the 
 purely manual labor that is relatively low in educational value should 
 be done outside of the two double periods a week assigned to the field 
 and laboratory work. Each student may be held responsible for all 
 the work in his or her individual plot after the ground has been broken 
 and harrowed. For work on the farm other than the individual plot, 
 moderate wages may be paid, participation in the proceeds of the ground 
 may be allowed^ or the community spirit of the school may be so de- 
 veloped that the work will be donated and the proceeds used for equip- 
 ment, library, improvements, athletics, etc. 
 
 There are numerous uses to which the farm may be put. Space 'will 
 not permit a detailed discussion of the subject. A few uses are listed 
 with very few comments. 
 
 1. Garden plot. — Provide individual plots for high school classes. 
 Satisfactory size is about 12x40 feet. Plant rows the short way. Ar- 
 range crops according to the principles of succession of crops and of 
 companion cropping. Use a wide range of plants. 
 
 2. Grass gardens.- -This should contain all the economic grasses of 
 the country; Bermuda, Johnson grass, Sudan grass, timothy, blue grass, 
 orchard grass, rescue grass, etc. The purpose is that it should serve as 
 a sort of exhibit of living grasses. Label all plainly. 
 
 ■I. Legume garden. — This should contain all the legumes of impor- 
 tance as field crops. 
 
 4. Sorghum garden. 
 
 5. Cereal garden. 
 
 6. Variety gardens. — Use separate gardens for varieties of corn, cot- 
 ton, wheat, oats, etc. 
 
 7. N'ursery. — The classes in plant propagation will need material to 
 work upon. Seedlings may be grown for grafting, budding, etc. It 
 may be made somewhat commercial. 
 
 8. Berry patches. — Strawberries, blackberries, dewberries, etc., may 
 be grown for work in propagation, pruning, etc., for the educational 
 value of knowing them, and for commercial profit. * 
 
Courses in Agriculture for the iSecondary ^^cliools of Texas 'Z^i 
 
 9. Orchard. — This shoukl include at least a few of all fruit trees that 
 will grow in the communit}'. The purpose is educational, for experience 
 in propagation, pruning, etc. ; and it may be for profit. 
 
 10. Vineyard. — This should be large enough to give exjjerience in 
 pruning, etc. 
 
 11. Crop rotation test. — At least 1-20 acre plots should be used: 
 1-10 acre jolots Avill be better. The following experiment is suggested: 
 
 Plot 
 I 
 
 Rotation of Crops. 
 First Year Second Year Third Year 
 
 Corn Corn Corn 
 
 II 
 
 Oats 
 
 Oats 
 
 Oats 
 
 III 
 
 Cotton 
 
 Cotton 
 
 Cotton 
 
 IV 
 
 Corn 
 
 Oats folowed 
 cowpeas to 
 plowed under 
 
 by Cotton 
 be 
 
 V 
 
 Oats followed by cow- 
 peas to be plowed 
 under 
 
 Cotton 
 
 Corn 
 
 :v 
 
 Cotton 
 
 Corn 
 
 Oats followed by cow- 
 peas to be plowed 
 under 
 
 VII Corn, 200 pounds acid Oats followed by Cotton, 200 pounds 
 phosphate per acre cowpeas to be acid phosphate per 
 
 plowed under acre 
 
 VIII Oats followed by cow- Cotton, 200 pounds Corn, 200 pounds acid 
 peas to be plowed acid phosphate per phosphate per acre 
 under acre 
 
 IX Cotton, 200 pounds Corn, 200 pounds Oats followed by cow- 
 acid phosphate per acid phosphate per peas to be plowed 
 acre acre under 
 
 12. Fertilizer Test. — Size of plots should be the same for crop rota- 
 tion tests. The following experiment is suggested: 
 
 PLAT NUMBER AND FERTILIZER. 
 
 (1) Xo fertilizer. 
 
 (2) Xitrate of soda, 100 pounds per acre, or cotton seed meal, 200 
 pounds per acre. 
 
 (3) Acid phosphate, 200 pounds per acre. 
 
 (4) Sul]Dhate of potasli, 100 pounds per acre, or muriate of }X)tash, 
 100 pounds per acre. 
 
 (5) Xo fertilizer. 
 
 (6) Xitrate of soda, 100 pounds per acre, or cotton seed meal, 200 
 pounds per acre, and sulphate or muriate of potash, 100 pounds per acre. 
 
 (7) Xitrate of soda, 100 pounds per acre, or cotton seed meal, 200 
 pounds per acre, and acid phosphate, 200 pounds per acre. 
 
 (8) Acid phosphate, 200 pounds per acre, and sulphate or muriate 
 of potash.. 10() pounds' per acre. 
 
2S Courses in Agriculture for the Secondary Schools of Texas 
 
 (9) jSTo fertilizer. 
 
 (10) Nitrate of soda, 100 pounds per acre, or cotton seed meal. 200 
 pounds per acre, and acid phosphate, 200 pounds per acre, and sulphate 
 or muriate of jx)tash, 100 pounds per acre. 
 
 (11) Stable manure, ten tens per acre. 
 
 (By special arrangement schools may be able to secure fertilizers 
 free of charge from the State Chemist at College Station for a cooper- 
 ative experiment similar to the above.) 
 
 13. Ear-to-vow and plant-to-vow tests. — Develo]) liigli-yielding 
 strains of corn and cotton. Plant the improved seed to raise seed for 
 v^aie. For method of procedure consult Duggar's Southern Field Crops. 
 
 14. Hill test of potatoes. — -Develop high-yieldins^ strain. 
 
 15. Test out new varieties of crops. 
 
 16. Cultivation tests. — Try deep and sliallow cultivation, dry meth- 
 ods of farming, ridging, and listing. 
 
 17. Model kitchen garden. 
 
 18. Student project work. 
 
 19. Production of feed for school stock. 
 
 20. Poultry yards, barn, and barn yard. 
 
 21. Commercial production. 
 
 a. Nursery supplies of apples, peaches, figs, etc. 
 
 b. Truck crops. 
 
 c. Hot bed plants for garden and flower beds. 
 
 d. Pure bred seed — corn, cotton, oats, potatoes, etc. 
 
 Care should be taken to label plainly and neatly all experiments, dem- 
 onstrations, and exhibits so that the greatest educational value will 
 result to the community. Labels nriade by nailing a 10xl8xl-inch board 
 across a 2x4-inch stake are satisfactory. The labels should be painted 
 white and lettered in black. Line the labels so the grounds will have 
 an orderly appearance. The appearance of the field may be improved 
 still further by framing in at least part of the field with a border of 
 ornamental shrubs and flowers. The border can be developed year by 
 year until at least the school garden is surrounded by a well planned 
 border. 
 
 COMMUNITY AND EXTENSION WORK. 
 
 The public school system of the United States is beginning to realize 
 that it has responsibilities outside of the school room. Various lines of 
 so-called extension work are being carried on by the schools in some 
 localities. The department of agriculture in the high school has an 
 almost unlimited field in this work. Not only is there the opportunity, 
 but it is the duty of the teacher of agriculture to include the community 
 in his field of endeavor. 
 
 To do this extension work well requires a combination of qualifications 
 that is not always found in a teacher. The man must be well trained 
 in agriculture, must know how to solve the local problems, must be 
 able to talk easily and forcefully, and must be able to associate with 
 the people of the community and impress them with his interest in 
 their problems and with his ability to help them. 
 
 The teacher of agriculture should not fail to cooperate with every 
 
Courses in Agriculture for the Secondary Schools of Texas 29 
 
 agency in the community that is helping in the uplift of community 
 life. There are men and women sent out by the state institutions and 
 by tlie United States government who will be willing to assist in every 
 undertaking. Those schools located in counties that have a farm dem- 
 onstration agent and a canning club agent are very fortunate. The 
 cooperation between the school and these agents should be very close. 
 Each can assist the other, and the community will profit greatly in the 
 result. The sub-stations of the experiment station can be used in many 
 ways by the schools within reach of them. 
 
 There are listed below some of the various lines of work that have 
 been found satisfactory in different localities : 
 
 I. Work with farmers: 
 
 1. Farmers' clubs (horticultural, animal husbandry, etc.). 
 
 2. Farmers' week and short course. 
 
 3. Field and orchard demonstrations (pruning, grafting, 
 
 spraying, treatment of smuts, potato scab, etc.). 
 
 4. Cooperative experiments on farms. 
 
 5. Good seed distribution (orders). 
 
 6. Milk testing, records of herds. 
 
 7. Planning buildings. 
 
 8. Introduction of improved live stock. 
 
 9. Seed testing. 
 
 10. Home decoration and improvement. 
 
 11. Sanitation of home. 
 
 12. Farm visits on request. 
 
 13. Hog cholera serum demonstration. 
 
 14. Dipping demonstration. 
 
 15. Keeping farm accounts. 
 
 16. Balancing rations. 
 
 17. Growing pure-bred seeds. 
 
 18. Planning rotation of crops. 
 
 19. Planning farms. 
 
 20. Planning kitchen garden. 
 
 21. Treatment of fence posts. 
 22- "For sale" and "want" lists. 
 
 23. Nursery supplies, etc., for sale. 
 
 24. Traveling agricultural library. 
 
 25. Demonstration of tile drainage. 
 
 II. Work with women and women's clubs. 
 
 1. Short courses in poultry, vegetable gardening, landscape 
 
 gardening, etc. 
 
 2. Civic improvement. 
 
 3. Landscape gardening. 
 
 4. C*ooperative experiments in poultry, vegetables, flowers, etc. 
 
 III. Work with young people. 
 
 1. Short courses. 
 
 2. Agricultural clubs, contests, shows, etc. 
 
30 Courses in Agriculture for the Secondary Schools of Texas 
 
 3. Xatnre stud}^ clubs. 
 
 4. Litcrar}' societies. 
 
 5. Clean-up dav, etc, 
 
 6. Field dav. 
 
 7. Bird day. 
 
 8. Arbor day. 
 
 IV. Work with rural and eleiuentary school teachers : 
 
 1. Agricultural study classes. 
 
 3. Xature study rambles. 
 
 3. Lessons and experiments in agriculture. 
 
 4. School rallies. 
 
 V. Other lines of community work : 
 
 1. Xewspaper articles. 
 
 2. Agricultural supplements to local paper. 
 
 3. Bulletins. 
 
 4. Use of concrete on the farm. 
 
 5. Demonstration of septic tank. 
 
 6. Models of poultry house, dairy barn, etc. 
 
 7. Forms for concrete silos (to be loaned or rented to ffirmers). 
 
 Xo one teacher can engage in all these lines of work at once. Per- 
 haps there aie few teachers who will be qualified to do well such a 
 variety of work. Yet, every teacher should attempt some community 
 work. He should select from the things he can do well those things 
 that are most needed in the community. He should not attempt too 
 many things at once. He should do well everytliing he attempts. 
 
Courses in Agriculture for the Secondary Schools of Texas 31 
 
 SYLLABI AXD EQUIPMENT. 
 
 rSE OF OUTLINES. 
 
 It is not expected that the following outlines will be followed ver- 
 batim by any teacher. They are intended to be suggestive, and to show 
 something of the scope of w^ork that should be done. It is impossible 
 to make an outline that will be entirely satisfactory, for every locality 
 in Texas. It is hoped that the suggestions will aid the inexperienced 
 teacher to adapt rather unsatisfactory textbooks to use in high school 
 agriculture under Texas conditions. Inquiries concerning the adapta- 
 tion to local conditions will be gladly answered. 
 
 REFEREXCE BOOKS^ ETC. 
 
 At the end of each outline is suggested a list of books and bulletins 
 that should be in the library. In some cases it will be more desirable 
 to have duplicate copies of one book than to have one copy each of 
 several. No school should be content with less than the minimum list 
 suggested. Additions should be made as fast as opportunity can be 
 found. The publications of the United States Department of Agri- 
 culture can be obtained, usually free of charge, from the Congressman 
 of the district or from one of the United States Senators. From five 
 to ten copies of many of these bulletins should be secured for the library. 
 Should no free copies of the bulletins be available, the Superintendent 
 of Documents, Washington, D. C, will supply them at a very moderate 
 cost. From Gaylord Brothers, Syracuse, N". Y., can be procured paste- 
 board bindings that will greatly increase the life of the bulletins. 
 Usually book companies that make a specialty of books will give at least 
 ten per cent discount to schools. When the order from the different 
 companies is small, it may be more satisfactory to send the entire order 
 to a wholesale company, such as A. C. McClurg or the Book Supply 
 Company of Chicago, or Baker and Taylor of New York. It may be 
 that the Southern Book Depository or the Texas School Book Deposit- 
 ory of Dallas can fill the order. 
 
 PUBLICATIOXS FOR TEACHERS OF AGRICULTURE. 
 
 1. Bricker: The Teaching of Agriculture in the High School. (Mac- 
 
 millan Co., Dallas, Texas), $1.00. 
 
 2. Davis : Agricultural Instruction in the Public High Schools. 
 
 (The University of Chicago Press, Chicago, 111.), $1.00. 
 
 3. Hummel: Materials and Methods in High School Agriculture, 
 
 (Macmillan Co., Dallas), $1.25. 
 
 4. Eobison: Agricultural Education in the Public Schools. (Teach- 
 
 ers College, Columbia University, New York), $1.50. 
 
 5. Bulletin, 1913, No. 6: Agricultural Instruction in High Schools. 
 
 (U. S. Bureau of Education.) 
 
 6. Bulletin, 1912, No. 6: Agricultural Education in Secondary 
 
 Schools. (U. S. Bureau of Education.) 
 
32 Courses in Agriculture for the Secondary Schools of Texas 
 
 7. Bulletin, 1913, Xo. 14: Agricultural Instruction in Secondary 
 
 Schools. (IT. S. Bureau of Education.) 
 
 8. Bulletin, 1912, No. 44: -Agrieultuie in Eural Schools. (Michigan 
 
 Agriculaural College, E. Lansing, Mich.) 
 
 9. A Year in Agriculture in a Eural Vermont High School. (Mid- 
 
 dlebury College, Middlebury, Vt.) 
 
 10. Circular 106: American System of Agricultural Education. (U. 
 
 U. Dept. of Agriculture.) 
 
 11. Bulletin N'o. 6: Agricultural Project Study Bibliography. (State 
 
 Board of ' Education, Boston, Mass, 1912.) 
 
 12. Bulletin, 1912, No. 4: Agricultural Project Study. (State Board 
 
 of Education, Boston, Mass.) 
 
 13. Farmers' Bulletin No. 385: Boys and Girls' Agricultural Clubs. 
 
 (U. S. Dept. of Agriculture.) 
 
 14. Bulletin, 1912, No. 28 : Cultivating the School Grounds in Wake, 
 
 North Carolina. (U. S. Bureau of Education.) 
 
 15. Bulletin No. 11: A Course in Agriculture for the High Schools 
 
 of Michigan. (Michigan Agricultural College, Department of 
 Agricultural Education, East Lansing, Mich.) 
 
 16. Courses in Agriculture for High Schools and Academies in Maine. 
 
 . (Department of Education, Augusta, Me.) 
 
 17. Circular 84: Education for County Life. (L^. S. Department of 
 
 Agriculture. ) 
 
 18. Bulletin No. 11 : H. S. Series, High School Courses in Agriculture. 
 
 (University of Wisconsin, Madison, Wis.) 
 
 19. Bulletin, 1912, No. 10: Junior Agricultural Association of Mich- 
 
 igan for Boys and Girls. (State Department of Education, Lans- 
 ing, Mich.) 
 
 20. Laboratory Exercises in Secondary School Agriculture. (Depart- 
 
 ment of Education, Augusta, Me.) 
 
 21. Manual of Agriculture. (Department of Education, Montpelier, 
 
 vt.) 
 
 22. 1915, >sO. 9: Project Study Outlines for Vegetable Gardening. 
 
 (State Board of Education, Boston, Mass.) 
 
 23. Public School x^griculture. (Massachusetts Agricultural College, 
 
 Amherst, Mass.) 
 
 24. Circular No. 77 : A Secondary Course in Agronomy. (L^. S. 
 
 Dept. of Agriculture.) 
 
 25. Circular 91: Secondary Education in Agriculture in the United 
 
 States. (U. S. Dept. of Agriculture.) 
 
 26. Bulletin No. 160: School Gardens. (U. S. Dept. of Agriculture.) 
 
 27. Bulletin No. 204: School Gardening and Nature Study in Eng- 
 
 lish Rural Schools and in London. (Department of Agriculture.) 
 
 28. Syllabus for Secondary Schools, Agriculture. (Department of 
 
 Education, Albany, N. Y.) 
 
 29. Bulletin No. 36: Secondary Course in Agriculture. (State De- 
 
 partment of Education, St. Paul, Minn.) 
 
 30. Circular 60: Teaching of Agriculture in the Rural Common 
 
 Schools. (U. S. Dept. of Agriculture.) 
 
Conrses in Agriculture for the Secondary Schools of Texas 33 
 
 31. Bulletin No. 2: Tentative Course of Study in Industrial Subjects 
 
 for the Public Schools of Indiana. Agriculture. (State Depart- 
 ment of Education, Indianapolis, Ind.) 
 
 32. Circular 118: The Work of the Agricultural Colleges in Training 
 
 Teachers of Agriculture for Secondary Schools. (U. S. Dept. 
 of Agriculture.) 
 
 33. Farmers' Bulletin l<lo. 586 : Collection and Preservation of Plant 
 
 Material for Use in the Study of Agriculture. (U. S. Dept. of 
 Agriculture.) 
 
34 Courses in Agriculture for the Secondary Schools of Texas 
 
 PLANT PEOPAGATIOK 
 
 I. Introduction. 
 
 1. Definition. 
 
 3. Plants according to life cycle : annuals, biennials, perennials. 
 
 3. Method of plant growth in circumference and in length. 
 
 4. Buds, — location, variation, importance. 
 
 5. Art of plant propagation versus science of plant propagation. 
 
 II. Methods of plant propagation. 
 
 A. By buds. 
 
 1. On their own roots, or layerage. 
 
 (1) Root tips, as in blackberry, etc. 
 
 (2) Eunners or stolons, as strawberries, Bermuda, 
 
 etc. 
 
 (3) Layering, — single, continuous, compound or 
 
 serpentine, mound, pot or Chinese. 
 
 2. Separation and division. 
 
 (1) Separation. 
 
 a. Character of bulbous plants. 
 
 b. Description of bulbs, bulbels, bulblets, 
 
 corm. 
 
 c. Methods of planting. 
 
 d. Mutilation of bulbs. 
 
 (2) Division. 
 
 a. Definition. 
 
 b. Description of tuber, crown, rootstock. 
 
 c. Example of division. 
 
 3. Cuttage. 
 
 (1) Definition. 
 
 (2) Mystery associated with practice in past. 
 
 (3) General requirements of cuttings. 
 
 a. Atmospheric conditions. 
 
 b. Bottom heat. 
 
 c. Devices for regulating heat and mois- 
 
 ture. 
 
 (4) Kinds of cuttings. 
 
 a. Tuber. 
 
 b. Eoots and rootstocks. 
 
 c. Stems — hardwood, semi-hardwood, soft 
 
 wood. 
 
 d. Leaves. 
 
 (5) Variation of plants as to ease of propagation 
 
 by cuttage. 
 
 (6) Formation of callus and roots. 
 
 (7) Polarity in cuttings. 
 
 (8) Kind of cuttings best adapted to different 
 
 plants. 
 
Courses in Agriculture for the Secondary Schools of Texas 
 
 35 
 
 4. On roots of other plants, or graftage. 
 
 (1) Definition of graftage. 
 
 (2) Uses of graftage. 
 
 a. To perpetuate a variety. 
 
 b. To increase ease and speed of multiply- 
 
 ing plants. 
 
 c. To produce some radical change in na- 
 
 ture of habit of scion. 
 
 (3) Mutual influence of stock and scion. 
 
 a. Modify stature. 
 
 b. Adapt plants to adverse soils or climate. 
 
 c. Correct poor habit of growth. 
 
 d. Accelerate fruitfulness. 
 
 e. Modify season of ripening of fruit. 
 
 f. Increase fruitfulness. 
 
 g. Delay degeneration of varieties, 
 h. Increase size of fruit. 
 
 i. Modify color of foliage, flower or fruit, 
 j. Influence the flavor of the fruit. . 
 
 (4) Limits of graftage. 
 
 (5) Does graftage devitalize?- 
 
 (6) Classiflcation of graftage. 
 
 a. bud graftage or budding: shield-bud- 
 
 ding; prong-budding; plate-bud- 
 ding ; H-budding ; flute- budding ; 
 chip-budding; ring-budding; patch- 
 budding. 
 
 b. Scion-graftage or graftage proper. 
 
 (a) Grafting as to position, and 
 
 use of each; root-grafting; 
 crown-grafting ; top-graft- 
 ing; stem-grafting. 
 
 (b) Grafting as to type, and use 
 
 of each ; whip-grafting ; 
 modified whip-grafting ; sad- 
 dle - grafting ; splice-graft- 
 ing; veneer-grafting; side- 
 grafting ; inlaying-graf ting ; 
 cleft-grafting ; bark-graft- 
 ing; cutting-grafting; seed- 
 grafting ; double-working ; 
 herbaceous-grafting. 
 
 c. Inarching or grafting by approach. 
 
 (7) Grafting waxes. 
 
 a. Preparation and use of wax. 
 
 b. Preparation and use of waxed strings 
 
 and bandages. 
 B. Seedage. 
 
 1. Definition. 
 
 2. Nature and origin of seeds. 
 
 3. Storage of food. 
 
36 Courses in Agriculture for the Secondary Schools of Texas 
 
 4. Nature of sporos. 
 
 5. Nature of germination. 
 
 6. Eequirements for germination. 
 
 (1) Moisture, its regulation. 
 
 a. Pots. 
 
 b. Cultivation. 
 
 c. Covers : lath screens, glass covers, etc. 
 
 d. Irrigation, — precaution. 
 
 (2) Temperature. 
 
 a. Maximum, minimum, and optimum 
 
 temperature for different seeds. 
 
 b. Methods for regulating temperature. 
 
 (a) Hothouses. 
 
 (b) Hotbeds. 
 
 (c) Cultivation, etc. 
 
 (3) Air or free ox3^gen. 
 
 7. Preparatory treatment of seeds. 
 
 (1) Stratification, as peach, plum,- etc. 
 
 (2) Soaking, as watermelon, squash, etc. 
 (3j Scalding, as Kentucky coffee bean. 
 
 (4) Mechanical treatment, — bore hole in canna 
 
 seed, crack peach and pecan. 
 
 (5) Acid treatment, — as weak solution of acetic 
 
 acid. 
 
 8. Seed testing. 
 
 (1) Importance. 
 
 (2) Kinds of testers. 
 
 9. Influences that affect vitality of seeds. 
 
 (1) Weather: temperature and moisture. 
 
 (2) Maturity. 
 
 (3) Curing of seed. 
 
 (4) Climate. 
 10. Planting. 
 
 11. 
 
 (1) 
 
 Soil. 
 
 
 a. Kind of soil. 
 
 
 b. Physical condition. 
 
 
 b. Fertility. 
 
 (^) 
 
 Planting in relation to kind of seed. 
 
 (3) 
 
 Potting and transplanting. 
 
 (4) 
 
 Planting spores. 
 
 Damping-off fungus. 
 
 (1) 
 
 Nature of disease. 
 
 (2) 
 
 Conditions favoring the disease. 
 
 (3) 
 
 Kemedy. 
 
 PRACTICE W^ORK IX PLAXT PROPAGATION. 
 
 1. Propagate late in spring grapes and dewberries by layering, or 
 observe plants that have been so propagated. 
 
 2. By use of onions or lilies, show the formation of bulbs. 
 
 3. Divide potatoes and sweet potatoes, and plant. 
 
Courses in Agriculture for the Secondary Schools of Texas 37 
 
 4. Dig np Johnson grass, asparagus, and canna to show crowns. 
 
 5. Divide canna crown into a number of pieces and plant. 
 
 6. Examine "tip" onions or tiger lilies for bnlblets. 
 
 7. Examine hyacinths, gladiolus, narcissus, etc. 
 
 8. Make hotbed to grow cuttings, unless hothouse is available. 
 
 9. Make greenwood stem cuttings of geraniums, coleus, chrysanthe- 
 mums, roses, tomatoes, Wandering Jew, oleander, alternanthera lantana, 
 salvia, stevia, heliotrope, artillery plant, sweet alyssum, etc. Propagate 
 for landscape work and for sale. Pot and keep in cold frames till ready 
 to sell or plant. 
 
 10. Make leaf cuttings of begonias, Bryophyllum, iris, lily, cactus, etc. 
 
 11. Make hardwood cuttings of grapes, figs, roses, privet, willow, 
 Cottonwood, pecan, bridal wreath, wisteria, etc. Store in moist earth 
 ))ottom end up for three weeks. 
 
 12. Make root cuttings of blackberry, horseradish, etc. 
 
 13. Bud peach seedlings by shield-budding, and pecan seedlings by 
 chip-, patch-, and ring-budding. 
 
 14. Graft by whip-grafting, apples, plums, pears, etc. 
 
 15. Graft by cleft-grafting, apples, pears, pecans, etc. 
 
 16. Study germination of seeds. Observe differences in methods of 
 germination or how plant gets out of seed coats. Determine per cent 
 of germination. Plant twenty of each of the following between moist 
 blotters, or in folds of cheese cloth and cover with moist sand: lima 
 beans, navy beans, beets, salsify, garden pea, okra, watermelon, squash, 
 onion, radish, parsnips, field corn, date, etc. Make drawing of each 
 before planting and leave space for a drawing after sprouting. Learn 
 to distinguish all seeds studied. 
 
 REFERENCE MATERIAL IX PLAXT PROPAGATION. 
 
 I. ^linimum : 
 
 1. Bailey: The Xurserv Book (Macmillan Co., Dallas), $1.50. 
 
 2. Farmers' Bulletin No. 157: Propagation Plants (U. S. Dept. 
 
 of Agriculture). 
 
 II. Other books desirable: 
 
 1. Bailey: Manual' of Gardening (Macmillan Co., Dallas), 
 
 $2.00. 
 
 2. Fuller: Plant Propagation (Orange Judd Co., New York), 
 
 $1.50. 
 
38 Courses in Agriculture for tlie Secondary Schools of Texas 
 
 VEGPJTABLE GAEDEMIS^G. 
 
 1. Locating the home garden: 
 
 a. Distance from house. 
 
 b. .Slope of land. 
 
 c. Character of the soil and subsoil. 
 
 d. Exposure. 
 
 e. Drainage. 
 
 2. Planning the garden : 
 
 a. Plans for back lot gardens in towns and cities. 
 
 b. Plans for half-acre vegetable gardens [Fundamentals of 
 
 Farming and Farm Life, Kyle & Ellis, page 207). 
 
 3. Truck farming and market gardening districts in the United States. 
 
 4. Areas devoted to each in Texas. 
 
 5. Factors determining location of districts: 
 
 a. Marketing facilities. 
 
 b. Labor problems. 
 
 c. Soil and climate. . • 
 
 6. Importance of truck farming. 
 
 7. Importance of abundance of moisture in growing truck crops. 
 
 8. Seed beds. 
 
 a. Temperature in which hotbeds are profitable. 
 
 b. Construction and use of hotbeds: 
 
 (1) Manure hotbeds. 
 
 (2) Pipe heated hotbeds. 
 
 (3) Flue heated hotbeds. 
 
 c. Construction and use of cold frames. 
 
 (1) For growing half hardy plants. 
 
 (2) For hardening off plants from hotbeds before trans- 
 
 planting. 
 
 (3) For starting plants for early spring planting. 
 
 d. Cost of constructing cold frames. 
 
 e. Care and management of frames. 
 
 f. Location of hotbeds and cold frames with reference to the 
 
 house and to the garden. 
 
 9. The soil and its treatment: 
 
 a. Soils best adapted to gardening and trucking; character of 
 
 surface and subsoil. 
 
 b. Time and depth of plowing. 
 
 c. Pulverizing and fining. 
 
 d. Firming the soil. 
 
 e. Manuring and fertilizing. 
 
 (1) Value of barnyard manures. 
 
 (2) Kind of manure best adapted to vegetable growing. 
 
 (3) Composting manure for trucking and gardening. 
 
 (4) Advisability of green manure in truck gardening. 
 
 (5) Commercial fertilizers used in truck growing. 
 
 (a) Elements needed by crops. 
 
 (b) Form in which they should be applied. 
 
Courses in Agriculture for the Secondary ScJiools of Texas 39 
 
 (6) Time and method of applying manures and fertilizers. 
 
 (7) Danger of applying fresh manures. 
 
 10. Seeds and seeding. 
 
 a. Sources of supply of seeds. 
 
 b. Longevity of seed. 
 
 c. Preservation of seed. 
 
 d. Testing before planting. 
 
 e. Importance of strong germination. 
 
 f. Seeding. 
 
 (1) Time of seeding in hotbeds and cold frames. 
 
 (2) Time of seeding in the garden proper. 
 
 (3) Rate and depth of seeding. 
 
 11. General culture method. 
 
 a. Implements and tools used in cultivating truck crops. 
 
 b. Purposes of cultivation. 
 
 c. Necessity of thorough, careful cultivation. 
 . d. Irrigation. 
 
 e. Double cropping. 
 
 f. Transplanting. 
 
 g. Importance of crop rotation. 
 
 h. Protection from frost and freezing. 
 
 12. Enemies of garden and truck crops: 
 
 a. Weeds. 
 
 (1) List of most troublesome weeds. 
 
 (2) Methods of control. 
 
 b. Insect pests: 
 
 (1) List of insects injurious to vegetable crops. 
 
 (2) Methods of control. 
 
 c. Fungus and bacterial diseases. 
 
 (1) Most common disease of garden crops. 
 
 (2) Preventive and remedial measures. 
 
 13. Harvesting, marketing and storing: 
 
 a. Harvesting. 
 
 (1) Time. 
 
 (2) Method. 
 
 (3) Care. 
 
 b. Marketing. 
 
 (1) Local marketing. 
 
 (a) Harvesting for local marketing. 
 
 (b) Packing for home market, 
 (e) Transportation. 
 
 (d) Wholesale or retail markets. 
 
 (2) Marketing at a distance. 
 
 (a) Crates, barrels, etc., for packing. 
 
 (b) Packing and shipping. 
 
 (1) Gardening for packing. 
 
 (2) Importance of snug packing. 
 
 (3) Neatness and attractiveness essential 
 
 factors. 
 
 (4) Precooling. 
 
 (5) Icing refrigerator cars for shipment. 
 
40 Courses in Agriculture for the Secondary Schools of Texas 
 
 (3) Basis of good marketing. 
 
 (a) Good and seasonable product. 
 
 (b) Uniform grades in the marketed product. 
 
 (c) Good packing. 
 
 (d) Attractive packages. 
 
 (e) Honesty on part of both grower and seller. 
 c. Storing. 
 
 (1) Essentials to be observed in storing. 
 
 (2) Storing in cellars and pits. 
 
 (3) Cold storage houses. 
 
 (4) Advisabilit}^ of storing. 
 
 (5) Danger of storing. 
 
 14. Classification of vegetable crops. 
 
 a. Eoot crops : radish, beet, carrot, turnip, rutabaga, parsnip, sal- 
 
 sify, horseradish, sweet potato. 
 
 b. Tuber crops : Irish potato. 
 
 c. Bulb crops : onion, Welsh onion, leek, garlic, cive. 
 
 d. Cole crops : cabbage, cauliflower, kale, Brussels sprouts, kohl- 
 
 rabi. 
 
 e. P£>t-herb crops: spinach, chard, mustard, dandelion. 
 
 f . Salad crops : lettuce, endive, chicor}^, cress, corn salad, pars- 
 
 ley, celery, celeriac. 
 
 g. Pulse crops: peas and beans. 
 
 h. Solanaceous crops: potato, tomato, egg plant, pepper, husk 
 
 tomato. 
 i. Cucurbitous or vine crops : cucumber, muskmelon, watermelon^ 
 
 pumpkin, squash, pie melon, 
 j. Miscellaneous annuals : sweet corn, okra, martynia. 
 k. Perennial crops : asparagus, rhubarb, dock, sorrel, artichoke^ 
 
 sea kale. 
 
 15. Outline for the study of each vegetable separately. 
 
 a. Native home. 
 
 b. Early history and distribution. 
 
 c. Early characteristics. 
 
 d. Introduction into United States. 
 
 e. Improvement? 
 
 f. Types and varieties. 
 
 g. Present distribution. 
 
 i. Brief study of the plant. 
 
 (1) Leaves: size: arrangement; number. 
 
 (2) Stem: structure; size; height. 
 
 (3) Flower: number and arrangement of parts. 
 
 (4) Root: kind; depth; spread. 
 
 (5) Length of life. 
 
 (6) Dioecious or monoecious. 
 
 (7) Methods of reproduction. 
 
 (8)_ Part of plant used for table purposes, 
 j. Soils best adapted to growth, 
 k. Fertilizers and manures. 
 
 (1) Kind to use. 
 
 (2) Time to apply. 
 
Courses in Agriculture for the Secondary Schools of Texas 41 
 
 1. Preparation of the seed l)ed. 
 m. Producing plants for transplanting, 
 n. Planting in seed beds proper. 
 0. Transplanting. 
 
 (1) Fimdiamental principles of transplanting. 
 
 (2) Special devices and special machinery, 
 p. Kind and amount of cnltivation. 
 
 q. Insects and diseases injurious to the crop. 
 
 r. Insecticides and fungicides as means of control. 
 
 (1) Spray mixtures most effective for each. 
 
 (2) Time to apply. 
 
 (3) Eate of applying. 
 
 (4) Methods of applying. 
 
 (5) Dangers from using spray mixtures. 
 s. Harvesting, packing, storing and marketing. 
 
 t. Utilization of the crop. 
 (Time will not be available to apply the outline to all vegetables 
 listed above. Select according to time available and the local impor- 
 tance of the crop.) 
 
 PRACTICE WORK IN VEGETABLE GARDENING. 
 
 1. Construct hotbeds and cold frames. Instructions for the mak- 
 ing of hotbeds and cold frames may be found in almost any text 
 on gardening or truck growing. Have the students select locat"ions for 
 constructing both, and make them not only large enough to supply the 
 school garden with such plants for transplanting as may be needed, but 
 large enough to supply the community with plants and with some of the 
 half hardy vegetables ordinarily grown in cold frames. 
 
 2. Have each student keep a window box and grow such plants for 
 transplanting as are ordinarily grown indoors in farm houses. Com- 
 pare the efficiency of the window box with hotbeds. 
 
 3. Take one-sixth or one-fourth acre of the school farm and plan 
 and develop an ideal home vegetable garden, paying special attention 
 to plan and arrangement, crops to be grown, succession of crops, etc. 
 
 4. Visit a truck farm if one is within reach of the school. Observe 
 the character and fertility of the soil, the drainage, general cultivation, 
 special cultivation, etc. Ask questions regarding the rotation practiced, 
 fertilizers used, spraying practices, harvesting, packing, storing and 
 marketing. 
 
 0. Take a trip to a wholesale house if possible, or to a number of 
 retail houses if the former cannot be done. Observe the different truck 
 products, noting the following points: (1) where grown; (2) their 
 condition; (3) the grade; (4) care in packing; (5) neatness of pack- 
 age; (6) selling price. 
 
 6. Procure seeds of the truck crops commonly grown in your locality 
 and test the germination. Ask gardeners and truck growers to furnish 
 you with samples of the seed they have for planting. Make careful tests 
 of these and give the information to the parties furnishing the seeds. 
 Procure samples of seeds from dealers in your community and test the 
 germination. 
 
42 Courses m Agriculture for the Secondary Schools of Texas 
 
 7. Procure crates suitable for shipping such truck crops as are grown 
 on the school farm, and pack as you would for shipment. Grive enough 
 practice in gardening and packing to make the students fairly proficient 
 in putting up a neat^ snug, uniform package. 
 
 8. Procure specimens of diseased plants for study in the laboratory. 
 Study the cause of the diseases, method of spread, economical impor- 
 tance, and control. Students should have access to a high power micro- 
 scope in this work and should make drawings of the diseases in different 
 stages. They should learn to recognize a few of the most common dis- 
 eases where they are seen under field conditions. 
 
 9. Make a careful study of one or more spray machines and test the 
 efficiency of each, using different nozzles for spraying. Make spray 
 mixtures ordinarily used for common insect and fungus pests. Apply 
 with the nozzle found most efficient for the particular spray. 
 
 10. Visit an implement dealer and study the truck implements and 
 tools that he has in stock. If he will give a demonstration of their 
 work on the school farm, have him do so. If he cannot do this, take 
 the class to a truck farm and have them observe the work of the differ- 
 ent machinery used. 
 
 11. Provide individual plots about 12x40 feet. Eequire students to 
 plan arrangement and choice of crops and report for approval of teacher. 
 Use seed catalogues for getting variety of crop. Eequire students to 
 do all work on the plot after plowing and harrowing. Grade students 
 on appearance and condition of plot. Eequire extensive variety of crops 
 for each. 
 
 12. Have grown in the garden all the different crops studied that 
 students may observe habits of growth, appearance, etc. 
 
 • REFERENCE MATERIAL IX VEGETABLE GARDENING. 
 
 I. Minimum. ' . 
 
 1. Bailey: Principles of Vegetable Gardening (Macmillan Co., 
 
 Dallas), $1.50. 
 
 2. Corbett: Garden Farming (Ginn & Co., Dallas), $2.00. 
 
 3. Watts: Vegetable Gardening (Orange Judd Co., New 
 
 York), $1.75. 
 
 4. Bulletin No. 3: School and Home Gardens (State Normal 
 
 School, Cheney, Wash.). 
 
 5. Bulletin No. 252 : Some Types of Children's Garden Work 
 
 (IT. S. Dept. of Agriculture). 
 
 6. Bulletin No. 160: School Gardens (F. S. Dept. of Agri- 
 
 culture). 
 
 7. Bulletin No. 204 : School Gardening and Nature Study in 
 English Eural Schools and in London (U. S. Dept. of 
 
 Agriculture). 
 
 8. Bulletin No. 10 : The Home Vegetable Gardening (Vir- 
 
 ginia Truck Experiment Station, Norfolk). 
 
 9. Circular No. 3: Truck Farming (Texas Experiment Sta- 
 
 tion, College Station). 
 
Courses in Agricidture for the Secondary Schools of Texas 43 
 
 10. • Circular No. 33 : Hotbeds and Cold Frames ; Their Prep- 
 
 aration and Management (Miissouri Experiment Station, 
 Columbia) . 
 
 11. Circular No. 46: Suggestions for Garden Work in Cali- 
 
 fornia Schools (University of California, Berkeley). 
 
 12. Circular No. 62: The School Garden in the Course of 
 
 Study (University of California, Berkeley). 
 
 13. Farmers' Bulletin No. 460 : Frames as a Factor in Truck 
 
 Growing (U. S. Dept. of Agriculture). 
 
 14. Farmers' Bulletin No. 33 : Hotbeds and Cold Frames (U. 
 
 S. Dept. of Agriculture). 
 
 15. Farmers' Bulletin No. 255: The Home Vegetable Garden 
 
 (U. S. Dept. of Agriculture). 
 
 16. Farmers' Bulletin No. 218: The School Garden (U. S. 
 
 Dept. of Agriculture). 
 
 II. Other books desirable : 
 
 1. Bailey: Forcing Book (Macmillan Co., Dallas), $1.25. 
 
 2. Bailey: Garden Making (Macmillan Co., Dallas), $1.50. 
 
 3. Brill: Farm Gardening and Seed Growing (Orange Judd 
 
 Co., New York), $1.00. 
 
 4. Davis: Up-to-date Truck Growing in the South (Culti- 
 
 vation Pub. Co., Atlanta), $1.00. 
 
 5. Fraser: The Tomato (Orange Judd Co., New York), 75c. 
 
 6. Greirier: New Onion Culture (Orange Judd Co., New 
 
 York), 50c. 
 
