M 
 
MAIN L1BWARY.AGRICUL.TURE 
 
 
UI.'IVEF.SITY OF CkLlFOKAlA 
 COLLEGE OF AGRIGUI.1-URE 
 DIVISION OF AGRICULTURAL EDUCATION 
 
 TEACISRJ' COURSE 100 - ELEI'El^TS OF AGRICULTURE. NATURE STUDY 
 
 AND SOKOOI- GARDENS. - C. J. Kern, Asst .Prof essor 
 /.gricultuiai Education, 
 
 Part I. l-llernents of Agricultural Nature Study, 
 
 Pages 2 - 20:- Library Readings and Discussions. 
 
 Pages 21- 47:- A Consideration of sorce Admiviistrative details, 
 place on the prograiri .principles of teaching, etc, 
 
 Page 48 :- A Short List of Reference Books. 
 
 Pages 51- 94:- List of I.:aterial in Agriculture Nature Study 
 furnished by various Eembers of the staff of 
 the University of California. 
 
 Page 95 :- The Four Units of a Course in Agricultural 
 Nature Study. 
 
 Pages 96-173:- Su<^gested Outlines in Agricultural Nature Study 
 for the Rural Schools of California. 
 
 55404G 
 
» 
 
 Part I, 
 Rn.turo Study Page 2, 
 
 AGRICULTURAL'-.NATURE-STUDY , lETHODS , MATERIALS , ETC. , 
 Educational V.tIuos . 
 
 1. Scoins; Thin,7S : - "The more I think of it., I find this conclusion 
 t'oro impressed upon me, that the greatest thiiig a human soul over docs 
 
 in this v/orld is to see sonething. Hundreds of people can tail: for one 
 who can think, but thousands can think for one r;ho can see. To sec clearly 
 is poetry, prophecy and religi':^n- all in one." Ruskin. 
 
 2. Learning; Things :- "Learning those things in nature that are best 
 'vorth kncving , to the end of doings those things that make life most worth 
 living." Kodgc. 
 
 3. DoinfT Things :- "The daily doing of needful things vvith regularity 
 and efficiency is in itself highly educative. It constitutes a good and 
 necessary part of a liberal education, and v.dthout it no system of education 
 is safe. It teaches, first of all, personal responsibility for things to 
 
 be accoi;iplished , ^-/hereby the child learns the useful lesson that things do 
 not 'just hnppon* , neither do they 'do themselves'--" Davenport, 
 
 Place of Nature Study in a. System of Education. 
 
 1, "','e are not, neither shall -je be, free from the need of and interest 
 in the three fundamental human requisites, viz, food, clothing, and shelter. 
 The poet and the philosopher cannot prosper on rhyme and speculation alone. 
 They, as v/ell as the scientist and the laborer, must have life before they 
 have thoir own peculiar lives; they, too, must be fed, clothed and sheltered. 
 \7e have here a center in v;hich the interests of all humanity, converge. 
 The poorest and the most ignorant have little more , and the miost favored 
 
MVihO'iiM^-.'.^ 
 
Nature Study. ' • ^'^S^ 3, 
 
 hfjve nothing that can be substituted for those same f undaaentals . The 
 need for biologic knov/lodgo was the first and continues to be the primary 
 need of life. To know in some v:ay which things are for us and \7hich 
 p.gainst us, 'vhich \7ill cure and v;hich v/ill kill; in short, to know the life 
 ^7ith vfhich and in -/hich we live is our primary nocd« This is true not only 
 chronologically but logically and biologically as well. There is no escape 
 from it. If there is any truth in the 'recapitulation theory', and if the 
 spontaneous interest of the child is to be a determining factor in the 
 selection of material for the ICindergarten and elementary school, it would 
 seen to be a, serious error to omt those things v/hich have been the earliest 
 and nost persistent elencnts in the development of the race and in which the 
 
 child finds his greatest delight The great text-book of Nature is open 
 
 before us. In this both the race and the child find their primary and fun- 
 damental needs supplied, and their first and most abiding interest awakened. 
 In the kindergarten and the elementary school, when practicable, the care 
 and culture of animals and plants should be the first aim; when this is not 
 practicable, association and acquaintance with them should be encouraged. 
 This study should constitute the very core and heart of elementary education 
 and should be secondary to no other phase of work".- Bryan, The Basis of 
 Practical Teaching pp 143-146. 
 
 2. "Cultivation of plants indicated and developed elements of 
 character fundamental to civilized life. Uillingness to v;ork for daily 
 bread, intelligent provision for the future, courage to fight for home, 
 love of country, are a fev; among the virtues attained, V/hen \7e consider 
 
 its universal and fundamental character in relation to civilization and 
 
II 
 
Nr3turo Study. 
 
 P-'.se -'.. 
 
 kuini?n advsncomcnt , tho ordssion of soil Icrc fro.o s, system of education 
 of the young is suggestive of relapse to barbarism. To allov; a child to 
 grow up -/ithout planting a seed or roaring a plant is a cri^ne p.gainst 
 ci/ilizcd society, and our arnics of tramps and hordes of hoodlums are among 
 tho first fruits of an educational system that slights this important mattei?" 
 Kodge, Nature Study and Life p 10. 
 
 3, "As I ?cc it, the object of teaching in tho grades and especially 
 in tho country schools that superior quality of nature study which t/e may 
 call p.griculturc -viay bo briefly outlined as follows :- 
 
 1- To cc-ucato partly by means of that industry lying nearest 
 at hand, to tho one tliat the student may bo active r ather than passive - 
 a doer as ;voll as a thinker, 
 
 2- To 'viden the perspective and so far as possible to introduce 
 the student to the real life of the v/orld. 
 
 3- To instill a respect for industry in general, 
 
 4- To give some agriculture for its ov;n sake as v;ell as for its 
 educational value in order that its fundamental need shall be appreciated 
 and its practices Smproved, "-Davenport, Education for Efficiency, revised 
 edition, p 144, 
 
 Introductory Study of Purpose, Principles, Etc, 
 
 References for Reading and Class Discussion, 
 
 1, Bailey, The Nature Study Idea. 
 
 2, Comstock, Hand Book oi Nature Study for Teachers. 
 
 3, Coulter and Patterson, Practical Nature Study and Elementary 
 
 Agriculture, 
 
Na-^.ure Studv, 
 
 ?3c:e 3. 
 
 I- rjhat Nature Study Is , 
 
 A. Bailey, Chap, I. rjp 1-15. 
 
 1, A movement originating in the conraon schools for a specific 
 purpose. i-Iamc it, Sco P. 4. 
 
 2, Nature inay to studied v;ith either oftv;o objects, p 5, 
 
 3, Contrast of Nature -study method ar^ formal science aethod.p 5, 
 
 4, Evolution of a nov; intention in Education p 11, 
 
 5, Things essential to teach nature, p 13, 
 
 B. Comstock Part I, 
 
 1, Observation and object of Nature-study teacher, p 1. 
 
 2, \Tnat nature study should do for the child, pp 1,2. 
 
 a. Cultivates child's imagination, perception and rfeglJjd 
 for i^hat iS tt\iB -^hd pov/er to express it. pi. 
 
 b. Love of the 'beautififil-- perception of color, form, etc, pi. 
 
 c. Sense of • companionship 'vith out-door life, p 1. 
 
 d. Personal '.'.no'vladge of nature's laws, p 2, 
 
 C. Coulter and Patterson, py 1,3, 
 
 1- N'^ture Study's object, p L. 
 
 2- Char-'ctcr of material ho^'; determined? p 1, 
 II- r,fhat Nature Study is Hot, 
 
 A, B^.iley, Chapter III. pp 29-35. 
 
 1- Mot the teaching of science— not the systematic purc-uit of 
 a logical body of principles, p 30, 
 
 2- !Jot reading nature books, p 30, 
 
 3- Net the te-^ching of facts merely for the sake oi facts, p 31. 
 
 4- Not ^ progrr?m for the teaching of morals, p 32. 
 
Nature Study 
 
 Page 6. 
 
 5- Not tho B.ddiig of one more thi.ig to ^ course of study. p 33, 
 B, Coast ock P-irt I, _tp 5, 
 
 1- Mot elementary science as so taught, 
 
 2- In clcrr.cntary science v/ork begins v;ith v;hat? 
 
 3- V.'ork of nature study begins hov;? 
 
 4- Nature study for- the child and science for the " grov;n-ups." 
 III. The Spirit of N-^ture Study. 
 
 A. Coulter '^.nd Patterson pp 60-74. 
 
 1- Tho " atmosphere" of nature study, p 61. 
 
 2- Value of cnthusi^SD p 61, 
 
 3- Danger of making enthusiasm tho only test of an effective 
 nature study spirit. p 61, 
 
 4- The kind of exactness that kills nature study, p 62. 
 
 5- The plea for the salvation of enthusiasm, p 62,63, 
 
 6- Value of the open mind, pp 64,65. 
 
 7- Need of a spirit of inquiry. p p 55,66,67. 
 
 a- "The childhooa of the race accumulated much v;hich its 
 manhood is eompeilcd to lay aside, and our mental stock in trade needs 
 going ever and rc^dsing continually." 
 
 br "The Spirit of -inquiry leads one to take the statements 
 of bocks and of teachers as things to be tested before they are believed," 
 
 8- The desire for truth, pp 68,59, 
 
 9- Persistence pp 70-72. 
 
 ■^- "There are teachers of r.o experience or training in nnture 
 study, but with enthusiasm an-;* persistence, vho have v/crked over their local 
 
N.'^.ture Study. Pago 7. 
 
 iT'atorip.l, until they are perfectly fq.niiliar ^vith its po!3sibilitios , '.;hc 
 have devised all sorts of useful schecies for irilercsting the children in 
 uncovering it , and ^/ho have accumulated a stock of most suggestive experiincnta. 
 In short, they are exceedingly successful; perhaps more so than if their 
 opportunity for training had been greater. There are other teachers of high 
 training v/hose lack of persistence makes them shrink at every trouble, even 
 the trouble of dcvisiiig something that they had not learned." 
 10- The special subject, pp 72-74 
 
 a- Need of a general viev;. 
 
 b- Intensive study in a special field. 
 
 c- Tendency of books and addresses , on nature study. 
 
 d- Special fields used to illustrate the principles of the 
 general field, 
 
 e- Acquaintance 'vith some particular subject. 
 B- Gonstock pp 2-4 
 
 1- Uature study a tonic for teachers-nerves, 
 
 2- The only tvo occupations for a teacher on Saturday forenoon or 
 afternoon, p 3. . 
 
 3- Ho-' may a teacher find corpanionship -.dth her pupils and health 
 aiid strength for herself? p 3. 
 
 4- The spirit that enables the teacher to say, "I do not knov;." 
 pp 3,4. — "The chief charm of nature study v;ould be tal^en away if it did not 
 lead us through the borderland of knoi?ledge into the realr of the undiscovered." 
 
 Ct Bailey pp 59-66, 
 
Nature Study. Page 3. 
 
 1- The teacher vho hesiMatue to tesch nature study because of 
 lack of technical knor/lerigo of tho subject, p 59, 
 
 a- "The child w=)nts things in the lirgo and in relation; 
 i.7hcr. it gets to tho high school or college it nay carry analysis and dissect- 
 ion to the limit," 
 
 2- Toaning of "The degree of statenent is more important than 
 final accuracy- if there is such a thing as final accuracy"- pp SO ,61. 
 
 3- The ■■•;cll drilled young 'inan and the perfect school laboratory, 
 pp 62,63. 
 
 4- The man -ith '=>n incomplete course, pp 63,64. 
 
 5- Distinction bet"'ecn nat-ural science and a science of natural 
 things . p 65. 
 
 6- ^on teach nature study arid v;hy7 pp 65,66, 
 IV- Principles of Nature Study. 
 A, Bailey pp 37-50 
 
 1- Ko^7 nature study may be taught, pp 37-40 
 
 a- The teacher and the object; 
 b- Help f rem books and leaflets ; 
 c- Environir.ent v/ill sugg-jst the work; 
 d- Need of great personal enthusiasm. 
 
 2- Factors rictorrrdning the proper subjects for nature study 
 instruction p 40. 
 
 a- "First, the subject must be that in ■vhich the teacher is 
 most interested and of v/hich he has the most knov/lcdge." 
 
 b- "Second , it must represent that v;hich is commonest and 
 i-Vhich can be inost easily seen and appreciated by the pupil, and ^7hioh is 
 
Nature otudy. Page 5. 
 
 nearest and dearost to his life." 
 
 3- Tha throe stops in tho teaching of nntui-G study, p'42. 
 
 a- The f ^ ct ; 
 
 b- The reason for the fact; 
 
 c- The interrogation left in the mind of the pupil. - 
 illustrations pp 42-'i5. 
 
 4- The book as a natui-e-study subject, pp 45,46, 
 
 5- The teacher rhJ wajr of teaching more important than the subject 
 matter, p 46, 
 
 6- Th6-!3nind of the child p,nd the voices of n'^turo. pp 46,47, 
 
 7- Ona cf tho first things a child should learn, pp 47,48, 
 
 8- A conunon niistako in teaching nature study, pp 48,49, 
 
 S- Ho'7 nature '^tudy io not an additional burden to xho taachcr.p49, 
 10- Change in procedure as children grov; older, pp 49-50. 
 B. Coulter ond Patterson pp 46-59. 
 
 1- Selection of material pp •1-7-48. 
 
 a- "Tho fundamental principle is to select the natural objects 
 of rriost common experience-- those that thrust themselves upon tho observation 
 of everyone. For example, in a 'vooded region no natural object is more 
 common than a tree, and in every region trees arc at least associated -vith 
 parks, or streets, or d^-'allings . It happens that tree studit-S call for 
 somewhat special tref^tmont , especially ■■;±±h lovi/er grades , but they 5.ro not 
 to be avoided on that accoimt." 
 
 b- Noighborriood aif f erence-; in mr^terial and noifiihborhood 
 
,1 
 
 1 
 
Nature Study. 
 
 Psgo 10, 
 
 differences in tte crpuvicnccs cf pupils, p 47. 
 
 c- Nocd of the ads.ytsblo tjaohcr. p ,4-3, 
 2- Activity rather th^n Structure, pp 4-8-50 
 
 a- Activity the most iraportant fact in reference to anj' 
 orjianism. p 43. 
 
 b- "It is fxiridamental that all studies with plants and 
 animals should rest upon the idc? that organisms are at -j^ork; that life 
 conpel-S ''crj:," 
 
 c- Structure not to be omitted but thiat "ail structure roust 
 bo interpreted as to function. -.as far as possible." Illustrations, structure 
 of leavGH , otc. , p 49. 
 
 d- 'Taming as to dangers in i/holesale claiitis of adaptations. 
 
 P 49. 
 
 p 49. 
 
 e- The fresh ainplc experiment versus "beans in every roor."." 
 
 f- Value of 'gernination studies, p 50, 
 
 3- Definiteness of Purpcoe and Instruction pp 50,51. 
 
 a- "No uiatorial should be assigned t'nst has net been traverse 
 previously by the teacher, so that she kno-'S thrt there a.re some very 
 definite facts in plaia sight." 
 
 4- Value of eicetching in connection 'vith Cbscrvaticnal '.Vcrk. p i-J , 
 
 a- "The ped^gogic-'l value of ekctchi.ig in nature study, ho-;- 
 cver , lies in the effort to roproduco rathur than in the accurate roprodurt- 
 ion." 
 
l\ 
 
 * 
 
Nature Study, Page 11. 
 
 b- " Sketching should msp.suro the thought behind it no more 
 
 than doc3 hnnd-vriting ; both oup;ht to bo as good "^s possible, but both are 
 subordinatoii! 
 
 5- Independent Observation, pp 52-53, 
 
 1.- Classes of pupils during a general exercise; "Those who do 
 not listen, those v;ho do not observe, those ^;ho do not nnsv/er , and a fev/ 
 eager ones i;;ho do all the listening, observing and ansv/cring," 
 
 b- Individual work means individual responsibility. 
 
 c- Value of small groups in observations and experiments. p53. 
 
 d- Croup system in primary grades. 
 
 6- Unprejudiced Cbsorvation. pp 53-55. 
 
 a- "Children in school arc remarlkfibly docile, aiad if told 
 to see a thing, the riT^jority of thorn -vill confess to seeing it," 
 
 b- Character of the more subtle form, of prejudiced observation 
 p 54. 
 
 c- Correcting the personal equatioriS, p 54. 
 
 d- Honest contradiction based on honest observation, p 55. 
 
 7- Comparison of Results, pp 55-59. 
 
 a- Importance of the larger outlook and the intellectual 
 result, p 55. 
 
 b- The most interesting 'vay of comp?5ring results, p 56. 
 
 c- "The next step cones so naturally that it is likely to be 
 prpposed by the pupils themselves." p 55. 
 
 di- Kxporionco import -;.nt to recognize the fact "that "the 
 
1,\ 
 
NatuiQ3 Study, Poge 12, 
 
 characters in common aro tho inportant ones , and that the characters \7hi( 
 differ are not so important, being only individual differences." p 57, 
 
 e- ThQ dcvclopnent of caution, pp 57 ,58, 
 
 f- Teaching "tho need and nature of adequate proof before a 
 statoincnt can be insisted upon very strenuously;" illustration p 53. 
 
 g- Hard ta?k in teaching has been "to check the tendency of 
 .many students to use one fact for a starting point for a flight of fancy that 
 is surprising." p 53. 
 
 h- liov; are facts like stepping stones? p 59. 
 C- Comstock pp 5-14, 
 
 1- '.Vhon to give the Mature Study Lesson — T'.7o Theories p 6. 
 
 2- Tho Length of the Lesson p 7, 
 
 3- Newness of lesson versus repetition, p 7, 
 
 a- Justification of the boy who said; "Darn germination. I 
 had it in the primary and Idst year and nov; I an having it agr^in. I knov; all 
 about germination," 
 
 4- Nature Study versus Object Lessons, pp 7,3. 
 
 a- "That details aro important? 
 
 b- "In nature study, the observation of form is for the 
 purpose of better understanding life." p 8, 
 
 5-» Naturo study in the 'jchoolroom. p 8. 
 
 5- Nature Study and Mu^^eum Specimens pp. 3, 9. 
 
 a- 'Jhcn use cor/^mon sense? 
 
 b-' Value of making a collection of insects, p 8, 
 
 c- "To kill n creature in order to prepare it for a nature 
 
\ 
 
Naturb Study. Page 13, 
 
 study lesson is not only v;ror.g but absurd, for nature-study h.^s to do v/ith 
 life rather th-^n death, and the form of any creature is interesting only 
 ivhon its adaptations for life arc studied." 
 
 7- Helps in Mature Study, p 9, 
 
 a- Eyes first; snail lens; "Microscope has no legitimate part 
 in nature study"; field or open glasses of groat help in bird study but "by 
 no means necessary in nature study," 
 
 8- Pictures and Books, Charts, Blackboard Dra^vings. p 10. 
 
 a- 'i/hen to use pictures and illustrated books? 
 
 b- "Taking everything into consideration, ho\7cvcr , nature 
 studj' charts and blackboard dra^vings arc of little use to the nature study 
 teacher." 
 
 9- Hov/ to Use Scientific llames . p IC. 
 
 19- The Use of the Story as a Supplement to the Nature-Study 
 Lesson pp 10,11. 
 
 11- Rules for Making the Field Mote Book a success. pp 13,14. 
 
 a- E3pecif?lly observe last rule on top page 14. 
 12y How to avoid the Dangers of the Field Excursion, p 15. 
 V- Dangers of Mature Study. 
 
 A- Coulter and Patterson, pp 29-45. 
 1- The Teachor. pp 29-31 
 
 a- "The principal thing is not formal training in teaching 
 nature study, although t'nis is very desirable; pr a university course in al". 
 the sciences involved; but the principal thing is the spirit in which aatur,; . 
 study is taught''- 
 
Mature Study. Page 14, 
 
 b- GivGR the right spirit ho'iy v/ill training ■'^nd knowledge 
 develop? p 30. 
 
 c- "The iDoat obvious thing in a successful teacher cf nature 
 study is an enthusiasm for the work, and enthusiasm is one of the most con- 
 tagious things in the norlri." p 31. 
 
 2- V/hat Constitutes Dead \;ork? pp 31-33. 
 
 a- "As a salve to conscience the exercise "/as called 'busy 
 ■vcrk' , instead of nature study, ^nd that is a capital name for all dead 'vork 
 in nst uro study; v;ork T'hich keeps tho. pupils busy even if they are neither 
 interested nor profited." p 32. 
 
 b- T.Tirit ?ro the most important things to observe about 
 familiar objects? pp 32,33. 
 
 3- Confusion betif.'eon "terminology" and Kncvlcdge, pp 33,34. 
 
 a- "To learn the technical najne of an object seems to satisfy 
 the intcllcctutil desire of most people in reference to it. As a v/ell-known 
 botanist said in reference to the naming of plB.nts , once so much in vogue 
 as botany; 'It is like chasing i ivoodchuck into his hole; one has only the 
 hole to shoi7 for his effort.' p 33. 
 
 b- Observation of leaves, pp 33,34 
 
 c- Hov/ use a technical name, p 34. 
 
 d- "The method is more important than the matter. This is the 
 attitude of mind that nature study should cultivate, _ rather than the idea that 
 a nfsme is the end-all", p 34. 
 
 4- Meaning of Factitious Interest, pp 34-36. 
 
 a- Personification and romance in books on nature study, p 35. 
 
r 
 
 f 
 
 Nature Study 
 
 Page 15. 
 
 b- Correlation of nature study and literature is not nature study, 
 p. 35. 
 
 c- Instruction in nature study iiiust not be as exact and colorless 
 as a mathematical forr.ula - p. 36. 
 
 d- "To make nature live is one thing; to make the imagination lively 
 \nd even v;ild is another." 
 
 e- Contrast of two teachers each telling the story of the winter 
 bud and its awakening in the spring, p. 36. 
 
 5- Danger of Un^varranted Inferences pp 36-38. 
 a- Desire to explain everything, pp 36-37. 
 
 b- Meaning of perfect adaptation to environment pp 37 , 38, 
 
 c- v;hich statement is correct as to flowers and insects? p 38. • 
 
 6- Danger of Sentinentality . pp 38-40. 
 
 a- Sentiment versus sentimentality, p 38, 
 
 b- "It has been attempted to show that nature study can produce 
 5larity of vision, exactness of statement, definiteness of conclusion in short 
 bhe most practical qualities for successful living. If it can do all this it 
 ffould seem a perversion to use it to increase the materials for mawkish senti- 
 lentality. " p 39. 
 
 c- Responsibility of association of nature study with poetic litera- 
 ture, p 39. 
 
 7- Dangers of Book Dependence. pp 40, 41. 
 a- Ordinary school methods influence, p 40 
 b- Habit of leaning on authority. p 40 
 
 c- The boy who could see only one coat on a seed, p 41, 
 
Nature Study. 
 
 Page 16. 
 
 3- Use of Outlines, pp 41-44, 
 
 a- Pln.n of •lork is necessary but must bo flexible, p 42, 
 b- "Series of suggested possibilities rather than of rigid 
 prescriptions." p 42, 
 
 c- ";''o outline is altogether good except one that is made 
 "dth special reference to the particular teacher and to the neighborhood of 
 the p-irticular school," 
 
 d- Danger of following a home constructed outline too 
 rigidly, p 43, 
 
 e- The v/orst phase of the outline danger, p 44. 
 9- Hopeful Outlook, pp 44-45. 
 
 a- "A thoroughly good course in nature study, one that 
 includes all the advantages and avoids all the dangers , is a thing of slov; 
 construction; and perhaps it is inipo':'3ible of construction" as yet. It is 
 not a question only of what material is available, it is a. question also of 
 i7hat rriatcrial has valuable significance '^■nd of "That appeals to children." 
 VI- Summary of Educative P.esults of Nature Study, 
 A- Coulter and Pisttorson. pp 25-38. 
 
 1- A Sustained Interest in Natural objects and the phenonena cf 
 nature, p 26. 
 
 3- Independence in observation and inference, p 26. 
 
 3- Seme conception of ".'hat an exact statement is. p 27 . 
 
 4- Some conception of '/hat constitutes proof, p 27. 
 B- Bailey, pp 50-57, 
 
Nature S-tudy. Page 17, 
 
 1- Its legitimate result is? %■ 50 
 
 2- Gives relaxation from formal school v;ork, p 51. 
 
 S- Develops personality and encourages thinking, p 52. 
 
 4- Tends to'.vard simplicity of living. 
 
 5- Puts nei,7 force and enthusiasm into the school and the child, p52 
 5- Nature study spirit stands for a normal outlook on life, p 53. 
 
 7- Sets our thinking in the direction of our daily doing, p 54. 
 
 8- Brings the child into natural relations with the world, p 54. 
 
 9- Nature study teaching to utilise as a means of education the 
 tools a boy or girl naturally uses, p 55. 
 
 10- Qhservationn on self has a rernarkable significance to health, 
 p 55. 
 
 a- "The application of the nature study spirit of direct and 
 simple observation cf ourselves, with less of the physician's physiology, 
 'vould benefit the pupil and also our civilization immeasurably." p 56, 
 
 11- The public and social value of nature study, p 57. 
 VII- Natui-e Study and Agriculture. 
 
 A- Comatock pp 21 ,22. 
 
 1- Agriculture cannot be r/orked out by rules because nature varies, 
 p 21. 
 
 2- Nature study and agriculture based upon the study of life and 
 physical conditions which encourage or limit life, p 21. 
 
 3- Nature furnishes materials and laboratories on every farm, p 21 
 
 4- Child in nature study nakes progress by understanding la'-.7S of 
 life, p 21. 
 
Nature Study. Page 13. 
 
 5-Child in nature study learns 
 a- How a plant grows ; 
 b- Adaptation of roots ; 
 c- ■'Tork of the leaves ; 
 d- How flowers are pollinated; 
 e- Ho'v seeds are scattered and planted, p 21. 
 6- Nature study related to science and has practical lessons for 
 the future farmer?, p 21. 
 
 ?- "V/hy net nature study along lines of agriculture solely?" p 21. 
 5- ^7hy not provide recreation for a "ocy in hoeing corn rather 
 than in playing ball? p 21. ■ 
 
 9- Rearon for selecting 'vild flov/ers for beginning nature study 
 of pla.-'ts . p 22. 
 
 10- Interests of farmers along v;hat lines, p 22. 
 
 11- ''.'hy necesnary f2r the farmer to have a wide knowledge of plants 
 and animals, p 22. 
 
 12- Elements that i^naJce the ideal farmer, p 22. 
 
 13- Hov; may a farmer have a true appreciation of his farm? p 22. 
 
 14- "Nature Study is t';e alphabet of Agriculture and no vford in that 
 great vocation may be spelled without it." p 22.. 
 
 B- Bailey pp 93-110. 
 
 1- Difference between education for culture and education for 
 sympathy for one's environment, p 94. 
 
 2- Agriculture as a li,velihood or the expression of the essential 
 relationship of man to his plsnet home, p 95. 
 
Nature Study, Page 19 
 
 3- The primary educational course for the development of the 
 race, p 95. 
 
 4- Vjhnt constitutes effective living in the open country? p 96. 
 
 5- Specific agricultural phases of environment need a foundation 
 and a base, p 97, 
 
 6- Nature study agriculture to be approached from an occupational 
 point of vie\7 or froi? the educational and spiritual, p 9S. 
 
 1- "All agricultural subjects irust be taught by the nature-study 
 method, v/hici is; to see accurately; to reason correctly, from what is seen; 
 to establish a bond of sympathy -vith the object or phenomenon that is 
 studied." p ICO. 
 
 8- Need of a laboratory of living things, p 101, 
 
 9- Three steps necessary to introduce agriculture into any ele- 
 mentary rural school, p 102. 
 
 10- Means for creating sentiment for agricultural "/ork in schools. 
 p-104. 
 
 11- "Appeal to greater efficiency of the farm elone cannot perman- 
 ently relieve the agricultural status, pp 105-106. 
 
 12- ComDon Schools to be based on the fundamental idea of serving 
 the people in the very lives the people are to lead, p 107, 
 
 13- Ko"; the beginnings of the ne?/ order are seen, p 107. 
 
 14- Meed of coordinate efforts outside the schools, p 109. 
 C- Coulter and Patterson, pp 1-4. 
 
 1- "It makes no difference whether v/e call it elementary agricul- 
 ture or agricultural nature study; it is the same thing and should be so 
 
Mature Study. Page ~j 
 
 understood. It is the study of plants and animals, of soils and v/eather , 
 of natural forces and phenomena, of the interrelations and interdependence 
 of natural otjects. of the relation of all these to man, and of nan's poiver 
 in controlling them and making them v/ork for his good." p 1. 
 
 2- H?!ture study and elementary agriculture not antagonistic, ppl ,2 
 
 3- How nature study and elementary agriculture ma.y not be justi- 
 fied in a system of schools v;hich aims to turn out a high/type of rnan as v/ell 
 as a higher type of farmer, p 2, 
 
 4- Ho-v the elements of agriculture in the seventh and eighth 
 grades may fail of greatest success, p 2, 
 
 5- Children rnther than the subject must be given the first con- 
 sideration, p 3, 
 
 6- Problems must appeal to children not necessarily to adult 
 farmers, p 3, 
 
 7- Studj' of real objects; not a study about objects. Also doing 
 things, p 3, 
 
 S- Value of nature study v/ork- the prevocational in the first six 
 grades is two-fold:- p 3, 
 
 a- "The pupils gain a fund of useful knov/ledge as a founda- 
 tion upon which to build the 'practical v;ork' ". 
 
 b- "They come to it with live interest and broadening minds." 
 9- "\le do not v/ant our country boys to become merely efficient 
 farmers v/ho have le^irned to do cert^.in Ihingg that they may make more dollars. 
 i7e want them to be men who realize the larger applications of the lav.'s and 
 
Nature Study. Page 21. 
 
 principles they are following, men v;ho see and discriminate, who grasp sit- 
 uations , who think for themselves , and who have an abiding interest and en- 
 thusiasm for their profession, looking upon their f ields, , orchards , and mea- 
 dows somewh3.t as laboratories in which to \7ork out experiments to the end that 
 they may do their work more profitably and enjoyably. V/e would have them 
 men v/ho take a keen pleasure not only in making their soil more productive', 
 aiid in raising better crops and stock, but quite as much in making the home 
 and its surroundings and the life within it more comfortable, more interestir^- 
 and more beautiful. In so far as nature study does not contribute directly 
 to these ends it is not justified, but if it does contribute to them, who 
 shall say 'it is net sufficiently related to lifeZ' p 4. 
 
 Finding Tims for Teaching Nature Study. 
 
 Doubtless there are many teachers ivho will concede that a study of the 
 child fe environment is highly educative. But their excuse for not making a 
 start is that the daily program is already overcrowded and there is not nov; 
 really enough time for the conventional subjects. It is surprising, however, 
 how much difference there is between teachers of adjoining school districts 
 or even in the same school building wth reference to finding time for many 
 things. There is time enough in this world to do the things that ought to be 
 done. The question is , "IVhflt are the most importf^nt things to be dose?" 
 
 Two v;ays are nov; being used to find tine for nature study and Agriculture, 
 viz ; Elimination ?i-nd Combination of Classes or group instruction. 
 I- Elimin«tion. 
 
 Makers of Courses of Study are dropping overboard useless material and 
 substituting useful material to secure the desired ends in the training of 
 
Nature Study. Page 22. 
 
 the child. 
 
 A- Course of Study and Syllabus for Elementary Schools of Nev; York, 
 1910. 
 
 1- C-eograpliy :- "A considerable amount of the subject-matter that 
 frequently appears in geography courses has been dropped from this course 
 because it was not considered vital or fundamental," p 42. 
 
 2- Physiology:- "Technical terms and topics not essential to the 
 cultivation of he-'.lth and strength should be omitted." p 114. 
 
 3- Graiamar:- "The follcv/ing nay be viell omitted from the elemen- 
 tary course in gramif.ar; 
 
 a- Subdivisions of adverbial clauses; 
 
 b- I'lore difficult uses of the nominative and objective cases; 
 
 c- Viore difficult uses of infinitives asid participles; 
 
 d- Analysis of complicated sentences; 
 
 e- Parsing of v;ords in unused co^istructions .". p 166. 
 
 4- Arithmetic:- "If aritlimetic is to be given in both the seventh 
 and eighth years it vdn be possible to insure greater efficiency along in- 
 dustrial and commercial lines through reviewing, drillir^g on, emphasising 
 find enlarging upon those processes and applioations v;hich are considered 
 essential." p 158. 
 
 B- Elementary Course of Study for the Common Schools of T/isconsin,1913 
 1- Geography:- "Only the elements of so-called mathematical geo- 
 graphy should be taught. This should be done largely by means of oral lessor,G 
 presented by the teacher." p 208. 
 
Nat-v'ire StuJy. . Page 2^. 
 
 2- Granimar :- "No attempt should be made to cover "iW the minute 
 details of the subject usually given in text books on English grar-imer. In- 
 volved and equivocal questions should be omitted entirely from the study." 
 p 84. . 
 
 3- Arithmetic:- "Much of the old time arithmetic is obsolete and 
 should be omitted; as Alligation, Averaging Accounts, Partnership, Duo- 
 decinals , etc. I'lo.ny poi'tions are too technical or too difficult for the 
 student belo^7 the high school, Gmit in percentage, bank discount, stocks, 
 and bonds, partial payments, taxes; in denominate numbers, all obsolete 
 tables and Troy ^7 eight , apothecary vreights , loiig ton, surveyor's measure, 
 circular measure and all or nearly all problems with more than tv/o denomina- 
 tions , for they probably v/ould never occur in business; omit greatest common 
 divi?or; in fractions omit problems with denordnators with 3 orders, and 
 many of the more complicated complex fractions," p 176, 
 
 C- State Course of Study for the Elementary Schools of Washington ,1915. 
 1- GraCTr.8r:- "No attempt should be made to analyze difficult sen- 
 tences. Very little attention should be given to a study of aonjugation of 
 the Verb." p 44. 
 
 D- Course of Study for the p-ablic Schools cf Idaho, 1913. 
 
 1- History;- "The subject of -vara and battles should not be en- 
 larged upoh beyond v/hat ic necessary for an understanding of the movement of 
 1-u.story." p 100. 
 
 2- Arithir.etic :- "Cmt from teaching Brithinetic the following: 
 
 Gcrmpound proportion; true discount; most problems in compound interest; prob- 
 lems in partial payments, except those of a very simple kind; the same for 
 
Nature Ctudy. Page ~4. 
 
 commission Hiid brokerage; for example, ail problens involving fractions of 
 shares; profit and loss as a special topic; equation of payments- made un- 
 necessary by improved banking facilities; partnership-made unnecessary in the 
 old sense, by' stock companies; cube root." p 80. 
 II- Grou:: Instruction. 
 
 A- Montana State Course of Study, 1914. 
 
 1- Grade work not essential:- "To divide a one-room school into 
 eight grades for agriculture would be inexpedient. The v/hole school m?\Y 
 v;ork upon material of the same kind at once, or at most tv/o grades may be 
 made. The unlimited variety of seeds and plants and animal forms makes it 
 possible to vary the ivcrk sufficiently from season to season. Grades may 
 be more generally recognized in correlating agriculture ^vith other subjects," 
 p 171. 
 
 3- Elementary Course of Study for the Common Schools of Wisconsin ,1913, 
 1- "The principal idea of the course is to grade the v/ork of each 
 pupil to a proportionate advance in each, of the branches composing a Form.; 
 the subordinate idea is to grade the school into three sections , each rep- 
 resenting but one form. In other'wrds a "Form" is a body of related work, 
 and is not a group of pupils. It is not the purpose of this gradation to 
 regulate one pupil's progress by that of another, but to require each pupil 
 to make equal progress in all the branches. The course shows ha-/ much 
 geography or language a boy should know when he has acquired a certain knov'l 
 ge of arithmetic. In a one-room country school it is out of the ques- 
 tion tc have eight groups of pupils." p 14, 
 
Nature Study. Page 25, 
 
 2- "Agriculture is a subject that should be studied throughout 
 the entire school year. In order to economize classes , teachers should 
 alternate the class in agriculture v;ith. classes in physiology and civics." 
 p 234. . 
 
 C- Course of Study for the Corimon Schools of Illinois, Fifth 
 General Revision, 1912. 
 
 1- Alternation:- "Alternation is the systenatic and regular 
 union of two grades of pupils on consecutive years of v/ork , both grades 
 doing the v/ork of one year in one class ^vhile the other year's vrork is 
 entirely omitted. The next year, the ^vork omitted is taken up and the 
 first ye^^r's work dropped. By this plnn, each pupil does all the work in 
 the course, but not in the same order, while the nurr.ber of classes is 
 greatly diminished." p 8, 
 
 2- Organization of Classes. 
 
 a- "In September of even numbered years:, 1912,1914, 1916, 
 etc., organize First yef?r in everything; Second year in reading, spelling 
 and number; Third yenr in everything; Fourth year in arithmetic; Fifth 
 year in everything; Seventh year in everything; Eighth year in grammar." 
 
 b- "In September of odd numbered years , 1913 , 1915 , 1917 , 
 etc., organize First year readihg , spelling and number; Second year in 
 everything; Third year arithmetic; Fourth year in everything; Sixth year 
 in everything; Seventh year grammar; Eighth ye?ir in everything." p 9. 
 
 Nature Study as a Regular Study on the Daily Program. 
 I- The I.laking of the Daily Program. 
 
Nature Study. Page C: 
 
 1- The factors entering j.nto the construction of a daily pro- 
 gran coine in the "'riter's course in Rural School Admini -st ration and con- 
 sequenfly ".'ill not be considered here. A country school teacher has to do 
 three things, vi'::- Organize the school, Llana£e it and Teach, She should 
 receive help fror.i sone '.7here as to ho^v to classify and make a program to 
 avoid multiplicity of classes and economize time. 
 
 2- California has not a State Course of Study, though it has 
 state uniformity of text -books, a fact that, sesiningly, woula make it very 
 easy and desirable to h^ive one standard for the entire state rather than 
 58 standards, one for each county . An examination by the v/riter of the 
 manuals , outlines , etc, , of 44 counties of the 53 sho-'/s only four counties 
 print a suggestive daily prograi? for the rural teacher. 
 
 II- Da.ily Prcgrar. of Ventura County, California. 
 
 A- Course of Study adopted by the Board of Education, Ventura County, 
 California,, June 1915, 
 
 1- Alternation:- "The plan of alternation increases the number 
 of punilF in the class ind makes the work aore intercsxing to them. Each 
 pupil '-rill do better v.'ork, because each is anxious that his work shall 
 compare favorably vrith that of the other members of his class. Some object 
 to the plan of alternation because it puts children of different ages and 
 different degrees of development in the same class. In many cases , this 
 is r. benefit, rather than an injury. Tne younger pupils get a v/ider view 
 of the subject by being in a clasi- v/ith older ones. Altho their v/ork may 
 not be characterized by the same maturity as that of the older ones , they 
 get the essential things in the lessons and gain inspiration by the better 
 
Nature Study, 
 
 .Page 27. 
 
 'vork of their leaders. The assistance that the older pupils give the 
 younger ones in the recitation helps to make the subject clearer to them. 
 The plan of alternation has been thoroughly tested. It has been used in 
 thc^ooand!? of schools in all parts of Illinois, -ind there is no doubt that 
 the plan is entirely practical," pp 5,6. 
 
 2- Daily Program Ventura County:- "Follov;ing is a suggestive 
 program for a one-teacher school for the year 1913-14. Using the plan of 
 alternation, it eliminates the third , fifth and seventh grades in all studies 
 but arithmetic and thereby secures recitations of fifteen minutes in length. 
 In most ca^es a study period is provided for before the recitation, and 
 another after the recitation. The purpose of the latter is to enable the 
 pupil to fix in the mind the explanations that ha\'e been m8.de in the class. 
 It is believed that this is a valuable feature," pp 7,8, 
 
 Daily -Program of Recitation, Rural School Ventura County, 1913-14, 
 
 
 
 
 Forenoon. 
 
 9 
 
 :00- 
 
 m: 
 
 __ 
 
 Opening Exercises 
 
 9 
 
 :10- 
 
 I 
 
 - 
 
 Printary V/ork. 
 
 9 
 
 •25- 
 
 2 
 
 - 
 
 Nuiv.bers . 
 
 9 
 
 ■AO-Z 
 
 A 
 
 ,5- 
 
 Arithir.etic. 
 
 9 
 
 :5b- 
 
 4 
 
 
 Arithmetic, 
 
 10 
 
 :10- 
 
 /' 
 
 ,3- 
 
 Arithretic. 
 
 10 
 
 :25- 
 
 6- 
 
 Arithmetic. 
 
 10 
 
 :40- 
 
 
 
 Recess. 
 
 11 
 
 :00- 
 
 o- 
 
 Geography. 
 
 11 
 
 :15-1 
 
 ,2 
 
 ,4- 
 
 Spelling, 
 
 11 
 
 :30- 
 
 5 
 
 ,8- 
 
 Spelling, 
 
 11 
 
 :45-l 
 
 1 
 
 ,4- 
 
 Writing. 
 
 12 
 
 ;GC- 
 
 
 
 Noon. 
 
 
 Afternoon. 
 
 
 1:00- 
 
 5,3- 
 
 Literature 
 
 * 
 
 1:15- 
 
 1 - 
 
 Prir?ary V/ork. 
 
 1:30- 
 
 2 - 
 
 Reading. 
 
 
 1:45- 
 
 8- 
 
 Gram, or Composition, 
 
 2:00- 
 
 4- 
 
 Reading, 
 
 
 2:15- 
 
 6- 
 
 P.eading or 
 
 History, 
 
 2:30- 
 
 4- 
 
 Geography, 
 
 
 2:40- 
 
 
 Recess, 
 
 
 3:00- 
 
 O- 
 
 Geography. 
 
 
 
 8- 
 
 History, 
 
 
 3:30- 
 
 5- 
 
 C-raminar or 
 
 Composition 
 
 3:45- 
 
 6,8 
 
 -■J7riting, 
 
 
 4:00- 
 
 
 DisiTiissal, 
 
 
Nature otud'''. 
 
 Page 28, 
 
 III- Daily Recit»i,tion Program, One teacher Country School, Illinois, 
 
 1- T-filly Program to be used. 2- Daily Program to be used in 
 in September of even numbered years, September of odd numbered 
 1912, 1914, 1916, etc., years, 1913, 1915, 1917, etc< 
 
 Begrin Tj.me Ye-ir Recitation Begin Time Year Recitation. 
 
 9:00 
 
 10 
 
 All 
 
 Opening Exercises. 
 
 9:00 
 
 10 
 
 All 
 
 Opening Exercicc 
 
 9:10 
 
 10 
 
 1 
 
 Prir.iary TJork 
 
 
 9:10 
 
 10 
 
 1 
 
 Primary V/ork 
 
 9:20 
 
 10 
 
 ? 
 
 NxAmber 
 
 
 9:20 
 
 10 
 
 2 
 
 Number. 
 
 9:30 
 
 10 
 
 3 
 
 Arithmetic 
 
 
 9:30 
 
 10 
 
 3 
 
 Arithmetic 
 
 9:40 
 
 15 
 
 7 
 
 Arithmetic 
 
 
 3:40 
 
 15 
 
 8 
 
 Arithmetic 
 
 9:55 
 
 10 
 
 4 
 
 Ariti-jnetic 
 
 
 9:55 
 
 10 
 
 4 
 
 Arithmetic 
 
 10:05 
 
 10 
 
 5 
 
 Arithmetic 
 
 
 10, -05 
 
 10 
 
 6 
 
 Arithmetic 
 
 10:15 
 
 15 
 
 7 
 
 Reading 
 
 
 10:15 
 
 15 
 
 3 
 
 Reading. 
 
 10:30 
 
 15 
 
 All 
 
 Recess 
 
 
 10:30 
 
 15 
 
 All 
 
 Recess 
 
 10:45 
 
 10 
 
 1 
 
 Primary 'Vork 
 
 
 10:45 
 
 10 
 
 1 
 
 Primary '.7ork 
 
 10:55 
 
 10 
 
 2 
 
 Spelling 
 
 
 10:55 
 
 10 
 
 2 
 
 Spelling. 
 
 11:05 
 
 15 
 
 5 
 
 Reading 
 
 
 11:05 
 
 15 
 
 6 
 
 Readinp 
 
 11:20 
 
 20 
 
 7-8 
 
 Granmar 
 
 
 11:20 
 
 20 
 
 7-8 
 
 Grammar 
 
 11 :40 
 
 10 
 
 3 
 
 Spelling 
 
 
 11:40 
 
 10 
 
 4 
 
 Spelling 
 
 11:50 
 
 10 
 
 7 
 
 Spelling 
 
 
 11;50 
 
 10 
 
 6-8 
 
 Spelling 
 
 12;00 
 
 60 
 
 All 
 
 ■M'con 
 
 
 12:00 
 
 60 
 
 All 
 
 Noon 
 
 1:00 
 
 10 
 
 All 
 
 Opening Exercises 
 
 1:00 
 
 10 
 
 All 
 
 Opening Exercise 
 
 1:10 
 
 10 
 
 1 
 
 Primary 'Jork 
 
 
 1:10 
 
 10 
 
 1 
 
 Primary V/ork 
 
 1:20 
 
 10 
 
 2 
 
 Reading 
 
 
 1:20 
 
 10 
 
 2 
 
 Reading 
 
 1:30 
 
 10 
 
 3 
 
 Reading 
 
 
 1:30 
 
 10 
 
 4 
 
 Readir.g 
 
 1:40 
 
 15 
 
 5 
 
 Geography 
 
 
 1:40 
 
 15 
 
 6 
 
 History 
 
 1:55 
 
 15 
 
 All 
 
 Writing &. Drawing 
 
 1:55 
 
 15 
 
 All 
 
 Writing L Dra.';;. 
 
 2:10 
 
 10 
 
 7 
 
 Geography 
 
 
 2:10 
 
 10 
 
 3 
 
 Geography 
 
 2:20 
 
 10 
 
 5 
 
 Spelling 
 
 
 2:20 
 
 10 
 
 4 
 
 Geography 
 
 2;30 
 
 15 
 
 All 
 
 Recess 
 
 
 2:30 
 
 15 
 
 All 
 
 Recess 
 
 2:45 
 
 15 
 
 1-2 
 
 Lang. & Nat. 
 
 Study 
 
 2:45 
 
 15 
 
 1-2 
 
 Lang & Nat.Studj 
 
 3:00 
 
 15 
 
 7 
 
 Hist (& Civicc 
 
 
 3:00 ■ 
 
 15 
 
 8 
 
 Hist . & Civics 
 
 3:15 
 
 15 
 
 3 
 
 Lang & Nat. 
 
 Study 
 
 3:15 
 
 10 
 
 6 
 
 Lnng ic N at. Stud- 
 
 3:30 
 
 15 
 
 5 
 
 Lang . & Nat . 
 
 Study 
 
 3:25 
 
 10 
 
 4 
 
 Lang & Nat.Stuc 
 
 3:45 
 
 15 
 
 7 
 
 Physiology 4 
 
 mos . 
 
 3:35 
 
 15 
 
 8 
 
 Physiology 4 m. 
 
 
 
 R 
 
 nd Agriculture 4 mos. 
 
 3:50 
 
 10 
 
 6 
 
 Geography/Ag." 
 
 4:00 
 
 
 
 Dismissal 
 
 
 4:00 
 
 
 
 Dismissal 
 
 Note 1- For years one to six, the nature-study v;ork includes phyait^logy 
 hence it is not necessary to arrange a special class in physiology in any 
 of these years, and no separate place is provided on the suggested prograjas, 
 
Nature Study Page 23, 
 
 Note 2- Since sone of ths materials for the language work in each of the 
 grades one to si;c may well be drawn from the nature study v/ork, it ic 
 suggested that the recitations in these subjects be alternated. On Monday, 
 V/ednesday and Friday of eo.ch week teach -She v;ork outlined in this cource 
 under language; and on Tuesday and Thursday of each week, at the same time 
 tnat language is taught on other days , teach the \7ork outlined under Nature 
 Study, 
 
 Note 3- Physiology v/crk in seventh and eighth grades continues but four ■ 
 months. This gives an opportunity for four months of elenentary agriculture 
 in those tv/o years. If desired physiology can run three times per week for 
 3 months and agriculture two times per v/eek for 8 months or agriculture 
 can run three tii.ies per week for 8 months and physiology two times per 
 ■/eel: for 3 nonths, Thit; -Trrangoacnt seens more desirable than to have 
 agriculture three timea per week during general exercises in the afternoon 
 alternating with Ilorals and Manners twice per v;eek. If any teacher desires 
 this latter arrangement, then the four months of the year when physiology 
 is finished may be given to History, Civics, or Grarnr.iar-- that is the 10 or 
 15 rrdnutes daily extra time can be given to those subjects. In the above 
 program time is found two periods a v;eek for entire school year for Nature 
 Study and elementary agriculture. This is a beginning. These subjects 
 should have a definite place on the program as do reading, arithmetic, etc. 
 The Illin::;.c Course of Study has been in use since September 1389, It has 
 had Five General Revisions since tiist time, 
 IV- Making Time or j'.iarking Time on the Daily Program. 
 
 1- V/'asxinn Time :- Just hov; far the efficiency engineer may eliminate 
 
Nature Study. Pftge 30. 
 
 v/aste in the country school is n matter for discussion. Just how far the 
 methods of the manufacturing efficiency expert may apply to the school room 
 is a matter for more discussion. One may figure out to a mathematical 
 nicety the exact "ur.its^ of efficiency" in a v;orkman 'vho occupies so many 
 cubic feet of space; hf^ndles so many square feet of rav; material; drills so 
 many holes; turr-s :.ut so much finished product, v/orth so many dollars f.o.b; 
 and \7ho punches a bell coming and going, 'vilhether the educational expert 
 from the psychological laboratory can determine the value of school v;ork 
 from units of space occupied; character of the living raw material; quality 
 of contact of life v/ith life; and weigh out the finished product in terms of 
 am.bition, inspiration, life purpose, service, etc., is a matter of conjecture 
 for no one has tried it, 
 
 2- VJastinp Time in En^-lish ;- During the 'vriter's fifteen years of 
 rural tichool administration it seemed to him that much time was wasted 
 during the eight years of school ronm v;ork in English, This will provoke 
 a snile on the part of the university professor who is quite sure that no 
 hif?;h school teacher knov/s hov; to teach English judging by the attainments of 
 high school graduates. It vdll provoke riotous mirth on the part of the 
 hig>i school teacher vrho receives the graduates from the grades. The grade 
 teacher is quite sure the home is to blame for the poor language and tells 
 the mother so. The mother is quite sure the chrldreh reveal an inherited 
 characteristic from the father some branch of v;hose family was quite' illitera-; 
 The father's energies are wholly taken up to provide for the family and he 
 rather expects the school to do something to remedy the defects of heredity 
 and environment. One is tempted to sympathize with the father's attitude 
 
llBture St-udy, Page 31. 
 
 ard they survey ends. 
 
 3- Text-book Assignments in Language:- For grades one and tv;o in a 
 rural school no text book will be required of course. The instruction is 
 oral. The teacher msy have a manual on primary language work and State 
 Courses of Study outline the material, 3orrie more in detail than others, for 
 these two grades. It v/Hi be found that conversational lessons on nature 
 study material afford good language drill. For grades three, four, five, 
 six, seven, eight a t'vo book coiu-se in "Lessons in English" or "Elemontary 
 Language and C-ranmar" are adopted for use in the schools. The v/riter has 
 examined ma,ny "tv;o book" texts in elementary English and each book averages 
 -^bout 300 pages, making a total of 600 pages of printed text to be mastered 
 by the pupil in the six y«ars above the two primary grades, thus averaging 
 100 pages of text in a single school year, 
 
 4- Division of Time between Language and Nature Study ;As v;as stated 
 above there are on an average 100 pages of text for each year of a country 
 school above the second grade. There are 8 months school of 20 days to the 
 month making a total of 160 recitations in language for 100 pages of text 
 book per year. It would seen that there is plenty of time to get good 
 results. It may be that much of the material given in the average text book 
 doe? not appeal to both tejicher and pupil. Mature study may furnish very 
 interesting subjects for oral and \n-itten expression. Then by giving three 
 periods v/eekly to Ir.nguage and two per5.odB v/eekly to nature study there will 
 still be tim.e enough to cover the text. For three-fifths of 160 recitations 
 gives 96 recitations in language during a year for lOO pages of text and two- 
 fifths of 160 recitations gives 64 recitations in riature study during the 
 
Nature Study, Piage 32, 
 
 same year for the same grace. This division of time only for the third, 
 fourth, fifth and sixth grades. The seventh and eighth grades can give full 
 time to their graiiraar and composition. Time for elementary agriculture for 
 these tv;o grades has been indicated above, 
 
 0- S ummary : - By any test of efficiency or fancied necessity it is hard 
 to justify the formation, in a one-teacher school of eight different classes, 
 one for each grade, with eight daily recitations in English. Four language 
 recitations daily should be the maximum. The first tv/o grades can be com- 
 bined into one recitation period; the third and 'fourth into a second period; 
 the fif-:h and sixth into a third period; and the seventh and eighth into a 
 fourth period. Indeed the time will come in the better organization and 
 administration of a rural school -vhen only three separate groups are necessary 
 to give the proper instruction in some of the subjects. In the above 
 arrangement the four groups can be reduced to three. The primary will be 
 composed of grades one and tv;o; the internedi3.te of grades three, four and 
 five; and the advanced pupils of grades six, seven and eight. There are 
 teachers v;ho are getting excellent results in agricultural nature study by such 
 grouping. In the country school there m-ay be more freedom than in a 
 standardized city system. It is the writer's firm conviction that vie are 
 marking time and wasting; time in elementary language v/ork for the results 
 v;e are getting. Nature study and agriculture furnishes the material to 
 vitalise the language v;ork in the rural school. In book one of a t-c/o-book 
 course in "Ner; En<7.1ish Lessons" there is a picture for composition work. It 
 represents-a nicely furnished room with a nicely dressed little girl seated 
 on a rug. Over her is an umbrella on 'ivhich a nicely dressed little boy ic 
 
Nature Study . 
 
 Page 33, 
 
 pouring vmtev , presumably frovj a cut glass water bottle. Imagine a real 
 live cour.try bey getti.ij^ on inspiration for better language v/ork by writing 
 on "A Shoner in the Drawing Room." V-Tiy not furnish hir. the motive to write 
 about "A Shower in the Open Country" which is a real rain-fall and benefits 
 crops and necplej 
 y- Daily Prograrr of Recitatio'ns for Country School in Wisconsin. 
 
 Beein 
 
 Tine 
 10 
 
 ?ub-iGct 
 
 Class 
 
 9:00 
 
 Opening Exercises 
 
 All 
 
 9:10 
 
 15 
 
 Reading 
 
 A. 
 
 9:25 
 
 15 
 
 Reading 
 
 
 9:40 
 
 10 
 
 Reading & Lang. 
 
 F. 
 
 9:50 
 
 15 
 
 Reading 
 
 E. 
 
 10:05 
 
 15 
 
 Reading 
 
 C. 
 
 10:20 
 
 15 
 
 Re's.ding 
 
 E. 
 
 10:35 
 
 15 
 
 Recess 
 
 
 10:50 
 
 15 
 
 Arithr^etic 
 
 A. 
 
 11:05 
 
 10 
 
 Arithir^etic 
 
 D. 
 
 11:15 
 
 10 
 
 Reading & Lang 
 
 F. 
 
 11:25 
 
 15 
 
 Arithmetic 
 
 B. 
 
 11 :4G 
 
 10 
 
 Arithr.etic 
 
 c. 
 
 11:50 
 
 10 
 
 Spelling 
 
 B. 
 
 12;00 
 
 
 Noon 
 
 
 1:00 
 
 5 
 
 General Exercises 
 
 
 1:05 
 
 15 
 
 Language 
 
 A. 
 
 1:20 
 
 15 
 
 Langu?.ge 
 
 D. 
 
 1:35 
 
 10 
 
 Lang, niid Reading 
 
 F. 
 
 1:45 
 
 15 
 
 l,n.ngvi3.ge 
 
 C. 
 
 2:00 
 
 15 
 
 L^.ngu-^.ge 
 
 B. 
 
 2:15 
 
 15 
 
 \7riting 
 
 All 
 
 2:30 
 
 15 
 
 Recess- 
 
 
 2:45 
 
 15 
 
 CeoFT. ^ year Hist, 
 
 
 ■li year, 
 
 A. 
 
 3:00 
 
 10 Reading 
 
 Principal Source 
 of r.iaterial. 
 
 Classics 
 Second Re8.der 
 Beginners 
 First Reader 
 Triird Reader 
 Fourth Reader 
 
 Advanced text book 
 No text -Oral v;ork 
 Beginners 
 Elementary text 
 
 book 
 Ele. text 
 
 (optional) 
 Text book 
 
 Advanced text 
 Oral Work 
 
 Beginners 
 
 Oral work 
 
 Elementary text 
 (optional) 
 
 Advanced text 
 First Reader 
 
 Character of v/ork 
 Sections of Manua l 
 
 624. 
 
 66 
 
 36, 44, 73, 74. 
 
 13, 72. 
 
 13, 36, 72, 73. 
 
 44, 51, 58. 
 
 53, 62. 
 p XII 
 upper form 
 
 193, 194, 195. 
 
 13, 133 
 
 990 ??1 
 
 195; 219. 
 76, 77. 
 
 122-126. 
 
 103-112, 307-315. 
 376-333. 
 
 1047315, 376, 381- 
 333, 443. 
 113-118, 307-31G, 
 376-333, 443-447. 
 
 115-121, 376-333, 
 443-443, 567-573. 
 165-176. 
 
 296, 297, 293 
 33O7 518-537-555 
 13 & 36, 72, 73. 
 
Kature Stvuiy, 
 
 Page 34. 
 
 Bo^:in Tlrr e Subject 
 10 Reading 
 
 ClaoS Princiwil Gcuixe 
 
 Char actoi' oi v/ork 
 
 3:10 
 3:20 
 
 3:35 
 
 o:sC 
 4:00 
 
 15 
 
 Hygiene ^- year 
 Civics -^ year 
 Agr, 1 period per 
 week all year. 
 Hiet, -^ year 
 Geog. -|- year 
 
 10 Spelling 
 DisiTiissal. 
 
 
 of material. 
 Second Reader 
 
 Sections cf Manual 
 
 D. 
 
 36, 44, 73,' 74. 
 
 A. 
 
 Text Book 
 Library books 
 
 449, 574. 575, 576 
 579, 395-434. 
 
 B. 
 
 Elementary Text 
 
 4ai-501, 502-512 
 305, 306. 
 
 A. 
 
 Text book 
 
 78. 
 
 See Elementary Course of Study for GoraBon Schools of WiscoriSin, 1913, page342, 
 
 VI. Daily Program of Recitations for One Room Schools of Idaho. 
 
 
 
 Forenoon. , 
 
 
 
 
 Afternoon. 
 
 Begin 
 
 Time 
 
 
 
 
 Begin 
 
 Time 
 
 
 9:00 
 
 10 
 
 fiusic (4) 
 
 I.iorals (1) 
 
 1:00 
 
 10 
 
 Music (1) Current 
 
 9:10 
 
 25 
 
 7 
 
 and 8 
 
 Arithi-ictic 
 
 
 
 events (2) Experiments 
 
 9:35 
 
 10 
 
 
 1 
 
 heading 
 
 
 
 in Science (?)• 
 
 9:45 
 
 10 
 
 
 2 
 
 Reading 
 
 1:10 
 
 15 
 
 7 and 8 Grammar 
 
 9:55 
 
 15 
 
 3 
 
 and 4 
 
 Read L Lit . 
 
 1:25 
 
 10 
 
 1 Reading 
 
 10:10 
 
 20 
 
 5 
 
 and 6 
 
 Arithr.cjic 
 
 1:35 
 
 10 
 
 2 Reading 
 
 10:30 
 
 10 
 
 
 
 Recesc . 
 
 1:45 
 
 15 
 
 5 and 6 Geography 
 
 10:40 
 
 25 
 
 7 
 
 and 8 
 
 Literature , C. E. 
 
 2:00 
 
 15 
 
 3 and 4 Geography 
 
 11:05 
 
 15 
 
 1 
 
 and 2 
 
 Num. (3) Lang, (2) 
 
 2:15 
 
 15 
 
 7 and 3 Geography 
 
 11:20 
 
 20 
 
 3 
 
 and 4 
 
 Arithmetic 
 
 2:30 
 
 10 
 
 5 and 5 Language 
 
 11:40 
 
 20 
 
 5 
 
 and 6 
 
 Reid, Lit , C, E. 
 
 2:40 
 2:50 
 3:00 
 
 3:10 
 
 3:30 
 
 3:45 
 
 4:00 
 
 10 
 10 
 10 
 
 20 
 
 15 
 15 
 
 Recess 
 3 and 4 Language 
 All Y,'riting(3) 
 Lravy (2) 
 5 and 6 Hist. (3) Phys. 
 
 (2) 
 7 nnd 8 Hist (3) 
 Fhys (2) 
 • All Spelling. 
 Dismissal. 
 
 Nature Study 6 days each month. 
 Sec Course of Study for Public Schools of Idaho, 1913, pa.ge 22. 
 
N^'.ture Study, 
 
 Page 35. 
 
 VII- Daily Progrnni cf Recit-i.tions for One Rooin Schools of 'Vashinston. 
 
 
 Forenoon 
 
 9: CO 
 
 All I.IuGic 
 
 9:15 
 
 1 & 2 Reading 
 
 9:30 
 
 7 5;r.8 Reading 
 
 9:50 
 
 3 cc 4 Reading 
 
 10:10 
 
 All V/riting 
 
 10:25 
 
 Recess 
 
 10:3 J 
 
 1 & 2 Numbers 
 
 10:50 
 
 5 & 6 Reading 
 
 11:10 
 
 7 & 8 Arithmetic 
 
 11:25 
 
 3 5; 4 Arithmetic 
 
 11:45 
 
 5 & 6 Arithmetic 
 
 12:00 
 
 Neon 
 
 
 Afternoon 
 
 1:00 
 
 All Opening 
 
 1:05 
 
 7 & 8 History 
 
 1:20 
 
 1 & 2 Reading 
 
 1:35 
 
 3 & 4 Reading 
 
 1:50 
 
 5 & 5 English 
 
 2:05 
 
 7 & 8 English 
 
 2:20 
 
 3 & 4 English 
 
 2:35 
 
 Recess 
 
 2:45 
 
 .1 & 2 Language & Spelling 
 
 2:55 
 
 5 & 6 Science 
 
 3:10 
 
 7 5: 8 Science 
 
 3:25 
 
 3 a 4 Science 
 
 3:40 
 
 5 5: 5 History 
 
 3:50 
 
 All Spelling 
 
 4:00 
 
 Dismissal 
 
 See State Course cf Study Elementary Schools of the State of V/ashington,1915 
 pag3 5. 
 
 Materials for a Course of Instruction in Nature Study. 
 I- The Im.mediate Environment of the Child, 
 
 A- Extracts from an Address by Dr. \7, C, Bag ley , Dean of the School of 
 Education, University of 'Illinois. "In brief the 'nature study idea" in 
 teaching is simply a plan to utilize the objects and forces of the immediate 
 environment as centers about which to gather and crystalize the knowledge 
 that the human race ha.3 accumulated. As its advocates so strenuously insist , 
 nature study is a study cf things rather than of words , — a study of the 
 real objects that surround us , rather than of what men have aaid about these 
 things. Sometime^ this point of view has been a little disconsei'ting to 
 the teacher, --vho has perhaps come to think of knowledge as essentially 
 something concerned v/ith books. Rut this attitude is due to misapprehension. 
 
v 
 
Mature Study. Page 35. 
 
 A type of education that divorced its-slf entirely from the printed page 
 would of course, be not only short-sighted but f^tal. What man has found 
 out about the materials v/ith v/hich he is brought in contact ,- v;hat they are 
 composed of, v/here they come from, hov; they gro'v or hov; they are produced, 
 how he recognizes them 'vhon he sees theni, and most important of all, how he 
 can use them for his own purposes, — these are the topics v;ith \7hich books 
 deal and to cast books aside would be to cut ourselves loose from that great 
 store o: human experience which forms the basis of our interpretation of the 
 
 •;;orld. "But if the nature study idea does not propose to divorce 
 
 education from books , in v/hat '/ay does it differ from the type of education 
 v;ith which we are all familiar. It seems to. m.e th'it the chief difference 
 is in the approach to teaching. Our methods of instruction have been prone 
 to plunge the child at once into the deep sea of words v;ithout first taking 
 the precatiuion to teach him to 9v;im. And the nature study idea proposes 
 first to teach him to swim by suitable exercises in shallov/ water. "7e shall 
 begin with what the child knows best and is most interested in, and these 
 are the things that immediately sui'round him. Through these v/e may stimulate 
 in him a desire to know and appreciate and understand these tKings in the 
 light of what the r^ace has discovered about them. Aud this is the way all 
 know'iedge has grown. It has started with hiraan interests and human needs, 
 and it has been in satisfying these interests and meetirig these needs that 
 kno^'/ledge has developed. And so the thing has cone first and the word 
 later, — the interest and the need, and then the book,— and this is the 
 sequence that the nature study idea v/ould introduce into the work of teaching. 
 The great difficulty -^ibout employing this natural method of approach 
 in teaching lies in the fact that we -.'ho teach have obtained cut knowledge 
 
feture Stuiy, Page 37, 
 
 ohisfly in another "/ay. It has been more or less divorced from the realities 
 of life, r/e have been led to think of the printed vfot.d as one thing and the 
 'vorld of men .-md objects as quite another thing. "'"We have missed that 
 intimate connection which I have attempted to trace, and the fact that 
 kno";ledge must always justify itself in helping us to understand and use 
 the things of everyday life has seldom been forced upon us. As a consequence 
 we find it extremely difficult to make this connection in cur teaching, 
 
 "It was this difficulty -yhich led to the development of the Course 
 in Agricultural ilature Study. This course outlines a plan of uding 
 systematically the materials cf the child's own environinent for the purpose 
 of bringing hir.i into possession of his heritage cf kno'7ledge. It suggests 
 the natsrials that can be effectively used in each grade during every 
 month of the year. And inasmuch as the course is intended primarily for the 
 rural schools, it emphasizes, slightly at first, and then with a gradually 
 increasing insistence, the vocational factor." 
 
 "The nature-study idea as applied to agriculture means'- in the 
 first place, then, that the materials of instruction be confined at the 
 outset to the materials found in the immediate environment of the child. 
 3ut it also means something more. It means that the study throughout is to 
 emphasize the child's ov/n activities in observing and studying these materialo 
 in collecting data for himself, and in drawing for himself certain inferencba 
 ?nd conclusions. A great nany of the facts that are important in life can 
 be learned by anyone "vho keeps his eyes open. Ivhny of them it is true 
 remained undiscovered for a long time, but this was largely because men's 
 prejudices prevented them from seeing ■'"hat was right before their eyes. 
 
i 
 
Nature Study. Page 38, 
 
 It is not difficult to demonsxrate the curvature of the earth, for example, 
 but for centuries men refused to think of the earth as round, because their 
 minds v/ere held in bondage by certain superstitions v;hich blinded them to 
 the truth. For a period covering one thousand years, men persistently re- 
 fused to study the natural objects about them. If a question was raised 
 with regard to trees , the learned men went to the books and found out what 
 Aristotle had to say about them, Aristotle was a great man, — undoubtedly 
 the greatest nan from the standpoint of intellect that the human race has 
 yet produced. But no man even though he be an Aristotle, has a right to do 
 the constructive thinking for the entire v/orld over a period of ten centuries, 
 
 "I quite agree 'vith those v/ho voice the criticism that our schools 
 are encouragiag superficial rather than penetrating knowledge, but I cannot 
 see that this is an inevitable outcome of the present plan. If theteacher 
 is careful to keep returning to a topic until it has been thoroughly mastered, 
 and careful also to spend generously df the time alloted for this v/ork in 
 tr.orough goi^g reviews that v/ill make out of the facts gleaned a coherent 
 and nell-articulated body of knor/ledge, this grave danger v;ill in a measure, 
 be counteracted. Let me suggest that it vdii not be essential to success 
 v/ith this course to cover every topic that is outlined. Far better an in- 
 tensive study of a few topics than a scattered and ill-digested survey of the 
 entire field, I do not think that the seasonal arrangement of topics means 
 that the teacher should never refer to them after the season in question has 
 passed. The seasonal arrangement simplj' means that we should take advant^^ge 
 of the dominant activities and interests in introducing new material. But 
 once we have made our initial study, we should not be afraid to review and 
 
 k 
 
Nature Study. Page 39, 
 
 and drill until our fn.cts are v/ell mastered. I feel like emphasizing this 
 3tf?tsment very strongly. One of the chief weaknesses of the nature-study 
 ^lovement has been its uriaoly alli.-jnce v/ith a certain type of "soft Pedagogy" 
 which asserts that the child should never do anything in which he has not 
 an irnriediate interest. The vrt.luahle features of the nature-study idea can be 
 retained without surrendering ourselvei3 to this fatal fallacy. If we have 
 done cur best to give our teaching a vital setting, and to relate it to the 
 life and activities of the child , vye nust hold the child responsible for 
 doing his share, and this v/ill involve concentrated effort and frequent 
 repetitions until mastery results. If v/hat v;e teach is worth while, it 
 v/ill necessarily involve effort ar^ concentration in its mastery; and the 
 only reasoi'j. in the world for providing an attractive approach to our 
 proble;..3 is to stimulate our pupils to put forth their very best efforts." 
 II- The Mature of the Gi-..ild, 
 
 A- Coulter and Patterson, Practical Mature Study and Slementary 
 Agriculture, pp 75-81. 
 
 1- Ho\7 does the child's v/orld differ fror that of the adult? 
 p 75. 
 
 2- \73int desirable qualities may boys and girls acquire through 
 the right teaching of aaturs study? p 76. 
 
 3- \7hat characteristics do children have in connr.on? p 76 
 
 4- Characteristics of children of Prirarv Grades, pp 76-78. 
 
 a- Interested in what?. 
 
 0- Ideas how gained and fixed?; 
 
 c»? Duration of interests in activities and objects; 
 
Mature Study. Page 40. 
 
 d- The tine elonent in their lives . 
 e- Present stock of kncvlodge hov; gained? 
 f- V/hat do they knorv? 
 5- Hov/ prevent the formation of the gap between hone ^nd school? 
 
 Wfigo 7/ . 
 
 6- Materials for Nature Study Course in Prinary Grades, p 77. 
 
 a- What food materials? 
 
 b- IVhat ririir.io.l -nd pl;=^.nt life? 
 
 c- oheltar and Clothing. 
 
 d- How utilize the activities of the children? 
 
 7- Characteristics of Children of Intcrtnodiate Grades, pp 78-79. 
 
 a- 'do':i arc nev; relations established between them and their 
 
 environment ? 
 
 jrrados ? 
 
 b- '/hat now interests belong to the children of these 
 
 c- Character of the croativo instinct? 
 
 d- \7hat nev; dcciren have thoy? 
 
