FARMSTEAD GROUP 
ing, cannot be worked out unless all practical requirements are 
fully met. Obviously these requirements cannot be adequately 
met unless they are clearly understood. In short it will be necessary, 
in order to achieve the best results, for the designer to have a com- 
prehensive knowledge of farm practice. To this he should add an 
equal understanding of the principles of design, i.e. the principles 
of landscape gardening. 
Problems 
After the pupil has completed the preliminary studies recom- 
mended above he should experiment extensively in the effort to 
apply these principles under different conditions. 
Problem 1. The plan of ‘‘Welworth”’ here reproduced should 
be redrawn to a large scale, preferably 1’ = 10’. This drawing may 
be made on cheap detail paper with coarse black pencil and may be 
finished with colored crayons. Or it may less desirably be drawn 
upon a blackboard. The large drawing is then to be used for pur- 
poses of critical discussion in which the teacher and several pupils 
should join. If one or more practical farmers can be brought into 
the discussions of the regular pupils there will be an added interest. 
In this discussion every point should be challenged and all 
possible alternatives considered. Questions like the following should 
be pressed home: Is the barn-yard too large? Large enough? Is 
the house too close to the road? Too far from the barn? Has the 
best location for the garage been found? Has the barn the best 
possible orientation? Will the yards have proper drainage? Etc., 
etc., etc. 
Problem 2. Visit some good farm and make a detailed meas- 
ured map of the existing farmstead. Draw this out to same scale as 
the plan in problem 1, in order to facilitate comparison. Place these 
two plans side by side, and consider in detail whether No. 2 is better 
or worse than No. 1. What are the most palpable faults of No. 2? 
What alternations could advantageously be made? 
If there are several pupils in the class they should map several 
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