(op 
 
 S534 
 M4A 
 
ALBERT R. MANN 
 LIBRARY 
 
 New York State Colleges 
 
 OF 
 
 Agriculture and Home Economics 
 
 AT 
 
 Cornell University 
 
S 534.M4a"""'""'™'''""-''""'>' 
 
 "miK il?f "'^ ^°^'^'' °' ^''"cation on agri 
 
 3 1924 002 817 678 
 
% Cornell University 
 9 Library 
 
 The original of tiiis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924002817678 
 
^\)c CommonrDealtli of iVia^ac[)ustii0, 
 
 REPORT 
 
 BOARD OF EDUCATION 
 
 MASSACHUSETTS 
 
 Agricultural Education. 
 
 Submitted to the Legislature of Massachusetts in 
 
 Accordance with Resolves approved 
 
 Mat 28 and June 10, 1910. 
 
 January, 1911. 
 
 BOSTON: 
 
 WEIGHT & POTTBB FEINTING CO., STATE PEINTEES, 
 
 18 Post Office Squabe. 
 
 1911. 
 
CONTENTS. 
 
 PAGE 
 
 Submission of the Report to the Legislature, . . 5 
 
 I. — Preliminary Statements, Summary of the Report and Recommen- 
 dations, . ........ 7 
 
 ■ II. — Does Massachusetts Farming warrant the Establishment of a 
 
 System of Agricultural Schools? ...... 12 
 
 III. — The System of Agricultural Schools recommended for Massachu- 
 
 setts 21 
 
 IV. — Co-operation between School and Home Farm Necessary to an 
 
 Effective System of Agricultural Schools for Massachusetts, . 35 
 V. — The Part-time and Project Method Necessary to an Eiiective 
 
 System of Agricultural Schools for Massachusetts, . . 41 
 
 VI. — The Problem of securing Competent Instructors for a System 
 
 of Agricultural Schools in Massachusetts, . . 62 
 
 VII. — Agricultural Departments in Public High Schools the Principal 
 
 Present Need in Massachusetts Agricultural Education, . . 66 
 
 VIII. — Possible Locations for Agricultural Schools or Departments, 74 
 
 IX. — Recommendation with regard to Agricultural Education for 
 
 Worcester, ...... .86 
 
 X. — Agriculture as a Phase of Liberal Education in the High Schools 
 
 of Massachusetts, ........ 87 
 
 XI. — Agriculture as a Phase of Liberal Education in the Elementary 
 
 Schools of Massachusetts, ....... 93 
 
 Appendix. 
 Proposed Codification of the Law relating to Industrial, Agri- 
 cultural and Household Arts Education, . . . 100 
 
®l)e Comtnontocaltt) of iBa0sacl)U0etts. 
 
 EEPORT ON 
 AGEICULTUEAL EDUCATION. 
 
 To the Honorable the Senate and House of Representatives. 
 
 In accordance with the provisions of chapters 108 and 133, 
 Resolves of 1910, concerning the advisability of establishing a 
 system of agricultural schools throughout the Commonwealth, 
 and concerning the practicability and desirability of establish- 
 ing a farm school in the city of Worcester, the Board of 
 Education herewith reports the results of investigations and 
 recommendations, made under its direction by the Commissioner 
 of Education, David Snedden, Deputy Commissioner Charles 
 A. Prosser and Special Agent Eufus W. Stimson. 
 
 The Board adopts the report and endorses the recommenda- 
 tions. 
 
 FEEDEEICK P. FISH, Chairman, 
 SAEAH LOUISE AEWOLD, 
 ELLA LYMAN CABOT, 
 SIMEON B. CHASE, 
 LEVI L. CONANT, 
 THOMAS B. FITZPATEICK, 
 FEEDEEICK W. HAMILTON, 
 PAUL H. HANUS, 
 CLINTON Q. EICHMOND, 
 
 Members of the Board. 
 Jan. 1, 1911. 
 
I. 
 
 PRELIMINARY STATEMENTS, SUMMARY OF THE REPORT 
 AND RECOMMENDATIONS. 
 
 rollowing is the text of the resolves passed by the Legisla- 
 •ture : — 
 
 Resolves op 1910, Chapter 108. 
 Resolved, That the state board of education shall investigate the prac- 
 ticability and desirability of establishing a farm school in the city of 
 Worcester in which instruction may be given, free, in the raising of 
 fruits, vegetables, flowers, grains, plants and trees, and in the care 
 of domestic animals, and in which similar instruction suitable to their 
 years may be given to children. The board shall report in print to the 
 general court, with such recommendations as it may deem proper, not 
 later than January fifth, nineteen hundred and eleven. [Approved 
 May 28, 1910. 
 
 Resolves of 1910, Chapter 133. 
 Resolved, That the board of education is hereby authorized and di- 
 rected to investigate the advisability of establishing a system of agri- 
 cultural schools throughout the commonwealth, and to report the result 
 of its investigation with its recommendations to the next general court 
 not later than the second Wednesday in January, nineteen hundred and 
 eleven. [Approved June 10, 1910. 
 
 In obedience to these resolves, the Board of Education di- 
 rected the Commissioner of Education to make the necessary 
 investigations and to engage expert assistance. Mr. Eufus W. 
 Stimson, director of Smith's Agricultural School and North- 
 ampton School of Industries, v?as appointed to assist in making 
 the investigations and preparing the report. 
 
 Special acknowledgment is here made of the assistance of 
 the following: President Kenyon L. Butterfield and members 
 of the faculty of Massachusetts Agricultural College; Secre- 
 tary J. Lewis Ellsworth of the State Board of Agriculture; 
 Mr. Dick J. Crosby, specialist, and Mr. E. W. Howe, assist- 
 ant specialist, in agricultural education, of the United States 
 Department of Agriculture, Office of Experiment Stations ; Mr. 
 
8 
 
 Arthur C. Monahan, agricultural specialist of the United States 
 Bureau of Education ; the Hon. C. D. Eiehardson, Past Master, 
 and the Hon. Charles M. Grardner, Master, of the Massachu- 
 setts State Grange; and many other citizens of Massachusetts. 
 
 A brief survey has been made of the development of agri- 
 cultural education in Massachusetts and like work elsewhere. 
 The economic status and prospects of farming, as conducted by 
 both men and women, in this State, have been examined. 
 
 Selected and typical centers have been studied, as to the facil- 
 ities for transportation, as to the most promising lines of farm- 
 ing in practice, and as to the probable enrollment in an 
 agricultural school or department. All parts of the State have 
 thus received attention, with the exception of the islands of 
 Dukes and Nantucket. It will be easily understood that this 
 report can deal only in general terms with the results of these 
 local investigations. 
 
 Printed sources of information have been used, and confer- 
 ences have been held both with groups and with individuals. 
 By far the largest number of consultations have been held on 
 their own premises with farmers who are obtaining their liv- 
 ing from their agricultural work, and who are regarded by their 
 communities as sound in judgment, methods and ideas. 
 
 No serious appraisement of educational needs and values has 
 been undertaken, beyond the strict limits of agricultural train- 
 ing adapted to youths from fourteen years of age upward. 
 In fact, attention has been almost exclusively confined to agri- 
 cultural education suitable for boys, and perhaps for some girls, 
 who intend to follow farming for a livelihood, and who, but for 
 the type of training recommended in this report, probably would 
 follow the practice of a long line of their predecessors, and drop 
 out of school altogether. 
 
 Provision of agricultural education for girls who have passed 
 their fourteenth birthday has been considered. This problem 
 raises very important questions, both educational and economic. 
 There is little experience, so far, by which to be guided. It is 
 believed, therefore, that this subject should be further investi- 
 gated, and that the questions involved can best be answered by 
 actual experiments made in connection with the agricultural 
 schools and departments proposed in this report. 
 
ri]srDi]<fGS IN Brief. 
 The agricultural and educational conditions in this Common- 
 wealth are believed to warrant the following conclusions : — 
 
 1. Farming in Massachusetts is a highly important vocation. 
 
 2. Massachusetts farming, where most profitably practiced, is 
 peculiarly dependent upon, and responsive to, scientific knowl- 
 edge and improved methods. Its increasing diversity and spe- 
 cialization, which are such promising elements in its progress, 
 make more difficult the task of preparation for it, and make 
 more emphatic the duty of the State to the boys and girls who 
 are to follow it. 
 
 3. Agencies for carrying scientific knowledge and improved 
 methods to adults, and to students of such age and preliminary 
 training as to enable them to meet the usual college entrance 
 requirements, appear to have been both carefully considered 
 and fairly well established. 
 
 4. There is a decided lack of, and a pronounced demand for, 
 agricultural training of a scientific and very practical character, 
 suitable for boys, and perhaps for some girls, fourteen years of 
 age and older, who expect to gain their livelihood from, and to 
 spend their lives on, Massachusetts farms. 
 
 5. The growing commercial and industrial school facilities 
 open to boys and girls fourteen years of age and older, tend to 
 lure away from the land and into the congested centers, in the 
 absence of competent and attractive agricultural education, 
 many young people whose natural aptitudes would make them, if 
 properly trained, better and more prosperous citizens in the 
 country. 
 
 6. Financial aid for agricultural education, suitable for 
 adults and for college students, has for a half-century been fur- 
 nished by this Commonwealth and by the federal government. 
 State aid for vocational training of secondary grade in agricul- 
 ture, is, moreover, entirely in keeping with State aid for inde- 
 pendent industrial school work, and to some extent was provided 
 for by chapter 505 of the Acts of 1906 and chapter 572 of the 
 Acts of 1908. 
 
 7. The slow development of secondary agricultural schools, 
 the testimony of farmers throughout the State, and the demand 
 
10 
 
 for the investigation here reported which was made hy the Legis- 
 lature of 1910, are evidence of the need of additional legislation 
 providing for this kind of agricultural education. 
 
 8. School committees have 'long been authorized and em- 
 powered to provide instruction in agriculture in the public ele- 
 mentary and high schools of the State. While this training has 
 been more liberal and cultural than vocational in its aims and • 
 results, it merits the hearty support of local communities in this 
 Commonwealth. 
 
 Instruction in gardening and in other matters relating to the 
 farm should be encouraged and guided in all the elementary 
 schools of the State, where the home environment or the school 
 facilities make productive work and personal observation by the 
 pupils practicable. 
 
 As an important aid to liberal education in all of the high 
 schools of the State, particularly in those which have a rural 
 environment, guidance and encouragement should be given, with 
 a view to the incorporation of generous proportions of agricul- 
 tural subject matter in the science instruction, and to the sym- 
 pathetic correlation of certain parts of the instruction in English, 
 history, civics and hygiene with rural life and labor, institutions 
 and progress. 
 
 9. In order that more adequate school facilities may be pro- 
 vided in this Commonwealth for preparing those above fourteen 
 years of age for productive and profitable farming, vocational 
 agricultural departments are proposed in this report for estab- 
 lishment in existing high schools. 
 
 The methods and vocational standards of instruction for the 
 development of such agricultural departments have nowhere 
 been tried in the exact form proposed in this report. Such 
 approximations to this kind of training as have been found in 
 this State and elsewhere, and the very general interest in 
 and approval of it found among representative Massachusetts 
 farmers with whom it has been discussed, are believed to war- 
 rant giving the department type a thorough trial. 
 
 The experimental character of the department type, it will 
 be noticed, has been recognized in the proposed codification of 
 the law. It is designed that the pi'oblems which would con- 
 front such departments shall be carefully studied, that their 
 work shall be thoroughly done, and that no department shall 
 
11 
 
 be attempted where conditions for success are not reasonably 
 favorable. 
 
 While annual State aid to the amount of $10,000 might 
 make ten departments possible, it is by no means certain that 
 it would be found advisable to establish ten departments, or 
 even five, the first year. On the other hand, if the proposed 
 department type of agricultural training should prove in actual 
 use to embody the merit which it is believed to possess, pro- 
 vision for increasing the number beyond ten could in future 
 be made. 
 
 Recommendations. 
 
 In view, then, of the needs of the State as we have found 
 them, the following three recommendations are respectfully 
 submitted : — 
 
 1. We recommend that State aid, equal to that granted any 
 town, or group of towns constituting a district, for industrial 
 schools, be continued as at present provided for in the case of 
 any town, or group of towns constituting a district, for the estab- 
 lishment and maintenance of an independent agricultural school. 
 (See chapter 505, Acts of 1906, and chapter 572, Acts of 1908.) 
 
 2. We recommend that provision be made for the establish- 
 ment of agricultural departments in existing high schools, with 
 State aid, and with rigid definition and enforcement of voca- 
 tional standards. 
 
 3. We recommend that the above provisions shall be con- 
 sidered to be sufficient for meeting the needs of Worcester, in 
 common with those of all other parts of the Commonwealth, 
 and, therefore, to obviate all necessity for special legislation on 
 behalf of that city. 
 
 The above recommendations are, of course, to be interpreted 
 in the light of this entire report. 
 
 Peoposed Legislation. 
 
 The Board is submitting to the General Court a proposed 
 codification of legislation relating to industrial, agricultural and 
 household arts education. In that codification is included what 
 is believed to be ample legal provision for the establishment of a 
 system of agricultural schools. 
 
 For convenient reference, a copy of the proposed codifica- 
 tion is bound herewith as an Appendix. 
 
12 
 
 11. 
 
 DOES MASSACHUSETTS FARMING WARRANT 
 
 THE ESTABLISHMENT OF A SYSTEM OP 
 
 AGRICULTURAL SCHOOLS? 
 
 Does farming in Massachusetts offer sufficiently important 
 and attractive careers to warrant the establishment of a sys- 
 tem of agricultural schools in this Commonwealth, to train 
 boys and girls who have reached their fourteenth birthday for 
 farm life and work ? The present chapter briefly reviews farm- 
 ing incentives and prospects as they are found in this State 
 to-day. 
 
 1. Incentives to Farming in Massachusetts are Many. — In 
 a given farming enterprise there may be blended any two or 
 three, or there may be blended all, of the incentives which make 
 farming in this State attractive. 
 
 (1) The stress and uncertainties of other callings lead many 
 to engage in farming. Severe competition and uncertainty as 
 to the future in business have resulted in the purchase and 
 development of Massachusetts farm land. Prospects for a 
 profitable investment, a stable occupation and a lifelong employ- 
 ment at congenial work are incentives to redirection of effort 
 in such a case. 
 
 A section of this State was pointed out, during the investi- 
 gation leading to this report, which was said to have been bought 
 up, one small holding after another, by " broken-dovm me- 
 chanics." It might be fairly considered one of the least 
 promising sections for farming. The operations undertaken 
 were on a small scale; in no instance on a large one. Health 
 and vigor, and self-sustaining life for their children and them- 
 selves, free from the severe competition in the trades and 
 industries, w^ere the primary incentives in these cases. 
 
 Farming in Massachusetts has become increasingly attract- 
 ive to immigrants who have left the old world and come here 
 with the determination to succeed. These immigrants are not 
 so much peasants as they are pioneers. They are thrifty and 
 observant; they are quick to adopt new ideas and methods. 
 
13 
 
 Money is saved and invested. Theirs is a program of hope. 
 As their savings and their holdings increase in value, their 
 standards of living rise; they begin to educate their children, 
 and presently are on a level with other good citizens in their 
 communities. 
 
 (2) The attractions and associations in the family are strong 
 motives with many. Farm after farm is owned and operated 
 now by the same family, in whose ancestral line it has remained 
 for eight or even nine generations. 
 
 (3) The natural charm of the country may be said to be the 
 motive for the establishment of the growing number of more or 
 less magnificent estates in Massachusetts. The North Shore, 
 the South Shore and the Berkshires are noted for the men from 
 the great cities and even from distant States who have sought 
 Massachusetts land for its picturesque actualities and possibili- 
 ties. 
 
 Most of these estates possess well-rounded agricultural equip- 
 ment, and have created a large demand for skilled gardeners, 
 florists, fruit growers, herdsmen, grooms and trainers. They 
 employ expert farm managers, and supply their own tables with 
 the cleanest milk and the choicest farm, garden, orchard and 
 greenhouse products. The stables of at least one of these estates 
 shelter harness horse championship winners in international 
 competitions. The owners pay the highest prices for the best- 
 bred live stock, and in notable instances have put their farming 
 operations on a strictly economic basis, as object lessons for 
 neighboring farmers. 
 
 Beside and among these more splendid estates there is a mul- 
 titude of simpler establishments, maintained on a more modest 
 scale, for like purposes. 
 
 Sometimes one hears the protest that such' estates are, as a 
 whole, detrimental to the public good. Whatever may or may 
 not be the merits of this contention from the point of view of 
 the community at large, it is certain that their establishment 
 cannot at present be regarded as detrimental to the interests of 
 those who must be dependent upon farming for a livelihood. 
 
 (4) A life pursuit to he found in farming is the compelling 
 incentive of many people who engage in agriculture. This 
 State has its misfits and failures on farms, as in every other 
 
14 
 
 line of human activity; but it also has farmers who love, 
 and are finding profitable, the careers on the land which they 
 have chosen. The success of the latter is undoubtedly due to 
 two causes: (a) to a fundamental liking for the land and all 
 the natural accompaniments of its cultivation; and (h) to the 
 economic status and prospects of farming in this Common- 
 wealth, discussed in the following section. The investigations 
 on which this report is based yielded abundant and convincing 
 evidence that Massachusetts farmers believe, not only that farm- 
 ing in general offers a desirable career, but also that those who 
 intend to make farming a life pursuit in this State will find 
 themselves put to no serious disadvantage because their lot is 
 to be cast in this Commonwealth. 
 
 2. Farming prospects are good, and are steadily improving. 
 Having glanced over some of the incentives which have led 
 men to engage in farming operations, we may now consider 
 certain facts and figures with regard to the condition of agri- 
 culture in this State. 
 
 (1) The agricultural census of Massachusetts shows that 
 farming prospects are good. The Massachusetts State census 
 for 1905 reported the value of property devoted to agricul- 
 ture in general in this State as $288,153,000. The annual 
 farming output was valued at $73,110,000. The growth of 
 agriculture in importance is shown by the fact that in 1875 
 the total value of output was $37,073,000 ; in 1885, $47,756,- 
 000 ; in 1895, $52,880,000 ; and in 1905, $73,110,000. 
 
 In 1905 the value of the agricultural products of Worcester 
 Coimty was reported as $14,279,000 ; and of the city of Worces- 
 ter alone as $1,491,000. 
 
 There is no reason for believing that State census figures 
 for 1910 would show retrogression. In three decades, ended 
 in 1905, the annual value of agricultural products in this State 
 had practically doubled. The United States census may not 
 ehow large additions to the agricultural population of this 
 Commonwealth, but it may reasonably be expected to show 
 gains, at least commensurate with those of the last generation, 
 in the annual value of Massachusetts agricultural products. 
 
 (2) Massachusetts farmers say farming prospects are promis- 
 ing. Most of the conferences held in preparation for this report 
 
15 
 
 were personal interviews with Massachusetts farmers on their 
 own premises, — farmers who are regarded by their communities 
 as thoroughly reliable, and who are dependent on their farming 
 for a living. In all sections of the State the prevailing opinion 
 is that no State offers a better opportunity for profitable agri- 
 culture and a satisfactory home life on the farm than does 
 Massachusetts. This was shoviru by statements such as the 
 following : — 
 
 " We have good land." " We have the best markets in the world." 
 " We have good roads and short hauls." " We have excellent shipping 
 facilities, and the cost of shipment is light when compared with the 
 cost of shipping produce from distant points." " We can generally get 
 enough good help." " I increase my market garden production a little 
 every year; the more I produce, the more I can sell." 
 
 " The cities are growing so much faster than the rate of increase of 
 production from the land, that excessive competition is not to be feared, 
 and prices for prime farm products are bound to continue good and 
 are likely to become better." " The great variety of soils and products 
 is favorable to satisfactory farming, taking one year with another, in 
 this State." " A keen eye to the markets, and shipment to New York 
 or other out-of-the-State points, when prices rule low here and high 
 there, take care of any temporary surplus or slump in home market 
 prices." " Tor choice fruit there are almost unbelievable possibilities 
 in the home market, with the port of Boston ready for shipment of 
 practically unlimited quantities, especially of apples, to foreign 
 markets." 
 
 " We have good libraries, public schools and churches." " The Grange 
 in Massachusetts is a splendid organization for getting the farmers 
 together for pleasure and the improvement of their life and work." 
 
 Such are the things said by the farmers themselves of the 
 advantages of farming in this State. 
 
 (3) The small number of abandoned farms shows farming 
 prospects to be improving. Secretary Ellsworth of the State 
 Board of Agriculture now has in press a report of 160 pages, 
 entitled " Massachusetts, her Agricultural Resources, Advan- 
 tages and Opportunities, with a List of Farms for Sale." The 
 publication of this report at just this moment is singularly op- 
 portune, and makes unnecessary any extended treatment in this 
 chapter of the subject now touched upon. 
 
 In his preface Secretary Ellsworth says that his publication 
 
16 
 
 is issued at the beginning of an exceptional era in Massachusetts agri- 
 culture. . . . While an effort was made to secure the names of parties 
 owning or controlling strictly abandoned farms, the attempt was in- 
 effectual, and we are forced to confess that in our belief there are few 
 such farms in the State. Nevertheless, reports confirm the opinion that 
 there is an enormous amount of land lying idle or partly deserted, and 
 that many farms are not worked to anywhere near their limit. 
 
 (4) Improved tillage makes farming prospects better. Mas- 
 sachusetts land is remarkably responsive to better farm.ing. 
 Land once tilled but now lying for the moment largely or even 
 entirely neglected may well be regarded as a sign post of dor- 
 mant fertility. Such land is simply resting. Striking examples 
 of this fact came to view during the investigation the past sum- 
 mer. One instance may suffice for the present purpose, and the 
 fact that this is furnished by the work of a woman whose farm 
 was visited renders it none the less significant. 
 
 The owner of an intensively tilled farm, with a model dairy 
 and well-developed piggery, poultry, market-garden and green- 
 house departments, desired to increase her output. She therefore 
 bought a 20-acre field. This lay next adjoining her own im- 
 proved land, but had not been cropped withia the memory of 
 the oldest inhabitant of that section, — not for at least sixty 
 years, and probably not for more than a century. It was 
 sparsely strewn with wild grass, gray moss, sweet fern and bay- 
 berry. The former owner had often said that he would keep a 
 yoke of oxen if he only thought he could grow enough feed for 
 them, but he did not believe he could do it. 
 
 The past summer, its first season in tillage at the hands of its 
 present owner, this field yielded 10 acres of rye, straw and 
 grain; 250 bushels of splendid potatoes; 80 tons of ensilage, now 
 in the silo ; 2 acres of heavy field corn, at the time of the inter- 
 view standing in the shocks; and 2 tons of sugar pumpkins; 
 while at the time the field was visited there were 8 acres in 
 clover, sown in the rye and showing a good " catch," %-acre 
 in turnips, with the remainder of the field laid down to rye 
 again. 
 
