ee ae a ee ie i ao . 
THE USE OF LAND IN TEACHING AGRICULTURE. 11 
mark in his farm work. The replies mdicated that if the boy passed 
his examination on work in the classroom and laboratory his effi- 
ciency in performing the farm operations was of little importance. 
THE PLACE OF PERSONAL EFFICIENCY IN AGRICULTURAL 
INSTRUCTION. 
Two other questions were asked to determine whether the agri- 
cultural instructor had anything definite in mind in the practical 
work that he gave the boy. Either the questions were not under- 
stood, or the instructor had not considered this phase of the work. 
The two questions were whether he had standardized any of the 
principal farm operations in the community, and also to give stand- 
ard movements or processes in the principal farm operations of his 
community. None of the answers seemed to indicate that the agri- 
cultural instructor had analyzed the farm operations in which the 
pupils were engaged. Apparently most of the agricultural instructors 
are requiring of the boy that he get a certain piece of farm work 
done, and no effort is made to show the boy the most efficient method 
of performing that operation. It would seem that in this respect 
the agricultural instructor laid more emphasis on growing a crop than 
on developing the boy. It would seem especially important that the 
agricultural instructor should increase the efficiency of his pupils in 
those phases of farm operations which limit the area cultivated or 
the number of animals kept. 
SUMMARY. 
The principal facts developed by this investigation were that in 
the New England States the majority of the pupils are hving at home 
and have easy access to the school, that the school farms are small, 
and that the home project is more or less closely supervised, also 
that the majority of the agricultural mstructors are of the opinion 
that they could easily get along without the school farm. 
In the North Central States the school farms are small, the pupils 
are drawn from greater distances than those in the New England 
States, and they have not as good means of transportation. It is 
also evident that there are a large number of boys from towns and 
cities, and of girls desirmg to become teachers, in the classes study- 
ing agriculture. 
In Minnesota the agricultural instructor has not only to teach but 
to do extension work, with the result that he has more than he can 
properly care for. The part that he would like most to neglect is 
the school farm. Wherever the home project has become a part of 
his method of teaching agriculture he has not had the time properly 
to supervise or to work out the details. For these two parts of the 
country the reasons given for the desire to do away with the school 