 0- "/hat must bo the general character of the tasks assigned 
 them at this age? 
 
 8- Materials fcr Mature Study Course in Intcrraediate Grades, p 73, 
 
 a- Plant life -vncre found? 
 
 b- Animal life '"'hat? 
 
 c- Matural phenomena and tools. 
 
 d- Appropriate material affords i-'hrt tv;o opportunities to 
 chiiaren of these ;;radc3 ? 
 
Nature Study. Fape 41. 
 
 e-Value and import.-^.nce of developing responsibility. 
 3- Characteristics of Children of Grammar Gr-^.des. p 79. 
 a- Experiences and kncvlcdgo. 
 b- Lav/s and living things . 
 c- Attitude towards natural processes, 
 d- Searching for truth, 
 e- Recognition of social order and need of cooperation. 
 
 10- Materials in Nature Study Course for Graminar Grades, p 79. 
 
 a- Enjoinnent in vihhi, kind of nork? 
 
 b- Kinds of experiinents . 
 
 c- Fundamental relntions. 
 
 d- Original designs. 
 
 e- Group Classifications 
 
 11- Opportunity for progressive v.'ork. p 80. 
 
 12- Adaptability to the child always first consideration in choice 
 of niatcrial and method of presentation. p 30,. 
 
 13- Importance of natural relations. p 80. 
 
 14- Illustra,tion of organization of material, p 30» 
 
 15- Fitting the iiature work to the needs of the child; "While 
 the hope of fitting the nature '7ork to the exact needs of the child at 
 every step in his devGlopmont '-ill, perhaps never be fully realized, yet, 
 
 if T, '-e '-/ork is pl.^nnc-d and carried out along lines of his gro'ving intelligcnc 
 "^nc^. sympath'es, it ••■.dll fulfill its mission. It v;iil leave the child better 
 equipped to meet the exigencies of life, better disciplined, physically, 
 
liHturo Study. P'^ge -iZ. 
 
 mentally, a.>id noraily to do '■/ork in the v/orld , and it r/ill le-^ve an abidi'.g 
 
 interest in nature v;hich stimulates self -resourcefulness , and nal:es the 
 
 v;orld in every aspect al"/ays a roost interesting and enjoyable place of 
 residence," pp 80,31 
 
 Sons Principles of Teaching in a Bourse of Instruction in Nature Study. 
 
 There is great need of caro in the use of terns that children 
 can understand. Contrast the language used in the f ollo'ving , both describ- 
 ing the iTianufacture of starch and ch'^ngc to sugar in plant gro-'th. 
 
 1- For university students in Atkinson's College Botany pp 67 and 77; 
 'T/e reason from this that starch is the product of cheuiic^.l ch?nge which takes 
 place in the green cells under these conditions. The carbon-dioxide which 
 is absorbed by plant rixes v/ith the '-.'ater in the cell and ir.imediately forms 
 carbonic acid. The chlorophyl . in the leof absorbs radiant energy f ron the 
 sur. T/hich splits up the carbonic acid , and its elenents then are put together 
 into -^ more complex compound, starch. This process of puttirig togsther the 
 elements of an organic ccir^pound is a synthesis, or a synthetic assxiviil'-tion , 
 since it is done by the living pl'^nt. It is therefore a synthetic assicila- 
 tion of carbon-dioxide. Since the sunlight supplies the energy it is also 
 called photosynthesis , or photosynthetic assirdlation," 
 
 "VJe have seen th^t in m-^ny plants the carbohydrate forced as tlie 
 result of carbon-dioxide ■^ssinilaticn is stored as starch. This substance 
 being insoluble in •;ater r.mst be changed to sugar, 'vhich is soluble, be: ore 
 it can be used as food or transported to other parts of the plant. This is 
 accomplished through the action of certain enzynes , principally diastuse. Thi 
 
Nature Study. Page 43. 
 
 substance has the po'ver of acting upon starchi under proper conditions of 
 temperature and moisture, causing it to take up the elements of v/ater, and 
 30 to become sugar." 
 
 2- "Uncle John's" story of the starch factory in a Cornell Ilature 
 Study Leaflet for the boys and girls of Ncv York state; "Plants are just 
 liko us; they hive to h?^ve food to r.-ake them grov;; 'vhere is the food and 
 ho".' do they get it: Every green leaf is a factory to make food for the 
 plant; the green pulp in the leaf is the machinery; the leaves get the raw 
 "■aterials from the sap and the air, and the machinery unites them and makes 
 them into plant food. This is mostly starch, for this is the chief food 
 of plants , although they require some other kinds of food also. The ms.chinery 
 is run l:y sunshine pcver so the leaf -factory can make nothing without the 
 aid of light; the leaf -f 'ictories begin to r/ork as soon as the sun rises, and 
 only stop v/orking '-/hen it sets. But the starch has to be changed to sugar 
 before the baby grov/ing tips of the plant can use it for nourishment axic 
 gro'-/th; and so the leaves after making the starch, are obliged to digest it , 
 changing the starch to sugar for the growing parts of the plant feed upon 
 sweet sap. Although the starch factory in the leaves can work only during 
 the daytime, the leaves c?n change the starch to sugar during the night. So 
 far as v/e knov/ , there is no starch in the v/hole world which is not made in 
 the leaf factories." 
 A- Vhite Elem.ents of Pedagogy. 
 
 I- "Principle 1:- Teaching, both in matter and method, m.ust be adapted 
 to the cap-ability of the taught", p 100, 
 
 II- "Principle 3:- There is a n-^tural order in which the powers of the 
 mind should be exercised, and the corresponding kinds of knowledge taught." 
 
Nature Study. Page 44. 
 
 page 104. 
 
 '"Thii principle has been specialized in the form of maxims of element'.ry 
 teaching, including the iclio^ving: 
 
 1- Observation before reasoning. 
 
 2- The concrete before tho abstract; sense kno'7ledge before thought 
 knowledge. 
 
 3- F^cto before' definitions or principles. 
 
 4- Processes before.; rules. 
 
 5- Fror. the particular to the general, 
 
 6- FroD the sirriple to the complex. 
 
 7- From the knov/n to tho related -.nknovm 
 There are liuitations tc above maxiir'.s.- p 105. 
 
 ''" III- ''Principle 4:- Knowledge cm; be taught only by occaaioning the 
 
 .■appropriate activity of the learner's r-ind." p 111. 
 
 IV- "Principle 5:- The primary concepts and ideas in every branch of 
 kno'/ledge must be taught cbjectively in all gr'^des of the school." p 113. 
 B- Mcllurry , The ibthod of the Recitation. 
 
 I- Laws Underlying Processes in TeTching:- "If the leading thoughts 
 thus far presented are true, there arc certain steps in inc+ ruction that are 
 universal. Mo matter ';hat the study be, v;hether Latin, mather.iatics , ocience, 
 or some other, there is o certain order that the mind must follo'7 in ac- 
 quiring kno^'/ledge. Through the old related experiences (first ste^j pre])ara- 
 tio.i)*ne'7 individual notions are reached (second step, present'-'ticn) ; these 
 are compared and their essentio.! characteristics abstracted (third step, 
 comparisoti) , ana the resulting general truth, is v;orded (four step, gensralisa- 
 
Na-oure Study, Page 45, 
 
 tion) ; this generalization finnlly receives application (fifth step, 
 application). Since these steps , arc passed through in this order r;ithout 
 reference to the nature of the subject matter presented, they are rightly 
 called the T:"crn,'vl Steps of Instruction," p 283< 
 
 II- A Cle-ir Outline of Pivotal Questions;- "Aside from r-sn aim, the 
 te.^rher ;ill alro be greatly aided by a cl c^r out line- of pivotal questicos . 
 If ;he realizes v/hat her tvo or three main problems are for a thirty-minute 
 period, 3ho h''3 practically three or four sub-aims in mind, and they v/ill 
 keep her upon the right road in the subdivisions of the recitation, just as 
 the large ^i^ for the entire period guides her for the whole recitation, A 
 clcr otTtement of the leading questions on a given subject is essential to 
 the fullest preparation for teaching it. Very often good instructors prepare 
 for clrss '7orl; by "rr^Tiglnr^ their subject-matter in topics and dssigaating 
 each by r?n - .],ropria-^e heading, Dv-t a great amount cf indef i/dteness nay 
 be concealed under nere headinp;s . The division of a subject into topics, 
 with a suitable nip-e for each, can be made by one ''.'ho possesses no skill 
 whatever as a teacher; but the proper v/crding of the correspondir.g quostion?: 
 th.-^t ^-/ould actually be put in class cannot be given by such a person — that 
 requires an intimate l:no\7lodge of children's interests, of their vocabulary, 
 etc. Ihio means tiist the method of treating a subject has not yet been 
 determined -.'hen one h-^s decided only upon his topics. Training teachers in 
 the '"'odel departments of norr.,?l schools receive remnrlc.^bly little inf orratic;:. 
 •?bov;t the actu'il method to be employed by student te.'^chers , -.'hen tlir lattvr 
 present to 'ohem only a careful outline of the subject-matter to be taught, 
 _'he difficulty here involved has been alre-ady suggested in the discussion of 
 
Jatvre Study. - •P^ge 46. 
 
 1 .1 M I . 
 
 the ain of the recitation. In that connection it was stated that the aim 
 night often take the form of a question or ijroblen , and it xins shown by 
 example ho^v difficult it v/as to fir4 a suitable wording for it. But as in 
 the cast? of the airn , so here, the rightly v/orded question plants .■? topic 
 uithin rsach of the children, -vithin their experience and interest. Here we 
 see ^gain hor- ■'Hjustment of the nev; to the old is secured. 
 
 "An exanple may nake the matter clearer. In the study of the sugar 
 maple the chief headings might be shape of tree . root , stem , leaves , etc . 
 Some of the minor ones might be the color and form of the leaves, the density 
 of the shade, the superiority of the hard maple over the soft maple, etc. 
 But v;ith such headings little preparation has been made for actual -.teaching , 
 for no s-oggestion is given t?ius far as to ho^"; these matters \7ill be broached 
 in the presence of children, Since these facts cannot best be told to them 
 outright , some question must be conceived i^hich will be broad enough to 
 include several facts and sufficiently suggestive to provoke thought. Let 
 this be one: Vfnat reasons an you give '<':hy the hard maple, or sugar tree, 
 is so v;ell liked by us all? The replies ^lill come that it is beautiful, the 
 color of the leaves is so green; also, that the shape of the tree is pretty, 
 it is so regular, or symmetrical. Further than that, on hot summer days it 
 gives an excellent shade, denser than that of many trees, for instance, the 
 soft maple. This is partly because the le3ves grow on the stems in the 
 middle of the tree, as well as outside nhere the sun can easily reach then. 
 Also, the tree can endure more th-^n many other trees. The "vood is harder 
 th-^n that of the soft n^ple , hence the n'ime h-^r d maple; and the tree branches 
 diiferently from the soft m^ple , so th-^t heavy -'inds , sleet, etc., are less 
 
N.uture Study. Page 47. 
 
 likely to break and tear it to pieces. 
 
 "If this part of the recitation proves especially interesting 
 and profitable, it is to a ^reat degree because the leading question is 
 broad enough to include several answers under it, and is so stated as to 
 elicit rruch thinking." 
 
 "Further questions might be the following: V/here does the tree get 
 its food? VHiat part of the roots acts as mouths for receiving the food? If 
 the little hairs are so important what suggestion would you make abotrt trans- 
 planting the trees? V/here, then, could the water be best poured for water- 
 ing trees? r/hy are these roots and root '-.ers so knotty and irregular? V/here 
 does this water go that enters the roots? Through what part of the trunk do':5 
 it pass? V/Iiy are the leaves so thin and broad? How can the leaves prevent 
 too much evaporation? .V/hy are the petioles of different lengths?" 
 
 "The fact that it requires very careful thinking to word such 
 questions as these, even after one is well acquainted with his subject-matter > 
 is proof that they are .an important advance upon the arrangement of a subject 
 by mere headings. But the teacher who approaches her class with that pre- 
 paration, i.e. with her questions clearly marked out, is partly protected 
 from wanderir^. K proper question 'requires a definite ansv/er , v/hile both 
 the amount of matlj'er included under a heading and its nature are uncertain. 
 Consequently both teacher and pupil are mo're likely in the former than in 
 the latter cnse to knoiv when they ar^- jn the right track and when they have 
 finished." pp 147-150 
 
 Some Reference Literature in Selecting Outlines for a Course of Instruction 
 in Nature Stvidy, 
 
Nature Study. • P^S^ 3. 
 
 Chandler- Hfibits of Calif ornia' Plmits. 
 Escig- Injurious and Beneficial Insects of Cr>litornia. 
 Payne- California Wild Flowers and ilative Trees and Shrubs. 
 Jopson- Trees of California. 
 \Tnoelock- Birds of California. 
 Parson- Wild Flowers of California. 
 Jepson- A Flora of ]"iiddlc V/cstorn California. 
 Uickson- California Garden Flcr/ers , Shrubs, Trees and Vines, 
 V7ickson- California Fruits and Hov; to Grcv; Them, 
 V/ickson- California Vegetables in Garden and Field, 
 Monthly Bulletin of California State Coiranissicn of Horticulture. 
 Rogers- Tree Book- Oaks of the Pacific Coast, 
 Rogers- Among Groen Trees, 
 
 The Nature Library, 15 vols.- Insects Book, Animals Book, Tree Book, etc. 
 Coast ock- Hand Book of Kature Study for Teachers, 
 Hodge- Nature Study and Life, 
 Comstock- Insect Life, 
 Badenoch- Romance of the Insect VJorld. 
 Grinnell- Our Western Birds. 
 
 Patterson and Dexheimer- Lesson Plans for Teachers in Nature-Study 
 Agriculture. 
 
 Coulter and Patterson- Practical Mature Study -aid Zlsmentary Agriculture. 
 Bailey- The Nature Study Idea. 
 Holden- F.eal Things in Nature. 
 Cornell Nature Study Leaflets. 
 
Nature Study, Page 49, 
 
 Courses of Study, State, City and County. 
 Some Suggestions on Ilaking an Outline of Courses of Instruction in Mature 5tv/l;- 
 
 I- The Fundamental Principle in Selection of Material, 
 
 1- See bottom page 9. Revie\7 pages 47 and 48 of book referred to on 
 that page, 
 
 2- See bottom page 39. Review pages 75-81 cf book referred to on that 
 pago, 
 
 II- Construction of Outlines. 
 
 1- "An outline constructed by the teacher is a good thing. It may not 
 
 be a good outline, but it is the organized expression of the teacher's thought 
 as to the possibility cf the subject in th-'it particular school. It is an 
 evidence of independence, '-vhich me.-ns that the outline v/ill be modified for 
 the better as experience increases. An outline obtained from a successful 
 teacher is ilsd a good thing. It v;ill be a good outline, not to follow, but 
 to study. Ono may catch from it the principles involved , the spirit , the 
 methods, and the sort cf material that has proved successful. It will probably 
 enable another teacher tc make his own outline better, but there is always 
 the temptation tc 'crih bodily'' and be done v;ith the trouble". Coulter and 
 Patterson pp 42 ,43. 
 
 2- Dangers in following outlines. See page 16 .^nd review pages 42,43, 
 44 of book referred to. 
 
 III- Material for Elementary Grades to Furnish Mctivo for a I.iaxiriUm of Out- 
 door Activity with a !;iinimum of Indoor Laboratory Processes, 
 
 1- "The best natur-,? -study observation is that which is done out-of-doors; 
 
Nature Study. Page 50, 
 
 but some of it can be mnde from ntaterinl brought into the school rooin"- 
 33iley Nature Study Idea ?ngeB 40,41. 
 
 2- "The great intention cf nrature-study is to cultivn.te a sensible 
 interest in the out-of-doors , ?nd to remove all conventioaal obstacles there- 
 to. Real interest in the out-of-doors does not lie in the physical comfort 
 of being in the open in "good" '-/eather (persons ■'•/ho have this outlook do not 
 kno'^v nature), but in spiritual insight and sympathy." Bailey, Nature Study 
 Idea. Page 56. 
 
 3- "Plants al'vays should bs taught by the "laboratory method"; that 
 is , the pupil should r;ork out the subjects directly fror the specimens 
 themselves ; but I should '-/ant it underr;tood that the best "laboratory" may 
 be the field , and that plants are to be studied as plants rather than as 
 dissected pieces." Bailey, Mature Study Idea. P. 70. 
 
 4- "In the high school the teacher should be v;ell trained in some 
 
 special line of science, and if he has had a course in a college of Agriculture; 
 
 ..J 
 he should be much"0etter adapted to the v;ork. Here the teaching may partake 
 
 more of the indoor laboratory method, although it is possible that our 
 
 insistence on fcrr.al laboratory v/orl: in both schools and colleges has been 
 
 carried too far." 3ailey , i-Jature Study Idea. P. 103. 
 
 IV- Selection of I'atcrial Suited to California Conditions. 
 
 Tiie instructor of this course has asked various mei;i':ers of the staff 
 
 of instruction of the University of California to give lists of material 
 
 that -vill enter into a course of instruction in Agricultural nature study for 
 
 the rur^l schools of the St-?te. These lists here follcv. 
 
N-^ture Study. Page 51, 
 
 Professor J. \'J. Gilinore:- Firn Crops Suitable for 3tu<i\'- in Schools . 
 
 Uhest. 
 
 V/hite Austrnli-^n- A befjr-ied v.-hea^ of good milling quality. 
 
 Sonorm- A beardless v/heat of good milling quality. 
 
 Club- A be-^rdless compact he^d 'vheat , non-shattering and drought 
 
 resistant. 
 
 Barley . 
 
 B^y- 5-ro^7ed type for feed. 
 
 Hennchen- S-ro'^ved typo for malting. 
 
 Hooded- A be-rdleos hooded type. 
 Oats. 
 
 r.lack- Gro'-.'S to good advant'-ige ilong coast. 
 
 Red- ) Suitable for vallevs. 
 
 ) 
 
 Yellow) 
 Corn. 
 
 Vjliite dent- (r.exican June). 
 
 Yellov; dent- (Pride of the 'lorth) 
 
 Yellov; flint. 
 
 Sugar. 
 
 Pop , 
 Rye. 
 
 Any variety. 
 S or.:- hum. 
 
 Feterita- An erect •■vhite seed variety. 
 
 Milo- A yellov; gooseneck variety. 
 
Nat we Study, Page 52, 
 
 Shallu- An open headed variety. 
 
 Pice.. 
 
 Japanese type- Short gr-iin. 
 
 Honduras- Long t;rain. 
 Potato . 
 
 Early rose- Red skin and eirly. 
 
 Burbank- White skin and late. 
 Beans . 
 
 Lima- Pole v,?riety for coast counties. 
 
 Pink- For valley conditions. 
 
 Tepary- For very 'iry conditions. 
 
 Blackeye- A cowi^ea for valley conditions. 
 Sugar Beets . 
 
 Any variety. 
 Cotton. 
 
 Durango- Short staple, linted seed. 
 
 Egyptian- Long staple, naked seed. 
 Crass . 
 
 Rye- Hay nnA. li'/n grass for coast counties. 
 
 Timothy- Hay grass for northern nnd eastern counties. 
 
 Eluegrnss- For l-rrns requires Duch water. 
 
 FoxtTil- Ilostly a '"/eed, beards very stiff --.rhen ripe. 
 Alf^lf-?. 
 
 Any variety. 
 Vetch. Uinter. 
 
Nature Study. Pag© 53, 
 
 Ra-jje. I>7arf ess ex. 
 Clover .Y/hito. 
 
 Red . ' 
 
 Professor E. 0. Essig:- Comnion Injurious and Beneficial Insects Suitable 
 
 for Study in Rural Schools. 
 
 First:- Injurious. 
 
 I. Orchards 
 
 ( Deciduous ') 
 
 1. V/ooly apple aphis ( Eriosor.a l-^nicera ), 
 
 2. Green npple -^phis ( Auhis i>omi) . 
 
 3. r,Slnut aphis ( Chroiraphis juglandicola) . 
 
 4. European fruit lecr^nium of brov/n -apricot scale (Lecaniur^ corni) . 
 
 5. San Jose scale ( Aspidiotus perniciosus) . 
 
 6. Oyster-shell scale ( Leoidosaphes ulmi ). 
 
 7. Pear thrips ( Tneniothrips pvri ), 
 
 8. Lesser shot-hole borer ( ^.yleborus xylogr^uhus ) . 
 
 9. Flat-headed apple troe borer ( Chrysobothris f erior^t-^ ) . 
 
 10. Peach tv/ig borer ( Ann r 31-3. liner^tella) . 
 
 11. Crilif ornia peqch borer ( Aeg:eri?. op-^lescens) . 
 
 12. Spring canksrvorri ( P^le^crita vern-^.t^) . 
 
 13. Red-hunped caterpillar ( Schizun concinna ). 
 
 14. Forest tent caterpillar ( ■'.al^coson'^ disstri-^) . 
 
 15. Codlin-r?oth ( Cvdia pornonella ). 
 
 15. Pear or cherry slug ( Caliroa cerasi) . 
 ( Citrus) . 
 
 11. Cottony cushion sc^le (icerya purch-jsi). 
 
Nature Study. ^''S® ^*- 
 
 IS. Gr'j.y citrus or citricol-i. sole ( Coccus citricol-^). 
 
 19. Soft brov/n scale ( Coccus hes-ceri'-lup) . 
 
 20. Citrus riealy bug. ( Pseudococcus citri ) 
 
 21. Bl^ck scale ( Saissetiri oleae ) ■ 
 
 22. Red scale ( Chrvsor;i;.ih?.lu3 aurantii) . 
 
 23. Purple scale ( Lepino^aphes i-ecldi ) . * 
 
 24. Fuller's rose beetle ( PantoDorus lulleri) . 
 
 II, To Grapes and Berries . 
 
 25. Grape leaf -hopper (Erythronoura c ones ) . 
 
 26. California grape root--;orri ( Brorpjus obscurus ). 
 
 27. Currant or Gooseberry fruit -fly ( Spochra c-^r^densis) . 
 
 28. Stra.'vberry crovm moth ( Aegeri? rutil-^ns) . 
 
 29. V^hite-lined sphinx ( Celerio lineata ). 
 
 30. Raspberry horn-tail ( Hartigi-^ cressoni ). 
 
 III. To Garden. 
 
 31. Green pea aphis ( M'^crosiphun- pisi ), 
 
 32. lie Ion aphis. ( Aphis gossyiJii) . 
 
 33. Squash bug ( Anisa tristis ) . 
 
 34. H-^rlequin cabbage bug ( l.Iurgantia histrionica ^ . 
 
 35. Eean thrips ( Heliothrips fasciatus ). 
 
 36. V/estern 12-3potted cucumber bettle ( Diabrotic.i sorer) 
 
 37. Sugar beet -.•ire'-'orr ( Jlmonius calif ornicus) . 
 
 38. Potato flea-bettle ( Ep it r ix c uc um er i s ) . 
 
 39. ' -estern radish maggot ( Phorbi^ planiiJil'jis ) . 
 
 40. V'^rief^t-5d cvtv;orni ( Lycophoti'? Pirgaritos-? ) . 
 
Nature Study. P^gc 55, 
 
 41. Corn enr-xiorra ( Chloridea obsoleta ). 
 
 42. Potato tuber moth ( Phthor.iin.aea operculella) . 
 
 43. Imported cabbage v/orm ( Poutia rapae ) . 
 IV. To_ Forage Crops and Cereals . 
 
 44. Devastating grasshopper ( Nelanoplus devastator ). 
 
 45. Oat aphis ( Aphis ^venae) . 
 
 46. Tarnished plant-bug ( Lygus prat ens is) . 
 
 47. Alf^lf-? c'iterpillar ( Zurymus eurvther.e ) . 
 V.' To_ Stored Products . 
 
 48. Bean >-;eevil ( Acanthoscelides obtectus) . 
 
 49. Pea ^-'eevil ( Bruchus pisoruj-- ). 
 
 50. The gramry \7eevil ( Calandra gramria ), 
 
 51. The rice '''eevil ( C^lTnara orysae ) . 
 
 52. A.ngoumois grain moth ( Sitotroeia cerealella) . 
 VI . To ric'/ers and Qrnniyentals . 
 
 53. P.ose aphis ( Macrosiphum rosae ). 
 
 ■ 54, Green peach aphis ( Rhopalosiphun persic^e ) . 
 
 55. European elm scale ( Gossypi.ria ulrd ). 
 
 56. Greedy scale ( Aspidiotus camelliae ), 
 
 57. Ivy or oleander scale ( Aspidiotus hederae ). 
 
 58. Greenhouse i-'hite fly ( Asterochiton vapor-riorun) . 
 
 59. Rose snout-beetle ( Rhynchi-tes bicolor ). 
 
 60. I'ourning cloak butterfly ( Zv.v^ness.? nntiopa ) , 
 
 61. Thistle butterfly ( Va nes s a c a rd ui ) . 
 
Mature Study. Page 56, 
 
 Gecond : ~ Benefici.Til 
 
 I. Attacking Insects . 
 
 1. Coir>rnon red block-spotted ladybird beetle ( Hippodridia convergcns ) . 
 
 2. The vedr^lii ( Novjus cardim lis ) . 
 
 3. L^rge syrphid fly ( Syrphus pyrr^stri) . 
 
 4. Pf^racite of SuropeTn Fruit Lec^nium ( Coii'ys fusc-? ^^. 
 
 5. ocutellista ( Scutellista cy^aea ). 
 
 II. Pollenizers . 
 
 1, Blaotophaga ( BlTstooh.?r<a psenes ). 
 
 2. The honey bee ( Aphis ; rellif ic? ) . ;0so producer of t very important 
 connercial product. 
 
 Professor Frederick T. Bioletti:- Ljst of graues and olives suitable for 
 study in the Rural .School.s of California. 
 
 A. For the coast counties. 
 
 B. For the interior. 
 
 1. Varieties corwonly grown. 
 
 2, " suitable for experimental planting. 
 
 (a) = suitable for arbors. 
 
 GRAPES . All Vitis vinif er-^ unless othenvise indicated. 
 y/ine; 
 Al. Zin^ -^ndel . Red, dry 'vine- the principal v/ine-gnpe of California. 
 
 Al. Palomino r '"'hite " " heavy bearer and nuch gro'-vn. (a). 
 
 A2, B^rbera . Red, dry -(.vine- high quality, not much grov/n, 
 
 Al. Serdllon . 'Vhite " " " " 'videly gro'-/n. 
 
 Bl. Alic?nte Eougchet. Red, dry or svieet 'vine- Cor.imon. 
 
nature Study. P.-Jge 57. 
 
 B2. V aldepenis , Red, dry v/ine- not puch grov;n, good quality. 
 
 SI* 'Vest's ''/hite Prolific , '.'.'hite , dry 'vine, heavy bearer, good quality. 
 
 Raisin. 
 
 Bl. t^uscat of Alexandria. The principal raisin of Calif orni'i produces the 
 
 laf?ge raisins of Spanish type. ' 
 Bl. Sultanina. (=Thonpson Seedless), produces seedless r-^isi.is. (a'/. 
 B2. Black Corinth. Produces the "Zante currants" of Greece, (a). 
 Shipping . 
 
 AlBl. Flar.ie Tokay. The principal shipping grape of California gro'vn in the 
 r/arner parts of the coast counties and the cooler parts of the interior, 
 Bl. Malaga , '-'/hite- the second most important. 
 Bl. Envporor, Black or red according to locality. 
 Hone Use. 
 
 A2. Rose Sult-^nina. (?) . red, 
 
 A2. Pierce. (Vitis Labrusca) (a) Black -^nd slip-skins. 
 A2.B2. Black liuscat . black. 
 B2. C-ros Colman. black,- 
 Al.Bl. Pal org no (a) white. 
 
 OLIVES . 
 
 Bl. Mission. Hine-tcnths of all Californian olives are of this variety. 
 
 A2.B2, Ascolano. Very large; does v;ell in most localities. 
 
 A2.B2, Redding. Useful only to produce seedlings for propagation purposes, or 
 
 as ^n crnanental tree. 
 
 Gr-fting St o c ks (phylloxera resi3t3;it) for vines , 
 
 Al.Bl. Rupestris St. George. 
 A2.B2. Rip-^ria x Rupestris 3309. 
 
N^.ture Study, 
 
 p.i^e 58, 
 
 Professor Ira J, Condit;- Tropical ^nd Ssrni-Tro^nc.n.l Fruits for Study in 
 
 Cnlif ornin. Rural Schools. 
 
 Lemon - Eurelc^, Lisbon, Villa. Franco.. 
 
 Orange - '"hshington Havel, Vnlencia, Kediterrane.an 3v;eet. 
 
 Grapefruit - Marsh, Duncan Triumph, 
 
 Fig- Calimyma, Adriatic, I.lission. 
 
 Avocid.:) - Taft , Sharpies s , llarinan. 
 
 D^te- Deglst Nur , Thuri , Hayoni. 
 
 LoQirrt- Champagne, Advance, Thales. 
 
 Jap-?.ne3e Persimrnon - H^chiya, Tinenachi , Hyakure. 
 
 Ginva- strr^v.'berry. 
 
 Por.->ep;ran'?to - \7onderful. 
 In addition to these the following fruits are grovn here riore or less 
 commonly but are not represented by -^ny comerci-^l varieties , the Feijoa 
 or Pineapple guava , the Jujube , the Gherimoya , the Pistnchio nut , and the 
 lla np . , 
 
 Professor 5. S. Rogers :- List of G-^rden Ves; stables Suitable for Study in 
 
 Rurr^l S chb o Is . 
 Vegetable Variety. 
 
 Artichoke 
 
 Asparagus 
 
 Beans 
 
 Beets. 
 
 Cribbage 
 
 Cprrots 
 
 Cauliflo";er 
 
 Celery 
 
 Corn 
 
 French Globe. 
 
 Polnetto 
 
 Golden Wax, Kentucky V/on'^er, Canadian './onder, 
 
 Crosby's Egyptian, Dupont Red, Crimson Globe, 
 
 Early Fl-'t Dutch, Early York, V.'inningstadt , 
 
 Danvers H^lf Long, Long Orange, French C'^rrot. 
 
 Early Paris , Snov;ball. 
 
 Golden Self -blanching , ''hite Plume, Giant Pascal, 
 
 Crosby's Early, Oregon Evergreen, L-^te AlTr-ied"?, 
 
Nature Study. ' 
 
 Page 59, 
 
 Cucumbor 
 
 Egg Plant 
 
 Lettuce 
 
 Musjanelon, 
 
 Ordon. 
 
 V'atex-relon 
 
 Pn.rs nip 
 
 Pe?.s 
 
 Pepper 
 
 Potato , Irish 
 
 Sr;eet 
 
 Piir.pkin 
 Radish 
 Rhubarb 
 SpiiiTch 
 
 Squash, Summer 
 "inter 
 Top-^t 
 Turnip 
 
 V/hite Spine , Long Green. 
 Ne'v York Ir.viroved 
 
 Los Angeles, California Cream Butter, Iceberg, 
 Jenny Lind, RockyFord. 
 
 California Red, Italian Red, Australian Brov;n, 
 Chilean, Angelino, Kleckley Sneet. 
 Hollo^v Crov;n, 
 
 Telephone, Strrjtegon, Ner/ Yorkshire Hero. 
 Chinese Giant or Bell, 
 .tocrican 'Tender , Early Rose, Burbank. 
 lierced S-^-zeets . 
 namnioth ICing. 
 
 French Breakfast , Long Scarlet, Chinese, 
 Crinson IVinter, Stra'vberry. 
 Prickley or Fall. 
 
 Y;hite Bu3h, Scallop, Yello-; Crooked Neck. 
 Hubbard. 
 Sp.arks , Sarli-^n^ , Stone. 
 Purple Top Flat, purple Top Globe. 
 
 Professor p. 3. Ken-oedy:- Troublesorie V/eeds in California for Stu'-Iy iri 
 
 the Rural Schools. 
 
 i!orning Glory - Convolvulus arvensis , 
 
 Occurirg first as patches v/hich my spread eventually over entire 
 fields if not controlled. Troublesome in garden, orchard and field. A 
 Creeping plant 'vith pernicious underground ster-s. Eradicated by auppression 
 of the leafage v/hich starves the rootstocks. 
 Johnson Gr.^ss - Andro-:o.gcn halepense . 
 
 Troublesome only vrhere 'vintcrs not severe -is i;- Southern 
 California. Mas large roctstccks 'vhich r.'3y penetrate to -■ lepth of 4 feet 
 in the orchards and fields. Eradicated by severe and contiguous pasturiiig 
 or by 3a~e r.iethods as ncrning glory. 
 Dodders or Love Vines Cuscuta sp . 
 
 Parasitic cr, Tlf?lf is -nd clover~ , suclcing the ncurioir:ent iro:.i • 
 
N^.ture Study. P^ge 60, 
 
 them for their ovm use nnd fin-^.lly destroying 3nd t-^ihing the place of the 
 host plant. Remedy, son cle:?n seed. Eradication by cutting and burning 
 before going to seed. Reseeding v;ith grass or grain or tillable crop for 
 a ijericd of one or t-'o ye-^rs. Then replant to alfalfa, using clean seed. 
 Mustards -Bras'3ica sp . 
 
 Some produce as nany as 15,000 seeds on a single plant. Trouble- 
 some chiefly in grains , especially in regions of continuous cropping. Seeds 
 '■/ill lie ioi-mint in the ground a long time, ten or fifteen years, and yet 
 vhen brought near the surface -vill germinate. Remedy, cle^n seed and summer 
 fTllondng. Karro'^ving grain ^.-hen young to destroy young and tender mustard 
 plants. Spnying v/ith iron-sulphate. 
 Barnyard Grass or '"ater Grass . - Echinochloa crus-g:alli . 
 
 Unusually troublesome in the rice fields , finally choking it 
 out. Sometimes three-fourths of the rice crop is v/tter grass. Remedy, 
 clean seed, and pulling out and cutting the plants off belcj? the crovm vith 
 a hooked knife. leaking clean and perfect seed bed so -'s to give the rice 
 plants every chance. 
 Coast Dandelion - Hyoochacris radicata. 
 
 Has taken thousands of ^cres of pasture l^nds on the immediate 
 
 coast. Remedy, grow grain for sevenl years and ppevent going to seed. 
 
 Summer fillow, La.v/ns and ^vaste places of Ber!:eley. 
 
 Star Thistle, Napa Thistle) 
 
 Tocalote ^ Cen:.3ure3 sp. 
 
 Common '.7ee'ds in grain fields. Interfering •■•ith harvesting. Lessens 
 the yield. Remedy, scrr cle-'n gr^'in- prevent seed production. H-nd pull 
 
.hture Stufly. Page 61. 
 
 '•/here not too abundant. Change to intertilled crop '-/here possible. Cle^n 
 sumr.'er fallov/. 
 
 Be mud a Grn.ss - Gynodon dr^ctylon. 
 
 A persistent grass, troublesone chiefly in orhh-irds. Portions 
 of the plants separated in cultivation easily root and produce nev plants. 
 Spreads rai->idly. Rev.iedy , Repeated shallov/ plov/ing so as to expose roots to 
 sun and frost. 3ov; the "land to a crop n-hich I'/ill produce dense shade -vhich 
 it dislikes, e.g. co^v peas. 
 Sour Clover - Mel i lot us indica . 
 
 A valuable cover crop and at the same time a plant v/hich causes 
 ;r;reat noney loss to the wheat gro'-ver. A few seeds in a sack of 'vheat 'vill 
 taint the -'hole sack and m-jke the flour unsalcTble. Remedy, An annual so 
 could be controlled by not allov/ing to go to seed. Thorough cleaning of 
 grain at harvesting. Extren>ely abundant in California, 
 ^:!i Id Radish - . Raphanus raphanistrum. 
 
 Particularly abundant in the coast region in oat fieldri. Looks 
 like a mustard , except tha.t the flov/ers are -/hite or very pale yellow v/ith 
 purple veir'S and the pods are constricted between the seeds. Remedy, Try 
 to stinulate seeds to germinate by cultivation and destroy young plnnts before 
 seeding dovm to grain. Hand pull before seeding. Treatment v/ith iron 
 sulphite not quite so successful as with the nrjstax~ds . Eaten by sheep ^nd 
 go^ts . 
 Uay/eed or Dos Fennel - An thems coiula. 
 
 Roadsides, fields, vacant lots, grain fields, and pastures, ijot 
 e-^ten by stock, hence "illo'-'e'i to multiply •'nd t-^I;e up spice '-'here useful 
 
Nr^ture Study. Page 62. 
 
 forage plrints should be gror/ing. Remedy. As it is an '?,nnu'?l , persistent 
 prevention of seed production '/ill eradicate it. In gn.in fields, the 
 seedli.'gs riight be hurrov;ed out in spring, in some soils. Ill-smelling 
 foliage, 'vhito d.^isy like flov7ers. 
 ?llk Thistle - Silybvim rn^riinum . 
 
 Recognized by its flecks of v/hite on l-jrge prickly green leaves. 
 Most ■'bund'^nt in the B-^y region, but extending north to iiendocino .and 
 south to Los Angeles, Trouhlesoi^e mostly in pastures, vcant lots, road- 
 sides. Ordinance against it in Alarieda County. Ren'edy. Spui belov; 
 the ground v/hen the plants are young in February. An hour's-vork at this 
 tine nill sive five later on. Prevent the plants going to seed, Plo'v and 
 put into a cultivated crop. Stock do not care for it and so patches in 
 pasture keep getting larger. 
 Nut Grass - Cyperus rotund us . 
 
 A sedge resembling a grass 'vhich bears little tubers o-- its roots 
 the size of the kernels of a hazel nut. Propagates both by seeds and by 
 these nutlets. Troubles oioe only v/hen it gets into orchards. The tubers 
 I/ill '-.'ithstand almost any degree of drouth. Remedy. Cut the stesis so as 
 to starve the roots and tubers. Plowing and cultivating seems only to give 
 the v/eed renewed vigor. Hogo are very fond of it, and vili root for the 
 ground nuts. 
 Pl'^r.tain or Buckhorn - Plant >^.go L-^nceol-^ta . 
 
 In la-ons -.nd ■■-;a"te places , but especially troublesome .in coast 
 pastures. It hT3 a stro;-\g perennial tap root 'vhich penetrates the soil for 
 a foot or r.ore , r.3king it quite drouth resistant. Cattle feed on it -.vhen it 
 
I.'fl.ti'.re Stuay, P^.ge 63. 
 
 grov;3 tall enough, but it is bitter and not a fjesirable plant fcr dairy 
 
 stock. Sheep eat it ir^d do 'veil on it. It occupies space in the ^.'astures th^": 
 
 that should be gro^'/ing rore valuable forage plants. Rernedy. Change of 
 
 crop from paiiture to grain or an intertilled crop for a period of years 
 
 before res?eding, Sov; clean seed. 
 
 Sour Dock or Sorrel - Runex acetosella. 
 
 A frequenter of rather dry sandy or loany soils , especailly on 
 the coast. It is a strong perennial .spreading r-^pidly by neins of slender 
 rootstocks. The leaves are decidedly sour and disliked by stoci:, 'Vhen 
 present in any considerable quantity, it usually means a poor or ^cid soil. 
 Remedy. It dislikes liitre so apply heavy applications cf lice -vhich -vill 
 encourage other and better forage plants. Cultivate the surface frequently 
 and thoroughly so as to expose the rootstocks. 
 Curled Dock - Runex cris'jus . 
 
 '.7e often see considerable areas of our pasture lands , especiBlly 
 in the lov places, occupied by this •leed. Unlike the Sour dock, it has 
 a long tap root. Cattle never sat it, so that it is left undisturbed to 
 seed abundantly. Remedy, Pull up by the roots vrhen the ground is thoroughly 
 soaked by rains or irrigation. Keep cutting just belor the cro'vn so as to 
 starve the roots. Change fror.i pasture to grain or intertilled crops. 
 
 Professor XI. Metcalf:- List of Soi.ie Corvion C^liforni- Trees for itudv 
 
 in Rural Schools . 
 Pinaceac — Pine "Ttily 
 
 Sugar Pine Pinus I'ir.bertiaaa, 
 
lloture Stuc'y, 
 
 P-ige 64, 
 
 V/estern Yellow Pine 
 Digger Pir-3 
 Knob cone Pine 
 'Tnit e P'ir 
 Grand J'ir 
 Douglas Fir 
 
 Pinur ponderosa. 
 
 " sabiniana. 
 
 " attenuate. 
 Abies concolcr. 
 
 " grandis . 
 Pseudotsuga taxifclii. 
 
 Tax o.-iiai-e.^e — Bi-:; Tree Family, 
 
 Big Tree 
 Redv/ood 
 
 Sequoia gigantea. 
 
 " serroervirens . 
 
 Cuprossaceae — Cypress F-inily, 
 
 Ilonterey Cypress 
 Incense Cedar 
 Gierra Juniper 
 Port Or ford CGcl'H.r 
 
 cupreGsus r'acroc-jrpa. 
 Lib c e d r us d e c ur r e ns , 
 Juniperus occident.-'lis , 
 Char^'i.ecyporis la'/scniana. 
 
 Hardv/oods or Brosdleaved Trees, 
 GalxC3ce"3 — ^■iillori Family. 
 
 Yellov/ V/illow 
 Fremont Gotton-vocd 
 
 Jun.'T.landace.'^e — Walnut Family 
 
 California Blach '"'olnut 
 
 Set ulacoae --Birch Family. 
 XIYiite Jilder 
 
 Faga_ceae--Oak Family. 
 
 Valley Oak 
 Go-jst Live Oak 
 California Black Cak 
 
 Li v.r ac eae — I Aur el .Famly. 
 
 Cilifornia Laurel 
 
 Salix jaoiandra 
 Populus fremontii, 
 
 Junglans calif ornic? . 
 
 Aliius rhonbif oiia. 
 
 Quercus loiat^. 
 •' agriiclia 
 
 ::elloggii 
 
 UmbellulTrio calif ornicn , 
 
IJaturc Stud-v 
 
 Page 65, 
 
 P^.ataiiaceae — Sycamore Family. 
 Hestern Sycfimore 
 
 Lep.,uminosae — Pea Fauily. 
 
 Ilesquite 
 A- Bl-ick Locust 
 
 Gai-'indac'-'ri.e — Buckeye Fninily 
 
 C'o.li f ornia Buc keye . 
 
 /'C3racc-~e — I.;c?plo Family, 
 
 RroTileaf i lapis 
 California Box Elder 
 
 Ericaceae — Heath Fanily. 
 
 Jladrona 
 
 I'iyrtace^e — !'yrtle F-^mily. 
 
 X- Blue Oum 
 
 X= Not native but comr.ionly planted. 
 
 Plat anus raceinosa. 
 
 Prospis juliilora. 
 Robinia pseudacacia. 
 
 ^es cuius calif ornica. 
 
 Acer macrophylluiri 
 
 " Negundo (Calii" orhicum) 
 
 Arbutus nenziesii. 
 
 Eucalyptus globulus. 
 
 Professor R. T. Stevens :- List c_f plovers , Shrubs and Vines for Study in 
 
 Rural Schools of California. 
 I- 20 CXLIFCRNIA mL2 FLQ-^T^RS . 
 
 AMMUALS . 
 
 Clarkia elegans 
 
 California Poppy- Eschacholtzia calif crnica 
 
 Birdfe Ilyes - Gilia tricolor 
 
 Bla:;ing Star - Ilentzelia lindieyi 
 
 Farewell to Spring - C-odetia grandiflora 
 
 Baby-Blue -Eyes - Ner.ophila inensiesii 
 
 \ihite. Daisy - Layia glandulosa 
 
 V/ild Gant'^rbury Bells - Ph.Tcelia ivhitlavia. 
 
 Blue Lupine - Lupinus affirid 
 
 Innocence - Collinsia bicolor. 
 
N'tture Study. Fnge 66, 
 
 2. PERENNIALS: 
 
 Indian Paint Brush - C3.Gtiliej.':> nartini 
 
 Scarlet Larkspur - Delphinium cardin.Tlo. 
 
 Encelia calif ornica. 
 
 Pride of California - Lathyrus splendens. 
 
 Yellow Tree Lupine - Lupinus arboreus. 
 
 Ylhlte Evening Primrose-- Oenothera calif ornica 
 
 Scarlet Honeysuckle - Pentstemon cordifolius 
 
 Blue Pentstemon - Pentstemon spectabilis 
 
 Romero or r/oolly Bluecurls - Trichostena lanatuin 
 
 California Fuchsia - Zauschneria cilif ornic? . 
 
 II- 2 5CULTIVATPD FLO^^ERS . 
 
 1. ANNUALS : 
 
 Cornflov/er - Cent.-^urea cyanus 
 
 Petunia hybrida 
 
 Shirley Poppy - Papaver rhoeas. 
 
 Scarlet Flnx - Liniini. perenne 
 
 Nasturtii'ir, - Tropaeolun 
 
 SiTeet Pea - Lathyrus odoratus, 
 
 African ILarigold - Tegexes 
 
 Sv;eet Alyssuin - AlyssLTa rnaritir.iuEi. ■ 
 
 Varbena hybrida 
 
 Sea Lavender - Staticis 3inu-?.ta. 
 
 Zinnia 
 
 Butterfly Flo\7er - Schi-ianthuG -vis et ones is , 
 
 2, P^CNNIALS: 
 
 Candjrtuft - Iberis snrnpervireiis . 
 
 Coreopsis lanceolata 
 
 Pertstemon glo;:inioides . 
 
 Gaillfi.rdia grandiilcra 
 
 Sha.sta Daisy - Ghrysantheniufi leucanthemuin 
 
 Larkspur - -Delphinujn hybriduin. 
 
 Valerian Centrinthus ruber 
 
 GeuTD CDCcinea ilrs. Brad'hav;. 
 
 Mourning Bride - Scabiosa naxir-a 
 
 Canterbury Bells - Campanula pcr3icifolia 
 
 I.lai-guerite - Ci;rysantheiin^ frutescens. 
 
 Gaura lindheimeri. 
 
 Kollyhock - Althaea rosea. 
 
 Ill- 15 JvATIVE ORIIAIVlENTAL SHRUBS 
 
study. P.ige 67. 
 
 Cat-ilina Island Cherry - Prunus illicif olia integrii'olia 
 UnArone - Arbutus menziesii 
 Christians Berry - Heteroneies arbutif olia 
 \')ild Lilac - Ceanothus thyrsif lorv.s 
 Coffee Berry - Rharnnus calif ornica 
 Palo Verde - parkins or.ia aculeata. 
 Silk Tassel Dush - Garrya frenontii. 
 Sour Berry - Rhus integrifolia 
 Carpenteria c^lif ornica 
 Ivlatilija Poppy - Ronneya coi^lteri 
 Oregon C-rape - Kahcnia aquifolium 
 Fuchsia- flo'Yere'i Gooseberry - Ribcs speciosum 
 Monkey Flower - piplacus glutinosus 
 Snc'/berrj' - Synphoricarpos racemosus. 
 '3v/eet -scented Shrub - Calycanthui: Occident alls. 
 
 IV- 20-SXCTJC ORNArSFITAL SHRUBS 
 
 1, DSCIDUOUS : 
 
 Japanese Quince - Cydonia japonica 
 V/sigela - Diervilla Van Kouttei. 
 Eridal V/reath - Spiraea cantoniensis , 
 
 2. EVERGREEN 
 
 Abelia grandiflora 
 
 Dari'/in'o Barberry - Berberis darv/inii 
 
 liexican Orange - Choisya ternata 
 
 Ke'.r Zealand Looking Glass Plant - Coprosna baueri 
 
 Cotoneaster franchetii, 
 
 Escallonia r.iontevide.isis 
 
 " rubra 
 
 Ssiall-f lowered Fuchsia - Fuchsia riagellanica 
 Italian yello'7 Jasimine - Jasminum hutnile 
 Australian Tea. - Leptos .)ernuni laevir?tuni 
 Scarlet 3ottlebru3h - Melaleuca hypsricif oiia 
 Coniraon Ilyrtle - Myrtus cor.r.unis 
 
 Black-stemmed Pittosporum - Pittosporuiii. tenuifolium 
 
 (nigricans) . 
 Burning Bush - Pyricantha coccinea (Cractagus), 
 Fvvergreen Thorn - Pyra.cautha crenulata (Craetagus). 
 Rapiolepis japonica. 
 Veronica decuS'S-^ta. 
 
 V- 35 VilJES 
 
 1. DECIDUOUS; 
 
iiPture Study. P^ge 60. 
 
 Akebia quin.it.i. 
 
 Boston Ivy - Anpelopsis tricuspH^ta. 
 
 Virginia Creeper- Airjd-opsis quinquef olia, 
 
 liountain Climatis - Clematis T'ontans. 
 
 Blue DT'vn Flo'Vfcr - Ipomoea learii. 
 
 Trumpet Vine - Tecoma grandif lora. 
 
 Chinese v/istaria - \;istaria chinensis. 
 
 Cobaea scandens - 
 
 V/ild Pea Vine - Lathyrus latifolius. 
 
 Snail Vine - Phaseolus caracalla. 
 
 Actinidia chinensis. 
 
 Z. EVERGREEN 
 
 Australian Pea Vine - Dolichos lignosus. 
 
 English Ivy - Hedera helix. 
 
 Coirmon Jasrdne - Jasminun officinale, 
 
 Japanese Honeysuckle - Lonicera j^pcnica halliana. , 
 
 Maiden-hair Vine - Kuehlenbeckia complexa. 
 
 Passion Vine - Passiflora caerulea. 
 
 Tecoma jasninoides, 
 
 Bignoaia tv,/eediana. 
 
 Evergreen Grape - Vitis capensis, 
 
 Chile Ja^nine - Handevilla suaveolens. 
 
 Potato Vine - Solanum jasminoides . 
 
 Evergreen Ampelopsis - Cissus striata, 
 
 Yellov; Jasmine - Jasminum prir.iulinum, 
 
 Carolina Yellow Jasmine - Gelsemium sempervirens. 
 
 VI . BULBS V/HIGH liAY B£ PI.AIiTFD OUTDOORS IN FALL FOR SPRING AMD SUiU'Ml 
 
 BLOOMING. 
 
 . Daffodils cr Jonquils 
 
 Large crovm or trumpet type 
 Bicolor. 
 
 Yello^::,-. 
 
 Short Trumpet type 
 
 Incorrparabilis , 
 
 Poet 's . 
 
 Double -flo'vered, 
 
 • Narcissus - Polyanthus type - Paper -;hitG. 
 
 Iris - 
 
 Spanish in variety. 
 
»^!nture Study. P'''ge 69. 
 
 Iris (cont,) 
 
 German in variety. 
 English in variety. 
 
 Gladiolus - 
 
 Epirly dv/arf types. 
 
 Blushing Bride. 
 Peach BlosGori, 
 The Bride. 
 America. 
 
 L-jrge -flowering bybrido in variety. 
 
 Amaryllis bellad oniia . 
 
 Ansmone coronari" or Foppy-f lo^verec . 
 
 Ranunculus - 
 
 Persiavi 
 
 Turban 
 
 French 
 
 Calla Lily - Kichardia. 
 
 Cor.Tmon ';/hite. 
 
 Yello'-; spotted - Elliott iaaa. 
 
 V/atsonia - 'vhite or pink. 
 
 Red Hot Poier - Tritonia 
 
 Montbretia - Orange 
 
 Frees ia 
 
 m 
 
 African Blue Lily - Agap^nthus . 
 
 Ixia in variety, 
 
 BULES V/HICK L-lAY BE C-RO":^' IliDOORS' IM JARS MD POTS. 
 
 (rernan Iris , 
 
 llarcisE-us - Polyanthus type - Paper -.'hite. 
 
 Tulips. 
 
 Daffodils , 
 
i'J.iture Stur'iy. P.ige 70. 
 
 Hyacinths . 
 
 Amaryllis . 
 
 Oxalis , 
 
 Frees ia. 
 
 Afric3.n Blue Lily - Agapanthus. 
 
 Professor C. F. Shav/:- Classes of ooils for Study in Rur?,l .Schools . 
 
 The soil is a nass of finely ground and nltered rock material 
 
 •■nixed 'vith a Jingil ainount of decaying organic material (or hui^uo). Rocks 
 
 ?,re chipped and broken by nltcrn'^ting he-^ting and cooling, "re '"'orn -^.v/ay 
 
 or dissolved by '"/ater and are ^'/orr and altered by air. These various 
 
 actions , together "ith the effects of plant and aniiral activities , brs^.k 
 
 up Tnd pulverize the rocks , iTiaking the fine nass we call"soil." Soils 
 
 can be classified on the basis of their origin, as felloe's : 
 
 Sedentary 
 
 P.e&idual 
 Curiulose 
 
 Transported 
 
 Alluviol 
 
 Recent Alluvial 
 
 Old Alluvial 
 Glacial 
 Aeolian. 
 
 SedentTry soils are those in nhich the material has net been 
 
 noved or tr-^nsported fror; the place v;here it v/as foinod. 
 
 Residual soils are Sedentary joils formed by the accumul-'- 
 
 tion of boil nateri:?! through the decay -jnd pulveri:^ation cf rocks, Residu,"^. 
 
 soils in r-i)ny '^ays resenble the rocks from 'vhich they are formed. Soils 
 
"Iritiire Study. Page 71, 
 
 frosri sandstones i^re usually sandy, v/ith mere clayey subaoilc. Soils frora 
 shale rocks are usually silts or clays, v/ith heavy clay subsoilc. Soils 
 froTi granite-like rocks vary more, depending on their age, or on the amount 
 of dec-^y of the original rock material that h-^s taken place. They nay 
 vary from sands to clays, on the surface, but usually have clayey subsoils. 
 
 Usually the residual soils have more clay in the subsoil than in 
 the surface soil, and, belo^/ the subsoil, the half decayed rock is found, 
 gr.-'ding to the solid rock ■^t rreater depths, 
 
 Cumulose soils are sedentary soils that are forned by 
 the accumulation of decayed plant remairiS, Peat and muck are those rnost 
 commonly found. 
 
 Transported soils are those in -vhich the soil material has been 
 carried some distance fi-om its origin and deposited in a nev/ location. 
 
 Alluvial soils are those that have been moved and 
 deposited by r/ater. 
 
 Recent Alluvial soils are those in -.'hich the process 
 of formation is still going on. They occupy alluvial f ^ns , stream bottoms 
 and basins , and are subject to overflo"/ ^t each flood seascn. They ?.re " 
 deep, and there is usually but little difference between the surface soil 
 -ind subsoil. 
 
 Old Alluvial soils are those on -ihich the v;ater'D 
 have, for some reason, stopped depositing sediments, and 'vhich have been 
 exposed to the rock destroying forces (chinges of temperature, -lir , r';i is 
 nnd plant and animal life). These soils have their particles -^.Itered '^nd 
 reduced in size, the li.-'er ones being ^7ashed into the subsoil, maidag it 
 
Heture Study, P'^-ge 72, 
 
 more cl-?.yer. Certain ni.-?.terial3 irmy be dissolved fron the 3t1rf3.ce soils and 
 filtered out nnd deposited in the subsoils, cemeiiting them together. In 
 this i7ay hardp3.n3 may be formed and the value of the soil be detidedly 
 changed. The Cld Alluvial soils have nore cl-?y in the subsoil than in the 
 surface soil, and often have a hardpan layer at from t*70 to three feet bel-/' 
 the surface. In most cases the material belo'v the hardpan is loose and is 
 good soil, nnd if the hardpan is broken so that the roots can get through 
 it, they "ill find good soil in v/hich to grov; and obtf5.in food. The Old 
 Alluvial soils are usually rolling or slightly hilly, and nay have lo\7 
 inounds or "hogv;allo\7s" forned on the surface. 
 
 Glacial soils are transported soils that are forned and 
 transported by moving sheets of ice. They are of very limited occurrence 
 in California, 
 
 AeolL-^n soils are transported soils that are transported 
 and deposited by v;ind. Sand dunes are the nost cowiron aeolian soils. They 
 are generally coarse and of lov; productivity, though in this state sone 
 very productive aeolian soils are found. 
 
 Physical character cf soils. 
 
 Sand : - S-^nd is loose and granular. The individual grains can 
 readily be seen or felt. Squeezed in the h?nd v/hen dry, it falls apart 
 v/hen the pressure is released. Squeezed -rhen moist it 'rill lorr.i a c-^st , 
 but '/ill c;ri;r.ible vhen touched. 
 
 Sands are classified ts coarse, nediun, fine or very fine sands 
 depending on the size of the grains that conpose thep. 
 
iiTiture Study. P'^g^ '^^^ 
 
 Sandy lonin;- A sriMy loam is a -5 oil containing much sand but 
 v/hich has enough silt and clay to make it .^or.enhat coherent. It has a 
 gritty feel, and the sand grr.ins can readily be seen. Squeezed 'vhen dry, 
 it forms a cast '-'hich can be easily broken, but if squeezed v/hen moist, a 
 cast is f&rT:ned that can be handled carefully ^./ithout breaking. 
 
 Sandy loams are classed as coarse, medium, fine or very find 
 sandy lo^ms , depending on the size of the grains that compose then. 
 
 Loam : - A loam is a soil having an even mixture of the different 
 sized grades of sand and of silt and clay. It is soft and nella" '-'ith a. 
 someivhat gritty feel, yet fair^ smooth -^nd rather plastic. Squeezed "/hen 
 dry, it forms n cast that ^vill bear handling, r/hile the moist cast can be 
 handled quite roughly without breaking. 
 
 Silt loam: - A silt loam is a soil having little sand and only 
 a small amount of clay, over half of the grains being of the size called 
 "Silt". It m^y appear quite cloddy but the lumps' can be readily broken, 
 and '•.'hen pulverized it feels soft and floury. Either dry or noist it 'vill 
 form cacts that can be freely handled v/ithout breaking. 
 
 Clay lo-^m: - A clay loam soil in the field is deiise and compact 
 and breaks into clods or lumps. These are hard to break '-/hen dry, but 
 T;hen moist can be pinched bet'veen the thumb and finger to form a thin ribbon. 
 The moist soil is plastic and does not crumble readily, 
 
 (; lay; - A clay soil is dense and compact, forming ver;- hard 
 lumps or clods. It is composed of very fine particles, "-/hich stick together 
 to make a very plastic or putty-like mass v;hen v/et. The soil can be 
 pinched out to form a long, flexible "ribbon". 
 
Nature Sturjy. Page 74, 
 
 Adobe : - The term ".idobe" indiotes a structural coadition. 
 Any soil that rrxll shrink on cirying and brenk into blocks 'vith v/ide cracks, 
 is called an adobe. Host adobes are clay adobes but there are clay loam 
 adobes, and even sindy loam f^dobes have been found. 
 
 All of the above classes of soil, if mixed •■/ith a considerable 
 amount of gravel, or of stone, r.iay be classed as gravelly aandy 1o3ds , 
 gravelly clays, etc. or as stony sandy loams, etc, Sandy clay, or sandy 
 cl-^y logins pay also occur. 
 
 Alkali is a term applied to the accumulation of soluble s^lts 
 in the soil in injurious amounts. "V/hite" alkali is nade up mainly of 
 sodium chloride or common silt and sodium sulphate or gl^uber's s^lt. 
 "Black alkali occurs "/hen there is present t quantity of sodium carbonate 
 or r/ashing soda (sil soda). Alkali accumulates '-/herever there is poor 
 drainage, and nhere there is more water ler^ving the soil by evaporation than 
 goes donn through it during rains. 
 
 Alkali can sometimes be made harmless by the applicatio:". of 
 chemicals, but the most satisfactory method is to remove it by draining 
 and ivashing the salts oyt. 
 
 Professor R. H, T'^ylor:- Commonest -^nd most generally apjlicable Varieties 
 
 of Fruits for Study in the Rur^l Schools of California . 
 
 ALMONDS V/ALNUTS PBCAMS CHESTNUTS FILBERTS 
 
 Nonpareil Franquette Stuart Paragons Du Chilly 
 
 I. X. L. Eureka Schley Boone Barcelona 
 
 Ne Plus Ultra Flacentia Success Rochester D 'Alger 
 
 Drake Moneymaker Aveline , Red 
 
Nature Study, 
 
 Page 75. 
 
 APPLES 
 
 
 Uinesap 
 Gravenstein 
 
 
 
 Yello-'v Nevrton 
 Delicious 
 
 Elberta ■ 
 Crawf ord 
 
 ■ ^f;®®j Shipping 
 
 Baldv/in 
 
 Yellow Bellflov/er 
 
 
 
 Ben Davis 
 Rome Beauty 
 
 White Pearmain 
 Red Astrachan 
 
 liuir 
 Lovell 
 
 " ) 
 
 „ j Drying 
 
 
 
 Tuscan 
 Phillips 
 
 Cling) ^ 
 
 „ ^i Canning 
 
 PEARS 
 
 QUINCES 
 
 NECTARINES 
 
 PLTOIS 
 
 Bartlett 
 
 Champion 
 
 St a nwi c k 
 
 V/ickson (jap) 
 
 L'inter Nelis 
 
 Orange 
 
 Boston 
 
 Climax 
 
 Comice 
 
 
 
 Grand Duke 
 Diamond 
 
 French 
 
 Robe de Sargent 
 
 Imperial 
 
 Sugar 
 
 ChKRRIICS 
 
 APRICOTS 
 
 Napoleon Bigarreau Rcyal 
 
 (Royal Ann) Blenheim 
 Black Tartarian Moorpark 
 Bing 
 Black Republica.n 
 
 PLUIKOTS 
 
 Rutland 
 
 5TRA"','BERRIES 
 
 Jessie 
 
 Dollar 
 Longi7orth 
 Oregon 
 Marshall 
 
 LOGANBERRIES 
 
 RASPBERRIES 
 
 Cuthbert 
 
 BLACKBERRIES 
 
 La^'/t on 
 
 Ilanmoth 
 
 Himalaya 
 
 HUCKLEBERRIES (v;ild) SALIION BERRIES (-'ild) 
 
 Logan 
 Phenonenal 
 
 Dr. C. B. Lipman:- A F&:: Facts about Plant Oro-rch that may be taught in 
 
 the Rural School . 
 
 FUNDAMENTAL PRINCIPLES: Everything^ \7hich v/e perceive by the senses coi-si^tc 
 
 of one or more tangibJ' units knovm as chemical elements or cor'pounds. 
 
Nature Study, Page ''e. 
 
 Something c-^nnot be derived from nothing, 
 
 Plo.nts are nade from subst.mces kno>7n is plr^nt foods. 
 
 These plant foor-s in turn consist of chenicTl eleaeiTts bound 
 together in different ^vaj'-s. 
 
 The plant is its ov/n factory and produces its o'.vn foods as v/ell 
 as uses them. 
 
 These important pl?nt foods are kno'vn as carbohydrates (examples:' 
 sugar, starch, v/oody fibres), proteids (examples:- in animal bodies, v/hite 
 of eggs, casein frop cheese, the nuscle fibres in meat), nrA fats (examples 
 - cottonseed oil, olive oil, cocoanut butter.) 
 
 Only a fev; cherdcal elements are needed to build these very 
 complex plant foods. They are carbon (obtained fro;.i the crbonic acid gas 
 of the air) oxygen (obtained from the same aource •'s carbon -snd also from 
 ?/ater taken from the soil by the roots) , hydrogen (obtained from v/a.ter of 
 the soil), nitrogen (obtained by the roots from salts kno'vn -^s nitrates 
 v;hich are found in solution in the soil moioturo) , phosphorus (obtained 
 from salts knov/n as phosphates which are contained in the soil r.ioisture) , 
 potassium (obtained from combin-^tions of other elements '/ith the elements 
 of potassium, also found in the soil moisture), calcium, magnesium, iron, 
 and sulphur (-3II obtained from soil moisture in "'hich they exist in c»m- 
 bination r;ith a variety of chemical elements in xhe form of v/ater soluhle 
 
 STlts). 
 
 In order to manufacture the plant foods carbohydrates , proteids , 
 ind fats from the elements obt'ined by the plant fror sources -^nd forms 
 just described it needs energy and sp-^ce -^nd time. 
 
Nature Study. ' f^^-ge 77. 
 
 By energy '-e mer>n something v;hich if pliced under the proper 
 conditions will accomplish uork. Thus v;e sr^y not absolutely ,iccur.-?tely but 
 sufficiently so, for our ^jurposes th^t ste^rn is i. source of energy to the 
 steam engine, food is a source of energy to the animal, etc. in the case 
 of the plant factory the energy is furnished by the light ^vaves 'vhich cor^e 
 to us fron the sun. 
 
 By space ne mean room to do work. This is furnished in the case 
 of the plant by the leaves and the actual v/ork is done in those portions 
 of the cells of v/hich-the leaf tissue consists which contain a green color- 
 ing materi,'?l v/ithout vmich the light from the sun cannot perform the '7ork 
 of making plant food. The coloring matter mentioned is knov/n as chlorophyll. 
 
 3y time vrc mean a certain number of units reckoned as seconds , 
 minutes , hours , days and years by which v/e record everything \J7hich happens 
 in the v/orld, Manuficturing plant food is a process v;hich consumes 3 
 certain amount of time. 
 
 If 've now have ths leaf, the sunlight, the chlorophyll, and the 
 elements or compounds from v/hich plant foods are made, only time is necessary 
 to build then. The elements carbon and oxygen which are taken by the 
 plant from an invisible gas kno''m as carbonic acid gas from the air are 
 obtained by ^he absorptio.n through numei'ouo" little slits or openings on 
 the under Jides of the leaves v/hich are knovm as stomata. Tl'ie other elez't'. ''y. 
 are carried by the roots by means of the stalks of ^jl^nts to the leaves. 
 
 In the leaves, therefore, carbonic acid, v;ater and the salts 
 ccntiining the necessary chepical elements neet ond are made to combi.ne 
 in various compounds by the chlorophyll and the sunlight above mentioned 
 
Nature Study. Page 78, 
 
 nnd built into the plant foods v/hich v/e hn.ve studied. 
 
 • 
 Professor inrold C. Bryant:- A List of_ Common C-^lifornia Birds for Study 
 
 in Rur^l Schools . 
 
 (The follo-ing birds have been selected fron the inore than five 
 
 hundred different v^riatxes found in Ciliforni-5, ts beii'^g those r.iost 
 
 connonly net v;ith. As a checl:-list of the coDironer birds '^'his list '.-ill 
 
 be helpful but for more detailed descriptions and h?.bito resort nust be 
 
 nade to sore of the books cited in the appended bibliography. It should 
 
 be remembered that not -ill of the birds here listed are to be found in one 
 
 locality or nt one season of the ye^r. - Marold C, Brynnt), 
 
 \7ES7ER1J GULL. L-^rus occident.-^ljs . 
 The coHTionest gull found along the C'^lifornia co^st; recognized 
 by its sl".ty-gr3y back and ^'/ings , bl-^ck '.ving-tips md ••/hite he'^d r?nd under- 
 parts; young gulls nre brov/nish v;ith underparts ctrerj.ked. Perr.ianently 
 resident, nesting on the Fairallone Islands. A valuable scavenger. 
 
 GREAT BLUE HER0I3. Ardea herodias herodi3,3 . 
 A large bluish bird '7ith extrenely long legs usually seen 
 'v-^ding at the edges of shallov/ ponds. Pernanently resident. Valuable -'S 
 T destroyer of pochet gophers vrhich it secvres by v/3tohi}'!g the gopher hole 
 like ."? cat. 
 
 IIALLAaD. An.TS platvrynchos . 
 Male 'Vith green head, 'vhite neck-ring, and chestnirt, breast; 
 fenale dark brov;n streaked T/ith lighter bro'.7n; both sexes vith metallic 
 purple patch on v/ing. Usually seen on or around ponds, lakes or streans. 
 
Nature Study. Page 7S. 
 
 Permanently resident. Considered our best tnble duck; feeds on grain 
 and seeds of aquatic plants. 
 
 COOT OR MUDHEN. Fulica americuia . 
 
 Slate-cdored , v;ith v/hite bill; the connionest species )f i/-^ter- 
 fowl found on lakes and ponds. Permanently resident. Feeds on gnin, 
 seeds and other vegetable matter; inferior to ducks for the table, 
 
 KILLDEER. Oxyechus vociferus . 
 
 Back brown; underparts v/jiite; black ring around neck -^nd bl'^ck 
 band on breast. Usually seen in the vicinity of ponds and lakes; runs 
 rapidly en ground '^nd is noisy on the "".'ing. Permanently resident. Feeds 
 on snails , vorms , ^nd snail insects secured on moist ground. Beneficial 
 to agriculture. 
 
 VALLEY QUAIL. Lophortyx calif ornic-^ . 
 
 Helmet-like topnot drooping over bill; general tone of coloration 
 gray;' nhite and bl^ck markings on head and throat; breast slaty; rest of 
 under parts scaled ''ith black; bron-n spot on belly. Usually seen on ground 
 in brushy ^reas , vineyards, orchards and grain fields. Permanently resident. 
 Food chiefly weed seeds but some insects are taken; a fine game bird. 
 
 WESTERN .MOUPo^IKG DOVE. Zenaidura ma cr our a marginella . 
 
 Olive hro-'/n; tail long and pointed, broadly tipped v/ith 'vhite 
 on each side; sides of neck irridescent purplish -^nd greenish. Usuilly 
 found feeding on ground in open fields; -vhen at rest perched in trees, A 
 summer visitant, but ^-/inters to some extent in Southern C"'lifornia. Eats 
 quantities of v;eed seeds and hence is beneficial to agriculture; consi'iere^ 
 a earie bird in California, 
 
•^'atwre Study. . . Pr^ge 8C, 
 
 TURKEY VULTUBE OR TURKEY BUZZARD. C^thBrtes .-^urr? 
 
 se'otentrionalis . 
 
 Large, bl3ck, ';vith red featherless her?.d; Usually seen flying 
 high in 3ir 'vith motionle!?s '/i-igs, A suinmer visitant in northern California, 
 but permanently resident in southern California and the interior valleys, 
 V-^lu^ble as a scavenger; feeds on carrion, 
 
 V/ESTERN RED-TAILED H/X'K. Butco borealis calurus . 
 
 Large, brov/n bird usually seen circling high in air v;ith set 
 viings. Permanently resident. Valuable as a destroyer of rodent -^nd insect 
 pests; seldon if ever attacks poultry. 
 
 COOPER OR BULLET HAITa. Accipiter cooperi . 
 
 A fast flying hawk of medium size ^vith light spotted breast , 
 slaty back and long t-^il banded 'vith d^rk brown. Usually seen d'^rting 'vith 
 quick stroke of v;ing near trees and thickets or high in air. A permanent 
 resident. This is the real chicken h^^tk . Feeds on birds of all kinds , 
 often preying upon quail and poultry. The Sharp -skinned Hawk is similar to 
 the Cooper Hawk in coloration and habits but is only half its size, Tnd a 
 v/inter visitant , both are unprotected by law. 
 
 SPARRCIV HAV/K, Falco sparverius sparvorius . 
 
