equally to exhibits which are, after all, a form of advertising.
USE OF THE SPACE FOR DISPLAY
For displaying exhibits to moving audiences, the use of the space
should be so planned that it is easy to keep visitors moving in a given
direction and at the same time make it possible for them to grasp
quickly the meaning of what they see.
The majority of those who have reported on their experience with trains
agree that it is very important that visitors should move in a single
direction. This is beyond question desirable unless small audiences are
expected; but as is stated elsewhere, capacity audiences are the aim of
most enterprises.
Having agreed on a one-way movement, there is, however, still
considerable disagreement as to the best arrangement of
material--whether on two sides of the center aisle, or along the center
of the car with an aisle on either side, or finally, with exhibits
displayed on one side only with a single aisle.
[Illustration: INTERIOR OF HEALTH EXHIBIT CAR
An example of the display of exhibits on both sides of a center aisle.
If there are many visitors going through the car at one time, they
must move slowly along the narrow aisle, looking alternately at an
exhibit on one topic on the right, and one on another topic on the
left. Both physically and mentally this method of viewing exhibits is
likely to be tiring. One would expect the average visitor to carry
away a confused impression of the facts and ideas presented.]
[Illustration: A WELL ARRANGED EXHIBIT CAR]
[Illustration: A WELL ARRANGED EXHIBIT CAR
A car interior on the Pennsylvania Food Conservation Train designed to
overcome as many as possible of the difficulties in train exhibiting.
The curved space, too high to attract attention easily, is used for a
symbolic frieze in colors, the design, in three parts, being repeated
five times and running the length of the car. The same space was used
less successfully, as shown in the cut opposite page 70, for reading
matter which was read only when the explainer called attention to it.
The framed captions and the pictures below them are approximately
at eye-level. Variety combined with a symmetrical arrangement is
obtained by placing a large poster over every fourth window, while the
transparencies on the remaining windows allow plenty of light to enter.
Exhibits are displayed on one side of the car only. An economical use
of the 9-foot width of the car is obtained as follows:
Raised platform for the explainer, 20 inches wide.
Counter, 28 inches wide.
Aisle for visitors, 4.5 feet wide.
The use of vertical space is also carefully planned and is roughly:
Counter height, 40 inches.
Upright board at back of counter, 11 inches high.
Combined height of pictures and captions, 36 inches, with lower edge
about 48 inches from the floor.]
The first method, that of displaying exhibits on two sides of the
center aisle, makes the progress of the visitor very slow and awkward,
for he must continually turn from one side to the other as he goes
unless, of course, he violates the rule of moving in one direction
only and in so doing comes back along the same aisle. Not only is it
awkward to turn continually from side to side in viewing exhibits
but it is difficult to arrange material so that the visitor can in this
way follow an idea logically. His attention is alternately given to
the topics on one side and the other, unless by some elaborate system
of arrangement the story moves from one side to the other. Another
difficulty is that the explainer has no place to stand except in the
aisle, holding back the visitors. The very narrow middle aisle left
by counters or tables on two sides is still another disadvantage.
Moreover, favored with space at the expense of visitors, the exhibits
are less likely to be seen and their value is thus lowered.
Displays along the center of the car with an aisle on each side might
be satisfactory in some cases, especially if all the material is in
the form of models or objects and there is no need to use the walls.
This method allows for the movement of visitors in single file down one
aisle and back the other, or for two parallel lines to move in a single
direction on both sides of the display. Some who have tried this method
found that visitors did not look at the walls but gave their whole
attention to the center of the car.
[Illustration: FOOD CONSERVATION TRAIN OF NEW YORK STATE COLLEGE OF
AGRICULTURE
Exhibits in the center of the car with a narrow aisle on each side. See
page 86. The objects on the floor obstructing the aisle were probably
placed in the aisle only for photographing.
Jars of fruits and vegetables are attractively displayed at the
right height, and with light shining through to bring out color
and clearness. There is a welcome lack of crowding, and desirable
simplicity in the car as a whole.]
The third method, that of placing exhibits on one side only, seems
to have been found the most satisfactory. In this way both wall and
floor space on one side may be used to their full advantage, while the
visitors looking in a single direction move fairly rapidly. A space may
be left for the explainer between the wall and the counter, as shown
in the picture opposite page 85. Also, she may move the length of the
car and back without difficulty, having the counter between her and
visitors.
[Illustration: ARRANGEMENT OF RAILROAD CAR INTERIOR
Simple and attractive arrangement of exhibits on the Wisconsin Pure
Seed and Home Power Special. The exhibitors showed unusually good
judgment in their use of wall space. The information given is brief,
to the point, easily read, and well displayed. The disadvantages of
displaying the exhibits on both sides of the narrow center aisle,
discussed on page 84, are illustrated here.]
PLACING EXHIBITS
The first consideration in placing exhibits is that they shall be at
the right height. The best space on walls is that on a level with the
eye. The eye will travel up and down in following a display that has
caught the visitor’s attention, but isolated placards, pictures, or
objects placed too high or too low to be within easy range have small
chance of being observed.
The wall spaces of a car are considerably broken, as may be observed in
the photographs. The curved space is excellent for decoration or for
brief slogans, but should not be depended upon for anything requiring
detailed examination. The upper part of the window space is usually
most nearly at eye level, but windows are needed for light and it is
wise not to cover with displays that shut out the light more than a
half or a third of those on one side and none at all on the other.
One needs to reckon with the possibility of trains often being placed
close to the exhibit cars, or the cars being placed beside buildings
that cut off the light entirely on one side. Probably the best use of
windows is for cartoons or posters made on transparent paper or cloth,
or on the familiar glass transparencies. The space below the windows
is too low for wall displays. The illustration of the Pennsylvania
Food Conservation Train opposite page 85 shows a good use of windows
and wall space. Another photograph opposite page 87 also shows an
interesting use of space.
The counters, shelves, or tables should be so built as to bring the
objects on them as nearly as possible on a level with the eye, at the
same time without cutting off the view of wall exhibits. The height
and dimensions of the counters shown opposite page 85 were worked out
carefully to meet this condition.
It is always a good thing to have a railing separate visitors from the
exhibits as more people can see them if all are held back from pressing
too closely.
Another important consideration in placing exhibits is that they should
not be crowded. When objects or placards crowd one another it becomes
impossible to look at one thing without having others in the margin of
vision interfere with concentrated attention. The first impression of
a crowded car is one of bewilderment. The visitor is obliged not only
to grasp new ideas and facts presented in an unfamiliar form, but to
select among a large number those of special interest to him.
ARRANGEMENT OF SUBJECT MATTER
Because of the small space and necessarily quick movements of visitors,
it is especially important that exhibits should be arranged in some
logical sequence. Visitors are sometimes called upon to perform amazing
feats in mental acrobatics, leaping from one topic to another with
breathless speed. For example, in the exhibit pictured opposite page
84, we see a poster about baby deaths resting on a model of a school
building with a placard nearby urging the use of schools as community
centers. Across the narrow aisle is a model obviously unrelated either
to community centers or baby deaths. The sequence of ideas should
be such that each new thought is made easier to understand and more
interesting because of what went before it, or each separate exhibit
should be clearly related to one central idea. Thus, in the first
exhibit of the Pennsylvania Food Conservation Train the series of
topics was developed as follows:
Why we must save
Small savings
Saving wheat
Saving sugar
Saving fats
Using all the milk
Using home products.
Not only the sequence of ideas but the separation between two topics
is important. This can be accomplished by a visible separation,
allowing a distance of at least six inches between exhibits relating to
different topics; better still, by putting up actual barriers between
the exhibits, as is done in the exhibit opposite page 70. The barrier
has the advantage of holding the eye at one spot, so that there is no
temptation to desert one exhibit for the lure of a bright color or a
curious device farther on.
Another consideration in arranging material is that groups relating
to one subject should be so placed that their relation to one another
and to the whole be quickly recognized. Sometimes exhibits that belong
together are separated because variety of size and shape makes it
inconvenient to work out a suitable arrangement. It is worth while
to plan carefully in advance the kinds of exhibit material that will
harmoniously illustrate a given topic; also to have the sizes and
shapes conform to the dimensions of the space reserved for them.
SOME OBSERVATIONS FROM PRACTICAL EXPERIENCE
In a letter describing the exhibit car of the Canadian Forestry
Association, Mr. J. R. Dickson, who was in charge of the car, makes
some interesting observations regarding the arrangement of exhibits
based on his experiences. He writes in part as follows:
The people, especially at crowded hours, all tend to travel through an
exhibit car in one direction and this is very desirable inasmuch as
the man in charge of the car can regularly escort through it group
after group of eager sightseers or inquirers after knowledge and keep
up a cross between a lecture and a conversation with them, answering
their questions and drawing their attention to all the pertinent
points in the exhibit which they might otherwise overlook.
To accomplish this plan of car lecturing most effectually, the entire
exhibit should be arranged so far as possible in a natural sequence,
beginning at one end of the car and ending at the other. This of
course is where a single aisle is provided down one side of the car.
Such a scheme makes one’s talk logical and so helps to impress the
lessons of the exhibit in such a way that they are remembered easily
and intelligently....
On entering the car the first object to attract the visitor’s eye
was a large map of Canada, showing the forestry belt of 400,000,000
acres, over 90 per cent of this timber land being publicly owned. When
told that each citizen of Canada, man, woman and child, owned on the
average fifty acres of this national resource, the imagination and the
pocket-nerve of the visitor were at once stimulated and he or she was
thereafter taking a personal interest in the whole exhibit.
The visitor next turned to a nursery of small pine and spruce
illustrating the essential beginning of all our forest wealth and
also suggesting the basic importance of land classification in order
that every acre may be put to its best use. Then our modern methods
of protecting both such young growth and the resulting mature timber
were examined and explained, and the great need for good laws and
the generous expenditure of public money in order to safeguard their
forests, was readily seen and agreed to....
Before leaving, the visitor ... was handed a copy of the last Canadian
Forestry Association Journal, and given a brief description of the
nation-building work of this society, together with an addressed card
inviting him to join.
Finally he inspected a cabinet filled with highly finished samples
of Canadian woods, and the last thing his eye rested upon and which
impressed itself on his memory as he left the car, was this bold fire
warning: “A tree will make a million matches; a match will burn a
million trees.”
ARRANGEMENT OF CAR FOR DEMONSTRATIONS
When an audience is to be gathered in a car to witness a demonstration
or hear an illustrated talk, the first requirement is that the speaker
can be easily heard and each process plainly seen by everyone in the
car. The second is that the audience shall be comfortably seated if the
demonstration is to last longer than fifteen or twenty minutes. This is
about the limit of time that an audience will stand without becoming
restless. The illustration on the opposite page shows an interior
especially constructed for cooking demonstrations, or rather for brief
object lessons, as a feature of the Pennsylvania Food Conservation
Train. The demonstrator stands on a platform raised a foot higher than
the floor. A counter extending the length of the car curves out at
the center to leave a space for the platform and small kitchen. The
maximum space for a standing audience is provided, and all are within
easy range of the speaker’s voice and near enough to see the objects
in her hand. The space below the counter is lined with cupboards.
A similar arrangement might be suitable for any demonstration or
illustrated talk in which few objects are used, provided the counter is
raised high enough to show the entire process. If the extension of the
counter along the sides were left out the space could be used to seat
an audience around a raised central platform.
[Illustration: CAR ESPECIALLY DESIGNED FOR COOKING DEMONSTRATIONS
A demonstration kitchen, Pennsylvania Food Conservation Train, with a
raised platform for the demonstrator. The extension of the counter at
either side of the kitchen provides exhibit space. Discussion on page
92.]