 7. Hemenway: How to Make School Gardens (Doubleday, 
 
 Page & Co., Garden City, N. Y.), $1.00. 
 
 8. Landreth: Market Gardening and Farm Notes (Orans^e 
 
 Judd Co., New York), $1.00. 
 
 9. Meier: School and Home Garden (Ginn & Co., Dallas), 80c. 
 10. Oemler: Truck Farming in the South (Orange Judd Co., 
 
 • New York), $1.00. 
 
 12. Shaw: Market and Kitchen Gardening (Van Nostrand, 
 
 New York), $1.40. 
 
 13. Tracy: Tomato Culture (Orange Judd Co., New York), 
 
 50c. 
 ^ 14. Williams: Gardens and Their Meaning (Ginn & Co., 
 
 Dallas), $1.00. 
 
44 Courses in Agriculture for the Secondary Schools of Texas 
 
 ANIMAL HUSBANDRY. 
 
 I. Live stock Industry. 
 
 1. Importance of animal husbandry. 
 
 (1) Use for food, clothing, labor, etc. 
 
 (2) Extent of the industry. 
 
 (3) Live stock industry in Texas. 
 
 2. Influence of stock farming on soil fertility. 
 
 3. Live stock as an investment. 
 
 4. Fascination of stock raising. 
 
 II. Improvement of animals. 
 
 1. Origin of domesticated animals. < 
 
 (1) Horse. 
 
 (2) Cow. 
 
 (3) Sheep. 
 
 (4) Pig. 
 
 (5) Goat, etc. 
 
 2. How they came to be domesticated. 
 
 3. Need of improvement in domesticated animals. 
 
 4. Effect of natural selection. 
 
 5. Variability and unit characters. 
 
 6. How characters are transmitted. 
 
 7. Law of ancestral heredity. : 
 
 8. Heredity and environment. 
 
 9. Artificial selection. 
 
 10. Origin of "pure bred." 
 
 11. Significance of pedigrees. 
 
 12. Examples- of striking improvement. 
 
 13. Sports. 
 
 III. Animal nutrition. 
 
 1. Need of food. 
 
 (1) Supply heat: body's loss of heat; source of heat 
 
 when food is not available ; result. 
 
 (2) Repair body: need of repair; kind of food neces- 
 
 ary. 
 
 (3) Produce growth : method of growth. 
 
 (4) Supply energy to do work: source of all energy; 
 
 potential and kinetic energy; Ijody a machine; 
 animals differ in efficiency of machine; compare 
 steam engine; constant need of energy; result 
 when food is not supplied. 
 
 (5) Produce fatty tissue: use; importance. 
 
 (6) Special products: milk, eggs, feathers, wool, etc.; 
 
 no element in product not in food; kinds "of 
 food needed. 
 
Courses in Agriciilture fo'r the Secondary Schools of Texas -ITj 
 
 2. Composition of feeds. • 
 
 (1) Water: variations; use; importance and dangers; 
 
 method of determination. 
 
 (2) Ash: variation in amount; minerals most abun- 
 
 dant; use bv animal; method of determination. 
 
 (3) Protein: variation in amount; uses; examples of 
 
 protein. 
 
 (4) Carbohydrates: prevalence; forms; uses; impor- 
 
 tance. 
 
 (5) Fats: prevalence; energy value; uses; feeds with 
 
 high fat content. 
 
 3. Kinds of feeds: nitrogenous; carbonaceous; concentrates; 
 
 roughage ; forage ; by-product feeds ; condimentals. 
 
 4. Process of nutrition. 
 
 CI) Prehension and mastication: compare cattle, 
 horses, fowls; teeth. 
 
 (2) Digestion: principles of fermentation; organized 
 
 and unorganized ferments; digestive glands, 
 juices, enz3anes; location and function of each; 
 comparison of digestive tracts of cattle, horses, 
 fowls. 
 
 (3) Absorption: methods; conditions; location. 
 
 (4) Circulation: course of blood; lymph; course of 
 
 food. 
 
 (5) Assimilation and oxida:ion: products; by-prod- 
 
 ucts; storage, etc. 
 
 (6) Excretion and elimination: channels. 
 
 5. Digestibility of feeds: how determined; how influenced 
 
 by palatableness, quantity, preparation, stage of matu- 
 rity, regularity and frequency of feeding and watering; 
 combination of foods; supply of salt; character of 
 animals. 
 
 6. Feeding: rations; balanced ration; nutritive ratio; main- 
 
 tenance ration; production ration; feeding standards; 
 importance of comfort of animals; method of comput- 
 ing rations; problems. 
 
 rV. Horses. 
 
 1. Origin. 
 
 2. History. 
 
 3. Early distribution. 
 
 4. Present distribution. 
 
 5. Economic importance in the United States. 
 
 6. Number of horses in the United States. 
 
 7. Number of horses in the United States in 1910; 1900; 
 
 1890. 
 
 8. Average value today as compared with the average value 
 
 in 1910; 1900; 1890. 
 
 9. Types of horses. 
 
 a. Arabian horse. 
 
 b. Draft. 
 
46 Courses in Agriculture for the Secondary Schools of Texas 
 
 I 
 
 (a) The French group, — Percheron, Norman, 
 
 etc. 
 
 (b) The Belgian. 
 
 (c) The British group: Clvdesdale ; Shire ; Suf- 
 
 folk. 
 
 c. Coach: Hackney; French coach; German coach. 
 
 d. Light horses: American saddle horse; thorough- 
 
 bred; roadster; pacer; trotter. 
 
 e. Ponies : Shetland ; Welsh ; Exmoor ; Indian ponies, 
 
 mustangs or bronchos. 
 
 10. Study the principal breeds in Texas according to the fol- 
 
 lowing outline: 
 
 a. Origin and early history. 
 
 b. Development of the breed. 
 
 c. Characteristics peculiar to the breed : size ; color ; 
 
 general conformation; durability; temperament. 
 
 d. Distribution and adaptation. 
 
 e. Popularity. 
 
 f. Comparison with other breeds of the same type. 
 
 g. Noted individuals in the breed, 
 h. Breed associations. 
 
 11. Care and management. 
 
 a. Training of the horse. 
 
 b. Feeding. 
 
 (1) Principles and practice of feeding horses. 
 
 (2) Eation for work horse. 
 
 (3) Eation for brood mares. 
 
 (4) Eation for fleshing horses for market. 
 
 (5) Eations for 3^oung stock. 
 
 . (6) Value of different rations. 
 
 c. General care of work horses during work and rest 
 
 season. 
 
 d. Care of stallion in and out of season. 
 
 e. Care of brood mares and foals. 
 
 f. Care of new-born foals. 
 
 g. Care of colts and fillies, 
 h. Fitting for sale. 
 
 i. Fitting for show and showing. 
 
 12. Hygiene. 
 
 a. Size of stalls. 
 
 b. Care of stalls : bedding, cleaning, etc. 
 
 13. Unsoundnesses and their remedy : curbs, side-bones, spavin, 
 
 ring-bones^ splints, heaves, defective eyes, etc. 
 
 14. Common diseases of horses: cause of; symptoms; pre- 
 
 vention; treatment. 
 
 15. Dentition : how to tell the age of horses. 
 
 16. Some famous horses. 
 
 (The above outline will suggest method of studying mules.) 
 
Courses in Agrimlture for the Secondary Schools of Texas 47 
 
 Hogs. 
 
 1. Origin and history. 
 
 2. 'Early improvement. 
 
 3. Importance of the hog on farm in the United States. 
 
 4. Area of hog production as related to area of corn pro- 
 
 duction. 
 
 5. Hog marketing centers. 
 
 6. Economic importance of hogs in the United States. 
 
 7. Price of hogs as affected by the corn cron and by supply 
 
 of hogs. 
 
 8. Types of hogs. 
 
 a. Lard type. 
 
 (1) Major breeds of the fat or lard type; 
 
 Poland-China ; Berkshire ; Chester White ; 
 Duroc-Jersey. 
 
 (2) Minor breeds of the lard type: Cheshire; 
 
 Victoria; Small Yorkshire; Essex; Suf- 
 folk. 
 
 b. Bacon type : Tamworth ; Yorkshire ; Hampshire or 
 
 Thin Eind. 
 (The Hampshire is usually classed as a bacon type 
 of hog, but its conformation would probably place it 
 in the minor breeds of the fat type.) 
 
 9. Classification of breeds according to size. 
 
 a. Small breeds: Small Yorkshire; Suffolk; Essex; 
 
 Victoria. 
 
 b. Medium breeds: Duroc-Jersey; Poland-China; 
 
 Berkshire; Hampshire. 
 
 c. Large breeds : Chester White, Tamworth ; Large 
 
 Yorkshire. 
 
 10. Outline for study of each breed separately. 
 
 a. Origin and history. 
 
 b. Early improvement. 
 
 c. Early importations to the United States. 
 
 d. Early breeders. 
 
 e. Present-day breeders. 
 
 f. Distribution and adaptation. 
 
 g. Characteristics of the breed: color; size; conforma- 
 
 tion; grazing qualities; fattening qualities; pro- 
 lificacy ; prepotency. 
 
 h. Popularity. 
 
 i. Breed association. 
 
 11. Care and management of hogs. 
 
 a. Breeding. 
 
 (1) Breeding pure: danger of inbreeding. 
 
 (2) Cross breeding: purpose and advantages. 
 
 (3) Grade breeding: advantage to man with 
 
 small capital. 
 
 b. Feeding. 
 
 (1) The feeding floor. 
 
48 Courses in Agriculture for the Secondary Schools of Texas 
 
 (a) Construction. 
 
 (b) Cleanliness. 
 
 (c) Size as related to the number of 
 
 hogs using it. 
 
 (2) Methods of feeding. 
 
 (a) Placing enough on floor for sev- 
 
 eral days. 
 
 (b) Feeding just enough for one meal. 
 
 (3) Feed rations. 
 
 (a) For sows suckling pio's. 
 
 (b) For young pigs. 
 
 (c) For pigs at weaning time. 
 
 (d) 'For sows and boars, 
 (f) For fattening hogs. 
 
 {4) Age to begin feeding for market. 
 
 (a) Advantages for feeding off early. 
 
 (b) Ecasons for late feeding. 
 
 (c) The water supply. 
 
 (1) Necessity of pure, clean, 
 
 fresh water. 
 
 (2) Danger of hog wallows. 
 
 c. Housing conditions. 
 
 (1) Necessity of hog houses. 
 
 (2) Construction and cost. 
 
 (3) Advantages of portable houses. 
 
 d. Care of pregnant sows. 
 
 e. Care of sow^s at weaning time. 
 
 f. Breeding pens and crates. 
 
 g. Dipping hogs. 
 
 (1) Purpose. 
 " '• - (2) Method. 
 
 (3) Kind of dips, 
 i. Best age of castrating and spaying. 
 
 12. Market grades of hogs (Chicago market). 
 
 a. Choice to prime heavy. 
 
 " yi b. Medium to good heavy. 
 
 c. Butcher weights. 
 
 d. Good to prime mixed. 
 
 e. Eough heavy packing. 
 j'. i. Poor to prime pigs. 
 
 ,' g. Straight to heavy packing. 
 
 / ' h. Selected bacons. 
 
 i. Stags. 
 
 j. Boars. 
 
 13. Care of show stock. 
 
 14. Diseases of swine: cholera; tuberculosis; pneumonia; 
 
 scours; thumps; mange; paralysis; worms. 
 
 15. Study the most common diseases of hogs according to the 
 :.T following outline: 
 
 (1) Cause of disease. 
 , r (2) Contagious or infectious. 
 
Cmirses in Agriculture for the Secondary ScliooJs of Texas 49 
 
 (3) How transmitted. 
 
 (4) Preventive measures. 
 
 (5) Treatment. 
 
 16. General swine sanitation. 
 
 a. General cleanliness of feed, water, pens, etc. 
 
 b. Disinfection in case of disease. 
 
 c. An abundance of sunlight in pens and houses. 
 
 d. Burning carcasses of diseases hogs. 
 
 e. Dipping for lice, mange, etc. 
 
 VI. Sheep. 
 
 1. Origin and history. 
 
 2. Early improvements. 
 
 3. Areas of mutton and wool production in* the United States. 
 
 4. Importance of these industries. 
 
 5. Conditions best adapted to mutton and wool production. 
 
 6. Types of sheep. 
 
 a. Merino or fine-wool type. 
 
 (a) American Merino. 
 
 (b) Delaine Merino. 
 
 (c) French Merino or Rambouillet. 
 
 b. Mutton type. 
 
 (1) Middle-wool: Southdown; Shropshire; 
 
 Hampshire Down ; Oxford Down ; Dor- 
 set Horn ; Cheviot ; Tunis. 
 
 (2) Long- wool: Leicester; Lincoln; Cotswold; 
 
 Black-faced Highland. 
 
 7. Outline for study of each breed separately. 
 
 a. Native home. 
 
 b. Breeding and ancestry. 
 
 c. Introduction to America. 
 
 d. Distribution and adaptation. 
 6. Characteristics. 
 
 (1) General appearance. 
 
 (2) Size. 
 
 (3) Color. 
 
 (4) Conformation. 
 
 (5) Length of wool and grade. 
 
 (6) Grade of mutton produced. 
 
 (7) Grazing qualities. 
 
 (8) Feeding qualities. 
 
 f. Popularity. 
 
 g. Breed associations. 
 
 8. Care and management of sheep. 
 
 a. Breeding. 
 
 (1) Breeding and improvement in herd. 
 
 (2) Grading up herd by breeding. 
 
 (3) Crossing. ' 
 
 b. Feeding. 
 
 (1) Improved methods of feeding sheep. 
 
 (2) Time to begin feeding lambs for market. 
 
5U Courses in Agriculture for the Secondary Schools of Texas 
 
 (3) Eation for lambs for early niarket. 
 
 (4) Eation for wethers for fall market. 
 
 (5) Feeding ewes and rams. 
 
 (6) Eation for lambs to be used for breeding 
 
 purposes. 
 
 (7) Facilities for feeding on the range. 
 
 (8) Facilities for feeding on the farm. 
 
 c. Housing sheep. 
 
 (1) Necessity for housing conditions. 
 
 (2) Kinds of houses. 
 
 (3) Effect of rough weather on the herd. 
 
 d. Care of ewes for lambing. 
 
 e. Care of ewes and lambs at lambing period, 
 f. . Production of hothouse lambs. 
 
 g. Castrating buck lambs for feeding. 
 9. Market-grades of sheep. 
 
 a. Mutton sheep : 
 
 ( 1 ) Lambs : prime ; choice ; good ; fair ; culls. 
 
 (2) Yearlings: prime; choice; good. 
 
 (3) Wethers: prime; choice; good; common. 
 
 (4) Ewes: prime; choice; good; fair; culls. 
 
 (5) Bucks and stags: choice; g^ood; common. 
 
 b. Feeder sheep. 
 
 ( 1 ) Lambs : fancy selected ; choice ; good ; fair ; 
 
 . common. 
 
 (2) Yearlings: choice; good; fair. 
 
 (3) Wether: choice; good; fair; common. 
 
 (4) Ewes: choice; good; fair; common. 
 
 10. Care of show stock. 
 
 11. Shearing sheep. 
 
 a. Methods and machines for shearing. 
 
 b. Season for shearing. 
 
 c. Shearing wether lambs before fattening. 
 
 12. Diseases of sheep : scabies ; foot rot ; grub ; bloat, etc. 
 (Study each of the common diseases according to the out- 
 line given under hogs.) 
 
 13. General sanitation. 
 
 a. Dips and dipping for parasites. 
 
 b. Sanitary conditions around watering places, barns, 
 
 etc. 
 
 VII. Goats. 
 
 1. Breeds of goats. 
 
 a. Fleece breeds: Angora; Cashmere. 
 
 b. Milk breeds: Maltese; Toggenburg; Appenzell; 
 
 Saanen; Schwarzthal; Langesalzer; ISTubian. 
 
 2. The goat as a renovator of brush land. 
 (Use outline for sheep in the study of goat.) 
 
Courses in Agriculture for the Secondary Schools of Teicas 51 
 
 VIII. Cattle. 
 
 Beef industry. 
 
 1. Importance: statistics on production and on prices; 
 
 areas devoted to the industry in United States and in 
 Texas; factors influencing location of areas; trend 
 of beef industry. 
 
 2. Types and breeds. 
 
 (1) Major breeds of beef cattle: Shorthorn; Aber- 
 
 deen-Angus; Hereford; Galloway. 
 
 (2) Minor breeds of beef cattle : Red Polled ; Devon ; 
 
 Sussex; West Highland; Polled-Durham. 
 
 (3) Dual purpose breeds: Red Polled; Devon; 
 
 Brown Swiss. 
 
 3. Outline for studying each breed separately. 
 
 (1) Origin and history. 
 
 a. Composition of the breed. 
 
 b. Early records. 
 
 c. First prominent breeders. 
 
 d. Date of coming into prominence in the 
 
 United States. 
 
 (2) Breed characteristics. 
 
 a. Hardiness. 
 
 b. Temperament. 
 
 c. Color. 
 
 d. Size. 
 
 e. Weight. 
 
 f. Conformation. 
 
 g. Beef producing or milking qualities. 
 
 h. Special records as a beef or dairy breed. 
 
 (3) Distribution in the United States. 
 
 (4) Adaptation of breed. 
 
 (5) Chief defects. 
 
 (6) Popularity as a beef or dairy breed. 
 
 (7) Principal breeders. 
 
 4. Care and management of cattle. 
 
 (1) Breeding. 
 
 a. General principles of breeding. 
 
 b. Age at which heifers should be bred. 
 
 c. Best season of year for calving. 
 
 (2) Feeding. 
 
 a. Calculation of standard rations. 
 
 (a) Maintenance rations. 
 
 (b) Rations for fattening beef cattle. 
 
 (c) Rations for calves and growing 
 
 young stock. 
 
 b. Production of baby beef. 
 
 (a) Advantages. 
 
 (b) Age of selling. 
 
 c. Feeding one, two, and three-year-old 
 
 steers. 
 
52 Courses in Agriculture for the Secondary Schools of Texas 
 
 (a) Advantages. 
 
 (b) Disadvantages. 
 
 d. Equipment for summer feeding. 
 
 e. Equipment for winter feeding. 
 
 (3) Shelter and protection. 
 
 (4) Care of bulls. 
 
 a. Feeding. 
 
 b. Exercising. 
 
 (J. Eiuging: age to ring, 
 d. Best methods of handling to prevent 
 accidents. 
 
 (5) Care of cows; feeding; exercising; exposure. 
 
 (6) Care of calves. 
 
 a. Eations for calves before weaning. 
 
 (a) Dairy calf. 
 
 (b) Beef calf. 
 
 b. Age to wean. 
 
 c. Methods of weaning. 
 
 d. Eations for growing calf. 
 
 e. Castration of bull calves: age; method; 
 
 precautions. 
 
 f. Dehorning: necessity; methods. 
 
 (7) Dehorning cattle other than calves. 
 
 a. Methods of dehorning. 
 
 (a) Devices for holding cattle. 
 
 (b) Manner of removing horns. 
 
 (c) Place to make the cut. 
 
 b. Treatment after dehorning. 
 
 c. Advantages. 
 
 5. Pure breds compared with scrubs as to: 
 
 (1) Ease of fattening. 
 
 (2) Cost of putting on fat. 
 
 (3) Milk production. 
 
 (4) . Market value. 
 
 (5) Hardiness. 
 
 6. Grading up herd. 
 
 (1) Procure pure bred sire. 
 
 (2) Select best females from herd for breeding pur- 
 
 poses. 
 
 (3) Continue to breed pure bred sires to the best 
 
 grade heifers ;intil the strain is practically 
 pure. 
 
 7. Fitting and showing. 
 
 (1) Feeding. 
 
 (2) Trimming. 
 
 a. Care of coat. 
 
 b. Care of hoofs and horns. 
 
 (3) Showing. 
 
 a. Showing animals to best advantage. 
 
 b. Attitude of exhibitor toward judge. 
 
Cmirses in Agriculture for the Secondary Schools of Texas 53 
 8. Market classification of beef cattle. 
 
 (1) 
 
 Beef cattle. 
 
 (2) 
 
 Western cattle. 
 
 (3) 
 
 Butcher cattle. 
 
 (4) 
 
 Canners and cutters. 
 
 (5) 
 
 Stockers and feeders. 
 
 (6) 
 
 Export cattle. 
 
 (7) 
 
 Shipping cattle. 
 
 (8) 
 
 Baby beef. 
 
 (9) 
 
 Milkers and springers. 
 
 Grades 
 
 1 of beef cattle: prime; 
 
 9. Grades of beef cattle : prime ; choice ; good ; fair to 
 medium; poor. 
 
 10. Marketing beef cattle. 
 
 (1) Local marketing as compared with shipping to 
 
 market. 
 
 (2) Time to market. 
 
 (3) Marketing suggestions. 
 
 a. Every feeder should have a daily paper 
 
 quoting prices. 
 
 b. He should understand classes of stock 
 
 thoroughly. 
 
 c. Ship on a rising market always. 
 
 d. Procure the best shipping facilities pos- 
 
 sible. 
 
 e. Provide plenty of feed if trip is long. 
 
 f. Secure a reliable commission firm to deal 
 
 with, and stick to them. 
 
 11. Meat on the farm. 
 
 (1) Preparation for slaughter: keep off feed 24 to 
 
 36 hours before killing. 
 
 a. Decomposition of food in the stomach 
 
 very rapid after killing. 
 
 b. Gives bad color to carcass. 
 
 (2) Age to kill for veal, baby beef, beef. 
 
 (3) Best method of killing, sticking, skinning, "re- 
 
 moving offal, etc. 
 
 (4) Clean, sanitary methods of handling meat. 
 
 ( 5 ) Precautions in killing for meat : 
 
 a. Kill only healthy animals. 
 
 b. Kill' no animal losing 'in flesh. 
 
 c. Don't kill animals for home use or for 
 
 market from a diseased herd. 
 
 d. Never kill a badly bruised animal unless 
 
 immediately after the accident. 
 
 B. Dairy industry (see pages 65-68). 
 
 C. Poultry (see pages 69-73). 
 
54 Courses in Agriculture for the Secondary Schools of Texas 
 
 PRACTICE WORK IN ANIMAL HUSBANDRY. 
 
 I. Practice work on horses. 
 
 1. Have students study the parts and points of^ the horse from 
 
 charts and drawings taken from books and bulletins be- 
 fore giving him any work on the animal itself. This 
 study will enable him to interpret the score card more 
 intelligently. 
 
 2. Using charts, photos, drawings and lantern slides, if avail- 
 
 able, locate the more common unsoundnesses and faults in 
 horses. Drill on these until the student knows where to 
 look, what to look for and how to detect them. Note all 
 unsoundnesses in the stock to be Judged. 
 
 3. Study of score card. 
 
 a. Purpose of study. 
 
 (1) To enable the student to see the various parts 
 
 of animals in logical order. 
 
 (2) To enable the student to see the various parts 
 
 in detail and secure an idea of the relative 
 importance of each. 
 
 (3) To create an ideal in the student's mind. 
 
 (4) To aid in live stock judging. 
 
 b. How to study. 
 
 (1) Learn the location of points. 
 
 (2) Learn different uses of animal and classify 
 
 according to use. 
 
 (3) Fix an ideal for the class or type and learn 
 
 to recognize departures from that ideal. 
 
 4. Score a few animals and compare scores. 
 
 5. Judging. 
 
 After scoring a number of animals, compare several ani- 
 male of the same kind, class and age. Keep your ideal 
 of the class in mind and compare points, balance your 
 comparisons, and place the animals according to their 
 superiority. Judging should continue throughout the 
 year whenever there is opportunity.' 
 
 6. Show-ring judging for draft horses. 
 
 a. Examination when moving: 
 
 (1) Moving away at a walk. 
 
 (2) Moving back at a walk. 
 
 (3) Moving away at a trot. 
 
 (4) Moving back at a trot. 
 
 (5) Moving past at a walk. 
 
 (6) Moving past at a trot. 
 (7)_ Note the following points: 
 
 (a) Whether feet are lifted with a snap, 
 
 indicating flexing of joints. 
 
 (b) Whether action is straight, i. e., car- 
 
 ried forward in a straight line. 
 
 (c) Flexing of the hocks. 
 
Cmirses in AgricuUnre for the Secondary Schools of Texas 55 
 
 (d) Distance between hocks when moving. 
 
 (e) Whether there is "spraddling" due to 
 
 wide motion or interfering due to 
 narrow motion. 
 
 (f ) Whether there is rolling of body, due 
 
 to poor flexing of joints. 
 
 (g) Whether there is any "winging" or 
 
 lateral motion of fore limbs, 
 (h) Length of stride, 
 (i) Whether there is undue expenditure of 
 
 energy or shortening of stride by 
 
 high action, 
 b. Examination when standing. 
 
 (1) Examine the following principal points affect- 
 ing utility and market value: size; sound- 
 ness ; conformation : quality ; temperament ; 
 style. 
 
 7. All other types of horses. 
 
 Further judging will be much easier for the student. The 
 parts of all horses are the same, and indications of 
 quality and conformation, and methods of making ob- 
 servations and examinations are the same. 
 
 8. Showing horses. 
 
 a. How to move and stand a horse before the judge. 
 
 b. Cleaning and grooming for the show ring. 
 
 9. Practical points in horsemanship. 
 
 a. Making rope halters. (Eainy day exercises. Have 
 
 students furnish rope and keep their halters.) 
 
 b. Breaking horses to work. Time to begin and best 
 
 methods of handling. 
 
 11. Practice work on cattle and dairying: 
 
 1, 2, 3, 4 and 5 should correspond to laboratory exercises 1, 2, 3, 4 
 and 5, respectively, under the outline for horses, using beef and dairy 
 cattle for the study. Visit as many herds of beef and dairy cattle as 
 possible in this study and observe methods of handling the herd. 
 
 6. Visit feeding pens, barns and sheds where beef cattle are kept. 
 Compare each in waste, efficiency, convenience and results. Get data 
 regarding the amount of feed consumed, gains made, loss of manure, 
 etc., and compare the relative efficiency of the different system of feed- 
 ing. N"ote the following points in your visits: Are cattle exposed to 
 cold and rain? Do they have to lie on cold, wet ground? Do they go 
 through the mud to get water ? Do they stand in mud during the day ? 
 Discuss these points with the class and their relation to laying on fat. 
 
 7. Have students select a home project in feeding beef cattle. In- 
 terest one in producing baby beef; another in fattening yearlings; an- 
 other in feeding two-year-olds, etc. Let each student keep a record 
 of the weight of the animal when he began feeding; the daily ration; 
 caxe and management during experiment: gains made; cost of labor; 
 
56 Courses in Agriculture for the Secondary Schools of Texas 
 
 cost of feed; profit, etc. Encourage each boy, if it is at all possible for 
 him to do so, to try a feeding experiment. 
 
 8. If there is a slaughtering house or packing center near enough, 
 take the class to visit it. Observe the methods of handling the car- 
 casses, the sanitary conditions, etc. Visit the meat market and study 
 the different cuts of meat. Learn the names of these and their relative 
 prices. 
 
 9. Encourage students to watch for cattle trains that pass through 
 the nearest railroad points, that they may observe the breeds, types, 
 grades, condition for market, shipping conditions, etc. If the animals 
 have not been dehorned, note whether they have injured each other 
 with their horns. 
 
 10. Procure some calves from three to seven days old. Clip the 
 hair from the horn buttons, wash clean with soap and warm water, and 
 dry thoroughly. Wrap one end of a stick of caustic soda or caustic 
 potash with paper to prevent injury to the hands while handling. 
 Moisten the uncovered end and rub it on the horn buttons, first on one 
 and then the other, two or three times each, allowing the caustic to dry 
 after each application. Be careful that the caustic does not touch any 
 of the skin surrounding the horn button. Be careful also not to have 
 the end of the stick too wet, as it might run ; it removes the skin where- 
 ever it comes in contact with it. Keep the calf in out of the rain for a 
 few days after treatment, as rain would cause the caustic to spread. 
 
 11. Ask a farmer, dairyman, or cattleman to give a demonstration 
 to the class on dehorning older cattle. Take the students to this farm 
 and have them observe carefully the method of handling the cattle ; the 
 device for holding them; the instruments for removing the horns; the 
 place of making the cut; treatment after dehorning, etc. If possible, 
 have work done with both clippers and saws. At least try to have the 
 different instruments commonly used for dehorning, so that the class 
 may see them. Discuss the relative merits of each. 
 
 12. Visit dairy farms and study the herd and its care and handling. 
 Make a careful study of the barn, noting the points in the outline under 
 dairy barns. Make complete notes on sanitary conditions, conveniences, 
 etc. Ask the herdsman for rations, and get all the information regard- 
 ing the cows possible. If individual records are kept, ask for them. 
 Discuss all observations thoroughly in class. 
 
 13. Interest a few boys in testing the cows in their herd. Have 
 them take three or four cows' and keep a careful feeding record, as well 
 as an accurate record of the amount of milk produced and the per cent 
 of butter fat it contained. Compare the relative efficiency of the cows 
 tested. 
 
 14. Have students bring samples of milk from the herd, and sam- 
 ples from the cows they think the best and the poorest. Test these in 
 the laboratory. If there are different breeds of dairy cattle in the 
 community, test the breeds for butter fat. 
 
 15. Provide samples of skim milk, whole milk, and watered milk. 
 Using the Babcock test and the lactometer, have students identify 
 each. Use more than one sample of each. It may require several lab- 
 oratory periods for the students to learn to handle the apparatus with 
 
Courses in Agriculture for the Secondary Schools of Texas 57 
 
 am' degree of proficiency. Give them several exercises, and do not 
 work too rapidly. 
 
 16. The directions for making tlie tuberculin test may be found in 
 any text on dairying and in many of the experiment-station reports and 
 government bulletins. The students should be taught how to make the 
 test accurately, and the importance of testing the herd. 
 
 17. Encourage the patrons to send in samples of milk to be tested 
 for butter fat by the students. 
 
 18. Have students study the construction and use of the cream sep- 
 arator. Test the effect of speed on the cream separated. 
 
 19. Test acidity of milk or cream by the Farrington's alkaline test: 
 "Dissolve five of Farrington's tablets in enough water to make solution 
 97 c.c. Mix well, and measure out 17.6 c.c. of the milk or cream te 
 be tested, and add the alkali solution until the characteristic pink color 
 remains. The number of c.c. of alkali solution required to produce this 
 result indicates the number of hundredths per cent acid, since one c.c. 
 of alkali neutralizes .01 per cent of acid when 17.6 c.c. of milk are 
 used. Therefore the number of c.c. neutralizer used divided by 100 
 equals per cent of acid. For instance : If 50 c.c. solution be used the 
 acidity of the milk in question is .5 per cent. The Farrington tablets 
 contain alkali equal to 3.8 c.c. of tenth normal solution, and also the 
 color indicator." 
 
 20. Give experience in ripening cream by use of starter and by use 
 of natural means. 
 
 21. Give practice in butter making. 
 
 22. Have students make cottage cheese. 
 
 23. Give practice in making ice cream. 
 
 24. Test for formaldehyde: 
 
 "Add one drop of formaldehyde to one-half pint of milk and shake 
 thoroughly. Obtain by means of a pipette, 17.6 c.c. or any convenient 
 amount of the milk, and place in Babcock test bottle. Add a similar 
 amount of sulphuric acid and allow to stand quietly for five minutes. 
 jSTote color line at junction of acid and milk, which should be a dis- 
 tinct purple or violet, indicating the presence of formaldehyde. Eepeat 
 the experiment, using concentrated hydrochloric acid. Also add a few 
 drops of ferric chloride to aid the color reaction. Formaldehyde is a 
 colorless, volatile liquid, chemically intermediate between methyl alcohol 
 and formic acid. When consumed with milk, it produces various in- 
 testinal disturbances; and, if present in excessive amounts, produces 
 poisoning.'' 
 
 25. .Test for oleomargarine: 
 
 "Place 5 grams, or any convenient amount, of oleomargarine in a small 
 dish and apply flame. Place in another dish a similar quantity of 
 butter. N'ote the difference in the manner in which they melt. The 
 oleomargarine sputters like grease in a frying-pan on account of the 
 excessive amount of water present. It does not foam, however, as much 
 as the butter. The butter melts quietly and foams a great deal. Note, 
 too, the odor of lard in oleomargarine. Score a sample of each for 
 flavor, texture, grain and body." 
 
 26. Bacteriological tests may be made to show contamination from 
 
58 Courses in Agriculture for the Secondary Schools of Texas 
 
 bam air, coat of animal, manure, utensils, etc. (Teacher should pre- 
 pare agar plates to be used.) 
 
 27. Practice may be given in pasteurizing milk. 
 
 28. Compare relative number of bacteria in certified milk, pasteur- 
 ized milk, and milk bought on the streets. (Performed by instructor.) 
 
 29. Compare keeping quality of pasteurized and unpasteurized milk. 
 
 30. Examine fat globules with microscope. 
 
 III. Practice work with hogs. 
 
 I, 2, 3, 4 and 5 should correspond to laboratory exercises numbers 1, 
 2, 3, 4 and 5 under horse, using hogs as a study instead of horses. 
 
 6. Visit a hog farm and observe the methods of handling the herd. 
 Look carefully into housing conditions, sanitation, water supply, con- 
 dition of pens, feeding floors, troughs, dipping tanks, pasture, etc. 
 Make complete notes on all that you see, and report conditions in class. 
 The reports should be followed by a round-table discussion. 
 
 7. Have the students examine the hogs on their farms for lice. Let 
 them prepare dips for lice and apply them to the infected herds. If 
 there are any mangy hogs in the community, have them treat these also. 
 
 8. See number 8 under cattle. 
 
 9. Encourage some of the boys to make feeding experiments in fat- 
 tening hogs. Have one begin feeding a pig as soon as it can eat, and 
 fatten it off at about eight or nine months old. Have another begin 
 feeding a pig when it is eight or nine months old ; another a pig eighteen 
 months old, etc. Have each one keep accurate records of the amount of 
 feed used, gains made, cost, etc., and compare results. 
 
 10. If it is possible, give a demonstration of vaccination for hog 
 cholera, and have not only the students of agriculture, but the whole 
 school and all the visitors you can get present when it is given. 
 
 II. Take the class to the home of some farmer who happens to be 
 killing his yearns meat. Have them take notes on the temperature of 
 the weather, the method of killing the hogs, the handling of the hog 
 before cutting it into pieces, the cuts of the meat, methods of curing, 
 etc. Discuss the best methods of doing these things and compare witli 
 methods commonly used. 
 
 IV. Practice work with sheep. 
 
 1. Study the score card until familiar with all the points. Procure 
 some fine-wool, medium-wool, and long-wool sheep for scoring. With 
 the ideal of the type in mind score several individuals of each type and 
 compare and check scores. 
 
 2. Procure different types and breeds of sheep and have students 
 judge them. Discuss the merits of each animal and reasons for placing. 
 
 3. Take the class to the home of a farmer who owns a few sheep 
 and let them observe his methods of shearing. After discussing the best 
 methods of shearing sheep, have each of the students try it. Special 
 attention should be given to the position and method of holding the 
 sheep while shearing. 
 
 4. Prepare dips for ticks, scab, foot rot, etc., and dip some farmer's 
 sheep for him if they need it. 
 
Courses in Agriculture for the Secondary Schools of Texas * 59 
 
 5. Either visit a slaughter house to observe the preparation, and a 
 meat market to study the different cuts of meat, or buy a sheep, kill it, 
 prepare it for the market and sell it. Have the students do all the work. 
 
 6. Procure samples of wool from the fine-wool, medium-wool, and 
 long-wool types. Compare these samples. Procure several samples 
 from different breeds of each type and place them according to their 
 superiority, 
 
 y. Practice work in poultry. 
 
 1. Judge types and breeds of poultry. Visit poultry yards, poultry 
 shows, and poultry farms. 
 
 2. Plan poultr)^ houses, nests, coops, hoppers, etc. 
 
 3. Study feeds, and practice compounding rations. 
 
 • 4. Study the construction of an incubator and practice operating 
 an incubator. 
 
 5. Give practice in the use of brooders. 
 
 6. Give practice in feeding young chicks. Test different rations. 
 
 7. Fatten birds for market; test pen fattening and crate fattening. 
 
 8. Give practice in killing and dressing poultry. Visit poultry 
 yards and observe dressing and packing poultry. 
 
 9. Give practice in sorting and grading eggs; candling eggs; pre- 
 serving eggs with waterglass, salt, etc. 
 
 10. Make study of fresh eggs, uncooked and hard boiled. 
 
 11. Observe stages in the incubation of chicks. 
 
 12. Study insects and diseases of poultry, and apply remedies. 
 (From the practice in animal husbandry suggested above, select exer- 
 cises according to equipment, time, and local conditions.) 
 
 REFERENCE MATERIAL IN ANIMAL HUSBANDRY. 
 
 I. Minimum. 
 
 1. Craig: Judging Live Stock (Kenyon Printing and Man- 
 
 ufacturing Co., Des Moines, Iowa), $1.50. 
 
 2. Davenport: Principles of Breeding (Ginn & Co., Dallas), 
 
 $2.50. 
 
 3. Eckles: Dairy Cattle and Milk Production (Macmillan 
 
 Co., Dallas), $1.60. 
 
 4. Henry: Feeds and Feeding (W. A. Henry, Madison, 
 
 Wis.), $2.25. 
 
 5. Lewis: Productive Poultry Husbandry (Lippincott, 
 
 Philadelphia), $2.00. 
 
 6. Plumb: Types and Breeds of Farm Animals (Ginn & 
 
 Co., Dallas), $2.00. 
 
 7. Eobinson : The Principles and Practice of Poultry Cul- 
 
 ture (Ginn & Co., Dallas), $2.50. 
 
 8. Van Slyke: Modern Methods of Testing Milk and Milk 
 
 Products (Orange Judd Co., New York), $1.00. 
 
 9. Wing: Milk and Its Products (Macmillan Co., Dallas), 
 
 $1.50. 
 
60 ^ Courses in Agriculture for the Secondary Schools of Texas 
 
 II. Other books desirable. 
 
 1. Horses. 
 
 (1) Chawner: Diseases of the Horse and How to 
 
 Treat Them (Orange Judd Co., New York), 
 $1.25. 
 
 (2) Dadd: Modern Horse Doctor (Orange Judd Co., 
 
 New York), $1.00. 
 
 (3) Say: Productive Horse Husbandry (Lippincott, 
 
 iPhiladelphia), $1.50. 
 
 (4) Harper: Management and Breeding of Horses 
 
 (Orange Judd Co., New York), $2.00. 
 
 (5) Knight: Jacks, Jennets and Mules (Orange Judd 
 
 Co., New York), $1.50. 
 
 (6) Eoberts: The Horse (Orange Judd Co., New 
 
 York), $1.25. 
 
 2. Hogs. 
 
 (1) Coburn: Swine in America (Orange Judd Co., 
 
 New York), $2.50.- 
 
 (2) Cooch: Five Hundred Swine Questions Answered 
 
 (Webb Publishing Co., St. Paul), 25c. 
 
 (3) Craig: Diseases of Swine (Orange Judd Co., 
 
 New York), 75c. 
 
 (4) Day: Productive Swine Husbandry (Lippincott, 
 
 Philadelphia), $1.50. 
 
 (5) Dawson: Hog B(5ok (Sanders Publishing Co., 
 
 Chicago), $1.50. 
 
 (6) Dietrich: Swine Breeding, Feeding and Manage- 
 
 ment (Sanders Publishing Co., Chicago), $1.50. 
 
 (7) Fulton: Home Pork Making (Orange Judd Co., 
 
 New York), $1.50. 
 
 (8) Mcintosh: Diseases of Swine (Orange Judd Co., 
 
 New York), $2.00. 
 
 3. Sheep and goats. 
 
 (1) Clarke: Modern Sheep: Breeds and Management 
 
 (American Sheep Breeder Co., Chicago), $1.50. 
 
 (2) Coffey: Productive Sheep Husbandry (Lippin- 
 
 cott, Philadelphia), $1.50. 
 