 Small reddish-brown hawk with black cheek r.iarks. Usually seen 
 perched en telegraph or fence posts or hovering ever open fields, Perrianentl; 
 resident. Beneficial as a destroyer of grasshoppers, cric;':8ts and nice; 
 seldon if ever attacks birds. 
 
 BARN OWL OR IIONKEY-FACED OXIh. Aluco pratincola . 
 
 Upper parts finely mottled with gray and light brov/n; under parts 
 
Nature Ftudy. Page £1. 
 
 vjhiie or light brovm; face ''/hitish. Usu-illy seen in barns, hollov trees, 
 
 or in thd evening flying in ser^rch of food. Perpnnently resiaent. One 
 
 of the most valuable of birds; feeds largely on the pocket gopher; has 
 
 been knovm to capture as nany as fifteen pocket gophers in one night. 
 
 BURROV/ING aVL OR BILLY OY/L. Speoty^o cunicularia hvpogaoa . 
 
 Brownish , barrs^- --ith lighter brown and white; legs long for an 
 
 owl; usually seen at entr-^nce to squirrel bi^rroiv or perched on fence post. 
 
 Permanently resident. Feeds on nice, ground squirrels, lizards, beetles, 
 
 grasshoppers and other insects; a valuable ally of the farner. 
 
 RED-3HAFTED FLIGiCER OR YELLOV/HAI;J"£R. Cola:jtes cafer 
 
 collaris . 
 
 Upper parts pinkish brown barred with black; shafts of tail 
 beneath and under side of wings red; oTaok collar; conspicuous white rump 
 patch. Permanently resident. Feeds largely on ants, as nany as 3000 having 
 been found in a single stomach; also takes •wood-boring insects and snail 
 quantities of wild fruit; does act injure orchard trees. 
 
 CALIFORNIA IVOODPECKS?.. Melaner>:es f crnicivorous bairdi . 
 
 Upper parts black; under parts and rianp white; forehead white; 
 chin black nargined ^'rith '"diitish; black patch on breast; white patch on 
 wings shewn in flight; Permanently resident. Usually seen on trunks ^nd 
 branches of trees, especially on those of oak. Acorns are the favorite food 
 of this bird; these are stored in holes drilled in the bark of trees; ants 
 and other insects are also eaten. 
 
 PACIFIC NIGHTHAV/K. Ghordeiles vlrgi:-tianu3 hesperis . 
 
 Dusky black, barred with gray and brown; white patches on wing 
 
Mature Study. Pnge 82. 
 
 and throat. Usur^lly seen in the evening flying high in the air or over 
 thickets; flushed fron ground in d^ytirie on occ-5.sions. A summer visitant 
 only. Feeds on flying insects such as ants, mosquitos , flies and moths; 
 especially valuable as a destroyer of nosquitoa. 
 
 ANNA HUMfflNGEIRB. Calypte anna. 
 
 Upper parts irridescent green; top of head, threat, and ruff tnetalli 
 pink, bronze and green in na^e; usu-^lly seen poised in nid-air over f louvers , 
 gathering food, Perinanentiy resident. Feeds on tiny insects and nectar 
 found in flo^-rers. 
 
 , BLACK PHOEBE. Savor.iis nigricans . 
 
 Head and upper parts blackish; under parts r;hite; crest on head. 
 Usually seen about small bodies of '7ater, bridges, barns, and houses. 
 Permanently resident. A fine destroyer of the common house fly 'vhich it 
 sometimes procures from v/indov; panes and '■'indoiv screens ; other flying 
 insects are also eaten. 
 
 \7ESTERM KINGBIPJ) OR BEE MARTIN . T--, rannus verticalis. 
 
 Head and back grayish; under parts yello-;; t-^il black, nith 
 outer feathers edged with "/hite; a patch of scarlet on crov/n of head usually 
 concealed by feathers. Usually seen in open country or perched on telegra.ph 
 v/ires or fences. A summer resident. Feeds almost entirely on insects, 
 many of which are injurious; when feeding upon bees tal'es drones rather 
 than v;orl;ers . 
 
 CALIFORNIA JAY. Aphelccoria clifornica cilif ornica . 
 
 Head and back bright blue; breast and under parts ^--hitish; long 
 tail._ Usually seen in orchards, thickets or v/ooded areas. Permanently 
 
Nature Study. Page 83. 
 
 resident. Feeds largely en aco.'ns , seeds rjnd fruit but is often destructive 
 to fruit and almond orchards and to the eggs and young of sor^ birds and 
 even poultry. The d-^rker blue jay with a crest found in the mountains is 
 the Blue-fronted Jay . 
 
 VffiSTSRN JIEADOV/LASK. Sturnella neglects . 
 
 Above streaked •'7ith gray and brown; yellov/ belcrr? with ^^lack coll' t 
 on breast; t^vo outer tail feathers white; bill ^bout as long 33 head. 
 Usually seen in open fields on the ground but sometimes perched on telegraph 
 poles and fence-posts. Permanently resident. Feeds on grain, seeds and 
 insects ; as a rule a valuable ally of the f ar;:ner because of its destruction 
 of insect pests, such as grasshoppers, crickets, wirei-'orrns and cutvorr.s. 
 BULLOCK CRICLE. Icterus bullocki. 
 
 Top of head, back and narrow throat p-stch blsck; white patch on 
 wing; under parts or-^nge yellov; in m-<le , lighter yellov; in female. Usually 
 seen in trees. A summer visitant. The oriole eats some fruit but most 
 of the food is made up of injurious insects such as black 3c?le , ^nd codling 
 moth. 
 
 BI-COLORED BLACKBIRD . /.gelaius rubermtor c^lif ornicus . 
 
 Hale black with red patch on wing; female gray, streaked with 
 brown. Usually seen in marshes or near tules. Permr^nently resident. Feeds 
 on grain, weed seeds and insects; cometines destructive to grain and 
 Egyptian corn, 
 
 BRE^TER BLACKBIRD . Kuphagus cy^nccephalus . 
 
 liale glossy blue black; T/hite eyes; female brownish; walks 
 instead of hops. Usually seen on the ground, or lawns, or in fields or 
 
I'^ture Study. Page 84. 
 
 oi'chards , but als6 pei'ched in pine trees or en telegraph v/ires . ?errj3.nentr.y 
 resident. Destroys some gr-j.in but usurilly compens-^.tes for it by the 
 destruction of grasshoppers, v/hits-grubs , v;ireworii\s , cutwornis and ^veed seeds. 
 
 SONG SPARROV/. Melospiza r.elodia. 
 
 Above dark bro",'nish; belov; v/hitish conspicuously streaked v.dth 
 d.'irh bro'.iTVi; a light streak over eye and a light stripe dov;n center of hcr^d, 
 Usuilly seen on ground or in bushes. Permanently resident. Feeds almost 
 v'hoiiy en i7eed seeds; a fine singer, 
 
 LINNET OP. HOUSE FINGK. Carpodacus nexicanus frontalis . 
 
 Male \7ith red head and rump; otherwise gray, streaked ^'/ith brown; 
 fermle grayish obscurely streaked -.•ith light brov;n. Usually seen about 
 houses, gTrdoiiS and orchards, and about vveed patches; often perched on 
 telegraph 7'ires . Permanently resident. Destructive to fruit; during 
 the '.7inter feeds on v/eod seeds. Not protected by law. 
 
 ENGLISH SPARROU OR HOUSE SPARROV/. Passer domesticus . 
 
 Head gray bordered v;ith stripes of chestnut in male; br^ck brovm 
 streaked with black; under parts gray; throat balck; female less brightly 
 colored and lacking black throat patch. Usually seen feeding on the ground 
 in streets cr about houses. Fennanently resident. Introduced from Engl-r-nd 
 many years ago, it has spread rapidly and now is to be found throughout the 
 State. Destroys grain, fruit and vegetables and drives av/ay native insec- 
 tivorous birds ; a bird pest not protected by law . 
 
 Y/HITE-CR0\7NED SPARROW. Zonotrichia leucophrys. 
 
 Ashy gray, the back streaked v/ith brownish; a ^'/hite crown p^tc; 
 bordered by bands of black v/hich in turn are bordered on each side v;ith 
 
l.iture Study. Page 85, 
 
 successive stre'^.ks of ';hite ^pd again cf black. Usually se<?n on ;;rouiid 
 about brush piles or bushes. One ^'/hite -crowned s^jarrov;, the Nuttall Sparrov, 
 is a permanent resident; another, ths Interme^i'^'te Sparrow, is a'vinter 
 visitnnt. Sometimes destroys sprouting vegetables i.n<-l fruit buds, but 
 feeds largely on ^-/eed seeds, 
 
 GREEI'I-B/.CKED GOLDFINCH. Astr-^p; ilinus psaltria hespernphilus 
 
 Top of head bl*?.ck; back olive green; 'vhite bar on v;ing ; under 
 parts yelloiv; often cn.lled "'vild canary". Usually seen feeding in 'veed 
 pr^tchea but often in gardens, orchards and fields, Per:aanently resident. 
 A fine singer and valuable as a dstitroyer of weed seeds, 
 
 CALIFC?J\IA TOr-fHSE OR BRC\7N BIRD. Pipilo crissalis. 
 
 Pl-«in rrov/n .Tbove -^nd belo'^; ? bright, reddish brov;n patch 
 bener^.th t-?.il. Usually seen feeding on ground near shrubbery in yards , 
 orchards or brushy areas. Periiianently resident. Food chiefly weed seeds. 
 BLACK- HEADED GROSBEAK. ZTmelodia inelanoceohala, 
 
 He'^d aud back black; brea'st ^nd rump cinn-^ron brc/n; vhite pat'ih 
 on 'vings ; female Iscks black -Thich is repl-^ced by bro'Tn. Usually seen in 
 orchards or in trees along stre-^ms. A summer visitant. A fine singer -^nd 
 beneficial in the destruction of black scale and codling noth; destroys 
 some fruit. 
 
 CLIFF SV/ALI0\7. Petrochelidon lunifrons lunif rons , 
 
 Back bluish black, forehead whitish or brownish; a grny collar 
 on neck; ohin, breast and rump brown; tail short -jnd square, UsuTlly seen 
 flying about buildings or cliffs where it builds mud nests. A summer visi;.-,i--. 
 The food is composed of flying insects .nr^ny mosquitos ^re eaten. 
 
Nature Study. P.-'ge 86. 
 
 CALIFORNIA SHRIKE OR BUTCHER BIRD. Laidus ludovicinnus 
 
 g-^iTibeli. 
 
 Above slate gray; belo'v, grayish 'vhite; v/ings bi^ck with white 
 patche?; bill hooked; black stripe through eye. Usuilly seen perched on 
 tree, telegraph 'dre or fence post. Perr^anently resident. Benefici'^1 as 
 destroyer of mice and injurious insects v;hich are often impaled on thorns 
 •;nd barbed '"/ires; occ.isionally kills snail song-birds, 
 
 \7ESTERi-J '.7ARBLING VIREO. Vireosylva -ilva SA^air^soid . 
 
 Above olive gray; below whitish; white superciliary otripe. 
 Usually seen in foliage of trees along stream. A sumrier visit'-nt. Food is 
 nade up o: insects and larvae taken fi'Oin foliage of trees. 
 
 AUDUBON '7ARBLER. Dendroica auduboni. 
 
 Above and below bluish slate rtreaked with black; white patches 
 on v/ings and on cuter tips of tail; a ..">tch of yellov; on top of head, throat, 
 shoulders and rupip. Usually seen feeding in the lolia.i^e of treeJ or captur- 
 ing insects in the air like a fly-catchor, A winter visitant, breede in 
 high mountains. Feeds entirely on insects, 
 
 T/E3TERN MOCKIKGBIRD. :.Iiinu3 polvg lottos leucopterus . 
 
 A.bcve gray; below, whitish; 'vhite patcii on-;if.gs; two outer 
 tail feathers white. Usually seen ne^r citrus orchards, houses or along 
 arroyas, Perr-.^nently resident in southern California. Sings at night; 
 eats instcts , berries and fruit, 
 
 'wESTERl.' HOUSE VREN. Troglodytes aedon uarkr.^ni . 
 
 Above brown, finely Darred -'/ith blacltish; tail held at angle to 
 body, barred with gray and black; belo'v ashy brown. Uou.ally seen about 
 houf'es or buildings v/}iere it nests in hole=3 or in wooded areas "/here it ne^Jt^ 
 
Nature Study. Page 3'l . 
 
 in cavities. A summer visitant except in part J of southern C^lif or.ri'.. 
 Feeds entirely on insects. 
 
 CALIFORNIA BUSH-TIT. Psaltrip^rus minipus cr».Iif ornicus . 
 
 Small, gray bird v/ith lo:;g: tail -^nA small bill. Usually seen in 
 flocks (in winter) feeding in foliage; individuals of flock keep up constant 
 chatter; build lonr^ h-'nging nests. Permanently residexit. Insects hanaful 
 tc trees such as scale ana caterpillars form the chief food. 
 '■/REN TIT. Ch^rraea fa-ciata . 
 
 Pro^'mish; long tail held ^/ren-like. Usually seen in shrubs 
 or bushes; the call a loud v/histle on same pitch ^-dth each succeeding not 
 shorter, ii oftsn heard in brushy canyons. Permanently resident. Feeds 
 on insects . 
 
 V/ESTERN ROBIN. Pla.iesticus i.dgr'^t orius pr oping uus . 
 
 head blackish; back slaty; tail blackish; throat •'-.'hite; breast 
 reddish bro'vn; belly 'vhite. Usually seen on '3;round or in trees. Permanent- 
 ly resident in mountains but a vinter visitant in the valleys. Sartto/orms , 
 insects , berries and fruit are eaten. 
 
 V/ESTERII BLUE3IRD . Sialia mcxicana occidentalis . 
 
 Hale, above bright blue; thrct l^^" ; breast and sides chestnut; 
 belly '-rhite; female ^vith gray l"?rgely replacing blue and chestnut, mking 
 coloration much dullar. Usually seen in open fiends , orchards , and 
 
 '■/coded ^reas, Permaiiently resident. Food chiefly insects, rT?ny of which 
 
 are injurious to crops. 
 
nature Stu'iy. Psge 88. 
 
 B OOKS m. BIRDS . 
 Bailey ,F. U, 
 
 1914. H'.yi'ibook of biris of the western United States (4th revised, ed , 
 Houghton, Iliffliri Co., Boston and N. Y.), li , 1-570, 35yls., 
 2 diagrams, 601 figs, in text. Price 03.50. (The best handbook 
 on i/estern birds; co/itiins good keys to the species.) 
 Finley Y/. L. 
 
 1907, Ar;ierican birds '(Chas. Scribner's Sons, N, Y.), xvi , I-2567 127 
 
 figs, in text. Price vl.50. (General account of hibits of pary 
 •vestern birds; suitable for general reading), 
 Ilyers H. n. 
 
 1913. The birds' convention (Out 'Vest Magazine, Los Angeles, Col) ,pp 
 1-81, 36 figs, in text. Price 75;;. ( Excellent for - use as a 
 ^u.jplenentary reader by the gran-nar school teacher, ) 
 
 Torrey , B. B. 
 
 1913, Field days in California (Houghton, IliffliP Co., N. Y.), 12, 23:., 
 5 pis. Pi'ice 01-5O. (personal reminiscences; many references 
 to the habits of California birds. Thoroughly acrur'-te, and 
 reliable; good style). 
 
 pa:'phlf.t3. 
 
 The follo'ving bulletinc -^nd circulars j;.;iving details ^s to food habits 
 of birds, can be obtaixied free by a^jplyi/'g to your congressnan at Warshiiigton . 
 D- C. , or at a slight coot froi' the Superintendent of Documents, l793hi:-'gtori, 
 D. C. ■ ' 
 
J-^ture Study. P-^ge 89. 
 
 Beal , F. E. L. 
 
 1904. Some coinnon birds in their relation to rigriculture. United 
 
 States Dep.?rtinent of Agriculture, Farmers Bulletin 54, pp 1-48, 
 
 22 figs, in text. (Food habits of ::i.-5ny California birds) 50. 
 1904. The relr?tioi of birds to fruit gron'ing in California, U. S. Dept, 
 
 of Agriculture, Annual Report, 1910, pp 241-254. 5^. 
 1907. Firds of Calif orni-. in relation to the fruit industry. Part 1, U, 
 
 S, Dept. Agric. , Piologioal Survey Bulletin 30, pp. 1-100, 5 pis.. 
 
 200. 
 1910. rirds of California in relation to the fruit industry. Part 11, U. 
 
 S. Dept. 'gric. Bur. Biol. Surv. Bull, 34, pp 1-96, 6 colored 
 
 plates. 405^;, 
 Eeal, F. E. L. and IlcAtee, ^'. L, 
 
 1912. Food of some v;ell-knov/n birds of forest, farm and garden. U. S. 
 
 Dept, Agric. Farners Bulletin 505, pp. 1-35, 16 figs, in te;;t, 
 
 (iLany references to food cf California birds.) 5^. 
 
 Professor Harold C. Bryant :- _4 list of Ccmmcn California liacir.ials for Study 
 
 in Ri;ral Schools . « 
 
 CALIFORNIA MOLE. Sep anus latiinanus . 
 About 6 inches long; short tail; bronnish glossed v;ith silvery; nc 
 visible ears; rdnute or rudiir.entary eyes; broad flattened front feet vith 
 strong cla-7s. The v;orkings usually a ridgo on the surface of the ground, 
 but sometinies a mound cf s-^rth, are more often seen than the animal itself. 
 The principal food is eartb-.'crms , larvae and insects; so far as food is 
 
Nature Study. P^-S^ 50. 
 
 conceraed tha r-ole is -> benefit but the Tiiim-^l often destroys garden true': 
 ind is destructive to l-^'vns 'iec3US2 of its h^bit of -./orking r3.bout anion^ 
 the roots nrA ?llo'7ing ther xo dry cut. 
 
 PACIFIC PALLID BAT. Antrozous p.^cificus . 
 3-)to -?.re the only ■.•.tip.-tjIs v;ith 'vell-developed po- 'ers of flight ; 
 this h3.t is of large size (3 inches) , large ears, and is buffy l^roY/n above 
 r5nd -lull --/hite belo'v. Usually seen flying about in the 3ir at twilight or. 
 sumricr evenings, but Gorietires hanging head-dowrcvard in the daytime in old 
 buildings. Feeds on boring beetles, Jorusalem cridkets , tomato •.vorm moths 
 r^nd other injurious insects; r;holly beneficial. 
 
 CALIFORMIA VALLEY COYCTS. C^nis ochropus . 
 
 About 45 inches long; -ibove r-ixed '-.'ith buffy ind bl^cl:; belov/ 
 ♦ 
 v/hitish tinged -/ith buff; long nose; sh-^rp, pointed e"?rs ; bushy t"il. 
 
 Usually seen loping across open fields, but nost often recognized by its 
 
 peculiar bark he^rd at night. Feeds on snail mamrmls such as rabbits , 
 
 squirrels -?nd gophers, and on insects; more nrely on carrion; destructive 
 
 to sheep ^na poultry but often a vlu^ble ally in holding rodent pests in 
 
 check; d-'ngerous as n carrier of rabies, 
 
 KIT FOX. Vulpes m-^crotis . 
 
 About 37 inches long; grayish buff 'vith buffy breast -ind front 
 legs, 3nd buffy v/hite underpTi-ts; tip of bushy tail chestnut. Seldom "Been, 
 ■=>s it prcjls a.bout only at night. This is the fox of the open country. 
 Feeds largely on snoll rodents. 
 
 CALIFORNIA COON . Procyon psor?. 
 
 Tot?l length about 33 inches; general color''tion grayish; a b--o-d 
 
i 
 
Nnture Study. F.-^^e 91. 
 
 tl3.ck b^nd across each side of the f'^ce t.Tking in the eyes; t-?il hro'rnish 
 with five to seven ri.igs of dusl'.y or bl3ck; tip of tr?il bl^ck. Geldor 
 seen except st night or v;hen tnpjed; chr?racteriotic tr-v.c'/s often to be 
 noted :^lorig streams or .-ibout tule p-'tches. Food includes nice, smll birds, 
 irsGcts , frogs, fish inci fruit; sor-etimes destructive to poultry, 
 
 SPOTTED SKUNK. Spilo-:-^le phonx. 
 
 About 15 inches long; blick ^-i-ch four p^nllel 'vhite stripeo o;: 
 onck, oheise stripes often broken up into spots; r? -;hite spot. on forehead; 
 terniin.-^'. third of t-il 'vhite, lidos in d^ytine, but is often seen noviAg 
 r^bout 3t night; sonetipes called hydrohbohia skunk. Feeds on nice, birdo , 
 eggs, insects -jnd grubs; often destruotive to poultry. 
 
 CALiroIUIIA STRIPED SKTJNK^, Ilephitis occidentnlis . 
 
 About 27 inches long; blnck; a nirrov; ';;hite stripe on top of 
 head; a brcnd -/hite atriue starting o:' neck, dividing on shoulders and 
 extending along each side onto the t-'ii. Usually scon -it night unlees dis- 
 lodged froi.i its hiding plr^ce. Feeds on i-^ice , snail birds, eggs, frogs, 
 insects -r-nd grubs; sometimes destructive to poultry and bees. 
 
 CALIFORNIA BADGER. T3xider^ iicglect-^. 
 
 About 29 inches long; stout; grayish tinged 'vith brc/n; '. n-;,rro" 
 '■/hite stripe over he'^d ■'nd do'vn b-^ck; nose, sides of f'ce, ^nd patch in 
 front of e-^r black; fore clatrs long ^nd only slightly curved. Usually 
 seen seated in front of burro'7 or digging. Food is coDpoced largely of 
 small rodents; beneficial to agriculture. 
 
 CALIFORNIA V/ILD CAT. Lynx c^.l: f ornicus . 
 
 Aboud; 32 inches long; above grayish spotted '"•itii '~ro';n cr bl-':!:- 
 
'^ 
 
Nature Study, Page 32. 
 
 t-^il short, bl-^ok-tipped ?»ncl with bl-^.ck bars; tufts on eirs. Occasiomlly 
 seen in '•/oo'ied -^rd brushy .'?re'=»s in the daytime, but hunts l."=irgely ^t night. 
 Feeds o: small mammnls and birds and en poultry. 
 
 '7HITE-F00TED MOUSE OR DI3CR HOUSE. Poronyscus manicul-^tus . 
 About 6 inches lo.ng; ears large; feet v/hite; grayish bro'vn above, 
 i-'hite belo";; tail blackish above. Usually seen in brushy ,'?re.'iS ; often 
 lives in nests of the wood rat; seldon feeds curing daylight. Food is 
 inade up of vegetable r.iaterial, rostly seeds, stems and leaves of plants, 
 ■■7C0D HAT OR TRADE RAT. Keotom fuscipes . 
 About 15 inchss Icng; tTil loig; large e^rs ; -^bove grayish brown, 
 below grayish v/hite; fore feet and toes of hind feet white; tail blackish. 
 Usuallj'' seen in brushy areas in close proximity to the large cone-shaped 
 piles of sticks which serve as a nest; sometimes seen in trees. The food 
 is varied, but made up largely of vegetable material such as seeds, stems, 
 and leaves of plants. 
 
 CALIFORNIA IlEADOV/ HOUSE, racrotus calrf ornicus . 
 About 5 inches in length; relatively short tail; small ears; above 
 brownish; below dark gray. Usually seen in grassy fields or meadows vihcre 
 a net'"'ork of runways, some -ibove and soL^e below the surface, are in evidence. 
 Feeds on tne stems and ie-ves of grass and ether plants ; cometimes 
 destructive to alfalfa and other growing crops. 
 
 CALIFORNIA POCKET GOPHER. Tho-j-iomys bottae. 
 Six to nine inches Icr.g; body stout, blackish brown in color; 
 eyes and ears small; prominent incisor teeth; external cheek pouches on 
 
Nature Study. ■• P-^ge 93. 
 
 each side of mouth. Usurilly seen poling its he^id out of the entrance of, or 
 pulling weed stalks into the burrow; a succession of mounds of e'^rth 
 indicate plugged-up entrances to the burro^;. Food is composed of succulent 
 ro-^ts and stems of plants and trees; destructive to fruit trees, alfalfa and 
 veget-)bles and other grov/ing crops. 
 
 CALIFORNIA GROUl'ID SQUIRREL. Citellus beecheyi. 
 About 16 inches in length; tail long; e^rs large; above grayish 
 br Qv/n finely spotted v/ith v/hitish; a whitish patch on the aides of the neck 
 extending backivard onto the sides; tail bro'vnish. Usually seen running 
 or standiiig picket-like in open fields; lives in colonies; burro\7S characteris 
 tic. Feeds on grain, seeds, nuts, green plants and vegetables; destructive 
 to grain and other growing crqjs; dangerous as a carrier of bubonic plague. 
 
 CHIPlfUNK, Eutamias ( various s,jecies) . 
 Seven to eight inches long; brov/nish yrith dark stripes along face 
 and five stripes of dTk brovm donn back separated by four light stripes. 
 Usually seen in brushy or forested areas in the mountains. Food largely seed? 
 GRAY SQUIRREL. Sciurus griseus. 
 About 22 inches long; gray grizzled with ^/hite; dull "'hite eye 
 ring; tail flattened, long and bushy. Usually seen in trees. Feeds largely 
 on acords and pine nuts. 
 
 CALIFORNIA JACK RABBIT. Lepus calif ornicus . 
 About 22 inches long; grayish mixed with black and tinged v;ith 
 brown; long ears tiijped v/ith black; t?il black above, grayicih belo^v. 
 Usually seen in open fields. Food consists of herbage of all kinds- 
 destructive to young trees because the bark is eaten. 
 
Nature Study. Page 94. 
 
 COTTONTAIL' Svlvil^g:u3 auduboni . 
 
 About 15 inches long; grayish above; throat and beily ■ihite; tail 
 grayish above, white beneath. Usually seen in brushy areas v/here open 
 spaces are to be found. Food composed of snail plants, tv/igs and bark; 
 sometiiies destructive to young trees. 
 
 CALIFORNIA BRUSH RABBIT. Sylvilagus bachmni. 
 
 Above grayish brovm mixed ^-illh blackish and tinged with brovm, 
 t.Til small, tinged v/ith grayish brcwn above and on sides , white belo'v; 
 distinguished from cottontail by d3rker color, and shorter earn and tail. 
 Usually seen in thick brush seldom venturing far from its shelter. Food 
 largely the stems, leaves and bark of p\ants ; widely used as food. 
 BLACK-TAILiiD DEER. Cdocoileus cclurbiTnus . 
 
 I.'ale v;ith antlers; in -/inter grayish; in summer brownish; has 
 shorter ears and is not as large as mule deer v/hich is found in the Sierras. 
 Usunlly seen in forested or brushy areas in. Coast region north of San Luis 
 Obispo County. Food largely leaves and twigs. One of the best large 
 game mammals; about 12,000 deer are killed annually in this state. 
 
 BIBLIOGRAPHY. 
 
 Grinnell, J. 
 
 1913. A distributional list of the mammals of California. 
 
 Proc. Calif. Acad. Sci., 4th Ser., 3, 255-390, 2 pis. 
 
 Geton, E, T. 
 
 1910. Life histories of northern mammals. (Chas Scribaer's Sons, 
 
 N. Y.), 2 vols., XXX, 1267, 46 pis., 182 figj. 
 
 Stephens , F- 
 
 1906. California mammals. (West Coast Pub. Co., S.^n L:ep;o, Calif,"! 
 
Nature Study. Page &5. 
 
 Stone, '7. und Cr.^m, \7. E, 
 
 1902. Americnn animals. (Doublei-?y, Pr?ge & Co.), xxiii 318, 
 
 numerous pis., in^ny figs, in text. 
 
 Course of Instruction in Agricultural Nature Study Suit.^ble for the Ruril 
 
 Schools of C-^lif ornia. 
 
 A. The material that follows is grouped under four general topics, viz:- 
 
 1- Human Meeds, Interests and Activities. 
 
 2- Plant Life, 
 
 3- Animal Life. 
 
 4- Natural Phenomena and the Inorganic \7orld. 
 
 E. Since human needs are considered, the physiology and hygiene for the 
 first six grades is included in nature study. The instruction in Physiology 
 and hygiene nay be given during the ^vorst 'leather of the ^vinter months r/hen 
 there is more need of emphasizing the cire of the body and the observance 
 of health conditions in general. Besides , this work lends itself to indoor 
 instruction nhen v/eather conditions forbid much outdoor '-/ork. If desired 
 ^n elementary text as "Health Lessons," " The Body in '/hich \7e Live", etc., 
 may be used as a health reader in the Third, Fourth Fifth, and Sixth Grades. 
 Of course for the First and Second Grades all instruction in health lessens 
 and nature study is oral. 
 
 C. See Part II, Elements of Agriculture, for outlines and materials for 
 course of instruction in elementary agricu?.ture for the Seventh 3nd the 
 Eighth grades. This Fart II may be substituted for the v/ork outlined belo-/ 
 for the Seventh and the Eighth grades in Agricultural nature study. A.s ^ 
 patter. of fact the difference between Agricultur-1 nature study and the 
 
l4.-?ture Stu-iy. ■ P-Tige 95. 
 
 elements of Agriculture in these tvo grades is not very m-^rked. As w.?.s 
 stTte'i on p-^ges 19 nnd 20 of these outlines; "It ir-ikes no difference whether 
 •ve c^ll it elementary Agriculture or Agricultural nature study; it is the 
 sr.ine thing r^nd should be so understood. It is the study of pl3nts ^nd 
 7ni-i3ls , of soils -^M neither, of natural forces r^nd phenomena, of the 
 interrelations 3nd interdependence of mtur^l objects; of the relation of ^11 
 these to T^tc■n , .Tnd of m?n's po^ver in controlling them ^nd n^^kiiig them v;ork for 
 his good," Beginning with "VII" on u^ge 17 .^nd ending with "9" on P''ge 20 
 review the re-^dings there r=is3igned. 
 
 D. See lart III, Elements of School Gardens - Also Home Gardens - for 
 sugges'i^ions ns to out-door l^bor^tory work 3nd project "ork. 
 
 E. Finally, the follo'vihg outlines ^re suggestive only. The 1.3St word has 
 not yet been c.^id with reference to the selection of material for r^ny course 
 of instruction in mture study and agriculture. It is hoped th^t the 
 suggestions that follov; will prove helpful. The teacher is urgeo to improve 
 on therg. See again pages 9, 10 and 16 of these outlines. 
 
 I- Outlines for First Grade. 
 
 Children of the First and the Second grades want to know thexr 
 environn-ent in a large, general way and are not old enough to be intereste'^ in 
 minute details. Review pagos 39, 40 of these outlines, noting references 4,5, 
 1. Human Needs, Interests and Activities. 
 
 Informal talks with the children about their hordes to make them 
 feel at ease in the school ^nd to show them th-?t the school ia interested in 
 the home life of its pupils. Encourage each child to have a ;jart in these 
 converr5ational lessons, thus giving opportunities for drill in correct oral 
 

.:-itK.re Study. Psge 9?. 
 
 ex^jreosion in thinrs related to the life of the child. 
 
 "^he Hone: - The house "ind the need of shelter. I'^terinls th-^t enter 
 into the construction of the hovige. 'There obtniiied? Labor needed in the 
 co.istructicn of the house, i;e^tin£*ways ; lighting ?s candles, Irimps , electric, 
 ';:'?j ; v'3tor :az the house. Des-iription of the house, rooms vrith furnishings, 
 conveniences, etc. The surroundings of the house, the lri',Tn v;ith its trees, 
 shrubs, vines ^n^. flov/ers. Changes ?5bout and in the hause because of seasonal 
 ch-^nge!= in v/eather. He-ilth Tnd hygiene of the home. Duties of the various 
 Defflbere of tl:e household in raking the house attr-i'',tive and comfortable. Ideas 
 in cooperatior 'vith certain activities. Find out wh?t the child does or 
 contributes to this social, service. Flay activities of the children at 
 home; the pleTf^ures of fan-.ily life, the visits of neighbors, etc. Homes of 
 bcyo and &,irls in other i.'nds. In short, questions and talks in language 
 suited to be.^inner? to sho^v the universal human need of shelter and the 
 impcrt-ncG of the homo as the basal institution in corinunity life. Keep in 
 rdnd the fundamental principle of pedagogy, Vin : "Te'=>ching both in matter and 
 method, inust be ad-^pted tc the capability of the taught." See pages 42 and 43. 
 
 Fo od : - A second fundamental hum-'n need. Have the children mrae all 
 the different foods tnat cc:ie frov.) the garden; from the field; from the 
 orchard; from animals; from the store. V/hen harvest and how store products 
 of garden, field ^nd orchard? Provisions for the future. Changes in certain 
 articles as whe'it into flour, etc, processes, vhere and by 'horn. Things 
 that cause a shortage of food. VJork of various members of tho household in 
 the groT/ing and the prepar^tion of food. Duty of the child as an economic 
 factor. The needed articles of food - salt, sugar, etc - not gron'n or found 
 
Hrjture Study, Pflge 93. 
 
 in the pupil's locality or state. Ho'-' secured? Bring out the idea that 
 the entire v;orld is a great human family where it is the duty of each 
 ■.jercon toncontribute something of benefit to soire one. The interrelation 
 and interdependence of peoples fnd communities. Begin to develop in country 
 children the social, cooperative, community ide3l 3S opposed to the selfish 
 indivi'iualistic idea. 
 
 Clothing: : - A third fundamental human need. Kinds of clothiig, 
 T/oolen, linen, cotton, silk, leather, etc., and where each is obtained. Uses 
 of clothing. Seasonal changes and adjustment of clothing. Talks about cloth- 
 ing and drygocds stores. Preparation of clothing. C-^re and hygiene of cloth- 
 ing. Clothing for indoors and out-of-doors. Clothing of prir.dtive people. 
 Clothing of ^-.copies of other Imds, Contrast Al3ska and Hav/aii. Discussion 
 of need of keeping the clothing -^nd the body cle^n ^7111 ^id in fixing hygienic 
 habits . 
 
 He -^ 1th Lessons : - Any good eleinent^ry text in physiology and hygiene 
 i^'ill furnish abundant material .^s the b-isis of nr^ny important health talks. 
 Air, food •^nd crater needed to sustain life. How is air made impure? Bad 
 odor in the roovi, how caused? Need of ventilation and how secured, V/ork of 
 the lungs. \Tl'iy keep the skin cle^n? Hov; often Bathe? Care of teeth, hair, 
 f -^ces , hsnds ^nd mils. ?Ceeping school materials cle-?n, desks, books, drirki 
 cups, etc. Preparation of foods. Best ";ays of cocking different foods. Namh 
 foods best for the different me-ols. 'Jhat constitutes a good school lunch? 
 IJanner of eating. Various items in house cleaning after the v/inter cr rainy 
 season is ever. Cleaning of the y^rd. Children help in house-cleaning. 
 
 Seasonal Activities :- Character of v;ork on the nnch during the 
 
Nature Study P'^^ge 99. 
 
 dry season, haying, harvesting grain, picking fruit, etc. After sufficient 
 rain, the plowing and seeding. The annual pruning of orchards and vineyards, 
 why? The spraying of fruit trees, etc., why? Cultivation of orchards and 
 vineyards, why? Conservation of water supply, irrigation. Dust in roads ho"; 
 controlled? Special industries as canning, pickling, lumbering, etc., in 
 the particular community. Outings, fishing trips, hunting, neighborhood 
 picnics , community fairs and various other agencies for recreation and the 
 socialization of country life. Play festivals for old and young. 
 
 Institutional Life: - Need of a school house, n church. Activities 
 of folks that cause the need of other public places, such as the store, 
 creamery, blacksmith shop, post office, depot, factory, etc. V.glue of good 
 roaas . Ei?phasize the ideas of interdependence ^nd the spirit of service. 
 V/hat things can the children do to make and keep the school house and grounds 
 v/holesome and attractive? 
 
 2. Plant Life Throughout The Year. 
 Building up an appreciation of good things on the part of young 
 children can be accomplished through the study of nature if the teacher has 
 the proper "background" of appreciation of excellence in pl-5nt and animal 
 life. The more detailed study of things must be left to tlie upper grndeeg 
 Primary children are interested in whole objects rrither than in parts ajid in 
 useful objects r.?ther than those v/hich s.eem to h.Tve no direct service. Bailey' 
 new book. The Holy Earth, has some inost excellent chapters for the teacher of 
 nature subjects. One quotation from the chapter, "The Admir.',tion of Good 
 fviaterial" is here given to illustrate wh-^t is me.Tnt by a "background of 
 .appreciation of excellence" for the teacher as a proper preparation in the 
 
N-iture Study. Page 100. 
 
 beginning of tho study of pl-int life, and animal life for th?t matter. Sayc 
 Bailey, "In physical perfectness of form and texture and color there is 
 nothing in all the rorld that exceeds a T7ell-gro'7n fruit. Let it lie in 
 the palm of your hand. Close your fingers slpv/ly about it. Feel its firm 
 or soft 3nd ncdelleo surface. Put it against your cheek, and inhale its 
 frap:r3nce. Trace its neutral under-colors , and follo'v its stripes and 
 mark its dots. If in apple .trace the eye thit lies in a moulded basin. 
 Note its stem, ho^v it stands firmly in its cavity, .^nd let your imagination 
 run back to the tree from which, when finally mature, it parted freely. 
 This apple is nox only the 'product of your labor, but it holds the essence 
 of the ye^r and it is in itself a thing of exquisite beauty. There is no 
 other rondure and no frajr-^nce like this." 
 
 "I am convinced thit -le need much to cultivate this appreciation 
 of ths physical perfectness of the fruits that we grow. V'e cannot afford to 
 lose this note from our lives , for this may contribute a good part of our 
 satisfaction of being in the world. The discriminating appreciation th-st one; 
 applies to a picture or a piece of sculpture may be equally ap jlied to any 
 fruit thit grows on the commonest tree or bush in our field or to any 
 aniraal that stands on a green pasture. It is no doubt a mark of a v/ell- 
 tempered mind that it can understand the significance of the forms in fruxts 
 and plants and animals and apply it in the v/ork of the day." 
 
 Fruits : - Have children name different fruits and nuts that gro^; 
 in the district. Name those that have ripened before school opened or that 
 are no"/ ripe. If possible let each child bring to school the best peach, 
 pear, apple .orange , lemon, walnut, olive, bunch of grapes, etc., grwvn at 
 
i^^ture study. I.. /■■'.:,.:'• -.-V^ i'-i i/' Page 101. 
 
 home. Talk ,-9bout points of excellence in form, color, flavor to develop 
 th.it "Admintion of Good Materials" mentioned by Biilsy. The husbandry 
 necessary to produce perfect fruit. The cost of success. Various ways of 
 disposing of the fruit grown in the orchards. 
 
 Fruit Trees : - Names of various kinds in the neighborhood. 
 General appearance. Do leaves st-^y on all i7inter? Watch for the blossoms 
 in the proper season. General talk about the c^re of fruit trees. Each 
 child describe ita favorite fruit tree at home and tell v;hy it is a favorite, 
 
 Shade or Ormi:ient?l Trees ; - Identification and itsps of interest 
 about the common ones found around the homes or on the school road. V/hy 
 protect the trees. Color of foliage. 
 
 Forest Trees : - Nnnes and general appearance of any that may be 
 found in the neighborhood. The pine or fir and Christmis stories. 
 
 Y/ild Flowers : - Any viild flowers in blossom during the dry season? 
 V/hat came back to life with the rainy season? After the snow passes away? 
 Uake a list on the blackboard of a dozen or so of the most common wild 
 flowers. Collect seeds of a fev/ to pl^nt. Avoid wanton destruction of 
 blossoms. 
 
 Cultivated Flowers : - Acquaint-ince v;ith a fev; of the most common 
 found around the homes as geraniums, nasturtiums, verbena, morning glory, 
 petuni,-^ , sv/eet pea, etc. 
 
 Field Pl3nts :- Children n.'^me the different pl.mts tliat are 
 useful as wheit , oats, alfalfa, etc. Distinguish a head of wheat from a 
 head of c3ts . Names ,Tnd identif icr^tion of two or three noxious plants or 
 weeds grown in the fields. 
 
Nature Study. P'''Se ^O^. 
 
 garden Plnnts : - Discussion in general terms about the ki ids 
 of plants grown in the garden, uses, etc. Ifhat things helped the plants to 
 grov;? r/lio took care of them. Suggestions to children to save a fe'v seeds 
 for their ovm garden next vear. ':iho makes a garden and ?/hat things are done: 
 
 Thanksgiving Festival: - Good moral teaching to celebrate the 
 ye^rl-/ bounty of garden, field and orchard. Story of the Puritans. Display 
 of test farm products in the school Arrange exhibits with reference to color 
 effects and educational influences. Use of both cultivated and v/ild ccr.irncn 
 products. Make the exhibit a social occasion for the comriunity. All gra^iec 
 of the school must have a ;iart in this. There need be no competition or 
 prizes even, simply a shov; for its own sake. "An Tpple day or an Apple, 
 Sabbath vyould teach the ])Gople to express their gratitude for apples. The 
 moral obligation to grov; good apples, to handle them honestly, to treat the 
 soil and the trees fairly and reverently, could be develor)ed' as a living 
 practical philosophy into xke v;orking-days of an apple -gro'7i:'g peojfe." 
 Bailey, the Holy Earth, p. 113. 
 
 3. Animal Life Throughout the Year, 
 
 ComTion Domestic Animals :- Name the various animals of pasture and 
 barny-Tr I. The pets of the household, poultry, etc. Havo children talk about 
 c-ire of -^nim-^ls , the service they render in the v.'ay of labor, food and 
 pleasure. Emphasize the co'7 and the hen. Emphasize cleanliness of cow-baru 
 and chicken house. Sanitary milk and egg production. Create appreciation 
 of the best in animal life. "The admiration of a good domestic anj.mal is 
 much to be desired. It develops a meat responsible attitude in the nan or 
 the v;oman. I have observed a peculiar charm in the breeders of these 
 
Nfiture Study. P-^^fes -03. 
 
 '■'onderful animals , a certain poise and masterfulness and breadth of sjinpa.thy. 
 To adriirs a good horse and to know just ^vhy he admires him is a great 
 resource to any man, as al3 to feel the responsibility for the care -^nd 
 health of any flock or herd. Fowls, pigs, sheep on their pastures, cov/s , 
 rmles , all perfect of their hind a , all sensitive, all of them marvelous in 
 their forms -^nn powers, -- verily these are good to know." Bailey, in The 
 Koly PJarth, i-age 111. 
 
 Wild Animals :- Mame such as may be found in the locality, r-^bbits ,, 
 gophers, deer, bear, etc. V'hich are injurious to the farmer and h^w? iJea.nn 
 t?ken fro extermination of enemies to plant and animal life on the farms. 
 
 Bird3 : - V/hat birds are present K'hen school opens? Y/hat have 
 gone? "'hich corie v/ith the rainy season and the opening of spring? V/hrit ones 
 stay all winter? Make a few simple observations on two or three of the most 
 common birds during the year. Find out v;hat the children already know about 
 birds , create in them a desire to know more about bird life "^nd leave to 
 the other years a progresive study of details. 
 
 Insect Life : - Interest the children to -'atch grasshoppers , 
 butterflies , bee^ , etc. Do not make this first year an intensive study in 
 economic ento.iology. Have them, knov/ wh't an insect is, if they do not know. 
 Have them know in a general v/ay about two or three common insects injurious 
 to garden, field and orchard. Detailed study in later years. 
 4. Physical Phenomena and the Inorganic \7orld. 
 V /eather :- Effects of long dry season. Change of Season. :iain. 
 Clouds. 'Vinds , Snow, ice, f rest , etc. TiiS weather Galendir ^nd use cf the 
 thermometer. 
 
Nature Study. P^ge 104. 
 
 The Brook: - Action of running water. Stones , pebbles , sand. 
 Erosion, gulleys , etc. 
 
 Soil : - Appearance dry season nnd wet season. Dust , mud. 
 II- Outlines for Second Grade . 
 
 1. Human Needs , Interests and Activities. 
 
 Sur-roer Vacation Experiences :- Outings , picnics , fishing trips , 
 vi3its to friends or relatives, etc. Work done by the children 3bout the 
 hoine, in the garden or in the fields. New things they have learned since 
 school closed in the spring. 
 
 ■Health Lessons : - Talks aboirt good articles of food for the various 
 meals. Proper hreakf-.st naterials, sumner r,nd winter, for children as eggs, 
 rdlh, fruit, cereals, Ihnners in eating. Thorough chewing and proper diges- 
 tion. The school lunch, char-^cter and ho'/ eaten, V/ays of mking the sohoo 
 lunch riore hygienic. Duty of the home and the school. The muscles. Develop- 
 ment through activity as in work and play. Muscular activity nnd good food 
 and fresh air. The hands and nails , v;hy kept clean? Comf crt?ble shoes ^nd 
 frequent bathing of the feet, why important? The eye, its importance ind 
 c^re. Proper light for reading. Danger in poor light. ;/hen use glasses. 
 Testing the ejBsight. Proper lighting of a school room. Things to be 
 obar^rvpd in the cire of the ear. Danger of sudden and loud noises. De-'fae?' 
 cause and inconvenience. Tlie pleasant voice and ho"; acquire it. 
 
 Seasonal Activities : - Kinds of '/ork cirrisd on the. f Trm throu[;;ioi't 
 the ye'^r. Children report on Mr-^c; ice of farmers in preparing the grou.nd for 
 seeding, cetting out trees, fcr irrigation, etc. Preparnticiis for the hone 
 ^;a-.-den: Why cultivate the growing crops? T/hat i? done with the V3rious 
 
Nature Study. 
 
 PftgA 105. 
 
 crops ^fter they are harvested? Uhat did ench child do in the v3,riou3 
 farming operations? Emphasize the v;orth of the productive life and the 
 social value of agriculture. 
 
 2. Plant T,ife throughout the Year. 
 Ga rden C rops : - Name different plants gro'^ing in the garden. '1. 
 ••'as the 6G6d planted? '/hat care has the garden received during the sun-...r:."' 
 Ilention -rny vegetables in the garden that have gone to seed, as radish, 
 lettuce, pc^s , corn, beans, etc. Gather sone seed and s^ve for planting 
 in the garden in the spring. Study in det-^il the radish or lettuce plant 
 gone to seed noting root, stem, blosson, seed pods -^nd seeds. Any vine 
 crops ir tlie garden. Study sonc"hat in detail, the pumpkin or squash, 
 noting the character of the stem, the leaves and blossor-'S, During '•/inter 
 uionths arouse interest in the children for the spring garden '/ork, Childre; 
 help to r.ake the ••'ir*dov; garden in the school room. Preparatory talks on 
 ■•'he ki;->.d of box to liold the soil, the best kind of soil to put into the box 
 aiid the best seed to plant 'vith a viev/ to tr-^nspl-^nting at home. Enco'arage 
 the idea of the "school-home" garden •■•;ith the possibility of the school 
 exhibit of things grc-m at hore. The "egg-shell" garden especially appeals 
 to children of the first t^vo grades. Give careful directions about the 
 soil, jrovisicn for drainage of the eggshell by poking a small hole in the 
 ;;hell , he.' deep to plant the seed, 7hat seed to pl-^nt, mii'king the- shells, 
 ','j.th o'/ners ' nav.ies , need af sunlight •'nd nioisture, etc. Each ovner co t-^ke 
 r.TB of his ov;n garden, r-^ily inspection of eggshells -/ith record of 
 ob3-=:r-vr-itions . Discussion of things ta->t pay be planted '''aring the r-^iny 
 se-^oon. ''hen rainy season is ovei" cr '".'inter has passed a'-;ay , discuss r;..ea 
 
Haturs Study. 
 
 Page 106. 
 
 soil is dry enough to work, hov; to prepare the seed bed for sc ing seeds oi 
 tr.inspl.^nting f rcp 'vindow g-^rdens or eggshell gardens. Why trsnspl.int? 
 Show ho^7 this should be done. Do not try to grow too many different kinds, 
 Erpph^size one vegetable ^nd one flo'7er to be gro'vn by young children at 
 hone, the products of ^'/hich , either fruit or blossoms, m-^y be exhibited 3t 
 nchool the next f ?11, Suggestion of tom*?to or potato for the vegetable 
 .';nd aster or cosmos for the flower. Have a good seed catTlogue, well 
 illustrated , in the school room and examine pictures of garden vegetables 
 and flowers. Children of this gride miy plant seeds of gourds or some otner 
 vines to cover fence or screen to outbuildings. 
 
 Fi e Id Crops : - Have children report the different field crops 
 grown in the community, ';hy grown? Do the farmers grov/ all their feed for 
 their live stock? If not where do they get it? What is the principal cerea: 
 If wheat, mme different varieties. If corn, name varieties. If oats, 
 name varieties. How is each crop harvested? How is it stored a^vay for 
 future use? If potatoes are not grown locally, where do people get thexr 
 supply? '(/hat grasses, alfalfa, vetch, clover, etc., are grown by the faruert 
 How many families grow sugar corn or pop corn? Hovv many gro"/ pumpkins or 
 squash in the fields? Begin to emphasize the value and need of a more 
 diversified agriculture so th-^t a community is not dependent upon a single 
 crop. 
 
 Fruit Crops : - Name different fruits gro'vn in the district. l;a!e 
 a list on blackboard of fruits of trees , vines and shrubs , as peaches , apple, 
 prunes, oranges, grapes, olives, almonds, raspberry, currents, strav/berrieo , 
 etc. Hov; can fruit trees be told apart when there is no fruit on them? 
 
Nature Study. Page 107. 
 
 H^ve leaves 3nd t'7igs from different trees in the school room. V.'hy ire 
 trees and vines pruned? V/atch the blossoms in the trees. V/hat are the 
 bees doing? \'JhrA is one injurious insect for each fruit tree? How is the 
 3pr-iying done? l.Tiat ripens the fruit? \7hat labor is required to have good 
 fruit? Uhat is done with the fruit when picked? If in a raisin, walnut 
 or olive district, emphasize best methods of preparing crop for the market. 
 Teacher should get all possible information from the best grov/er in the 
 community. Don't attempt to bring out all the technical information in 
 the primary grades. Leave something for the upper gr<9des. 
 
 Shade and Forest Trees : - Identify a few of the moSt important 
 shade trees. How tell an acacii from a black v/alnut? How tell the valley 
 oak frop the black oak? V/hat is the princip«L shade tree in the community? 
 How many kinds of eucalyptus growia in the neighborhood? Do the leaves stay 
 on all the ye-'r? How tell one pine tree from another? Hov/ many of the tree'; 
 have blossoms? V.Tien ices each tree blossom? Do they have seeds? If so, 
 collect a few. Ho"7 does the seed of the maple differ from the seed of the 
 o-?k? Choose one tree to find out tII the interesting things possible, as 
 age, height, shape, manner of growth, direction of branches, color of leaves, 
 limbs, and bark on trunk, the buds, shape of leaf, etc. Notice tv/igs and 
 leaves of t^vo or three other trees in contrast to the one chosen. The 
 forest ?nd what it means to mankind. Lumbering and reforestation. Hov; 
 observe Arbor D-^y in the best way? Are trees needed on the school ground? 
 
 Native Shrubs : - Any grov/ing on the mountain side? In the CTnyoh; 
 Along the streams? In the open? Ilake a list of the wild shrubs in the 
 neighborhood. Study one as to height, character of stem and branches, kind 
 
Nature Study. Page 108. 
 
 of le3f , color of blossom, etc. Cnn sonie of these h3rdy a-stive shrubs be 
 tnnspl.intcd? ¥/h3t are some of the things necess-^ry to successfully 
 tnn3pi3.1t 3 chrub , tree or f lever? Does the school y.^rd need shrubs -ind 
 flo'7ers as well 3S trees? 
 
 Y/ild Flc'/ers : - vrMt '/ild flo'vers are in blossom v;hen school open? 
 Put liJt on bo3rd. VJh-'t ones have gone to seed? Collect a fe^v seeds. 
 Some autumn flc^vers may be used for school rooni decoration. Teach children 
 how to gather 'vild flov/ers - a fe^/ for enjoynent and not for destruction. 
 3uit the length of the steiris to the depth of the receptacle. Hake artistic 
 boqucts of both Tutumn r>n'i'. spring v/ild flov/ers showing wh^t colors harmonizr 
 This is fundamental in creating good taste in clothing Tnd household 
 furnishings. Uhat nild flo-vers are revived by the rainy season? What ones 
 blossom after the snov; is gone? V.Tiat ones blossom before school closes? 
 Put list on the board. Keep a r/ild flo'Ter c^lend^r. Talk briefly about the 
 conditions under ^vhich wild flowers gro"/. T.Tiat is each child's favorite 
 
 'vild flov/er? Start a wild flov/er garden in one corner of the school yard. 
 
 Cultivated Flo\7er3 : - From conversations viith pupils make a list 
 on the board of all the different varieties of cultivated flo'vers grov/ing 
 around the various homes in the district. Find out a fe'.7 things as to their 
 care and value about the home. How many of these varieties are found on 
 the school ground? \lhen do these various flov/ers blossom? Are they groTrn 
 from seed? Is it necessary to sov/ the seed every year? If not started 1 ro; ■ 
 seed, then hor.'? Test observation ^nd interest by asking children to watch 
 certain plants for a v/eek and report all things of interest they may see. 
 The detailed study cf any flowe]^ing plant, wild or tame, should be left for 
 
Nature Study. P'^ge 109. 
 
 later j-e^rs , 
 
 H-?rvest Festival:- The cro'vnirg event in the study of plant life 
 during the year should be the exhibition in the school room of the best 
 products of the field, orchard, garden and roadside. This, of course, should 
 be pTrticip«jted in by the entire school. Thanksgiving is a good time for 
 this expression of appreciation of the earth(s goodness. It is a i-ieans of 
 grace for all the country side. 'Tho can sho'v the finest onions , potatoes , 
 pears, v/alnuts , f lo'7ers , pop corn, purpkin? "In all the range of vegetable 
 products, I doubt whether there is a :MTe perfect example of pleasing form, 
 fine modelling, attractive texture and color, and more bracing odor, th-^n in 
 a -vell-gro'vn ^nd ripe field pvjnpldn. pl-5ce a pumpkin on your table; run 
 your fingers do'vn its smooth grooves; trr^ce the furro'-'S to the poles; t^ke 
 of its form; absorb its rich color; get the ting of its fragrance. The 
 roughness and ruggedness of its leaves, the sharp-angled stem strongly set, 
 rnke a foil th^t a sculptor cannot improve. Then wonder hov; this marvellous 
 thing ^73s born out of your garden soil through the medium of one small strTnd 
 of 3 su:culent stem", Eailry, The Koly Sarth p. 109. 
 3. Animal Life Throughout the Year. 
 
 Common Domestic Animals:- Name animals on the farm that work for 
 us. \'!hr>t does each one do? V/hat does each animal eat? Ho"/ are these 
 animals housed? What constitutes a good barn, poultry house, etc? In \7hit 
 v.nys is the horDB useful? Miy c^n a horse do certain kinds of ^/ork better 
 than iny other animal? Hov/ is a horac trained to v;ork? Discuss harness 3nd 
 its fitness for the horse. Mention all the things a horse needs every day. 
 "hen does a horde need special care? In '-/h-^t way? VvTriy do horses need shoes' 
 
Nature Study. Page 110. 
 
 Discuss difference betvreen the horse th.'^t pulls .? heavy load and the one 
 for the light buggy. If possible sho^v pictures of vfirious kinds of horses 
 -^nd ponies. In like manner mnike a some^vhat detr»iled study of the dog. Each 
 child to tell "/hy the dog is a friend to riq.n. Tell the various ways that a 
 dog is v.seful on the farm. Show pictures of dogs, I'ftiat does a dog like for 
 food? V/atch one eat. Tell how he does it. ''/hat kind of teeth has he? 
 Children -yill enjoy some good stories of dogs, 
 
 V/ild Anim.-3ls : - \7hat v/ild animals in the community? How do they 
 live? Where do they spend the winter? T?/hat ones nre injurious to the 
 fr?rmer? In 'vh-^t ways? 
 
 Birds : - M3.ke a list on the blackboard of the birds present when 
 school opens. How recognize different birds, - color, song, size, manner of 
 flight, etc? What birds stay all v.dnter? What ones return v;hen spring 
 comes? What is the food of birds? v/here do they stay at night? Name 
 various places v;here birds build their nests. V/atch them building their 
 nests , feeding the young and teaching them to fly. Keep a bird calendar 
 noting v;hen each bird is first seen. How are birds useful to us? 
 
 Insect Life : - Notice any insects found in connection v/ith the 
 garden ^r any plant life studied during the year. Describe them in a general 
 vvay , giving size, color markings, etc. ^'/hat are these insects called, their 
 common names? What is the food of insects? Hov; do they get their food? 
 Perhaps by observation they may learn that insects are grouped into two 
 general classes according to the way in rvhich they get their food, viz:- 
 the biting and the sucking. This knowledge is necessary so as to use the 
 proper spray to kill the injurious insects. Spraying and a more detailed 
 
Nature Study. PaE® H^' 
 
 study of the insects to be mride in the upper gndes . 
 
 4. Physical Phenoweni and the Inorganic World. 
 
 Weather Calendar : - This should be kept each rronth notini; days of 
 sunshine or clouds, rain or snow, etc. Temperature, direction of the "/ind 
 can be indicated. Also note changes cf seasons. V/hy the days grow longpr cr 
 shorter, nlait is the longest day? The shortest? 
 
 Sir/- Studies : - V/here does the sun rise? Set? ^'/hat direction is 
 the sun from us at noon? V/hat is meant by ne^v moon? First Quarter? Full 
 nioon? Last Quarter? Ho'7 does the moon shine? How often do we have full 
 noon? Look at the sky on a cle^r night, ""/hat do you see? iVhat is the 
 "Milky y.'ay"? Look for grou^ of bright stars. One group is called the 
 Great Dipper. Kov; many stars in this group? Can you see the t-'io stars called 
 the "pointers"? To 'vh-^t do they point? V.'hy is it important to know the 
 Ilorth Star? The positions of various groups of stars seem to change during 
 the year. Watch for this and see if you can -always locate the Great Dipper, 
 and the North Star. Another bright group of stars is cilled Orion. He was 
 said to be a mighty hunter. Have some one help you find him. 
 
 Rain:- What is it? How caused? ITh-^t good does the rain do? 
 r/hat damage at times? Ho^'' are clouds formed? Wint is a fog?, How do hail 
 find snow differ from rain? How many inches of rainfall in your district? 
 iVhat is a rainbow? Tell about the colors. Does the snow ever fall in your 
 oart o*" the state? If so, hew deep does it get at times? \7hat good do you 
 think the snow does. 
 
 The Brook: - Appearance during the dry season. What change aft^jr 
 he rain hai fallen for a few days? V/here does this particular brook have 
 
Nature Study, P.'^ge 112. 
 
 its beginning? Its end? In v/h^t v/^ya is the brook "i busy v-rorker? Under 
 '■;h'>t conditions does it do the mcst v/ork? The le^st ivork? V.'hrjt C3use" the 
 difference in the color of the 'v^ter? Are there iny smll stones or pebbles 
 in the brook? Are they rough or sniooth? 'Tny? Bring out the thought of 
 running water ts a force in soil formation, X'h.trh a section of the brook 
 during one niny se-^soA Tnd report changes in appearance. 
 Ill- 0-tt lines for The Third Grade. 
 
 Pupils of the Intermediate Grades, the Third, Fourth, Fifth and 
 Sixth want to kno'-i more det*9ils. On page 40, review the references there 
 given. 
 
 1. Human Need's, Interests and Activities. 
 
 Seasonal Activities :- First, Harvesting. T7hen school opens disr.uj. 
 some'";h''t in detail the ^vork th^t is being carried on to harvest the crops of 
 field, orch^i-d and garden, Ho'v does the yield conpare with last year? Hc*7 
 are prices? Any scarcity of labor? ■■,'h^t is the olive crop v/orth in your 
 district? Or the orange? The apple? Or ^vhatever is the special crop? If 
 only one crop is raised in a community, what would lil:ely be the result if 
 that crop should fail? V/hat is a diversified crop system and its benefits? 
 I'.'hat is the l-jst thing to be harvested in the fall? The first in the spring: 
 "/hat part do the children h-^ve in the harvesting process? Write on the 
 blackboard a list of all things thit are harvested in the district from 
 August 1, to November 1, From April 1, to August 1, This will give a pretty 
 good survey of the agricultural resources in the community so fir as pfent l:'f.. 
 is concerned. Second, Planting, 'Vhat things are planted from August 1 to 
 December 1? Fro." Dcce;.iber 1 to April 1? In field crops take wheat or aZ.falri 
 
Kiture Study. Page 113. 
 
 and discuss the bast methods in the prspar-^tion of the seed bed. Have 
 children observe practices of best farmers. How deep should the planting ber 
 '7hyT The "/ork to be done preparatory to setting out an orchard or a vineyard? 
 Third, riscsllaneous activities as pruning, spraying, care of livestock, 
 poultry, etc. In a measure better methods of v;ork on the fnrm can be 
 emphasized but the chief purpose is to magnify the importance of the farmer's 
 '7ork and to dignify honest toil in general. More detailed instruction and 
 observation, of course, are left for the seventh and eighth grades. 
 
 Se-^sonal Needs :- Changes in v'/eather related to human comfort as 
 to food , clothing and shelter. Contrast requirements in July ^vith those in 
 December. The wisdom of'looking ^he^d" on the f-irm. Reasons why the farmer 
 should pl'on for si:: months or i year in advance. Storage of food. 
 
 Soci'^l Interests: - The ye'^r's picnics, excursions, fishing trips, 
 fairs, parties, patriotic celebrations, etc. V/Viat is the school doing to 
 develop the social ide^? Play on the school ground, social value. Meetings 
 in the school house, their community value. Discussion of various institittions 
 •ind organizations that are helping to give a better community life. Is there 
 3 rural church, a grange, a fnrm bureau in the district? Find out if possibJ.e 
 their progrT/is of v/ork. 
 
 Health IJceds : - Hygiene for the individual in the school and home 
 •?nd for ths community at large. Refer to books on physiology for topics v;ith 
 reference to breathing, ventilation, the five senses, and first aid. Discussion 
 of contents of soi'e one bulletin from State Bo^rd of Health as to drainage or 
 'viter supply, or the fly or the mosquito. Do not attemtp to cover the whole 
 field of rur-^l sanitation in this grade. Leave 3 fe^^v things for the upper 
 
N^turs Study. p^ge 114. 
 
 grades. Select sone one ph^se .ini ri.o i^s thorough v/ork as is possible con- 
 siieri.ig ol'v^ys the capability of the ones t-jught. 
 2. Plant Life Throughout the Year. 
 
 Garden Studies : - Each child make a list of all vegetables grown 
 in the hone garden. When v/ere the seeds planted? '7ho helped in the surnmer 
 garden -vork? V/h-'t is the fall appe-srance of the home or school garden? Name 
 vegetables that have been used or that are nov/ ready for use. The same 'vith 
 flowers. V/hat parts of vegetables are used for food? IThat ones are being 
 stored for future use? Y/here and hov/? l.Tiat seeds are collected for spring 
 pl3nting? nhat vegetables remain in the garden during the v/inter or rainy 
 season? Discuss preparations for garden v;ork in the spring. V/hat fertilizer 
 is best to use? Ho'v prepare the seed bed? Get a seed catalogue and discuss 
 varieties. If not possible to have a little plot on the school grounds, 
 encourage the home garden. In either case have a windov/ garden in the school 
 room, Pl^nt a few quick grov.'ing vegetables as radish, bem, pea, to observe 
 germination and groi-rth. Have a flo'ver box 'vith geranivim slips and nasturtium, 
 seed for a beginning. Flan for a school exhibit next year. 
 
 The Tomato: - 'wTiy a good plant for detailed study?- In what ways 
 valu-^hle as food? Inspection of gro'ving plant in garden v;ith pupils if possibl, 
 Question on board for children to answer if not possible to inspect grov/ing 
 plant. Position of growing pl-5nt. Stems and general charairter of growth 
 contrasted vvith other plants. Look for flower, color, different parts. V/here 
 is the flo'ver found? V/hat part stays on to rriake the fruit we eat? liRve of 
 this p-irt? Have three or fovr ripe and green tomatoes of choice varieties in 
 the school room to stu^iy characteristics thnt iinke a good tomato. Reaall wh-=it 
 
;;:-'ture Study. Page 115, 
 
 Bailey says -^bout the "Admiration of Good liaterials". Bring out points as 
 to shape, color, firmness, smoothness of skin, thick, juicy meat, sweet flavor 
 ■?:.Ti few seeds. Hake cross sections of both ripe and green tomatoes to notice 
 seed arrangement. Discuss removing the pulp, v;ashing out the seed and drying 
 them. Hov/ store the seed for the spring planting. Plan to have a tomato 
 gro';/ing contest at home. Exhibit of the best home grov/n tomatoes at the school 
 Fiir. Value of the tomato industry in the State. A brief report of a tomato 
 cannery. H-^ve children visited any kind of a canning factory? Tell v/hit 
 they s.av.'. 
 
 The t'orning Glory : - Begin to emphasize the climbing plants , their 
 value about home and school and interesting things in their manner of gro^rth. 
 Children report all kinds of climbing plants they c-?n think of. Take one as 
 the morning glory for a type study, tiovj can it grov; so high? V/hat kind of 
 a stem has it? Hcv; does it hold on to things? Look at the leaves, telling 
 how :-\any on a stem -^nd 'vhere do they grov/? Why is this a good vine about 
 our homes? Note the position of flov/ers, V/here- do the blossoms open? ' Ih3± 
 does the bud look like? V/hen does the morning glory begin to bloom? How long: 
 Does a flo'ver open nore than once? 'Tay are they called morning glories? 
 Examine a flov;er that is just ready to bloom and one that is fading av/a.y. 
 'Tith specimens of the bud aiad flower in several stages of growth and green 
 pods and ripe ones have childi en try to determine what part of the flower 
 makes the seed. Open a ripe pod and describe all that can be seen. Hov; do 
 the seeds get out of the pcd? Do we have to pl?nt the seeds every so often 
 in order to have vines, etc? 
 
 \7ild Morning Glory or Birdweed:- This is a very noxious weed. 
 
Nature Study. Page 116. 
 
 Certain phrases of this pl-^nt mciy be reserved for stu-iy in higher grr^des. Bv.t 
 in connection 'vith the study of the t-^irie morning glory cert-^in points of 
 resemblance my be noted in the '"did morning glory. 
 
 The Milb-veed: - This is 3 good pl-^nt to study to note hov/ one kind 
 cf needs -^re scattered. Where is the millr-zeed found? Hov/ high does it gro'v? 
 '■:ih.-^t kind of stem -^nd leaves? Color? \7hy called the milkv;eed? VThat has this 
 plant been doing t11 spring and sumner? IVhat other plants are doing the same; 
 \7hen does the milkweed blossom? Describe the blossom. V/here are the pods and 
 hoi7 are they arranged? Carefully open a pod and describe all that you see. 
 Y/h-5t is fastened to each seed? V/hat is this for? Throv; a seed into the air 
 and '7at rh the result. Count the number of seeds in a pod. Does the railki;;eed 
 plant die in the fall? Dig up one to notice the roots. Do you think a plant 
 vdth this kind of root 'vould live from year to year. Drive a stake near one 
 in the fall and then look for this plant in the spring. VJhat is your decision: 
 The seeds of plants like the milk^/eed are called fly-av/ay seeds. Name other 
 plants th-?t have seeds like the milb'/eed. Ask the children shortly after 
 school has opened to bring in specimens of fly-av/^y seeds and start a chart of 
 seed-fliers. They can doubtless bri/ig in specimens of dandelion, scarlet 
 geranium, thistle any.vay. There are others. Bring in all different kinds 
 and name them. Compare them. Some seeds have v/ings like maple-seed instead 
 of the dc-.'ny parachutes like the milk-nyeed , etc. Any other seeds have wings 
 besides the maple. 
 
 The Thistle : - V/here do they gro'v? Are they alone or several 
 
 together? Hov; are the leaves arranged on the stem? Are they smooth, or hair;- 
 on one side or on both sides? Where are the spines, around the margin of 
 
N"ture S-.udy. Page 117. 
 
 len.ves or or. the ribs snd veins? Look at the edges of the leaves 3nd tell 
 v;h3t you see. Hon does the f loner grov;? V'hich open first , those .^t the top 
 of the stalk or those lov/sst on the stalk? Do the row of flov/ers at the 
 outer edge of the he-'d open first or those at the center? Color of blossom? 
 Any fragrance? '7h^t insects visit the thistle blossom?' How are the f loner 
 hc^ds protected? Carefully cut away the protection and note hov; the seeds 
 ?re plToed. Count the number of seeds in one he^d. Describe all th^t you 
 cm see about one seed. A small lens niH help you to see sonie interesting 
 things. Take one seed r^nd put it in 3 warm, dry place, v/here it cinnot blov; 
 3- /ay. Hon long does it take for the b'iloon to open up? V/h3t is the shape? 
 Tny is the thistle so h^rd to kill? V/hat is the best v/ay to kill it? V/h3t 
 bird is very fond of thistle seed? In a gener3l v/ay bring out the fact that 
 other pl3nts tiave other nays of disseminating their seeds. The detailed stur'.y 
 of these pl3nts may be left for upper grades. 
 
 V/ild Fl oners ;» Enumerate the wild f loners of the district or 
 vicinity th3t are going to seed '/hen school opens. Those that are in blossor 
 during the autiiiTin months. V7hat are the prevailing colors of the autumn v/ild 
 f lo-'v'ers ? Of those that blossom during the spring? Collect nild f loner 
 seed for spring g3rden nork. In fall and spring have v/ild flov/er blossoms i? 
 the school room. Teach pupils to collect a fen only of each kind nith as 
 long stems ts possible. Arr-^rige in artistic mass effect in simple f loner 
 holders. Teach harmony ci color. The same nill apply, of course, to cultiv3t- 
 ed f loners. 
 
 Nut Trees :- Name all trees of orchard or forest -ihiise nuts ripen 
 in the f3ll. Have children appreciate more fully the life and norh of trees 
 
.I-ture Study. Page 11 B. 
 
 in general r^nn -the special value of nut trees for ormment.^tion and food. 
 Brin^t samples of various nuts to school. If cak trees are near, bring in 
 loaves ?s "el", as acorns. If the bl'sck v/ilnut is available r-ake a special 
 stu'-Jy of it. Put a few quPGticn::< for observation on the board and ask 
 children to'find the ansv/ers frou observixag some v/alnut tree. Is the tree 
 till or shorx? Bark rough cr smooth? Anything peculi?r about the furro'.vs 
 in the bark? Are the branches near the ground? Are they large or small? 
 Is the b'rirk on the branches of s^me color as th^t on the trunk? '.7atch in the 
 spring to see if there are any flo'-zers on the walnut tree. Is the wood of 
 the vtalnut tree good for anythi^n''? V/here do you find the nuts on the walnut 
 tree? Do the ;:utc f-li be: ore the leaves? Describe a v/alnut. V'here is the 
 re-^l seed that grows to make another v;alnut tree? Take a few t-'dgs indoor 
 for observation. Look for tiny buds for next spring, loaf scars, and rings. 
 showing the year's growth. Notice the kind of leaves the walnut has. If the 
 black walnut is not in the neighborhood then take sone other nut tree. 
 