FOOTNOTES:
[7] See illustrations opposite pages 70, 85, and 92.
VIII
THE TOUR OF THE TRUCK OR TRAIN
Many factors enter into the planning of an itinerary, a time schedule,
and the managing of audiences. What places to visit; whether within a
given period of time allotted to the whole tour it is better to make a
number of short stops at many places, or long stops at fewer places;
whether a large or small audience of a particular kind is desired;
whether visitors at train or truck should be encouraged to stay as
long as they will or to remain only through a definite prearranged
program, and then to move on in order to make room for others. All
these questions must be answered before the tour begins, or better,
after a brief trial trip. In some instances, special circumstances
will exist that leave no room for choice in such a matter as, for
example, the number of stops to be made. But ordinarily there are many
decisions to make and they should be made in relation to the definite
purpose of the tour. Perhaps the whole series of difficulties that
arise may be summed up in two words--“don’t crowd.” As has already been
suggested, the purpose itself should be simple and limited, not crowded
with the attempt to achieve the impossible, so that there is no room
for the definite immediate purpose to stand out boldly where it can
be seen. Don’t attempt to crowd into this brief tour the information
or activities that belongs in the follow-up program. The same advice
extends down to the handling of audiences and every other feature.
THE PLACES TO BE VISITED
In considering the type of places to be visited, the two main
considerations are the size of the place and whether it contains the
kinds of people who may be expected to take an interest in the subject
matter. Many of those who have conducted trains report that they
create more interest in communities of ten thousand or less than in
larger places. The larger the town the more varied and numerous are
the rival attractions. In the cities the train yards are often busier
than elsewhere and, therefore, the noise and confusion as well as the
difficulty of handling crowds at the train is greater unless the train
be stationed away from the busy yards.
The towns should be selected with reference to the relation of the
community to the subject matter. To take an obvious example, it would
hardly be appropriate to send an agricultural train into a mining town.
The whole plan of campaign may have been made in relation to one type
of population, either rural or industrial, and it is rather a waste of
time to try to make it serve a population of a kind that it has not
been prepared for.
In planning the itinerary of a tour that must be completed in a
given length of time, it is usually necessary to decide between the
importance of visiting a small number of towns and of making a long
stop in each, or of visiting a larger number for fewer hours or days.
Some trains have made from five to ten stops in a day, while others
have spent from several days to a week in one place. A day to a town,
however, seems to be the more general rule.
A stop may be limited to an hour or so because it is thought more
important to cover a given amount of territory within certain time
limits than it is to stay long enough in a place to reach a large share
of the population or give much information. Or the purpose of the tour
may be accomplished by presenting to an audience, all of whose members
arrive at the same time, a single program lasting an hour and dealing
with easily understood facts or ideas. The Liberty Loan trains furnish
good illustrations of a purpose of this sort. If your campaigners are
not in a hurry to get over the ground by a certain date they will
probably find it more satisfactory to spend a full day and sometimes
longer with the people of each community visited. The program may then
be repeated for a number of audiences and the traveling specialists
will have an opportunity to promote closer relationships with local
leaders. However, conditions that govern a decision regarding the
length of time to spend at a place differ so widely for individual
enterprises that general suggestions have not much value.
The stops of a truck tour are more easily arranged than those of
a train since the latter is dependent upon the convenience of the
railroad. One gain through this greater flexibility is the possibility
of return visits to the same place. In this way the truck helps in
its own advance publicity work by making a brief stay which attracts
attention and spreads the news of its return for a longer stay a
little later. In its work in the congested districts of the city, the
Cleveland Children’s Year Special followed what its director called
a “skip stop” system, visiting a neighborhood long enough to leave
a number of people sufficiently well informed to talk about it, and
coming back two or three days later to find an appreciative audience
ready for the program.
RECEIVING THE VISITORS[8]
Visitors are the real reason for the enterprise which is undertaken
solely for their instruction or benefit if results are hoped for, and
they should not be forgotten at any stage of the planning. We have
already considered them in the choice of subject matter, the form and
quantity of the material, and its arrangement. Now, having equipment
and plans ready, what shall be done with the visitors when they arrive
at the train?
Obviously, their comfort and convenience should be prepared for and
every possible help provided for them to understand and enjoy what
is displayed. Plans for doing these things should be based on the
expectation of as large an attendance as can be handled satisfactorily,
and even on some overcrowding, unless small groups are deliberately
sought.
As is explained in the section on advance work, local committees should
be appointed whose members will co-operate with the regular staff of
the train.
A reception committee may welcome special delegations and introduce
them to the members of the train staff. If there is a formal program,
local leaders are usually asked to take part in it, and as it is
important in relation to the follow-up work that they have the
opportunity to familiarize themselves with the subject matter and the
methods demonstrated on the train, their presence throughout the day
should be secured by advance arrangements. An added value in having
them at the train is that in the eyes of visitors they will become
identified with the movement and thus be in a better position to lead
in the local follow-up work.
Helpers are needed to look after the safety of the visitors, to form
any waiting crowds into lines, direct people to the entrance, keep
them moving in a single direction, prevent unnecessary congestion
at any given point, and note questions and suggestions that should
be passed on to members of the staff. If local volunteers are well
prepared to perform these services the saving of strain on the
hard-worked staff will be very great.
THE RATE OF PROGRESS IN EXHIBIT CARS
Reports show that managers of trains have been satisfied with both
extremes in the rate of progress of visitors in moving through the
train. One train director reported with pride that by his system he was
able to “run 5,000 through in an hour.” At the other extreme are the
directors who during their stay in a town give a single demonstration
in a car that holds only about one hundred people.
The method of “running people through” very rapidly is useful only if
the exhibits are simply curiosities or objects of interest that may be
quickly noted, and that we may risk having soon forgotten without loss
to the cause that is being served. For example, the Liberty Loan trains
depended chiefly on their program of talks, music, and the appearance
of the returned soldiers to arouse interest. The large guns displayed
on flat cars were visible while the talking was going on. It did not
particularly matter after that whether visitors were passed through
the trophy car so rapidly that they had only a glimpse of the various
objects.
On the other hand, the attendance in one place of so small a number as
one hundred would hardly justify the work of planning and carrying out
a tour unless either the small group are carefully selected as leaders
capable of passing on the information to others, or the community is so
small that this number is as many as might be expected. It ought to be
possible to estimate in advance, or at least after the first week of
the tour, the length of time required for the average person to see all
that is important for him to see and understand. With this period in
mind it is possible to estimate the number of people who can be handled
in a given length of time. For example, we may assume the following
conditions:
A train of three cars.
Number that can be accommodated comfortably in each car at one time,
60.
Twenty minutes, required time to see the exhibits or hear and see
demonstrations in each car, or one hour for the train.
Train on view six hours.
Maximum attendance practicable during the stop, 1,080 people.
The attendance is, of course, never distributed so evenly as this over
the day, and all the visitors do not stay exactly the same length of
time. Probably with a fairly even distribution a train with a maximum
capacity of one thousand will handle satisfactorily about eight hundred
people. An estimate of the rate at which visitors may be passed along
will be found exceedingly useful in deciding many questions, such as
the arrangement and content of the exhibits, the length of time to
continue a demonstration, the number of times to repeat it, the length
of the stay, and the quota of attendance to work for in the advance
publicity.
For example, would you rather have fewer people and have those who
come stay longer, or would you prefer having a larger attendance with
those who compose it spending less time with you? The selection of
exhibits and the program should be arranged according to your decision
on these points. If you are giving a few people detailed information
which it would serve your purpose better to give to a larger number,
you are throwing away your opportunity for want of a little careful
calculation. The mistake most frequently made is to plan exhibits and
programs on the expectation of having each visitor spend a long time at
the train carefully examining each display, and then when the people
arrive, to pass crowds through quickly without giving them a chance to
see what has been prepared for them.
DISTRIBUTING THE ATTENDANCE
Apparently not many of those who have conducted trains have attempted
through their advance work to prepare for arbitrary distribution of
attendance over the entire period that the exhibit is open. The period
from two to five o’clock in the afternoon seems to have been found the
most popular by the largest number of those reporting on attendance,
with some falling off reported after four o’clock. The period before
ten in the morning is agreed upon unanimously as the poorest time to
get people out. The experiences reported as to the hourly attendance
between ten and four o’clock varies so widely that it would seem to
indicate that under the right conditions it should be possible to get
people to come throughout this period.
Good advance work can fill up many idle hours. A description of methods
of advance work to accomplish this is contained in another chapter,
but while we are considering the visitors it may be well to look over
the groups that could most easily come at the least attractive hours.
On a number of trains arrangements were made to have school children
attend with their teachers according to a prearranged schedule, usually
during the morning hours. This is an especially good plan when the
train is on view all day, because the children tell their experiences
when they go home at noon and thus help to get their parents to attend
in the afternoon. If there are a larger number of school children than
can be handled conveniently it is a good idea to limit attendance to
the older children, basing the lower age limit on the estimated number
of children that can be accommodated. If they do not fill up the train
completely during the morning, it is possible to arrange for the
attendance of delegations of leading citizens and other representative
groups who come in a body to welcome the train when it is opened to the
public, or to be personally escorted through it at a given time. This,
of course, has news value as well as the advantage of using the morning
hours. The Safety First Train of the government at each stop arranged
to have such a morning delegation.
In some places the noon hour may be used for the attendance of factory
workers and other employed people who are not far from the train. This
is successful if advance preparations are made and if the subject
matter is of interest to the workers. It is often possible to adapt the
program and some part of the displays to their interests. Using the
noon hour depends, of course, on having a large enough staff to allow
each member an hour for lunch. The period from five to eight o’clock
in the afternoon is probably of the least value. Usually the staff
members themselves need relaxation during this time if there is to be
an evening session.[9] If there is no session the train may pull out
late in the afternoon. If, however, it is desirable to make use of this
period, it may be possible to arrange for personal conferences or group
conferences at the train or in town with persons especially interested
in the subject who wish to have information that is not of interest to
the general public or to talk over plans for the future.
Reports as to the success of evening sessions vary greatly. Many have
used the evening successfully for outdoor motion pictures or for
meetings in town. The fact that many who could not leave their work
during the day can come then seems to argue that it is possible to have
a good attendance if the advance work has been thorough--provided also
that the location of the car or train is satisfactory and that the time
schedule will permit.
EXPLAINING THE EXHIBITS
While the exhibits should be so simple and well arranged as to be
easily understood, any exhibit of objects, pictures, and printed words
is more enjoyed and appreciated if it is brought to life by a personal
interpretation given with enthusiasm. The explainer calls attention
to what is displayed much as a chairman introduces a speaker. A good
introduction makes the audience more friendly and responsive to either
a speaker or an exhibit. The explainer who travels the length of the
car with one group can take care of only a few people at a time, and
if there is a continuous movement of people through the car only
about one-third of them have the advantage of the explanation. If, on
the outside or in another car, a lecture or demonstration precedes
the reviewing of exhibits, the speaker may close the talk with an
explanation of the purpose and character of the exhibits and some
suggestions as to what to look for. With this preparation people may
pass through the car unattended and perhaps meet an explainer at the
far end who will answer questions and give out literature together with
an invitation to take part in the follow-up program. Or the explainer
may meet people as they enter the car and give a brief introduction to
the exhibits.
Local people, with general information on the subject, can give
valuable help in explaining points about particular exhibits which
have to be repeated many times. These helpers should receive advance
material and in addition should come to the train for coaching before
it opens and be stationed at assigned positions.
