BULLETIN OF THE 
USDEPARTMENT OFAGRICULTURE © 
No. 213 
N : 
en 
Contribution from the Office of Experiment Stations, A. C. True, Director. 
i April 15, 1915. 
THE USE OF LAND IN TEACHING AGRICULTURE 
IN SECONDARY SCHOOLS. 
By Evaene Merrirt, Assistant in Agricultural Education, Office of Experiment 
Stations. 
CONTENTS. 
Page. 
PRETO ME MOM = Serene oats oon Se sk hots 1 | Source and distance from school of pupils 
Schools reporting school farms and farm ani- Studying apriculturels 2 see eite eines ee 8 
LTD: CAG Se oe ee 2 | Relative proportion of boys and girls study- 
Size and tenure of the farms ................ 2 ing agriculture in high schools.........-.-.-- 9 
RNA MMAC OOM HO TADMS se500 02 oo ek ee ce 2 | The period between graduation and starting 
Is a school farm necessary?..............-..- 2 farming onowmaecount....-..-.--..------- 9 
Advantages and disadvantages.............. 3 | Agricultural school and the shifting-tenant 
Management of the school farm .............- 4 PROD leis she SNS he ee Se ee RN eae ee 10 
Kinds of work pupils engage in.........-.... 4 | Efficiency in agricultural production......... 10 
Use of land to teach general principles....... 5 | Theplace of personal efficiency in agricultural 
EFCC LOI OCUSE eines se wisls ors, = = e'sis See os 5 ANSELUC ION stick ys ae ose eee 11 
Extension work of agricultural instructor. .-- Tit PRSUEMIMAT eine oo oe Sa wo eae ee teresa eerste Ali 
INTRODUCTION. 
This bulletin is the result of an attempt to determine how land 
is being used in the teaching of agriculture in secondary schools in 
the United States. In gathering the material upon which the bulletin 
is based two questionnaires were sent out, one in April, 1914, to all 
high schools receiving State aid for agriculture, to special agricultural 
schools, and to normal schools known to have courses in agriculture. 
To this 400 replies were received. In September another ques- 
tionnaire was sent to the same high schools and special agricultural 
schools, but not to the normal schools, which were omitted because 
a great part of their instruction relates to school gardens and not to 
work tending toward farm practice. Out of the 385 schools replying 
to the first questionnaire, 257 reported that some land was used in 
connection with their agricultural instruction. The schools so 
reporting were distributed as follows: Ten in the New England States, 
Notr.—This bulletin describes how land is being used in the teaching of agriculture in secondary schools 
and discusses some of the problems involved. It is written to aid all persons who are engaged or interested 
in the teaching of agriculture. 
85753°—Bull. 213—15 