 Seed Germination: - I7ith the condng of seeding time in the localixy 
 whether for garden or farm crops , the attention of the children shoT.ld be 
 CTllsd to the planting of seeds. VJh-^t is a seed? 'Tiat kinds are planted? 
 Nane "^11 garden seeds that are usua^lly planted at the cloje of the rainy 
 season or the passing of snow. Teach the necessary conditions tc grow seed, 
 if in soil, the soil rust be w-^rm, rooist - not wet - sunshine and ^ir. If 
 cert'iin seeds are planted in wet ccld ground, wh^t is likely to happen? !!a".'. 
 a cardboard ch-^rt sho^/ing best tir.e to sow certain seeds. Children stick 
 seeds in groups of' tv;o or three un chart a?\d label. Use crdimry mucilage 
 but not too much ''t a tire. 
 
..ature Study. Page 119. 
 
 Radish Seed: - il-iux jome in mois'i sand in a ohnllo-;; box, keep 
 r.iodorately moist and 'var;?, and dig up two or three from day to day to ■.•/ate}', 
 changes. Plant enough and have the box large enough go that some planto iray 
 mnke 3or.3 growth. Cr place oeed between folds of d'amp cloth or blotting 
 papar laid on a plaxe cr saucer, put in a warm place and "/atch the seed-lr.?-, 
 and rootleta put forth. As soon ^s the shell opens note hor.' the seed-lcavco 
 or cctyledcns are folded. Describe all you see. \Tmt is the appearance 
 of the root? A further detailed study of the grown radish is left for ^n 
 u,>por ferade. 
 
 The Pea : - Allot,' a quantity of pe-?£ to stand in v;ater for a day. 
 Compare a soTked pea 'vith a dry one. Kov; do they differ -ind what has caused 
 the cha ige? Place a fev/ dry peas in moist soil and see r;h^t would happen. 
 Remove covering fror soaked seed. This is seed coat. Note tv/o thick pieces 
 called cotyledons. \Tnat holds the cotyledons together! Discuss conditions 
 necessary to grow -arden peas , successfully. Encour-^ge each child to prepare 
 a small bed at home and plant some peis. Discuss value of pe-^s as food, A 
 lesson on the sweet peas can be given in connection '.vith the study of common 
 peas. Teach the soil conditions best for grovrth of sv;eet pFas . If possible 
 plant some on the school ground. Each child should be encouraged to gro\7 
 some at home, 
 
 To'jato Seed :- A package of choice tomato seed should be planted 
 in a box in the school room so that each child could have three or four 
 plants to set out at home. Discuss 'vhat these seeds will need - as a box, 
 some good soil, proper heat, light and moisture conditions. Discuss, when 
 the time ccmes for transplanting, how the plants should be set out in the 
 
Nature Study. p.ige 120. 
 
 grou'^d. Sho^v this by setting out 3 plrjut in the corner of the yard v/here 
 the r.oil hns hean properly prepared. V/hsn the plants are tv/o or three inches 
 high in the box, they should be tr-ansplanted singly to small cans or pots 
 4:^'l■ then later taken horie by the children and transplanted again into the 
 e-^rth. If tin cans are used there muat be holes in the bottom for drainrge. 
 
 The Autumn Fe.'vtiv^l : - Before the school closes for the year 
 discuss plans for the coming school fair. Get the cooperation of the pare.its 
 during the summer vacation. Appoint the necessary committees. Urge each 
 chilri -ind a^iuit to exhibit the best of its kind. Let the corrunitteo on the 
 arrangement of exhibits catch the spirit of the follo^/ing:- "'.7e all recognize 
 the appeal of a bouquet of f lov/ers , but ve are unaware tnat '7e may have a 
 bouquet of fruits. V/e have given little attention to arranging them or any 
 study of the kinds that consort 'veil together, nor have v;e receptacles in 
 niiich effectively to display them. Yot , apples and oranges and plums and grap- 
 and nuts , and good melons ind cucumbers and peppers and onions may be arranged 
 into the most artistic and satisfying combinations," B.'.iley, The Koly Earth. 
 3. Animal Life Throughout the Year. 
 
 Insgct Life : - 'Jhit butterflies are seen during the first fev; v/eeks 
 of school? Hov/ do insects get ready for '-.dntcr? Have children watch for 
 caterpillars. Give all items of interest about them. Hov; many feet? Color 
 of head? Hot; do they eat? '.7hat is their food? Put some in a pasteboard 
 box and feed them. V/atch for cocoons. Cut open one cocoon, V/hat is on the 
 inside? V/h-?t insects are busy at v;ork in the garden? V/atch for spid.-u-s. 
 Find a spider's 'veb and report about it. V/hat insects appear first in th.- 
 spring? V.'hcre found? V;h-?t ones are destructive to fruit orchards? Hov/ .re 
 
Irsture Study. Page 121. ■ 
 
 they removed? H-^ve pupils s^e the difference between a biting insect and 
 
 a sucking insect. Methods of control ';7ith reference to manner of getting fee. 
 
 Bird Life: - V/h.it birds remain all the year? v;hat birds destroy 
 insects and worr.s en trees? H017 many have seen a woodpecker? V/atch work 
 ■^n6 iicvenents ^nd report. Ilake a special study of the English sparrov/ if tiif-: 
 be one in the vicinity, vvhere it stays, feeds, disposition, etc. Try to 
 identify different birds by their manner of flight. V/hat is the food of bird- 
 during the '?;inter time? Observ?5tions on nest building and c-?re of the young. 
 Mal:e 3 bird calendar. 
 
 Domestic Anirorjls :- Reviev/ work and worth of the common domestic 
 Tnirrols on the f-^rm as outlined in secord year. The cat , why have one about 
 the house? What is its food? V'h^t does it do? Describe eyes, ears, cla'vs , 
 etc. I7hat are its ivhiskers? Hhit are the v/ild relatives of the c.?t? V.Tio 
 h3s'a,dog at home? Of ^/h^t use is he? Tell -?bout his care, habits, v/ildr' 
 relatives, etc. Genenl study of hen. ''/here do they make their nests? 
 Eggs, sizes ^nd colors. Setting a hen. Chickens, their food care and 
 enemies. Simple requirements of a good poultry house. Its care. Shelter 
 for f^rm animals, 
 
 Uild Animals :«• Name allff ound in the community, V/hat ones are 
 injurious to cultivated crops? In v/hst v/ay? Hov; exterminated. Make a 
 special study of the squirrel or rabbit, food, manner of life, appearance, 
 v-?lue, etc. 
 
 4. Physical Phenomena and the Inorg-^nic V.'orld. 
 
 \7eather and Temperature:- Study of the thermometer, its uses 
 and how it -vorks- Use of mercury and alcohol. Place thermometer in various 
 
h=,ture Stu'^y. Page IZ'i. 
 
 p-?rtSL f xhe roor- Tnd noto the reridirigs. Put n 've^tlier c-^lend^r on the 
 lo^rd •n'i on it recor-; daily tainperatura of outside air froin rcdingc of 
 thorrometer hung on the outside of the school house for ^ fev; iDinutets. \IYi':' 
 is teir<:^er3-cure? IVhat makes i:7eather? 
 
 The laoon: - Appe^nnce 'vhen it is full? Difference in r'ppeirronce 
 between the )ir,v poon and the full noon ^nd -.'hy. '/here does the ne\r noon 
 rise ind -.'here does it set. Does :r.oon rise earlier or later on 3ucceeding 
 nights? lior; docs the noon give light? Discuss various phases of the moon. 
 
 Seasons and Rainfall : - Revie'.^' all previous -vork '-.'ith reference 
 to change cf seasons; causes of rain, value of rain, T/h^t are sncv and 
 ice and ho'V caused? 
 
 P?;y3ical P'herior'caa; - Burning cf r;cod and coal; Kerosene lainp; 
 evapor^tioi" of 'v'Lter; -did as a drying -jgency on Dud , etc; Cloudy days and 
 nights contrasted nith clear days and nights. Frost •'nd its effect upon 
 plant life; insect life; Effect cf cold weather upon childrcr, 
 
 Brook and Soil: - Rovie''^ all previous instruction regarding the 
 T/ork cf the brook and ho-.v soil is i.iade. 
 IV- Outlines for the Fourth Grade . 
 
 Pupils of the InterjT'ediate Grades, the Third, Fourth, Fifth and 
 Sixth v/ant to kno^.v Dcre details. On psge 40, reviev/ the references there 
 given, 
 
 1, Humar, I-Ieeds , Interests and Activities, 
 
 Seasonal Activities :- Reviev; in genor-?! -^s given in previous 
 grades, T'lke sor^e one field crop as b-irloy, ^7hsat ind alfalfi -^nd r-iThe a 
 detailed study of processes ind operations in raising the crop from the 
 prepar-^tioi'i of the soil to the final mrlceting ofthe crop, Ha^-e childroi. 
 
'.■<«-; urc otuuy. Page 123. 
 
 'J ea'jonal Needs : - Revie-.v in goneral ns given ir. previous gr3d23.. 
 Tr-Jke so.^ie ore need as clothing or shelter 3nd have children find out just 
 hovr this need may be supplied, - factors, materials, labor, etc. 
 
 Social Interests : - The year's recreation activities. Plans and 
 prograr.a. Social and educational values. Games and play on the school 
 grounds. Participation of children and relation of experiences. V/hat 
 institutions in the community are helping to give a richer social content 
 to neighborhood life? 
 
 Health Needs : •» Hygiene for the school and houe and community. 
 Personal responsibility of pupils. P.efer to some good elementary text on 
 physiology for materiol -5nd rules for the promotion of good health. Good 
 and bad teeth and their relation to health. Structure and care of the teeth. 
 Use of teeth. Use of the toothbrush. Work of the dentist. Muscles, uses, 
 movements, etc. Bones and their relation to muscles. Good positions of the 
 body. V-^lue of good habits in poature of body while young. Value and 
 necessity of exercise. A health reader on the above topics may be used 
 in class. Do good thorough v;ork in this connection. 
 2. Plant Life Throughout the Year. 
 
 C-arden Studios : ~ This is a necessary topic for every grade. 
 Review stucijs of previous grades and get a new point of viev/ of some more 
 or less familiar phases of garden interests. How does the garden compare 
 ivith previous years? V/hat things of special interest during this year? 
 Plans for home and school gardens. Study of seed catalogi;es. Mistakes 
 rrade last year and measures to avoid them this year. Grov; several varieties 
 of radish ''nd lettuce to determine the most desirable. Make out a list cf 
 
Nature Study. • page 12t. 
 
 vegetables to be planted for the school exhibit. 
 
 Sweet Corn: - Examined seed. Discuss preparation of soil ^nl bcsx 
 tine to plart. vjatch its grcj/th snd report v;hen tnssel appersrs ; vyhen the 
 silk appears; height of stem, thickress , size of ler^ves , etc. NaTiber of 
 e>rs on stalk. Compare v/ith pop corn or field corn if -^ny is gro'vn in the 
 district. See list cf varieties on page 51. Uses of s^/eet corn. sTiy 
 used T3 human food? Discuss canning of s\7eet corn. Tell all the things 
 that must be done from the time the kernels are planted to the tine ',7hen 
 the cnns are shipped away. Lavage done by the corn ear 'vomi. 
 
 Sunflower : - Study eritire plant as it is grordzig. Have pupils 
 tell -^11 they see. Go into details as to height, color, character cf stem, 
 leraf, flo¥;er. Look carefully at sunflower he^d r^t different st'-jges of 
 growth. Is the flc'/er one or rmny? k small flo'ver is cTlled v/h^t? Each 
 produces ivhit! How many seeds in ti head? Color and v'5riou3 uses of seeds? 
 IThere on tho ho^d do the seeds ripen first? V/atch tho bees on the sunflo^'or 
 head, \7hnt do they 'vant and ^i7hat are they doing? 
 
 Bulbs : - Have a bulb garden on the school ground if possible. 
 Consul- seed crj.talogue 3S to best tiine and methods of setting bulbs out. 
 Consult list on pages 63 3nd 69 of bulbs which may be planted out doors in 
 the f-ill for spring or summer bloom. Tulips , narcissus , daffodils -^nd 
 crocuses are good. "Tio in the community has been especially successful in 
 bulb gardeninfj nt home? Hnve children find out how success was secured. 
 Factors in success as proper location of bulb bed; character of soil; 
 preparation of soil; use of ".'ell rotted manure; depth of planting; etc. 
 The indcor bulb garden. Bulbs planted in boxes, pots or tin cans for bloomi;i>. 
 
Nature Stud", Prjge 125, 
 
 indoor diaring the ^jrinter months. Discuss in detail how a bulb should be 
 planted" in f lover pot. T/h-it b-. ibs are especially good for this indoor work. 
 After pl-jntiT'g ••jrhy store away in a cool dark place? For licw long? Remove 
 one bulb •'nd note root growth, \7here dc the roots start? VPnere does the 
 stem start? How can a bulb niake its early growth? Bring out fact that food 
 is stored up in the bulb. Position of pots in school rooir and temperature 
 during various staged of grovrth to secure the best tlooia. Growing bulbs 
 in water in tl;3 school roor-; how done; beat bulbs for this purpose. Study 
 of bulbs :.n the schoo3. room. Compare as to size, shape and color, Resemblarv-., 
 of bulbs to onions, TThat is a bulb? Cut one open. VHiat is the arrangement 
 on the inside? 
 
 Nasturtium; -' Study of f louver, stem, leaves and seed. Teach 
 calyx - no. of parts, peculiarities, etc; Corolla - no. of petals, markings, 
 nectar guif "^s and spur; shape of lov/er petals, etc. Position of stamens 
 ■vhen flov;er first opens. Length of filaaents. No. of stamens. Anthers or 
 pollen boxes. How many open at a time? The pistil and stigma. Where is 
 the seed box? Changes in its appearance, No. of seeds. Color, etc. 
 Pupils 3h.ould be interested to study blossoms of the nasturtium at home to 
 see hov; the insects carry pollen from one flower to ^iiothBr, Motice the 
 special arrangement of the pistil and stamens to encourage cross -pollination. 
 How do the f^lo^^^ers stand on the stem? Y/hy? Study of characteristics of sto. 
 and leaves, Hov; does the stem manage to climb? Interes-;ing facts about the 
 nasturtium. Why a favorite about the home? 
 
 Onion;- Have cliildren bring into the school room a few large 
 onions, onion seed, onion sets. Tfhat is an onion? Exarine both ends and 
 
Nature Stu-Sy. Page 126. 
 
 discuss ippe?n.nce. Outcide cvering of onion. V/hat is its use? Cut 
 onion open and notice layers. V/hat are they? Testing of onion seed. 
 Notice pirts of seedc v;hen germinfited. Watch grovrth and report. Growing 
 onions in the garden. Kind cf soil needed, preparation of the seed bed. 
 Various ways of gro?/ing onions. Onions for surrmer use; for ^7inter use. 
 Cultivation of onions. Study catalogue for cultiore hints and oomniercial 
 importance of the onion crop. 
 
 V/ild Flo^'ers :- Review in a general way the studies given in previo 
 grades. Make a special. study of the California Poppy. Study parts as in 
 case of the nasturtium. Kind of root, stem, leaves, flower, bud, blossom, 
 parts of seed, pod, etc. \7hy a favorite flower? Have children discuss why 
 wild flo'vers c3n send up blossoms so early in the spring or after the rainy 
 season has opened? Dig up a few to show various kinds of underground stems 
 ^3 thick tubers , bulbs , r,nCi root stocks. As in the case of the onion and 
 other bulbs food material was stored in these during last year's growth. 
 St^rt a wild flower garden in the corner of the school grounds and discuss the 
 care of tha garden during the summer vacation. 
 
 '>7eeds : - Wtvit is a -veed? V/ays in which weeds are an injviry^ 
 V/hat are the common v/eeds of the community? How many of the list on pages 
 59-63 do the pupils know? Take one very common- v/eed and find out about 
 its root, v/hether a deep-boring tap-root ; or a tassel-like root of manj^ 
 fitrec also boring deep; or a spreading ,mauy-branched but shallow-grov/ing ; 
 or 3 creeping root-stock with underground buds. Stem, round, angled, or 
 grooved! 3c-lid or hollow? Rough or smooth? :;:5iry or woolly? Any .?pi;.e--'; 
 Strong or weak? ".^hat other peculiarities cf stem? Describe leaves-. How 
 
Nature Stucly Page li:7. 
 
 arranged on a stall:? Are leaves cmooth or rough? Chr^racter of edges? 
 when ices the weed begin to blosson? Wnrd, Hind of blossom has it? Describe 
 the p-jrto of the flower. Hov; is the pollen carried from fio^ver to flov/er, 
 by insects or the windJ Kov; do the seeds rip-en, all at once or in succession 
 Many seeds or few? Hov; acrctsred? Vfcat is an annual weed? A biennial? 
 A perennial? Illustntions of each. 
 
 Evergreen Trees : - Why so called? Any growing in the coirrounity? 
 See list on page 64. Pines as a group are characterized by needle-shaped 
 leaves in clusters of t'vo , three or five needles; by cones in v/hich little 
 seeds are borne; by v'ood v;hich contains more or less pitch orrasin. Speciax 
 study of the Western fellow pine. Needles in threes, 5 to 10 inches long; 
 color of cones and size; size cf tree; character of bark: A fe-.v small 
 branches in the school room to note-arrangement of clusters of needles and 
 attachment to branch. Determine a year's growth on the branch. Do the 
 pines ind other evergreens shed their leaves? Kov/ different ircrn the 
 elm or the apple tree in the manner of shedding of leaves? Hov; are cones 
 attached to the branch? How large are the seeds? How r=re the seeds ac-yz-.i .. 
 Of v;hat value is the v/ood. 
 
 Maple Tree: - Trunk smooth or rough, branches many or fev;, color 
 of branches and trunk? Hov/ are the branches arranged; spread out or growir.g 
 upvmrd? Few or many twigs, straight or crooked? Shape of tree, round cr 
 wide at bcttom and pointed at top like a pyramid, or shaped like an umbreilri. 
 On the twigs look for buds, sc^rs nnd rings. How are buds arranged, cppcsit 
 or sl-'er-.-^tg? Is there one at the end. of the twig? What will this beoore? 
 What will the side bud become? Watch growth of tree for answers. -Watch .for 
 
nature Study ?sg3 128. 
 
 flowers of the mapl3. Distinguish between fiov/erathat h^ve stfirene and 
 those thit h.ive pistils which develop into fruit ind seeds. After the flo'-vers 
 hive disappeared ^vntch the development of seeds. Ho^v do the seeds get av;ay 
 from the parent tree? Of what ^.dvant^ge is this? Plant a fev/ seeds in a box 
 it school. Also plant a few in the ground at home. How long before the 
 young pl3nt begins to appear? Hov; many leaves does the young plant have at 
 first? Are the leaves like those of the big maple tree? Is the maple tree 
 a good shade tree? Of what value is the wood? 
 
 Autusm Festival :- Plans for exhibition of best fruits of field, 
 garden -rnd orchard in the school house. Review general directions given in 
 previous grades. Appoint committees before school closes in the sprirg. 
 Endeavor to enlist the cooperation of the patrons. 
 
 3. Animal Life Throughout the year, 
 
 In3ect Life : - ror help in insect study throughout the grades 
 conault Essig's Injurious and Beneficial Insects of California - See list 
 given on pages 53, ;;4 , 55 and 5G of these outlines. Also get help from the 
 County horticulturist. Over forty counties now have such an officer. For 
 this grade select one insect injurious to orchards, grapes and berries, 
 garden, forage crops and ornamental plants. For illustration The Western 
 Tivelve-Spotted Cucumber Beetle (Essig. page 270). Watch for this insect 
 in the garden. De-ocribe its appearance. Hov/ easily recognized? Size. 
 Search for its eggs. AppGarr=.nce of the larvae. What is the life history 
 of this beetle? How does it ?/ork? Where found? \7hat plants does it eat? 
 How control this post? Give the spriy formula. What natural eneuoies iocs 
 it have? 
 
Nature Study. Page 12.0. 
 
 Home Making Insects ;- Bees, wasps, ants, etc. Mike a rietnilnd 
 study of the honey bee. W^tch the bees at ?;ork gathering pollen and iiectnr 
 froTii the flowers. J: possible watch them at work in the hive. Classes of 
 bees. Life KistoJrj-. Care cf bees. 
 
 The Hous e Fly: - Kinds. The common house fly is bl^ck in color 
 -vith five parallel, more or loss distinct grmyish bands on the back betv/een 
 the '-rings. Mo. of wings? Body ^nd legs covered with vvhat? Length of life 
 of the fly? Breeding places of flies. Danger to health. Hov/ eradicate 
 flies? 
 
 Spiders ; - Hov/ differ from insects proper? Where are spiders 
 found? What time of the year? Four general classes, web weavers, crab 
 spiders, runninng spiders, jumping spiders. Endeavor to study one of each 
 class. Look for v;ebs. How m^ny kinds? N-^mes of spiders with reference to 
 kind of webs - Cobweb weavers , funnel v/eb weavers, filmy dome weaver, orb 
 v;eaver, '.7hnt is the difference in the appearance of these ?;ebs ? Try to 
 observe a spider at Y;ork spinning its xveb. Use cf the web? Food cf spiders. 
 Items of interest about the v/eb. Where are the spinnerets? 
 
 Bird L i f 3 : - From list of California Birds given on pages 78? — 87 
 select three or four for detailed study noting size, colors whether bright -r 
 dull; special markings on head, b^.ck, breast, wings, or t^il; general 
 ohape of body whether long and slender or short and stocky; character of 
 bill, short, long, purved , hooked; -.'ifings short -^nd round or long snd 
 slender; tail forked, notched, square, f-^n shaped; movements, hop, v/alk, 
 creeping up trees , r.otions of body in viriou? situTtions ; manner cf flight 
 steady, direct zigzag, quick or sic;;, flapping, sailing, etc. Places wnere 
 
Nature Study. Page 13C, 
 
 the particular birds are found, fields, ground the house, gardens, hedges, 
 streaps , etc. Food and hov; procured; , character of song and call notes, 
 
 T/ild Mammals : - See list of^ pages 39-94 of these outlines. 
 
 \Tnat is meant by v/ild mairimals? What is 
 me^nt by domestic or t^cie .ii'^ir.mals ? 'tinme several of each class. Select 
 a ccnimon ^vild mannnp.l in the district ind make a detailed study is to 
 appearance; chief characteristics; habits; food; damage to crops; 
 aaraage to trees; plants th^t it does not eat; natural enemies; methods 
 cf control by man. 
 
 Barnvnrd Fo-.-'ls : - Different varieties or kinds of chickens , 
 ducks, geese, turkeys. 
 
 The Tvrkey-i - Special study. Difference in appearance cf the 
 male -^nd female birds. Covering of the head of the turkey? Color arid how 
 far down the neck? ^"ihat is the "\7attle"? What is the "caruncle"? What" 
 are "the beads'" on the neck? Color of the eyes? Where is the ear? Can a 
 turkey hear v/ell? Do turkeys scratch like hens? Describe feet and legs 
 as to shipe, size and color. Where do turkeys like to roost? Are they 
 sound sleepers? V/here do turkeys thrive best? Yftiat is their food? Why 
 study the turkey iii the month of Kovember? Kov; do turkeys fight? ho^^r 
 does a "Gobbler" strut? Kov/ early in the spring does the turkey her. begi:-. 
 to lay her eggs? roi^cribe the nesting place and the turkey hen's attitude 
 tov/ards visitors tc the nest. Hov; many eggs in the nest? Describe the 
 eg^s . Care necessary for the young turkeys. Are there any v;ild turkeys in 
 the viciiiity? Is turkey raising profitable? 
 
 4, Physical Phenomena and the Inorganic World. 
 
Hatxire Study. Pnge 131. 
 
 Rain: - How causei* Inches of rainfall during the past year? 
 Average rainfall for the loc.Tlity, Forms of w"ter, ice, stean, solid ice, 
 liquid Avater, gaseous steam. Snow, Hail, Frost. Dow. Explain each. 
 Distinction between "soft" water and "hard" water. Storing of ice. fianufact., 
 of ice. Cold storage and use of refrigerators. Storage of v/ater. Making c." 
 ice creair. 
 
 Stars : - Explain the term Constellation. Locate the Big Dipper or 
 Great Bear. Distance of the stars. How fast does light travel? Hov/ far 
 -".T/ay is the sun? The moon? Pol-'iris or the pole star. It is estimated that 
 it takes nearly 5.0 years for the light of Polaris to reach the earth. If 
 light travels 136,000 miles per second hov; many miles sciiey is Polaris? Notice 
 position of the Big Dipper at eight o'clock of an evening and then again at 
 ten c'clook. In v/hich direction are the Constellations moving? Locate the 
 Little Dipper .-ind the Dragon. Watch the positions of these three Constella- 
 tions during various months of the year. 
 
 Thermometer: - Explain construction and use. Keep a daily 
 temperature c-'.lendar for thirty days. Compute the average daily temperature-. 
 
 The Sun:- Time of sunrise and sunset. The longest day in the 
 year. The shortest. V;fhat is meant by "the sun crossing the line"? Ivleauing 
 of equinoxes ? Solstices? Kow long does it take the light of the sun to 
 reach the earth? Hov; many days of cloudless sunshine in one -veek? In one 
 monxh? 
 
 V- Outlines for The Fifth Gr:^>de . 
 
 1- Human Needs, Interests and Activities, 
 Vacation Activities :- Reports on condition of home gardens. 7/hat 
 
Nature Study. Page 132, 
 
 garden crops have been harvested? V/h.^t are ebon to be ready for harvestir^? 
 Discussion of spscial things in connection r/ith vacation v;ork in the 
 gardens. Preliminary report on proposed agricultural exhibit in the school. 
 Work of various committees. 
 
 Farm Interests :- Survey of present crop conditions in the 
 community. Hor; many acres of 7/heat , Barley, etc, have been harvested? VFnat 
 i3 the inpoi-tance of the live stock interest? Are there any pure bred 
 herds of diiry cattle? Kave children gather data at home of a general 
 agricultural interest -^nd report. 
 
 Season Activities:- Describe the cutting of alfalfa; wheat; 
 corn; etc. Special items of interest in connection with the orchard pruniiqg ; 
 the best time for pruning nnd spraying. Consult the County horticulturist or 
 the f^rn adviser for information as to latest phases of orchard management; 
 crop operations; live stock; etc. If possible hsve children get topics for 
 discussion at some farm bureau meeting. Insist that the school keep in 
 touch with progressive agriculture in the community. Discuss best methods 
 of pi-eparatici of seed bed for various crops. 
 
 Human Needs :- Make a list of the principal social, educational 
 and recreational needs of the people of the community. V/hat attempts are 
 made to satisfy these needs? V-Tiat is the farm bureau doing to satisfy econor: 
 or social needs of the farmer? Do farmers need money to develop their busi;;: 
 Is the church or the home making any special effort to satisfy wants and nefr; 
 In \7hat way? What is the school planning for the year? Modern conveniences 
 in the home. T/hat do they cost? V/hat is a sanitary home? Hov; is the 
 house cleaned? "/hat devices may lighten labor? Find out what is being 
 
Kature Stuly, Page 133. 
 
 introduced into the homos of the community? How is the farmer's work roado 
 easier? Labor saving tools on the farm. Materials of which various articles 
 are made. Name the metals used in the construction of buildings and the 
 manufacture of tools. Difference betv;een steel and iron. How is steel made: 
 ¥/hat is TluroiniMTi? etc? 
 
 Health Needs ;- It will be necessary of course duriiig the year to 
 review some of the previous years' work in physiology and hygiene. This 
 ye-ir the emphasis may be placed on food and the digestive system and 
 respiration and the organs of respiration. Any good elementary text or 
 health primer may be used as a reader to supplement the regular reading 
 material snd thus furnish abundant topics for discussion. Plan to observe 
 health day v/ith a special program. How prevent diseases? Character of 
 disinfectants. Care of the school drinking cups and the v/ater jar. Value of 
 good sunlight with reference to health. Condition of the outbuildings. 
 Character of v/ater supply in the community, 
 
 2. Plant Life Throughout the Year 
 
 Strawberry:- Reports on strawberry crop of the district . Are 
 any grown for other th-^n heme use? Make list of questions for study of the 
 strav;berry plant , the children doing their observation work at hoiue, Hav-j 
 one plant v/ith runners in the school room v;hen children make their reports. 
 Verify tho statements of children, Vftiat is peculiar about the blossoms of 
 the str.LWuerry plant? IVhen set out strav;berry plants? Hew are they set out : 
 How cultivated? Do the plants die during the v/interT' What name is given 
 to plants that live from year to year? In severe winters v;hy are the stra-j- 
 berry plaiits covered? V/hat is meant by the mulchirg of plants? V/hat materirj 
 
Nature Study, Page 134. 
 
 may be u3ed for mulching? Doe^ the entire p3 int live over v^inter! 
 
 Biennials : - Beet cr turnip as a 'oype. Each child bring a fev; 
 beet seeds to school. Y/here did they get the best seed? Has any one ever 
 seen the beet in blossom? Get s good pluinp beet and plant it in a box. 
 At the sane time plant ■ a few of the beet seed. In time the children will 
 see that plants corie from the beet root as v;ell as from the seed. With the 
 seed growing into plants and plants grov/ing from the beet root throughout 
 the season one may learn the life history of a beet. It takes two years for 
 certain pl3nts like the beet to go through all stages of life from seed to 
 seed. Such a pl-^ns is called a biennial. Other biennials are turnip, 
 cabbage, parsnip, carrot, salsify, etc. 'Jirhich is the most import'^nt? 
 Discussion o-~ the sugar beet industry. Any sugar beets grcvn in the community 
 or state?How is the ground prepared for sugar beets? Method of cultivation? 
 Hov; harvested. Description of a visit to the sugar beet factory. V/hat is 
 the value of biennials to man? 
 
 Fiber Plants : ~ Any cotton, hemp or flax gro-m in the community? 
 If so, have a specimen in the school room for study. Ho\7 is the fiber 
 separated? Value of fiber. Manufacture and use of ropes, binding twine, 
 etc. Count the number of strands in a sball rope or binder t'vino. 
 
 Lawn Gra?3 :- Name different kinds of plants used in makirg a 
 lawn - Kentucky blue grass, v/hite clover, Australian Rye gr^ss , Bermuda 
 grass, Liopia, etc. Dig up a snail bunch, wash soil out . c-^refrlly ^•''■' 
 note charicter of root grov/th. Notice smli fibers and r.iain root stock. 
 Value of root stock during the dry season or winter. When r^i.is berin 
 what is the effect? XJnys of stTrting some lawn grasses by sesd and sod. 
 
Na-turt S-tudy. Page 13-. 
 
 lu a sniall box in the school room plant riifi^rent seeds at varying depths 
 and watch results. Talk vTith some one who has a good lawn an^. find out 
 the various things to insure a satisfactory Liwn, Best time to wator 3ind 
 aov; a lawn. Pl^nt and insect enemies of a lawn and their coiitrol. 
 
 p-^hdelion:- Notice plant in various stages of growth. Does it 
 live through the winter? Biennial or perennial? Notice arrangement of 
 leaves o;\ plant just appearing above the surface of the ground. Where are 
 the oldect leaves? The youngest ?I>ig up plants and get entire root, Ccmppre 
 it v;ith roots of blue grass or sore other plant. Advantage of the long 
 fleshy tap root; Corapare \7ith the California poppy in this respect. Pull 
 the rosette or cluster of leaves apart and notice tiny flo"'er buds. Study 
 flov/er of the dandelion at different stages of grovrth, position, length of ste 
 etc, V/hen does the flo'-'cr close? Is the flower a single or cluster! 
 Compare "dth other flowers studied. Count the number of flov;crs on a sirgle 
 plant. If each flower makes a seed how w^ny seeds will a single plant 
 produce? VThat kind of seeds does the dandelion have? Ho-nv are they scattered; 
 What is the best way to exterminate the dandelion? Try cutting plants 3t 
 different places, above the surface of the ground, at the surface, and 
 various degrees belcv the surface. 
 
 V/eeds:- From list given on pages 59-63, select one as the 'Vila 
 r.ad7sh '.'or example and make a detailed study using directions for studyiiv 
 the dandelion and directions given in previous grades. Contrast appe-'r^nc 
 ma are:' of gron'th, character c: stem, leaves, f lo'"ers , seed and root of "n, 
 wild rndioh v/ith the dandelion or v/ild morning glory or milfcveoa or thistl'_, 
 In this grade teach children to recognize three nev; '.veeds and stuay their 
 
y^iture Study, Page 136 
 
 manner of gro^rth ind me^ns of eradication. 
 
 Cultivated Flo'.'.'Qrs : - ?ror. list cr. pages 65-66 select one f lo'yer 
 for study as the Petunia for ex-jrnple. Something about its enrly history, 
 original varieties, colors. Development of petunias ^vith variegated colors. 
 Character of stem,v;hy stems and leaves are sticky to the touch. Shape of 
 le-^vss , thickness ,, etc. Parts of the flower - tubular corolla, no. of parts 
 u;iited; calyx nith number of sepals; namber of stamens and how attached; 
 the pistil i-;ith reference to position of stamens. Is the petunia a self- 
 pollinated flo'.ver cr is it dependent upon insects? Where is the nectary 
 and r;hat kind of insects zr>n get at ths nectir? Watch a flov;er to find out. 
 Describe the seed pod. Count the number of seeds. V/ith a small glass note 
 peculiar markings on a seed. Value of the petunia as an ornamental plant. 
 
 Wild Flo"/ers ;- From list on page 65 select two or three comrtion 
 in the community and make a detailed study of each noting their environment , 
 time of blossom, etc. Use directions given on the petunia above and learn 
 all the interesting things possible about the particular wild flo'vers under 
 study. 
 
 Cultivated Vspetables:- From list given on page 58, 59 select o:-e 
 as the Turnip for illuctr-'tion and make a detailed study sor;ie7;hat after the 
 manner of studying the beet and tomato given above. Emphasize the food 
 v>aluc and manner cf grov/ing - preparation of seed bed, cultivation, enemies, 
 harvest and storing, methods cf cookinp;, etc. 
 
 TreRS : - From lists given on previous p.iges of Ornaiaental, For-i^ 
 and Fruit Trees, by observation, beco--ie acviuainted in a gerieral v/ay -vith 
 ii3tin3ui3hing characteristics of tv.'o or three illustrations cf each class. 
 
liature Study. Page 137. 
 
 A detailed study of a particular tree is left for the sixth grade, 
 
 AutuTin Festival ai^ School Exhibit: - Review on pager 99- Admiratiur. 
 of Good H3teri-?ls - page 109- Harvest Festival and page 120- The Autumn 
 Festival. 
 
 3. Animal Life Throughout the Year. 
 
 The Pig: - General ch-^racteristics . Coraparison of nose '-/ith nose 
 of other farr animals. 'Vhy doss it root? Describe its teeth, eyes, head. 
 Doss the pig have much intelligence? How are the ears placed on the head? 
 Ho'v is its body covered? Habits ivA V;hy cor.3idered a dirty anirral? Natural 
 food of the hog. Y/h^t is fed to the hog on the farm? Describe the pig's 
 foot. Ho?; many toes? How many uo'ed in walking? Can the pig swim? What 
 noises made by the pig? Name and describe the principal breeds of pigs. 
 History of hcg (See Davenport's Domesticated Animals and Plants), 
 
 The Gelt : - Hov/ old before it can run? Uhat is the weight of a 
 colt one week old? V/hat care should a young colt received How teach hir 
 to lead? Importance of right training. Food of colt other th^n mother's 
 ndlk. './nen^ are colts weaned? V/hat kind of pasture is good for a young 
 colt? 
 
 The Dog : - Orig-.n. Uhy equipped v;ith stronger legs than the cat? 
 How do the claws of a dog differ from those of a cat? Describe a dog's 
 feet, Hox: many toes? Describe the dog's body. V/ith what is it covere'^. ? 
 ■..'hgt is the shape and color of a dog's eyes. Can the dog see in the dark? 
 V/hat abcut his ability to see 3nd hear? VJhat one of the five senses is most 
 l.ighly developed? Describe his teeth. For what different purposes are tht;y 
 used? How does a dog express his emotions? V7.hat noises does a dog make? 
 
N,^ture Study. Pa^e 138. 
 
 Vtoy does a dog bay at the moon or howl when he hears music? Name the dii'ier 
 breecls of .dogs. Wh3t lead to the development of these different breeds? 
 . Mh-'.t is tVie best dcg. for the f-irm? 
 
 The Mouse: - What good things can be said of the mouse? V/here 
 does the iroucs live? Wh-'t kind of a home does it have? V/hat is its food; 
 V;hat damage does it do? How does the field mouse differ from the Iiouse 
 mouse? Identify -jnd study the deer mouse and meadov; mouse described on 
 page 92. Ti/nat enemies does the mouse hr^ve? V/h'st is the most humane-vay of 
 getting rid of Mice? 
 
 Fish: - Importance cf fishing industry. If possible have a small 
 fish in a large bowl cf v/atcr in the school room. From observation here or 
 fish in the stream have children try to determine hov; a fish moves through 
 the v/ater; fii-\s used most; number of finS ; how it eats and breathes? Can 
 it see, smell ind hear? From a visit or from reading describe a fish- 
 hatcherjr, V-^lue of fish as food. Kinds of fish. Any lav/s for the protectir. 
 of fish? Yi/hat are they? Accounts of a fishing trip. 
 
 Birds :- List of birds identified on the black board. Keep bird 
 calendar. Make special study of seed eating birds. Study V/estern Meadov/ 
 Lnrk (p. B3) ; Song Spnrrov; (p. 84); V/hite -Crowned Sparrow (8'')- <^t^^&^- 
 Eacked Goldfinch (p85) ; California Towhee ^5) 
 
 The Enplish Syzrv ovr : ~ I'/hen and v/hy introduced into this countiy? 
 Kinds of birds in ^ flock of :?lnglish Sparrov/s. Describe the male sparrow; 
 the female sparrov/. Chief differences between the two. Coloring varies 
 in vi-'idnes-j during different times of the year. Size of English Sparrow 
 used --js a standard to determine size of other sparrows and wild birds. 
 
Nature '^turiy. Pcge 13o. 
 
 HVoits. Food. Ad.ipta-fcion of beak to get food. Action of flock of Engiioh 
 Sp-^rrov/s feeiing, Disporjition. 'Vhy dceo it stay all the year? Hov/ does 
 it treat native birds. Describe nest, ^Vell or poorly built? Character of 
 different notes. Under ■••/hat circumstances different notes are' used? In 
 ••/hat v;ays is the bird a nuisance? Is it of any benefit? How discourage ^ 
 it from living around us? See page 34. 
 
 Moth and Butterfly :- Four different forms during life, viz : - 
 Sgg3. Larva, Pupa, Adult. Look for eggs in clusters or single, usually 
 found on plant v/hich is favorite food of young. The larva is the \vorin 
 I'/hich h-itches froir the egg. This is the stage v/hen the eating and grooving 
 is done. Pupa is the period vhen it rests or si.eeps and wonderful changes 
 take place. The sdult is the full grown insect. Difference between 
 Butterflies and Moths:- (a) bcdy-Moth is stout, butterfly is slender; (b) 
 ■■■Tings- loth has v;ings folded flat along back \7hen at rest, butterfly has 
 \7ings erect over back ^-/hen at rest; (c) Antenme - Moth are thread like or 
 feathery, but never knobbed ^t the apex, butterfly has knobs at end of 
 rjntennae; (d) Flight- The moth flies at night, the butterfly flie^y day; 
 (c) Pupa- Moth hTS pupa orotected either inside cocoons or by being 
 underground or in sore sheltered place, butterfly has a naked pupa att'^ched 
 by the tail end to a button of silk. 
 
 C^bb^ge B'.'ttcrf ly ?nd V/orm: - (Essig. Injurious and Beneficial 
 Insects of California p. 455-457) Watch for butterfly in garden hovering 
 over the cabbages. Describe appearance. Hov/ tell the m-ile froin the female? 
 Size ^nd color of eggs? Appearance of the ivorm; the chrysalis, find cut. 
 Life history of this garden pest. Nature of v/ork of the caterpill3rs or 
 
Nature Study. Page 140. 
 
 worms. Dar.iage to cr^bbage4 V/hat other plants doeo the worn) feed upon! 
 Control both by spraying and cther\7ise. 
 
 The Devastating; Grasshopper : - (Essig p. 44-49. See also pages 
 32,33,38,39,40,41,42). Where are grasshoppers found? Watch movements. 
 How m-^ny wings? Legs? Sizes of legs? Notice how under v/ings are folded. 
 Use of outer wings. Watch movements of mouth when grasshopper is eating. 
 Carefully disaect the mouth showing all the parts. Names of the parts. 
 (See Comstock's Hand-bock cf Nature Sxv,dy for Teachers- an invaluable help). 
 Look on the head of the grasshopper for its eyes. How m^ny? Describe the 
 feelers or antennae. They arc the organs of touch. Raise the wings and 
 find the e^rs cf the grasshopper. Hov/ many? How does the grasshopper make 
 its music? Various kinds of grasshoppers. Describe the devastating 
 grasshopper, color, spots on hind legs, wings, etc. Life history. How 
 different from life history of the cabbage butterfly? Food plants of this 
 grasshopper, Ilethod of control. See Essig, p. 38 for control of short- 
 horned grasshoppers or true locusts. 
 
 Mosquitos :- (See Bulletin No. 178, Mosquito Control, College of 
 Agriculture , Berkeley). ■XJh.^i do children know •'Iready about the mosquito 
 •;nd its habits? VThen are mosquitos most active? Vlhen .^nd where do they 
 rest? \7hat do they eat? I'lost live largely upon juices of plants as they 
 do not hTve a chance to suck the blocd of animals. Only the females bite. 
 Discuss life history. Breeding places; eggs, larvae or "higgle t^ils? How 
 long does it t-^ke for the eggs to hatch? Position of larvae in water. 
 Larvae of malarial mosquitos almost parallel v/ith surface of the ivater. 
 Larvae of common mosquitos beneath surface of water at an angle cf about 
 
forty-five degrees. How does the larvae breathe. Change of larvae to 
 pupae. Description. Do the pupae novc as did the larvao? Ho'.v does the 
 pupae breathe? Does it eat -anything? V/atch for the pupae skixis from which 
 have emerged the adult mosquito. Methods of control. See also Farmers' 
 Bulletins No. 155 U. S. Dept. of Agriculture on "How Insects Affect the 
 Health in Rural Districts." 
 
 4. Physical Phenomena and the Inorganic World. 
 
 Heat : - Chief source. Nature. How heat produces light? Differcuc 
 betveen heat and light. Discussion of primitive fire-making. Ilodern way. 
 Various ways of producing heat-friction, combustion, etc. Ways in which 
 he^t may be ti'ansmitted. Explanation of conductor and non-conductor. 
 Application to kinds of clothing, weight, material, color, etc, Meaniig 
 of fire proof buildings. First aid for a severe burn. Meaningi of 
 "spont-c^iieouG combustion." Illustraticns of action of heat in common 
 affairs of life ns pouring hot xvater into a glass dish. 
 
 Crystals : - Jl ] ustrations in nature, Ex-^minc ice and snow; 
 surface of freshly broken rocks or minerals. How make crystals v/'ith 
 coir/non salt or vvith alum?. Blue vitriol is a poison yet it mkes fine 
 crystals, V/hnt is rock candy? VJhat precious stones are crystals? 
 
 Rocks : - How formed? Explain granite, lava, slate, sandstone, 
 limestone. Have specimens in the school room for a discussion on the origin 
 of soil. Relation of rocks to the earth's crust, VPnat is sedimentary 
 rock; Look at small stones along the edge of a stream or in the dry bed. 
 'Jhat are the various shapes? P/h-^t has caused the changes? V/hat are the 
 fossils sometimes founr^in rocks? , V/h^t 
 
Kati'.re Study. Page 142, 
 
 forces cause the decay of rocks? V<'hat are some of the comrooR minerals 
 found in rocks? 
 
 Air :- Different things th^t mnke the air. How deep or thick 
 is the layer of air surrounding the earth? Hqvj heavy is the air or what 
 is its pressure? V/hy do vie not feel this pressure? What do we mean by the 
 temperature of the atmosphere? Kow do we measure it? V/hy does the air 
 get colder as v;e go up? V/hat causes winds? Necessity of air for animals 
 -ind pl'^nts. Air in soil and v/ater. Hff-T is air made impure? Explain how 
 carbon dioxide is irvide. V/hat relation does oxygen have to combustion? How 
 is nitrogen valuable to plant life? If the atmosphere at the sea level 
 v/eighs 15 pounds to the square inch, and if four-fifths of this weight is 
 nitrogen, hov; many pounds of nitrogen are pressing down on every acre of 
 the earh's surface? V/hat is meant by the expression, "millions in the air"? 
 
 VI- Outlines for the Sixth Grade . 
 
 1. Human Needs, Interests and Activities. 
 
 Silo Construction:- Number of silos in the community? Any in 
 the process of construction? Children get data as to materials used, 
 v/ood, concrete, brick, stone or steel. Method of construction. Size and 
 shape of a silo. Children estimate the volume of a silo in pounds. Find 
 out hov; many pounds of silage are fed daily to a cov/. Estimate how long 
 the silage in this particular silo would last for a herd cf tr-n cov;s. 
 Advantages of a silo. See Circular 138 of the College of Agriculture at 
 Berkeley on "The 3ilo in California Agriculture" by F. V/. Woll. 
 
 CorresiJonclfciice Courses in Agriculture ;- Thrcigh the pupils of 
 the school make an agricultural education survey of the district to ascertnin 
 
Wf-tura otu-ly. Psge 14-3 
 
 how many ire enrolled in the correspondence courses of the Division of 
 
 AtLriculturrl Education of the University of California. Send for circulsr 
 
 describing the character of these courses. Ilany of these courses v/ill 
 
 prove of v-ilue to the teacher in the ";ork of the seventh *ind the eighth 
 
 grades. 
 
 Special Irrigation Problems: - Very valuable material for many 
 
 ruril schools in Bulletin No. 2b3 of the College of Agriculture -it Berkeley 
 
 entitled "Irrigation 3nd Soil Conditions in the 3ierrf3 Nevada Foothills • 
 
 I7ell illustnved vith photographs and diTgrams . 
 
 Cilifor.da"./ Text to be stu-.iaed by the teacher -^nd a series of questions 
 
 placed on the bl3ckbcard the answers to v/hich 'vill be brought in by the 
 
 children after observation and study of irrigation practices and soil 
 
 ccndi-^ions of the school district. This is a most important topic under 
 
 human needs and interests in California agriculture. 
 
 Marketing Grain: - Methods of storing v;heat , barley, etc. Changes 
 
 in shipping conditions. The sack versus the bulk method. Iteara of nost 
 
 in h-^rvesting and shipping. See Circular No. 152 of the College of 
 
 Agriculture at Berkeley entitled "Some Observations on the Bulk Handling 
 
 of Grain for Califcniia" . Teacher make out lists of questions for children 
 
 to investigate at home. The bulletins mentioned above are not to be put 
 
 into the hands of pupils. They furnish material for the teacher to 
 
 emphasize in this grade and the t^vo upper grades more the economic phase 
 
 of agricultural nature sti;dy. 
 
 Recreational Heeds : - Discussion of social activities of the 
 
 « 
 
 neighborhood. Reports on community fairs, pl^y festivals, picnics, 
 
 fishing excursions, etc. How can the school house be made the social and 
 
i'Hture Gtu'-iy. Page 144. 
 
 recre-ition csntcr? Spirit ?nci pnctiol ".p plication- of the Cilifornia 
 l-'w in tki? regard, 
 
 He-^lt h an a Sanita tion:- General he^ilth of the comrounity. Any 
 epidemics because of cortarious diseases nr bad sanitary conditions? 
 Drain-ge ^nd water supply of the community. From an elenient'^ry text on 
 pliysiology and hjfgiene mke a special study of the eye. Parts cf the eye. 
 Muscles, gl-^n'is , etc. Kind of light best for reading. Effect of bad light 
 V/eak eyesight and the need of gl-asses. How test the eye for deficiencies 
 in sight? Supreme importTnco cf guarding thu eyesight of children. 
 Ghp.rarter of light in the school room. Special study of Circulation and 
 the organs of circulation. The blood, composition, etc. Keeping the 
 blood pure. Dangers of diseases catering the body through the blood by 
 infection. S.^rit^ry importance of cle?nlir.e33. Individual drinking cups, 
 the sanitary eartheni. water jar or the bubbling fountain. The skin, 
 structure, -^nd office of regulating the temperature cf the body. Glands of 
 the skin. Care of the skin. Appendages of the skin a^.air and nails. 
 Importance and care. Review food and digestion, 
 
 2, Plant Life throughout the Year. 
 
 Gcranign Cntting-.s :- As soon as the rainy season opcjis -veil 
 enough to prepare the soil pl^nt some cuttings. Discussion of the part ot 
 the geranj um to plant - old stem or ne\7 grcv/th? Shov/ ho'v to prepare tho 
 cutting before plnced in the earth. Some put the cuttings or "slips'' in 
 a box of sand in the school room v/here a better control may be had, 3ho;v 
 how to place the cuttings in the sand. Tiscuss favorable ccnditions for 
 groT/th as to moisture, light, temperature. Transplant to open ground when 
 
Mature Study. Page 145. 
 
 cuttings -are nell rooted. Teach children how to transplant. After tr.'inS' 
 planting watch for new leave-s. ChiHren bring flo'ver pots to school for 
 cuttings to tike home. Discussion of proper soil, drainage, etc for the 
 potted plant. Teach children how to pot a plant properly. Consult some 
 experienced gardener or houser;ife who has been successful. V/hile the cutting/' 
 are in the box pull up one or two. Examine the end. Has a "callus" formed? 
 V/hat do you mean by "callus"? Experiments of placing a potted plant in 
 different positions near the i-'indow to see the effect of sunlight upon 
 grovir.g plants, YJhat other plants beside the geranium may be propagated by 
 cuttings? Advantages of using cuttings instead of seeds - quicker results 
 aiid suro to get same kind of plant as the -parent. 
 
 Grape Cuttings : - Consult some one with experience either the 
 County horticulturist or a successful grower of grapes to find out (a) Are 
 cuttings employed very nuch to start new vineyards? If not, what ways are 
 employed? (b) If so, 'vhen is the best time to make the cuttings? (c) From 
 v;hat wood or cane is the cutting -rade? (d) How many buds on a cuttir^ 
 and havr arranged ?(e)How is a cutting made? (f) When place the cuttings in 
 soil or sand? (g) How long dees it take for a "callus" to form? (h) V/hen 
 are the cuttings transplanted? (i) Method of permanent planting. Care of 
 the vineyard. Methods of pruning employed. V/hen pruring should be done? 
 On pages 56 and 57 look over varieties of grapes, mentioned. V/hat varietie-^ 
 fit the particular locality of the school? Children report on cultural 
 methods, diseases or injurious insects and commercial importance of different 
 varieties. Samples of different varieties studied in the school room. 
 
 Graft in?::- Find out the variois practices among crchardists in 
 
ilTture Stu-iy. Page 146. 
 
 the '.Ustrict. Vflint guiding principle or principles in grafting! Comnon 
 
 example cf English Wnlnut upon nnti-c black vrilnut stock? Have school 
 
 report ''ll other examples. Best time tc graft? Best method of grafting? 
 
 Advantages of grafting? 
 
 Bvdding: - Meaning? To v/hat extent practiced in the corrmunity: 
 
 V/hen to bud;' Ldscuss nethod of budding. Advantages, 
 
 make 
 Deronstraticn of Frcpagation :- If possible/arrangements '■lith 
 
 the County horiiculturi-t' , tho f-^rn adviser, or a successful local gardener 
 
 or fruit gro'vor tc visit your r-ciiool on some Friday afternoon and give a 
 
 practical derr.onstration before thv6hildren of all the best ways of plant 
 
 propagatj.on. This need not be limited to the sixth grade but should cone 
 
 before the tiTtire school considered as a single class. 
 
 Fruit 3lc3sc.:iG : - Study blossoms oi all common fruit trees in th<- 
 
 neighborhood. Sh-^po of bud? tVhere placed on the twig? Describe bud and 
 
 bud sc'.les? TThat changes as bud exp-^nds in the bud-scales? Do leaves and 
 
 flowers come from the same bud? Difference botv;een leaf bud and fruit bud? 
 
 On what growth of wood are flower buds borne? V/hat are tho scars seen on 
 
 twigs? Notice a bud ready to open. 'Length of its stem? Describe calyx. 
 
 Are sepals entirely separate or joined? Vhere united? Number of sepaTc? 
 
 Describe the open blossom, Number of petals? Shape of petals? Hov; 
 
 attached? Color cf petals? Number of stamens? Hov; attached to the flower? 
 
 Length of stamens? Color of anthers, pollen and filaments? Number of 
 
 pistils? Describe the stigma, color and position -.'ith refernnce to anthera ■ 
 
 Do fruit blossoms close nt night? Any insects about the blossoms? Their 
 
 importance? \Jhoii petals fall, what is left? VjTi-it part of the flower devtlo; 
 
Nature S!:udy. Page 147,. 
 
 into the fruit? \7hat happens to the sepals or CTlyx? When is tnc best tire 
 to spriy the blossoms? Study the bude ^nd blossoms of the apple as a type 
 ariii then compare all points ivith blossoms of the peach, cherry, prune, por . 
 pliras , apricots. Uovi many of the fruit trees listed on page 75 are grown 
 in the Icc^l riistrict? "ii/hen in doubt 3bout some of the details in blosaora 
 study consult the county horticulturist. Have your name on the mailing list 
 of the State Commission of Horticulture at Sacramento to receive the 
 Monthly Bulletins issued free. Ask the College of Agriculture at Berkeley 
 for co-jies of r^ll bulletins on fruits of California. Build up a reference 
 library in the school. 
 
 Study of the Apple :- Shape in different varieties. Are any t\7o 
 apples of the same variety exactly alike? General characteristics of a 
 particular variety as to shape; color markings of the skin; character of 
 skin whether tough or delicate, etc. Value of the skin? l/hy care in packir,,;^ 
 for shipping? Notice carefully the stem end and blossom end of the apple, 
 r/hat are the i^ithered points at the blossom end of the apple? Position in 
 different varieties of apples? Cut open an apple. Notice texture of the 
 fleshy part. Locate and describe carpels. Cut an apple across midv;ay 
 betv/een stem end and blossom end and note the five-pointed star. What lou... 
 here? Describe the apple seed. In either portion cf the apple thus cut 
 across locate the "core line." Identify the bundles of fibers extendirg 
 through the center of tyie apple from, stem to bTSin. Hov/ many? Identify t;i 
 second "core lino" in the cut-open apple. Can you see ten faint dots in 
 the cross section of the apple? What are these dots? Discussion of the 
 value of apples as food. Various ways of cooking. Methods of storing and 
 
Nature Study, Page i4S. 
 
 marketing, \7h3t different varieties of apples grown in the neighborhood? 
 
 The Potato : - Mal:e '?. brief potato survey of the coimriunity to 
 ascertain the iinportrince of this particular crop locally. Any grov/n on a 
 large 3cr»le comrnercially ? 'Ao, of acres, l-Io. of bags sold I'ist year. Prico 
 per bag. Shipped av;ay v/hen dug? Any stored and methods of storage? Docs 
 each family grov/ enough for food? Bring a few potatoes to' school, varieties 
 of 63 ch, kind grown in the district. Study variety types ^nd characteristics 
 Is the pot-^to .3 seed? If not, vvh-^t is it? Why s^y "seed" potatoes? Discu33 
 the "eves" of the potato. Hov; is the potato a part of the stero? If so 
 ^•;here are the buds? C\A a potato in tv;o through one of the "eyes". Describe 
 and sketch cress section. Compare 'vith cross section of a tnick branch 
 cf a tree. I.!ake the Iodine test for starch of the potato. Put tv;o or three 
 potatoes in a box of sand, moisten properly, keep in proper temperature and 
 light and direct children to record daily observations. Plant the^^hole 
 potato or cut it in pieces? Practices of potato grov/ers of the community. 
 Have children make observations of the best methods of preparing the seed 
 bed for potato planting. Discussion in class. Rotation of crops valuable 
 for the potato patch. V/liy? How plant potatoes? Insist on careful state- 
 ment of all details. Various methods of cultivation observed and reported 
 on. Arrange that each child large enough may have a fev; choice potatoes 
 for seed and start a potato growing contest at home, the best of the yield 
 to be exhibited, ao the school fair. Each pupil keep a careful record 
 of this home project in potato grov;ing , viz: size of plat; no. of potatoes 
 planted; the variety; method of preparing the soil; v;hen and how planted? 
 Dates vrhen plants first appeared above the ground; v/hen the tubers v/ero bi? 
 
::aturc Study. P,gp 149, 
 
 enough for use; vhen pox-itoea were finilly dug? Speci*?.! treatwent for inseol, 
 pe'-ts or di'seases. "Jith clas3 study the potato f lower; color aiid position 
 on the stem; color of flowers of different varieties. Any other plants 
 have flowers sirdlar to the potato .flower! Compare 'dth the toinato flov/er. 
 Discuss the formalin treatment for potato scab. 
 
 Weeds:- V/hy successful plants? Make lists of ivceds according 
 to place -jhere they grow - [p,) Garden (b) Cultivated fields, (c) Pasture, 
 (d) Lawn and vacant lots, (e) noadside. .Croup these same v;eeds as to life 
 into (a) Annuals, (b) Biei-nials. (c) Perenniai. On pages 59-53 select three 
 ■veeds not studiad thu3 fi.r md discuss environment as to soil, moist-jre, 
 climate, relation to other plants, etc. Recognition of weeds. General 
 form of plant. Characteristics of stem, leaves, root, flov;er, seeds, habits 
 of grovrth and m'^nner 01 seed dispersal. Methods of eradication. See Shaw's 
 Weeds and Hov; to Eradicate:, Thes; VJeed's Farm Friends and Farm Foes, Part I, 
 Farmers' Bulletins ilo. 138, V/eeds used in !ledicine; Uo. 279, A Method of 
 Eradicating Johnson Grass; No. 660, V/eeds and ho'-' to Control Them (List of 
 50 '7or3t \7oeds) . 
 
 Trees : - Her; rrany of the trees listed on pages 63-65 are found 
 in the vicinity of the sch.ool? Brirg twigs into school room and study biidJ , 
 leaf scars, rings of grov.'th , etc. Sketch tv;ig3 shov.-ing everything. E-escrifcc 
 the (iifferent part-J cf a tret. Co:;iparis on of p-^rtr in different trees. F- 
 recognize trees by shape cf leaf and color of b':rk? Iicv; dc trees reproduce 
 their kird? Ho'/ do trees breathe? iiow do trees grow/? Kow do trees ferd^ 
 Best methods of planting trees? Value of trees? Trees and forestry. The 
 spirit cf forestry. Vnlue of the small ivoodlot at hoi.ie. o^e Jep^on's Treos 
 
Nat'ar S+wb-. Prjge 150, 
 
 of C-ilif or-.iia; Con>3tock'a Handbook of Ihture Stu-^y for Tenchers ; 3nd Roger's 
 /oarng Green Trees . 
 
 Gcrdi^n Y/or]:; - Plan for the hcne vegot-jblc nnd flo'ver grirden. 
 Study seed c-5ti.logves , Discuss what to plant in the v/ay of Tnnu-?lc and 
 bipmiiais. 
 
 Fall Festival: - Lake necoss-iry plane for the annual school fair 
 ■r.vi harvest hoinc festival, SLudy artistic arrange~?cnt of fruits , vegetabloT 
 md flov/crs. 
 
 3. Anirml Life Throu;;hc'at the Year, 
 
 Insects :- (RefGrcnce, Essig's Injurious -^nd Beneficial Insects) 
 
 Godlin-^'ioth: - (Essig p. 456-433). otuiy in connection 'vith the 
 apple. Description of eggs, l^rvTe, etc. Life History; ilat-ore of work; 
 food; control, 'vhen to SL'ray, etc! Children nake observations in orchards 
 and report . 
 
 Other Insects : - In like manner study San Jose Scale (Essig p. 
 179-180); V/ilnut Aphis (Essig p. 32-J3) ; Squash bug (Essig p. 202-203); 
 Potato tuber I.'oth (Essig's p, 44^i-447) ; See tIso Lionthly Bulletins of the 
 State Horticultural Gommisuion, 
 
 Birds : - As tree protectors. From list given on pages 73-87 
 select for study those birds that espccinllj* feed on insects as r.Gd-ohiftcd 
 Flicker or Ycllo-; H'rner ; O-'lifornia '.7ood pecker; V/estern MeadcR7lark; 
 Eullock Oriole; BlTck-Hcaded Grosbeak; ■;/estorn '.'-srbling Vireo ; Caliicrvd 
 Bush-Tit; 'Vestern Blue-Bird. For helps in teaching see list cf bocks -.vl 
 pamphlets given on pages 83-89. Classifj- birds -js to permanent res.de/.t.:: , 
 sumirier residents, v/intcr residents, migrants. 
 
H:?tur3 Study. Page 151. 
 
 Geese : - General rippearince. Chief differences between a goose 
 Tnd a Tuck ^s to bill, length of neck, legs, wings, wnlk, flight. Examine 
 tnck of goose, How different from tnck of the duck? IThen .ire geese 
 "picked"? I7hy? Describe in sh^pe and color the Tou\ouse, the Erobden, the 
 African ind the Chineee geose, Hov; mny found in the school district? 
 Describe food of geese; nest ind eggs, V/h^t n-^ne given to the young of geese 
 Describe in general appearTince ?nd covering. Hov; do the old t'tke ciro of 
 their young? Ho'7 does a goose fight? What c^Te does ^ goose t^ke cf her 
 body? Stories of geese -^.s to their intelligence, etc. 
 
 S he op:- Any in the district? V/hit kinds? Are they "button" 
 r;r"'.7ool" Sheep? 'ieinins of terrps ? Study habits cf sheep. Describe the r-outi 
 Kov; n-jny ?nd whnt kinds cf teeth? Ho^v cin a sheep e^t the gr^.ss so closel-"-? 
 Are sheep ^llo^/ed in the fcra^t reservations? I7hy not? Enemies of the 
 sheep? Kov; does s sheep fight? Hearing and seeing of the sheep? Describe 
 a youn-- l?mb, Naae the principal breeds of sheep? '.7hit.ar8 the chief thinga 
 that distirif^uish a cheep froD other animals? V/hat are the chief qu-'lities of 
 a good shepherd and his dog? XJhore ^vas the original home of the sheer^? 
 Ko^.7 does a sheep differ from a goat? 
 
 r/ild ?.!aromals :- Study h^bit3 of California mole; California Coon; 
 California Skunk; and C-'lifornia Pocket Gopher. See descriptivB natter on 
 p-iges 39-93. In addition to helps mentioned on page 94, consult Comstoc^fs 
 i-hndbook of Nature Study for teachers for valuable suggestions nrd ^iractical 
 helps, i-'rite to College of AgricuUurc and U, 3. Department of Agriculture 
 for BulletiiiS. Above all else, set the children to -ntching these anir-'ls 
 to discover their manner of life. 
 
iiiture Study P^^ge lb2, 
 
 4. Fhj/sicrrl phenomena and the Inorgfinic V/oi'ld, 
 ¥i/ ar;thcr :- V/ork of the "/eather Bureau of the U, S, Dep3.rtrDent of 
 Agriculture in relation to fTin interests. Weather Ilaps . Get copies for 
 se/eral successive r.riys ^.nd "/ith 3 vnll mip of the United St'^tes leirn her? 
 to re<?f'. the ^'either mT,p. Hoinings of areas of high pressure and lov; pressur^^, 
 TJhat do the -irrovs on the map irdicate? Meaning of isobars? The novencnt 
 of a stcrri. Character of clouds, '.vinds -nd changes of the barometer and 
 therinometer. Mernning of a -jyclone area and an anti-cyclone area? V/hat is a 
 cyclone? Hov; dees the air nove in a cyclone area? In an anti-cyclone area? 
 Enumerate the -jveather conditions during the passage of a cyclone, V/eather 
 signals of the Bureau, storro v/arnings - uses of flags, whistles, etc. 
 References:- V'aldds Elementary T'ctocrology , Davis' Elementary ?'etec'Xlogy 
 and Bulletins from the U. S. V/eather Bureau. 
 
 Barometer : - Study in connection v/ith weather map, etc, Kow is 
 a barometer iride? Use of mercury. How high is the column of mercury at the 
 sea level? TJljat is the pressure of air at this point? Hov; is the barometer 
 useful in measuring heights of mountains, etc? Actior^s of the barometer to 
 indicate fair or fovil v;eather. Revie\7 the thermometer. 
 
 Ligjht : - Meaning of the term "self -'luminous"? Give illustrations 
 of self-luminous bodies in nature. What is a "luminous" object? Oxve 
 illustr-tions. How do light-rays travel^ '/hich tr-^vels the faster, light 
 or sound? Give proof of your answer. What is the velocity cf light per 
 second? Of sound? Hov; long does it take light from the sun to reach the 
 earth? How long does it take to reach the earth from the nearest fixed star-? 
 V/hy does a spoon appear broken -jhen placed in a tumbler half-full of v/ator? 
 
Nature Study. Page 153, 
 
 VJhy can 've see ourselves in h pirror? Meaning of diffused light 3nd why 
 it is lest for our eyes? T7h^t is the sun-dial? Brief description of the 
 sol^r spectrum ihd expl-iin the meaning of the seemingly meiningless v/ord 
 "_Vit_^"/cr " , Effect of nunlight ?n plants? On life in the hone -and the 
 school roorr? 
 
 The 3rook: - Study of a smrill stream and its v;ork. Beginning ^nd 
 end of ■ lis particular brook? Character of course and why? Character of its 
 banks at various places. Difference in open country from vooded region. 
 Meaning of the "'■•ork" of a brook? V/ith -vhat tools does it work? \7hcn does 
 a brcok "i-lay"? Causes of difference of color of water at various times? 
 Fill a fruit jar 'vith the muddy ivater of a brook and allov/ to settle, T.'hat 
 is the result? Look at the pebbles in a brcok and .along its banks. Y/hat 
 do you find? Why are sorre very smooth? Explain sedimentation and erosion 
 from study of the v/ork of a brook. Find a delta. See I'dller 's ,The Brcok 
 Boole and Frye's, Brooks and 3rook Basins. 
 
 Soil: - Surface of earth covered with rock. Agents that helped 
 to break up the rock crust. '."Jork of glaciers, water, wind:;, air, etc. 
 Expansion and contraction through heat and cold. Samples of sand, gravel, 
 small pebbles, clay and garden soil in the school room. Explanation of hurus . 
 Action of bacteria. See Fletcher's 'Boils" for the story of the formation 
 of the soil. 
 
 VII. Outlines for the Seventh Grade . 
 
 "In the seventh and eighth grades the work rr^ay well take on a mor>; 
 decided agricultural trend. At the same time it should be based upon the 
 underlying principles of science. Hence the methods employed should be simil-'r 
 
« 
 
Nature Stuay. Page 154. 
 
 to those used in the lov/er grales; th?t is, the work of observation ind 
 handling of objects must be continuerl. In no other v/ay can the v;ork do for 
 •the pupils all th^t it is capable of doing." 
 
 "It is mofi sincerely hoped that the observation work v/ill be 
 crried on in these gmdes oven if a text book in ^agriculture is used, A 
 book CTYi never take the place of actunl hand to h-5nd contact 'vith real 
 objects. It my be profitably used to supplement the -/ork of observation," 
 PYon Lesson Plans for Teachers in Nature-Study Agriculture by Patterson and 
 Dexheimer. 
 
 1. Human liceds , Interests and Activities, 
 
 Vacat ion Act i vi"^ i es : - Reports from pupils as to the home garden 
 projects. 
 
 Calendar of Firm Operations : - Discuss methods of keeping an account 
 of the firm operations by months during the coming school year. Enumerate 
 the principal agricultural activities of the community. 
 
 Crop Survey : - Reports on present Conditions of the various crops , 
 yields if harvested, climatic, moisture and soil conditions. Each child 
 bring a list of estimated yields, of various crops on his father's ranch. 
 Ho"i much sold? Amount consumed at home? This to include garden, field, 
 orchard, and livestock. Problems of marketing. 
 
 Needs .- - Special irrigation or drainage needs. Soil needs, Llarket 
 needs, transportation needs, educational needs, etc. 
 
 processes : - Pupils v/rite out in detail the successive steps in 
 the production of one crop from the preparation of the seed bed to the final 
 disposition of the product. State importance of each step. Describe all too!*. 
 
Mature Study. Page 155. 
 
 use-:!. Estimated cost of production, r^et revenue for the farmer. Is 
 farming i pnying business? 'Tiy? For vnlu^ble mitcriTl s^e circular No. li>^ 
 Some Things The Prospective Settler Should Kftow issued by College of Agricui 
 University of C-ilifornin, 
 
 Social Interests.- - plins for comnunity betternnent, V/ork of the 
 fTP buren.us in n. social r;n.y, liVhit is the Gnnge doing for the Social life 
 of the fi.ra? The Improvement Club or a V/oann's Club? plins of the Parent- 
 Teachers' Associ-'tion. The school in pl-'y ''nd recreation. The play festivl 
 in the coDciunity. Hot; organize one? Program of play. See Curtis 's Play 
 nnd ilecre'ition in the Open Country. 
 
 2, Plant Life Throughout The Year. 
 