Staff members who are continually meeting people, work under
considerable strain and may easily become tired or indifferent through
over-work. So much depends on their enthusiasm and their readiness to
offer help that this factor should be carefully checked up, and if any
member of the staff shows signs of losing interest or failing to get a
response he should be replaced or at least given a period of rest. By
relieving staff members of irksome details and by providing in other
ways for their comfort, as well as by arranging the schedule of hours
so that they do not work beyond their strength in any one period, much
can be done to avoid this loss of freshness and enthusiasm.
FOOTNOTES:
[8] The discussion in this section is handled in terms of trains for
the sake of clearness and convenience, but generally the application
is to single cars as well as to trains, and to automobiles or motor
trucks or caravans of the same. The paragraphs not applicable to trucks
are fairly obvious. However, it is urged that maximum results from a
truck tour call for much the same carefully detailed preparation and
management as a tour with a train.
[9] This fact, further discussed on p. 105, deserves considerable
emphasis.
IX
FOLLOW-UP WORK
In a previous chapter it was pointed out that the purpose of a tour
may be to give information, to create interest in a new movement that
is being launched, to revive interest that has become dull, or to
serve as an attention-arresting feature of an intensive campaign that
aims to produce some immediate results. All of these aims point to the
need of planning definite follow-up work. It will not do to let people
forget what they have learned or lose interest in it through neglect.
If the tour means simply that ideas or facts are dropped down into each
community, like seeds scattered by the winds without provision for
later cultivating, they have a smaller chance to take root and grow.
Psychology has demonstrated that there is a “curve of forgetting.”
Hollingworth described it as follows:
When a given appeal is addressed to me, I straightway proceed to
forget it. But I do not forget it at a uniform rate, so much being
forgotten on each succeeding day until all is forgotten. Instead,
I forget the material that has been seen or learned, according to
a definite “curve of forgetting,” a curve which descends rapidly
at first and then more slowly. The larger proportion of material is
forgotten in the first day or so. After that a constantly decreasing
amount is forgotten on each succeeding day.[10]
How may the impression made by the program and exhibits of the train
be fixed in the minds of its visitors promptly, so that forgetting may
be delayed until results are obtained? Several simple methods suggest
themselves. We will take up here mainly those things that can be done
while the train is in town or soon after its departure, as we are
concerned only with the part that the train tour plays in the whole
program of the organization that sends it out.
GETTING THE SUBJECT TALKED ABOUT
If the visitors talk about what they saw and heard they are likely to
remember it much longer and more accurately than if they do not. The
principles discussed elsewhere, of simplicity of form, concentration
on one main topic, orderly arrangement, and lack of crowding in both
exhibits and programs, have a definite application to getting the
subject talked about. People speak vaguely and in general terms about
what they have not clearly understood. We may imagine that A, who saw
the train, meets B, who did not, and the following conversation takes
place:
A: Did you see the health train yesterday?
B: No, how was it?
A: Oh, fine! great! You certainly missed it. There was a good crowd
out, too.
B: What was it all about?
A: Oh, fresh air and not letting the babies die. You’d be surprised
how many people die that could be prevented. And they say the town
ought to have a nurse to look after the school children, and a
hospital for--let’s see, I’ve forgotten now about the hospital.
B: I see. Just a scheme of the politicians to make jobs for a lot of
people. I always thought this was a pretty healthy town and I do yet.
A: No, you’ve got it wrong, B, but I can’t make it clear to you. I
can’t talk like the fellow at the train. You ought to have heard him.
He made a great speech.
If A has no clearer idea than this to pass on to B the next day, he
himself is not likely to stay interested and, much less, convinced
for very long. One of the best tests of the argument presented at the
train is whether the talk about it afterward is general or particular,
confused or clear and accurate in repeating facts and reasons. It
is worth while to arrange with local co-operators as a part of the
follow-up work to sound people as to what interested them and what
they think of the suggestions that were made. Many changes, sometimes
small ones, but important, nevertheless, can be made on the basis of
criticisms brought out in these interviews.
PRINTED MATTER FOR DISTRIBUTION
Another way of helping to see that the train message is remembered
is by distributing the right kind of printed matter. Every traveling
campaign carries with it leaflets or pamphlets for visitors to take
home. Sometimes a handful of assorted pieces of printed matter is given
to each visitor with a reckless disregard of their appropriateness to
the purpose of the campaign or the probability of their being read. One
of the most frequent blunders made by managers of campaigns of this
sort is to assume that all that is learned at the exhibit or meeting
will be remembered, and that the printed matter should give additional
information. In a baby saving campaign, a health department is likely
to give out in addition to printed matter about babies, other leaflets
on hookworm or tuberculosis. Giving away printed matter on topics in
which no interest has been cultivated is wasteful since it is not
likely to be read or, if read, distracts attention from the main topic.
In most cases, one piece of carefully prepared printed matter on one
subject is enough for general distribution. A useful leaflet might well
include a summary of the main arguments of the teachings contained in
the exhibits, together with sketches or photographs and a clear and
appealing statement of the action desired, whether it is support of a
bill in the legislature, membership in an organization, or the forming
of health habits. This leaflet should not fail to give information as
to how and where further facts may be obtained. If it seems desirable
to interest people in a number of additional subjects, the better way
is to have leaflets on them displayed where they can be examined and to
have a supply of addressed postcards listing these special publications
and on which visitors may check those they wish to have sent to them.
PUBLICITY FOLLOWING THE TRAIN’S STOP
There should be a readable account of the train in the first issue of
the local paper following its visit. Those who visited it will like to
read the account of what they saw and in doing so will be reminded of a
number of features of the exhibits and talks that were rapidly slipping
from their memories. The train director would do well to see that the
local paper receives as good copy for this follow-up story as for
advance publicity. The people who came and what they said about it adds
to the news value of the story.
Other forms of publicity may be used to advantage immediately following
the visit of the train, such as a series of special articles appearing
weekly in the local paper, printed matter mailed to a list of people
obtained at the train, or a motion picture shown in the local picture
theater, at a meeting or a contest that may reach its climax at some
later event, such as the county or state fair.
ORGANIZATION OF LOCAL FORCES
Leading men and women to take some action as the result of interest
aroused at the train is the surest way to get the message remembered
and is the aim of most educational campaigns. This action may be
something very simple and concrete, or it may be the entering wedge of
some continuous activity. One of the simplest steps, which has already
been referred to, is the writing of local people to headquarters for
information or for literature. This serves the purpose also of renewing
interest when the material sent for arrives and it helps the central
organization to make up mailing lists. Local organizations should
be encouraged to send for reference material to use in talks and
discussions.
Launching or boosting a permanent movement at a meeting held during
the train visit is one good way of starting follow-up work. Many an
effort that promised much because of local enthusiasm at the start has
died a natural death, because after the specialists from the state or
national headquarters have departed, local leaders find themselves
without any clear-cut program to begin work on or any recognized
leadership. An informal meeting of the train staff and local leaders
at which temporary committees are formed and definite plans discussed
may be one of the most useful features of the train program. It has
been suggested elsewhere that the hour of the day least popular with
visitors may be a good time for such a meeting. A still better method
is an early visit after the departure of the train, of an organizer or
consultant who will advise about plans.
An interesting report of the follow-up organization work carried on in
connection with its health car, comes from the West Virginia Public
Health Council:
Wherever possible a temporary committee was formed before leaving the
community, this committee being chosen by a group of representative
people in a community meeting in the interests of health education
at which time child welfare work was emphasized. At this meeting
we made an effort to secure the attendance of medical, dental, and
nursing professions, of the mayor and town council, school board,
and school superintendent and teachers, ministers and Sunday school
superintendents, fraternal organizations, women’s clubs, Red Cross,
and any other organizations directly or indirectly interested in
community welfare work. The temporary committee was appointed
to secure a permanent organization based upon the interest and
enthusiasm already created, this permanent committee to undertake a
definite health program for the community. In addition to this we are
keeping in touch with the various communities visited, by frequent
correspondence, and the director of the Division of Child Hygiene has
already returned to a number of the communities to help in the making
of plans, to stimulate interest and enthusiasm, and in every way
possible to promote health education and public health nursing. We are
now formulating county-wide and state-wide plans for the furtherance
of this work through co-operation with the Extension Division of the
Agricultural Department of the State University and American Red Cross.
An incidental but important factor in promoting continuous follow-up
work is that local representatives of the movement, especially the
salaried worker, if there is one, should take an active part in the
program of the train, so as to become identified with the impressions
and ideas gained here in the minds of the people who visited the train.
CHECKING UP RESULTS
As bearing upon the question of any future use of a similar method of
campaigning, “checking up” results is good, although it may not always
be easy or bring entirely conclusive evidence. The method described
in the account of the Cleveland Children’s Year Special, which is a
dispensary truck, is suggestive. Cards of invitation to visit the
local dispensary were given out at the truck and the number that were
turned into the dispensary was noted by the nurses. Nurses also asked
new visitors during the following month where they had learned of the
dispensary, and recorded it when the visit was directly or indirectly a
result of the Special.
Reports may be requested from local editors, school superintendents,
and others who meet many people, regarding the responsiveness of the
people to ideas promulgated at the train. The number and the nature of
inquiries received at headquarters from places that have been visited
may also serve as an indication of the effectiveness with which the
message has been presented.
Finally on the matter of follow-up work, one of the chief criticisms
that may be made of much educational publicity is that it is spasmodic
and unrelated. This is often due to the fact that the planning of
follow-up work is left until the campaign is at its height or until
it is over. By that time the workers at headquarters and in the field
are too absorbed in the detail of running the affair, or a new project
is under way. All the resources and energy have gone into running the
campaign and none is left for securing results. In the advance planning
of the whole campaign, allowance should be made in the budget for a
definite program of follow-up work as well as in the time of staff
members needed to carry it out.
FOOTNOTES:
[10] Hollingworth, H. L.: Advertising and Selling, New York, D.
Appleton & Co.
APPENDIX
REFERENCE LISTS OF TRAIN, TRUCK, TROLLEY, AND OTHER TRAVELING CAMPAIGNS
The lists below include traveling educational campaigns about which we
have obtained reasonably accurate information. The two chief sources
of further information about these projects are the state colleges of
agriculture and state boards of health. Very little information about
tours is available in published form. Articles in class publications
giving brief accounts of a few of the tours and a few special reports
about tours are listed in Appendix B.
In practically all the train tours, one or more railroads have
co-operated at least to the extent of supplying cars and free
transportation, and sometimes bearing a considerable share of the work
and expenses of the tour. Our lists, we realize, do not always give the
full credit to co-operating railroads and other participants, but as
much is given as it was possible to ascertain and to indicate within
the space limits.
We are aware, also, that the list is by no means a complete record of
educational tours. Information is coming in continually about tours
that we had not known of before. The main purpose, however, is to
give a general idea of the purposes, forms, and extent of traveling
campaigns in recent years, together with only a few of such details as
may help the inquirer decide where to look further for suggestions that
may be of assistance in his particular case.
The list does not include tours of trucks or trains for service only,
as, for example, library trucks or laboratory trains. Neither does it
include “chapel cars,” that is, railroad cars, motor vehicles, and
boats, for religious services or instruction, such as have been sent
out by various religious bodies for many years.