 (3) Eushworth: Sheep and Their Diseases (Alex- 
 
 ander Eger, Chicago), $1.50. 
 
 (4) Stewart: The Shepherd's Manual (Orange Judd 
 
 Co., New York), $1.00. 
 
 (5) Thompson: Angora Goat Eaising and Milk 
 
 Goats (Orange Judd Co., New York), $1.00. 
 
 (6) Wing: Sheep Farming in America (Sanders Pub. 
 
 Co, Chicago), $1.00. 
 
 4. Beef cattle. 
 
 (1) Sanders: Shorthorn Cattle (Sanders Pub. Co., 
 
 Chicago, 111.), $2.00. 
 
 (2) Shaw: The Management and Feeding of Cattle 
 
 (Orange Judd Co., New York), $1.25. 
 
Courses in Agriculture for the Secondary Schools of Texas 61 
 
 5. Dairy cattle and dairying: 
 
 (1) Conn: Practical Dairy Bacteriology (Orange 
 
 ^ Judd Co., New York), $1.25. 
 
 (2) Melich: Dairy Laboratory Guide (Van Nor- 
 
 strand Co., N". Y.), $1.25. 
 
 (3) Michels: Dairy Farming (J. Michels, Milwau- 
 
 kee), $1.00. 
 
 (4) Michels: Market Dairying (J. Michels, Milwau- 
 
 kee), $1.00. 
 
 (5) Peck: Profitable Dairying (Orange Judd Co., 
 
 New York), 75c. 
 
 (6) Puxley: Modern Dairy Farming (Scribners, New 
 
 York), $1.40. 
 
 (7) Eoss: A Dairy Laboratory Guide (Orange Judd 
 
 Co., New .York), 50c. 
 
 (8) Eussell and Hastings: Experimental Dairy Bac- 
 
 teriology (Ginn & Co., Dallas), $1.00. 
 
 (9) Stewart: Dairyman's Manual (Orange Judd Co., 
 
 New York), $1.50. 
 
 6. Poultry. 
 
 (1) Brigham: Progressive Poultry Culture (Torch 
 
 Press, Cedar Eapids), $1.50. 
 
 (2) Doyle: Illustrated Book of Domestic Poultry 
 
 (Winston Co., Philadelphia), $2.50. 
 
 (3) Fiske: Poultry Feeding and Fattening (Orange 
 
 Judd Co., New York), 50c. 
 
 (4) Howard: American Fanciers' Poultry Book 
 (Howard Publishing Co., Washington, D. C), 50c. 
 
 (5) Myrick: Turkeys and How to Grow Them 
 
 (Orange Judd Co., New York), $1.00. 
 
 (6) Powell: Making Poultry Pay (Orange Judd Co., 
 
 New York), $1.00. 
 
 (7) Sewell & Tilson: Poultry Manual (Webb Pub. 
 
 Co., St. Paul), 50c. 
 
 (8) Valentine: The Beginner in Poultry (Macmillan 
 
 Co., Dallas), $1.50. 
 
 (9) Valentine: How to Keep Hens for Profit (Mac- 
 
 millan Co., Dallas), $1.50. 
 (10) Watson: Farm Poultry (Macmillan Co., Dallas), 
 $1.50. 
 
 7. Miscellaneous. 
 
 (1) Burkett: First Principles of Feeding Farm x4Lni- 
 
 mals (Orange Judd Co., New York), $1.50. 
 
 (2) Burkett: Farm Stock (Orange Judd Co., New 
 
 York), $1.50. 
 
 (3) Harper: Animal Husbandry for Schools (Mac- 
 
 millan Co., Dallas), $1.50. 
 
 (4) Jordan: The Feeding of Animals (Macmillan 
 
 Co., Dallas), $1.50. 
 
 (5) Marshall: Breeding Farm Animals (Sanders 
 
 Pub. Co., Chicago), $1.50. 
 
62 Courses in Agriculture for the Secondary Schools of Texas 
 
 (6) Plumb: Beginnings in Animal Husbandry 
 
 (Webb Pub. Co., St. Paul), $1.25. 
 
 (7) Shaw: The Study of Breeds (Orange Judd Co., 
 
 New York), $1.50. 
 
 (8) Smith: Veterinary Physiology (Wm. E. Jenkins, 
 
 New York), $4.25. 
 
 III. Bulletins and other publications. 
 
 1. Bulletin No. 163: Hog Cholera and Vaccination (Kan- 
 
 sas Experiment Station, Manhattan). 
 
 2. Bulletin No. 141 : Improvement of Farm Egg (U. S. 
 
 Bureau of Animal Industry). 
 
 3. Bulletin No. 282: Seven Methods of Feeding Young 
 
 Chicks (Cornell Experiment Station). 
 
 4. Bulletin No. 147: Fattening Cattle in Alabama (U. S. 
 
 Bureau of Animal Industry). 
 
 5. Bulletin No. 163: Steer Feeding in Alabama (Alabama 
 
 Exp. Station, Auburn). 
 
 6. Bulletin No.. 118: Silage for Steers (Penn Exp. Sta- 
 
 tion, State College). 
 
 7. Bulletin No. 76 : Experiments in Steer Feeding (Texas 
 
 Exp. Station, College Station). 
 
 8. Bulletin No. 11 : Dairy Industry in Texas (Texas Exp. 
 
 Station, College Station). 
 
 9. Bulletin No. 122: Testing the Dairy Cow (Ohio Exp. 
 
 Station, Wooster). 
 
 10. Bulletin No. 78 : Feeding Fermented Cotton Seed Meal 
 
 to Hogs (Texas Exp. Station, College Station). 
 
 11. Bulletin No. 131: Hog Feeding Experiments (Texas 
 
 Experiment Station, College Station). 
 
 12. Bulletin No. 168: Fattening Hogs in Alabama (Ala- 
 
 bama Exp. Station, Auburn). 
 
 13. Bulletin No. 207: Hog Eaising in North Carolina 
 
 (N. C. Experiment Station, West Raleigh). 
 
 14. Bulletin No. 94: Hog Feeding (Oklahoma Exp. Sta- 
 
 tion, Stillwater). 
 
 15. Bulletin No. 30: Baby Beef (Texas Department of 
 
 Agriculture, Austin). 
 
 16. Bulletin No. 31: Swine Management in Texas (Texas 
 
 Department of Agriculture, Austin). 
 
 17. Circular No. 125: Sheep Industry from the Market 
 
 Standpoint (Illinois Experiment Station, Urbana). 
 
 18. Bulletin No. 17: Draft Horse Judging (Wisconsin 
 
 Univ., Madison). 
 
 19. Bulletin No. 153: Dissemination of Disease by Dairy 
 
 Products (IT. S. Bureau of Plant Industry). 
 
 20. Bulletin No. 153 : Feeding Dairy Cows (Illinois Experi- 
 
 ment Station, Urbana). 
 
 21. Bulletin No. 26: Food requirements of Growing and 
 
 Fattening Swine (Illinois Experiment Station, Ur- 
 bana). 
 
Courses in Agriculture for the Secondary Schools of Texas 
 
 63 
 
 Circulars of U. S: Bureau of Animal Industry: 
 
 22. Circular No. 100 : Eapid Method for Determination of 
 
 Water in Butter. 
 
 23. Circular No. 103 : Eecords of Dairy Cows. 
 
 24. Circular No. 126 : A Simple Method of Keeping Cream- 
 
 ery Eecords. 
 
 25. Circular No. 131 : Designs for Dairy Buildings. 
 
 26. Circular No. 136 : How to Build a Stave Silo. 
 
 27. Circular No. 142 : Some Important Factors in the Pro- 
 
 duction of Sanitary Milk. 
 
 28. Circular No. 171: Fermented Milk. 
 
 29. Circular No. 184 : The Pasteurization of Milk. 
 
 30. Circular No. 195 : A Plan for a Small Dairy House. 
 
 31. Circular No. 197 : Directions for Home Pasteurization 
 
 of Milk. 
 
 32. Circular No. 199: Score Card System of Dairy In- 
 
 spection. 
 
 33. Circular No. 218: Legal Standards for Dairy Products. 
 
 Farmers' Bulletins, U. S. Department of Agriculture: 
 
 34. No. 49 : Sheep Feeding. 
 
 35. No. 51 : Standard Varieties of Chickens. 
 
 36. No. 55: The Dairy Herd; Its Formation and Manage- 
 
 ment. 
 
 37. No. 64:. Ducks and Geese. 
 
 38. No. 96 : Eaising Sheep for Mutton. 
 
 39. No. 106 : Breeds of Dairy Cattle. 
 
 40. No. 126 : Practical Suggestions for Farm Buildings. 
 
 41. No. 131: Household Tests for Detection of Oleomar- 
 
 garine, and Eenovated Butter. 
 
 42. No. 137 : The Angora Goat. 
 
 43. No. 142: Principles of Nutrition and Nutritive Value 
 
 of Foods. 
 
 44. No. 159 : Scab in Sheep. 
 
 45. No. 166: Cheese-making on the Farm. 
 
 46. No. 170 : Principles of Horse Feeding. 
 
 47. No. 179 : Horseshoeing. 
 
 48. No. 200 : Turkeys, Standard Varieties and Management. 
 
 49. No. 201 : Cream Separator on Western Farms. 
 
 50. No. 205 : Pig Management. 
 
 51. No. 206 : Milk Fever, Its Simple and Successful Treat- 
 
 ment. 
 
 52. No. 236: Incubation and Incubators. 
 
 53. No. 241. Butter-making on the Farm. 
 
 54. No. 258. Texas or Tick Fever, and Its Prevention. 
 
 55. No. 292 : Cost of Filling Silos. 
 
 56. No. 346: Computations of Eations for Farm Animals- 
 
 by Use of Energy Values. 
 
 57. No. 349 : The Dairy Industry in the South. 
 
 58. No. 355: A Successful Poultry and Dairy Farm. 
 
64 Courses in Agriculture for the Secondary Schools of Texas 
 
 Use of Milk as Food. 
 
 The Care of Milk and Its Use on the Farm. 
 
 Hog Houses. 
 
 Marketing Eggs Through the Creamery. 
 
 Capons and CapoDizing. 
 
 Cheese and Its Economical Uses in the Diet. 
 
 Bacteria in Milk. 
 
 Methods of Exterminating the Texas Fever 
 
 Hints to Poultry Eaisers. 
 Important Poultry Diseases. 
 Texas or Tick Fever. 
 Poultry House. Construction. 
 
 59. 
 
 No. 
 
 363: 
 
 60. 
 
 No. 
 
 413: 
 
 61. 
 
 No. 
 
 438: 
 
 62. 
 
 No. 
 
 445: 
 
 63. 
 
 No. 
 
 452: 
 
 64. 
 
 No. 
 
 487. 
 
 65. 
 
 No. 
 
 490: 
 
 66. 
 
 No. 
 
 498: 
 
 
 Tick. 
 
 67. 
 
 No. 
 
 528: 
 
 68. 
 
 No. 
 
 530: 
 
 69. 
 
 No. 
 
 569: 
 
 70. 
 
 No. 
 
 574: 
 
Courses in Agriculture for the Secondary Schools of Texas 65 
 
 • HALF-UAHT m DAIRYING. 
 I. Introduction. 
 
 Extent of dairy business; dairy regions in United States; 
 dairying in the South; dairying in Texas; advantages and 
 disadvantges in dairy business ; importance of dairy cows 
 on the farm. 
 II. Dairy cattle. 
 
 1. Dairy type. 
 
 2. Dairy cow as a machine; factors affecting efficiency. 
 
 3. Dairy breeds: 
 
 (1) Major breeds: Holstein-Friesian : Jersey; Guern- 
 
 sey; Ayrshire; Brown Swiss. 
 
 (2) Minor breeds: Duteli Belted; Kerry; French 
 
 Canadian. 
 
 (3) Dual purpose: Shorthorn; Red Polled; Polled 
 
 Durham; Devons. 
 
 4. Outline for studying each breed separately. (See pages 
 
 51-53, outline for beef cattle.) 
 
 III. Milk. 
 
 1. Secretion of milk. 
 
 Definition of milk; mammary glands; udder; milk 
 veins; milk wells; capacity of udders; internal struc- 
 ture of udder and teats; milk cistern; milk ducts; 
 milk follicles ; process of secretion ; incentives to secre- 
 tion ; animaPs control of secretion ; amount and dura- 
 tion of flow; effect of incomplete milking; effect of 
 regularity and frequency of milking; effect of treat- 
 ment of cow^; effect of succeeding pregnancy. 
 
 ?. Composition. 
 
 Milk constituents; specific gravity; fats; albuminoids; 
 sugar ; ash ; gases ; odors of milk ; variations in quality. 
 
 3. Colostrum. 
 
 Characteristics; composition; function. 
 
 4. Milk testing. 
 
 (1) Importance of testing. 
 
 (2) History of testing. 
 
 (3) The Babcock test. 
 
 Simplicity; reliability; apparatus and reagents; 
 calibration of glassware; explanation of the 
 basis of the percentage reading; cleaning of 
 glassware; centrifugal machine. 
 
 (4) Method of making test: 
 
 a. Sampling: importance; method; compos- 
 ite sample; care of samples; apparatus 
 for sampling; preparation of sample for 
 test bottle; temperature. 
 
66 Courses in Agriculture for the Secondary Schools of Texas 
 
 b. Filling pipette: iiiethod; precautions. 
 
 c. Transferring milk to test bottle : method ; 
 
 precautions. 
 
 d. Adding acid: kind; amount; action of acid; 
 
 precautions. 
 
 e. Mixing acid and milk: method; reason; 
 
 precautions. 
 
 f. First whirling: time; purpose; speed. 
 
 g. Adding water : amount ; temperature ; pur- 
 
 pose ; ^effect of hard water, 
 h. Second whirling: time, 
 i. Second adding water: amount; purpose. 
 k. Reading results: temperature; meniscus; 
 
 use of dividers ; correct appearance of 
 
 fat-column; defects in fat-column and 
 
 their causes. 
 1. Precautions in testing. 
 
 5. The care and handling of milk. 
 
 (1) Bacteria in milk. 
 
 Kinds : harmful, harmless, useful ; sources ; fac- 
 tors favoring development; retardation of 
 growth; pasteurization; sterilization; bacteria 
 a measure of dirt. 
 
 (2) Souring of milk. 
 
 Cause; source of bacteria; test for lactic acid; 
 conditions favorable for souring; starters. 
 
 (3) Other fermentations. 
 
 a. Normal : peptogenic and putrif active ; fer- 
 
 mentation of albuminoids; butyric fer- 
 mentation of fats. 
 
 b. Abnormal: sweet curdling; ropy, slimy or 
 
 stringy milk; bitter milk; alcoholic fer- 
 mentation ; chromogenic fermentations, 
 such as bloody milk, etc. 
 
 (4) Odors in milk. 
 
 Milk as an absorbent of odors^ precautions in 
 feeding silage;, care of refrigerator or milk 
 house; care of pasture; choice of feed; bac- 
 terial action affecting odor and flavor. 
 
 (5) Keeping of milk and cream: temperature, cleanli- 
 
 ness; care of utensils; length of time. 
 
 6. Separation of cream, 
 
 (1) Shallow-pan creaming: advantages and disadvan- 
 
 tages; efficiency. 
 
 (2) Deep-setting creaming: advantages and disadvan- 
 
 tages; efficiency. 
 
 (3) Dilution system of creaming: advantages and dis- 
 
 advantages; efficiency. 
 
 (4) Centrifugal separation. 
 
 a. Separators: kinds; basic principles; relative 
 prices and efficiency; structure. 
 
Courses in Agriculture for the Seconda/ry Schools of Texas 67 
 
 b. Factors affecting efficiency: rate of inflow; 
 
 speed of the bowl; temperature of milk; 
 certain modifications in the structure of 
 the bowl; lack of smoothness in running 
 due to unbalanced bowl, poorly adjusted 
 bearings or lack of solid foundation. 
 
 c. Factors regulating richness of cream : regu- 
 
 lation of cream screw, — principles, 
 method of adjustment, limit of adjust- 
 ment, relation of thickness of cream to 
 efficiency of separation; speed of ma- 
 chine; rate of inflow; temperature of 
 milk. 
 7. Butter-making. 
 
 (1) Eipening of cream. 
 
 Object of ripening; effect upon texture and 
 flavor; temperature; amount of acid neces- 
 sary; acid tests; effect of overripening; use 
 of starter. 
 
 (2) Churning. 
 
 Kinds of churns; advantages and disadvantages 
 of each ; effect of viscosity ; temperature ; ripe- 
 ness and size of fat globules of cream on 
 churning; eff'ect of period of lactation, breed, 
 individuality, feed, etc., on churning; use of 
 butter color; end of churning; factors affect- 
 ing the product. 
 
 (3) Finishing the product. 
 
 a. Washing: importance and method; effect 
 
 of temperature of wash water on texture 
 of butter; effect of overwashing. 
 
 b. Working: importance; amount; apparatus 
 
 and methods ; effect of underworking and 
 of overworking. 
 
 c. Salting: purpose; amount; method of ap- 
 
 plication; purity of salt. 
 
 d. Packing and marketing: relation of moist- 
 
 ure content to keeping of butter; kinds 
 of moulds ; prints and packages ; temper- 
 ature for moulding; marketing by retail 
 and by wholesale. 
 
 e. Judging butter. 
 
 8. Brief study of cheese. 
 
 Nature of cheese ; food value of cheese ; milk best suited 
 for cheese-making; manufacture of Cheddar cheese; 
 making cottage cheese. 
 
 9. Certified milk. 
 
 Definition; origin; standards; precautions necessary for 
 production ; cost. 
 
6b Courses in Agriculture for the Secondary Schools of 'Texas 
 
 10. Milk products. 
 
 Butter; ice cream; skimmed milk; buttermilk; whey; 
 condensed milk; dried casein; milk sugar; cheese; 
 powdered milk ; evaporated milk ; condensed milk, etc. 
 
 11. Dairy laws and pure-food laws regarding dairy products. 
 
 IV. Milk production. 
 
 1. The herd. 
 
 Relation between breed and kind of dairy products de- 
 sired; individuality in production. 
 
 2. Improvement of herd. 
 
 Testing and record keeping ; weeding out low producers ; 
 breeding high producers; choice of herd bull; possi- 
 bilities in grading up a herd : transmission of milk- 
 ing qualities. 
 
 3. Feeding for milk production : value of silage ; silage crops ; 
 
 soiling system; pastures and forage crops; concentrates 
 for dairy cattle ; balanced ration ; relation of production, 
 live weight and individuality to amount of feed; feed- 
 ing versus heredity in milk production. 
 
 4. Dairy barns. 
 
 Size; structure as to space, light, ventilation, tempera- 
 ture, floors, stanchions, feeding facilities, facilities for 
 caring for manure and for flushing; drainage; sani- 
 tary conditions; location as to other buildings; mate- 
 rial and cost. 
 
 5. Milk room. 
 
 Location; construction; equipment. 
 
 y. Dairying as a business. 
 
 1. Nature of the business; kind of work necessary; capital 
 
 needed; returns expected. 
 
 2. Factors influencing location of dairy farm: market facili- 
 
 ties for dairy products; facilities for feed production; 
 water supply. 
 
 (For reference material and for practice work in dairying, see out- 
 lines of animal husbandry.) 
 
Courses in AgricvUure for the Secondary Schools of Texas 61) 
 
 HALF-UNIT IN POULTRY. 
 
 I. iDtroduction. 
 
 Value of poultry on the farm ; comparison of value of poultry 
 and poultry products with value of corn, oats, wheat, cot- 
 ton, iron, silver or gold; value in Texas; growth of the 
 industry; attractiveness; opportunity; requirements of a 
 successful poultryman. 
 
 II. Types and breeds of cliickens. 
 
 1. Nomenclature of bird: charts, drawings, etc.; basis of 
 
 classification into types and breeds. 
 
 2. Meaning of types and breeds. 
 
 3. Meat type. 
 
 Characteristics of the type as to size, shape, disposition, 
 production; breeds: Brahmas, Cochins, Langshans; 
 characteristics of each, 
 ■i- '^^g type. 
 
 Characteristics of the type as to size, shape, disposition, 
 production, foraging, climatic adaptation, age of ma- 
 turing, tendencies to sit ; breeds : Leghorns, Minorcas, 
 Andalusians, Spanish, Hamburgs; characteristics of 
 each. 
 
 5. . Dual-purpose type. 
 
 Characteristics of the type as to size, form, disposition, 
 maturity, adaptation to climate, Qg^g production, for- 
 aging, brooding ; breeds : Plymouth Rocks, Wyan- 
 dottes, Orpingtons, Rhode Island Reds, Dominiques, 
 Dorkings, Houdans, Cornish Games, Javas; charac- 
 teristics of each. 
 
 6. Fancy breeds. 
 
 Breeds: Bantams, Games, Polish, Frizzles, Sultans; 
 characteristics of each. 
 
 III. Improvement of fowls. 
 
 Advantage of pure-bred over scrub. Variation in pure-breds 
 as to production; use of trap-nest in selecting high-produc- 
 ing hens; selection as to constitutional vigor, physical per- 
 fection, breed shape, color of plumage, head appurtenances, 
 etc. ; factors to be considered in selecting for Qgg produc- 
 tion and for meat production; value of the male bird in 
 transmitting high productive qualities; selection of males; 
 value of in-and-in breeding; danger of introducing new 
 blood ; ratio of females to males in the breeding pens. 
 
 IV. Houses and housing. 
 
 1. Location. 
 
 Convenience; drainage; sunlight; vermin. 
 
70 Courses in Agriculture for the Secondary Schools of Texas 
 
 2. Colony system versus single house. 
 
 3. Essential features of house. 
 
 Economy; convenience; sunlight; freedom from moist- 
 ure; abundance of ventilation; plenty of room; pro- 
 tection from excessive heat or cold ; proof against 
 rats, mice, etc.; sanitation. 
 
 4. Size and type of house. 
 
 Size in relation to size of flock ; material for floor, walls, 
 roof, etc. ; shape of building ; provision for light, 
 ventilation, etc. ; portable houses. * 
 
 5. Poultry fixtures. 
 
 Perches ; dropping boards ; nests ; broody coops ; dust 
 boxes; feed troughs; drinking fountains; grit and 
 shell boxes. 
 
 V. Yards and yarding. 
 
 Number and arrangement of yards: size; shape versus cost; 
 method of double yarding and the crops to be used; fence 
 material; height of fence; gate, etc. 
 
 VI. Egg production. 
 
 1. Age at which laying begins normally. 
 
 2. Causes of retarded laying. 
 
 3. Factors influencing egg production. Activity of repro- 
 
 ductive organs; nourishment; comfort: exercise; consti- 
 tutional vigor; sanitation; broodiness. 
 
 4. Moulting and egg production. 
 
 5. Variability in egg yields. 
 
 (1) In the same breeds. 
 
 (2) In different breeds. 
 
 6. Producing sterile eggs. 
 
 7. Effect of age on egg production. 
 
 8. Feeding for egg production. 
 
 Composition of eggs and its relation to ration ; need of 
 meat in ration ; need of variety ; need of green feed ; 
 balanced ration; need of pure water; mineral matter 
 in the ration; use of grit; value of grinding grain; 
 relation of fat to laying condition ; value of exercise ; 
 various poultry foods. 
 
 VII. Incubation. 
 
 1. Study of the egg. 
 
 Nature of egg; purpose; parts of egg; source of each 
 part; malformed eggs and their causes; fertile versus 
 infertile eggs; candling to detect infertile eggs; nu- 
 merous causes of infertility; stages of development in 
 the embryo. 
 
 2. Eggs for incubation. 
 
 Collecting, selecting and keeping eggs for hatching. 
 
Courses in Agriculture for the Secondary Schools of Texas 71 
 
 3. Important factors in incubation. 
 
 Fertility; vitality of embryo; temperature; moisture; 
 ventilation ; shifting of egg. 
 
 4. Incubation by natural methods. 
 
 Nests as to material, location, and security; number of 
 eggs; food and care of sitting hen; care of eggs and 
 chicks at hatching time; advantages and disadvan- 
 tages of the system. 
 
 5. Incubation by artificial methods. 
 
 History of artificial incubation; selection of incubator; 
 study of construction and manipulation of incubator; 
 placing the incubator ; care of lamp ; selection of eggs ; 
 regulation of temperature and moisture ; turning- and 
 aeration of eggs ; testing out infertile eggs ; manipula- 
 tion during hatching; keeping records. 
 
 VIII. Brooding. 
 
 1. Natural brooding. 
 
 Advantages; breeds of hens best suited; choice of in- 
 dividual; coops and runs; age to allow liberty of 
 chicks and of mothers; number chicks per hen. 
 
 2. Artificial brooding. 
 
 (1) Fireless brooder — Philo system: principles; ad- 
 
 vantages; efficiency. 
 
 (2) Artificially heated brooders. 
 
 Kinds of brooders and sources of heat; brooder 
 houses; runs and yards for chicks; need of 
 cleanliness, sunlight, proper temperature, ex- 
 ercise and ventilation; cause of high mortal- 
 ity in brooder; hardening process; age to re- 
 move from brooder. 
 
 IX. Growing the chick. 
 
 1. Feeding. 
 
 Source of food for the growing embryo; age at which 
 supply is exhausted; time feeding should begin; food 
 to start chicks; later rations; teaching the brooder 
 chick to eat; feeding brooder chicks versus chicks 
 with hens; dry feeds versus mashes; green feeds; 
 grits; frequency of feeding. 
 
 2. Factors affecting growth. 
 
 (1) Inherited characteristics. 
 
 (2) Environmental conditions. 
 
 Free range; green feed; shade; housing; man- 
 agement. 
 
 (3) Eate of growth. 
 
 (4) Separation of sexes while growing. 
 
 (5) Separation according to age and size. 
 
72 Courses in Agriculture for the Secondary Schools of Texas 
 
 X. Fattening poultry. 
 
 1. Age. 
 
 Comparison of broilers, friers and roasters as to breeds 
 best adapted ; profits expected ; management necessary. 
 
 2. Feeding. 
 
 Effect of fattening on appearance and quality of fowl; 
 cramming; fattening period; fattening rations. 
 
 XI. Capons and caponizing. 
 
 1. Process. 
 
 (1) Instruments: spoon and hook, forceps and knife> 
 
 cannula and spreader; desirable characteristics 
 of instruments. 
 
 (2) Age for caponizing. 
 
 (3) Preparation of birds: abstinence from feed and 
 
 water; purpose. 
 
 (4) Operation: securing bird; place for cut; removal 
 
 of feathers; incision; spreading; rupture of 
 peritoneum; removal of testicles; precautions; 
 treatment after operation. 
 
 2. Capons. 
 
 (1) Effect of caponizing: -change of disposition; 
 
 change of form and appearance; effect on qual- 
 ity of meat; effect on ease of fattening; ""slips" 
 and the cause. 
 
 (2) Market requirements. . 
 
 .(3) Breeds best adapted to caponizing. 
 (4) Profits. 
 
 XII. Preparation for market or for table. 
 
 1. Fasting: purpose, importance. 
 
 2. Killing. 
 
 Wringing the neck; cutting off the head; sticking; ad- 
 vantages of each method. 
 
 3. Eemoving feathers. 
 
 Scalding and dry picking; advantages of each; market 
 requirements on picking. 
 
 4. Dressing: market requirements; relative prices of drawn 
 
 and undrawn poultry. 
 
 5. Chilling: importance, temperature, time. 
 
 6. Shaping. 
 
 7. Grading: firsts; seconds; culls. 
 
 8. Packing: dry packing, ice packing. 
 
 XIII. Shipping live poultry. 
 
 1. Kind of coop to use. 
 
 2. Size of coop. 
 
 3. Cars for shipping. 
 
Courses in Agriculture for the Secondarij Schools of Texas 13- 
 
 4. Care of poultry on long shipments. 
 
 5. Sorting and grading. 
 
 6. Prices for different classes. 
 
 Xiy. Marketing eggs. 
 
 1. Cleaning. 
 
 2. Sorting for color. 
 
 3. Sorting for size. 
 
 4. Boxes and cases for packing. 
 
 5. Preserving. 
 
 (1) Cold storage. 
 
 (2) Water glass. 
 
 (3) Lime water. 
 
 (4) Salt. 
 
 XV. Study of poultry other than chickens. 
 
 1. Kinds. 
 
 (?) Turkeys; (2) geese; (3) ducks; (4) guineas; (5) 
 peafowls; (6) pheasants. 
 
 2. Outline for brief study of each. 
 
 (1) Types and breeds. 
 
 (2) Importance of the industry. 
 
 (3) Care and management. 
 
 (4) Preparation, marketing and use of products. 
 
 .XVI. Insects and diseases of poultry. 
 
 1. Common ailments. 
 
 Eoup ; tuberculosis ; limberneck ; indigestion ; scabby 
 legs; cholera; white diarrhoea; pneumonia, etc. 
 
 2. Internal parasites. 
 
 Gapeworms; tapeworms; round worms, etc. 
 
 3. External parasites. 
 
 Lice, mites, etc. 
 
 4. Prevention and remedial work. 
 
 5. General sanitation and disinfectants. 
 
 (For reference material and practice work on poultry see the outline 
 of animal husbandry.) 
 
74 Courses in Agriculture for the Secondary Schools of Texas 
 
 SOILS A^TD SOIL FERTILITY. 
 I. Soil, — definition. 
 
 1. Surface soil. 
 ' 2. Subsoil, — differs from surface soil in that it 
 
 a. Contains less vegetable matter. 
 
 b. Is more compact. 
 
 c. Is usually lighter in color. 
 
 d. Is usually unproductive. 
 3. Functions of subsoil. 
 
 a. To renew mineral plant food depleted in surface soil. 
 
 b. To act as a retaining medium for roots of plants. 
 
 c. To serve as a storehouse for water. 
 
 11. Origin of soil : directly or indirectly from disintegration of rocks. 
 
 1. Causes of disintegration. • 
 
 a. Changes of temperature. 
 
 b. Wind blowing sand against rocks. 
 
 c. Water dissolving some of the elements. 
 
 d. Transporting agencies, etc. 
 
 2. Agencies active in soil formation. 
 
 a. Changes in temperature. 
 
 b. Gravity. 
 
 c. Moving water. 
 
 d. Moving ice. 
 
 e. Winds. 
 
 f. Chemical action of air and water. 
 
 g. Action of living plants and animals, 
 h. Effect of organic matter. 
 
 III. Classification of soils according to method of formation. 
 
 1. Sedentary soils. 
 
 2. Transported soils. 
 
 a. Alluvial soils. 
 
 b. Colluvial soils. 
 
 c. Drift soils. 
 
 d. Wind-blown or Aeolian soils. 
 
 3. Study each of the above named soils as to 
 
 a. How formed. 
 
 b. Characteristics. 
 
 c. Where found. 
 
 d. Agricultural importance. 
 
 IV. Types of soils. 
 
 1. Light and heavy soils. 
 
 a. Basis of classification. 
 
 b. List of light soils. 
 
 c. List of heavy soils. 
 
Courses in Agriculture for the Secondary Schools of Texas 75 
 
 2. Warm and cold soils. 
 
 a. Factors influencing temperature of soils. 
 
 (1) Color. 
 
 (2) Moisture content. 
 
 (3) Composition of soil. 
 
 (4) Fineness of soil particles. 
 
 (5) Exposure, etc.- 
 
 b. List of soils usually classed as warm soils. 
 
 c. List usually classed as cold soils. 
 
 V. Principal components of soils. 
 
 1. Sand: aids some soils by 
 
 a. Making them more porous for air and water. 
 
 b. Eaising the temperature. 
 
 2. Clay. 
 
 a. Absorbs and retains mineral plant-foods needed in 
 
 plant nutrition. 
 
 b. Usually is higher in potash. 
 
 3. Lime. 
 
 a. Aids in formation of nitrates in the soil. 
 
 b. Promotes decomposition of vegetable matter. 
 
 c. Overcomes sticky tendency of particles. 
 
 d. Improves absorptive and retentive power of sandy 
 
 soil. 
 
 e. Neutralizes soil acidity. 
 
 4. Humus. 
 
 a. Functions of humus. 
 
 (1) Serves as a nitrogen supply. 
 
 (2) Supplies mineral plant-foods. 
 
 (3) Increases water holding capacity of soils. 
 
 (4) Is a source of warmth. 
 
 (5) Improves the soil texture. 
 
 (6) Aids bacterial and other micro-organic 
 
 growth in the soil. 
 
 b. Loss of humus. 
 
 , (1) By continued growth of tilled crops. 
 
 (2) By oxidation and leaching, especially in 
 
 loose soils of the South. 
 
 (3) By great prairie fires. 
 
 c. Maintaining and building up. humus content. 
 
 (1) Maintaining permanent pastures and 
 
 meadows. 
 
 (2) Green manuring. 
 
 (3) Use of farm manures. 
 
 VI. Classes of farm soils with reference to their constituents. 
 
 1. Coarse sand. 
 
 2. Sandy soils. 
 
 3. Sandy loam. 
 
 4. Loam soils. 
 
76 Courses in Agriciiliure for the Secondary Schools of Texas 
 
 5. Silt loam. 
 
 6. Clay loam. 
 
 7. Heav}^ clav. 
 
 8. Black prairie soils. 
 
 9. Vegetable or swamp soils. 
 
 10. Study each of the above named soil types according to the 
 following outline: 
 
 a. Where found. 
 
 b. Peculiar characteristics. 
 
 c. Agricultural importance. 
 
 d. Crops best adapted to it. 
 
 VTI. Classes of soils with reference to moisture: arid: semi-arid: 
 humid. 
 
 VIII. Study each of the above named soils as follows: 
 
 a. Where found. 
 
 b. x^atural vegetation. 
 
 c. Kind of farming. 
 
 d. Agricultural importance. 
 
 e. Land values in each section. 
 
 IX. Soil moisture. 
 
 1. Kinds of soil moisture. 
 
 a. Gravitational. 
 
 b. Capillary. 
 
 c. Hygroscopic. 
 
 2. Uses of soil moisture. 
 
 a. Dissolves mineral plant foods and renders them 
 
 available for plants. 
 
 b. Transfers plant foods from soil to plant. 
 
 c. Principal component of circulatory fluid of plants. 
 
 d. Regulates soil temperature. 
 
 e. Regulates plant temperature. 
 
 3. Water capacity of different types of soils. 
 
 4. Amount of water required by different crops, % 
 
 5. Methods of controlling soil moistura 
 
 a. Best methods of conserving moisture. 
 
 b. Brief study of irrigation and drainage. , 
 
 X. Soil ventilation. 
 
 1. Tlie amount of air present in soils depends upon 
 
 a. The soil texture. 
 
 b. The structure of the soil. 
 
 c. The amount of organic matter present. 
 
 d. The amount of moisture in the soil. 
 
 2. The supply of soil-air may be controlled in part by 
 
 a. Cultivation. 
 
 b. Kinds of crops grown. 
 
 c. Organic matter added to soil. 
 
Cowses in Agriculture for the Secoudary Schools of Texas 77 
 
 3. Functions of soil-air. 
 
 a. Aids in decomposition of organic matter. 
 
 b. Chemical action on mineral substances renders them 
 
 available to plants. 
 
 c. Necessary to germination of seeds. 
 
 d. Essential to root growth. 
 
 XL Soil temperature. 
 
 1. Importance of proper soil temperature. 
 
 2. Influence of temperature upon germination and growth. 
 
 a. Optimum conditions for different crops. 
 
 b. Minimum requirements for different crops. 
 
 3. Influence on nitrification. 
 
 4. Conditions affecting soil temperature. 
 
 a. Color of the soil. 
 
 b. Amount of vegetable matter present in the soil and 
 
 rate of decomposition. 
 
 c. Amount of soil moisture. 
 
 d. Rate of evaporation. 
 
 e. Slope and situation. 
 
 f. Smoothness and compactness of surface soil. 
 
 g. Tilth of surface and subsoil. 
 
 XII. Chemical composition of soils. 
 
 1. Chemical plant foods absolutely essential to plant growth : 
 
 carbon ; hydrogen : oxygen; nitrogen; phosphorus: po- 
 tassium; calcium; sulphur; magnesium; iron; probably 
 chlorin. 
 
 2. Elements that frequently must be supplied: nitrogen; 
 
 phosphorus; potassium; calcium. 
 
 3. Xitrogen. 
 
 a. Functions of. nitrogen. 
 
 b. Amount used by dift'erent crops. 
 
 c. Source of all nitrogen. 
 
 d. Nitrogen cycle. 
 
 e. How lost from soil. 
 
 f. How maintained. 
 
 g. Replacing in depleted soils. 
 
 h. Importance of legumes in relation to nitrogen con- 
 tent of soil. 
 
 4. Phosphorus. 
 
 a. Relation to plant growth. 
 
 b. Supply of earth's crust. 
 
 c. Supply available for plants. 
 
 d. Amount removed in different crops. 
 
 e. Amount returned in manures. 
 
 f. Depletion of phosphorus content of soil. 
 
 g. How restored. 
 
 h. Source of all commercial phosphorus, 
 i. Fertilizers used for phosphonis. 
 
Courses in Agriculture for the Secondarij iSchools of Texas 
 
 (1) Acid phosphate. 
 
 (2) Ground rock phosphate. 
 
 (3) Bone meal. 
 
 (4) Steamed bone meal, etc. 
 
 j. Study the fertilizers named above, as well as others, 
 as to 
 
 (1) Fertilizing value. 
 
 (2) Availability. 
 
 (3) Time to apply. 
 
 (4) Method of applying. 
 
 5. Potash. 
 
 a. Distribution of potassium in earth's crust. 
 
 b. Soils usually rich in potash. 
 
 c. Soils usually deficient in potash. 
 
 d. Source and supply of commercial forms. 
 
 (1) Wood ashes. 
 
 (2) Griant kelp on Pacific coast. 
 
 (3) Mineral salts. 
 
 e. Most common commercial fertilizers used for potash. 
 
 f. Amount of potash removed in different crops. 
 
 g. Quantity needed by crops and time to apply, 
 h. Form of potash best to apply. 
 
 6. Calcium. 
 
 a. Chemical effect of lime on the soil. 
 
 (1) Eenders potash more available. 
 
 (2) Combines with acid phosphate, thus pre- 
 
 venting the latter from combining with 
 iron or alumina, both of which are in- 
 soluble. 
 
 (3) Promotes the decomposition of organic sub- 
 
 stances. 
 
 (4) Favors the change of ammonia into nitric 
 
 acid. 
 
 (5) Corrects soil acidity. 
 
 (6) Renders injurious compounds of iron harm- 
 
 less. 
 
 b. Mechanical effect on soil: Makes soil more mellow 
 
 and easier tilled. 
 
 c. Tests for lime. 
 
 (1) Chemical analysis. 
 
 (2) Muriatic acid test. 
 
 (3) Litmus paper test. 
 
 (4) Study of natural vegetation. 
 
 d. Crops usually benefited by liming. 
 
 e. Fertilizers used to supply lime. 
 
 (1) Superphosphates. 
 
 (2) Wood ashes. 
 
 (3) Ground limestone. 
 
 (4) Ground shells. 
 
 (5) Burned lime. 
 
 f. Amount of lime to use. 
 
Courses in Agriculture for the Secondary Schools of Tckcos 7^ 
 
 to- 
 
 Best season to apply lime, 
 h. Frequency of applying, 
 i. Metliod of applying. 
 
 XIII. Farm manures. 
 
 1. Importanee of farm manures. 
 
 2. Comparative composition of liquid manure and solid 
 
 manure. 
 
 3. Factors affecting value of manures. 
 
 a. Food of the animal. 
 
 b. Age of the animal. 
 
 c. Kind of animal. 
 
 d. Kind and amount of litter used. 
 
 e. Care of the manure. 
 
 f . Moisture content of manure. 
 
 4. Eelative value of the manure from different classes of 
 
 farm animals. 
 
 5. Care and handling of manure on the farm. 
 
 a. Methods of handling before applying. 
 
 (1) x411owing manure to collect in stalls. 
 
 (a) Necessity of good bedding. 
 
 (b) Advantages and disadvantages. 
 
 (2) Composts and composting: kind; cost. 
 
