HOME PROJECTS IN SECONDARY AGRICULTURE. 5 
can be properly correlated with his course of study and meet other 
requirements of a project there should be no objections to accepting 
it as a substitute for a home project. 
The project to be a part of the instruction in agriculture.—The project 
should have a definite relation to the course of study. If the student 
is taking a course in farm crops his project should be along the line 
of crop production; if he is studymg animal husbandry, his project 
should be connected with the care of animals; projects in fruit 
erowing or vegetable gardening may accompany courses in horti- 
culture; and if a special course in farm management is given, special 
problems of management should be assigned as projects. 
Boys and girls not taking the course in agriculture may be induced 
to take up some special phase of practical agriculture at home, but 
such work does not come within the definition of a project. A 
student while taking a course in animal husbandry may start to 
keep records of the home herd in connection with a dairy project, 
his interest may cause him to continue the work the following year 
while he is taking a course in fruit growing, but some work pertaining 
to the production of fruit should then constitute his main project. 
The project to present a new problem.—tIt should be borne in mind 
that the primary aim of the home project is educational. A project 
should be considered in the light of what the student may learn from 
it in principle and practice. A student may grow an acre of corn year 
after year and continue to learn something new, but if the work of 
the first year has been properly planned and supervised it will have 
far greater educational value than in the succeeding years. After 
growing corn one year the student may better take up some other. 
crop or, better still, an entirely different phase of farming. 
Pupil, parents, and teacher unite upon plan.—The home project when 
_ properly administered is an excellent means of bringing the home 
and school together in their educational problems. The teacher 
should know the home conditions surrounding the student and should 
not attempt to plan a project without first getting the consent of the 
parents. Not only should their consent be obtained, but every 
attempt should be made to secure their hearty cooperation. Whether 
a written agreement is made or not will depend upon the relation of 
the project to the plan upon which the agricultural course is con- 
ducted. In productive projects and in other projects as far as possi- 
ble, the student should be given entire responsibility regarding the 
work and should have a financial interest in its outcome. If the 
student is using his father’s land or live stock, he should pay rent or 
interest on a fair valuation. He should work with an understanding 
that he will participate in the profits, if they are not all to be his, and 
at the same time feel that he will be responsible for any losses. 