AGRICULTURAL AND FOOD CONSERVATION TRAINS
=Canada. Better Farming Train.= Subject: assistance in every phase of
farm life. Saskatchewan Department of Agriculture and the College of
Agriculture of the Provincial University co-operated with Canadian
Pacific Railway. 1918 and 1919. Thirteen cars with exhibits or
equipment for demonstrations and lectures. Prominent professors and
agricultural officials served as demonstrators and lecturers.
=Sheep Car.= Subject: breeding and shearing of sheep. Live Stock
Branch, Department of Agriculture at Ottawa. 1919. One car of
exhibits. Demonstrations of shearing machine given on farms.
=Special Dairy Car.= Subject: dairying. Saskatchewan Department of
Agriculture, College of Agriculture, and Canadian Northern Railway.
1916. Lecture coach and tourist sleeper for speakers. Exhibits with
stereopticon and lectures.
=United States. Poultry and Egg Demonstration Car.= Subject:
demonstrations of proper methods of handling and keeping poultry and
eggs. Bureau of Chemistry, United States Department of Agriculture.
1913 to 1918.
=Arkansas. Peach Culture Demonstration Train.= Subject: proper methods
of peach tree pruning and spraying. Co-operatively run by Agricultural
Departments of Missouri Pacific and Cotton Belt Railroads, American
Refrigerator Transit Company, and State College of Agriculture. 1918.
Two baggage cars for exhibits; large automobile freight car carried
orchard machinery. Exhibits explained by horticulturists, on the cars;
lectures and demonstrations given in nearby orchard.
=California. Dairy Special.= Subject: dairying and hog raising. State
College of Agriculture. 1913 and 1914. Lectures, conferences, and
exhibits relative to the industry.
=Agricultural and Food Production Train.= Subjects: methods of
stimulating growth of certain crops, interest in increasing food
production, and particularly bean culture. State Colleges of
Agriculture of Nevada and Utah and Salt Lake Railroad co-operated with
California’s State College of Agriculture. 1917. Demonstrations and
lectures.
=Agricultural and Home Economics Train.= State College of Agriculture,
co-operated with Southern Pacific Railroad. 1908 and 1909. Ten coaches
for exhibits and lectures, a dining car, and sleeper to accommodate
demonstrators and lecturers. Demonstrations and lectures.
=Agricultural and Horticultural Train.= Subject: methods of restoring
fertility and depleted soils, plant culture, pest and disease
extermination, viticulture, dairying, animal industry, seeding and
soil treatment. State College of Agriculture, Southern Pacific and
Santa Fé Railroads. Annually, 1908 to 1913. Several exhibit cars,
lecture cars, sleeping car, and diner.
=Good Roads Special.= Subject: improvement of roads, Frisco Railway
System. 1912. Four coaches and locomotive. Exhibits, lectures and
demonstrations.
=Florida. Food Production Increase Train.= Florida Seaboard Air Line.
1917. Demonstrations.
=Georgia. Land Clearing Special.= Subject: stump pulling and uses
of tractors and other farm machinery. State College of Agriculture,
stump puller companies and tractor manufacturers, Georgia Landowners’
Association, and the Railroad Administration co-operated. 1919.
Passenger coach and four flat cars for lectures and demonstrations,
caboose and sleeper for traveling campaigners, and two box cars
for equipment and machinery transportation. Motion picture shows,
demonstrations, and lectures.
=Illinois. Home Economics Car.= Subject: household science. State
College of Agriculture. 1916-1918. Demonstrations and exhibits.
=Dairy Trains.= State College of Agriculture and the Chicago and
Eastern Illinois Railroad. 1916, 1917, 1919. Three coaches for
lectures, automobile car and flat car for demonstrations and exhibits,
and a locomotive. Demonstrations of milking machine, lectures and
exhibits.
=Dairy Train.= Subject: uses of separators, sterilizers, and other
dairy machines. State College of Agriculture and C. C. C. & St. L.
Railroad. 1916 and 1917. Lecture coach for motion pictures, baggage
car for exhibits, and Arms Palace horse car for cattle.
=Dairy Train.= Subject: proper use of dairy machinery. State College
of Agriculture and Baltimore and Ohio Railroad. 1916 and 1917. Pullman
car for attendants; stock car carried cattle, which were taken for
demonstrations to some prominent place in towns visited. Lectures in
court houses and town halls.
=Dixie Jersey Special.= Subject: more and better dairy cattle.
American Jersey Cattle Club, agents of Department of Agriculture
and railroad trade promotion bureaus. In Illinois, Louisiana,
Mississippi, and Tennessee. 1920. Arms Palace horse cars for cattle
and Pullmans for personnel.
=Indiana. Seed Corn Special.= Subject: corn culture. Erie Railroad and
Purdue University Agricultural Experiment Station. 1909. Lecture train.
=Alfalfa Lecture Train.= Subject: better alfalfa production. Purdue
University Agricultural Experiment Station. 1912.
=Corn Improvement Lecture Train.= Subject: better corn. Lake Erie
and Western Railroad and Purdue University Agricultural Experiment
Station. 1911.
=Dairy Feeding Lecture Train.= Subject: better cattle feeding and
care. Purdue University Agricultural Experiment Station and several
railroads. 1915.
=Dairy Special Production Train.= Subject: increase of dairy
production. Southern Railroad and Purdue University Agricultural
Experiment Station. April 1 to 7, 1913.
=Dairy Special Train.= Subject: dairying. Monon Railway Company,
Purdue University Agricultural Experiment Station, and State Dairy
Association. 1907. Baggage car, two lecture coaches, and private
dining and sleeping car. Lectures, exhibits, and demonstrations.
=Milk Production Special Train.= Subject: care and production of milk.
Purdue University Agricultural Experiment Station and Erie Railroad.
1909. Seven car train. Lectures and demonstrations.
=Onion Improvement Lecture Train.= Subject: increase of onion crops.
Chicago, Indiana and Southern Railroad. 1911.
=Seed Corn Special.= Subject: corn culture. Monon Railway Company,
Purdue University Agricultural Experiment Station, Indiana Corn
Growers’ Association, Indiana Grain Dealers’ Association. 1906.
Engine, baggage car, coach for lectures, and a coach for the
attendants. Lectures, exhibits, and demonstrations.
=Wheat Improvement Train.= Subject: wheat culture. Southern Railroad
and Purdue University Agricultural Experiment Station. 1912. Lectures
and demonstrations of culture and fertilization; control of insects
and diseases.
=Iowa. Dairy Special.= Subject: better dairy products. Illinois Central
Railroad. 1916. Three cars for exhibits, demonstrations, and living
quarters for speakers.
=Seed Corn Special.= Iowa Grain Dealers’ Association. 1910.
=Kansas. Hessian Fly Special.= Subject: control of Hessian fly. State
College of Agriculture and Santa Fé Railroad. 1915. Baggage car for
equipment, two steel coaches for lectures and demonstrations, and
private car for attendants.
=Kentucky. Agricultural Exhibit Train.= Subject: general education
in matters pertaining to agriculture and dairy improvements. State
Department of Agriculture. 1912. Four lecture cars, stock car, sleeper,
and diner. Lectures, exhibits, and demonstrations.
=Louisiana. Dixie Jersey Special.= See Illinois.
=Maryland. Farmers’ Institute Train.= Subject: dairying. State College
of Agriculture. 1913. Lecture car and stock car. Demonstrations and
lectures.
=Michigan. Food Demonstration Train.= Michigan Agricultural College.
1917.
=Minnesota. Advertising Car.= Subject: farm and factory products. State
Board of Immigration. 1913. One exhibit car.
=Mississippi. Boll Weevil Special.= Subject: extermination of the
pests. Illinois Central Railroad, 1908.
=Dixie Jersey Special.= See Illinois.
=Missouri. Patriotic Special.= Subject: food conservation and work of
Women’s Committee. Women’s Committee on Food Conservation, Council
of National Defense. August, 1917. Lecture and demonstration car.
Stereopticon lectures and demonstrations.
=Nebraska. Agricultural Train.= Subject: dairying and seed corn. State
College of Agriculture. 1918. Two cars for exhibits and demonstrations.
=Conservation Special.= Subject: food conservation and preservation.
Union Pacific Railroad Company co-operated with Nebraska College of
Agriculture and others. 1917. Train included business car and living
quarters for staff. Illustrated lectures were given in public halls.
=Nevada. Agricultural and Food Production Train.= Co-operatively run
with State Colleges of California, Nevada, and Utah, and Salt Lake
Railroad. 1916 and 1917. See California.
=New Jersey. Save the Surplus Special.= Subject: food conservation and
other war measures. State College of Agriculture and Lehigh Valley
Railroad. 1917. Two coaches, one for exhibits and the other for
lectures. Toured New Jersey and Pennsylvania. Demonstrations, lectures,
and exhibits.
=New York. Victory Special.= Subject: introduction of wheat, meat, and
sugar substitutes and other food conservation methods. State College of
Agriculture, Food Administration and New York Central, Lehigh Valley,
D. & H., D., L. & W., and Long Island Railroads. 1917, 1918, 1919.
Demonstrations and exhibits on train of two coaches.
=Apple Packing Train.= Subject: instruction in requirements of law
relating to apple grading. State Department of Agriculture and New
York Central Railroad. 1915. Baggage car with equipment, lecture car
with capacity of 100 persons, and car for living quarters.
=Better Seed Special.= Subject: standard types of seeds; reliable
sources; proper methods of controlling common diseases. State
College of Agriculture, New York Central, Lehigh Valley, Ontario and
Western, Erie, and Delaware and Hudson Railroads. 1919. Exhibits and
demonstrations in two coaches.
=Potato Demonstration Car.= State College of Agriculture, County Farm
Bureaus, and Lehigh Valley Railroad. 1917. Exhibits and
demonstrations.
=Sheep Demonstration Train.= Subject: breeding, feeding, and care of
sheep. State College of Agriculture, New York Central and New York,
Ontario and Western Railroads. 1917. Exhibits and demonstrations.
=North Carolina. North Carolina Car.= Subject: farm machinery and
dairying. State Department of Agriculture co-operating with several
railroads. Lectures and exhibits with stereopticon slides and moving
pictures in baggage cars; demonstrations given out of doors.
=Better Farming Special.= Subjects: better dairying, domestic
science, food conservation, and sanitary methods. Agricultural and
Industrial Department of Norfolk and Western Railway, State College
of Agriculture of North Carolina, and Virginia Agricultural and
Mechanical College. 1915-1916. Nine cars for exhibits, demonstrations,
lectures, and living quarters for attendants.
=Corn Growers’ Special.= Norfolk and Southern Railway and Experiment
Station of the Agricultural and Mechanical College. 1908.
=Farmers’ Institutes.= Subject: agriculture and domestic science.
North Carolina Department of Agriculture, Seaboard Air Line, and
Southern Railway. Two railroad cars, one a coach with two of the seats
removed and a model kitchen substituted, and a baggage car equipped
with farm and dairy machinery. 1908-1910. Lectures and demonstrations
on the train and outdoors.
=Pennsylvania. Food Conservation Train.= Pennsylvania Food
Administration, State College of Agriculture, and Pennsylvania
Railroad. 1917 and 1918. Two demonstration cars and one exhibit car.
=Save the Surplus Special.= Toured this state and New Jersey. 1916 and
1917. See New Jersey.
=Tennessee. Agricultural Train.= Subject: better farming and food
production. Agricultural Department of Nashville, Chattanooga and St.
Louis Railroad. One private car and one lecture car. Exhibits and
demonstrations.
=Dixie Jersey Special.= See Illinois.
