e is no relation
between the two words. Practical means usable. We set out to make a
usable education."

"No education is usable which has frills," Mr. Breeze insists. "Frills
are nice for looks, but you can't put on frills until you have a garment
to which they may be attached. Our school is providing the garment--we
will leave the frills to some one else."

With this idea in mind, the applied courses in the school were
organized. Wood-alcohol cook stoves, such as those used in the village,
ordinary sewing machines, typewriters for the commercial course, and the
simplest tools for the machine shop, made up the equipment.

"These boys have but a few tools at home," Mr. Breeze says. "When they
go on the farm they will be compelled to use these tools. Why, then,
should they be taught mechanics with tools which they cannot duplicate
on their farms without an unjustifiable extravagance?"

IV Field Work as Education

Pursuant to such philosophy, the boys began their shop-work by equipping
the shop, building benches, tool-chests, cabinets, and saw horses;
putting lath and plaster on the ceiling; setting up the simple tools and
putting the shop in running order. Meanwhile, the agricultural students
set up two cream separators and a milk-tester, and arranged their
laboratory. Then the school was ready for applied work, or rather, the
students having graduated from a course in shop equipment, were ready
for shop practice.

The entire class in agriculture makes inspection of nearby farms--here
to see a well-managed orchard, there a new type of cow-barn or silo.
Again they inspect the soil of a district, going carefully over it,
picking samples and testing them on return to the school. In
fruit-packing season, the students visit the packing houses, or else, in
the case of some of the boys, they take a week of employment with a good
fruit packer. In season they practice tree pruning, grafting, budding,
transplanting and spraying. Whenever possible, the applied work of the
school is done in connection with the real applied work of life.

The physics and chemistry are both related to the agriculture and the
mechanics courses in the most intimate manner. From the earliest lessons
in physics through analyses of heat, light and the principles of
mechanics, the theories are constantly interpreted in practical
problems which arise in the daily work of the Lowville farmer. The
physics teacher, enthusiastic over his students and h