In analyzing the problem it was found that there were three types of boys to be considered: (1) the boy in a farming district, who could be employed on the farm of his father or a neighbor; (2) the boy in a town near an agricultural center, who could be employed within a radius of a few miles of his home and school; (3) the boy from a city, who would have to be sent to distant farms and whose welfare would not be in the charge of his school principal and parents. The case of the first boy is very simple; the second is also easy of solution; but if the third boy is to be used, there will need to be a carefully worked-out plan for his placement, record of work, accommodations, and general welfare. It is for the third boy that the camp must be established, where he will be looked after by a responsible person who will see that he has the proper tent, board, work, and sanitary arrangements. [10] California and Indiana developed plans about the same time. Before the first of July, 1917, the movement became quite general in America. The plans of the different states for utilizing boy power, while aiming toward the one desirable end of increasing our food production, have differed widely in detail, owing to the variation in the compulsory-attendance laws, to the latitude exercised in some states in excusing boys prematurely, and to the varying degrees of investigation of placement, record of work, and supervision. All states agree in giving the boy who is excused for farm work credit in his school work. Canada, too, excuses boys over 14 for farm work, allowing them full school credit for three months' labor. While it may be urged that it is not pedagogically sound to give credit in one subject for the work in another, a way out of the difficulty might be found in a rearrangement of the school year and vacations in districts where there is a large percentage of excused boys; or special classes could be devised for these boys when they return to school. In the large high schools shorter intensive courses could be included in the program so that the boy who was preparing for college would not lose his work in such subjects as English, history, and mathematics. In the case of language and science there must be a loss which it is difficult to repair. If the present conditions persist, administrative ingenuity can solve the question of work and credits. It is not one of the serious aspects of the problem, provided always that there is no release of children below the compulsory-attendance age. In Massachusetts the work of mobilizing schoolboys for farm labor was in charge of the state's Committee on Public Safety. Their principles in acting were as follows: