46 



NEW ENGLAND FARMER. 



Jan. 



doubtless, in some degree at least, to the more 

 practical direction that has been given to their 

 powers of observation, and to their applica- 

 tion of observed facts. 



The theory of our school system is that our 

 high schools are to furnish free instruction in 

 all the higher branches previously taught in 

 academies and special schools, at so great ex- 

 pense to the scholars, that only the children 

 of the more wealthy could enjoy the privilege 

 of such instruction. Owing to the change in 

 teachers, and to the greater demand for in- 

 struction in the natural sciences, especially 

 such as will fit young men for engineers and 

 skilled woi kmen in the mechanic arts, this the- 

 ory fails in practice. Our high schools were 

 established to impart classical instruction and 

 fit young men for college. But this is found 

 to require too great a proportion of the time 

 and labor of teachers in public schools. A 

 class of two or three boys fitting for college, 

 in a school of fifty scholars, requires at least 

 two hours daily of the ■teacher's time, leaving 

 but four hours for the remainder of the school, 

 which is obviously unjust. Instruction given 

 in schools wholly devoted to classical studies, 

 is, in the nature of the case, better than can be 

 ^,jr given in our high schools, where the attention 

 of the teachers is given to instruction in a va- 

 riety of branches. Hence very few boys go 

 from our high schools to college. They must 

 all spend from one to two years at some clas- 

 sical school, or under private tuition. Those 

 who need scientific instruction, spend the last 

 year of school life at the school of technology 

 or some other scientific school. Our system 

 then fails in this respect. 



We would not say a word against our free 

 schools. They are the glory of New England. 

 To them a* due in great degree, the charac- 

 ter and prosperity of our people. They are 

 preparing thousands of our young men and 

 women, who never go to any other schools, for 

 the business of life, and the duties of ci izens. 

 But we must not expect too much of them. 

 If we expect them not only to lay the founda- 

 tion of a go»d education, but also to impart a 

 knowledge of the classics, and of the higher 

 branches of science to our children, by the 

 time they are fifteen or sixteen years of age, 

 we are clearly expecting that which is impos- 

 sible. 

 We have been often asked why classes can- 



not be instructed in agriculture in our common 

 schools. We answer, briefly, because the 

 scholars are not fitted to receive such instruc- 

 tion, and because the teachers are not fitted to 

 impart it ; and if they were, neither have time 

 for it, without neglecting other branches of 

 instruction which must necessarily precede 

 this to fit them for a proper understanding of 

 its principles. 



In the common school, instruction must be 

 confined chiefly to such knowledge as is wanted 

 in common by all the pupils. Let a good 

 foundation be laid, and then a knowledge of 

 special branches must be acquired in schools 

 especially designed to teach them, or from 

 practice and books which treat of such sub- 

 jects. Attempts to impart instruction beyond 

 the capacity of the mind, is but little better 

 than labor lost. Want of capacity may be 

 owing to want of age, or want of previous in- 

 struction. 



A felt want among a free people sooner or 

 later works out a supply. The want of in- 

 struction in special branches of study, which 

 it was felt that our common schools could not 

 supply, has led to the establishment of schools 

 of design, of music, of chemistry, of mines, 

 of engineering and other special branches, in- 

 cluding agriculture ; and it is about as wise to 

 expect our common schools to furnish instruc- 

 tion in such special studies as in law and med- 

 icine. 



Let us be contented to use our common 

 schools for what they are intended, and for 

 what they are capable of doing, and not spoil 

 them by attempting to force them to do a work 

 which they can never do. 



ASIATIC FOWLS. 



Some twenty-five years ago, when the Asi- 

 atic breeds of fowls made their appearance 

 among us, we were upon the verge of Aera 

 feverism, and the buff Shanghai gave it the 

 impetus. When first introduced they were a 

 large, yet compact, short-legged bird, and 

 were received by farmers as a very desirable 

 fowl for market purposes; but soon the fan- 

 ciers, "taking for their stand-point, size alone," 

 commenced breeding for that desideratum, 

 producing a long-legged, coarse, ungainly 

 fowl that could easily look down upon the top 

 of a flour barrel, or take their corn from a 

 four foot post ; the bones of such fowls were 

 found to weigh more than their flesh, until at- 

 taining the age of twelve mouths ; the puUets 

 not laying until six and seven months old. 



