No. 6. DEPARTMENT OF AGRICULTURE. 253 



school every morning and go back home every night, and it is my 

 firm conviction that boys aiul girls of a high school age, should be 

 at home every night during tlie liigh school period. They are needed 

 at home, the"^ mothers are in need of the girls of that age, and the 

 fathers, the farmers, need the boys of that age, because tliey are a very 

 great help mornings and nights, Saturdays and holidays, during the 

 summer. And, furthermore, they need their homes very mucli at that 

 period of life. 



Now the agricultural department or agricultural high school, if 

 you wish to call it so — this school is located so near the homes of 

 these boys that it is not necessary to purchase and operate any 

 school farm. 



The main objection to having a school farm is this: That that 

 school farm is very apt to be run under conditions that are not nat- 

 ural; they have to do certain things in order to fit the school condi- 

 tions and the experience that the boy gets on a school farm does 

 not always compare favorably with the experience that he would get 

 on his own home farm, and the home project work which every boy 

 carries on who is a member of the agricultural class in these agricul- 

 tural high schools, the home project Avhich he carries on can be car- 

 ried on on his own home farm under the supervision of his father 

 as well as of the teacher of agriculture of that school, and the school 

 is so located, inasmuch as it serves a rather limited area, that the 

 teacher of agriculture can get to the boy's home and supervise that 

 project. I will tell you more about that later, when I throw these 

 slides on the screen. 



I think those advantages are advantages that are worth consid^ 

 ering. I admit that this type of school is under a very close scrutiny 

 and must stand a more severe test than your larger county school 

 or your congressional district school. If you want to get a lot of 

 advertising, create your special school serving a count}' or several 

 counties, build several attractive buildings, buy a school farm, put 

 up large buildings with dormitories and then take your pictures, as 

 some of our Western states have done — the Western states know 

 how to advertise and find that it pays to advertise in more lines than 

 just in business — some of those states have credit for operating 

 types of education that have been in operation in Pennsylvania and 

 New York for the same period of time that they have been in opera- 

 tion in those Western states, yet the people of Pennsylvania and New 

 York know nothing about it because we have not learned how to ad- 

 vertise. I believe that a certain amount of advertising in school 

 work and church work and other lines is legitimate and even neces- 

 sary. We can learn a great many lessons from California and other 

 states that can produce apples, not as good as the apples grown in 

 Pennsylvania, yet by their methods of grooving and marketing and 

 advertising, can send their product clear over to Philadelphia 

 and New York and educate the public to want their apples in 

 preference to tho.se grown in Pennsylvania and New York. It has 

 been my experience to find that the dealers in fruit there, particu- 

 larly the retail dealers, will try to impress on von the fact that they 

 are selling Western apples, not New York State ap])les, and not 

 Pennsylvania State apples. Tliey must have learned that the pub- 

 lic is looking for Western apples, and it is because of the way those 

 people advertise. 



