Agriculture in Our Schools and Colleges by Louis A. Dahl

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Feb 4, 1909

Agriculture in Our Schools and Colleges

By Louis A. Dahl

ALTHOUGH we have received plain instruction that agriculture should be one of the leading studies taught in our schools, yet we are farther behind in this part of the work than in any other. It is true that our schools are industrial, and that the students work on the school farms, learning how to plow, harrow, and do other kinds of farm work; but there is need of instruction in the principles underlying agricultural practise. We should not seek merely to train students to become fairly good farm hands, but to enable them to become good farm managers, knowing not merely the how, but the why, and the when, of each farming operation. That is true agricultural education.

We make great plans for teaching agriculture in our schools, buy large tracts of land for schools, etc., but neglect the principal thing, the training of the teacher of agriculture. Our smaller schools and academies can not have good agricultural instructors unless some receive special training for this work. They can receive such training at the State agricultural colleges, but may not such opportunities be offered in our larger colleges? In some of our colleges the different branches of farm work are divided among the different instructors. Professor A is instructor in English and agriculture; Professor B is instructor in mathematics and horticulture; while Professor C teaches music and apiculture. Is it at all likely that Professor C's music aids him in his study and teaching of apiculture? We must not expect too many kinds of talents in one man.

Some of our colleges are beginning to see the necessity of having instructors who teach agriculture alone, but do they co-operate with him? Do the chemistry instructors plan their work so as to aid the teacher of agriculture in teaching the chemistry of soils, plant growth, etc.? The instructor in agriculture may also teach chemistry. This may be a good plan, as agriculture and chemistry are somewhat allied. But what direct relation can there possibly be between teaching German and teaching horticulture? How can the instructor do justice to both subjects in the class-room or field? One trouble is that the study of agriculture is looked upon as something apart from the sciences. The work of teaching agriculture in our colleges should not fall into the hands of one man, but there can be a sensible division of the work. The chemistry instructor should endeavor to teach in such a way as to bring in chemistry as it is related to agriculture; the physics instructor may teach agriculture physics. If possible, these instructors should hold special classes in this work for those who are preparing to teach agriculture in our schools. The instructor in agriculture can then spend more time in helping the students to see the relation between these sciences and agriculture, and can also help them to see the practical application of these scientific teachings. Then Professor D might teach general chemistry and agricultural chemistry. Doesn't that sound better? and isn't it better?

I do not mean that the farm work should not be divided among the members of the faculty, making each member a foreman of his division, so as to direct the work in the fields. The instructors, as well as the students, need exercise, and they could have it in the fields, at the same time looking after the boys in their division. That is what the common division of farm work in our colleges amounts to. Professor A may be instructor in English and foreman on the farm.

“Men take you to their orchards of oranges and lemons and other fruits, and tell you that the produce does not pay for the work done in them. It is next to impossible to make both ends meet, and parents decide that the children shall not be farmers. They have not the courage and hope to educate them to till the soil. Schools are needed to educate and train the youth, so that they will know how to overcome this condition of things. There must be education in the sciences, and education in plans and methods of working the soil.”

“Many say, ‘We have tried agriculture, and know what its results are;’ and yet these very ones need to know how to cultivate the soil, and how to bring science into their work.” “Agriculture should be advanced by scientific knowledge.”

“There is need of much more extensive knowledge in regard to the preparation of the soil. There is not sufficient breadth of view as to what can be realized from the earth.”

LOUIS A. DAHL.