49 



in one's hands, and we are able i)ersonally to verify every statement that the 

 lectnrer makes. It is this tliat has yiven nature study ljy modern methods its 

 su|»eriority over tlie old text-booli system. One uses the object itself, the other 

 its representative as presented in a picture or written descrijition. The one is 

 jienuine. real, the other hicks l>otli of these (pialities, and aceordinicly requires a 

 de{?ree of credulity to fully acceiit. 



There is in us an almost irresistible desire to touch objects that excite our inter- 

 est, or, if aromatic, to test them by the sense of smell, or, if they appeal to the 

 palate, the sense of taste. "Hands off" is a si^Mi that is most frequently seen 

 at fairs and exhibitions, and it takes a good deal of self-restraint at times to 

 keep from touching some of the things we see. We instinctively reach out to 

 aid our sight by touch. 



The lecturer ought, therefore, to make use of these natural iiualitlts whenever 

 possible in illustrating and impressing truth, and an effective method of doing 

 this is by placing in the hands of his audience s])ecimeus of the object that he is 

 endeavoring to explain. 



THE UTILIZATION OF FACTORIES AND FAKMS. 



There are two other methods of object teaching that each county institute 

 could adopt with advantage, one of which one State has practiced. Before 

 stating these, permit me to say that illustrative material in institute woi-k ought 

 not to be confined to representations such as can l)e used only on the platform 

 of a lecture hall, but ought to be extended to such demonstrations and experi- 

 ments as are conducted out in the stables, fields, and factories of the country. 

 The farmers" institute is not a lyceum bounded by the four walls of an assembly 

 hall. The institute is an organization, living out on the farms and in contact 

 with practical demonstration work for twelve months of the year. The illustra- 

 tions that it most needs are not simply the spectacular features of a .subject 

 shown in a hall. l)ut the practical exhibition of it demonstrated out on the farms. 

 There is, of course, an etymological difference between the terms illustration 

 and demonstration that ought not to be confused, and yet they unite in agri- 

 culture in so far as the illustration demonstrates, or the demonstration illus- 

 trates the truth of the theory that it proves. Tlie growing of 40 bushels of w heat 

 upon an .icre of ground by careful culture is both an illustration and a demon- 

 stration. Much of the illustrative material for use in institute work shoulu I)e of 

 this out-door character. The question is, how can this kind of materia! be 

 utilized? 



One State institute director has for several years with great success taken 

 one or two representatives, chosen from each institute l)y its members, on a 

 visit to farms and factories in his own and other States where are exemplified 

 some important features of interest to farmers. These representatives are 

 required to submit reports of their visit to their institute at its next meeting, 

 descril)ing what they have seen that is worthy of note, and giving in detail the 

 methods pursued and the results secured. 



This method of taking men to see the illustration and certify it to their neigh- 

 bors carries conviction as no representation by a stranger, however noted, could 

 jKJSsibly do. 



UTILIZING DEMONSTRATION FARMS. 



The other method of suiiplying and utilizing outdoor illustration is for the 

 county institute to make up a list of sul)jects for experiment that need to be 

 demonstrated in that community and call upou some of the members to under- 



