Productive Plant Husbandry: A Text-Book for High Schools Including Plant Propagation, Plant Breeding, Soils, Field Crops, Gardening, Fruit Growing, ... and Farm Management (Classic Reprint)
Book Details
Author(s)Kary Cadmus Davis
PublisherForgotten Books
ISBN / ASIN133058788X
ISBN-139781330587881
AvailabilityUsually ships in 1 to 4 weeks
Sales Rank2,102,757
MarketplaceUnited States 🇺🇸
Description
Excerpt from Productive Plant Husbandry: A Text-Book for High Schools Including Plant Propagation, Plant Breeding, Soils, Field Crops, Gardening, Fruit Growing, Forestry, Insects, Plant Diseases and Farm Management
Such duplication is discouraging to the student, and less real progress is made in the instruction.
This book, including the study of soils and plant husbandry, offers a solution for this difficulty.
The book has had its origin in the discussions and plans formulated by the agricultural teachers of accredited high schools in conferences beginning in 1914. These conferences for southern states have been held and reports formulated in cooperation with the United States Department of Agriculture.
A decided effort has been made to get away from the one-year plan for the starting of the high school course in agriculture. There has also been a feeling that high school students should not be required to purchase too many separate text-books for each year of the high school course.
The plan, somewhat modified, would be:
High schools offering only one year of agriculture, should give -
A year of plant husbandry (with a view to adding a second year of animal husbandry later).
High schools offering two years of agriculture should give: First year: Plant Husbandry. Second year: Animal Husbandry (including Poultry).
High schools offering three years of agriculture should give: First year: Plant Husbandry. Second year: Animal Husbandry (including Poultry). Third year: Farm Mechanics and Engineering (half year). Farm Management and Accounting (half year).
High schools offering four years of agriculture should give: First year: Plant Husbandry. Second year: Animal Husbandry (including Poultry). Third year: Farm Mechanics and Engineering (half year). Farm Management and Accounting (half year). Fourth year: Dairying, or Poultry (half year). Feeds and Feeding, or Special Fruit Growing (half year).
Electives from the following may be substituted in the third year of three-year high schools, and in the last two years of four-year high schools: ⅓ unit each of Fruit Growing, Vegetable Gardening, or Improvement of Home Grounds; ½ unit each of Dairying, Animal Husbandry (Feeding), or Field Crops; ¼ unit each of Insects or Forestry.
In the high school curriculum the science work to be taken parallel with the agricultural course, should be of a practical nature. The biology should include additional studies in economic insects, birds, bacteria in relation to country life, and the main types of plant diseases. Physics or chemistry, or perhaps both of these sciences, can be given a strong practical trend.
This plan may or may not be preceded by agricultural lessons in the grades below the high school, but such an elementary course covering the whole field in a very brief way, would be helpful, and is recommended. Some Nature lessons in the grades may also be given, and these should have a practical and perhaps an agricultural trend.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Such duplication is discouraging to the student, and less real progress is made in the instruction.
This book, including the study of soils and plant husbandry, offers a solution for this difficulty.
The book has had its origin in the discussions and plans formulated by the agricultural teachers of accredited high schools in conferences beginning in 1914. These conferences for southern states have been held and reports formulated in cooperation with the United States Department of Agriculture.
A decided effort has been made to get away from the one-year plan for the starting of the high school course in agriculture. There has also been a feeling that high school students should not be required to purchase too many separate text-books for each year of the high school course.
The plan, somewhat modified, would be:
High schools offering only one year of agriculture, should give -
A year of plant husbandry (with a view to adding a second year of animal husbandry later).
High schools offering two years of agriculture should give: First year: Plant Husbandry. Second year: Animal Husbandry (including Poultry).
High schools offering three years of agriculture should give: First year: Plant Husbandry. Second year: Animal Husbandry (including Poultry). Third year: Farm Mechanics and Engineering (half year). Farm Management and Accounting (half year).
High schools offering four years of agriculture should give: First year: Plant Husbandry. Second year: Animal Husbandry (including Poultry). Third year: Farm Mechanics and Engineering (half year). Farm Management and Accounting (half year). Fourth year: Dairying, or Poultry (half year). Feeds and Feeding, or Special Fruit Growing (half year).
Electives from the following may be substituted in the third year of three-year high schools, and in the last two years of four-year high schools: ⅓ unit each of Fruit Growing, Vegetable Gardening, or Improvement of Home Grounds; ½ unit each of Dairying, Animal Husbandry (Feeding), or Field Crops; ¼ unit each of Insects or Forestry.
In the high school curriculum the science work to be taken parallel with the agricultural course, should be of a practical nature. The biology should include additional studies in economic insects, birds, bacteria in relation to country life, and the main types of plant diseases. Physics or chemistry, or perhaps both of these sciences, can be given a strong practical trend.
This plan may or may not be preceded by agricultural lessons in the grades below the high school, but such an elementary course covering the whole field in a very brief way, would be helpful, and is recommended. Some Nature lessons in the grades may also be given, and these should have a practical and perhaps an agricultural trend.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
