2 BULLETIN 385, U.S. DEPARTMENT OF AGRICULTURE. 
of school officials who may desire to install such a plan. Several 
farm-management studies are utilized which may assist both the 
teacher and the officials. 
METHODS FOR THE TEACHER’S USE. 
It is here assumed that the school officials have settled upon the 
ratio between study and field work, and have also tabulated a more 
or less elastic statement of the time allowance for different projects. 
In case this is left to the teacher, it will be necessary for him to 
study the problems considered in the latter part of this publication. 
The home project has been defined by this office as follows: ‘‘The 
term ‘home project’ applied to instruction in elementary and sec- 
ondary agriculture includes each of the following requisites: (1) 
There must be a plan for work at home covering a season or a more 
or less extended period of time; (2) it must be a part of the instruc- 
tion in agriculture of the school; (8) there must be a problem more 
or less new to the pupil; (4) the parents and pupil should agree with 
the teacher upon the plan; (5) some competent person must super- 
vise the home work; (6) detailed records of time, method, cost, and 
income must be honestly kept; and (7) a written report based on 
the record must be submitted to the teacher. This report may be 
in the form of a booklet.” Vacation work will be necessary in many 
projects. 
Since the project is of a longer duration than the practicum else- 
where considered, and since it resembles the more important phases 
of farm work, the plan of procedure becomes very important; cost, 
income, and profit are factors which may help to rate the work. 
Examples of such projects would include the following: 
Growing 1| acre or less of corn. 
Growing one-eighth acre or more of potatoes. 
Growing an acre of peanuts or cotton. 
Raising a flock of poultry. 
Managing a home garden of not less than one-tenth acre. 
Raising one-tenth acre of tomatoes and canning the surplus. 
Keeping dairy records, including milk tests. | 
Raising a litter of pigs. 
Raising baby beef. 
Picking, packing, and marketing fruit. 
Orchard management, pruning, spraying, etc. 
The teacher’s problems are here considered under several cases, 
each dependent on the status of agriculture as a school study. 
CASE 1. HOME WORK PRESCRIBED. 
There should be an assigned value for each subject in the course, 
and in the case of agriculture a definite part of this value should 
