The Brattleboro daily reformer. (Brattleboro, Vt.) 1913-1955, 1917-01-31

uIu NOT as lule give the prattlcal
training in the actual work.
There was needed school which
would give the youth training in ac-
.tual operation together with instruc
ton as to why things should be done
in a certain way and at certain time,
which would condcnsc into a couple Of
years q practical training and cduca
tion which could only be acquired in
years il at al on the farm and at the
high school. and ii should be put with .
in the reach of all,
f This was the genesis Of the Lyndon
Agricultural school at that time
there had L2an no school Of its Lind in
y Jrmout, whatever there might have
-hccn elsewhere. There was no. discus +
sion about an idea Of establishing ore
in Vermont. 1t was started to demon
strate and establish the idea aud the
necessity. That this was done, was
demonstrated by the demand for
similar school in every county, and
the transformation of one Of the nor
NAL schools of the state into an agri
cultural school, and that cours, in
agriculture should be given at the high
schools
/ The teaching Of the theory in the
I high school should be encouraged and
introduced as Wei, and Whcra the prac-
teal training can he had at home it
viii be of great benefit, but with the
best Of teaching and the best of train.
ing, not co-orlinatcd as it can only ha
done at special school. the result
can never be equal to that Of n special
school
The question before the legislature
is not whether there shall be agricul-
tural ehools, bat whether those that
are TO be carried on shall be carried on
in such wa rs Will be effective and
in a way where the money expended
shall produce results and not be wasted.
Each school should lie properly
equipped. stalled and maintained for
the economic al minimum Of students.
As many schools should be provided IS
there was a demand to supply stu
dents. Sectional or partisan Influences
should not govern except 50 far as the
distribution be made to make them the
most convenient to the student
To have anything less than the best
possible is crime to the youth. in that
his whole life is shaped ana Influenced
by these years Of work and if the in
flucncc is bad or the education def
cient, il is ouly tile exceptional few
who will recover from it,
With all thu needed expenditure,
that the state should make for educa
tioual purposes, Jet no money lie vast
cd.
As yet there has been no demand foi
obstruction that one school couldn I
takc care Of better than two If thcr,
ned for two hcols make Sufficien
appropriation and have Thorn such a
ia future wears and future results til
I state viii Toe proud Of and the peopl
1 profit hy If there be need fer on,
only. face the proposition, and wdcthe
1 ut Randolph or Lyndon. make il sucl
as will be 2 credit to the state ana
benefit to the people Of the state.
It was never M purpose to provid
d III the agricultural practical education
for the state, nor TO 90 into competi
q tiou with the state, therefore whe
a the state assumed that field | turne
q TO the state my school that / NIGH
n give such attention and time as | cou
q to the development Of the training an
q education Of the children in home if
4 dustrios and the girls in domestic rurs
: duties.
= The state was offered the propcrt
Il at Lyndon IN good faith. 1t was il
H tended as expressed TO make it tn
II leading school Of its kind in the stat
II Presumably it was accepted III 900
II faith. while there were some question
II raised, a mere statement Of facts n
/ swered all of them A provision WI
II made that if the state did not want I
H carry out the obligations connectc
II with the gift that the property shoul
H revert to Lyndon Institute for educ
u tionm purposes on rural lines for girl
II There is no other provision or aetivit
u in this direction as vet, eXce9t thu
n now going on at Lyndon Institute.
II If the state does not want to mai
II tain two at present, and wants to co
II tinuc Randolph. let the reversion clau
H take effect. Then both boys and gil
II will BE taken care Of SO far as rur
II education is concerned
II The only thing that ] am intercstt
II in IS so long as the state continu
- the Lyndon property as a boy S agricl
- tural school, the spirit of the gift 81
~ acceptance should be obs rived, al
I when for any reason the state co
1 cludes that it does not want or tn
/ it is not wise to do this, then let t
/ clause for r2version take effect. T
1 state as whole will not lose viii
! possibly the girls might be benefited.
/ The Lyndon Institute could then
4 made the leading institute of its Xii
| in America, whore every Vermont &
could get an education in those indt
| tries which should be known and u
/ derstood by every housewife no matt
| what be her social position; be educs
cd in everything which is necessary
make a residence or abiding place
1 comfortable home.
The property is a valuable o
i either 20 operate OF realize upon. 7
o. farms under the disadvantages tn