 (5) Increase of investments in land shows that farming is 
 becoming more attractive as a business enterprise. Keen busi- 
 ness sagacity has led a caterer well known in this State to 
 
17 
 
 purchase a farm and develop it as an adjunct to his city busi- 
 ness. His farm is a strictly financial proposition. Though 
 model equipment and conditions have been established, he 
 does not use it for a summer residence, and his visits to the 
 farm are for inspection and for conference with his manager. 
 Strict accounts are kept. Waste from the catering kitchens 
 is sold to the piggery department. Poultry, market-garden, pig- 
 gery, fruit and dairy products are sold to the catering ends of the 
 combined business. The books show that the farm is a paying 
 investment. 
 
 " Golden New England," by Mr. Sylvester Baxter (" The 
 Outlook," Sept. 24, 1910, pages 179-190), is an accoxmt of 
 the status and prospects of farming in this section. Mr. Bax- 
 ter gives the following instance : - — 
 
 On a certain Essex County place a Boston business man has gone 
 into apples in a way that ranks the undertaking as a great business 
 enterprise. A single place, with something like 50,000 apple trees, 
 not only cuts a large figure in Massachusetts, — even in the great west 
 it would mean " going some." 
 
 (6) With little farms ^ intensive farming yields large returns. 
 Contrasted with the western prairies, the smaller fields along 
 and among the hills and streams of Massachusetts have seemed to 
 some impossible of profitable cultivation. By them it is even 
 asserted that Massachusetts is " not an agricultural State." 
 Such a remark is met by the Massachusetts farmer with a blank 
 look of amazement. He has no doubt that farming in this 
 State is a permanent and an increasingly important vocation. 
 He knows that fundamental to advancing agriculture is a 
 market commensurate with its output; and he sees the manu- 
 facturing tovms in his neighborhood growing with a rapidity 
 almost beyond belief. 
 
 Even in the west, not the enormous holding, but the smaller 
 one is now recognized as the more promising basis for the most 
 permanent and profitable agricultural production. Evidence 
 is abundant that the little farm may yield large returns. One 
 of the tidiest bits of farming seen the past summer was on a 
 10-acre farm, of which part was in pasture and only about 6 
 acres were under cultivation. Some of the land was tilted on 
 
18 
 
 edge, in typical ISTew England fashion. All of the fields were 
 more or less irregular in their boundaries, and from some of 
 them cartloads of stones had been removed, with more to fol- 
 low. The land was " kept busy." Market gardening was the 
 main feature, but there was fruit ; and there were " side lines " 
 of dairying and poultry, for utilizing " clippings " and unsal- 
 able remnants of the principal products. This farm is yield- 
 ing a profit of $5,000 a year. 
 
 Other farms visited, which to the unaccustomed eye might 
 look small, are yielding net returns of from $2,000 to $10,000, 
 and even $12,000, a year. Greater thrift and satisfaction in 
 work well done one could not hope to find in any State. 
 
 Mr. Baxter, in the article above cited, gives the following 
 instances : — 
 
 A half-acre strawberry patch, . . . yields 5,000 quarts, worth $625. 
 Eleven hundred dollars have come from an acre and a half of canta- 
 loups. There are thousands of acres in asparagus in Massachusetts alone, 
 with profits of $300 or even $600 an acre. An Italian makes from 
 $4,000 to $5,000 a year off of 4 acres in market gardening. Five acres 
 in peaches have yielded $2,500 in one year. Apples! That is a story 
 in itself. And flowers? Well, there is a lady on Cape Cod who makes 
 $200 or so every summer on a patch of sweet peas little bigger than 
 a city back yard. As for potatoes and corn, there are numerous big 
 records. 
 
 (7) Comparison of productivity with other States shows 
 farming prospects to be good. Secretary Ellsworth, in the 
 pamphlet before mentioned, is outspoken and explicit in his 
 estimate of the agricultural prospects of Massachusetts. This 
 has previously been intimated, and will more clearly appear 
 from the following passage : ■ — ■ 
 
 . . . when ratio of aggregate production to aggregate acreage, yield 
 per acre of certain crops and character of tillage are considered, Massa- 
 chusetts ranks favorably with the leading agricultural States. The 
 following data, gleaned from the latest official statistics, add strength 
 to this statement : — 
 
 In 1900 Massachusetts had 3,147,064 acres in farms, which yielded 
 the previous year $42,298,274 worth of farm products. As compared 
 with the five leading agricultural States, we find California, with nine 
 times this number of acres in farms, producing only three times as 
 
19 
 
 many dollars' worth of farm products; Illinois, with ten times the 
 farm acreage, producing eight times as many dollars' worth of farm 
 products; Iowa, with eleven times the farm acreage, producing nine 
 times as many dollars' worth of farm products; Kansas, with thirteen 
 times the farm acreage, producing four and one-half times as many 
 dollars' worth of farm products; and Texas, with forty times the farm 
 acreage, producing five times as many dollars' worth of farm products. 
 
 Further, from the estimates of the United States Department of 
 Agriculture for 1908 these striking figures are obtained: the average 
 production per acre of Indian corn for the United States was 26.2 
 bushels; for Massachusetts, 40.4 bushels; of oats for the United States, 
 25 bushels; for Massachusetts, 33 bushels; of potatoes for the United 
 States, 85.7 bushels; for Massachusetts, 95 bushels. In relative rank 
 of production per acre, Massachusetts stands among the States, for corn 
 fourth, for oats thirteenth, for potatoes twelfth. When compared with 
 the leading States in these products, Massachusetts ranks in production 
 per acre, for corn fourth, for oats first and for potatoes second. 
 
 The crops used for comparison are not the leading agricultural 
 products of Massachusetts, but the figures indicate what the intensive 
 methods of agriculture practiced by her farmers is bringing forth from 
 the soil. While comparative figures for other States of those products 
 which are most valuable to Massachusetts are not available, it is safe to 
 assert, without fear of contradiction, that, whereas the production per 
 acre of such field crops as com, oats and potatoes is relatively high, the 
 production per acre of fruits and other vegetables which respond so 
 much more readily to intensive treatment is not exceeded by that of 
 any other State of the same or higher latitude. 
 
 3. Conclusions. — It is believed, in short, that the experience 
 of those who are successfully engaged in farming here, and the 
 economic status and prospects of farming in this Common- 
 wealth, show conclusively that exceptional success awaits the 
 work of the exceptional man or woman in this field of economic 
 activity; and that farming is bound to afford a profitable and 
 satisfactory living for the average boy or girl who enters this 
 field with a thrifty, alert and progressive spirit, and with a 
 proper preliminary education. 
 
 At the beginning of the investigation leading to this report, 
 the question was raised as to whether a system of agricultural 
 schools would be likely to result in increased valuation of 
 taxable property on farms, and thus return directly to the public 
 treasury at least some portion of its cost. One farmer put 
 the gist of the answers of all his fellows into the succinct reply, 
 
20 
 
 that it did not take the assessors long to discover any improve- 
 ments that he made on his farm as a result of better methods. | 
 
 Finally, it appears that farming in Massachusetts, viewed 
 from the standpoint of both its present status and its prospects, 
 is a calling the successful pursuit of which requires a knowl- 
 edge of the science that lies back of the practice of agriculture 
 as a handicraft; that, in order to secure a widespread pro- 
 ductive and profitable agriculture, it is necessary that voca- 
 tional schools supported and controlled by the public should 
 train the youth in the best methods of farming ; and that farm- 
 ing in Massachusetts is a calling of sufficient importance to 
 justify both local and State support of those forms of educa- 
 tion that will effectively prepare boys, and, to some extent at 
 least, girls, for it. 
 
21 
 
 III. 
 
 THE SYSTEM OF AGRICULTURAL SCHOOLS RECOM- 
 MENDED FOR MASSACHUSETTS. 
 
 It was pointed out in the previous chapter that the condi- 
 tion and prospects of farming in Massachusetts seem to justify 
 a system of agricultural schools. The question arises as to 
 what types of schools are desirable for this Commonwealth. 
 Two promise to be effective. These are the separate or inde- 
 pendent agricultural school, and the agricultural department in 
 the public high school. 
 
 1. Separate Ageicitltueal School. 
 
 (1) Definition and Examples. — The separate agricultural 
 school aims to promote, by education, economic farming. Its 
 location, plant, staff and courses of training are determined by 
 this object. Such a school may, or may not, be on the same 
 site with an institution of different grade or type. Whatever 
 its proximity to other kinds of institutions, it requires a dis- 
 tinctly agricultural atmosphere and a farming environment. 
 
 Instances of this type are: Minnesota Agricultural School, 
 St. Anthony Park ; the secondary agricultural courses at Guelph, 
 Ont., and Storrs, Conn. ; and Smith's Agricultural School, 
 Northampton, Mass. 
 
 (2) Minimum Standards. — Present experience seems to 
 show that schools designed to give vocational education must 
 meet certain minimum requirements in order to do effective 
 work. The following may be given as examples of such re- 
 quirements for the separate agricultural schools : — 
 
 A. Location and Plant. — a. Accessibility. — The eco- 
 nomic operation of a separate agricultural school and its use- 
 fulness to the State depend upon a considerable enrollment of 
 students. Experience demonstrates that an attendance of less 
 than 100 means either an excessive per capita cost or inferior 
 teaching. The spot selected for it, therefore, should be easily 
 reached from a considerable farming area. 
 
22 
 
 i. Acreage and Variety of Soil. — The land should be typi- 
 cal of the surrounding region, and permit of demonstration of 
 the best methods of farming for that section of the State. If 
 not a special school, devoted, for example, to market gardening, 
 it should have a sufficient acreage and variety of land for land- 
 scape gardening, forestry and general farm tillage, as well as for 
 gardening and nursery plots. 
 
 c. Buildings. — The buildings should be especially designed 
 and grouped for the peculiar work of the school. Such build- 
 ings as barns and poultry houses should be of the kind any 
 farmer with a moderate amount of capital would wish to erect 
 as parts of a convenient, sanitary and practical plant. 
 
 d. Live Stock. — Quarters for all kinds of live stock suited 
 to the locality should be provided. The school might, or might 
 not, own the live stock dealt with in class demonstrations. The 
 best obtainable specimens of the breeds studied should be seen 
 and handled, and proper accommodations for keeping them 
 should make it easy to borrow or hire the animals when needed. 
 When not filled with, live stock, these quarters would still be 
 on view as models of their several kinds for housing and car- 
 ing for the various types of farm ajiimals. 
 
 e. Other Equipment. — The equipment should be modern 
 and varied, but every piece should be applicable to some proj- 
 ect in practical farming. Submitted to the test of practical 
 farming, much, for example, of the equipment usually found 
 in high school science laboratories would be omitted and other 
 equipment would be selected. A museum for collecting out-of- 
 date farm implements and machines would serve a most ex- 
 cellent informational purpose ; but the main object should be to 
 provide the best models of implements and machines for pres- 
 ent economic use. 
 
 B. Support and Control. — The cost of such schools is large, 
 generally too large to be provided by a single community. In 
 good schools the initial cost of the plant, including adequate land, 
 buildings and equipment, and of providing for from 100 to 150 
 students, has been from $40,000 upward. The annual mainte- 
 nance cost has varied from $8,000 upward. In some cases the 
 cost has been less than, in others it has considerably exceeded, the 
 figures here named for both plant and maintenance. 
 
23 
 
 a. Local Support. — The school should be established and 
 equipped by the local community, — by a town or city, or by a 
 group of towns or cities, or towns and cities formed into a dis- 
 trict. This should insure economy of construction and adapta- 
 tion to local needs. The local community should provide, also, 
 one-half the cost of maintenance. 
 
 h. State Support. — One-half the maintenance cost of these 
 schools should, in accordance with present statutory provisions, 
 be borne by the State. In consideration of State support, the 
 school should be subject to supervision and approval by the 
 Board of Education as to organization, control, location, equip- 
 ment, courses of study, qualifications of teachers, methods of 
 instruction, conditions of admission and employment of pupils 
 and expenditures of money. 
 
 C. Conditions of Admission and Promotion. — All applicants 
 for admission above fourteen years of age should be received, 
 provided, after a brief probationary period, they proved able to 
 profit by the instruction. 
 
 Advancement from subject to subject or from class to class in 
 farming subjects should be dependent solely upon the proficiency 
 of the pupil in such subjects, and not upon his standing in Eng- 
 lish, history or other similar studies. Upon withdrawal from the 
 school, whether upon graduation or earlier in the course, every 
 student should be given a certificate containing a statement of 
 the work which he had satisfactorily completed. 
 
 D. Teaching Staff. — a. Vocational Spirit. — The teaching 
 staff must be in complete sympathy with the vocational purpose 
 the school is designed to serve. The instructors should be chosen 
 from those who have found, or who intend to find, their life work 
 in this field of education. 
 
 &. Fitness. — Aptitude for teaching fourteen to eighteen year 
 old boys of exceedingly practical interests and tendencies is indis- 
 pensable. One may succeed as a teacher of men, and fail as a 
 teacher of boys. One may succeed in a cultural school with 
 book subjects, yet utterly fail in teaching practical subjects in a 
 vocational school. To natural aptitude must also be added spe- 
 cial training in the science and in the practice of different kinds 
 of farming. 
 
 c. Originality and Resourcefulness. — In devising and lead- 
 
24 
 
 ing the students to work out definite farming activities, the 
 teachers must be able to bring to bear in new and largely untried 
 ways knowledge of the general field of agricultural science and 
 practice. Having selected things to be done, it must rest with 
 the teaching staff to find help for doing these things, — in related 
 portions of mathematics, chemistry, physical science, biology 
 and economics. 
 
 d. Go-operation. — One teacher must help another. Unity 
 of effort is no less important than is unity of spirit. All eyes 
 must first be fixed on the things to be done ; then, towards doing 
 those things in the most intelligent and skillful manner, each 
 member of the staff should contribute his particular part. 
 
 E. Course ' of Preparation for General Farming. — Courses 
 should be provided for boys and girls. The girls should be 
 trained in all household arts and affairs. They should also be 
 allowed, if not required, to take training in such subjects a& 
 gardening, poultry raising, bee-keeping and ornamental planting. 
 Here, however, only the agricultural course as designed for the 
 boys is discussed. 
 
 a. Length of Course. — A four-years course for boys enter- 
 ing at fourteen should be provided. Each year, however, should 
 be complete in itself. This would permit of withdrawal with 
 profit at the end of any year. It would permit, also, of admit- 
 ting for a year, or for two years, an older student who could not 
 give longer time to the work. 
 
 h. Length of Session. — The year should begin not earlier 
 than the middle of September, and close not later than the mid- 
 dle of June. This would make possible a school year of thirty- 
 six weeks, or a school year of some fifty weeks, under a co-opera- 
 tive home and school plan. The period of each school day de- 
 voted to the school study and activities should probably not ex- 
 ceed six hours as a maximum. The time before and after the 
 daily school session and on Saturdays would afford proper 
 opportunity for day-to-day work at home, where continuity of 
 effort, as in the care and handling of live stock, is a necessity. 
 
 F. Principles to he observed in Methods of Instruction. — 
 a. Interest. — The essential minimimi of the study of books 
 should be combined with the maximum attention to practical 
 work. Things themselves should be handled, studied and rea- 
 
25 
 
 soned about; operations, many in number and of an extremely 
 practical nature, should be performed. General rules, statements 
 or ideas may follow fresh handling of concrete detail, — they 
 should seldom precede it. 
 
 b. Responsibility. — Active relationship to real life, and per- 
 sistent participation in farming affairs while the student is yet 
 in school, should be fundamental aims. Methods should be devel- 
 oped, therefore, which involve student ownership and home co- 
 operation. 
 
 G. Gradation of Farming Activities or Projects. — a. First- 
 year projects.^ — The first year should deal mainly with proj- 
 ects which involve an elementary knowledge of soils and plant 
 life, together with the mathematics related thereto. Kitchen 
 garden vegetables and flowering plants should be grown. 
 
 b. Second-year Projects. — Certain second-year projects 
 should involve extensive experimental study of agricultural 
 botany; others should involve the scientific principles and the 
 mathematics necessary for successful work in handling the 
 smaller farm animals, such as poultry, pigs and bees. 
 
 c. Third-year Projects. — Fruit-growing and market-garden- 
 ing projects should receive chief attention in the third year. 
 The first principles of agricultural chemistry and the manipu- 
 lation of the laboratory apparatus required for their elucida- 
 tion should be mastered. Some attention should be given to the 
 mathematics required for field surveys, for business transac- 
 tions and for figuring the cost of producing and marketing the 
 crops under consideration. A careful study should be made of 
 the pumps, engines and other mechanical devices necessary for 
 spraying. 
 
 d. Fourth-year Projects. — The major projects of the fourth 
 year should deal with animal husbandry, including dairying. 
 There should be one term of advanced agricultural chemistry. 
 Here the greatest maturity in age and mental grasp have been 
 attained. The largest money values are here involved, and the 
 most difficult problems of land fertility, rotation of crops, ra- 
 tions, breeding and animal diseases are here to be finally dealt 
 with. Farm management, law of contracts and farm accounts 
 should be studied. 
 
 * The word " project," as here used, is defined in chapter V. 
 
26 
 
 e. Possible Modifications. — It is believed that the ahove 
 gradation of projects by years would be found a good outline for 
 the development of courses of study suited to local needs. It 
 would afford much flexibility as to details of schedules and in- 
 struction. At the same time it is recognized that other outlines 
 worthy of approval may grow from year to year out of the work 
 of the separate agricultural schools. 
 
 H. Good Citizenship. — Along with the major farming in- 
 terests of these four years Jthere should be developed the inter- 
 ests and powers of good citizenship, through reading, discus- 
 sion of current events, and the clear and logical expression of 
 ideas in writing and public address. 
 
 I. Home Residence and Work. — a. Home Influence. — 
 Students should reside at home. The age of the students makes 
 this desirable, if not imperative. 
 
 h. Home Experimentation. — Residence at home should 
 vastly multiply the benefits of the school. There would be op- 
 portunity for the orderly but immediate trying out of new 
 ideas and methods, where otherwise habits of postponement 
 would be formed. From day to day the teachings of the school 
 should be subjected, on a modest scale at least, to the practical 
 tests of the home farm conditions of every student. In no 
 other way can the maximum value of such a school be realized. 
 
 c. Home Credit. — Home work should be provided for in the 
 system of marking, and full credit for it should be given 
 towards graduation. For promoting a keen spirit of emulation, 
 gatherings of pupils, parents and others should be held at the 
 best farms, or where the teachings of the school are best ex- 
 emplified. Prizes for excellence in home work should be 
 awarded. 
 
 /. School Supervision. — Home work should not only be 
 advised or suggested, it should also be actively supervised from 
 month to month. At least one instructor should be employed 
 for this purpose throughout the growing and harvesting seasons. 
 
 K. Student Ownership. — a. At the School. — All flower 
 and vegetable gardening products of the student plots at the 
 school should be the property of the students, provided the 
 plots be regularly and properly cared for throughout the sum- 
 
27 
 
 mer. The plots should he of such size that ahout one-half day 
 a week during the summer would suiSee for their cultivation. 
 Experience has shown that plots of this size yield crops of suffi- 
 cient value to repay the students for their work. Here school 
 control should he absolute. 
 
 h. At Home. — Parents should give the students at least 
 modest property rights at home, and exact proportionate re- 
 sponsibility and industry. Part of the garden might he given 
 or rented the j&rst year; a pen of poultry, a pen of pigs and a 
 hive of bees, the second ; part of the orchard, the third ; and a 
 cow, the fourth. Accurate account of outgo and income should 
 be kept in all cases. 
 
 ISTo better test of the practicability of the teachings of the 
 school could be made. Though school control is likely to be 
 ■ more or less modified by home control, good results should still 
 be had by proper choice of projects and harmonizing of inter- 
 ests. 
 
 L. School Operations and Products. — a. School operations 
 should be primarily for educational purposes. A bad method 
 may be followed, and beside it an approved method ; the profit 
 of one may, or may not, offset the loss of the other. Both to- 
 gether make a perfect demonstration for purposes of instruction. 
 
 The resiilts of such demonstrations should be followed and 
 observed at proper intervals by the students. They should be 
 required to report at the school on the call of the instructor for 
 noting the demonstration work of the school in connection vnth 
 the instruction they have severally received. 
 
 b. School Products. — Apart from the products of the first- 
 year gardening work, all products of the school farm should be 
 disposed of for the benefit of the school. The operations of the 
 school departments should be under the direct control of the in- 
 structors who teach the subjects the departments represent. 
 Accurate profit and loss accounts for each department should 
 be kept. 
 
 M. The Special School. — A separate agricultural school 
 might be either general or special in character. If general, such 
 a school would undertake, usually by a four-years course of 
 training, to fit its pupils for at least the general lines of farm 
 
28 
 
 production practiced in the surrounding territory. If special, 
 a separate agricultural school might limit the length of its 
 course to one or two years, and confine its instruction to a single 
 specialized line of production, such as market gardening. Such 
 a special school might receive students after they had spent two 
 or more years in an agricultural school devoted to preparation 
 for general farming; and it might also admit older students 
 without previous preparation in a general school, if they were 
 able to profit from the training offered. 
 
 N. More Advanced Education. — If on graduation a student 
 should desire to enter the Agricultural College, one or two years 
 of further study at his local high school should enable him to 
 meet the conventional college entrance requirements. He might 
 have to enter conditioned in one year of Trench or German; but 
 a condition in such a subject could be easily removed, since credit 
 should be given for his extensive agricultural training. 
 
 (3) General Observations. — That a thoroughly vocational 
 education in agriculture can be given in the separate agricul- 
 tural school, where properly equipped, has been sufficiently 
 demonstrated by experience to be beyond the range of uncer- 
 tainty. As noted before, however, such a school in this State 
 should be so situated as to be easily accessible to 100 or more 
 pupils; its plant would be expensive and its maintenance cost 
 by no means small. 
 
 The separate agricultural school, as herein discussed, might 
 be a local school, readily accessible to a considerable farming 
 population, whose pupils lived at home and secured a part of 
 their practical training through the directed performance of 
 their duties on the home place ; or it might be a boarding school 
 for pupils gathered from a considerable area. 
 
 Such a local school is impracticable in agricultural areas inter- 
 sected by mountains and pasture lands, where but a compara- 
 tively small number of suitable pupils are within daily travelling 
 distance of a central point. Many communities of this type exist 
 in Massachusetts. 
 
 Many towns or groups of towns, so situated, are able to main- 
 tain only moderate-sized high schools, and have within easy 
 reach only a limited number of students. The taxable valuation 
 
29 
 
 of these small centers of population would forbid the existence 
 of so expensive an institution as the separate agricultural school. 
 In a system of agricultural education designed to meet the 
 needs of the youth of the entire Common-wealth, it would prob- 
 ably be necessary to provide either the boarding school of agri- 
 culture or the agricultural department in the public high school, 
 for the training of the young people of the isolated communities. 
 The boarding school of agriculture is worthy of considera- 
 tion, because of the attention which it has received in other 
 States. It does not, however, seem necessary to adopt it under 
 the conditions which prevail in a compact State like Massachu- 
 setts, where distances are so short and transportation facilities 
 are so good. Rather it is believed that here the separate local 
 agricultural school (without the boarding feature) shoiild serve 
 the needs of thickly settled farming districts ; and that the agri- 
 cultural department in the rural high school, as described in 
 the closing part of this chapter, should, instead of the boarding 
 school, train for effective farming those who live in the more 
 sparsely populated farming communities. 
 
