Manchester Democrat. [volume] (Manchester, Iowa) 1875-1930, 1905-02-08
FRANK d. JOSEPH

l have been asked to write q few
so'ds regarding agriculture in cur
rural schools. 10 so doing shall take
the liberty OF depressing somewhat
from the re a subject ard treat IL more
in geGeral relationship TO our public
-choois. II IL my intention to exploit
no wild rat scheme but shall speak OF
some things rs possibilities While
not In full sympathy with the presen,
movement for agriculture instruction |
believe there l. real value In its study.
France, Germany and England require
1t In their cOu se OF study Even 10
America soma states make it ompul.
sorry. N, teacher is allowed to gradu.
ate from the Wisconsin Normal Schools
without pursuing an elementary course.
The people Of that state are also con.
Quoting county agricultural schools
that give the farm boys course equal
70 tho chs r ~ course In most state
schools. A-number OF states teach the
.unject in their rural school districts,
30 we can see 1t is not new one.
Some one has said that there is a
Crying need for agriculture in our pub.
tic schools, ana naturally we wonder
from whom comes the cry. Is 1t from
some one anxious to exploit his ideas
bsfore the people, or some book com.
pany shrewd to see the opportunity for
profitable investment or is it the COM
mon sentiment of cur people? We are
inclined TO believe no one man, by his
hobby, could Influence 30 many persons,
that book company could not
screen its avacicous spirit but that
tho public believes agriculture heaven
of good to our rural community. We
must all agree there is an ethical value
10 the study, whatever our minds mey
be regarding the method of tesching
The farm is shown to be worthy OF
study. The things about tho farm are
dtgnitied as being worthy OF scientific
investig cation. The pupil also learns
that he may study the things near al
nand and receive the mental power for
which he Is striving. And his pursuits;
8 making his work pleasure.
Permit me to say ii matters little
What may think on this subject but il
Is what the taxpiyer wants and Is will.
ing to pay for, that governs our public
schools, In the few words that follow
desire 10 direct your attention along
Two lines OF discussion. First-agri.
culture, its relation to Hur rural schools.
Second agriculture as taught in our
county high school. These do not OF
necessity go hand in hand. Either
will live without the other though per.
maps the high school will receive more
attention and reach e larger number OF
tudents II agriculture is taught in the
district school.
Il, There Is q common idea about, tina,
he teaching Of agriculture means
xpoundiug the best methods in pillow.
ng, dragging, sowing, and reaping, OF
hat come man in his office tells how tc
!, do those things with which the farm
boy is already familiar. Sucn Ia moi
the case. In Il simple way the child Ii
lead to- observe the things about him
how the soil takes up the water
drainage-how plants feed-parasite
OF plants-weeds and crops-dairying-
principles of feeding and animsle. AL
these naturally tend to sharpen the in
tellect aud stimulate an interest In ma
ture, like fise teach us to work will
our hands as we'll as the mind
r Again we hear, sour rural school
now educate the boy away from tn
farm" In this statement there Is III
| element OF truth. The study OF history
civlcs, and biography does carry ava
1 from him natures teachings. 1t pre-
sents to him the full grown man, activ
a In the worlds affairs. He sees th
town or city rs the home of his idea
a and even pictures himself at no grea
a future standing shoulder to shoulde
a with those who shape our nations DEF
Y tiny. Is 1t any wonder, then, that q
3 ambitious boy is fred to seek cit
a home.
~ l would not deprive him Of thes