Devils Lake weekly world. (Devils Lake, N.D.) 1911-1914, 1912-05-03
THE EDUCATIONAL VALUE OF
AGRICULTURE.

AGRICULTURE. !
Of the practical or commercial val
ue Of the stuoy of agriculture there is
no question. 1t is said that the aver
age per acre yield of wheat in Canada
has been increased five bushels in few
years. time through the teaching of
agriculture in the rural schools. Prob
ably double the present agricultural
production could be attained through
widespread instruction in soils, crops,
method and management, animal hus-
bandry and the various special topics
OF farm production. Nowhere does the
knowledge bear fruit more quickly in
increased wealth than in agriculture.
In its unitarian aspect agriculture
is imperative for about half of our pop
ulation, and is collateral to the bust
ness of many others. For example,
knowledge of agricultural science is
appropriate for editors, bankers, rail
railroad men, merchants and legislators.
But it is not alone the productional
aspect Of agricultural education on
which the claims of agriculture as
school subject rest. 1t is fortunate
that tn estudy of agriculture, when
well conducted, so we'll meets require
ments Of pedagogical nature. That
subject leads to greater production
of wealth commends it. That sub
ject leads to the production Of better
individuals also is important.
From the standpoint Of youth what is
it that We want school subjects to &C.
complish9 Above all we wnat to train
individuals to be broadminded Mar
rowmindedness is nuisance, always
expensive, always uncomfortable. Ag-
riculture in the school develops in the.
children of non-farmers appreciation of
the farm. Glass prejudice is eliminated
and respect for productional labor is
inculcated; not only respect for labor,
but disrespect for parasitism. The chill
dren of farmers, too, get a truer per-
spective of occupations and better
grasp of social interdependence. The
study of agriculture tends to democrat
ic sentiments. This subject, appealing
as it does to the sense of the practical,
is a prilifc source of interests. The
child first questions are regarding the
use Of things. "What is it for9"
Much waste in education, much tradi-
ness Of development arise from Offering
subject matter that is not at the time
interesting. Only what appeals to the
interest at the various stages should
be offered. There is time for every
study. In years past too much material
of abstract or analytic character has
been employed before the pupil was rea-
dy for it. Interests in the nearby, in
the objective and in plants and ami
mails are appealed to in agriculture.
Occasions for manual activity abound.
Observation and experimentation in
field and laboratory furnish an outlet
for ntaive tendencies, and the pupil
who formerly hated to 60 to school be-
comes animated and intelligent. There
is constructive age when to make
things with ones h.nds is a pleasure.
Indeed, if we were trained at the right
age to use the hands, hand work would
no doubt remain a pleasure during life.
1t is as great mistake to allow pu-
pill to grow up without hand work as
to grow up without intellectual exer.
else which does not depend directly up
on the hands.
The principal of appreciation re-
quires that new learning be based up
on ones already acquired experiences.
Negative results come from the use of
fori gn materials. Beginning with con-
ditions and problem- centering in the
pupils surroundings, there is no depart
ment of society and % phase of history
which may not thus be approached
more intelligently. The study of agri-
culture, by reason Of its intense mean
ing in every day life, gives a point of
view for the study of other subjects.
Agriculture articulates with various
sciences, gives incentive to scientific
studies and entail review of facts and
observation sin many fields. It's close
relation to science in general is spec
ial advantage. It's formation is of
b d application. -....-.
For appreciation Of beauty the con-
tributions Of agriculture are limited
only by the versatility and insight of
the teacher. How often in human his
tory have absurd styles and abnormal
notions grown up when people get too
far from the grass. Were fashions set
by trees, flowers and landscapes, would
not symmetry, haromny and lines of
utility prevail9 Would there be hob
BILE skirtss How much beauty may be
learned in the sheen and ripple Of head
ed wheat, in the architecture of storm
resisting trees'
Curiosity, activity, expression, the
outdoor impulse, constructiveness, own
ership, self-reliance, and interest in
growth and change, all find recogni-
ton in the study of agriculture. 9th
er studies are necessary as well, and it
is only when the teacher is an educa-
tor that agriculture may yield the
largest crop Of pedagogical influences.