FIFTH ANNUAL YEAR BOOK — PART VI. 453 



AGRICULTURE IN OUR RURAL SCHOOLS. 



Frank D. Joseph,Delaware County Schools, Superintendent^ Manchester ^low'a. 



I have been asked to write a few words as to the relation of agriculture 

 to our rural schools. In so doing I shall take the liberty of digressing some- 

 what from the real subject and treat it more in general relationship to our 

 public schools. It is my intention to exploit no wildcat scheme, but shall 

 speak of some things as possibilities. While not in full sympathy with the 

 present movement for agricultural instruction, I believe there is real value in 

 its study. France, Germany and England require it in their course of 

 study. Even in America some states make it compulsory. In Wisconsin no 

 teacher is allowed to graduate from the normal schools without pursuing an 

 elementary course in agriculture. The people of that State are also con- 

 ducting county schools that give the farm boy a course equal to the short 

 course in most State institutions. A number of states teach the subject in 

 their rural grades, so we can see it is not a new one. 



Some one has said, "There is a crying need for agriculture in our public 

 schools," and naturally we wonder from whom comes the cry. Is it some 

 one anxious to exploit his ideas before the people, or some book company, 

 shrewd to see an opportunity of profitable investment, or is it the common 

 sentiment of the people? We are inclined to believe no one man, by his 

 hobby, could influence so many persons, that a book company could not 

 screen its avaricious spirit, but that the public believe agriculture a leaven 

 of good to our rural communities. We must all agree there is an ethical 

 value in the study, whatever our minds may be regarding the method of 

 teaching. The farm is shown to be worthy of study. The things about the 

 farm are dignified as being worthy of scientific investigation. The pupil 

 also learns that he may study the things near at hand and receive the mental 

 power for which he is striving, and in his pursuit he is making his work a 

 pleasure. 



Permit me to say, it matters but little what I may think on this subject 

 but it is what the tax-payer wants and is willing to pay for that governs our 

 public schools. In the few words that follow I desire to direct your atten- 

 tion along two lines of discussion. First, Agriculture, its relation to our 

 rural schools. Second, Agriculture, as taught is a county high school. 

 These do not of necessity go hand in hand. Either will live without the 

 other, but perhaps the high school will receive more attention and reach a 

 larger number of students if Agriculture is taught in the district school. 



There is a common idea held that the teaching of Agriculture means the 

 expounding of commonalties; expatiating upon the best methods of plowing, 

 dragging, sowing and reaping; or that some man sits in his office and tells 

 how to do these things with which the farm boy is already familiar. Such 

 is not the case. In a simple way the child is lead to observe the things 

 about him, — how the soil takes up the water, drainage, how plants feed, 

 parasites on plants, weeds on crops, dairying, principles of feeding and ani- 

 mals. All these naturally tend to sharpen the intellect, stimulate an interest 

 in nature, likewise teach us to work with our hands as well as the mind. 



