The Bismarck tribune. [volume] (Bismarck, N.D.) 1916-current, 1917-11-01

20, PROF. J. n. SEYMOUR
Director Of Department Of Agricul-
ture, Valley City Normal School.
farm life He should be rural minded"
So said Prof. J.. H. Seymour direc-
tor Of the department of agriculture
at the State Normal school at Valley
City in his address on "'The Proper
Way to Teach Agriculture" before the
teachers and officers of agricultural
schools this, morning. Mr.. Seymour
maintained that no teacher of any
subject has greater opportunity than
the teacher of agriculture to maintain
a high standard Of professional inter
est which is always up to date. New
methods, new and better ways of do
ing things, the latest results Of in
ivestigation are continually being pour
ed forth for the asking from the Unit
ed States department of agriculture
and from the various state experiment
stations. He should have the fine
sense Of the fitness of things and the
judgment and common sense to, dis
tinguish between what is essential and
nOn-essential. s
80 Not Side Issue.
agriculture is SO broad In it's scope
that it should be taught as a separate
branch of study and because of its
intrinsic worth. It should not be
taught as an adjunct to one or an
other of the biological sciences. As a
matter of fact the biological sciences
are but aspects of agriculture when
the term is thought of in its broadcast
sense. This is not saying too much,
especially in states like North Da-
kota, where the basis of all industry
is agriculture. If botany, zoology and
physical geography in our secondary
schools were taught in such way
as to emphasize their relation at every
point to the science of agriculture we
should discover that the teaching Of
these subjects would take on new
meaning, that the instruction had be-
come vitalized.
""All rural, elementary and second
airy agriculture should be taught with
the thought of the march of the sea-
sons. There is a best time to study
plant life, best time to study the
principles and practice of seed corn
selection, best time to study soils.
Laboratory Work.
I'm rural and elementary schools
laboratory work may profitably take
the form of simple experiments or ex-
ercises. In secondary schools the ex-
ercises are more intensive and should
be completed will. mathematical exact
ness and skill. Sometimes this kind
of work or teaching is done when all
are on foot on a field trip. 1t re-
quires considerable skill on the part
of the teacher to conduct such trips
so that their value may not be dis
counted. The teacher should know
what he wants to make use of and
how he is going about It.
"All Of the sciences may be taught
only for themselves, but in great
agricultural state like this, where agri-
culture is, paramount, it is necessary
that agricultural applications should
be made wherever possible For ex-
ample many Of our common food
plants can be as well used as wild
flowers which have no economic; i'm
portance. There are untold possibili-
ties in correlating in the work given
in our rural schools. l believe that
the future will reveal just how mea-
ger our efforts have been in this re-
spect.,
Gardens should be a part of the
work in agriculture in the elementary
schools if at all possible. Gardening
develops thrift and industry, aids in
solving the child labor problem, pro-
notes health, provides wholesome rec
reation, it maintains better moral con-
ditions, it fosters contentment, and it
unites home and school
Boys and Girls Clubs.
Boys, and girls club work is very
practical and beneficial and a valuable
instrument in the hands of teachers
of maturity and wisdom. They have
distinct educational and social value.
A peculiar advantage is enjoyed by
the rural consolidated school which
is large enough to dominate the edu-
catiopal Affairs Of 4 tQXpship, Qn;isI