 2. Sepaeate Ageiculttjeal Depaetment. 
 
 (1) General Ohservations. — In preparing this report, a care- 
 ful analysis has been made of the conditions of the smaller com- 
 munities as related to the necessary conditions of vocational 
 education in agriculture, with the result that a type of school 
 found developed to some extent in Canada suggests itself as 
 being the most feasible means of meeting Massachusetts re- 
 quirements. This has been styled the agricultural department 
 of an existing high school, and contemplates the building up 
 within an ordinary high school of a vocational department, 
 corresponding to the vocational departments in commercial 
 studies found in some village high schools. 
 
 From facts and conditions adduced below, it is believed that 
 in some localities in Massachusetts, under very careful super- 
 vision, such agricultural departments would be possible, and 
 could, if rightly administered, give genuine vocational training 
 in agriculture. The " part-time work," or school and home- 
 farm co-operative method, discussed in chapter V. of this report. 
 
30 
 
 would, it is believed, make such departments vocationally effec- 
 tive as preparatory courses for productive farming in this Com- 
 monwealth. 
 
 (2) Definition and Present Attempts. — Vocational agricul- 
 tural education as a separate department in a high school should 
 be as distinctive in its object and atmosphere as is the separate 
 agricultural school. Such a department would best be estab- 
 lished in a secondary school which had a farming environment 
 and an abundance of readily accessible illustrative material, in 
 varieties of farm land, equipment, operations and products. 
 
 There are fourteen departments somewhat of this type in the 
 Province of Ontario : six established in 1906, two in 1908, three 
 in 1909 and three in 1910. It is intended to develop this 
 work until every county in that province has been covered. 
 
 Work of like nature is now being given its first year of trial 
 by the Friends' Bloomingdale Academy, Bloomingdale, Parke 
 County, Indiana. The practical courses in farm management 
 established by the Agricultural Guild of the University of 
 Chicago, in 1908, utilize for practical experience farm equip- 
 ment privately owned and land operated for economic purposes, 
 as distinguished from land and equipment provided and main- 
 tained by endowment or public funds. 
 
 (3) Minimum Standards. — The agricultural department 
 must maintain minimum standards of similar character to 
 those fixed for the separate agricultural school. An outline is 
 here given of vital factors for the success of such a depart- 
 ment : ■ — • 
 
 A. Instructor. — There should be at least one specialist for 
 instruction in agriculture. This teacher should be a man, 
 should preferably have been brought up on a farm, and should, 
 where practicable, be a graduate of an agricultural college. In 
 short, he should be, first of all, practical, a man interested in 
 farming and capable in farm work and management. 
 
 His time and attention should be devoted exclusively to farm- 
 ing subjects. His service should be rendered throughout the 
 growing and harvesting seasons, in part as supervisor of school 
 projects at the homes of the students, in part as teacher of 
 agriculture at the school. He might also, if requested to do so. 
 act as advisor among farmers in the vicinity of the school. 
 
31 
 
 B. School Quarters and Equipment. — a. Class Boom. — A 
 class room should be given this instructor for his exclusive use. 
 This should be on the ground floor, or in a high, v?ell-lighted 
 basement, and should be such as to permit of in-door demon- 
 strations of farm animals, implements and machines. It might, 
 or might not, be in the high school building. 
 
 h. Equipment and Appurtenances. — His equipment should 
 at least include a Babcock testing outfit, seed-corn germinators, 
 special agricultural physics apparatus, individual sets of gar- 
 dening tools, hot beds and cold frames. Greenhouse space, 
 though not more than a 6-foot by 30-foot lean-to, heated from 
 the regular school-heating plant, would be an advantage; as 
 would, also, be an acre of land for garden, nursery and demon- 
 stration plots. 
 
 c. Headquarters for the Instructor. — An office should be 
 provided. This should be large enough for a library and read- 
 ing room, and fitted up for such use. There should be furnished 
 in this room as complete a file as possible of books, bulletins 
 and periodicals on farming specialties. 
 
 C. Home Equipment and Co-operation. — Practically all the 
 materials, implements and animals required for demonstra- 
 tions should be brought to the school by the students, or should 
 be examined on thrifty farms not too far distant. Everything 
 examined would thus be part and parcel of actual farming out- 
 fits : each implement, animal and building would represent some 
 farmer's judgment and money. The school would at every 
 point be dealing with definite economic propositions. 
 
 D. Conditions of Admission and Bromotion. — Boys above 
 fourteen years of age should be admitted to the work of the 
 agricultural department of the high school when, upon trial, 
 they show themselves able to profit by the training, even though 
 they have not satisfactorily completed all the work of the ele- 
 mentary school. Girls of the same age might attend certain 
 classes. It would be necessary, as is pointed out at another place, 
 for those pursuing the work of the agricultural department as 
 an elective course to take all studies save the art and science 
 of agriculture in the regular high school classes. No student 
 should be prevented from attending the agricultural classes or 
 
32 
 
 be deprived of promotion in them by inability to take high 
 rank in other subjects. 
 
 E. Course of Study. — The agricultural department in the 
 school should offer training in the practice and the science of 
 agriculture. The course in agriculture should be elective to the 
 regular pupils of the high school, and, as before said, should be 
 open to those above fourteen who intend to be farmers, even 
 though they might not be able to pursue successfully certain other 
 branches of study offered by the school. Regular pupils pursuing 
 the course in farming should be permitted to substitute satis- 
 factory work therein for the requirements of the school in such 
 cultural subjects as Latin or German, or for certain courses in 
 physics, chemistry and biology. 
 
 In this way it would be possible and advisable that regular 
 pupils, pursuing, as a legitimate part of their study, the course 
 in agriculture, should at the close of a four years course gradu- 
 ate with their fellows, and receive a certificate or diploma setting 
 forth the work which they had satisfactorily performed. 
 
 The school course should permit of continuous work at home, 
 morning, evening and on Saturday, as in the separate agricul- 
 tural school. 
 
 a. Dominant Motive. — As in the separate school, the atmos- 
 phere and the dominant object in the agricultural department 
 should be agricultural and vocational. Much of this atmosphere 
 might with profit be extended to other departments of the 
 school. Contact with farming objects and activities would vital- 
 ize the instruction in the regular courses in science and in 
 manual arts. 
 
 h. Grouping Studies and Students. — By putting first and 
 second year students together in one class, and third and fourth 
 together in another, each student would be given double the 
 amount of distinctively agricultural training by the instructor 
 which would be possible were the students handled in four divi- 
 sions instead of in two. By the same means the efiiciency and 
 enthusiasm of the teacher would be multiplied. In alternate 
 years the energy and attention of all could be concentrated now 
 on animal husbandry and then on horticultural subjects, or 
 vice versa. 
 
33 
 
 c. Winter School at the Agricultural College. — Moreover, 
 the regulations should permit a student who could meet the age 
 requirement to take winter short courses, at least during his 
 third and fourth years, at the Agricultural College, with no 
 prejudice to graduation with his class ; that is to say, credit for 
 a short course at the college should be accepted as meeting in full 
 the winter-term demands of any year at the school. 
 
 d. Schedules of the Instructor and Students. — The program 
 should schedule the instructor for from sixteen to twenty periods 
 a week during the fall and spring terms, and allow the winter 
 term for his vacation. The instructor, in close connection with 
 his class instruction, should he scheduled for inspection and ad- 
 visory work at the homes of the students and among other farms 
 throughout the summer. 
 
 e. Transfer of Students to a Special School. — Should a spe- 
 cial school for such training as market gardening be established, 
 with a one-year or a two-years course, a student desiring the 
 special training of such a school might be transferred to it at 
 the close of the second or third year of the general farming 
 course of the agricultural department of an existing high school. 
 
 F. Support and Control. — a. State Support. — The salary 
 of instructors for such departments would probably vary from 
 $1,000 to $1,500 a year, and should be paid in part by the State, 
 as elsewhere proposed in this report. (See Appendix, page 100.) 
 
 h. Local Support. — Quarters and equipment, and the neces- 
 sary adjustments of curriculum for providing a well-balanced 
 course of study, inclusive of the agricultural subjects, should be 
 furnished by the local authorities. If the local school possessed 
 wood-working, forging and dravdng equipment, correlation of 
 the manual arts work with farming would add decided value to 
 the work of the agricultural department. The local authorities 
 should also pay one-third of the instructor's salary. 
 
 c. Local Committee. — This department might be visited by 
 a special local committee interested in practical farming, and 
 the advice of such a committee might be sought in developing 
 this branch of the work of the school. 
 
 d. State Supervision and Approval. — All matters relating 
 to organization, control, location, equipment, courses of study, 
 
34 
 
 qualifications of teachers, methods of instmction, conditions of 
 admission and employment of pupils and expenditures of money, 
 while immediately in charge of the local school authorities, 
 should be subject to supervision and approval by the Board 
 of Education. 
 
 G. More Advanced Training. — A student who had decided 
 to go to college should find the same opportunities open for 
 preparing himself for college entrance as does the student in the 
 separate agricultural school. An unusually capable boy might 
 carry a course in mathematics or a foreign language in the reg- 
 ular classes of the school while taking his agricultural course. 
 On completion of his agricultural course, one additional year 
 of study would perhaps suffice for completing his college pre- 
 paratory work. 
 
 Up to this point this report has discussed the farming sit- 
 uation in Massachusetts that seems to justify a system of 
 agricultural education for the Commonwealth, the types of vo- 
 cational schools in agriculture that seem to be advisable for such 
 a system, and the standards which should be insisted upon in 
 order to make their work effective. 
 
35 
 
 IV. 
 
 CO-OPERATION BETWEEN SCHOOL AND HOME PAEM 
 
 NECESSARY TO AN EFFECTIVE SYSTEM 
 
 OF AGRICULTURAL SCHOOLS 
 
 FOR MASSACHUSETTS. 
 
 The previous chapter discussed the separate agricultural 
 school and the agricultural department in a high school as 
 desirable types of vocational school education in agriculture for 
 Massachusetts. 
 
 It is the purpose of the present chapter to point out why 
 co-operation between the school and the home farm is necessary, 
 in order to make the work of such schools effective. 
 
 Vocational education is education that has for its controlling 
 purpose the fitting of persons of either sex for definite callings 
 or pursuits. Vocational schools of every type are coming to a 
 recognition of the fact that .practice and thinking about the 
 practice, practical and technical training must go hand in hand 
 in effective vocational education. 
 
 The reason is not far to seek. Most people learn better by 
 seeing and by doing, than from books. The experience of a con- 
 siderable portion of the pupils in industrial and agricultural 
 schools proves conclusively that many persons who have been 
 unable to master principles and theories as taught by the or- 
 dinary method of the book, have large power of mastering prin- 
 ciples when these are approached through the background of 
 their daily employment ; and that, best of all, they possess large 
 capacity to retain and apply knowledge so taught and so com- 
 prehended. 
 
 Practice and thinking about the practice constitute the key to 
 the situation. Industrial and trade schools are securing the 
 needed practice for their pupils to-day, either through school 
 shops which they are endeavoring to make economically pro- 
 ductive, or through the actual wage-earning occupations of 
 the pupils. Thinking about the practice is secured by a prop- 
 erly selected and adjusted course of closely related studies 
 
36 
 
 at the school in which part of their time is spent. The shop 
 provides in illustrations and practical work the raw materials; 
 the school, the finished educational product. 
 
 Farm Boys may he favorably placed^ hut require Concurrent 
 Practice and thinking ahout that Practice. — Boys and girls 
 who expect to follow farming for a living probably are not ex- 
 ceptions to the general rule. Vocationally effective education 
 for them, also, must involve an intimate relationship between 
 practical and technical training. 
 
 Related Study at the School. — The question now. arises, 
 Where is the boy to secure correct experience in farming? It 
 will not be difficult for the school to give related scientific knowl- 
 edge, provided the pupil brings to it a background of experi- 
 ence in agricultural activities that enables him to assimilate 
 it, and provided he is able, through his practice on a farm of 
 some type, to fix the principles and theories gained in the school 
 room. 
 
 Previous Farm Practice not Sufficient. — It seems to be clear 
 that the pupils of an agricultural school do not, as a rule, bring 
 to their studies about agriculture a body of previous farm ex- 
 perience which the school can utilize in giving a working mas- 
 tery of the principles and theories that lie back of the best 
 practice. The greater number come from farm homes where 
 they may, or may not, have been fortunate enough to receive 
 directed practice in scientific agriculture. There is at least a 
 slight movement from city to country. It may be expected that 
 a small portion of the enrollment in agricultural schools of 
 secondary grade will consist of city and village boys who have 
 had no training in the routine of the farm. In order that such 
 boys may bring to their training something like the same ad- 
 vantages possessed by the country-bred pupil, they should, if 
 possible, previous to entering the school have spent at least 
 one year on a farm. While this discussion is primarily con- 
 cerned with the country-bred boy, it is, in the principles it lays 
 down, equally or even more forcibly applicable to the city or 
 village boy who has farming aspirations. 
 
 The previous farm experience of the country-bred boy may 
 have been directed by a farmer who has been too hard pressed 
 
37 
 
 by his own farm routine to reflect on his own practice in agri- 
 culture, or to direct the work of his son so that it might be most 
 educative from the vocational point of view. 
 
 It is significant that many of those who are most desirous 
 that their sons shall receive agricultural education through the 
 instruction and direction of the school are among the most 
 intelligent and prosperous farmers in the Commonwealth. They 
 clearly see, for the reasons given in chapter VII., that even the 
 best farmers cannot expect to be the best schoolmasters in this 
 line of 'training. 
 
 The condition of Massachusetts farming in general is not 
 satisfactory to the leaders of agriculture nor to the community 
 at large. This means that most farm boys, so far as they bring 
 farm experience to the school, are more likely to have been 
 brought up to use bad or indifferent methods than to use the 
 best. 
 
 • Moreover, the boy of fourteen as a rule has been too young to 
 have been able to reflect seriously or extensively on the problems 
 connected with the agricultural activities which he has observed 
 or in which he has had a part. 
 
 It is possible, even in the absence of closely related practice, to 
 give much effective vocational training in the sciences related to 
 different farming operations to those of mature mind who have 
 had experience in them. A farmer, for example, who had for- 
 merly kept a herd of cows, might attend a course of instruction 
 in the principles of scientific dairying. By this means he might 
 make a second venture in that field more intelligent and more 
 profitable. No one will question, however, that the dairyman 
 who was able to put into immediate effect in his own herd the 
 scientific knowledge gained in such a course would acquire a 
 greater working mastery of the principles that lie back of the 
 successful pursuit of his calling. 
 
 It seems to be clear, in short, that the more or less elementary, 
 more or less undirected or misdirected, more or less undigested 
 farming experience of the country-bred child cannot, in the 
 absence of additional practical training, be made a safe basis for 
 the effective teaching of agriculture as a vocation. 
 
 It is true that, on entering the agricultural school or an agri- 
 cultural department in a high school, that boy or girl must 
 
38 
 
 derive greatest profit who brings to the work the richest store of 
 previous practical farm experience; but even with the best-pre- 
 pared pupil it wiU not be safe to suppose that farm experience 
 of the younger years will be found fixed and vivid in the mem- 
 ory, to be dravra upon at wiU, as the classroom discussions shift 
 now to one phase and now to another of farming. 
 
 Past experience may aid in the work, and will do so to the 
 extent to which that experience was intelligent and to the extent 
 to which it remains vivid. Practical farming and the book 
 study of the subject, concurrently carried on under the direction 
 of a specially prepared instructor, appear to be the only certain 
 method of securing these ends. Thinking may refer back to 
 this experience to some extent ; it must to some extent anticipate 
 future activity; but in the main it is believed that the training 
 of the agricutural school, to be effective, must at once provide, 
 and thereafter concurrently interrelate, as far as possible, these 
 two supplementary processes, — directed farm practice and 
 study about that practice. 
 
 Provisions for Proper Farm Practice. — How many school 
 authorities secure for pupils seeking preparation for profitable 
 agriculture properly directed experience in farming processes? 
 Agricultural schools of every type, in order to be effective, 
 should, it is believed, provide at least a small equipment on or 
 near the school premises, for observation and demonstration work 
 in correct methods of farming. Such an equipment would be 
 possible in the typical rural community. A few communities 
 may be sufficiently prosperous to establish and maintain agri- 
 cultural schools equipped with the farming plant, equipment, 
 animals and materials necessary to diversified and effective 
 training in the arts of agriculture. Such an outlay of public 
 money probably lies, if not beyond the resources, at least be- 
 yond the civic power, of the typical rural community which 
 most needs agricultural education. 
 
 If agricultural schools could be equipped with extensive 
 school farms, it would be necessary, in order to secure the best 
 results, that pupils should devote a considerable portion of their 
 time, now employed at home, particularly in the growing sea- 
 son, to directed activities on the school premises. But it would 
 
39 
 
 be impracticable to withdraw to any great extent boys from ser- 
 vice on the home farm for service on the school farm. Further- 
 more, all the operations connected with the tillage of the soil, 
 such as the care and observation of experimental tracts, lack 
 significance until the seasons of growth and harvest, — seasons 
 that find the school session ended, and the pupils widely scat- 
 tered and possibly engaged in cultivating or harvesting the crops 
 on the home farm. 
 
 As the most promising solution of the problem of securing 
 effective vocational training in agriculture, this report recom- 
 mends that the home farms of the pupils be utilized in what 
 may be termed " part-time work " in agriculture. 
 
 Part-time work in agriculture would be utilizing home land, 
 equipment and time, outside school hours, for practical train- 
 ing supervised by the school. The term " part-time work " is 
 a descriptive expression, brought over from current discussion 
 of certain forms of industrial training, for use in unfolding 
 the possibilities of this proposed type of training in the field 
 of education in agriculture. Part-time work in industrial ed- 
 ucation means that the student spends part of the time required 
 for his training in a shop or manufacturing establishment, and 
 part of the time at the school building; both school and shop 
 work, however, being intimately related and supplementary to 
 each other. 
 
 Part-time work as applied to agricultural education would 
 mean that the student must spend part of the time required 
 for his education in productive farm work, preferably at home, 
 and part of his time at the school; the farm work and school 
 study to be closely correlated by the school at points selected 
 from season to season or from year to year, and to be given the 
 highest possible educational value by competent school super- 
 vision. 
 
 Equitable. — The same causes that have brought about a 
 widespread demand for co-operation between school and shop 
 in industrial training, make just as necessary similar co-opera- 
 tion between the school and the home farm in agricultural 
 training. Historically, shop and farm at one time gave the 
 youth all his vocational training. Of late the tendency has 
 
40 
 
 been, under the stress of modern conditions, to throw upon the 
 schools almost the entire responsibility for the industrial and 
 agricultural education of minors. It is becoming increasingly 
 apparent that the school cannot meet this difficult and expen- 
 sive burden, unaided. It would therefore seem to be equitable 
 that the schools should bestow the related theoretical instruction 
 which they are so well designed to give, leaving to factory and 
 farm the task of giving, under expert direction, the practical 
 experience which they are well equipped to confer. 
 
 Economical. — Such part-time work would reduce the cost 
 of agricultural training of secondary grade so as to place effec- 
 tive training for the farm within the reach of many communi- 
 ties which would otherwise be unable to secure it. Part-time 
 work would obviate the necessity of sending the boy away from 
 home in order to secure the benefits of agricultural training. 
 The cost of living for the boy would be less at home than at a 
 boarding school. Parents would be deprived of the services of 
 the boy during only a portion of the day. 
 
 Effective. — Co-operative work between the school and the 
 home farm would be the most effective known means of trying 
 out, under the conditions of individual farms over widely scat- 
 tered areas, methods which have proved to be profitable else- 
 where, as, for example, at the State Agricultural Experiment 
 Station. Such co-operation would furnish the only experi- 
 mental means by which each boy could try out the merits of 
 the home farm as an agency for producing profits, when treated 
 by the best-known methods ; that is to say, part-time work would 
 furnish the only means whereby the principles and methods 
 taught by the school could be positively adapted by the boy to 
 the economic conditions on the farm on which he might spend 
 his working days. Part-time work thus should give to agri- 
 cultural teaching the reality of actual life, as but little school 
 training can give it. 
 
 Conclusion. — It is believed, in short, that every purpose of 
 economy in the establishment and maintenance of a system of 
 agricultural schools, and of efficiency in the education provided, 
 would be insured by utilization to the largest possible extent 
 of home land, equipment and time in the training of boys for 
 the successful pursuit of farming in this Commonwealth. 
 
41 
 
 V. 
 
 THE PART-TIME AND PEOJECT METHOD NECESSARY 
 
 TO AN EEFECTIVE SYSTEM OF AGRICULTURAL 
 
 SCHOOLS FOR MASSACHUSETTS. 
 
 The present chapter outlines a method by which, it is believed, 
 education through the plan of " part-time work " in agriculture, 
 recommended in chapter IV., may be made effective. 
 
 Under the " part-time work " plan, developed into a system 
 for the whole State, centers would be selected. The instruction 
 would be adapted to the kinds of farming prevalent in the dis- 
 tricts surrounding those centers. The practical applications of 
 the instruction would thus be subject to the obstacles continually 
 encountered under the economic farming conditions found in 
 any given district; just as they would, also, be aided by all 
 the influences in this Commonwealth which make for the im- 
 provement of farming. The plan, as an educational process, 
 is believed to possess unquestionable merit, because farming 
 activities would readily resolve themselves into what may be 
 termed farming " projects." 
 
 A Farming Project is a Thing to he done. — 1. Improvement 
 Projects. — The thing done might contribute some element of 
 improvement about the farm, as constructing a concrete walk 
 leading to the front door, the planting and nurturing of shade 
 trees, the making and maintaining of an attractive lawn. 
 
 2. Experimental Projects. — The thing done might be of an 
 experimental nature, as the planting of an untried variety of 
 fruit, the feeding of an untried ration, the testing of an untried 
 spraying mixture, or the testing of one or another of much 
 advertised roofing materials. 
 
 3. Productive Projects. — Finally, the thing done might be 
 of a prodixctive nature, as the growing of a crop of clover or 
 alfalfa, the growing of a field of potatoes, the growing of a crop 
 of silage corn, or the production of eggs for the market. 
 
 A Farming Project is, further. Something to he done on a 
 Farm, which would involve a Limited and Definite Amount of 
 
42 
 
 Equipment, Materials and Time, and which would he directed 
 toiuard the Accomplishment of a Specified and Valuable Result. 
 — 1. Improvement. — An improvement project might be lim- 
 ited, for example, to a given length and width of concrete walk, 
 constructed of a given kind of stone, sand and cement, costing 
 not to exceed a given sum of money, and requiring not to exceed 
 a specified amount of time. 
 
 2. Experimental. — An experimental project might be lim- 
 ited, for example, to the planting of a given number of trees of 
 an untried fruit, on a piece of ground which could well be spared 
 for such a hazard, and involving a cost in time and money which 
 it was felt could be afforded at a given time for this risk. 
 
