September 30 
662 
THE RURAL NEW-YORKER. 
AGRICULTURAL EDUCATION FROM A 
FARMER BOY'S STANDPOINT. 
The customs aDd practices of agricult¬ 
ure have not changed in proportion to 
the development of the knowledge con¬ 
cerning those things with which the 
farmer is constantly dealing. Practice is 
lagging far behind science. 
The general absence of exact knowl¬ 
edge concerning the principles upon 
which agricultural operations are, or 
ought to be based, together with im¬ 
proper methods of performing the opera¬ 
tions them elves causes at least a large 
portion ol the present unsatisfactory con- 
dit : on of agriculture, both frem scientific, 
financial and practical standpoints. How 
is the condition of the farmers of this 
country to be bettered ? How are they 
as a class to be made more happy, intel¬ 
ligent and prosperous? These are vital 
questions. The answer is education in 
special lines for a special work. 
The ranks of the farmers are recruited 
almost entirely from farmers’ sons, so we 
shall simply consider some of the most 
evident features of the present require¬ 
ments of the agricultural education of 
these young men, and the most feasible 
means whereby this training may be 
obtained by them. 
We must recognize, at the beginning, 
that if the highest type of agriculture 
were practiced in every locality ; if the 
most improved labor-saving machinery 
were employed in all cases; in brief, if 
everything which should be done upon 
the farm were performed exactly as it 
should be performed, and at the right 
time, then the greatly simplified prob¬ 
lem of agricultural education would re- 
solvf itself into how best to teach the 
great underlying principles of agricul¬ 
ture to the young people, so that in 
maturer life they can better understand 
the reasons for the correct practices 
which they have adopted by observa¬ 
tion and imitation. It is needless to say, 
however, that nowhere does there exist 
such a perfecfTsyst* m of practical agri¬ 
culture. The average farmer of to-day 
has very little knowledge of how to per¬ 
form farming rperations properly, to 
say nothing of having any clear-cut con¬ 
ception 0 / the natural laws upon which 
his occupation depends. Cons< quently 
the fact must be recognized that we are 
not dealing with the simple problem of 
how best to teach the general principles 
of agricultural science, but that the 
teaching of general principles is only a 
portion of what should be taught, in 
order to round out the education of 
farmers’ sons. In order to be most suc¬ 
cessful in agriculture, these young men 
must gain somewhere a knowledge of 
three general classes of subjects, which 
may be denominated, although some¬ 
what loosely, financial, mechanical and 
theoretical. What to do upon their 
farms. How to do it. Why. 
Apparently there is no direct way 
whereby young men may be aided in de- 
ternrning just what line of work to take 
up on their farms so that satisfactory 
profits can be obtained. So very much 
depends upon circumstances and sur¬ 
roundings—the nature of the soil, the 
situation of the farm, and even the 
natural inclination of the young men 
themselves, which fits them to take up a 
certain line of work more successfully 
than another. Only after they have ob¬ 
tained a wide knowledge of their sur¬ 
roundings, and of the resources at their 
command, can they arrive at the most 
satisfactory plan. 
The second class of subjects is con¬ 
cerned with how to perform properly the 
operations upon the farm with a mini¬ 
mum of expenditure of money, time and 
labor Farming operations are ordinarily 
per'ormed in a crude and laborious way, 
thus materially diminishing not only the 
farmer’s profits, but also his leisure, both 
of which are matters of the highest im¬ 
portance To give an example, there are 
probably not one per cent of the farmers 
of this State who have the tools, and 
their barns so constructed that they can 
most easily and cheaply harvest their 
hay and grain. It is evident that any 
system of agricultural education which 
leaves out a consideration of these prac¬ 
tical subjects must be extremely defec¬ 
tive. Indeed, it would seem that the in¬ 
judicious way in which subjects of a 
practical nature have been taught in agri¬ 
cultural colleges has been the cause of 
the great general lack of success of these 
institutions as promoters of agricultural 
progress; for no educational movement 
can be called successful in which only a 
fraction of one per cer t of the young peo¬ 
ple for whose benefit the special instruc¬ 
tion was established has received this in¬ 
struction, not even questioning whet’ er 
the instruction which has been given has 
been of any value to those who have re¬ 
ceived it There can be no doubt that if 
the agricultural colleges were to present 
instruction suitable to the needs of farm¬ 
ers’ sons, there would not be such a lack 
of students of agriculture as is at present 
the case in these institutions. To con¬ 
vince any one that the practical side of 
agriculture should be presented fully and 
completely ; that it is exactly what is 
required by farmers’ sons, he has but 
to witness the extraordinary success of 
the dairy school, and other departments 
of the College of Agriculture of the Uni¬ 
versity of Wisconsin, in which a live man 
has appreciated that farmers ought to 
know not only why , but in a far greater 
degree how to perform agricultural work. 
