University of Texas Bulletin No. 2409: March 1, 1924 HOW TO ORGANIZE AND CONDUCT A SCHOOL AND COMMUNITY FAIR By AMANDA STOLTZFUS Lecturer on Rural Education in the Division of Rural Schools, Bureau of Extension PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH, AND BNTBRBD AS SECOND·CLASS MATTER AT THE POSTOFFICB AT AUSTIN, TEXAS, UNDER THE ACT OP AUGUST 24. 1912 The bene&ta of education and of useful° lmowledse, senerally diffuaed throurh a community, are eH~ntial to the preaervation of a free sovern­ ment~ Sam Houatcm tultlivated aiinil ia the suardian seniua of democracy. • . . It ia the only dictator .that freemen acknowl­edse and the only security that fr­men deaire. Mlrabeaa B. Lamar CONTENTS Page Bibliography of Helpful Bulletins. . . . . . . . . . . 5 I. Purpose of the Bulletin . . . . . . . . . . . . . . . . . . . . 8 · II. What Is a School and Community Fair?...... 8 III. Cooperation of the Community..... . ·. . . . . . . 9 IV. ··Organization of the Fair. . . . . . . . . . . . . . . . . . 10 V. Exhibits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 VI. Participants in the Fair. . ........... . .... . 13 VII. The Time to Hold the Fair. .... . .. . ..... .. . 14 VIII. The Fair as a School Project............. . 15 IX. Place to Hold the Fair....... ...... . . . .... 16 x. The Program for Fair Day.... ... ......... 17 XI. Financing the Fair.................... ..... 24 XII. Work of Committees . .... . ... .. ........... 24 XIII. Cooperation of Interscholastic League .... ... 28 XIV. School and Community Health Exhibit... . . . 28 xv. Suggested Classification of Exhibits ......... 32 XVI. Suggested Score Cards. . ....... . .......... 38 "I Pledge allegiance to my flag and to the republic for which it stands; one nation indivisible, with liberty and justice for all." BIBLIOGRAPHY OF HELPFUL BULLETINS 1. U. S. Department of Agriculture, Bureau of Mar­kets, Washington, D~ C., Farmers' Bulletin 870, Community Fair; 876, Making Butter on the Farm; 1211, Home Can­ning of Fruits and Vegetables; 927, Farm Home· Conven­iences; 771, Homemade Fireless Cookers and Their Use; 586, Collection and Preservation of Pmnt Material for Use in the Study of Agriculture; 600, Collection and Preserva­tion of Insects and Other Material-for Use in the Study of Agriculture; 565, How to Candle Eggs; 807, Bread and Bread-Making; 850, How to Make Cottage Cheese; 1075, Unfermented Grape Juice. For other helpful bulletins see list of Farmers' Bulletins from U. S. Department of Agriculture, Washington, D. C. 2. Bureau of Standards, U.S. Department of Commerce, Washington, D. C., Bulletin No. 120, Construction and Op­eration of a Simple Homemade Radio Receiving Outfit. 3. U. S. Bureau of Education, Washington, D. C. Get these at U. S. Government Printing House; Bulletin No. 43, Agriculture and Rural Life Day, 10 cepts; No. 3, Pine­needle Basketry,, 5 cents; No. 23, Three Short Courses in Home-making, 15 cents; No. 45, School and Playgrounds, 5 cents; Rural School Leaflet, No. 20, The Gifts of Nations­a pageant for rural schools, 5 cents, Health Education Se­ries; No. 13, Dramatics.for Health Teaching; Posters, 5 cents; Athletic Eadge Tests for Boys and Girls, 5 cents. 4. Bureau of Extension, University of Texas, Austin, Texas. Bulletin, How to Organize and Conduct a School and Community J'.air. Division of Visual Instruction, Lists of educational slides and films; Package Library furnishes packages of material on school and community fair. A Key to the Families and Genera of Wild Plants of Austin, Texas, Bulletin No. 1754. 5. A. · & M. College, College Station, Texas. Bulletins, score-cards, slides, lectures. Write for list of Extension Bulletins. 6. College of Industrial Arts, Denton, Texas. Write for list of bulletins on home problems. 7. The American Red Cross, Department of Junior Membership, Southwestern Division, St. Louis, Mo. Bulle­tins on Manual Training. 8. State Colleges of Agriculture. Among these are : (1)-Agricultural Extension Department of N. C. State College, Raleigh, N. C~ Fairs and their educational value. The Organization and Management of Fairs. Score cards. · (3) College of Agriculture, University of Missouri, Columbia, Missouri, School Exhibits and Contests. (4) Kansas State Agricultural College, Division of College Extensiot1., Manhattan, Kansas. Classification at Agricultural Fairs; Boys' and Girls' Agricultural Clubs for Kansas. (5) Agricultural College Extension, University of Illinois, Urbana, Ill. Community work of the rural high school. Ask for material on Arbor and Farm Product Day. ( 6) The 'Massachusetts Agricultural College Exten­sion Service, Amherst, Mass. The Community Fair, Bulle­tin 27 .. (7) Agricultural Experiment Station, University of Wisconsin, Madison, Wis. The Rural Community Fair. (8) New York State College of Agriculture, Ithaca, N. Y., Platys for the Country Fair. (9) · Iowa State College of Agriculture, Ames, Iowa. Suggestions for Managing Grain Exhibits and Contests. Suggestions for Household Exhibits. Rope and Its Uses. Sewing and Cooking Contests. (10) Hampton Normal and Agricultural Institute. Hampton, Va. ij:ampton leaflets-How·.to Teach Manual Training, How to Teach Sewing, Bow to Teach Cooking. Get list of leaflets . . (11) Texas State Department of Education, Austin, Clothing Contest. · 9. Department of Public Instruction, Cook County, Chi­cago~ Ill. Achievement Course. School-home Project Out­line, 1918-1924. 10. . Playground and Recreation Association of America. 315 Fourth Ave., N. Y. City. Recreative Athletics, 50 cts., Rural and Small Community Recreation, 50 cts. Punch and Judy Show, 25 cts. 11. College of Agriculture, University of Tennessee, Knoxville, Tenn. Score Cards. 12. Ohio State University, Coiumbus, Ohio; Extension Bulletin, School Exhibits. 13. University of Illinois, Urbana, III., Circular No. 247, Home Economics Exhibits for County and Community Fairs. HOW TO ORGANIZE AND CONDUCT A SCHOOL A~D COMMUNITY FAIR I PURPOSE OF THIS BULLETIN More and more it is being realized that the prosperity of the rural community is the foundation of national prosper­ity, and that the condition and management of the rural · school is an indication of the degree of civilization in the community. Consequently, a most important part of. the work of our public schools is to arouse and foster the spirit of community pride in valuable cooperative achievements and to inspire higher ideals for progress·and improvement. "It is coming to be well recognized," says Director Red­man of Amherst Extension Service, "that the,greatest pro­gress in the development of agriculture as an industry and of the country as a place in which to live is taking place in those communities where the people have gotten together and in a definite and business-like manner studied local . probl~ms and worked out a program of development ·that is based on actual facts concerning the community" II WHAT Is A SCHOOL AND COMMUNITY FAIR? A school and community fair may be defined as a dimin­utive cou'nty fair organized and conducted by the people of a community for the purpose of encouraging the growth and prosperity of that community. Questionable amuse­ments