The Richmond climax. (Richmond, Ky.) 1897-1914, 1914-01-21
Place of Agriculture in Ken
tucky Schools.


Much is said nowadays about teach
ing of agriculture in the common and
high schools, which teaching is supreme
~ important, but on account OF its very
importance must be undertaken with
great care.
school is maintained primarily TO
serve the interests of its community: in
other words, to do the greatest good TO
the greatest number. Agriculture is the
predominant interest of Kentucky, hence
it is obvious that agriculture cannot be
rightfully neglected. When we say ag-
riculture, we necessarialiy mean the
whole scope of rural activities from corn
prod ction 10 home comforts and the
general culture of the rural people. So
bearing this in mind. it is not right TO
be so extreme as to decry the thorough
teaching of such branches as history,
geography, English, etc, for without a
fair degree of proficiency in such bran
ches the man is handicapped in bust
ness.
a further consideration that is neces
sary is the absolute unfitness OF the vast
majority of teachers for teaching agrI-
culture properly. Some have advocat-
ed State law requiring the teaching of
agriculture in all the schools, but upon
the passage of such a law. nearly all our
teachers would finG themselves con-
fronted by task for which they were
quite unprepared and as a consequence
they would proceed to blunder, the re-
suit being the propagation Of all sorts of
false ideas and ultimately loss of con-
fidence in scientific agriculture by the
farming public.
For the present the best method un-
doubtedly lies in the introduction of ag
riculture into the high schools and in
situations of similar rank. Provision
should be made for the employment of
well trained teachers of agriculture in
such schools and for the installation of
reasonably good equipment TO aid them
in teaching. The teacher is the main
consideration, for after all the teacher is
himself the school. He should not be
expected to give advanced teaching in
any particular branch, but should be
able to get few correct principles cor
rectly placed in the minds of his pupils
Such things as the food necessary for
plant growth, what the soil itself is,
what its deficiencies are, how these de-
| ficiencies can best be corrected, what is
meant by permanent fertility, how de-
pleted soils can best be reclaimed, the
importance OF proper physical condition
of soil, what constitutes balanced ra.
ton for each class of animals, the merits
of various classes of animals, how to Sc
lect good seed, how to contend with in
sect enemies, how 10 produce good veg
etables and fruits, how to sew and how
to adorn the home, etc.
About % per cent of our pupils never
reach an institution of learning beyond
the high school, hence the great impor.
lance of reaching this vast majority with
the above enumerated useful teaching
by placing it in the secondary or high
schools.
As matter of fact large proportion
of our common school teachers receivt
their training in these high schools, anC
therefore if We can reach them Their,
with this useful instruction, the prob
lem of teaching agriculture in the com
mon schools will in time do much tC
solve itself, and in due time Legislation
requiring the teaching of agriculture in
the common schools will be really ben
eficial. T. r. BRYANT,
Head Of Ext'n Dept Exp m Sta,
| Tayinuton Nv