Middlebury register. (Middlebury, Vt.) 1886-1937, 1901-06-21
FARM AND GARDEN.


we recently dCCtpteu All INVITATION W
address the pupils of city high school
upon the subject Of agriculture, and, al
though there were but few, if any, pres
ent directly interested in the matter, the
attention accorded and the apparent in
terest manifested by both boys and girls
revived our previous interest In the
teaching of the principles of agriculture
in all public schools. We are aware that
more or less objection has arisen to this
plan, but it is mainly from all erroneous
impression in regard to what is intended.
When it becomes generally understood
that we do not propose to teach farming
as an art, but simply teach some of the
principles of science that underlie this
great industry, most of the intelligent
criticisms Of the plan will disappear.
The introduction of nature studies in
both county and city schools has become
almost universal, and the principles of
agriculture will take us but short step
further. The old idea that mind 6evel-
opment could only be secured through
the study of the dead languages, or the
higher mathematics which could possibly
have no other use. has given way to the
more sensible notion that training and
development of the mind can be had by
the study of subjects with which we come
in contact every day. 1t has been demon
strated to the satisfaction of sensible
people the mind can be improved by a
study of soil formation and plant growth
as well as by committing to memory the
heights of the peaks of the Rocky
Mountains, and that it is quite as bene-
fetal in mental development to learn the
principles of vegetable and animal
growth as to learn the names of the prin-
cipal rivers of Hindoostand.
There was a time when manual train
ing, as now taught in all city and larger
/ village schools, was criticised by intelll-
gent people, but now that manual train
ing is understood TO mean the training of
the eve. the hand and the brain, and not
the making of mechanics, there seems TO
be very little criticism offered by those
well enough informed to criticise. So
when it is understood that teaching
science or agriculture or nature study
means training and imparting knowledge
of the things about US and the things we
have to deal with, rather than the art of
farming, there will be few, if any, to OPP.
pose it. Farming has back of it many
sciences and it is not possible to teach
them all, or to enable one to become pro-
ficient in any of them, in the country
schools. but to teach an unders standing
of their rudiments is possible and desira
Bile. Such schools will not undo rtake tC
make chemists or skilled horticulturlsts
but they will undertake to give the boy:
and girls information that, while it de
velops the mind, Will also enable them tC
better understand the chemist or hort
culturist when he writes or talks to then
about the properties of the soil and abou
to understand and apply the principles
of animal nutrition and growth.
SO much has been written and sale
about this matter in recent years tina
there is a reasonably clear idea among
intelligent farmers and others interested
in farming matters as to what the trenC
of advanced thought j. in this matter
Recently some of the state legislature
have passed laws touching upon such in
sourD has a law providing that the ele
ments of agriculture and hOrticultur
shall be taught in the common schools o
the state. We do not know whether thi
law has been IN operation long enOugl
10 cause results or not, but ii is certanl.
legislation of the most commendable type
There are two important reasons TO
toned. One is the fact that a larg
share of the boys complete their schoC
education and training in the commo
district school, and if taught anythin
; about these common things ii must b
, taught there. The other is the yer
strong influence that will be eXerted W
, on the boys in favor of taking a cOurs
, in an agricultural college, and whe
, these colleges come near enough to tn
. people so boy can 60 from the distri(
school to them they will not lack for as
rlcultural students as they do today
These are strong reasons why the teacf
ing of agriculture, to the extent we hay
. named, should be introduced in all on
schools.
In order to secure the adoption of tn
plan there needs to be little misslonar
work in its interest. The grange an
other farmers organizations and societiC
need to discuss it and create publ
!; sentiment in favor of 1t. The legislatio
! secured, which may be very simple, HI
the cooperation of the officials in chare
of public educational matters obtsine,
there will be but little further needle,
It is q mattar that pOmmpndS itsplf m II
- telligent people and will demonstrate /
right to exist when once fairly inaugu
- ated.-Mirror and Farmer.