VOCATIONAL AGRICULTURAL EDUCATION 25 



schools appear to have adopted this view. It is not clear, however, 

 that any considerable number have adopted methods of training 

 calculated to overcome their defects as agencies for graduating 

 students thoroughly trained in the practice as well as theory of 

 practical farming. 



Most of the schools are far from confining their activities to their 

 own premises and regular school classes. What may be done sup- 

 plementary to the usual school work has been admirably set forth 

 by Messrs. D. J. Crosby and D. H. Crocheron in Separate No. 527 

 from the Year Book of the U. S. Department of Agriculture for 

 1910, under the title "Community Work in Rural High Schools." 

 Perhaps your attention has lately been caught by Mr. Crocheron's 

 illustrated article in the January, 1912, World's Work, under the 

 title "A Very Real Country School". Suffice it for our present 

 purpose to say that community work as such is directly planned for 

 the benefit of adults, not for persons in school. 



Startling and Stupendous Problem. 



The problem then, of providing for actual participation, both as 

 manager and as worker, in productive farming simultaneously 

 with this classroom instruction on the part of the boy in the agri- 

 cultural school, may fairly be looked upon as the most startling 

 and stupendous problem in the great field of vocational education. 

 How shall it be solved? 



The Georgia Plan. 



Georgia has attempted its solution, apparently, by requiring 

 the officers and students of the Congressional district agricultural 

 schools to create a considerable portion of the equipment and 

 buildings of those schools, and to improve the land and make it 

 commercially productive; also by proposing a method of reward 

 for competent work, in part by payment per hour for half the labor 

 performed, in part by the plan of profit sharing within fixed limits, 

 and in part by the assignment to each student of an acre or more 



