The Republican. [volume] (Oakland, Md.) 1877-current, 1926-04-15
SELLING FARM IDEALS TO THE YOUTH OF THE
NATION HAS AN APPEAL TO THE BEST MINDS
What High School Course In Vocational Agriculture Taught
The Accident and Friendsv lille High Schools By Mr. w. E.
Tarbell Charge of That Branch of Study, Includes

home and truck gardening, potato pro-
duction, Horticulture, tobacco growing
and one or two others may be consid-
cred as representative Of a-year's in
struction in plant husbandry.
In addition, certain number of
periods is set aside for farm shop
work each year. In Maryland there is
a minimum of thirty periods thus set
aside. In the farm shop the boy is
taught more or less simple woodwork
ing and how to do general repair jobs
around the farm. He learns how to
solder, how to repair harness, how to
repair, adjust and operate farm ma
chinery. He receives instruction in the
principles of gas engine operation and
in caring for all tools common to the
farm.
All of the foregoing instruction is
given in the class room, on field trips
or in the laboratory, and every en-
deavor is made to have this work of
as practical nature as possible. One
of the guiding principles of this
course is to give the boy those things
which he can take home and put into
practice at once or in his project work
during the summer.
This project work is required of
each and every boy who takes voca-
tional agriculture. During the year
devoted to animal husbandry he is
expected to procure some animal or
animals which he raises and cares
for by himself The animal, prefer
ably, should be a purebred and it
should belong to the boy. The ideal
is that the boy reap the profit for
himself or stand the loss, if there be
any. The same thing holds true fol-
lowing. during year of instruction
in plant husbandry, with the excep-
ton that some crop is raised instead
of an animal.
The project or the raising of some
crop or animal is just as important as
the classroom instruction, because it
gives the boy a chance to become an
actual farmer on a small scale and it
places him face to face with some of
the problems which he will meet when
he has a farm of his own. 1t also
gives him chance to apply those
things which he has learned in the
classroom. This in turn fixes this
valuable information in his mind.
1t is endeavored to so guide and
conduct the project and classroom in
struction as to inspire the boy with
such a desire to farm that he will not
be anxious to leave the farm, but will
choose farming for his life work.
In closing, let US see some of the
ideals and thoughts which the teach
ers of vocational agriculture endeavor
to impart to the boy through their
fellowship and enthusiasm. They try
to make the boy see that farming to-
day is not day laborer's job, but an
occupation or vocation which requires
an intelligent, well-trained business
mind. They endeavor to make the
boy think of farmer, not as slave
or drudge, but as an executive direct
ing and cooperating with the great
forces of nature. They want the boy
to ask: "What could be more hon
orable calling than this?" Who would
not be proud to be called farmer
when he knows that he is helping to
clothe, feed and make happy the mil
lions of people not only of our own
great country but in the whole world :?