Year: 1877

Oro but just beginning to give attention to
this class Of studies.


l believe that qualified teacher, while
-teaching the English language, in his reading
lessons, his writing lessons, and his speaking
lessons, might be able to communicate all
the elements Of the natural sciences 10 a way
greatly to entertain and interest his pupils.
Let his reading classes take for a lesson the
account Of some natural object, some plant,
animal, rock, or mineral Let the teacher
illustrate the lesson by word, and by sketches
on the blackboard, by the exhibition OF spec
imens, by requiring the scholars to bring in
specimens Of natural objects, and by explain
ing them Let him do the same with differ
cot farm machines and implements, the man
aeement of crops, eto., etc. Then let him re-
quire scholar to write down what he can
remember of what he has read and heard on
particular subject, copy it upon the black
board, aud then let the whole class be exam
ined, to see if they can correct and add to
what their companion has written. In this
way, while tho training in language is going
on, the mind is being filed also with useful,
practical information in regard to things Of
daily life and use. A child will learn more
in week, in this way, than he will in six
months of ordinary school drill, because, if the
teacher understands his business, the pupil
will be heartily interested in what he is being
taught.


When we add to the things mentioned
above little geography, am inclined to
believe we have got about all we want in the
ordinary district school. A boy or girl Of
seventeen, leaving such a school, having mas
tered what has been taught there, would
have better education for all the practical
purposes Of life than many of our college
graduates possess. Especially in the mas
terry of the English tongue, and in the terms
ol the natural sciences, (which are such a
trouble to most Of us who want to under
stand what scientific writer's have to tell us
upon agriculture,) the young man or woman
possesses the instrument for opening all the
learning Of the world. And the taste for


learning will also have been impaired, which
is the most important thing of all. With
that taste implanted in the minds of the
young generations, how long would it be be-
fore the vexed question of town libraries
would be solved2 The hunger for more
knowledge makes as imperative demand
upon the intelligent mind as the hunger for
food makes upon the stomach. The demand
will have to be filed, books will be bought,
and libraries will be begun every where.


know have wearied many Of my hear
ers, but have few more words to add about
that county high school. | think to every
such school land why not to the common
school, too,) there ought to be attached a
large garden or small farm under the super
intendence of the teachers. Such farm oil
garden would serve to exemplify much of the
teaching, would serve for the trial Of many
instructive experiments, and would furnish
also much food, which might be allotted
among the poorer pupils, according to the
vote Of their companions, to assist in their


maintenance while pursuing their studies.


In this school for the education of teach


ers whose duty it is to teach the children Of
our farmers, knowledge of the elements oil


scientific agriculture is important, and We


know not how more easily it could be ac


quired than from such an appendage to the


school, especially when the principal is him


self graduate Of an agricultural college.


If any OF the ideas l have advanced t,
you this evening, fellow farmers, should ap


pear to you of any practical value, let IN


appeal to you not to let them pass away il
the speaking of them. You have farmer;


clubs, you have oranges, you have agricul


tural societies, you have meetings at HON


and abroad. Let me entreat you to max
this question Of improving our commo


schools in the interest of agriculture sub
ject of thought and discussion on every sui
able occasion.


! Immense interests depend upon it, Cap
tai in the hands of spectators and great col
0 porations, is crowding labor harder an
, harder, and unless the working men Of tn
: country fortify themselves with knowledge


and with all their getting, get understanding
, of the great and momentous problems upo
q which the future prosperity and the futuI
, liberties or our country depend, the outoo
is not cheering for our children. This


the first country where the working man hO
. ever had a chance or has ever enjoyed genu


inc liberty. As wealth aceumulates, an


luxury prevails iu our great centers of Popr
A., lations, the rights of the workers becom


more and more in danger, because the POI
SCISSORS of that wealth will control our legi
atures and make our laws, unless we witt
stand them. 1t is an entirely new DANCE
h One hundred years ago there was not ms
!. on this continent possessed Of million
20 dollars. Now we have thousands Of su
!, men, and we have wealthy corporations wit
? out number, interested in divertiug the lit
"A rills of prosperity that ought to iertilize ol
! farms into their great reservoirs. 1t is nc
|. danger. 1t is our business to investiga
= and understand it. Aud the more we inve
\ tigate the more we shall be convinced tn
IN our only safety lies in better education {
;. the children of the working people.


.g The best fertilizer for potatoes, so say
it good practical farmer, is prepared after