TEACHING AND INFORMATION GIVING 43 



apply. More is usually at stake. All the conditions or 

 factors influencing the problem cannot be isolated or con- 

 trolled. The time required to complete the demonstration 

 may extend over long periods and the demonstration must 

 be cooperative, involving many instead of a single indi- 

 vidual. Failure is therefore a more serious matter than 

 with a single crop demonstration. 



But the greatest handicap of all to marketing demon- 

 strations is that there is so little of well-established fact in 

 marketing that is ready to demonstrate. Much of our 

 marketing experience is still in the experimental stage. 

 Indeed, this is wholly a limiting factor. 



To show how successfully to organize a packing or ship- 

 ping association at a point where it is needed, to bring 

 about proper grading and packing, to help to set up sound 

 systems of accounting, is to conduct valuable demonstra- 

 tions, always providing that one has the facts and that the 

 basic principles underlying a good demonstration outlined 

 above, are observed. The real difficulty in this field lies 

 in getting the facts and experience which are wholly re- 

 liable to demonstrate. This need is very real and very 

 great. (See Chapter III.) 



THE EXHIBIT 



The exhibit is often a very useful form of demonstration, 

 though usually a less convincing one because it is static. 

 Its value depends almost entirely on its purpose and then 

 upon how effectively this is brought out. If it is set up 

 so as to bring out definite points or to teach definite les- 

 sons, and if the material is attractively arranged with as 

 much of live interest in it as possible, it may teach very 

 effectively. Exhibits may usually be evaluated on these 

 four points: (1) representativeness or effectiveness with 