=Texas. Agricultural Train.= Subject: dairying. Agricultural and
Mechanical College of Texas. Three coaches for lectures, two exhibit
cars, automobile car for cattle, flat car with wire fence and canvas
top for lecture and demonstration platform, a diner and a Pullman for
campaigners. Lectures, exhibits, and demonstrations. Stereopticon
slides shown at night in combination with lectures in motion picture
theater or town hall.
=Peach Culture Train.= Subject: proper methods of pruning and spraying
trees, and extermination of insect pests in orchards. Agricultural
Department of St. Louis Southwestern Railroad of Texas, assisted by
Agricultural and Mechanical College of Texas and State Department of
Agriculture. 1919 and 1920. Two cars for exhibits and one for orchard
machinery. Exhibits, demonstrations, and lectures. Similar to train
run in Arkansas in 1918. See Arkansas.
=Utah. Agricultural and Food Production Train.= Co-operatively run
with State Colleges of California, Utah, and Nevada, and the Salt Lake
Railroad. 1916 and 1917. See California.
=Virginia. Agricultural Train.= Agricultural and Mechanical College of
Virginia, and Norfolk and Western Railroad. 1915. Demonstration train.
=Better Farming Special.= See North Carolina.
=Washington. Agricultural Train.= State College of Agriculture.
Lectures with stereopticon slides, sometimes in nearby school or hall;
exhibits and demonstrations on train.
=Good Roads Special.= Subject: road and culvert construction and
maintenance and general highway improvements. Office of Public Roads
of Washington and several railroad companies co-operated. 1912. Two
coaches of exhibits and models. Lectures, demonstrations, and
exhibits.
=West Virginia. Agricultural Train.= Subject: better farming. Kanawha
and Michigan, Baltimore and Ohio Railroads, and State College of
Agriculture. 1912 and 1913. Baggage cars for cattle and coaches for
lectures. Lectures, demonstrations, and exhibits.
=Wisconsin. Pure Seed and Home Power Special.= “Soo” Line, Chicago,
Milwaukee and St. Paul Railroad, Wisconsin Bankers Association, and
State College of Agriculture. 1917. Two cars for demonstrations and
exhibits.
=Land Clearing Demonstration Train.= Subject: better farming. State
College of Agriculture, several land clearing machinery and explosive
manufacturers, and several railroads co-operated. 1916-1919. Six cars
consisting of a flat car, two box cars for equipment, two bunk cars,
and a boarding car for the attendants. Demonstrations and instruction.
=Stump Pulling Special.= Subject: clearing cut-over lands. State
College of Agriculture, several land clearing machinery and explosive
manufacturers, Chicago and Northwestern, and Chicago, Minneapolis and
St. Paul Railroads. 1916. Flat car, two box cars for equipment, two
bunk cars, and a boarding car for the attendants. Demonstrations and
instruction. Similar trains, with some changes in cars used and in
co-operating agencies, were run in 1917 and 1919.
HEALTH TRAINS
=United States. First Aid Train.= American Red Cross. 1920. Fully
equipped railroad coach to render and teach first aid to the injured.
Treatment and instruction.
=California. Sanitation Car.= Subject: protection of water supply,
disposal of sewage, and instruction in disease prevention. State Board
of Health. 1909. Continued annually. Exhibits and demonstrations.
=Florida. Sanitation and Health Train.= State Board of Health. 1916
and 1917. Two exhibit cars. Lectures with motion pictures and slides.
=Kansas. Health Car “Warren.”= Subject: health and child welfare.
State Board of Health. 1916. Exhibit car.
=Kentucky. Health Exhibit Car.= Subject: tuberculosis prevention and
cure. 1912. Kentucky Tuberculosis Association and several railroads
co-operated.
=Louisiana. Health Train.= Subjects: child welfare, food, and disease
prevention. State Board of Health. 1910. Continuously since then.
Four cars including an exhibit car, a laboratory car with garage
compartment carrying Ford car for country trips and quick collection
of water samples, and two cars for administrative and living quarters.
=Missouri. Traveling Car Exhibit.= Subject: instruction in
anti-tuberculosis measures. Missouri Association for the Relief and
Control of Tuberculosis. 1908. One exhibit coach.
=West Virginia. Health Car.= State Department of Health. 1919.
Vestibuled coach, equipped with electrically driven models, posters,
exhibits of living bacteria, sanitation exhibits, a moving picture
machine, and a small chemical and bacteriological laboratory in one end
of the car.
=Tuberculosis Exhibit Car.= Subject: prevention and cure of
tuberculosis. West Virginia Tuberculosis League and several railroads.
1913 and 1914. Car for exhibits and lectures.
MISCELLANEOUS TOPICS--TRAINS
=Canada. Made-in-Canada Train.= Subject: trade extension. Canadian
Manufacturers Association. Ten cars for exhibits, demonstrations, and
moving picture lectures.
=Exhibition Car.= Subject: conservation of the forests. Canadian
Forestry Association. 1918 and 1919. Train toured parts of Quebec and
New Brunswick. Exhibits of products made from wood.
=Southern States. School on Wheels.= Southern Pacific Railway. 1919.
Baggage car fitted up as modern school room; accommodates teacher and
25 pupils.
=United States. Safety First Train.= Subject: to show what is being
done to promote safety and health. Department of the Interior
co-operating with other governmental departments. 1916. Locomotive and
twelve exhibit and lecture cars.
=Mine Rescue Car.= Subject: instruction to miners in first aid and
use of oxygen breathing apparatus. Assistance of car apparatus and
crew given in case of mine disasters. Bureau of Mines, Department of
the Interior, 1910; continuous service since then. Present equipment:
eleven specially constructed coaches with exhibits and emergency
equipment.
=Recruiting Cars.= Bureau of Navigation, Navy Department. 1917 and
1919. Three flat cars fitted up respectively with a model of a
battleship, destroyer, and torpedo boat. Exhibits and lectures to
assist in recruiting and also used for promoting Liberty Loan drives.
=War Relic Trains.= Subject: promotion of Liberty Loan drives, etc.
Federal Reserve Districts of Treasury Department. 1918 and 1919. Flat
cars for exhibition of trophies captured from the enemy; baggage car,
sleeping car, and a locomotive. Toured the United States.
=New York. Safety First Car.= Subject: instruction in safety measures.
New York Central lines. 1919. Two duplicate cars for motion pictures
and lectures.
=Virginia. Safety First Car.= Subject: instruction in safety measures.
Norfolk and Western Railroad. 1920. Motion picture and lecture car.
AGRICULTURAL AND FOOD CONSERVATION TRUCKS
=Canada. Sheep Demonstration Automobile.= Sheep and Goat Division,
Live Stock Branch, Department of Agriculture, Ottawa. 1919.
Demonstrations of shearing by hand and power machines, rolling and
preparing of wool for market, dipping of sheep for vermin, and docking
and castrating of lambs.
=Alabama. Movable School.= Subject: agriculture and home economics.
Tuskegee Normal and Industrial Institute. 1919. Instruction and
demonstrations.
=Louisiana. Agricultural Extension Truck.= Subject: education and
agriculture. Louisiana State Agricultural and Mechanical College.
1919. Motion picture and stereopticon lectures.
=Massachusetts. Food Conservation and Model Kitchen Truck.= Subject:
canning, food conservation, and substitutes; care and feeding of
children in wartime. Woman’s Committee, Massachusetts Council of
Defense. 1918. Demonstrations and instruction.
=Agricultural Truck.= Massachusetts Agricultural College.
Demonstrations, exhibits, and stereopticon slide lectures.
=Food Conservation and Preservation Truck.= Bristol County Farm
Bureau. In charge of county demonstration agent at Segreganset.
Exhibits.
=Ohio. Poultry Demonstration Truck.= Subject: instruction in proper
methods of handling eggs, care of fowl, and better uses of poultry
equipment. Ohio State University. 1917. Lectures and demonstrations.
Evening lectures with stereopticon slides.
=Pennsylvania. Canning Truck.= Allegheny County Council of
Defense. 1918. Itinerant service to farmers’ wives at their homes.
Demonstrations, instruction; canning and drying of home products.
=Rhode Island. Food Conservation Truck.= State Food Administration.
1918. Demonstrations and instruction.
=Virginia. Fruit Growers’ Automobile Tour.= Subject: best methods of
orchard culture. Extension Division, Virginia Polytechnic Institute
and Virginia State Horticultural Society. 1918. Automobile tour
through Virginia and West Virginia by fruit growers.
=Wisconsin. Agricultural Truck.= Subject: treatment of grain for smut
and a fanning mill. County agents of the state. 1918. Demonstrations,
assistance, and instruction.
HEALTH TRUCKS
=Canada. Traveling Baby Clinic.= University Settlement of Montreal.
1919. Weighing, measuring, and advisory service.
=France. Traveling Exposition.= Subject: child welfare and
tuberculosis. American Commission for the Prevention of Tuberculosis
in France, Children’s Bureau of the American Red Cross and, later, the
Tuberculosis Bureau, American Red Cross. 1917 and 1918. Trucks carried
equipment for lectures, motion pictures, and exhibits.
=Italy. Tuberculosis Clinics.= American Red Cross Tuberculosis
Commission. Seven trucks equipped as clinics. Treatment and
instruction.
=Dental Trucks.= American Red Cross. Three trucks fitted up as dental
clinics. Treatment and instruction.
=United States. Child Welfare Special.= Children’s Bureau, Department
of Labor. 1919. Lectures, examinations, and well baby clinic.
=Connecticut. Baby Special.= Subject: infant and child welfare,
including care, feeding, measuring, and weighing. Child Welfare
Department, State Council of Defense. 1918. Lectures and advisory
service.
=Illinois. Traveling Health Clinic.= Subject: tuberculosis. Chicago
Tuberculosis Institute. 1919.
=Indiana. Traveling Auto Exhibit.= Subject: prevention of
tuberculosis. Indiana Society for the Prevention of Tuberculosis.
1917. Truck fitted with screen and machine for moving picture shows;
also lectures with stereopticon and exhibits.
=Louisiana. Sanitary Truck.= Subject: personal hygiene and disease
prevention among Negroes. Louisiana State Board of Health. 1919.
Lectures, exhibits, and motion pictures.
=Maryland. Public Health Car.= Subject: educational and organization
work. Maryland Tuberculosis Association. 1916. Motion pictures,
lectures, and distribution of literature.
=Massachusetts. Child Welfare Truck.= Division of Hygiene, State
Department of Public Health. Lectures, demonstrations, exhibits on all
phases of child welfare.
=Mississippi. Rural Dispensary Truck.= Subject: education in general
health and tuberculosis. Bureau of Tuberculosis, State Sanatorium
of the Board of Health of Mississippi. 1919--continuous. Motion
picture and stereopticon shows, lectures, exhibits, examinations, and
distribution of literature.
=New York. Healthmobile.= Subject: general health propaganda. State
Department of Health. 1919. Lectures and motion pictures.
=Dental Education Car.= Subject: dental instruction and dispensary
service. Nassau County school authorities and Junior Red Cross. 1920.
Ford truck equipped with necessary dental supplies and equipment.
=North Carolina. Moving Picture Health Car.= State Board of Health.
1916. Lectures and motion pictures.
=Health Education Car.= Subject: tuberculosis and mouth hygiene.
State Board of Health and State Tuberculosis Association. 1920. Truck
equipped with lighting system and motion picture machine. Lectures
and moving picture shows in the forty-five counties of the state.
=Ohio. Cleveland Children’s Year Special.= Subject: dispensary for
child hygiene and welfare work. Children’s Year Committee of Council
of Defense. 1918. Exhibits, examinations of children, motion picture
shows, and distribution of literature.