 Corn:- See list of varieties on page 51. See Correspondence 
 Course on Corn Cul-ure , College of Agriculture, University cf California 
 Tor materiil suited to California conditions. V/hat vjrieties cf corn are 
 grov;n in the district? How nnny acres grovm? Its use. Study of a plin in 
 detail. Get a green plant. Characteristics of the root system. Kinds of 
 roots. Depth Tnd direction of grov;th of roots, Nair>e all important details, 
 cf the stein. IJodes and intcrnodos. Study a cross section of the stern. 
 Arrangement cf fibers. V/ork of fibers. Leaves, number and arrangtuent , Lo'..- 
 fastened to the stem, etc. '■ork of the leaves. The two flowers on the corn 
 stalk. Hov; placed on sv/eet corn? On r^ilo maize? Reviev; pirts of flo^ver 
 in nasturtium, pollination, etc. tic-/ do these Tpply to the corn plant? 
 Office of the tassel? Of the silK? Hov; m-^ny silks on an ear of corn? '/ha'- 
 must h-^ppcn before a grain of corn is formed? Explain cross-pcllinstion ard 
 Gelf-pollin-)tion, Explain fertilization method in the corn plant. Lmprovc. .•■ 
 
Nature Study, Page 156. 
 
 of the ccrn plr.nt by selection and breeding. Uses and history of corn. 
 V'iluible imterial on the origin and improvement of plants and animals may 
 be found in Davenport's Domesticated Animals and Plants. See also Bulletins 
 from the U. S. Department of Agriculture and a good text in elementary 
 agriculture. 
 
 l!7heat : - Extent of wheat raising in the district? In the state? 
 Past importance of the wheat crop in California. Do v;e now raise enough 
 in the state to supply state needs? VJhy? What h^s caused the decline of 
 the wheat industry? What kinds of "/heat raised in the district? What other 
 varieties besides those listed on page 51? Samples of different kinds in 
 the school room. Look for v/eed seed. ^/Jhat constitutes a v/e 11 -prepared 
 seed bed? Vlhen is wheat sown? Ways of sowing it. Study of wheat plant. 
 Characteristics of stem as contrasted with stem of corn plant. Identify 
 petiole and blade of the wheat leaf. .How joined to the stem? Note position 
 of leaves along the stem. Are leaves parallel veined or netted veined? 
 Study root system. T/Vhat is meant by a "fibrous" root system? \fha.-t other 
 kind? yh-?t other common plants have characteristics common to wheat so far 
 as stem, leaves and root are concerned? Study of the head. V/hy called a 
 spike? Note and describe rachis, spikelet , glume. If wheat is bearded 
 which glume bears the be^rd? Number of grains in a spikelet. Study of 
 the fl-ower of the i?heat plant. Compare with flower of the corn plant. V/ays 
 of improving the wheat plant. History and uses of wheat. See Davenport's 
 Domesticated Animals and Plants and Patterson and Dexheimer's Lesson i'lrsns 
 for Teac'hers in Nature-Study Agriculture. 
 
 Weeds:- See list on pages 59-93 which of these are specially 
 
NTv-ure Study. Page 157. 
 
 trruolescnie in the corn lisld? ~.n the wheat field? V/nich are innunls? 
 Fiernials? Perennials T Which are most successful? Best t..ethod of 
 combating each? Study these weeds in the fall "/hen flower and 3eed are 
 available. Study one weed in detail as to height, color and character of 
 stem; method of branching; kind and manner of leaves; appearance cf 
 leaves on different parts of plant. Describe the flower. Where are the 
 seeds? Appearance? Estimate number of seeds on a single weed, ilame 
 several things that make vveeds successful plants. Study other weeds noting 
 like and unlike features, to one already studied. In v/hgt v/^ys are "/eeds 
 injurious to growing crops? How are weeds injurious to animal life? V'ays 
 of scattering weeds? Collections of weed seeds in small vials -vith proper 
 labels. See references at close of outlines on V/eeds in the Sixth Grade. 
 
 Alfalfa : - Discussion of legumes in general. Uame other legunec 
 besides Alfalfa. IJote habit of grov/th of alfalfi. Characteristics of stem 
 leaf and flower. Study of the root system. Kind of root and its 
 advai.tages. Locate tubercles or nodules. V/hat are they? 'vVhat are the 
 bacteria .'and what dO/they do? Where do the bacteria get the nitrogen? 
 How many pounds of nitrogen in the atmosphere over every acre of ground? 
 Value of alfalfa as a feed. Its value in a rotation system of cropping? 
 ■"hy? See "Alfalfa Culture" in Circular Ho. 121, Some Thin.i^s the Prospective 
 Settler Should Knov/ and Correspondence course in Alfalfa Culture, both 
 from College of Agriculture, Univers.-.ty of California. 
 
 Garden Cropa:- On pages 58 and 59 Study Carrot, p-^rsnip, Be'ns 
 ^nd Beets according to following general outline, (a) Brief History, (b) 
 Cultivation as to coil ;.)reparation , seeding and harvesting, (c) Improveneiit . 
 
tia-^,ur3 Study. Page 158, 
 
 ('i) U'"^ s. (c) Enemies, (f) Home projects for pupils. See IVickson's Califorai-) 
 Ve-^tiiLl^E , Circular 121 mentioned ibove (for bean culture); Consult 
 Seodmen'o Cit-iilogue for culture hints and variety descriptions. Last but 
 r.oc le^sc consult successful grower in the community, one v/ho has experience 
 in IoctI climatic and soil conditions. Commercial value of vegetable 
 grov/i:Tg, Economic importance of fresh vegetables in the home. Food values 
 cf vegetables studied. 
 
 Ornamental Shrubs : - From lists on pages 66 and 67 study five 
 native ornaniental shrubs p,nd a like number cf exotic ornamental shrubs. 
 How do shrubs differ from trees in the habits of grov/th? Emphasize the use 
 of shrubs in masses on school and home grounds. The ABC's of landscape 
 arrangement. Draw designs on the blackboard and study arrangement of shrubs. 
 Consult I'^ndscape division, College of Agriculture, University of California 
 for planting plans for school grounds employing trees and flov/ers as well 
 as shrubs. See Hall's Studies in Ornamental Trees and Shrubs, 
 
 Ornamental Flov/ers :- From list given on page 66 stiidy five annu-^ls 
 and a like number of perennials according to suggestions given in outlines 
 in previous grades. Emphasize landscape effects in plantings. Build up in 
 children an appreciation of the more attractive environment of school and 
 home. Te^ch correct principles of arrangement. See McLaren's Gardening in 
 California. Landscape and Flover; Braunton's The Garden Beautiful; and 
 Wicks on 's California Garden Flcvers, Shrubs, Trees arid Vines. 
 
 Wild Flo'vers : - From lists given on pages 65 and 63 study five 
 rsnnuals -nd five perennials. See Payne's G-lifornia V/ild Flowers and .-lative 
 Shrubs and Trees; and Parson's V/ild Flowers of California. 
 
Keture Gtudy. Pr'ge 139, 
 
 Vinos : - Fim rat i-rhi.t tap pupils alreTiy know ^bout vines in th", 
 conimunity. Put list on the v>o?r'i. Kov/ mny recognized of lists on pages 
 67 ind 68. Study in detail three deciduous 3nd threo evergreen vi.'es 
 fro-^ that list. Classify as to annual or perennial, './here plant vires? 
 Of 'vh-^t v?lue in an ornaitiertal v/ay? See references given under ornar.iental 
 ard r;ild f loners above. 
 
 Ornamental Trees : - Discussion on ornaraental trees of the distric 
 How clTSSify them? Make list on bl-ckboard. Which are native? ".Thich are 
 brought in from other s^-^tes or countries? Hov/ to become acquainted v/ith 
 a tree? '';liat special thinfs to be noticed? Kovi distinguish one trecw 
 from another? Gonpariscn in trees of general outline, method of branching, 
 color of bark, outline of leaf, arrangement of leaves and t\7igs , value of 
 tree for shade, etc. See Jepson's California Trees and Roger's Getting 
 Acquainted v;ith Trees. 
 
 Fruit Trees ; - General survey of the fruit trees of district. 
 Number and kind of each. Study one each of the list of fruit trees given 
 on page 75. ?!ake a special study of the apple tree if tl-.at is the most 
 important fruit tree in the district. Take the pear if that is more im- 
 portant. Have a successful grower give a short talk to the school on some 
 Friday afternoon on nevv problems in grov/ing a particular fruit. Get 
 assistance of the county horticulturist or the farm adviser. See bulletr-.'S 
 from th-j State Horticultural Commission; Circular 121, Some Thi.^gs the 
 Prospective Settler Should Knov; (pages 40-63); and V/iokson's California 
 Fruit c and Ho':; to Grow Then. 
 
 Arbor Day:- Hhen? V/hat the day means? Spirit of Arbor Day. 
 
Nature Study. Page 160. 
 
 How to plf.nt a tree that v/ill live? The best arbor day program for a sr.'io; ' 
 which h.'^s no trees , shrubs , vines or f levers on its grounds . Character of 
 the program usually given at such aachool. 
 
 Harvest !Iome festival :- Best of the garden, orchard and farm 
 vith reference to veget-^bles, seeds, grains, fruits, grasses, flowers, etc, 
 on exhibition in the school room. Study artistic arrangement. Cultivate 
 the appreciation of good materials mentioned in previous grades, 
 
 3. Anir^al Life Throughout xhe Year. 
 
 Insects : - Study cf insects in the seventh and eighth grades to 
 
 be m^.de in ccnnoction v;ith pl^at study as far as possible. The success of 
 
 a particul'^r crop, may, to a great degree, depend upon a single insect in 
 
 its environment. The plr?nt life in any locality must guide in the selection 
 
 cf insects fcr stu'i'.y. 
 
 V 
 C-r-^ssho')per : - Review outlines given in the fifth grade. Make 
 
 a nore detailed study of the grasshopper as a type of the biting insect. 
 
 See Comstcck's Handbook of llature Study for Teachers, for v-iluable material 
 
 on the dst-^iied study of the grasshopper -^nd insects in general. See alv;ays 
 
 Essig's Injurious .?nd Beneficial Insects cf California. 
 
 C ottony Cushion Scale: - Description, life history, v/ork , control, 
 etc. See Essig pp. 103-110. 
 
 Black Scale :- Essig p. 153, 154. 
 
 drape Le'-if Iloo-er :- Esoig p. 432. 
 
 Squ3Sh Bug: - PJssig pp. 202, 203. 
 
 H--)rl3quin Cabb3)?3 Sur: - Essig pp. 20C , 201. 
 
 Alfalfa Cateroillp.r:- Essig. pp. 453-460. 
 
listure Stuc^.y, Page ]61, 
 
 Beneficial I hg^cts ; - Not t11 irsects ire injurious. On pige 55 
 seleci two for study as the Ir^idy-bird beetle nnd the honey. Consult Rsoigs 
 Injurious 3ni Beneficial Insects nnd Comstock's Handbook of Nature Study for 
 Teachers . 
 
 Birds ; ~ General discussion of birds. See Outlines of previous 
 grades, Revie^'/ of aain characteristics of birds already studied. See lists 
 pp. 73-C7. 
 
 V-illev Quail: - Description, habits, food, protection. 
 
 Killdoer; - Characteristics and how beneficial to agriculture? 
 
 Western Mourning Dove: - Habits, food, etc. \/hy beneficial to 
 agriculture; 
 
 Western Re d -Ta i 1 ed Havrk : - Description, habits, food, etc. 
 
 Sparr ov;-Ha-:rk : - Study of characteristics ind ho^v beneficial to 
 agriculture. 
 
 Chickens : - General discussion of the poultry interest in the 
 district. Value of chickens on the farm. Different kinds of poultry in 
 the district. Characteristics of each breed. Food of chickens, housing, 
 incubators, brooders, etc. Diseases of chickens. Marketing of poultry 
 products. Detailed study of the hen; the leg and toes; T/ings , feathers 
 and arrangement; parts of a feather; manner of eating and drinking; aense 
 organs, etc. For detailed inf orm-^tion about the hen and bird life in generr,., 
 sea Copstock's Handbook of l-l-itvire Study for Teachers. For help on care of 
 poultry see correspondence course in Poultry Husbandry, College of jigricultur 
 University of California. See also bulletins U. S. Department of Ajricultur 
 Pa3hiugton, D. C. No. 237 Poultry l.-:anagerent ; No. 54 Goess «nd Ducks; lie. 51 
 
Nature Study. Page IC-i^-. 
 
 Standard Varieties of Chickens; Ho. 236 Incubators; No, 200 Turkeys; No. 
 225 Poultry House Construction. 
 
 Wild Maronials : - Study California Ground Squirrel; Chipmunk; Gray 
 Squirrel. See descriptive matter on page 93. See also suggestions in 
 outlines on roainmals in the sixth grade. 
 
 Hogs : - General discussion of the swine interest of the community. 
 Hov/ many ranchers keep hogs? Description of the different breeds J How 
 many breeds are found in the community? Care of sv/ine. Food. Diseases. 
 V^lue for food. Importance as a farm animal. See circular No. 151, Feodinf 
 and Management of Hogs, College of Agriculture, University of California. 
 
 4 Physical Phenoraeaa and the Inorganic World. 
 Heat : - Importance in agriculture. Reviev; thermometer. Sources 
 of heat. Methods of heating houses. Effects of heat upon solids , liquids 
 and gases. V/ork and heat. Principles of expansion and contraction. See 
 Rov/ell's Elementary General Science Book I. Also Hclden's Real Things in 
 Nature. 
 
 Sound :- HoW caused? Sound waves. Difference betv/een sound and 
 music. The voice. How is sound carried? Velocity of sound. Compare v/ith 
 light. If there v;ere no ear to hear v/ould there be any sound? 
 
 Electricity ; - Elementr^ry discussion of ho%7 generated, use of 
 batteries, etc. Relation to telegraph, telephone, railv/ay, etc. Possibilitie 
 of electricity on the farm, lighting, cooking, etc. The dynamo and the 
 gasoline engine. 
 
 Sky Studies : - Recognition of a few of the most important and 
 conHnon constellations of st^rs .Movementa and phases of the moon. Record of 
 
l^ature Study. Page 163. 
 
 time of sun rise ani sun set. See Ball's Stirland -ind Pratt's Storyl^nd of 
 Stars . 
 
 Weather: - Coniitions , ch-jnges, etc. Revie'7 all previous v;ork on 
 this subject. Especially emphasize the ivork of the Weather Bureau of the 
 U. S. Department of Agriculture. 
 
 Atmosphere :- Roviev/ all previous work. Especially emphasize 
 composition, 'veight and pressure. Review barometer. Storrrs , v/inds , etc. 
 Applications of pressure of air in practical affairs of life as the pump, 
 vacuum cleaner, air brakes, etc, 
 
 VIII- Outlines for the Eighth Grade . 
 
 1. Human Needs, Interests and Activities. 
 
 Roads : - Study of the public highway ps a need of the community 
 life. Condition cf the ro^ds in the district. Hov/ many roads ^ How did 
 the roads happen to be '.'/here thoy are? Relation of old trails to present 
 system of roads. The United States land survey and roads. Methods of 
 securing new roads today. Principal features of State Highv/ay law. Material 
 of "'hich better roads are made. Methods of raakiiqg better roads. Grading 
 and drainage. '7idth of roads. Bridges, Use of concrete, road tools and 
 implements. The maintenance cf good roads. Taxation and bond issues. Trace 
 California higbvay system on road map of the State. Social, educaticnal 
 and econoinic value of good roads. 
 
 Crop Survey : - V/hat are harvested during the year? Hake a list 
 of crops gror/n in the community. Yields on various f arn-s . Highest 3nd 
 lov/est acre yield cf the same crop. Average yield throughout the district. 
 How many fields grow i,icre th^n one crop in a single year? Pupils -vork out 
 
Nature 3tu4y. Page lei-. 
 
 an ngricultur.Tfi. rnnp of district shaving different farm crops, location 
 of pure bred .herds of crittle, etc; silos; c^nning fictoriea; kinds cf 
 orchards; fruit <?xchr3ngc3 , etc. 
 
 Sanitary Conditions :- General study of health conditions of 
 comnunity as to water supply and drainage. Itelation of certain insects to 
 health. Means cf protection. Local health board and its duties, Contagicu". 
 di^eaoes and regulations. Relation of bacteria to tuberculosis, diptheria, 
 scarlet fever, etc. Discussion of simple but effectual disinfectants. 
 Sunshine and hot water in the school and at home. Relation of school to 
 community and personal hygiene. Principal state regulatior-s with reference 
 to pure food, pure milk, etc. 
 
 Farm Machinery: - General discussion of value of machinery in 
 general. Kinds o: pover used in operating farm machinery; the gasoline 
 engine and its uses. Reasons for the use of improved machinery on the 
 farm. List of different tools used on the farm in the preparation of the 
 soil for the crop. Hake a special study of the development of the plow 
 and its place in the progress of the human race. Hov; does the plow compare 
 in importance 'vith the svord? List of tools used in the seeding of crops; 
 tools used in cultivation. Discuss in detail the evolution of harvesting 
 machines from the reap hook to the combined harvester. Also the machines 
 used in haying of v/hatever kind. Describe special machinery for special 
 crops as ric?, beans, etc. Send to large implement houses for catalogues 
 cf farm machinery. Study these catalogues, Econoric importance of proper 
 care of farm m.achinery. Average length of life of a pier/, a mowor, a 
 reaper, l.'oney invested in farm implements on each farm. The total for 
 
N.-jture Study. Page 165. 
 
 the district. Estiimted loss eich year because of poor c-^re of imchinery. 
 IThat is proper care of n farm tool? Tools used in narketing products of 
 farm ns \7agon, :5utomobile, etc. Care of fruit boxes ind milk cans. The 
 repair shop on the farm Tnd list of repair tools. Brief discussion by 
 teacher of machines in accordance v/ith the six fundamental simple machines, 
 viz: the lever, the pulley, the ^-/heel and axle, the inclined plane, the 
 •'/edge, the screvj. Pupils encour-5ged to find illustrTtions of uses of 
 these simple machines in the economy of the home and the farm. 
 
 Seasonal Activities : - Summsry of st'eps in various processes in 
 farm operations , best methods as accepted by majority. Disputed points in 
 various processes as pruning fruit trees; cultivation of orchards; 
 irrigation; care of sv/ine and poultry; filling the silo; use of cover 
 crops; returning organic matter to soil as dispos3l of str-iv; after v/hcat 
 and be^ns have been threshed; conserving soil moisture, etc. 
 
 Home ^nd Vacation Projects :- Discussion ^nd planning of the homo 
 project .Ts potato contest; bean growing contest; tomato contest; poultry 
 contest, etc. etc. Results to be shown in connection v/ith the community 
 fair at the school house. 
 
 Social Interests : - Activities of the various f orrrs of the 
 institutional life oz the community, as the grange, farm bureau, farmers' 
 club, women's club, church, home and school. Value of lectures, concerts 
 picnics, play festivals and various other healthful forms of recreation, 
 The school house as the center of social and recreational interests. 
 i/ork of a Home and School Association. Cooperation of extension activities 
 of the State College of Agriculture, 
 
Nature Gtu'ly. Pago 160. 
 
 2. Plant Life Throughout the Year* 
 
 Forage Crops ;- Heaning of the word "forage". Classes , as the 
 sroBll grasses, the large grasses, the legucies , root crops, etc. Study in 
 detail as rmny as possible of the forage crops listed on page 52. Review 
 blue grass. The larger grasses include corn, K-^fir corn, sorghwra. Review 
 study of coiDi?on or Indian corn and then compare with Kafir corn. Note v/ell 
 the difference in the flowers of the two kinds. Value of Kafir and sorghum. 
 See good elementary text in agriculture. Review v/hat was outlined on 
 alfalfa or legumes. Make a study of two other legumes as co\7peas and soy 
 beans. Under miscellaneous forage plants are root crops for feeding to 
 live stock as turnips , rutabaga and beets. Study of such as are grovjn in 
 the district. Discuss feeding value. Why increased attention is being given 
 to the raising Tnd feeding of root crops , especially in a dairy region. 
 Bailey's Cyclopedia of Agriculture is a valuable reference v;ork for the 
 seventh and eighth grades. Also Davenport's Domesticated Animals and Plants, 
 
 plant Cominunities : ~ Character of a plant. How it grcT;s. Parts 
 of the plant. Work performed by each part. Factors necessary for plant 
 grovrth. The environment of a plant. Tendency of plants to form communities. 
 What is a plant society? V/hat determines a plant society? Children 
 investigate and report on plant communities in the garden; the orchard; 
 the lawn; the barn yard; the public road; the woods; the various crop 
 fields, To wheat barley, alfalfa, corn, etc. pi^nt communities may include 
 weeds, ^rii^j flowers, useful plants, etc.. Reports on all plants found 
 growing together as if to make a community.* Notice insect life found in 
 connection with the plants. To what extent can man control a plant 
 
Nature Study. Page 167. 
 
 comirranityT In this connection review ^11 thit h^s been studied ribout weeds , 
 the characterigtics ts to successful plants. Give as much time o.s possible 
 in this connection to reviev; the important things ibout the various garden, 
 field, orchard, orn^mentnl and v;ild plants studied the previous years. 
 
 Additiona l Plant Study - Cats :- Characteristics of stem, leaves 
 and roots. Meaning of the "oat prinicle". Review outlined on v/he.-^t plant. 
 Compare various uoints ir. the nheat plant 'vith the o^t plant. V?lue of oats 
 for foo'd, VJhy is oats considered a balanced r-'.tion for 'voi'k horses? Uses 
 of o3t straw ind wheat straw? ^JPiiy is it regarded bad husb-indry to burn 
 straw after grain is threshed out? V/hat is a better v;ay? Diser^ses of 
 the oat plant. Smut ^nd the treatment. V/h^t is smut? Its danr^ge to the 
 oat crop. 
 
 Barley : - In like manner m^ke a study of the barley plant. 
 
 Seeds : - Study of chancteristics -ind identification of grass seeds 
 as timothy; Kentucky blue grass; orchard gr??i8S ; Austrslir^n Rye grass. 
 The legume grasses as alfalfa, clovers (red, alsike, sweet, Burr.) Gtu^ly 
 samples of the v.^rious grass seeds sold to find peroentnge of adulteration 
 with weed seeds. Get d^ta from farmers, the farm adviser or the county 
 horticulturist. Any lav; against selling adulterated grass seeds? \7hat 
 kinds of weed seeds usually found in grass seeds? Study of grain seeds as 
 wheat, oats, barley, etc. Selection of seeds for planting- what determining 
 factors? Improvement of crops through -seed selection. Importance of the 
 germination test before putting in the crop. Parts cf a seed. See Farmers' ■ 
 Bulletins, U. 3. Department of Agriculture. 
 
 Moulds , Ye-^c;t3 3nd Bacteria: - '".Tiy important? Help to destroy. 
 
i 
 
Nature Study. Page 168. 
 
 Help to prepare some foods. Help to spread disease in plants and animals. 
 Help in keeping up the fertility of the soil. See Corm's Moulds, Yeasts and 
 Bacteria and Cowstock's Handbook of Nature Study for Teachers. 
 
 Plants and Seeds -;s Sources of Foods :- Food in the apple , the 
 bean, the potato, wheat, etc. Various food materials found as starch, oil, 
 sugar, proteids , etc. Rcfw naterials used by the plant to make foods. Sources 
 of? Meaning of ;^n element? Cf a chemical compound? Illustrations, The ten 
 elements that are absolutely necessary to grov/ a plant. See Patterson and 
 De^theimer's Lesson Plans for Teachers in Nature-Study Agriculture pp. 152-156. 
 
 Orchard Problems ; - Study of special problems of the orchard 
 whether pruning, spraying, cultivation, harvesting, fruit, etc. Keep in 
 touch 'vith discussions in current farm Tnd horticultural papers and bulletins 
 issued by the State Horticultural society and the State College of Agricultur. 
 
 Human and Social Importance of Plant Life:- Development of an 
 appreciation of a more attractive environment. Materials for bs3utifying 
 school and home grounds. The simple elements of a good landscape design. 
 Actual participation by children in planting and caring for things planted. 
 
 The School and Cornmunity Fair :- Always an annual event. The 
 oppoi'tunity to shov; achievement in the -3rt of agriculture. The educational 
 and economic values of developing -an admiration for the best products of 
 the soil. 
 
 3. Animal Life Throxighout the Year. 
 
 General Revie'.7 of Animal Life on the Farro ^ : - Eevier/ outlines 
 given in previous grades. Teach additional facts using the folio-wing outline 
 ^5 a guide. 
 
Nature Study, Page 169. 
 
 I. A Cornmunity Live Stock Survey. 
 
 1. Pupils gather d-^ta ao to 
 
 a. General live stock interest. 
 
 b. Special breeds. 
 
 2. Value of live stock on the farm. ' 
 
 3. Relation to various kinds of f-^rning. 
 
 II. General Brief Study of the Farm Animal as to History, Breeds, etc. 
 Identification by pictures or otherwise, 
 A. Horses. 
 
 1. Draft. 
 
 2. Coach. 
 
 3. Speed. 
 3, Cattle. 
 
 1. Beof. 
 
 2. Dairy. 
 
 C. Sheep. 
 
 1. Fine \7ool Breeds. 
 
 « 
 
 2. Iledixim v;ool breeds. 
 
 3. Long wool breeds. 
 
 4. './hich of above are mutton breeds? 
 
 5. Characteristics of a good shepherd. 
 
 D. Swine. 
 
 " 1 . Lard hogs . 
 
 2. Bacon hogs, 
 
 3. What is the biggest problem in connection v;ith hog 
 
 raising. 
 
IBS(, 
 
Hature S-budy. j^gg ^q^ 
 
 E. Poultry. 
 
 1. Chickenp , - Fowls. 
 
 a. Egg.. Type. 
 
 b. Me.^t-type 
 
 c. General purpose. 
 
 d. Ormwent-al. 
 
 2. Turkeys. 
 
 3. Geese. 
 
 4. Ducks. 
 
 III. Needs cf Farm Aninals . 
 
 1. Proper food , 
 
 2, Proper caro and rnanagement . 
 
 IV. Feeds and Feeding. 
 
 1. Food required to 
 
 a. enable the animal to grow. 
 
 b. eaable the animal to do its proper 'vork. 
 
 c. cre-?te a reserve supply of energy or life. 
 
 2. Elements of food for -animal life, 
 
 a. \7ater. 
 
 b. Mineral matter, 
 
 c. Nitrogenous matter or protein - muscle making 
 
 d. Fat- Carbohydrates - heat giving. 
 3 Factors in feeding, 
 
 a. Character of the feed. 
 
 b. Need of the -animal. 
 
Nature Study. P^ige 171. 
 
 c. Qualifications of the person ■'vhc 'ioea the feeding. 
 
 4. Kinds of feediiig -stuffs. 
 
 a. Coarse fodders ^3 -^IfnlfT, corn stover, etc. 
 
 b. Succulent foods 3S roots, etc, 
 
 c. Concentrates. 
 
 (1) Grain ts corn, barley, oats, etc. 
 
 (2) By-products of nnnuf Tcturing rjs br?n„middlings , 
 gluten, oil-roeal , beet pulp, etc, 
 
 5. The balanced ration. 
 
 6. The nutritive ration. 
 V. Care and Management 
 
 1. Shelter. 
 
 2. Cleanliness. 
 
 3. Ventilation. 
 
 4. Exercise. 
 
 5. Rest. 
 
 6 . Training . 
 VI.Diser?ses of farm animals, 
 
 1. Prevention, 
 
 2. Restorativo, 
 
 VII. The Inprovement of animals. 
 
 1. Selection of ideal tjqje. 
 
 2. Choice of parents. 
 
 3. Gbiects of breeding, 
 
 4. The pedigree. 
 
 5. "Pure Bred" or "Well Bred" versus the "Scrub". 
 
Nature Study. Page 172, 
 
 Dairyin g as a speci'il study ; -Economic importance of the d-^iry 
 cov; to the farin^ the farir home ancl the nation. The different pure bred 
 dairy herds in the district. Good points about each. Three means of 
 increasing the efficiency cf the cov/, viz: better caro , better feeds ind 
 feeding and better breeding. T-vo tests for efficiency, viz: use of milk 
 scale for quantity of milk and use of Babcock test for quality of milk. 
 Sanitary production of milk. Study of nev; state law in this regard. The 
 silo construction, value and character of silage, etc. The cream separator 
 and the creamery. Butter and cheese making. Various uses of milk. The 
 best dairy cov; in the community. The best dairyman. V/hy? V^lue of dairy 
 products sold in the community. 
 
 Special Study of the Hen:- Economic importance of the hen to the 
 farm ^nd the nation. Better care of the farm hen. 
 
 The best laying hen in the coromunity. Care of young chicks. See correspor- 
 dence courses on Dairy Husbandry, Sv/ine Husbandry, Sheep Husbandry, -iind 
 Poultry Husbarfliry , College of Agriculture, University of California. 
 
 4. Physical Phenomena and the Inorganic V/orld, 
 
 Soil :- Review ivork of previous years as to origin of soil, 
 different types, etc. The following outline is suggestive for a more det-^ii 
 study. See bulletin No. 24? Humus in California Soils, College of Agricult' 
 Berkeley. Also see some good text in Elementary Agriculture, See soil 
 data in Circular 121, Some Things The Prospective Settler Should Knew, 
 College of Agriculture, Berkeley. 
 
 I. Character cf the Earth's Crust. 
 
 II. -Agencies in Soil formation. 
 
Kature 3-fcudy. Page 173. 
 
 III. Physic-?.! Processes in Soil Fornn-iion. 
 
 IV. Chenical Processes in Soil Formation. 
 
 V. Successive Steps in Evolution of Soil. 
 
 VI. The !J!aj or Soil-Forming Materials. 
 
 VII. Rocks as Soil Formers. 
 Vlll.C-e^ieral Claasif ic-^tion of Soils, 
 
 IX. General Physical Constituents of Soils. 
 
 X. Leading Types of Farm Soils, 
 
 XI. Hunius in Soils. 
 
 XII. Soil V/ater. 
 XIII. Soil Air. 
 
 XIV. Soil Temperature. 
 
 XV. Cultivation of Soil. 
 
 XVI. Kc?/ Maintain Soil Fertility. 
 XVI I. Importance of Crop Rotation. 
 
 Physical Phenomena : - Revie^v previous grades and emphasize any 
 new data that has direct relation to agriculture. 
 
,r 
 
■ i 
 
UNP/ERSITY OF CALIFORNIA 
 COLLEGE OF AGRICULTURE 
 
 DIVISION OF /vGRICULTURAL EDUCATION 
 
 TEACHERS' COURSE 100 - Elenonts of Agriculture, Nature Study and School Gardens, 
 
 0, J. Kern, Asat. Professor Agricultural Education 
 
 Part II - The Hone Garden and Vegetablo Grov/ing Project . 
 
 Outline Questions and References on:- 
 
 Hono Vegetable Garden- -------- 
 
 Introductory Discussion of Vegetables - 
 Beans --------.--------- 
 
 Beets (table),- ------------ 
 
 Beets (sugar).- ------------ 
 
 Cabbage ---------------- 
 
 Cauliflower -------------- 
 
 Carrot ---------------- 
 
 Corn (Sweet) ------------- 
 
 Lettuce ---------------- 
 
 t'elons (and Cucur.bers)- -------- 
 
 Onions ---------------- 
 
 Peas ----------------- 
 
 Potato3s --------------- 
 
 Radish ---------------- 
 
 Spinach --------------- 
 
 Squash (and Punpkin) --------- 
 
 Tomatoes --------------- 
 
 Turnips (and kohlrabi) -------- 
 
 The Plant 
 
 The Soil ----. 
 
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 42 
 43 
 56 
 
 6-15- '18. 
 
Tig. HOMS GiiPJPaN AND VEGETABLE GROffINC PROJECT. 
 
 The following outlines are for the guidrnce and instruction of 
 students and prospoctivo teachers of a;;riculture in the country school or the 
 school of the village and snail town. In such communities land is available and 
 land is needed to grow plants. 
 
 The matter that follows is expected to give kno^vledge of the nater^ 
 ial suitable for the instruction of the seventh and eighth grade pupils in hone 
 gardening and vegetable grov/ing. 
 
 The practice work for students is a vegetable garden on the campus 
 of the University of California. A successful garden has been naintained during 
 both semesters of the regular sessions of 1915, 1915, 1917, 1918 and the Sumner 
 sessions of 1915, 1916, 1917. 
 
 No apology is deemed necessary for the use of the question instead 
 of the brief topical statement. The use of the question makes possible the 
 definite assignn^ent for study. The use of the direct searching question that 
 causes the pupil to think has long been considered one test of the ability of a 
 teacher. The teacher's skill is not complete, ho^vever , until the thought pro- 
 voking question results in clear, clean-cut, definite statements in good simple 
 English from the pupil. Likev^iss the student and prospective teacher rust read 
 the reference that is supposed to answer the question in the outlines. Then tv;j 
 results, at least, must follow; 1st, the restatement of the subject matter by 
 the reader with supplementary discussion, if necessary, by the instructor; 2d, 
 actual garden practice on the campus , students and instructor vorking out to- 
 gether the problems of plant growing and soil management. 
 
 There is omitted here all classroom disciission of the Project, its 
 
-2- 
 
 iture, kinds, administrative features, pedagogical values, etc., etc. The pro- 
 jects are limited to productive vegetable growing in the pupil's hoine garden, with 
 the possible exception j)f the sugar beet. No improvement or "experiment" project 
 13 given unless the potato improvement outlines may be so considered. The great 
 need for California boys and girls is to become acquainted with the common vege- 
 tables and to become skillful in growing the choicest varieties. Climate and soil 
 are in their favor. The factor lacking is educational direction. 
 
 The animal project and the improvement project are reserved for later 
 treatment. 
 
 
 
 THE mim VEGETABLE GARDEN. 
 • 
 - The home garden mny , Ln a measure, be a "school directed" garden. At least 
 there should be cooperation bet-veen the teacher and the parent, the school and the 
 lOTie, The school garden, as comnoaly understood, may serve, if conditions on the 
 jchool grounds are favorable, as a demonstration plot to teach the boys and girls 
 pertain processes that are fundamental to the success of the home garden. If con- 
 litions on the school grounds are absolutely unfavorable for any kind of soil and 
 |plant work, then perhaps a small plot may be secured on ground near the school 
 9uilding. All that follows is from the viewpoint of teaching the country child or 
 the child of the village and small town where a small piece of ground is available 
 Lf it is available anyv/here. A vacant lot in a city, controlled by the school, is 
 
 most valuable laboratory equipment of the school, to teach boys and girls by 
 actual participation, certain things they must know to have a successful backyard 
 vegetable garden. And while the school garden, per se , is not treated in this con- 
 nection, yet the treatment that follows on the home garden, for the teacher, will 
 apply to the school garden, except perhaps in certain administrative features. The 
 teacher does not manage or discipline the pupils in their home garden work. Leave 
 that to the home. But if the teacher believes in garden work as an economic and 
 educational project and has enthusiasm and can impart some of that enthusiasm to 
 boys and girls, there will be no need of discipline, as understood in the school- 
 room, whether in the school garden or in the home garden, 
 
 B - References : 
 
 1. V7ickson, The California Vegetables in Garden and Field (Page referen- 
 ces are for third edition). 
 
 2. Bailey, The Principles of Vegetable Gardening. 
 
 3. Corrsspondencc Course in Vegetable Gardening, by S, S. Rogers, College 
 of Agriculture, University of California, 
 
 4. Farmers' Bulletin No. 818, The Small Vegetable Garden, U. S. Dept. of 
 Agriculture. 
 
 5. Farmers' Bulletin No, 937, The Farm Garden in the North, U. S. Dept. 
 of Agriculture, 
 
4 
 
-3- 
 
 6. Farmers' Bulletin No. 934 , Home Gardening in the South, U. S, Dept, of 
 Agriculture. 
 
 7. Far:'<.^r3 ' Bullotin No. 856, Control of Diseases and Insect Enemies of 
 the Home Vogetablo Garden, U. S, Dcpt. of Agriculture, 
 
 C - O utlin e Questions ; 
 
 I - The Present Status of Homo Vegetable Gardening in California. 
 
 1. How many homes in your locality grow their own vegetables wholly or 
 part? 
 
 2. How many buy their vegetables? 
 
 . 3. How many buy their principal vegetable supply in the fom of canned 
 goods? 
 
 4. V/hat reasons arc given why homes do not grow their own vegetables? 
 
 a - Wickson, p, 20. 
 
 5. V/hat reasons have you heard? 
 
 6. How many reasons are valid? 
 
 7. Do people on specialized farms have time to grow a small vegetable 
 garden? 
 
 8. How increase the interest in the home vegetable garden? 
 (Answer: One way is by the training of children through the public 
 
 school). 
 
 II- Advantages of the Hor.e Vegetable Garden. 
 
 1, T/hat is the hygienic benefit of fresh gro'jm vegetables? 
 
 a - \7ickson , p. 23. 
 
 b - Fanners' Bulletin No. 934 (Bottom page 3), 
 
 2, Y/hat is the economic benefit of hone gro^vn vegetables? 
 
 a - V/ickson, p. 24. 
 
 b - Farmers' Bulletin No. 937, p. 3. 
 
 3, V/hat is the social benefit of hone gardening? 
 
 a - V/ickson , p. 25. 
 
 b - Correspondence Course, Lesson 14, p. 7, 
 
 4, V/hat are the benefits to growing children fror. practical training in 
 soil and plant lore? 
 
 5, How is the vegetable garden an element of success in California 
 agriculture? 
 
 a - Uickson, p. 25 (The Garden in I.;ixed Farcing). 
 
 6, What is the "crorming need of California agriculture"? 
 
 a - Wickson, p. 26 (botton of page). 
 
 7, V/ill agricultural education in the public school help in supplying 
 this crowning need? 
 
 Ill - The Essentials of Hone Gardening, 
 
 1, ^^hat three requisites for success in gardening? 
 
 a - T/ickson , p. 21. 
 
 2, T/hat are the esfsentials of all gardening? 
 
 a - Farmers' Bulletin No, 818, p. 3. 
 
 3, How important is the "human eler.ent" , the gardener? 
 
 a - Bailey, p. 6 (top of page). 
 
IV - The Location of the Home Garden. 
 
 1. Where will you place your garden? 
 
 a - Correspondence Course, Lesson 14, p. 8. 
 
 2. What things are to be considered' in locating a home garden? 
 
 a - Wickson, p. 99. 
 
 3. - TJhen possibility exists for a choice of several locations, what co 
 siderations should determine? 
 
 a - Farmers' Bulletin No. 818, p. 3. 
 
 b - Farmers* Bulletin No. 937, p. 4 (Bottom of page), 
 
 V - Plan of the Hone Garden, 
 
 1. V/hat will determine the size of your garden? 
 
 a - Correspondence Course, Lesson 14, p. 8. 
 b - Bailey, p. 31, 
 
 2. Will you make a diagram of your garden plot? 
 
 a - Farmers* Bulletin No. 818, p. 6,7. 
 b - Farmers* Bulletin No. 937, p. 5, 6, 7, 
 c - Fanners' Bulletin No, 934, p. 4, 5, 6, 
 
 3. What is the first consideration in planning the arrangement of your 
 garden? 
 
 a - Farmers' Bulletin No, 937, p. 7 (Bottom of page). 
 
 b - Farmers* Bulletin No. 934, p. 7. 
 
 c -V/ic-kson, p. 101 (Arrangement for horse work), 
 
 4. How are the ease and efficiency of cultivation made possible in gar- 
 den planning? 
 
 a - Bailey, p, 31. 
 
 5. Will you grow your vegetables in long rowe? 
 
 6. V/hat advantage in irrigation with the long row system? 
 
 7. \7hat objections to the old practice of growing vegetables in beds? 
 
 a - Bailey, p. 31, 32. 
 
 8. How may the garden diagram serve as a record?/ 
 
 a - Correepondence Course, Lesson 14, p. 9. 
 b - Farmers' Bulletin No. 818, p. 6. 
 c - Farmers' Bulletin No. 934, p. 7 (bottom of page). 
 9^ In planning succession of crops, what important considerations must 
 be kept in mind? 
 
 a - Farmers' Bulletin No '934, p. 8. 
 
 10. What is meant by succession of crops? 
 
 11. V/hat is meant by rotation of crops? 
 
 12. What is the importance of the rotation of crops! 
 
 a- Bailey, p, 93 (bottoTi) p, 94, 
 
 13. V/hat are the possibilities of succession and rotation in California 
 gardens ? 
 
 a -Wickson, p. 120, 121, 122. 
 
 14. V/hat will be the succession of crops in your hone garden? 
 
 15. V,"hat vegetables viij ycu plan to gro^■7? 
 
 a - Farmers' Bulletin No. 904, p. 7 (middle of page),. 
 b - Farmers' Bulletin No. 818, p. 8, 9. 
 c - Bailey, p. 35 (bottom) and page 36. 
 
 16. V/hat is meant by companion crops? 
 
 a - Correspondence Course, Lesson 14, p, 9, 
 
■f^^••^'■?^^. 
 
-5- 
 
 17. What skill is involved in growing home vegetables? 
 a,- Bail©'/ p. 4, 
 
 VI - Soil for the Hone Garden. 
 
 1, Is ideal soil neceesary for success in hone gardening? 
 
 a - Wickaon, p, 40. 
 
 2, What extrene variations of soil are not best for gardening? 
 
 a - 'aickson, p. 40 (botton of page), 41. 
 
 3, V/hat soils are naturally excellent for gardening? 
 
 a - yickson, p. 41, 
 
 b - Bailey, p. 82 , 83. 
 
 c - Farcers ' Bulletin No. 937 , p. 4. 
 
 VII - Improvensnt of Soil for Gardening. 
 
 1, How inprove the adobe soil of California? 
 
 a -T/ickson, p. 45 (Important), 
 
 2, Hor improve light, sandy soils of California? 
 
 a - Wickson , p. 46, 
 
 3, How improve a good, natural loarr! soil? 
 
 a - Farmers' Bulletin No, 818, p, 15. 
 
 4, What is a good tost to deterr.iine vheti garden soil is ready to work? 
 
 a - Farmers' Bulletin No. 818, p. 14. 
 
 VIII - Manures and Fertilizers for Garden. 
 
 1, T/hat is consider-^d the best all round fertilizer for the hone 
 garden? 
 
 a - Farmers' Bulletin No. 818, p. 16. 
 b - Farmers* Bulletin No. 937, p. 9. 
 c - Bailoy, p, J3, 
 
 2, LTiat is the beet v^ay to preserve stable or barnyard manure in 
 California? 
 
 Q - V/ickson, p. 92, 
 
 3, What ia the best way to handle manure for gardeuc in California? 
 
 a - Viokson, p. 93 (top), 
 
 4, \Jhat is a compost and how made? 
 
 a ^ VJickson, p. 93„ 
 
 5, If manure is not available, what then? 
 
 a - Farmers' Bulletin Mo, 937, p. 9, 
 
 6, TThat commercial fertilisers r.ay be used? 
 
 a - Farcers' Bulletin No. 818, p, 16. 
 b - Fax'mers' Bulletin No, 934, p, 17, 
 
 7, Y/lien will commercial fertilizers fail of good results? 
 
 a - Farmers' Bulletin No, 934, p, 17 (bottom of page), 
 
 8, V^at is the value of wood ashes? 
 
 a - V7ir;k3on, Pa 96? 
 
 9, T.Tien is the uae of lime advisable? 
 
 a - Farmers' Bulletin No, 937, p. 10, 
 10. Tnien should lime not be applied? 
 
 a - Farmers' Bulletin No. 937, p, 10, 
 
-6- 
 
 11, How may lime be applied? 
 
 a. Fnraers' Bxilletin No. 937, p. 10. 
 
 b. Wicknon, p, 45. 
 12. Is line a fertiliser? 
 
 a. Farmers' Bulletin No. 318 (botton of page), 
 
 13, Tlhen should corrrercial fertilizern be applied? 
 
 a, Bailey, p. 99 (bottom of page). 
 
 14, \7hat cautions in regard to the use of commercial fertilizers? 
 
 a. Wicks on, 97 , 98. 
 
 h. Bailsy , p. 96 (middle of page). 
 
 15, After all, 'vhat is the easiest, cheapest and best thing you can do to 
 enrich your garden soil? 
 
 IX - The Preparation of the Seed Bed, 
 
 1, TJhat is tillage of preparation? 
 
 a. Bailey , p. 88, 
 
 b. V/ickson, p, 79. 
 
 2, V/hat should be the character of such tillage? 
 
 a. Bailey, p. 38. 
 
 b. Farmers' Bulletin No. 318, p. 4. 
 
 3, V.'hen is the best tinie to be?;in the preparation of the soil? 
 
 a. 'Tickson, p. 79. 
 
 b. Bailey, p. 88 (botton). 
 
 c. Farnors' Bulletin No. 937, p. 8. 
 
 4, Y/hat are the immediate things for soil preparation? 
 
 a. TJickson, p. 80. 
 
 b. Farmers' Bulletin No. 934, p. 15, 15. 
 
 X - Seeds for the Home Garden, 
 
 1. V/hat are the four general qualities of good seed? 
 
 a. Bailey, p. 122, 
 
 2. T/hen should seed be ordered? 
 
 a. Farmers' Bulletin No. 818, p. 8. 
 
 b. - Farr.:ers' Bulletin No. 937, p. ^11. 
 
 3. How much seed ^7111 you pur-^hase? 
 
 a. Farmers' Bullatin No, 934, p. 15v 
 
 b. F.-rm-rs' Bulletin No. 318, p. 8. 
 
 c. Any good, reliable seed catalogue, 
 
 4. T/ill you test your seeds' 
 
 5. 'What are the three lerdxr.g tes-^s of seeds? 
 
 a. Bailey, p. 143, 
 
 6. What is a good, sixiple v;ay of testing seeds? 
 
 a. Wiokgon, p. 124 (top). 
 
 XI - Seed Sowing in the Garden, 
 
 1, What are the t'-zo things necessary for the germination of seed in the 
 garden? 
 
 a. Bailey , p. 155. 
 2. V/hat are five things to be done to secure favorable moisture condi- ■ 
 tions for gemination? 
 
 a. Wicks on, p. 125, 126, 127. 
 
-7. 
 
 3, What is the iicportance of seed covering? 
 
 a, '.7ick3on, p. 125, 126. 
 
 b, Bailey, p. 160 (botton), 
 
 4, TiThen and vhy should the soil be "firmed" over seed? 
 
 a, Uickson, p. 126, 
 
 b. Bailey, p. 155 (bottom), 
 
 5, What is "soil opening" and its inportance in the germination of seed? 
 
 a, ^7ickson, p,127. 
 
 b, Bailey, p, 156. 
 
 6, How valuable is "mulching" vrhere seed are sown! 
 
 a. V/ickson , p. 127, 
 
 7, How may irrigation be used to secure germination of seed? 
 
 a. T/ickson, p, 127, 
 
 8, T-'hat considerations determine the best time for sov/ing seed in the 
 garden? 
 
 a. Farmers' Bulletin No. 818, p. 16, 17, 
 
 b, Bailey , p. 161, 
 
 9, tThat is a good garden calendar for your localitj? 
 
 a. V/ickson, p. 110, 111, 112, 113, 
 
 b, A successful local gardener, 
 
 10, Vj'hat constitutss good "practice" or the "mechanics" of seed sowing? 
 
 a. Farmers' Bulletin No. 318, p, 21 (bottom), 
 
 11, When v/ill you thin your plants? 
 
 XII - Gro'-ving Plants for the Garden, 
 
 1, V.'hat is the advantage of growing indoors certain plants for the 
 garden? , 
 
 a. Wickson, p. 128, 
 
 2, VJhat is the most practical device for use by the hone gardener for 
 growing indoor plants? 
 
 a. Farmers' Bulletin No, 934, p. 9. 
 
 b, TJickson, p, 128, 
 
 3, How prepare the flat or seed box? 
 
 a. Farmers' Bulletin No. 934, p. 9. 
 
 b. v;ickson, p. 128, 129. 
 
 c. Farmers' Bulletin No. 318, p, 10, 11, 
 
 4, T/hat is the arrangement that comes next to the seed box (or flrit) in 
 simplicity? 
 
 a. ".'fickson, p, 129, 130, 
 
 b. F-irmers' Bulletin No. 937, p. 14. 
 
 c. Farmers' Bulletin No., 318, p, 12 • 
 
 d. Farmers' Bulletin No. 934, p. 11, 
 
 5, TJhat is the hot bed and when important? 
 
 a. ^.Tickson. p. 130, 131. 
 
 b. Farmers' Bulletin No. 937, p. 12, 13. 
 
 c. Farmers' B'^llotin No. 813, p. 11, 
 d„ Farm3rs' Bullstin No. 934, p. 10. 
 
 6, \7hr.t ere the five objects to be attained in the management of a hot 
 bed? (and seed box or' flat) ? 
 
 a, Bailey, p. 72 (bottom of page), 
 
 7, What are the six things to avoid in such a management? 
 
 a, Bailey, p. 72 (middle of page). 
 
-8. 
 
 3, Hov; should seedlings be hnndled that "xre grov.'n by artificial hec.t or 
 protection? 
 
 a. Wicks on, p. 134. 
 
 b. Fa-mere' Bulletin No. 937, p. 17. 
 
 9. T/hat is r.eant by the "seed bed" in the garden as an aid to earliness? 
 
 a. Farncrs' Bulletin No. 937, p. 14, 15, 
 
 b. Fc^rmers' Bulletin No. 818, p. 20. 
 
 XIII - Transplanting, 
 
 1. u'hat are the two fundamental considerations in successful transplant- 
 ing? 
 
 a, Bciley, p. 187. 
 
 2. ''/hat importr^nt points to be observed in transplanting! 
 
 a. 'Ticks on, p. 135. 
 
 3. Y/hat should be done before the plants are coved from the flat or hot 
 bed? 
 
 a. Fcrr.ers' Bulletin ^^o. 937, p. 17 (niddle of page). 
 
 b. Farmers' Bulletin wo. 934, p. 13, 
 
 c. Farmers* Bulletin No. 818, p. 21 (bottom) , 
 
 4. 'Then is the best tins to transplant? 
 
 a, Bailey, p„ 138. 
 
 fc. Farr.ers' Bulletin I3o, 813, p. 22, ^ 
 
 5. How should the nlnnts be set? 
 
 a, Bailey, p, 139. 
 
 b, \Tickson, p, 135, 
 
 c. Farriers' Bulletin Mo, 934, p. 14, 
 
 d. Farrers' Bulletin No. 813, p. 22. 
 
 6. Vlhat veget::.ble plants r.:ay be transplanted directly fror. seed sown in 
 the garden row? 
 
 (Answer: Onions, lettuce, beets, kohlrabi, etc.) 
 
 7. How transplant these either to "fill in" a row where the seed did not 
 come or plant a new row? 
 
 (Answer: No r.aterial difference from directions given above), 
 
 XIV - Cultivation, 
 
 1, what is me^nt by tillage of naintenance? 
 
 a. Bailoy , p. 91. 
 
 2, Vfhat is tillage to conserve moisture? 
 
 a. Wicks on, p. 80^ 
 
 3, 'iThat is the import ince of the earth mulch in California? 
 
 a. Wicks on, p, 31, 
 
 4, T/hat are the three steps by v/hich conservation of moisture is at- 
 tained? 
 
 a. v;ick:;on , p. 82 , 33. 
 
 5, V/hat are some of the tools of tillage? 
 
 a. Boiiluy, p„ 111, 112, 113, 114. 
 
 6, What are the hand toois ordinarily used in the home garden? 
 
 a. Farmers' Bulletin No. 93Y , p. 25, 
 
 b. Farmers' Bulletin No, 818, p. 13, 14, 15, 
 
 c. Wickpon, p„ 33, 
 
-9- 
 
 7. What is the importance of the "nan with the hoe"? 
 
 C Wickson, p. 83, $4. 
 
 8. What is the importance .of deep cultiration in California? 
 
 a. "There is little grace , we admit , in the attitude of the 
 Italian market gardener, as he straddles the rov^r, arches hi; 
 back and grunts as he sends his heavy mattock its full depx- 
 into the toil around the plants. The Anerican '-/ith his 
 fine, new, full-width, bronze-shanked, green-labeled, steel 
 hoe, marching along the rows, touching the soil with dis- 
 dain as ill worth exertion on his part, is a much handsonex 
 picture. But the Italian's plants laugh at drought. When 
 irrigated the soil takes water like a sponge and it goes 
 plunp do^vn to the roots of the plant- Irrigate the shallo"' 
 hoed plot; a pailful will run a rod and the plant root gets 
 but the ,-:urgle of the water as it floT.'9 along the surface of 
 the hard-pan just beneath the dust." Vfickson, p. 85. 
 
 9. Ko'.v are ridging and hilling as fonns of cultivation used? 
 
 a. T/ickson, p. R6 , 87. 
 
 10, V/hat ie the ir.-.pci'tance of flat cultivation in California? 
 
 a. Wickson, ^j. 87. 
 
 11, What is the most practical method of irrigating your home garden? 
 
 a. Tfickson , p. 65. 
 
 12, \7hat are the seven icport ant things that must be done by the success- 
 ful gardener v/i-r,houb waiting for suggestions from anyone or consult- 
 ing an almanac for the phases of the moon? 
 
 a, V/ickson, p. 108, 109 (Very important), 
 
 13, How are weeds a mere incident in gardening? 
 
 a. Bailey, p. 196, 
 
 14, When are weeda "constants" in gardening? 
 
 15, What are eleven ways of keeping weeds in check? 
 
 a. Bailey", p, 197 , 198. 
 15, V/hen are v/eeds a compliment to your garden soil? 
 a. Bailey, p. 198, 
 
 XV - Garden Diseases and Insect Enemies, 
 
 1. What are some means of prevention? 
 
 a. Farmers' Bulletin No. 856, p. 4, 5, 6, 
 
 2. How make Bo rdeaux Mixtur e and for what used? 
 
 a. Fai-merc' Euiietin No. 856, p, 6,7, 
 
 3. How make Fcrmaldshyde Soiuticn and for v/hat used? 
 
 a. Farmers* Bulletin No, 856, p, 8. 
 
 4. Ho^^ make Kerosene Emulsion and for what used? 
 
 a. Farmers' Bulletin No. 856, p, 8, 
 
 5. How prepare L ead Arcenfte and for "rhat used? 
 
 a. Farm.erf" Bui] etin No. 856, p. 9. • 
 
 6. Ho"f prepare Mijntinc Sul phate and special use? 
 
 a, Farmerc' Bulletin No, 856, p. 10. 
 
 7. V/hat is the value of Soap Preparations? 
 
 a. Farmers' Bulletin No. 855, p. 11, 
 
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 8. 
 
 9. 
 10. 
 U. 
 12. 
 13, 
 14. 
 15, 
 
 16, 
 
 17. 
 18. 
 
 19. 
 
 20. 
 
 21. 
 22. 
 23. 
 24. 
 25. 
 26. 
 27. 
 28. 
 29, 
 30. 
 31. 
 
 For what is Sulphur used? 
 
 a. Fanners* Bulletin No, 856, p. 12, 
 What are some of the mechanical methods of inaect control! 
 
 a. Farmers* Bulletin No. 856, p. 12, 
 What are the two general classes of injurious garden insects? 
 
 a. Farmers' Bulletin No, 856, p. 14. 
 How control the Cutv/orm T 
 
 a. Farmers* Bulletin No, 856, p, 15, 
 "What is th« White Grub and its control! 
 
 a. Farmers' Bulletin No, 856, p, 16, 
 What are Aphis or "Plant Lice" and control! 
 
 a. Farmers* Bulletin No. 856, p. 18, 19, 
 How control the Onion Thrips ! 
 
 a. Farmers' Bulletin No. 856, p, 19. 
 Wiat suggestions for control of the Red Spider ! 
 
 a. Farmers* Bulletin No, 856, p. 21. 
 How dispose of Slugs and Snails ! 
 
 a. Fanners* Bulletin No. 856, p. 21, 22. 
 What us Damping-off and prevention! 
 
 a. Farmers* Bulletin No, 856, p. 23, 
 What are Bean Anthracnose and Blight and method of control! 
 
 a. Farmers* Bulletin No. 856, p, 25, 26. 
 How is the Common Cabbage Worm controlled! 
 
 a. Farmers* Bulletin No, 856, p, 31, 32. 
 How control Cabbage Aphis ! 
 
 a. Farmers* Bulletin No, 856, p, 35. 
 How control the Cabbage Maggot ?. 
 
 a. Farmers* Bulletin No. 856, p. 36. 
 How control the Corn Ear Worm! 
 
 42. 
 
 43, 44, 45. 
 
 a. Farmers' Bulletin No. 856, p. 
 How control the Cucumbejp Beetl e? 
 
 a. Farmers' Bulletin No, 356, p. 
 What method of control for the Melon Aphis ! 
 
 a. Farmers' Bulletin No. 856, p. 45, 46, 
 What is the control of the " Onion Maggot" ! 
 
 a. Fanners* Bulletin No. 356, p, 51, 
 Whai■^i8 the control of the Potato Beetle ? 
 
 a. Farmers* Bulletin No. 856, p, 55, 56, 
 Hov; treat Potato Scab ! 
 
 a. Farmers' Bulletin No, 856, p. 58, 
 How control the Squash Bug ! 
 
 a. Farmers' Bulletin No. 856, p. 61. 
 How control the Squash Vine Borer ? 
 
 a. Farmers* Bulletin No, 856, p. 61, 62, 
 How control the Tomato I torms ? 
 
 a. Farmers* Bulletin No. 856, p, 67, 68, 
 How control Gophers and Ground Squirrels ! 
 
 a. Consult some local gardener, 
 
 b. Consult the County Horticultural Cwnmissioner. 
 
 c. Bulletin No. 281. Control of the Pocket Gopher. in Cali- 
 fornia. College of Agriculture, University of California, 
 
untr^ .., 
 
 
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-11- 
 
 XVI - utilization of Garden Products. 
 
 1. What cire available for immediate consumption in the home? 
 
 2. What will you market? 
 
 3. Y/hat will be stored for future use? 
 
 4. v;hat rdll you can'i 
 
 VEGETABLE GROTTING PROJECTS . 
 
 I - Introductory Discussion of Vegetables, • 
 
 1, Possible classifications, 
 
 a. By food parte under such headings as "Roots vie eat" , 
 "Leaves we eat", "Seeds and seed pods vre eat", "Stalks we 
 eat" , "Plants we grow for garnishes", 
 
 b. According to date of planting or earliness of maturity in 
 the open as "first early" , "second early" , "third early" , 
 "fourth early", or "late". 
 
 c. Vegetables also classified according to certain botanical 
 characteristics. Under this classification "early" and 
 "late" vegetables nay be found in the game group; also, 
 vegetables in a given group, as for example those of the 
 parsnip f rjnily (Umbelliferae) , nay differ radically as to 
 their food parts , and run from roots ve eat to edible 
 leaves and seeds. The parsnip family includes even the 
 most important garnish plant. Our garden herbs and vege- 
 tables belong to at least 17 plant farilies, 
 
 2, Classification by I.:ethods of Cultivation, (Bailey in "Principles 
 of Vegetable Gardening".) 
 
 Class I - Annual Vegetables, 
 
 Sub-Class 1 - Crops Grown for Subterranean Parts, 
 Group 1 - Root Crops, 
 
 Best, Beta vulgaris . 
 
 Carrot , Daucus Carota . 
 
 Parsnip , Pastinaca sutiva . 
 
 Radish, Raphr.nus sativus . 
 
 Salsify, Tragopogon porrifolius . 
 
 Turnip and Rutabaga, Brassica . 
 Group' 2 - Tuber crops. 
 
 Potato , Solanum tuberosum . 
 Group 3 - Bulb Crops, 
 
 Onion . Alliur.-. Cepa . A. f istulosun . 
 
 Leek, Allium Porrvu:: , 
 Sub-Class 2 - Crops Grovm for Foliage Parts, 
 Group 4 - Cole Crops, 
 
 Cabbage , Brassica oloracea . 
 
 Cavilif lower , Brassica oleracea. 
 
 Kohlrabi , Brassica oleracsa. 
 Group 5 - Pot-herb Crops (used for "Greens"), 
 
 Spinach, Spinacea deracea . 
 
 Beet, Beta vulgaris . 
 
 Dandelion, Tarrjcacum officinale (This is a 
 
 perennial, but when grown in a garden is an 
 annual,) 
 
-12- 
 
 Group 6 - Salad crops. 
 
 Lettuce , Lnctuca sativa , 
 Ettdive , Cichorivu-. EndrTia. 
 Celery , Apriuc grave olons. 
 Parsley , Carur.i Potroselinur.: . 
 Sub-Class 3 - Crops Grovm for Fruit or Seed Parts. 
 Group 7 - Pulse crops. 
 
 Bean, phaseolus . Dolichos , Vicia , 
 Pea , P isun sativum. 
 Group 8,- Solnnaceous crops. 
 
 Tomato , Lycopersicum esculentum . 
 Eggplant , Solanura Melongena . 
 Pepper , Capsicum annuum . 
 Group 9 - Cucubitous or Vine Crops, 
 Cucumber, Cucunis sativus . 
 Melon, C. Llelo. 
 Squash, Cucurbita, 
 Group 10 - Corn. 
 
 Sweet Corn , Zea Mays , 
 Class II - Perennial Vegetables. 
 
 Asparagus , Asparagus officinalis . 
 Rhubarb , Rheum Rhaponticum . 
 3, Aid to Garden Planning. 
 
 Q. Familiarity with the general cultural requirements of the various 
 groups is necessary to the first intelligent steps in hone-garden 
 planning. These requirements are given by various authorities. The 
 following notes are from Bailey's "Principles of Vegetable Gardening" 
 Group 1, Root crops require a cool season and deep soil. They 
 are grov;n in drills, and are usually not transplanted. 
 They are used both as main-season and secondary crops. 
 All are hardy. No special skill is required in grow- 
 ing them. 
 
 The necessity of deep soil is apparent when one 
 considers that the value of a root depends to a large 
 extent on its straightness or symmetry. In hard and 
 shallow soils roots are short and they tend to be 
 branched and irregular. Fine tilth does much to in- 
 sure quick groi^rth, and quick grovrth improves the 
 quality. 
 Group 2, Tuber crops. The potato. Deeply pulverized, cool 
 soil , holding much capillary moisture and rich in 
 potash, deep and early planting, level culture, fre- 
 quent surface tillage to conserve moisture, spraying 
 to insure healthy foliage-— these are the requisites 
 of the best potato culture. The potato is propagated 
 by means of tubers. It thrives best in a relatively 
 cool climate; in the south it is successful only as a 
 spring and fall crop, for the midsumr-er is too con- 
 tinuously hot. In most cases a heavy yield of pota- 
 toes is largely a question of moisture. 
 
'4& 
 
-13- 
 
 Group 3, Bulb Crops. All the bulb crops are hardy, require a cool 
 season, and noist , rich soil, rdth a loose surface. Ucu 
 ally thsy are not seed-bed crops. They are used both as . 
 a main— 3eaon and secondary crop. They are propagated by 
 both seeds and bulbs. These crops are grov/n chiefly for 
 the underground bulbs (but the leaves are often used in 
 stev;s and seasonings). 
 
 Group 4, Cole Crops, All cole crops are hardy and demand a C!^ol 
 season and soil and abundance of rnoisture at the root. 
 Except the kales and kohlrabi, all are seed-bed crops* 
 and even kales are often started in beds. Each plant re- 
 quires considerable space in order to develop well, Colo 
 crops are grov/n for the vegetative aerial parts rather 
 than for fruits or roots. 
 
 Group 5, Pot-herb Crops. Pot-herb crops, or "greens", arc groxvn 
 for their leaves; therefore they nust r.ake quick growth 
 in order to be crisp and tender; the ground nust have 
 good surface tilth and much available plant food; the ap- 
 plication of soluble nitrogenous substances is usually 
 important, particularly vrhen the growth is nearing con- 
 pletion. I'ost pot-herbs demand a cool season, and nearly 
 all of then are partial -season crops, and therefore treat- 
 ed as succession or companion crops. 
 
 Group 6, Salad Crops, As a general statenent, it nay be said that 
 salad plants require cool., moist soil, and a quick, con- 
 tinuous grovrth, if the beat results are attained. They 
 are often benefitted by a special application of quickly 
 available fertilizers during grovrth, particularly of 
 nitrogen in those species v.-hich are desired chiefly for a 
 quick gron-th of leaves. 
 
 Group 7, Pulse crops, Botanically, peas and beans are very close- 
 ly related , but they, have few points in connon f ron the 
 cultural point of view, sines peas are hardy, cool-ceasou 
 plants and boans are tender, r/am-season plants. Both 
 are leguniinous crops and therefore capable of using at- 
 mospheric ■litrogen. As garden crops, hovever, they may 
 need applications of nitrogen in order to secure a quick 
 start, particularly if an early crop is desired. "It is 
 frequently the wiser economy to apply nitrogen, particu- 
 larly if they are raised upon land v;hich has not heen 
 previously painted •^rith these crops and thus may not 
 possess the specific nitrogen-gathering bacteria", 
 (Voorhees' "Fertilizers", p. 269.) 
 
 Peas : Peas are a partial -seas on crop , requiring 
 .cool season and a soil not over-rich; seed is sown v/herc 
 the plants are to stand; gro^Mi in drills, hardy. 
 
 Beans : Garden beans represent several species , but 
 all the common kinds are very tender to frost and require 
 a warn season and sunny exposure; seed is soxra where the 
 plants are to grow; usually grovn in drills , except the 
 tall kinds; the common bush beans are partialTOcason 
 plants. 
 
■~1 
 
 
-14- 
 
 Group S.Solanaceous crops. Tomatoes, eggplants and their kin and hot- 
 season plants. They require nearly or quite the entire season 
 in which to mature. Usually they grovr until killed by frost, at 
 least in the north, and the production of a heavy crop dcpondb 
 on getting an early start. Thay are seed-bed crops, and they 
 need abundance of quick-acting fertilizers applied relatively 
 early iri»their growth. They are gro^n in hills. 
 
 Group 9, Cucurbit ous or vine crops, Gucurbitous crops are annuals, 
 
 grown for their fruits; they are tender to frost; they require a 
 wann season and a full exposure to the sun; they are long -seas on 
 crops , and with most of then a quick start is essential in order 
 that they may nature the crop before fall; they are grown in 
 hills, as a nain crop; they arc planted in the field or in 
 frames , depending on the region and the period at which the crop 
 is wanted; they transplant with difficulty, and if the plants 
 are startod in advance of the season they are gro\m in pots, 
 boxes or on sods. 
 
 Group 10. Corn (other names omitted). The plants here mentioned are all 
 warr.i-wc athcr crops; they are annuals, or grovm as such, and they 
 are cultivated for their innature fruits ; they should have quick 
 soil; usually they are not transplanted; other than good tillage, 
 no special treatr.ont is required. 
 
 Group 11. Perennial Crops. The r.:anagcr.ent of perennial crops differs 
 from that of other vegetable -gardening crops in the fact that 
 they are ciore or less permanent occupants of the ground and 
 therefore must be given an area to themselves , where they will 
 not interfere vdth the customary plowing and tilling; in the 
 fact that the chief tillage and care are required early and late 
 in the season; and also because the fertilizing is secured 
 chiefly by surfrxe dressings in spring eind fall, 
 
 II - The Bean Project . 
 
 A - Beans may be grown either for "green" food or for "dry" food. The fol- 
 lowing suggested outlines have for their object the growing of one or 
 more of the fifteen varieties of "dry" beans that are of commercial im- 
 portance and are staples on the California markets . Any reliable seed 
 catalogue lists varieties of "green" beans such as "Golden wax" , "Ken- 
 tucky '.'.'ondor" , "Lazy TTif e" , etc, A few rov/s or a plat of a quarter acre 
 or so may be grorm of a good variety of "green" beans for immediate con- 
 sumption in the hone or for canning. In the main the following outlines 
 will apply to a "green" bean project as woll as to a "dry" bean project. 
 See '7ickson - Pages 166, 167, 168, 169, 170 for garden culture of beans. 
 
 B - References : 
 
 1. Bulletin No. 294, Bean Culture in California, by G. E, Hendry, 
 College of Agriculture, University of California. A most valu- 
 able publication - Issued April, 1918, 
 
 2. Wickson, The California Vegetables in Garden and Field, 
 
 3. Bailey, The Principles of Vegetable Gardening, 
 (The last two references arc valuable for all phases of vegetable 
 
 growing and garden work in general). 
 
-15- 
 
 C. Outline Questions: 
 
 1. V/hat varieties of beans are of coinnercial importance in California? 
 Bulletin 294, p. 289. 
 
 2. Which of these varieties groW best in your immediate locality? Bulletir. 
 294, p. 319. Also consult some successful local grower, 
 
 3. Which of these varieties will you try to grow? 
 
 4. ■'./hat are the things for you to determine with reference to the seed 
 you will need? Bulletin 294, p. 331. 
 
 5. What kind of soil is best for beans? 
 
 a. Bulletin 294, p. 322, 323.- 
 
 b. Wickson, p. 157. 
 
 c. Bailey, p. 385. 
 
 6. V/hat is the condition of your soil? 
 
 7. How can you improve it? 
 
 8. Hov/ large a plot of beans will you grow? 
 
 9. How prepare land for beans? 
 
 a. Bulletin 294, p. 297, 324, 325. 326. 
 
 b. Wickson, p. 157. 
 
 10, What change or adaptation in above to prepare the seed-bed for your 
 particular plot? 
 
 11, When is the best time to plant your beans? 
 
 a. Bulletin 294, p. 326, 327, 328, 
 
 b, Wickson, p. 159. 
 
 12, What is the best r^ay of planting? 
 
 a. Bulletin 294, p. 329, 330, 331. 
 
 b. V^ickson, p. 159. 
 
 c. Bailey , p. 337. 
 
 13, How secure a uniform stand of plants? Bulletin 294, p. 331, 
 
 14, How cultivate your beans? 
 
 a. Bulletin 294, p. 331, 
 
 b. Wickson, p. 160, 
 
 15, How will you modify above in cultivating your particular plot? 
 
 16, T/hat tools will you use? 
 
 17, Will you enploy hand labor only? 
 
 18, During the preparation of your soil and the gro'^Ting and harvesting of 
 your crop,«v'hat items v;ill you record as to cost of growing the crop? 
 
 19, How irrigate your beans if necessary to irrigate? Bulletin 294, p. 332 
 
 20, 'Then, v/hy and how v/ill you cultivate, after irrigation? 
 
 21, Can you raise beans on your plot without irrigation? 
 
 22, Ho^" control . insect and other enemies of your beans? 
 
 a. Bulletin 294, p. 344, 345, 346, 347, 
 
 b. Wickson, p. 314, 315, 316, 317, 318, 319, 320, 
 
 23, When is the best time to harvest your beans? 
 
 a. Bulletin 294, p. 332, 333. 
 
 b, Wickson, p. 160. 
 
 24, V;hat is the best method of harvesting? 
 
 a. Bulletin 294, p. 333, 
 
 b. Wickson, p. 160. 
 
 25, How follow above directions for your own particular plot? 
 
 26, How arc beans threshed? 
 
 a. Bulletin 294, p. 334, 335, 
 
 b. Wickson, p. 161, 162, 163. 
 
-16- 
 
 27. How will you throsh your crop? 
 
 28. How arc beans prepared for market? 
 
 a. Bulletin 294, p. 335, 336. 
 
 b. \7ickson , p. 163. 
 
 .;*9. How will you prepare your beans for market? 
 
 30. VHien will you market them? 
 
 31. V/hat is the cost of growing beans? Bulletin 294, p. 338, 
 339, 
 
 32. V/hat is the total cost of growing your plot of beans? 
 
 33. V/hot food qualities do beans possess? Bulletin 294, p. 
 341, 342, 343. 
 
 34. V/hat is-' the agricultural history of the particular variety 
 of bean you grew? See Bulletin 294 under each variety. 
 
 35. Y/hat things of educational value have you learned in Jour 
 study and grov/ing of beans? 
 
 36. Did you take any pictures of your bean crop? 
 
 37. \7hat items and illustrations v/ill enter into your final 
 report or booklet on "How I Grew IJy Beans"? 
 