 3. Productive. — A productive project might be limited, for 
 example, to the growing of a given area of clover or alfalfa, at a 
 given cost for seed, fertilizer and labor, and for the securing 
 of a specified quantity and value of feeding stuff or roughage. 
 
 Finally, a Farming Project, as the Term is here used, is a 
 Thing to he done on a Farm, vjhich, in the Preparation for doing 
 it and in the Carrying of it out to a Successful Result, would 
 involve a Thorough-going Educational Process. — 1. Improve- 
 ment. — • The improvement project of constructing a concrete 
 walk to the front door might involve the study of the nature of 
 cement ; its action on sand and gravel or broken stone ; its resist- 
 ant qualities to the weather; the seasons at which it could be 
 used ; its cost, as compared with other materials, such as boards, 
 plank, tar, brick, flagging and asphalt ; the mathematical deter- 
 mination of the proportions of cement, sand and stone to be 
 used; the geometrical determination of the sections into which 
 it should be divided, and whether it should be crowned or flat; 
 the geographical sources of the raw material; and the market 
 conditions for purchasing cement. 
 
 2. Experimental. — The experimental project of planting an 
 untried variety of fruit might involve the study of the probable 
 adaptability of the variety selected to the soil, the climate and 
 the market demands within reach of the farm. 
 
 3. Productive. — The productive project of growing a crop 
 of clover or alfalfa might involve the study of the various vari- 
 eties of clover; the comparative adaptability of these varieties 
 
43 
 
 to the given field on which the crop was to he grown and to the 
 climate of the locality ; the most reliable places for the purchase 
 of seed ; the best time for seeding ; the best time for cutting ; the 
 best methods of curing and storing ; the mathematical calculation 
 as to the saving in cost of feeding stuffs which the crop would 
 afford J the chemical elements it would furnish in the ration; 
 and the chemical, biological and mechanical effects on the soil 
 in which it would be grown. 
 
 A Complete Definition of a " Project " as here used has Three 
 Elements. — Thus, it will be seen that a complete definition of 
 a farming project as here used involves the three elements of 
 (1) something to be done on a farm, (2) under specified con- 
 ditions and for a specified valuable result, and (3) requiring 
 a thorough-going training. 
 
 Project Fields or Classes. — There are certain broad, general 
 fields in which numerous projects might be found. Among 
 these are : — 
 
 Vegetable gardening. 
 
 Flower gardening. 
 
 Landscape gardening. 
 
 Orcharding. 
 
 Small fruit growing. 
 
 Growing of general farm crops. 
 
 Farm forestry. 
 
 Greenhouse crops. 
 
 Production of poultry products. 
 
 Beekeeping. 
 
 Swine husbandry. 
 
 Sheep raising. 
 
 Horse raising. 
 
 Dairying. 
 
 Agricultural physics and mechanics as applied to farm buildings, 
 
 drainage, irrigation, and providing and maintaining farm 
 
 machinery. 
 
 Major Projects. — Projects within the above general fields 
 might be major projects. Of major projects, the following may 
 be given as examples : — 
 
 1. Caring for the Kitchen Garden. — Under the direction of 
 
44 
 
 the school, a boy over fourteen years of age might he required 
 or permitted to' cultivate the kitchen garden for supplying the 
 family -with, vegetables or small fruit. 
 
 2. Keeping a Pen of Poultry. — Under the direction of the 
 school, he might be required or permitted to keep a pen of, let 
 us say, twenty-five birds, for the purpose of producing a net 
 profit on the enterprise. 
 
 3. Caring for a Selected Part of the Orchard. — Under the 
 direction of the school, he might be required or permitted to 
 care for a part of the home orchard, say five apple trees, so as 
 to improve the quality of the fruit and thus gain a larger net 
 return. 
 
 4. Raising a Specified Crop of Potatoes. — Under the di- 
 rection of the school, he might be required or permitted to raise 
 on the home farm an acre, or a tenth of an acre, of potatoes, 
 according to his age and strength, so as to secure the best pos- 
 sible crop and the largest possible financial return. 
 
 5. Caring for One Cow. — Under the direction of the school, 
 he might be required or permitted to care for one cow in the 
 home herd, with a view to securing from her the highest pro- 
 duction of which she was capable, and to determining whether 
 she were yielding an adequate profit. 
 
 Major and Minor Projects. — "While the above does not con- 
 stitute by any means a complete list of possible major proj- 
 ects, it is intended to be suggestive of the many and diversified 
 kinds of projects that might be feasible for use in the part-time 
 work under consideration. A major project may include a great 
 many minor projects. 
 
 Minor Projects are related to Major Projects as Parts to the 
 Whole. — Minor projects include all the diversified activities 
 which the boy must perform in order to bring the major project 
 which he had undertaken to a successful conclusion. 
 
 Details of a Project Suitable for First or Second Year In- 
 struction. — Later in this discussion (pages 56-60) details are 
 given of a project suitable for use with third or fourth year 
 students. The subject in that case is a staple product likely 
 to be grown on every farm, or at least in every farm garden. 
 
45 
 
 At this point in the present chapter it is desirable that the 
 possible working out of the project method of instruction should 
 be illustrated by details of a subject which would be suitable 
 for use with students of the first or second year. 
 
 In the list of major projects above given, the second, " Keep- 
 ing a Pen of Poultry," will, perhaps, best serve this purpose. 
 This project permits of clear analysis. It is sufficiently familiar 
 to make intelligible such technical terms as it may be necessary 
 to use. It deals with a branch of agricultural production found 
 on every farm and at many village homes ; yet a branch from 
 which, when conducted on a strictly business basis, it is very 
 difficult to make a profit. It has to do with farm products which 
 are of very great economic importance for the advancement of 
 agriculture in this State; since Massachusetts, while admirably 
 suited for poultry keeping, imports $25,000,000 of poultry and 
 eggs annually, and produces less than $6,000,000 worth per 
 year. (See " Agriculture of Massachusetts," the report of the 
 Secretary of the State Board of Agriculture, 1909, page 119.) 
 
 Owing to the attention now being given poultry keeping by 
 the agricultural colleges and experiment stations, materials for 
 teaching the subject scientifically and practically are increasing, 
 and make this one of the most promising lines of project in- 
 struction for school use. -Poultry keeping affords one of the 
 best projects for transition from the boy's treatment of animals 
 as pet stock to his treatment of them as vital factors in economic 
 agricultural production. 
 
 Important as this poultry project is, however, it will, of 
 course, be understood that there are many other projects suitable 
 for first and second year use. This project is but a single 
 example of the many which might have been given. 
 
 Minor Projects. — Suppose the major project in preparation 
 for purposes of instruction be JSTo. 2, above given, " Keeping a 
 Pen of Poultry." Then certain minor projects necessary for 
 carrying out this major project might be: — 
 
 1. The building of a poultry house (if necessary), according 
 to plans and specifications worked out at the schoolhouse. This 
 minor project in turn could be broken up into a number of 
 
46 
 
 subordinate minor projects necessary to its successful com- 
 pletion, such as : — 
 
 (1) The Selection of a Site for the Poultry House. — Here 
 the decision made might take into consideration : — 
 
 A. The suitability of the soil for poultry culture. 
 
 B. The condition of the underdrainage of the site, and the possibilities 
 
 of securing proper surface conditions. 
 
 C. Conditions of sunlight and shade as factors in the proper care of 
 
 fowls. 
 B. Convenience of access from house and barn. 
 
 (2) The Adoption of a Plan for the Poultry House. — Here 
 the decision made might take into consideration : — 
 
 A. The style of construction best adapted to the purpose for which 
 
 the structure was to be used. 
 
 B. The size of the poultry house necessary to the success of the project. 
 G. The fittings which would be most sanitary, most convenient, and 
 
 therefore on the whole most economical. 
 
 (3) I'he Materials entering into the Construction of the Poul- 
 try House (involving kind, cost and availability). — Such ques- 
 tions as these would naturally present themselves : — 
 
 A. Should the foundation be permanent, or temporary? 
 
 B. "What sizes of dimension stock would be required? 
 
 C. Should the flooring be earth, boards or cement? 
 
 D. Should the siding be rough, or planed; matched, battened, or pro- 
 
 tected by paper? 
 
 E. Should the roofing be shingles, matched or battened boards, metal, 
 
 or some form of patented roofing of the rubberoid type? 
 
 F. Should the building be painted; and, if so, what would be the best- 
 
 wearing and most economical color and mixture? When should 
 the paint be applied? 
 
 2. The selection of hirds, as determined by the purpose in 
 keeping them (whether for show stock or utility, breeding or 
 egg producing). This minor project in turn might be broken 
 up into a number of subordinate minor projects necessary to its 
 successful completion, such as:' — 
 
 (1) The Choice of Type and Breed. — Such questions as 
 these would naturally present themselves : — 
 
47 
 
 A. Is a meat type of bird desired; and, if so, what is the best breed 
 
 or type? Is color of any importance? 
 
 B. Is the egg type desired ; and, if so, what variety ? Should the color 
 
 of the egg be a determining factor? 
 G. Among what may be termed general-purpose types, what may be 
 considered the best stock both for egg production and for final 
 finishing as table birds? 
 
 (2) TAe Choice of Breeding Stock. 
 
 A. When should breeding stock be selected and assembled for produc- 
 
 tion of the eggs required for hatching? 
 
 B. Should close attention be paid to breed shape? 
 
 C. To what extent and for what reasons should color and plumage be 
 
 determining factors? 
 
 (3) The Choice of Method of Beginning the Project. 
 
 A. Should the beginning be made with eggs; and, if so, where can the 
 
 eggs of the breed and type desired be secured? What would 
 they cost, and when should they be ordered? 
 
 B. Would it be more economical to begin operations with incubator 
 
 chicks a few days old? If so, where could such chicks be had, 
 when could they be had, and at what cost? 
 
 C. Should the beginning be made with full-grown birds? Where could 
 
 they be had, when, and at what cost? 
 
 3. The Feeding of the Poultry. — This minor project miglrt 
 in turn involve a number of subordinate minor projects necessary 
 to its successful completion, such as : — 
 
 (1) The Selection of the Kinds of Feed. — Such questions as 
 these might naturally present themselves : — 
 
 A. When should hard grains be used? 
 
 B. What are the merits of ground grains, as distinguished from hard 
 
 grains ? 
 
 C. Under what circumstances are mixtures and mashes desirable? 
 
 Should these be fed wet, or dry; and should they be home- 
 made, or bought on the market? 
 
 D. In what proportions should animal feed be provided, and in what 
 
 form or forms could it be most economically fed, — in beef 
 scraps, for example, or in green bone? 
 
 E. Should green feed be furnished? For winter feeding, what quan- 
 
 tity, if any, of cabbages and roots should be stored? 
 
48 
 
 (2) Working out Problems of Feeding. — Such questions as 
 these might naturally present themselves : — 
 
 A. To what extent should there be a variety of feeds? 
 
 B. What relationship do feeding and exercise bear to each other? 
 
 Should dry grain be fed in the litter, or be fed in hoppers, or 
 both? What differences should there be, if any, between feed- 
 ing on free range and feeding in confinement? 
 
 C. What part should grit, oyster shells or charcoal form of the ration, 
 
 and for what reasons? 
 
 D. To what extent might feeds be grown at home, and to what extent 
 
 must they be bought on the market? 
 
 4. Other minor projects vsrithin the major project of " Keep- 
 ing a Pen of Poultry," which might also he analyzed into 
 numerous subordinate minor projects, each necessary to the suc- 
 cessful performance of the larger minor project and the major 
 project of which it forms a part, are: — 
 
 (1) The production of eggs with profit. 
 
 (2) The production of chicks by incubator. 
 
 (3) The care of chicks by artificial brooding. 
 
 (4) The rearing of chicks. 
 
 (5) The handling of young stock. 
 
 (6) The fattening and killing of poultry. 
 
 (7) The marketing of eggs and birds. 
 
 In like manner, every major project similar to those hereto- 
 fore described, chosen by the school for purposes of instruction, 
 might be analyzed into the minor projects of which it was com- 
 posed, both in order that the various activities of the boy in the 
 successful accomplishment of the major project might be effec- 
 tively directed and supervised, and, as we shall see later on, in 
 order that the theories and principles related to the different 
 phases of his task might be given at the time when they would 
 be most effective from the practical and the educational points 
 of view. 
 
 Three factors must, it is believed, determine the measure of 
 success in any given plan of part-time work in agriculture: 
 (1) the farmer and his farm; (2) the school and its agricul- 
 tural supervisor; (3) the boy and his projects. 
 
 1. The farmer and his farm must constitute the fundamental 
 
49 
 
 factor in the practical training of the boy. There could be little 
 effective work in the field of part-time training for the farm 
 without a reasonable spirit of co-operation on the part of the 
 parent. 
 
 There are at least three ways in which the parent could aid 
 in making the directed farm experience of the boy more educa- 
 tive: (1) in the use of the home plant; (2) in the use of the 
 home time of the pupil; (3) in giving the boy's projects 
 economic importance. 
 
 (1) In the Use of the Home Plant. — One of the most es- 
 sential features of the co-operative part-time plan between home 
 and school is that the parent should be willing to devote from 
 time to time, in accordance with the plans of the supervisor or 
 teacher in charge of the work, a reasonable portion of his build- 
 ings, orchards, garden, pasture, forest and other fields, and of 
 his implements and machines, animals and materials, to the 
 directed training of the boy. 
 
 (2) In the use of the home time of the pupil the fullest value 
 of the agricultural course will come from the fullest possible 
 participation of the boy in the ordinary routine of farm work 
 as usually carried out by the parent; but the greatest benefit 
 of the school cannot be had without the use of a part of the 
 boy's time, during the hours spent at home, for strictly school 
 purposes. The following are a few of many illustrations of 
 what might be the directed use of a part of the home time of the 
 pupils in the pursuit of projects suggested and directed by the 
 school : — 
 
 A. The boy might help with the milking throughout his course, where 
 
 the object was to get the cows milked as quickly as possible, 
 and where no records were kept. During certain months of at 
 least one year, the school should require whatever time might 
 be necessary for keeping an accurate record in pounds and 
 ounces of the yield of a part of the herd. This might be limited 
 to the weighing of milk from a single cow, and giving the cow 
 credit for what she produced. 
 
 B. It might be part of the boy's business to assist in feeding the cows. 
 
 During part of his course, sufficient time should be given for 
 weighing the ration and charging at least one cow with what it 
 cost to keep her. 
 
50 
 
 C. In the ordinary routine to which he had heen accustomed in milking, 
 
 much or little attention might have been paid to cleanliness of 
 cows, utensils or the person and clothing of the milker. During 
 part of his time in school, the boy should be given whatever 
 time might be necessary for milking at least one cow and pre- 
 serving her milk under absolutely sanitary conditions, and for 
 sampling the milk for bacteriological tests. 
 
 D. In the ordinary cropping of the farm, much or little attention might 
 
 be paid to leguminous crops. But during one season at least, 
 facilities should be given the pupU for growing a patch of 
 moderate size of clover, and for observing the effect of intro- 
 ducing a large proportion of clover into the ration of the cow. 
 
 E. In the ordinary conduct of the farm, much or little attention might 
 
 be paid to the selection and testing of com for seed. But 
 prior to planting, one season at least, the boy should be given 
 whatever time might be necessary for making germination tests 
 of the corn which it was proposed to plant. 
 
 F. Also, during one season, the boy should be given control of a portion 
 
 of a com field for making an "ear to row" corn test; for 
 observing the difference in yield from different ears of corn, — 
 all the corn from one ear being planted in one row and all the 
 corn from another ear being planted in another row. 
 
 G. In the ordinary routine of the farm, it might be the business of the 
 
 boy to tend the poultry. During at least one year, he should 
 be given control of at least one pen of poultry, and facilities 
 for feeding a balanced ration and trap nesting individual birds 
 for comparison of productivity in laying. 
 H. It might be part of the usual work of the boy to help cultivate and 
 harvest the potato crop. During one season at least, he should 
 be given facilities for testing the value of the use of formalin 
 for the prevention of potato scab, and of the Bordeaux mixture 
 for protection against potato blight. 
 
 (3) In giving the hoy's projects economic importance, the 
 active aid of the parent would again he almost indispensable. 
 
 A. Keeping Accounts. — Whether or not the parent were in 
 the habit of keeping books, it would be vital to the success of the 
 school training that accurate accounts of outgo and income 
 should be kept with regard to certain home projects directed by 
 the school. Every boy should be taught business-like methods 
 for carrying on work. Modern business methods provide for 
 discovering exactly where money is made, and where it is lost, 
 at any stage or in any part of a given enterprise. 
 
51 
 
 The boy should be given opportunity for testing, under his 
 home conditions, the value of methods which have proved effi- 
 cacious in business. The school, to be effective, must teach 
 economic production in every phase of farm life for which it 
 gives preparation. Moreover, accounting is necessary to any 
 intelligent comparison of the effectiveness of the method advo- 
 cated by the school with that of the method previously followed. 
 
 B. Projects as Business Enterprises. — If the experiences 
 of the boy in the farming projects are to be educative to the 
 largest degree, it is believed that they should be conducted 
 strictly as business enterprises. Four methods of meeting the 
 problem of the cost and profit of these directed farming opera- 
 tions would be possible : (a) the parent might meet all the cost, 
 and give the boy all the profit ; (&) the parent might meet all the 
 cost, and retain all the profit; (c) the parent might meet all the 
 cost, and share the profit with the boy; (d) the boy might re- 
 ceive the net profit, after the cost of the project had been paid. 
 
 From the educational point of view, the last method, by which 
 the boy, after conducting the given project as a business enter- 
 prise, should profit only to the extent to which his total re- 
 ceipts exceed the total cost of the enterprise, is believed to be in 
 every way preferable. By this method the boy would learn, 
 once for all, through his own experience, that there can be no 
 product without cost, and no profit without excess of receipts 
 over all expenditures. After such an experience, he would not 
 be likely to undertake a new enterprise without a serious at- 
 tempt to estimate accurately his probable profit. The boy would 
 be subjected to the prevailing economic conditions under which 
 the home farm must yield a profit, or a loss, at the end of each 
 year of work. 
 
 The method by which the boy became on a small scale a 
 farmer or a business man for himself would give the project 
 which he was carrying on a reality not otherwise attainable, 
 that must heighten measurably his interest in the work and in 
 the related study of the school, and must fix better than by any 
 other device the training which he was receiving. 
 
 Incidentally, it may be remarked that, as a matter of public 
 spirit, the citizens of the community might do much to further 
 
52 
 
 the objects of the school by admitting the agricultural instructor 
 or supervisor and his students to their premises, for the exam- 
 ination of animals, machines and all out-door and in-door opera- 
 tions, and by explanation and discussion of their methods of 
 accounting and their improved farming processes. At another 
 point in this discussion the possible fields of usefulness to a 
 community of such an instructor or supervisor are pointed out. 
 Effective service on the part of the supervisor in the field of 
 helpful suggestion there mentioned could be rendered only 
 where there was a cordial attitude of co-operation on the part 
 of the people in the community who were desirous of either 
 the improvement of rural conditions in general or the better- 
 ment of their own farms. 
 
 2. The School and its Supervisor. — Whether part-time work 
 in agriculture were conducted under the auspices of a separate 
 agricultural school or of a separate department in a regular 
 high school, it is believed that it would require the services of 
 a trained and experienced agriculturist, who should devote his 
 entire time to teaching the principles and the best methods of 
 farming. It is believed, further, that largely through this in- 
 structor or supervisor of agriculture the school should: (1) 
 choose the projects to be undertaken by the boy; (2) direct his 
 work in the discharge of his projects; and (3) put him in pos- 
 session of the principles that relate to them. 
 
 (1) In the selection of the projects to he undertaken iy the 
 hoy, the instructor should take into consideration : — 
 
 A. What farming enterprises are profitable, or could be made so, in the 
 
 neighborhood. 
 
 B. The age of the boy. 
 
 C. The kinds of projects that would be feasible on the home farm. 
 
 D. The boy's routine farm work at home. 
 
 E. The assistance that the father could afford to give in materials and 
 
 equipment. 
 
 F. The suitability of the project to the season of the year. 
 
 G. The projects and portions of projects that could best be carried out 
 
 at the school, and the best time on the program of the year for 
 these parts of the work to be done. 
 
 The problem of the building of a poultry house by the boy 
 would be one of the possible minor projects, as before shown, 
 when the larger project of keeping a pen of poultry was under 
 
53 
 
 consideration. This problem would naturally involve such 
 questions as these : — 
 
 A. Would the student have the necessary time ? 
 
 B. Could the necessary materials be provided by the parent or student? 
 
 C. How much personal supervision of the actual work of construction 
 
 would be necessary or advisable on the part of the supervisor? 
 J), Would profitable poultry keeping on a given home farm require 
 the improved accommodations which the model poultry house, 
 built by the student, would furnish? 
 
 E. How far would conformity to the standards set up by the school 
 
 be necessary in determining what would be a model type of 
 poultry house for a given farm? 
 
 F. In what year of the school course should the building of a poultry 
 
 house be undertaken, in order that the training in poultry 
 keeping might be made most profitable? 
 
 G. What time of the year could the student build a poultry house to 
 
 best advantage? 
 
 The problem of conducting the building of the poultry house 
 as a strictly business enterprise is a project vs^hich would 
 naturally involve these questions : — 
 
 A. To what extent, if at all, could the boy be required to meet, or be 
 
 charged with, all cost save his own labor, and be credited with 
 a fair inventory valuation of the completed structure? 
 
 B. If the parent must advance the money or materials, what rate of 
 
 interest, if any, should be charged the boy? 
 
 C. What method of accounting should be adopted? 
 
 T). Should such records be kept as would enable the cost of this build- 
 ing to be compared with other similar buildings in the neighbor- 
 hood, as a check upon the business-like character of the boy's 
 working out of this project? 
 
 (2) In directing the work of the hoy in the discharge of his 
 projects, the school must of necessity, it is believed, undertake 
 the supervision of a portion of his work at home. Supervision 
 of part-time work in agriculture would not be an attempt on 
 the part of the school to interfere with the private management 
 of the farms of the parents. Supervision would, nevertheless, 
 be a continuous effort by the school to assist, advise and en- 
 courage the students in applying under home conditions, farm 
 methods which had proved successful elsewhere, and thus to 
 cause the practical training of the .students to result in voca- 
 tional efficiency. 
 
54 
 
 Thii instructor would not undertake to supervise all the de- 
 tails of the farm management on any given farm. Daily super- 
 \dsion would be impossible, because of the number of farms to 
 which the work of the school must be extended. Excessive 
 attention to minute details of farm work on the part of the 
 instructor might create needless friction between himself and 
 the parent, or might interfere materially with the supervision 
 of a proper amount of project work. It is, therefore, not con- 
 templated. 
 
 The school should not, it is believed, undertake to shift re- 
 sponsibility for the economic management of a farm from the 
 shoulders of the parent to the shoulders of the public. 
 
