696 BOARD OF AGEICULTUEi. 



works of all times. Give the children plenty of good books, l)Ook,s worth 

 reading and re-reading that you will not be afraid for them to use. 



When you Avish to Uuy a new plow or cultivator do you examine it to 

 see if it is artistically ])uilt. If the paint is tlie proper shade, then l)ny it 

 for its beauty and stow It away in tlie I»arn to show your ni^ighbors on 

 special occasions? No, it is for the strength and durability that you choose 

 it, and the amount of work you will be able to get out? of it. No more 

 should you purchase pretty, morocco-bound, gilt-edge books and lay them 

 on the parlor table for your neighbors to admire when they call, but Iniy 

 them like the farm implements, for their strength and lasting qualities and 

 the good you and your children will be able to get out of them. Not 

 like the man who said he had a bil)le given to him ten years ago as a 

 Christmas present and liad it as good as new yet. What would you think 

 of a farmer Avho bought a plow ten years ago and had it as good as 

 new yet? 



Our government has done much within the last few years to further 

 agricultural instruction, and it has decided to make the study of the soil 

 and farming one of the most important features in the system of public 

 education in Cului and Porto Rico, as the inhabitants will have to de- 

 pend upon farming as their chief industry for many years to come. There- 

 fore it was decided that training in agriculture would be iiiost l)en('ticial 

 to them and it will be taught in connection with the common school 

 branches. 



France has a remarkably complete system of agricultural education. 

 It reaches all the people. It begins in the rural primary schools Avhere the 

 simplest facts of agriculture are taught, there being at least 3,oOL) of 

 these country schools, witn gardens attached, Avhere the children may re- 

 ceive practical training in farming or agriculture tlie same as in any other 

 study. The teachers have to take a normal course and pass in the teach- 

 ing of agriculture as in other bi'ancl:es. Whil(> 1 do not know if this 

 Avould be practical in our country, I do believe more attention should be 

 given to the study of agriculture in our common schools. 



While country children have many advantages over the city children 

 in being eA'ery day brought into contact with nature — the trees, the tlow- 

 ers, the birds, the springs, the hills, the bright sunshine and pure water, 

 and can learn many things by observation that the city cliild can not. At 

 the same time we believe the farmers" children will have to climlt more 

 hills, pass over rougher roads and tbrough more storms by the way of 

 the country school house to secure his education, but will not half the 

 victory be in the struggle one has to encounter? And will he not be the 

 stronger, and will not 'excelsior" seem iD-inted in larger and more ghnving 

 letters when he has reached the summit, for the hardships he has had to 

 endure to achieve his success? We believe the farmer l)oy has the strength 

 and the will, and armed with a good education, can not fail to come off 

 victorious in the battles of life. 