 (a) Location with reference to other 
 
 buildings. 
 
 (b) Care of manure in the compost. 
 
 (c) Advantages and disadvantages. 
 
 (3) Chemical absorbents and reinforcements. 
 
 (a) Purposes of using them. 
 
 (b) Kind of material to use. 
 
 (c) Danger of using some chemical ab- 
 
 sorbents. 
 
 (d) How to use. 
 
 b. Application of manure. 
 
 (1) Applying fresh manure. 
 
 (a) Kind of crop and condition of soil. 
 
 (b) Advantages of applying fresh 
 
 manure. 
 
 (2) Applying well rotted manure. 
 
 (3) Time to apply. 
 
 (4) Amount of manure to use. 
 
 (5) Condition of soil and kind of crop. 
 
 (6) Method of applying. 
 
 (7) Necessity of even application. 
 
 c. Losses of manure due to exposure. 
 
 XIV. Handling soils to maintain permanent soil fertility. 
 
 1. Proper rotation of crops. 
 
 a. Reasons for crop rotation. 
 
 (1) Plants use different proportions of soil con- 
 stituents. 
 
so Connies in Agriculture for the Secondary Schools of Texas 
 
 (2) Plants feed at different depths. 
 
 (3) Different crops require different cultural 
 
 practices. 
 
 (4) Insect posts and fungus diseases more easily 
 
 controlled. 
 
 (5) Economy of labor. 
 
 b. Effect of rotation on production. 
 
 c. Effect on soil fertility. 
 
 d'. Eotation suitable for farming in different parts of 
 Texas. 
 ■2. Green manures. 
 ' a. Purpose of green manuring. 
 
 b. Effect on soil. 
 
 c. Effect on production. 
 
 d. Place in crop rotation. 
 
 e. Crop best suited for green manures. 
 
 f . Degree of maturity for turning under green manures. 
 
 g. Advantages of green manuring. 
 
 (1) Increases availability of mineral plant 
 
 foods. 
 
 (2) Increases humus content and raises soil 
 
 temperature. 
 
 (3) Increases moisture content of soil. 
 
 (4) Conserves nitrogen. 
 
 (5) Brings up plant food from subsoil and 
 
 stores in the surface soil. 
 
 (6) Opens and mellows soils. 
 
 J (7) Makes following crop deeper rooted and 
 
 lessens drouth injury. 
 
 (8) Helps free the land from weeds. 
 
 (9) Aids in preventing erosion and blowing of 
 
 soils. 
 
 3. Intelligent use of farm manures and commercial fertil- 
 
 izers. 
 
 4. Proper tillage. 
 
 a. Implements for cultivating the soil. 
 
 b. Plowing the land. 
 
 (1) Time to plow, — depends upon 
 
 (a) Kind of soil. 
 
 (b) Conditions of the soil. 
 
 (c) Slope of the land. 
 
 (d) Crop to be grown. 
 
 (2) Depth of plowing. 
 
 (3) Subsoil ing. 
 
 c. Cultivation after breaking. 
 
 (1) Kind and amount. 
 
 (2) Purpose. 
 
 (a) To destroy Aveeds. 
 
 (b) To conserve moisture. 
 
 (c) To render plant food available. 
 
Courses in Agriculture for the Secondary Schools of Texas 81 
 
 (d) To obtain an openness of texture 
 and uniform soil condition. 
 
 d. Summer fallowing. 
 
 (1) Purpose. 
 
 (2) Advantages. 
 
 (3) Losses due to fallowing. 
 
 e. Best methods of cultivation for different sections of 
 
 the state. 
 
 XIV. Building up worn-out soils. 
 
 PRACTICE WORK IN SOILS AND SOIL FERTILITY. 
 
 (Refer to laboratory manuals for detailed description of the various 
 exercises.) 
 
 1. A field trip to note evidences of soil formation. 
 
 2. Practice in taking soil samples. 
 
 3. Examination of characteristics of sand, loam, cla}'. 
 
 4. Examination of soil and subsoil. 
 
 5. Examination of types of soil with their vegetation. 
 
 6. Examinations of soils that have been cropped differently. 
 
 7. Thoroughly mix samples of soil with water in tall glass cylinder, 
 allow it to settle, and note the separation of particles according to size. 
 
 8. Stir samples of sand, loam, and clay with water to a stiff dough, 
 mold into balls, and dry in sun or in oven. 
 
 9. Try alternately wetting and drying the clay mud ball. Try 1 
 per cent of lime in clav mud ball. If convenient, trv freezing clav mud 
 ball. 
 
 10. Compare power of sand, clay, and leaf mould to retain moisture 
 by saturating with water the same weight of each and determining the 
 increase in weight. 
 
 11. Percolation experiment with sand, loam, clay. 
 
 12. Capillarity experiment with sand, loam, clay. 
 
 13. Use clods and chaff to obstruct capillary rise of moisture in large 
 glass tubes. 
 
 14. Test efficiency of dust mulch in conserving moisture. 
 
 15. Test effect of evaporation of moisture on temperature of soil on 
 a clear day. 
 
 16. Test effect of color of soil on temperature on clear day. 
 
 17. Determine capillary moisture in field samples, and note effect 
 of method of cropping and handling on moisture content. 
 
 18. Determine porosity, volume, weight, and apparent specific grav- 
 ity of soils. 
 
 19. Determine loss in sample of soil on ignition. Note relation be- 
 tween type of soil, method of cropping, and handling, and loss on 
 ignition. 
 
 20. Examine various kinds of fertilizer materials. 
 
 21. Run fertilizer tests either in field or in pots. 
 
 22. Examine root system and tubercles of cowpeas, soy beans, alfalfa, 
 •eto. Dig up an average plant with care to get as near all the root 
 system as possible. Count the number of plants on a square foot. Cal- 
 
v^-3 Courses in AgricuJIure for the Secondary ScJiooIs of Texas 
 
 dilate approximately the weight of air-dry organic matter per acre 
 added by turning under the crops. Calculate the approximate weight 
 of hay per acre the field will yield. Supposing that two-thirds of the 
 nitrogen in the entire plant is obtained from the air and one-third from 
 the soil, and that two-thirds of the nitrogen of the plant is^in the top 
 (hay) and one-third in the roots and stubble, how much nitrogen is 
 added to the soil if the hay crop is removed from the field ? How much 
 if the crop is turned under? How much corn or cotton might be 
 expected from the added nitrogen? What is the value of the nitrogen 
 added? What is the value of the potash and phosphoric acid turned 
 under? How does the value of plant food turned under compare with 
 the value of animal food turned under? What is the net weight and 
 value of plant food added to the soil in consequence of growing and 
 turning under the crop? 
 
 (When time does not permit each student to perform each exercise, 
 the teacher may assign some exercises to certain students and require 
 all the students to make observation and write up the results. Plan 
 sufficient ^tork for each day for each student so that he will have no 
 time to waste.) 
 
 REFERENCE MATERIAL IX SOILS AND SOIL FERTILITY. 
 
 I. ^linimum. 
 
 1. Hopkins: Soil Fertility and Permanent Agriculture 
 
 ((^inn & Co., Dallas'), $2.25. 
 
 2. King: Phvsics of Agriculture (F. H. King, Madison, 
 
 Wis.), $1.75. 
 
 3. King: The Soil (Macmillan Co., Dallas), $1.50. 
 
 4. Lyon and Fippin : The Principles of Soil Management 
 
 '(Macmillan Co., Dallas), $1.75. 
 
 5. Voorhees: Fertilizers (Macmillan Co., Dallas), $1.25. 
 
 II. Other books desirable. 
 
 1. Burkett: Soils (Orange Judd Co., Xew York), $1.25. 
 
 2. Fletcher: Soils (Doubledav, Page & Co., Garden Citv, 
 
 ]Sf.Y.),$2.00. 
 
 3. Hall: Fertilizers and Manures (E. P. Dutton & Co., 
 
 N. Y.), $1.50. 
 
 4. Hall: Soil (E. P. Dutton .& Co., X. Y.), $1.50. 
 
 5. Harris: Talks on Manures (Orange Judd Co., N. Y.), 
 
 $1.50. 
 
 6. Hilgard: Soils (Macmillan Co., Dallas), $4.00. 
 
 7. McCall: Phvsical Properties of Soil (Orange Judd Co., 
 
 K Y.), 50c. 
 
 8. Mosier: Laboratory Manual for Soil Physics (E. H. 
 
 Eeid, Bremer School, Minneapolis), 30c. 
 
 9. Murray: Soils and Manures (Van Xostrand, New York), 
 
 $2.00. 
 10. Roberts: Fertilitv of the Land (]\[acmillan Co., Dallas), 
 $1.50. 
 
Cunrses in Agriculture for iJie Secondary Schools of Texas 83 
 
 11. Shaw: Dry Land Farming (Orange Jndcl Co., Xew 
 
 York), $3.00. 
 
 12. Snvder: Soil^^ and Fertilizers (Macmillaii Co., Dallas),. 
 
 $1.25. 
 
 13. Stevenson and Schaub: Soil Physics Laboratory Guide 
 
 (Orange Jndd Co., Xew York), 50c. 
 
 14. A^an Slvke : Fertilizers and Crops (Orange Jndd Co.,. 
 
 X. Y.), $2.00. 
 
 15. Vivian: First Principles of Soil Fertility (Oranoe Judd 
 
 Co., Xew York), $1.00. 
 
 16. AYarington : Physical Properties of Soil (Oxford Fni- 
 
 versity Press, New York), $1.50. 
 
 17. Whitson and Walster: Soils and Soil Fertility (Webb 
 
 Pub. Co., St. Paul), $1.25. 
 
 III. Bulletins and other publications. 
 
 1. Bulletin No. 112 : Xature and Uses of Commercial Fer- 
 
 tilizers (Texas Experiment Station, College Station). 
 
 2. Bulletin No. 136: Organic Phosphoric Acid in the Soil 
 
 (Texas Experiment Station, College Station, Texas). 
 
 3. Bulletin No. 156: The Phosphorus Compounds of Cot- 
 
 ton Seed Meal and Wheat Bran (Texas Experiment 
 Station, College Station, Texas). 
 
 4. Bulletin No. 161: The Composition of Soil of South 
 
 Texas (Texas Experiment Station, College Station,. 
 Texas). 
 Soils Bureau Bulletins (TJ. S. Dept. of Agriculture, Washington, I). C.) : 
 
 5. Bulletin No. 34:: Eeclamation of Alkali Soils. 
 
 6. Bulletin No. 35 : Alkali Soils of United States. 
 
 7. Bulletin No. 40 : Some Factors Influencing Soil Fer- 
 
 tility. 
 
 8. Bulletin No. 48: Fertility of Soils as Affected by Ma- 
 
 nures. 
 
 9. Bulletin No. 56 : Role of Oxidation in Soil Fertility. 
 
 10. Bulletin No. 62: Fertilizers for Cotton Soils. 
 
 11. Bulletin No. 64: Fertilizers for Corn Soils. 
 
 12. Bulletin No. 65: Fertilizers for Potato Soils. 
 
 13. Bulletin No. 6C^: Fertilizers for Wheat Soils. 
 
 14. Bulletin No. 67: Fertilizers on Soil Used for Oats, Hay 
 
 and Miscellaneous Ciops. 
 
 15. Bulletin No. 71 : Soil Erosion. 
 
 16. Bulletin No. 79: Color of Soils. 
 
 17. Bulletin No. 115: Soil Improvement of Worn Hill Lands 
 
 (Illinois Experiment Station, Urbana). 
 
 18. Circular No. 38: The Principles of Maintaining Soil 
 
 Fertility (Missouri Experiment Station, Columbia). 
 Fai-mers' Bulletins (U. S. Dept. of Agriculture, Washington) : 
 
 19. Bulletin No. 44: Commercial Fertilizers, Composition 
 
 and L"se. 
 
84 Courses 
 
 20. 
 21. 
 22. 
 23. 
 24. 
 
 25. 
 
 26. 
 
 27. 
 2^. 
 
 in Agriculture for the Secondary Schools of Texas 
 
 Bulletin N'o. 
 Bulletin No. 
 Bulletin No. 
 Bulletin No. 
 Bulletin No. 
 
 Eich Neck 
 Bulletin No. 
 
 Moisture. 
 Bulletin No. 
 
 ing. 
 Bulletin No. 
 Bulletin No. 
 
 48 : Manuring of Cotton. 
 77 : Liming of Soils. 
 88: Alkali Lands. 
 
 138: Irrigation in Field and Garden. 
 257 : Soil Fertility, address delivered before 
 Farmers' Club of Queene Anne County, Md. 
 266 : Management of Soils to Conserve 
 
 278 : Leguminous Crops for Green Manur- 
 
 421 : Control of Blowing Soils. 
 537 : How to Grow an Acre of Corn. 
 
Courses in Agriculture for the Secondary Schools of Texas 85 
 
 FIELD CEOPS. 
 
 Corn. 
 
 I. History of corn. 
 
 1. Where first found. 
 
 2. By whom first cultivated. 
 
 3. Early distribution. 
 
 4. By what race of people cultivated at the present time. 
 
 II. Study of the corn plant. 
 
 1. Height of stalk. 
 
 2. Number of leaves per stalk. 
 
 3. Arrangement of leaves. 
 
 4. Height of ear from ground. 
 
 5. Flowering parts. 
 
 a. Tassels bearing staminate flowers. 
 
 b. Silks — pistillate flowers (see experiments Nos. 
 
 1 and 2, page 101). 
 
 6. Effect of self-fertilization. 
 
 7. Effect of cross -fertilization. 
 
 8. Eoot system. 
 
 a. Function of large roots above ground. 
 
 b. Function of smaller roots and root hairs. 
 
 c. Depth of root systems. 
 
 d. Spread of roots across rows. 
 
 e. Depth of roots below surface near plant. 
 
 f. Depth of roots below surface in the middle of 
 
 rows. 
 
 III. Selection of seed corn. 
 
 1. Methods of selection. 
 
 a. Shock selection. 
 
 b. Selecting from crib. 
 
 c. Field selection. 
 
 2. Factors to consider in field selection. 
 
 a. General strength and vigor of the stalk. 
 
 b. Leafiness of stalk. 
 
 c. Size and height of stalk. 
 
 d. Number of stalks to hill. 
 
 e. Number of ears borne to the stalk. 
 
 f. Height of ear on- stalk. 
 
 g. Size and shape of the ear. 
 h. Size and length of shank. 
 
 IV. Curing seed corn. 
 
 1. Factors to be considered. 
 
 a. Ventilation. 
 
 b. Dry atmosphere. 
 
 • c. Freedom from exposure to direct days of sun. 
 
8() Courses in^Agriculturf for the ^ccondanj Schools of Texas . 
 
 2. Devices to be used in the sehool-rooni for curing the 
 corn. 
 
 a. Corn tree. 
 
 b. Corn rack. 
 
 c. Double string methods. 
 
 d. Single cord method. 
 
 e. Wire racks, etc. 
 
 Y. Relation of climate to corn production. 
 
 1. Corn requires a high temperature during the growing 
 
 season. 
 
 2. It requires long days of bright sunshine. 
 
 3. It needs a large amount of rain during the liot grow- 
 
 ing season. 
 
 YI. Soils best adapted to corn. 
 
 YII. Plowing for corn. 
 
 1. Time of plowing. 
 
 2. Advantages of late fall plowing. 
 
 a. Stores up moisture. 
 
 b. Freezing and thawing have mellowing effect 
 
 upon land. 
 
 c. Freezing destroys insect larvae, 
 e. Economizes labor. 
 
 3. Spring plowing. 
 
 4. Depth of plowing for light soils. 
 
 5. Depth of plowing for heavy soils. 
 
 6. Subsoiling. 
 
 YIII. Preparing the seed bed after plowing. 
 
 1. Leave fall-plowed land in rough until spring. 
 
 2. Cultivate spring-plowed land immediately after plou- 
 
 ing, especially if plowed late. 
 
 3. Advantages of frequent cultivation before planting. 
 
 4. Method of cultivating: discing, harrowing, etc.;, as 
 
 condition demands. 
 
 IX. Seeding. 
 
 1. Importance of good, uniform seed. Reasons for dis- 
 , carding butts and tips. 
 
 2. Method of seeding. 
 
 a. In drills. 
 
 b. Check row system. 
 
 3. Depth of seeding. Listing. 
 
 4. Time of seeding. 
 
 a. Plant later in sod land to avoid injury from 
 
 cut worms. 
 
 b. Be sure that soil is warm enough. 
 
 5. Rate of planting. 
 
 a. Distance between rows. 
 
 b. Number of kernels to hill if checked. 
 
Courses in AgiictiUure for f'te ,'<(-(:otu!(iiii Srh.ools of Texas 87 
 
 c. Distance between kernels in drills if drilled. 
 
 d. Eate ,of planting for fertile soil and good cli- 
 
 matic conditions. 
 
 e. Rate for poor soil and poor climatic conditions. 
 
 X. Cultivation after planting. 
 
 1. Purpose of cnltivation. 
 
 a. To subdne weeds. 
 
 b. To conserve soil moisture. 
 
 c. To aerate the soil. 
 
 d. To improve the quality of the crop. 
 
 e. To improve the quantity of the crop. 
 
 2. Method of cultivation. 
 
 a. Level versus hilling. 
 
 b. Shallow versus deep. 
 
 3. Amount of cultivation. 
 
 4. Time to cultivate. 
 
 XI. Harvesting corn. 
 
 1. Degree of maturity to harvest for silage. 
 
 2. Degree of maturity to harvest for fodder. 
 
 3. Degree of maturity to harvest for ears. 
 
 4. Influence of maturity upon yield. 
 
 5. Influence of maturity upon composition. 
 
 6. Influence of maturity upon feeding value. 
 
 XIL Storing corn. 
 
 1. Condition of corn when stored. 
 
 2. Necessity of well ventilated granaries. 
 
 3. Xecessity of tight cribs to protect from weevils. 
 
 4. Necessity of protection from mice and rats. 
 
 0. Best method of handling and storing stover. 
 G. Harvesting and storing in the silo. 
 
 XIII. Enemies of corn. 
 
 1. Weeds, 
 
 a. Ways in which they injure the crop. 
 
 b. Study and identification of weeds most trouble- 
 
 some in corn crop. 
 
 c. Best method of combating weeds. 
 
 2. Insect enemies : a brief study of the life history of the 
 
 following, and of the injury caused by them : cut 
 worms, white grubs, corn-ear worms, wire worms, 
 chinch bugs. 
 
 3. Animal pests: rats, mice, gophers, muskrats, and 
 
 squirrels. 
 
 4. Birds that destroy corn sometimes: crow, blackbird. 
 
 5. Fungus and bacterial diseases. 
 
 a. Smut. 
 
 ( 1 ) Source and mode of infection. 
 
 (2) Factors influencing extent of infection. 
 
88 Courses in Agriculture for the Secondary Schools of Texas 
 
 h. 
 
 (3) 
 
 Amount of damage done. 
 
 (4) 
 
 Preventive measures. 
 
 
 Bacterial diseases. 
 
 
 (1) 
 
 Where found. 
 
 
 (3) 
 
 Appearance of plants 
 
 infected. 
 
 (3) 
 
 Damage caused. 
 
 
 (4) 
 
 Remedy. 
 
 
 Corn rust. 
 
 
 (1) 
 
 Appearance. 
 
 
 (2) 
 
 Prevalence. 
 
 
 (3) 
 
 Conditions favorable. 
 
 
 (4) 
 
 Injury. 
 
 
 (5) 
 
 Remedy. 
 
 
 XIV. Elements of plant food removed by corn crop. 
 
 1. Amount removed in ears of fifty-bushel crop. 
 
 2. x^mount removed in stalks of fifty-bushel crop. 
 
 XV. Fertilizing and manuring for corn crop. 
 
 1. Kind and amount needed. 
 
 2. Time to apply. 
 
 3. Method of applying. 
 
 XVI. Corn in crop rotations. 
 XVII. Cost of producing an acre of corn. 
 
 1. Cost of cultivation. 
 
 2. Value of plant food removed. 
 
 3. Rental value of land. 
 
 4. Depreciation of farm machinery. 
 
 5. Cost of harvesting, etc. 
 
 6. Amount of corn necessary to be produced so as not to 
 
 lose monev. 
 
 • ./ 
 
 XVIII. Uses of corn. 
 
 1. Food for domestic animals. 
 ; 2. Food for human consumption. 
 
 a. Hominy. 
 
 b. Corn meal bread. 
 
 c. Corn meal mush. 
 ■ d. Roasting ears. 
 
 e. Canned corn, etc. 
 3. Manufactured products. 
 
 a. Glucose. 
 
 b. Starch, uses of. 
 
 (1) Food. 
 
 (2) Laundry starch. 
 
 (3) Malting, etc. 
 
 c. Alcohol and whisky. 
 
 d. Pith of stalk used in manufacture of explosives 
 
 and for i^aclying sides of war vessels. 
 
Courses in AgricuUure for the Secondary Schools of Texas 89 
 
 e. Stalks used in manufacture of paper. 
 
 f. Husks made into mats and mattresses. 
 
 g. Corn cobs for pipes. 
 
 4. By-products from manufacture of whisky, starch and 
 glucose : oil, gum, germ oil meal, gluten meal, bran, 
 gluten feed, distiller's grains, brewer's grains. 
 
 (The last two named contain corn, barley and rye com- 
 monly, but are usually largely corn.) 
 
 XIX. Testing seed corn. 
 
 1. Impoitance of testing. 
 
 XX. 
 
 2. 
 
 Value of individual-ear test. 
 
 
 3. 
 
 Effect of poor seed on stand and 
 
 yield. 
 
 4. 
 
 Method of making individual-ear 
 
 test. , 
 
 5. 
 
 Temperature required for test. 
 
 
 6. 
 
 Time required for test. 
 
 1 
 
 7. 
 
 Kind of tester used. 
 
 
 Corn breeding. 
 
 
 1. 
 
 Methods. 
 
 a. Straight selection. 
 
 b. Cross-fertilization. 
 
 
 2. 
 
 Physical characters of the plant to be regarded in 
 
 
 selection. 
 
 
 
 a. Shape of ear. 
 
 
 
 b. Size of ear. 
 
 
 
 c. Shape of kernel. 
 
 
 
 d. Height of ear. 
 
 
 
 e. Size of stalk. 
 
 
 
 f. Height of stalk. 
 
 
 
 g. Amount of leaf. 
 
 
 
 h. Length of shank. 
 
 
 
 i. Tillers. 
 
 
 
 i. Barren stalks. 
 
 
 XXL Types of corn: pod corn, flint corn, soft corn, sweet corn 
 dent corn. 
 
 XXII. -Varieties of corn. 
 
 1. Xorthern varieties: Brewers' Yellow Dent, Minnesota 
 
 Xo. 13, Wisconsin Xo. 7, Wisconsin Xo. 8, and 
 Golden Glow. 
 
 2. Central varieties : Reed's Yellow Dent, Riley's Favor- 
 
 ite, Learning, Boone County White, Johnson County- 
 White, Pride of the Xorth, Silver Mine, Golden 
 Eagle, Bloody Butcher, and Strawberry. 
 
 3. Southern varieties : West's White Dent, Hickory King, 
 
 Prolific, Texas Gourd Seed, Boone County White, 
 Sure Cropper, Bloody Butcher, Mosby, Strawberry, 
 Mexican June, and Munson. 
 
90 Courses in Agriculture for the l^ccondary Scliooh of Texas 
 
 B, Wheat. 
 
 I. History and distribution. 
 
 1. Early history of wheat. 
 
 2. Early distribution. 
 
 3. Introduction into the Fnited States. 
 
 4. Spread in the nation. 
 
 5. Present distribution in Texas. 
 
 6. Present distribution in the United States. 
 
 II. Study of the wheat plant. 
 
 1. Culm. 
 
 a. Length of culm. 
 
 (1) Influence on liability to lodge. 
 
 (2) Influence on ease of harvesting. 
 
 (3) Influence on yield. 
 
 b. Number and arrangement of leaves, 
 e. Structure. 
 
 (1) Thickness of wall. 
 
 (2) Hollow, hair}^, rough, or grooved. 
 
 2. Leaves, their parts: blade, sheath, ligule, and leaf 
 
 auricle. 
 
 3. Boots. 
 
 a. Number and arrangement of temporary roots on 
 
 young plant. 
 
 b. Arrangement of permanent roots. 
 ' ■ c. Depth of root system. 
 
 4. Stooling and tillering: effect of thick seeding on 
 
 stooling. 
 
 5. Wheat flower. 
 
 a. Parts of the flower. 
 
 b. Arrangement of parts. 
 
 6. Spikelet. 
 
 a. Number of flowers in a spikelet. 
 
 b. Number of berries and number of sterile flowers. 
 
 c. Number and position of outer glumes. 
 
 7. Spike. 
 
 a. Name and arrangement of parts. 
 
 b. Number of spikelets. 
 
 c. Length of spike. 
 
 8. Fruit or grain. 
 
 • a. Parts of wheat berry. 
 
 b. Relative value of parts commercially. 
 
 III. Botanical relations. 
 
 1. Species of wheat: P^inkorn, Spelt, Emmer, Club, 
 Durum, Alaska, Polisli, Poulard, and common wheat. 
 ; 2. Varieties of common wheat. 
 
 a. AVinter wheat. 
 
Coiirsp<< ill Ar/ririflture for ihe Secondarij Schools of Texas {)\ 
 
 (1) Soft winter wheat: Mediterranean, Fiil- 
 
 caster, Valley, Xigger, Kansas Mort- 
 gage Lifter, Early Genesee, Giant, 
 FViltz. 
 
 (2) Hard winter wheat: Turkey I?ed, Bel- 
 
 oglena, Kharkof, Malakoff, Crimean, 
 Eed Winter, Ghirka. 
 b. Hard spring wheat: Fife, Blue Stem, Velvet 
 
 Chaff, 
 e. White wheal : California Club, Oregon Eed Clialf. 
 Sonora, Wliite Winter, and Little Club, (^lay 
 be either winter or spring varieties.) 
 
 TV. Improvement of varieties. 
 
 1. Breeding by straight selection. 
 
 2. Breeding ])y crossing varieties. 
 
 V. Climate as a factor in wheat production. 
 
 1. Effect of climate on geographical distribution in general. 
 
 2. Effect of climate upon distrilnition of spring and winter 
 
 wheats. 
 
 3. Quality of wheat as affected by climate. 
 
 4. Yield as affected by climate. 
 
 5. Amount of rainfall necessary to production of wheat 
 
 in different regions. 
 
 6. Effect of climate upon general growth of plant. 
 
 VI. Soils adapted for wheat. 
 
 1. Influence of soil on yield. 
 
 2. Influence of soil on winter killing. 
 
 3. Kind of soils best adapted to wheat. 
 
 VII. Fertilizers and manures for wheat. . 
 
 1. Amount of plant food removed in grain and straw from 
 
 average acre of wheat. 
 
 2. Kind and amount of commercial fertilizers required to 
 
 replace plant food removed. 
 
 3. Time and method of applying commercial fertilizers. 
 
 4. Xecessity of green manuring. 
 
 5. Importance of barn-yard manure and time to apply in 
 
 rotation. 
 
 6. Effect on soil of continuous cropping. 
 
 VIII. Cultural methods. 
 
 1. Place of wheat in crop rotations. 
 
 2. Time to plow the land. 
 
 3. Depth of plowing. 
 
 4. Subsoiling. 
 
 5. Preparation of the sc^'d bed without plowing. 
 
 6. Preparation of the seed bed after plowing. 
 
 7. Time of sowing. 
 
92 Courses in Agriculture for the Secondary Schools of Texas 
 
 8. Method of sowing. Advantages of drilling. 
 
 9. Depth of sowing. . 
 
 10. Rate of seeding. 
 
 a. For fertile soil. 
 
 b. For thin soil. 
 
 11. Influence of size of seed upon yield. 
 
 12. Importance of fanning and screening seed carefully 
 
 before sowing. 
 
 13. Spring cultivation of winter wheat. 
 
 IX. Enemies of wheat. 
 
 1. Insect pests. 
 
 a. Of growing grain. 
 
 (1) Kinds: chinch bug, joint worm, Hessian 
 
 fly, wheat midge, grass hoppers, etc. 
 
 (2) Life history of one or two insects com- 
 
 mon to your locality. 
 
 (3) Method of control. 
 
 b. Of stored grain and grain products. 
 
 (1) Kinds: granary weevil, rice weevil, flour 
 
 beetle, Mediterranean flour moth, etc. 
 
 (2) Life history of one or two most common 
 
 ones. 
 
 (3) Method of control. 
 
 (a) Fumigation with sulphur, car- 
 
 bon bisulphide, or potassium 
 cyanide. 
 
 (b) Raising temperature to 120 de- 
 
 grees or more for from twelve 
 to twenty-four hours. 
 
 2. Animal and bird enemies : rats, mice, ground squirrels, 
 
 English sparrows, etc. 
 
 3. Fungus diseases. 
 
 a. Kinds : rust, wheat scab, loose smut, stinking 
 
 smut. 
 
 b. Economic importance of fungus diseases of wheat. 
 
 c. Brief study of life cycle of smuts. 
 
 d. Source of infection of smuts. 
 
 e. Remedial measures. 
 
 (1) Hot water treatment for loose smut. 
 
 (2) Hot water treatment, copper sulphate 
 
 treatment, and formalin treatment for 
 stinking smut. 
 
 4. Weeds as enemies of wheat. 
 
 a. How weeds injure growing grain. 
 
 b. Kind of weeds commonly found in wheat field. 
 
 c. Loss due to weed seed in threshed grain. 
 
 d. Best method of controlling troublesome weeds. 
 
Courses in Agricidiure for the Secondary Schools of Texas d?> 
 
 X. Harvesting and threshing. 
 
 1. Degree of maturity for harvesting. 
 
 a. Influence of maturity upon yield. 
 
 b. Influence of maturity upon composition. 
 
 2. Method of harvesting. 
 
 a. Machinery: reaper, self-binder, header, combined 
 
 harvester and thresher. 
 
 b. Number of acres that can be handled conveniently 
 
 by each. 
 
 c. Territories adapted to use of each. 
 
 3. Advantages of threshing wheat from shock. 
 
 4. Advantages of stacking. 
 
 5. Handling the threshed grain. 
 
 XI. Milling wheat. 
 
 1. Steps in milling: tempering, breaking, separation of 
 
 bran, purifying, grading, rolling, and bolting. 
 
 2. Grades of flour produced for human food: first patent, 
 
 second patent, patent, standard patent, long patent, 
 straight, baker's or first clear, low grade or second 
 clear. 
 
 3. Special flour for human food : Graham or whole wheat. 
 
 4. By-products used for animal food: bran, middlings, 
 
 shorts, wheat screenings. 
 
 (In somewhat the same way the teacher may outline the work for 
 oat.-i, barley, rye, rice, and buckwheat. The local importance of the 
 cereal and the time available will determine the extent to which each 
 should be studied.) 
 
 C. Cotton. 
 
 I. Introduction. 
 
 1. Extent of industry : yield, acreage, value for Texas 
 
 and for United States; cotton states and their rank 
 in production; foreign countries producing cotton. 
 
 2. History of cotton industry : ancient production and use ; 
 
 growth of the industry in the United States; factors 
 influencing this growth. 
 
 3. Effect of cotton industry on South: effect on soil, in- 
 
 dustries, education, population; demands for diver- 
 sified farming. 
 
 II. Description of plant. 
 
 1. Stems and branches: vegetative and fruiting; cone- 
 
 shaped and "cluster cottons"; correlation between 
 types of stems and branches, and maturity and pro- 
 duction. 
 
 2. Eoots. 
 
 3. Leaves. 
 
 fc, 4. Boll stems or peduncles, — best types. 
 
94 Courses in Agriculture for the Secondary ScJiools of Texas 
 
 5. Flowers: ^•'squares"; sepals; stamens; pistils; pollen; 
 
 methods of pollination. 
 
 6. Bolls: locks; seeds; lint; "storm resistant"' l)ol]s : struc- 
 
 ture of boll. 
 
 7. Study of lint. 
 
 (ij Mature of lint. 
 
 (2) Kinds of fiber as to maturity: ripe, partly ripe, 
 
 immature. 
 
 (3) Valne of fiber: depends upon lenoth^ maturity, 
 
 fineness, and uniformity. 
 
 8. Study of seed. 
 
 (1) Composition. 
 
 (2) Proportion of parts: linters, hulls, meats. 
 
 (3) Characteristics: size, shape, color, etc. 
 
 (4) By-products: cotton-seed meal, cotton-seed oil, 
 
 linters, hullSj etc. 
 
 III. Cotton production. 
 
 1. Soils. and climate: climatic conditions favorable to cot- 
 
 ton; soils best adapted; relation between fertility and 
 cotton production. 
 
 2. Fertilizers for cotton: efl'ect of cotton on fertility of 
 
 the soil; fertilizer equivalent of a bale of cotton to 
 the acre; parts of the plant removing fertility; loss 
 of fertility due to cultivation and leaching; commer- 
 cial fertilizers recommended ; green manuring and 
 rotation of crops to conserve fertility. 
 
 3. Preparation of seed bed. 
 
 (1) Disposition of litter on ground, such as corn 
 
 stalks, cotton stalks, etc. 
 
 (2) Breaking: time, depth, and manner. 
 
 (3) Bedding: advantages and disadvantages; bed- 
 
 ding versus level planting; soils adapted to 
 • ' each ; methods of forming the bed ; distance 
 
 apart.. 
 
 4. Fertilizing: method of distribution, time, rate, etc. 
 
 5. Planting: time, rate, method, distance between rows. 
 
 6. Cultivation: "barring"; "siding"; cleaning middles; 
 
 "chopping"; manual labor versus mule labor; im- 
 proved machinery; shallow cultivation; duration of 
 cultivation. 
 
 IV. Harvesting the crop. 
 
 1. Picking: picking season; hand picking, — average day's 
 
 picking, cost, method ; mechanical pickers, — type, cost, 
 efficiency. 
 
 2. Ginning: nature of operation, history of cotton gin, 
 
 eft'ect of ginning damp cotton. 
 
 3. Baling: nature of process; size and weight of bale; 
 
 covering; amount of tare; square bale versus round- 
 bale. 
 
 4. Compressing : nature ; method ; purpose ; when used. 
 
Courses hi Agriculture for the Secondary Schools of Texas 95 
 
 V. Marketing cotton. 
 
 1. Care of baled cotton: deterioration due to exposure to 
 
 weather and mud; yarding; storage in warehouse, — 
 cost, insurance, etc. ; storing on the farm. 
 
 2. Marketing through agent. 
 
 3. Personal selling. 
 
 4. Cotton exchange: nature of business; rise of the ex- 
 
 change; effect on industry. 
 .5. Commercial grades of cotton. 
 
 (1) Factors determining class of cotton : abundance 
 
 of trash; color of fiber; amount of "nep" or 
 tangled, immature fibers. 
 
 (2) "Tull classes or grades: fair, middling fair,. 
 
 good middling, middling, low middling, good 
 ordinary, ordinary. 
 
 (3) ^'Half grades": strict middling fair, good mid- 
 
 dling, strict middling, etc. 
 
 (4) Grades usually found in Texas : strict good mid- 
 
 dling, goocl middling, strict middling, mid- 
 dling. 
 
 (5) Influence of length of fiber. 
 
 (6) Effect of tinges and stains. 
 
 (7) Differences in value due to grades. 
 
 YI. Types and varieties of cotton. 
 
 1. American upland cotton : groups, characteristics, and 
 
 varieties. 
 
 (1) Cluster type. 
 
 (3) Semi-cluster type. 
 
 (3) Eio Grande type. 
 
 (4) Early King type. 
 
 (5) Big-boll type. 
 
 (6) Long-limbed type. 
 
 (7) Long-staple upland. 
 
 2. Sea-island cotton : location, cliaiacteristics of plant and 
 
 fiber, value. 
 
 3. Other types : Peruvian, Lidian, Bengal. 
 
 YII. Improvement of cotton. 
 
 1. Qualities desired. 
 
 (1) Large size of boll. 
 
 (2) Large number of bolls. 
 
 (3) Early maturity. 
 
 (4) Desired shape of plant. 
 
 (5) Freedom from disease. 
 
 (6) Uniformity in length of lint. 
 
 (7) Greater length of lint. 
 
 2. Methods of improvement. 
 
 (1) Selection; plant-to-row test; picking cotton for 
 seed ahead of main pickers; advantages and 
 disadvantages of the methods; common 
 method of selecting seed. 
 
96 Courses in Agriculture for the Secondary Schools of Texas 
 
 (2) Breeding and selection: advantages and incon- 
 
 veniences. 
 
 (3) Varieties and types best suited to local con- 
 
 ditions. 
 
 VIII. Insects and diseases of cotton. 
 
 1. Kinds of insect pests: boll weevil, cotton boll worm, 
 
 cut worms, etc. 
 
 2. Study of each: life history, nature of injury, preven- 
 
 tion and remedial measures. 
 
 3. Diseases of cotton: cotton wilt or black-root, root rot, 
 root-knot, boll rot or anthracnose, cotton rust or black 
 rust. 
 
 4. Prevention and remedial measures. 
 
 D. Legumes. 
 
 I. 
 
 Meaning of the term legume. 
 
 II. 
 
 Plants belonging to this family. 
 
 
 1. 
 
 Alfalfa. 
 
 
 2. 
 
 Clovers: medium red; mammoth; white; alsike; bur; 
 sweet; crimson; Japanese; hop, etc. 
 
 
 3. 
 
 Cowpeas. 
 
 
 4. 
 
 Soy beans. 
 
 
 5. 
 
 Canadian field peas and other peas. 
 
 
 6. 
 
 Beans. 
 
 
 7. 
 
 Peanuts. 
 
 
 8. 
 
 Vetches, etc. 
 
 III. Value of legumes. 
 
 1. As a food for animals. 
 
 a. Eelative protein content of alfalfa hay as com- 
 
 pared with timothy hay. 
 
 b. Protein content of alfalfa hay as compared with 
 
 wheat bran. 
 
 c. Protein content of medium red and alsike clover 
 
 hay as compared with red top, Johnson grass, 
 and Bermuda. 
 
 d. Protein content of cowpeas, soy beans, etc., as 
 
 compared with hays from non-leguminous 
 plants. 
 :2. As soil improvers. 
 
 a. Add nitrogen to the soil. 
 
 (1) Brief review of necessary plant food ele- 
 
 ments. 
 
 (2) Examination of roots of legumes for 
 
 nodules. Compare with roots of 
 grasses. 
 
 (3) Eolation of bacteria to legume. 
 
 (a) Plant furnishes carbohydrates, 
 etc., to bacteria. 
 
Courses in Agriculture for the Secondary Schools of Texas 97 
 
 (b) Bacteria furnishes nitrogen con- 
 tent of legumes. 
 
 (4) Source of nitrogen used by bacteria. 
 
 (5) Effect of nodules on nitrogen content of 
 
 legumes. 
 
 (6) Conditions affecting nodule formation. 
 
 (a) Inoculation of soil. 
 
 (a') Methods of inoculation, 
 (b') Effect of eunlight on no- 
 dule bacteria. 
 
 (b) Reaction of soil: acid or alkaline. 
 
 (a') Effect of acid soil on 
 most legumes. 
 
 (b') Legumes not injured by 
 acid soil. 
 
 (c') Correction of soil acid- 
 ity: kind of lime to 
 use; time and amount 
 to apply; method of 
 applying. 
 
 (7) Per cent of total nitrogen obtained from 
 
 the air. 
 
 (8) Nitrogen content of root and tops. 
 
 b. Add organic matter, when plowed under as green 
 
 manures. 
 
 c. Act as subsoilers. 
 
 d. -Bring up large amounts of plant food from down 
 
 in the earth and store in stems and leaves. 
 
 IV. Sample outline for study of each legume separately. 
 1. Alfalfa. 
 
 a. History and distribution of alfalfa. 
 
 (1) Early history and distribution. 
 
 (2) Introduction into America. 
 
 (3) Introduction in the United States. 
 
 (4) Spread in the United States. 
 