and other commercial .features are omitted from its program,, while its competitive activities and exhibits are usually limited to a community consisting of one school district, or to a group of small school districts where people live and work under v~ry similar conditions. For thus cooperation is best facilitated. The school and community fair is a concrete expression of the results of the various undertakings of the school and its community. It is, moreover, a veritable concentrated survey, for in a few hours the success of the ideals, and of the plans attempted by the teacher, the support of her pa­trons, and the general progress of the community, are readily seen. · III People of a community must first get awake before they can get together and get to work. School and community fairs have for a number of years been held in progressiv communities throughout the coun­try, where they have been much appreciated for their edu­cational value. They have proved to be ready and effec­tual means of awakening communities to life. Some gen­eral ways in which they help to do this are: (1) They arouse the interest ·of the teacher, pupils, and patron in problems that vitalize school work, and give concrete evi­dence that the work of the efficient school is not limited by the four walls of the school room but that it reaches out to the life and activities of the whole community; (2) they evoke cooperative effort and the spirit of toler­ance necessary to eliminate petty je~lousies and suspicions so detrimental to growth and prosperity; (3) their exhibits call forth that friendly rivalry which is so productive of higher ideals and of the. constructive thought necessary to attain them; ( 4) they provide opportunity for engaging in valuable social and recreational activities, and patriotic demonstrations; (5) they offer ~· common working basis for closer and more effectual cooperation of county, state and national agencies organized for the .promotion of .rural w~lfare. Among the possible specific benefits to be derived from school and community fairs are the following: L Better crops and livestock. 2. Better methods of farming and housekeeping. 3. Improved homes and farms. 4. Introduction of the teaching of vocational agriculture and home economics in the public schools. University of Texas JJulletin 5. Consolidated schools. 6. Good roads 7. A more satisfying social life. 8. Community and county libraries. 9. Closer touch with State and Federal extension service. 10. An active business organization of farmers ready and willing to cooperate for common good. · 11. Organization of constructive county, state, and national activities. 12. Building good citizenship. Frequently at the close of the fair. a mass meeting of the comir].unity in which the fair was held is called for the pur­pose of taking an inventory of work done during the past year and for agreeing upon some -projects that need to be cooperatively worked out for promoting further community development-thus making the community a better place to live in. Specific and definite plans to this end are made at this meeting. The goal to be kept in mind here is·the very best results for the coming years, so that "when our use of this world is over; and we make room for others, we may not leave anything ravished by our greed or spoiled by our ignorance, but 'that we may hand in our common heritage fairer and sweeter, through our use of it, in un­diminished fertility and joy." Therefore, every school should have an annual community fair. IV ORGANIZATION OF THE FAIR "The thing to be.done is more important than the method of doing it." · Fundamental work in organizing the school and commu­nity fair begins, logically, fa the schoolroom, where the . teacher interests her pupils in the proposition. The chil­dren in turn will discuss the proposed plans in their homes.. Patrons and friends of the school then take up the subject, and the whole community will in due time be ready for a How to Organize and Conduct a Community Fair 11 mass meeting at the school house where accurate details, values, and possibilities can be presented and discussed. This meeting. will possibly be the best time to effect a sim~ pie, permait~nt orJ;ini?-~ti0'.P whose officers should consist of president, vice-president, and secretary-treasurer. These officers should represent all the interests of the community, and be chosen from that group of people who will work for the good of the whole community. The teacher or some other wide-awake citizen should be elected secretary­ treasurer. The success of the fair will depend largely on the efforts of th.is officer. There should also be appointed a number of committees consisting of individuals who are vitally interested in the fair. Each committee should con­ sist of three or five members, one or more of which should . be pupils in the school directly interested. By appointing the following committees, the responsibil­ity of the work will be rightly placed upon the entire com­. munity: . · 1. General arrangements-grounds and exhibition space, decorations, tags, entries, publicity, and securing of judges. 2. Farm and garden crops. 3. Livestock and poultry. 4. Daicy products. 5. Home economics. 6. Sanitation. 7. Premiums a:nd prizes. 8. Parade and floats; 9. Programs, entertainments, games, contests, and refreshments. These officers and committees should meet several times before the opening of the· fair for the purpose of effecting a better organization. v EXHIBITS "To get anywhere it is necessary to start from where you are." Since one of the chief aims of the school and community fair is to build up a community spirit, the exhibits must prima.rily express the willingness to help rather than the spirit to excel; and, although friendly rivalry is an incen­tive in getting up the fair, the mere idea of excelling should be subordinated to the general aim of "helping things along." The right spirit was shown by a mother who came with her children to enter their farm products, saying to the committee: "You may not need all these things; there will be many better articles of the same class here, but we thought they might help." With this thought uppermost in mind, the exhibitor will contribute what he has, and the completed exhibition will represent the normal production of the community. Here, a~ in all succe~sful projects, it is not the efforts of the individual, nor the individual efforts of the community group that bring success, but it is the "everlasting team play of every blooming soul." The sewing class exhibit. VI PARTICIPANTS IN THE FAIR A most important feature of the school and community fair is the opportunity it offers to everybody in the com­munity to take part. There should participate in this event not only pupils, teachers, farmers, and housewives-those· who are vitally concerned, but also there should participate the local physician, the minister, the carpenter, the ranch­man, the garage man, the merchant, the blacksmith, the postman, the dairyman, the school nurse, the Parent-Teach­er Association, the Farm Bureau, Boy Scouts and Girl Scouts, boys' and gi:f ls' farm and home clubs, the church, A