The Lafayette advertiser. [volume] (Vermilionville [i.e. Lafayette], La.) 1865-19??, 1907-05-15

three acres in the time we now work
one, as in fertilizing and tilling an
acre till it will produce three fold.
SIT is doubtful if many common
school teachers could ever define the
most economical can for farm use,
all things considered. 1t has been
suggested that instruction could be
given in economic rations, which
would be of great value in animal
husbandry. Let us consider this a
moment. The formulas for making
food rations for domestic animals OF
different ages and under different con-
ditions, are mainly based upon the
German experiments and their tests
were all made upon stall fed animals.
The teacher without scientific training
would not know that they were OF lit
tie value to the American farmer be-
cause here nearly every case is an ex-
ceptiOn. The age, weight. exercise,
ability to digest and assimilate food,
the climate, the weather and the
hereditary tendencies have a bearing
on the relative proportion OF protein,
carbohydrates and fats in the ra-
tions. Again. foods differ in compo-
sition: corn may have from 8 to 10 per
cent of protein, depending upon the
variety, maturing and storage. AL
falfa may have from 10 to II per cent
of protein, depending upon when cut
and cured. Further, the age OF the
grain and the flavor affect digestion.
and cost of material must be consid-
cred. But where economic husbandry
in the United States radically differs
! from the German, is in the use OF the
pasture, and feeding all classes of
animals. whether for work or for fat
tening, in connection with the inn
proved pasture where the protein is
derived from the grass, and is a neg
lected element in the feed ration: corn
and grass making the scientific ra-
ton.
SIT is evident that judgment and ex-
perience and some science enter into
the questions, and a teacher without
| scientific instruction would be totally
at sea. A part of agriculture that
can be taught in schools, and as l
have always claimed should be taught,
is how to increase the yield per acre.
| While from an economic standpoint
only one-fifth of the gain is given to
this, it must still be regarded as a
broad and important subject. 1t in
+! wolves the intricate problems of the
soil. the composition, the mechanical
conditions, vegetable matter, drain
age, relative moisture, temperature,
rainfall and its conservation. cover
crops, soil renovation, use OF COM
mercial fertilizers, green manures,
animal excreta and farm waste, the
depth and the frequency the soil
should be stirred, and the conditions
it should not be stirred, etc. Then
there is a broad field, the vegetable
kingdom. A simple classification OF
plants should be given: how plants
feed and how they grow and how they
are propagated; what conditions
hasten and what retard growth, influ-
ence of soil conditions, sun, air, lea1
structure and environment of growth,
composition, quality and flavor OF
product, whether in the stalk or fruit
This includes flora culture, gardening,
horticulture, forestry, etc. l have
enumerated more than the common
schools can accomplish, ever in ar
elementary way; yet there is more thar
could be probably taught.
"My view point differs again in the
method of imparting this knowledge
to the pupils of the common schools
If a text book be used as a study, thu
teacher will be examined on the tex
book and the pupils will pass on theil
memory of the text book recollections
What we are seeking is practical re
form and if the teaching be by objec
lessons (problems worked out in tn
soil and the living plant the pupil viii
then never forget and " doubt tn
truth of the lessons learned. Tn
, strongest reason for the object les
sons in agriculture is that they direc
the pupils to q life of observation
The most important steps in the edu
|, cation of a child is to open his eyes t.
things. The highway of knowledg
: passes through the eyes. Persisten
and accurate observations are tn
foundation of scientific knowledge