 The instructor would undertake to supervise certain selected 
 major projects and their related minor projects performed by 
 the boy at home. In a given year and season attention might, 
 for instance, be concentrated upon the project of keeping a pen 
 of poultry. Having given the study related to this project, the 
 instructor would supervise the application of that study. The 
 following examples illustrate what the character of such super- 
 vision might be : — 
 
 A. In the building of the poultry house, the actual work of putting 
 
 up the structure might, or might not, be supervised by the 
 instructor. All other elements or phases of the enterprise, 
 as indicated by the outline, should be worked out by the 
 student under the direction of the school. 
 
 B. The course in farm shop work of the school might well undertake 
 
 to deal with the problem of the actual construction of the 
 poultry house. 
 
 C. It would be the duty of the instructor or supervisor to canvass 
 
 thoroughly with the student the relative merits of different 
 tjrpes and methods of poultry keeping, from the points of view 
 before indicated. His supervision might go the extent of 
 passing judgment on any proposed purchase of breeding stock, 
 chicks or eggs. 
 
 D. The supervisor would not personally direct the daily routine work 
 
 of feeding and watering poultry. His duties would consist of 
 directing the thorough study of possible feeds and mixtures, 
 their comparative cost and availability, and their suitability to 
 the age, condition and purpose of the student's particular birds. 
 For such supervision personal knowledge by the instructor of 
 the exact home conditions would be necessary. 
 
55 
 
 The supervision of the practical home work of the boy or girl 
 would naturally follow the settlement of such problems as 
 these : — 
 
 A. How could supervision and instruction be closely correlated? 
 
 B. How should the time of the instructor and of the pupil be appor- 
 
 tioned between home and school duties? 
 
 C. What would be the maximum radius, from the school building as 
 
 a center, of effective supervision? 
 
 D. What methods might be employed for securing and holding the 
 
 co-operation of the psirent and the community? 
 
 E. By what means might satisfactory standards in the practical work 
 
 of the student be maintained? 
 
 Thus far we have discussed the duties and responsibilities of- 
 the special instructor or supervisor of agriculture in the field of 
 direction of the boy's projects on the home farm. 
 
 The instructor might undertake to give help to others than 
 those connected with his school. There are not wanting those 
 who believe that such an agricultural instructor attached to a 
 regular high school might render valuable service to the com- 
 munity in which he was employed, in what might be termed the 
 field of suggestion. Considering the previous training and ex- 
 perience required of this instructor, he should be a man well 
 prepared to be of wide assistance in a farming community as an 
 advisor in emergencies which called for special knowledge and 
 skill. If met by a problem with which he could not cope un- 
 aided, — and there might be many such problems, — he would 
 know the best men, books and bulletins for consultation in such 
 emergencies. Such problems might arise from attacks upon 
 crops by injurious insects or by fungous diseases. 
 
 The friendly advice which the agricultural instructor might 
 give need not mean a meddlesome attitude on his part. His 
 suggestions would not be given save when requested, or when 
 it was evident that they would be welcome. 
 
 The field of suggestion would naturally begin with farms 
 represented in the school by students. The instructor would of 
 course stand ready to give the parents any advice of which he 
 might be capable, or to get for them, or instruct them how to 
 get, any information which they might need or desire. With the 
 
56 
 
 gradual extension of his knowledge to the other farms of the 
 community, he might be expected to stand ready in a similar 
 manner to be of assistance to the owners of those farms. 
 
 3. The boy and his projects form a natural connecting link 
 between the farmer and his farm, on one hand, and the school 
 and its instructor, on the other. At the farm, the pupil deals 
 with the practical aspects of his projects ; and at the school, with 
 their scientific aspects. The foregoing discussion has been de- 
 voted chiefly to the practical aspects of the proposed project 
 method of instruction. The present section lays strongest em- 
 phasis on the related study essential for the successful carrying 
 out of a particular project. 
 
 Details of a Project Suitable for Third or Fourth Year In- 
 struction. — Earlier in this chapter a project was dealt with 
 which might, for the most part, be successfully carried out by 
 a first or second year student. Eor the present discussion a 
 project has been selected which would require considerable 
 maturity of age, strength and training for its successful accom- 
 plishment. It is true that simpler problems in potato growing 
 have been successfully carried out by elementary school pupils ; 
 but even a glance over the elements which enter into the proj- 
 ect now to be outlined will show that problems altogether too 
 serious to be comprehended or undertaken by the younger pupil 
 are here involved. 
 
 It is to be understood, of course, that the following project is 
 but one of many which might be selected. 
 
 (1) Major Project. — It is assumed that the boy has chosen 
 for his major project the development of a method for increas- 
 ing the profit from the potato crop customarily grov?n on the 
 home farm. It is further assumed that 5 acres of potatoes are 
 generally grown; that this year the crop is to be grown on 
 clover sod; that the variety of potatoes to be grown has been 
 chosen by the father; and that the boy's father is willing that 
 his boy shall have complete control of a given number of rows 
 of the 5-acre field, and shall be furnished the necessary tools 
 and materials for his project. 
 
 (2) Minor projects necessary for carrying out the above 
 major project might then be as follows : — 
 
57 
 
 A. Insuring the most abundant crop by: — 
 
 a. A Proper Seed Bed. — The related study here would involve 
 
 knowledge of : — 
 
 (a) Conditions of soil, air, texture, temperature and 
 moisture most favorable to the growth of the potato 
 plant, including methods of reducing an undesirable 
 amount of " free " water, of avoiding too g^eat dilu- 
 tion of plant food, and of securing a desirable amount 
 of " film " water. 
 
 (6) Methods of preparing the seed bed, including the com- 
 parative advantages of fall and spring plowing, and 
 the best treatment of the land in the spring after 
 plowing and prior to planting. 
 
 b. Proper Fertilizing. — The related study here would include 
 
 knowledge of : — 
 
 (a) Chemical composition of the potato plant, its osmotic 
 and digestive processes, and the quantity of available 
 fertilizing materials it is capable of assimilating. 
 
 (&) Complete fertilizers for the production of potatoes, in- 
 cluding analyses of standard fertilizers, and the 
 plant-food values for potato growing of chemicals and 
 mixtures offered for purchase. 
 
 (c) Comparative desirability of muriate and sulphate of 
 potash for producing a crop to be disposed of in an 
 immature state as new potatoes, or for producing a 
 crop of late potatoes to be disposed of for winter 
 use ; and the extent to which the " mealy " character 
 of the mature crop should be the determining factor 
 in choosing between these two kinds of potash. 
 
 {d) Clover sod as a factor in determining the proportion of 
 nitrogen to be supplied. 
 
 (e) Best formula for a complete fertilizer for this particular 
 crop, taking into account the potato plant, the previous 
 crops and their fertilizer treatment in the system of 
 crop rotation followed on the home farm, the present 
 soil conditions and the purpose of the crop. 
 
 (/) Most liberal amount of fertilizer warranted for use in 
 growing this particular crop, in view of the known 
 condition of the land and the assimilative powers of 
 the potato plant; and the saving in cost by home mix-, 
 ing of the supply to be used. 
 
 c. Using the Best Seed. — The related study here would include 
 
 knowledge of : — 
 
58 
 
 (a) Botanical characteristics of the potato plant; the dif- 
 ference between a seed and a tuber; and potato im- 
 provement by various methods and conditions of 
 propagation, taking into account tendencies of the 
 potato plant to *' variation " and to " mixing in the 
 liill." 
 
 (6) Importance of planting "seed" selected in the field 
 from the best-yielding hills, rather than seed selected 
 from the bin merely by size of tubers. 
 
 (c) Advantage of using potatoes for planting which have 
 
 been properly stored, and the effects of freezing and 
 sprouting in the cellar. 
 
 (d) Conditions under which it may be desirable to sprout 
 
 potatoes to be used for planting, in a warm, well- 
 lighted room, — the temperature, the time and the care 
 in handling required for such sprouting. 
 
 (e) Size of piece and number of eyes to the piece, as im- 
 
 portant factors in starting the crop and in the quan- 
 tity of its yield. 
 
 d. Proper Planting. — The related study here would include 
 
 knowledge of : — 
 
 (a) Botanical and chemical characteristics of the potato 
 
 plant, as to its feeding habits, the growth of the tubers, 
 and the effect on the tubers as food products of ex- 
 posure to the sun during their growth. 
 (6) Distances between rows, and between seed pieces in the 
 row. 
 
 (c) Depth of planting, in its relation to protection of the 
 
 tubers from the sun, shielding the crop from possible 
 rot-producing bacteria and spores, and subsequent 
 cultivation, whether by the " level " or by the " hill " 
 method. 
 
 (d) Best time for planting, whether for " early " or for 
 
 " late " potatoes. 
 
 e. Proper Spraying. ■ — The related study here would include 
 
 knowledge of : — 
 (o) Botanical characteristics of the potato plant, particularly 
 the relation of health and luxuriance of foliage to 
 tuber production. 
 
 (b) Insect enemies of the potato plant, and their entomo- 
 
 logical characteristics, such as their methods of propa- 
 gation and their feeding habits. 
 
 (c) Depredations of insects, and their possible relation to 
 
 attacks upon the potato plant by plant diseases. 
 
59 
 
 (d) Paris green: its chemical composition; its protective 
 action against the insect enemies of the potato plant; 
 clangers attendant upon its use; its possible combina- 
 tion with Bordeaux mixture; and the best formula, 
 method of preparation and periods for its application. 
 /. Proper Cultivation. — The related study here would include 
 knowledge of : — 
 
 (a) Physical characteristics of the soil, particularly the 
 capillary movement of water to the surface of the 
 soil, and exhaustion of soil moisture by evaporation. 
 
 (6) Surface conditions most favorable for receiving rain 
 water without washing, puddling or subsequent 
 baking. 
 
 (c) Value of a " soil mulch," and the most desirable method 
 and frequency of cultivation for maintaining such a 
 mulch. 
 
 {d) Comparative cost and advantages of " level " and " hill " 
 cultivation, and reasons for the choice of the par- 
 ticular method to be followed in cultivating the present 
 crop. 
 
 B. Insuring the cleanest crop by: — 
 
 a. Dipping the "seed" potatoes in a formalin solution. The re- 
 lated study here would involve knowledge of : — 
 (a) Plant parasites which produce " scabby " potatoes, and 
 the biological conditions favorable and antagonistic 
 to their growth. 
 (6) Formaliti solution: its chemical constitution; its chemi- 
 cal action on these damaging potato parasites; and 
 the proper formula and method for its use in pro- 
 tecting the potato crop. 
 6. Substitution of chemical fertilizers for barnyard manure. The 
 related study here would involve knowledge of : — 
 (a) Dangers of infection from the use of barnyard manure. 
 (&) Dangers of infection, if any, from the use of chemical 
 fertilizers. 
 
 C. Insuring the soundest crop by spraying the potato plants with 
 
 Bordeaux mixture. The related study here would involve 
 knowledge of : — 
 
 a. Bacterial and fungous diseases to which the potato plant is 
 
 subject; evidences of their presence; and whether or not 
 they are preventable. 
 
 b. Bordeaux mixture: its chemical composition; its protective 
 
 action against potato-plant diseases; and the best formula, 
 method of preparation and periods of application for its 
 
60 
 
 D. Other minor projects would include the most profitable means and 
 methods of harvesting, storing and marketing the crop. And 
 other study related to these projects would include knowledge 
 of potato implements and machines and their use ; the compara- 
 tive advantages of field pit and cellar for storage; principles 
 and means of ventilation, and the temperature at which potatoes 
 should be kept ; near and more distant markets, and comparative 
 transportation cost; prices and the probable tendency of prices, 
 in view of the press and government reports of the potato crop 
 for the State, New England, the country and the world. 
 
 General Ohservations on Belated Study. — The study related 
 to the work of carrying out this potato project embraces, there- 
 fore, important matter from several sciences, including botany, 
 chemistry, physics, entomology, bacteriology and plant pathol- 
 ogy. For the calculations, mathematics would be necessary ; for 
 keeping the accounts, bookkeeping would be required ; for correct 
 correspondence, there should be training in business English; 
 consideration of transportation, markets and world production 
 would involve knowledge of commercial and agricultural geog- 
 raphy. 
 
 The project method of instruction on the side of related study, 
 thus, it will be evident, must insure that the boy, in carrying out 
 his projects, shall pass through a thorough-going educational 
 process. 
 
 Good Citizenship. — It is proposed, furthermore, that the 
 division of time, in carrying out the school and home farm 
 co-operative method of training, shall be about as follows: for 
 the execution of the projects, including work during vacations 
 and other out-of-school hours, 50 per cent. ; and for the related 
 study, 30 per cent. The remaining 20 per cent, of the time of 
 the boy is expected to be used for general culture and good citi- 
 zenship instruction, wherein systematic courses may be provided 
 in such subjects as English, history, civics, current events, math- 
 ematics and science. 
 
 Conclusion. — It is believed that the vocational education for 
 farming proposed in this report, and embodying the project and 
 part-time work method outlined in the present chapter, will 
 
61 
 
 justify itself from every reasonable point of view, and that the 
 system of agricultural schools which this report recommends 
 will prove to possess undeniable merit as training schools, both 
 for farming as a definite calling, and for intelligent and vigorous 
 participation in the community life of the Commonwealth. 
 
62 
 
 VI. 
 
 THE PROBLEM OF SECURING COMPETENT INSTRUCTORS 
 
 FOR A SYSTEM OF AGRICULTURAL SCHOOLS 
 
 IN MASSACHUSETTS. 
 
 It would seem evident from the preceding discussion of the 
 duties and the opportunities of the instructor in agriculture 
 that he is probably the most important factor in the training of 
 the youth for productive and profitable farming. 
 
 Whether he be employed in a separate agricultural school 
 or as an expert in charge of an agricultural department in a 
 regular high school, the special instructor or supervisor in agri- 
 cultural education should bring to the work certain qualifications 
 as to preparation, experience and personality. 
 
 He should he a Oraduate of an Agricultural College. — His 
 preparation should include graduation from an agricultural 
 college or its equivalent. He should be familiar with and keep 
 in touch -with the officers and the work of the Massachusetts 
 Agricultural College and Experiment Station; and he should 
 keep in touch with the experiment stations in other States 
 where work is being done under conditions similar to those in 
 Massachusetts. 
 
 He should be familiar with the work of the United States 
 Department of Agriculture, so far as it is applicable to Mas- 
 sachusetts. He should be capable of keeping in touch with new 
 literature in pamphlet, periodical and book form, as it is issued, 
 and to the extent that it may be applicable to his locality. He 
 should be familiar with the work of organizations concerned 
 with rural progress in Massachusetts, and capable of heartily 
 co-operating with their officers. 
 
 His Experience. — Preferably, such a person undertaking 
 to prepare for agricultural teaching in this Commonwealth 
 should have been reared on a Massachusetts farm, or on a farm 
 where the agricultural operations would yield experience of 
 value for work in this State. He should be a master of farming 
 as a handicraft, and amply able to demonstrate the things which 
 he undertook to teach; and he should be familiar with, and 
 
63 
 
 be able to demonstrate the use of, the kinds of farm machinery 
 which can be economically used on a Massachusetts farm. 
 
 His Personality. — Since he must teach, such an instructor 
 or supervisor must be effective in discipline; that is to say, 
 in the handling of boys and girls. He must be prepared to meet 
 people in his community pleasantly, and establish agreeable 
 working relations with them. He must be prepared to maintain 
 harmonious relations between his department and the other 
 departments of the school, and be amenable to the authority of 
 the officers responsible for the school which he serves. 
 
 The duties of such a teacher of agriculture, attached to 
 either a separate agricultural school or an agricultural depart- 
 ment in a regular high school, should in general be those which 
 were indicated in the foregoing discussion of the activities in 
 the field of part-time work in agriculture which he is to direct. 
 
 His school year might provide, at the discretion of the school 
 authorities, for service during the spring, summer and fall 
 months, giving him a vacation during the winter months ; rather 
 than for service during the fall, winter and spring, with summer 
 months for vacation purposes. Such a program would insure 
 his services throughout the growing and harvesting seasons. 
 
 His absence during winter months would not seriously disturb 
 the curriculum of the school ; on the contrary, it would make 
 room for the teaching of related subjects, including manual 
 training projects related to the farm, by other members of the 
 staff to the lower classes, and might enable the higher classes 
 to take winter short courses at the Agricultural College. Such 
 a program woiild enable him to attend winter courses, and thus 
 keep in touch with progress in agricultural science, and become 
 better acquainted vdth men engaged in research and experi- 
 mental work. 
 
 The appointment and tenure of such a supervisor should be 
 under the control of the local authorities, but subject to the 
 approval of the State Board. Where the supervisor is to serve a 
 separate agricultural school, as at present constituted and admin- 
 istered under the Massachusetts statutes, or an agricultural de- 
 partment in a regular high school, since his salary in either 
 case is to be paid in part by the local community and in part by 
 the State, it would probably be advisable that he should be nom- 
 
64 
 
 mated by the local authorities and approved by the Board of 
 Education ; and in case of dismissal for cause, it would prob- 
 ably be best for such a dismissal to be approved by the Board. 
 
 Ordinarily, the yearly term of service for such a supervisor 
 should be from the first day of April of any given year to the 
 first day of April of the succeeding year. Dismissal for fiagrant 
 offense should, of course, be immediate and without notice. 
 
 The salary of such a supervisor is an important consideration. 
 Experience seems to show that, in order to command the services 
 of a man having the technical training, practical experience and 
 personality called for in the above discussion of the necessary 
 qualifications of a successful supervisor, salaries ranging from 
 $1,000 upwards must be paid. 
 
 In Ontario, where salaries for teachers and specialists of every 
 type are on the whole less than in the States, six supervisors, 
 with advisory and teaching duties, were engaged at the begin- 
 ning of a co-operative scheme between the governmental agencies 
 for agricultural betterment and the local school authorities. 
 These supervisors were paid at the outset, $1,000 per year. 
 
 The Problem of Necessary Salaries is an Economic One at 
 Bottom. — In order to attract to the work a supervisor of the 
 type herein described, it will be necessary to make the compensa- 
 tion which he is to receive as good as, or better than, that which 
 is offered to him in competing lines of work. 
 
 By competing lines of work are meant occupations- to which 
 his interests, his talents and his preparation might attract him. 
 The following positions at least lie within the possibilities of 
 the desirable graduate of an agricultural college, and therefore 
 constitute competing lines of work: agricultural management 
 work (for others or for himself) ; agricultural editorial work; 
 agricultural commercial work; agricultural government work; 
 agricultural research work; agricultural extension work; agri- 
 cultural teaching in colleges ; agricultural teaching in high 
 schools; agricultural teaching in agricultural schools; agricul- 
 tural teaching in departments in regular high schools ; assistant- 
 ships where valuable experience under highly specialized super- 
 vision is to be had. 
 
 In a very exhaustive study of the preparation and salaries of 
 teachers giving instruction in agriculture in high schools, Mr. 
 
65 
 
 0. H. Eobison finds that the prevailing rate of pay received 
 by desirable students in agricultural colleges immediately after 
 graduation is $1,200.^ 
 
 Such a supervisor must at the present time command a salary 
 at least as high as, if not higher than, the average male teacher 
 in ordinary high school work. Graduates of classical colleges 
 are much more abundant and available for teaching in second- 
 ary schools than are men qualified to teach agriculture. 
 
 The demands upon the teacher v^ho is to serve as a supervisor 
 of part-time agricultural work are so much more exacting than 
 the demands upon the instructor in old-line training, that men 
 possessing the requisite qualifications of personality and execu- 
 tive ability are at a premium.^ 
 
 The salaries now paid to special teachers of agriculture of 
 secondary grade are likewise significant. Mr. Eobison presents 
 a table (No. 41) giving the salaries of 33 agriculturists en- 
 gaging in school work in the past two years. Of these, the first 
 10 employed as assistants received less than $850; 23 received 
 $900 or more; 21 more than $1,000; and 16 more than $1,200. 
 
 The salaries now commanded by teachers giving special in- 
 struction in agriculture in public high schools and other public 
 secondary schools would seem to indicate that the salary of the 
 supervisor described herein must be not less than $1,000, and 
 must probably be more than that amount per annum, if com- 
 petent men are to be secured for the work. 
 
 ^ In a thesis prepared for a doctor's degree at Columbia University, Mr. Robison gives a 
 list of 179 men graduating from agricultural colleges in the school year 1907-08. This list 
 shows that the salaries of over four-fifths of these men were rather evenly scattered between 
 S750 and SI, 200. The 24 higher-degree men received an average of $1,208.33, the prevailing 
 rate being SI, 200. The general average of salaries for the 1907 group was $947.50, and for the 
 1908 group $921.50. The lowest salary received was $450, and the highest $1,700. 
 
 The significance of the above statistics lies in these three considerations; (1) that the salaries 
 tabulated were commanded practically on gradu9.tion day, and hence do not represent the 
 added compensation which efficiency born of experience brings; (2) that the salaries tabulated 
 include, possibly to an extent of more than a majoritj' of the cases, the earnings after gradua- 
 tion of men not capable of acting as supervisors of agricultural training; (3) that the salaries 
 were not confined to men entering educational work. 
 
 2 The report of the National Educational Association, through its committee on salaries, 
 tenures and pensions of public school teachers in the United States (1905), gives the average 
 annual salary of male teachers other than principals in the secondary schools of Massachusetts 
 outside of Boston as $1,269; of male teachers and principals, $1,470; of male principals, 
 $2,261. 
 
66 
 
 VII. 
 
 AGKICULTURAL DEPARTMENTS IN PUBLIC HIGH 
 SCHOOLS THE PRINCIPAL PRESENT NEED 
 IN MASSACHUSETTS AGRICUL- 
 TURAL EDUCATION. 
 
 The foregoing chapters of this report have been devoted 
 largely to a description qf various features of the work of the 
 separate agricultural school and of the agricultural department 
 in the public high school, as being the two types of training most 
 desirable for a system of agricultural education in this State. It 
 is the purpose of the present chapter to discuss the probable part 
 which each may be made to play in such a system, and the special 
 need of the agricultural department. 
 
 To-day in Massachusetts there are three kinds of agricultural 
 education : one for adults ; another for children ; and a third for 
 pupils of high school age. 
 
 Adult Agricultural Education. — Agricultural education suit- 
 able for adults was the first to receive attention, and has been 
 most elaborately developed. It now includes public exhibitions, 
 lectures and demonstrations ; books, periodicals and papers ; field 
 meetings held on farms, movable schools and better-farming 
 trains; correspondence instruction and college courses. Among 
 the most active agents in promoting this work for adults are the 
 State Board of Agriculture and the Massachusetts Agricultural 
 College. 
 
 Elementary Agricultural Education. — The place of agricul- 
 ture in the education of children is discussed in chapter XI., 
 where it is shown that promising beginnings have already been 
 made in teaching elementary school children certain rudiments 
 of agricultural fact and practice. The State normal schools 
 and interested superintendents of schools have been the most 
 active agents in this work. Valuable assistance has been given 
 by the Massachusetts Agricultural College. 
 
