THE USE OF LAND IK" TEACHING AGBICULTUEE. 3 



replies were used as they stand they would indicate a majority 

 opposed to the school farm. However, of the 29 having no land, 

 26 reported that they could get along without the school farm and 3 

 considered it essential. By taking both those with land and those 

 without land, 65 replied that they could get along without land, and 

 68 that they could not get along without it. In other words, there 

 is a majority of 3 in favor of school farms. But an analysis of these 

 replies indicated that the schools with the small farm seem to feel 

 that they could get along without the farm in their agricultural 

 instruction, and the schools with the large farms seemed to feel that 

 it was an advantage and that they could not carry on their work 

 without it. The small farms are mostly in the Northern and Eastern 

 States, and the large farms in the Southern States. Most of the 

 schools in the South are more or less of a boarding type, whereas 

 those in the North and East have a large proportion of the pupils 

 who are at home morning and night. Detailed data as to the replies 

 are given in the table below: 



Analysis of replies to question " Could you conduct your agricultural instruction suc- 

 cessfully without school farm or plat?" 



Geographic divisions. 



Having 

 land and 

 answer- 

 ing yes. 



Having 

 land and 

 answer- 

 ing no. 



Having 

 no land 



and 

 answer- 

 ing yes. 



Having 

 no land 



and 

 answer- 

 ing no. 





4 

 2 

 3 

 27 

 1 

 1 

 1 



3 



2 



1 



21 



9 



12 



17 



6 

 8 

 1 



10 

 1 













West North Central 



2 









1 



West South Central 













Total 



39 



65 



26 



3 







ADVANTAGES AND DISADVANTAGES. 



In the first questionnaire the agricultural instructor was asked to 

 state the advantages and disadvantages of the school farm in his 

 work. All the advantages seemed to be educational, and all the dis- 

 advantages seemed to be in connection with the management of the 

 school farm. The principal advantages were that the school farm 

 made the instruction real, it gave the student some practical agricul- 

 tural work, it supplied laboratory material, and it gave the agricul- 

 tural instructor an opportunity to carry on demonstrations for the 

 benefit of the farmer and his pupils. The principal disadvantages 

 were that help was hard to get, the land poor, and the instructor's 

 time was poorly spent. 



From a farm-management point of view a more difficult problem 

 could not be presented to an agricultural instructor than is found in 



