The Marietta journal. [volume] (Marietta, Ga.) 1866-1909, 1893-03-16
hon. r T NEsBITT's ADDRESS

gradually. and the understanding at the
outset should be very definite that by
teaching agriculture III the public schools
it is not intended to teach how to pillow,
how to harvest or how to feed stock
but rather the why and wherefore, and
TO arouse an interest in agricultural
operations Third, that the principal
aim and object of this instruction III our
public schools should be the creation of
a sentiment IN favor of agricultural
work; the arousing of noble am bition
in young minds to become progressive
and successful agriculturalists; the
spreading abroad of the idea that the
industrious, thoughtful, honest farmer
is the most valuable citizen in this land
of ours-a man to be respected. appre-
ciated and honored by every member of
the community"
Prof. Calvin Thomas says: Very lit
tie can be done by common schools to
check the drift towards the cities. 4 \ y
Whatever tends to improve the econ
omic status of the farm industry and to
elevate the plane Of the farmers life
will tend to correct this evil"
In other words, let us insist on show
ing the farmer boy world at home,
full of interest, of beauty, of thought,
of study, of doing" 1t may be that the
condition of the rural school has been a
repelling force i'll sending many a boy
to the town and city.
In arithmetic, in reading, in drawing,
in history, subjects now included in our
public school curriculum, a turn could
be given toward and applications made
TO agriculture. If the purpose of such
instruction be carefully kepk in mind,
viz: to interest the puplls'Hn matters
pertaining to agriculture, and to instruct
them in the use of ,sheir eyes to see
what lies on all slices Of them, and to
see correctly, it matters little what part
of the immense field of agriculture be
selected, the roads upon which they
come to school, or which 50 often keep
them from school; the weeds by the
roadside and in the fence corners the
flowers, shrubs and trees beyond the
fences, the soil of the fields and the diff
ferent crops growing upon that soil;
the insects and the birds, which are in
some cases SO necessary, in others 90
destructive to the crops, the fruits and
vegetables. These and other subjects
will suggest that the instruction must
be confined to but small part of what
is probably the widest and most com
prehensive science known to mantle
science of agriculture.
Prof. HUXLEY says: THE farmer must
be made by thorough farm work. y
Nevertheless | believe that practical
people would be all the better for scien-
titic knowledge. 1t would keep them
from hopeless experiments and enable
them to take advantage of the innumer-
able hints which Dame Nature gives to
those who live in direct contact with
things, If | We're called upon TO
frame a course of elementary instruc-
ton, preparatory to agriculture, | am
not sure that | would attempt chemis-
try, or botany, or physiology, or geology
as such. The history of a beau,
Of grain of wheat, of turnip, of a
sheep, of 8. pig, of COW, properly treat
ed, withIthe introduction Of the elements
OF chemistry, physiology and so on, as
they come in. would give all the ele-
mentary sc;ece which is needed for Ito |
comprehension of the processes of agri-
culture, and in a form easily assimilated |
by the youthful mind"
Again quote from Mr.. James: "In |
conclusion | would say that these sug-
gestlons do not involve any upsetting or |
oVerturnlng of the present system of |
education, but rather an adaptation to
agriculture as far as possible of subjects |
now upon the curriculum. If nothing
more be done than to start our rural !
pupils to thinking; to give them an i'm
petuss or a turn in the right direction; to
develop III them taste for agricultural |
study, and Investigations to arouse in
them desire to know more and read !
more about agricultural affairs, and |
especially to increase i'll them respect
tor their work and a pride in their call
ing: then the most important end of
their education will bave been attained"