FARM-MANAGEMENT SURVEY OF REPRESENTATIVE AREAS. 



39 



Those men having the best training made the largest incomes, 

 although they were materially helped in doing this by much larger 

 farms and greater capital. 



To determine the real influence of education, the tenant farmers 

 having the same training were divided according to their capital 

 (Table XXXIII). 



Table XXXIII. — Relation of education to profits. of tenants with equal capital. 





Capital and training. 



Units of comparison. 



$1,000 and less. 



$1,001 to $2,000. 



$2,001 to $3,000. 



Over. 



$3,000. 





Common 

 school. 



High 

 school. 



Common 

 school. 



High 

 school. 



Common 

 school. 



High 

 school. 



Common 

 school. 



High 

 school. 



Number of farms 



Average size. . . acres . . 

 Average age of farmer. 



23 

 69 

 36.4 



3 

 109 

 29.3 



73 

 138 

 36.9 



19 

 123 

 31.1 



54 

 184 

 39.8 



12 

 165 

 28.3 



40 

 251 

 39.5 



23 

 266 

 36.8 



Average capital 



Average labor income 



$686 

 318 



• 



S730 

 259 



$1,517 

 561 



$1,549 

 659 



$2,427 

 864 



$2,513 

 866 



$4, 023 

 1,086 



$5,095 

 2,08? 



The difference is in favor of the high-school men, especially in the 

 group of those having over $3,000 capital. In this case they made 

 nearly double the average income. 



Considering that the farm boys of to-day will be the farmers 

 of to-morrow, altogether too little attention is given to their train- 

 ing. Farming is a business the same as any other industry, and 

 until our schools teach some of the fundamental principles governing 

 profitable farming the farm boy is likely to seek work elsewhere. 

 Many boys leave the farm because they see no future in it. Another 

 important reason is the lack of profitable work at home. A moderate- 

 sized farm is necessary to give employment to the farmer and his 

 sons. The small farm does not provide work; hence, the boys must 

 find employment elsewhere. Let them fully understand how farm 

 profits and losses are made and there will be an incentive to remain. 

 First make our farms profitable, and the question of keeping the boys 

 there will solve itself. 



FARMING AS A BUSINESS. 



By studying a sufficient number of farms in a region one may 

 learn how the more successful farms differ from the less successful. 

 So far, this discussion has dealt only with an analysis of the farm 

 business. From this study of profitable and unprofitable farms cer- 

 tain important principles governing farm organization are clearly 

 brought out. These fundamentals are as follows: (1) Size of busi- 

 ness, (2) quality of business, (3) diversity of business, and (4) 

 adaptability of the type of farming. . 