 (5) Spread in Texas. 
 
 b. Study of the alfalfa plant. 
 
 (1) Stem: structure, size, and height; influ- 
 
 ence of these factors on quality and 
 yield of hay. 
 
 (2) Leaves: size, arrangement, and number; 
 
 influence of leaf surface on quality of 
 hay. 
 
 (3) Flower: brief study of flower as to num- 
 
 ber and arrangement of parts. 
 
 (4) Roots. 
 
 (a) Kind. 
 
 (b) Depth of root system. 
 
 (c) Nodule formation on roots. 
 
98 Courses in Agriculture for the Secondary Schools of Texas 
 
 c. Requirements for securing and maintaining a 
 
 stand. 
 
 (1) Good seed. 
 
 (2) Land comparatively free from weeds. 
 
 (3) Proper soil and soil conditions. 
 
 (a) Kind, fertility, and reaction of 
 
 surface soil. 
 
 (b) Character and depth of subsoil. 
 
 (c) Drainage. 
 
 (d) Inoculation. 
 
 d. Place in crop rotation. 
 
 e. Preparation of seed bed. 
 
 f. Time and rate of seeding. 
 
 g. Seeding with a nurse crop or without. 
 
 h. Treatment after seeding and before utilizing crop, 
 i. Utilization of crop. 
 
 (1) For hay. 
 
 (a) Time to cut. 
 
 (b) Curing and handling. 
 
 (a') Injury from rain and 
 
 sun. 
 (b') Importance of leaves, 
 (c') Hay caps. 
 
 (2) For green manures. 
 
 (a) Organic matter helps physical 
 
 properties of soil. 
 
 (b) Adds large amount of nitrogen. 
 
 (3) For soiling. 
 
 (4) For pasture. 
 
 (5) For silage. 
 
 (6) For meal. 
 
 (7) Growing for seed. 
 
 j. Feeding value as hay; soiling crop; pasturage; 
 
 silage, 
 k. Enemies: weeds; insects; plant diseases; animals. 
 (This outline with very slight modifications may be used as a guide 
 in the study of each legume. Select only those common to the locality 
 for detailed study.) 
 
 E. Grasses. 
 
 I. Varieties of grasses of agricultural importance: timothy; Ken- 
 tucky blue-grass; Bermuda grass; orchard grass; Johnson 
 grass; red top; brome grasses; meadow fescue; crab grass; 
 carpet grass; velvet grass; foxtail or pigeon grass; Canada 
 blue-grass; Texas blue-grass; buffalo grass; prairie grass; 
 Indian grass; rye-grasses, etc. 
 
 II. Value of grasses. 
 
 1. Food supply of large part of animal life-. 
 
 2. Hold soil and prevent washing and blowing. 
 
 3. Humus content of soil increased by pasturing, etc. 
 
Courses in Agriculture for the Secondary Schools of Texas 99 
 
 III. Classification of grasses according to use. 
 
 1. Grasses used primarily for hay: timothy, red top, 
 
 meadow fescue, Johnson grass, Eussian brome grass. 
 
 2. Grasses used largely for pasture: Kentucky blue-grass, 
 
 Bermuda, Canadian blue-grass, buffalo grass, carpet 
 grass, and others. 
 
 3. Grasses used for both hay and pasture : red top, orchard 
 
 grass, Bermuda, crab grass, meadow fescue, and others. 
 
 4. Lawn grasses: blue grasses, Bermuda grass, buffalo 
 
 grass. 
 
 5. * Grasses best adapted to holding soil. 
 
 a. Perennials having creeping stems and creeping 
 
 underground root-stocks. 
 
 b. All perennials, since they form an extensive net- 
 
 work of fibrous roots. 
 
 IV. Classification of grasses according to climatic conditions. 
 
 1. Grasses best adapted to wet soils: marsh grass, red top, 
 
 blue-grass, orchard grass, meadow fescue, crab grass, 
 water grass, Bermuda grass. 
 
 2. Grasses best adapted to dry soils : prairie grass, buffalo 
 
 grass, slender wheat grass, brome grass, western rye 
 grass, tall oat grass, Johnson grass. 
 
 V. Sowing combination of grass and legume seeds for pastures 
 and meadows. 
 
 1. Advantages of mixed pastures and meadows. 
 
 (1) Gives more continuous grazing in pastures. 
 
 (2) Yield is larger. 
 
 (3) Length of life is longer. 
 
 (4) Yields a better balanced food ration. 
 
 2. Combination suited for Texas conditions. 
 
 (1) Combination for East Texas. 
 
 (2) Combination for West Texas. 
 
 VI. Care of permanent pastures. 
 VII. Care of permanent meadows. 
 
 VIII. Sample outline for study of each grass separately. 
 
 1. Name of grass (Bermuda will be used for this outline). 
 
 a. Native home. 
 
 b. Early history and distribution. 
 
 c. Introduction into Texas. 
 
 d. Present distribution in the United States. 
 
 e. Present distribution in Texas. 
 
 2. Study of the grass plant. 
 
 a. Stem. 
 
 (1) Erect, creeping, or prostrate. 
 
 (2) Structure, size, and length. 
 
 (3) Influence of these factors on quality and 
 
 quantity of hay or pasture afforded. 
 
100 Courses in AgncuUure for the Secondary Schools of Texas 
 
 b. Leaves. 
 
 • (1) Abundant or scanty. 
 
 (2) Influence of leaf surface on quality of 
 hay. 
 
 c. Flower: brief study of grass flower as to time 
 
 of flowering, etc. 
 
 d. Eoots. 
 
 (1) Kind of root system. 
 
 (2) Depth and spread of root system. 
 
 e. Seeds: procure small amount of Bermuda seed 
 
 and study shape and size of seed ; examine 
 closely for impurities. 
 
 f. Methods of reproduction. 
 
 (1) By seeds. 
 
 (2) By underground stems. 
 
 (3) By both roots and seeds. 
 
 (4) Kunners above ground. 
 
 (5) Cuttings. 
 
 3. Bequirements for securing and maintaining a stand. 
 
 4. Preparation of seed bed. 
 
 5. Time and date of seeding. 
 
 a. Place of procuring seed. 
 
 b. Cost of seed. 
 
 6. Seeding with or without a nurse crop. 
 
 7. Planting cuttings of root stocks. 
 
 8. Utilization of crop. 
 
 a. For pasture. 
 
 (1) Care of pastures. 
 
 (2) Alternate pasturing as compared with 
 
 straight pasturing. 
 
 (3) Number of cattle, sheep, etc., that Ber- 
 
 muda will support per acre. 
 
 
 (4) Season of year available for pasture. 
 
 (5) Comparison of Bermuda with other pas- 
 
 b. 
 
 ture grasses. 
 For hay. 
 
 
 (1)^ Time to cut. 
 
 
 (2) Curing and handling. 
 
 (3) Number of cuttings per season. 
 
 
 (4) • Quality of hay. 
 
 (5) Market value of hay. 
 
 
 (6) Feeding value as compared with timothy 
 and alfalfa. 
 
 9. Hardiness of the crop. 
 
 0. Place 
 
 in crop rotations. 
 
 (Select those grasses of local importance for detailed study.) 
 
Courses in Agriculture for the Seccrndafi^ ■%Sch(t^lQ'ofyT^(^, A 101 
 
 PRACTICE WORK IN FIELD CROPS. 
 
 I. Practice work on corn. 
 
 1. Take a pair of scissors and clip out the silks from an ear 
 
 before pollination. From another ear clip out one-half 
 of the silks. Observe the effect on the two ears. 
 
 2. Place a paper bag over the tip of the ear to prevent 
 
 cross pollination. When the pollen on the stalk is ready 
 to fall gather a quantity of it in a cup, remove the bag 
 and dust the pollen on the silks. Observe the effect of 
 self-pollination. 
 
 3. Detassel a few stalks so that there will be no chance for 
 
 self-fertilization, and compare ears from these stalks 
 with ears from experiment No. 2. 
 
 4. Make a study of the root system of com plants of dif- 
 
 ferent ages in the field. Begin on plants two weeks old. 
 
 5. Take the class into the field and have them select the 
 
 seed corn and mark the stalks, giving reasons for their 
 work. 
 
 6. Have each student make for himself some kind of device 
 
 for curing seed corn. Require a neat piece of work. 
 
 7. Assuming that it takes one hundred ears to make a 
 
 bushel of corn, how many bushels can be produced on 
 one acre with the rows three feet eight inches apart 
 each way and one stalk bearing one ear in every hill? 
 With two stalks to the hill? With the stalks eighteen 
 inches apart in drills? 
 
 8. Eight average ears of corn will plant an acre, two kernels 
 
 to the hill, the rows three feet eight inches apart. If a 
 farmer can get a yield of fifty bushels to the acre with 
 a perfect stand, what would be his loss on a forty-acre 
 field if one ear in twenty were very low in vitality? 
 
 9. Make tests of seed corn selected from shock, from crib, 
 
 and from field. Compare the readings of these tests. 
 10. Procure the leading varieties of corn grown in the State. 
 Fix the type in mind by applying the following outline 
 
 to a typical ear of each variety: 
 a. Ear. 
 
 (1) Shape. 
 
 (2) Length. • 
 
 (3) Circumference one-third of the distance 
 
 from the butt to the tip. 
 
 (4) Ratio of circumference to length. 
 
 (5) Color of grain. 
 
 (6) Size and color of cob. 
 
 (7) Number of rows of kernels. 
 
 (8) Space between rows at tips of kernels. 
 
 (9) Space between rows at crown of kernels. 
 (10) Space between kernels in the row. 
 
102 /^ Vo.4r^'(isin''7ianmli'U''f'e'^or the Secondary Schools of Texas 
 
 
 i'?.,,^ -.... 
 
 . *■ 
 
 
 b. 
 
 Tips of the ears. 
 
 
 
 (1) 
 
 Shape. 
 
 
 
 (3) 
 
 Covered or exposed. 
 
 
 
 (3) 
 
 Eegularity of rows at 
 
 tip. 
 
 
 (4) 
 
 Size, shape, and depth 
 
 of kernels. 
 
 c. 
 
 Butts oi 
 
 ' ears. 
 
 
 
 (1) 
 
 Shape. 
 
 
 
 (3) 
 
 Eegularity of rows. 
 
 
 
 (3) 
 
 Size, shape, and depth 
 
 of kernels. 
 
 
 (4) 
 
 Size of shank scar. 
 
 
 d. 
 
 Kernels. 
 
 
 
 
 (1) 
 
 Shape. 
 
 
 
 (2) 
 
 Indentation. 
 
 
 
 (3) 
 
 Size. 
 
 (a) Length. 
 
 (b) Breadth. 
 
 (c) Thickness. 
 
 
 Exercise with 
 
 score card and corn-judging. 
 
 11. 
 
 (1) Using the official score card of the State, score 
 
 each ear of a ten-ear sample and arrange the 
 ears from left to right in order of the placing 
 on the score card. 
 
 (2) Score three ten-ear samples, scoring the sample 
 
 as a whole. Compare your scores with others 
 scoring the same samples. 
 
 (3) Arrange the ten-ear samples in pairs and have 
 
 students judge them, giving reason for their 
 placings. 
 (4) Arrange the ten-ear samples in groups of twos and 
 have students judge the groups; then in groups 
 of threes. Eequire careful work and let the 
 reasons for all placings be recorded neatly in 
 the laboratoiy notebook. 
 13. Visit a number of corn fields and find out the time of 
 planting, the kind of cultivation practiced, the system 
 of crop rotation followed, nature of fertilizer used, etc. 
 Have students ask questions and keep notes. 
 
 13. If possible to cooperate with county demonstration agent, 
 
 require students to keep full set of notes on corn work 
 as carried on in demonstration field. 
 
 14. Visit corn shows and study the samples and the placing. 
 
 15. Continue-corn- judging at intervals throughout the course. 
 
 16. Eun germination tests. 
 
 17. Practice ear-to-row tests to improve a strain of com. 
 
 18. Eun fertilizer tests and crop rotation tests. 
 
 II. Practice work on wheat. 
 
 1. Using outline maps of the world, have the student indi- 
 cate the wheat areas of different nations, thus show- 
 ing the present distribution. 
 
Courses in Agriculture for the Secondary Schools of Texas 108 
 
 2. Look up in the year books the yield per acre and the total 
 
 yield from every nation and indicate it on a map. Com- 
 pare the yields in the United States with each of these. 
 
 3. Germination test of large grains and small grains. Plant 
 
 one hundred large kernels in a box of moist earth and 
 one hundred small kernels in another box. Compare 
 the germination and the health and vigor of -the plants 
 of the two. 
 
 4. Make drawings of a young wheat plant showing number 
 
 and arrangement of temporary roots. 
 
 5. Make drawings of root system of mature plant showing 
 
 arrangement of permane^it roots. 
 
 6. Plant wheat at the following depths : just barely covered, 
 
 one inch, two inches, three inches, and four inches deep. 
 Eecord the effects of different depths of planting on 
 germination and general strength of the plants. 
 
 7. Study of the wheat flower as to parts, arrangements of 
 
 parts, time of opening, possibilities of cross ferftilization. 
 
 8. Procure samples of a few common winter wheats and one 
 
 spring wheat, in the sheaf. Study each according to the 
 following outline: 
 
 a. Description of culm or straw. 
 
 (1) Length. 
 
 (2) Color. 
 
 (3) Shape. 
 
 (4) Appearance: smooth, hairy, rough, grooved. 
 
 (5) Structure of straw: hollow, partly pithy or 
 
 solid. 
 
 b. Description of spike. 
 
 (1) Length of spike. 
 
 (2) Number of spikelets. 
 
 (3) Compactness: open, compact or crowded. 
 
 (4) Bearded or beardless. 
 
 (5) Color. 
 
 c. Description of spikelet. 
 
 (a) Outer glumes: number, position, length, 
 
 width, color, hairy or smooth, beaked or 
 notched, thick or thin, keeled or rounded 
 in shape. 
 
 (b) I^iemma: position, shape, color, awned or 
 
 awnless. 
 
 (c) Kernels or grain: shape, size, crease, basal 
 
 brush, texture, number in spikelet, ap- 
 pearance of cross sections, 
 (e) Awns: length, place of attachment, close 
 or spreading. 
 
 d. Bachis. 
 
 (1) Appearance of side view. 
 
 (2) Appearance of edge view. 
 
104 Courses in AgricuHnre for the Secondary Schools of Texas 
 
 9. Procure threshed samples of grain and study according 
 
 to following outline: 
 a. Size of kernel, 
 h. Uniformity of kernels. 
 
 c. Color of sample. 
 
 d. Texture: soft, hard or very hard. 
 
 e. Appearance of cross section: horny or starchy. 
 
 f. Shape. 
 
 g. Cheeks : fat, plump or angular. 
 
 h. Crease : deep, shallow, wide, narrow. 
 
 i. Brush : large area, small area, long hairs, short hairs. 
 
 j. Freedom from mixture with other grains. 
 
 k. Freedom Irom weed seeds, dirt, broken kernels, etc. 
 
 1. Freedom from diseased or injured kernels. 
 
 m. Weight per bushel. 
 
 n. Milling qualities. 
 
 10. Scoring and judging wheat. 
 
 a. Using the official score card of the State, have stu- 
 
 dents score a few samples and check work with 
 others scoring same samples. 
 
 b. Have the class judge the samples of winter wheat, 
 
 giving reasons for their placings. 
 
 11. Determination of per cent of loose smut in wheat field 
 
 and amount of loss due to it. Take a barrel hoop and 
 drop it over its area of wheat. Count the smutty heads. 
 Find the per cent of smutty heads. Make a number of 
 determinations in the field and find the average. 
 
 12. Determine the per cent of stinking smut in the same way. 
 
 13. Take a quantity of smutty wheat and treat a portion of 
 
 it with the hot water treatment. Treat another part 
 with formalin. Sow plats from each part of the treated 
 seed and also from the untreated seed. Observe the 
 results the following year. 
 
 14. Visit wheat fields within reach of the high school and 
 
 observe the work being done. Make notes on all field 
 work. Keep a record of the dates of field trips and 
 write up fully in laboratory notebook. 
 
 III. Practice work on cotton. 
 
 1. Examine cotton plants for characteristics of stem, leaf, 
 
 root, .flower, fruit, etc. 
 
 2. Examine types of plants for the high producing, early 
 
 maturing types. Fix the types preparatory to selecting 
 seed cotton. 
 
 3. Examine cotton plants for storm-resisting bolls. 
 
 4. Examine several important varieties for distinguishing 
 
 characteristics of stem, leaf, boll, fiber, seed, etc. 
 
 5. Practice frequently cotton classing and use every oppor- 
 • tunity to get expert assistance in classing. 
 
 6. Visit cotton yards and talk with buyers about the grades 
 
 of cotton available. 
 
Courses in AgricuUure for the Secondary Schools of Texas 105 
 
 7. Visit a ginnery and examine the machinery and the oper- 
 
 ations. 
 
 8. If possible, visit a cotton-seed oil mill and examine the 
 
 machinery and observe the operations and products. 
 
 9. Practice plant-to-row tests for improving a strain of 
 
 cotton. 
 10, Examine cotton plants for diseased or insect-injured 
 plants. 
 
 lY. Practice work in legumes. 
 
 1. Collect specimens of all the legumes found growing in 
 
 the community. Study the leaves^ leaf arrangement, 
 and flowers. 
 
 2. Dig up growing plants of any legumes available, wash 
 
 the dirt from the roots, and study the nodule forma- 
 tion. Make a few drawings of root systems showing 
 nodules. 
 
 3. Examine roots of legumes growing on fertile soils and 
 
 also on poor soils. Do you find any difference in nodule 
 formation? Is it ever profitable to add nitrogen fertil- 
 izers to cowpea and alfalfa fields? 
 
 4. Make a careful study of samples of seeds of the following 
 
 and test each for purity and germination : alfalfa, sweet 
 clover, bur clover, crimson clover, cowpeas, soy beans 
 . and vetch. Let each student keep an accurate record 
 of every sample tested and enter it in his permanent 
 notebook. In so far as possible, these seeds should be 
 brought from the homes in tbe community. 
 
 5. Sow four plats of cowpeas or soy beans. Let plat No. 1 
 
 be a fertile soil; plat No. 2 a thin soil, to which a lib- 
 eral amount of barnyard manure has been added; plat 
 No. 3 a thin soil, to which a complete commercial fer- 
 tilizer has been added at the rate of 300 pounds |3er 
 acre ; plat No. 4 a thin soil, to which nothing has been 
 added. Study as to quality and amount of hay pro- 
 duced, and number and size of nodules on roots. 
 
 6. Select an acre of land on the school farm, one, if possible, 
 
 that is representative of the average lands of the com- 
 munity, uniform in fertility, well drained, compara- 
 tively free from weeds. Divide this acre into four plats 
 of equal size. To plat one apply lime at the rate oif 
 two tons per acre; to plat two apply the lime at the 
 same rate and inoculate with soil filled with alfalfa 
 bacteria; to plat three add the inoculated soil only; plat 
 four should be given no treatment. Seed to alfalfa and 
 watch the result. 
 
 7. Divide another acre of land similar to the one named in 
 
 exercise 6 into four parts. To plat No 1 apply barn- 
 yard manure at the rate of twelve tons (one cord equals 
 one ton) per acre; to plat No. 2 apply lime at the rate 
 of two tons per- acre; to plat No. 3 a complete com- 
 
106 Courses in Agriculture for the Secondary Schools of Texas 
 
 mercial fertilizer at the rate of 300 pounds per acre; 
 to plat No. 4 no treatment. Seed to alfalfa and keep 
 a record of results. 
 
 8. Have pupils sow plats of alfalfa, clovers, vetch, soy beans, 
 
 and cowpeas. They should prepare the seed bed, de- 
 cide as to the kind and amount of fertilizer to use, 
 inoculation, liming, time of sowing, amount of seed to 
 sow, and should test the seed for purity and germina- 
 tion. Make each student responsible for one particular 
 plat. 
 
 9. Problems : 
 
 (1) Calculate the amount of nitrogen taken from the 
 
 soil in growing a ton of clover hay. If the 
 legume got two-thirds of this from the air and 
 one-third from the soil and left one-third in its 
 roots, how much was the nitrogen content of 
 the soil increased if the hay was removed? 
 
 (2) Calculate the fertilizing value of nitrogen at 20 
 
 cents per pound in one ton of alfalfa hay, clover 
 hay, cowpea hay, soy bean hay, oat straw, wheat 
 straw, corn silage, cotton-seed meal, and John- 
 son grass. 
 
 (3) A farmer bought alfalfa seed, paying $12 per 
 
 bushel. The test on this sample showed it to 
 contain 10 per cent dirt, trash, and shrivelled 
 seed; 4.8 per cent weed seed and the germina- 
 tion test was 57 per cent. What was he actu- 
 ally paying for good alfalfa seed? 
 
 Y. Practice work on grasses. 
 
 1. Collect specimens of all the economic grasses found grow- 
 ing in the community. Make drawings of the most im- 
 portant, labeling the culm, leaf sheath, ligule, auricle, 
 blade and roots. Write a brief account of each accord- 
 ing to the following outline: 
 
 a. Name of plant. 
 
 b. Native home. 
 
 c. Introduction into Texas. 
 
 d. Hardiness. 
 
 e. Annual or perennial. 
 
 f. Methods of spread. 
 
 g. Relative value of grass as compared with other 
 
 grasses for pasture and meadow, 
 h. Description. 
 
 (1) Culm or stem. 
 
 (a) Height (average of ten specimens). 
 
 (b) Position: erect, decumbent, or 
 
 creeping. 
 
 (c) Number and arrangement of leaves. 
 
 (d) Structure of stem: hollow, pithy, 
 
 or solid. 
 
Courses in. Agriculture for the Secondary Schools of Texas 107 
 
 (e) Surface: smooth, hairy, rough, or 
 
 grooved. 
 
 (f) Thickness of wall. 
 
 (g) Number of nodes and distance 
 
 apart. 
 
 (2) Leaves.* 
 
 (a) Length (average of ten specimens). 
 
 (b) Width (average of ten specimens). 
 
 (c) Midrib: prominent, medium, or 
 
 small, 
 (d*) Veins: prominent, medium, or 
 small. 
 
 (e) Leaf sheath: length and color. 
 
 (f) Ligule: large or small. 
 
 (g) Leaf auricle. 
 
 (3) Eoots. 
 
 (a) Kind of roots: stoloniferous or 
 
 otherwise. 
 
 (b) Depth and spread of system. 
 
 (c) Kind of sod formed. 
 
 2. Procure samples of seed of the grasses studied in exercise 
 
 No. 1 and test each for purity and germination. Keep 
 a record of each sample tested and record it in the per- 
 manent laboratory book. If possible, procure these 
 samples from the seed dealers in your own town. 
 
 3. Sow small plats of all meadow and pasture grasses that 
 
 you think will grow in your section of the state and 
 keep a record of the tests. Keep these plats on the 
 school farm for demonstration purposes in so far as it 
 is worth while. 
 
 4. Preserve specimens of all the grasses studied by gather- 
 
 ing when in full bloom. Some of these specimens may 
 be pressed between cardboard and mounted, while others 
 may be cured and bundled into a sheaf. Ricker speci- 
 men mounts may be used instead of the cardboard if 
 desirable. 
 
 5. Keep samples of seeds of all grasses of economic impor- 
 
 tance and learn to recognize them. 
 
 REFERENCE MATERIAL IN FIELD CROPS. 
 
 Minimum. 
 
 1. Duggar: Southern Field Crops (Macmillan Co., Dallas), 
 
 $1.75. 
 
 2. Hunt: Cereals in America (Orange Judd Co., New 
 
 York), $1.75. 
 
 3. Hunt: Forage and Fiber Crops in America (Orange 
 
 Judd Co., New York), $1.75. 
 
 4. Miller: American Cotton System (Austin Printing Com- 
 
 pany, Austin, Texas), $1.50. 
 
108 Courses in Agriculture for the !Secondary Schools of Texas 
 
 II. Other books desirable. 
 
 1. Bowman & Crossley : Corn (Kenyon Printing Company, 
 
 Ames, Iowa), $2.00. 
 
 2. Burkett: Farm Crops (Orange Judd Co., New York), 
 
 $1.50. 
 
 3. Burkett and Poe: Cotton (Donbledav, Page & Co., Gar- 
 
 den City, N. Y.), $2.00. 
 
 4. Coburn: Book of Alfalfa (Orange Judd Co., New York), 
 
 $2.00. 
 
 0. Curtiss: Wheat Culture (Orange Judd Co., New York), 
 
 50c. 
 G. Dodlinger: Book of Wheat (Orange Judd Co., New 
 York), $2.00. 
 
 7. Livingston: Field Crop Production (Macmillan Co., 
 
 Dallas), $1.00. 
 
 8. Myrick: Book of Corn (Orange Judd Co., Nek York), 
 
 $1.50. 
 
 9. Plumb: Corn Culture (Sanders Pub. Co., Chicago), 
 
 $1.00. 
 
 10. Sevey: Peas and Pea Culture (Orange Judd Co., New 
 
 York), 50c. 
 
 11. Shaw: Forage Crops Other Than Grasses (Orange Judd 
 
 Co., New York), $1.00. 
 
 12. -Shaw: Grasses and How to Grow Them (Webb Pub. 
 
 Co., St. Paul), $1.50. 
 
 13. Shamel: Manual of Corn Judging (Orange Judd Co., 
 
 New York), 50c. 
 
 14. Shoesmith: Study of Corn (Orange Judd Co., New 
 
 York), 50c. 
 
 15. Spillman: Farm Grasses of the United States (Orange 
 
 Judd Co., New York), $1.00. , 
 
 16. Voorhees: Forage Crops (Macmillan Co., Dallas), $1.50. 
 
 17. Wilson & Warburton: Field Crops (Webb Pub. Co., St. 
 
 Paul), $1.50. 
 
 18. Wing: Alfalfa Farming in America (Sanders Pub. Co., 
 
 Chicago, 111.), $2.00. 
 
 19. Wing: Meadows and Pastures (Sanders Pub. Co., Chi- 
 
 cago), $1.50. 
 
 III. Bulletins and other publications. 
 
 1. Bulletin No. 175: Grasses (Kansas Experiment Station, 
 
 Manhatten). 
 
 2. Bulletin No. 176: How to Grow Wheat in Kansas (Kan- 
 
 sas Experiment Station, Manhattan). 
 
 3. Bulletin No. 225: Farm. Grasses of Ohio (Ohio Experi- 
 
 ment Station, Wooster). 
 
 4. Bulletin No. 110: Corn Improvement (Purdue Experi- 
 
 ment Station, Lafayette, Ind.) 
 
 5. Bulletin No. 47: Corn Improvement (Michigan Experi- 
 
 ment Station, East Lansing, Mich.). 
 
Courses in Agriculture for the Secondary Scliools of Texas 109 
 
 6. Bulletin No. 199 : Cowpeas, Soy Beans, and Winter 
 
 Vetch (Michigan Experiment Station, East Lansing). 
 
 7. Bulletin No. 224: Influence of Nodules on Roots Upon 
 
 Composition of Soy Beans and Cowpeas (Michigan 
 Experiment Station, East Lansing). 
 
 8. Bulletin No. 268: Wheat Improvement (Michigan Ex- 
 
 periment Station, East Lansing, Mich.). 
 
 9. Bulletin No. 11: Wheat and Oats (Wisconsin Experi- 
 
 ment Station, Madison). 
 
 10. Bulletin No. 160: The Soy Bean and Cowpea (Ohio 
 
 Experiment Station, Wooster). 
 
 11. Bulletin No. 108: Winter Bur Clover (Texas Experi- 
 
 ment Station, College Station). 
 
 12. Bulletin No. 132: Cooperative Forage Crop Work 
 
 (Texas Experiment Station, College Station). 
 
 13. Bulletin No. 137: Alfalfa in Northwest Texas (Texas 
 
 Experiment Station, College Station). 
 
 14. Bulletin No. 20: Some Especially Valuable Grasses in 
 
 Texas (State Dept. of Agriculture, Austin). 
 
 Bulletins of the Bureau of Plant Industry, Washington, D. C. 
 
 15. Bulletin No. 58 : Vitality and Germination of Seed. 
 
 16. Bulletin No. 59 : Pasture, Meadow, and Forage Crops 
 
 in Nebraska. 
 
 17. Bulletin No. 83: Vitality of Buried Seeds. 
 
 18. Bulletin No. 152 : Loose Smuts of Barley and WTieat. 
 
 19. Bulletin No. 256 : Heredity and Cotton Breeding. 
 
 20. Bulletin No. 257: Weed Factor in Cultivation of Corn. 
 
 21. Bulletin No. 283: Cereal Experiment in Texas Pan- 
 
 handle. 
 
 Circulars of the Bureau of Plant Industry, Washington, D. 0. 
 
 22. Circular No. 8: Smuts of Sorghums. 
 
 23. Circular No. 11 : Danger in Judging Cotton Varieties 
 
 by Lint Percentages. 
 
 24. Circular No. 12 : Dry Land Grains., 
 
 25. Circular No. 14: Change in Vegetation in South Texas 
 
 Prairies. 
 
 26. Circular No. 30 : Improvement of Oat Crop. 
 
 27. Circular No. 50 : Three Much Misrepresented Sorghums. 
 
 Farmers' Bulletins, Division of Publications, Washington, D. C. 
 
 28. Bulletin No. 81 : Corn Culture in the South. 
 
 29. Bulletin No. 164 : Rape as Forage Crop. 
 
 30. Bulletin No. 189 : Information Concerning Mexican Cot- 
 
 ton Boll Weevil. 
 
 31. Bulletin No. 229: Production of Good Seed Corn. 
 
 32. Bulletin No. 246 : Saccharine Sorghums for Forage. 
 
 33. Bulletin No. 250: Prevention of Stinking Smut of 
 
 Wheat and Loose Smut of Oats. 
 
 34. Bulletin No. 253 : Germination of Seed Corn. 
 
110 . Courses in Agriculture for the Secondary Schools of Texas 
 
 35. 
 36. 
 37. 
 
 38. 
 39. 
 
 40. 
 
 41. 
 
 42. 
 43. 
 44. 
 45. 
 
 46. 
 
 47. 
 48. 
 49. 
 
 50. 
 51. 
 52. 
 
 53. 
 54. 
 55. 
 56. 
 
 57. 
 58. 
 59. 
 60. 
 61. 
 62. 
 
 63. 
 64. 
 65. 
 66. 
 67. 
 68. 
 69. 
 70. 
 71. 
 72. 
 73. 
 
 74. 
 
 75. 
 
 Bulletin No. 260 : Seed of Eed Clover and Its Impurities. 
 
 Bulletin No. 272 : Successful Hog and Seed Corn Farm. 
 
 Bulletin No. 279: Method of Eradicating Johnson 
 Grass. 
 
 Bulletin No. 288: Non-saccharine Sorghums. 
 
 Bulletin No. 290 : Cotton Boll Worm ; Summary of Its 
 Life History and iHabits. 
 
 Bulletin No. 300: Some Important Grasses and Forage 
 Plants for Gulf Coast Region. 
 
 Bulletin No. 302: Sea Island Cotton; Its Culture, Im- 
 provement, and Diseases. 
 
 Bulletin No. 306 : Dodder in Relation to Farm Seeds. 
 
 Bulletin No. 312: Successful Southern Hay Farm. 
 
 Bulletin No. 313 : Harvesting and Storing Com. 
 
 Bulletin No. 314: Method of Breeding Early Cotton to 
 Escape Boll Weevil Damage. 
 
 Bulletin No. 315 : Progress in Legume Inoculation. 
 Cowpeas. 
 
 Milo as a Dry Land Grain Crop. 
 Forage Crops for Hogs in Kansas and 
 
 Bulletin No. 318: 
 Bulletin No. 322 : 
 Bulletin No. 331 : 
 
 Oklahoma. 
 Bulletin No. 333: 
 Bulletin No. 339 : 
 Bulletin No. 362: 
 
 Hay. 
 Bulletin No. 382: 
 Bulletin No. 400 : 
 Bulletin No. 409 : 
 Bulletin No. 414: 
 Bulletin No. 415 : 
 Bulletin No. 417: 
 
 Bulletin 
 Bulletin 
 Bulletin No. 
 Bulletin No. 
 Rural 
 
 No. 420: 
 No. 426 : 
 
 427: 
 428: 
 School. 
 
 Cotton Wilt. 
 
 Alfalfa. 
 
 Conditions Affecting Value of Market 
 
 Adulteration of Forage Plant Seeds. 
 More Profitable Corn Planting Method. 
 School Lessons on Corn. 
 Corn Cultivation. 
 Seed Corn. 
 Rice Culture. 
 
 Oats, Distribution and Use. 
 Oats; Growing the Crop. 
 Barley Culture in Southern States. 
 Testing Farm Seeds in Home and in 
 
 Bulletin No. 431 : 
 Bulletin No. 436 : 
 Bulletin No. 441 : 
 Bulletin No. 443: 
 Bulletin No. 446 : 
 Bulletin No. 448 : 
 Bulletin No. 458 : 
 Bulletin No. 485: 
 
 Bulletin No. 495 : 
 Bulletin No. 500 : 
 
 Bulletin 
 
 Weevil 
 Bulletin 
 
 Corn. 
 Bulletin No 
 
 Peanut. 
 
 Winter Oats for the South. 
 
 Lespedeza or Japan Clover. 
 
 Barley; Growing the Crop. 
 
 Choice of Crops for Alkali Lands. 
 
 Better Grain Sorghum Crops. 
 
 Best Two Sweet Sorghums for Forage. 
 Sweet Clover. 
 
 Alfalfa Seed Production. 
 
 Control of Boll Weevil. 
 No. 501 : Cotton Improvement Under Boll 
 Conditions. 
 No. 507: Smuts of Wheat, Oats, Barley, and 
 
 508 : Market Hay. 
 
Courses in AgnciiUure for the Secondary Schools of Texas 111 
 
 76. Bulletin No. 509: Forage Crops for Cotton Region. 
 
 77. Bulletin No. 512: Boll Weevil Problem with Special 
 
 Reference to Means of Reducing Damage. 
 
 78. Bulletin No. 515 : Vetches, with Chapter on Vetch Seed 
 
 and Its Adulterants. 
 
 79. Bulletin No. 518 : Winter Barley. 
 
 80. Bulletin No. 529: Vetch Growing in South Atlantic 
 
 States. 
 
 81. Bulletin No. 537 : How to Grow an Acre of Com. 
 
112 Courses in Agriculture for the ^Secondary Schools of Texas 
 
 FRUIT PRODUCTION. 
 
 I. Introduction. 
 
 1. List of fruits grown in the United States. 
 
 2. Area for growing each species. 
 
 3. List of fruits grown in Texas. 
 
 4. Area of growth of each. 
 
 5. Value of nation's fruit crop, and Texas crop. 
 
 II. Factors determining fruit growing. 
 
 1. Temperature. 
 
 (1) Classes of fruit as determined by temperature. 
 
 a. Tropical. (List in Texas.) 
 
 b. Subtropical. (List in Texas.) 
 
 c. Temperate. (List in Texas.) 
 
 (2) Factors controlling annual temperature. 
 
 a. Altitude. 
 
 b. Latitude. 
 
 c. Nearness to water. 
 
 2. Moisture. 
 
 (1) Soil moisture. 
 
 a. Effect of excess. 
 
 b. Effect of deficiency. 
 
 (2) Atmospheric moisture; its effect on 
 
 a. Temperature. 
 
 b. Pollinization. 
 
 c. Development of fungus diseases. 
 
 d. Development of color. 
 
 3. Soil. 
 
 (1) Preference of certain fruits for certain soils. 
 
 (2) Character of subsoil. 
 
 a. Necessity of pervious subsoil. 
 
 b. Disadvantage of extremely rich subsoil. 
 
 4. Insect enemies and fungus diseases. (See page 139.) 
 ^ (1) List of most common insect enemies of fruit. 
 
 (2) List of most common fungus diseases of fruit. 
 
 (3) Methods of control. 
 
 III. Factors to be considered in locating a commercial fruit farm. 
 1. Market. 
 
 (1) Local. 
 
 a. Must be large enough to consume product. 
 
 b. Necessity of good roads. 
 
 c. Soil should grow a variety of fruits. 
 
 d. Should be able to ripen varieties all 
 
 through the summer season. 
 
 e. Labor problem. 
 
Courses in Agriculture for the Secondary Schools of Texas 113 
 
 (2) Wholesale. 
 
 a. Transportation, — railroad facilities. 
 
 b. Soil adapted to special fruits. 
 
 c. Labor problem. 
 
 2. Soil. 
 
 (1) Kind of fruit to be grown. 
 
 (2) Character of the subsoil. 
 
 (3) Drainage. 
 
 3. Orchard site. 
 
 (1) Elevation. 
 
 a. Land drainage. 
 
 b. Air drainage. 
 
 (2) Exposure: depends on. 
 
 a. Local conditions. 
 
 b. Kind of fruit to be grown. 
 
 lY. Factors to be considered in locating the home orchard. 
 
 1. Conveiiience to farm house. 
 
 2. Character of the soil and subsoil. 
 
 3. Exposure. 
 
 4. Elevation. 
 
 V. Preparation of soil for planting. 
 
 1. Grow clean culture crops one or two years before planting. 
 
 2. Loosen soil deeply, sixteen to twenty inches. 
 
 3. Make cultivation clean and thorough. 
 
 VI. Laying out the orchard. 
 
 1. Methods of laying out. 
 
 (1) Laying out with plow. 
 
 (2) Line methods. 
 
 (3) Staking methods. 
 
 2. Orchard plans. 
 
 (1) The hexagonal plan. 
 
 (2) The alternate plan. 
 
 (3) The Olden plan. 
 
 (4) The Parker plan. 
 
 (5) The Hale system. 
 
 3. Double planting. 
 
 (1) Advantages and disadvantages. 
 
 (2) Dangers of double planting. i 
 
 VII. Selecting young trees for planting. 
 
 1. Age to plant : depends on 
 
 (1) Variety of fruit. 
 
 (2) Cost of plants. 
 
 (3) Use to be made of fruit. 
 
 (4) Skill of orchardist 'in handling young trees. 
 
 2. Reason for use of young trees. 
 
 (1) Young trees suffer but little shock in transplant- 
 
 ing. 
 
 (2) Older trees are liable to be culls. 
 
114 Courses in Agriculture for the Secondary Schools of Texas 
 
 3. Select well shaped^ clean, healthy trees, free from injury 
 
 or disease with abundant root system and three to five 
 well distributed branches headed out at proper height 
 from ground. 
 
 4. Providing for cross pollination. ' 
 
 VIII. Planting. 
 
 1. Digging the holes. 
 
 (1) Size and depth necessary. 
 
 (2) Digging with dynamite. 
 
 2. Eoot pruning. 
 
 3. Depth of planting. 
 
 4. Effect of placing manure or fertilizers in the hole. 
 
 5. Use of planting board. 
 
 6. Slanting trees in regions of strong prevailing winds. 
 
 IX. Care of the young orchard. 
 
 1. Pruning the young trees. 
 
 (1) Pruning the one-year-old tree for head at proper 
 
 height. 
 
 (2) Pruning trees up to bearing age. 
 
 2. Necessity of spraying. 
 
 3. Cultivation. 
 
 (1) Cropping the young orchard. 
 
 a. Advantages. 
 
 b. Disadvantages. 
 
 (2) G-rowing small fruits between the trees. 
 
 (3) Clean cultivation without a crop. 
 
 (4) Use of cover crop to mature trees early. 
 
 X. Care of bearing orchard. 
 
 1. Orchard soil management. 
 
 (1) Orchard cropping. 
 
 a. Crops that do the least damage. 
 
 b. Crops that are especially injurious. 
 
 (2) Sod mulch system. 
 
 a. Advantages. 
 
 (a) Has tendency to mature fruit earlier. 
 ' (b) Tends to heighten color, 
 (c) Reduces fire blight. 
 ' (d) Prevents washing. 
 
 b. Disadvantages. 
 
 (a) Brings roots near surface, subject- 
 
 ing them to heat and cold. 
 
