ee a a 
THE USE OF LAND IN TEACHING AGRICULTURE. 5 
types that stand out most prominently are the preparation of the land, 
the planting of the crops, and the harvesting of the same. In most 
of the agricultural schools the pupil has little or no part in the culti- 
vating of the crops. The different kinds of labor in which the pupils 
engage are shown in the following table: 
Kinds of labor in which students are engaged on the school farm or plat. 
Improvement of school ground...... 2) eMulehine. trees a2 4. a aoe NEES 6 2 
SIA, SLI 105 9 a al LZ AS prayaye (Tees a4.2: \oac. 2 oka ee 6 
TL Vist Ta) FL alee 1, Day oy Se ees. Seen, oye ee 3 
Pomme potatoes. ni.) -.b la -- ele Sr lpeaninenton stOCK e445. ers aeene Be a 2 
OODLE STDS ey al See ae a Ay AOU 2 a SESE te See ees 3 
DBereC HMRC GON: si. 22252-0252 S WABOOR yi Sete cigs asc Sor ats Smet ae ee 1 
PRPRE MOP OROUNS sos 2 oe RL D. MG TeCMNOUSES: <a-\onne cs & as Sa hle eee 2 
Paisano potatoes. 2562... eS AeGracdimelandics 22 Sea ee eee 1 
Peer Mandeee ee a UA AD raimage. oc. lu. ese ee ees 2 
Heamvesiine@ erainssc-2.. 2. 222s. 4 | Running survey lines..........:.-.- 2 
Sle tanS- ct alee ange eee Vale Dibelanee iss ta soe ey Siege i 
Peles COULON: 2. <3. 2 fe kes A WiRerrae une 3 Geiss SA Sk ee ees 1 
Urs LST 9 S73 CR ae i] apes plyan eo: tertilizers 05 1. ee ne y 
Renovating orchards. .........-...-- Ti emeparation;of land... a2: < 222 ss 10 
Wrechards.se. 002 skeg. sy leg x ¢ pa By MMURALOWATNO 2 24 ecclesia Arye ee 2 
nun seco 2 ty Cs ha SMELAE Vestn a ee 25 ke oie ancl aye 1 
Mesoruepatelie 5-226. . Yess hoe ix OUNSNCTIGIN.O: se Se se cris ae rere ones eee 4 
Peeing trees: is 52 Sos 2 
USE OF LAND TO TEACH GENERAL PRINCIPLES. 
A question was asked as to whether the agricultural instructor 
used the land to teach technique or general principles. The invaria- 
ble answer was general principles. When it is considered that most 
schools have an average of 30 to 40 pupils to an agricultural instructor 
and from 5 to 10 acres on which to give them instruction, it can be 
realized that the student can get but little actual experience in the 
ordinary farm operations and that the instructor can simply show 
what has happened under certain conditions. 
HOME PROJECTS. 
In the second questionnaire several questions were asked in regard 
to home projects. Seventy-four of the 156 schools reported that their 
students were doing home-project work, 61 reporting corn, 37 garden, 
26 poultry, 25 potatoes, 14 dairying, 12 orchards, 12 alfalfa, and 10 
keeping herd records. There was but one report for cotton. That 
there were few home projects in the South can be readily explained 
when it is considered that the agricultural schools are of the boarding 
type and that the districts served are generally congressional dis- 
tricts or some larger area. There seems to be but little supervision 
by the agricultural instructor except in the New England and Middle 
