12 BULLETIN 213, U. S. DEPARTMENT OF AGRICULTURE. 



farm are not educational but pertain to the management of a farm 

 of uneconomical size. Since the primary purpose of the school farm 

 is educational, this should not count in making a decision. The 

 considerations that should decide are whether the school farm could 

 be used to make the agricultural workers of that community more 

 efficient, or whether some other method could be devised to take the 

 place of the school farm, as, for example, the home project. 



In the South, the majority of the agricultural schools have a board- 

 ing department and a large farm, so that the agricultural pupils have 

 a better opportunity to participate in the farm operations, and home 

 projects have not been developed; but even in these schools, where the 

 pupils carry on the farm operations under the direct supervision of the 

 agricultural instructor, it would seem that not enough attention has 

 been paid to making the pupils efficient in the ordinary farm opera- 

 tions and too much attention has been given to getting the farm 

 work done. Thus, the use of land in agricultural teaching presents 

 three different and distinct problems which have no common ground 

 for working' out their solution. 



The returns indicated that some of the things that could be done 

 most extensively by all the schools having farms are the distribution 

 of pure-bred seed, the introduction of new varieties of plants, fruits, 

 and shrubs, and the extending of the services of pure-bred animals 

 in the community. 



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