Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1879-11-19
No. 9.

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In the earlier part of life education,
mental growth and the knowledge acquir
ed are identical. The effect OF putting it,
finger in the candle flame gives the child
Il clear idea of cause and effect, Il mental
growth. and at the same time it becomes
part of practical knowledge which will
come in use all his life.
Reading, writing and mathematics. to II
certain extent, will all enter into his life,
whatever may be his path in it, as useful
helps-as tools to be used in his trade
and these have therefore very properly
become II portion of every chld's primary
education. The pursuit Of higher mathe-
MATES, of mental philosophy, the Ian
guages, literature, ETC., etc, TO the MAORI
ty of those who study them, are eluca-
tional simply, promoting mental growth
and discipline, Il process Of mental devel-
opment, and will not enter as helps in his
life work except in effect, Just AS mans
physical strength will serve him equally
well whether it is acquired in the college
gymnasium and boating club. or on the
flrm, or in the shop; if it is there, it wIll
serve its purpose equally well as simple
brute force, but if he is to pull in IL boat
race, he needs beside the strength and
skill acquired by that kind of practice.
If his strength was required in swinging
scythe, his boat practice would prove ii
little use, for though it had given him the
strength necessary, he would lack the sill.
i=re the requirement of the strength is
tnr physical eiucaii)n;; the ability to
appIy it properly and successfully is the
t}loUledge, and this distinction we think
exists in mental as well as physical being.
If the boys future life is to be spent as
II professor of Lttin or Greek, the knowl-
edge of these languages, besides their ed
ucational effect, becomes part of his
trade, his capital in business, and for hi
work higher mathematics need have no
oxis ence, but should he become an as
tronomcr or professor Of mathematics the
case is reversed.
The experience of centuries has seemed
ID settle on Il course of studies embracing
the languages, higher mathematics, etc,
rs the best for mental culture and training,
and if the decision be correct (Which we
hlve not the ability to question or aflirm),
then i. is good for every boy, whatever
my be his future path in life. Where he
sh til drop his education and take up his
trade, he, or rather his circumstances
must decide. We are constantly hearing
n good deal about "educalion for farm
efs," and agricultural education" as if
farmers sons were some peculiar species
OF the human family, requiring an excep-
ii NAL and particular course of treatment.
When we hear it, Shylock's words in the
street Of Venice come to mind when in
hi, bitter hate of Antonio, he in fiery in
dgnaton poured out his wrongs: " He
hath scorned my nation, thwarted nv
bargains, cooled my friends and heated
L
am jew! Hath not Il jew eyes? hath
not jew hands, organs, dimensions,
senses, affections, passions? fed with the
same food, hurt with the same weapons,
subject to the same diseases, healed by tie
same means, warmed and cooled by the
same winter and summer that Christian
is? If you prick US do we not bleed? if
you tickle us do we not laugh? if you
poison us do we not die?" SO farmers
boys are like other boys, and any sort of
patent cutoff arrangement to give them
n kind of cheap Jack" educntion, an
inferior course, we decidedly object to,
and so do they; and for that reason schools
started on that plan langush for students.
Farmers boys-or boys who intend to
become farmers must prove no exception
to the general rule which governs the rest
Of the world-get as good an education as
is possible, and then learn their trade as
well as they can, and on these things, with
the potent influence Of natural ability will
depend their future success, aSwith those
who choose any other course in life.
Now us to the effect Of various studies
Bro. Hoskins, in an article deploring
the ignorance of farmers, has the follow
ing:
How few farmers know the names of
one tenth of the plants that grow son their
ow land, to say nothing of their proper
ties. How few know ANYTHING of the
composition Of soils or of rocks. How fe "
are acquainted with the structure of their
domestc animals. We do not believe
there are fifty dairymen in the STATE of
Vermont who know the structure of the
cows bag. The composition of the air we
breathe and the water we drink the laws
that govern their motions and power, the
wonders of heat, light, electricity, mechan
ical force, of everything about them, in
fact, that has power to help or harm, is II
sealed book for want of instructors compc-
tent to awaken their minds to these things
in their youth.
AS matter of education all these things
must be valuable, and when a man under
stands 1.-THE laws and power and wonders
of heat, light, electricity, mechanical force,
of everything about him. in fact, that has
power to help or harm,' he will be not
only a pretty well educated but very
learned man; inasmuch as he would pos.
sess more than the sum total of human
knowledge.
As matter of knooledgc of practical
value to farmer it would make no differ
ence TO him if he supposed the air TO be
composed of equal parts of coal tar and
electricity. it would all the same fill the
lnngs and vitalize the blood; or if he
thought water was the tears of the gods,
rain would still fall on the just and the
unjust Life is too short to make an en-
cyclopedia of knowledge of every man.
and the attempt to master all branches,
even of science, will tend to make quacks
and bunglers of those attempting it.