HOME PROJECTS IN SECONDARY AGRICULTURE. By 
- The Massachusetts home-project plan.—Massachusetts was the first 
State to give State aid to vocational agriculture based upon the home- 
project plan. in 1911 the State legislature made State funds avail- 
able for the establishment of vocational agricultural schools and de- 
partments according to plans submitted by the Massachusetts Board 
of Education. Departments of vocational agriculture may be 
established in high schools and if approved by the State board of 
education the communities which maintain them are reimbursed to 
the extent of two-thirds of the salary of the agricultural instructor. 
This instructor must be a specially qualified person who devotes his 
entire attention to agriculture. 
Teachers are employed in these schools and departments for the 
entire year. The summer time is spent in supervising the home 
projects of students. Usually some time is allowed in the winter for 
a vacation and for professional improvement. The class work is 
centered around the home project, which is required of each agri- 
cultural student. Before the boy enters the work parents. must 
agree to furnish the facilities for carrying out the particular instruc- 
tions of his teacher. !n each district where vocational agricultural 
training is established an advisory committee consisting of five 
members is appointed to cooperate with the agricultural instructor 
in adapting the agricultural training to the particular needs of the 
locality. 
Oiher States giving State aid.—Since the home-project plan was 
introduced into Massachusetts, the States of New York, Pennsylvania, 
New Jersey, and Indiana have given State aid to vocational agricul- 
ture based upon this plan. In all of these States distinction is made 
between agriculture as ordinarily taught in the high school and voca- 
tional agriculture. The use of State funds in each of the States is 
dependent upon organization and supervision by State officials. 
Extension of the project ddea.—The success of the home-project plan 
in States which are making it the basis of their instruction in voca- 
tional agriculture has led to a wide interest in the plan and to an ap- 
plication of the idea in schools of other States. In many sections 
agricultural students are doing practical work in clubs which have a 
relation more or less close to their school work. Many schools in 
their effort to make the teaching of agriculture practical have secured 
land to be used by the students. . These school farms have not proved 
satisiactory in all cases. Other schools either have not deemed it 
wise or have not seen their way clear to purchase or lease land for 
school use. All of these schools should be interested in a plan to 
utilize the home farms of the students in connection with the teaching 
of agriculture. 
1 For an exposition of the Massachusetts plan, see U. S. Bur. Ed. Bul. 579 (1914). 
