The ranch. [volume] (Seattle, Wash.) 1902-1914, 1909-07-15
EDUCATING RURAL YOUTH.

At the recent meeting of the National Educa-
tional Association at Denver, Colorado, James w.
Robertson, president of Mcdonald college at
Quebec addressed the Rural and Agricultural
Department He is quoted as saying: 1T is not
a matter of little education being dangerous;
it's the vast remaining ignorance that hurts the
farmer of today. He wants little education for
his son, but he doesn't want to pay. He doesn't
want education because he thinks his son
will leave him. This is where he is wrong, be-
cause if the son knew more, the farmers acres
would be worth more"
Dick j. Crosby, of the United States Depart
ment of Agriculture, pleaded for closer relation
between the rural schools and the community. He
wanted to shift the emphasis from the three RS
to good cooking and the ability to make fences
where required. Mr.. Crosby is a graduate OF the
Michigan Agricultural College.
These two speakers represent the TWO very dll-
ferent phases of the educational question The
former is an exponent of that phase that per-
tains to an endless acquisition OF mead knowledge
that has to do with the literature and languages
of the dead past. The other represents more
limited acquisition of information about the things
of today, those that pertain to the actua1tes and
necessities of daily life, and which may be util-
lized in providing for its comforts and needs It's
sustenance and happiness.
Industrial knowledge is source or power !ts
value has been generally recognized that us
influence has widely permeated the educauonal
fabric modifying and broadening it's scope and
making it useful to American Citizenship:
It is extending to the primary school system, and
is gradually transforming the basis OF our grand
system of public education.
In this work our Agricultural Colleges have had
an important share. For fifty years they have
been in operation and their influence and work
has been continually charging and extending AS
they acquire knowledge and experience in the
work they are led to employ new and untried
means of spreading practical instruction whereby
real knowledge may be made more available.
Truly the farmer is unwilling to pay for mass
of unavailable, unstable education, but IS not
averse to the acquisition of that knowledge that
he can take into the field, the home or his various
associations.
One feature of the educational question that is
apparently ignored by the first speaker mentioned,
is the limitation that lies on so many of the rising
generation because of the necessity to live as well
as to learn. In all our educational institutions
are to be found many persons who have but Inn
tied means and spend but short time In
the pursuit of knowledge. There are far more
of this class who have attended our Agricultural
Colleges two years and then entered on the duties
of practical life than there are OF those who
have been able to acquire a full four years course.
The Agricultural Colleges can do not better pub
lie service than to formulate twoyear courses
for the benefit of this extensive class of knowl-
edge seekers. Such courses exist in Wisconsin
and some other states and have fully demon
started their value.