group in a fine educational exhibit of woodwork in a rural school. Here the rough models take care of themseives. the Sunday school and other local organizations-in short, every individual and every group of people in the neigh­borhood. It is their fair, to be held in their community, at their school plant. VII THE TIME TO HOLD THE FAIR The best time to hold a school and community fair is ob­vfously during May or June, if the school work is to receive the main consideration; October or November, if the farm crops are to be e'µiphasized. The most suit~ble date will vary in different sections of the State according to climatic conditions. To h1sure adequate school exhibits it is wise to begin work for the next fair as early in the school session as possible. A session of the Mothers' Club of the P. T. A. that made a school and community fair possible .. VIII THE FAIR AS A SCHOOL PROJECT No rural school project more valuable and more interest­ing can be suggested around which to group the work of each grade than the school and community fair. It deals with real interests and experiences in the life of the pupil, and·these can easily be made to function with his education in the most valuable way. The opportunities here offered will seldom quite overtake the possibilities. There should be a series of problems in language, mathematics, composi­tion, drawing, modeling, manual training, home economics> publicity, reading, etc. This project will be an incentive to help "make our community the best to live in." Get Bulletin No. 36, 1921, "Major Projects.in Elementary Schools" by Fox. Department of the Interior, Bureau of Education, Washington, D. C.; also study "Modern Elemen­tary School Practice." Freeland. Macmillan Publishing Company, Dallas, Texas. A group of young exhibitors ready to enter the parade. IX PLACE TO HOLD THE FAIR By all means hold the school and community fair on the school grounds. If the space is not sufficient, rent or buy additional land adjoining the school ground. When the fair is over, cultivate this land and add the income to the school treasury. If the fair is the cooperative effort of a group of schools, hold it at the large central school. Facilities will be more suitable and convenient there. x THE PROGRAM FOR FAIR DAY A well organized program, well carried out, insures suc­cess on fair day; and before the day is over, folks will be­gin to plan what to do on the next fair day. A Model Program 9 :30 A. M.-lO :00 A. M.-Assembling for parade. 10 :00 A. M-10 :30 A. M.-Procession. . 10 :30 A. M.-12 :00 M.-Viewing and judging ex­hibits. 1 :00 P. M.-3 :00 P. M.-Pupils' program. 3 :00 P. M.-3 :30 P. M.-Addresses. 3 :30 P. M.-3 :50 P. M . ....,.Auction. 3:50 P. M.-4:00 P. M.-Awarding prizes. 8 :00 P. M.-An illustrated lecture; or an enter­tainment-a drama by local talent, a moving picture, or a concert by the music club. A blue ribbon fl.oat at a school and community fair. 1. The Parade. · Perhaps the best idea of the parade can be obtained by describing one that opened a school and community fair in Southwest Texas. Promptly at half past nine o'clock in the morning, the people of a small rural school district began to assemble for the purpose of forming the parade of their school and community fair. There seemed to be a spontaneo.us out­burst of the life of the entire community as the number of farm teams, floats, and farm animals grew beyond all expectation. Soon the marshal.and his assistants arranged the order of march according to a previously arranged plan, after which the procession proceeded to the school house a half mile away. In the van were seen the little children led by a girl car­rying the placard, "Texas' Greatest Asset Is Her Texas Babies." There were babies in · perambulators, some in their mothers' arms, others toddling beside their mothers. A wheel-barrow labeled "Baby Health Is Texas' Wealth" . displayed these placards, "Patent Medicine Kills," ''Pure Milk Saves Babies." Behind these placards there stood a healthy specimen of prospective manhood about three years old. This wheel-barrow was pushed by a young woman who also led a long line of school. girls who were carrying flags and holding a rope of red, white and blue streamers. Next came the little boys with manly stride, some leading their pet dogs; others pulling gay floats consisting of "Ex­press'' wagons of their own construction· and decoration. These contained happy families of. rabbits, pigeons, ban­tams, or.tiny pigs~ Next came the larger boys leading their calves and colts, or driving decorated floats containing pro­ducts frotn their war gardens and from their farm pro­jects.. One wagon bed profusely decorated with "yellow top," contained a brood of fine Duroc pigs, and ··bore this inscription, "Watch Us Grow." A float of garden vege­tables announced, "We Live at . Home." The new school­and-community-canner flanked by numerous tin cans flaunted these words from its placard: "Save Your Health and Your Money by Canning." "More Songs of Cheer Throughout the Year" was the message from the car that carried representatives of the "Singing Class." The farmer who later was awarded the prize for doing the best farming in the community. drove up in his farm wagon, which was laden and decorated with samples of every kind of crop his farm was producing. His placard read: "Intensive Cultivation Pays." The school float was labeled "Better Farming and Housekeeping Heli Build Good Homes." Then came a dairy cow labeled ''Tne Mort­gage Lifter" ; another carried her record card with the words, "I Test 5lf2%.'" A group of calves driven by mod­ern "cowmen" who knew how to "sit" their hardy ponies, formed an interesting spectacle. The mercantile company hitched to its patriotically decorated roadster a trailer which was loaded with all kinds of groceries and home-made corn meal. The driver of this float scattered printed reci­pes for making "The Best Cornbread in the World." The warehouse float hoisted a card which read: "Feed! The Stuff That Saved Our Farms During the .Drouth." The postmaster found an abandoned covered wagon, decorated it with school pennants, sale bills, and attractive . posters, and surmounted the whole with flags. This equipage was pulled by a pair ofburros whose driver sang the community song through a huge megaphone accompanied by the "Har­monica Club." "No Tire Trouble" was the label carried by a little donkey covered with shoe boxes advertising the shoe department in the local store. Then came a bevy of young ladies dressed as school nurses, seated in a car sur­mounted by the slogan, "Prevention.'' This car was driven by a boy scout and suggested the county health work whose valuable services is rapidly being introduced into all of our counties. But by far the most popular float of this interesting pa­rade was the beautiful car covered with white and lavender chrysanthemums and labeled "P. T. A." A silver butterfly hovered over the front of this car which carried a group of 'jBetter Babies.'' Nothing less than mother love prompt~ ~d this beautiful emblem of the "common tie which should unite.'' University of Texas Bulletin There were various other attractive