 II - Th» Eoet (table) Project. • 
 
 A - The beet growing project may be that of the common table beet grown in 
 the garden or the sugar beet grown under field conditions. The cultural 
 requirements arc pretty much the same. The beet has been cultivated for 
 more than 2,000 years. Under cultivation the wild beet. Beta vulgaris . 
 has given rise to three types of root beets, viz: garden beets, sugar 
 boots and mangel-wurzels or stock boots. Of foliage beets there are two 
 typos, viz: chard, used for greens; ornamental beets used in flower gar- 
 dens and lawns. 
 B - References : 
 
 1. Bailey, The Principles of Vegetable Gardening, 
 
 2. V/ickson, The California Vegetables in Garden and Field. 
 
 3. Correspondence Course in Vegetable Gardening by S. S. 
 Rogers, College of Agriculture, University of California, 
 
 C - Outline Questions. 
 
 1, \7hat is the early history of the beet? 
 
 a, Bailey, p. 280. 
 
 b. Correspondence Course, Lesson 11, p. 2. 
 
 2, To what cultural class of plants does the beet belong? 
 a. Bailey , p, 240. 
 
 3, V/hen may beets be grown in California! 
 a. 7/ickson, p. 171. 
 
 4, V/here may it be grovm in California? 
 a. Correspondence Course, Lesson 11, p, 2, 
 
 5, V/hat are the two general types of vegetable-garden beets? 
 a. Bailey, p. 277. 
 
 6, V/hat varieties are grown in California? 
 
 a, '.'ickson , p. 173. 
 
 b. Correspondence Course, Lesson 11, y, 4. 
 
 7, V/hich variety vdll y»u grov? 
 

 ^•* 
 
 hV, , f. 
 
 Ti -i o"- r 
 
-17- 
 
 8. Ho'.v many rov;s vrill you grow? 
 
 9. Will you sow them all at one time? 
 
 a, Bailey, p. 279, 
 
 10. How much seed v;ill you need? 
 
 a. Bailey, p. 280. 
 
 11. Vf'hore will you get your seed? 
 
 12. Y/hat is peculiar about the seed of the beet? 
 
 a. Bailey, p. 278, 
 I.*?. T/hy do beet seed require plenty of moisture to geminate? 
 
 14, Will you test your seed before planting? 
 
 15, What kind of soil is best for beets? 
 
 a. Bailey, p. 277, 
 
 b. Wickson, p. 172. 
 
 c. Correspondence Course, Lesson 11, p. 2, 3, 
 
 16, What kind of soil in your garden? 
 
 17, How best prepare it for the growing of beets? 
 
 18, Vftiat climatic and moisture conditions for the best growth 
 of the beet? 
 
 a, Wickson, p. 172. 
 
 b. Bailey, p. 277, 
 
 19, When may you sow beet seed in California? 
 
 a. Correspondence Course, Lesson 11, p. 3, 
 
 b. \7ickson, p. 172 (bottom). 
 
 20, How sow seed in the garden? 
 
 a, \7ickson, p. 172, 
 
 b, Bailey, p. 280, 
 
 21, WheD^hould the beets be thinned? 
 
 a. V/ickson, p. 173, 
 
 22, Y/hen are beets used for greens? 
 
 a. Bailey, p. 279, 
 
 23, YThat cultivation of the growing crop is necessary? 
 
 a, Wickson, p. 172. 
 
 b. Correspondence Course, Lesson 11, p, 3. 
 
 24, Will your cultivation be deep or shallow? Why? 
 
 25, How often will you irrigate? 
 
 a, Wickson, p. 172. 
 
 b. Correspondence Course, Lesson 11, p, 3, 
 
 26, T/^hy will you cultivate after irrigation? 
 
 27, Y/'hen will you harvest your beets? 
 
 28, How are boets marketed? 
 
 a. Correspondence Course, Lesson 11, p. 4, 
 b, Bailey, p, 279. 
 
 29, Y/hat does it cost to grow beets? 
 
 a. Correspondence Course, Lesson 11, p. 2. 
 
 30, Y/hat did it cost you to grow your bo«ts? 
 
 31, Y/hat did you receive for your boots? 
 
 32, Why is it not worth whilo to store boots? 
 
 33, Y/ill you make a final written report? 
 
 The Beet (sugar) Project . 
 A « References ; 
 
 1. Bailey, The Principles of Vegetable Gardening, 
 
 2, Wicksori The California Vegetables in Garden and Field. 
 
-18- 
 
 3. Circular No. 165, Fundcncntals of Sugar Beet Culture Under 
 California Conditions, by R. L. Adans , College of Agricul- 
 ture, University of California, 
 
 4. Famors' Bulletin Ho. 52, The Sugar 3cct , U. S. Dcpt. of 
 Agriculture, 
 
 5. Farmers' Bulletin No, 392, Irrigation of Sugar Beets, U. S. 
 Dcpt. of Agriculture, 
 
 6. Farmers' Bulletin No, 567, Sugar-Bcct Growing Under Irriga- 
 tion, U, S, Dcpt. of Agriculture, 
 
 7. Famcrs' Bulletin No. 772, The Control of the Sugar-Bcct 
 Nematode, U, S. Dcpt, of Agriculture, 
 
 Questions Outlines : 
 
 1, What is the history of the boot? 
 
 a. Bailey, p, 280. 
 
 2, VHiat conditions aro favorable to the growing of the sugar 
 beet in California? 
 
 a, Wicks on, p, 174. 
 
 b. Circular 165, p. 2. 
 
 3, Where arc the sugar-beet factories located? 
 
 a. Circular 165, p. 1. 
 
 4, V/hat conditions arc necessary for the commercial growing of 
 sugar beets? 
 
 a. Circular 165, p, 1. 
 
 b. Bulletin 52, p. 3. 
 
 5, What is the beet-sugar bolt of the United States? 
 
 a. Bulletin 52, p. 4, 5, (Map), 
 
 6, What are the varieties of sugar beets grown? 
 
 a. Bulletin 52, p. 8, 9, 10. 
 
 b. Wickson, p. 179. 
 
 7, Wljat variety will you grow and v/hcrc will you get the seed? 
 
 a. Write to the manager of your nearest sugar beet 
 factory. 
 
 8, How arc beet seed grown? 
 
 a. Bulletin 52, p. 27 , 28. 
 
 9, Hov/ does home grown seed compare with foreign grov/n? 
 
 a. Bulletin 52, p, 29, 
 
 10, What is "single -germ" bo©t socd and why desirable? 
 
 a. Bulletin 52, p. 30, 
 
 11, How much seed is needed to plant an aero? 
 
 a. Bulletin 52, p. 30. 
 
 12, Hovr much will you need to plant your plot? 
 
 13, V/ill you test your socd? V.'hy? 
 
 14, What is meant by grov;ing sugar beets " under contract"? 
 
 a. Circular 165, p. 2, 3, 4. 
 
 15, V/hat important /actors must bo considered in the contract? 
 
 a. Circular 165, p. 4, 
 
 16, How do you expect to market the sugar boots from your plot; 
 
 17, How largo a plot v/ill you grow? 
 
 18, What soils arc best for sugar boots? 
 
 a. Circular 165., p. 2, 
 
 b. V/ickson, p. 174, 175, 
 
 c. Bulletin 52, p. 11. 
 
-19- 
 
 19. What kind of soil in your sugar beet plot? 
 
 20. How will you fertilize your soil, if necessary! 
 
 a. Bulletin 52, p. 11, 
 
 b. Bulletin 567, p. 21, 22. 
 
 21. What arc the succossivo stops in tho preparation of the seod-bcd' 
 
 a. Circular 165, p. 6,7, 
 
 b. Wickson, p. 175, 
 
 c. Bulletin 567, p. 6, 7, 8. 
 
 22. How v/ill you prepare tho seedbed in your plot? 
 
 23. When is the timo to plant sugar-beet seed? 
 
 a. Circular 165, p. 7 , 8, 
 
 24. How v;ill you plant tho seed? 
 
 a. Wickson, p, 176, 
 
 b. Circular 165, p. 9, 
 
 25. v;hcn and how often cultivate? 
 
 a. V/ickson, p, 176, 177, 
 
 b. Circular 165, p. 10. 
 
 c. Bulletin 52, p. 17, 18, 19.. 
 
 26. V/hen thin the beets? 
 
 a. \7ickson , p. 177, 
 
 b. Circular 165, p. 11* 
 
 27. In thinning, vrhat selection of plants should you nako? 
 
 a. Circular 165, p. 11, 
 
 b. V/ickson , p. 177. 
 
 c. Bulletin 567, p. 15, 16, 17. 
 
 28. Hov/ should your boots be irrigated? 
 
 a. Bulletin 567, p. 10, 11, 12, 
 
 b. Circular 165, p. 11, 12, 
 
 29. Y/hy cultivate after irrigation and when? 
 
 a. Bulletin 567, p. 12, 13. 
 
 30. T/hat arc some of the reasons for crop failure under irrigation? 
 
 a. Bulletin 392, p. 40. 
 
 31. When is the tino to harvest the beets? 
 
 a. Circular 165, p. 13. 
 
 b. \7ickson, p. 177, 
 
 c. Bulletin 567, p. 19. 
 
 32. How arc sugar beets harvested? 
 
 a. Circular 165, p, 14. 
 
 b. Bulletin 567, p. 19, 20, 
 
 33. Why should there be crop rotation in sugar beet growing! 
 
 a. Bulletin 567, p. 20, 21, 
 
 b. Circular 165, p. 15, 16. 
 
 34i Y/hat is the Curly Top Disease and how controlled? 
 a. Circular 165, p. 17, 18, 
 
 35. VJhat is the life-history of the sugar-beet ncmatodo? 
 
 a. Bulletin 772, p. 3, 4, 5. 
 
 36. What is the best field method of checking tho nematode? 
 
 a. Bulletin 772, p, 16, 17. 
 
 37. Y/hat docs it cost to grow sugar beets? 
 
 a. Circular 165, p. 20, 21, 
 
 38. V/hat was the cost' of growing your plot? 
 
 39. YThat items will you include in your final report? 
 
-20- 
 
 V - The Cabbage Project . 
 
 A - Ref orences : 
 
 1. Bailoy , Tho Principles of Vegetable Gardening, 
 
 2. Wickson, The California Vegetables in Garden and Field. 
 
 3. Correspondence Course in Vegetable Gardening, by S. S. Rogers, 
 College of Agriculture, University of California, 
 
 4. Circular No^ 130, Cabbage Grovdng in California, by S. S. .. 
 Rogers, College of Agriculture, University of California. 
 
 5. Farmers' Bulletin No. 433, Cabbage, U. S, Dopt. of Agriculture, 
 
 6. Farmer^ Bulletin No. 325, Cabbage Diseases, U, S. Dopt. of 
 Agriculture, 
 
 B • Outline Questions: 
 
 '. 1. V/hat is tho early history of tho cabbago plant? 
 a. Circular 130, p. 2, 
 2. T^at distinct typos of cultivated cabbage have boon derived 
 fron the \7ild cabbage? 
 
 a. Circular 130, p, 2. 
 3» What varieties arc nost comnonly grovm in California? 
 
 a. Circular 130, p, 3. 
 
 b. V/ickson, p. 107, 188. 
 
 4, What is the importance of tho cabbage crop in California? 
 
 a, Corrospondenco Course, Lesson 9, p. 2. 
 
 b. T/ickson, p. 182. 
 
 5, v;hat arc the different ncmbers of the cabbage fanily? 
 
 a. Bailey, p. 329. 
 
 6, 'Why are they called tho "colo" crops? 
 
 7, What variety of cabbage will you grow? 
 
 8, YThorc will you get your eeod? 
 
 9, How rauch seed v/ill you need? 
 
 a. Correspondonce Course, Lesson 9, p. 3, 
 
 10, Hovr large a. cabbago plot will .you .grow? 
 
 11. ^hat should be the character of the seed? 
 
 a. Farmers' Bulletin 433, p. B. 
 
 12, T7ill you grow your plants in a socd"bcd or flat? 
 
 a. Circular 130, p. 6. 
 
 b. Correspondence Course, Lesson 9, p. 3. 
 
 c. ViTickson, p. 184. 
 
 13. V'ill you grov; your plants in the op«n? 
 
 a. Circular 130, p, 7, 
 
 b. Correspondence Course, Lesson 9, p. 3. 
 
 14, How will you move your plants fron tho seedbed for the final 
 planting in your plot? 
 
 a. Circular 130, p. 7, 
 
 15, V-hat kind of soil is suitable for cabbago? 
 
 a. 1!7ickson, p. 183. 
 
 b. Circular 130, p. 5, 
 
 c. Farmers' Bulletin 433, p. 14, 15. 
 
 16. What kind of soil in your plot? 
 
 17. Hov/ is soil prepared for cabbago growing? 
 
 a. \7ickson, p. 185. 
 
 b. Circular 130, p. 10. 
 
 c. Farmers' Bulletin 433, p. 7. 
 

 I'l-t-wO "'tl 
 
 .» . 
 
 ^ts'Ulr 
 
 -■i<-*-.i 
 
 1-, v.:>- 
 
 • .Qi 
 
 ,<'i' .. 
 
-21- 
 
 18. What things are you planning to do to get your soil ready to 
 grow the plunts? 
 
 19. When will you begin your work! 
 
 20. liVhat is the most practical fertilizer for you to use? 
 
 21. How much v;ill you nood? 
 
 22. Vi'hr.t will it cost you? 
 
 23. V/hcn will you apply it? 
 
 24. When will you transplant your plants? 
 
 25. How far apart are cabbage plants ret? 
 
 a. V/ickson, p. 185, 186. 
 
 b. Circular 130, p. 11, 
 
 c. Farmers' Bulletin 433, p. 16. 
 
 d. Bailey, p. 333 , 334. 
 
 26. How far apart will you sot the plants in your plot? 
 
 27. What special care must you observe in setting out your plants? 
 
 a. Correspondence Course, Lesson 9, p» 4, 
 
 28. What cultivation is best for the growing cabbage? 
 
 a, \7ickson, p. 187. 
 
 b. Circular 130, p. 12, 
 
 29. Hov^ will you cultivate your plot? 
 
 30. V/hat tools will you use? 
 
 31. How often is it necessary to cultivate? 
 
 n. Bailey, p. 334. 
 
 b. Farmers' Bulletin 433, p. 16. 
 
 32. Arc you willing to make that offort for success? 
 
 33. How v/ill you irrigate your crop? 
 
 a. Circular 130, p. 12, 13. 
 
 b. Correspondence Course, Lesson 9, p. 4, 5, 
 
 34. Will you watch your plants for injurious insects? 
 
 35. How control the cabbage worr.? 
 
 a. Circular 130, p. 20 (important). 
 
 b. Farmers' Bulletin 433, p. 10. 
 
 36. Do you know the cabbage butterfly v;hcn you sec it? 
 
 37. How can you tell tho female from tho nalc butterfly? 
 
 38. Do you know v/hat the cabbage aphis is? 
 
 39. How control the cabbage aphis? 
 
 a. Circular 130, p. 20, 21. 
 
 b. Farmers' Bulletin 433, p. 10, 
 
 40 What is the clubroot disease in cabbage and how controlled? 
 
 a. Farmers* Bulletin 433, p. 10, 11, 
 
 b. Farmers' Bulletin 925, p, 9, 10. 
 
 41, When will you harvest your cabbage? 
 
 a. Circular 130, p. 13. 
 
 b^ Correspondence Course, Lesson 9 , p, 5. 
 
 c. Farmers' Bulletin 433, p. 16. 
 
 42, V/hat market do you havo for your crop? 
 
 43, How is cabbage stored? 
 
 a. Circular 130, p. 13, 14. 
 
 b. Farmers' Bulletin 433, p. 17 (illustration) p. 20 ,21 ,22 
 23, 
 
 44, What does it cost to grow cabbage? 
 
-22- 
 
 Q. Circular 130, p. 16. 
 b. Bailoy, p. 3c8. 
 
 45. Y/hat did it cost you to grow your crop? 
 
 46, Vhtxt items will you include in your final report? 
 
 VI - Tho Cauliflowor Project . 
 
 A - Tho treatment of all cole crops may bo compared to that of cabbage, 
 Gorbctt in "Garden Farming" says:- "Caulif lo^rcrc iB knov/n to the botanical world 
 as a variety of cabbago, Brassica olcracea . var, b olrytis D. C, Although a 
 derivative of the cabbage, it differs from it in conformation and structure. Th: 
 edible portion, called the curd, or head, is compoccd of the thickened flower 
 stems, TThich have changed in size and appearance under cultivation into a homo- 
 genous, curdlike mass. In good strains of cauliflower tho curd is very compact 
 and free from leaves or elongated segments". 
 
 B - References : 
 
 1. V.'ickson, The California Vegetables in Garden and 
 
 Field. 
 
 2. Correspondence Course in Vegetable Gardening, by S. 
 
 S. Rogers, College of Agriculture, University 
 of California. 
 
 3. Bailey, The Principles of Vegetable Gardening. 
 C - Outline Questions : 
 
 1. Have you evor seen cauliflower growing? 
 . 2. What is the early history of tho cauliflower? 
 a. Corrospondonco Course, Lesson 9 , p. 7. 
 
 3, How 'docs the culture of cauliflower differ from that 
 of cabbage? 
 
 a. Bailey, p. 341. 
 
 b. '.Vickson , p. 189, 
 
 4, What situations arc best for cauliflower? 
 
 a. Wicks on, p. 189. 
 
 5, Is your garden suitable for tho gro\7th of cauli- 
 flower? 
 
 6, If not, can you make it so? 
 
 7, What varieties arc grotrn in California? . 
 
 a. Correspondence Course, Lesson 9 , p. 8, 
 
 b. Wicks on, p. 192. 
 
 c. Any reliable seed-catalogue, 
 
 8, What variety v;ill you grov;? 
 
 a. Consult some successful local grower. 
 
 9, Y/here will you get your seed? 
 .10. How much seed will you need? 
 
 11. H«v7 large a plot of cauliflov/er vdll you grow? 
 
 12. Hov; will you grov; your plants? 
 
 a. Y/ickson, p. 190. 
 
 13. Yi'hat are the soil roquiremonts for cauliflower? 
 
 a. Y/ickson, p. 189. 
 
 14. How will you prepare your soil for cauliflower? 
 
 15. When will you sot out your plants? 
 
 a, Y7ickson , p. 190. 
 
 16. How will you cultivate cauliflower? 
 
 a. Some as cabbage. 
 
vJa be 
 
 io2>fai 
 
 ■ fit i^jci- 
 
 ■; V. _ t 1 i V 
 
 '"1?"^' 
 
-23- 
 
 17, How will you irrigate? 
 
 a. Some as cabbage, 
 
 18, How much moisture docs cauliflower need? 
 
 a, \7ickf!on, p. 131, 
 
 19, What diaeaees and insect posts afflict cauliflower? 
 
 a. Soma as cabbage. 
 
 20, What treatment of the cauliflower is necessary when it begins 
 to head? 
 
 a, Wickson , p. 191, 
 
 b. Corresp:indence Course, Lesson 9 , p, 7 , 8, 
 
 21, In wliat condition should your cauliflower be to sell well? 
 
 22, V/hat have you learned in growing your cauliflower? 
 
 23, Did you make any noney? 
 
 24, Did you receive any pleasure in growing the crop? 
 
 VII - The Carrot Proje ct. 
 
 The carrot belongs, botanically, to the great fanily Unbellif erae , to 
 which also belong celery, caraway and parsnip. It is grov/n both as a field 
 and garden crop. Garden culture only is considered here, 
 A - References ; 
 
 1, Bailey, The Principles of Vegetable Gardening, 
 
 2, V/ickson , The California Vegetables in Garden and Field. 
 
 3, Any good seed catalogue, 
 B - Outline 'Questions : 
 
 1, How long has the carrot been cultivated? 
 
 a, Bailey, p. 263, 
 
 2, To what cultural class of plants does it belong? 
 
 a, Bailey, p. 240. 
 
 3, Have you ever seen carrots growing? 
 
 4, Wnat is the color of the foliage? 
 
 5, What is the color of the root? 
 
 6, How many rows of carrots -idll you grpv;? 
 
 7, How nuch seed will you need? 
 
 a, Bailey , p. 233. 
 
 b. Any good seed catalogue. 
 
 8, Where will you get your seed? 
 
 9, 7/hat DUst be the condition of your seed? 
 
 10, V/hat varieties are grov/n in California? 
 
 a, V/ickson, p. 198, 
 
 11, When nay carrot seed be sown? 
 
 a. Wicks on, p, 196, 
 
 b. Bailey, p, 281, 
 
 12, How many rov;s of carrots will you grow? 
 
 13, When did it last grow carrots? 
 
 14, Why is rotation of crops advisable? 
 
 15, What kind of soil is best for carrots? 
 
 a. Wickson, p. 195, 
 
 b. Bailey , p. 281, 
 
 16, What kind of soil have you? 
 
 17, Will you grow a winter or a sumner crop? 
 
-24- 
 
 18. In what condition must the soil be before sowing the seed? 
 
 a. Wicks on, p. 196. 
 
 b. Bailey, p. 281, 
 
 19. How will you prepare your soil for carrots? 
 
 20. How long does it take carrots to mature? 
 
 a. Bailey , p. 282. 
 
 b. Any good seed catalogue, 
 
 21. What variety will you grow? 
 
 22. How are the seed sown in the ground? 
 
 a. Bailey, p. 282, 
 
 23. How will you cultivate? ' 
 
 24. How will you irrigate? 
 
 25. Will you try to grow carrot seed? 
 
 26. Is the carrot an annual or a biennial? 
 
 a. Bailey, p. 283. 
 
 27. \7hen will you harvest your carrots? 
 
 28. How did you market then? 
 
 29. Will you make a final written report? 
 
 VIII - The Corn (Sweet) Project . 
 
 The cultivation and growing of sweet corn does not differ from 
 that of ordinary field corn. It is not limitsd by clinatic conditions 
 for in growing sweet corn (except by seedsmen) only ininature ears are 
 desired for inraediate use on the table or for cauning. 
 A - References ; 
 
 1. Correspondence Course in Corn Culture, by B. A. Madsrn, College 
 of Agriculture , University of California. 
 
 2. Wickson, California Vegetables in Garden and Field. 
 
 3. Bailey, The Principles of Vegetable Gardening. 
 
 4. Farmers* Bulletin No. 414, Corn Cultivation, U. S. Dept, of 
 Agriculture, 
 
 5. Farmers' Bulletin No. 773 , Corn Growing Under Droughty Condi- 
 tions , U, S. Dept. of Agriculture. 
 
 6. Farmers' Bulletin No, 298, Food Value of Corn and Corn Products, 
 U. S. Dept. of Agriculture, 
 
 B - Outline 'Questions. 
 
 1. To what class of plants does sweet earn belong? 
 
 a. Bailey, p. 423. 
 
 b. Correspondence Course, Lesson 1, p. 2, 
 ".2. 'What are the main types of corn in general? 
 
 a. Correspondence Course, Lesson 3, p. 2. 
 
 3. What are th3 principal characteristics a'f each type? 
 
 a. Corresponifnce Course, Lesson 3, p. 2,3,4,5,6,7. 
 
 4. How many of these six types have you seen? 
 
 5. How have the many varieties of corn been developed? 
 
 a. Corresponc'ence Course, Lesson 3, p. 8. 
 
 6. What are the varxeties of field corn suitable for California? 
 
 a. Correspondence Course, Lesson 3, p. 8, 9, 10. 
 
 7. What are the varieties of sweet corn suitable for California? 
 
 a. Corre^jpondence Course, Lesson 3, p. 11, 12. 
 
 b, Wickson, p. 216. 
 
t>ua no 
 
 
 ■ bmfc 
 
 ■.OS. 
 
 uo\ 
 
 i^nx^ 
 
 cross!' r?*!'":i ■' 
 
 -.<^D 9K^ 
 
 nr tpl 
 
-25- 
 
 8. What variety do you think is best for your locality? 
 
 a. Consult the best local grower, 
 
 9. Where will you get your seed? 
 
 10. What ia the inportance of good seed? 
 
 a. Correspond3nc9 Course, Lesson 5 , p, 4, 
 
 11. Why test your bersd before planting? 
 
 a. Coirespondence Course, Lesson 5, p. 8, 
 
 12. When should you test your sesd? 
 
 a. Correspondence Course, Lesson 5, p. 8, 
 
 13. What is the best v;ay for you to test your seed? 
 
 a. Cyrre9po::7dence Course, Lesson 5, p, 9, 10. 
 
 14. Hov; large a plot of sweet corn will you grow? 
 
 15.- Why should the shap-5 of your plot be such that you can grow a 
 number of short rov/s rather than one or two very long rows? 
 
 16. V/ill the vjay in which the corn plant is pollinated help you to 
 answer the above question? 
 
 17. What are the flowers on a corn plant? 
 
 a. Correspondence Course, Lesson 1, p, 7, 8. 
 
 18, What soil conditions are best for corn? 
 
 a. Correspondence Course, Lesson 2, p. 6, 7, 8, 
 
 b. Wickson, p. 213. 
 
 c. Bailey , p. 424. 
 
 19, What are the purposes of cultivation under seni-arid conditions? 
 
 a. Correspondence Course, Lesson 4, p, 2, 
 
 b. Bulletin 773, p. 9. 
 
 20. How prepare the soil for corn growing? 
 
 a. Correspondence Course, Lesson 4, p. 3, 4, 5, 6. 
 
 b. Bulletin 773, p. 10, 11, 12. 
 
 21, What is meant by "organic matter" in the preparation of the soil 
 for corn? 
 
 a. Correspondence Course, Lesson 4, p, 9, 10, 
 
 22. How prepare the seed-bed for corn? 
 
 a. Correspondence Course, Lesson 5, p, 2, 3,4. 
 
 b, Wickson, p. 213, 
 
 23, What things will you do to make the seed-bed of your plot as 
 good as possible? 
 
 24, When will you plant your corn? 
 
 a. Correspondence Course, Lesson 6, p, 8, 9. 
 
 b. Wickson, p. 213, 
 
 c. Bailey, p, 425, 
 
 d. Bulletin 773, p. 12, 13, 
 
 25. Will you plant your corn in hills or drill it? 
 
 a. Correspondence Course, Lesson 6, p. 3, 4, 5, 
 
 b, Wickson, p. 214, 
 
 26. How deep \"/ill you plant your corn? 
 
 a. Correspondence Course, Lesson 6, p, 7, 8, 
 
 b. Wickson, p. 214, 125, 125, 127. 
 
 27, What are the objects of cultivation? 
 
 a. Carrespondence Course, Lesson 7, p, 2, 3. 
 
 b. Wickson, p. 216. 
 
 c. Bulletin 773, p. 16, 17, 18, 
 d. Bulletin 414, p. 11, 
 
-26- 
 
 28. What tools will you use to cultivate your plot? 
 
 29. How often will you cult i.v8.te? 
 
 30. How deep will you cultj'ra.te? 
 
 a. Correspondence Course, Lesson 7, p. 4. 
 
 b. Bulletin '773, p. 17. 
 
 c. Bailey ^ p. 426, 
 
 31. How will you irrigate your corn, if necessary? 
 
 a. Correspondence Goursfi, Lesson 7, p. 9, 10, 
 
 32. When is the best time to irrigate? 
 
 a. Correspondence Course, Lesson 7, p. 10, 11, 
 
 b. Bulletin 773, p. 19. 
 
 33. V/hat mistakes are made in irrigation? 
 
 a. Bulletin 773, p. 19. 
 
 b. Correspondence Course, Lesson 7, p. 11, 12. 
 
 34. V,Tiy cultivate after irrigation? 
 
 35. How soon cultivate after irrigation? 
 
 36. What kinds of roots has the corn plant? 
 
 a. Correspondence Course, Lesson 1, p. 3, 4, 5, 
 37 . How are the leaves arranged on the corn plant? 
 a. Correspondence Course, Lesson 1, p. 7. 
 
 38. What are nodes and inter-nodes and how does a corn stalk in- 
 crease in length? 
 
 a. Correspondence Course, Lesson 1, p. 5, 6. 
 
 39. What is the ear of the corn plant? 
 
 a. Correspondence Course, Lesson 1, p. 9, 10. 
 
 40. What enemies must you fight in grov/ing your sweet corn? 
 
 a. Correspondence Course, Lesson 8, p. 2. 
 
 b. Bulletin 733. 
 
 41. V/hich is the easiest for you to conquer? 
 
 42. What is the price of victory? 
 
 43. What is-'the life history of the corn-ear \vcrn? 
 
 a. Correspondence Course, Lesson 8, p. 7, 
 
 44. How control it? 
 
 a. Correspondence Course, Lesson 8, p. 8, 
 
 45. How are grasshoppers and armjrxtrorns controlled? 
 
 a. Correspondence Course, Lesson 8, p. 9. 
 
 46. What animal pests destroy corn? 
 
 a. Correspondence Course, Lesson 8, p. 12, 13,. 
 
 47. VThen will you harvest your corn? 
 
 48. What market vrill you have? 
 
 49. Will you select seed for next year? 
 
 50. What are the best methods of selecting seed corn? 
 
 a, Correspnridence Course, Lesson 5, p, 5, 6, 7, 
 
 51. What is the food value of corn? 
 
 a. BuJletin 298, p. 26, 27, 29, 30, 31, 34, 35, 36. 
 
 52. What did you gain in money by growing your sweet corn? 
 
 53. Vi'hat did you gain in knowledge? 
 
-27- 
 
 IX - The Lettuce Project . 
 
 A - Botanically lettuce is known as Lactuca sativa . The "vild lettuce" is 
 known as Lactuca scariola . Corbett gives four types of the cultivated 
 lettuce, viz:- Head (or cabbage) lettuce, Lactuc a capit ata ; cutting (or 
 cub-leaved) lettuce, Lactuca int ybacea ; Cos lettuce (or romaine) Lactuca , 
 Rcacaiia; esparagub lettuce, L actuca augjustana (little knovn in this 
 coLv.itry) , 
 B - References: 
 
 1* Bailey, The Principles of Vegetable Gardening. 
 
 2. Wickson, The California Vegetables in Garden and Field. 
 
 3. Circular No, 160, Lettuce Growing in California, by S. S, !, ^ - 
 Rogers, College of Agriculture, University of California. 
 
 4. Correspondence Course in Vegetable Gardening, by S. S. Rogers, 
 College of Agriculture, University of California. 
 
 C - Outline Questions, 
 
 1. What are the salad crops! 
 
 a. Bailey, p. 356, 
 
 2. What are the best climatic and soil conditions for salad crops? 
 
 a. Bailey , p. 356. 
 
 3. Why is extra care necessary in the growing of salad plants? 
 
 a. Bailey, p. 356 ,357. 
 
 4. What is a salad when ready for the table? 
 
 5. How does lettuce rank in importance among the salad plants? 
 
 6. What is the importance cf lettuce grov/ing in California? 
 
 a. Wick=on, p. 224. 
 
 b. Correspondence Course, Lesson 10, p. 8, 9, 
 
 c. Circular 160, p. 2. 
 
 7. 7/here may it be gro:vn in the state? 
 
 8. Vi^hat are the FJfi"cipai lettuce groving districts? 
 
 a, Ciicular 160, p. 2, 
 
 9. V/hat varieties of lettuce are grov/n in California? 
 
 a.. Circular 160, p. 14, 
 
 b. Wickson, p. 228. 
 
 10. ^^hat are the four leading varieties in the State? 
 
 a. Circular ISO, p. 14, 15, 
 
 11. What variety rill you grow? 
 
 12. How large a plwt will you grow? 
 
 13. How rnai.y rows will there be in the plot? 
 
 14. Hu^v much seed v;ili you need? 
 
 15. XSheie v/ill you get your seed? 
 
 16. In what two w^ays may lettuce seed be sown? 
 
 a. Correspondence Course, Lesson 10, p. 10, 
 
 b. Bailey, p., 357, 
 
 c. Circular 160, p. 7, 
 
 17. What is the simplest method for the farm garden? 
 
 a, Wickson, p. 225, 
 
 18. When will you sov; your seed? 
 
 19.-V/ill you SO"' ther in a bed or flat and then transplant? 
 20. Hov; is a seedbed r.ade for growing plants on a large scale? 
 a. Circular 160, p. 7, 3. 
 
-28- 
 
 21. What is necessary for you to grov; the plants you will need? 
 
 22. When may plants be transplanted? 
 
 a. Circular 160, p. 8, 
 
 23. Will you sow the seed directly in the ground v;here the crop is 
 to grow? 
 
 24. If so, when and hovr will you thin out? 
 
 25. How far apart should lettuce plants stand in the row? 
 26^ How far apart should the rows be? 
 
 27. What three cultural requirements are necessary to grow the 
 best ].ettuae? 
 
 a. Circular 160, p. 5. 
 
 b. EailHy, p. 357. 
 
 c. Wickson, p. 224, 
 
 23, What specific things will you do to get your ground ready for 
 the sowing of the seed? 
 
 29, How will you irrigate your growing plants? 
 
 a. Correspondence Course, Lesson 10, p. 11. 
 
 30, How can you tell when lettuce is ready to harvest? 
 
 a, Corresporxdence Course, Lesson '^O, p. 11, 12* 
 
 31, How will you market your crop? 
 
 32, Has it paid you to grow your lettuce? 
 
 X - The Melon (also Cucumber ) Project . 
 
 A - For convenience the watermelon , nusknelon and the cucumber are all in- 
 cluded in a single project. Bailey says: "There are no fundamental differences 
 in the cultivation of the various cucurbitous crops. They are all very tender 
 to frcst and they usually gr.iw, at least in the north, till overtaken by frost 
 or disease". The ivatermelon is Citrullus vulgaris , a native of Africa. The 
 nuskneion is Cue ur n is Mel£, a native of Southern Asia. The Cucuuber is Cucua is 
 £iili.Yj?.2. f ^ native of southern Asia. They are all members of the great group 
 Gucurbitaceae, 
 
 B - References ; 
 
 1. Bailey, The Principles of Vegetable Gardening, 
 
 2. Wickson, The California Vegetables in Gf.rden and Field. 
 
 3. Correspondence Course, Vegetable Gardening, by S. S. Roger? , 
 College of Agriculture, University of California. 
 
 C - Outline Questions, 
 
 1, To v;hat cultural class of plants do the melons belong! 
 
 a^ Bailey, p. 241. 
 
 2, \7hat is the early history of the r.elon? 
 
 a. Correspondence Course, Lesson 8 , p. 8. 
 
 3, What is the early history of the cuoij^ber? 
 
 a. Correspondence Course, Lesson 12, p, 8. 
 4* What is the ir^portance of the melon crop in California? 
 
 a. Correspondence Course, LessonS, p, 9, 
 
 b. Wickson ,,p. 229. 
 
 5, What is the importance of the cucumber crop in California? 
 
 a. Correspondence Course, Lesson 12, p. 9, 
 
 b. Wickson, p. 220. 
 
 6. What are the general soil and climatic requirements for the 
 melon plants ? 
 
 a. Bailey, p. 411, 412. 
 
-29- 
 
 7. What are the cultural requirements for melons? 
 
 a. Correspondence Course, Lesson 8, p. 10. 
 
 8. V/hat are the cultural requirements for the cucumb'br? 
 
 a. Correspondence Course, Lesson 12, p. 9, 
 
 b. Wickson, p. 220. 
 
 9. Are the melon crops grown in drills or in hills! 
 
 10. How many hills of each v/ill you grew? 
 
 11. What are the varieties of cucumbers? 
 
 a, V/ickson, p. 221, 
 
 b. Correspondence Course, Lesson 12, p. 9, 
 
 12. ■'^^jat are the varieties of muskmelons? 
 
 a. Wickson, p. 234, 235. 
 
 13. Vifhat are the varieties of watermelons? 
 
 a. Wickson, p. 238. 
 
 14. What variety of cucumber v/ill you gro'v? 
 
 15. What variety of uuskmelon vdll you grow? 
 
 16. '^■Ilcist variety of watermelon will you grew? 
 
 17. Hot?' much seed will you need of each? 
 
 13. What kind of soil and preparation for cucumbers? 
 a, Vfickson, p. 219, 
 
 19. What kind of soil and preparation for muskmelons? 
 
 a. Wichson, p. 230. 
 
 20. VJhat kind of soil and preparation for rratermelons? 
 
 a. V/ickson, p. 236. 
 
 21. How are m.elons planted? 
 
 a. Correspondence Course, Lesson 8, p. 10, 
 
 b. Wickson, p. 237. 
 
 22. How are cucumbers planted? 
 
 a. Wickson, p. 219, 
 
 23. When is the best time to plant melon and cucumber 
 seed in your locality? 
 
 a. Ask your most successful local grovrer, 
 
 24. Is irrigation needed for melons? 
 
 a. Correspondence Course, Lesson 3, p. 11. 
 
 b. vjickson, p. 234. 
 
 25. Hov/ will you irrigate, if necessary? 
 
 a. Correspondence Course, Lesson 8, p. 11 
 (bottom of page). 
 
 b. v;ickson, p. 233, 
 
 26. Why i"ill you cultivate your vine crops? 
 
 27. Ho'-.' v.'ill you cultivate them? 
 
 28. What r.ethods of cultivation does the most successful 
 gro''"'er in your locality use? 
 
 29. What tools will you use in cultivation? 
 
 30. Hov/ often will you pick the cuour.;bers? 
 
 31. When is the best time to harvest melons? 
 
 a. Correspondence Course, Lesson 8, p. 12. 
 
 32. How can you tell when a watermelon is ripe? 
 
 a. Bailey, p. 418. 
 
 33. Hov; v;ill you m.arket your crop? 
 
 34. What do you consider has been the value of your celon 
 project to you? 
 
-30- 
 
 XI - The Onion Project . 
 
 A - The project is linited to the growing of onions from seed so^vn in the 
 place where the onions are to grow. The onion is a bulb and belongs to the sar,:e 
 class as the lilies. Gorbett in "Garden Farming" says: 
 
 "1. There is a general class of onions which produce normal blac^k seecl 
 from -which bulbs varying in size, color, shape and flavor may be 
 produced. This constituted the grtat commercial class of onions 
 grown from seed sown in place or sown in seed-beds and transplanted 
 to the field. 
 "2, There is a second class of oniona that normally' rep'^'oc'.uce them- 
 selves by segregation of the bulbs , somewhat in the same nannor ao 
 garlic. This is the multiplier group. The potato onion, which 
 belongs to this class , is quite hardy , requiring only a good mulch 
 as a winter covering. It forms the stock for the toain fall-planted 
 crop grown for early bunchers at the North. 
 "3. A third class is also a set, or m.ultiplier; but, instead of produc- 
 ing its increase by the breaking up of the mother bulb, a stalk 
 corresponding to the blossoa stalk in the common onion is produced, 
 on top of which is forr.ed a cluster of bulblets instead of the nor- 
 mal blossoms and seed," 
 B - References ; 
 
 1, Bailey, The Principles of Vegetable Gardening, 
 
 2, Wickson, The California Vegetables in Garden and Field. 
 
 3, Correspondence Course in Onion Culture, by S. S. Rogers, College of 
 
 Agriculture, University of California, 
 
 4, Farmers' Bulletin No. 354, Onion Culture, U. S. Dept, of Agricul- 
 ture. 
 
 C - Outline Questions: 
 
 1, "/hat are the different members of the onion family? 
 
 a. Bailey, p. 314. 
 
 b. VJickson, p. 240. 
 
 2, Which of these have you seen growing? 
 
 3, V/hat do you know of the history of the onion? 
 
 a. Correspondence Course, Lesson 1, p. 2. 
 
 b. Farmers' Bulletin, No. 354, p, 5. 
 
 4, To what class of plants does the onion belong? 
 
 a. Bailey , p, 314. 
 
 b. Farmers*' Bulletin 354, p, 5. 
 
 5, What is the importance of the onion crop in th United States? 
 
 a. Farmers' Bulletin 354, p, 5, 6. 
 
 6, V/hat is the importance of the onion crop in California? 
 
 a. Wickson, p. 240, 241. 
 
 7, What are the varieties of onions suitable to California? 
 
 a, Wickson, p, 250. 
 
 b. Correspondence Course, Lesson 1, p. 4. 
 
 8, What are the colors included in the varieties? 
 
 9, Does the color of the onion affect its taste? 
 
 10, Which color do you prefer? 
 
 11. What are the principal yellow varieties? 
 
 12. What are the principal white varieties? 
 
 13, What are the principal red varieties? 
 
-31- 
 
 14. What two varieties constitute the main part of the California pro- 
 duct? 
 
 a. V/icksDn, p. 250 (bottom), 
 
 15. Which variety v;ill you grovr from seed? 
 
 16. Hovr many rov/s xvili you grow? 
 
 17. How long is each row? 
 
 18. How nuch aeed wiii you need? 
 
 a. Eailey, p. 326, 
 
 19. Where will you get your seed? 
 
 20. Why is it ir.po.-tant to have good seed? 
 
 a, Bailey, p, 321, 322. 
 
 21. Why and how test your onion seed? 
 
 a. Correspondence Course, Lesson 1, p. 5. 
 
 22. What kind of soil is best suited to grow onions? 
 
 a. IVickson, p. 241. 
 
 b. Correppo'idence Course, Lesson 1, p. 2, 
 
 c. Farmers' Bulletin 354, p. 7, 8. 
 
 23. What is the condition of your soil? 
 
 24. How prepare soil for growing onions? 
 
 a. Wicks on, p. 243, 
 
 b. Correspond ence Course, Lesson 1, p« 7, 8. 
 
 c. Farmers' Bulletin 354, p. 9, 10, 11. 
 
 25. What particular things \7ill you do to prepare your plot? 
 
 26. VJhat tools will you need? 
 
 27. When will you begin work?' 
 
 28. What crops did your soil grow last year? 
 
 29. Will you need to fertilize your soil? 
 
 30. What fertilizsrs are used for growing onions? 
 
 31. What is the value of stable manure? 
 
 a. Correspondence Course, Lesson 2, p. 3, 4. 
 
 b. Farmers' Bulletin 354, p. 11, 12. 
 
 32. What is the value of coi^mercial fertilizers? * 
 
 a. Correspondence Course, Lessen 2 , p. 4. 
 
 b. Farmers' Bulletin 354, p. 12. 
 
 33. XJhat is a good fertilizer "formula" for onion growing? 
 
 a. Correspondence Course, Lesson 2, p. 5. 
 
 b. Farmers' Bulletin 354, p. 13. 
 
 34. When is the best time te apply commercial fertilizers? 
 
 a. Correspondence Course, Lesson 2, p. 6. 
 
 b. Farmers' Bulletin 354, p. 13. 
 
 35. What is the most practical thing for you to do to enrich your soil 
 for onion growing? 
 
 36. When will you plant your seed? 
 
 a» Wickson, p, 243, 
 
 b. Correepon-Ience Course, Lesson 2, p. 6, 7, 
 
 c. Farriers' Bulletin 354, p. 14, 
 
 37., What are important things in planting onion seed? 
 
 a. Wickson, p. 243, 244- 
 
 b. Correspondence Course, Lesson 2, p. 7, 8. 
 
 c. Farmers* Bulletin 354, p. 14, 15. 
 
-32- 
 
 38. VJhat must be the character of the cultivation? 
 
 a. Wickson, p. 244. 
 
 b. Correspondence Course, Lesson 2, p. 8, 9. 
 
 c. Farmers' Bulletin 354, p. 17 , 18 , 19. 
 
 39. What tools will you use in cultivation? 
 
 40. When and how will you thin your onions? 
 
 41. V/hat is the best way of irrigating your onions , if necessary? 
 
 a. Correspondence Course, Lesson 2, p. 9, 
 
 42. Do onions need much water? 
 
 43. T/hen and why cultivate after each irrigation? 
 
 44. What is the disease "Downy L'ildew" and its control? 
 
 a. Correspondence Course, Lesson 5, p. 4, 
 
 b. Fanners' Bulietxn 354, p. 34, 35. 
 
 45. VJhat is onion "snut" and how controlled? 
 
 a, Farr.ers * Bulletin 354, p. 33, 34. 
 
 b. Correspondence Course, lesson 5, p, 5. 
 
 46. TThat is the oiiion thrips? 
 
 a. Correspondence Course, Lesson 5, p. 6, 
 
 47. "Jhat is a good spray for the control of the thrips? 
 
 a. Correspondence Course, Lesson 5, p. 7, 
 43, How are cut\vorms controlled? 
 
 a. Correspondence Course, Lesson 5, p. 7, 8, 
 
 49. Ho"' will you know when to harvest your onions? 
 
 a. Wickson , p. 248. 
 
 b. Correspondence Course, Lesson 3. p. 2. 
 
 50. What are the successive steps in harvesting onions? 
 
 a. Wickson, p. 243. 
 
 b. Goi-respondence Course, Lesson 3, p. 2, 3, 4. 
 
 c. Farr.ers' Bulletin 354, p. ZL, 22, 23. 
 
 51. What care should be observed in storing onions? 
 
 a. Correspondence Course, Lesson 3, p. 4, 5, 6, 
 
 b. Parciers' Bulletin 354, p. 24, 25, 26, 
 
 52. 7/hat narket have you for your onions? 
 
 53. How will you grade then for market? 
 
 54. What has it cost you to grow your onions? 
 
 55. V/hat itens vail you nclude in your final report? 
 
 XII - The Pea Pro.loc-! 
 A - References ; 
 
 1. Bailey, The Principles of Vegetable Gardening. 
 
 2. Wickson, The California Vegetables in Garden and Field, 
 
 3. Correspondence Course in Vegetable Gardening, by S. S. Rogers, 
 College of Agriculture, University of California. 
 
 Out line;' Quest i ons : 
 
 1, To what cultural class of plants does the pea belong? 
 
 a. Bailey, p. 241. 
 
 2, V/hat is the history of the pea? 
 
 a, Bailey , p. 332. 
 
 b. Correspondence Course, Lesson 11, p. 6. 
 
 3, What three kinds of peas are grown? 
 
 a, Bailey , p. 382. 
 
 4, ■'.'/hat varieties of peas are grovm in California? 
 
 a. Wickson, p. 256, 257. 
 
-33- 
 
 5. Wiich of these varieties have you seen growing? 
 ■^6, How important is the growing of peas in California? 
 
 a. Correspondence Course, Lesson 11, p. 7. 
 
 b. Wickson, p. 304. 
 
 7, What variety will you grow in your garden? 
 
 8, Kow many rtws will you grow? 
 
 9, Hov/ much seed will you need? 
 
 a. Bai]ey, p, 382. 
 
 b. Any good seed catalogue 
 
 10. What kind of soil is best for peas? 
 
 a. Wickson, p. 254. 
 
 b. Bailey, p. 381. 
 
 c. Correspondence Course, Lesson 11, p, 7, 
 
 11. What kind of soil in your garden? 
 
 12. How can you improve it for peas? 
 
 13. When will you plant your peas? 
 
 a. Wickson, p. 255, 
 
 bt Correspondence Course, Lesson 11, p. 8. 
 
 14. How will you plant them? 
 
 a. Bailey, p. 382. 
 
 b. V/ickson, p, 255, 
 
 c. Correspondence Course, Lesson 11, p. 8, 
 15* How will you cultivate your crop? 
 
 a. Correspondence Course, Lesson 11, p. 8. 
 
 b, Wickson, p. 254. 
 
 16. What climatic conditions are beet for peas? 
 
 a, Bailey, p. 380. 
 
 b, Wickson, p. 253. 
 
 c, Correspondence Course, Lesson 11, p, 7, 
 
 17. How often will you irrigate your peas? • 
 
 18. Hov; control the mildew on the vines? 
 
 a. Correspondence Course, Lesson 11, p. 9. 
 
 19. How control the aphis? 
 
 a. Correspondence Course, Lesson 11, p, 9. 
 
 20. VThat is meant by a leguminous plant? 
 
 21. Is the pea a "legume"? 
 
 22. Why is a pea called a "pulse" crop? 
 
 23. How can you tell when to harvest your peas? 
 
 24. What will you do with y»ur crop? 
 
 25. How are peas scld? 
 
 26. r*'hat was the cost of your labor and the seed in growing your 
 crop? 
 
 27. How much money did you receive? 
 
 28. What items of special interest will you include in your final 
 report? 
 
 XIII - The Potato Project . 
 
 A - The potato - and other vegetables to a greater or less extent - permits 
 of two kinds of projects. First, the "productive" project, the growing of the 
 best yield possible of marketable potatoes and the marketing of the same at the 
 best price. Second, the "improvement" or "experiment" project by seed selection. 
 ste,, to get abetter type of potatoes. The "growing" or "productive" project 
 
■:.%:-l-^" 
 
 ■:^V iU 
 
 r j- 
 
 -At* 
 
 .*»■■* 
 
 .5>/ 
 
 . r .< J - 
 
-34- 
 
 is completed in a single season. The "improvement" or "experiment" project re- 
 quires several seasons and is a most valuable exercise. As in the case of the 
 bean , the project in area may be a fev^ rows in the garden or an half acre or 
 vacant l«t cultivated under regular field conditions. Suggestive outlines on 
 both the "productive" and "experiment" potato projects here follow. 
 B - References : 
 
 1. Circular No, 161, Potatoes in California, by J, W, Gilmore , College 
 of Agriculture, University of California, 
 
 2. Correspondence Course in Vegetable Gardening, by S. S, Rogers, Col- 
 lege of Agriculture, University of California, 
 
 3. Wickson, California Vegetables in Garden and Field, 
 
 4. Bailey, The Principles of Vegetable Gardening, 
 
 5. Farmers' Bulletin No. 35, Potato Culture, U. S. Dept. of Agriculture, 
 
 6. Farmers' Bulletin No, 386, Potato Culture in Irrigated Farms of the 
 West, U, S. Dept. of Agriculture, 
 
 7. Fanners' Bulletin No. 407, The Potato as a Truck Crop, U. S. Dept. of 
 Agriculture, 
 
 3. Farmers • Bulletin No. 533, Good Seed Potatoes and How To Produce Ther;., 
 
 U. S. Dept, of Agriculture. 
 9, Farmers' Bulletin No. 557, The Potato-Tuber Moth, U, S. Dept, of 
 Agriculture, 
 10, Farmers' Bulletin No, 347, Potato Storage and Storage Houses, U. S, 
 Dept, of Agriculture, 
 C - Outline Questions in th'S "Productive" Potato Project. 
 
 1, Who grows the best potatoes in your district? 
 
 2, What varieties of potatoes does he grow? 
 
 3, What are the best soil conditions to grow potatoes? 
 
 a, Cirou?i.ar 161, p. 1. 
 
 b, Correspondence Course, Lesson 6, p, 3* 
 
 c, TJicksor , p. 265. 
 M. Bailey, p. 301. 
 
 e. Bulletin No. 35, p. 3, 
 
 4, How prepara the s&il for best results? 
 
 a. Circular 161 , p . 2 . 
 
 b. Cori e.^ipcndence Course, Lesson 6 , p, 4, 
 
 c. Wickson, p. 44, 45, 46, 
 
 d. Bulletin No, 35, p. 4. 
 
 e. Bulletin Noi 386, p, 5. 
 
 5, Hov does the best grov^er in your district prepare his soil? 
 
 6, Will you visit him and ask him some questions? 
 
 7, What questions will you ask? 
 
 8, Hov large a plot of ground will you grow to potatoes? 
 
 9, What vas grovrn on it last year? 
 
 10. What things will you do to get the best possible seed-bed? 
 
 11, When will you begin? 
 
 12^ When will you begin to consider the seed you will plant? 
 13. What varieties grow well in your Iccality and in California? 
 
 a. Circular 161, p, 7, 8. 
 
 b, Ccrrespondence Course, Lesson 6, p, 11, 
 
 c, Wickson , p. 269, 
 
 d. The best local grower 9f potatoes'; 
 
-35- 
 
 14. What constitutes good seed potatoes? 
 
 a. Bulletin No. 533, p. 6. 
 
 15. How will you prepare the seed for planting? 
 
 a. Circular 161, p. 2, 3, 4. 
 
 b. Correspondence Course, Lesson 6, p, 6, 
 ■c. Wickson, p. 266. 
 
 d. Bulletin 35 ; p, 8, 9. 
 
 e. Bulletin 386, p, 7. 
 
 f. Bulletin 407, p. 13, 14. 
 
 g. Bailey, p, 304, 305. 
 h. Bulletini.. 533, p. 10. 
 i. Your best local grower, 
 
 16. When Weill you plant your potatoes? 
 
 a. Circular 616, p. 4, 
 
 b. Correspondence Course, Lesson 6, p. 5, 
 
 c. VJickson, p. 264, 265, 
 d. Bailey , p. 301, 
 
 17. V/hat constitutes good cultivation of potatoes? 
 
 a. Circular 161, p. 5. 
 
 b. Correspondence Course, Lesson 6, p. 8. 
 
 c. ■'.Vicks on, p. 266. 
 
 d. Bailey, p. 302, 
 
 e. Bulletin 386, p. 7. 
 
 f. Bulletin 407, p. 16, 17. 
 
 g. Bulletin 35, p. 18, 19:. 
 
 18. If necessary to irrigate your potatoes , hov/ will you do it? 
 
 a. Circular 161, p. 5. 
 
 b. Correspondence Course, Lesson 5, p. 7. 
 
 c. V.'ickson, p. 267, 
 
 d. Bulletin 386, p. 8. 
 
 e. Practice of best local grower. 
 
 19. To what class of plants does the potato belong? 
 
 20. What other plants do you knov; that belong to the same family? 
 
 21. What characteristics have they in common? 
 
 22. V.Tiat kind of stem and leaf has the potal^o plant? 
 
 23. What kind of flovi'er has the potato plant? 
 
 24. Have you ever seen any potato "seed"? 
 
 25. What is the history of the potato? 
 
 26. Hov will you protect the potato plants from insect enemies and 
 diseases? 
 
 a. Circular 161, p. 5, 6, 7, 
 
 b. Correspondence Course, Lesson 6, p. 11, 12, 13. 
 
 c. Bailey , p. 304. 
 
 d. Bulletin 557, p. 1, 2, 3. 
 
 e. Bulletin 407, p. 13 and 17, 18. 
 
 27. When and how v;ill you harvest your potatoes? 
 
 a. Correspondence Course^; Lesson 6, p. 9, 10, 
 
 b. Wickson, p. 268. 
 
 c. Bulletin 407, p. 20, 21. 
 
 28. How will you store and market yodr potatoes? 
 
-35- 
 
 a. Wickson, p. 268, 
 
 b. Correspondence Course, Lesson 6, p. 10, 
 
 c. Bulletin 336, p. 9, 10, 
 
 d. Bulletin 407, p, 22, 23, 24. 
 
 e. Bulletin 847, p. 9, 12, 16. 
 
 29. What itens enter into the cost of grov/ing potatoes! 
 
 a. Circular 161, p. 8, 
 
 b. Correspondence Course, Lesson 6, p. 3. 
 
 30. V/hat has it cost you to grow your plot of potatoes! 
 
 31. What mistakes have you made in the management of your project! 
 
 32. \7hat items will you include in your final written report! 
 
 a. Bulletin 35, p. 21, 22, 23. 
 
 33. How will you prepare an exhibit of your potatoes for the local fair": 
 D - Outline Questions in the "Improvement" or "Experiment" Potato Project. 
 
 1, Do you know what is meant by plant improvement! 
 
 2, Do you know of anyone \7ho has improved plants! 
 
 3, V/hat are some of the things that v;ere done! 
 
 4, Hew v;as the Burbsnk potato produced! 
 
 5, What is meant by a "good environment" for a plant that is to b« 
 improved! 
 
 6, How large a plot of ground will you have for your "improvement" 
 potato project! 
 
 7, What climatic conditions v/ill you consider for your "improvement" 
 work! 
 
 8, What soil conditions will you study to make the best possible home 
 for the potato plants you vdll try to improve! 
 
 9, What will you do to secure your first or "foundation" seed to grow 
 the potato plants you expect to improve! 
 
 a. Bulletin 533, p. 6 (Very important). 
 
 b. Ask some local gro^'/er who has made som.e improvement by this 
 first seed selection, 
 
 10. Do you knc-'- ".'hat is meant by the "Tuber-Unit Llethod" of developing 
 high-grade seed potatoes!/ 
 
 a. Bulletin 533, p, 11. (Also very important). 
 
 11. Will you make a record by a photograph or "/ritten description of the 
 best tubers you have selected! 
 
 12. Why will this record be valuable when you harvest the first potatoes 
 from your improvment plot! 
 
 13. Will you draw a diagram of your improvment plot so you may know 
 what particular hills are growing from a particular tuber seed! 
 
 14. What is meant by "seed selection from productive plants!" 
 
 15. What is meant by the "Hill -Selection l.;ethod" of securing good seed 
 potatoes! Bulletin 533, p. 12 (important), 
 
 16. HovT will you make your "hill-selection"! 
 
 17. How v;ill you select seed for the second year improvement plot! 
 
 18. What are the requirements for success! Bulletin 533, p. 6, p. 16, 
 (lm.portant), 
 
 19. What records ^'dll you keep of individual potatoes , of particular 
 hills , of entire plot in general! 
 
-37- 
 
 XIV - The Radisii Pro jert . 
 A - References ; 
 
 1. Be.iley , The Principles of Vegetable Gardening. 
 
 2. Wickson, The California Vegetables in Garden and Field. 
 B - Outline Questions, 
 
 1. What are the three general types of radishes? 
 
 a. Bailey, p. 273, 274. 
 
 2. Which of these have you seen grovdng? 
 
 3. What is the history of the radish? 
 
 a. Eailey, p, 276 » 
 
 4. What varieties of radishes are groijm in California? 
 
 a, Wickson, p. 275. 
 
 b. Any good seed catalogue. 
 
 5. What varieties will you grow? 
 
 6. Will you grow 'winter as well as spring radishes? 
 
 7 . How Kany rows will you grov/? 
 
 8. How rauch seed will you need? 
 
 a. Bailey, p. 276, 
 
 b. Any good seed catalogue, 
 
 9. How often will you sow the seed? 
 10. VJhat iij meant by seed selection? 
 
 a, Eailey, p. 275. 
 11.. Will it pay you to take time to select your seed? 
 
 12, What is meant by growing the radish as a companion crop? 
 
 a. Bailey , p. 274. 
 
 b. Wickson , p. 275, 
 
 13, What are the prir.e considerations in growing radishes? 
 
 a. Bailey, p. 273. 
 
 14, What kind of soil is best for radishes? 
 
 a. Wickson, p. 274. 
 
 15, How will you pat your soil in good condition? 
 
 a. Wickson, p. 274, 
 
 16, How will you sov your radish seed? 
 
 a, Bailey , p. 276. 
 
 b. Any good seed catalogue, 
 
 17, How will you cultivate! 
 
 18, Will you irrigate? 
 
 19, Did you ever see the flower of the radish plant? 
 
 20, Kow can ycu grov/ radish seed? 
 
 a, Bailey, p. 276. 
 
 21, How control the root maggot? 
 
 a. Bailey , p. 275. 
 22„ How are radishes prepared for the narket? 
 
 23, How many bunches did you sell? 
 
 24, In what ways has the growing of radishes been worth your v/hile? 
 
 ^^ * IhS. 3.}lh'B''Jl Proj ect . 
 A - R€u"ei-crc«L" : 
 
 1, Bailey, The Principles of Vegetable Gardening. 
 
 2, Wickson, The California Vegetables in Garden and Field. 
 
 3, Circular Feb. , 1918- Spinach Growing in California, by S, S. Rogers 
 College of Agriculture, University of California. 
 
-38- 
 
 B - 0-.-tline Questions. 
 
 i., V'hab is the impoi'tance of spirach growing in California? 
 a. Circular -• Spinach 'rtovnng, p. 1„ 
 
 2, V/hen can it be gro.vn in California? 
 
 a. V/ickpon. p. 260, 
 
 3, To what cuj-tarai class of piante does spinach belong! 
 
 a. Baiisy , p, 241. 
 
 4, Vlhat is the botanical classification of spinach? 
 
 a. Bailey, p. 350. 
 
 5, What kind of ecil is beat suited to spinach? 
 
 a. Circular - Sp:Lnach Growing, p. 2, 
 
 b, Jfickson p. 281. 
 
 6, V/hat moisture and oliir.atic coiiditions most favorable? 
 
 a. Circular - Prlnach C-rov.dng, p» 2, 
 
 b. WruckBon, p. 280. 
 
 7, What vai'isties of spinach are grown? 
 
 a. Circular, Spliiaou 'Jr owing , p. 3. 
 
 b. Wxckson, p. 281. 
 
 c. Bailey, p. 350. 
 
 8, V/hat is said of the Ke'v Zealar-d spinach? 
 
 a. vVicKoon, p. 231. 
 
 b„ Bailey, p, 3r)0 , (bottou), 
 
 9, How prepare the soil for spinc-.ch growing? 
 
 a. Circular - Spinach Grov/ing - p. 2. 
 
 b. Bailey, p. 34R, 
 
 10. \7hen is a pood time to plant spinach seed in California? 
 
 a. Circular - Spinach Gro'ving - p. 2. 
 
 b. Wickjon, p. 230. 
 
 11. Which variety of spirach will you grow? 
 
 12. How nuch -vill you grew? 
 
 13, 'How much seed will you need? 
 
 a, Bailey, p. 350, 
 
 b. Any good soed catalogue, 
 
 14, How will you sow your seed? 
 
 a. Circular - Spinach Growing, p. 2, 3. 
 
 b. Bailey , p. 350. 
 
 15, V/hat cultivation is required in the grov/ing of spinach? 
 
 a. Circular - Spinach Growing, p. 3, 
 
 16. Hovr ivill you cultivate your crop? 
 
 17, 'Jill you irrigate your plants? 
 
 18, How is spinach harvested? 
 
 a. Circular - Spinach Growing, p. 2. 
 
 19. Can you pick off the leaves v/ithout cutting down the plant? 
 
 20. ''^ill the leaves grow out again? 
 
 21, What items will you include in your report? 
 
 XVI - The Squash (also P umpk in) Project . 
 
 A - The cultural requirements of these two vegetables are quite similar. 
 Often the question is asked, "T/hat is the difference between a pimpkin 
 and a squash?" Botanically, Corbett in his "Garden Farming" classifies 
 the squash family as follows : "The important varieties of the garden 
 squashes belong to three species, which as knovm as Cucurbit a maxima . 
 Cucurbita pepo and Cueurbita moschata . Of these , the first , Cucurbita 
 
-39- 
 
 racxicn^, is perhaps the most inportant. To this belong the "long-keeping" vari'^ 
 etie- , vrhich are richest and fi.iest in flavor. Next to it in importance froa tJi 
 market gardener's standpoint is Cucurbit a pepo; to this species belong the seal.-' 
 lop, bush, or suniner squash, the field punpkin of the north^ and the cjrtiin^ ol 
 the south. Of the so-called Bujnt;er squash, or Cucurbr.ta pepo . there are a num- 
 ber of types , the nost important of which are the sunmer crookneck and the 
 scallop and pattypan squashes, also called cymlings. 
 
 The third type is the Canada crookneck, Cucurbit a poschata . The 
 noschota group is chiefly valv;able for its use as a pie filling. It is also 
 kno".-.i as the pie puLipkin", 
 B - Refere nces: 
 
 1. Eailey,"The Principles of Vegetable Gardening, 
 
 2. T;7ickson, The California Vegetables in Garden and Field, 
 
 3. Correspondence Course in Vegetable Gardening, by S. S, Rogers, 
 College of .'\griculture , University of California. 
 
 C - Outline Questions. 
 
 1, To what cultural class of plants does the squash belong? 
 
 a. Bailey, p. 241-242, 
 
 2, What is the importance of the squash and pumpkin in California! 
 
 a. Correspondence Course, Lesson 14, p, 2,3, 
 
 b. Wicks on, p^ 232, 
 
 3, iIThere nay they be grown in California? 
 
 4, What varieties of the squash are grovm? 
 
 a. Correspondence Course, Lesson 14, p. 3,4. 
 
 b. Wickson, p. 285. 
 
 5, V7hat varieties of pui:.pkin are grown? 
 
 a. Correspondence Course, Lesson 14, p. 3, 
 
 6, V/ill you grov7 winter and suoner squash? 
 
 7, What variety vnll you grov/? 
 
 •8, What variety does best in your locality? 
 
 a. Ask some successful grower^ 
 9, What variety of pumpkin will you grow? 
 
 10. How much seed will you need? 
 
 a. Bailey, p. 420, 
 
 b. Any good seed catalogue, 
 
 11. How many hills of each will you grov;? 
 
 12. How much ground is needed for a single hill? 
 
 13. How will you plant the seed? 
 
 a. Bailey, p. 420. 
 
 b. Wickson, p. 233, (bottora page), 
 
 c. Correspondence Course, Lesson 14, p. 2, 
 
 14. When may you plant the seed? 
 
 a. Correspondence Course, Lesson 14, p, 2, 
 
 b. Wickson, p, 283. 
 
 15. What kind of soil is best for squash and pumpkin? 
 
 a, Wickson , p 233. 
 
 b. Correspondanca Course, Lesson 14, p, 2, 
 
 16. What kind of soil is yours? 
 
 17. V7hat will you do to get your soil ready for the crop? 
 
 18. What cultivation will you give to the growing crop? 
 
 a. Correspondence Course, Lesson 14, p. 3. 
 
 b. Wickson, p. 235, 
 
40- 
 
 19. How many kinds of f lovers or the vines? 
 'if-0. Do ^ou knew th^ /lair.s of each kind? 
 ?.l, Hjw can you dntiriguish therr.? 
 2.2, Wliich blossora bea-.-o the 'i'ruxt'? 
 
 23. VtiSii, is a p;.soillaoe flivver; 
 
 24, What is a aianunate flowr-r? 
 
 2.5. Is the pumpivin or the squa^sh a wind-pollinated or insect-pollinatei 
 plant? 
 
 26. Wiiat is the special name for the "fruit"? 
 
 a. Bailey -3 Elementary Botany for ansv/ers to questions 19-26. 
 
 27. Will you irrigate your crop? 
 
 a. Vi/ickson, p. 285. 
 
 28. Can you grow punpkms without irrigation? 
 
 29. On i"hat kind of soil? 
 
 30. If without irrigation, what preparation of the soil before planting 
 the seed? 
 
 31. When will you harvest your crop? 
 
 a. Corresponaence Course. ' Lesson 14, p. 3, 
 
 32. Will Cucyrbita p^^o and Cucjjrbita maxinaj that is, will pumpkins 
 and squash "cross" if planted side by side? 
 
 a. Bailey, p. 421, 
 
 33. What is neant by "cross"? 
 
 34. Will dif<"erGnt varieties of corn "cross" if planted side by side? 
 
 35. How will you dispose of your crop of pumpkin or squash? 
 
 36. What is the weight of the largest of each? 
 
 37. V/hat iterus will you include in your final report? 
 
 XVII - The Tomat o Project. 
 A - References : 
 
 •1. Bailey, The Principlef3 of Vegetable Gardening. 
 
 2. Wickson, Calif o:-nic; Vegetables in Garden and Field. 
 
 3. Correspondence Course in Vegetable Gardeninp; , by S. S. Rogers, 
 College of Agriculture, University of California. 
 
 4. Circular No. 147, Tor.atc Growing in Galiforrda, by S. S. Rogers, 
 , College of Agriculture, University of California. 
 
 5. Fanners' Bulletin Ho, 22, Tomatoes, U. S. Dept. of Agriculture. 
 B - Outline 'Questions : 
 
 1. To what class of crops does the tonato belong? 
 
 a. Bailey, p. 392, 
 
 2. What is the history of tne tomiato? 
 
 a. Bulletin No. 220, p. 5. 
 
 b. Correspondence Course, Lesson 8, p. 2. 
 
 3. How important is the tomato in California? 
 
 a. Circular Mo. 147, p. 1. 
 
 b. Correspondence Course, Lesson 8, p. 2. 
 
 4. Where can it be gr o^-'n? 
 
 a. Wickson, p. 286. 
 
 5. \7hat are the best varieties? 
 
 a, Wickson, p. 293. 
 
 b. Correspondence Course, Lesson 8, p. 6. 
 
 c. Circular No, 147, p. 8. 
 
 d, A successful local grower. 
 
-41- 
 
 6, Where will you procure your seed? 
 
 7, How much seed wi^.l you need? 
 
 8, How many good, healthy plants will you need? 
 
 9, How large a plot will you grow? 
 
 10, How far apart are tonato plants, in the ground? 
 
 a. Correspondence Course, Lesson 8, p. 4» 
 
 b. Bailey, p. 396, 
 
 c. A successful local groner, 
 
 11, How far apart v/ill you set your plants? 
 
 12, How are tonato plants grovm fron seed? 
 
 a. Circular No, 147 , p. 4, 
 
 b. Wickson, p, 289, 290, 
 
 c. Bailey, p. 393. 
 
 13, VJhat is the specific way you y/ill grow your plants? 
 
 14, When will you start the seed to growing? 
 
 15, What kind of soil is best for tomatoes? 
 
 a. Correspondence Course, Lesson 8, p. 3, 
 
 b. Circular No. 147 , p. 2, 
 
 c. Vickson, p. 288. 
 
 d. Bailey, p, 394, 
 
 16, V/hat kind of soil have you? 
 
 17, How is the soil prepared for the plants? 
 
 a. Circular No. 147 , p. 3, 
 
 b. Wickson, p. 291. 
 
 18. What care should you take in transplanting? 
 
 a, V/ickson, p„ 291, 
 
 b. Circular No. 147, p, 6. 
 
 19. When v/ill you set the plants out? 
 
 20. What cultivation will you give your crop? 
 
 a. Circular No. 147, p. 6. 
 
 b. Correspondence Course, Lesson 8, p. 5. 
 
 c. Wickson, p. 292. 
 
 d. A successful local grower. 
 
 21. What irrigation will you give? 
 
 a. Correspondence Course, Lesson 8, p. 5. 
 
 b. Circular No. 147, p. 6. 
 
 c. Wickson, p. 292. 
 
 22. When is it undesirable to apply water? 
 
 a. Circular No. 147, p. 7, 
 
 23. Will you train any of your plants on stakes i*r frames? 
 
 a, Bailey, p. 395. 
 
 24. V/ill you prune any of your growing plants? 
 
 a, Wickson , p. 292, 
 
 b. Bailey, p, 398. 
 
 25. What are the advantac.es of training and pruning? 
 
 26 „ What things of interest do you nhserve in the grovir>g plants? 
 
 27, What color is the tor.ato flov/or; 
 
 28, Hov does it compare vith the pciatc flmver? 
 
 29, T/hat are the diseases of the tomato? 
 
 a. Circular No. 147, p. 9, 10, 11. 
 
 b. Correspondence Course, Lesson 8, p, 7, 8. 
 30. How vrill you harvest your crop? 
 
-42- 
 
 31, What speciel care will you take in preparing them for market? 
 
 a. Circular Ho. 147, p. 7, 8. 
 
 b. Bulletin wo. 220, p, 13, 14. 
 
 c. V/ickson, p. 292, 
 
 32, What is the total yield of your crop in pounds! 
 
 33, V/hat has been the cost of growing your crop? 
 
 XVIII - The Turnip (also Kohlra bi) P roject . 
 
