490 ANNUAl^ REPORT OF THE Oft. Doc. 



that the eye can take in. Let the farmer hang them in the kitchen 

 or living- room and he will see what is the use of food or fertilizer 

 for his advantage. If the Agricultural Board insists upon the pub- 

 lication of these charts instead of these reports in large books, 1 

 think they will do tenfold more good. 



MR. BARBER: Now, that is the opinion of a great many who have 

 looked at these charts, that if they could simply have those charts 

 at home it would be all they wanted. I beg leave to differ with th(? 

 gentleman. Anyone who thoroughly understands the computation 

 of rations will not give a snap of the finger for the chart. Take the 

 bulletin received from the Experiment Station, and that gives it to 

 you a great deal more quickly than the charts. If these problems 

 are once worked out and solved for them so that the farmer can 

 pick them up and work them out, he don't want the chart. He will 

 refer to the bulletin and work them out himself. It is simply a 

 question of multiplication, subtraction and division. Any boy 12 

 years old can do it. The most impressive way of accomplishing that 

 object is to take the bulletin and take the amount necessary to 

 make the ration, go and get the ingredients for the whole week and 

 ■mix them, and at the end- of the week see what the results are. 



MR. EIGHTY: I wish to say that I endorse the use of the 

 blackboard, but I believe that the institute speaker should use the 

 blackboard w^ith a little care. In my experience I have seen where 

 the blackboard and the chart were used very injudiciously by some 

 speakers. I believe when the institute speaker or teacher comes 

 before the institute he should first of all try to get the attention 

 of everybody in the room and then hold their close attention until 

 he has said what he has to say. They should reason the question 

 out with him as he goes along, and by the use of the chart and black- 

 board sometimes he will get them off the question. While he con- 

 tinues to talk they will study the chart or the problem he has been 

 doing on the board, and they will miss some of the instructions he is 

 giving. I believe that the lecturer and teacher should have a chart 

 and blackboard with him, but he should use them with caution; 

 otherwise we will sometimes get our audience to lose themselves by 

 the use of these charts and not get our reasoning, and they will not 

 come to the conclusions we have arrived at. 



Further, in regard to charts, I would say, it may not be the best 

 to continue the same kind of charts too long at a time in the same 

 place. I have noticed where you hang up these charts for the fifth 

 or sixth time, some old farmers would say: "I guess we will go 

 homo, it is the same old show." We should not use the old ones 

 too long. They become old to the eye, and will not be attractive. 



