Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1879-03-19

| not know that there was such species as |
the Red Maple, and that its blossoms ap-
peared before the leaves and gave it its com
mon name and when told of the fact he
said, Blossoms before leaves how can this
BET How can plant flower before 1t is in
leaf p And when twenty illustrations of
this kind were given, he expressed astonish-
ment at his own ignorance.
"Every day, wherever CO. there is this
same exhibition of ignorance of the most
common things about us, and | am led to
believe that the fault lies largely in our
schools there is too much teaching of arith-
metic, grammar and geography, and too
little developing of the observing powers.
1t is worth great deal more to child to
know the difference between a bug and
beetle than to know the length of the Mis-
sissippi River or the height Lake Michigan is
above the ocean. The common school is
] to give the foundation for further knowledge;
it is to sharpen the appetite for more learn
ing, and am in favor of making every step
count by irving valuable information while
working to discipline the mind of the pupil.
"The great fault we find with men en-
gagged in agricultural pursuits, who are
willing to give others the benefit of what
they know, is that they theorize too much
take too many things for granted-give us
too much closet literature in place Of farm
experience | think this comes from the
early teaching which deals with books rather
than with natural objects. Where one is
used to turning over books for facts, and is
not in the habit of looking for himself out
into the world for them, it is a great deal
easier to sit by the desk in front of library
and develop ideas than to search for orig
inal observations on the farm, in the woods,
or in the shop. For this reason we get
good deal of reading that is good, only it is
warmed over. We would do well to heed
the facts contained in it, but knowing they
are dished up from the shelves, they are not
appreciated.
| "The following would be considered
very queer question to put to class OF
teachers OIL examination for certificates
Where do our flies come from, and what
use do they subserve p And still it is far
more sensible one than are one-half of those
which, if correctly answered, win the certifi-
cate But this is a question in entomology,
and we are not required by law to answer
questions in that is objected. | may not
know what the law is or what the word en-
tomology signifies, but | do know that it is
| a question that every observing child will
| ask sooner or later, and if the teacher can
answer it himself, he will know the kind of
information that is required in developing
that child's tendency to observe. I wish
more common-sense could be put into our
heads about the necessity of every teacher
having large fund of knowledge of com;
mon things that can be seen and heard
| The teachers too often are of those that,
having eyes, see not and the difficulty is
propagated in our system of education.
al know professor that teaches botany
by driving his classes into the fields and
woods before he gives them any books. He
thinks every pupil should have first few
lessons in language before they study botany
directly-the language of nature. He first
teaches them to be Interpreters of this, to
them, almost unknown tongue. 1t is quite
astonishing how little the pupils, most of
them see the first time out. The true
teacher under such circumstances does not
tell directly what to see, but how to look.
Very rapid progress is usually made under
this plan, and have in my own experience
found that not the least valuable feature OF
this plan is that the rapid requirement of new
facts stimulates to great effort to get more.
"For short article this is very rambling
but | intend it to be pointed toward what |
am now about to say Everybody engaged
in agriculture and horticulture nowadays is
putting more or less confidence in expert
ments. Agricultural colleges are asked to
perform thousands of experiments, and in
turn these colleges are asking the people to
experiment. Agricultural papers are re-
cording these experiments and they are all
working at the right thing But, ask,
how are we to expect one in thousand of
these experiments to be worth anything
when the men who perform them know so
little about accurate observation ? The pri-
mary training is not in the direction of OBJ
servations, and how are these people, with
no preparation for seeing, to see anything ?
This is why we get such long record of
experiments each year, with so little of real
value. The experimenters have not been
: educated to see. | feel daily this defect in
my own early training. put in too many
, hours over Browns grammar, that | ought
to have employed in learning how to see.
! Grammar has its place, but it should be a
l great deal nearer the college, and great
{ deal farther from the alphabet, than it is
! ordinarily placed. The development of the
! powers of observation can be pushed at a
4 very early date, and have often found the
. men best adapted to close experimental
v work who were kept at home on the farm
s when quite young, and from necessity were
J. compelled togive up the privileges of school
n but they learned many lessons that have
e proved of greater value than the majority OF
" those conned at the students desk.
r "My appeal, then, is to those who have
v the control of the common schools, to see
A, that the kind of instruction and the methods
pursued are calculated to prepare the boys
If and girls to become thirsty for new facts
e and more knowledge -diggers after informa
20 ton at the original mine This is what il
a, needful to make them valuable men ant
rs women, to aid in the development of tn,
re agriculture and horticulture of our country
1t and, in case they go into other calings, thi
lie foundation training could not be improved
If Whatever mans occupation may be, Their
in is great gain in having learned to see quickl.
Sc and accurately"
The Rural New Yorker.
of Under its present conductor, Mr. +.
Carunan tho old p.urnI hon d..riuez ha No.