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CORN PROJECTS 
From these calculate the total cost of productions of corn per acre and 
per bushel for your section. 
3. Corn Problems.—From the data secured in the corn survey or 
from other facts obtained from corn growers, calculate yields of green 
forage per acre. Also calculate the average yields of dry stover or corn 
ears, of silage for your region or county. The number of acres of corn in 
a county can be obtained from census figures or from agricultural reports. 
Calculate the amount of silage made in a day and from this determine 
the size of a silage-man-unit. 
4. Survey Returns.—Tabulate the results of the corn survey, using 
each question separately or grouping them to suit. Compare yields with 
methods used. 
5. Corn Charts.—Students may make charts on sign cloth or card- 
board with sign-writers’ pens or small brushes. Study the wording of 
each chart carefully before making it. Good subjects for corn charts: 
Corn-judging points, points in field selection, reasons for home mixing 
fertilizers, soil types vs. yields. 
6. Collect pictures of corn showing good and bad ears, or good and 
bad practices, corn machinery and others. Get these from bulletins, cata- 
logues, and agricultural journals. Mount the pictures on gray cardboard 
of standard size either twenty by twenty-six inches or twenty-two hy 
twenty-eight inches. 
7. Debates.—Students should plan to have debates on such topics 
as the following: “Is corn more important than clover in American 
agriculture?” “Home mixing vs. the purchase of ready-mixed fertilizers.” 
“ Bare-fallow plan vs. other common plans of preparing seed beds.” “ Green 
manuring vs. the use of barnyard manure, or vs. commercial fertilizers.” 
8. Field Trips.—Take several field trips to study corn at times most 
suitable. Make an outline of points to be included in each study. Some 
of the main points to study are silo filling; harvesting and storing; winter 
cover crops and erosion; preparation of seed beds and planting; cross- 
harvesting and other tillage. 
9. Corn-growing projects may be planned by students living on 
farms or who can secure land for the purpose. Many of the headings 
in this chapter will suggest the steps in corn projects. 
10. Trials with Prcjects.—Plan comparative methods in growing corn 
to demonstrate in various corn-growing projects the advantages or dis- 
advantages of these methods, for example: Liming compared with no 
liming; green manure compared with barnyard manure and with com- 
mercial fertilizer; plowing, harrowing, and planting in the same week 
compared with bare-fallow methods; ridging compared with level planting 
and cultivation. 
Questions and Investigations 
I. Do you live in one of the corn belt states? How does your state rank 
in the production of corn in the Union? 
2. Compare corn with kafir in moisture requirements. 
3. Describe a good corn soil. A poor corn soil. 
4. Compare fall plowing and spring plowing for a corn field. 
5. What benefits are derived from growing a winter cover crop? 
6. Give the several points to be observed in the selection of seed corn. 
When is it done? 
7. Describe a good place for curing and storing seed corn. 
8. Name the several varieties of corn found in your region. Com- 
pare them. 
9. Discuss judging points: Trueness to type; shape of ears; vitality; 
size and shape of kernels; proportion of corn to cob; butts; tips. 
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