Bismarck daily tribune. [volume] (Bismarck, Dakota [N.D.]) 1881-1916, 1910-10-21
The NEEDS OF and effectiveness
IN TEACHING AGRICULTURE
SUPT. A. B. HESS, Larimore. ND.
SUPT. A. B. HESS, Larimore, N. D.

"The basic materials of civilized life
come from the farm, and are chiefly
products of agriculture. The mechanic,
industrial and commercial industries Of
the present day are chiefly engaged in
the elaboration, manufacture and dis
semination of these materials The
home-making instincts Of the race call
loudly for the social, political and edu-
cational uses, interests and activities of
these materials. As science, a mode
of life, or as an art, agriculture does
embrace some phases of all other &C
Invites, but especially when considered
in its scientific and productive aspects.
1t should form the ideal introduction to
science study in our high schools.
Industrial education is not fad, but
its effectiveness will be measured by the
degree in which it concerns itself with
the vitalizing needs of human life.
President Buckham of Vermont univcr-
sity says: agriculture is not a simple
science, but a group of science, each of
which is linked with all the others, so
that you cannot know even little of
one without knowing something of the
others" We must agree with President
Ruckham in this statement, and for this
very reason based upon absolute facts
we advocate the teaching Of agriculture
in the seventh and eighth grades. But
instantly hear a wall coming from
superintendents and teachers: why in
crease the course of the already over
burdened grammar department ?" True.
there is much, too much, to be done in
these grades as at present outlined. but
why burden the child with facts in
arithmetic that not one in twenty will
ever be called upon or given al oppor-
tunity to use? This same question may
be applied to other subjects of the
grammar school curriculum
During this most important period,
from the age of twelve to fourteen
years, when the student really begins
to do some thinking away from and
outside of school influences, when he is
approaching that transitional period
wherein the break is SO abrupt-from
grammar grades to high school-we
need to give the student a taste of real,
vitalizing knowledge. The great pur--
pose in presenting thus early is to afford
the best opportunity to appeal to and
stimulate the students personal interest
in the future pursuit of the study. Such
All arrangement is psychological and
pedagogical" and really economical from
two viewpoints-that of the student and
that of his parents. Why is there such
break in our school system between
the grammar grades (sevcnth and
eighty and the high school? What
percentage of your students who COM
pleted the seventh or eighth or both
these grades have entered the high
school? What percentage of the fresh
man class drop out of school entirely?
Where, in the last six years of our
course, do we lose the most students,
and why? True, many leave because
they must help support the family, and
the few dollars they arc able to earn
seem quite large. But how many of
those giving such for an excuse were
absolutely driven to it without any re-
course? I believe that we should so
present this subject to the student of