 A - The treatment of these two vegetables is the sane. The Kohlrabi is 
 sometines called the "Turnip above ground". It is an excellent vegetable if 
 used early in its growth when the bulb is about 2 inches in dianeter. Botani- 
 cally they belong to the same family. Bailey classifies as follows: "The cole 
 plants (known to the French under the generic name of chow) are probably deriva- 
 tives of one European sea-coast species , Erassica oleracea . It belongs to the 
 Cruciferae or mustard family. The plant is perennial and now grows on the cliffs 
 of Southern England and other parts of Europe, The wild cabbage is very like a 
 tall kale. The cultivated offspring are qiostly biennial. The types may be 
 arranged as follows :- 
 
 Brassica ol eracea . wild or original form, 
 
 Brassica oleracea ac ephala . Kale, 
 
 Brassica olerace a ger xaifera, Brussels sprouts, 
 
 Brass ica ol eracea cap.'.tat a. Cabbage. 
 
 Brassica olerac ea bo^rjriis. Cauliflower, 
 
 Brassica olerac ea ca ulo-rapa , Kohlrabi, 
 
 Brassica oleracea ra^a, Turnip" 
 B - References : 
 
 1. Bailey, The Principles of Vegetable Gardening. 
 
 2. Wickson , The California Vegetables in Garden and Field. 
 
 3. Correspondence Course in Vegetable Gardening, by S. S, Rogers, 
 College of Agriculture, University of California. 
 
 C - Outline Questions: 
 
 1. Hov7 long has the turnip been cultivated? 
 
 a. Correspondence Course, Lesson 11, p. 5. 
 
 2. To what cultural class of plants does it belong? 
 
 a. Bailey , p. 240, 
 
 b, V'ickson, p, 295, 
 
 3. How do the turnip and Kohlrabi rank as vegetables? 
 
 a. V/ickson, p. 294. 
 
 4. Is it worth your while to grow a fevr in your garden? 
 
 5. What varities of turnip are grorm? 
 
 a, Wickson, p. 286^ 
 
 6. What variety of Kohlrabi is gro^vn? 
 
 a- Wickson, p, 296^ 
 
 b. Any good seed catalogue, 
 
 7. How much seed v/ill you need? 
 
 8. Where \7ill you get your seed? 
 
 9. How are turnip seed sown? 
 
 a, Bailey, p. 286. 
 10, Hov/ is Kohlrabi grov/n? 
 
 a, V'ickson, p, 295,, (bottom). 
 
-43- 
 
 11. What is the value of the turnip (also kohlrabi) as food? 
 
 a. Bailey, p. 28b, 286. 
 
 12. What is the culture method for these two vegetables! 
 
 a. Wickson, p. 295. 
 
 13. What kind of soil is needed? 
 
 14. How rdll you prepare your soil? 
 
 15. What methods of cultivation will you use? . 
 
 16. Will you irrigate? 
 
 17. How are you to know when is the best time to harvest? 
 
 18. How large should the young turnip or Kohlrabi be to taste well? 
 
 19. How will' you find out? 
 
 20. What Vv'ill happen to the quality if grown too large? 
 
 21. How long will it take to grow roots large enough for the table? 
 
 a. Bailey , p. 285. 
 
 22. How control the turnip maggot? 
 
 a, Bailey, p. 285. 
 
 23. Was it \7orth while to include these two vegetables in your 
 garden work? 
 
 24. What have you learned? 
 
 —0—0 
 
 THE PL/^-JT 
 (in connection with growing of plants in the garden), 
 
 A - References for Stud\ : 
 
 1. Bailey, Botany - An Elementary Text for Schools, 
 
 "The ninety and nine cannot and should not be botanists , 
 but everyone can love plants and nature. Every person is interested in the 
 evident things, few in the abstruse and recondite. Education should train 
 persons to live rather than be scientists" - Bailey. 
 
 2, Coulter, Plant Life and Plant Uses, An Elementary Textbook, a 
 foundation for the study of Agriculture, Domestic Science or College Botany, 
 
 "The book seeks to give its reader a certain appreciaticr 
 of plants and of the relationship of plant life to his own life. The study 
 of "botany" may or may not yield such appreciation. Boys and girls, by mere 
 accumulation of "organized knowledge about plants" may never come to that 
 appreciation of plants as a part of life which is believed to be very desir- 
 able, and one of the proper ends of the study of plants", - Coulter. 
 B - Outline Questions for Study ; 
 I - Introduction, 
 
 1, How are plants important to man? 
 
 a. Coulter, p. 1-10. 
 
 2, What tr'o great changes are taking place in plant life? 
 
 a. Coulter, p. 12, 
 
 3, What is it that makes Agriculture a science? 
 
 a. Coulter , p, 16, 
 
 4, What must the successful farmer know about plants? 
 
 a. Coulter, p, 17, 
 
-44- 
 
 5. "What five ref.sons are given for studying plants? 
 
 a. Coulter, p, 19, 20. 
 
 6. What two ways of studying plants? 
 
 a. Coulter, p, 21, 22, 
 
 7. Vifhat is the plant? 
 
 a, Bailey, p. 1. 
 
 b. Coulter, p. 38. 
 
 8. What are the chief ends of plant life? 
 
 a. Coulter, p. 39. 
 
 9. What are the three great functions of living things? 
 
 a. Coulter, p. 45, 
 
 10. What are the parts of the plant? 
 
 a. Bailey, p. 1. 
 
 11. What dees the life history of the plant include? 
 
 a, Bailey, p. 2. 
 
 12. What is the meaning of "generation" as applied to a plant? 
 
 a. Bailey, p, 2, 3, 
 
 13. What causes changes in plants? 
 
 a. Bailey, p. 5. 
 
 14. 77hat does every plant try to do? 
 
 a. Bailey, p. 5. 
 
 15. What is the "vrild" plant? 
 
 16. What is the "dosiestic" plant? 
 
 17. What plants are undesirably? 
 
 18. Why should we grow plants? 
 
 19. How can we assist nature to inprove plants? 
 
 20. Hov/ nany plants do you know by sight? 
 
 II - The Root, 
 
 1. What do vre r.ean by the roots of the plant? 
 
 a. Coulter, p. 45. 
 
 2. Of what use are the roots to the plant? 
 
 a. Coulter, p. 46, 47, 
 
 b, Bailey, p. 7. 
 
 3. T/hat is meant by the root system? 
 
 a. Bailey, p. 7. 
 
 4. What is the tap-root? 
 
 a. Bailey, p. 7. 
 
 b. Coulter, p. 125, 
 
 5. What is the fibrous root? 
 
 a. Bailey, p. 7. 
 
 b. Coulter, p. 125. 
 
 6. Upon '"hat does the shape and extent of the root system depend? 
 
 a. Bailey, p. 7 , 8, 
 
 7. Why are roots crooked? 
 
 a. Coulter, p, 131. 
 
 8. Why is it important tc the farmer to know the root characteris- 
 tics of the plants he grows? 
 
 9. What is meant by the expression "feeding roots"? 
 
 a, Bailey, p. 8. 
 
-45- 
 
 10. Hov/ can we develop the "feeding roots" of the plant! 
 
 11. V/here is the "feeding surface" of the root? 
 
 a. Bailey, p. 9, 
 
 12. V/hat are the root -hairs and where are they found? 
 
 a, Bailey , p. 9 , 10. 
 
 b. Coulter, p, 135. 
 
 13. Have you ever seen root-hairs? 
 
 14. If not, will you sprout some radish seed so you nay? 
 
 15. Hov/ will you sprout the radish seed? 
 
 a, Bajley, p. 13. 
 
 16. V/hy can you not see root-hairs when you pull a root fron the 
 ground? 
 
 a. Coulter, p. 137. 
 
 17. What are aerial roots? 
 
 a, Bailey, p. 10. 
 
 18. T/hat are brace roots? 
 
 a, Bailey , p. 12. 
 
 19. How do roots grow in length? 
 
 a, Bailey, p. 17. 
 
 b. Coulter, p. 130, 131. 
 
 20. v;hat is the root-cap? 
 
 a. Coulter, p. 134, 135. 
 
 b. Bailey, p, 267, 
 
 III - The St en. 
 
 I. What is the ster, of a plant? 
 
 a. Bailey , p. 14. 
 
 b. Coulter, p. 49. 
 
 2. What is the "habit" of a plant? 
 
 a. Bailey, p. 14, 
 
 3. VThat are some of the uses of sterns to man? 
 
 a. Coulter, p. 52, 
 
 4. What is an erect sten? 
 
 a. Bailey , p. 15. 
 
 b. Coulter, p. 146, 147. 
 
 5. What is an excurrent sten in trees? 
 
 a. Bailey, p. 15, 
 
 b. Coulter, p. 148, 
 
 6. What is the deliquescent stem in trees? 
 
 a, Bailey, p. 15. 
 
 b. Coulter, p. 148. 
 
 7. What is the prostrate stem? 
 
 a. Coulter, p. 149. 
 
 8. On what kind of soil are prostrate stems abundant? 
 
 a. Coulter, p. 150. 
 
 9. tVhat advantages do prostrate stems have? 
 
 a. Coulter, p. 150. 
 10. T/hat is the climbing stem? 
 
 a. Coulter, p. 15L , 152, 
 
 II. How do climbing stems attach themselves to their supports? 
 
 a. Coulter, p. 152, 153, • 
 
:r.. 
 
 4 
 
-46- 
 
 12, Vfhat are underground stems? 
 
 a. Coulter, p. 155, 
 
 13, How does a stsm grow longer? 
 
 a. Bailey, p. 17, 
 
 14, What are the nodes and the internodos of a stem! 
 
 a. Coulter, p. 50. 
 
 15, What is an endogenous sten? 
 
 a. Bailey, p. 259, 
 
 b. Coulter, p. 171, 172, 
 
 16, What is plant tissue? 
 
 a. Coulter, p, 77, 
 
 b. Bailey, p. 252. 
 
 17, V/hat is epidermal tissue? 
 
 a. Bailuy , p. 254, 
 
 b. Coulter, p, 77. 
 1.8, What is fibrous tissue? 
 
 a. Bailey , p. 255, 
 
 19, What is vascular tissue? 
 
 a. Bailey, p. 256. 
 
 20, ViThat is the fibro -vascular tissue systen? 
 
 a, Bailey , p. 257. 
 
 21, What is the fundaiiental tissue system? 
 
 a. Bailey, p. 257, 252. 
 
 22, What is the cpidemal tissue system? 
 
 a. Bailey, p. 258. 
 
 23, Of what two parts is every fibro -vascular bundle made? 
 
 a, Bailey, p. 261. 
 
 24, What is an exogenous stem? 
 
 a. Bailey, p. 260. 
 
 25, What is meristem tissue? 
 
 a. Coulter, p. 163. 
 
 26, What is parenchyma tissue? 
 
 a. Coulter, p. 164, 
 
 27, \lhB.t is the stele of a stenn? 
 
 a. Coulter, p. 79, p. 163. 
 
 28, In stems how are the tissues of the stele organized? 
 
 a. Coulter, p. 165. 
 
 29, What is the xylem of a vascular bundle? 
 
 a. Coulter, p. 79 (last line). 
 
 30, What is the phlcem of a vascular bundle? 
 
 a. Coulter, p. 80, p. 165. 
 
 31, T/hat are the tracheary vessels of a stem? 
 
 a. Coulter, p. 173. 
 
 32, Why are dead tracheary vessels of more service to a plant than 
 live ones? 
 
 a. Coulter, p. 175. 
 
 33, What are the most important conducting cells of the phloem or 
 bast ? 
 
 a. Coulter, p, 175. 
 
•a.-. 
 
 ,ae£ ,'.' 
 
 ••liU- .65 
 
-47- 
 
 34, What is tueant by the nechanical tissue of a stem? 
 
 a. Coulter, p. 147 , 176. 
 
 35, ^iiThat is meant by the conductive tissue of a stem? 
 
 a. Coulter, p. 176. 
 
 36, VJhat is the cambium of a growing stem? 
 
 a. Bailsy, p. 262, 
 
 b. Coulter , p, 168. 
 
 37, VJhat is the bark of a stem! 
 
 a. Bailey, p. 265, 
 
 b. Coulter, p. 178, 179, 130. 
 
 IV - The Bud. 
 
 1, What is the bud! 
 
 a. Coulter, p. 135. 
 
 2, TThat is the winter bud? 
 
 a. Bailey, p. 36. 
 
 b. Coulter, p. 135, 
 
 3, ^hat is the dormant bud? 
 
 a. Bailey, p, 36 , 54, 
 
 b. Coulter, p. 139, 
 
 4, Hov is the bud protected? 
 
 a. Bailey, p. 36. 
 
 b. Coulter, p. 186. 
 
 5, VJhat are the different kinds of buds? 
 
 a. Coulter, p. 136, 
 
 6, What ia an axillary bud? 
 
 a. Bailey, p. 37. 
 
 b. Coulter, p. 137. 
 
 7, What is the terminal bud? 
 
 a, Bailey, p. 37. 
 
 8, Y/hat is an accessory bud? 
 
 a. Bailey, p, 37. 
 
 b. Coulter, p. 138. 
 
 9, What is an adventitious bud? 
 
 a. Coulter, p. 188. 
 
 b. Bailey, p. 54. 
 10* What is the leaf bud? 
 
 a. Bailey, p. 39, 
 
 11, ^at is the fruit bud? 
 
 a. Bailey „ p. 39. 
 
 12, What is the mixed bud? 
 
 a. Bailey, p. 40. 
 
 13, How distinguish the leaf bud from the fruit bud? 
 
 a. Bailey, p. 40. 
 
 14, Why are the buds protected by scales? 
 
 a. Coulter, p, 189, 
 
 15, What are the scales of the buds? 
 
 a, Bailey, p, 107, 
 V - Leaves. 
 
 1, \7hat are leaves? 
 
 a. Coulter, p, 201. 
 
 b. Bailey , p. 90, 
 
-48- 
 
 2, What are the parts of the leaf? 
 
 a. Bailey , p. 92. 
 
 b. Coulter , p. 53. 
 
 3, What is the shape of leaves? 
 
 a. Bailey, p. 93, 94, 
 
 b. Coulter, p. 206 , 207. 
 
 4, What kinda of venation of leaves? 
 
 a. Bailey , p. 91. 
 
 b. Coulter, p. 204, 205, 206. 
 
 5, What are the terns describing the attaclxient of leaves J 
 
 a. Coulter, p. 208, 209. 
 
 b. Bailey, p. 92, 93. 
 
 6, Hov/ are leaves arranged on the stem? 
 
 a. Coulter, p. 210, 211, 212. 
 
 7, What is the character of the surface of the leaf? 
 
 a. Coulter, p. 212. 
 
 8, What is the "bloom" on the leaf? 
 
 a. Coulter, p. 212. 
 
 9, When is a plant surface "pubescent"? 
 
 a. Coulter, p. 213, 214. 
 
 10. Vhat is raeant by "foliage area"? 
 
 a. Coulter, p. 218, 
 
 11. What is the function or work of leaves? 
 
 a. Bailey, p. 90. 
 
 12. What is meant by transpiration? 
 
 a. Bailey, p. 81. 
 
 b. Coulter, p. 219. 
 
 13. What are the three uses of water to the plant? 
 
 a. Coulter, p. 225. 
 
 14. How much water is transpired by the plant? 
 
 a. Bailey , p. 82. 
 
 15. VThat causes a plant to wilt? 
 
 a. Bailey, p. 83, 84. 
 
 16. V/hat influence does water exert upon plants? 
 
 a. Coulter, p. 220. 
 
 17. What are the disadvantages of transpiration? 
 
 a. Coulter, p. 221. 
 
 18. What are the advantages of transpiration? 
 
 a. Coulter, p. 222. 
 19* What is the process of respiration in plants? 
 
 a. Coulter, p. 225, 
 
 b, Bailey, p, 80, 
 
 20, Where does the oxygen enter the plants? 
 
 a. Bailey, p. 31, 
 
 b. Coulter, p. 226, 
 
 21, Of what importance is the aeration of roots? 
 
 a. Coulter, p. 226, 
 
 22, What is meant by oxidation? 
 
 a. Coulter, p. 227. 
 
 23, What is the meaning of the word " photosynthesis " ? 
 
 a. Coulter, p, 43, p. 233 (bottom), 
 
 24, Bow XB starch manufactured in the leaves? 
 
 a,. Bsilev, r>,, 76 . 77. 
 
-49- 
 
 b. Coulter, p. 228, 229, 230, 231, 232. 
 
 25, 'What is the importance of a green leaf! 
 
 a. Coulter, p. 55. 
 
 26, V;hat is the meaning of the term "digestion" as applied to 
 plants ? 
 
 a. Coulter, p. 42. 
 
 b. Bailey, p. 79. 
 
 27, Kow is the digested food distributed? 
 a. Bailey, p. 79, 80, 
 
 28, VHiat is meant by "Gaseous Exchanges" in plants? 
 
 a. Coulter, p, 233, 234, 
 
 29, ^That is the character of the epidermis of the leaf? 
 
 a, Bailey, p. 270. 
 
 b. Coulter, p. 234, 
 
 30, What are some of the outgrowths of the epidermis? 
 
 a. Bailey, p, 270, 
 
 31, TJhat are the stomates of the leaf? 
 
 a, Bailey, p. 271. 
 
 b. Coulter, p. 235, 236, 237,- 
 
 32, V/hat is the r.esophyll of the leaf? 
 
 a. Coulter, p. 237. 
 
 33, AThat are the tv/o parts of the mesophyll? 
 
 a. Coulter, p. 238. 
 
 b. Bailey, p. 269. 
 
 34, V;hy does the leaf fall? 
 
 a. Bailey, p. 271, 272. 
 
 b. Coulter, p. 242, 243, 
 
 35, VThat is the cause of the autumnal color of leaves! 
 
 a. Bailey, p. 225, 226. 
 
 b. Coulter, p. 246, 247. 
 VI - The Flower, 
 
 1, TThat is the purpose of the flower! 
 
 a. Bailey, p. 122, 
 
 2, \7hat are the floral envelopes! 
 
 a. Bailey, p. 122, 
 
 3. ^7hat is the calyx? 
 
 a. Bailey, p. 122, 
 
 b. Coulter, p. 59i 
 
 4. ''.That is the corolla? 
 
 a. Bailey , p. 122. 
 
 b. Coulter , p. 59, 
 
 5, What is the sepal? 
 
 a, Bailey , p. 122, 
 
 b. Coulter, p. 59. 
 
 6. TThat is the petal? 
 
 a, Bailey , p. 123, 
 
 b. Coulter, p. 59. 
 
 7. 'What are the essential organs of a flower! 
 
 a, Bailey, p. 123, 
 
 8, Vlhat is the starien? 
 
 a. Bailey, 124, 
 
 b. Coulter, p,. 60^ 
 
-50- 
 
 9. What is the pistil? 
 
 a. Bailey, p. 124, 125. 
 
 b. Coulter, p. 60, 61. 
 
 10, V/hat is the stariinate flower? 
 
 a. Bailey, p. 125, 
 
 11, VJhat is the pistillate flower? 
 
 a, Bailey, p. 125, 
 
 12, What are flowers? 
 
 a. Coulter, p. 258, 
 
 13, \7hat is pollination? 
 
 a, Bailey, p. 129, 
 
 b. Coulter, p. 262. 
 
 14, By what two agencies are flowers pollinated? 
 
 a. Coulter, p. 263. 
 b ' Bailey, p. 131, 132. 
 
 15, What is self-pollination of flowers? 
 
 a. Coulter, p. 263. 
 
 b. Bailey, p. 128. 
 
 16, What is cross-pollination of flov;ers? 
 
 a. Coulter, p. 263, 
 
 b, Bailey, p. 128. 
 
 17, What is fertilization of flowers? 
 
 a. Bailey , p. 128. 
 
 b. Coulter, p. 275. 
 
 18, How are some flowers constructed to insure cross -pollination? 
 
 a. Bailey, p. 130. 
 
 19, What is wind pollination? 
 
 a. Bailey , p. 132. 
 
 b. Coulter , p, 307, 
 
 20, What is insect pollination? 
 
 a. Bailey , p. 131, 
 
 b. Coulter, p, 309, 310. 
 
 21, Why do insects visit flowers? 
 
 a. Coulter, p. 310, 311. 
 
 22, YThat is the simplest flower? 
 
 a. Coulter, p. 280. 
 
 23, VJhat are the flowers of the corn? 
 
 a. Coulter, p. 282, 
 
 24, What is the bract? 
 
 a. Coulter, p. 298. 
 
 b. Bailey, p. 106. 
 
 25, What is the involucre? 
 
 a. Coulter, p. 298. 
 
 b. Bailey, p. 140. 
 
 26, V'hat is the pedicel? 
 
 a. Coulter, p. 298. 
 
 b. Bailey, p. 120. 
 
 27, What is the peduncle? 
 
 a. Coulter, p. 299. 
 
 b. Bailey , p. 119, 
 
i 
 
-51- 
 
 23. Vmat ia the spike? 
 
 a. Coulter, p. 299. 
 
 b. Bc.ilcj', p. 115. 
 
 29, vrnat is the catkin? 
 
 a. Coulter, p. 299. 
 
 b. Bailey, p. 116. 
 
 30, What is the raceme? 
 
 a. Coulter, p. 299, 
 
 b, Bailey , p. 115. 
 
 31, V/hat is the panicle? 
 
 a. Coulter, p. 300. 
 
 b. Bailey, p. 117. 
 
 32, Wha-ais the corynb? 
 
 a. Coulter, p. 302. 
 
 b. Bailey, p. 117. 
 
 33, IJhat is the ur.bel? 
 
 a. Coulter, p. 300, 
 
 b. Bailey, p. 117. 
 
 34, What is the head? 
 
 a. Coulter, p, 300 
 
 b. Bailey , p. 116. 
 
 35, What is the solitary flower? 
 
 a. Bailey , p. 115. 
 
 36, V/hat. is a complete flov/er? 
 
 a. Bailey, p. 125. 
 
 37, What is a sterile flcTOr? 
 
 a. Bailey, p. 126, 
 
 38, VJhat is a perfect flo'srcr? 
 
 a. Bailey, p. 126, 
 
 39, VThat is the perianth? 
 
 a. Coulter , p, 271, 
 
 40, What are the parts of the stamen? 
 
 a. Coulter, p. 272, 
 
 41, What are the parts of the pistil? 
 
 a. Coulter, p, 272, 273. 
 
 42, '.Vhat is the structure of the ovule? 
 
 a. Coulter, p. 276. 
 VII - The Seed (or Fruit ) . 
 
 1, What is the fruit? 
 
 a. Bailey, p. 147. 
 
 b. Coulter, p. 62. 
 
 2, VJhat is the simplest kind of fruit? 
 
 a. Bailey, p. 147. 
 
 3, What is a pericarp? 
 
 a. Bailey , p. 148. 
 
 4, \7hat are dehiscent fruits? 
 
 a. ^ailejr , p. 148. 
 
 b. Coult":;r, p. 330. 
 
 5, What are indehiscent fruits? 
 
 a. Bailey, p. 148. 
 
 b. Coulter, p. 330. 
 
I 
 
-52» 
 
 6. What is an akene? 
 
 a. Bailey, p, 148, 
 
 b. Coulter, p. 327. 
 
 7. What is the capsule? 
 
 a, Bailey, p. 151. 
 
 b. Coulter, p. 330^ 
 
 8. What is th^ berry? 
 
 a, Bailey, p. 152, 
 
 b. Coulter, p. 332, 
 
 9. Y/hat is the drupe? 
 
 a. Bailey, p. 153. 
 
 b. Coulter, p, 332. 
 10. vmat is the pepo? 
 
 a. Bailey, p, 155, 
 H, What is the por.e? 
 
 a. Bailey, p, 155. 
 
 b. Coulter, p. 332, 
 
 12, Y/hat is the seed? 
 
 a, Bailey, p. 5, 
 
 b. Coulter, p. 64, 
 
 13, \7hat is the enbryo? 
 
 a, Bailey, p. 164. 
 
 b. Coulter, p. 65, 
 
 14, 'Jhat is the caulicle? 
 
 a, Bailey, p. 164, 
 
 15, Y/hat is the .plumule? 
 
 a, Bailey, p, 164. 
 
 b. Coulter, p. 66. 
 15, vniat is the cotyledon? 
 
 a. Bailey, p. 164, 
 
 b. Coulter, p, 66, 
 
 17, Y/hat is the endosperm? 
 
 a, Bailey, p. 164, 
 
 b. Coulter, p. 66. 
 
 18, What is the seed-coat? 
 
 a, Bailejr, p. 164, 
 
 19, What is the micropyle? 
 
 a, Bailey, p, 164, 
 
 b. Coulter, p. 276, 
 
 20, Y/hat is the hiluK? 
 
 a. Bailey , p. 165, 
 
 b. Coulter, p. 342, 
 
 21, YThat is germination? 
 
 a. Bailey, p. 155. 
 
 b. Coulter, p, 325. 
 
 22, What are the "mechanics" of germination? 
 
 a. Coulter, p. 352. 
 
 b, Bailey, p, 165, 166, 
 
 23, How does a bean germinate? 
 
 a, Bailey, p, 167 , 168. 
 
i 
 
-53- 
 
 24, Kow doe3 a grain of corn gerninate? 
 
 a. Bailejr, p. 3.63, 169. 
 
 25, Whr.t is the importance of seeds? 
 
 a. Coulfcor, p. 336, 
 
 26, Hov; are oeeds protected? 
 
 a. Coulter, p. 338, 
 
 27, Hox" lon^ will seeds live? 
 
 a. Coulter, p. 339, 
 23. Wily is the vitality of seeds inportant to the farcer? 
 a. Coulter, p. 340. 
 
 29, What elements of food do seeds contain? 
 
 a. Coulter, p. 343, 344, 345, 
 
 30. VThat are nitrogenous foods? 31. What are non-nitrogenous 
 
 a. Coulter, p, 345, f oods?a. Coulter , p. 345* 
 
 32. V/hr.t conditions necessary for germination? 
 
 a. Coulter, p. 348, 
 
 33. ''/hat t.re the agencies of seed dispersal? 
 
 a, Bailey, p, 158. 
 
 b. Coulter, p. 353, 
 
 34. What are wind-travellers anong seeds? 
 
 a, Bailey, p, 159, 
 
 b. Coulter, p, 354. 
 VIII - Grov.-th pj_ the Plant , 
 
 1, T^hat is nutrition? 
 
 a. Coulter, p, 40. 
 
 2, V/hat is reproduction? 
 
 a. Coulter, p. 40. 
 
 3, T/hat is food? 
 
 a. Coulter, p. 42. 
 
 4, What are the food naterials a plant nust have? 
 
 a, Bailey, p, 72, 
 
 5, V/hat are the nineral elenents of plant food? 
 
 a. Bailey, p. 72, 
 
 6, What is the source of the nineral elenents of plant food? 
 
 a, Bailey, p, 72, 
 
 7, What are the gaseous elenents of plant food? 
 
 a, Bailey, p. 72. 
 
 8, V/hat two gr.ses unite to form water? 
 
 9, VJhere does the plant get water? 
 
 a. Bailey, p. 73, 
 
 10, V/here does the plant get its carbon? 
 
 a. Bailey , p. 74, 
 
 11, Where does the plant get its nitrogen? 
 
 Ans'-'er- Fron the soil air in form of nitrates, 
 
 12, 'There are these elenents of food taken into the plant! 
 
 a. Bailey, p. 72 (Section 152), 
 
 13, '"Taat is the difference between a rootlet and a root-hair? 
 
 a, Bailey, p. 65 (Sec. 138), 
 
 14, \7hat is Osnosis? 
 
 a, Bailey, p. 66. 
 
 b. Coulter, p. 104, 105, 
 
•54- 
 
 15. VHiat is osmotic action? 
 
 a, Bailey, p. 67. 
 16 » What is osmotic pressure! 
 
 a. Coulter, p. 105, 
 
 17, What is the moisture in the root-hair? 
 
 a. Coulter, p, 105. 
 
 18, "What is the noisture outside of the root-hsir? 
 
 a. Coulter, p. 105. 
 
 b, Bailey, p, 68 (Section 143). 
 
 19, In what direction do the molecules of a solution move? 
 
 a. Coulter, p. 107. 
 
 20, What is it that permits the continued entrance of tirater 
 into the roots? 
 
 a. Coulter, p. 108. 
 
 21, \7hat two things permit the solutes to continue entering 
 the roots? 
 
 a. Coulter, p. 109, 110. 
 
 22, What are the two kinds of movements in the plant body? 
 
 a. Coulter, p. Ill, 
 
 23, What is the effect of too much plant food? 
 
 a. Bailey, p. 58, 69 (Sections 144, 145), 
 
 24, What is root pressure? 
 
 a. Bailey, p, 69. 
 
 25, How does the soil hold moisture? 
 
 a. Bailey, p. 70, 
 
 26, What do roots excrete? 
 
 a. Bailey, p. 71, 
 
 27, How is the carbon taken into the plant? 
 
 a. Bailey , p. 75, 
 
 28, How important is carbon? 
 
 a. Coulter, p. 95. 
 
 29, How is carbon changed to starch? 
 
 a, Bailey, p. 77 (Section 163), 
 
 b. Coulter, p, 34, 228, 229. 
 
 30, \7hat is the composition of starch? 
 
 a. Bailey, p, 77. 
 
 31, What becomes of the starch manufactured in the leaves? 
 
 a, Bailoy , p. 78 (Section 166), 
 
 32, What is digestion? 
 
 a. Coulter, p, 42, p, 350. 
 
 b. Bailey, p, 79. 
 
 33, VJhat is done vdth the digested food? 
 
 a. Bailey, p, 79 , 80. 
 
 34, V/hat is assimilation? 
 
 a. Coulter, p. 42, 351, 
 
 b, Bailey, p. 80. 
 
 35, V/hat is protoplasm? 
 
 a. Coulter, p. 72, 73. 
 
 b. Bailey, p, 80, 
 
 36, How is protoplasm made? 
 
 a, Bailey, p, 80 (Section 171), 
 
 37, V/hat is meant by "the working together of the whole 
 machine"? 
 
-55- 
 
 a. Coulter, p. 86, 87, 
 
 IX - Propagation of Plants . 
 
 1, ft'hat is the rhisione? 
 
 a, Bailey, p. 16, 
 
 2, What is the underground stemT 
 
 a. Coulter, p, 155, 
 
 3, What is one purpose of the rhizome! 
 
 a. Bailey, p, 19. 
 
 4, TThat is the effect of cutting a rhizorae into pieces? 
 
 a, Bailey , p. 20, 
 
 5, Ho\7 are plants propagated by roots! 
 
 a. Bailey, p, 20, 
 
 6, Hov/ are plants propagated by layering? 
 
 a, Bailey, p. 21, 
 
 7, T/hat are creepers, runners and stolons? 
 
 a. Bc.iley , p. 21, 
 
 8, Hov; are plants propagated by means of leaves? 
 
 a, Bailey, p, 22, 
 
 9, How are plants propagated by means of buds? 
 
 a, Bailey, p. 22, 
 
 10, V/hat is a graft! 
 
 a. Bailey , p. 22, 
 
 X - Plant Environr;ent , 
 
 1, V/hat make up the environment of a plant! 
 
 a, Bailey, p. 197. 
 
 2, What is the habitat of a plant? 
 
 a, Bailey, p. 197. 
 
 3, 7/here do plants grow? 
 
 a, Bailey, p. 197, 198, 199, 
 
 4, How do plants aid in the formation of soil? 
 
 a, Bailey, p, 200. 
 
 5, T/hat is acclimatization of plants? 
 
 a, Bailey, p. 203. 
 
 6, How are plants influenced by the wind? 
 
 a, Bailey, p. 204, 
 
 7, How are plants influenced by the soil? 
 
 fa, Bailey, p. 206, 
 
 8, T/hat is the struggle for existence among plants! 
 
 a. Bailey, p. 209, 210, 211, 212. 
 
 9, T/hat is a plant society? 
 
 a„ Bailey , p, 219, 
 10» How may plants be made to vary? 
 A, Bailey, p. 223, 229. 
 
 11, What are the causes of variation? 
 
 a, Bailey, p, 230, 
 
 12, What is good agriculture? 
 
 a, Bailey, p, 230. 
 
 13, Ti'hat is plant breeding? 
 
 a. Bailey, p. 231, 
 
 b. Coulter, p, 446, 447, 448, 
 
-56. 
 
 XI - Classification of Coijaon Farm and Garden Plants , 
 
 1. GraT ii naceae - Grass family. 
 
 corn, wheat, oats, rye, barley, sorghun, 
 orchard grass, red top, timothy, blue grass. 
 
 ^» Cruc iferae - Mustard family. 
 
 ;.;uscard, cabbage, cauliflower, collards , kale, 
 Brussels sprouts, kohlrabi, radish, rutabaga, 
 turnips , watercress, 
 
 3. Solonaceae - Nightshade family. 
 
 potato, tomato, egg-plant, pepper, 
 
 4. Chenapodicaceae - Goosefoot family. 
 
 beet, spinach, chard, mangel-wurzel, 
 
 5. Curcubitaceae - Gourd family. 
 
 canteloupe , muskmelon, citron, cucumber, gourd, 
 squash, pumpkin, watermelon, 
 
 6. Comp os itae - Thistle family, 
 
 artichoke, chicory, dandelion, endive, lettuce, 
 salsify, sunflo^"'er, tansy. 
 
 7. Lilac eae - Lily family. 
 
 onion, garlic, leek, asparagus, 
 
 8. Leg uminosae - Pea family. 
 
 garden pea, Canada field pea, cov/pea, soy bean, bush 
 bean, Lima bean, velvet bean, vetch, clover, alfalfa 
 
 9. Um b ellif erae - Parsley family, 
 
 cax-away, carrot, celery, parsley, parsnip, coriander 
 10, Rosaceae - Rosa family. 
 
 pluu, cherries, almond, peach, apple, apricot, pear, 
 quince, raspberry, blackberry, strawberry, 
 
 —0—0— 
 
 THE SOIL . 
 (in connection vith soil cultivation in the garden), 
 A- Ref erences for study . 
 
 1, Lyon and Fippin , The Principles of Soil Kanager.ent, 
 "The present book is the outgrowth of their 
 experience in teaching soil technology through a period of several years. It 
 has been their endeavor to present the applications of science to soil problems 
 from the stanpoint of crop-production rather than that of any one of the under- 
 lying sciences of geology, chemistry, physics or bacteriology. "Authors* Preface. 
 B - Outline Questions ; 
 
 I - Rock and its Products. 
 
 1, From what is soil derived? p. 2, 3. 
 
 2, "Uhat elements of plant food are derived from the 
 soil? p. 3. 
 
 3', TThat elements are derived directly or indirectly fron 
 air and water? p. 3, 
 
 4, TJhat relation does soil sustain to plant grov/th? p. 1. 
 
 5, T/hat are minerals? p. 4 (Bottom). 
 
 6, What are the two groups of minerals? p. 5, 
 
 7, 'What are the principal minerals of the earth*s crust? 
 p. 9 (Table). 
 
•57- 
 
 8. V/hat is rock? p. 9. 
 
 9. V/hat is the arrangeoent of ninerala in rock? p, "'.0. 
 
 10, What are igneous rocks? p. 11, 
 
 11, V/hat are aqueous rocks? p. 11. 
 
 12, V/hat are Aeolian rocks? p. 11. 
 
 13, V/hat are netaniorphic rocks? p, 11. 
 
 14, V/hat are the aost inportant of the igneous rocks? p. 12, 
 
 15, What are the nost important of the aqueous rocks? p. 12. 
 
 16, T7hat rocks are the nost important agriculturally? p, 12 (bottom) 
 
 17, Of what are they composed? p, 12, 13. 
 
 18, How is the air a factor in soil formation? p. 16« 
 
 19, Hov; do heat and cold break down rocks? p. 18, 19. 
 
 20, T/hat is the chemical action of water on rock? p, 21, 22, 
 
 21, V/hat is the mechanical action of water? p, 24, 
 
 22, How has ice been an agency in making soil? p. 27. 
 
 23, Hov: have plants and animals aided in soil building? p. 28, 29. 
 
 24, V/hat are sedentary soils? p, 31. 
 
 25, V/hat are residual soils? p. 31, 
 
 26, V/hat are cumulose soils? p. 31. 
 
 27, V/hat agencies transport soils? p. '44 (botton) . 
 
 28, V/hat are colluvial soils? p. 45 
 
 29, Uhat are alluvial soils? p. 47. 
 
 30, V/hat are glacial soils? p. 54, 55. 
 
 31, V/hat are wind or aeolian soils? p, 60. 
 
 32, V/hat is the difference between humid and arid soils? p. 64. 
 II - Physical Properties of Soil. 
 
 1. VJhat is the difference betvreen soil and subsoil? p, 68. 
 
 2. T/hat is soil texture? p. 70. 
 
 3. V/hat are the textural groups of soils? p. 73 (table middle page 
 
 4. V/hat are the agricultural classes of soil based on texture? 
 P. 74. 
 
 5. How can soil texture be modified? p. 87. 
 
 6. \7hat is soil structure? p. 88, 
 
 7. What is plasticity of soils? p. 97. 
 
 8. V/hy does soil cement or "run together"? p. 99. 
 
 9. V/hat are the four common cementing materials in soil? p. 100, 
 101. 
 
 10, V7hat are the two chief coloring materials in soil? p. 101. 
 
 11, V/hat are the chief means of changing the structure of soils? 
 p. 104. 
 
 12, V/hat is the effect of changing the water content? p, 105. 
 
 13, V/hat is the effect of freezing? p. 108. 
 
 14, V/hat is the effect of tillage? p. 111. 
 
 15, V/hat is the effect of the gro^'/th of plant roots? p, 113. 
 
 16, V/hat is the effect of organic matter? p, 113. 
 
 17, V/hat is the effect of soluble salts? p. 116, 
 
 18, V/hat is the effect of animal life? p, 118. 
 19.. V/hat is the effect of rainfall? p. 119, 
 
 20. ^7hat is the »curce of organic matter in the soil? p. 120, 121, 
 
 21. What chemical elements are added to the soil as the result of 
 the decay of organic matter? p. 121, 122. 
 
 22. V/hat are the physical effects of organic natter on the soil? 
 p. 129, 130. 
 
•.'1 
 
-se- 
 as. What are the chenieal effects? p. 131. 
 
 24. What conditions favor the accumulation of organic matter in the 
 soil? p, 132. 
 
 25. What conditions favor the rapid disappearance of humus from the 
 soil? p. 132. 
 
 Ill - Water in the Soil- 
 
 1. In what three ways is water of service to plants? p. 133. 
 
 2. What three factors determine the amount of moisture a soil contains? 
 p. 136. 
 
 3. 'vVhat is gravitational water in soil? p. 141. 
 
 4. What is capillary or film water? p. 141. 
 
 5. ^jVhat is hygroscopic water? p. 141. 
 
 6. What is the greatest determining factor in the water-holding 
 capacity of soils? p. 144. 
 
 7. How does structure affect the moisture capacity of soils? p. 151- 
 
 8. Do you fully understand the difference between texture and struc- 
 ture as applied to soil? 
 
 9. Hovj does organic matter affect soil capacity for water? p. 153. 
 
 10. What is the gravitational movement of water? p. 166. 
 
 11. Vjhat is capillary or film movement? p. 169. 
 
 12. How is the capillary caparity of soil measured? p. 175. 
 
 13. What is the thermal mo/ement of waier? p. 189. 
 
 14. What are the three v;ays of increasing the water content of soil? 
 p. 191. 
 
 15. '.Vhat is a mulch? p. 199. 
 
 16. How many kinds of mulches? ?. 199. 
 
 17. What materials may be used as a mulch? p.- 200. 
 
 18. What is a "dust mulch"? p, 203. 
 
 19. \1ftjat is involved in the management of a mulch? p. 210. 
 
 20. What is the value of deep plowing? p. 218. 
 
 21. What factors affect the duf^y of water in irrigation? p. 224, 225. 
 
 22. What are the four principal methods sf irrigation? p. 229. 
 
 23. What are the twelve most important effects of drainage? p. 239, 247 
 
 24. VThat are the two general types of drains? p. 248. 
 IV - Plant Nutrients in the Soil. 
 
 1. What substances are found in the ash of plants? p. 280. 
 2- What substances in the soil are absolutely essential to plants? 
 p. 280. 
 
 3. What is the relation between root-hairs and soil particles? p. 287. 
 
 4. What are the causes of the difference in the absorbing power of 
 plants? p. 2^2. 
 
 5. Upon what does the osmotic activity of a plant depend? p. 292* 
 
 6. What "feeding power" do cereal crops have? p. 294. 
 
 7. What "feeding power" do grasses have! p. 295. 
 
 8. What "feeding power" do leguminous crops have? p. 296. 
 
 9. What "feeding power" do ro3t crops have! p. 296. 
 10. What "feeding power" do vegetables have? p. 296. 
 
 11. What "feeding power" do fruits have? p. 296. 
 
 12. What are alicali soils? p. 307. 
 
 13. What is the effect of alkali on crops? p. 312. 
 
 14. How reclaim alkali land? p. 315 (bottom). 
 15- What is a manure? p. 319. 
 
 16. In what three ways may manure make a soil more productive? p. 319. 
 
 17. What are the classes of manures? p. 322. (bottom.) 
 
-85 ■ 
 
 i 
 
 .01 
 
-59« 
 
 18, What are soil amendments? p, 348. 
 
 19, V\fhat effect does lime (calcium) have on tillage and bacterial 
 action in soils! p. 348. 
 
 20, What effect does lime have on plant-food materials in the soil? 
 p. 349. 
 
 21, What effect does lime have on toxic substances and plant diseases! 
 p. 350. 
 
 22, What are the forms of calciium that may be applied to soils? p. 351. 
 
 23, What are the four factors affecting the efficiency of fertilizers! 
 
 p. 356, 
 
 24» How is soil-moisture content a factor? p, 358. 
 
 25« What effect does the acid condition of the soil have? p. 359, 360. 
 
 26. How does organic matter assist! p. 361. 
 
 27. Of what importance is structure or tilth of the soil! p. 363. 
 
 28. What constitutes farm manures! p. 363-374. 
 
 29. What functions do farm manures perform in the soil? p. 384. 
 
 30. How do green manures benefit the soil? p, 384. 
 
 31. Why are leguminous crops valuable! p. 385, 
 
 V - Organisms in the Soil. 
 
 1. What is the value of the common earthworm! p. 389. 
 
 2. How do plant roots help to make the soil more productive! p. 391, 
 
 3. What are bacteria in the soil? p. 395, 
 
 4. What conditions affect the growth of bacteria! p, 399. 
 
 5. What effect do bacteria have upon the mineral matter of the soil! 
 p. 403. 
 
 6. What effect do bacteria have upon nitrogenous organic matter in the 
 soil! p. 407, 
 
 7. What are decay and putrefaction! p. 408. « 
 8- What is ammonification! p. 410. 
 
 9, What is nitrification! p. 412. 
 
 10. What is dentrification! p. 420, 
 
 11. What is meant by nitrogen fixation! p, 423, 
 
 VI - Soil Air. 
 
 1. How does the texture of the soil affect the volume of air in the 
 soil! p. 433. 
 
 2. How does the structure of soil affect the volume of air in the 
 soil? p. 432. 
 
 3. What effect does organic matter have! p. 433, 
 
 4. What effect has moisture content! p. 433. 
 
 5. Why is oxygen necessary in the soil! p. 437, 
 
 6. What is the effect of carbon-dirxid in the soil! p. 438. 
 
 7. What effect does tillage have upon the soil air! p. 444. 
 
 VII - Heat of the Soil. 
 
 1. What three biological effects does heat in the soil have upon 
 plant growth! p. 448. 
 
 2, What are the three sources of heat which reach the soil? p. 451. 
 
 3, Upon what does the temperature of the soil depend! p. 453. 
 
 4. What are the six means of modifying the soil temperature! p. 463. 
 
 VIII - External Factors in Soil Management. 
 
 1. What is tillage? p. 466. 
 
 2. What are the three objects of tillage! p. 467. 
 
> I , 
 
 rrttdi 
 
 !«•) 
 
 :rirhn'*!rr: ti:f>^' 
 
 -Xros 3i 
 
 ■i:^ oc 
 
 
 no^^i. 
 
 ■' • i£ I i 
 
 
 •i«» . 
 
•60- 
 
 3. What are the tools of tillage? p. 469, 
 
 4. What are the objectional qualities of weeds? p. 490. 
 
 5. How control weeds? p. 490, 491. 
 
 6. What is crop-adaptation? p^ 497. 
 
 7. What are thd two determining factors in crop adaptation??. 499. 
 
 8. What are t?i(-! physical requirements of plants? p* 499. 
 
 9. What are uhs chemical requirements of plants? p» 499, 
 
 10. What is the relation of rotation of crops to nutrients 
 removed by different crops? p. 504, 
 
 11. What is the relation of rotation to root-systems? p. 505, 
 
 12. What is the reJLation of rotation to plant food preparation? 
 p. 505. 
 
 13. How do crops differ in their effect upon soil structure? p. 506. 
 
 14. How does rotation of crops affect plant diseases and insects? 
 p. 508. 
 
 15. What is meant by "toxic" substances in soil? p. 509, 510. 
 
 „„0— — . 
 
i 
 
iiw 
 
 UNIVERSITY OF CALIFOHNIA 
 COLLiiGE OF AGRICULTURE 
 
 TEACHERS ' COURSE 100 - ELEI.ENTS CF AGRICULTURE , NATURE STUDY AND SCHOOL GARDEJS 
 0. J. KERM, ASST. PROFESSOR AGRICULTURAL EDUCATION. 
 
 PART III - The School Garden. 
 
 OUTLINES AND REFERENCES ON:- 
 
 Pages 
 
 Production Phase --------------- 1-12 
 
 Informational phase ------------- 12-16 
 
 Aesthetic phase --------------- 16-24 
 
 Illustrations 25-49 
 
 September, 1918, 
 — C 
 
 PART II - The Home Garden anc' •Vegetable Growing 
 Project June, 1918. 
 
 Part I - Elements _of Agricultural Nature Study 
 
 November, 1916. 
 
THE SCHOOL GARDEN 
 
 "Train the children, each in its own little garden, to respect 
 fruit trees, honorable profit, industry, beauty and good order; it 
 is the summary of all Gospels to man," - News Letters of Thomas 
 Carlyle. 
 
 Place of the School Garden in a Well-Organized Scheme of Agricultural Edu- 
 cation, 
 
 1» A practical project in the art of agriculture. 
 
 The school garden, whether a part of the schooT. premises 
 or outside ground controlled by the school may serve as a 
 demonstration plot where boys and girls may be taught certain 
 fundamental processes necessary to success in home garden work 
 and productive agriculture in'general. (See Part II, The Home • 
 Garden and Vegetable Growing Project . ) 
 
 2, A laboratoj-y or observation plot where boys and girls may learn 
 
 the elementary facts in the four units of instruction in 
 eigriculture, 
 
 a. Studies in plant life - garden crops, weeds, seeds, 
 
 b. Studies in soils - characteristics and cultivation. 
 
 c. Studies in animal life - insects, worms, birds, etc. 
 
 d. Studies in management - planning, garden, rotation of 
 crops, care of tools, harvesting, marketing. ( See 
 Part 1 , Th e Elements of Agricultural Nature Study . ) 
 
 3, A means of teaching the elements of landscape art, the artistic 
 
 arrangement of flowers, shrubs and trees, thus emphasizing the 
 human or social values of agriculture. 
 
 a, "Problems of parish or neighborhood economy, or rural 
 beautif ication , are large enough to occupy the time and 
 attention of several generations. The problems of 
 rural roads, bridges, schoolhouses and grounds, church 
 grounds, etc., are enough to occupy the spare time and 
 attention of rural America for a hundred years to come, 
 A neighborhood which becomes possessed with a common 
 passion for beautification will never lack for social 
 life." - Carver on Problems of Rural Social Life in 
 Principles of Rural Economics, 
 
 b, "The garden treatment ought to be the most common one, 
 especially for bona-fide farms. This scherre is based 
 upon the principle that every farm residence should have 
 a small bit of lawn, a flower garden and a vegetable 
 garden, and that all these ought to be artistically 
 brought together as one organic unit focusing upon the 
 farm house as the center," - \7augh in Rural Improvement. 
 
 4, Questions. 
 
 a. Under what conditions will the teacher emphasize the pro- 
 ductive or economic phase of the school garden^' 
 
 b. With what class of pupils may the teacher emphasize the 
 second or informational values of the garden x7ork? 
 
^.' 1h 
 
 cv.cost A 
 
 
-2- 
 
 c. In vrhat conmunities and under what conditions may 
 the teacher otress the aesthetic phase of the school 
 garden? 
 
 d. May all three phases be emphasized in the same 
 school! 
 
 II - Essentials of a Successful School Garden. 
 
 The primary needs for a school garden are the same as those for the 
 
 home garden or for successful farming, 
 
 1« Leadership of a teacher who believes in garden work as an 
 economic and educational project; who has enthuc asm and can 
 impart some of that enthusiasm to boys and girls, 
 
 2. Sympathetic attitude of school authorities, 
 
 3. Personal equation of the pupil gardener, 
 
 4. A plot of ground with soil of suitable texture and fertility. 
 
 5. Seeds or plants or both, 
 
 6. Proper moisture to dissolve plant food in the soil so plant 
 rootlets may make use of it, 
 
 7. Sunshine and warmth to bring about germination and plant 
 growth. 
 
 8. Good cultivation and irrigation when necessary, 
 
 9. Tools. 
 
 III - Working Tools for the Garden. 
 
 A - MiniKum equipment. 
 
 1, Spadiiig fork . wide-tined . Useful for 
 
 a. Digging up the soil. 
 
 b. Breaking and pulverizing soil at time of digging, 
 
 c. Spreading manure. 
 
 d. Harvesting some crops, 
 
 2, The rake , steel, ten or twelve-toothed. Useful for 
 
 a. Pulverizing soil. 
 
 b. Killing weeds when very small, 
 
 c. Breaking crust on surface soil after a rain or 
 irrigation. 
 
 d. iVaintaining soil mulch for consei'vation of moisture, 
 
 3, The hoe , common one answers practically all purposes. Useful 
 for 
 
 a. Making drills or furrows in planting seeds, 
 
 b. Mixing soil in hills, 
 
 c. Cutting v/eeds. 
 
 d. Cultivating soil v/hen wheel hoe is not used, 
 
 4, Ths trowel, uf?eful for 
 
 a. Making drills for fine or small seeds, 
 
 b, Tran3planting cabbages, tomatoes, etc, 
 
 5, The Hai:d VTee-cr, useful for 
 
 a. Lo(VP^:ening soil and destroying weeds betvreen onions, 
 carrots , beets and other small crops, 
 
 6, The Garden L-tne. 
 
 a. C-ooJ , heavy cord that will reach the full length o:r 
 the row, 
 
 7, Stakes . 
 
 a. Pieces of board one by two inches , eighteen inches 
 (minimum) in length, sharpened at one end. 
 
J'.'fJ 
 
 .? 
 
-3- 
 
 8. Measures . 
 
 a. Foot and half -foot motsures marked off on a pieoe 
 of wood (or a yard stick) for spacing, rows, 
 5. The Watering Pot . two-gallon with inedia':i fine spray, useful 
 for 
 
 a. Transplanting of plants. 
 
 b. Germination of seeds. 
 
 c. Spraying for pests. 
 B - Other useful tools. 
 
 1, Spade or p hovel . 
 
 2, Wheel cultivator . 
 
 3, Vl^heelba^ro^" . 
 
 "^^ Hose for irrigation . 
 5. Smal l hand spray pumj). 
 C - Ilanagement of Garden Tools. 
 
 1. How secure the necessary equipment? 
 
 2. What is the right way of using each tool in garden work! 
 
 3. How should the tools lie on the ground when not in use by 
 the pupils? 
 
 4. V/hat constitutes proper care of tools? 
 
 5. What is proper dress for children while engaged in gardening; 
 
 6. Who is responsible for the condition of the tcol-house? 
 
 7. What is the relation of all this to good farm management? 
 D - References on Garder. Tools; 
 
 1. Davis, "School and Home Gardening", 
 
 a. Garden Tools and Implements , pp. 41-48, 
 
 2. Cobb, "Garden Steps". 
 
 a. Tools , pp. 38-46, 
 
 3. Williams, "Gardens and Their Meaning". 
 
 a. A Word for Good Tools .pp. 76-81. 
 
 4. Stebbins , "The Principles of Agriculture Through The Home 
 and School Garden". 
 
 a. Tools , pp. 44-48. 
 
 5. Greene, "Aciong School Gardens". 
 
 a. Cost of Equipment , pp. 111-142, 
 
 6. French, "The Beginner's Garden Book". 
 
 a. Garden Tools, pp. 239-247. 
 
 IV - Choosing The Garden Site. 
 A - On the school grounds. 
 
 1. Factors deteirmining location of garden. 
 
 a. Relation to playground. 
 
 b. Proximity of buildings and trees. 
 
 c. Character of soil. 
 
 d. Exposure and drainage. 
 B - Off the School Grounds. 
 
 1, Factors determining location of garden, 
 (1) City - a vacant lot, 
 
 a. Absolute control by the School Board during garder- 
 period. 
 
 b. Near as possible to the school builL-.ng. 
 
 c. Proper enclosure, if civic ideals of trespass are 
 low. 
 
-4- 
 
 d. Exposure and drainage, 
 
 e. Character of soil. 
 
 (2) Country - adjacent farm land. 
 
 a. Absolute control by School Dpard during garden 
 period. 
 
 b. Near as possible to the school building, 
 
 c. Proper fence as protection against poultry and 
 other farm animals , 
 
 d. Exposure and drainage, 
 
 e. Character of soil. 
 C - Where no Choice of Sites is possible. 
 
 1, What unfavorable conditions may be modified or removed 
 entirely? 
 
 2, How soon after school opens will you begin to solve the 
 problem of the garden site? 
 
 D - After Garden Site is Determined. 
 
 1. Teacher and pupils in a general clean-up. 
 
 2, All ru'^bish, gravel, stones, brickbats, broken glass, 
 raked into piles and carted away. The farther away the 
 better. 
 
 3, Development of appreciation on the part of boys and girls 
 in the clean garden plot, the clean school premises, the 
 clean, orderly farm and home premises. 
 
 4. Discussion of soil improvement for the coming garden crops, 
 V - Improving the Soil of the School Garden, 
 
 A - References on Soil Improvement, 
 
 1. Wick80'n,"The California Vegetables in Garden and Field." 
 (Fourth Edition), 
 
 No other book can take the place of this for 
 California teachers with respect to California soil 
 conditions. The references for these outlines are 
 for the Fourth Edition . The references for Part II, 
 The Home Garden and Vegetable Growing Project were 
 for the Third Edition . 
 
 However, this should not cause any confusion as 
 either adition may be used. To illixstrate , suppose 
 your query is: "How improve the adobe soils of 
 California?" Look in the table of contents of eiV.. .' 
 edition for the chapter most likely to have the 
 information about soils. This is Chapter IV of both 
 editions. Then turning through the pages of Chapter 
 IV, adobe soils is treated on Page 45 of the Third 
 Edition and on Page 36 of the Fourth Edition . The 
 reading matter in both is identical, 
 
 2. Davis, "School and Home Gardening," 
 
 a. The Soil and Its Improvement , pp. 84-105, 
 
 3. French, The Beginnerfe Garden Book. 
 
 a. Preparing the Soil, pp. 248-262, 
 
••} 
 
-5- 
 
 B - If garden soil is adobe, how impi-ovej 
 
 1. Wickson (Fourth Edition) , p. 36. 
 
 The entire reference is given here with analysis 
 and practical application at close. 
 
 "Improvement of Adobe Soils - Our adobes , especial- 
 ly those of the darker hues , are rich and durable. In 
 common vdth heavj' clay soils every^'here they are reten-;". 
 tive of moisture. In our arid summers, hov/ever, they 
 lose their moisture speedily by evaporation, if untilled , 
 and dry out to a greater depth than lighter soils. They 
 are refractory under tillage ard unless caught at just • 
 the right Duafsnt are either wax or rock under the plo7;, 
 and the cultivator will either stick fast or ride over 
 the surface. And yet if one has nothing but adobe he is 
 not as badly off as he might be , because adobe is easily 
 susceptible of itiprovement. The points to attain are 
 several, but they are inter-related and effort for one 
 measurably helps toward all. 
 
 The free use of burned lime, either as it comes 
 from the kiln for builder's use or when air-slaked or 
 water-slaked (hydrated) , and applied about the time of 
 the first rains is the first and simplest effort toward 
 breaking up the tenacity of the soil. This should be 
 done no matter what greater efforts are to be undertaken 
 later. 
 
 Deep and thorough tillage, taking the soil at just 
 that condition of moisture when it works well with plow 
 and harrow, will be found to progressively improve its 
 tillability by mere action of air and implements. If 
 this is all that can be undertaken at first , do this 
 thoroughly and put in the cultivator after each heavy 
 rain as soon as the proper condition of soil arrives, 
 so as to prevent baking of the surface. For winter 
 growth of vegetables in regions of ample rainfall, use 
 the ridge system, which will be described in a subse- 
 quent chapter. 
 
 But liming and persistent tillage are only tempor- 
 izing with adobe and do not accomplish permanent reform. 
 The first rational step is to resort to adequate drain- 
 age. Tile drains two and a half or three feet deep and 
 twenty feet apart will do for garden plants. This 
 leaves a clear surface for working over, but, if the 
 expense of tiling is not desired, open ditches will 
 answer , but they restrict cultivation in one direction , 
 waste land, and are expensive in hard work in killin.^ 
 weeds in the ditches. Open ditches, are, however, bet- 
 ter than no ditches at all. The effect of drainage is 
 to prossotd friability , to render the soil tillable 
 earlier and oftener, by the quick removal of surplus 
 water , and to promote seed germination and plant gro^/th. 
 
 The aeration of adobe by drainage and tillage ac- 
 complished a considerable improvement , but still more 
 
bne 
 
 4. 
 
-6- 
 
 radical reforc measures are desirable. The soil 
 particles are naturally too sraall. They must be 
 separated by interposition of coarser grains. Plow 
 into the soil as much coarse material as possible. Farm- 
 yard manure, straw, sand, old plaster, coal ashes, saw- 
 dust, almost anything coarse or gritty which will break 
 up the close adherence of the fine clay particles , 
 release the surplus water and let in the ai-r, will pro- 
 duce a marked effect in reducing the hateful baking and 
 cracking , root-tearing and moisture-losing behavior of 
 the adobe. Scrape the corrals, rake up the leaves and 
 fine litter of all kinds, make the adobe garden patch 
 the graveyard for all the rubbish which is susceptible of 
 decay. The farm will be neater and the garden will pay 
 the expense in its eP-Sier working and better growth. Do 
 this every year before the rains come and you will 
 rejoice that you had an adobe foundation for the farm 
 garden." 
 2, Analysis of above quotation, 
 
 a. First paragraph, 
 
 (1) General characteristics of adobe soils, 
 
 (2) tlust be cultivated at the right time, 
 
 (3) Ease of improvement, 
 
 b. Second paragraph. 
 
 (1) Use of lime - first remedy . 
 
 (2) Time of application, 
 
 c. Third paragraph. 
 
 (1) Deep and thorough tillage - second remedy . 
 
 (2) How often cultivate J 
 
 (3) Ridge system for winter gardens, 
 
 d. Fourth paragraph, 
 
 (1) Drainage - kinds - third remedy , 
 
 (2) Effect of drainage. 
 
 e. Fifth paragraph, 
 
 (1) Use of organic matter - fourth remedy , 
 
 (2) Effect upon texture and structure, 
 3. Practical Application to Garden Plot, 
 
 a. If possible, just before the rainy season begins, 
 put on the garden site a plentiful supply of green ' 
 barnyard manure, 
 
 b. When sufficient rain has fallen turn this manure 
 under by deep plowing. 
 
 c. Apply lime after the plovvdng , harrowing it in to 
 prevent wind blov/ing it away. 
 
 C - If garden soil is sandy, how improve? 
 1, Wickson (Fourth Edition) page 37, 
 
 "The Improvement of Light, Sandy Soils. - This 
 effort is in some cases more difficult than conquer- 
 ing adobe. It all depends upon the coarseness of 
 the sand and the subsoil upon which it rests. If 
 the soil and subsoil are coarse sand or gravel to a 
 considerable depth, some fruit trees may thrive, but 
 
.'is fi»' 
 
 i .& 
 
-7- . 
 
 shallov,' rooting plants will fail unless they can 
 finish their growth during the rainy season. Summer 
 growth is impossible because water will flow through 
 their sieve-like structure and carry away plant food 
 with it. With moisture leaching away below and fly- 
 ing away above, and with intense sun heat burning the 
 foliage by direct contact and reflection, such wash 
 soils are indescribably worse than adobe. But this 
 condemnation should not be rashly applied. The refer- 
 ence is to soils very coarse in character which have 
 the appearance of washed sand and gravel. Otherwise 
 it may be a soil carried from the surface of the 
 hillsides by the eroding streams, and, if composed of 
 reasonably fine materials, in addition to sand and 
 gravel, should have plenty of plant food for a time 
 at least. The chief difficulty will lie in maintain- 
 ing moisture for shallow rooting plants. Obviously 
 such soils are best suited for winter growth, for 
 they are "warm and early" when situated out of frosty 
 places. 
 
 Sandy soils which are imposed upon clay or hard- 
 pan , providing the underlying stratum is not alkaline , 
 furnish very promising garden material even though 
 the layer be too shallov/ for the growth of trees. 
 Many fruit growers are struggling to maintain trees 
 on such spots in their orchards when they should 
 forsake the effort and by adequate use of water and 
 manure turn such spots into family gardens. The 
 holding of water near the surface , v/hich is fatal to 
 tree roots , is the opportunity for the growth of most 
 vegetables. Depth of soil which is so strongly in- 
 sisted upon in treatises on garde^iing , constitutes a 
 storehouse of moisture and plant food, but it has been 
 abundantly demonstrated that depth is not essential 
 provided the plant is otherwise fed and watered, 
 California gardens proceeding upon rainfall alone, 
 need a deep, retentive soil; the irrigated garden may 
 thrive upon a soil too coarse to be retentive pro- 
 viding it has a tight bottom to hold moisture within 
 reach of shallow rooting plants. Therefore reclaim 
 such sand by providing a home water supply , if not in 
 an irrigated region, and use plenty of well-compost«d 
 ood de9ia.yed manure, which will not only feed the 
 plants but also will reform its texture and transform 
 the coarse sand into a rich garden soil, kind in cul- 
 tivation and prodigious in its yields of succulent 
 vegetables, for sand is best of all materials for fr^e 
 and rapid root development. 
 
 The treatment of such soil is directly opposite 
 that prescribed for adobe. All coarse materials must 
 go through composting, which will bo described in 
 
.3C! 
 
 3»w 
 
-8- 
 
 another chapter. The garden should be cleared of all 
 its own coarse refuse and only fine compost or commercial 
 fertilizers used upon it. Both of these act benignly 
 upon its texture." 
 D - If garden soil is a good natural loam, how improve! 
 1, Good cultivation and use of organic matter, 
 
 VI - Planning the Garden, 
 
 A - Cooperative work of pupils and teacher, 
 
 1, Indoor work during winter in preparation for spring plantangi 
 
 2, Selection of crops to be grown. Study of seed catalogues. 
 
 3, Factors determining selection of vegetables to be grown, 
 
 4, Study of cultural methods of crops selected. Use of reference 
 literature. 
 
 5, Making a planting calender suited to the locality. Seed 
 catalogues for suggestions. Consult a good local gardener, 
 
 6, Purchase of seeds, 
 
 7, Testing of seeds, 
 
 a. Germination for vitality. 
 
 b. Inspection for purity as to dirt, weed seeds, or other 
 foreign material. 
 
 c. Selection of best seeds of a particular lot for planting . 
 by themselves, 
 
 d. Care of seeds until planting time. 
 
 8, Measurement of the garden plot and reproduction on paper to a 
 scale. Each pupil have a copy. 
 
 9, Location of rows of vegetables on paper, 
 
 B, Serves as a guide in planting, 
 
 h • Valuable as a record in planning next year's rotation of 
 
 crops on the same plot of ground. Emphasize importance of 
 
 this, 
 
 10, Opportunities for succession of crops in a single season, 
 
 11, Possibliiy of companion cropping in a single season. 
 
 12, Protectinn for garden, if needed. Tools ready and a place to 
 •koep them. 
 
 A - Administrative Problems to be decided by the teacher without con- 
 sulting pupils, 
 
 1, Shall I use the old individual plot system! 
 
 a. Advantages and disadvantages, 
 
 b. Size and form of individual plots, 
 
 2, Shall I use the dual plot system - tv/o pupils assigned to a 
 single plot! 
 
 a. Advantages and disadvantages. 
 
 3, Shall I use the community garden system J 
 
 a. No divisions, the garden planted as one big area, each 
 variety of vegetables in rows by itself , all pupils having 
 a common inter.efl^'^in a common enterprise, with processes 
 being taught valuable for home garden work. Community 
 ownership of products, 
 
 b. Advantages and disadvantages. 
 
 4, Shall I use the long row system! 
 
"l>^ ? ■'*■ 
 
 •*•' , ftlb ot 
 
 .•OIS 10 
 
 ia'i 
 
 ; Iu3 &<w"G .1 
 
 .t 
 
 r a. y U, 
 
 >2 l^f? ■'.■■■ 
 
-9- 
 
 a. Rows runriing the longest way of the garden vith • 
 individual asoxgnment of space, each pupil having 
 ground enough for three or four rows (if possible) 
 ■with possibility of two or three varistico of vegetables 
 growing in a single row. Individual ownership of 
 products, 
 
 b. Advantages Eind disadvantages. 
 
 5. Shall I use a combination of the community and the long row 
 systems? 
 
 a. Individual assignments of long rov/s with a strip of 
 ground full length of garden for corariunity cooperative 
 work for certain crops as perennials and large crops as 
 pumpkins, cucumbers, sweet corn, etc, 
 
 b. Advantages and disadvantages. 
 
 6, Factors in helping the teacher to make a decision. 
 
 a. Economy of spaca. 
 
 b. Cultivation of growing crop. 
 
 c. Ease or difficulty of irrigation. 
 
 d. Management of children, the group or the individual, 
 C - Pedagogical Problems for the Teacher. 
 
 a. Place of garden activity in the daily program. 
 
 b. Correlation of garden studies with the regular work 
 of the school, 
 
 D - Reference Literature on Planning the School Garden: 
 
 1. Davis ."School and Home Gardening." 
 
 a. Planning tho Garden, pp. 27-40. 
 
 2. Cobb ."Garden Steps." 
 
 a. Garden Plans , pp. 7-18. 
 
 3. Meier, "School and Home Gardens", 
 
 a. Plan of the School Garden, pp. 235-242. 
 
 4. Stebbins , "The Principles of Agriculture through the School 
 and Home Garden." 
 
 a. The Garden, pp. 37-54. 
 
 5. Greene, "Airiong School Gardens." 
 
 a. Different Kinds of School Gardens, pp. 41-80. 
 
 6. 'Vrilliams , "Gardens and Their Meaning ". 
 
 a. Plotting and planning, pp. 61-75. 
 
 7. French, "The Beginner's Garden Book." 
 
 a. Planning the Garden, pp. 176-192. 
 
 VII - Preparation of the Seed Bed. 
 
 1. Right condition of soil for working. 
 
 2. Tillage of preparation and its character, 
 
 a. In the fall for the spring garden, 
 
 b. In the spring for the spring garden, 
 
 c. For the winter garden, 
 
 3. References on tillage of preparation: 
 
 (l) ¥ickson,"The California Vegetables in Garden and Field" 
 (Fourth Edition). 
 
 a. Tillage to receive moisture, pp. 67-68. 
 
 b. Tillage to conserve moisture, pp. 68-70. 
 
 c. Cultivation in small gardens, pp. 71-72.' 
 (2) Cobb, "Garden Steps". 
 
 a. Fall and Winter Preparations, pp. 1-6, 
 
-IO- 
 
 CS) Stebbins , "The Principles of Agriculture Through the 
 School and Home Garden," 
 a. Some characteristics of an Ideal Seed Bed, pp.S'^ 
 30. 
 
 (4) Davis ."School and Home Gardenin>;" 
 
 a. The Soil and Its Improverent , pp. 84-105. 
 
 (5) Greene, "Among School Gardens", 
 
 a. Soil Fertility, pp. 83-108. 
 
 (6) French, "The Beginner's Garden Book". 
 
 a. Spading, raking, etc., pp. 257-259« 
 
 VIII - Planting the Seed. 
 
 1. Distance apart of rows. 
 
 a. Factors determining. 
 
 2. Depth of planting. 
 
 a, Conditionp regulating, 
 
 3. Guide for planting and thinning. 
 
 The follo'dng is adapted fr 
 laorse ci Corjpany, San Francisco, 
 for local variations. 
 
 oDi seed catalogue of 
 
 Variety of 
 Vegetables 
 
 ;Quantity of 
 seed 100 f 
 row 
 
 Depth of : Rows apart 
 
 .Planting 
 
 Beaus 
 
 Beets 
 
 Cabbage 
 
 Carrot 
 
 Corn 
 
 Cucumbers 
 
 Kohlrabi 
 
 Lettuce 
 
 Onion 
 
 Peas 
 
 Radish 
 
 Spinach 
 
 Tomato 
 
 Turnip 
 
 Consult seed catalogues 
 Plants apart in re ; 
 
 24 inches : 3 
 
 in: 12 " 18 " : 2 
 
 : 24 " 30 " :12 
 
 ^ - 1 in: 12 " 18 inches: 2 
 
 1 - 2 in: 36 inches :24 
 
 • » * 
 
 to 6 feet : 4 
 
 inches : 4 
 
 to 18 inches: 4 
 
 14 inches : 4 
 
 36 inches : 2 
 
 13 inches: 1 
 
 18 inches : 3 
 
 6 feet : 3 
 
 ■j:9 inches : 3 
 
 to 4 inches 
 to 4 inches 
 " 18 inches 
 inches, 
 to 30 inches 
 
 ft. hills 
 to 6 inches 
 to c inches 
 inches 
 inches 
 to 2 inches 
 to 4 inches 
 to 6 feet 
 to 8 inches 
 
 4, llakiiig the seed furro'.v, 
 
 5, Scattering seed in the furrow. 
 
 6, Covering the seed. 
 
 a. VJickson, p, 108. 
 
 7, Soil firming. 
 
 a. VJickson, p. 108. 
 
 8, Soil opening, 
 
 a. \7ickson, p. 109. 
 
 9, Mulching. 
 
 a, Wi^-kson, p. 109. 
 
 10, Irrigation for seed germination. 
 
 a, Wickson, p. 109, 
 
 11. Thinning of plants. 
 
-11- 
 
 IX - Growing Plants Indoors and Transplanting, 
 
 1, What pl.j.nti n.ay be grown indoors ? 
 
