39 



be impracticable to withdraw to any great extent boys from ser- 

 vice on the home farm for service on the school farm. Further- 

 more, all the operations connected with the tillage of the soil, 

 such as the care and observation of experimental tracts, lack 

 significance until the seasons of growth and harvest, seasons 

 that find the school session ended, and the pupils widely scat- 

 tered and possibly engaged in cultivating or harvesting the crops 

 on the home farm. 



As the most promising solution of the problem of securing 

 effective vocational training in agriculture, this report recom- 

 mends that the home farms of the pupils be utilized in what 

 may be termed " part-time work " in agriculture. 



Part-time work in agriculture would be utilizing home land, 

 equipment and time, outside school hours, for practical train- 

 ing supervised by the school. The term " part-time work " is 

 a descriptive expression, brought over from current discussion 

 of certain forms of industrial training, for use in unfolding 

 the possibilities of this proposed type of training in the field 

 of education in agriculture. Part-time work in industrial ed- 

 ucation means that the student spends part of the time required 

 for his training in a shop or manufacturing establishment, and 

 part of the time at the school building; both school and shop 

 work, however, being intimately related and supplementary to 

 each other. 



Part-time work as applied to agricultural education would 

 mean that the student must spend part of the time required 

 for his education in productive farm work, preferably at home, 

 and part of his time at the school; the farm work and school 

 study to be closely correlated by the school at points selected 

 from season to season or from year to year, and to be given the 

 highest possible educational value by competent school super- 

 vision. 



Equitable. - The same causes that have brought about a 

 widespread demand for co-operation between school and shop 

 in industrial training, make just as necessary similar co-opera- 

 tion between the school and the home farm in agricultural 

 training. Historically, shop and farm at one time gave the 

 youth all his vocational training. Of late the tendency has 



