~ 90 BULLETIN 346, U. S. DEPARTMENT OF AGRICULTURE. 
as well. Ifa student carries on a successful project of any other type 
he should have hope of some reward in addition to the school credit 
he may gain. It may be better to assign at the beginning of the work 
a project where there is hope of immediate profit. As the student 
grows older he will appreciate better the fact that many of the profits 
in farming are not gained immediately. 
Securing cooperation of parents.—It is not always an easy matter to 
get the parents to agree to let the boy receive the profits from his 
project. Neither will they at all times agree to let the student carry 
on a project according to the plans he may work out in connection 
with his course of study. Im fact, the securing of the cooperation 
of the parents is one of the most difficult problems in certain sections. 
As arule, the teacher will accomplish more by working quietly to win 
the confidence and good will of the parents and patrons than he will 
by making arbitrary rules. A campaign of education among parents 
and an extension of aid from the agricultural department of the school 
are coordinate in some sections with the project work. The agricul- 
tural instructors are required to carry on extension work among adults 
while they are supervising the projects of students. 
Substitutes for home projects.—In many schools there will be students 
interested in the study of agriculture who do not live upon farms, orwho 
are not able to carry out a project which will fit in well with their 
course of study. It is possible that practical work may be secured 
for such students that will accomplish the same results as a home 
project. Ifa boy is taking a course in dairying and can not take care 
of cows at home, it may be possible that he can secure work upon a 
dairy farm. If his work is such that it will fit in with a project plan 
there should be no objections to giving him credit for the work. 
Likewise, a student of horticulture may work in a commercial orchard 
or a market garden and get practical experience which will be worthy 
of credit if it is connected with the work of the school. 
Preparation of teachers.—Possibly the factor which limits most the 
teaching of practical agriculture is the lack of training among teachers 
for this kind of teaching. Teachers who are prepared to succeed in 
the supervision of home projects are such men as are in demand for 
various phases of extension work. As the demand for such men at — 
present is greater than the supply, comparatively high salaries must 
be paid. It is worth while for teachers to make an extra effort toward 
giving practical training to their students, if considered only from 
the selfish view of getting experience in a kind of training which is 
in strong demand. Inseveral of the agricultur al colleges the depart- 
ments of agricultural education are now giving special attention to 
practical training for project work. 
WASHINGTON : GOVERNMENT PRINTING OFFICE: 1916 
