The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1914-02-05


never upon its premises and the college farm barns instead of
model for welkept establishments would probably be
demned unsaniay by any modern board of health.
The general plan of the professional crrcua agriculture given
the State Agricultural College similar that other ag
cultural colleges consists of required work during the first two
and suggests OF electives for the last two Three
general lines of instruction Indicated Cd and ho
culture (2) husbandy daying 90 the teaching
culture.
prepared
take college education and to become professional
culture has however even from this point of yew very great
educational weaknesses. Thus the student given full
chemistry the freshman and in the sophomore full
botany with somewhat shorter zoology These
for the of providing him with solid scientific foundation
which can be erected superstrume of scientific agriculture
supesructure afterwards erected not scientific but
pca could given almost well without the burden of these
preliminary scientific with them The important subject
of restricted to single hayear elective given
by instructor the work in horticulture but slightly related to
preceding biological foudatons the animal huband given in
junior year. although preceded by zoology admitted to be
frankly empirical similar in the freshman of
other agricultural colleges.
agricultural college curriculum that is entirely scientific
of the agricultural
schools the other hand in agriculture that almost
exclusively empirical may be desirable They appeal to different
students and seek to attain different object The kind of agr
college curriculum however that hard to defend that
of the University of Vermont in which the
student carried through preliminary scientific training and then given
agricultural studies that could be carried well without this
preliminary scientific requirement.
the technical agricultural nadequaey adjusted
the scientific work that has preceded Them but there is great
agricultural whether given scientific basis
empirical basis The student who elects the in
horticulture agronomy his sophomore full
soils and soil management and for semester
hour grasses forage plants his junior year
semester hreehour in field but he
instead plant pathology This absolutely all the work the
student who peczes in this subject
at Agricultural College would not be regarded at all sufficient
most colleges of agriculture
coordination between the two parts Of the agricu
ura college indicates that the University of Vermont has
seriously itself to consider what function its Agricultural
College can perform school for elementary instruction
agriculture will need the fundamental sciences its urru
lum institution for training scientific agriculture
have these fundamental Sciences but also
agricultural strictly technical and to offer the
tuny good library of technical agricultural literature In the
Agricultural College conducted these two divergent
agricultural education combined such fulfill neither
purpose By requiring the fouryea high school standard for
by prescribing the fundamental sciences the first
years. the school cuts itself off from serving the farm boy who
instruction order to return to work the farm BY
making agricultural empirical rather than technical it has
well those students who wish thorough scientific training
in modern agriculture.
striking absence of the familiar agricultural
courses example work in entomology beyond at
tempt part professor of zoology in the College OF Arts
and Sciences Introductory much entomology
the student to receive good fundamental training
zoology essential the scientific study of technical
culture impossible in this to make entomology anything
baranu tIna