Agriculture for Beginners | Page 2

PLANTING AND PRUNING 83
CHAPTER V.
HORTICULTURE
XXV. MARKET-GARDENING 89
XXVI. FLOWER-GARDENING 108
CHAPTER VI.
THE DISEASES OF PLANTS
XXVII. THE CAUSE AND NATURE OF PLANT DISEASE 122
XXVIII. YEAST AND BACTERIA 127
XXIX. PREVENTION OF PLANT DISEASE 129
XXX. SOME SPECIAL PLANT DISEASES 130
CHAPTER VII.
ORCHARD, GARDEN, AND FIELD INSECTS
XXXI. INSECTS IN GENERAL 144
XXXII. ORCHARD INSECTS 152
XXXIII. GARDEN AND FIELD INSECTS 165
XXXIV. THE COTTON-BOLL WEEVIL 173
CHAPTER VIII.
FARM CROPS
XXXV. COTTON 180
XXXVI. TOBACCO 189
XXXVII. WHEAT 192
XXXVIII. CORN 197
XXXIX. PEANUTS 202
XL. SWEET POTATOES 204
XLI. WHITE, OR IRISH, POTATOES 206
XLII. OATS 209
XLIII. RYE 213
XLIV. BARLEY 215
XLV. SUGAR PLANTS 217
XLVI. HEMP AND FLAX 226
XLVII. BUCKWHEAT 229
XLVIII. RICE 231
XLIX. THE TIMBER CROP 232
L. THE FARM GARDEN 235
CHAPTER IX.
FEED STUFFS
LI. GRASSES 238
LII. LEGUMES 244
CHAPTER X.
DOMESTIC ANIMALS
LIII. HORSES 262
LIV. CATTLE 270
LV. SHEEP 276
LVI. SWINE 279
LVII. FARM POULTRY 282
LVIII. BEE CULTURE 286
LIX. WHY WE FEED ANIMALS 290
CHAPTER XI.
FARM DAIRYING
LX. THE DAIRY COW 293
LXI. MILK, CREAM, CHURNING, AND BUTTER 297
LXII. HOW MILK SOURS 302
LXIII. THE BABCOCK MILK-TESTER 304
CHAPTER XII.
MISCELLANEOUS
LXIV. GROWING FEED STUFFS ON THE FARM 309
LXV. FARM TOOLS AND MACHINES 313
LXVI. LIMING THE LAND 315
LXVII. BIRDS 318
LXVIII. FARMING ON DRY LAND 323
LXIX. IRRIGATION 326
LXX. LIFE IN THE COUNTRY 330
APPENDIX 339
GLOSSARY 342
INDEX 351

TO THE TEACHER
Teachers sometimes shrink from undertaking the teaching of a simple textbook on agriculture because they are not familiar with all the processes of farming. By the same reasoning they might hesitate to teach arithmetic because they do not know calculus or to teach a primary history of the United States because they are not versed in all history. The art of farming is based on the sciences dealing with the growth of plants and animals. This book presents in a simple way these fundamental scientific truths and suggests some practices drawn from them. Hence, even though many teachers may not have plowed or sowed or harvested, such teachers need not be embarrassed in mastering and heartily instructing a class in nature's primary laws.
If teachers realize how much the efficiency, comfort, and happiness of their pupils will be increased throughout their lives from being taught to co?perate with nature and to take advantage of her wonderful laws, they will eagerly begin this study. They will find also that their pupils will be actively interested in these studies bearing on their daily lives, and this interest will be carried over to other subjects. Whenever you can, take the pupils into the field, the garden, the orchard, and the dairy. Teach them to make experiments and to learn by the use of their own eyes and brains. They will, if properly led, astonish you by their efforts and growth.
You will find in the practical exercises many suggestions as to experiments that you can make with your class or with individual members. Do not neglect this first-hand teaching. It will be a delight to your pupils. In many cases it will be best to finish the experiments or observational work first, and later turn to the text to amplify the pupil's knowledge.
Although the book is arranged in logical order, the teacher ought to feel free to teach any topic in the season best suited to its study. Omit any chapter or section that does not bear on your crops or does not deal with conditions in your state.
The United States government and the different state experiment stations publish hundreds of bulletins on agricultural subjects. These are sent without cost, on application. It will be very helpful to get such of these bulletins as bear on the different sections of the book. These will be valuable additions to your school library. The authors would like to give a list of these bulletins bearing on each chapter, but it would soon be out of date, for the bulletins get out of print and are supplanted by newer ones. However, the United States Department of Agriculture prints a monthly list of its publications, and each state experiment station keeps a list of its bulletins. A note to the Secretary of Agriculture, Washington, D.C., or to your own state experiment station will promptly bring you these lists, and from them you can select what you need for your school.

AGRICULTURE FOR BEGINNERS
CHAPTER I
THE SOIL
SECTION I. ORIGIN OF THE SOIL
The word soil occurs many times in this little book. In agriculture this word is used to describe the thin layer of surface earth that, like some great blanket, is tucked around the wrinkled and age-beaten form of our globe. The harder and colder earth under this surface layer is called the subsoil. It should be noted, however, that in waterless and sun-dried regions there seems little difference between the soil and the subsoil.
Plants, insects, birds, beasts, men,--all alike are fed on what grows in this thin layer of soil. If some wild flood in sudden wrath could sweep into the ocean this earth-wrapping soil, food would soon become as scarce as it was in Samaria when mothers