=Washington. Clinic and Exhibit Truck.= Subject: tuberculosis
diagnosis and education. Truck for transportation of clinic staff
and exhibit; clinic held in public halls. Washington Tuberculosis
Association. 1919. Lectures, exhibits, and clinic.
=West Virginia. Rural Tuberculosis Campaign.= Subject: prevention
and cure of tuberculosis, and extermination of flies. West Virginia
Tuberculosis League. 1917. Automobile tour in charge of a woman
physician and her assistant. Stereopticon show and lectures; also
first aid demonstration.
=Wisconsin. Health Wagon.= Subject: health preservation and disease
prevention. Wisconsin Anti-Tuberculosis Association. 1916. Motion
pictures and lectures.
MOTOR TRANSPORTATION DEVELOPMENT TOURS
=United States. Transcontinental Tour.= Subject: recruiting for Motor
Transport Corps, and education regarding good roads. Motor Transport
Corps, War Department. 1919. Fleet of motor trucks and passenger
vehicles from the Capitol to San Francisco over the Lincoln Highway.
Exhibits, demonstrations, and lectures, with moving picture shows.
=Georgia. Motor Truck Trains.= Subject: quicker transportation
facilities between farms and markets. Macon Chamber of Commerce. 1919.
One hundred and four trucks were divided into four trains; each toured
the country routes for a radius of 100 miles. Merchandise carried on
out-going trips and farm produce on return trips.
=Illinois. Motor Trucks.= Subject: uses of motor vehicles on farms.
National Association of Motor Truck Sales Managers. 1919. These
trucks toured six states and covered over 3,000 miles.
=Missouri. St. Louis Motor Truck Expedition.= Subject: farm uses of
motor-driven vehicles. 1919. Sixteen motor companies co-operated, and
the tour covered sections of the north central states.
=New York. Rural Motor Truck Express.= Subject: uses of motor-driven
vehicles on farms and for express delivery. National Automobile
Chamber of Commerce co-operated with New York State Department of
Farms and Markets. 1919. Demonstration given at State Fair, Syracuse,
September, 1919.
MISCELLANEOUS TOPICS--TRUCKS
=England. Cine-Motor Touring Movies.= Subject: information relating
to war activities shown in rural districts. British Ministry of
Information. 1918.
=United States. Mine Rescue Auto Trucks.= Subject: instruction of
miners in first aid and use of oxygen breathing apparatus, and
to render assistance in case of mine disaster. Bureau of Mines,
Department of the Interior. 1913; continuous service since then. Six
such trucks used by Bureau in mining districts. See Mine Rescue Cars.
=Connecticut. Victory Conference.= Subject: women’s war work. Woman’s
Committee, State Council of Defense. 1918. Exhibits, demonstrations,
and lectures.
=Georgia. Motion Picture Trucks.= Subject: Red Cross activities.
Southern Division, American Red Cross. Georgia and Tennessee. 1918.
Lectures with motion pictures.
=Maryland. Motion Picture Truck.= Subject: Red Cross activities
overseas and in America. Potomac Division, American Red Cross,
Maryland, Virginia, West Virginia. 1919. Two lecture and exhibit
trucks.
=New York. Victory Trucks.= Subject: reconstruction and post-war
service. Reconstruction Commission of the State of New York,
co-operating with the Bureau of Commercial Economics. 1919. One motion
picture truck.
=Motor Trucks.= Subject: go-to-church propaganda. Erie Annual
Conference of Methodist Episcopal Church. Two hundred and twenty
automobiles toured the state and Pennsylvania in an effort to get
people to attend church more often.
=North Carolina. Motion Picture Truck.= Subject: community welfare.
1919; continuous. State Bureau of Community Service. Semi-monthly tour
of truck to rural districts for motion pictures and lecture programs
and community organization.
=Pennsylvania. Motor Trucks.= See New York.
=Tennessee. Motion Picture Trucks.= See Georgia.
=Virginia. Motion Picture Truck.= See Maryland.
=West Virginia. Motion Picture Truck.= See Maryland.
MISCELLANEOUS VEHICLES USED FOR TOURS
=Canada--Motorcycle. Animal Treatment Cars.= Subject: encouragement
of humane treatment of dumb animals. Toronto Humane Society. 1914.
Continuous service since then.
=California--House-boat. “The Josephine.”= Subject: exhibits of animal
parasites and working field laboratory. State Board of Health. 1919.
=Massachusetts--Trolley Car. Child Welfare and Food Conservation
Car.= Women’s Committee, Council of National Defense. 1918. Exhibits,
lectures, and demonstrations.
=Michigan--Trolley Car. Children’s Year Special.= Woman’s Committee,
Michigan Division of the Council of National Defense. 1918. Car
divided into three sections for exhibits, examinations, lectures, and
demonstrations.
=Vermont--Wagon. Health Exhibit Wagon.= State Board of Health. 1913.
Horse-drawn vehicle used for moving pictures and health exhibits.
=Wisconsin--Motorcycle. “Flying Squadron of Health.”= Subject:
propaganda for tuberculosis prevention and cure. Wisconsin
Anti-Tuberculosis Association. 1911-1915. Exhibits, stereopticon
slides, and lectures.
BIBLIOGRAPHY
The amount of printed matter bearing on the use of trains, trucks,
and trolley cars in educational campaigns is not very large. The list
below is fairly representative of the material available, most of it
being in the form of articles and illustrations in magazines and other
periodicals.
=Agricultural Train.= Biennial Report, 1912-13, Department of
Agriculture, Labor and Statistics, Frankfort, Kentucky, pp. 48-56.
Five illustrations of train and exhibits.
=Apple Packing Train, The.= F. S. Welsh. New York State Agricultural
Department Bulletin, January, 1916, vol. 79, pp. 679-83. Description
of Apple Packing Train of New York Central Railroad and State
Department of Agriculture. Two illustrations of demonstrators.
=Auto-Stereopticon and Moving Picture Machine For Extension Service in
Rural Schools.= Louisiana State University Bulletin, July 1915. Nine
illustrations of car for showing motion pictures at school houses,
audience at lecture, and details of picture machine.
=Better Farming Special, A.= C. T. Rice. Hoard’s Dairyman, January
28, 1916, vol. 51, p. 4. Description of Norfolk and Western Railway’s
Better Farming Special. One illustration of exterior of train.
=Better Farming Train, The.= A. M. Shaw. Agricultural Gazette of
Canada, October, 1916, pp. 909-13. Description of train and tour of
Canada’s Better Farming Train. Three illustrations of exterior and
interior of train.
=Child Welfare Special, The.= Janet Geister. Institution Quarterly,
Springfield, Illinois, December 31, 1919, pp. 120-25. Description of
Child Welfare Special of Children’s Bureau and its tour.
=Cine-Motor Touring Movies Equipment of the British Government.= F.
A. Talbot. Scientific American, August 3, 1918, vol. 119, p. 93. Two
illustrations of a truck used for moving picture projection of films
giving war information in rural districts.
=Cleaning Up a State.= Henry Oyen. World’s Work, March 1912, pp.
510-21. Map and several illustrations of Health Exhibit Train of
Louisiana State Board of Health.
=Dairy Instruction Car.= Agricultural Gazette of Canada, May, 1916, p.
449. Description of Canada’s Special Dairy Car.
=Educating the Farmers by Rail.= H. A. Crafts. Scientific American,
May 21, 1910, vol. 102, pp. 420-21. Description of California’s
Agricultural and Horticultural Train.
=Egg and Poultry Demonstration Car Work in Reducing Our $50,000,000
Waste in Eggs.= W. E. Pennington, H. C. Pierce, and H. L. Schroeder.
U. S. Agricultural Department Year Book, 1914, pp. 363-80. Two
illustrations of interior of car. See also Scientific American
Supplement, May 6, 1916, vol. 81, pp. 292-93, for illustration of a
specimen chart used in lecture work.
=Farming by Special Train.= Clifford V. Gregory. Outlook, April 22,
1911, vol. 97, pp. 913-22. Eleven illustrations of interior and
exterior of cars and audiences. Several trains mentioned.
=For Better Roads.= Worth C. Harder. Harper’s Weekly, September 14,
1912, p. 15. Two illustrations of Good Roads Special Train.
=Good Seed, The Gospel of.= House Beautiful, July 1913, vol. 34, p.
49. Editorial comment on several good seed trains in the Dakotas,
Minnesota, Wisconsin, and Iowa.
=Gospel of Health on Wheels.= World’s Work, May 1911, vol. 22, pp.
14-313-14. Description of Louisiana Health Train.
=Health Exhibit Car, A Week on a.= Eugene Kerner. Journal of the
Outdoor Life, September 1912, vol. 9, pp. 210-11. Kentucky’s health
train.
=Health on Wheels.= Agnes Morris. American City, December 1914, vol.
11, pp. 453-56. Three interior and one double-page illustration of
exterior of Health Exhibit Train of Louisiana State Board of Health.
=Health on Wheels.= Louisiana State Board of Health, New Orleans, La.,
Oct. 31, 1914. Thirteen illustrations of train, exhibits, and director
of tour of Health Exhibit Train of Louisiana State Board of Health.
=Health to Sell.= Samuel Hopkins Adams. La Follette’s Magazine,
December 1914, pp. 8, 9. Mention of “Flying Squadron of Health,” a
motorcycle tour of the Wisconsin Anti-Tuberculosis Association. One
illustration.
=Hessian Fly Train.= George D. Dean. Journal of Economic Entomology,
February 1916, vol. 9, pp. 139-41. Train to instruct farmers in
ridding Kansas of insect pests. Three illustrations of train.
=Homemaking on Wheels.= Country Gentleman, February 12, 1916, vol.
81, p. 366. Demonstration car of the Household Science Department,
University of Illinois. Three illustrations of interior of car.
=Instruction of the Public in Anti-Tuberculosis Measures by a
Traveling Car Exhibit.= George Homan, M.D. Journal of the American
Medical Association, September 24, 1910, Vol. 55, pp. 1072-73. One
interior and one exterior illustration.
=Iowa Dairy Special, The 16th.= E. S. Estel. Kimball’s Dairy Farmer,
July 1, 1916, vol. 14, p. 428. Description and comparison of dairy
trains run in Iowa. Two illustrations of demonstrators, lecturers on
rear platform of train and of crowd attending an outdoor lecture.
=Kentucky Wakes Up.= Roy L. French. Journal of the Outdoor Life,
February 1915, vol. 12, pp. 45-46. Tuberculosis exhibit car; 1
illustration of interior.
=Land Clearing Demonstration.= A. W. Hopkins. Hoard’s Dairyman, May
12, 1916, vol. 51, p. 661. Description of Stump Pulling Special in
Wisconsin.
=Motor Trucks and Movies to Help Save Rural Children.= American City,
Town and County Edition, September 1919, vol. 21, p. 227. Description
of Child Welfare Special of Children’s Bureau. Two illustrations of
truck.
=Moving School of Food Conservation.= Survey, January 5, 1918, p. 401.
Brief mention of Pennsylvania Food Train. One illustration on cover.
=New Features in the Anti-Tuberculosis Campaign.= Bulletin No. 3, vol.
13, March 1, 1913, pp. 71-75. Vermont State Board of Health. Three
illustrations.
=On the Exhibition Car in Ontario.= J. R. Dickson, B.A., M.S.F.
Canadian Forestry Journal, November 1919, pp. 464-65.
=Poultry Demonstration Trains Are Popular.= Helen Dow Whitaker.
