. The teaching of agriculture in the high school. ns by whichthis fertility may be renewed and maintainedwere known many centuries ago. Soil fer-tility and the proper management of the soilcontinue to be of vital interest to every pro-gressive farmer to this day. The incentivefor this lively interest is an economic one,and this, together with curiosity to learnreasons, should furnish the basis for securingthe interest and the desire of the high schoolpupil for the study of this topic. The study of soils may well begin withsimple soil-fertility tests in the high schoolgreenhouse,^ with which ev
. The teaching of agriculture in the high school. ns by whichthis fertility may be renewed and maintainedwere known many centuries ago. Soil fer-tility and the proper management of the soilcontinue to be of vital interest to every pro-gressive farmer to this day. The incentivefor this lively interest is an economic one,and this, together with curiosity to learnreasons, should furnish the basis for securingthe interest and the desire of the high schoolpupil for the study of this topic. The study of soils may well begin withsimple soil-fertility tests in the high schoolgreenhouse,^ with which every high schoolthat pretends to teach agriculture should beequipped. The progress of this test willraise the questions of the sources of soil fer-tility and its maintenance, the different typesof soils and their physical properties, the rela-tion of water, heat, and air to soil, and many * Grannis, F. C.: The High School Illinois Agriculturist, Vol. XIV., pp. 23-24. Col-lege of Agriculture, University of Illinois, Urbana, o d, a X O
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