OCR Text |
Show 'ive the boys a thnrou h knowledge of all the processes of farming, from the breaking of tfe ground to the storing and marketing of the crop, by having them perform the actnd work. In the Course of Study detailed instmctions are iven regarding each operation ueces-sary to successful farming, and t % e care of the implements and machin-erv nsed in farm work. and dnrinp nersonal visits and bv letters and ciGculars we have endkavored t ~ ?&~ r e susp on sn erinkndents and teachers the imnortance of this subiect. and to see t 1 at the instruction given the boys 1s of the most prac"tic,d character, and also that they are encouraged to enjoy the work, and not look upon it 89 a diudg-ery. At Haakell, for instance, the children were carefully instructed in the cultivation of strawberries, and under proper supervision were allowed to ather the fruit and enjoy strawberry suppers. I n accorf an ce with your views we have tried to bring more strongly to the notice of superintendents and teachers the importance of teach-ing farming and stockraising, as the following extract from a circular sent to schools will show: The I n d h pupil? need careful agricultural training, and the class-mom &her, byher dally help, w~lllayth e f o u n d a t i o n f o r i n ' * To this end the claas-room teacher must be in touch with the work of the farmer, and with his advice and direction the greatest strength of the school force should he brought to bear upon raising crops best suited to the soil, climate, and general con-ditions. * * * If his home is in a region where nothing can be raised without irrigation, the boy must be carefully trained in the manner of operating and where poeeible in constructing irrigating ditches. * * * If stock raising a n be more suceessfull conducted than farming, the training that the boy receives should he along this Hne. We have supplemented these instructions by versonal talks with super int~nde~b~ntd; teurhrrs and by c . o r r c , ~ ~ o ~a l~ada .~vn~c~n~~~l c~a,\ ~o~~- ing to get th(.n~ to muhe their methods p~wvtienl :~nd litted to tho needs of-the pupils. In localities where stocli raising is the principal industry teachers have been urged to give special attention to this suhject, and after instruction in the class room to take the upils to the pasture, there giving, in connection with the farmer or xairyman, practical instruc-tion in the management and care of stock, including raising of calves and the distinguishing characteristics of different breeds of cattle-those best for beef and those best,for the dairy. . During the past four years we have urged superintandents and indus-trial teachers to do better and more extensive work in the dairy, and we are glad to re ort that some of the schools are carrpir,,rr out these instructions. 2e have also urged matrons and housekeepers to have the girls as well as the boys learn tomilk, and to have the ills espe-cially taught the caro of tliemilk, to make good butter and c% e 'e se, and to keep all utensils of the dairy in proper condition. The dairy department at the Haskell Institute has been very snccessful during the past year. Our constant aim is to enable the pupils to obtain practical results by using practical and sin] le means, at the same time giving them suscient acquaintance witX) the principles of agriculture to enable them to understand the reason for the vmious farming operations, this being subordinated and made merely accessory to teaching the actual work of the farm in all its details. The success of the school gardens has been exceedingly gratifying this |