We all thought we were original, and perhaps we were; and yet it is certainly not new for schoolboys to work outside the school session when of proper age. Whether for the father or a neighborhood employer, boys 14 and over have worked in stores and gardens, in summer hotels, in offices, garages, and manufacturing plants. Nor is it unusual, for that matter, to have the outside work coördinated with the school and receiving due credit in the curriculum. The coöperative high-school and vocational courses in many cities--Fitchburg, Beverly, Providence, Hartford, Indianapolis, Chicago, and New York--are well known to those who are familiar with the extension and coöperative efforts of our vocational schools. Furthermore we are familiar with the two types of camps: the adult-labor and the recreation camp. The work camp is much the older, dating back to the building of railroads and the opening of lumber districts. In the past decade the recreation summer camps have become a potent factor in secondary-school life, making a complement of the school year's work by laying stress on the physical development of outdoor woodland and country experiences. Some of these camps, while primarily recreational, have had courses in manual training, college preparation, arts and crafts, and languages, yet so clearly is their play nature of chief importance that no one thinks of them as work camps. Now the farm-cadet movement involves the farm labor of the schoolboy, who is sent out and credited for his work by his school and is added to a camp life where in a squad of his fellow schoolboys he is looked after by an appointed leader as if in a Y.M.C.A. camp. Thus we have, out of familiar ingredients, a new compound, bringing into relation the boy, the parent, the supervisor, the employer, and the school. This agricultural movement in connection with the schools had its inception at the Philadelphia meeting of the Eastern Arts and Manual Training Teachers' Association early in 1917. At once three Eastern states--Massachusetts, New Jersey, and New York--began to formulate plans for its operation.[10] For it was not to be the simple expedient of excusing boys from school to work on farms, as has been the practice in many localities, but a plan whereby the boy was to be retained in the school system, substituting in his course during a portion of the year agricultural work for the academic and vocational studies of the regular curriculum.