The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1901-05-30
SOME GOOD REASONS.
Conrad shearer Opposes The Introduction
of Agriculture Into the Schools.

Conrad Shearex Opposes The Introduction
of Agriculture Into the schools
Much has been written Of late con-
corning the introduction Of agriculture
as a branch of study in our public
schools. The agi 5ation of such sub
ject naturally draws out considerable
discussion on the part of leading edu-
Gators and taxpayers throughout the
land. State superintendent Harvey
puts the query: SIS this new demand
simply another fad, or does it grow
out of real necessity which is coming
to be recognized by the people?"
After a careful perusal of Mr.. Har-
vey's treatment of the subject, admit
ting that several logical points are Of
fered in its favor, it still seems that at
the present time our common school
course cannot stand to be turdened by
such an increase. Already more work
has been crowded on the common
school than it was ever intended to
carry. Ere long those institutions, so
dear to the hearts of the common peo-
pie, will have passed far from the
scope of their former usefulness. No
longer shall they have the privilege of
educating their children according to
needs in the little red school house on
the hill. To secure the elements they
will be forced TO swallow a course of
study adapted only to college eradu-
ates. Conceding the fact that in such
studies as botany, physiology, nature,
ETC., there is considerable educational
value, experience and reason teaches
that those branches are not the most
important ones in the course of study.
Business life too often reveals the
lamenta BILE fact that young people are
very deficient in the lines most essen
tia1 to progress. How often in aver
age class of employment will you be
called upon to use many of the sub
jects now taught in our public schools?
Little does an employer care whether
his Office force can tell the number of
bones in the human body or whether
the rose has four petals or twenty. 1t
is of far greater Importance to him to
know that his employees are accurate
in figures, careful in money matters,
and up-to-date in language and com
position.
It is a noticeable fact that but few
students are able to complete the COM
mon school course. circumstances are
against them on every hand. They
ramble for years over the broad scope
offered by the course, touching briefly.
first on this, then on that, until they
have an imperfect cleaning of ala
certainty of nothing. Take, if you
will, the four fundamental branches of
the course, viz: reading, writing,
spelling and arithmetic, (the "bread
and butter" of 1ife), and notice the
grades attained by the average stu
dent. They are away below par and it
is doubtful if one strong mathematician
can be picked from a list of ten aver
age pupils. A short time ago many
teachers made practice of emitting
penmanship entirely in order to make
way for some less important study.
In this manner our children are being
robbed of their birthright. Can you
then question the statement that the
common schools of our land are, fgur-
ative1y speaking, dead? So much
time is taken up with the
introduction of pet schemes of educa-
tors seeking a reputation that the fund
amenta1 elements of knowledge are
cast aside. Ask the average school
youth of today to invest a certain
amount of money in goods after de-
Quoting a commission of two per cent;
ask him to determine the capacity of
a cubica1 cistern of stated dimensions;
or secure from him a correct statement
of the total semi-month1y wages of $50
employees of any large manufacturing
concern. Do not be surprised if he
stares at you in amazing wonderment
at such guesses.
Why is it, let me ask, that many ex-
ce11ent young men and women, who
have "been through the public school,
wa1ksthe streets of Kenosha today in
quest of employment? You will say 4
it is their own fault. Then go back of
their self powers and look at the train
ing they received. Those young peo-
pie have no doubt been tested and
found wanting. What they can or
cannot do now is the result of training,
nothing more or less. Advocates of
introducing agriculture and other
lines of employment will say here is
an argument in support of their case,
but it is not. Why build the house be-
fore the foundation? Give students
the fundam entails and the rest will
easily follow.
With these differences in view, is it
good policy to increase the course of
study? Originally the common school
continue school of the common peo-
pie, giving freely to all the fundamen-
tai elements of instruction. Protected
by the Stars and Stripes, LEI it supply
what our good flag guarantees, the es-
sentia1s of true citizenship.