New Iberia enterprise and independent observer. (New Iberia, La.) 1902-1944, 1915-06-26

ent, are not up to the standard
required to take up this study IN
telligently and Understandings at
such an early stage, but of course
| make allowances for this. Then
let us teach them the simple les
sons and the rudiments of agrl-
culture.
Children should know and be
made familiar with the following
subjects: % Why ground is
plowed; (2) how deep to plow ;
(3) when should plowlng be done !;
"a has the kind of crop to be
raised anything to do with the
depth of blowing; 90 stock
raising: (6) the selection, breed
ing, feeding and general mana2e-
ment Of domestic animals, each
species and race being treated of
separately; (7) animal nutrition !;
(S) the education, shoeing, drlv-
ing and care of the horse; (9)
drains-their material and con
structiOns, and the effect Of drain
age on the health, soil, climate
and plants; 1O) soils-their
classification, character, NEE han
ical division and preparation fol
the cereals and grasses; CD the
preparation and selection Of seed +:
(12) sowing, planting, cultivat
ing and harvesting; 03) the
nutrition of plants; (14 insect
enemies; 05) the culture of roots
and their value as food for man
and beast; (16) forage plants
their culture, use and value: on
weeds-their habit Of growth.
time of seeding and mode of
eradication; (1S) the effects o.
air, water, heat and light, on the
fertility of the soil and the
growth of plants; (19) the care.
cultivation and use of natural
artificial forests; (2O) fields
their nu number, shape and size; (2D
fences-their material construc-
ton and durability; (22l farm
yards and buildings; (23) water
privileges; (24) farm accounts !:
(25) manufacture, preservation
and application of farm fertiliz-
ers: (26) the rotation of crops;
(27) farm machinery and tools:
(28) rural law.
1 will cite an illustration to
show and prove the ignorance.
which prevails among the chill
dren Of the present generation
and which also predominates to
great extent among many OF th'
farmers. who have grown gray in
the til1age of the soil.
A Northern educator says, that
a boy in the South was asked the
following question: "Do they
teach you anything at school about
farmingY" II can teach 'eln all
about that myself" he replied;
II can hoe cotton and drop
corn And thet is the concep-
ton of the average man about
the matter. When he has
reached the "drop corn" stage
he knows "all about it, There
is nothing more for him to learn.
And so we jog along with q
dropping corn civilization and
at a "hoeing corn" pace. We
should teach them subjects, that
will have something to do with
the actualities of home life. And
it is for us in the country schools
to do something to meet and REM.
edy these conditions. Every-
thing country child need should
be taught in the rural school the
ordinary branches of an educe-
tion, including a knowledge of
agriculture, leaving off much of
the classical and higher mathe-
matical study in favor of subjects
more strictly of service.
The purpose is to make farm
ers, not scholars. The sciences
ire to be stressed, especially bot
any, chemistry, geology and zoo-
ogy and all natural studies, that
engage the interest of the farm
rs. (Of course these studies
should be taken up from the 9th
yrade up.) The school should
ouch every interest in the com
nunity. It's tendrils should
each out and anticipate every
of the social whole
There should be constant action