features with sug-· g:estive placards, herds of cattle, pigs, horses, mules, and coops of poultry including "The Little Red Hen,'' which was the pet of a young business man of the community and which added to the merriment of the occasion by singing whenever her owner came near her cage. The. rear of this parade that did so much to arouse interest in the fair and in this community consisted of a group of young actors who P. T. A. float. were advertising the "Jolly Farmers' Minstrel Show" to be given that night in the school auditorium. For other suggestions on "Parade" see Agricultural Ex­hibits and Contests,'' S. R. S. Doc. 42, Al-2, U. S. Depart­ment of Agriculture and "The Community Fair." Morgan. The Massachusetts Agricultural College, Amherst, Mass. 2. Viewing and Judging. Exhibits. Upon reaching the school grbunds, the procession should disband-the animals should be hitched in stalls provided for them, and the vege­tables and other suitable articles added to the general ex­hibit. At this time the judges should finish their work, student assistants aid in showing and explaining exhibits, and a committee on games and outdoor contests give their part of the program. Well arranged for a one-room school. 3. The Noon Lunch. The best way to solve the problem of refreshments in a small community·is to serve on a com­mon table a basket dinner. Each family should bring enough food for itself and for two or three guests~ What could be more appetizing and satisfying to a group of hun-' gry people than a pot of well-cooked beans flavored with peanut oil, a plate of corn bread sticks, sandwiches of milo maize bread :filled with home-made peanut butter and cot­tage cheese; a dish of potato salad daintily garnished with lettuce, some red beet pickles, a rice pudding stuffed with raisins and fresh ginger cake? Then, if desired, cold milk could be added for the children, and coffee for the old folks. Certain families could bring certain foods in this list. Such a plan would prevent needless duplication, and save work. If there should be many people to . serve, a community barbecue would be a happy solution of the lunch problem. The mass meeting should decide this matter. 4. A List of Suggestive Contests and Demonstration!? for Pupils: 1. Testing field and garden seed. 2. How to terrace land. Why? 3. How to keep moisture in the soil. 4. Demonstration in concrete mixing. 5. Home-mixed fertilizers, with charts showing percentage, composition, and costs. 6. Display and description of local soils. 7. An experiment in good cultivation. 8. Milk testing. 9. Judging livestock and farm products.· 10. Fireless cooker. 11. Iceless refrigerator. 12. Laundry equipment. 13. Lighting farm buildings. 14. Water supply for the 'kitchen. 15. Butter making. 16. Making cottage cheese. The barbecue at the school and community fair. 5. Games and Contests. There may be time and oppor­ tunity for games, folk dances, and other recreations. Among suitable contests are the following: 1. Riding, driving, and hitching of horses. 2. A plowing match. 3. Killing and dressing of poultry. 4. Naming farm and garden seeds. 5. Throwing ropes. . 6. Removing flat automobile tire. 7. Saddling and riding. 8. Bar chinning. 9. Sack race. 10. Women's egg and spoon race. 11. Fat men's race. 12. Lean men's race. 13. Tying knots. 14. Naming trees and shrubs from leaves. 15. Naming flowers. 16. Naming weeds or useful plants. 17. Naming common birds from pictures. 18. Setting the table. 19. Making muffins or cornbread. 20. Sewing on buttons. 21. Making a button hole. 22. Knitting. 23. Singing: Duets, quartettes, choruses. (This feature will help to furnish music for the occa­sion). . 24. Giving class yells, singing school songs, or re­citing school poems. 25. Arithmetic matches-fundamental processes . .In contest :features, always arrange for team work, if possible. Put this feature in charge of your best men. Make it snappy and interesting. For rules for the above contests see List of Score Cards· and also consult your farm and home demonstration agents. 6. The Auction. The last feature of the afternoon pre­ceding the awarding of prizes is the auction of articles do­nated to the school. The auctioneer must be quick of speech, witty, and waste no time. He should make this ex­ercise a short, but valuable, part of th~ day's exerCises. 7. The Night Session. Community entertainment should form a fitting cl_ose to the day.. If the . community affords among .its leaders a person who can take the local talent and present a good drama, pageant, or concert, by all means give such ail entertainment. If this is not feas:. ible, send to the University of Texas, Department of Ex­tension, for a list of lectures illustrated by stereoptican; select a suitable set of slides, and appoint some one to give the lecture. The night program could be used to supple­ment the treasury of the school by charging a small admis­ . sion fee. XI "Where does the money come from to finance the fair?" is a very pertinent question, and one that received this an­ swer from an officer of a recent school and community fair. "We don't need money to put this fair through. That is the reason there are no charges for entries and rio gate fees." However, it may be desirable to have some printing done; but the small amount needed for this can be raised by subscription, by the proceeds of an entertainment, or by selling the advertising space in the catalogs and premium lists, if these be needed. In making preparations for the .fair, some extra labor may be required. Instead of hiring this done, organize a community "working bee" to do it. The school should take a prominent part in this work. No better lesson in social service could be afforded these young people than their as­ suming much of the responsibility in preparing for their school and community fair. XII 1. Publicity,. Advertise the fair throughout the entire community. The pupils can make attractive posters to be hung in the postoffice, the store, and in other public places: If desired, and if there are available funds, print small hand bills for general distribution. The· school paper is an excellent advertising medium. Local newspapers will al­ways publish communications of interest to their patrons. 2. Judges. If possible, obtain judges outside the com­ ·munity. County farm demonstrators, teachers of agricul­ture, or representatives from the State Agricultural Col­lege and from the State University are usually available for such work. 3. Exhibition Space. The exhibits require a clean; well­lighted place set apart for the purpose. The school room walls, tables, shelves, or tops of desks may furnish suitable space. Sometimes it is convenient to use a certain section of the room for booths to be occupied by particular indus­tries, individual farmers, gardeners, clubs, or grades in school. The manual training shop, the woodhouse, or even the hitching barn, if properly cleaned and screened, can be utilized by using gum labels for attaching drawings and other paper work. Screens make good exhibit space for textiles or drawings. 