Siti inte i i eee a 
THE USE OF LAND IN TEACHING AGRICULTURE. , 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 io question ‘‘Could you conduct your agricultural instruction suc- 
cessfully without school farm or plat?” 
Having | Having 
land and } land and 
answer- | answer- 
ing yes. | ing no. 
’ Geographic divisions. 
MBE AAR yee ers A Sc Lie ee no 2 8 Sek Suwon ce 4 3 CY I ypieed eo 
MLO AGT Roe oie Gane ee oes te ese a a ee 2 2 Sule eae 
PSG NOnEMCENEral ao ease cee) eens cok Ree Jn’ = Spee 2 Nb 3 1 Des Ney oe eae 
GSE INI Oey Geran S22 ge cece Om <A 27 21 10 2 
SUEVICHE Js IGN S2 ee Se oe ae a RS RES eee enc "a 1 9 NS eee mcs 
TEASiE SON er CHORES 5 ele aa pepe eT a en rr ee 1 el eee ee 1 
WUESS SOMO DR ale. peas |< eo os Sees oo 1 1 W7 Aas (pee IE Heke ao Bs 
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 
