crops grown. Then classify the crops as soil building,
 soil conserving, or soil depleting. Note the influence
 they have had on the fertility of the soil.
 4. Examine the soil by digging with a shovel or post hole
 digger in three productive fields and three unproductive
 fields, noting color, depth of surface, amount of clay in
 the subsoil and hardpan, if any, in the soils.
 5. If any rocks can be located in your community, examine
 them from the standpoint of color, origin, composition,
 degree of hardness, and degree of weathering.
 6. Make a survey of your community and find out the num-
 ber of farms that are being rented and compare to those
 being farmed by their owners. Which are more produc-
 tive and why?
 7. Examine with a spade a pasture sod, and forest area, and
 compare the condition of soils with that of a cultivated
 field. Explain which would be most likely to erode.
 8. Contact several farmers to ascertain the value of allow-
 ing the land to rest or remain idle as a means of improv-
 ing its fertility.
 9. Mix some green legumes or other plants with a moist
 soil and examine at weekly intervals noting the changes
 taking place and rate of decomposition.
 10. If available, study the influence of slope and kind of soil,
 whether clay, sand or loam, on the severity of erosion.
 11. Is erosion aggravated in Florida by heavy freezes as in north-
 ern states?

 Soil Conservation Paramount

 To stimulate a non-political, soil-building program resolves it-
self into two phases-first, intelligent self-help and, second, finan-
cial aid from appropriate Governmental authorities where badly
eroded farm lands and impoverished grazing areas should be with-
drawn from agricultural use, temporarily or permanently. The im-
perative necessity for this is illustrated in Fig. 6.
 .... ..... ".
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