HOME PROJECTS IN SECONDARY AGRICULTURE. 19 
of the district or upon a phase of farming most needed. To aid the 
teacher in centering his efforts upon one or two kinds of projects, 
some schools have adopted the alternate plan of subjects and projects. 
If four years of agriculture are outlined, the first and third years’ 
work is given one year and the second and fourth years’ courses and 
projects are worked out the next. 
Fitting projects to the course of study.—It has been found most satis- 
factory to make the project sufficiently extensive to correlate with 
one year’s work. In States where the home project is the basis for 
the teaching of agriculture, there is a question as to whether the class 
work and study of agriculture shall grow out of the project or whether 
the project shall develop from the agricultural study. If it is decided 
to require a project of each agricultural student the question will 
arise, To what extent shall the regular class work be devoted to 
projects, and to what extent shall the student pursue an individual 
project study ? 
— Gwing credit for projects.—It is customary to require two hours of 
practical work in field or laboratory for one hour’s credit. Shall 
credit for home-project work be given upon the same basis and 
allowance for this work be made in making up the schedules? The 
question may arise as to whether one type of work is not worth more 
credit than another. To what extent shall quality of work and 
results obtained be considered in giving credit? Ii extra time is 
put in on projects shall extra credit be given? Shall the student’s 
record of time be used in awarding credit, or labor-requirement tables 
be worked for different farm operations? The problem of giving 
school credit for home work is being given attention so it may soon 
be possible to answer these questions and others which may arise in 
a more satisfactory way than at present. 
Contests, prizes, and awards.—In the elementary school most of the 
home work in agriculture has been in connection with club work in 
which the contest idea is a strong feature. Some teachers in the high 
school have linked their home-project work with the organized club 
work. The question arises as to just how far the high school teacher 
should use the contest idea, and to what extent prizes and awards 
other than regular school credit shall be given as incentives in regular 
projects. : 
To what extent shall projects yield a profit?—Boys in the high school 
have reached an age where they are beginning to consider values in 
terms of dollars and cents. One of the chief educational values of the 
home-project plan lies in the fact that through it the boy may be 
taught the value of a dollar. If this fact is considered, the question 
may well be asked, Is not the production project the nost profitable 
from an educational point of view? While making a profit may be 
the chief aim of a production project it may enter into other projects 