Reliable Poultry Journal, August, 1917, vol. 24, pp. 504-05.
Description of Washington’s Food Preparedness Campaign Train. One
illustration of exterior of train and one illustration of interior.
=Public Activities of New York State to be Shown in Free Motion
Pictures.= American City, City Edition, October 1919, vol. 21, p. 318.
Brief mention of trucks to be used by Reconstruction Commission of New
York State in showing motion pictures of every city and town in the
state.
=Railroading Knowledge to the Farmer.= Owen Wilson. World’s Work,
November 1911, vol. 23, pp. 100-06. Ten illustrations of various
trains mentioned in article.
=Railroads Co-operating with Farmers.= Harper’s Weekly, February 5,
1910, p. 31. Several trains mentioned; one illustration.
=Railway School for Farmers.= H. A. Crafts. Scientific American, April
30, 1910. Three illustrations of interior and one of exterior of train
without description.
=Report of the Child Welfare Department, Connecticut State Council
of Defense.= May 1, 1919. Brief mention on page 9, and double-page
illustration of Baby Special.
=Safety First.= Scientific American, June 10, 1916, vol. 114, p. 616.
Description of tour of United States Government Safety First Train.
Four illustrations of train.
=Safety First Special.= Outlook, May 31, 1916, vol. 113, pp. 240, 261.
Description of tour of United States Government Safety First Train.
Two illustrations of train.
=Sending College to the Farmer.= W. T. Clarke. Sunset, April 1913,
vol. 30, pp. 383-89. Three illustrations of exterior of car and one
of crowd attending exhibit. Agricultural and horticultural train in
California.
=Special Dairy Car, The.= K. G. Mackay. Hoard’s Dairyman, May 12,
1916, vol. 51, p. 666. Brief description of the Special Dairy Car in
Saskatchewan, Canada.
=Special Peach Culture Train to Cover Arkansas.= Arkansas Homestead,
November 25, 1918, pp. 5, 11. Special train ran in Arkansas in 1918.
=Teaching Good Roads by Special Train.= Robert Franklin. Technical
World, June 1912, pp. 448-51. Five illustrations. Frisco Railway’s
Good Roads Special.
=Teaching Health by Motion Pictures.= Warren H. Brooker, C.E. Health
Bulletin, North Carolina State Board of Health, No. 2, vol. 31, of May
1916. How Public Health is Being Taught in Rural Districts by Means
of Traveling Motion Pictures. Two illustrations of car and one of
audience.
=The University on Wheels.= Agnes C. Laut. Colliers, September 10,
1910, vol. 45, p. 16. The Corn and Wheat Evangelists of the Middle
West and the Special Trains of Instruction. Several trains mentioned,
and three illustrations of cars.
=Touring a State with Motion Pictures.= Arthur J. Strawson. Journal
of the Outdoor Life, October 1917, pp. 304-05. Three illustrations of
Indiana Society for Prevention of Tuberculosis truck.
=Traveling Baby Clinic.= Conservation of Life, July 1919, pp. 60-62.
Ottawa, Canada. Trucks used for baby welfare. Two illustrations.
=Traveling Dispensaries for Italy.= The Public Health Nurse, November
1918, pp. 261-62. Three illustrations of trucks used for dental and
baby saving purposes.
=Unique Traveling Safety Exhibit.= New York Central Magazine, August
1919, p. 21. Brief mention of Safety First Exhibit Car of New York
Central Lines. Two illustrations of interior of moving picture and
exhibit car.
=Western Railways and Farming.= J. R. Wilson. Nation, November 10,
1910, vol. 91, p. 441. Letter commenting on several trains run in
western states.
INDEX
ADAMS, S. H.: description of health motorcycle tour by, 34-37
ADVANCE AGENTS: qualifications, 49;
preliminary work for, 50-52.
See also _Committees_
ADVANCE WORK: publicity and organization, 42-65;
local co-operation, 45-54;
committees, 55-65, 98;
follow-up program, 114
ADVANTAGES: economical, 4;
publicity, 4;
of stimulating audiences, 5, 104;
of striking features, 6;
trains versus trucks, 10-11
ADVERTISING: mediums, and purpose of, 43;
committee on newspapers, 56;
posters, 57;
window displays, 57;
slides, 57, 58;
through local merchants, 58;
Hollingworth on, 107;
exhibit car, 122
AGRICULTURE: promoting interest in, 5;
Peach Demonstration Train, and illustration of exhibits, 13-14;
account of dairy train in Illinois, 15-16;
Pure Seed and Home Power Special, 16;
canning trucks, 37-39;
train titles, 67;
program for exhibit train, 74-75;
list of tours, 118-127, 129-130;
bibliography, 137-142
ALABAMA: publicity tours, train equipment, 129
APPEALS: advance publicity work, 42-52;
to local committees, 52-65
ARKANSAS: conservation train tour, 118;
bibliography, 141
ATTENDANCE: novel devices attract, 7, 34;
advance work to secure, 42-45;
methods of distributing, 44, 75-77;
outdoors, 77;
planning for, 94, 98;
receiving visitors, 97-99;
estimating numbers, 100;
distributing, 101-104
ATTRACTIVE EXHIBITS: advantages and suggestions, 4;
novel features a stimulus, 5-7, 104;
healthmobile, opposite 10.
See also _Motion Pictures_
AUDIENCES: selection and visualization of, 69.
See also _Attendance_
AUTOMOBILES: motion picture tours, 9, 25-26;
dispensaries and clinics, 27-33;
Child Welfare Specials, 30-34;
speaking tours, 34-37;
government trucks, 37-41;
motor service, 65;
list of truck tours, by states, 129-136;
and go-to-church propaganda, 135;
bibliography, 137.
See also _Trucks_
BIBLIOGRAPHY, 137-142
CALIFORNIA: publicity tours, equipment for, 119, 127, 135;
bibliography, 138, 141
CANADA: description of forestry car, 90-92, 128;
publicity tours, 128, 129, 131, 135;
bibliography, 137, 138, 140, 142
CANNING TRUCK: purpose of portable kitchen, 37-39;
truck tour, 130
CHILDREN’S YEAR SPECIAL: in Michigan, 23;
Cleveland Department of Health, 27-29;
“skip stops,” 97;
follow-up work, 113;
publicity tour, 132, 135
CHILD WELFARE: in Michigan, 23;
Massachusetts, 24;
traveling dispensaries and clinics, 27-34;
U. S. Children’s Bureau truck tour, 30-33;
advance publicity, 51;
follow-up work, 113-114;
health tours and publicity, 127, 131, 132, 135;
bibliography, 138, 141, 142
CHURCHES: co-operation helpful, 61;
truck tours in New York and Pennsylvania, 135
CLARK, E. A.: describes successful tour of dairy train, 15-16
CLINICS: and traveling trucks, 27-31;
Tuberculosis Commission, 28, 30;
transport truck tour, 133
COLE, P. T.: on Peach Demonstration Train, 14
COMMITTEES: on co-operation, 44, 45-47;
advance publicity, 52-54;
reception, 55;
newspaper, 56;
advertising, 57-58;
special delegations, 59-60;
church co-operation, 61;
schools, 62;
foreign groups, 63;
speakers, 64;
personal canvass, 64-65;
reception, 98;
organizing local, 111-112
CONNECTICUT: publicity tours, train equipment, 131, 134;
bibliography, 141
CO-OPERATION: value of, 18, 19, 117;
and publicity, 40-41;
arrangements for local committees, 44, 45-65, 98, 111;
churches, 61;
schools, 62;
railroads, 117
COST: economical advantages of train or truck, 4;
budget estimates, 9-10;
record of Pennsylvania train tour, 9;
automobile tour in Maryland, 9
DAIRY TRAINS: tour described by E. A. Clark, of Illinois, 15-16;
list of tours, 118-125;
bibliography, 137, 139, 141.
See also _Agriculture_
DEAN, GEORGE A.: describes Hessian Fly Special, 17-20, 139
DELEGATIONS: advance plans for special groups, 59-60, 102;
from churches, 60, 61;
schools, 60, 62;
hotels and restaurants, 60;
food dealers, 60;
employes, 60;
clubs, 60;
children and teachers, 102
DEMONSTRATIONS: effectiveness of initial presentation, 5-7;
adaptability of trains for, 10, 11;
trucks, 11;
Peach Special, 14;
dairy train and milking machine, 15-16;
food conservation, 22, 24, 37, 52;
canning kitchens, 37-38;
Land Clearing Special, 52;
program outlined, 74-76;
types of cars adapted to, 78-79;
kitchen illustrated, opposite 92;
arrangement of car for, 92-93;
tours, and equipment, 122, 124, 126, 129, 130, 133;
publications, 140
DICKSON, J. R.: describes forestry car, 90-92, 140
DISPENSARIES: scope of service, 27-33;
Children’s Year Special of Cleveland, 28-30;
motor trucks in Italy, 30;
Children’s Bureau government truck, 30-33;
publication on, 142
DOWLING, OSCAR: health train pioneer, 20
ECONOMY: advantages of train and truck, 4;
records of tours, 9-10;
war propaganda, 21-23
EDUCATION: advantages of tours, 3-8, 11, 25, 27, 117;
campaign tours, 118-136;
bibliography, 137-142
ENGLAND: publicity tours, 134;
bibliography, 138
ENTOMOLOGY: and Hessian fly in Kansas, 18-19
EXHIBIT CARS: peach industry, 13-14;
dairy train, 15;
pure seed, 16;
health tours, 20-21;
government specials, 22-24, opposite 70 and 77;
various types, 78-79;
correct designs for, 79;
living accommodations, 80;
cleaning methods, 80-81;
form and content of exhibits, 81-83;
moving audiences, 84, 86;
correct arrangement of interiors, 85, opposite 86 and 87;
placing exhibits, 87-90;
description of Canadian forestry car, 90-92;
moving people through, 99;
explainers for, 104-105;
list of, by states, 118-136
EXPENSES: See _Cost_
EXPLAINERS: services of, 104-105
FLAT CARS: dairy trains, 15-16;
for conservation work, 22, 77, 79, opposite 80;
Land Clearing Specials, 126, 127;
recruiting, 129
FLORIDA: publicity tours, and equipment, 120, 127
FOLLOW-UP WORK: and careful planning, 8;
reception committees valuable, 98;
aims, and suggestions for efficient, 106-114;
fixing impressions, 107;
printed matter, 109-110;
local organizations to take part, 111-113;
of West Virginia Public Health Council, 112;
results, method of checking, 113;
criticisms, 114
FOOD CONSERVATION TRAINS: government tours, 21-24;
and child welfare, 23, 24;
canning kitchens, 37-38;
work assignments, 52, 54, 61, 65;
illustration of exhibit car, N. Y. College of Agriculture,
opposite 86;
demonstration kitchen illustrated, opposite 92;
list of tours, 118, 123, 125, 130;
bibliography, 138, 140
FRANCE: truck tours for health purposes, 131
GEORGIA: Land Clearing Special, advance work, 52;
publicity tours, train equipment, 120, 133, 134
GOOD ROADS SPECIAL: publicity tours, train equipment, 119, 126, 133;
bibliography, 138, 141
HALLIDAY, J. D.: health education tours planned and directed by, 28
HEALTH CARS: advance publicity in West Virginia, 46-48;
topics and exhibits presented, 68;
over-crowded exhibits, 82;
methods to attract attention, 82, 83;
report of follow-up work, 112;
list of tours, 127, 128, 131-133, 136;
bibliography, 138, 139, 140, 141, 142
HEALTH EXHIBITS: motion picture truck of N. Y. State, opposite 10;
health trains in Louisiana, 20;
child welfare in Kansas, 21;
West Virginia Health Special, 21;
purpose of government train, 23;
Children’s Year Special, 23;
variety of topics, 68;
train tours, 127-128;
truck tours, 131-133;
wagon tour, 136;
motorcycle tour, 136;
bibliography, 138, 139, 140, 141, 142
HEALTHMOBILE: of N. Y. State, opposite 10;
motion picture tour in North Carolina, 26;
publicity tour of, 132
HESSIAN FLY SPECIAL: description of train run in Kansas, 17-20, 139;
speakers and publicity, 18-19;
train equipment, 122
HOLLINGWORTH, H. L.: on Advertising and Selling, 107
HOME POWER SPECIAL: demonstration of conveniences, 16
ILLINOIS: tour of dairy train in, 15-16;
publicity tours, train equipment, 120, 131, 133;
bibliography, 138, 139
ILLUSTRATIONS: opposite 10, 14, 20, 28, 29, 30, 31, 38, 39, 44, 70, 76,
77, 80, 84, 85, 86, 87, 92
INDIANA: publicity tours, train equipment, 121, 131;
bibliography, 142
INFORMATION SOURCES: 2, 117
IOWA: publicity tours, train equipment, 122;
bibliography, 139
ITALY: health trucks, 28, 30, 131;
motor clinics, 30;
publicity tours, 131
ITINERARY: planning, 94-97.
