Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1881-03-30

where hired hands would otherwise be EN-
ployed, and is largely Of the sort which the
home education of the student has prepared
him to do WELL
Why is it that teachers in some other so
called industrial schools have so strenuously
objected to manual labor It is perhaps
explained in President Abbot's remark that
at may at once be owned that the opera
tions of the college would be much simpler
in the absence of q labor system for stu
dents" And he adds that "only great ad-
vantages educationally to the student could
warrant the college in endeavoring to keep
up compulsory system of manual labor"
These great advantages are both physical
and mental, as we have intimated above.
ave hope" says Mr.. Abbot, "by the labor
system to have our graduates possessed Of
that physical hardness that is required of
the farmer" And he quotes from medical
journal the statement, which every intelli-
gent physician must endorse, that "for the
most perfect and healthful development Of
the body it is absolutely necessary that the
muscular system should, while the body is
maturing, be developed by the habitual use
of the muscles in actual labor. When this
is done the digestion is made powerful, the
lungs are enlarged, and the size and activity
of the brain increased There is no better
way to secure and maintain health and har-
diness than by daily manual labor on the
farm or in the garden.
The range of objects in which the begin
ming of skill is acquired is very large. Not
only is larger number of crops and of va
rieties of plants grown at the college than
On an ordinary farm, but the methods are
more various. The comparison of breeds
of cattle, the budding and grating of trees,
growing of hothouse plants, the planting
and care of shade trees, laying out Of
grounds, treatment of forests, culture of Or
namental plants, management of bees, sur
veying and division of fields, are some Of
the work which is commonly carried on.
1t is mistaken notion" says President
Abbot, "that science is learned when the
text book is committed, or even when the stu
dent can write essays and lectures upon the
subject. The president of bank once said
that it took graduate of a commercial COL
lege about two years to become competent
to keep the books without oversight. Book
farming is no worse than book-anything-
else Experience is the only schoolmaster
that gives certainty to knowledge. The
case is similar in the learning Of sciences.
A general knowledge Of astronomy, geology
and classification in zoology, such as an ed
ucated man is expected to possess and such
as is really of value to him in his conversa-
ton, his reading and his travels, would be
very insufficient for practical use. The
knowledge must be made familiar.
"The general propositions of the sciences
must not simply be known, but enough Of
the individual facts on which these PROPOSE
tions rest must be known to make them
both be, and be felt to be, the summing VI
of knowledge of details. A short course
of lessons never gives the mastery Of princi
pies in any science. 1t is only by living fol
considerable period of time in the midst Of
the things and processes of which the science
teaches that this mastery is gained. Th,
three hours daily labor on the farm hold
students to place where their scientific
knowledge is under constant handling ant
} the memory in ever changing relationships.
"Many remedies are suggested for tn
abandonment of the farm by the young mer
} of the country. The inducements to go int
, the professions or into mercantile pursuit
: are very strong with the young. 1t woulo
not do for an Agricultural College Il
! strengthen these influences by breaking VI
, the habits of farm labor with which tn
student generally comes to us, and permit
ting taste to be created averse to manua
| labor. But to accomplish the objects of tn
institution it is evident that the studen
must not, in acquiring scientific education
8 lose either the ability or the disposition Il
: labor on the farm. If the farmers, then, ar
: to be educated, they must be educated OF
the farm itself.
: "But this habit of labor and willingness
), labor is not enough of itself to determine
t student to select agriculture as his vocation
t Home circumstances will often do it, a
Q they will also determine other students t
K other pursuits Something more is needle
l. to give farming fair chance with othe
callings in its claims upon the young. Wi
s the rendering of home more pleasant b
t better gardens, fruits, and flowers, by shad
6 trees and other objects gratifying to tn
0 taste, keep young men upon the farm
l. These things will have their influence, n
>, doubt; but, on the whole, the youth q
r. our country are too noble to look for mer
It ease and enjoyment in their chosen voc'
II ton. They want in business that scop
e and necessity for intellectual labor that sha
n give it dignity in their own eyes and in ths
8, of community. And when they see ths
e agriculture has become an intellectual bus
s ness, that it has sure foundations in scienc
d and gives full exercise to college educatio
n and discipline, they will feel it to be, as
s. is, worthy their highest ambition, and ii
y business will then, in return for honor b
It slowed, confer honor, not only on the ed
,e Gated, but upon the whole mass of agricu
turists who shall share in the dignity that
lie enjoys"