The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1910-11-03

horse, or dig a ditch, or run a plow
or milk a COW.
He was not criticising the agricul-
tural college for not giving instruc-
ton in these simple agricultural
operations, because he recognized the
fact that such work does not belong
to the college. It Is elementary
work; but he did criticise, and Justly
too, | think, the system of agricul-
tural instruction that would permit
him to receive a college degree in
agriculture without knowing how 20
do these things.
Counted Success.
1T was to fill just such gap as
this in its school system that the
state of Minnesota % years ago es-'
tablished the first agricultural school
in this country and because hun
dreds Of boys came to this agricul-
tural school, learned these practical
things about farming and at the same
time the scientific principles under
lying successful agricultural opera
tons, and then went back to the
farms of Minnesota, because hun
dreds of these farm boys attended
the school of agriculture where
tens before had attended the college
of agriculture and remained away
from the farms, this school was
counted a success and Minnesota has
now, not only its college OF agricul-
ture but three large agricultural
schools, ten high schools, each re-
ceiving $1,000 a year from the State
for vocational instruction and seven
other high schools that have estab-
| lished departments of agriculture, do
nestle science and manual training
in the hope of securing State aid
this next year.
! How did Minnesota acquire this
| splendid system of agricultural
schools? Why, simply by the intelli-
gent and united cooperation OF the
farmers of the State through all their
different agricultural associations.
| The success of the Minnesota school
of agriculture and of others estab-
lished shortly afterward has led to a
! very rapid development Of secondary
| instruction in agriculture throughc -
! the United States so that at the pres
ent time We have over 700 secondary
schools of different types which are
now giving Instruction in agriculture;
among these schools are "a State
normal schools, 45 large agricultural
schools receiving State aid, SO agri-
! cultural high schools receiving State
aid and 425 public high schools and
| academies
Let High Schools Do II.
THE question is often asked. Why
not let the public high schools do all
of this work? This question was
partly answered in my earlier dis
cussion of the attitude of public
! high schools. Some of them do not
want to teach agriculture. Many
dare not put agriculture into the
course for graduation because of
their terror of the entrance require
ment bugaboo. Those who attempt
J to teach agriculture are not able to
! do enough to satisfy the demands for
theoretical instruction in agriculture
and practical training in the business
OF farming
The question arises, whether there
I is demand in Vermont for schools
able to teach boys the rudiments Of
agriculture? You are aware that Mr..
Vail of the American Bell Telephone
! Company announced last June az
establishment Q an agricultural de-
partment in connection with Lyndon
Institute at Lyndonville. with provi-
sions for instruction in agriculture
for % students the first year who
would be eiven opportunities to work
their way -hrough school.
Over 800 Inquiries.
Over three hundred inquiries We're
received from Vermont boys con-
corning this school, and, in spite Of
the fact that most of these boys were
told that the lists We're filled. 6e
of them made definite application for
admission Only % could be admit
ted. hence there are 275 boys in the
State of Vermont who would be in
terested in the establishment OF as-
ricultural schools.
Would it be economical to estab-
lish special agricultural schools?
The maintenance of such schools
would be expensive. 1t could not
be expected that they would ever be
of other States leads me to believe
that the graduates of these schools
would return ten-fold to the State of
Vermont every dollar expended for
their education.
In Vermont appropriations for
the establishment and support of
agricultural schools wuld not be a
waste of money. neither a boarding
of wealth but an active working in
vestment for the future wealth.
prosperity and happiness Of the
people of the State. 1t would be
saving of the young people to the
State.-a conservation of the human
resources of Vermont "