4. Care and Installation of Exhibit. ·The committee on various kinds of exhibits will see that exhib~ts are properly prepared, and will be responsible for their care and install­ . ation. Every part of the exhibit should be as neat and at­tractive as possible. For instance, the vegetables should be washed and kept fresh, the dairy products kept on ice, the cookery kept behind glass doors, the flowers kept in fresh water, and the sewing and art work so placed as to prevent handling. If possible, the general management of the ex­hibit should be given to the person who has the best idea of an artistic whole.· 5. Decorations. Vines, wild flowers, corn, cane, cotton stalks, bunches of grass, and branches are just the material for making tasteful decorations, which should be put up the day before the fair. Strips of red, white, and blue crepe paper add an air of festivity, while everywher·e the school pennants, the State and National flags should be in evi­dence. 6. Floats. Wheelbarrows, sleds, children's play wag­ons, go-carts, ·perambulators, buggies, bicycles, farm wag­ons, and automobiles can be decorated with the above ma­terial and converted into attractive floats for the parade. 7. Labels and Placards. Get several sheets of white cardboard. (10 cents a sheeO, a small flat brush for let.. tering, and a bottle of poster ink. Wtih these make suitable placards to label the floats and exhibits. ·This feature adds much interest. 8. Tags. Model entry tags may be made by the school children as a lesson in manual training. Use manila tag paper or pieces of cardboard from discarded boxes. Divide each about 4%, inches by 2112 inches, by lines into four equal parts. Space for the tag number, exhibitor's number. class number, and name of article should appear on the upper section; the exhibitor's name and address on the second sec­ tion, and a duplicate of the first section written on the fourth section to be torn off as a claim check. The third. section should remain blank and should be folded and glued back over the name and address until the judging is fin­ ished; then .this flap is pulled down and the owner's name displayed. If the article is for sale, the words "For Sale" are stamped over the face of the tag, and anyone interested in the purchase of the article can find the owner.. If the exhibit is small, tag with the number only may be used; but the tag number should also be written oppo­ site the name of the owner in a record book kept for the purpose. New hair pins furnish a convenient means of fastening tags securely on baked goods, such as bread and cake. 9. Premiums and Prizes. Use blue ribbon for first prize, red for second, white for third, yellow for fourth. and pink for fifth. Merchants and farmers often supple­ment these premiums by donations from their stock. Present the prizes at the end of the afternoon exercises, which should close by 4 o'clock, and thus give farmers time to go ·home to do chores and return for the entertainment .at night.. For further suggestions get : "Agricultural Exhibits and. Contests,'' U. S. Department of Agriculture, S. R. S. Doc. 42A 1-2, Washington, D. ·C.; "Practical Agriculture in Texas Schools,'' A. & M; College; College Station, Texas. See "Bibliography." 10. Sanitation. .The business of the committee on sani­tation is to see that the fair grounds are supplied with a. sufficient quantity of safe drinking water for man and beast; that the outbuildings are in proper condition, that recepta­cles for receiving waste material are conveniently placed ; and that, after the exercises of the day are over, the grounds. are again put in order for regular school wo~k. 11. Relation of the School and Community Fair to the County Fair. The school and community fair should. awaken an interest in county fairs and help eliminate the side shows that are usually found at county fairs, and that exploit the people. A group of school and community ex­ hibits should attract to the county seat large numpers of people interested in the growth and progress of their county. We quote the following paragraphs from Bulletin 870, United States Department of Agriculture, a pamphlet which the teacher who anticipates conducting a school and com­ munity fair should add to his library: "One state has recently passed a law providing for the . holding of community fairs and appropriating money for the purpose-of packing community exhibits and transport­ ing them to the large fairs. "An interesting county fair, made up of 72 community exhibits, was recently held in a county in the · Middle West. There were no races or sideshows. The 10,000 people in attendance spent their time for. two days in visiting and inspecting the exhibits and in wholesome recreation under the supervision of an expert reereational director from a neighboring>city. The exhH>its, occupying in all .about 15,000 square f eet of floor space, were housed in vacant buildings on the business street and in tents. Each commu­ nity had its booth, and the several communities vied with each other in making attractive exhibits of the products of the . far!ll, home, and _school." . 12. Photographs of Exhibits. Take a number of photo­graphs of the different features of the fair. They can be used to advantage in the school history, in the county super­intendent's report, and in the county newspapers. Individ­ . uals will treasure these pictures as valuable souvenirs which may prove the means of inspiring other communities to take up this work. These pictures and some of the school exhibits will fur­nish material for the beginning of a school museum.· · 14. The Committee on Entertainments is responsible for the speakers, games, pageants, parades, music, enter­tainment at night, and other attractions. · XIII CO-OPERATION OF INTERSCHOLASTC LEAGUE A number of schools throughout the State have combined Interscholastic League activities with their school fairs, and have found the results very satisfactory. · Sometimes a group of schools meet at the school fair and Boy Scouts. work off their sub-contests. The best school exhibits are also selected at that time and later'taken to the county meet where displays. of school work are an interesting and in­structive feature. The services of an expert play leader and athletic direc­tor should be secured for these events. (Write to "The Leaguer," University of Texas for this help.) After the regular contests are concluded, some good group games, plays and stunts will prove a happy ending to this part of the program. XIV SCHOOL AND COMMUNITY HEALTH EXHIBIT One of the most important subjects that can be brought to the attention of the visitors at the school and community .. fair is an exhibit showing health conditions of the school and community and ~uch health projects and activities as will illustrate an interesting method of teaching health to boys and girls. Some things that may enter this exhibit: 1. Schoolroom and individual score cards. 2. Health charts, posters, and booklets made by pupils. 