 (b) Harbor for diseases and rodents. 
 
 (c) Reduces soil moisture. 
 
 (d) Fruit is smaller. 
 
 (e) Growth of tree is less. 
 
 (f) Danger of fire. 
 
 c. Where practiced. 
 
Courses in Agriculiiire for the Secondary Schools of Te<cas 115- 
 
 d. Climatic conditions necessary to make it 
 
 succeed. 
 
 e. General care of orchard under sod mulch: 
 
 system. 
 
 (3) Clean culture with a cover crop. 
 
 a. Time to begin cultivating. 
 
 b. Frequency of cultivation: depends on. 
 
 (a) Kind of soil. 
 
 (b) Amount of rainfall. 
 
 c. Depth of cultivation. 
 
 d. Time to sow the cover crop. 
 
 e. Kind of cover to sow. 
 
 f. Purpose of cover crop. 
 
 (4) Clean culture without a cover crop. 
 
 2. Orchard fertilization. 
 
 (1) Purpose of fertilizing. 
 
 (2) Time to fertilize. 
 
 ( 3 ) Kind of fertilizer to apply. 
 
 (4) Results of experiments on orchard fertilization., 
 
 3. Pruning. 
 
 (1) Purposes of pruning. 
 
 a. Welfare of the plant itself. 
 
 b. Increases size and vigor of tree. 
 
 c. Increases amount, size, and quality of fruit. 
 
 d. Eemoves worthless branches and water 
 
 sprouts. 
 
 e. Changes plant from wood to fruit-bearing 
 
 habits. 
 
 f. To keep heads of trees open, 
 
 g. To shape the trees and facilitate orchard 
 
 operations. 
 
 (2) Time to prune: determined in part by 
 
 a. Purpose of pruning. 
 
 b. Climatic conditions. 
 
 (3) Factors influencing the healing of wounds. 
 
 a. General vigor of plant. 
 
 b. Method of making cuts. 
 
 c. Climatic conditions. 
 
 d. Season at which the cut is made. 
 
 e. Place of making the cut. 
 
 f. Size of cut. 
 
 g. Care of the wound. 
 
 (4) Methods of pruning. 
 
 (5) Tools for pruning. 
 
 4. Spraying. 
 
 (1) Purposes of spraying. 
 
 a. To control insect pests. 
 
 b. To control fungus diseases. 
 
 (2) Sprays used as fungicides. 
 
116 Courses in Agriculture for the Secondary Schools of Texas 
 
 (3) Sprays used avS insecticides. 
 
 a. Sprays for sucking insects. 
 
 b. Sprays for biting insects. 
 
 (4) Combined spray for fungus and insect pests. 
 
 (5) Time to spray. 
 
 (6) Number of applications. 
 
 (7) Formulae for mixing sprays. 
 
 (8) Spraying machinery. 
 
 5. Protection from frosts and freezes. 
 
 (1) Smudges. 
 
 (2) Orchard heating. 
 
 a. Kind of heater. 
 
 b. Kind of fuel to use. 
 
 c. Size of heater, number to use per acre* 
 
 d. Operating heaters. 
 
 e. Cost per acre per night. 
 
 f. N'ecessity for understanding weather con- 
 
 ditions. Frost alarms. 
 
 g. Temperatures at which different fruits are 
 
 injured by frost. 
 
 (3) Covering trees with tents and burning lantern 
 
 or stove under tent. 
 
 (4) Straw mulches and other coverings for small 
 
 fruits. 
 
 XL Eenovating old orchards. 
 
 1. Factors determining the advisability of renovating: 
 
 (1) Age and vigor of trees. 
 
 (2) Varieties of fruit grown and quality. 
 
 (3) Site. 
 
 (4) Size of the orchard. 
 
 2. Methods of renovating. 
 
 ( 1 ) Pruning. 
 
 • (2) Grafting. 
 
 (.3) Cultivation. 
 
 (4) Fertilizing. 
 
 (5) Spraying. 
 
 XXL Harvesting and marketing. 
 
 1. Time to pick: depends on 
 
 (1) Kind of fruit. 
 
 (2) Distance from market. 
 
 (3) Kind of market. 
 
 (4) Use to be made of fruit. 
 
 2. How to gather fruit. 
 
 (1) Necessity of hand picking. 
 
 (2) Use of ladders in picking tree fruits. 
 
 (3) Use of baskets instead of bags for tree fruits. 
 
 (4) Picking baskets and boxes for small fruits. 
 
Courses in Agriculture for the Secondary Schools of Texas IIT 
 
 3. Fruit packages and fruit packing. 
 
 (1) Requisites of good packing. 
 
 a. Must ship well. 
 
 b. Must be attractive. 
 
 c. Should be uniform in size. 
 
 (3) Fundamental principles of fruit packing. 
 
 (3) Packing equipment. 
 
 (4) Packing house. 
 
 (5) Methods of packing. 
 
 4. Houses for storing fruit. 
 
 5. Marketing. 
 
 ( 1 ) Precooling. 
 
 (2) Refrigerator cars for shipping. 
 
 (3) Marketing associations. 
 
 (4) Commission merchants. 
 
 (5) Market prices and cost of marketing. 
 
 XIII. Abbreviated inventory of fruits. 
 
 1. Pome fruits: apples, pears, quinces. 
 
 2. Stone fruits : plums, cherries, peaches, nectarines, apri- 
 
 cots. 
 
 3. Citrus fruits : oranges, tangerines, satsumas, lemons, 
 
 limes, grape fruits. 
 
 4. Bush fruits : raspberry, blackberry, gooseberry, dewberry, 
 
 currant. 
 
 5. Vine fruits : grapes. 
 
 6. Strawberries. 
 
 7. Nut -fruits: walnut, butternut, chestnut, hickory nut, 
 
 filbert, almond, pecan, pistacio. 
 
 8. Figs. 
 
 9. Persimmons. 
 
 XIY. Brief outline for the study of each sub-class listed. • 
 
 1. Region of growth in the United States. 
 
 3. Area adapted to growth in Texas. 
 
 3. Average annual production in Texas. 
 
 4. Varieties adapted to Texas conditions. 
 
 5. Soils best suited to growth. 
 
 6. Exposure most desirable. 
 
 7. Methods of propagating. 
 
 8. Production of new varieties. 
 
 9. Habit of growth . 
 
 10. Preparation of land for planting. 
 
 11. Laying out for planting. 
 13. Distance apart to plant. 
 
 13. Age of plants to use. 
 
 14. Cultivation. 
 
 15. Protecting from rodents. 
 
 16. Pruning and training. 
 
 17. Insect pests and fungus diseases of both fruit and tree. 
 
 18. Spraying. 
 
118 Courses in Agriculture for the Secondary Schools of Texas 
 
 19. Protection from frost. 
 
 20. Picking, packing, and marketing. 
 
 21. Utilization. 
 
 (Stress fruits of local interest aiKl pass over briefly, or omit, others 
 according to time available.) 
 
 PRACTICE WORK IN FRUIT PRODUCTION. 
 
 1. Grafting. Procure roots and cions for root grafting. It is best 
 
 to grow the root stocks on the school garden and have the stu- 
 dents care for them. The cions may be taken from any good 
 fruit tree in the neighborhood and kept in good condition until 
 time for use. Make a number of whip grafts, veneer grafts, etc. 
 Wrap with waxed cloth, paper, or twine and pack away in moist 
 sand or moist sawdust until planting time. 
 
 2. Grafting. Do some work in the laboratory in side- and cleft-graft- 
 
 ing. After learning the fundamentals of both and after enough 
 work has been done to make the students fairly proficient, take 
 them to a pecan or apple tree that needs top working and have 
 them make a number of cleft-grafts on desirable limbs. Also 
 have them make some side-grafts on young pecan or apple 
 seedlings. 
 
 3. Preparation of grafting wax. A grade of wax that will answer 
 
 all purposes may be made by melting together four ounces of 
 rosin, two ounces of beeswax, and one ounce of tallow. When 
 melted, pour into a pail of cold water, let it stand until it can 
 be handled, and then pull until it becomes light in color and 
 pliable. Make into balls and store for use. 
 
 4. Preparing waxed string. Put a ball of No. 18 knitting cotton 
 
 into a kettle of melted wax. Turn it frequently until it is thor- 
 oughly saturated. This should require about five minutes. Ee- 
 move the ball, dry it and store away for future use. 
 
 5. Preparing waxed cloth. Take some thin muslin or old calico, 
 
 roll on a stick, and dip it in melted wax. When thoroughly 
 saturated allow it to cool by unrolling on a board or bench. 
 Cut into strips of suitable width and length and save for use. 
 
 6. Planting. Plant the grafts prepared in exercise 1 and keep record 
 
 of the number of whip-grafts that live, the number of veneer- 
 grafts that live, etc. Compare the efficiency of the systems. 
 '7. Cutting. Take cuttings from the ripened wood of the grape, 
 blackberry, dewberry, and fig. These should be made from six 
 to ten inches long with a bud close to the lower end and another 
 about one-half inch or one inch from the top. The number of 
 buds on the cutting will range from three on the grape to as 
 many as sixteen or eighteen on the currant. These may be 
 planted when taken but it is better to bundle them and store 
 them away in moist sand in a cool cellar or bury them in the 
 earth until planting time, when they should be planted in a 
 trench dug for that purpose and not stuck in the earth. 
 
Courses in Agriculture for the Secondary Schools of Texas Hi) 
 
 S. Layering. Grapes, raspberries, dewberries, currants and goose- 
 berries are frequently propagated by layering. Have the stu- 
 dents propagate 
 
 1. A choice variety of grape in the neighborhood by digging 
 
 a trench near the vine, bending a cane down to the ground 
 and burying it in the trench two or three inches deep, 
 leaving the tip of the cane exposed. 
 
 2. Dewberries by tip layering. 
 
 9. Budding. Use willows or any other tree plant on which the bark 
 slips readily for exercises in shield and ring-budding. After 
 the class has learned to do a neat, clean piece ?f budding and 
 do it fairly rapidly, take them out to the school farm and let 
 them bud some peach and pecan seedlings. Also give them a 
 lesson in top-budding pecan trees. 
 
 10. Exercise in laying out fruit farm or orchard. Using any of the 
 
 methods commonly used for laying out the fruit farm, plan an 
 orchard on the school farm and stake it out accurately. Make 
 the exercise such that each student gets practice in laying out 
 the fruit farm. Do not accept the work until it is done ac- 
 curately. 
 
 11. Planting. This exercise should consist in digging holes with a 
 
 shovel; digging with dynamite; the use of the planting board, 
 and planting the trees. The students should not be allowed to 
 handle the dynamite at all. The teacher should give the demon- 
 stration but should not assume the responsibility of having the 
 students handle it. 
 
 12. Pruning and training. After giving the class-room work in prun- 
 
 ing and training, have the students do some work in root prun- 
 ing of young stock for transplanting; pruning of young treesj 
 pruning of bush fruits; and pruning and training grapes. If 
 material for this is not available on the school farm, go into 
 the orchards and vineyards in the community and do some com- 
 munity work. 
 
 13. Preparation of sprays. Prepare arsenate of lead, Bordeaux mix- 
 
 ture, lime sulphur, and Paris green sprays according to direc- 
 tions found in the new series, bulletin No. 9, prepared by the 
 State Department of Agriculture at Austin. 
 
 14. Spraying. Buy a barrel spray pump and spray all fruits grown 
 
 on the school farm. Be sure that the children do this work 
 intelligently. They should know exactly what they are spray- 
 ing for, and should have a spray calendar telling them when to 
 spray. Have students keep a complete recoi*d of all work. It 
 is a good policy to leave a few trees in the orchard unsprayed 
 and compare the amount and quality of fruit grown on the 
 unsprayed and the sprayed tree. 
 
 15. Picking and packing. If any fruit ripens in the community dur- 
 
 ing this course, observe the methods of picking and packing for 
 market. If this is not feasible, visit wholesale or retail houses 
 and observe there the methods of packing for local market and 
 
120 Courses in Agriculture for the Secondary Schools of Texas 
 
 packing for shipping. As soon as fruit can be grown on the 
 school farm, have the students gather and prepare it for market 
 in the neatest and most attractive manner they can devise. 
 
 16. Diseases and insect enemies of fruits. Procure as man}^ speci- 
 
 mens of diseased and faulty fruits as possible from the homes 
 of the students and from the local markets. Study the cause 
 of each and methods of control. 
 
 17. Bring into the laboratory as many different varieties of apples, 
 
 pears, peaches, grapes, strawberries, etc., as may be obtained, 
 and have students identify and compare the different varieties 
 of each.* Let them study a few varieties according to the out- 
 lines found in Waugh's "Systematic Pomology" and elsewhere 
 . and then judge them, giving first, second and third places on 
 the first, second and third varieties respectively. If time will 
 permit they may be allowed to place the samples in the variety 
 also. 
 
 REFERENCE MATERIAL IN FRUIT PRODUCTION. 
 
 I. Minimum. 
 
 1. Bailey: Nursery Book (Macmillan Co., Dallas), $1.50. 
 
 2. Bailey: Pruning Book (Macmillan Co., Dallas), $1.50. 
 
 3. Card: Bush Fruits (Macmillan Co., Dallas), $1.50. 
 
 4. Lodeman. The Spraving of Plants (Macmillan Co., 
 
 Dallas), $1.25. * 
 
 5. Paddock & Whipple : Fruit Growing in Arid Regions 
 
 (Macmillan Co., Dallas), $1.50. 
 
 6. Waugh: American Apple Orchard (Orange Judd Co., 
 
 New York), $1.00. 
 
 II. Other books desirable. 
 
 1. Bailey: Principles of Fruit Growing (Macmillan Co., 
 
 Dallas), $1.50. 
 
 2. Bailey: Cyclopedia of Horticulture (Macmillan Co., 
 
 Dallas), in press. 
 
 3. Duggar: Fungous Diseases of Plants (Ginn & Co., Dal- 
 
 las), $2.00. 
 
 4. Fuller: Grape Culturist (Orange Judd Co., New York), 
 
 $1.50. 
 
 5. Fuller: Nut Culturist (Orange Judd Co., New York), 
 
 $1.50. 
 
 6. Green: Popular Fruit Growing (Webb Publishing Co., 
 
 St.- Paul), $1.00. 
 
 7. Hume: Citrus Fruits and Their Culture (Orange Judd 
 
 Co., New York), $2.50. 
 
 8. Kains: Making Horticulture Pay (Orange Judd Co., 
 
 New York), $1.50. 
 
 9. Munson: Foundation of American Grape Culture 
 
 (Orange Judd Co., New York), $3.00. 
 10. Thomas: American Fruit Culturist (Orange Judd Co., 
 New York), $2.50. 
 
Courses in Agnculture for the Secondary Schools of Texas 121 
 
 11. Waugh: American Peaeli Orchard (Orange Judd Co., 
 
 Xew York), $1.00. 
 
 12. Waugh: Fruit Harvesting, Marketing, Storing (Orange 
 
 Judd Co., New York), $1.00. 
 
 13. Waugh: Plums and Plum Culture (Orange Judd Co., 
 
 New York), $1.50. 
 
 III. Bulletins and other publications. 
 
 1. Bulletin No. 113: Spray Calendar (Texas Experiment 
 
 Station, College Station, Texas). 
 
 2. Bulletin No. 124: The Pecan Case Borer (Texas Ex- 
 
 periment Station, College Station, Texas). 
 
 3. Bulletin No. 148 : Eeport on Experiments with Citrus 
 
 Fruits at the Beeville Sub-station (Texas Experiment 
 Station, College Station). 
 
 4. Bulletin No. 3 (New Series) : Citrus Fruits in Texas 
 
 (State Dept. of Agriculture, Austin). 
 
 5. Bulletin No. 19 : The Pecan and Hickory in Texas 
 
 (State Dept. of Agriculture, Austin). 
 
 6. Bulletin No. 118: How to Control San Jose Scale and 
 
 and Other Orchard Pests (Purdue Experiment Station, 
 Lafayette, Ind.). 
 
 7. Bulletin No. 262: Suggestions on Planting Orchards 
 
 (Michigan Experiment Station, East Lansing). 
 
 8. Bulletin No. 232: Spray Calendar (Ohio Experiment 
 
 Station, Wooster). 
 
 9. Bulletin No. 55: Pruning Peach Trees (Missouri Ex- 
 
 periment Station, Columbia, Mo.). 
 
 10. Bulletin No. 30: Budding Pecans (Bureau of Plant 
 
 Industry, Washington). 
 
 11. Bulletin No. 251: Pecan (Bureau of Plant Industry, 
 
 Washington, D. C). 
 
 12. Circular No. 35 1 Protecting Orchards Against Frosts 
 
 and Freezes (Missouri Experiment Station, Columbia). 
 
 13. Circular No. 31 : Hardiness of Peach Buds, Blossoms, 
 
 and Young Fruit as Influenced by the Care of the 
 Orchard (Missouri Experiment Station, Columbia). 
 
 14. Circular No. 17: The Farmer's Orchard (Purdue Ex- 
 
 periment Station, Lafayette, Ind.). 
 
 Farmers' Bulletins, Division of Publications, Washington, D. C. : 
 
 15. Bulletin No. 17: Peach Yellows and Peach Rosette. 
 
 16. Bulletin No. 104: Notes on Frosts. 
 
 17. Bulletin No. 113: The Apple and How to Grow It. 
 
 18. Bulletin No. 118: Grape Growing in the South. 
 
 19. Bulletin No. 154: Home Fruit Garden, Preparation and 
 
 Care. 
 
 20. Bulletin No. 172: Scale Insects and Mites on Citrus 
 
 Trees. 
 
 21. Bulletin No. 181: Pruning. 
 
 22. Bulletin No. 198: Strawberries. 
 
122 Courses in Agriculture for the Secondary Schools of Texas 
 
 23. Bulletin m. 213 : Easpberries. 
 
 24. Bulletin Xo. 238: Citrus Fruit Growing in the Gulf 
 
 States. 
 
 25. Bulletin No. 243: Fungicides and Their Use in Pre- 
 
 venting Diseases of Fruits. 
 
 26. Bulletin ISTo. 283 : Spraying for Apple Diseases and Cod- 
 
 ling Moth in the Ozarks. 
 
 27. Bulletin No. 284: Insect and Fungous Enemies of 
 
 Grape East of Eocky Mountains. 
 
 28. Bulletin No. 293: Use of Fruit as Food. 
 
 29. Bulletin No. 471: Grape Propagation, Pruning and 
 
 Training. 
 
 30. Bulletin No. .538: Sites, Soils, and Varieties for Citrus 
 
 Groves in Gulf States. 
 
Courses in Agriculture for tlie Secondary Schools of Texas W^ 
 
 FARM MECHANICS, FARM MANAGEMENT, AND HOME 
 
 GROUNDS. 
 A. Farm mechanics. 
 
 I. Farm machinery. 
 
 1. Introduction. 
 
 Evolution of farm machinery; effect upon price of 
 labor and of product; effect upon occupation of 
 farming; demand for skilled labor; effect upon 
 length of working day ; effect upon labor of women ; 
 effect upon quality of product. 
 
 2. Definitions and principles of mechanics. 
 
 Force; work; foot-pound and horse-power; power; 
 machine; lever; inclined plane; screw; pulley. 
 
 3. Transmission of power. 
 
 Belting: leather, rubber, canvas, chain; gearing: 
 rope, cable. 
 
 4. Classification of farm machinery. 
 
 (1) Tillage machinery. 
 
 a. Plows: walking; sulky; gang; jointer; 
 
 hillside; subsoil; disk. 
 
 b. Harrows: smoothing harrows; spring 
 
 tooth; curved knife-toothed; disk, — • 
 full disk, cutaway, spading, orchard. 
 
 c. Rollers : log ; smooth iron ; corrugated ; 
 
 sub-surface packer. 
 
 d. Flanker. 
 
 e. Cultivators: walking, — tongue, tongue- 
 
 less; riding, — single row, double row; 
 shovel, disk, surface; one-horse, two- 
 horse, threcrhorse, etc. 
 
 f. Planting and seeding machinery. 
 
 (a) Seeders: hand seeders; wheel- 
 
 barrow; end gate; wheeled 
 broadcast, etc. 
 
 (b) Drills: hoe; shoe; single-disk: 
 
 double-disk; press drill; one- 
 horse drill, etc. 
 
 (c) Planters: cotton, corn, potatoes, 
 
 etc.; drill and check; one-row 
 and two-row; hand planters 
 and horse planters; listers. 
 
 g. Harvesting machinery: mowers; grain 
 
 binders; corn binders; cotton pickers; 
 loaders; tedders; hay forks; baling 
 presses; potato diggers, etc. 
 h. Power machinery: windmills; tread 
 mills; jack screws; windlass: sweep; 
 
124 Courses in Agriculture for the Secondary Schools of Texas 
 
 block and tackle; water wheel; water 
 ram; oil engines; steam engines, etc. 
 i. Other machinery: threshing machines: 
 sprayers; fans; feed grinders; silage 
 cntters ; manure spreaders ; pumps, etc. 
 5. Genera] outline for study of more important machines. 
 
 (1) Evolution. 
 
 (2) Construction. 
 
 (3) Function and efficiency. 
 
 (4) Operation and adjustment. 
 
 (5) Adaptability to farm conditions. 
 
 (6) Care. 
 
 (7) Cost. 
 
 If. Drainage. 
 
 1. Lands requiring drainage. 
 
 Lands containing basins; ^^seepy" lands; flat lands 
 underlaid with impervious layer; lands subject to 
 overflow; rice lands, etc. 
 
 2. Effect of drainage on 
 
 Soil texture; temperature; amount of air; depth of 
 roots; drouth resistance; surface wash, etc. 
 
 3. Kinds of drainage. 
 
 (1) Open ditches: advantages and disadvantages. 
 
 (2) Underdrains: advantages and disadvantages. 
 
 4. Tile drainage. 
 
 (1) Preliminary survey: importance; methods, 
 
 maps. 
 
 (2) Laying out the drainage system: direction of 
 
 drains; depth; distance apart; system of 
 lines; staking out drains. 
 
 (3) Leveling and grading tile drains : taking levels ; 
 
 establishing the grade ; figuring the cuts. 
 
 (4) Laying the tile: digging the ditch to grade; 
 
 placing the tiles; filling the ditch. 
 
 (5) Cost: tiling; digging; laying; filling. 
 
 HI. Farm buildings. 
 
 1. Location, factors influencing: convenience; soil condi- 
 
 tions; water supply; drainage, etc. 
 
 2. Materials of construction : wood, brick, stone, concrete, 
 
 etc. 
 
 3. Plans for buildings, cost, etc. 
 
 Farm house; barn; dairy barn; poultry house; hog 
 houses; silo; implement house; shop, etc. 
 
 IV. Farm terracing. (Civil Engineering Bulletin 'No. 2, A. and 
 M. College of Texas.) 
 
 1. Importance of terracing: prevents erosion; conserva- 
 
 tion of rainfall. 
 
 2. Methods of terracing. 
 
 (1) Guide row terraces. 
 
Courses in Agriculture for the Secondary Schools of Texas* 12^) 
 
 (2) Level bench terraces. 
 
 (3) Mangham terraces. 
 
 V. Eepair of farm equipment. 
 
 Harness; belting; binder canvas; woodwork, etc. 
 
 VI. Use of concrete on the farm. 
 
 1. Cement: nature and manufacture. 
 
 2. Making of concrete. 
 
 Amounts of cement, gravel, sand; mixing; handling. 
 
 3. Forms for concrete. 
 
 Building; filling; reinforcing. 
 
 4. Uses of concrete. 
 
 Walks; troughs; posts; steps; floors; foundations; 
 silos, etc. 
 
 5. Efficiency, permanence, and cost. 
 
 VII. Eope work. 
 
 Knots; splices; halters, etc. 
 
 B. Farm management. 
 
 I. Introduction. 
 
 Primitive agriculture; British agriculture; American agri- 
 culture; changep. in types of farming and development 
 markets; need of organization. 
 
 II. Definition. 
 
 Farm management; capital; inventory; farm receipts; 
 farm expenditures; farm income; labor income. 
 
 III. Business side of farming. 
 
 1. Farming as a business. 
 
 Complex problems; need for broad scientific train- 
 ing; need for business principles. 
 
 2. Farm accounting. 
 
 (1) Inventory: object, how and when to take. 
 
 (2) Accounts. 
 
 a. Accounts with persons or firms: object, 
 
 method of keeping. 
 
 b. Accounts with crops, animals, etc. : ob- 
 
 ject of cost accounts ; items with which 
 crops must be charged and credited; 
 items with which animals must be 
 charged and credited. 
 
 c. Interpretation of results. 
 
 (3) Distribution of labor cost: horse; man. 
 
 (4) Business statement. 
 
 3. Factors of production. 
 
 (1) Capital. 
 
 Fixed or circulating; relation of capital fo 
 profit; proportion in real estate; propor- 
 
126 Courses in AgricuUure for the Secondary Schools of Texas 
 
 tion in machinery; proportion in live 
 stock; cost of motive power; relation of 
 capital to type of farming; ways of secur- 
 ing capital; demand for greater capital 
 than formerly; ways of starting with small 
 capital. 
 
 (2) Land. 
 
 a. Nature of soil: soil type, fertility, con- 
 
 tour, drainage, etc. 
 
 b. Proportion of waste land. 
 e. Land tenure. 
 
 (a) Ownership: advantages and 
 
 risks. 
 
 (b) Land rental: cash, share, spec- 
 
 ified rent and cropping sys- 
 tem; advantages and disad- 
 vantages. 
 
 (3) Labor. 
 
 a. Cost of labor. 
 
 (a) Man labor: why labor is scarce; 
 
 cost per day, month, year; 
 profit sharing; improved ma- 
 chinery versus farm lal)or. 
 
 (b) Horse labor. 
 
 Cost per day; ways of saving^ 
 cost of horse labor; amount 
 a horse should do. 
 
 (c) Power: fuel, labor, etc. 
 
 b. Direction of labor: by employee, fore- 
 
 man, superintendent. 
 
 c. Method of caring for farm labor: shel- 
 
 ter, board, etc. 
 
 IV. Types of farming classified. 
 
 1. As to maintenance of fertility: exploitive, etc. 
 
 2. As to extent and method: intensive and extensive. 
 
 3. As to diversity of crops: single crop farming, domi- 
 
 nant crop farming, diversified farming. 
 
 4. As to source of income : grain farming, truck farming,. 
 
 fruit farming, poultry farming, etc. 
 
 V. Comparison of systems of farming. 
 
 1. Types to be studied: grain farming, dairy farming, 
 
 live stock farming, cotton farming, mixed farming,, 
 etc; 
 
 2. General outline for study of each. 
 
 (1) Influence of -climate, soil and topography. 
 
 (2) Influence of supply and market demand. 
 
 (3) Influence of transportation facilities. 
 
 (4) Influence of land values. 
 
 (o) Influence of amount of capital. 
 
Courses in Agriculture for the Secondary Schools of Texas 127 
 
 (6) Influence of supply of labor. 
 
 (7) Influence of repressive agencies: weeds, insects, 
 
 diseases, etc. 
 
 (8) Influence of types of farming in neighborhood- 
 
 (9) Influence of personal factor. 
 
 VI. Choosing a farm : factors influencing. 
 1. Location. 
 
 (1) Surroundings. 
 
 Healthf ulness ; climate; neighbors; markets; 
 schools; churches; social centers; maal de- 
 livery; telephone, etc. 
 
 (2) Character of the farm. 
 
 a. Xature of the soil. • 
 
 Soil type, fertility, drainage. 
 
 b. Proportion of waste land. 
 
 c. Improvements : 
 
 (a) Kinds: houses, barns, silos, 
 
 fences, etc. 
 
 (b) Condition and value. 
 
 (c) Location and arrangement. 
 . d. Water supply. 
 
 e. Orchards, pastures, woodland, etc. 
 
 f. Size of the farm. 
 
 YII. Planning the farm. 
 
 Need for planning; location of farmstead; access to fields, 
 number of fields; replanning a farm for profit, — original 
 plan, transitional plan, permanent plan; crop ledger 
 plan ; past treatment. 
 
 YIII. Crops and crop rotation. 
 
 1. Reasons for crop rotation. 
 
 (1) Helps to control weeds, insects, diseases, etc. 
 
 (2) Gives opportunity to add humus. 
 
 (3) Makes opportunity for legumes. 
 
 (4) May save labor. 
 
 (5) May keep land occupied longer. 
 
 (6) Allows alternation of deep and shallow feeding 
 
 crops. 
 
 (7) Provides for balanced removal of plant food. 
 
 (8) Systematizes farming. 
 
 2. Characteristics of a good cropping system. 
 
 (1) Area of each crop should be nearly the same 
 
 each year. 
 
 (2) Should provide roughage and pasture. 
 
 (3) Should include at least one tilled crop to kill 
 
 weeds. 
 
 (4) Should include a sod. 
 
 (5) Should maintain humus content. 
 
 (6) Should provide well for the cash crop. 
 
128 Courses in Agriculture for the Seaondary Schools of Texas 
 
 3. Relation between crop rotation and type of farming. 
 
 4. Use of more than one rotation on the farm. 
 
 5. Suitable rotations for local conditions. 
 
 6. Change of rotation due to crop failure. 
 
 IX. Farm equipment. 
 
 Duty of machinery; cost; depreciation; what machinery 
 to buy. 
 
 X. Marketing farm products. 
 
 1. Time to sell. 
 
 : Cost of holding; shrinkage and depreciation; prices 
 
 in different months. 
 
 2. Ways of selling. 
 
 lletail; wholesale; commission; auction. 
 
 3. Preparation of product for market. 
 
 Fitting stock ; preparation of hay, grain, cotton, etc. ; 
 packages and condition of fruit, truck, eggs, but- 
 ter, etc. 
 
 C. Improvement of home grounds. (See pages 133-137.) 
 
 PRACTICE WORK IN FARM MRCHANICS^ FARM MANAGEMENT^ AND HOME 
 
 GROUNDS. 
 
 I. Practice work in farm mechanics. 
 
 1. Study various kinds of farm machinery. This machinery 
 
 may be found at the implement stores, and practice 
 may be had in setting it up. 
 
 2. Visit farms and list machinery. Observe the care and 
 
 storage. Inquire of the cost, expenditure for repairs, 
 
 etc. Estimate amount invested in machinery. 
 i 3. In so far as it is practicable observe the operation of the 
 
 I various kinds of farm machinery. It will be possible 
 
 ; to get experience in operating some kinds. 
 
 4. Plan a tile drainage system for a particular field, lay out 
 
 the system, and establish the grade ready for digging 
 ; the ditch. If time will permit, finish the operation. 
 
 ' 5. Observe and criticise numerous farm buildings. Plan a 
 
 ' few buildings and estimate amount and cost of material, 
 
 etc. (Separate problems may be assigned to different 
 
 students or groups of students.) 
 
 6. Plan a system of terracing. Construct and observe the 
 
 construction of terraces. 
 
 7. Repair harness, etc. 
 
 8. Practice mixing concrete and making posts, troughs, etc. 
 
 9. Practice knots, splices, etc., with rope. (Much of the 
 
 practice work in mechanics can be done along with the 
 work in farm management.) 
 II. Practice work in farm management. 
 
 (Excellent problems and exercises are given in Boss's Farm 
 Management.) 
 III. Practice work in improvement of home grounds. (See pages 
 135-136.) 
 
Courses in Agriculture for the Secondary Schools of Teccas 129 
 
 REFERENCE MATERIAL IN FARM MECHANICS^ FARM MANAGEMENT, AND 
 
 HOME GROUNDS. 
 
 I. Minimuin. 
 
 1. Bailey: Manual of Gardening (Macmillan Co., Dallas, 
 
 Texas), $2.00. 
 
 2. Carver: Principles of Eural Economics (Ginn & Co., 
 
 Dallas, Texas), $1.30. 
 
 3. Davidson: Agricultural Engineering (Webb Pub. Co., 
 
 St. Paul), $1.50. 
 
 4. Hunt: How to Choose a Farm (Macmillan Co., Dallas, 
 
 Texas), $1.75. 
 
 5. Eoberts: The Farmstead (Macmillan Co., Dallas), $1.50. 
 
 6. Warren: Farm Management (Macmillan Co., Dallas), 
 
 $1.75. 
 
 7. Waugh: Kemp's Landscape Gardening (John Wiley & 
 
 Sons, New York), $1.50. 
 
 II. Other books desirable. 
 
 1. Allen: Sanitation in the Modern Home (Domestic En- 
 
 gineering, Chicago), $2.00. 
 
 2. Bashore: Sanitation of a Country Home (John Wiley 
 
 & Sons, New York), $1.00. 
 
 3. Card: Farm Management (Doubleday, Page & Co., Gar- 
 
 den City, N. Y.), $2.00. 
 
 4. Davidson & Chase: Farm Machinery and Farm Motors 
 
 (Orange Judd Co., New York), $2.00. 
 
 5. Ekblaw: Farm Structures (Macmillan Co., Dallas), 
 
 $1.75. 
 
 6. Elliott: Engineering for Land Drainage (John Wiley 
 
 & Sons, New York), $1.50. 
 
 7. Elliott: Practical Farm Drainage (John Wiley & Sons, 
 
 New York), $1.50. 
 
 8. Fairchild: Rural Wealth and Welfare (Macmillan Co., 
 
 Dallas), $1.25. 
 
 9. French: Farm Drainage (Orange Judd Co., New York), 
 
 $1.00. 
 
 10. Hays: Farm Development (Orange Judd Co., New 
 
 York), $1.50. 
 
 11. Hirsheld & Ulbricht: Farm Gas Engines (John Wiley 
 
 & Sons, New York), $1.50. 
 
 12. Page: Modern Gasoline Automobile (Henley & Co., New 
 
 York), $2.50. 
 
 13. Page: Modern Gas Tractor (Henley & Co., New York), 
 
 $2.00. 
 
 14. Plunkett : The Rural Life Problem of the United States 
 
 (Macmillan Co., Dallas), $1.25. 
 
 15. Potter: Farm Motors (McGraw-Hill Book Co., New 
 
 York), $1.50. 
 
 16. Powell: How to Live in the Country (Outing Publish- 
 
 ing Co., New York), $1.75. 
 
130 Courses in Agriculture for the Secondary Schools of Texas 
 
 17. Powell: Co-operation in Agriculture (Maemillan Co., 
 
 Dallas), $1.50. 
 
 18. Powell: Country Home (Doubleday, Page & Co., Gar- 
 
 den City, N. Y.), $1.50. 
 
 19. Putnam: Gasoline Engine on the Farm (Henley & Co., 
 
 New York), $1.50. 
 
 20. Eeed: Modern House Plans for Everybody (Orange 
 
 Judd Co., New York), $1.00. 
 
 21. Eichards: House Sanitation (Whitcomb & Barrows, 
 
 Boston), 25c. 
 
 22. Eichards : The Art of Eight Living (Whitcomb & Bar- 
 
 rows, Boston), 50c. 
 
 23. Eoberts : Farmers' Business Hand Book (Maemillan Co., 
 
 Dallas), $1.25. 
 
 24. Eobertson: The Satisfaction of Country Life (Sturgis 
 
 & Walton, New York), 75c. 
 
 25. Taylor: Agricultural Economics (Maemillan Co., Dal- 
 
 las), $1.25. 
 
 26. Stephenson: Farm Engines and How to Eun Them 
 
 (F. J. Drake, Chicago), $1.00. 
 
 27. Streeter: The Fat of the Land (Grosset, New York), 
 
 75c. 
 
 III. Bulletins and other publications. 
 
 1. Bulletin No. 42: Ornamenting Home Grounds (Maine 
 
 Experiment Station, Orono). 
 
 2. Bulletin No. 64: Ornamental Plants for Maine (Maine 
 
 Experiment Station, Orono). 
 
 3. Bulletin No. 55: Ornamental Planting (Nebraska Ex- 
 
 periment Station, Lincoln). 
 4. ' Bulletin No. 45 : Catalog of Ferns and Flowering Plants 
 of Oklahoma (Oklahoma Experiment Station, Still- 
 water). 
 
 5. Bulletin No. 73: Hardy Trees, Shrubs and Vines (Okla- 
 
 homa Experiment Station, Stillwater). 
 
 6. Bulletin No. 12: Eesidential Sewage Disposal Plants 
 
 (North Carolina State Board of Health, Ealeigh). 
 
 7. Bulletin No. 8: Knots, Hitches and Splices (Cornell 
 
 Beading Course for Farmers, New Series, Ithaca, N. Y.) 
 
 8. Bulletin No. 123: Farm Drainage (Utah Experiment 
 
 Station, Logan). 
 
 9. Bulletin No. 8: The Kentucky Sanitary Privy (State 
 
 Board of Health, Bowling Green). 
 
 10. Bulletin No. 136: Eope and Its Uses on the Farm 
 
 (Minnesota Experiment Station, St. Paul). 
 
 11. Bulletin No. 154: Farm Water Supplies of Minnesota 
 
 (Bureau of Plant Industry, Washington). 
 
 12. Bulletin No. 259: Wliat is Farm Management? (Bureau 
 
 of Plant Industry, Washington). 
 
Courses in Agriculture for the Secondary Schools of Teixas 131 
 
 13. 
 
 14. 
 
 15. 
 
 16. 
 
 17. 
 
 18. 
 
 Bulletin No. 262: Ornamental Cacti; Their Culture and 
 Decorative Value (Bureau of Plant Industry, Wash- 
 ington). 
 
 Bulletin No. 227: Farm Equipment (Ohio Experiment 
 Station, Worcester). 
 
 Circular No. 7: Labor Saving Devices for the Farm 
 Home (Utah Experiment Station, Logan). 
 
 Circular No. 138: The Small Home Yard (Hlinois Ex- 
 periment Station, Urbana). 
 
 Circular No. 22: Improvement of School Grounds (S. C. 
 Experiment Station, Clemson College). 
 
 Circular 135 : How to Fix up the Yard (Illinois Ex- 
 periment Station, Urbana). 
 
 Farmers' Bulletins, U. S. Department of Agriculture, Washington: 
 19. Bulletin No. 62: Marketing Farm Produce. 
 
 20. 
 
 21. 
 22. 
 23. 
 24. 
 25. 
 
 26. 
 
 27. 
 
 28. 
 29. 
 30. 
 
 31. 
 32. 
 
 33. 
 34. 
 35. 
 
 36. 
 37. 
 
 38. 
 39. 
 40. 
 41. 
 
 42. 
 43. 
 
 44. 
 45. 
 
 Bulletin No. 
 
 Building. 
 Bulletin No. 150: 
 Bulletin No. 185: 
 Bulletin No. 242: 
 Bulletin No. 248: 
 Bulletin No. 270: 
 
 Home. 
 Bulletin No. 272 : 
 Bulletin No. 277: 
 
 Farm Engines. 
 Bulletin No. 280: 
 Bulletin No. 292 : 
 Bulletin No. 299: 
 
 tion System. 
 Bulletin No. 303: 
 Bulletin No. 310: 
 
 126 : Practical 'Suggestions for Farm 
 
 Farm. 
 Bulletin No. 311: 
 Bulletin No. 312: 
 Bulletin No. 321 
 
 Eoads. 
 Bulletin No. 325: 
 Bulletin No. 326 : 
 
 tation. 
 Bulletin No. 338: 
 Bulletin No. 347: 
 Bulletin No. 364: 
 Bulletin No. 365 : 
 
 Clearing New Land. 
 
 Beautifying the Home Grounds. 
 
 Example of Model Farming. 
 
 The Lawn. 
 
 Modern Conveniences for the Farm 
 
 Successful Hog and Seed-Corn Farm. 
 The Use of Alcohol and Gasoline in 
 
 Profitable Peanut Dairy Farm. 
 Cost of Filling Silos. 
 Diversified Farming Under Planta- 
 
 Com Harvesting Machinery. 
 Successful Alabama Diversification 
 
 Land-Clay and Burnt Clay Eoads. 
 Successful Southern Hay Farm. 
 Use of Split-Log Drag on Earth 
 
 Small Farms in Corn Belt. 
 Building up a Run-down Cotton Plan- 
 
 Macadam Roads. 
 Repair of Farm Equipment. 
 Profitable Cotton Farm. 
 Farm Management in Northern Pota- 
 to Growing Sections. 
 Bulletin No. 370: Replanning a Farm for Profit. 
 
