18 BULLETIN 385; U. S. DEPAKTMENT OF AGRICULTURE. 



the pupils to keep labor records on different crops on their parents' 

 farms, these to be used in arithmetic class j)roblems and then com- 

 piled for the purpose of fixing a local basis for giving credit. 



Factors causing variations. — ^Aside from the question of proper 

 management and steady work there are several factors which very 

 evidently affect the labor requirements of any project. In Tables 

 2, 3, and 4, adapted from Bulletin 266 of the Ohio Experiment Sta- 

 tion, it is shown that the harvesting method, the size of the field, 

 and the shape of the field each influences the labor requirements. 

 Without doubt a small field will usually be used by the pupil. 



In case any insect pest or disease comes upon the crop, the expe- 

 rience of fighting these doubtless has an educational value and de- 

 serves credit even if the extra labor diminishes the profit. This is 

 quite different from extra labor due to poor methods or mismanage- 

 ment. 



It is also true that the character of the soil, the slope of the land, 

 and local climatic variations will all influence the labor requirement 

 and if som« competent referee considers the records in view of these 

 factors he may properly rate each project. 



Lahor in garden projects. — -Because of the great variation in the 

 crops raised in a garden and the local factors involved, only a few 

 general suggestions may be given. 



Family gardens of from one-twelfth to one-eighth acre would appear 

 suited to pupils of the upper grades. This estimate will not fit all 

 cases. Gardens comprising largely such crops as corn and potatoes 

 demand relatively less time. Gardens having a large variety of 

 vegetables, so planted as to need intensive cultivation, take more 

 time and provide more education in the single project. The use of 

 cold frames or a hotbed, growing succession crops, and either market- 

 ing or canning the surplus vegetables deserves added credit. After 

 such projects have been carried out and itemized, if records are filed, 

 the teacher and his advisers will be able to estimate in advance for 

 future cases. The main issue is to map out a reasonable amount of 

 work in view of the course and the credit given, and then require 

 excellence in the work. Good practice and fair crops are as much an 

 evidence of what the pupil has learned about gardening as any text- 

 book recitations and examinations could be. Where one crop is 

 raised, as tomatoes for canning, less experience may be gained in the 

 season's work. If the pupil does the canning, however, this phase of 

 the work deserves credit. 



Whore an animal project, particularly poultry, is carried at the 

 same time, the results are better from an educational point of view 

 than where a larger crop project is carried alone. Garden waste, as 

 green food for the hens and hen manure for the garden, are examples 



