Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1900-07-24
THE FARMERS asAoINe COURSE.

THE FARMERS READING COURSE
Recently among my mall were several
letters from persons interested 10 the
Cornell reading course requesting me to
write to a member Of the legislature Ia
regard to Il. As far ss know was
the first to sgitste this question many
years ago, snd got not much sympathy
from our scientific men, one Of whom
used this expression: 1.-The farmers do
not seem to appreciate such things"
then secured the assistance OF Senator
George Erwin, Of st. Lawrence, who
talked the mstter up at Albany with
people who could Judge OF It's feasibility,
and as the result we In time had the
Nixon bill.
Ny idea was, and still Is, that the ele-
| ments OF natural science should be
taught In our public schools; that some
textbook embodying the principles OF
chemistry aud physics would be OF ad.
vantage to both teachers and pupils, and
the reading course is fair substitute.
Still, old men cannot learn like boys and
girls, and the long time between lessons
renders their influence somewhat ques-
tionsble. Therefore I think school
study would be better in its results
twenty-five years from now. The nature
study course for boys and girls is fae.
Very few farmers have any knowledge
OF Latin or the metric system, and some
things are bewildering. In my youth
We were taught that ''heat Is q form OF
motiou," and from unit Of heat we get
a measure of the fuel value OF food
and so determine Its value In dollars.
From this we derive the idea OF r
balanced ration" which Is sometimes
fsllscious aud to many hsrdly intelligi-
BILE. Perhaps some one will find another
definition OF heat, and We will be all at
sea again.
Still, we know COW can digest more
straw than a horse. This morning y
boy told me why you, could not boil po-
tstoes on Pixies Peak. but he cannot tell
Why our yearly crop varies so much nor
why one variety yields so much more
than another. Yet think knowledge
Of the natural sciences helps US to CON-
prehend these problems better than
Greek or Latin, and makes q man hap
pier even IL the world does not know
much sboct him. To the young farmers
| want 10 say: Raise the average OF the
farmer, employ teachers In our country
schools who can teach the higher mathe-
mates and natural science. We have
farmers who are fit to be members OF
the Legislature or occupy any public
place which does not involve profession
al skill. Secure their services In public
life, for they understand your circum-
stances better than ltwyers. Put a
tirst-class periodical In every home and
throw away sensational literature. II
YOU asked your district school teachers
the basis of our fractional system they
could not tell. The nature Of farming,
AS such, does not give II the influence
which money possesses, but when We
get up higher ourselves we can draw
legislation after US, and will not be lift
Ing ourselves by our bootstraps. We
will be standing firmly upon q founds-
tion of education and intelligence that
shall equal any class OF people. Very
few Of our number can 60 to the higher
schools, but united effort can bring a
good deal Of the high school to them.
A plant shows the nature OF Its sur
roundings; so does n boy or girl. Youth
Is the time 10 acquire knowledge. We
cannot learn when we are old. Give the
farmer boys aud girls farmers educa-
ton. IL may not be classic; and, though
they 20 through life following the dark
furrow and stained with the dust OF rural
toll, they will not be In Ignorance OF
life's mysteries with which they are
surrounded.-New York Tribune.