 Use of Windmills in Irrigation in 
 
 Bulletin No. 394 
 
 Semi-arid West. 
 
 Bulletin No. 403 : 
 
 Bulletin No. 432 : 
 
 Construction of CoAcrete Fence Posts. 
 How a City Family Managed a Farm. 
 
13^ Courses in AgncuUure for the Secondary Schools of Texas 
 
 46. 
 
 Bulletin No. 
 
 438: 
 
 47. 
 
 Bulletin No. 
 
 454: 
 
 48. 
 
 Bulletin No. 
 
 461: 
 
 49. 
 
 Bulletin No. 
 
 463: 
 
 50. 
 
 Bulletin No. 
 Jersey. 
 
 472: 
 
 51. 
 
 Bulletin No. 
 
 474: 
 
 52. 
 
 Bulletin No. 
 
 475: 
 
 53. 
 
 Bulletin No. 
 Farm. 
 
 481: 
 
 54. 
 
 Bulletin No. 
 
 511: 
 
 55. 
 
 Bulletin No. 
 Cotton. 
 
 519; 
 
 56. 
 
 Bulletin No. 
 
 572: 
 
 57. 
 
 Bulletin No. 
 
 574: 
 
 Hog Houses. 
 
 A Successful New York Farm. 
 
 Use of Concrete on the Farm. 
 
 Sanitary Privy. 
 
 System of Farming in Central New 
 
 Use of Paint on Farm. 
 
 Ice Houses. 
 
 Concrete Construction on Live Stock 
 
 Farm Bookkeeping. 
 Example of Intensive Farming in 
 
 System of Farm Cost Accounting. 
 Poultry House Construction. 
 
Courses in Agriculture for the Secondary Schools of Texas 133 
 
 HALF-UNIT m LANDSCAPE GARDENING. 
 
 I. Introduction. 
 
 Definition; purpose; esthetic value of beautiful landscape; 
 commercial value of landscape work about the home grounds ; 
 need of improvement of home grounds on the farm; effect 
 of home surroundings on keeping the boys and girls on 
 the farm. 
 
 11. Choice of homestead. 
 
 Accessibility ; neighborhood environment ; altitude ; soil ; drain- 
 age; sanitation; boundaries; shelter; view; aspect, ap- 
 proaches. 
 
 III. General plan of home grounds. 
 
 Size; arrangement of yard, garden, barnyard, poultry yard, 
 etc.; location of walks and roads. 
 
 IV. Lawn. 
 
 1. Grading. 
 
 Time; drainage; care to cover surface with surface soil 
 instead of subsoil ; use of terraces ; undulating sur- 
 faces versus level; methods of securing the effect of 
 extent. 
 
 2. Preparation of seed bed. 
 
 Cultivation; firming; fertilizing. 
 
 3. Seeding. 
 
 Grasses adapted for lawns ; purity and vitality of seeds ; 
 methods of seeding and covering; seeding versus 
 sodding. 
 
 4. Care of the lawn. 
 
 Mowing; fertilizing; watering; mulching in winter. 
 
 V. Planting the grounds. 
 
 1. What to avoid. 
 
 Overplanting ; tree belts; over-exposure of grounds; 
 wanton removal of trees; unsuitable ornaments; 
 eccentricities; formality; large geometrical figures; 
 monotony; needless driveways; mixture of styles. 
 
 2. Guiding principles. 
 
 (1) Simplicity rather than ostentation and extrava- 
 
 gance. 
 
 (2) Convenience in arrangement and location of 
 
 greenhouse, flower garden, kitchen garden, etc. 
 
 ( 3 ) Compactness. 
 
 (4) Seclusion and snugness. 
 
 (5) Unity: secured in 
 
 a. Natural style by: open lawn, curved lines, 
 grouping of trees, use of shrubs, union 
 of buildings with grounds. 
 
134 Courses in Agriculture for the Secondary Schools of Texas 
 
 b. Architectural style by proper geometrical 
 
 lines; closely shaven lawns; trees in 
 rows; clipped trees and shrubs, archi- 
 tectural and statuesque features, sharp 
 color contrasts, terraces, flowers in beds 
 or pots, congruous water pieces. 
 
 c. Picturesque style by odd plant forms, un- 
 
 even surface, dark color masses, broken 
 ground, scattering grouping in middle 
 ground. 
 
 (6) Blending. 
 
 (7) Symmetry and gradation. 
 
 (8) Apparent extent. 
 
 (9) Concealment of outbuildings, etc. 
 
 (10) Variety in: surface, form, materials, color, sea- 
 
 son, composition, position. 
 
 (11) Originality and character. 
 
 (12) Adaptation and fitness. 
 
 (13) Imitation of nature. 
 
 (14) Bestful and satisfying effects. 
 
 VI. Comparison of effects in different styles. 
 
 VII. Some special problems. 
 
 1. Mode of access to house. 
 
 2. Treatment of walks. 
 
 3. Fences. 
 
 4. Mounds and banks. 
 
 5. Eockeries and fern gardens. 
 
 6. Arbors, summer houses, etc. 
 
 7. Greenhouses, conservatories, etc. 
 
 8. Water and its treatment. 
 
 9. Planting designs. 
 
 10. Control of insects and diseases. 
 
 VIII. Landscape material. 
 
 1. Trees adapted to Texas. 
 
 (1) Non-coniferous: catalpa (c. speciosa), china- 
 
 berry, elms (cedar, cork, slippery, white) flow- 
 ering dogwood, hackberry, holly (English and 
 American), huisache (A. famesiana), locust 
 (black), maples (A. saccharum, A. rubrum), 
 magnolia, mesquite, mulberry, oaks (live-oak, 
 post-oak, red-oak, white-oak), red-bud, syca- 
 more, sweet gum, yaupon, etc. 
 
 (2) Coniferous: cedar, cypress, pine (bull, loblolly, 
 
 yellow) . 
 
 2. Shrubs adapted to Texas. 
 
 Alder, althea, barberries (B. vulgaris, B. Thunbergii, 
 B. Japonica, B. aquifolium), crape m3^rtle, cape jas- 
 mine, coral berry (S. vulgaris), cats-claw, dogwood, 
 deutzia (D. gracilis), euonymus, forsythia, huajillo. 
 
Courses in Agriculture for the Secondary Schools of Texcas 135 
 
 Japanese quince, lantana, lilac, mock orange, privet, 
 roses, spiraeas (D. Douglasii, S. pranifolia, S. Thun- 
 bergii, S. Van Houttei), sumachs, viburnums (V. 
 opulus, V. lantana), weigelia, etc. 
 
 3. Perennial herbaceous plants. 
 
 Anemone, baptisia, bleeding heart, chrysanthemum, 
 columbine, daisies, golden rod, golden glow (R. 
 laciniata), hollyhock, Indian blanket, larkspur, 
 peony, phlox, salvia, spring beauty, etc. 
 
 4. Annuals: asters, ageratum, alternanthera, alyssum, artil- 
 
 lery plant, balsam, bachelor's button, candytuft, cocks- 
 comb, calliopsis, cosmos, coleus, castor bean, cigar 
 plant, geranium, heliotrope, nasturtium, pansy, pink, 
 petunia, phlox, stevia, sweet pea, verbena, zinnia, blue 
 bonnet, etc. 
 
 5. Climbers. 
 
 (1) Perennials: ampelopsis, bittersweet, clematis, 
 
 grapes, honeysuckle, kudzu vine, madeira, moon- 
 seed, roses, smilax, trumpet creeper, wisteria, etc. 
 
 (2) Annuals: balloon vine, balsam apple, climbing 
 
 cucumber, cypress, gourds, hop vine, morning 
 glories, moon flower (I. Bona-Nox), nastur- 
 tium, sweet pea, etc. 
 
 6. Bulbous plants: crocus, dahlia, gladiolus, iris, lily, nar- 
 
 cissus, tuberose, tulip, yucca, etc. 
 
 IX. General outline for studying landscape material. 
 
 1. Adaptation of plant to: soil, moisture, temperature, etc. 
 
 2. Study of plant form. 
 
 (1) Stem: size, color, form, etc. 
 
 (2) Leaves: size, shape, color, texture, etc. 
 
 (3) Flowers: size, shape, color, odor, season, use, etc. 
 
 (4) Roots: deep or shallow. 
 
 (5) Parts of plant valuable for landscape effect. 
 
 3. Use of plant: carpet bedding; border plantation, back, 
 
 front •or middle; coarse border or refined planting; 
 specimen; window box; screen; hanging basket, etc. 
 
 4. Care of the plant. 
 
 Method of propagation; potting, transplanting, etc.; 
 pruning and training; cultivation, fertilizing and 
 watering; care during winter. 
 
 (Study material adapted to the community and avail- 
 able for the class. Inquiries concerning ornamentals 
 suited to particular localities will be gladly answered.) 
 
 PRACTICE WORK IN LANDSCAPE GARDENING. 
 
 1. Observe and study the available material in the community. 
 
 2. Study catalogs preparatory to ordering seeds and other 
 
 material for ornamental planting. 
 
 3. Practice operating hotbeds, cold frames, greenhouses, etc. 
 .4. Practice propagating the ornamental material. 
 
136 Courses in Agriculture for the Secondary Schools of Texas 
 
 5. Order and study the lantern slides to accompany illus- 
 
 trated lecture No. 14, Farm Home Grounds: Their 
 Planting and Care, Office of Experiment Stations, 
 Washington, D. C. (Slides are furnished free except 
 for express charges.) 
 
 6. Take every opportunity to visit and observe any effective 
 
 landscape work. 
 
 7. Plan designs for ornamenting especially, the school grounds 
 
 and perhaps the home grounds of the students. Work 
 out first the main outline of the design by having stu- 
 dents offer designs. Select the best or adapt the best. 
 Assign details of the design to students and groups of 
 students to be worked out. Execute the design agreed 
 upon. 
 (The suggestions are meant to be very general. The prac- 
 tice work, however, should be made very important. 
 The students must work with the plants and lay out 
 the designs to get the best out of the course.) 
 
 REFERENCE MATERIAL IN LANDSCAPE GARDENING. 
 
 I. Minimum. 
 
 1. Bailey: Manual of Gardening (Macmillan Co., Dallas, 
 
 Texas), $2.00. 
 
 2. Henderson: Practical Floriculture ( Orange- Judd Co., 
 
 N'ew York), $1.50. 
 
 3. Rogers: Tree Book (Doubleday, Page & Co., Garden 
 
 City, N. Y.), $4.00. 
 
 4. Waugh: Kemp's Landscape Gardening (John Wiley & 
 
 Son, New York), $1.50. 
 
 5. Waugh: Landscape Gardening (Orange- Judd Co., New 
 
 York), 50c. 
 
 II. Other books desirable. 
 
 .1. Davis: Ornamental Shrubs (G. P. Putnam Sons, New 
 York), $3.50. 
 
 2. Eliot: Landscape Architecture (Houghton, Mifflin Co., 
 
 Boston), $3.50. 
 
 3. Ely: The Practical Flower Garden (Macmillan Co., Dal- 
 
 las, Texas), $2.00. 
 
 4. Farrer: My Rock Garden (Longmans, Green & Co., New 
 
 York), $2.50. 
 
 5. Fitzherbert : Book of the Wild Garden (John Lane Co., 
 
 New York), $1.00. 
 
 6. Greening: Greening Pictorial System of Landscape Gar- 
 
 dening (C. E. Greening, Monroe, Mich.), $5.00. 
 
 7. Henderson: Pisturesque Gardens and Ornamental Gar- 
 
 dening (Henderson & Co., New York), $2.00. 
 
 8. Johnson: Residential Sites and Environments (A. T. 
 
 De La Mare Ptg. & Publishing Co., New York), $2.50. 
 
Courses in Agriculture for the Secondary Scliools of Texas 137 
 
 9. Kellaway: How to Lay Out Suburban Home Grounds 
 (John Wiley & Sons, New York), $2.00. 
 
 10. Long: Ornamental Gardening for Americans (Orange- 
 
 Judd Co., New York), $1.50. 
 
 11. Maynard: Landscape Gardening as Applied to Home 
 
 Decoration (John Wiley & Sons, New York), $1.50. 
 
 12. Parsons: Landscape Gardening (G. P. Putnam's Sons, 
 
 New York), $2.00. 
 
 13. Parsons: Landscape Gardening Studies (John Lane Co., 
 
 New York), $2.00. 
 
 14. Powell: Hedges, Windbreaks, Shelters and Live Fences 
 
 (Houghton, Mifflin Co., Boston), $2.00. 
 
 15. Sargent: Manual of the Trees of North America 
 
 (Houghton, Mifflin Co., Boston, Mass.), $6.00. 
 
 16. Tabor: Landscape Gardening Book (John C. Winston 
 
 Co., Philadelphia), $2.00. 
 
 17. Thonger: Book of Garden Design (John Lane Co., New 
 
 York), $1.00. 
 
 18. Thonger: Book of the Cottage Garden (John Lane Co., 
 
 New York), $1.00. 
 
 19. Waugh: Landscape Beautiful (Orange Judd Co., New 
 
 York), $2.00. 
 
 20. Webster: Town Planting (E. P. Dutton & Co., New 
 
 York), $1.75. 
 
 III. Bulletins and other publications. (See pages 130-132.) 
 
138 Courses in Agriculture for the Secondary Schools of Texas 
 
 HALF-UNIT m ENTOMOLOGY. 
 
 I. Introduction. 
 
 Relative numbers; statistics on injury to crops and animals; 
 insects as carriers of disease; injury to household and store 
 goods; insects as pollinators; other beneficial insects; use- 
 ful insect products. 
 
 II. Form and physiology of insects. 
 
 (Compare grasshopper, butterfly, bug.) 
 
 1. Body regions. 
 
 (1) Head: eyes, mouth parts, antennae. 
 
 (2) Prothorax: covering, spiracles. 
 
 (3) Mesothorax: appendages, spiracles, segments. 
 
 (4) Metathorax: appendages, spiracles, segments. 
 
 (5) Abdomen: spiracles, segments, ovipositor, tympa- 
 
 num. 
 
 2. Physiology. 
 
 (1) Respiratory system: spiracles, tracheae, air sacs. 
 
 (2) Circulator}' system: heart; body cavity; method 
 
 of circulation. 
 
 (3) Muscular system. 
 
 (4) Digestive system: pharynx, esophagus, crop, giz- 
 
 zard, stomach and caeca, intestine, Malpighian 
 tubes. 
 
 (5) Nervous system: brain, ring commissure, ganglia, 
 
 nerve cords; sympathetic system. 
 
 (6) Senses of insects: sight, touch, taste, hearing. 
 
 (7) Reproductive system. 
 
 III. Growth and transformation of insects. 
 
 1. Incomplete metamorphosis: egg, nymph, adult; squash 
 
 bug, grasshopper, etc. 
 
 2. Complete metamorphosis: egg, larva, pupa, adult; but- 
 
 terflies, moths, etc. 
 
 3. Development direct: silver fish-moth, etc. 
 
 IV. Systematic relationship. 
 
 1. Method of classifying animals : phylum, class, order, fam- 
 
 ily, genus, species. 
 
 2. Near relation of insects: Crustacea, arachnida, myriapoda. 
 
 V. Classification of insects. 
 
 1. Ortlioptera: grasshopper, katydid, praying mantis, walk- 
 . ing stick, cockroach, crickets, etc. 
 
 2. Hemiptera. 
 
 (1) Heteroptera: water bugs, leaf bugs, chinch bug. 
 
 (2) Homopter'a: seventeen-year locust, plant lice, scale 
 
 insects. 
 
 (3) Parasitica: lice on animals. 
 
Courses i?i Agriculture for the Secondary Schools of Texas 139 
 
 3. Coleoptera: tiger beetles, ground beetles, click beetles, fire 
 
 flies, June beetles, Colorado potato-beetle, long horned 
 beetle, ladybird beetle, cotton boll-weevil, plum curculio, 
 engraver beetle, etc. 
 
 4. Lepidoptera. 
 
 (1) Butterflies: swallowtails, cabbage, monarch, vice- 
 
 roy, etc. 
 
 (2) Moths: leaf rollers, codling moth, flour moths, 
 
 peach-tree borer, cutworms, army worms, ce- 
 cropia, etc. 
 
 5. Diptera: mosquitoes, gall gnats, horse flies, bot flies, 
 
 house flies, fleas, etc. 
 
 6. Hymenoptera. 
 
 (1) Parasitic: icheneumon flies, braconid flies, chalcis 
 
 flies, etc. 
 
 (2) Stinging: ants, wasps, bees. 
 
 VI. Insect pests of staple crops. 
 
 Cotton boll-weevil, cotton boll-worm, chinch bug, grasshopper, 
 cutworms, wire worms, army-worms, "green bugs," cotton 
 louse, Hessian fly, etc. 
 
 VII. Insect pests of fruit and truck crops. 
 
 Codling moth, borers, San Jose scale, canker worms, plum 
 curculio, peach-tree borer, Colorado potato-beetle, tomato 
 worm, harlequin cabbage bug, melon louse, squash bug, 
 onion thrips, sweet-potato root-borer, etc. 
 
 VIII. Insect pests of live stock. 
 
 Ox-warble, cattle tick, bot flies, horn flies, lice, mites, etc. 
 
 IX. Insect pests of the household. 
 
 House fly, mosquito, cockroach, ant, flea, clothes moth, flour 
 moth, flour weevils, etc. 
 
 X. Insect pests of shade trees. 
 
 Tussock moth, gipsy moth, brown-tailed moth, tent cater- 
 pillar, bag worm, etc. 
 
 ■ XI. Useful insects. 
 
 Honey bees, bumble bees, wasps, dragon flies, lace-wing flies, 
 ladybird beetles, mantids, ichneumon flies, braconid flies, 
 etc. 
 
 XII. Control of insects. 
 
 1. Natural means. 
 
 (1) Parasites: icheneumon flies, etc. 
 
 (2) Diseases. 
 
 (3) Predacious enemies: birds, toads, frogs, predacious 
 
 insects. 
 
 (4) Climatic conditions. 
 
140 Courses in Agriculture for the Secondary Schools of Texas 
 
 2. Artificial means. 
 
 (1) General farming methods: crop rotation, fall 
 
 plowing, clean culture, etc. 
 
 (2) Cultural methods: timely, proper, fertilizers. 
 
 (3) Spraying. 
 
 a. Comparison of methods for biting and suck- 
 
 ing insects. 
 
 b. Preparation and use of sprays : Paris green, 
 
 arsenate of lead, lime-sulfur wash, 
 whale-oil soap solution, kerosene emul- 
 sion. 
 
 c. Spray machinery : hand and power sprayers. 
 
 (4) Fumigation: methods and uses. 
 
 XIII. General outline for study of individual insects. 
 
 1. Economic importance. 
 
 2. Life history: stages, relative economic importance of dif- 
 
 ferent stages, hibernation, method of spread, number 
 of generations. 
 
 3. Food: preferred, acceptable. 
 
 4. Susceptibility to methods of control. 
 
 (Select from the numerous important insects according to 
 time available and local importance.) 
 
 PRACTICE WORK IN ENTOMOLOGY. 
 
 1. Make trips to field, garden, orchard, roadside, etc., to 
 
 note habit and food of various insects, and to collect 
 specimens to be preserved for future study and for 
 exhibition. 
 
 2. Study carefully the form and physiology of a locust. 
 
 Make dissections to note the general nature of internal 
 structure. Compare external structure of locusts, but- 
 terflies, beetles, and bugs. 
 
 3. Try the use of breeding cages to note the stages in life 
 
 history of mosquitoes, house flies, etc. Collect larvae . 
 and cocoons of different insects and note changes. Get 
 eggs of cabbage butterfly and watch development. 
 
 4. Procure and preserve all stages of development of as 
 
 many as possible of insects studied. 
 
 5. Prepare and use different sprays: 
 
 6. Try hydrocyanic acid gas in fumigating a greenhouse for 
 
 white fly or a house for insect pests. 
 
 7. Try carbon-disulfide in fumigating bins of grain. 
 
Courses in Agriculture for the Secondary Schools of Texas 141 
 
 REFERENCE MATERIAL IN ENTOMOLOGY. 
 
 I. Minimum. 
 
 1. Sanderson : Insect Pests of Farm^ Garden and Orchard 
 
 (John Wiley & Sons, New York), $3.00. 
 
 II. Other books desirable. 
 
 1. Comstock: Insect Life (Daniel Appleton & Co., Chi- 
 
 cago), $1.75. 
 
 2. Comstock: Manual for the Study of Insects (Comstock 
 
 Publishing Co., Ithaca, New York), $3.75. 
 
 3. Comstock: Elements of Insect Anatomy (Comstock 
 
 Publishing Co., Ithaca, New York), $1.00. 
 
 4. Cragin: Our Insect Friends and Foes (0. T. Putnam's 
 
 Sons, New York), $1.75. 
 
 5. Crittenden: Insects Injurious to Vegetables (Orange- 
 
 Judd Co., New York), $1.50. 
 
 6. Holland: Collecting and Preserving Insects (Charles 
 
 Scribner's Sons, New York), $2.50. 
 
 7. Howard: Insect Book (Doubleday, Page & Co., . Garden 
 
 City, New York), $3.00. 
 
 8. Hunter: Elementary Studies in Insect Life (Crane & 
 
 Co., Topeka, Kans.), $1.25. 
 
 9. Kellogg: American Insects (Henry Holt & Co., New 
 
 York), $4.00. 
 
 10. Kellogg: Insect Stories (Henry Holt & Co., New York), 
 
 $1.50. 
 
 11. Kerby: Elementary Text Book of Entomology (The 
 
 Macmillan Co., Dallas), $3.00. 
 
 12. O'Kane: Injurious Insects (Macmillan Co., Dallas), 
 
 $2.00. 
 
 13. Packard: Entomology for Beginners (Henry Holt & Co., 
 
 New York), $1.50." 
 
 14. Packard: Text Book of Entomology (Macmillan Co., 
 
 Dallas, Texas), $4.50. 
 
 15. Sanderson & Jackson: Elementary Entomology (Ginn & 
 
 Co., Dallas), $2.00. 
 
 16. Saunders: Insects Injurious to Fruits (J. B. Lippincott 
 
 Co.. Philadelphia), $2.00. 
 
 17. Smith : Economic Entomology (J. B. Lippincott Co., 
 
 Philadelphia), $2.50. 
 
 18. Weed : Farm Friends and Farm Foes (D. C. Heath & 
 
 Co., Chicago), 90c. 
 
 19. Weed: Insects and Insecticides ( Orange- Judd Co., New 
 
 York), $1.50. 
 
 20. Weed : Life Histories of American Insects (Macmillan 
 
 Co., Dallas, Texas), $1.50. 
 
 III. Bulletins and other publications. 
 
 1. Bulletin No. 113: Spray Calendar (Texas Experiment 
 Station, College Station, Texas). 
 
142 Courses in Agriculture for the Seconda/ry Schools of Texas 
 
 2. Bulletin No. 124: Pecan Case Borer (Texas Experi- 
 
 ment Station, College Station, Texas). 
 
 3. Bulletin, (Press) : The Control of Weevils in Corn and 
 
 Grain (Texas Experiment Station, College Station, 
 Texas). 
 
 4. Bulletin, (Press) : Treatment of San Jose Scale (Texas 
 
 Experiment Station, College Station). 
 
 5. Bulletin, (Press) : Treatment of Melon Louse (Texas 
 
 Experiment Station, College Texas.) 
 
 6. Bulletin No. 24: Texas Beekeeping (Texas Depart- 
 
 ment of Agriculture, Austin). 
 
 7. Bulletin No. 6 (New Series) : The White Fly (Texas 
 
 Department of Agriculture, Austin). 
 
 8. Bulletin No. 9 (New Series) : Control of Insect Pests and 
 
 Fungus Diseases (Texas Department of Agriculture, 
 Austin). 
 
 9. Bulletin No. 37: Use and Value of Wild Birds (Texas 
 
 Department of Agriculture, Austin). 
 
 Bulletins of. Bureau of Entomology, Washington, D. C. : 
 
 10. Bulletin No. 29. Fall Army Worm and Variegated 
 
 Cutworm. 
 
 11. Bulletin No. 33 : Some Insects Injurious to Vegetable 
 
 Crops. 
 
 12. Bulletin No. 55 : Rearing of Queen Bees. 
 
 13. Bulletin No. 62: San Jose or Chinese Scale. 
 
 14. Bulletin No. 72 : Information Concerning North Amer- 
 
 ican Fever Tick. 
 
 15. Bulletin No. 73 : Studies of Parasites of Cotton Boll- 
 
 Weevil. 
 
 16. Bulletin No. 74: Some Factors in Natural Control of 
 
 Mexican Cotton Boll- Weevil. 
 
 17. Bulletin No. 77: Hibernation of Mexican Cotton Boll- 
 
 Weevil. 
 
 18. Bulletin No. 85 : Papers on Cereal and Forage Insects. 
 
 19. Bulletin No. 88: Preventive and Remedial Work 
 
 Against Mosquitoes. 
 
 20. Bulletin No. 100: Insect Enemies of Cotton Boll- 
 
 Weevil. 
 
 21. Bulletin No. 103: Plum Curculio. 
 
 22. Bulletin No. 114: Report on Mexican Cotton Boll- 
 
 Weevil. 
 
 23. Bulletin No. 119: Dispersion of Gipsy Moth. 
 
 24. Bulletin No. 121 : Behavior of Honey Bee in Pollen 
 
 Collecting. 
 
 Circulars, Bureau of Entomology, Washington, D. C. : 
 
 25. Circular No. 99: Nut weevils. 
 
 26. Circular No. 103 : Harlequin Cabbage Bug. 
 
 27. Circular No. 108 : House Fleas. 
 
 28. Circular No.ll3: Chinch Bug. 
 
Courses in Agriculture for the Secondary Schools of Texas 143 
 
 29. Circular No. 116 : Large Corn Stalk-borer. 
 . 30. Circular No. 120: Control of Brown-rot and Plum 
 Curculio on Peaches. 
 
 31. Circular No. 131: How to Contnrol Pear Thrips. 
 
 32. Circular No. 137: Alfalfa Weevil. 
 
 33. Circular No. 139 : Damage to Sugar Cane in Louisiana 
 
 by Sugar-Cane Borer. 
 
 34. Circular No. 149 : Cotton Stainer. 
 
 35. Circular No. 153: Cotton Worm of Cotton Caterpillar. 
 
 36. Circular No. 162: Potato-Tuber Moth. 
 
 Farmers' Bulletins, Washington. D. C. : 
 
 37. Bulletin No. 54: Some Common Birds in Their Ee- 
 
 lation to Agriculture. 
 
 38. Bulletin No. 99: Three Insect Enemies of Shade 
 
 Trees. 
 
 39. Bulletin No. 127: Important Insecticides, Directions 
 
 for Their Preparation and Use. 
 
 40. Bulletin No. 132: Principal Insect Enemies of Grow- 
 
 ing Wheat. 
 
 41. Bulltin No. 155: How Insects Affect Health in Eural 
 
 Districts. 
 
 42. Bulletin No. 172: Scale Insects and Mites on Citrus 
 
 Trees. 
 
 43. Bulletin No. 209: Controlling Boll- Weevil in Cotton 
 
 Seed and at Ginneries. 
 
 43. Bulletin No. 211: Use of Paris Green in Controlling 
 
 Boll-Weevil. 
 
 44. Bulletin No. 223: Miscellaneous Cotton Insects in 
 
 Texas. 
 
 45. Bulletin No. 231 : Spraying for Cucumber and Melon 
 
 Diseases. 
 
 46. Bulletin No. 243 : Fungicides and Their Use in Pre- 
 
 venting Diseases of Fruits. 
 
 47. Bulletin No. 264: Brown Tail Moth and How to Con- 
 
 trol It. 
 
 48. Bulletin No. 283 : Spraying for Apple Diseases and 
 
 Codling Moths in the Ozarks. 
 
 49. Bulletin No. 284: Insect and Fungus Enemies of Grapes 
 
 East of Rocky Mountains. 
 
 50. Bulletin No. 290: Cotton Boll Worm, Summary of Its 
 
 Life History and Habits. 
 
 51. Bulletin No." 378: Methods of Exterminating Texas 
 
 Fever Ticks. 
 
 52. Bulletin No. 440: Spraying Peaches for Control of 
 
 Brown-Rot, Scab and Curculio. 
 
 53. Bulletin No. 442: Treatment of Bee Diseases. 
 
 54. Bulletin No. 444: Remedies and Preventives Against 
 
 Mosquitoes. 
 
 55. Bulletin No. 447: Bees. 
 
 56. Bulletin No. 453: Danger of General Spread of Gipsy 
 
144 Courses in Agriculture for the Secondary Schools of Texas 
 
 and Brown Tail Moths Through Imported Nursery 
 Stock. 
 
 57. Bulletin ho. 459: House Flies. 
 
 58. Bulletin No. 478: How to Prevent Typhoid Fever. 
 
 59. Bulletin No. 492 : More Important Insect and Fungous 
 
 Enemies of Fruit and Foliage of Apple. 
 
 60. Bulletin No. 498: Methods of Exterminating Texas 
 
 Fever Tick. 
 
 61. Bulletin No. 500 : Control of Boll- Weevil. 
 
 62. Bulletin No. 506 : Food of Some Well Known Birds of 
 
 Forest, Farm and Garden. 
 
 63. Bulletin No. 513: Fifty Common Birds of Farm and 
 
 Orchard. 
 
Courses in Agriculture for the Secondary Scliools of Texas 1-io 
 
 WEEDS. 
 
 Some place in the agricultural course in the high school there should 
 come a rather definite stud}- of the weeds of the community, and the 
 ways to control them. A very convenient place for the study is at the 
 beginning of the work in botany. A time should be selected when weeds 
 in all stages of growth are available in the community. The following 
 outline is intended to suggest some work that will be valuable. 
 
 I. Weeds in general: definition, importance of weed control; 
 prevalence of weeds in community; list of weeds familiar to 
 students. 
 
 II. Classification of weeds as to life cycle : annuals ; winter an- 
 nuals; biennials; perennials. 
 
 III. Methods of reproduction of weeds : seeds ; roots ; runners ; under- 
 ground rootstocks and seeds; underground rootstocks, running 
 stems, and seeds. 
 
 TV. Habits of growth. 
 
 1. Habit of growth of part above ground. 
 
 Erect, decumbent, creeping, stemless, twining, or climb- 
 • ing, 
 
 2. Habits of growth of root system. 
 
 Deep-rooted, shallow-rooted, lateral spread, etc. 
 
 V. Methods of seed dissemination. 
 
 1. Natural agencies. 
 
 a. Wind: dandelions, sunflowers, tumble weeds, witch 
 
 grass, thistles, milk weeds, etc. 
 
 b. Water : effect of early spring rains, streams, etc. 
 
 c. Explosive force of seed pods: wild geranium, wild 
 
 pea, sorrel, etc. 
 
 d. Seeds that have creeping qualities: wild oats. 
 
 2. Artificial means of distribution. 
 
 a. Animals. 
 
 (1) Carried on wool of sheep. 
 
 (2) Stick to hoofs and hair of other animals. 
 
 (3) Carried in the digestive tract of animals. 
 
 b. Birds. 
 
 (1) Cling to feathers. 
 
 (2) Stickv seeds, as from mistletoe, stick to bill 
 
 and feet. 
 
 (3) Carried in digestive tract. 
 
 c. Human agencies. 
 
 (1) Stick to shoes anrl clothing. 
 
 (2) Some plants distributed for ornamental and 
 
 economic purposes become weeds. 
 
 (3) Moving wagons and tools on the farm. 
 
 (4) Vehicles on public roads. 
 
140 Courses in AgricuUure for the Secondary Schools of Texas 
 
 (5) Community tlneshing machines. 
 
 (Gj Distributed in manure. 
 
 (7) I'eeding screenings. 
 
 (8) liailroads as public carriers. 
 
 (9) Sowing impure agricultural seeds. 
 
 VI. Ways in which weeds cause harm. 
 
 1. Lower crop yield. 
 
 a. Use large amounts of soil moisture. 
 
 b. Use plant food. 
 
 c. Shade and crowd plants. 
 
 d. Feed on other plants (parasites). 
 
 2. Immense amount of labor required to control. 
 
 3. Poisonous weeds injure live stock. 
 
 4. Some weed seeds become matted in wool of sheep and 
 
 materially lower its value. 
 
 5. Lower crop values by 
 
 a. Presence of weed seed in threshed grain. 
 
 b. Presence of weeds in forage crops. 
 
 6. Injure pastures. 
 
 7. Injure the quality and reduce the value of dairy products. 
 
 8. Act as harbors for insect pests. 
 
 9. Serve as hosts for fungous diseases. 
 10. Lower land value. 
 
 VII. Make a list of weeds most troublesome in : 
 
 Gardens, lawns, pastures, meadows, grain fields, cotton 
 fields, etc. 
 
 VTII. Methods of eradicating weeds. 
 
 1. Annuals : prevent seeding by moAving, pulling, clean 
 
 culture, spraying, etc. 
 
 2. Biennials. (See methods for eradicating annuals). 
 
 3. Perennials. 
 
 a. Clean cultivation. 
 
 b. Summer fallowing. 
 
 c. Smothering with thick, dense growing crop. 
 
 d. Spraying for some perennials. 
 
 e. Methods of eradicating small areas or isolated plants. 
 
 IX. Sprays and spraying. 
 
 1. Kind and size of spray machines used. 
 
 2. Spray mixtures to use for best results. 
 
 3. Time to spray. 
 
 4. dumber of applications necessary. 
 
 5. Kind of crops that can be sprayed without injury. 
 
 6. List of annuals, biennials, perennials killed by spraying. 
 
 X. Outline for study of each weed. 
 
 1. Name of plant. 
 
 2. Native or introduced. 
 
 3. Where commonly found growing. 
 
Courses in Agriculture for the Secondary Schools of Texas 147 
 
 4. Annual, biennial, perennial. 
 
 5. Habit of growth. 
 
 6. Method of reproduction. 
 
 7. Methods of disseniinationn. 
 
 8. Xoxious characteristics. 
 
 9. Brief description of the plant. 
 
 a. Flowers: simple or composite, color, size, shape, 
 
 number and arrangement of petals and sepals. 
 
 b. Leaves : netted vein, parallel vein, size, shape, color, 
 
 conditon, and arrangement. 
 
 c. Stem : shape, structure, size, length, habit of growth, 
 
 and condition. 
 
 d. Boots: kind, habit of growth, depth and spread. 
 
 e. Seeds. 
 
 (1) Size, color, shape and condition of seed 
 
 coat. 
 
 (2) Number of seeds produced by most com- 
 
 mon annuals, biennials, and perennials. 
 
 (3) Vitality of different weed seeds under ordi- 
 
 nary conditions. 
 
 (4) Vitality of buried seed. 
 
 (5) Influence of vitality on methods of eradi- 
 
 cation. 
 10. Best method of eradication. 
 
 XI. Birds as a factor in helping to control weeds. 
 
 XII. Seed inspection and weed laws. 
 
 1. Seed importation act of August 24, 1912. 
 
 2. Study of two or three of the best State laws. 
 
 PRACTICE WORK IN WEEDS. 
 
 1. Study twenty-five of the most common weeds found on the 
 
 farms and in the gardens in the community. The weeds 
 should be dug up, so as to retain as much of the root 
 system as possible and taken to the laboratory for study. 
 
 2. Write a complete description of each weed, following the 
 
 outline for study of each weed. 
 
 3. Make a number of excursions into the fields and identify 
 
 the different weeds found growing there. Have students 
 carry note book and pencil and write down the name of 
 each weed identified. 
 
 4. Have students collect samples of seed from twenty-five of 
 
 the most common weeds found on the excursions. The 
 samples may be collected in envelopes, paper bags, or 
 sometimes carried to the school building on the weed. 
 Thresh the sample, clean it, and put it in a screw-top 
 vial and label it. 
 
 5. Supply the students with cardboard holders for seed. 
 
 These holders may be made bv taking a piece of bristol 
 cardboard about twelve inches long and two inches wide. 
 
148 Courses in Agriculture for the Secondary Schools of Texas 
 
 punching twelve J-incli holes in it, and pasting it on 
 solid piece of cardboard of the same size. Place a sample 
 of weed seed in each hole and have the students iden- 
 tify them. 
 
 6. Place samples of agricultural seeds such as alfalfa, clovers^ 
 
 timothy seed, etc., before the class and have them make 
 a purity test of the sample identifying as many of the 
 foreign seeds as possible. 
 
 7. Estimate the number of seeds borne on one plant of some 
 
 of the most common weeds. 
 
 8. A single plant of Iambi's quarters has been known to bear 
 • 608,300 seed. If a single plant of this weed should 
 
 grow and mature this number of seed, and each of these 
 in turn should grow and produce an equal number of 
 seed, how many plants would there be the second year? 
 How many plants per acre for a one-hundred-sixty-acre 
 farm ? How many plants per square foot for the same 
 farm ? 
 
 9. A single plant of tumble weed has been known to produce 
 
 11,057,859 seeds. If each one of these should grow and 
 produce the same number of seeds and continue to re- 
 produce in the same way, in how many years Avould 
 there be produced a plant for each acre of land in the 
 world ? 
 
 REFERENCE MATERIAL IN WEEDS. 
 
 I. Some desirable books. 
 
 1. Bell: Weeds and Wild Flowers (Eichard G. Badger, Bos- 
 
 ton), $1.25. 
 
 2. Long & Percival : Common Weeds of the Farm and Garden 
 
 (F. A. Stokes Co., New York), $2.00. 
 
 3. Pammel: Talk on Weeds (L. H. Pammel, Ames, Iowa), 
 
 $1.50. 
 
 4. Pammel: Weeds of the Farm and Garden ( Orange- Judd 
 
 Co., New York), $1.50. 
 
 5. Shaw: Weeds and How to Eradicate Them (Webb Pub. 
 
 Co., St. Paul), 50c. 
 
 II. Bulletins and other publications. 
 
 1. Bulletin No. 175: Ohio Weed Manual (Ohio Experiment 
 
 Station, Wooster). 
 
 2. Bulletin No. 260: Seeds of Michigan Weeds (Michigan 
 
 Experiment Station, E. Lansing). 
 
 3. 'Bulletin No. 105: Eradication of Weeds (Iowa Experi- 
 
 ment Station, Ames). 
 
 4. Bulletin No. 257: Weed Factor in Cultivation of Corn 
 
 (Bureau of Plant Industry, Washington). 
 
 Farmers' Bulletins, Department of Agriculture, Washington, D. C. 
 
 5. Bulletin No. 188: Weeds Used in Medicine. 
 
 6. Bulletin No. 260: Seed of Bed Clover and Its Impurities. 
 
Courses in Agriculture for the Secondary ScJiools of Texas 149 
 
 7. Bulletin Xo. 306 : Dodder in Eolation to Farm Seeds. 
 
 8. Bulletin Xo. 368:, Eradication of Bindweed, or Morning- 
 
 Glory. 
 
 9. Bulletin No. 380 
 
 10. Bulletin No. 382 
 
 11. Bulletin No. 468 
 
 Loco-Weed Disease. 
 
 Adulteration of Forage Plant Seeds. 
 
 Eradication of Quack-Grass. 
 
 12. Bulletin No. 531 : Larkspur, or Poison Weed. 
 
150 
 
 Courses in Agriculture for the Secondary Schools of Texas 
 
 MINIMUM LABORATORY AND GARDEN EQUIPMENT FOR 
 TWELVE STUDENTS. 
 
 BOTANY. 
 
 Approximate 
 Quantity and Material. List Price. 
 
 3 Compound Miscroscopes ....... p $85.00 
 
 1 Section Razor 85 
 
 6 Dozen Glass Slides 50 
 
 J Dozen Cover Glasses 45 
 
 6 Dissecting Scissors 1.50 
 
 6 Dissecting Forceps C)5 
 
 12 Tripod Lenses 4.50 
 
 PLANT PROPOGATION AND VEGETABLE GARDENING. 
 
