64 THE SCHOOL GARDEN. 



occupation of husbandry in a rational manner. A 

 revolution is taking place in the field of husbandry in 

 our day not less striking than in that of national science, 

 industry, and technics ; and has not the school a direct 

 duty to prepare the future husbandsman for his calling ? 



The time is past in which it could be thought that 

 the husbandman can carry on his work with no other 

 aid than raw experience. Without the knowledge of 

 natural history, or without a general good amount of 

 culture and knowledge, the husbandman is lost, at a 

 period of transition from a method that has been out- 

 lived to one regulated upon firm scientific principles. 

 The husbandman needs to be prepared for his indus- 

 try as carefully as one who wishes to carry on any com- 

 monly called city industry. Should he 'complain if he 

 lets his little piece of ground lie fallow after, as well as 

 before tilling it ; if he lets his cow go hungry half the 

 winter chases it from the willow grove in the summer 

 heat, and does not save its dung till after it has become 

 worthless ? Not the times nor the accident of another 

 branch of industry is to be complained of, but his own 

 ignorance and want of understanding. 



Agricultural unions, popular writings, essays scattered 

 broadcast, model economies, etc., perform only half 

 their task if their theoretic instruction and the exhibi- 

 tion of the object for practical inspection, and the 

 demonstration of the way in which it is to be applied, 

 do not follow directly. And this can be done most 

 ably, most quickly, and most naturally in the school 

 garden, which in certain circumstances- for instance in 

 a poor mountain region, where an agricultural school is 

 impossible in the neighborhood (although just here it 

 would help a most pressing need). The school garden 