 Secondary Agricultural Education. — Agricultural education 
 suitable for pupils of high school age is found in three forms: 
 
67 
 
 the private school, of which the Mount Hermon School for 
 Boys, with its elective courses in agriculture, is the most prom- 
 inent example; the public high school, with some agricultural 
 instruction, of which there are said now to be twelve examples 
 in this State ; and the State-aided agricultural school of strictly 
 vocational character, of which there are now two examples, — 
 the Smith's Agricultural School at Northampton, and the Mon- 
 tague Agricultural School at Montague. 
 
 The 'principal present need, it is believed, is legislative provi- 
 sion of State aid for the establishment and maintenance, in exist- 
 ing high schools, of thorough-going vocational departments for 
 the preparation of boys, and perhaps some girls, for Massachu- 
 setts farming. In other chapters this report gives evidence that 
 farming in this State offers a good future to those who have been 
 properly trained for engaging in it, and outlines a method for 
 making agricultural education for those above fourteen years of 
 age vocationally effective. 
 
 The present law provides State aid for independent agri- 
 cultural schools. This provision should be continued. But it 
 is believed that this legislation is not adequate for meeting the 
 immediate requirements of the State as a whole. 
 
 Only One Rural School has iecome an Agricultural School. — 
 Under the present law, only one rural school has been reor- 
 ganized, and converted into an agricultural school, — the school 
 at Montague. 
 
 But One School built, and that hy Bequest. — Moreover, but 
 one new agricultural school has been established, — the school 
 at Northampton. Without the Oliver Smith bequest, it is 
 perfectly evident, to those who know the situation, that the 
 city of JSTorthampton would not now have that institution. 
 
 The school has drawn its students from sixteen towns outside 
 of Northampton, as well as from the city itself. It is in 
 reality a school for a considerable district, rather than for a 
 single city. 
 
 In the natural course of events, Northampton, or any other 
 city with a considerable industrial development, would see it- 
 self well equipped for industrial training before it would, or 
 perhaps could, give a thought toward the establishment of an 
 
68 
 
 agricultural school for the benefit of its outlying and more or 
 less scattered farming population. 
 
 Six Agricultural Schools might he warranted. — There would 
 undoubtedly be ample need of the ultimate establishment in this 
 State of five or six independent agricultural schools. 
 
 Districts or Benefactors might huild them. — If the burden 
 of establishing such separate agricultural schools is too great to 
 be assumed single-handed by most towns, it is to be hoped that 
 private philanthropy, seeing the need, may be induced to supple- 
 ment limited public resources. 
 
 A group of towns may join in a district and find the under- 
 taking quite within its grasp. In Essex County there is what 
 appears to be a well-developed movement for the immediate 
 establishment of such a school. By degrees the requisite number 
 of separate schools for meeting the needs of the training such 
 schools could so admirably give, may be secured. 
 
 The State should help maintain; it should not help construct 
 or equip. — It is plainly the established policy of the State to 
 aid in maintaining industrial and agricultural schools, but not 
 in their construction or equipment. The State must not under- 
 take more than it can carry out ; and it is already evident that 
 at no distant date the share of the State in meeting the cost of 
 even one-half of the maintenance charges of vocational education 
 will heavily tax its current resources. 
 
 Present Need of Agricultural Departments, therefore, the 
 More Urgent. — Since the demand for vocational agricultural 
 training of secondary grade is pressing, and the establishment of 
 agricultural schools is likely to be long delayed, the need for 
 agricultural departments is seen to be the more urgent. 
 
 Fifty Departments for the Cost of Ten Schools. — The cost of 
 establishing a vocational agricultural department in a regular 
 high school would be comparatively slight, — not a tithe of the 
 cost of constructing and equipping an independent agricultural 
 school. Moreover, fully fifty departments could be maintained 
 for about what it would cost to maintain five large, well-equipped 
 and effective agricultural schools. The provision of agricultural 
 departments strongly commends itself, therefore, on the grounds 
 of economy. 
 
69 
 
 Departments would reach the Greatest Numher. — An agri- 
 cultural department close at hand, which permitted the boy to 
 live at home and help with the farm work morning and night 
 and on Saturdays, would be most likely to appeal to parents who 
 were in modest circumstances. Practically all parents, however 
 well-to-do or however needy they may be, are rightly reluctant 
 to have their children leave home at fourteen, or even at sixteen 
 or seventeen years of age. 
 
 Many agricultural departments widely distributed through 
 the State would induce the attendance of the largest number of 
 pupils, and thus provide a system of agricultural education 
 suited to the needs of the greatest mmiber of farm homes. 
 
 Departments would demonstrate. — Surrounded by farms, 
 vocational agricultural departments in high schools would at 
 once enlist the motor instincts and activities of the boys from 
 these farms in the carrying out, simultaneously with their school 
 instruction and as a vital part of it, of practical farming proj- 
 ects on their own premises. 
 
 The best methods would be told and shown. And most boys, 
 as well as most men, in agriculture as in all other productive 
 pursuits, make their best progress by being told and shown, man 
 to man, what to do, and why and when and how to do it. 
 
 General Schooling not Enough. — Even in Massachusetts, 
 where the school-going habit has been developed among the 
 people at large to at least as favorable proportions as in most 
 parts of the world, school instruction has had almost no direct 
 bearing on the probable life work of a great number of boys 
 and girls ; and to-day, except in very few instances, it yields no 
 practical knowledge or skill to those boys whose severest need 
 is education for efficiency in the work and affairs of modern 
 farming. 
 
 Books and Bulletins are not Enough. — How many of the 
 rank and file of busy farmers have had the time, the opportunity 
 or the inclination for learning the alphabet of agricultural 
 science, — that difficult alphabet, in which the inost valuable 
 bulletins and treatises on modern agriculture are written ? The 
 higher the aspirations of the men of agricultural knowledge, and 
 \h.e more commendable their accomplishments in the conquest of 
 
70 
 
 agricultural science, the more difficult of comprehension do their 
 published works become in the hands of the man hard pressed 
 by the daily affairs of farming. 
 
 The need of the hour is the need of the teacher who can sim- 
 plify language, and tell the boys who are to be farmers in a 
 given town or district the practical bearing of the best research 
 in agriculture on their problems; and who can show the boys, 
 on their own farms and in the laboratory demonstrations at the 
 school, the best methods which are applicable to Massachusetts 
 conditions. It is to meet this need that a system of agricultural 
 departments is proposed in this report. 
 
 The Farm is not Enough. — It has been said that " The worst 
 thing about farming in New England is that almost any kind of 
 farmer can get a living on almost any kind of farm." Produc- 
 tive farming — the farming for which additional vocational 
 training is here proposed — is not eking out from the land the 
 nakedest necessities of life. Productive farming is farming for 
 the community, not merely for the individual; it is economic 
 farming, and as such contemplates profit in proportion to the 
 service it renders the community, — in proportion to the quan- 
 tity and the quality of the commodities put upon the market. 
 Such farming demands the highest operative skill, the keenest 
 scientific insight and the broadest outlook over the wants and the 
 welfare of the community. Many men on Massachusetts farms 
 to-day are doing exactly this kind of productive farming. They 
 have built up their ability through long years of experience. 
 They would be the best possible schoolmasters for their sons in 
 this skillful work, this scientific insight and this breadth of 
 outlook. 
 
 But, just as the lawyer who must practice law is generally 
 unwilling to teach it, so the productive farmer, who must meet 
 the pressing demands of economic agricultural operations, and 
 who in most cases must be at once the skilled operative, the 
 scientific observer and the capable business manager, cannot 
 stop to teach his boy the many things he ought to be taught in 
 the years following his fourteenth birthday. 
 
 If this is true of the farmer of exceptional ability, it is even 
 more evident among farmers in general throughout the Com- 
 
71 
 
 monwealth. There is no reflection in this observation on the 
 " old stock " or on the immigrant. The statement is put for- 
 ward as a matter of fact, and shows a condition which has 
 grown, and must continue more and more to grow, out of the 
 exigencies of modern economic agriculture. 
 
 If the office alone is not enough as a training school for 
 modern commerce, it becomes increasingly evident that, while 
 the farm must have a necessary part in agricultural education, 
 as is shown in chapters IV. and V. of this report, it is not enough 
 for the training of the prospective productive farmer. The 
 agricultural departments would undertake to render a service 
 to productive farming like that rendered the world of business 
 by the public school department of commerce. 
 
 Open Doors of Opportunity. — Mr. D. J. Crosby, specialist 
 in agricultural education of the Office of Experiment Stations, 
 Washington, D. C, has written that he hopes to see secondary 
 agricultural education throughout the country " Open at both 
 ends," — open at the beginning, so that the farm boy can enter ; 
 and open at the end, so that those farm boys who desire to go 
 on to higher agricultural training shall be able to do so. 
 
 The agricultural departments, as shown in another chapter 
 of this report, would admit any farm boy who had reached his 
 fourteenth birthday, without regard to whether or not he could 
 pass entrance examinations for admission to high school, pro- 
 vided he could demonstrate his ability to profit from the agri- 
 cultural instruction offered. This would open the door for the 
 boy who might not be " bookish," but who might be capable of 
 making excellent progress in applied science as worked out by 
 the project, or part-time, method proposed in chapter V. of 
 this report. 
 
 Fuller opportunity, at the same time, would be afforded 
 the boy who might be both " bookish " and " practical," for 
 advancing in both agricultural and academic training. As 
 stated in chapter V., 20 per cent, of the boy's time would be 
 definitely reserved for broadly cultural education. If a boy 
 who was training for farming valued graduation from an even 
 more strongly cultural course, one that perhaps even included 
 Latin or Greek, and if he were able to cover the ground re- 
 
72 
 
 quired for 3uch gi-aduation without detriment to the vocational 
 training in his agricultural course, he, too, should find wide open 
 before him a door of opportunity commensurate with his ambi- 
 tion and his natural powers. 
 
 More and inore, agricultural science is bound to be recognized 
 in units of credit for meeting college entrance requirements; 
 certainly for meeting the requirements for admission to col- 
 leges of agriculture. 
 
 It must be evident, in short, that the agricultural departments 
 in high schools herein proposed would throw open to boys from 
 the farms not limited opportunities only, but opportunities for 
 the most advanced agricultural education of which they might 
 be capable and to which they might aspire. The fact that firm 
 footing for their feet would be found at the outset through the 
 immediate application of their science instruction in their home 
 farm projects, would certainly be no detriment. 
 
 Avoidance of Undue Delay. — The establishment of agri- 
 cultural departments in existing high schools could not be ac- 
 complished over night. Their success would depend upon 
 picked men for teachers ; and the selection of such men, or their 
 training, would require time and attention. Some time would 
 be required, also, for enabling the local advisory committee in 
 consultation with the State authorities to outline the course 
 of training best suited to meet the needs of the farm boys in 
 any given locality. Certain special agricultural class-room 
 facilities and equipment would require some time for prepara- 
 tion. 
 
 But the time necessary for the establishment of such depart- 
 ments would be comparatively brief. In one, two or three 
 years it should be possible to have a reasonable number of such 
 departments actively at work, and reaching most of the farm 
 boys in this State who need this form of agricultural education. 
 Conclusion. — Chief stress in this chapter has been laid on 
 the need of agricultural departments in existing high schools, 
 and the service they might be expected to render. It is recog- 
 nized that a new and untried method of instruction is proposed 
 in this report. There have been certain approximations to both 
 the separate agricultural school and the agricultural department 
 
73 
 
 in a high school, as here defined and discussed; but nowhere 
 has there been the definite and studied employment of the proj- 
 ect and part-time method of training here contemplated for use 
 in both the agricultural school and the agricultural department. 
 
 While, therefore, it is believed that the system of agricultural 
 schools recommended in this report will prove to be an impor- 
 tant contribution to the progress of education in this Common- 
 wealth, it is believed, also, that the experimental character of 
 the proposed system, particularly in matters relating to the agri- 
 cultural department, should be distinctly recognized. To this 
 end, accordingly, the appropriation for aiding such departments 
 has been restricted to $10,000 a year, — a sum sufficient to start 
 a small number of such depai'tments. 
 
 Intense interest in the proposed system exists among farmers, 
 business men and educators throughout the State with whom it 
 has been discussed. Under the supervision of the Board of Edu- 
 cation, the work could be subjected to the closest scrutiny, and 
 would be undertaken with corresponding cai'e. Departments 
 need not be established excepting where conditions for their suc- 
 cessful development were believed to exist. Every possible as- 
 sistance could be given those immediately responsible for putting 
 into effect the method here proposed. If the results proved to 
 be disappointing, the appropriation for departments should be 
 discontinued. If the results here anticipated should be realized, 
 the annual appropriation could be increased and the system 
 further extended whenever such action might be considered 
 necessary or desirable. 
 
74 
 
 VIII. 
 
 POSSIBLE LOCATIONS FOR AGRICULTUEAL SCHOOLS OR 
 DEPARTMENTS. 
 
 Where should the schools and departments in a system of agri- 
 cultural education for Massachusetts be established? 
 
 Previously in this report it has been stated that the establish- 
 ment of five, or possibly six, separate agricultural schools might 
 be warranted in Massachusetts. These might well be located at 
 the most easily accessible points in each of six, readily sep- 
 arable, divisions of the State which furnish the home markets 
 for Massachusetts agricultural products. 
 
 That there are six such divisions has been shown by Secre- 
 tary Ellsworth in his forthcoming pamphlet, entitled " Massa- 
 chusetts, her Agricultural Resources, Advantages and Oppor- 
 tunities," to which reference has been made in chapter II. His 
 preliminary statement concerning these divisions is as fol- 
 lows : — 
 
 The home markets for Massachusetts farm products are confined prin- 
 cipally to the 33 cities. These cities, aU containing more than 13,000 
 people, represent almost two-thirds of the total population of the State. 
 The inhabitants thereof are whoUy dependent upon the farmer for sus- 
 tenance. The cities of the State lie in six groups, the locations of 
 ■which, as previously intimated, were determined largely by the existence 
 of special industrial and commercial facilities. 
 
 1. Desirable Locations for Agricultural Schools. — If the six 
 agricultural market divisions of the State were to be followed, 
 schools might be located in the divisions described by Secretary 
 Ellsworth, as below shown, and for reasons based on the investi- 
 gations leading to this report below given. 
 
 (1) '' The most western group" says Secretary Ellsworth, " is 
 that comprising the cities of Pittsfield and ISTorth Adams, hav- 
 ing a combined population of 45,000. These markets get all 
 their dairy products and fruits and vegetables in season from 
 producers of northern Berkshire." 
 
 Pittsfield promises to he an excellent center, and the time 
 seems opportune for the establishment there of a separate 
 
75 
 
 agricultural school. The formation of an agricultural fair asso- 
 ciation is under consideration by the Pittsfield Board of Trade, 
 the local Grange and influential citizens. It has been suggested 
 that the two projects might be worked out together. Some of 
 the fair buildings, which otherwise would be unoccupied fully 
 eleven months of the year, might be used for the school. Some 
 of the school equipment and operations might contribute features 
 of very great value for carrying out the educational purposes 
 which the annual fairs would be intended to serve. 
 
 Pittsfield is a trade and transportation center for the towns 
 of Lanesborough, Dalton, Lenox, Lee, Cheshire, Berkshire and 
 Hinsdale. This group of towns, with Pittsfield, has a total 
 population estimated at 50,000. The population is said to be 
 increasing at a rapid rate, and to be far outstripping the agri- 
 cultural development of that section of the State. 
 
 (2) "The second group" as described by Secretary Ellsworth, 
 " comprises ^Northampton, Holyoke, Ohicopee and Springfield. 
 These cities lie in the lower Connecticut River valley. The last 
 three named are in Hampden County, and are the most popu- 
 lous. The total population is 145,500. This market group 
 draws heavily upon the productivity of the Connecticut valley 
 for 30 miles of its length and from the hills on the east and on 
 the west. The prosperous market gardeners close to the city 
 limits attest to the excellent marketing advantages of this 
 region." 
 
 The Connecticut Valley now supplied. — The Smith's Agri- 
 cultural School and Northampton School of Industries now in 
 operation at Northampton, and previously referred to in this re- 
 port, is equipped for serving a large area in the Coimecticut 
 valley and on the neighboring hills. Students from 16 towns 
 have been enrolled for work in this school, and with but few 
 exceptions have been able to reside at home, — due to the excel- 
 lence of Northampton as a transportation center. 
 
 (3) "A third group " is that made up, according to the analy- 
 sis of Secretary Ellsworth, " of Worcester, Fitchburg and Marl- 
 borough. The former is by several thousands the largest city, 
 and no mean percentage of its people are partially self-sustain- 
 ing. The combined population is 163,500. The supply for these 
 markets comes mostly from the southern and eastern parts of 
 
76 
 
 Worcester County. Railroads enter the cities of this group 
 from twelve different directions direct from the producing sec- 
 tions." 
 
 Worcester has been discussed separately in chapter IX. of 
 this report as a most desirable center for an agricultural school. 
 The resources of the city are rich, the agricultural production 
 of its outlying sections is large, the population conditions are 
 adequate, its transportation facilities are excellentj and the 
 enterprise of its local agricultural and horticultural organiza- 
 tions is noteworthy. Tew communities could offer conditions 
 more promising for the successful establishment and mainte- 
 nance of such a school than those which would be found in 
 Worcester. 
 
 (4) "Another group of cities/' indicated by Secretary Ells- 
 worth, " lie along the Merrimac River in nothern Essex County. 
 Lowell, Lawrence, Haverhill and Newburyport make up this 
 group, and afford markets for that section of the State. The 
 railroads are numerous, but do not enter into the movement of 
 produce to these markets to any extent, most of it being drawn 
 over the excellent macadam roads vdth which this section is 
 admirably supplied. Gloucester, on Cape Ann, is a city of 
 more than 25,000 people, which requires its portion of soil 
 products. It is known best as a port and market for the fishing 
 industry." 
 
 In Essex County several locations have been suggested, and 
 it appears that public sentiment has been thoroughly aroused, 
 by the Associated Boards of Trade and other organizations 
 throughout the entire county, in favor of the early establish- 
 ment of one agricultural school, and ultimately of at least two 
 such schools. 
 
 A. Danvers has been suggested as a center for such a school. 
 The section about Danvers may be described as pre-eminently 
 devoted to market gardening. The district served might well 
 include Lynn, Marblehead, Salem, Peabodyj Beverly and Dan- 
 vers itself. It is urged that day students living at home could 
 attend school at this center from points as far north as Tops- 
 field, Boxford, North Andover and even Haverhill, more cheaply 
 than they could board, and have margins of time for testing 
 daily at home the teachings of the school. 
 
77 
 
 B. The Merrimac valley, it has been urged, would furnish a 
 desirable center. Agriculture in the Merrimac valley section 
 is rich and varied. It embraces general farming; fruit grow- 
 ing, including peaches and strawberries ; and market gardening. 
 The district served might well include Andover, North Andover, 
 Boxford, Georgetown, Groveland, Lawrence, Methuen and 
 Haverhill. Towns even as distant as Danvers, Topsfield, New- 
 buryport and Salisbury would not, it is believed, be too far 
 away for the attendance of day students. 
 
 C Topsfield also has been suggested as a center, owing to 
 the gift of a valuable farm in that town to the Essex Agricul- 
 tural Society for educational purposes. This farm would offer 
 admirable field facilities for purposes of instruction. The soil, 
 especially in its diversified topographical contours, is typical 
 of the farming land in the immediately surrounding section. 
 
 Against this point as a center for an agricultural school has 
 been urged difficulty of access. Topsfield has no electric car 
 service, and is crossed by but a single steam railway line. It 
 might be that an enrollment of day students could not be as- 
 sured sufficient to warrant its selection as a center. 
 
 D. Beverly, or some other spot on the North Shore, has been 
 suggested as a center. It has been urged that an agricultural 
 school might be established and equipped by subscriptions from 
 wealthy residents, and that a district for its maintenance might 
 well be made up of Beverly, Wenham, Hamilton, Essex, Man- 
 chester, Gloucester, Eockport and perhaps Ipswich. Such a 
 school, it is urged, should provide instruction in general farm- 
 ing, and should also give particular attention to landscape 
 gardening. 
 
 It is said that the North Shore country seats demand much 
 skilled agricultural and horticultural work of all kinds, and that 
 for meeting this demand the establishment and maintenance by 
 the means above named of a somewhat specialized agricultural 
 school would be warranted. There appears to be no little merit 
 in this proposal, and the transportation conveniences would make 
 a school in this locality accessible to a large district. 
 
 (5) " The cities of the fifth group," as described by Secretary 
 Ellsworth, " are rather widely separated, but, as they are respon- 
 sible for considerable agricultural activity of a particular sec- 
 
78 
 
 tion, they may be taken as constituting a market for that section. 
 These cities are Brockton in northwestern Plymouth, Taunton, 
 Fall River and New Bedford in Bristol, and Woonsocket, Paw- 
 tucket, Central Falls and Providence in the State of Rhode 
 Island. The combined population of these cities in 1905 was 
 500,000, which was nearly as great as that of Boston. 
 
 " This, however, cannot be taken as a true measure of the 
 market for Massachusetts farmers of this section, since the 
 Rhode Island markets get the larger portion of their produce 
 from Rhode Island soil. The Massachusetts cities named above 
 have a population nearly equal to the Rhode Island cities, and, 
 with the exception, perhaps, of Fall River, get all their native 
 food stuffs from Massachusetts farms. Transportation facilities 
 are excellent, no less than thirty lines of railroads entering the 
 cities of the group. Probably most of the garden truck is taken 
 to market over the highways." 
 
 TTie Faunce Demonstration Farm at Sandwich might serve 
 as a nucleus for a separate agricultural school for the Cape Cod 
 section. The real estate of the Faunce Demonstration Farm, 
 when bequeathed in 1909 for its present use, consisted of two 
 houses, a barn, a greenhouse, about 8 acres of cleared land, with 
 50 acres of woodland adjoining and other woodland at a dis- 
 tance. With this real estate there also was received a fund of 
 about $20,000. The whole property was left as a memorial to 
 Dr. Robert H. Faunce, who had died suddenly the year before, 
 by his mother, in the hands of four of her personal friends as 
 trustees, with wide discretionary powers, but with her wish well 
 understood that the estate was to be used to encourage Cape Cod 
 agriculture. Demonstration work in fruit and vegetable grow- 
 ing and in poultry farming has been energetically undertaken. 
 This establishment was described very fully by the " Boston 
 Herald " of Nov. 37, 1910, in an illustrated article, entitled 
 " The Farm without Frills." 
 
 The conditions at Sandwich are so closely typical of the Cape 
 as a whole, and transportation facilities are such, that Sandwich 
 naturally suggests itself as a desirable center for an agricultural 
 school. Agricultural production in that section has been sorely 
 neglected, products which might well be grovm at home being 
 brought in for supplying local needs from the Boston markets. 
 
79 
 
 The importance of Sandwich as a center is expected to be greatly 
 enhanced by the completion of the new Cape Cod Canal. 
 
 The people of the community, particularly the school boys, 
 have responded to the influence of the Faunce Demonstration 
 Farm. The superintendent of the farm, as this report is being 
 written, is instructing special classes of high school students 
 who are desirous of the training this farm and its manager are 
 prepared to provide. 
 