 12 Garden Hoes 6.00 
 
 12 Garden Rakes 6.00 
 
 6 Spading Forks 4.50 
 
 12 Garden Trowels 1.80 
 
 25 6-incli Flower Pots 1.10 
 
 200 2-inch Flower Pots '. . 90 
 
 275 3-inch Flower Pots 2.00 
 
 SOIL. 
 
 2 Ring Stands, No. 2, 3 rings 3.60 
 
 2 Burette Clamps 60 
 
 2 Mohr's Burettes, 50 c.c, for use with pinch cock 2.00 
 
 6 Dozen 8x1 inch Test Tubes 2.50 
 
 12 Test Tube Brushes 70 
 
 12 Nests Beakers, No. 0, No. 1, No. 2 3.75 
 
 1 Iron Mortar and Pestle, 2 pints 65 
 
 4 Porcelain Mortar and Pestle, 4-inch L75 
 
 24 Porcelain Evaporating Dishes, 3-inch 3.00 
 
 3 Dozen Stirring Rods, 8-inch 1.00 
 
 6 4-inch Funnels (Glass) 95 
 
 12 Packages Filter Paper, 10 c. m 1.40 
 
 6 Crucible Tongs, Steel, 9-inch 1.25 
 
 24 Crucibles, Porcelain, No. 00 3.60 
 
 3 Volume Weight Tubes of brass, 12x2 inch 3.00 
 
 9 Brass Tubes for water holding capacity of soils, 12x2 inch. . 9.00 
 
 6 Glass Tubes, 1-inch by 5 feet. '. 3.30 
 
 1 Agate Bearing Trip Scale 6.65 
 
 • 1 Set of Weights, 1 kilo to 5 grams 2.40 
 
 1 Single Well Drying Oven, 6x6x8 inch 5.00 
 
 1 Set Soil Sieves, wooden frame, brass gauge, 6-inch diameter, 
 
 20, 40, 60, 80, 100 mesh round holes 2.50 
 
 1 Kerosene or Gasoline Burner 10.00 
 
 6 Alcohol Lamps, 8 ounces 2.40 
 
Courses in Agriculture for the Secondary Schools of Texas 151 
 
 Approximate 
 
 Quantity and Material. List Price. 
 
 "3 Dessicators, Schreibler's 6-ineh diameter 3.60 
 
 1 250 c.c. Cylinder, Graduated 80 
 
 2 100 c.c. Cylinder, Graduated 1.00 
 
 2 Thermometers, 10-210 degrees centigrade l.GO 
 
 1 Pound Glass Tubing, 3-16 inch diameter 40 
 
 1 Dozen quart Mason Jars .75 
 
 1 Dozen half-gallon Mason Jars 1.00 
 
 10 Feet Pubher Tubing, 3-16 inch diameter 70 
 
 2 Mohn's Pinchcocks, medium size 25 
 
 1 Soil Auger, 2 inches diameter, 40 inches long 2.50 
 
 1 Specific Gravity Tube, iron, 3 inches diameter 2.00 
 
 ANIMAL HUSBANDRY. 
 
 1 Babcock Milk tester, 8 bottles, iron case, with 8 milk test 
 
 bottles, pipette, acid measure, pint bottle of acid 10.00 
 
 12 Milk Test Bottles, 10 per cent, gradutaed to J per cent 2.00 
 
 12 Cream Test Bottles, 30 per cent, graduated to J per cent. . . . 2.60 
 
 12 Skim Milk Bottles, graduated to 1-100 per cent 4.80 
 
 12 Pipettes, 17.6 cc 1.80 
 
 2 Acid Measures, 17.5 cc . . 4 35 
 
 1 Brass Dividers, 4^-inch 25 
 
 1 Dozen Cleaning Brushes for Bottles 55 
 
 1 Lactometer 50 
 
 1 Barrel Churn, 10-gallon 3.50 
 
 1 Cream Separator 65.00 
 
 1 Incubator 15.00 
 
 OTHER EQUIPMENT. 
 
 1 Barrel Sprav Outfit " 15.00 
 
 1 Pruning Shears, Wiss' Solid Steel 2.25 
 
 1 English Lopping Shears 3.00 
 
 1 Pruning Saw 75 
 
 1 Farm Level, Ptod and Plumb Bob 15.00 
 
 1 100-foot Linen Tape 1.35 
 
 1 Saw and Pruner Combined 1.50 
 
APPENDIX. 
 
 SCORE CARD FOR COTTON. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS. 
 
 Perfect 
 Score. 
 
 P 
 
 3" 
 
 Form, indicating fruitfulness; (short jointed, well branched) 
 
 15 
 
 15 
 10 
 
 15 
 
 10 
 
 3 
 
 2 
 
 2 
 
 8 
 8 
 3 
 3 
 2 
 2 
 2 
 
 
 
 Yield (standard, 1 bale or more per af-rci: 
 
 (a) Size of bolls (standard, 40 bolls per pound when open, or 2-in. in 
 diameter when fully mature but not open; 1 point off for each ad- 
 ditional 5 bolls or each eighth of an inch off in size). 
 
 
 (b) Percentage of lint (standard, 40 per cent or above): short staple, 1 
 
 point cut for 1 per cent off; long staple, 1-2 point cut for 1 per cent off 
 
 (c) Number mature bolls per plant: standard, unfavorable conditions 
 
 20; standard, medium (onditions 60; standard, favorable condi- 
 tions 100 
 
 
 Earliness (standard earliest plants of King) 
 
 
 Hardiness of plants toward cfisease 
 
 
 Storm Resistance 
 
 
 Opening and ease of picking ' 
 
 LINT: 
 
 Length of lint (upland, etc., 7-8 to 1 1-4 inches; long staple, 1 1-2 to 2 
 
 
 L-niformity of length 
 
 
 Strength . . . 
 
 
 Fineness 
 
 
 Color . . 
 
 
 Maturity 
 
 
 Uniformity of Seed 
 
 
 Total 
 
 JOO 
 
 
 
 
 
Courses in Agriculture for the Secondary Schools of Texas 15? 
 
 SCORE CARD FOR CORN. 
 (Texas. A. and M. College.) 
 
 SCALE OF POINTS. 
 
 eg 
 « o 
 
 GENERAL APPEARANCES— PRODUCTIVENESS : 
 
 1. Size of ear 
 
 2. Shape of ear 
 
 3. Filling of butts 
 
 4. Filling of tips 
 
 TRUENESS TO TYPE: 
 
 5. Shape and size of ear 
 
 6. Shape and size of kernel 
 
 7. Purity of color of cob and grains 
 
 8. Straightness and arrangement of rows 
 
 MATURITY AND MARKET CONDITION: 
 
 9. Solidity of ears 
 
 10. Plumpness of kernels 
 
 11. Adherence of tip-cap to cob 
 
 12. Adherence of chaff to tip-cap 
 
 13. Size of ear and cob 
 
 14. Color and finish of kernels 
 
 VITALITY: 
 
 16. Damage by weevils 
 
 17. Color of embryo 
 
 18. Size of embryo 
 
 19. -Size of germ 
 
 20. Adherence of tip-cap to cob 
 
 21. Adherence of chaff to tip-cap 
 
 22. Condition of cob 
 
 23. Plumpness of tips of kernels 
 
 SHELLING PERCENTAGE: 
 
 24. Depth of kernels 
 
 25. Size and density of cob 
 
 26. Space at cob 
 
 27. Furrows between rows 
 
 28. Filling of butts and tips 
 
 Total number of points scored by each ear 
 
 25 
 
 25 
 
 20 
 
 20 
 
 10 
 
 100 
 
154 Courses in Agriculture for the Secondary Schools of Texas 
 
 SCORE CARD FOR WHEAT. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS. 
 
 (U o 
 
 SOT! 
 
 •S2 
 
 u 
 
 1. Weight per bushel 
 
 2. Soundness 
 
 3. Purity 
 
 4. Size and plumpness of kernels 
 
 5. Uniformity in — 
 
 (a) Hardness 
 
 (b) Color 
 
 (c) Size of kernels 
 
 Total 
 
 20 
 20 
 15 
 15 
 
 15 
 
 10 
 
 5 
 
 100 
 
 SCORE CARD FOR OATS. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS. 
 
 
 V o 
 
 a o 
 
 1 . Uniformity of grades 
 
 2. Color 
 
 3. Size and plumpness 
 
 4. Per cent hull 
 
 5. Per cent foreign matter. 
 
 6. Per cent damaged grain 
 
 7. Weight per bushel 
 
 Total 
 
 10 
 10 
 15 
 15 
 15 
 15 
 20 
 
 100 
 
Courses in Agriculture for tJie Secondary Schools of Texas 155 
 
 SCORE CARD FOR DRAFT HORSES. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS— FOR GELDING. 
 
 V o 
 
 <a o 
 
 I. Age (estimate by teeth). 
 
 GENERAL APPEARANCE: 
 
 2. Height, 
 
 3. Weight, over 1500 lbs score according to age 
 
 4. Form, broad, massive, low set, proportioned * 
 
 5. Quality, bone clean, yet indicating sufficient substance; 
 distinct; skin and hair fine 
 
 Temperament, energetic, good disposition 
 
 tendons 
 
 6. 
 
 HEAD AND NECK: 
 
 7. Head, lean, medium size 
 
 8. Muzzle, fine; nostrils large; lips thin, even 
 
 9. Eyes, full, bright, clear, large 
 
 10. Forehead, broad, full 
 
 11. Ears, medium size, <vell carried 
 
 12. Neck, muscled; crest high; throatlatch fine; windpipe large. 
 
 FOREQUARTERS: 
 
 13. Shoulders, sloping, smooth, snug, extending into back 
 
 14. Arm, short, thrown forward 
 
 15. Forearm, heavily muscled, long, wide 
 
 16. Knees, wide, clean cut, straight, deep, strongly supported 
 
 17. Cannons, short, lean, wide; tendons large, set back 
 
 18. Fetlocks, wide, straight, strong 
 
 19. Pasterns, sloping, lengthy, strong 
 
 20. Feet, large, even size, straight; horn dense; dark color; sole concave; 
 
 bars strong; frog large, elastic; heel wide, high, one-half length 
 of toe...., 
 
 21 . Legs, view in front, a perpendicular line from the point of the shoulder 
 
 should fall upon the center of the knee, cannon, pastern and 
 foot. From the side, a perpendicular line dropping from the 
 center of the elbow joint should fall upon the center of the knee 
 and pastern joints and back of hoof 
 
 BODY: 
 
 22. Chest, deep, wide, low, large girth 
 
 23. Ribs, long, close, well sprung 
 
 24. Back, straight, short, broad 
 
 25. Loin, wide, short, thick, straight 
 
 26. Underline, flank low 
 
 HINDQUARTERS: 
 
 27. Hips, smooth, wide 
 
 28. Croup, long, wide, muscular 
 
 29. Tail, attached high, well carried 
 
 30. Thighs, muscular 
 
 31. Quarters, deep, heavily muscled 
 
 32. Gaskins or Lower Thighs, wide, muscled 
 
 33. Hocks, clean cut, wide, straight 
 
 34. Cannons, short, wide; tendons large, set back 
 
 35. Fetlocks, wide, straight, strong 
 
 36. Pasterns, sloping, strong, lengthy 
 
 37. Feet, large, even size; straight; horn dense, dark color; sole concave; 
 
 bars strong, frog large, elastic; heel wide, high, one-half length 
 of toe 
 
 38. Legs, viewed from behind, a perpendicular line from the point of the 
 
 buttock should fall upon the center of the hock, cannon, pastern 
 and foot. From the side, a perpendicular line from the hip joint 
 should fall upon the center of the foot and divide the gaskin in 
 the middle: and a perpendicular line from the point of the but- 
 tock should run parallel with the line of the cannon 
 
 ACTION: 
 
 39. Walk, smooth, quick, long, balanced 
 
 40. Trot, rapid, straight, regular 
 
 Total ' 100 
 
156 Courses in Agriculture for the Secondarif Schools of Texas 
 
 SCORE CARD FOR LIGHT HORSES. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS— FOR GELDING. 
 
 
 \. Age (estimate by teeth). 
 
 GENERAL APPEARANCE: 
 
 2. Weight 
 
 3. Height ., 
 
 4. Form, symmttrical, smooth, stylish 
 
 5. Quality, bone clean, fine, and yet indicating sufficient substance; 
 
 tendons defined; hair and skin fine 
 
 6. Temperament,. active, good disposition 
 
 HEAD AND NECK: 
 
 7. Head, lean, straight 
 
 8. Muzzle, fine; nostrils large; lips thin, even 
 
 9. Eyes, full, bright, clear, large 
 
 10. Forehead, broad, full... 
 
 n. Ears, medium size, pointed, well carried, and not far apart.. 
 
 12. Neck, muscled; crest high; throatlatch fine; windpipe large. 
 
 14. 
 15. 
 16. 
 17. 
 18. 
 19. 
 20. 
 
 21. 
 
 FOREQUARTERS: 
 
 13. Shoulders, long, smooth with muscle, oblique, extending into back 
 and muscled at withers 
 
 Arm, short, thrown forward 
 
 Forearm, muscled, long, wide 
 
 Knees, clean, wide, straight, deep, strongly supported 
 
 Cannons, short, wide; tendons large, set back 
 
 Fetlocks, wide, straight* 
 
 Pasterns, strong, angle with ground 45 degrees 
 
 Feet, medium, even size, straight; horn dense; frog large, elastic; 
 bars strong; sole concave; heel wide, high 
 
 Legs, viewed in front, a perpendicular line from the point of the 
 shoulder should fall upon the center of the knee, cannon, pastern 
 and foot. From the side, a perpendicular line dropping from 
 the center of the elbow joint should fall upon the center of the 
 knee and pastern joints and back of hoof 
 
 BODY 
 22. 
 23. 
 24. 
 25. 
 26. 
 
 Chest, deep, low; large girth 
 
 Ribs, long, sprung, close 
 
 Back, straight, short, broad, muscled. 
 
 Loin, wide, short, thick 
 
 Underline, long, flank let down 
 
 HINDQUARTERS: 
 
 27. Hips, smooth, wide, level 
 
 28. Croup, long, wide, muscular .• 
 
 29. Tail, attached high, well carried 
 
 30. Thighs, long, muscular, spread, open angled 
 
 31. Quarters, heavily muscled, deep 
 
 32. Gaskins or Lower Thighs, long, wide, muscular 
 
 33. Hocks, clearly defined, wide, straight 
 
 34. Cannons, short, wide; tendons large, set back 
 
 35. Fetlocks, wide, straight 
 
 36. Pasterns, strong, sloping 
 
 37. Feet, medium, even size, straight; hprn dense; frog large, elastic; 
 
 bars strong; sole conclave; heel wide, high 
 
 38. -Legs, viewed from behind, a perpendicular line from the point of 
 
 tne buttock should fall upon the center of the hock, cannon, 
 pastern and foot. From the side, a perpendicular line from 
 the hip joint should fall upon the center of the foot and divide 
 the gaskin in the middle; and a perpendicular line from the point 
 of the buttock should run parallel with the line of the cannon 
 
 ACTION: 
 
 39. Walk, elastic, quick, balanced 
 
 40. Trot, rapid, straight, regular, high 
 
 Total. 
 
 100 
 
Courses in Agriculture for the Secondary Schools of Texas 15T 
 
 SCORE CARD FOR DRAFT MULES. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS. 
 
 Age — (Estimate by teeth) 
 
 GENERAL APPEARANCE— 27 Points. 
 
 Height, 16 hands or over; estimated actual 
 
 Weight, 1200 to 1600 lbs. in good condition; estimated lbs. 
 
 score according to age 
 
 Form, broad, massive, symmetrical, blocky ..._ 
 
 Quality, bone clean, large, strong; tendons clean, defined; skm and hair fine 
 Action, walk straight, stride long, fast, elastic, regular, 
 
 Trot, rapid, straight, regular, balanced 
 
 Temperament, energetic; disposition, good 
 
 HEAD AND NECK— 9 Points. 
 
 Head, proportionate size, clean cut, well carried; profile straight. 
 
 Muzzle, fine; nostrils large, flexible; lips thin, even, firm 
 
 Eyes, full, bright, clear, same color 
 
 Forehead, broad, full ,. 
 
 Ears, large, fine texture, well carried, tapering 
 
 Lower Jaw, angles wide, space clean 
 
 Neck, well muscled, arched; throatlatch fine; windpipe large 
 
 FOREQUARTERS— 23 Points. 
 
 Shoulder, long, sloping, well muscled, extending into back 
 
 Arm, short, heavily muscled, thrown back, well set 
 
 Forearm, heavily muscled, long, wide 
 
 Knees, Wide, clean cut, deep, straight, strongly supported 
 
 Cann*ns, short, wide, clean; tendons large, clean, defined, set back 
 
 Fetlocks, wide, straight, strong, clean 
 
 Pasterns, moderate length, strong, clean, sloping at an angle of 45 degrees 
 with ground ■■ 
 
 Feet, large, even, sound; horn dense, waxy; soles concave; bars strong; 
 frog large, elastic; heels wide and high 
 
 Legs, viewed in front, a perpendicular line from the point of the shoulder 
 should fall upon the center of the knee, cannon, pastern and foot; 
 from the side, a perpendicular line dropping from the center of the 
 elbow joint should fall upon the center of the knee and pastern joints 
 and back of hoof 
 
 BODY— 9 Points. 
 
 Chest, deep, wide; breast bone low; girth, large. 
 
 Ribs, deep, well sprung, close 
 
 Back, broad, short, strong, muscular 
 
 Loin, short, wide, heavily muscled 
 
 •Underline, long, flank low 
 
 HINDQUARTERS— 30 Points. 
 
 Hips, smooth, wide, level 
 
 Croup, long, wide, muscular, not too drooping 
 
 Tail, attached high, well carried 
 
 Thighs, deep, broad, strong, well muscled 
 
 Quarters, deep, heavily muscled 
 
 Gaskins, (lower thighs) long, wide, clean, well muscled 
 
 Hocks, large, strong, wide, deep, clean 
 
 Cannons, short, wide, clean; tendons large, clean, defined, set back 
 
 Fetlocks, wide, straight, strong, clean 
 
 Pasterns, moderately long and sloping, strong and clean 
 
 Feet, large, even size, sound; horn dense, waxy; sole concave; bars, strong; 
 frog, large, elastic; heels wide and high 
 
 Legs, viewed from behind, a perpendicular line from the point of the but- 
 tock should fall upon the center of the hock, cannon and foot; from 
 the side, a perpendicular line from the hip joint should fall upon the 
 center of the foot and divide the gaskin in the middle; and a perpen- 
 dicular line from the point of the buttock should run parallel with 
 the line of the cannon 
 
 Total, 
 
 100 
 
 « o 
 
 73 O 
 3V3 
 
158 Courses in Agriculture for the Secondary Scliools of Texas 
 
 SCORE CARD FOR BEEF CATTLE. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS— FOR STEER. 
 
 GENERAL APPEARANCE: 
 
 1. Weight, score according to age 
 
 2. Form, straight topline and underline; deep, broad, low set, stylish 
 
 3. Quality, hair fine, skin pliable; dense, clean bone; body covering to 
 
 be uniform, of a mellpw touch, yet sufficiently firm to indicate 
 a large proportion of muscle 
 
 4. Condition, development of flesh and fat; fat indicated by spinal 
 
 covering, rib covering, fullness of flank, purse and tongue root 
 
 HEAD AND NECK: 
 
 5. Muzzle, broad; mouth large; jaw wide; nostrils large 
 
 6. Eyes, large, clear, placid 
 
 7. Face, short, quiet expression 
 
 8. Forehead, broad, full 
 
 9. Ears, medium size, fine tex'ture 
 
 10. Horns, fine texture, oval, medium size 
 
 11. Neck, thick, short, throat clean 
 
 FOREQUARTERS: 
 
 12. Shoulder Vein, full 
 
 13. Shoulder, covered with flesh, compact on top, smooth 
 
 14. Brisket, advanced, breast wide 
 
 15. Dewlap, skin not too loose and drooping 
 
 16. Legs, straight, short; arm full; shank fine, smooth 
 
 BODY; 
 
 17. Chest, full, deep, wide; girth large; crops full 
 
 18. Ribs, long, arched, thickly fleshed 
 
 19. Back, broad, straight, smooth, even 
 
 20. Loin, thick , broad 
 
 21. Flank, full, even with underline 
 
 HINDQUARTERS: 
 
 22. Hips, smoothly covered, distance apart in proportion with other 
 
 parts 
 
 23. Rump, long, wide, even, tail head smooth, not patchy 
 
 24. Pin Bones, not prominent, far apart 
 
 25. Thighs, full, deep, wide 
 
 26. Twist, deep, plump 
 
 27. Purse," full, indicating fleshiness 
 
 28. Legs, straight, short; shank fine, smooth 
 
 Total 
 
 5 c 
 
 100 
 
 a> O 
 
 u o 
 
Courses in Agriculture for the Secondary Schools of Texas 159 
 
 SCORE CARD FOR MUTTON SHEEP. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS— FOR WETHER. 
 
 
 ^2 
 
 X) 
 
 £8 
 u 
 
 1. Age (estimate by teeth) 
 
 GENERAL APPEARANCE: 
 
 2. Weight (score according to age) 
 
 3. Form, long, level, deep, broad, low set, stylish 
 
 4. Quality, clean bone; silky hair, fine skin, light in offal, yielding large 
 
 percentage of meat _. 
 
 5. Condition, deep, even coloring of firm flesh, especially in region of 
 
 valuable cuts. Points indicating condition of ripeness are thick 
 dock, back thickly covered with flesh, thick neck, full purse, 
 full flank, plump breast 
 
 HEAD AND NECK: 
 
 6. Muzzle, fine; mouth large; lips thin; nostrils large 
 
 7. Eyes, large, clear, placid 
 
 8. Face, short, clean cut features 
 
 9. Forehead, broad, full 
 
 10. Ears, fine, erect 
 
 11. Neck, thick, short, throat free from folds 
 
 FOREQUARTERS: 
 
 12. Shoulder Vein, full 
 
 13. Shoulder, covered with flesh, compact on top, smooth 
 
 14. Brisket, projecting forward, breast wide 
 
 15. Legs, straight, short, wide apart, strong; forearm full; shank smooth 
 
 and fine 
 
 BODY: 
 
 16. Chest, wide; deep, full, indicating constitution 
 
 17. Back, broad, straight, long, thickly fleshed; ribs arched 
 
 18. Loin, thick, broad, long 
 
 HINDQUARTERS: 
 
 19. Hips, far apart, level, smooth 
 
 20. Rump, long, level, wide to tail head 
 
 21. Thighs, full, deep, wide 
 
 22. Twist, plump, deep 
 
 23. Legs, straight, short, strong.; shank smooth, fine 
 
 WOOL: 
 
 24. Kind, domestic, territory, carpet or blanket 
 
 25. Class, clothing, delaine or combing 
 
 26. Grade, fine, medium or coarse 
 
 27. Quality, long, dense, even 
 
 28. Quality, fine, pure; crimp close, regular, even 
 
 29. Condition, bright; sound, clean, soft, light 
 
 Total 
 
 10 
 
 10 
 
 100 
 
160 Courses in Agriculture for the Secondary Schools of Te: 
 
 xas 
 
 SCORE CARD FOR FINE WOOL SHEEP. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS. 
 
 1. Age (estimate by teeth). 
 
 vGENERAL APPEARANCE: 
 
 2. Weight, 
 
 3. Form, level, deep, stylish, round rather than square. 
 ■4. Quality, lean, fine bone; silky hair; fine skin 
 
 HEAD AND NECK: 
 
 5. Muzzle, fine, broad, wrinkly nose; pure white 
 
 Eyes, large, clear, placid 
 
 Face, wrinkly, covered with soft velvety coat 
 
 Forehead, broad, full 
 
 Ears, soft, thick, velvety 
 
 Neck, short, muscular, well set on shoulders 
 
 6. 
 7. 
 «. 
 9. 
 10. 
 
 FOREQUARTERS: 
 
 IL Shoulders, strong, being deep and broad 
 
 12. Brisket, projecting forward ; oreast wide 
 
 13. Legs, straight; short; wide apart; shank smooth and fine. 
 
 BODY: 
 
 14. Chest, deep, full, indicating constitution 
 
 15. Back, level, long; round ribbed 
 
 16. Loin, wide, level 
 
 17. Flank, low, making underline straight 
 
 fine. 
 
 HINDQUARTERS: 
 
 18. Hips, far apart, level, smooth 
 
 19. Rump, long, level, wide 
 
 20. Legs, straight, short, strong; shank smooth, 
 
 WOOL: 
 
 21. Kind, domestic, clean and bright 
 
 Carpet ] 
 
 [Hairy or having dead fibre 
 
 Blanket J 
 
 Territory, dirty or discolored 
 
 22. Class, clothing, fibre under two inches in length or unsound 
 
 Delaine, fiber two or three inches in length , 
 
 Combing, fiber over three inches in length and sound 
 
 23. Grade, fine, medium or coarse 
 
 24. Quantity, long, dense, even covering, especially over crown, cheek, 
 
 armpit, hmd leg and belly 
 
 25. Quality, fine fiber, crimp close; regular, even quality, including tops 
 
 of folds 
 
 J26. Condition, bright, lustrous, sound, pure, soft, even distribution of yolk, 
 with even surface to fleece 
 
 Total. 
 
 11 
 
 300 
 
 15 
 
 15 
 
 15 
 
 100 
 
 CD O 
 
Courses in Agriculture for the Secondary Schools of Texas 161 
 
 SCORE CARD FOR DAIRY CATTLE. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS— FOR COW. 
 
 a c 
 -a o 
 
 3C/3 
 
 t2 
 
 GENERAL APPEARANCE: 
 
 1. Form, inclined to be wedce-shaped 
 
 2. Quality, hair fine, soft; skin mellow, loose, medium thickness, secre- 
 
 tion yellow; bone, clean, fine 
 
 3. Temperament, lean, though vigorous appeapance, when in milk 
 
 HEAD AND NECK: 
 
 4. Muzzle, clean cut; mouth large; nostrils large 
 
 5. Eyes, large, bright, full, mild 
 
 6. Face, lean, long, quiet expression 
 
 7. Forehead, broad 
 
 8. Ears, medium size, yellow inside, fine texture 
 
 9. Horns, fine texture, waxy 
 
 10. Neck, fine, medium length; throat clean, light dewlap 
 
 FOREQUARTERS: 
 
 n. Withers, lean, thin 
 
 12. Shoulders, light, oblique 
 
 13. Legs, straight, short, shank fine 
 
 BODY: 
 
 14. Chest, deep, low; girth large with full fore flank 
 
 15. Barrel, ribs broad, long, wide apart, large stomach 
 
 16. Back, lean, straight, open jointed 
 
 17. Loin, broad 
 
 18. Navel, large 
 
 HINDQUARTERS: 
 
 19. Hips, far apart, level 
 
 20. Rump, long, wide 
 
 21. Pin Bones or Thurls, high, wide apart 
 
 22. Tail, long, slim, fine hair in switch 
 
 23. Thighs, thin, long 
 
 24. Escutcheon, spreading over thighs, extending high and wide; large 
 
 thigh ovals... 
 
 25. Udder, long, attached high and full behind, extending far in front 
 
 and full, flexible; quarters even and free JFrom fleshiness 
 
 26. Teats, large, evenly placed 
 
 27. Mammary Veins, large, long, tortuous, branched with double ex- 
 
 tension; large and numerous milk wells 
 
 28. Legs, straight, short; shank fine 
 
 Total 
 
 20 
 5 
 
 100 
 
162 Courses in Agriculture for the Secondary Schools of Texas 
 
 SCORE CARD FOR LARD HOGS. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS— FOR BARROW. 
 
 4) O 
 
 300 
 
 GENERAL APPEARANCE: 
 
 1. Weight, score according to age 
 
 2. Form, deep, broad, low, symmetrical, compact, standing squarely on 
 
 legs 
 
 3. Quality, hair silky; skin fine; bone fine; mellow covering of flesh, free 
 
 from lumps and wrinkles , 
 
 4. Condition, deep, even covering of flesh and fat over all parts of the 
 
 body 
 
 HEAD AND NECK: 
 
 5. Sn'out, medium length, not coarse.. 
 
 6. Eyes, full, mild, bright 
 
 7. Face, short, cheeks full 
 
 8. Ears, fine, medium size, soft 
 
 9. Jowl, strong, neat, broad 
 
 10. Neck, thick, medium length 
 
 FOREQUARTERS: 
 
 11. Shoulder, broad, deep, full, compact on top 
 
 12. Legs, straight, short, strong; bone clean, pasterns upright; feet me- 
 
 dium size 
 
 BODY 
 13. 
 14. 
 15. 
 16. 
 17. 
 
 Chest, deep, broad, large girth 
 
 Sides, deep, lengthy, full; ribs close and well sprung. 
 
 Back, broad, straight, thickly and evenly fleshed 
 
 Loin, wide, thick, straight 
 
 Belly, straight, even 
 
 HINDQUARTERS: 
 
 18. Hips, wide apart, smooth 
 
 19. Rump, long, wide, evenly fleshed, straight 
 
 20. Ham, heavily fleshed, plump, full, deep, wide 
 
 21. Thighs, fleshed close to hocks 
 
 22. Legs, straight, short, strong; bone clean; pasterns upright; feet me- 
 
 dium size 
 
 Total. 
 
 100 
 
Courses in Agriculture for the Secondary Schools of Texas 163 
 
 SCOhE CARD FOR BACON HOGS. 
 (Texas A. and M. College.) 
 
 SCALE OF POINTS— FOR BARROW. 
 
 GENERAL APPEARANCE: 
 
 1. Weight, 170 to 200 pounds, the result of thick cover of firm flesh 
 
 2. Form, long, level, smooth, deep 
 
 3. Quality, hair fine; skin thin; bone fine; firm covering of flesh without 
 
 any soft bunches of fat or wrinkles 
 
 4. Condition, deep uniform covering of flesh, especially in region of 
 
 valuable cuts 
 
 HEAD AND NECK: 
 
 5. Snout, fine 
 
 6. Eyes, full, mild, bright 
 
 7. Face, slim •. 
 
 8. Ears, trim, medium size 
 
 9. Jowl, light, trim 
 
 10. Neck, medium length, light 
 
 FOREQUARTERS: 
 
 11. Shoulders, free from roughness, smooth, compact and same width 
 
 as back and hindquarters 
 
 12. Breast, moderately wide, full 
 
 13. Legs, straight, short, strong; bone clean, pasterns upright; feet 
 
 medium size 
 
 BODY: 
 
 14. Chest, deep, full girth 
 
 15. Back, medium and uniform in width........ 
 
 16. Sides, long, smooth, level from beginning of shoulders to end of 
 
 hindquarters. The side at all points should touch a straight 
 edge running from fore to hindquarter 
 
 17. Ribs, deep, uniformly sprung 
 
 18. Belly, trim, firm, thick, without any flabbiness or shrinkage at flank.... 
 
 HINDQ.UARTERS: 
 
 19. Hips, smooth, wide; proportionate to rest of body 
 
 20. Rump, long, even, straight, rounded toward tail 
 
 21. Gammon, firm, rounded, tapering, fleshed deep and low toward 
 
 hocks 
 
 22. Legs, straight, short, strong; feet medium size; bone clean; pasterns 
 
 upright 
 
 Total 
 
 c c 
 
 0) o 
 
 ■V u 
 son 
 
 100 
 
 <u o 
 
164 Courses in Agriculture for the Secondary Schools of Texas 
 
 SCORE CARD FOR DAIRIES. 
 (Adopted by the Official Dairy Instructors' Association.) 
 
 EQUIPMENT 
 
 SCORE 
 
 METHODS 
 
 SCORE 
 
 Perfect 
 
 Allowed 
 
 Perfect 
 
 Allowed 
 
 COWS 
 Health 
 
 6 
 
 2 
 
 2 
 
 2 
 
 2 
 
 4 
 
 4 
 
 3 
 3 
 
 I 
 1 
 
 3 
 1 
 
 1 
 
 1 
 
 2 
 2 
 
 
 COWS 
 Cleanliness of cows 
 
 8 
 
 6 
 
 6 
 2 
 
 2 
 
 • 3 
 
 8 
 
 9 
 
 2 
 
 2 
 5 
 
 3 
 
 3 
 
 
 Apparently in good health 1 
 
 If tested witn tuberculin 
 once a vear and no tuber- 
 
 1 
 j 
 
 '•••■! 
 
 STABLES 
 
 Cleanliness of stables 
 
 
 culosis is found, or if test- 
 ed once in six months and 
 all reacting animals remov- 
 ed 5 
 
 (If tested only once a year and 
 reacting animals found and re- 
 
 Floor .- 2 
 
 Walls 1 
 
 Ceiling and ledges 1 
 
 Mangers and partitions 1 
 
 Windows 1 
 
 
 moved, 2) 
 
 Barnyard clean and well drained 
 
 Removal of manure daily to field 
 
 or proper pit 
 
 
 
 
 Bedding 1 
 
 
 Temperature of stable 1 
 
 Food (clean and wholesome) 
 
 (to be 50 feet from stable, 1.) 
 MILK ROOM 
 Cleaning of milk room 
 
 
 Water 
 
 
 
 Clean and fresh 1 
 
 Convenient and abundant 1 
 
 
 
 STABLES 
 Location of stable 
 
 UTENSILS AND MILKING 
 Care and cleanliness of utensils... 
 Thoroughly washed and 
 sterilized in live steam for 
 
 30 minutes 5 
 
 (Thoroughly washed and 
 placed over steam jet, 4; thpr- 
 oughly washed and scalded with 
 boiling water, 3; thoroughly 
 washed, not scalded, 2.) 
 
 Inverted in pure air 3 
 
 Cleanliness of milking 
 
 
 Well drained 1 
 
 Free from contaminating 
 
 surroundings 1 
 
 Construction of stable 
 
 
 
 Tight, sound floor and prop- 
 er gutter 2 
 
 Smooth, tight walls and 
 ceiling 1 
 
 Proper stall, tie and manger....! 
 Light: Four sq. ft. of glass 
 
 
 
 
 Clean, dry hands 3 
 
 Udders washed and dried 6 
 
 (Udders cleaned with moist 
 cloth, 4; cleaned with dry cloth, 
 at least 15 minutes before milk- 
 ing, 1.) 
 
 HANDLING THE MILK 
 
 Cleanliness of attendants .. . 
 
 
 (Three sq. ft., 3; 2 sq. ft., 2; 1 
 sq. ft., 1. Deduct for uneven 
 distribution.) 
 Ventilation: Automatic system 
 
 
 
 Adjustable windows 1 
 
 Cubic feet of space for cow: 
 500 to 1,000 feet 
 
 
 
 (Less than 500 ft, 2; less than 
 
 
 
 400 ft., 1; less than 300 ft., 0; 
 over 1,000 feet, 0. 
 
 Milk removed immediately from 
 stable 
 
 
 UTENSILS 
 Construction and condition o* 
 
 Prompt cooling (cooled imme- 
 diately after milking each cow) 
 Efficient cooling; below 50° F... 
 
 (51° to 55°, 5; 56° to 60°, 2.) 
 Storaee below 50° F 
 
 
 utensils 
 
 
 Water for cleaning 
 
 
 
 (Clean, convenient, abundant) 
 
 
 (51° to 55°, 2; 55° to 60°, 1.) 
 Transportation, iced in summer 
 
 (For jacket or wet blanket, 
 allow 2, dry blanket or covered 
 wagon, 1.) 
 
 Total 
 
 
 Facilities for hot water or steam 
 
 
 
 (Should be in milk house, not 
 in kitchen.) 
 Milk cooler 
 
 
 
 Clean milking suits 
 
 
 
 MILK ROOM 
 
 
 
 Free from contaminating sur- 
 
 
 Convenient 1 
 
 
 Floors, walls and ceiling . 1 
 
 
 Light, ventilation, screens 1 
 
 
 Total . 
 
 40 
 
 
 60 
 
 
 
 
 
 
 Equipment -j- Methods. 
 
 .Final Score. 
 
 NOTE 1.— If any filthy condition is found, particularly dirty utensils, the total score shall be 
 limited to 49. 
 
 NOTE 2. — If the water is exposed to dangerous contamination or there is evidence of a dangerous, 
 disease in animals or attendants, the score shall be 0. 
 
Courses in AgricuUure for the Secondary Schools of Texas 165 
 
 SCORE CARD FOR BUTTER. 
 
 SCALE OF POINTS. 
 
 Flavor, (defects: curdy, light, rancid, fishy, feverish, oily or greasy, weedy 
 stable, unclean, high acid, bitter) 
 
 Texture, (defects: poor grain, cloudy brine, weak body, too much brine 
 greasy) 
 
 Color, (defects: mottles, white specks, too high, too light, color specks) 
 
 Salt, (defects: too much salt, undissolved, poor salt, lacks salt) 
 
 Package, (defects: dirty, poorly packed, poorly nailed) 
 
 Total ^ 
 
 45 
 
 25 
 
 15 
 
 10 
 
 5 
 
 100 
 
 a u, 
 
 D O 
 
 -a o 
 
 SOI 
 
166 Courses in Agrkuliure for the Secondary Schools of Texas 
 
 SCORE CARD FOR FARMS. 
 (Warren's Farm Management.) 
 
 SCALE OF POINTS. 
 
 Names of Farms. 
 
 Adapted to kind of farming. 
 
 SIZE: 
 1. 
 
 I^IELDS: 
 
 2. Shape and size 
 
 3. Nearness to farmstead 
 
 TOPOGRAPHY: 
 
 4. As affecting ease of cultivation 
 
 5. As affecting production 
 
 6. As affecting erosion and loss of fertility. 
 
 7. As affecting air drainage 
 
 FERTILITY: 
 
 8. Natural 
 
 9. Condition. 
 
 PHYSICAL PROPERTIES OF THE SOIL: 
 
 10. As affecting economy of cultivation.... 
 
 11. As affecting number of days of labor.. 
 
 12. As affecting loss of soil fertility 
 
 13. As affecting kinds of possible crops 
 
 DRAINAGE : 
 
 14. Natural... 
 
 15. Artificial. 
 
 CONDITION: 
 
 16. Freedom from stumps, stones, weeds, waste land, etc. 
 
 CLIMATE: 
 
 17. As affecting animal and crop production 
 
 18. As affecting number of days of labor 
 
 HEALTHFULNESS : 
 
 19. As an economic factor 
 
 LOCATION: 
 
 20. Distance to market 
 
 Roadways 
 
 Local markets. 
 
 21. 
 22. 
 23. 
 24. 
 25. 
 26. 
 27. 
 
 Shipping facilities 
 
 Neighbors as an economic factor 
 
 Labor supply of neighborhood 
 
 R. F. D., telephone, trolleys, etc 
 
 Churches, school, grange, etc., as economic factors. 
 
 TAXES: 
 
 28. Per cent on cash value. 
 
 WATER SUPPLY: 
 
 29. Running water, wells.... 
 
 IMPROVEMENTS: 
 
 30. Site of farmstead 
 
 31. House as adapted to needs of farm....... 
 
 32. Other buildings 
 
 33. Fences: kind, condition, arrangement. 
 
 34. Timber, orchards, vineyards, etc 
 
 INVESTMENT: 
 
 35. Probability of an increase in value. 
 
 ACREAGE: 
 
 36. Total acres 
 
 37. Acres tillable 
 
 38. Acres pasture not tillable. 
 
 39. Acres woods 
 
 40. Acres roads, waste, etc 
 
 ESTIMATED TOTAL VALUE OF: 
 
 41. Tillable area 
 
 Pasture 
 
 Woods 
 
 Barns 
 
 Houses 
 
 42. 
 43. 
 44. 
 45. 
 
 Total. 
 
 Price asked. 
 
 (Use words excellent, very good, good, fair, poor, or very poor in marking points 
 score card to prevent forgetting any important point.) 
 
 of farm. Use 
 
VC 57 
 
 
 327840 
 
 -r4 
 
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