See also _Tours_
KANSAS: Hessian fly train described, 17-20, 122;
State Agricultural College co-operates with railroad, 17, 18;
publicity tours, 127;
bibliography, 139
KENTUCKY: publicity tours, train equipment, 122, 127;
bibliography, 137, 139, 140
LAND CLEARING: demonstration work, with automobiles, 52;
publicity tours, 120, 126-127;
bibliography, 140
LINCOLN HIGHWAY ASSOCIATION: and transcontinental tour, 40-41, 133
LOUISIANA: success of health trains, 20;
publicity tours, train equipment, 120, 127, 129, 131;
bibliography, 137, 139
MARYLAND: cost of automobile tour, 9;
publicity tours, train equipment, 122, 132, 134
MASSACHUSETTS: child welfare tours, 24;
publicity tours, 130, 132, 135
MEMORY: impressions, and follow-up work, 107-109
MESSAGE, PREPARATION OF: 66-73;
choosing a topic, 67-70;
limiting the message, 69;
program planning, 71-77
MICHIGAN: Children’s Year Special, 23;
publicity tours, train equipment, 122, 135
MINNESOTA: publicity tours, train equipment, 122
MISSISSIPPI: publicity tours, train equipment, 123, 132
MISSOURI: Women’s Patriotic Special, 22;
publicity tours, train equipment, 123, 128, 134
MOTION PICTURES: cost of automobile tour, 9;
N. Y. State healthmobile, opposite 10;
truck tours, 25-41;
North Carolina health campaign, 26;
Children’s Special of Cleveland, 28;
Wisconsin Anti-Tuberculosis Association, 37;
advance publicity, and slides, 57-58;
state tours using, 124, 128, 129, 130, 131-135;
bibliography, 137, 138, 140, 141, 142
MOTORCYCLES: description of a “Knight of Health,” 34-37, 139;
tours in Canada and Wisconsin, 135, 136
MOTOR TRANSPORT CORPS: purpose and description of transcontinental
train, 39-41;
publicity tours, 133
MOTOR VEHICLES: See _Trucks_
MOVING AUDIENCES: displaying exhibits to, 84, 86
NEBRASKA: publicity tours, train equipment, 123
NEVADA: publicity tours, train equipment, 123
NEW JERSEY: publicity tours, train equipment, 123
NEWSPAPERS: advance publicity for, 56, 58.
See also _Publicity_
NEW YORK: healthmobile, opposite 10;
food conservation train, 22;
publicity tours, and equipment, 123, 129, 132, 134, 135;
bibliography, 137, 140
NORTH CAROLINA: Board of Health motion picture tour, 26;
publicity tours, train equipment, 124, 132, 135;
bibliography, 141
NOVEL PRESENTATION: advantages of, 4-7;
secures publicity, 6;
motion picture trucks 25-28;
“Motorcycle Knight of Health,” 34-37;
along Lincoln Highway, 40-41
OHIO: Children’s Year Special of Cleveland, 27-30;
illustrations and trucks, 28-29;
publicity tours, 130, 132
ORGANIZATION: advance publicity important, 42-65;
assignments for committees, 52-65;
report of follow-up work, 112-113
OUTDOOR SPEAKING: 16, 34, 75, 77
PEACH DEMONSTRATION TRAIN: description, and illustration of exhibit
car, 13-14;
advance publicity, 48;
state tours, 118, 125
PENNSYLVANIA: cost of tour in, 9;
food conservation train, 22;
canning kitchen of Allegheny County Council, 37-39;
advance assignments for committees, 53;
publicity tours, 125, 130;
bibliography, 140
PERMANENCE: of activities, 5;
organization and follow-up work, 111-114
PLACES VISITED: planning an itinerary, 94-96
POSTERS: type of agricultural, 43;
advertising committees, 57
PROGRAMS: choice of a topic, 66, 67-70;
form of presentation, 67-71;
unit programs, 71-72;
of exhibit trains, 73-75;
of demonstration and exhibit, 76;
advice in planning, 94-96, 101-104
PUBLICITY: advantages of tours, 4;
first impression valuable, 7;
and successful co-operation, 19;
advance work important, 40, 42-65;
advertisements, 43;
specialized appeal, 44;
committees, co-operation of, 45;
preparation of letters, and example, 46-48;
advance agents, duties of, 49-52;
assignments, features of, 53, 54;
reception committee, 55;
committee on newspapers, 56;
advertising committee, 57;
committee on special delegations, 59-60;
church co-operation, 61;
schools, 62;
foreign language groups, 63;
speakers, 64;
committee on personal canvass, 65; and
follow-up work, 109-114.
See also _Advertising_
PURE SEED SPECIAL: home power equipment, 16;
arrangement of exhibits, opposite 87;
exhibit trains, 124, 126;
“Gospel of Good Seed,” 138
PURPOSE: and advantages, 3-4, 117;
of Motor Transport Corps tour, 39-40
RAILROADS: co-operation of, and list of educational tours, 117-129;
bibliography, 137-140, 142.
See also _Trains_
RECEPTION COMMITTEES: advance assignments for, 55, 98
RELAXATION: staff members need, 103, 105
RHODE ISLAND: publicity tours, train equipment, 130
SAFETY FIRST TRAINS: publicity tours, 128, 129;
bibliography, 141, 142
SCHEDULE: train stops discussed, 94, 96-97;
work and rest periods, 103-105
SCHOOLS: co-operation, 62;
attendance of children, and management, 102;
car as model school room, 128, 129;
and dental education, 132;
of conservation, 140
“SKIP STOPS,” 97
SPEAKERS: attraction of prominent, 6;
short talks in lecture coaches, 15;
outdoor lectures, 16, 77;
Hessian Fly Special, 18-19;
health talks and child welfare, 21, 24;
advance work for committees on, 64;
chief factors of success, 73, 74, 75;
explainers, 104
STAFF MEMBERS: traveling accommodations, 80;
provision for rest and comfort, 103, 105
TENNESSEE: publicity tours, train equipment, 125
TEXAS: Peach Special, 13-14;
agricultural train program, 74-75;
publicity tours, 125
THEATERS. See _Motion Pictures_
TOPICS: selection of, 67-68;
presentation, 68-71
TOURS: factors in planning, 94-105;
time stops, 96-97;
“skip-stops,” 97;
list of traveling campaigns, 117-136
TRAINS: advantages of tours by, 4-8, 11;
campaign costs, 9;
agricultural campaigns, 13-19;
health tours, 20-21;
trolleys, 23;
child welfare, 24;
planning an itinerary, 94-97;
moving visitors through, 99;
list of agricultural, 118-127;
list of food conservation, 123, 125;
list of health specials, 127-128;
safety first trains, 128, 129;
safety first tours, 128, 129;
bibliography, 137-141
TRANSCONTINENTAL TOURS: purposes, 39-40;
Lincoln Highway Association co-operates, 40-41;
train equipment, 133
TROLLEY TOURS: child welfare, 23-24, 135
TRUCKS: advantages of tours by, 4, 5, 6-8, 11;
cost of tours, 9;
adaptability, 11, 25;
North Carolina health car, 26;
traveling dispensaries, 27-34;
Children’s Year Special, 27-29;
clinics in Italy, 30;
Child Welfare Special, 30-34;
speaking tours, 34-37;
canning truck and portable kitchen, 37-39;
transcontinental tour, War Department, 39-40;
and Lincoln Highway Association, 40-41;
planning an itinerary, 94-97;
list of agricultural, 129-130;
list of food conservation, 130;
list of health specials, 131-133;
motor transport tours, 133-134;
motion picture tours, 134-135;
bibliography, 138, 140, 142.
See also _Automobiles_
TUBERCULOSIS: motor truck clinics in Italy, 30;
Wisconsin Anti-Tuberculosis Association, 34, 37;
attention getting device, 82;
health tours, and publicity, 127, 128, 131, 132, 133, 136;
bibliography, 139, 140, 141, 142
TYPES OF CARS: for exhibit or demonstration, 78-79
UNITED STATES: Safety First Train, 23;
Child Welfare Special, 30-33;
food conservation truck, 37-39;
transcontinental motor tour, 39-41;
Lincoln Highway and Transport Corps, 40-41, 133;
publicity tours, train equipment, 118, 127, 128, 131, 133, 134;
bibliography, 141
UNIT PROGRAMS: features included, 71-73
UTAH: publicity tours, train equipment, 126
VERMONT: publicity tours, health wagon, 136;
bibliography, 140
VIRGINIA: publicity tours, train equipment, 126, 129, 130, 134
VISUALIZATION: essential in preparing message and program, 66-72
WASHINGTON: publicity tours, train equipment, 126, 133;
bibliography, 140
WEST VIRGINIA: example of health publicity letter, 46-48;
report on follow-up organization work, 112-113;
publicity tours, 126, 128, 133, 135
WINDOW DISPLAYS: announcements and signs, 57
WISCONSIN: farm methods promoted by College of Agriculture, 16;
Anti-Tuberculosis Association work, 34, 37;
publicity tours, 126, 130, 133, 136;
bibliography, 139, 140
SURVEY AND EXHIBIT SERIES
EDITED BY SHELBY M. HARRISON
It is recognized in both surveys and exhibits that a standardized
technique has not been fully worked out. Still a beginning has been
made. Enough experience has been accumulated to justify recording
it and putting it at the disposal of those interested. With a view
therefore to increasing the use of investigation in dealing with
current community problems and to making such investigations more
effective, and with a view also to the widespread employment of better
methods of disseminating helpful information, the Survey and Exhibit
Series has been planned.
=The A B C of Exhibit Planning.= By Evart G. and Mary Swain Routzahn.
Price, Cloth, $2.00 net.
=Traveling Publicity Campaigns.= By Mary Swain Routzahn. Price, Cloth,
$1.50 net.
_Other volumes in preparation_
Subscriptions may be entered for the series, new volumes to be sent
when issued. Or upon request announcements of new books in the series
will be sent as books are issued.
PUBLICATION DEPARTMENT
RUSSELL SAGE FOUNDATION
130 E. 22D STREET, NEW YORK CITY