SABcocKf AGRICULTURE IN SECONDAR\ SCHOOLS 



17 



production. Then, in my opinion, our work should be along two 

 main lines — plant production and agrotechny as related to plant 

 production, and animal production and agrotechny as related to 

 animal production. 



"Both plant and animal production deserve consideration in 

 our school because of the large values of both plant and animal 

 products that are shipped from Gardena. Few people realize 

 how great an agricultural community Gardena is. Here are a few 

 figures: *< 



"During one month 76,534 crates of berries were shipped from 

 the vicinity, valued at $100,000. During the year Gardena 

 shipped $480,000 worth of berries. Eight tons of vegetables 

 leave Gardena every day, valued at $30,000 per year. We ship 

 40,000 tons of barley hay per year. Valued at $10 a ton, our 

 barley hay alone is worth $400,000. Poultry products $125,000. 



Milk shipments amount to $60,000 per year. One man carries 

 out of Gardena $7800 worth of poultry a year and there are other 

 men who buy poultry whose estimates I could not get. The 

 Gardena hatchery alone ships more than 150,000 chicks a year, 

 and during the time it is running full blast pays from $1500 to 

 $2000 per month for eggs. There are two other men who hatch 

 chickens, and I have no figures for ducks and geese. Estimating 

 the amounts paid by the. hatchery as one-fourth of the eggs pro- 

 duced in Gardena we have close to $96,000 worth of eggs per year, 

 and the total animal products nearly $200,000. 



"The animal products are about one-fifth that of the vegetable 

 products. Plant products should be more than animal products, 

 but the difl^erence should not be so great. This great difference is 

 one reason why the school should do some work in animal hus- 

 bandry. It indicates that the people of Gardena are shipping all 

 their products from the land and never putting anything back on 

 the land. Diversified farming is the only insurance the farmer 

 can have against the ultimate impoverishment of his land. 



"An agricultural school owes as great a duty to the city as to 

 the community. But our duty to the community is to look out 

 for the interests of the small farmer and the small producer, rather 

 than the large. I mean the man who has from five to fifty acres, 

 rather than the man who has a hundred and fifty. We will give 

 a really useful and practical education. We will educate toward 

 the farm instead of away from it by showing the city boy who 

 may take our work that farm life is, after all, the healthiest, most 

 comfortable, and sanest life; by showing the farm boy that there 

 is a side to farm life beside the drudgery; that it calls for a man of 

 as much ability and intelligence to be a good farmer as to be a good 

 lawyer or a good man of any other profession." 



How many high schools there are in which agriculture is given 

 more or less attention in connection with natural science, it is 

 impossible to even estimate at present. Whether California's 



