E-text prepared by MFR and the Online Distributed Proofreading Team (http://www.pgdp.net) from page images generously made available by Internet Archive (https://archive.org)
Note: Project Gutenberg also has an HTML version of this file which includes the original illustrations. See 61711-h.htm or 61711-h.zip: (http://www.gutenberg.org/files/61711/61711-h/61711-h.htm) or (http://www.gutenberg.org/files/61711/61711-h.zip)
Images of the original pages are available through Internet Archive. See https://archive.org/details/pigraisingmanual00nola
Text enclosed by underscores is in italics (_italics_).
Text enclosed by equal signs is in bold face (=bold=).
Assistant Professor, Agricultural Extension, University Of Illinois
State Leader, Junior Extension Service, University Of Illinois
Chicago New York Row, Peterson and Company
Copyright, 1918 Row, Peterson and Company
Whatever may be the status of the project system of teaching other subjects, it is coming to be quite generally agreed that the home project offers one of the best methods for teaching elementary agriculture. The essentials of the home project plan are as follows: (1) A definite, detailed plan for work at home covering a season or more or less extended period of time; (2) it must be a part of the instruction of the school in agriculture; (3) the parents and pupils should agree with the teacher upon the plan; (4) the home work must have competent supervision; (5) records and reports of time, method, cost and income must be honestly kept and submitted to the teacher.
In the study and practice of a vocational subject such as agriculture, we may distinguish three aspects, each involving distinct pedagogical characteristics and special problems of administration. The first includes the concrete, specific, or practical work, such as the actual making of a garden, the raising of poultry, or the growing of corn; the second involves a study of such technical sciences as botany, physics, chemistry, and the principles of the agricultural science relating directly to the subject of agriculture under consideration; the third aspect includes such general information as the history, economic values, and other interesting facts of that particular phase of agriculture being studied. Doctor Snedden states in his “Problems of Secondary Education,” that the keynote of the newer education in these fields is to be found in the development of facilities for obtaining practical experience, under conditions as nearly approximating those of the actual vocation as can be obtained.