The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1901-04-23
THE COUNTRY SCHOOL HOUSE AND ITS GROUNDS: AN AID
TO AGRICULTURAL TRAINING.

The country boy is usually bash
full, and has little to say to new ac-
qu~aintances the flowers would get
into his confidence sooner than most
strangers. He would not miss home
and mother and familiar things so
much.
Instructive lessons about ANIMALS,
biennials and perennials could be
taught as the years go by. The
names of the plants and of their
several parts would be memorized
much more readily from the living
subject than from a book. At re-
cess and during the noon hour much
of the plant lore given to the more
advanced students would be dealt out
by them to the beginners. Young
people do not hide things under a
bushel. The study of natures book
is never regarded as a task, and
what she tells US in her own peculiar
way finds almost always an open
mind and a retentive memory.
In the very best rural schools are
found herbariums, fishes preserved
in alcohol, samples of rocks, soils,
woods and minerals. There are few
districts in any of our States that
cannot afford these collections, and
there is no good reason why the
country teachers should not use out
of-door object-lessons that are so
abundant, so inviting, and altogether
so appropriate for the best develop
ment of the young farmer.
Heat and moisture are good SER
wants of the cultivatOr when con-
trolled, but severe masters where,
through ignorance, they are per
mitted to have their OWL way. Their
potent influence on production is
generally overlooked in the educa-
ton of the farmer. The subject is
certainly neglected entirely in most
of III country schools, important
thought it may be to the future
welfare of the child.
Advanced research to discover the
effects of heat and moisture on pro
ductiOn is receiving some attention
at our agricultural colleges, and
valuable results are available to the
students who reach the colleges; but
these T comparatively few in mum.
Der. The State college endowed by
offers to the farmer a kind
of intermediate stage of education,
but he is given no practical begin
in the common school, and
there is no university in which, after
graduating from college, he might
carry on specialization.
CARING FOR THE GROUNDS.
Many of us have distinct recol-
Lections Of disagreeable schoolhouses
and grounds. We ought to arrange
matters so that different impressions
will be made on the little people who
now venture from home and go to
school. We should associate as many
attractive things around the school
house as can be brought together,
just as we make the parlor the most
beautiful room at home in order that
Dur friends may be pleased while
they visit US.
Flowers and plants are most pleas
additions to the house as we'll as
the lawn. Students should be
the daily care necessary to
have healthy and beautiful flower
ing plants, the ses of the spray, and
the remedies for i~nfesting or destruc-
tive insects.
The children of a schoolroom will
watch with interest the unfolding
of new leaves, the first appearance of
a bud, and finally the bursting petals
of a beautiful blossom. Without
much extra labor the paths that
should be artlstically laid out ON
each s~choolhouse lawn can be edged
with neat, blooming border plants.