The Barre daily times. (Barre, Vt.) 1897-1959, 1916-03-08

whole community, the children in school
the young people just out Of school, the
man and woman on the farm, and the
teacher and pupils in the neighboring
elementary country schools. This special
teacher, usually coming from the state
agricultural college, has brought with
him the agricultural extension ideas of
those institutions and much of the en-
thusiasm and spirit Of public service of
the extension workers.
While this outside work has made
heavy demands upon the time and ener.
giles OF the teachers, IL has not been with.
out its compensations. II has enabled
them better 20 understand the needs of
! the people with whom they are working,
lessened the troubles incident 10 gaining
interest and cooperation throughout the
neighborhood and frequently rallied the
whole community to the moral and
financial support OF the school with the
result of providing better buildings, more
adequate equipment and more liberal
funds for maintenance, and incidentally
better salaries for the teachers respon-
sible for the improvement of the schools.
Meaning VI LAttnrlbn NbIks
High school extension work in agri-
culture comprises all educational efforts
at the home and on the farms of the
people, and also such work at the school
itself as is more or less temporary and
that centers directly in the interests
away from the school. Community work
in agriculture is welfare work, and is
properly necessary part of school
that is maintained by the people for the
service of the people. Community work
should aid the people in solving the prin
cipal problems OF farming and also the |
social economies, and educational prob |
lens of farming communities. 1t is wise
to make haste slowly, secure the CO.
operation OF the more progressive farm
ers, and do more demonstrating than
talking.
Some Forms OF High School Extension.
The teacher of agriculture may extend
his influence outside of the regular high |
school work in the following ways;
l. BY supervising home project work
of his pupils.
?. By directing agricultural instruc
ton in the grades.
3, BY organizing and following up
boys and girls clubs.
4. By acting as organizer for the one
weeks short courses for farmers.
s. By offering personal counsel and
advice on certain days to farmers Of the
community.
9. BY assisting in organizing farmers {
'eading courses.
Z. BY directing school agricultural ex
libits locally and at county fairs.
s. Through Saturday meetings with
armers and by farm visitation. In
,road way the high school teachers who
ttempt extension work should represent {
he community agriculturally; he should Q
Emulate it, he should point the way, !
lie should project the meetings, policies 4
nd methods Of work as applicable to the {
lace. In his office in the high school, =
acts pertaining to the agriculture Of the I
are assembled, where they !
fill be available for the use of any per 2
on who desires them. The agricultural Il
eacher should be an organizer of infor !
nation and of movements he should be- c
ONE director OF agricultural enter
rise within his school community. He -
houId act as the connecting link between
he scientists OF the research institution :,
t the state and the nation and the
,rmer, presenting the results Of inves
cations in such way that the farmer
IN use them.
In carrying on his work he should first
tempt to meet the evident needs of the =
zeal farming population; in particular T
'cality it may be the question OF lining 1
he land and the ways of securing the
me; in another it may be the means OF