I400 Rural School Leaflet 



related to the projects, from teachers of vocational agriculture assistance 

 in summer visitation of projects; and from farm bureau men assistance 

 in converting parents to the idea that they owe more to their children 

 in an educational way than the pa^Tiient of the school tax. 



1 1 . Let us remember that agricultural and home-making projects are but 

 a part of an educational plan. Exhibits and fairs then ought to represent 

 all school activities. 



1 2 . Let us remember that the small local fair or field day means reaching 

 the people at home who are really interested in and know the boys and girls. 



Sincerely yours, 



S 



(/?^ 



L-«-C-t^ 



Specialist in Agricultural Education 



AGRICULTURAL CONTESTS 



Ruth M. Johnston 



(Superintendent of Third District, Lewis County) 



My first attempt at agricultural contests was in 19 13. I decided to 

 try the experiment in one township only. Accordingly I asked the 

 strongest grange in my district to help me with money for prizes and to 

 furnish their hall and assistance for our picnic dinner on exhibit day. As 

 I expected, my proposals were not greeted with enthusiasm at first. How- 

 ever, after about five trips to the village the vote to help was carried in the 

 grange by a majority of one, and we set to work. 



I was fortunate in having a Ycvy capable and intelligent committee of 

 grangers to assist me in making the plans. We decided to have the 

 contests as simple as possible, a potato-growing contest for boys and girls 

 imder sixteen and a bread-making contest for girls between twelve and 

 sixteen. Prizes were five dollars and two dollars and a half in each case. 

 We made the Cornell Rural School Leaflet dealing with agricultural con- 

 tests our guide and final authority. 



As soon as our plans were settled, I drove one day to the ten schools in 

 the township chosen, a drive of about thirty-five miles over ven,- hilly 

 roads, stopping at each place long enough to explain the contest work and 

 leave enrollment blanks and leaflets on the subject, and then hurr\'ing 

 on to the next school. At each school I tried to emphasize the following 

 points : 



1 . That while we wished as many jxipils as possible to enter the contests, 

 "we wished them to do so voluntarily. 



2. If they did enter we expected them to work until the end, no matter 

 how tired they might become, and to exhibit the results of their work 

 whether they were proud of them or not. 