How can young men most quickly gain 
a thorough knowledge of methods and 
appliances for agricultural operations? 
It is a fact that they cannot become 
thoroughly familiar with these things 
upon the average farm, and naturally 
those young men who are progressive, 
turn to the agricultural colleges for this 
training ; but even at the college they 
cannot become so familiar with these 
practical sutjects as they desire. There 
is no reason, however, why the agricult¬ 
ural colleges should not have farms, 
amply equipped with different kinds of 
farm implements, which are available for 
purposes of instruction—farms which are 
not devoted to a single line of work, but 
which are sufficiently la ge so that sev¬ 
eral branches may be taken up each on 
an extensive scale, and the operations so 
carried on that the students, at least 
once in their lives, can see how opera¬ 
tions ought to be conducted, and become 
acquainted with the advantages of using 
improved methods and improved ma¬ 
chinery. The mere attendance of an 
observing young man at such a farm for 
a time, would not be a bad agricultural 
education in itself, for he would go back 
to his own farm with broader views on 
agricultural matters, and would hence¬ 
forth work to better advantage. 
If any agricultural institution cannot, 
for financial reasons, or the chronic in¬ 
efficiency of its agricultural faculty, con¬ 
duct such a farm and give properly the 
instruction connected therewith, it is 
suggested that the young men, at least 
those who take the full and regular 
course in agriculture, be required to 
spend some time at practical work on 
certain specified farms, where some 
branch of agriculture is extensively and 
successfully pursued, the students select¬ 
ing those farms in whose specialties 
they are particularly interested. Of 
course those fe v fortunate students who 
have had a wide experience could be ex¬ 
cused from this course. 
Besides this practical training, and in 
connection with it, the young men should 
acquire a wide knowledge of the natural 
sciences, and of the theory and history 
of agriculture, for without a thorough 
knowledge of principles, a real perma¬ 
nent advance in agriculture cannot be 
made. No one can deny that this aspect 
of agricultural education is quite thor¬ 
oughly and successfully presented by 
many of the agricultural colleges. With¬ 
out being supplemented, however, by in¬ 
struction in ways and means, it is inad¬ 
equate to the present requirements. 
To sum up the whole matter, farmers’ 
sons must learn what to do, how to do 
it, and why. The last two divisions 
which are concerned with the practical 
execution of farm work and the theory 
underlying aU agricultural operations, 
should be clearly and fully presented by 
the agricultural colleges, particular at¬ 
tention being given to the former divis¬ 
ion, for without proper methods little 
can accrue to the practical farmer, 
though he may have a wide knowledge 
of the underlying principles. 
N. Y. HORACE ATWOOD. 
BOYS LEAVING THE FARM. 
It is towards evening. I have blacked 
my boots. I feel better. I shall soon 
have to go out and milk. Can I do that 
work better because my shoes are pol¬ 
ished ? Perhaps not in some stables ; for 
the filthy condition in which some farm¬ 
ers keep their cows reacts on the farmer 
and helps to keep him a poor, meanly 
dressed man. I can milk without soiling 
my boots, because I find the stable to be 
the best place for the ashes carefully 
sifted from partially burned coal. They 
keep it clean and retain the odors where 
they belong. If I had not enough of my 
own I would go into town and get paid 
for hauling more out. Now see where a 
pair of well blacked boots leads to. I 
waste no coal, ashes or manure The 
cows feel better and the stable is a 
pleasant building to enter. 
Let us take up the farmer who is 
slovenly. Not only are his stables filthy, 
but h » is wasting ammonia, and pis cows 
breathe foul air. He comes into the 
house smelling of the manure heap, all 
because he never blacks his boots. 1 
know he growls out that he cannot do it 
None of his forefathers did it, and he 
cannot. But there are breeds of farmers, 
and some of them are very defective, 
can point back to a well-bred class of 
them, hard-working men who dressed 
well and kept their boots blacked in the 
evenings. Why ask the reason for the 
young man’s leaving the farm and dwell 
ing in the city ? Among the reasons let 
us admit that he wants to get where he 
can keep his boots blacked and meet 
well-dressed people. 
I believe that slovenliness in dress 
among farmers is a habit, perpetuated by 
surroundings, and an attempt to do too 
much, or train rather more money than 
comfort out of farming. I conclude the 
condition can best be set forth by a story. 
At Gettysburg Lee was watching a charge 
of rebels with a triumphant look when 
of a sudden they were repulsed. A 
wounded rebel was leaning up against a 
wheel, looking on also; he saw tbe re¬ 
pulse and remarked, “ By gosh ! they bit 
off more than they could chiw that 
time.” We might as well face the fact 
that farmers bite off more than they can 
chew while they dress in such a slovenly 
way as a class. The farmer is drunk 
with misery brought on himself by 
slovenly habits in caring for his body. 