 2, What are the advantages? 
 
 a. Economy, 
 
 b. Danger of introducing diseases, 
 
 c. Choice of select varieties. 
 
 d. Plants rsady v.'hen nesdsd, 
 
 •, Pleasure in growing plants from seed. 
 
 3, A suitable box or flat for growing plants. 
 
 4, Planting and care of the flat. 
 
 5, Guiding principles in transplanting, 
 A - References. 
 
 1. Part II (this Course) The Home Garden and Vegetai-le Growing 
 Projec t. 
 
 a. Growing plants for the garden, p. 7, 
 
 b. Transplanting, p. 8. 
 
 2. Davis, "School and Home Gardening". 
 
 a. Hotbeds and Coldframes , pp. 49-57, 
 
 3. French, "The Beginner's Garden Book". 
 
 a. Transplanting, pp. 277-283. 
 
 X - Cultivation and Irrigation, 
 
 1, Tillage of maintenance. 
 
 2, Tillage to conserve moisture. 
 
 a. Wickson, p. 68. 
 
 3, Importance of the earth mulch, 
 
 a. Wickson, p. 69, 
 
 4, Importance of thorough tillage, 
 
 a. Wickson, pp. 71-72. 
 
 5, Best means of irrigation. 
 
 6, Flat culture. 
 
 a. Vifickson, p. 74. 
 
 7, Ridge and raised bed culture. 
 
 a. Wickson, pp. 73-74, 
 A - References : 
 
 1. French, "The Beginner's Garden Book". 
 
 a. The Seedlings, Outdoors, pp. 269-276. 
 
 2. Davis, "School and Home Gardening". 
 
 a. Irrigation and Drainage, pp. 106-112. 
 
 3. Stebbins ."The Principles of Agriculture Through the School and 
 Home Garden" . 
 
 a. Care of Seedlings , pp. 71-80, 
 
 XI - The Garden and Vacation. 
 
 1. Why is it important that the garden be well cared for during 
 vacation? 
 
 2. Who is responsible? 
 
 3. Possible cooperation. 
 
 a, Gommittee of pupils and teacher, 
 
 b. Committee of pupils and member of Parent-Teacher's 
 Association, 
 
 c, Committeo of pupils and the janitor, 
 
 d. All garden pupils and paid supervisor selected by the 
 
■■^H- 
 
 - «-• ^* ■ 
 
 » ^ - 
 
 »W j- "vrt^ 
 
 ..-It. . - bm 
 
 •;: VI e 
 
 — .; V .f' 
 
- 12 - 
 
 Board of Education, 
 e. Select som-iittee of pupils alono. 
 
 4. Provisions for Harvesting the Crop, 
 
 5. Arrangements for the School Fnir, 
 
 a. Exhibit of school garden products, 
 
 b. Exhibit of school-home garden products, 
 
 XII - The Garden and the Regular Work of the School. 
 
 1, Correlation with arithmetic. 
 
 2, " " language. 
 
 3, " " reading and literature, 
 
 4, " " drawing, 
 
 5, References: 
 
 (1) Davis, "School and Home Gardening". 
 
 a. Correlation with "+ber school work, pp. 322-334. 
 
 (2) Willioffis , "Gardens ard Thair Meaning", 
 a. N3W Life in Old Subjects, pp. 159-178. 
 
 (3) Greene, "Among School Gardens". 
 
 a. An Outline in Garden Study, Note 11, opposite p. 294. 
 
 XIII - Studies in Vegetable Characteristics and Cultural Requirements. 
 
 1. Reference naterial for study. 
 
 a. See outlines and references on Vegetable Grov/inc: Project 
 in Part II, thi? ccuree, 
 
 2, Supplementary Outlines and References. 
 
 A. General outline for the garden vegetable, 
 
 (1) Brief history. 
 
 (2) Why so long and generally grovm, 
 
 (3) Food value. 
 
 (4) Cultural requirements. 
 
 a. Soil best adapted. 
 
 b. Soil preparation, 
 C. Distance of rows. 
 
 d. Depth of planting. 
 
 e. Thinning of plants. 
 
 f. General cultivation. 
 
 g. Fertilizing, 
 h. Harvesting. 
 i. Marketing, 
 j. Storage. 
 
 k. Diseases, 
 1. Pests, 
 
 (5) Home problems. 
 
 a. Improvement - selection, 
 B - References for Individual Ves^etable Study. 
 
 1. French, "How to Grow Vegetables". 
 
 a. By the srime author as "The Beginner's Garden Book" referred 
 above. Description of individual vegetables , pp. 1-299. 
 
 2. Meier, "School and Home Gardens". 
 
 a. Description of individual vegetables, pp. 244-307. 
 
 3. Davis, "School and Hotne Gardening". 
 
 a. Description of individual vegetables, pp. 176-207. 
 
■^•1 J ;. 
 
 1*^' rf/ '* 
 
 in:: 
 
 U 
 
 X.4 
 
-13- 
 
 4. Bailey, "The Principles of Vegetable Gardening". 
 
 a. Description of individual vegetables, pp. 271-450, 
 
 5. Wicks on, "The California Vegetables in Gardjen and Field". 
 
 a. Description of individual vegetables, 
 
 (a) Fourth Edition, pp. 120-275, 
 
 (b) Third Edition, pp. 139-295. 
 
 6. Cobb, "Garden Steps". 
 
 a. Description of individual vegetables pp. 47-215, 
 
 XIV - Plant Studies in Connection with the Garden, 
 
 A - Plant Studies. ' 
 
 1. Parts of a plant. 
 
 2. Kinds of roots, 
 
 3. Use of the root to the plant. 
 
 4. How the root does its work. 
 
 5. Soil conditions necessary for good root grovrth. 
 
 6. The st'sir, and its work. 
 
 7. Leaves and their usee, 
 
 8. The flower - parts - pollination and fertilization. 
 
 9. Fruit - seed - parts of the seed, 
 B - References en Plant Study. 
 
 1, French, "The Beginner's Garden Book". 
 
 a. The purpose of a plant, pp. 1-7. 
 
 b. A seed and its grovrfch, pp. 49-56. 
 
 c. The testing of seed, pp. 57-64. 
 
 d. The life of a plant, pp. 65-72. 
 
 2, Meier, "School and Home Gardens". 
 
 a. Germination of seeds, pp. 211-223. 
 
 3, Stebbins , "The Principles of Agriculture Through The 
 School and Home Garden." 
 
 a. The seed and its needs , pp. 16-26. 
 
 b. Roots, pp. 148-158. 
 
 c. Stems and leaves, pp. 159-171. 
 
 d. The flower, pp. 172-182. 
 
 4, Davis, "School and Home Gardening". 
 
 a. Plants in relation to soil, light and air, pp. 58- 
 65. 
 
 5, Bailey ."Botany - An Elementary Text for Schools". 
 
 a. The root, pp. 7-13. 
 
 b. The stem, pp. 14-18. 
 
 c. Hov; the plant takss in soil water, pp. 64-73, 
 
 d. The making of living matter, pp. 74-84. 
 
 e. Parts of the flower, pp. 122-127. 
 
 f. Fertilization '.rnd pollination, pp. 128-135. 
 
 g. Dispersal of seeds , pp. 158-163, 
 h. Germination, pp. 164-171. 
 
 i. Variation and its results , pp. 223-232. 
 
 XV - Soil Studies. 
 
 A - Brief Outline on Soil. 
 
)onc- . 
 
 .o 
 
 .rf 
 
 
 :-''^ 
 
 - V 
 
-14- 
 
 1. What soil is, 
 
 2. Agencies in the fonnation of soil. 
 
 3. Generr.l classification of soils, 
 
 4. Leading types of farm and Garden Soils. 
 
 5. Humus in soil, 
 
 6. Soil Fertility. 
 
 7. Soil Organisms, 
 a. Soil Water. 
 
 9. Soil Temperature, 
 
 10. Air in the Soil. 
 
 11. Cultivation of Soil. 
 
 12. Soil and Crop Rotation, 
 B - Reference Literature on Soil. 
 
 1, Davis, ''School and Home Gardening": 
 
 a. The soil and its improvement, pp. 84-105, 
 
 2, Cobb, "Garden Steps". 
 
 a. Fertilizers, pp. 19-29. 
 
 3, Stebbins , "The Principles of Agriculture Through the 
 School and the Home Garden." 
 
 a. The Soil, pp. 1-6. 
 
 b. Vi/ater and Soil, pp. 7-15. 
 
 c. Improvement of Soil, pp. 183-189. 
 
 d. Th3 Origin, of Soil, pp. 239-245. 
 
 4, French, The Beginner's Garden Book. 
 
 a. The Soil, pp. 82-87. 
 
 b. The Soil Water, pp. 88-96. 
 
 c. Plant Chemistry, pp. 97-103, 
 
 d. Humus, pp. 104-108i 
 
 5, Lyon and Fippin , "The Principles of Soil Management", 
 
 (1) External factors in plant growth 
 
 , p. 1. 
 
 (2) Elements essential to plant growth, p. 3, 
 
 (3) Important soil-forming minerals, 
 
 p. 4. 
 
 (4) Abundance of common minerals , p. 
 
 8. 
 
 (5) Definition of rock, p. 9. 
 
 
 (6) Causes of rock-decay, p. 14. 
 
 
 (7) Meaning of soil texture, p. 70. 
 
 
 (8) Classification of soils based on 
 
 texture, p. 73. 
 
 a. Fine Gravel. 
 
 
 b. Coarse sand. 
 
 
 c. Medium sand. 
 
 
 d. Fine sand. 
 
 
 . e. Very fine sand. 
 
 
 f. Silt. 
 
 
 g. Clay. 
 
 
 (9) Agricultural classes of soil based on texture, p. 77 
 
 a. Coarse sand. 
 
 
 b. Medium sand. 
 
 
 c. Fine sand. 
 
 
 d. Sandy loam. 
 
 
 e. Fine sandy loam. 
 
 
 f. Loam. 
 
 
%^ ^- • -^ 
 
 .^i-r 
 
 
 ..)( 
 
-15- 
 
 (10 
 
 (n 
 
 (12 
 (13 
 (14 
 
 (15 
 (16 
 (17 
 (18 
 (19 
 (20 
 (21 
 (22 
 (23 
 (24 
 (25 
 
 (26 
 (27 
 (28 
 (29 
 
 f. Loam, 
 
 g. Silt loam, 
 h. Clay loam, 
 i, Sandy clay, 
 j. Silt clay, 
 k. Clay. 
 
 Changing soil texture, p, 87, 
 
 Ijeaning of soil structure, p, 88. 
 
 Ways of changing soil structure, p, 104. 
 
 Sources of organic matter in the soil, p, 120. 
 
 Physical and chemical effects of organic matter, 
 
 pp. 129-131. 
 
 The thrse forms of v,?ater in the soil, p. 141. 
 
 Means of increasing the water content of soil, p« 191, 
 
 Kinds of mulches , pp, 195-200. 
 
 Effects of drainage, p. 239* 
 
 Relation between root-hairs and soil-particles, p, 287, 
 
 Growi.ng vegetibles , p. 296. 
 
 Reclamation of alkali land , pp. 314-316, 
 
 Effect of lime as a soil amendment, p. 348. 
 
 Bacteria in the soil p. 395. 
 
 Functions of the soil air, p. 437, 
 
 Biological function of soil heat in relation to plant 
 
 growth, p. 448, 
 
 Ways of changing soil temperature, p. 463, 
 
 Objects of tillage, p. 467. 
 
 Factiors in crop-adaptation, p. 499, 
 
 Principles underlying crop-rotation, pp. 504-511, 
 
 2. 
 3. 
 
 4. 
 5. 
 6. 
 
 XVI - Studies in Animal Life, 
 A - Enemies of the garden. 
 
 1. Animals gopher, mole, rabbit. 
 Birds - sparrows. 
 Insects. 
 
 a. Chewing, characteristics of most common ones. 
 
 b. Sucking, chara.cteristics of most common ones. 
 Study of an insect. :> 
 
 Life history of an insect or animal harmful to the garden. 
 Methods of controlling injurious insects. 
 
 B. Friends of the garden. 
 1. Life history of a beneficial insect or animal, 
 
 C. Sprays for insect pests and plant diaaases, 
 
 1, Formulas. 
 
 2. Methods of application. 
 D - Reference literature. 
 
 1, Part II , The Home Garden and Vegetable Growing Project . 
 a. Garden diseases and insect enemies, py, 9-10, 
 Davis, "School and Home Gardening", 
 
 a. Insects, Diseases and Their Control, pp. 275-292, 
 French ."The Beginner's Garden Book". 
 
 a. Plant enemies , pp. 284-290. 
 
 b. Plant friends , pp. 291-295. 
 Stebbins , "The Principles of Agriculture Through the School 
 and Home Garden", 
 
 2. 
 3. 
 
 4. 
 
-16- 
 
 a. VJeeds, pp. 191-199. 
 
 b. Insscts, pp. 201-207. 
 
 c. Birds, pp. 208-'218. 
 
 d. Plant Disoases , pp. 219-225, 
 
 XVII - The School Garden and Lcndscape Art. 
 
 1, Educational influence of environment, 
 
 2, Good landscape and art, 
 
 a* "The natural landscape is always interesting 
 and it is satisfying;. The physical universe is 
 the source of art. Wo know no other form and 
 color than that I'/hich \vc see in nature or derive 
 from it. If art is true to its theme, it is one 
 expression of morals. If it is a mor:-.l obliga- 
 tion to express the art-sense in painting and 
 sculi^ture and literature and music, so is it an 
 equal obligation to express it in good landscape," 
 Bailey, (The keeping of the beautiful earth) in 
 "The Holy Earth". 
 
 3, Civic Art and Community Ownership and Responsibility, 
 
 a, "It would lead us too far afield from our present 
 studies should we attempt here to elucidate all 
 the basic principles of landscape architecture 
 and to apply them to the subject in hand. We may 
 only say here that the great principles or order, 
 which are the principles of design, rule supreme^ 
 To have everything done in perfect order - to 
 have everything kept in perfect order - this is 
 the keynote of Civic art. 
 
 "Civic art strives to secure this perfect 
 good order - this maximum of utility plus a max- 
 imtim of beauty - in the things which belong to 
 the community. These public possessions are 
 streets, commons, parks, playgrounds, school 
 buildings, churches, libraries, to^Tn halls, court 
 houses , and scenery , with various other important 
 items • Unfortunately the sense, and even the 
 knowledge , of common public ownership in such 
 thinj^s is still very weak in . America, For too 
 many years wo have laid avery stress on the 
 private ownership of our own individual property. 
 All laws have been made to protect individuals 
 in this personal right. All preaching has aimed 
 to quicken conscience \vith reference to the ri^ht:' 
 of others. And so wo have almost forgotten that 
 most of the greatest gifts in the world belong to 
 nobody - that is to everybody - that is , to us all.' 
 Waugh, "Rural Improvement", 
 
-17- 
 
 4, School grounds belong to entire community, 
 
 5, Develop sense of common responsibility, 
 
 6, Need of civic awakening, 
 
 7, A planting plan. 
 
 8, The A B C of planting along natural lines, 
 
 A - Leave open spaces, 
 B - Plant in masses, 
 C - Curved line effect, 
 
 9, Not necessary to sacrifice the playgrounds to have at- 
 tractive school grounds, 
 
 10, The District School Iraproveraent Society, 
 
 a. Cooperation of school and home, 
 
 b. Leadership of the school, 
 
 11, One way of observing Arbor Day, 
 
 a, Progror. of recitations, songs about the brave 
 old tree followed by a half -holiday, 
 
 12, ■'Another way of observing the Arbor Day Spirit. 
 
 a. Entire community moot on the school grounds for 
 work Vidth shovels, spades, rakes, hoes, etc. 
 Picnic lunch and progrcjn of entertainment after 
 program, of work completed, 
 
 13, Illustrations of School Grounds Improvement, 
 
 a, "Set out twelve trees, eight wild grape vines, 
 
 a clematis, a Boston ivy, outhouses screened and 
 yard raked," 
 
 b, "New fence, six trees and four grape vines sot 
 out," 
 
 c, "Planted three Ash, three Elm and seven Box 
 Elder Trees. Sot Boston Ivy along school 
 building, and woodbine along back fence and 
 closets. Also planted eleven Spirea Van Houttoi , 
 two Weigelia and eight Lilacs." 
 
 d, "Many shrubs set out: forty Sumac, ten Elder- 
 berry, two Cedars, two Ihxlherry , a Syringa , an 
 Hydrangea, and an Elm tree," 
 
 e, "Yard raked, new cement steps and curbing," 
 
 f, "A dozen Boston Ivy set around stone school 
 building, wire screens around out-buildings 
 with wild cucvunber vines, two lilacs, two rose 
 bushsB and three Cedar trees planted." 
 
 g, "Cleaned the yard and burned the rubbish." 
 
 h, "Bed of asters, phlox and nasturtiums. Planted 
 ornamental gourds and climbing nasturtiums near 
 the fence, and morning glories at two of the 
 Y/indows." 
 i. "Mad© two flower beds and planted sunflowers, 
 hollyhocks and climbing beans." 
 
 14, The right way of transplanting trees and shrubs, 
 
 15, Care after planting. Value of the straw mulch, 
 
 16, Effect upon the home, 
 
 a, "Our first care must be the creation of real 
 country homes. Here wo shall have the primal 
 
• CI 
 - rtfO .11 
 
 lit'J: • 
 
-18- 
 
 art of nature -to asBiet ue ^ vrith its latest interprota- 
 tiouB by scionco. It ia a nor thought of high art 
 th£it is gro'jsiing among the people that instead of buying 
 pictures to hanr^ on our walls, wc nay bat 2r create them 
 
 on the sod, r/ith living plants and running brooks 
 
 "Han who spoils is tho same nan ^vho can croato and 
 improve. Wo have a century behind us of mutilation; wo 
 must have a century ahead of sympathy and cooperation 
 with nature. This nust involve not only work on the 
 part of our r;ovcrnncnt , but on tho part of individuals, 
 W© must learn the great truth that man can cultivate the 
 beautiful and make money at it. The econo;:]ic3 of the 
 country home take in the flowers and trees , as well as 
 the beets and the turnips." - Powell, "The Country Home'J 
 
 XVIII ^ Some Planting Material, 
 
 The f ollowinr; list of tress , shrubs and vines was prepared by 
 Miss Katharine D. Jones of the Diviaioo of Landscape Gardening and 
 Floriculture , College of As^riculture , University of California. It is 
 necessarily brief , and includes the material that is hardy and usable 
 practically over the entire stater 
 1. Seven Goods Trees. 
 
 a, Big-Leaf Maple (Acer macrophyllum) 
 
 A native tree which grows quickly if given care and 
 water. It loves best deep, moist soil and will give 
 abundant shade from the hot sun. 
 
 Propagated by seeds sown as soon as ripe, 
 
 b, Canary Pine (Pinus canariensis) 
 
 No other pine seems to thrive so well throughout 
 the state as this species. It is handsome, long-lived, 
 clean, groups well with almost any other tree and seems 
 to fit our landscape. While it is not in .^eality so 
 handsome as our native Monterey, the latter is too 
 short-lived to warrant a general use throughout the 
 state. 
 
 Propagated by seeds , which may be slightly filed to 
 admit water, 
 
 c, Deodar Cedar (Cedrus deodara) 
 
 This beautiful tree thrives in all parts of Cali- 
 fornia and can not be too vddely planted. It is very 
 trim and formal looking in youth and pleases by its 
 symmetry, while in age its majestic size and beauty 
 adds to any school that has ample grounds for it. The 
 luwer branches should never be psruned but be allowed 
 to sweep the grcu*id. It is sometimes used as an avenue 
 tree, especially in So. California, but in that case 
 should have ajnple space to grow its lov;er branches. 
 
 It is propagated by seeds. 
 
.eqxn" 
 
-19- 
 
 d. Incense Cedar (Librocedrus decurrens) 
 
 This native tree is quite rapid in growth 
 and as it is easily transplanted it can be 
 removed froir, the wild and set in the school 
 yard. It will thrive in most soils if given 
 good drainage and makes a most beautiful speci- 
 men with its evergreen fragrant leaves. 
 
 Propagated by seeds. 
 
 e. Lawson Cypress (Chamaecyparis lawsoniana). 
 
 This is another of our native trees which 
 is very ornamental and should be included in our 
 school grounds. There are many horticultural 
 forms from each of which we may select something 
 for varying use. Some are dwarf , others extreme- 
 ly slow, hence adapted to tub planting, and still 
 others pyramidal and adapted to formal gardens. 
 
 It is propagated by seed , and the rare 
 varieties by graftage. 
 
 f. Magnolia (Magnolia grandiflora) 
 
 This tree is very attractive with its glossy 
 green leaves and its fragrant flowers which are 
 followed by red fruits in the wanner regions of 
 the state. It is rather dirty on a lawn as it 
 continually drops its leaves , but on unkept 
 portions of the grounds this is no objection. 
 It groups well with the English laurel (Prunus 
 laurocerasus) and trees with that type of leaf. 
 
 Propagated by seeds or layerage. 
 
 g. Oriental Sycamore (Platanus orientalis) 
 
 'This is a quick-growing, deciduous shade 
 tree that loves a deep, moist soil and should 
 therefore have an abundant supply of water to 
 make its best growth. It is especially approp- 
 riate for school grounds sine© it was under the 
 shade of the Oriental Sycamores that Greek 
 philosophers used to gather to study and teach. 
 
 Propagated by seeds or by hard wood cuttings 
 in fall, 
 2, Twrelve Good Shrubs. 
 
 a, Christmas Berry (Photinia arbutifolia) 
 
 One of our most attractive native shrubs on 
 account of its dark evergreen foliage and its 
 bright red berries. It groups well with Coast 
 Live Oak, Catalina Cherry and Mahonia, since all 
 are drought resistant and the leaves have the 
 same shape and texture. Set the Christmas Berry 
 next to the oak and the Mahonia as the facer 
 shrub. 
 
 Not only does the Christmas BeriTr group woll 
 in mass planting , but the f lov^ers bloon in July 
 when most needed , and the berries are at their 
 
-20- 
 
 beet from late fftll until Christmas when they give an 
 attractive color note to the landscape. 
 
 Propagated from seed, 
 h, Conmon Myrtle (Myrtus communis) 
 
 This is a neat, free blooming, small leaved 
 species that may be ttsed for various purposes , such as 
 for pot plants, for hedges and for shrubbery masses • 
 It requires some watering, hence would do well near a 
 lawn or in sooe situation where it would receive care. 
 It groups well with Abelia grandiflora and with the 
 enall-leaved Myrtle (Myrtus communis nicrophylla) , 
 Its flowers are white and very free flowering. 
 
 It may he propagated either from seeds or from 
 euttings. 
 e» Gotoneoster pannosa. 
 
 Use this where a grey foliage herried plant is 
 desired. As it is rather erect and stiff it should be 
 placed behind a facer shrub. Its berries are a good 
 red and remain on the bush for a long period. 
 
 Propagated by seeds or cuttings, 
 
 d, Euonymus japonicus. 
 
 Desirable for its foliage effect alone, except 
 in such localities as permit its fruit to develop, . 
 when it is used for its gorgeous red and orange ber- 
 ries. Its leaves are smooth and shining and therefore 
 shed dust better than those with a rough surface. It 
 is generally used as a filler shrub to tie together 
 other shrubs of similar habit, leaf shape and texture. 
 It has many variegated forms , much beloved by nurseiry- 
 men , but these should be used with caution since they 
 are accent shirubs to be set only here and there to 
 give a bright touch to on otherwise monotonous 
 planting. 
 
 Propagated by cuttings in the fall or in the 
 spring, 
 
 e, Italian Yellow Jasmine (jasminum humile) 
 
 An evergreen , everf lowering shrub that grows 
 readily from cuttings and for that reason should be 
 easily available for plant propagation work, It will 
 grow either in sun or shade , is fast growing and 
 should be used as a background in mass planting. 
 
 f, Js^anese Quince (Chaenomeles japonica) 
 
 This hardy plant is deciduous and blooms before 
 the leaves appear. It should therefore be placed 
 agai-nst a green background of foliage to bring out tti 
 color. It may be obtained in pink, white or red and 
 perhaps a salmon color. 
 
 Propagated by hard wood cuttings in the fall. 
 
f^xn 
 
 3#a3 ,3 
 
 ::isrvrosi" , '■ 
 
-21- 
 
 g, Mahonia aquifolium (Syn, Berberis aquifolium) 
 
 This is attractive both in fruit and flower; and 
 will grow either in sun or in shade, Aaron's Beard 
 (Hypericum calycinum) used as a ground cover underneath 
 it at Capitol Grounds, Sacramento, looked extremely 
 well. It also groups v/eli with Islay (Prunus ilicifolia) 
 and with Bex-beris darwir.ii and Daphne, 
 Propagated by seeds, 
 h. Pittosporum tobira. 
 
 This is useful where a slow growing species is 
 required and nay be used either in suu or shade. It, 
 together with its variogated form , is much used in the 
 interior valleys where it thrives wonderfully well and 
 makes a good group with Euonynus japonicus or with 
 Laurustinus (Viburnus tinus). The flowers are white, 
 aging yellowish, and are very fragrant. 
 Propagated by seed, 
 i, Pyracantha j;renulata. 
 
 Every school ground should have some berried plarjtj 
 and they v;ill grow readily either from seeds or cutting? 
 They may be kept low or be allowed to grow tall, and if 
 given plenty of water during the fruiting season, they 
 will revrard you with a brilliant coloring of fruit. 
 Berried plants should be set in an inconspicuous place 
 but against a background of good green that will act as 
 a foil for the fruit when ripe. 
 
 Or if you desire an'orange colored fruit, you should 
 select P, coccinea lalandii , which is even a greater 
 favorite than P. crenulata, since its foliage is more 
 abundant . 
 j, Tamarix parviflora. 
 
 This blooms early in the spring and has an airy 
 effect. Since it is deciduous it should be placed in 
 an inconspicuous place in the background vrhere it will 
 not be noticed until it bursts into bloom in the springs 
 It grows readily from hard wood cuttings in fall or 
 soft wood in spring, and should be in every school yard 
 where plant propagation is taught, 
 (a) Twn shrubs for Hedges. 
 
 (l) Privet (Ligustrum) 
 
 For hedge plants perhaps you cannot 
 do better than to try Privet, securing 
 from your local nurseryman the species 
 that does best in your locality. About 
 the Bay Region they favor L, sinense or 
 L. ovalifolium; Santa Barbara boasts of 
 several varieties ii'hich are well adapted; 
 So, California selects a type which they 
 have named L, reevesiana from Mr. E.eeves 
 who prop.'igated and distributed it. It it 
 small leaved and does not burn in the hot 
 sun as do some of the other types. 
 Propagated by cuttings. 
 
■aat^-i 
 
 ;^ii'Uii>i; 
 
-22- 
 
 (2) Atriplex breweri. 
 
 This is a quick growing shrub 
 which has some favor as a hedge plant 
 since it is easily clipped and readily 
 replaced if injured. It is in keeping 
 with the brown summer aspect of our 
 landscape in the country but its gray 
 foliage is not in harmony with most 
 cultivated plants in the garden. It 
 is resistant to alkalis. dad drought but 
 will not stand much frost , hence will 
 be largely restricted to Southern 
 California and to the coast region. 
 
 Propagated readily by cuttings, 
 3. Eight Good Vines, 
 
 a, Akebia quinata, 
 
 A quick growing climber which is ordinarily 
 evergreen here but drops its leaves for a short time 
 in regions of heavy frosts. It is much admired in 
 the eastern states and can be variously used in 
 California either for fence, lath house, pergola, 
 summer house or as a porch screen. It is hardy and 
 will grow either in the sun or the sh; 1e. The flow- 
 ers are maroon and rather inconspicuous but the chief 
 vlaue of the plant lies in its foliage which con- 
 ceals or drapes and yet does not form too heavy a 
 mass. 
 
 Propagated by seeds or cuttings, 
 
 b, Boston lyy (Parthenocissus tricuspidata) (Syn. Ampelopsis) 
 
 A deciduous , rapid grov/ing vine which climbs by 
 means of tendrils with adhesive tips and is very 
 satisfactory throughout the state. It is decidedly 
 popular because it colors up well in the fall and j, 
 also because it needs no support. It readily cljjnbt 
 walls of brick, stone, cement or ^-'ood and forms a 
 clean, handsome covering that intensifies the archi- 
 tectural lines of a house without concealing them. 
 
 Virginia Creeper (P. quinquif olia) may also be 
 used for the same purposes as Boston Ivy, but seems 
 more suited to low fences or to climbing tall trees 
 since it forms festoons and does not injure the bark 
 of trees by climbing too closely to it as does 
 Boston Ivy. 
 
 Both are propagated by cuttings, 
 
 c, Bignonia unguis-cati (Syn. B, tweediana) 
 
 This plant is not adapted to every use but caia 
 not be excelled where a delicate tracery is desired 
 on a cement or stone house. Keep the plant thinned 
 30 that it will send out a new growth. It is ad: •ot'. 
 to tall houses since it loves to climb hiph, "lut it 
 has the fault of droppirf; its lower leaves which co 
 demns it as a screen. 
 
 Propagate by cuttings. 
 
lO il 
 
 :C7i,ti 
 
-23- 
 
 d. Evergreen Trumpet Creeper (Phaedranthus buccinatorius) 
 
 (Syn. BigKonia ckerere) 
 This climbs by means of its flat, disk-like 
 tendrils and is especially desirable where you wish a 
 tall, fast-growing vine v/hich does not have to be sup- 
 pcrced. It attains a height of 35 feet, a width fully 
 as great, and is free blooiair.g for many months in the 
 year. The foliage is a dark green which is a good foil 
 for the red flowers. 
 
 There seem to be two forms of this species , one 
 with smaller leaves , further apart which grows readily 
 from root cuttings and a lai-ger leaved, larger 
 f j.owered form which is a much better loo^iing plant but 
 more expensive, since it is very difficult to root 
 from cuttings and must be layered. Cue sells for 25^ 
 atid the other for >'.,50. It is better to buy the 
 hig'^er priced one since it is well worth the difference 
 in tiie XoY,g run. 
 
 Since this species is tender it would be well in 
 the hot interior valleys to substitute for it the 
 Chinese Trv.^F^t Creeper (Caipcis chinensis , Synonym 
 Teccraa grp.ndJ.f lora) . In such regions it is much ueeJ 
 to climb trsos or to screen porches since a deciduous 
 vine is needed to protect from the hot sun in summer 
 and to let in the warm sur.?h5.ne in winter, 
 
 e. Jessamine; Common Jasmine (jasminum officinale) 
 
 This is particularly good as a screen vine about 
 school buildings. It is neat, fragrant, almost ever- 
 biooning and softens harsh lines as well as covers up 
 ur.s.".p,litlin(=!3S . It is equally good on fence, pergola, 
 summe- house or as a porch screenc 
 
 Propagate by cuttings of ripe wood in fall, 
 f» Hall's Honeysuckle (Lonicera japonica var, Halliar.a) 
 
 This is good for gefjeral utilitarian purposes, 
 since it covers well, makes a thorough screen and is 
 rapid grov'ing. For school purposes it is equally sat- 
 if factory for house, porch, out-buildings or enbank- 
 men-'.s. For screen purposes it may be grown against a 
 chi-.;ksri wire suttjort or against a board fence or 
 bui?' aing. For the latter use it must be held in p3.ace 
 by r.vjna of gt:e.-Lps, It will grow to a height of 30 
 feet but by cli.pprig may be kept as low as desired. 
 It is hardy and evergx'een except in regions of severe 
 frost when it is apt to lose its foliage for a short 
 time. It should >e pri-ned occasionally, at least every 
 tro or three years , to prevent the accianulation of too 
 mnch dead wood and dirt. urA also to produce an abun- 
 dance of flowers which bloom on the new wood. The 
 flcv^ers ax-e wbihe , turna^iit, to buff with age. The foli- 
 age is a ligh;. green^ If f'"r any reason a darker greeK 
 fcl:age is de&ii'eJ , you should use Lonicera japonica 
 chii.<ei:si3 which may be recognized by the purple color 
 of the under sldss of j e A'es und especially by the 
 purple veins; also by the fio^'ers being tinged with rer 
 
JiT fWiSKSV-d 
 
 ■ V.O :■,» i 
 
 :5i5aar 
 
 ii'> o: 
 
-24. 
 
 on the outside. Both are well distributed throughout 
 the state , and in feet , are often interchanged 
 trnknowingly hy nurseryaen. 
 
 Propagate -ly cuttings. 
 g. Passion Flower (Pasdiflora caerulea) 
 
 This is a very satisfaatory vine where a quick 
 growing screen is desired since it covers completely 
 without becoming too ranpt.nt , as do many of the other 
 passion vines. It is pleasing both in foliage and in 
 its blue tinged flowers , though if another color is 
 deeired the white form, Constantine Elliott, may be 
 usedv 
 
 It is hardy and may be propagated either by seeds 
 or by cuttings, 
 
 Accordi.ig to legend, this is the plant found in 
 S. America by the Spaniards and called the Passion , 
 Flo'.'er r.iace "they saw in its several parts the 
 emblems of the passion of our Lord" , the styles repres- 
 enting nails, the corona the cross of thorns and some 
 reddish blotches under the corona, drops of blood, I^ot 
 only had the flowers been peculiarly marked in this 
 manner but the leaves also had round spots underneath 
 v/hich they interpreted to mean money,— the thirty 
 pieces of silver, 
 h. Potato Vine (Solanum jasminoides) 
 
 A rapid grov/ing vine, especially ix' Southetb Cali- 
 fornia where specimens at the San Diego Exposition 
 greiv 30 feet in two years. It does not usually screen 
 heavily , hence use where you wish only partially to 
 hide or to adorn. It grows in this state from north 
 to south, but the foliage is apt to turn red in winter 
 during heavy frosts. The flowers are everblooniir.q; , anO 
 bluish in color, but there is also a white -flowered 
 form which is even more attractive than the type sine? 
 its foliage is more abundant. Do not use on chicken 
 wire expecting to screen out-houscs since it is usual- 
 ly leafless for several feet above the ground and doos 
 not conceal. 
 
 Propagate by cuttings. 
 
■lit. 
 
 r^U-3 X"" ^■- 
 
25 
 
 A.— GARDEN PLANS 
 
 ' 3 ? 5 
 
 ff . i ? 8 S S 
 
 5 i 
 
 s 
 
 tin! ! 
 
 <5V<9' 
 
 «' 
 
 ^ B I 
 
 M 
 
 S I 
 
 It is hardly necessary to 
 emphasize the need of a plan 
 for the school garden. The 
 garden should be laid out on 
 paper with the children in the 
 schoolroom. For one thing, 
 this will save time and con- 
 fusion when the actual garden 
 work is done. The plan on 
 paper will also serve as a rec- 
 ord for the next year in plan- 
 ning rotation of crops. Good 
 farm practice recognizes the 
 value of a good crop rotation. 
 The school garden (and home 
 garden as well) should illus- 
 trate sound farming practices. 
 
 Some of the factors to be 
 considered in planning are 
 ease of cultivation and irriga- 
 tion; economy of space — the 
 utilization of every available 
 inch of ground ; kinds of vege- 
 tables to be grown; the num- 
 ber of children doing garden 
 work and their management 
 by the teacher. 
 
 The questions to be decided 
 in advance by the teacher are : 
 
 1. Shall I use the individual 
 plot system? 
 
 2. Shall I use the dual plot 
 system ? 
 
 3. Shall I use the community 
 plot system ? 
 
 Shall I use the long row 
 
 system ? 
 Shall I use a combination 
 of the long row and the 
 community systems ? See 
 pages 8 and 9. 
 The plan on this page shows 
 two plots of ground of equal 
 area, 18 ft. by 72 ft. On the 
 left the area is divided into ten 
 plots, each 6 by 18 feet. The 
 right area shows the long row system which may be used as a community garden or for individual 
 assignment of a row or parts of rows. One plot, 6 by 18, is shown planted to the same kinds of 
 vegetables as are planted in the area with long rows. 
 
 Which arrangement shows better farm practice in the utilization of ground? 
 How many more feet of each vegetable is grown in the long row than in the combined short 
 rows in the individual plots? 
 
 How much ground in total area is lost in paths in the individual plot arrangement? 
 Which arrangement is easier for irrigation? 
 
 4. 
 
 5. 
 
 SB'- 
 
26 
 
 C'la- 
 
 6''ia' 
 
 PLOT 
 
 The diagram 
 7 on this page 
 shows one meth- 
 od of garden 
 planning to util- 
 ize the ground 
 used by the stu- 
 dents' garden class 
 on the University 
 Campus. The diag- 
 onal on the right is 
 the line of a fence 
 bounding a roadway. 
 This plan is not used 
 in actual garden prac- 
 tice. It is used only for 
 classroom discussion of 
 some of the possible ad- 
 ministrative problems in 
 garden planning and man- 
 agement. The plan as used 
 for the same area of ground 
 is shown on the next page. 
 The garden site has a 
 gentle southern slope — steep 
 enough for excellent irriga- 
 tion practice, with a full south 
 and west exposure. Because of 
 local fog conditions the east ex- 
 posure is of no consequence so 
 far as early morning sunlight is 
 concerned. The garden is pro- 
 tected from the "northers" (the 
 most trying local breeze) by a 
 gentle elevation covered with trees 
 and shrubs. See illustrations of 
 students at work on following pages. 
 Space will not permit of a discussion of all the administrative problems connected with a plan 
 like this. However, if a teacher has a gardenin<r class of twenty pupils and wishes to use the 
 individual plot system, the diagram offers probably as good a plan as any. The triangular space 
 may be used as indicated, a plot belonging to the entire class where certain crops, as the vine 
 crops, or certain perennials as rhubarb, asparagus, etc., may be grown. 
 
 It is not believed that a plot 6 by 18 feet is too large for pupils in either the 6th or the 7th 
 or the 8th grade. We mu«t get away from the .'^ by 4 plot, the grave mound phase of gardening 
 — the pontage stamp phase of agriculture. Many boys and girls in their home war gardens 
 cultivate a much larger plot. Even pupils in the first two grades will grow much better plants 
 under like conditiouH in long rows than they will in cute little squares. The school garden 
 as a phase of educational productive agriculture in methods and results should make a strong 
 appeal to the average patron as something really worth while. However, there still remains the 
 question of the prarticability of the individual plot system when there is taken into consideration 
 economy of space, ease of cultivation and irrigation, sound principles of agricultural practice, 
 and the fundamental purposes of the school garden. 
 
 ■49lr- 
 
27 
 
 The diagram 
 (in this page 
 shows the actual 
 plan of work for 
 the students ' gar- 
 den ela&s on the 
 Campus of the Uni- 
 versity. The long 
 row system is used 
 to illustrate processes 
 of tillage in the prep- 
 aration of the seed-bed, 
 seed sowing, cultivation 
 and irrigation. To be 
 sure, there is practiced 
 rotation of crops. The 
 same vegetable does not 
 grow on the same ground 
 two years in succession. 
 Thus in 1918, the vine 
 crops, pumpkins, squash, 
 etc., were grown far over 
 toward the left side of the 
 plot. So far as the placing of 
 rows of particular vegetables 
 is concerned there must be a 
 new plan for each year. The 
 planting plans of previous 
 years are saved for reference. 
 Practically no succession of crops 
 is provided for — nor companion 
 cropping. A partial justification 
 of this neglect of not working the 
 soil to its limit lies in the fact that 
 there are three gardens, the spring 
 garden for the regular students ; the 
 the autumn garden for the regular 
 succession" when it is recalled that with 
 
 and 
 
 mid-summer garden for Summer Session students; 
 students. It has been found that this gives enough 
 our open climate many vegetables can be grown all the year round. 
 
 The garden is used not only as a demonstration plot to illustrate sound principles in agricul- 
 tural practice, but also a.s a laboratory to grow materials. So a few plants are grown each year 
 for informational purposes. The aim is to grow the best plants possible, each good of its kind. 
 
 The garden is a community project, students working out each phase of the process. There 
 are two or three good reasons why this seems to be the best way. The garden period in the 
 schedule comes but once a week and is three hours long. The soil is a heavy adobe. If spaded 
 up and allowed to remain very long it becomes very difficult to get into fine tilth for seed sowing. 
 Moisture escapes and the clay becomes hard. The immediate administrative problems is to 
 decide how wide a strip of ground running the entire length of garden can be prepared and sown 
 in one laboratory period. If the task today is to put in four rows of onions, then all work together 
 to get the seed bed in right condition and sow the four rows of onions. And so on for successive 
 days until the garden is finished. For the past two years the crops have been harvested for the 
 benefit of the Berkeley Red Cross. 
 
 The long row system has the merit of economy of space, ease of cultivation and irrigation, and 
 is based on sound agricultural practice. Processes can be taught to all by the teacher ; the harvest 
 is for the common good, leaving to the home garden the development of individual enterprise. 
 
28 
 
 B.— SOIL PREPARATION 
 
 The picture ou this page shows boys at work on a vacant lot, the school garden site across tlie 
 street from the schoolhouse. The time is early spring. 
 
 I. Spring Preparation.— The immediate steps (if no garden work was done the previous year) 
 are: Ist, Clean off the rubbish if there be any. 2nd, When the ground is in the proper condition 
 for working, plow to the depth of ten inches if a team can work on the karden site ; if not then 
 it must be dug up with forks to the full length of the tines. 3rd, Work the soil down to a fine 
 tilth with rakes to hold the moisture. 
 
 II. Fall I'rtparation. — The soil of the vacant lot shown in the picture is a heavy, sticky, clay 
 adobe, almost too difficult for children to work. It needs improvement to make the garden work 
 a pleasure. The time to begin .soil improvement for this particular type of soil is not the week 
 before the seeds are to be sown but in the fall after the crop has been harvested. This particular 
 type of soil needs lime and organic matter. 
 
 1. Lime: Previous references reveal the value of lime as a soil amendment, its effect on soil 
 stnieture. (In addition see Circidar No. Ill, Lipman, The Use of Lime and Gypsum on Cali- 
 fornia Soils, College of Agriculture, University of California). Only practical directions as to 
 form of lime to use, how much to apply, and time of application are considered here. 
 
 (o) Burned or caustic lime is the best form to u.se on the garden. Diligent care must be taken 
 that the lime does not come in contact with skin or clothing. 
 
 (b) Lime should be applied at the rate of two tons per acre. The lot shown in the illustration 
 b 50 by 130, about one-seventh of an acre. This would require 600 pounds of lime. 
 
 (r) The best time to apply is after the first good rain. Spread evenly over the surface with 
 a shovel and immediately hoe or rake it in so the wind will not blow it away. 
 
 2. Organic Matter: Preceding outlines and references give full explanation of the value and 
 relation of organic matter to soil fertility and structure. When and what organic matter to 
 ■pply is the practical consideration here. 
 
 (a) fi.r this siw lot and type of soil four gocMl big loads of fresh stable manure with plenty 
 of straw niix(<l with it (bedding for horses and cattle) .should be evenly spread over the ground. 
 Do this about a month after the lime was applied. 
 
29 
 
 (h) Plow this manure under to the depth of ten inches. If site will not permit use of team 
 with plow, then spade (fork probably too light, depends on moisture condition) under the same 
 depth. The soil will turn up in great clods. No matter, leave it so to soak up the winter rainfall. 
 The manure is rotting, the lime is acting and a great reservoir of water is accumulating. 
 
 3. Without lime or manure : Even if no lime and manure are applied, surely the ground 
 .should be opened up to take in the rain. Otherwise the most of it runs off the hard surface. 
 
 III. Next Spring Preparation. — As soon as moisture conditions will allow, plow or fork ten 
 inches deep. Work down fine with rakes to hold moisture. If this be done well certain crops can 
 be grown without subsequent irrigation, providing the growing plants have proper cultivation. 
 
 IV. During Subsequent Years. — One swallow doe.s not make a summer and one application of 
 lime and organic matter will not wholly transform an adobe soil. It is possible but not probable 
 that too much manure may be applied to a school garden. There is no danger of applying four 
 loads annually to a plot 50 by 130 if heavy crops are taken off each year. As for lime one 
 application at rate indicated above once in two years for three or four applications will be 
 ample. Teach the children the value of a sound system of soil improvement. 
 
 V. Sandy and Loam Soils. — Improvement of sandy soils has been discussed. (See outlines). 
 Other things being equal, good tillage is about all that is necessary for a good loam. To be sure, 
 sandy and loam soils may need line, not .so much to improve the soil .structure as to correct 
 acidity. For garden purposes both types will always need organic matter. If barnyard manure is 
 scarce, green cover crops (preferably the legumss) can be grown on these types if plowed under 
 at the right time and in the right way. 
 
 'Meet to the mark are my furrows full-set." 
 
 To be able to plow a clean, 
 straight furrow and turn a 
 .square corner has a deep moral 
 significance. It is also evi- 
 dence that the worker takes 
 pride in his work. 
 
 Good plowing is an art and 
 the ploughman may become 
 an artist. For "art is the 
 well-doing of what needs 
 doing." There is no more 
 important process in sucees.s- 
 ful farming than good plow- 
 ing. High standards of ex- 
 cellence should inspire chil- 
 dren in garden work. Do as 
 neat a job as this with the 
 spading fork. Some day .some 
 man with a vision will write 
 an appreciation of the plow as 
 the fundamental tool in civil- 
 lization. 
 
30 
 
 r.— GARDEN OPERATIONS 
 
 Good tools are a means of 
 education if properly handled 
 and cared for. There is no 
 pleasure in working with a 
 rusty and dull implement. A 
 grower of plants need not be 
 a slave to the hoe. Thought 
 must go with the use of a 
 machine. There is a right way 
 in u.sing every garden tool 
 shown in this illustration. 
 
 Tools for tillage are of 
 two general classes. One class 
 includes all necessary in the 
 cultivation of the crop, or the 
 tillage of maintenance. The 
 rake, hoe, hand weeder and 
 trowel belong in this class. In 
 cultivation to destroy young 
 weed.s and especially for con- 
 servation of moisture no tool 
 excels the rake. ' ' Water your 
 garden with the rake" is 
 sound advice. 
 
 The one fundamental operation in agricul- 
 ture orgardening is stirring and mixing the soil. 
 The man in the furrow grasping the handles of 
 hi8 plow stands at the threshold of agriculture. 
 Likewl«e the boy with the fork stands at the 
 threshold of gardening. Turning over the soil 
 may be a deadening exercise. But it is possible, 
 thrimgh training, to acquire a spiritual con- 
 tact with nature. The soil then becomes the 
 holy earth and it« control is full of satisfaction. 
 
 Daniel Welwter said: "When I have hold 
 of the handles of my big plow in such a field 
 aa this, with four yoke of oxen to pull it 
 through. an<l hear the nwts crack, and see the 
 Htiini|w all go under the furrow, out of sight, 
 and ohHene the clean, mellowed surface of the 
 [»l<iwe<! land. I ^-el more enthusiasm over my 
 nchievem«-nt than comes from my encounters 
 in public life at Washington." 
 
 liater on in other illustrations will be em- 
 phasiztHl the run-e of btauh/ in laiKlscape art. 
 If. as Millet claimed, beauty is expression, in 
 '' iiHcful thing in the right way, then 
 
 I ' V rt in digging in the garden. The curve 
 of braiK I II this figure of the boy digging is 
 a line Im-kii iiini; at the iMiy's collar, nuining 
 along liJH buck and tiTniinalintf at bis right heel. 
 
 "Hbttckani 
 
31 
 
 The preceding illustration shows the first 
 operation the fork forced into the ground the 
 full length of its tines. The second is to lift 
 the forkful of earth, invert it, and hit it two 
 or three smashes with the back of the fork to 
 pulverize the big clods. A good plow inverts 
 the furrow slice and covers trash. It must 
 also do a part of the '* fining" of the soil and 
 leave it in such a condition that the harrow 
 can finish the work in the most effective man- 
 ner. Pulverizing each forkful makes it easier 
 to use the rake most effectively. 
 
 This is all the more necessary for this par- 
 ticular type of soil, which is a heavy, sticky, 
 waxy adobe. The lump on the boy's fork 
 faintly reveals its character. There is a 
 "psychological five minutes" when this type 
 of soil may be handled with a near ea.se and 
 pretended pleasure. It needs lime and organic 
 matter. 
 
 If the soil were turned up 
 in big lumps and allowed to lie 
 so for a few hours or until the 
 next day, the wind and sun 
 will have evaporated the mois- 
 ture and the lumps of this kind 
 of soil become almost as hard 
 as rock. Consequently the soil 
 should be fined down with the 
 rake at the close of each dig- 
 ging operation. Do not wait 
 too long to use the rake. The 
 importance of this phase of the 
 preparation of the seed-bed 
 cannot be overestimated. 
 
 There is also the art of rak- 
 ing. Notice the curve of beauty 
 in this figure. The utility of 
 the hinge joint at the elbow 
 and the play of muscles in the 
 arm are left to the imagina- 
 tion of the observer. 
 
32 
 
 The soil appears in excellent tilth "on 
 the surface." The next step is to locate the 
 rows and determine distances between the 
 rows. A planting guide as printed in any 
 reliable seedman's vegetable garden manual 
 is invaluable for the beginner. 
 
 A straight line is the shortest distance be- 
 tween two points. For one thing it is economy 
 of ground to grow straight rows of plants. 
 Straight rows are easier to cultivate and to 
 irrigate especially. The appearance is much 
 better when plants are growing. High stand- 
 ards of excellence should be maintained in 
 the mechanics of seed growing as well as in 
 the mechanics of writing or drawing in the 
 schoolroom. 
 
 The ground did appear in very good con- 
 dition "on the surface." The making of the 
 seed furrow revealed that the "fining" of the 
 ■oil by the rake is not quite deep enough. The 
 finer the soil particles in contact with the seed 
 the better. The root hair of a growing plant 
 cannot easily get its food from a clod. Too 
 much emphasis cannot be placed upon the 
 necessity of a deep, mellow seed-bed. How- 
 ever, considering the nature of the soil, the 
 boys made ko<k1 use of that "psychological 
 five minutes." 
 
 This is one way only of making the seed 
 furrow. It is not a-s easy as it looks, to keep 
 the point of the hoe under the line and to make 
 a clean, straight furrow without disturbing 
 the line. 
 
 "Meet to the mark are my furrows full- 
 set" may b«> expresHed by this lM)y with the hoe 
 as well as by the man over his plowing, as 
 shown on bottom of page 29. 
 
 Note that the rake when not in use lies 
 "points down." 
 
33 
 
 How deep must seeds be planted ? A com- 
 mon rule is to put seed into the ground to the 
 depth of twice the longest diameter of the 
 seed. But as the gardener must co-operate 
 with nature, w-hose mood varies, other factors 
 than the size of the seed must be considered. 
 The depth also depends ujjon the condition of 
 the soil as to fineness and moisture, the tem- 
 perature of the air and soil, and the way the 
 seed germinates. These things are learned by 
 observation and study. 
 
 The seed should be planted thick enough to 
 insure a good stand. When planted fairly 
 thick the combined action of several seedlings 
 can break through the crust of earth (possible 
 after a shower of rain) easier than a single 
 plant. Of course, the plants should be thinned 
 to the proper distance apart in the row. 
 
 If the soil is in the right condition as to 
 fineness and moisture and if the seed furrow 
 was made to the right depth, then enough fine 
 soil should cover the seed to fill the furrow. 
 The soil over the seed should be firmed with 
 the hoe as the boy is doing. T^his packs the 
 fine particles of soil around the seed and thus 
 restores capillary action and excludes the air 
 while the seed is germinating. If the soil were 
 not firmed air would enter in between the loose 
 particles and evaporate the moisture. 
 
 The degree of firmness over the seed de- 
 pends upon the character of the soil. Light 
 sand and loam with plenty of organic matter 
 will permit more pressure in firming. Heavy 
 clay soils (with much moisture) will permit 
 gentle pressure or none. If a crust tends to 
 form (after a rain) this .should be broken 
 gently with a rake. 
 
 
 i^.V^L'^'/^ 
 
34 
 
 Ikrioation: As has been stated, if the preparation and improvement of the soil has been of 
 the right eharaoter. and if the cultivation of the growing plants is such to maintain the earth 
 mulch and thus conserve moisture, an early spring garden of certain vegetables can be matured 
 without irrigation. A few others may be matured later in the summer without resort to irriga- 
 tion. All this, however, presupposes a perfection of husbandry possibly quite beyond the average 
 chihl and for whcxtl garden conditions. Hence the need of the application of some water. 
 
 The sprinkling can has a very limited use in California vegetable growing. The ground 
 muHt be 8oaked with moisture where the roots are and where the fine root hairs are feeding. 
 
 The long row system of gardening permits an irrigating furrow to be made the entire 
 length of the row near where the roots are. This can be done with the corner of the hoe blade. 
 Then turn the water in and permit it to How gently, thus giving time for the moisture to soak 
 down to the lM)tfoni of the riK)ts. In the illustration a boy is using a sprinkling can (spray 
 removed) to pour watiT into the furrow. Thorough cultivation should follow at tiie proper 
 time. 
 
35 
 
 ^.^^f^'-^iim 
 
 •The above illustration shows a vacant lot school garden. It is the kind of a school garden 
 that appeals to the public taxpayer and school official. It shows good farm management in 
 that there is no waste land. Every inch of ground is utilized. A narrow path leads across the 
 lot. An old bay mare, which the writer used with a single line and a double shovel in his first 
 corn cultivation, could walk in a path sixteen inches wide. Boys and girls can acquire the 
 same dexterity. 
 
 Again, long rows lead across the field in either direction from the path. This makes it easier 
 for irrigation and cultivation. 
 
 Good agricultural practice is shown in the absence of weeds, soil in good tilth, and plants in 
 thrifty growing condition. 
 
 The boy with the hoe and the girl with the hoe manifested pride and pleasure in the farm. 
 
 "Dux femina facti," — A woman was the leader of the enterprise — ^.said the Latin poet Vergil. 
 This was not said in connection with school gardening nor agriculture, although he sympathized 
 with agriculture and wrote about it. But in the garden enterprise shown above a woman is the 
 leader. She is the teacher in command of a platoon of the Army with the Hoe, the Children's 
 Crusade in increasing food production to help win the war. 
 
36 
 
 The girl with the hoe in 
 her bean growing project, a 
 war garden in her backyard. 
 Health, grace antl skill arc 
 Rhown in the worker and her 
 work. She also has rabbits 
 and poultry. This will not of 
 itself win the war. But it will 
 help. If this girl could be 
 multiplied by two million 
 other girU and boys, many of 
 whom are wors«> than idle dur- 
 ing the long vacation, it would 
 mean a hig help in footl pro- 
 duction. 
 
 Extremes in education 
 sometimes work together for 
 a common purpose. This illus- 
 tration shows the vacant lot 
 war garden cultivated by a 
 .school principal and his jan- 
 itor. One aim is to show that 
 certain crops can be grown on 
 this type of soil (heavy black 
 adobe) without irrigation. 
 Crop of potatcK's, sweet corn, 
 and beans in thriftj' condition 
 on June 12. 
 
37 
 
 A potato war gardeu. Kvery incli utilized. 
 Bead the poem — Boy with the Hoe. 
 
 BOY WITH THE HOE 
 
 Say how do you hoe your row, young chap? 
 Say how do you hoe your row? 
 
 Do you hoe it fair, 
 
 Do you hoe it square. 
 Do you hoe it the best you know? 
 Do you cut the weeds, as you ought to do? 
 
 And leave what's worth while there? 
 The harvest you '11 garner depends on you ; ■ 
 
 Are you working it on the square? 
 
 Are you killing the noxious weeds, young chap ? 
 Are you making it straight and clean ? 
 
 Are you going straight, 
 
 At a hustling gait. 
 Are you scattering all that's mean? 
 Do you laugh and sing and whistle shrill. 
 
 And dance a step or two. 
 As the row you hoe leads up the hill ? 
 
 The harvest is up to you. 
 
 — Selected. 
 
 Kaster egg shell gardens for the primary people, the Little Soldiers of the Soil. 
 Each garden may cause a life to awalven to a new purpose. 
 
38 
 
 Students in Agricultural Education of the University of California receive practical training 
 in the art of gardeninp as well as lectures and library readings on what may be termed the theory 
 and jK-dagogy of ganlening. There is opportunity for garden work for the regular session 
 students in the spring; for Summer Session students; and also for the regular session students 
 in the fall. 
 
 The illustration above shows a spring garden class preparing the seed-bed. The plan for this 
 particular garden is shown on page 27. Rotation of crops is practiced from year to year. 
 
 The soil is a heavy adobe. Xo soil improvement had been made previous to this particular 
 class work. Since then a plan of soil improvement is being carried out, in the main as outlined 
 on pages 28 and 29. 
 
 The spring preparation for this garden consisted only of plowing the ground at the close of 
 the rainy season and dragging (liarrowing) it. In case a light shower of rain followed, then 
 the disc was run over it to break the crust. 
 
 The class then forked up the soil to the full length of the fork tines. It was then worked 
 down fine as possible with rake and hoe. and seed planted. Class and in.struetor worked together 
 in every process. 
 
 ProcesKs are worked out in accordance with .sound agricultural practice. There is no more 
 important single operation in farming than tillage of preparation. Perhaps more gardens fail 
 along this line than from any other phase. The tillage should aim to secure: 
 
 1. A fine, even surface of the garden, so that equally vigorous plants may grow over the 
 entire an-a. 
 
 2. To develop a deep, mellow seetl-bed. a fine home for the roots of plants, with a large 
 ctoragp capacity for moisture and available plant-food. 
 
 '-i. To bring alHuit the best structural condition of the soil, so that roots of the crop may have 
 fullert dcvcliipment. 
 
 The tillage of maintenance (cultivation) must destroy the weeds, provide for proper irrigation 
 and the earth mulch for consen-ation of moisture. 
 
39 
 
 
 
 
 
 'ii|^' 
 
 PS^ 
 
 
 
 
 
 ■5'^ 
 
 -^«^ 
 
 ; if 
 
 
 Jl 
 
 t,..>-. 
 
 
 '1 
 
 ^ *^fli 
 
 pf*] 
 
 I - - 
 
 
 
 ^-•■■%^gA,yp-*»- --■- "^ 
 
 
 .'' '" -Jt.' 
 
 aamnfiHija, 
 
 ,':■ :^;' 
 
 J * 
 
 
 '*& 
 
 Class transplanting cab- 
 bage plants in the garden 
 after growing them in flats in 
 the greenhouse. See refer- 
 ences on Growing Plants for 
 the Garden and Transplant- 
 ing, on pag&s 7 and 8, Part II, 
 The Home Garden and Vege- 
 table Growing Project. 
 
 Cabbage plants six weeks 
 after setting out. From left 
 to right, Brus,sels sprouts. 
 Broccoli, Cauliflower, Early 
 Jersey Wakefield, Early Flat 
 Dutch, Copenhagen Market 
 varieties of cabbage. Long 
 rows make for ease in cultiva- 
 tion and irrigation. 
 
40 
 
 J 
 
 Here is shown a July garden by the Summer Session students — public school teachers — in 
 Agricultural Kducatiou. The ground had to be irrigated before it could be dug up witli forks. 
 The soil was worked down with rakes and hoes and the seed furrow made. Water was run 
 into this furrow b«'fore seed was sown; the seed then covered lightly with dry earth. To 
 insure suflfieient moisture for germination a small furrow was made (in two or three days after 
 planting whmIk) iM-tween the rows of plantings. Water was turned into the furrows and soil 
 filled with moisture under the seeds. The illustration shows the class cultivating the third day 
 after the irrigation. 
 
41 
 
 Summer Session students, in addition to planting a garden, get some practice in the irriga- 
 tion and the cultivation of growing plants. The illustration shows a spring garden planted by the 
 students of the Regular Session. It is now being worked by the Summer Session students. The 
 path — the only one in the garden — is two feet wide and used as a " run way ' ' by many persons 
 not connected with the garden class. 
 
 The emphasis here is placed on deep and thorough cultivation. Read the classic, "The Man 
 with the Hoe," in Wickson, The California Vegetables in Garden and Field. 
 
 "There is little grace, we admit, in the attitude of the Italian market gardener, as he straddles 
 the row, arches his back and grunts as he sends his heavy mattack its full depth into the soil 
 around the plants. The American with his fine, new, full-width, bronze-shanked, green-labeled, 
 steel hoe, marching along the rows, touching the soil with disdain as ill worth exertion on his 
 part, is a much hand.somer picture. But the Italian 's plants laugh at drought. When irrigated 
 the soil takes water like a sponge and it goes plump down to the roots of the plant. Irrigate the 
 shallow-hoed plat ; a pailful will run a rod an the plant root gets but the gurgle of the water as 
 it flows along the surface of the hard-pan just beneath the dust." 
 
42 
 
 "In all the range of vegetable products I doubt whether there is a more perfect example of 
 pleasing form, fine modelling, attractive texture and color, and more bracing order, than in a 
 well-grown and ripe field pumpkin. Place a pumpkin on your table; run your fingers down its 
 ■mooth grooves ; trace the furrows to the poles ; take note of its form ; absorb its rich color ; .get 
 the tang of its fragrance. The roughness and ruggedness of its leaves, the sharp-angled stem 
 strongly set. make a foil that a sculptor cannot improve. Then wonder how this marvellous 
 thing was bom out of your garden soil through the medium of one small strand of succulent 
 ■tern.".— Bailey on "The Admiration of Good Materials" in The Hohj Earth. 
 
 "At harvest time in our countrj* I hear, or imagine I hear, a sort of chorus rising over all 
 the hills, and I meet no man who is not, deep down within him, a singer! So song follows work; 
 so art grows ont of life!"— Grayson, Adventures ni Contentment. 
 
 The products of the 1918 student garden, about one-quarter of an acre in area, netted the 
 B«rkeley Bed Crow $3;i;3.94. 
 
43" 
 
 D.— THE SCHOOL GARDEN AND LANDSCAPE ART 
 
 For most of us the Expositions held at San Diego and San Francisco are but a memory. 
 One lesson to be learned from those Expositions is the artistic arrangement of trees, shrubs, 
 flowers and vines to improve the environment of local community life. The school garden as a 
 means of beautifying the school grounds can emphasize the "Exposition Way" in plantings. 
 
 The basal principles in landscape art along natural lines are : ' ' Open Spaces, " " Plant in 
 Masses," and "Curved Line Effects," sometimes called the ABC of planting. The children 
 should be taught the alphabet of beauty. 
 
 In the Exposition vievs^ shown above two principles are well illustrated and the third suggested. 
 "Plant in Masses" is seen in the grouping of shrubs and flowers along the building to screen the 
 foundation and to tie the house to the lawn. "Open Spaces" is suggested in the lawn, an eifeet 
 better shown on the next page. "Curved Line Effect" is seen in the wavy line where the 
 border of the planting meets the lawn. 
 
 Ruskin considers the curve (not the circle) the most beautiful of all linea. "That all forms 
 of acknowledged beauty are composed exclusively of curves will, I believe be at once allowed; 
 but that which will need more especially to prove is, that subtlety and constancy of curvature in 
 all natural forms whatsoever." — Modern Painters. 
 
44 
 
 In this Exposition view the "Open Center" is emphasized. There is also the massing of 
 Rhnibbery along the edges of the lawn. The curved line effect of shrubbery planting is lost in 
 making the photograph. Note the effect of vines along the arcade. 
 
 The "Exposition Way" is not to scatter trees, shrubs and flower beds over the lawn in a 
 "pepper and salt" effect. One may scatter foreign and artificial shrubs and trees over a lawn 
 but neither a beautiful picture nor a satisfying effect can be built up in that way. It is not 
 necessary to sacrifice a playground to have an attractive playground. "Civic art, the expression 
 of civic life, is tiH) often understwKl to consist in filling our streets with marble fountains, 
 •lotting our SJiuares with groups of statuary, twining our lamp-posts with wiggling acanthus leaves 
 or dolphins' tails, and our buildings with meaningless bunches of fruit and flowers, tied up with 
 impossible stone riblwns." — Raymond IJnwin. 
 
 The "Exposition Way" emphasizes Nature's way. The landscape artist goes to Nature for 
 his inspiraticm. The river winding down the valley illu.strates the fundamental principles of 
 landwape art along natural lines. The water repre^sents "Open Spaces"; "Mass Effect" is seen 
 in the way Nature covers the banks; and the "Curved Line Effect " is seen in the winding of the 
 stream as it flows down to the sea. 
 
 The "Exposition Way" emphasizes the spirit of stream and forest. In tree planting on 
 Arbor Day it is possible for the children to get some significance of the matchless beauty of the 
 primeval forest. "One vast, continuous forest shadowed the fertile soil, covering the land as the 
 ffrass covers a garden lawn, sweeping over hill and hollow in endless undulations, burying 
 mountains in verdure and mantling lirooks and rivers from the light of day. Green intervals 
 dotted with browsing deer, and br()a(l plains alive with buffalo, broke the sameness of the wood- 
 land strenery. rnnumlK-red rivers seamed the forest with their devious windings. Vast lakes 
 washed its boundaries, where the Indian voyagi^r, in his birch canoe, could descry no land beyond 
 the world of waters. " — Francis I'arkman in The Cons pi racy of Pontiac. 
 
45 
 
 -m 
 
 
 l^% ^^h^ 
 
 
 RURAL iCt'.OOL OUOUtillS 
 
 
 The "Exposition Way" of planting is well shown in the above plan for beautifying a country 
 school grounds. The design was made by the Division -of Landscape Gardening and Floriculture 
 of the University of California. 
 
 The schoolhouse is well located, being placed to the right and to the front of the school 
 grounds. Thus a large open center is left for playground activities. It is well enough, perhaps, 
 to place a city hall or a courthouse in the center of a square, with avenues from the four 
 corners leading up to the building. Such would not fit into country life. 
 
 The planting material in the above plan is massed around the border of the school grounds 
 in curved line effects. On the upper border are the outbuildings appropriately screened. The 
 unsightly barn is screened from view. Shrubbery is planted around the foundations of the 
 schoolhouse. Provision is made for school garden activities in the lower right hand corner. The 
 entire grounds may be used as a garden to develop an appreciation of good landscape art. 
 
46 
 
 The above presents an opportunity to practice the "Exposition Way" and thus help to make 
 a more beautiful California country life. The spirit of the forest is present in the fine oak tree. 
 
 Notice the tall, bare, sharp corner of the building nearest the tree. The "Exposition Way" 
 is to hannonize the two by the massing of appropriate shrubbery around the corner of the house. 
 The sharp outlines are thus softened. See treatment of a corner on page 48. 
 
 Khrubl)ery. in the "Exposition Way." should be planted along the front and right side of 
 the schoolhoiise. See pages 43 and 45. For descriptive list of a few good shrubs see page 19. 
 
 Vines should cover the arcade. See effect on page 44. For descriptive list of a few good vines 
 see page 22. 
 
 The bam can be screened with tall shrubs, perhaps transplanted from the countryside. See 
 suggestion in plan on page 45. 
 
 One Way of Obsennng Arbor Day. — "We planted three ash, three elm and seven box elder 
 trees. Set Boston ivy along stone school building, wootlbine along back fence and closets. 
 Also planted eleven Spirea Van Ilouttei, two Weigelia and eight lilacs." 
 
 Another Sdiool. — "Many shrubs set out: forty sumach, ten elderberry, two mulberry. 
 bush honevHuckle. a Syringea. an Hydrangea and an elm tree." 
 
 four 
 
47 
 
 Above is shown the "Exposition Way" of planting flowers along the foundation of a school 
 building. The long, curved line on the lawn is such a curve as one sees in Nature when the wind 
 blows over a field of wheat or the waves of the sea roll in over the beach. The effect above is 
 much more artistic than if the same number of flowering plants were put in a circular flower 
 bed in the middle of the lawn. 
 
 The tall, flowering plants are the common hollyhocks. These old-fashioned flowers — beautiful 
 nevertheless — need just such a situation as shown above for best effect. They have an appro- 
 priate background and are protected from the twisting effect of the wind when planted in the 
 open. More of the hardy annual and perennial flowers should be grown on country school 
 grounds. 
 
 The "Exposition Way" emphasized flowers as well as trees, shrubs and vines. Along the wind- 
 ing walk leading to Denmark's building at San Francisco was a bed of fine flowers, golden 
 yellow, the common marigold. Dignify the common things of life, for after all it is the common 
 thing that is fundamental. 
 
 "We made a garden of dahlias, morning glories, sweet peas, asters, nasturtiums, marigolds 
 and California poppies." 
 
 "We planted a flower garden of salvia, pansies, nasturtiums, sweet peas, pinks, phlox and 
 poppies." 
 
 "We planted sweet peas, hollyhocks, pansies, asters and four o 'clocks." 
 
 "We planted sunflowers, cosmos and wild cucumber to screen out-buildings.*' 
 
 ' ' We planted three flower beds, one of California poppies, one of asters and one of Zinnias. ' ' 
 
 "We made a flower bed of perennial phlox and columbine. About one hundred packets of 
 seed were distributed for home garden work." 
 
48 
 
 The "Exposition Way" is shown in the plai;tings around the new buildings on the Campus 
 of the rnivereity of California. The above illustration shows a detail at the corner of the new 
 lienjaniin Ide Wheeler Hall. On the next page is shown the landscape effects along the side 
 of the Wheeler Hall (right) and the addition to the University Library (left). Plantings also 
 have been made aroimd the new Hilgard Ilall in the Agricultural Group. 
 
 The photograph was made two months after the shrubbery was set out in 1917. 
 
 The planting material around the sharp corner of the building above and along the foundation 
 fmm the first window on the left (near center of illustration) to the first window on the right is 
 as follows: 
 
 24 Myrtus communis J »t . ^i 
 24 Myrtus luma ^ ' ' 
 
 5 Pittosporum crassifolium. 
 
 Prom the window in the comer, going to the right along the wall to the sidewalk along the 
 front entrance to the building: 
 
 1 Taxus baccatu fastigiata (Yew) 
 22 Ligustnim sinensis (Privet) 
 15 KiionymuK japonicus (Burning Hush) 
 18 Erica mediterranea flleath) 
 
 6 Myrtus luma. 
 
 Along the JHlgp of the sidewalk in the foreground: 
 
 20 MyrtuH hima 
 
 38 Berberis stenophylla (Barberry) 
 1 tree Pantan US oriental is (Oriental Sycamore). 
 All the shruhH made a rapid growth and iiiany were pruned in late summer of 1918. 
 
49 
 
 THE CHICK STRIKES TWELVE AXI) THE CIllMKS RlXd .\ M Kl 
 
 High ideals of literature, science and art are set forth in laboratory and lecture room. 
 On the campus, with "eyes right," "eyes left," the student body may see that the University 
 of California considers it an "equal obligation" to express art in good landscape. 
 
 "The natural landscape is always interesting and it is satisfying. The physical universe is 
 the source of art. We know no other form and color than that we see in nature or derive from 
 it. If art is true to its theme, it is one expression of morals. If it is a moral obligation to 
 express the art-sense in painting and sculpture and literature and music, so is it an equal obliga- 
 tion to express it in god landscope." — Bailey, "The Keeping of the Beautiful Earth" in The 
 Holy Earth. 
 
 "1 will lift up mine eyes unto the hills, from whence comrth my help." 
 
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