The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1903-11-17
SOME OBJECTIONS TO AGRIcULTURE IN THE
PUBLIC SCHOOLS.

our friend. Mr.. E.. E.. Miller, of Tennessee, sets
forth some objections to. teaching agriculture
In the public schools-or rather some objections
to some possible methods of teaching it. We do
not know what the Tennessee leaders are plan
ming to do, but the system in operation In North
Carolina is not open to many of the objections
named by Mr.. Miller. We are not trying ito
teach agriculture to boys who know nothing
else" Under the rules sent out by Superintend-
ent Joyner, children under fourteen years. of
age, unless unusually well advanced, are not
taken into the agricultural classes. Our chill
dren at this age are usually studying other sub
iects in addition to the three RS. And whatever
Mr.. Miller may think about it, our opinion-is
that the average country boy who has to choose
between agriculture for. Beginners" on one
hand, and geography, history, or grammar on the
other, will make a mistake if he does not choose
the first. He more sorely needs to know about
things in his own life than things in the life of
men dead a hundred years; he more sorely needs
to know about conditions on his fathers farm
than about conditions in China or Kamchntka;
and while there ought to be persistent effort
to encourage correct speaking and writing, the
average grammar fails lamentably in this par
ticular-so conspicuously fails that we are glad
to see Herbert Spencer referring to the usual
RTdIlludT It'll d al 1AGCuSC1J CGupA ObO
And it is certainly no more a "waste of time"
to talk about soils and plant growth and animal
feeding-things that are a part of the students
everyday life and thought-than it is to talk
about the capital of New Mexico, the landing of
John Smith, or the conjugation of the verb Ito
love-"
We are getting away from the old idea that
education is for purposes of ornament rather
than of use; that it must deal with artificial
ties rather than actual life; that training can
not be had through the practical studies as well
as through the studies that are of little or no
beneft-and Mr.. Miller, as a thoughtful young
man, will doubtless fall in with the current be-
fore he gets much older. "a century ago" says
DR.. George 7. Winston, education was for the
few and was intended to fit men for the learned
professions; to-day education is for the many
and is intended to fit men for life's practical
work" And we have found that we can train
mems minds just as we'll by the new system as
by the old.
Finally, our correspondent is about a hundred
years ahead of his time-possibly five hundred
years-with his warning against making the
schools mere schools of primary agriculture. y
We may sometime need such a warming, but that
time is not yet in sight. The danger is entirely
in the other direction. To warn people now
against too much agriculture in the schools is
like warning famine sufferers against the dang
ers of over-eating. 1t reminds us of the minis
ter who preached a sermon to newspaper men
on the deceitfulness of riches. The warning
that is really needed now is that given By Prof
W. L.. Poteat in his address before the North
Carolina State Literary and Historical Associa-
ton last week. We quote:
81 beg to point out the danger that the rural
school, instead of serving to enrich and adorn
country life, may be the most efficient agent in
perpetuating it's poverty. Under the operation
of the French Ednnnt;nn RiII Of 1929 rnu;noc