Summer Meeting. 11 



o 



The farmer's son mav seem to be akin to the clod he cultivates, t<t 

 the superficial-eyed, the city youth, but that boy from the fields is 

 studying life. lie feels its sharp contrast, he notes that his occupation is 

 despised, and himself looked down upon, and he says with a firm deter- 

 mination of keeping his word, ''I will not be a farmer!" As soon as he 

 is of legal age he abandons the old farm, under its haphazard manage- 

 ment, and goes into the city, and drives a dray, or measures calico, ac- 

 cording as his appearance is good or his ability favorable. Were the 

 principles of agriculture and horticulture taught in the common schools. 

 all this would be changed. Respect for the avocation would bring forth 

 high-minded, gentle, manl}^ farmers, not here and there one, as now, but 

 the masses Avould be of the above type. 



Then, too, the ranks of the agriculturists would not be thinning 

 until the great problem of the rural district is, "How can we keep our boys 

 on the farm?" The farms would soon begin to be crowded, and the new 

 cry would be, "How can we keep the city clerks behind the counter?" 



When education shall accomplish this purpose and the husbandman 

 is a recognized king among men, because of his scientific agricultural 

 and horticultural education, then shall we see in rural life the social 

 problem solved. 



Instead of the present feeling of degradation, there will be a digni- 

 fied pride in the only avocation given to man by his Creator. 



When years shall have completed an honorable agricultural career, 

 we shall say with the poet : 



"A sparkling eye beneath a wrinkled front 

 The veteran shows, and gracing a gray beard 

 ' With youthful smiles, descends toward the grave. 



Sprightly, and old almost without decay."" 



L. A. Goodman. — How is this to be done now? We can not lay 

 doAvn fixed rules to settle it. How to grow fruit, distinguish varieties and 

 trees, to cultivate and make money at it, can not be put into books. 

 Books are not the proper form nor means of knowledge. The way is to 

 take the pupils out to the garden, show them how to plant, sow seeds, graft 

 ■■iiid cultivate; moreover, for this the teacher must be properly informed 

 about growing plants and varieties. IMemorv is not the way. In 

 connection with toacliing we must formulate some plan for directing the 



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