3. Reports on sanitary surveys-cleanliness of premises, including outbuildings, screening of windows and doors ; protection against rodents and dust, location of mosquito breeding places ; observance of health rules ; diet for chil­dren; receptacles for school lunches and menus for hot school lunches. · 4. Plans for a sanitary camp for scouts. The teacher who is interested in health teaching will sug­gest and work out other valuable exhibits. Reports should be briefly and attractively ·told on illus­trated charts ,that are found in papers and magazines. 5. In the health .exhibit corner there could be a space curtained off for presenting a·health play of which the pupils will have charge. The admittance fee should be used to help pay for the school scales or for lunch counter ex­penses. (Get Heal,th Plays for SchQol Children. Address, American Child Health Association, 370 'Seventh Avenue, New Yor.) A very good project is a Punch and JudJJJ theater which children can make in their manual training room. Figures of painted cardboard representing children, the clown, the fairy, the baby, and other characters in the health play which the children themselves have written, can also be made with hand-work. These figures moved by wires, or by a hand concealed in a sleeve, represent the actors on the stage. The boy who manipulates the wires talks to the fig­ures. Write to the Playground and Recreation Association of America, 315 Fifth Avenue, New York City, for a copy of "Playground," July 19, 1921. It contains the story of "Punch and Judy" and tells how to make the theater for this puppet play. If you want to be more exact in the man­ufacture of the theater and have some money to spend, write to the studio of Stella Boothe, 131 E. 19th Street, New York City, for working drawing~ of her suit-case the'­ater, $2.50; designs for cut-out figures and scenes, $15.00; the story and action plan, $2.50. 6. "Watch-Your-Weight Booth." For directions to build and furnish this booth, write to the Health and Happi­ness League, Division of Nutrition and Health Education, Bureau of Extension, University of Texas, Austin, Texas. 7. A written or oral debate: "Resolved that our com­munity should furnish one-half pint of milk a da~ at morn­ing recess to every child." 8. Compositions : .The Diary of a Stomach. High-heeled vs. Low-heeled Shoes. Health Rhymes: Health Play. A Story of Our Clean-up Campaign. How Our Scouts Helped. Why a School Dentist? Why a County Health Nurse? Why Home Economics Should Be Taught in Our Schools. A SUGGESTED CLASSIFICATION OF EXHIBITS The purpose of the following list is to help the commu­nity leader make his plans for a worthwhile exhibit. DIVISION I-SCHOOL EXHIBITS* Class A-Art Work 1. Freehand cutting (First and Second Grade). 2. · ·Freehand drawing, any kind. · a. Primary. · b. Intermediate. c. ltigh School. 3. Clay modeling-Group Work-Primary Grade. 4. Clay bas-relief (Intermediate). 5. Clay vase (High School). 6. Col.lection of paper and cardboard models (Pri"'.' mary, Intermediate). · 7. Crayon drawing. a. Primary. b. Intermediate. c. High School. 8. Best water-color sketch. a. Primary. b. InterJnediate. c. · High School. 9. Map of school, or farm to scale. 10. Map of school district. (Locate roads, school housef:!, and churches). 11. Map of county. (Outline school districts. . 12. Map of Texas. . 13. Story illustrated .by original ·drawings, or print­-ed pictures. a. Primary. b. Intermediate. c. High School. 14. Plan of a model kitchen in a farm home. 15. Plan for a convenient farm home in your local­ity. 16. Plan for grouping farm buildings. 17. Tanned calf skin. *Make the school exhibit as complete as possible. See that each -child !s represented. Premiums and prizes for school work should -cover those projects offering the greatest scope of effort. Class B-Collections 1. Insects. 2. Field and garden seeds, labeled. s: Local weed seeds, labeled, accompanied by com­position telling how to eradicate. 4. Herbarium of local plants. Stem, leaves, flow­ers, roots, fruit 'of each plant must be shown. A school exhibit with valuable content. 5. Leaves (in book). 6. Rocks. 7. Native woods-cut to show bark, sap wood, and heart wood. 8. Historical relics and curios. 9. Soils. 10. Fresh wild flowers. 11. Potted plants. 12. Bouquet of wild or cultivated flowers. Class C-Composition 1. Story of my garden (illustrated). a. Primary. b. Intermediate. c. High School. 2. Best plan for entertaining a party of thirty or forty people. 3. Plans (illustrated) for saving the housekeep­er's steps. 4. Best plan for giving the housekeeper a care­free and work-free Sunday. (Take into consideration the amount of work done on Saturday) . 5. How to make farm laundry work easy. 6. Local history. 7. Poem. 8. School yell. 9. Class song. 10. General farm records and accounts. 11. Record and account of farm project. 12. Best week's menu for family on farm. (Must have been prepared and served by speaker). 13. What does feeding the family mean? ·Class D-Weaving 1. Woven rug (hand loom). 2. Braided rug. 3. Crocheted rug. 4. Corn shuck basket. 5. Pine-needle basket. , 6. Corn shuck rug. 7. Corn shuck hat, or bonnet. 8. Any article made of other local fibers. DIVISION II-HOME ECONOMICS CLASS Class E-Sewing 1. Tea towel made of flour sack. 2. Kitchen apron (sleeveless). 3. Kitchen apron (with sleeves). 4. Child's dress. 5. Piece underclothing made of bran sack, or of flour sacks. 6. House dress. 7. Table cloth made of flour sacks. 8. 1h dozen table napkins. 9. Quilt made of scraps. 34 . University of Texas Bulletin 10. Sash curtains--stenciled. 11. Knitted woolen socks. 12. Knitted muffler. 13. Knitted woolen squares for hospital comfort. 14. Knitted wash rag. 15. Comfort bag. Class F-Cookery 1. Loaf of Milo maize bread. 2. Corn bread. 3. Oatmeal layer cake (no icing). 4. Load Boston brown bread. 5. Collection dried vegetables and fruit. 6. Collection canned fruit. 7. Collection brined vegetables. DIVISION III-FARM EXHIBITS Class G-Dairy Products 1. Pound of butter. 2. Cottage cheese. 3. Record of dairy cow for one month. 4. Plan for making butter on the farm. 5. Chart showing balanced ration (local feed) for dairy cow. Class H-Corn (single ears) 1. White dent. 2. Yellow dent. 3. Prolific. 4. Colored varieties. Class I-Corn (ten ears) 1. White dent. 2. Yellow dent; 3. Prolific. 4. Colored varieties. Class J-Grain and Hay 1. Egyptian wheat (ten heads) . 2. Sugar cane, or sorphum (six stalks with heads). 3. Kaffir (ten heads) . 4. Milo maize (ten heads) . 5. Feterita (ten heads) . 6. Three stalks cow peas. 7. Three stalks velvet beans. 8, Bundle alfalfa. 9. Cane hay. 10. Buffalo hay. 11. Peanut hay. 12. Broom corn (ten heads) . 13. Soudan hay. Class K-Vegetables 1. Irish potatoes . (one peck). 2. Sweet potatoes (one peck). 3. Turnips (one peck). 4. Squashes (three) . 5. Pumpkins (best, largest). 6. Snap beans (one gallon). 7. . Radishes (twelve) . 8. Tomatoes (twelve) . 9. Peanuts (six bunches). 10. Cabbage (best head). 11. Lettuce (three heads). 12. Beats (twelve). 13. Onions (1 peck). 14. Collection. Class L-Fruits 1. Plate figs. 2. Plate pears. 3; Plate plums. 4. CollectiOn wild fruits. 5. Grapes (four clusters). 6. Pecans (one gi;i,llon). DIVISION IV-FARM ANIMALS. Cl.ass M-Poultry (any breed) 1. Poultry (any breed) . 2. Hen, over 1 year old. 3. Pullet, under 1 year old. 4. Breeding pen-1 male, 4 females (any size). 