FARMERS' INSTITUTES. 59 



there are two possible lines of procedure with scientific teaching. One 

 is to commence with the principles of the science, say chemistry; to teach 

 the general characteristics of the elements and the laws of chemical 

 affinity and combination; to proceed then to apply these laws in 

 methods of qualitative and quantitative analysis; and finally to take 

 up the application to agriculture of the principles and processes learned, 

 ascertaining the chemical changes produced by light, heat and electricity 

 in the growth of plants, the chemistry of plowing, fallowing, draining, 

 chemical transformations taking place in various methods of preparing, 

 preserving and composting manure; chemistry of the rotation of crops, 

 etc. Such is the method to be used in a four-years' course with reference 

 to all technical work; first thorough grounding in the principles of the 

 science and then equally thorough and more extended study and practice 

 in the applications of that science to the daily routine work of the farm. 



PRACTICAL HINTS NECESSARY. 



The other method of procedure in scientific teaching consists in giv- 

 ing short, dogmatic rules of practice, the results of scientific investiga- 

 tion, with just enough of explanation to make the rule intelligible, and 

 little or no attempt to refer the rules to any basal principles of science. 

 These rules, of course, must be emphasized and fixed in the mind by 

 constant, actual doing. This method is good as far as it goes, 

 and I am free to ■ say that I think it has been too much 

 neglected in our school instruction. In order to do the most for 

 the farmer under actual, not theoretical or ideal conditions, the element 

 of time must be carefully considered. The farmer does not 

 find it always possible to give his son four years of technical train- 

 ing, while he may be able to give him one year or two. It is the 

 duty of the agricultural college to meet this condition of things by 

 supplying the necessary scientific instruction through this dogmatic 

 method. The question should not be "How much pure science can I 

 teach in a given time," but ''What is the minimum amount of general 

 science work necessary to give the best results when we come to utilize 

 a certain definite amount of time in teaching the applications of science 

 to agriculture?" 



So far we have spoken of professional mental training, theoretical 

 work. But like the surgeon's, the farmer's work is not all head-work; 

 there is work of hand and eye as well. The theories, the applications of 

 scientific facts must be constantly and persistently put into actual prac- 

 tice, for boys, on the farm, for girls, in the domestic economy of the 

 household. In my opinion this required work should be entirely educa- 

 tional. Processes such, for instance, as the construction and operation of 

 farm machinery, carpentry work, construction and filling of silos, dairy 

 work of all kinds, preparation of ground for various crops, cultivation of 

 crops, feeding stock, elementary blacksmithing, setting out plants and 

 trees, budding, grafting, pruning and a hundred similar operations 

 should be gone through until proficiency is attained; but as before 

 familiar work should not consume time that could with better effect be 

 used on more unfamiliar work, either of brain or of hand. I think, too, that 

 skill in the more elementary operations, such as simple plowing, hand- 



