THE USE OF LAND IN TEACHING AGEICULTTJEE. 11 



mark in his farm work. The replies indicated that if the boy passed 

 his examination on work in the classroom and laboratory his effi- 

 ciency in performing the farm operations was of little importance. 



THE PLACE OF PERSONAL EFFICIENCY IN AGRICULTURAL 



INSTRUCTION. 



Two other questions were asked to determine whether the agri- 

 cultural instructor had anything definite in mind in the practical 

 work that he gave the boy. Either the questions were not under- 

 stood, or the instructor had not considered this phase of the work. 

 The two questions were whether he had standardized any of the 

 principal farm operations in the community, and also to give stand- 

 ard movements or processes in the principal farm operations of his 

 community. None of the answers seemed to indicate that the agri- 

 cultural instructor had analyzed the farm operations in which the 

 pupils were engaged. Apparently most of the agricultural instructors 

 are requiring of the boy that he get a certain piece of farm work 

 done, and no effort is made to show the boy the most efficient method 

 of performing that operation. It would seem that in this respect 

 the agricultural instructor laid more emphasis on growing a crop than 

 on developing the boy. It would seem especially important that the 

 agricultural instructor should increase the efficiency of his pupils in 

 those phases of farm operations which limit the area cultivated or 

 the number of animals kept. 



SUMMARY. 



The principal facts developed by this investigation were that in 

 the New England States the majority of the pupils are living at home 

 and have easy access to the school, that the school farms are small, 

 and that the home project is more or less closely supervised, also 

 that the majority of the agricultural Instructors are of the opinion 

 that they could easily get along without the school farm. 



In the North Central States the school farms are small, the pupils 

 are drawn from greater distances than those in the New England 

 States, and they have not as good means of transportation. It is 

 also evident that there are a large number of boys from towns and 

 cities, and of girls desiring to become teachers, in the classes study- 

 ing agriculture. 



In Minnesota the agricultural instructor has not only to teach but 

 to do extension work, with the result that he has more than he can 

 properly care for. The part that he would like most to neglect is 

 the school farm. Wherever the home project has become a part of 

 his method of teaching agriculture he has not had the time properly 

 to supervise or to work out the details. For these two parts of the 

 country the reasons given for the desire to do away with the school 