Tbe poorest man in a city has a bath 
room in his house, while a bath-room 
is the exception among farmers. You 
cannot stop the boys from going where 
they can keep their boots polished, 
always respect myself more when my 
boots are blacked. I feel better, and try 
to keep the grounds and stable in as good 
condition. Farmers, black up your boots 
and try it, is the advice of a 
GOLD BUG FARMER. 
In writing to advertiser* please always mention 
Th* Rural. 
F vaporating fruit 
Full trentine on Improved methods, yield*, pro¬ 
fit * and prices Free. AMERICAN MFC. CO. 
NSTRUCTION 
FOR THE 
ORGAN. 
Organ at Church ant) at Concert. 
Compiled and arranged by J W. Simpson. The 
pieces are enhanced wLn freshness, ap roprlateness, 
and utility: of suffi-lent variety to sat-sfv exacting 
organists Nff finer collection of organ pieces has 
beeh publlehud for years. Price, #‘4.00 
Clarke’s New Method for Reao Organs 
The most popular instruction book for the organ 
and entirety distl- ct from any previous work D» the 
same > uthor. No learner can afford to be witnout 
this book. It contains all th t s needed to make a 
most competent player. Price. #4 50. 
Emerson’s New Method for Reed Organs. 
E ey and progressive lesso r s. scales and studies, 
with a tine collection of OfRan music Price, #3.50. 
Modem School for the Organ 
Bv Zundel Id three parts Part 1, Elementary 
Construction; p* rt 2, Pedal Playing; part 3. rom”l- 
nation of ^tops. This “School ” lias become a stand¬ 
ard work tnr iugaout the country Price, #1.50 per 
part; comp ete in ane volume, #3. 
Beliak’s Method for tae f’rgan. 
Pap°r, 75 cents: boards, #1- Also an edition in 
German. 
Winner’s Eureka Method. 
The latest instruction book, 
boards, #1 
The Art of Organ Playing. 
In five parts, by Eugene Thaver. "art 1. Manual 
studies. #1.50; part 2, Pedal Studies. #4; par 3, 
Registration. #1.50; part 4, rburch Playing, #4; 
part 5, i oncert Playing. #4.50; hve parts complete, 
cloth, #8. _ 
Any books sent postpaid on receipt of price. 
OLIVER D1TS0N COMPANY, 
453-463 Wasulagton Street, BCMTON. 
BOOKS OF 
Paper, 75 cents; 
C. H. DI i’SON & CO., 
867 Broadway, N. Y 
Nerve 
J E. DIT40N & CO., 
1228 Chestnut St., Pnlla. 
Tonic 
Blood 
Builder 
50 c. 
per bo* 
O for 82.50 
Send for 
descriptive 
pamphlet. 
r Dr. WILLIAMS' 
MEDICINE CO., 
Schenectady, N.Y. 
and Brockville, Ont. 
BSBB Box is. 
WAYNESBORO, PA. 
Thrashing Machine for Sale. 
A 32-tnch cylinder, 44-lncli apron, 36x48-lnch 
sieves. Lias oeen used one season Address 
A. M. GR1FFEN, Platnheld, N. J. 
SAMPLES 
of Artistic WALL PAPERS sent for 
8c. Newdes^^autitul^colormgs. 
1624 Chestnut St., Philadelphia 
PAINTroIfs 
DIXONS SILICA GRAPHITE PAINT 
W ater will run from it pure and clean. It®° v “f 
the surface of any other paint,and will last four 'orA# 
times longer. Equally useful for anyiron work. Send for 
circulars^ Jos. Tiixon CKUCIBLE CO., Jersey City. N. J. 
Achromatic Telescope. 
Few things are more interesting or 
useful in both leisure and busy moments 
in the country than a 
good telescope,or harder 
to find. We believe that 
we have in this a thor¬ 
oughly good telescope 
that we can offer to our 
subscribers in con¬ 
fidence that it will give 
satisfaction. When ex- 
tended it is over 16 
inches.and.when closed, 
6% inches in length. On 
a clear day you can dis¬ 
tinctly see time on a 
tower three miles away. 
The moons of Jupiter 
can he seen with it. The 
telescope tubes are 
made from heavy pol¬ 
ished brass; the body is 
covered with morocco, 
making a thoroughly 
substantial instrument. 
It is achromatic; that is, 
does not blur the vision 
by a confusion of colors. 
Retail price, $4.50. Our 
price, prepaid, with a 
year’s subscription, 
S3.50; with a renewal 
and a new subscription, 
$4.25. We test each one 
before sending it out. 
The user must remember that the tubes 
should be pulled out full length, and 
the adjustment to the eye made only 
with the section nearest the eye piece, 
moving it out and in as necessary. 
THB RURAL PUBLISHING CO., 
Oor. Pearl and Chambers Sts., New York. 
