The star. (Reynoldsville, Pa.) 1892-1946, 1910-10-06
AGRICULTURE IN THE PUBLIC
SCHOOLS.

BY bringing experts in agricultural
education to the County Institute,
through the instrumentality of the
boys club, by placing book dealing
with the subject of agriculture on the
teachers reading course, by advocat-
ing the introduction of the study of
agriculture into the common schools
at every opportunity 1 have sought to
assist in creating a sentiment favor
able to the teaching of agriculture in
the public schools. Such a senti-
ment is desirable and necessary in
order that the introduction of the new
study be attended with success. If
the patrons of the schools are not in
favor of the teaching of agriculture,
and the teacher teaches not because
Of interest, but because the course of
study requires it, it is evident that the
pupils will have no interest; failure
is the only possible result of such in
PRODUCTION. But this subject has now
been prominently before our people
for several years, nearly all the rural
teachers have studied some book on
agriculture, few teachers have
taken a special course in the subject,
and much incidental work in agri-
culture has already been done in the
schools. To my way of thinking the
pupils and patrons are sufficiently in
terested, and the teachers are suffici-
emily well informed to warrant the
| formal introduction of agriculture
into the public schools.
1t is not necessary for the teacher
| to be an agricultural expert in order
to teach some agriculture. Any
teacher who has the ability to make
good in other respects, and who has
| the right attitude toward the subject
can by the aid of good text book and
a liberal use of the free bulletins sup
piled by the Department of Agri-
culture succeed in arousing an inter-
est in plant and animal life, and can
succeed in teaching at least some of
the laws that control the life and
growth of plants and animals.
The object in introducing agricul-
ture into the public schools is not
primarily to make good farmers; the
aim is rather to teach the great
truths involved in life, growth,
heredity, adaptation, selection, etc.
Incidentally 1t will help those who till
the soil to do it intelligenty, to use
brains as we'll as muscle. The prac-
tical value of an agricultural educa-
tion to those who afterwards become
agriculturalists is self evident; for
this reason l wish at this time to en-
phasize the cultural value of this
form of education, and dwell upon the
fact that it had a practical value for
all. Many good people have the idea
that the study of agriculture is of
value only to those who expect to be
farmers. The writer recalls an in
stance in which several prominent
educational people of small
town characterized some agricultural
lectures given at an educational meet
ing as all right for country teachers
suitable for farmers meeting, but
as of no value for their people OF
teachers. However, this idea is be-
coming less prevalent, and people
generally are coming to see that a
knowledge of the great truths under.
lying this industry upon which all
others depend will make a better
broader man, will help him to come
into close touch with nature, will
help him to be a better lawyer, 6
better minister, better homekeepel
or householder. The new course o.
study issued by the State Superin
tendent Schaeffer says: "The study
of elementary agriculture is doubl!
important in town and city schools
because of the ignorance that prevails
among the children of the twentieth
century concerning many phases o
country life. The school director
then should exercise the authority in
vested in them to require the teach
ing of this subject and furnish suit
able text books and other supplies
the public should welcome the intro
duction, and the teacher should b
glad Of an opportunity to presen
these great truths of such high cll'