Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1910-09-02

Agriculture should be taught in both
the secondary and common schools
There are those who contend that county
or district agricultural schools. such as
exist in Wisconsin and Georgia, can and
should do this work Undoubtedly they
can accomplish much. and have a spe-
cific place in our educational system In
Georgia the II district schools were at
tended during the first term Of the schol-
astic year ISOs-Isl0 by 80 boys and girls;
Of this number SIS were boarders. The
net cost Of attending these institutions
for nine months ranged from $50 10 $50.
There were Us acres under cultivation on
the school farms. the gross receipts from
which amounted TO Sl6.e5o. These schools
are but two years old and are still in
their formative stage. They represent q
comparatively new type Of education In
the south; yet they have been quite lib
orally patrOnized. and are making COM
mendable progress Is il reasonable 10
expect however. that the State College OF
Agriculture and the district school. I'M
aided by the secondary and common
school, will be able to disseminate agri-
cultural knowledge as rapidly as the ex
igencies OF the situation demand. Ten
years ago there were 10000 people I'm
population Of five states in the south in
1896 was over 80 per cent OF the total.
In the United States there were Is. 500 900
persons in the families Of $3.50 farm
prOprietOrs; 5.so0.000 people in the fami-
lies OF LIS 80 hired hands: and 100000
people in the families OF 1.240 600 farm
workers. In all. $4,000 people were liv-
ing in the country at that time. Will IL
not require the concentrated effort OF all
our educational agencies to effectually
redirect the thought and energy of such
an enormous number OF people? More
over, agricultural knowledge as now in
terpreted is important and useful to mil
lions OF citizens who are not now and
never will be engaged in farming. Any
solution Of this problem, therefore, which
may be regarded as adequate involves in
struction in agriculture in every high and
common school in America
In view Of the present situation, IL Is
but natural 10 inquire whether instruc-
tion in agriculture can he carried for
ward successfully in the secondary and
common schools. This fact has been am
ply demonstrated and argument along
this line is unnecessary. It is true that
IL will require time TO bring about the
change, and there are many obstacles to
be overcome The sentiment OF those
who control and direct the energies OF
our secondary schools is often opposed
20 training in agriculture because some
thing which they consider OF Importance
may have TO be left out Of the present
curriculum. Probably they are not so
much 10 be censured. for they do not yet
appreciate that there is character OF
training now not offered in the secondary
schools which will give new direction to
the energy Of the child. cultivate the
mind. stimulate the ambition, and Mt
more efficiently for life's duties than the
courses now offered
IRE materials needed out OF which TO
construct the course for the secondary
schools row exist through the researches
OF the COLLEGES and experiment stations
Text books are now available and the
material has been reduced 20 a pedagogic
form. II the present high school course
we're re-ast and one-fOurth OF the time OF
the boys end girls given 20 work in agri-
culture and Domestic science. the whole
fabric q our educational structure would
Be advsuta gp~uSIy changed, and a type
Of essential information at once placed
within tire re1ch OF a million pupils in
our secondary schools VIII he an err
ror 10 teach the average chii1 something
about the plant in its relation 10 life. the
crops ~ the farm. and the elementary
PRINCIPLES involved in horticulture and
forestry There might properly cOnsti-
t-Ite the work OF the first year. During
tire -econd year some time should be de-
voted TO IN ect life. the study OF farm
animals. and dairying In the third year
che major Tart Of the work should be
eonfrcd 20 c Study OF diseases Of plants
end animals and methods Of controlling
the sane In TIE fourth year, the man.
arc-reut % the farm might properly be
considered. IL s. desirable also that some
electives Re offered TO pupils OF the third
end fourth years among which may be
r-~rrFC-rd he economies OF agriculture
ard The breeding % plants. while advanc-
Ell work may aIs1 be offered in any Of the
s.l~sects enumerated above II work OF
this Character were introduced into the
hIrh schoo, course. there would be some
incentive TOr the boy who desires TO farm
20 continue his studies for a period OF
-four years. as ne would then be acquiring
Information which provides discipline,
definite knowledge. and which is calcu-
lated 10 give some insight into the voca-
ton he expects 70 follow Who can ques-
ton the wisdom OF such a course in
states where 50 FER cent OF the people de-
vote their energy TO the cultivation OF
the soil. and does IL call for the exercise
OF much IMAGINATION on the part OF the
scholar to app. eriate the profound bene-
fits such vocational training will prove 10
the industry OF agriculture?
PRESERVING THE IDENTITY OF
THE HIGH SCHOOL
The introduction OF agriculture into the
secondary school will necessitate the ma
terial expansion OF the work Of these
institutions. and the expenditure Of much
money for maintenance. II will & cheap