5. Guineas, pair. 6. Ducks, pair. 7. Geese, pair. 8. Pigeons, pair. University of Texas Bulletin 9. Turkeys, pair. 10. White eggs, 1 dozen. 11. Brown eggs, 1 dozen. Class N-Swirie 1. Pig, 2 to 4 months.­ 2. Young herd, 1 male, 3 females, under l year. 3. Fat stock (under 9 months) . Class 0-Sheep and Goats 1. Doe, any age. 2. Doe, and kid, under 1 year. Class P-Cattle 1. Calf, heifer under 6 months. 2. Baby beef. 3. Young breeding stock under 2 years. 4. Dairy cow. Class Q-Horses and Mules 1. Colt, under 2 years. 2. Riding pony. • 3. Span of work horses, or mules. · Class R-Miscellaneous 1. Comb honey. 2. Extracted honey, pint jar. 3. Cane syrup, 1 quart. 4. Dry Peas, any variety, 1 gallon. 5. Dry beans, any variety, 1 gallon. 6. Cotton ( 50 bolls) .. 7. Cotton seed (10 pounds). 8. Cotton stalk (3). 9. Thirty-ear corn test. Best exhibit from a farm in the community. 10. Watermelons, largest, best flavored. 11. Collection farm products. 12. Collection various kinds of wild and cultivated legumes showing nodules. 13. Berries, 1 quart. 14. Commercial feed stuff. 15. Plan for lighting farm buildings. 16. Newspaper article: "What Our School Is Doing to Improve Methods of Farming." 17. How to furnish a restful sitting room-expense considered. Making a selection for the school.and community fair. Class S-Manual Training 1. Book rack. 2. Broom rack. 3. Box for testing corn. 4. Picture frame. 5. Porch swing. 6. Yard gate. 7. Model farm gate. 8. Model for putting running water in the house­(least expense). · 9. Library table. 10. Collection of wooden toys (intermediate grade). 11. Furnished doll house (intermediate grade) . 12. Model watering trough (cement). 13. Seat for lawn (cement). 14. Chicken coop. 15. Chicken .feeder. 16. Collection of wooden toys. 17. Swine feeder. 18. Tool box. 19. Folding screen. COLLECTION OF SCORE CARDS Send to Texas A. & M. College, or to U. s~ Department of Agriculture for standard score cards for judging farm products. Send to the Extension Bureau of the University of Texas, Austin ; A. & M. College Extension Service, College Station ; or College of Industrial Arts, Denton, for standard score cards on household exhibits. Pupils can make copies of these for class use. The following list of selected score cards is intended chief­ly to help the committee and the exhibitor in suggesting and selecting the type of product for entry : Points Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Size ............... :......................... 15 Color ...........·...................._........ 15 Quality ......... _..........................·.. 20 Uniformity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Freedom from blemishes . . . . . . . . . . . . . . . . . . . . . 20 2. BREAD Flavor, taste, odor . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Texture of crumb, lightness, color, not doughy . . . 45 Shape of loaf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Written record ...................·........... 10 3. BUTTONHOLES (Sample of no less than five buttonholes) Shape, position, depth of stitches in proportion to size, opening-must not spread . . . . . . . . . . . . . . 35 Durability ........................... ..· . . . . . 20 Regularity and correctness of stitches . . . . . . . . . . 20 Uniformity of the group of buttonholes . . . . . . . . . 15 Written report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 4. COMPOSITION Points. Spelling, penmanship, neatness . . . . . . . . . . . . . . . 30 Correct form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Originality and style ...................... : . . 50 5. CANNED FRUIT COLLECTION Variety .. .·......... . ....................... 15 Appearance in jars---'arrangement . . . . . . . . . . . . . 10 Clearness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1() Condition in jars-firmness of texture . . . . . . . . . . 25 Flavor .-.......·;........................... 25 Size and shape of pieces . . . . . . . . . . . . . . . . . . . . 5 Labeling-uniform ·......" ....·. . . . . . . . . . . • . . . . ·5 Name and date well placed . . . . . . . . . . . . . . . . . . 5 6. CORN (EAR) Prolificacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3()· ·Trueness of ·ear to type . . . . . . . . . . . . . . . . . . . . . . 2() Market condition ..... ; . . . . . . • . . . . . . . . . . . . . . . 20 Character and uniformity of ears . . . . . . . • . . . . . . 15 Character and uniformity of kernels . . . . . . . . . . . . 15 7. CAKE General Appearance Size and shape 1() Character of Crumb Texture ......·....... ; ...................... ~ 20 Moisture ........'. ..... : . . . . . . . . . . . . . . . . . . . . 1() Lightness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Crust Flavor ............. . ~ . . .........-. . . . . . . . . . . 15 Tough or tender ...... ~...................... 10 Thickness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1() Color ......... . . ·......_............_......... 1() 8. EGGS Uniformity-size, shape, color ; . . . . . . . . . . . . . . . . 5­Clean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Points Quality, yolk, white, strength of shell . . . . . . . . . . 10 Fertile or infertile ......................... . How often gathered ........................ . Cooled immediately upon gathering . . . . . . . . . . . . 20 Gathered from clean nests . . . . . . . . . . . . . . . . . . . . 20 Hens fed adequate and clean food-No access to privies or other unclean places . . . . . . . . . . . . . . . 20 9. EGGS a. For Food Uniformity, size, shape, color. . . . . . . . . . . . . . . . . . 15 Fresh and clean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Gathered twice a day from clean nests . . . . . . . . . . 20 Hens fed adequate and clean food-No access to privies or other unclean places . . . . . . . . . . . . . . 20 Quality-yolk, white, shell unwashed. . . . . . . . . . . . 10 Cooled immediately upon gathering . . . . . . . . . . . . 5 Infertile ................................·. . . . 15 b. For Hatching Uniformity of size, shape, c.olor and breed of hens 20 Strength of shell . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Fertile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Clean . . . . . ... . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Fresh . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . 10 Quality of yolk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Quality of white ........ : . . . . . . . . . . . . . . . . . . . . 10 10. FARM EFFICIENCY Size of farm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Type of farming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Soil management . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Crop management ........................... 10 Crop and stock improvement . . . . . . . . . . . . . . . . . . 10 Quality of business ......... ~ . . . . . . . . . . . . . . . . . 12 Equipment (Adequacy, Economy, Utilization of) 12 Subsistence enterprises . . . . . . . . . . . . . . . . . . . . . . . 6 Farm .accounts ......................·. . . . . . . . 6 General (Cond"itions, Appearances, Practices)... 