The Barre daily times. (Barre, Vt.) 1897-1959, 1911-03-11
AGRICULTURE
In SCHOOLS
Feature of Discussion at YER
mont School Conference
AS HELD In BURLINGTON
-----
Prof L. ]. Hills, Dean of the Department
of Agriculture in State University,
Gives the Chief Paper on
the Subject.

sity, and Outdoor Sports and the Nom
athletic Boy by James p, Taylor, as
sociate principal of Vermont academy.
At yesterdays conference agriculture
and home economics were the subjects
taken up. Principal g. l.. Green Of
Richford high school gave a paper on
4 Correlation of Garden Work, Nature
Study and Book Study Prof NJ. B.
Cummings of the university of Vermont
on '"The Point of View followed by a
symposium on Agriculture, as Taught
in the Schools the speakers being Prin-
cipal A. II. Merrill of Lyndon institute
Principal j. n. Barss OF the Vermont
I industrial school. Prof. G. F. Burns of
I the university of Vermont, Principal r,
/ H. Vaughan of the Mount Hermon
school, Prof. r. NJ. Washburn of the
university OF Vermont and Prof. J. L.
Hills, dean of agriculture in the uni
yersity
/ In outlining the course OF instruction
I in agriculture at the Vermont industrial
school, the superintendent, j. NJ. Barss,
spoke as follows;
+ We seek 20 develop the childs powers
Of observation. to show him that many
/ of life's most beautiful things and won
derful truths are in evidence on every
I side; TO present to him useful knowledge
concerning agriculture and horticulture;
and to attempt to convince him that an
! inviting business and home awaits him
in that field
The work commences in the first and
second grades in the fall with weather
and nature calendars, observation of
{ Il. Al lie
the winter work famiharizes him with
the trees, birds and animals; and that
given in the spring leads him 10 observe
the development of seeds, birds and
blossoms.
In the third and fourth grades, work
starts in the fall with the study of bios
SONS, the value OF the bee to the bios
som and OF the blossom TO the bee, the
adaptability Of seed to be scattered and
for protection, pollination and reproduc-
ton.
Next we take up the story of our
globe; the changes in its form. origin
of water, etc, and frequently illustrate
it, In the spring we go back to the
school garden for observation and prae
tice.
In the fourth and fifth grades we re-
view In fall classes what the children
have had under observation in summer;
learn how the plants feed themselves. 1
study the function OF leaves, the relation
of fruits to plants with examination of
fruit This is followed by fuller study
Of soils. domestic animals foods for and
care OF the same with their direct and /
indirect. products. Later, in the gar
dens, we study the history, nature, cult {
walton and value, both as food and trade
commodity, Of all vegetables and the |
classes go to the fields and watch the 1
handling OF the soil and the planting and
cultivation OF crops.
The seventh and eighth grades review I
plants ard plant life, later take up I
soils, drainage methods of cultivation, I
rotation of crops and care of neat stock 4
horses, sheep, hogs and poultry; touch /
ing lastly upon commercial agriculture I
Methods of demonstration employed are /
walks in the woods, fields and about the 1
farms; care of garden, orchards and /
small fruits, sanitary milk production,
making butter and testing milk in pow
er creamery, also recording the cost of
feeding and the value OF products
Prof Hills also gave a paper on Pos
sibilties of Agricultural Teaching in
Vermont Schools, in which he stated
that this title may be interpreted in
three ways: The pedagogical possible
ties the possibilities as reflected in inn
proved farm practices; and, finally the
word itself implies doubt, is it possible
to teach this subiectg Taking up these
three phases, the speaker said-
J. Pedagogical possibilities.
tal Obstacles. Both teachers and !
are apt to be conservative
and apathetic. Many teachers look
doubt its feasibility, its APP
The farmer is apt because
he deems it impractically taught, TO
discredit it, Farmers rarely look with
favors at the outset on academic effort
primarily directed in their own inter-
ests Poor schools with short terms il
with heightened terms be-
come more effective. The dis-proportion
Of women teachers is an adverse factor.
since usually women handle only the
plant phase of this subject TO adyan-
tage Their lack OF special training. and,
what might be termed for want Of bet-
ter phraseology, their feminine point of
view, initiates against their effective
ness.
lbl Limitations. The lack of an ade-
luate supply of well-trained teachers
the popular misunderstanding as to the ,
aims and purposes of the movement;
the over-expectations of some of its ,
more enthusiastic advocates; and the
non Standardization Of this line of
work; all these are limiting factors.
Teachers are lacking because of low sti-
ponds and because of the large demand
for well-trained men in other lines of
work The misunderstanding as to aims
leads many TO criticise; the disanpoint-
nent OF those who expect too much leads
.hese to discredit the results and final
y the vagucness OF much OF the teach ,
ng makes for failure.
lcl Equipment There is no lack
here. Every Vermont high school has
1t its doors all the equipment needed for
rood teaching Of agriculture.
3 As to the possibilities rs related
10 improved farm practice one may
point ont the success of corn clubs and
potato clubs in other states and the
yeneraI IMPROVEMENT Of agriculture AZ a
'esplt OF the diffusion Of the knowledge
VI WINS aud huws as indicated in other