The midland journal. (Rising Sun, Md.) 1885-1947, 1916-09-15
scHooL-CREDIT PROJECTS.
Farm Work as Part of Elementary
and High School Courses in
Agriculture.

and High School Courses in
Agriculture.
The idea that certain practical
work done by boys and girls ON the
farm should count as credits in the
agricultural courses of the rural
elementary and high schools is grow
ing rapidly in popularity among
educators. The basis for this idea
is the belief that the farm may and
should become the logical laboratory
for testing out and putting into
practice much that is taught in the
schools, and that the schools by
giving credit for home work can and
should encourage boys and girls to
make profits for themselves or to
become more directly helpful to their
families. Educators, however. find
some difficulty in defining just what
work that the boy does on the farm
should receive an educational credit
and how many credits should be al
dotted for the different kinda of
work which really help the boy to
master progressive methods.
To assist the superintendent of
schools and teachers, the specialists
in agricultural education in the
States Relations Service have recent
ly published Department Bulletin
385, School for Home Practice in
Agriculture. This bulletin, which
may be had free by educators as
long as the departments supply lasts,
devotes a number of pages to tables
and examples showing the nature of
school credit projects and the
amount of credit to be granted. It
is recognized, however, that real co..
operation on the part OF the parent
is essential, and the author thus de-
fines the part the parent must play
in any plan for making school and
farm work closer together in the
interests of agricultural education.
The parent should agree: (1) To
permit the pupil to use specified
land, animals, and equipment, either
as a temporary owner or as tenant
so far as the needs of the project
are concerned; (2) to grant the pupil
the time needed for the work ana TO
verify and youch for the time record:
90 to instruct the pupil in the
necessary manipulation so far as
practicable; (4) to allow the pupil
the profits derived from his own
labor and management. The last
point is not always feasible, partic-
ularly where the pupil takes up one
phase of the main business of the
farm, such as the weighing and test
ing of milk for dairy herd.
The parent must at least give an
unbiased voucher of the time and
expense record, and statement that
the project work was all done by the
pupil. In the absence of an advisory
committee or an inspector, the parent
is the judge as to when the pupil has
accomplished task successfully.
Where the pupils time is much
needed by the parent in regular
home duties it may be well to advise
that the pupil take over some part
of that home work as project. This
will insure the cooperation of the
parents, although the managerial
income may not come to the pupil.
The school should not only give
credit for work which the pupil
receives pay, but should consider
the relative income or profit as one
important factor in determining the
school rank given on the project.
To insure success, 1t will be very
desirable to have memorandum of
agreement signed by all parties be-
fore the projects begins, report in
ruil from the pupil, and a voucher
from the parent at the end.