8 11. FRUIT, IN GENERAL Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 University of Texas Bulletin Points Uniformity ................................. · 20 Freedom from blemishes . . . . . . . . . . . . . . . . . . . . . . 25 Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ·25 12. GRAPES Flavor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Form of bunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Size of bunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Size of berry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Color ..... : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Firmness . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Bloom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Freedom from blemishes . . . . . . . . . . . . . . . . . . . . . 20 13. . HAY Maturity (cut at proper time) . . . . . . . . . . . . . . . . . 25 Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Color ..................·..................... 20 Aroma· . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Textures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 14. HAM AND BACON Weight ................·......... ... . . . . . . . . . . 5 Trim ......................·................. 10 Symmetry.·................................. 5 Flavor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Color ...................................... · 10 Texture ...................... ·...... , . ; . . . . . 10 Proportion lean to fat . . . . . . . . . . . . . . . . . . . . . . . . 5 Marbling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 15. IRISH POTATOES Uniformity ~........ . . . . . . . . . . . . . . . . . . . . . . . . 40 Smoothness .......................·...·. . . . . . . 20 Freedom from blemishes . . . . . . . . . . . . . . . . . . . . . . 20 Shallowness of eyes ................... ; . . . . . . 10 Marketable size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 16. JELLY Quality Points Flavor 30 Appearance Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Clearness .......................... ; . . . . . . . . 10 No crystals nor other solid particles . . . . . . . . . . . . 10 Consistency True jelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Not syrup nor taffy, but holds its shape Firmness ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Should tremble, yet form an angle when cut with spoon Container Protection, proper sealing . . . . . . . . . . . . . . . . . . . . . 5 Condition ....................·......... ; . . . . . 5 Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 5 17. MARMALADE Quality Taste . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . 20 Flavor .....................................· 20 Consistency . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 20 Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . 20 Package Protection ................ , .............. : . . 10 Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 18. PICKLES Quality Flavor 30 Appearance Uniformity S~ape ................. : . . . . . . . . . . . . . . . . . . . . 10 Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Arrangement ..•.......... ~ . . . . . . . . . . . . . . . . . 10 Container Protection-proper sealing .............·......· 10 Condition . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 19. PRESERVES Quality Points Taste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Flavor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Consistency . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 20 Appearance Shape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 6 Size of fruit .......~ . . . . . . . . . . . . . . . . . . . . . . . . 4 Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Container Protection-proper sealing ........·.... . ...... 10 Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 20. PASTRIES Appearance Color. Shade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 4 Evenness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Surface ............... . ........·......... . ... 6 Condition ........................ . .....·. . . . . 7 Quality Tohoroughness of baking . . . . . . . . . . . . . . . . . . . 20 Crust Flakiness ........... .". . . . . . . . . . . . . . . . . . . . . . . 5 Lightness ..............................·. . . . . 5 Tenderness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Crispness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Sweetness ................ ·: . . . . . . . . . . . . . . . . . 5 Filling Consistency ...........................·. . . . . . 10 Taste ..................................... : . 10 Amount . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 21. PEACHES AND PLUMS Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 · Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Uniformity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Freedom from blemishes . . . . . . . . . . . . . . . . . . . . . . 20 22. PLOWING Points Straightness of furrow . . . . . . . . . . . . . . . . . . . . . . . 15 Uniformity of furrow slice . . . . . . . . . . . . . . . . . . . . 15 Uniformity .of furrow . . . . . . . . . . . . . . . . . . . . . . . . 15 Finishing of ends and corners . . . . . . . . . . . . . . . . . 10 Skill in handling plow and team . . . . . . . . . . . . . . . 15 Connecting two lands . . . . . . . . . . . . . . . . . . . . . . . . 10 General quality of work . . . . . . . . . . . . . . . . . . . . . . . 10 Amount accomplished in given time . . . . . . . . . . . 10 23. PATCHING Matching stripes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Neatness of corners . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Neatness of seams and stitches. . . . . . . . . . . . . . . . . 20 24. PEANUTS Uniformity of exhibit . . . . . . . . . . . . . . . . . . . . . . . . 30 Color of hulls ·. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Maturity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Trueness to type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 25. SEWING Selection of material for purpose ............. , . 10 Buttons and button holes. . . . . . . . . . . . . . . . . . . . . . 15 Finishing seams, neatness . . . . . . . . . . . . . . . . . . . . . 20 Laundering .. ....... : . . . . . . . . . . . . . . . . . . . . . . . 35 Written report ...................... : . . . . . . . 20 26. SWEET POTATOES .Uniformity . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 40 Smoothness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2o' Trueness to type ...... : . . . . . . . . . . . . . . . . . . . . . . 20 Freedom from blemishes : . . . . . . . . . . . . . . . . . . . . . 10 Marketable size . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 10 ' 27. TOMATO CATSUP, OR OTHER CONDIMENT.S Quality Flavor 30 Appearance Color . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Con~stency .............. . ................ .. 20 Package Points Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 28. WOODWORK Workmanship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Design . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . 25 Selection of material . . . . . . . . . . . . . . . . . . . . . . . . 25 Time used in making ... : . . . . . . . . . . . . . . . . . . . . . 25·