Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1880-12-29

education must meet these difficulties, it
must teach him to be a more complete
man as an individual. The farmer has
learned 10 pride himself on being prac-
teal. We must not too much shock this
idea. The agricultural college must have
the respect of masses. A change in this
direction is observable. The classics are
tending toward second place while
science is coming to the front. Two gross
mistakes, he believed, have been made by
the managers of many agricultural col
leges; one, enforced labor, the other, try
ing to make a farm pay. The farm should
he used for the purpose of instruction
Labor inclines to give lower tone to the
college and brings it down to the average
thought of the farmer. A paying college
farm is a sign of poor teaching. The idea
of training the mind should never be lost
sight of. Object teaching is not a science,
it is gathering facts, The college gradu'
ate should be SO taught that he can ar
range and use cts Education must
develop the thinking man. 1t must give
ttlf slutltuI tOUlIOl ONtl MS bNll llOulNito
There are two or three things here
which we should like educating upon; !. e.
why labor inclines to give lower tone to
a college, and why a college farm, to
which is devoted the most advanced
agricultural and scientific knowledge, with
plenty of capital, should not be made to
pay. 1t is this idea in its various forms
which more than any other one thing is Il
hindrancc to agricultural progress in our
state. People think the theories advanced
are fine things enough, but not practical
for farmers, who depend upon farming for
a living and for them farming must pay.
A college farm should pay, an experiment
station should pay, but in different way;
or if both are combined in one they should
each pay in their respective currency-the
farm in crops, the station in facts
Prof. S. w. johnson also took hand in
the discussion with paper on the SYSTEM
attic agricultural education as adapted to
the American farmer, as follows:
His present want is not so much owing
TO a lack Of knowledge as to better abl-
ty to systematic. The farmer obtains
his education through schools, colleges,
farmers clubs and agricultural exhibi
tons. but there are grave defects in all of
hese, or we would not be here discussing.
Foreign countries are in some respects
ahead of us. They excel Us in methods
for making farmers. We have no system
that will insure to every boy who is to
become farmer suitable education, and
when a suitable school is esta| lished we
are not sure of the boys to educate. More
of the simple elements might be taught in
our common schools Children may b.
caught much of plants, minerals and even
chemistry in school without interfering
with other useful studies Under com
petent teacher Il child may learn more in
II few weeks of the things which he sees
every day than his parents can know. Our
text books are sadly at fault when they 90
to The ends of the earth to describe kan
CARGO, while they leave the child ignorant
OF the domestic animals and insect enc
mics which are such power for good or
Ill ut our own doors, accordingly as we
understand them. We can get much
more into the school hours that will benei.
he child if we will set ourselves aboutit.
Ii the board of agriculture and the board
of education would work together in this
matter they might both do better work.
Here in Vermont we have had the SUI
perintendents of agriculture and education
working together just the means Prof.
johnson deems wisest and best, and now
"A portion of our Legislature wants both
abolished.
He also comedies and re states the OBJ
lection we have often heard made by
farmers, and sometimes denied by agri-
cultural college men-that our agricultur
III colleges graduate young men acOay
from the farm:
Our present agricultural colleges are
Ereat national blessing. but they do no
urn out boys that take to helping in the
of their fathers farms. The
Sheffield school has given an education 10
many scholars who are not found on
firms. 1t graduates them rather from
than toward the llrm. If often has but
few pupils, sometimes none. Connecticut
Young men do not care for an agricultural
education, but the time is coming when
this will be changed. We need cheaper
schools. Prussia has them, and they
teach her boys how to be useful. Our
boys and girls seem to be dreaming Of
luxury in cities without having to pay for
it. If we cannot secure an education for
our boys by any other means, let US take
them and lead them to school and study
with them. We need the agricultural
school to help us rs people. Our national
strength and prosperity depend upon it.
We need the restraint that an industrial
education and training brings. Freedom
is worthless without restraint; and our
safeguard against despotism lies in max
ing sbopwork honorable and idleness dis
honorable.
1t seems to US to be asking too much OF
an agricultural college, or any number o.
theu, to expect them to create IL love o
work in our boys and girls, so they shall
not dream of luxury in Cities II make
labor honorable and idleness dishonorablr
ESPECIALLY when labor gives lowe
tone to college"
When our scientific and professed agri
cultural educators can agree on What il
needed we may expect some .progres
in that direction.
APPLE JELLY - Farmer, Union count V
Penn; 1t would probably pay to boil eide