 (6) " The sixth group/' discussion of which Secretary Ells- 
 worth deferred until the last, because of its magnitude, is that 
 which, he says, " for present purposes may be called the Boston 
 market. Fifteen cities and about as many large towns may be 
 included in this group. It has its center at Faneuil Hall, and 
 radiates for 10 miles north, south and west. Within the circum- 
 ference of this territory there dwell more than one-third of all 
 the people in the Commonwealth. Well may Boston be termed 
 ' the Hub ; ' it is truly the center of this enormous market." 
 
 The Suburbs of Boston. — It is well known that the green- 
 house and market-garden interests in the vicinity of Boston have 
 reached enormous development, and it has been suggested that 
 a special school for training producers of market-garden and 
 greenhouse crops might well be established in one of the suburbs 
 of this city. 
 
 Such a school might materially differ in its course of study 
 from the other agricultural schools, and form a very important 
 part of a system of agricultxiral education for the State. Stu- 
 dents who desired to specialize in these branches of agricultural 
 production might, at the end of the first two or three years in 
 any of the other agricultural schools or agricultural departments, 
 possible locations for which are hereafter discussed, be trans- 
 ferred to this school for a one-year or two-years finishing course ; 
 tha;t is to say, such a school might well be organized for provid- 
 ing a short course of highly specialized instruction for boys of 
 sixteen or more years of age. 
 
 2. Possible Locations for Agricultural Departments in Exist- 
 ing High Schools. — Local conditions should be strong factors 
 in determining whether or not the establishment of an agricul- 
 tural department would be advisable at any given point. 
 
 There is throughout the State a very general excellence of 
 
80 
 
 transportation facilities. When, for example, possible locations 
 for the proposed Massachusetts College centers were being se- 
 lected, it was found that 30 such centers could be so placed that 
 92 per cent, of the school population of the State would live 
 within the range of a five-cent fare by steam or trolley from 
 these centers, and that six per cent, more would live within the 
 range of a ten-cent fare. Transportation facilities are likely to 
 be found favorable at most points which might be suggested. 
 
 In choosing locations for agricultural departments in high 
 schools, some account should undoubtedly be taken of the tend- 
 ency of agriculture to develop more strongly with reference to 
 local market demands than with reference to any local peculiar- 
 ities of soil or traditional production, — a tendency which has 
 been referred to by Secretary Ellsworth. Strong or distinctive 
 home-market centers for agricultural products might well, as in 
 the cases of the agricultural schools, furnish the most desirable 
 locations for agricultural departments. 
 
 Following are centers — but not always market centers — 
 which have been suggested as likely to be found desirable for 
 the location of vocational agricultural departments in existing 
 high schools : — 
 
 (1) Great Barrington might be found desirable as a center, 
 so far as the farming interests and transportation facilities are 
 concerned. Farmers conversant with Great Barrington condi- 
 tions have estimated that an annual enrollment of 20 farm boys 
 could be assured, if such a department should be established, 
 ■with an ultimate enrollment of probably not fewer than 50. 
 The surrounding towns have no manufacturing, but contain 
 many estates of summer residents and many typical western 
 Massachusetts farms. These towns now send a number of tui- 
 tion students to the Great Barrington high school. 
 
 An agricultural department at this center might be found very 
 serviceable, therefore, to a considerable surrounding territory, 
 as well as to Great Barrington itself. Instances are given of 
 students, living at home, but attending school in Pittsfield 
 from points as far south as Stockbridge. The distance from 
 Stockbridge to Pittsfield is of course much greater than the 
 distance from Stockbridge to Great Barrington. It has been 
 
81 
 
 urged that, with, an agricultural school at Pittsfleld and an 
 agricultural department at Great Barrington, the Berkshire 
 section of the State would be well supplied with means for the 
 agricultural education of boys fourteen or more years of age. 
 
 (2) West Springfield has been suggested as a favorable spot 
 for a strong agricultural department course in market gardening 
 as well as in general agriculture. There would be abundance 
 of illustrative work going on within easy reach, and the trans- 
 portation facilities for day students would be all that could be 
 desired. 
 
 (3) Palmer might be another desirable center. This is a 
 town of about 8,000 inhabitants, and is made up of several vil- 
 lages. It is an important transportation center, being inter- 
 sected by several steam railway lines and served by numerous 
 electric car lines radiating from Palmer village as a center. 
 A large farming area might thus be readily accommodated. 
 
 Across the river from the village is a very large State institu- 
 tion, with extensive farms and varied farming operations. 
 Much help is there employed, and practical work might there 
 be had by boys from village homes who desired to be trained 
 for farm life and work. The superintendent of this institution 
 has expressed great interest in the possible establishment of an 
 agricultural department in the Palmer high school, and might 
 be relied upon to do everything possible for enhancing the value 
 of its practical instruction. 
 
 Palmer has three outlying manufacturing villages, in each of 
 which the mill property includes farming land. The agents of 
 the mills have expressed considera;ble interest in the possibility 
 of an agricultural department in the Palmer high school. One 
 of them would contribute forestry demonstration work; the 
 others would render any assistance which might be found prac- 
 ticable. 
 
 (4) Sandwich, if the Paunce Demonstration Farm were not 
 developed into a separate agricultural school, would be ad- 
 mirably suited for an agricultural department. The farm would 
 provide excellent means for demonstration and practice work at 
 the school, since the farm is but a few steps from the high school 
 building. 
 
82 
 
 (5) Kingston would be another favorable point. Though 
 Kingston itself might not assure an enrollment sufl&cient to war- 
 rant the establishment of such a department at the local high 
 school, the transportation facilities are such that a department 
 located at Kingston might serve a considerable territory, includ- 
 ing the towns of Plymouth, Carver, Plympton, Halifax, Silver 
 Lake and Duxbury. 
 
 Kingston no doubt has been suggested owing to the keen local 
 interest in agricultural improvement which has already been 
 aroused. There is a model farm operated by a private owner 
 in the vicinity of the high school, which would afford proper 
 demonstration facilities. 
 
 (6) By field has been suggested as a good center for an agri- 
 cultural department. Dummer Academy is located in this town, 
 and owns a farm fairly typical of the land in this section. It 
 has been suggested that the town authorities, acting with the 
 officers of Dummer Academy, might utilize the academy farm 
 and a portion of the academy buildings for the establishment of 
 such a department. Byfield has electric car service as well as 
 steam, and day students from !N"ewbury, Georgetown, E,owley 
 and Ipswich might there be accommodated. 
 
 (7) Walpole is another location which has been suggested for 
 a, department. Three very interesting farms, one a purely 
 investment proposition, one where clean milk is produced under 
 exceptionally good conditions, and another where an undertak- 
 ing is under way for developing a farm which shall grow all 
 its own grain as well as roughage, would afford very unusual 
 illustrative facilities, not too far distant. Walpole has both 
 steam and electric railway service, and a department in the 
 "Walpole high school might well serve a considerable surround- 
 ing section. 
 
 (8) Petersham is another center which has been suggested. 
 A central school building, costing $75,000, has been given to 
 the town. In this are accommodated all of the grades of the 
 local schools, including the high school. In order that agri- 
 cultural instruction might be given, a small greenhouse was 
 erected and a small tract of land for out-door work was pro- 
 vided. The school has already taken for its name the " Peters- 
 ham Agricultural High School." 
 
83 
 
 3. Procedure for choosing Locations for Vocational Agri- 
 cultural Schools. — Other desirable locations for both agricul- 
 tural schools and agricultural departments will undoubtedly be 
 brought to view. The lists above given simply malce record of 
 those possible centers which have most readily singled them- 
 selves out, owing to certain obvious, and, as a rule, peculiarly 
 advantageous, local conditions. 
 
 No serious work could be expected of any community in the 
 direction of a definite canvass of its specific requirements and 
 possibilities, in the absence of legislation fixing the general 
 policy of the State as to the desirability of establishing a sys- 
 tem of agricultural schools throughout the Commonwealth. 
 Such legislation might be expected to follow the submission of 
 this report. For those conducting the preliminary investiga- 
 tions leading to this report to have urged such canvasses would 
 have been to enter the field of propaganda, — a field construed 
 to be foreign to the present purpose. 
 
 In the event of favorable action by the Legislature on the 
 establishment of the system of vocational agricultural schools 
 recommended in this report, the procedure for choosing a loca- 
 tion for a school or a department would probably be somewhat 
 as follows : — 
 
 (1) A local committee interested in the subject might peti- 
 tion the Board of Education for a conference. Such a commit- 
 tee might be the regular school committee, acting through the 
 superintendent of schools ; or it might be a group of interested 
 citizens, such as members of a grange or of a board of trade. 
 
 (2) The conference might be expected to result (a) in a 
 careful canvass of the local farming conditions and the local 
 market demands for agricultural products; and (h) in the 
 tentative formulation of a course of training which appeared 
 to be stiited to the farming needs of the particular locality. 
 
 (3) It might then be advisable that a careful census of the 
 local school population should be made, for the purpose of 
 estimating the number of boys just approaching the fourteenth 
 birthday or just past it, who would enroll in a school which 
 should provide such a course of training as that tentatively 
 formulated. 
 
 (4) With the list of prospective students in hand, the next 
 
84 
 
 step would probably be to secure assurance from the parents 
 of those students of willingness to co-operate heartily with the 
 school in carrying out the programme of part-time work, which 
 is believed to be essential to the proper conduct of the proposed 
 type of agi'icultural education. 
 
 (5) Assured of the necessary home farm co-operation, and 
 an adequate enrollment, the next natural steps would be: (a) 
 consideration of suitable land, buildings and equipment, and 
 their probable cost; (5) the availability of suitable teachers, and 
 their probable cost; and (c) the probable cost of maintenance, 
 other than the expense for officers of instruction and adminis- 
 tration. 
 
 If a department in a high school were contemplated, the above 
 problems of (a) suitable quarters and equipment, (6) instrtiction 
 and (c) miscellaneous necessary maintenance cost would be 
 much simplified. The attitude of the local high school officers 
 and teachers would previously have been ascertained when the 
 proposed course of training was formulated. 
 
 (6) With all the needs definitely known, ways and means of 
 providing funds and election or appointment of official local 
 authorities for the establishment of the school, or department, 
 would be the next natural objects of attention. 
 
 A. Action might be speedy and the problems simple, if the 
 town or city were to provide the school for itself. 
 
 B. Action might be slow and the problems more difficult, if 
 the school were to be provided by a district of several cities or 
 towns, or cities and towns. 
 
 C. All would most readily be accomplished, if a private 
 donor, or group of donors, should provide the necessary plant. 
 The Oliver Sinith fund of $310,000 was a great aid in estab- 
 lishing the agricultural school at ^Northampton ; as was the 
 Faunce beqiiest in establishing the Faunce Demonstration Farm 
 at Sandwich, and the resultant agricultural instruction during 
 part of the year now given high school students in that town. 
 
 In addition to the suggested North Shore school which it is 
 thought might be built and equipped by private donors, it is 
 understood that another project, somewhat of the Sandvsdch type, 
 is likely to be provided for at an early date by private gift. 
 
85 
 
 Few benefactions are likely to be more permanently useful 
 than modest gifts and bequests of the Faunce type, which would 
 provide desirable school equipment at many points for the more 
 practical elements of the agricultural education of the boys and 
 girls who expect to live their lives and do their work on Massa- 
 chusetts farms. If large discretionary powers were lodged with 
 the trustees, local school authorities or the Board of Education, 
 every interest of future progress would be served, as well as the 
 obvious present need, by such benefactions. 
 
 (7) Finally, it may be said that, since the schools proposed 
 would receive State aid for their maintenance, subject to ap- 
 proval by the Board of Education, the Commissioner of Educa- 
 tion and those representing him might be expected to render, at 
 all stages of the proceedings, every possible assistance to any 
 local community which desired to establish the types of agricul- 
 tural education proposed by this report. 
 
86 
 
 IX. 
 
 RECOMMENDATION WITH REGARD TO AGRICULTURAL 
 EDUCATION FOR WORCESTER. 
 
 In accordance witli the provisions of chapter 108 of the Re- 
 solves of 1910, the investigation leading to this report consid- 
 ered the " practicability and desirability of establishing a farm 
 school in the city of Worcester in which instruction may be 
 given, free, in the raising of fruits, vegetables, flowers, grains, 
 plants and trees, and in the care of domestic animals, and in 
 which similar instruction suitable to their years may be given 
 to children." 
 
 It will be remembered that the 1905 Massachusetts State 
 census showed that the agricultural produce of Worcester County 
 was reported as $14,279,000, and of the city of Worcester alone 
 as $1,491,000. While the second city in population, Worces- 
 ter ranked first of the cities and towns in the value of its agri- 
 cultural products. 
 
 The farm products of Worcester are widely varied and are 
 readily marketed. The long slopes which characterize the out- 
 lying land are found to be remarkably favorable for fruit, 
 particularly for apple growing ; dairy and poultry products hold 
 a strong position; market gardening is highly promising. 
 
 Worcester has two important and very active organizations 
 in its agricultural and horticultural societies. The city has 
 made a most commendable beginning in trade school work, 
 find the rounding out of its system of vocational training of 
 secondary grade might well take the form of a strong separate 
 agricultural school. The resources of the city and the impor- 
 tance of its farming interests would fully warrant the estab- 
 lishment and maintenance of such a school. 
 
 It is believed that the provisions proposed in this report for 
 meeting the needs of the State at large for a system of voca- 
 tional agricultural education of secondary grade would meet 
 the requirements of Worcester, and that, therefore, special leg- 
 islation for this particular city should not be herein proposed. 
 
87 
 
 X. 
 
 AGRICULTURE AS A PHASE OF LIBERAL EDUCATION IN 
 THE HIGH SCHOOLS OF MASSACHUSETTS. 
 
 It is appropriate that something should be said in this report 
 with respect to the study of agriculture as a part of the program 
 of the so-called liberal education, to which our school system 
 has been for the most part devoted. 
 
 There is an active movement in secondary education looking 
 to more effective organization of subject matter and method for 
 the purposes of liberal or cultural education. In this movement 
 it is natural that many persons should look upon agriculture as 
 a promising and attractive field of secondary school study, 
 especially for rural high schools. For this purpose it presents 
 several aspects. 
 
 1. Agricultural Lands and People. — In the economic life 
 of all the centuries, agriculture has played an important part. 
 The control of the fertile lands in the great valleys and plains 
 has made and unmade nations. Political organization has in 
 all times been greatly affected by the ownership of land and by 
 the kind of agriculture practiced. 
 
 In our own century territorial division of labor plays an 
 important part, with the result that one kind of farm industry 
 monopolizes the lower half of the Mississippi valley; another, 
 the warm valleys of California ; another, eastern Asia and still 
 another, the j)lains of Canada. 
 
 To the student of the play of social forces, the distribution 
 of population along agricultural lines is a fascinating theme. 
 One can read with intense interest of the effects of occupations 
 on the social life of the peoples of the prairies and the tropics, 
 of the inhabitants of the great steppes of Eussia and of the 
 small cultivators of France and Italy. 
 
 2. Agricultural Science and Invention. — Especially inter- 
 esting as themes for study are the transitions which the nine- 
 teenth and twentieth centuries have brought into agriculture. 
 The inventions of science and the evolution of machinery, sub- 
 stituting animal strength and natural forces for human brawn 
 
88 
 
 and sinew, have increased agricultural production, have ex- 
 tended human prosperity, and have made the farm a field 
 wherein scientific knowledge finds abundant application. 
 
 Many a scientist has, within the last half-century, enriched 
 humanity by his contributions to effective farm production. 
 The work of our own national government in agricultural re- 
 search and in spreading a knowledge of approved methods con- 
 stitutes a most cheering sign of governmental activity. 
 
 It is evident that, along these and allied lines, it is possible 
 to build up a field of study which as a part of liberal educa- 
 tion would easily rank with certain subjects now taught with 
 great effort in the public high schools of rural communities. 
 
 3. Science Laboratory lUustrations from Agriculture. ■ — 
 Agriculture must increasingly be considered as a field of applied 
 science. Physical and commercial geography, botany, zoology, 
 bacteriology, physiology, chemistry, economics, have numerous 
 important applications in agriculture, and many of these appli- 
 cations are so concrete and simple as to constitute excellent lab- 
 oratory illustrations. 
 
 It is not strange that seekers for more satisfactory methods 
 of teaching science should turn preferably to agriculture for 
 suggestion and material. It has become more and more evi- 
 dent that science cannot be very effectively taught to secondary 
 students strictly in its " pure " form. Children of the adoles- 
 cent stage of development apparently respond more satisfactorily 
 to that science teaching which begins with applications and con- 
 crete cases, and then merges into generalizations, principles and 
 laws. We know that this is the historic order in the evolution of 
 scientific knowledge, and it is not improbable that in the main 
 the pedagogic order must follow the historic order. 
 
 In the high school attempts are being made in many places to 
 organize general science for first or second year instruction. 
 This course consists in some instances merely of topics selected 
 from various sciences; in others it is based on subjects, like 
 physical geography, which involve principles and applications 
 from many sciences. 
 
 A more satisfactory procedure, in the view of many educators, 
 will be to take the subject of agriculture, abounding in direct 
 
89 
 
 and practical applications from many scientific fields, and to 
 organize a course of instruction in which the pupil will advance 
 from concrete experience to an appreciation of underlying scien- 
 tific principles, and also at every step become cognizant of the 
 real significance of the subject in promoting personal and social 
 well-being. An able presentation of secondary school science 
 of this kind recently appeared from the United States Depart- 
 ment of Agriculture (Experiment Station Record, September, 
 1910). 
 
 The unsatisfactory results not infrequently obtained from the 
 study of abstract mathematics and formalized physics seem 
 to justify the belief that agriculture can be used to advantage 
 as a means of approach to science, in a scheme for liberal edu- 
 cation in secondary schools. 
 
 4. Agriculture and Wholesome Living. — The conception of 
 modern liberal education involves to an increasing extent a study 
 
 . of social conditions and of the factors that make for wholesome 
 personal and community living. 
 
 We are in the midst of a reaction against the movement to 
 the city, and students of social economy are becoming more and 
 more convinced that the development of sound citizenship, as 
 well as of sound physique, as a nation, is dependent on a large 
 agricultural population. 
 
 The study of agriculture as a field of human activity involves 
 constant reference to the social characteristics of rural com- 
 munities, and to the means for the better development of desir- 
 able pursuits. One important question relates to the bearing 
 on physical health of rural life and its occupations. 
 
 5. Agriculture arid the Educational Values of Concrete Ex- 
 perience. — Modern education is developing a wider and better 
 psychological outlook. Education in the past has been identified 
 with instruction given in schools ; and school training has, owing 
 to the force of circumstances, been an education by means of 
 books and writing, modified in recent years by more or less 
 laboratory experience. Modern pedagogy, on the other hand, 
 maintains that academic teaching can be effective only as it 
 builds on a basis of concrete experience, obtained by a thorough 
 contact with the realities of life. 
 
90 
 
 Before the development of modern cities and the resulting 
 industrial conditions, a large majority of growing boys and girls 
 had abundant opportimity to share in productive occupations, to 
 participate in the natural sports of childhood and to acquire 
 industrial experience, simply through contact with their environ- 
 ment. It seems to be biologically true that this basal experience 
 is necessary, as antecedent to the form of education we call 
 academic. 
 
 6. Some Agriculture almost Indispensable to Sound Educa- 
 tion. — • Manual training and laboratory work in science have 
 been undertaken partly as a means to realize this experience. 
 Both are necessarily made artificial by the cramped conditions 
 under which they must be conducted. Agriculture offers a 
 peculiar opportunity for a more extended and satisfying field, 
 wherein this basal experience may be acquired. 
 
 It must be noted that this argument has no reference to voca- 
 tional training. In fact, it might be urged from the standpoint 
 of liberal education that persons destined for the professions 
 and learned callings stand in greatest need in their earlier years 
 of broad experience with the soil, with domestic animals and 
 with the conditions of production in nature. In many commu- 
 nities a certain number of hours per week devoted to agricultural 
 production, whether in school gardening or in the more complex 
 farming activities, may easily be regarded as an almost indis- 
 pensable part of a liberal education, when one takes into account 
 the conditions involved in modern life. 
 
 7. Agricultural Text-boolcs for Reading Courses. — The above 
 considerations serve to define to some extent the part which 
 agriculture may play in a system of liberal education. 
 
 In hundreds of high schools of the United States descriptive 
 courses in agriculture are now offered. They are based on many 
 excellent text-books which have appeared, and the instruction 
 often consists mainly in guiding the reading of the pupils. If 
 the teacher himself be interested in the larger economic and 
 scientific aspects of modern agriculture, as well as in its historic 
 evolution, he can make the subject one of intense interest, even 
 without laboratory demonstration or field experience. 
 
 Much of our high school education must still be obtained from 
 text-books, and the work described above offers surely as attrac- 
 
91 
 
 tive a subject of study as ancient history, text-book science as 
 sometimes still taught, or mathematics. 
 
 8. Agricultural Manuals for Science Laboratories. — Many 
 schools are ambitious to go farther, and in a somewhat different 
 direction. They prefer not to treat agriculture in its broad geo- 
 graphical or historic aspects, but to use it as a means of introduc- 
 ing some notions of science. 
 
 Here, again, many excellent books and manuals are avail- 
 able, and the opportunities for laboratory illustration may be 
 easily supplied. In fact, a most valuable line of experimenta- 
 tion may be followed with the scantiest of materials and equip- 
 ment, such as a farmer might often possess. The skilled and 
 enthusiastic teacher is able in this way to make agriculture not 
 only a means of general culture, but- a most valuable means of 
 approach to the more abstract sciences. 
 
 9. Agriculture and Enlarged Educational Opportunity. — A 
 few schools have gone farther still. They have, by individual 
 or joint effort, carried out certain productive enterprises on land 
 in their possession. They have engaged in gardening, and in 
 some instances have performed experiments with certain forms 
 of live stock. The work has been made the center of correla- 
 tion for manual training, commercial arithmetic and science. 
 The social significance of co-operative effort has been revealed, 
 and a new spirit with reference to country life evoked. 
 
 This work, while not confessedly industrial, does serve a 
 valuable vocational purpose, in that it gives something of the 
 ideal and outlook which ultimately constitute a large element in 
 vocational success. But the contributions to liberal education 
 of the schools in which this form of work has been developed 
 are unmistakable. The widening horizon of the pupil, his 
 greater sympathy with the prosaic occupations of life, and his 
 growing appreciation of the possibilities of art and science ap- 
 plied in every-day callings, tend at every step to render him 
 a person of power and to add to his possibilities of growth. 
 
 There are educators who believe that such a reorganization 
 of the program of liberal education; as here described, whereby 
 special studies and practices shall lead into larger local, indus- 
 trial and social activities, constitutes the greatest opportunity 
 
92 
 
 of the future for our schools. Agriculture, as the occupation of 
 half the American population and an important portion of the 
 people of Massachusetts, is an especially inviting field. 
 
