The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1901-12-28

physiology, music, drawing, civics, agTi-
cultural chemistry, botany, and in add1-
ton the direct agricultural branches
dairying, horticulture, the feeding and
care of animals, gardening, soil ana
fertilizers and other pratical subjects.
The Dairy School.
The dairy school has been in operati IN
for about ten years and its work has
been devoted to the instruction of cream
cry butterHlakers and the development of
the cooperative creamery as an lflS-i. |.
ton of the agricultural communities OF
the state. The instruction is practical
and definite. 1t continues over four
weeks Lectures and practical demon-
strations are its characteristics. AS to
the promotion of the creamery industry.
l need only say that within the dec lie
covering the life of the school the out
termaking industry in Minnesota has ne-
veloped from an insignificant position &c
that of a leading source of wealth. There
are now over six ehundred creameries in
the state. The grade of the produce has
been greatly improved and Minnesota
butter now takes first place in competi-
tive exhibitions as We'll as in the mar
kets of the country. AS IN every other
branch of the educational work of the
department, there is constant interest
and a high degree of apprecia ton MANI
tested.
1t is quite evident that the practical
work of the agricultural schools has been
the cause of the demand for agriculture
in the rural schools. 1t is natural that
one, seeing the benefits resulting from
the school of agriculture, should In
quire: Why not extend this excellent
work to the whole school system OF the
state? But some practical difficulties lie
in the way | hope l have made it clear
that the results obtained by the agri-
cultural schools have been reached large
ly through thoroughness, expert teach
ing and complete eqipment. 1t is obvi-
Gus that such work as is being done can
only be accomplished when concentrate
in one institution. 1t is also clear that it
is adapted only to the older pupils.
Must Re Elementary.
1t seems plain then, that agricultural
educa ton in the common schools must
be elementary in character; and this both
to suit it to the needs of the pupils and
to the qualifications of "a teaching corps
which, in the nature of things, cannot
have expert preparation. In a general
way | should say that the aim should
be to teach children the simplest princi-
pies of agriculture, to give them Sotne
idea of the elements of the natural sci
enceS as far as they bear upon agrIcli-
tural matters, and to inspire them with
a love of nature and country life Su IN
instruction would be, perhaps, the most
rudimentary form of tie work Which IS
being done at the agricultural school.
And it need not necessarily look toward
any higher instruction in later years; for
it would be, in its SIMPLE FORM equally
valuable to the child who is to live upon
the farm and his comrade who may
spend his life in the city.
The so-called nature study" which
forms a part of the curriculum in many
schools has in it some of the elements
of the agricultural work as it must ulti-
ulately be conducted in the rural schools.
l need not tell you of the wonderful
posSibi titles which lie behind intelligent
instruction of the boys ard girls in the
simplest facts in natures domain. An
interest aroused al an early age IaS.s
through life. 1t NAV be the means Of
forming the tastes and directing the life
work of the children along the highest
lines But the first purpose must be that
Of teaching the farmers children the
wonders ard beauties of the plant and
animal life about them and inspiring
them with a love for the farm Life which
perhaps may seem uninteresting or dis
tasteful. Encourage ment may be found
in the fact that several young women,
after finishing he course in the school
CT agriculture, have. as teachers in coun.
try schools, been able to introduce lines
of domestic science. They report as the
pupils which is effective in securing reg
ular attendance as we'll as being intlu-
entail in their home life. Such ex9.sri-
ence indicates mat with trained teachers
and right equipment might be expected
a strong support from country scholars.
Some Difficulties.
But there is a serious practical diff
Guilty which confronts us at the outset
in this matter of agricultural education
in the common schools; we have no
teaching force equipped for the work.
For, While no expert agricultural inStruc-
ton can be expected in normal schools. a
considerable amount OF practical infor-
nation must be possessed by the teach
er. There must be special preparation
of the most careful kind. And beyond
that there must be enthusiasm. Of
course enthusiasm is most desirable in
teaching 3ny branch. hI1t thara arc IN