 10. Motives of Liberal Education now Dominant. — The 
 above types of agricultural education are all controlled by the 
 motives dominant in liberal education. It is not intended that 
 they shall be determined by the conditions and necessities of 
 vocational education. It is desirable that, when the ends of 
 liberal education are being sought, only incidental consideration 
 should be given to the industrial significance of the means em- 
 ployed. Nevertheless, it must be apparent that all the above 
 methods of instruction, even vyhen based solely on the text- 
 book, have some influence on vocational skill. 
 
 Success in one's calling depends on something more than 
 skill, and capacity to apply science and art to productive ends ; 
 it involves social outlook, wider sympathies and the ideals which 
 actuate life. While the above forms of education cannot be 
 called vocational, they nevertheless should contribute ideals 
 and appreciation, — important elements in the success of those 
 youths who ultimately turn to agriculture as an occupation. 
 
 The study of agriculture above described should, so far as 
 State encouragement and support are concerned, stand in the 
 same position as the study of foreign languages, history, mathe- 
 matics, science and all subjects traditionally associated with 
 liberal education. It should not be aided by the State, as though 
 it were part of a system of vocational education. 
 
93 
 
 XI. 
 
 A.GRICULTURE AS A PHASE OF LIBERAL EDUCATION IN 
 THE ELEMENTARY SCHOOLS OF MASSACHUSETTS.' 
 
 Paet I. 
 
 TJie Present Status. 
 While there is as yet no systematic or general recognition 
 of agriculture in the program of the elementary public schools 
 of the State, enough has been done in teaching this subject to 
 show that, within the limits of the capacity of the children, such 
 instruction is entirely practicable, and that the results justify 
 an extension of this kind of work. Even in one-room rural 
 schools, as at Hinsdale and Peru, teachers guided and directed 
 by capable and skillful supervision have overcome apparent 
 limitations, and have given boys ranging from twelve to four- 
 teen years of age a knowledge of the best methods and actual 
 practice in the raising of certain staple vegetables. An example 
 of one of the projects that has been found most feasible and 
 satisfactory is given as Part II. of this chapter. 
 
 Some Definite Results. 
 The instruction in agriculture in the elementary schools 
 has led to a general use of the leaflets and bulletins issued by 
 the United States Department of Agricidture, by the State 
 Board of Agriculture and by the Massachusetts Agricultural 
 College. Not only do the boys in connection with their school 
 projects read with interest and appreciation these bulletins, 
 but the school becomes a medium through which such informa- 
 tion on the best methods of culture is brought into the com- 
 munity itself. Farmers have thus become acquainted with 
 approved methods of cultivating certain crops, and use such 
 information in their own practice. One community, for ex- 
 ample, has learned the value of the formalin treatment for 
 scab in potatoes, the best and cheapest combinations for ferti- 
 
 ^ Prepared by Deputy CommiBsioner Orr. 
 
94 
 
 lizers, and the use of the Bordeaux mixture for the prevention 
 of potato blight. 
 
 Besides these economic results, an increased interest in and 
 appreciation of the school have been developed among the 
 people. It has been possible to introduce in such rural schools 
 other practical projects in dressmaking and cooking, in which 
 undertakings the girls of the upper grammar grades have 
 shown efficiency and ability. In these and other ways help- 
 ful relations have been established between the school, and the 
 arts of the farm and home. In the schools where such exer- 
 cises have been introduced with success, it has been found that 
 the boys acquire added interest in school work along all lines. 
 The direct use made of penmanship, arithmetic, composition, 
 bookkeeping, drawing and manual training has resulted in an 
 improved quality of work in those branches. 
 
 The Value of Elementary Agriculture. 
 
 Instruction in elementary agriculture in the upper grammar 
 grades has a direct value in itself, because it contributes to the 
 prosperity of the farming community by aiding in the intro- 
 duction of improved methods. 
 
 Teachers, by means of such courses, have been able to in- 
 crease the interest among their pupils in the work and the 
 activities of the farm. One may hope that, through such influ- 
 ences, boys may be induced to remain in the country districts; 
 but sufficient data are not as yet at hand to demonstrate that 
 elementary agriculture in the schools accomplishes such a result. 
 It will be agreed that it is highly desirable to make use of all 
 possible means to check the present excessive tendency toward 
 the city. 
 
 The work in agriculture in a rural school opens up a way for 
 helpful co-operation between the school on the one hand, and 
 the home and the farm on the other. One of the best oppor- 
 tunities for applying the teaching of the school is when a boy 
 secures a plot of land in the home garden or farm, and cultivates 
 it according to the best methods. Such an undertaking should 
 be carried out as a business enterprise, an account kept of re- 
 ceipts and expenditures, and a statement made at the close of 
 the season which shall show the balance of profit or loss. 
 
95 
 
 Courses in elementary agriculture furnish a preparation for 
 the direct vocational work in schools of higher grade. Pupils 
 who have carried out one or more garden enterprises have ac- 
 quired some knowledge of elementary methods in farming, and 
 some information regarding the vegetable raised, soil, weather 
 conditions, effects of fertilizer, heat, light and moisture. They 
 thus come to the more advanced work with a large body of 
 experience, which the secondary school teacher may utilize to 
 advantage. • 
 
 Agencies to Promote Elementary Agriculture. 
 
 1. Nature Study. — In the early years of the school life of 
 the pupil he is led to observe plant and animal life, and gains 
 a considerable body of experience relating to the phenomena 
 of weather, soils and local natural history. When elementary 
 instruction in agriculture has been thoroughly established and 
 systematized, it will be possible to direct and shape nature 
 study so as to give it more definite aims and purposes than at 
 present, and at the same time to retain the quality in that study 
 which makes for appreciation and enjoyment of nature. 
 
 2. School Gardens. ■ — The school garden is winning a place 
 in the public schools of the State. Through the undertakings 
 involved in gardening, the pupil gains experience, knowledge 
 and skill in certain processes connected with farming. It is 
 desirable that the school-garden work should be so directed 
 as to give the pupil a definite task, in accomplishing which he 
 must overcome real difficulties in the soil, learn to protect his 
 crop against insect pests and against untoward weather condi- 
 tions, and finally secure a tangible and measurable product. 
 The school garden may thus closely approximate actual farm- 
 ing conditions. The normal schools of the State, particularly 
 at North Adams and Hyannis, are giving serious attention to 
 school gardening of this character. Use is being made in 
 this activity of the motives that underlie social and collective 
 action, while opportunity is afforded for wholesome rivalry and 
 for desire for individual excellence. 
 
 3. Potato and Corn Clubs. ■ — Under the auspices of the Mas- 
 sachusetts Agricultural College, a large number of boys in dif- 
 ferent parts of the State have been organized into societies for 
 
96 
 
 raising certain staples in accordance with the best scientific 
 methods. Under the leadership and direction of members of 
 the faculty of the Massachusetts Agricultural College, a wide- 
 spread interest in agriculture has been developed. Seed of 
 approved quality is distributed to the members of these clubs, 
 and full directions are given regarding culture and harvesting. 
 Exhibits are held at the close of the season under the auspices 
 of local granges or other organizations. Prizes are awarded 
 for the best results. By these means the boys are stimulated, 
 by emulation and friendly rivalry, to put both skill and in- 
 dustry into their individual undertakings. Some notable 
 results have been secured through this movement, in the culture 
 of both corn and potatoes. 
 
 4. Summer Courses. — The Massachusetts Agricultural Col- 
 lege, by its summer courses for the training of teachers, by its 
 conferences on rural conditions and by the travelling school of 
 instruction, in which use is made of the train and trolley ser- 
 vice of the State, is doing valuable work in stimulating an in- 
 terest in farming and in spreading a knowledge of scientific 
 method among teachers. 
 
 5. The Worh of the Board of Education. — An agent of the 
 Board of Education is giving a large part of his time and atten- 
 tion to the encouragement and direction of teachers and super- 
 intendents in the establishment and conduct of elementary 
 work in agriculture. Under his direction a manual is being 
 prepared which gives directions for carrying out a number of 
 projects in agriculture. This publication furnishes detailed 
 and specific instructions, whereby superintendents and teachers 
 will be enabled to conduct classes in the different projects in- 
 telligently and effectively. In Part II. of this chapter a brief 
 description of this manual, and an example of one of the projects 
 are given. 
 
 Provisions for Extension and Development. 
 In order that elementary agricidture in the grammar grades 
 may be carried on with success, it is necessary that teachers 
 should receive some training for the work. Such preparation may 
 be given in several ways. The manual to which reference has 
 already been made should enable an alert, progressive teacher, 
 
97 
 
 when guided by her superintendent, to carry out with success 
 certain undertakings in agriculture. The normal schools and 
 the summer school at the Massachusetts Agricultural College 
 are already rendering service by training their students for the 
 work which falls to a teacher in a rural school, and are in some 
 instances giving direct instruction in the processes of farming. 
 It is important that superintendents who are in charge of 
 schools in the country should inform themselves on elementary 
 agriculture. Guidance and help from the superintendent are 
 important factors in promoting the efficiency of a teacher in 
 this field of instruction. It has been suggested that the Board 
 of Education might well consider the question of securing a 
 grant of money from which payments might be made to the 
 smaller towns in order that the salaries of teachers who are 
 making a success of the work in agriculture and in other prac- 
 tical branches might be increased. Such an incentive would 
 encourage capable young women to enter the service of the 
 rural schools, and to continue in this field of work for a time. 
 It has been shown by experience that such teachers with a ca- 
 pacity for leadership, not only improve the quality of the school 
 work, but also exercise a most helpful influence upon the com- 
 munity life, this influence being shown in the betterment of 
 economic and social conditions. 
 
 Paet II. 
 
 Introduction. 
 An agent of the Board of Education is preparing a manual 
 for the instruction of teachers in the work of elementary ag- 
 riculture. This bulletin is entitled " Some Agricultural Pro- 
 jects for Elementary Schools." The nature of the work is best 
 shown by a brief description of each of the four parts, and by 
 an example of one of the projects. 
 
 The Divisions of the Manual. 
 Part I. The Projects. — This portion of the bulletin gives 
 full and specific directions, whereby the children in the elemen- 
 tary schools, imder the direction of teachers, may successfully 
 raise such vegetables as potatoes, tomatoes, parsnips, lettuce, 
 
98 
 
 alfalfa and radishes. In all, fourteen sneh undertakings arc- 
 described. 
 
 Part II. Suggestions for Garden Work. — One finds here 
 full directions as to how the work in gardening can be con- 
 ducted to best advantage in an elementary school. The place 
 of such work in the program is described, and a statement is 
 added of the necessary equipment in land, tools, measures, 
 seeds, fertilizers and reference and study books. 
 
 Part III. Laboratory WorJc. — This section contains de- 
 tailed descriptions of twelve experiments relating to plants and 
 soil. 
 
 Part IV. Collateral Work. — Instruction is given as to 
 the ways in which pupils may be given practice in the writing 
 of letters, in the keeping of diaries, in applying arithmetic, 
 drawing and manual training and in the use of business forms 
 in connection with the work of elementary agriculture. Sug- 
 gestions are made on the use of material, afforded by elementary 
 agriculture, as a basis for composition exercises. Possible 
 (iorrelation with the work in geography and in science is also 
 indicated. 
 
 The manual on agriculture projects should do much in pro- 
 moting the practical work in the upper grammar grades, be- 
 cause it puts at the command of teachers and superintendents 
 a body of exercises that have been carefully prepared for use 
 imder usual school conditions. 
 
 First Project. — Potato. 
 
 A brief summary of this project is given as an illustration 
 of the method of treatment used in the manual. 
 
 Preparation, of the Soil. — Advice is given on the kinds of 
 soil adapted for potato culture. The' proper time for plowing 
 and the methods to be used in preparing the soil, by harrovnng 
 and furrowing, are also discussed. Several kinds of fertilizers 
 are described. The manual points out ways whereby fertilizers 
 may be obtained at smallest expense and applied in the field to 
 best advantage. 
 
 Seed, Selection and Preparation. — The standard varieties 
 of seed and the qualities desired in potatoes used for planting 
 
99 
 
 are described. Other topics are: the use of the formalin solu- 
 tion to prevent scab, the need of care in sprouting, and the best 
 ways of planting. 
 
 Cultivation. — Under this head instruction is given on hoe- 
 ing and hilling. The use of Paris green to destroy the potato 
 bug and spraying with the Bordeaux mixture to prevent blight 
 are treated. 
 
 Harvesting. — The manual tells the learner when and how 
 a crop is harvested. A plan for estimating the number of 
 potatoes yielded by the field and a form for a report on the 
 number of potatoes in each hill are given. A list of, books 
 dealing with potato culture is presented. 
 
100 
 
 APPENDIX. 
 
 5Ii}p ©nmmottuttaltl} of MasBntlfOBBitB 
 
 In the Year One Thousand Nine Hundred and Eleven. 
 
 An Act to codify and amend Legislation relating to State-aided 
 Vocational Education. 
 
 Be it enacted, etc., as follows: 
 
 CONSTRUCTION. 
 
 1 Section 1. The following words and phrases as hereinafter used 
 
 2 in this act shall, unless a different meaning is plainly required by 
 
 3 the context, have the following meanings : — 
 
 4 1. " Vocational education " shall mean any education whose eon- 
 
 5 trolling purpose is to fit for profitable employment. 
 
 6 2. " Industrial education " shall mean that form of vocational edu- 
 
 7 cation which fits for the trades, crafts and manufacturing pursuits, 
 
 8 including the occupations of girls and women carried on in work- 
 
 9 shops. 
 
 10 3. " Agricultural education " shall mean that form of vocational 
 
 11 education which fits for the occupations connected with the tillage 
 
 12 of the soil, the care of domestic animals, forestry and other wage- 
 
 13 earning or productive work on the farm. 
 
 14 4. " Household arts " education shall mean that form of voca- 
 
 15 tional education which fits for occupations connected with the 
 
 16 household. 
 
 17 5. " Independent industrial, agricultural or household arts school " 
 
 18 shall mean an organization of courses, pupils and teachers, under a 
 
 19 distinctive management approved by the board of education, de- 
 
 20 signed to give either industrial, agricultural or household arts edu- 
 
 21 cation as herein defined. 
 
 22 6. " Evening class " in an industrial, agricultural or household arts 
 
 23 school shall mean a class giving such training as can be taken by 
 
 24 persons already employed during the working day, and which, in 
 
 25 order to be called vocational, must in its instruction deal with the 
 
 26 subject matter of the day employment, and be so carried on as 
 
 27 to relate to the day employment. 
 
 28 7. "Part-time (or continuation) class" in an industrial, agricul- 
 
 29 tural or household arts school shall mean a vocational class for per- 
 
 30 sons giving a portion of their working time to profitable employment, 
 
 31 and receiving in the part-time school, instruction complementary to 
 
 32 the practical work which is being carried on in such employment. 
 
101 
 
 33 To give " a portion of their working time " sueli persons must give 
 
 34 a portion of each day, -week or longer period to such part-time class 
 
 35 during the period in which it is in session. 
 
 36 8. " Independent agricultural school " shall mean either an organi- 
 
 37 zation of courses, pupils and teachers, under a distinctive manage- 
 
 38 ment designed to give agricultural education, as hereinafter pro- 
 
 39 vided for, or a separate agricultural department, offering in a high 
 
 40 school, as elective work, training in the principles and practice of 
 
 41 agriculture of an extent and character approved by the board of 
 
 42 education as vocational. 
 
 43 9. " Independent household arts school " shall mean a vocational 
 
 44 school designed to develop on a vocational basis the capacity for 
 
 45 household work, such as the callings of cookery, household service 
 
 46 and other occupations in the household. 
 
 STATE ADMINISTEATION AND StTPERVISION. 
 
 1 Section 2. The board of education shall be charged with the duty 
 
 2 and given all necessary power to investigate and to aid in the intro- 
 
 3 duction of industrial, agricultural and household arts education; to 
 
 4 initiate and superintend the establishment and maintenance of 
 
 5 schools for the aforesaid forms of education; and to supervise and 
 
 6 approve such schools, as hereinafter provided. The board of edu- 
 
 7 cation shall make a report annually to the legislature, describing 
 
 8 the condition and progress of industrial, agricultural and household 
 
 9 arts education during the year, and making such recommendations 
 10 as such board may deem advisable. 
 
 TYPES or SCHOOLS. 
 
 1 Section 3. In order that instruction in the principles and the 
 
 2 practice of the arts may go on together, independent industrial, 
 
 3 agricultural and household arts schools may offer instruction in day, 
 
 4 part-time and evening classes. Attendance upon such day or part- 
 
 5 time classes shall be restricted to those over fourteen and under 
 
 6 twenty-five years of age; and upon such evening classes, to those 
 
 7 over seventeen years of age. 
 
 LOCAL ADMINISTRATION AND CONTROL. 
 
 1 Section 4. Any city or town may, through its school committee 
 
 2 or through a board of trustees elected by the city or town to serve 
 
 3 for a period of not to exceed five years, to be known as the local 
 
 4 board of trustees for vocational education, establish and maintain 
 
 5 independent industrial, agricultural and household arts schools. 
 
 1 Section 5. 1. Districts composed of cities or towns, or cities and 
 
 2 towns, may, through a board of trustees to be known as the district 
 
102 
 
 3 board of trustees for vocational education, establish and maintain 
 
 4 independent industrial, agricultural or household arts schools. Such 
 
 5 district board of trustees may consist of the chairman and two other 
 
 6 members of the school committee of each of such cities and towns, 
 
 7 to be appointed for the purpose by each of the respective school com- 
 
 8 mittees thereof ; . or any such city or town may elect three resi- 
 
 9 dents thereof to serve as its representatives on such district board 
 
 10 of trustees. 
 
 11 2. Such a district board of trustees for vocational education may 
 
 12 adopt for a period of one year or more a plan of organization, 
 
 13 administration and support for such schools. Such a plan, if ap- 
 
 14 proved by the board of education, shall constitute a binding contract 
 
 15 between the cities or towns .which are, through the action of their 
 
 16 respective representatives on such a district board of trustees, made 
 
 17 parties thereto, and shall not be altered or annulled except by vote 
 
 18 of two-thirds of the entire district board of trustees and the consent 
 
 19 of the board of education to such alteration or annulment. 
 
 1 Section 6. Local and district boards of trustees for vocational 
 
 2 education, administering approved industrial, agricultural or house- 
 
 3 hold arts schools, shall, under a scheme to be approved by the board 
 
 4 of education, appoint an advisory committee composed of members 
 
 5 representing local trades, industries and occupations. It shall be the 
 
 6 duty of such advisory committees to counsel with and advise such 
 
 7 local or district boards of trustees and other school officials having 
 
 8 the management and supervision of such schools. 
 
 NON-RESIDENT PUPILS. 
 
 1 Section 7. 1. Any resident of any city or town in Massachusetts 
 
 2 which does not maintain an approved independent industrial, agri- 
 
 3 cultural or household arts school, offering the type of training which 
 
 4 he desires, may make application for admission to such a school 
 
 5 maintained by another city or town. The board of education, whose 
 
 6 decision shall be final, may approve or disapprove such application. 
 
 7 In making such a decision the board of education shall take into 
 
 8 consideration : the opportunities for free vocational training in the 
 
 9 community in which the applicant resides; the financial status of 
 
 10 the community; the age, sex, preparation, aptitude and previous 
 
 11 record of the applicant; and all other relevant circumstances. 
 
 12 2. The city or town in which the child resides, whose application 
 
 13 for admission to an approved independent industrial, agricultural 
 
 14 or household arts school maintained by another city or town has been 
 
 15 approved, shall pay such tuition fee as may be fixed by the board 
 
 16 of education; and the commonwealth shall reimburse such a city or 
 
 17 town, as provided for in this act. If any city or town, neglects or 
 
103 
 
 18 refuses to pay for -such tuition, it shall be liable therefor in an action 
 
 19 of contract to the city or town, or cities and towns, maintaining the 
 
 20 school which the pupil, with the approval of the said board, 
 
 21 attended. 
 
 BEIMBURSEMENT. 
 
 1 Section 8. Independent industrial, agricultural and household 
 
 2 arts schools shall, as long as they are approved by the board of 
 
 3 education as to organization, control, location, equipment, courses 
 
 4 of study, qualifications of teachers, methods of instruction, conditions 
 
 5 of admission, employment of pupils and expenditures of money, 
 
 6 constitute approved local or district independent vocational schools. 
 
 7 Cities and towns maintaining such approved local or district inde- 
 
 8 pendent vocational schools shall receive reimbursement as provided 
 
 9 for in sections nine and ten of this act. 
 
 1 Section 9. 1. The commonwealth, in order to aid in the mainte- 
 
 2 nance of approved local or district independent industrial and house- 
 
 3 hold arts schools and of independent agricultural schools consisting 
 i of other than agricultural departments in high schools, shall, as pro- 
 5 vided for in this act, pay annually from the treasury to cities and 
 C towns maintaining such schools an amount equal to one-half the sum 
 7 to be known as the net maintenance sum. Such net maintenance sum 
 S shall consist of the total sum raised by local taxation and expended 
 9 for the maintenance of such a school, less the amount, for the same 
 
 10 period, of tuition claims, paid or unpaid, and receipts from the work 
 
 11 of pupils or the sale of products. 
 
 12 2. Cities and towns maintaiuing approved local or district inde- 
 
 13 pendent agricultural schools consisting only of agricultural depart- 
 
 14 ments in high schools shall be reimbursed by the commonwealth, as 
 
 15 provided for in this act, only to the extent of two-thirds of the 
 
 16 salary paid to the instructors in such agricultural departments : pro- 
 
 17 vided, that the total amount of money expended by the common- 
 
 18 wealth in. the reimbursement of such cities and towns for the salaries 
 
 19 of such instructors for any given year shall not exceed ten thousand 
 
 20 dollars. 
 
 21 3. Cities and towns that have paid claims for tuition in approved 
 
 22 local or district independent vocational schools shall be reimbursed 
 
 23 by the commonwealth, as provided for in this act, to the extent of 
 
 24 one-half the sum expended by such cities and towns in payment of 
 
 25 such claims. 
 
 1 Section 10. On or before the first Wednesday of January of each 
 
 2 year the board of education shall present to the legislature a state- 
 
 3 ment of the amount expended previous to the preceding first day 
 
 4 of December by cities and towns in the maintenance of approved 
 
104 
 
 5 local or district independent vocational schools, or in payment of 
 
 6 claims for tuition in such schools, for which such cities and towns 
 
 7 should receive reimbursement, as provided for in this act. On the 
 
 8 basis of such a statement the legislature may make an appropriation 
 
 9 for the reimbursement of such cities and towns up to such first day 
 10 of December. 
 
 ACTS AND PABTS OP ACTS REPEALED. 
 
 1 Section 11. 1. Sections one to six inclusive of chapter five hun- 
 
 2 dred and five of the acts of nineteen hundred and six, sections one to 
 
 3 four inclusive of chapter five hundred and seventy-two of the acts of 
 
 4 nineteen hundred and eight, chapter five hundred and forty of the 
 
 5 acts of nineteen hundred and nine, and aU acts and parts of acts 
 
 6 inconsistent herewith, are hereby repealed. 
 
 7 2. Schools, heretofore established under the acts and parts of acts 
 S repealed by this section, and approved by the board of education, 
 9 shall continue in operation subject to the provisions of this act for 
 
 10 such schools.