Agricultural Education
By H. A. WASHBURN
THE original plan of God in establishing schools was that they should center in the home, with the parents as the teachers. The failure of parents to do the work purposed of God necessitated the establishment of schools, with others than parents as teachers. Thus came into existence the schools of the prophets. Under these conditions, which have prevailed ever since, the schools of the prophets are correct models after which to pattern our school work. Repeatedly have these schools been placed before our attention, with the instruction, “Our schools must be more like the schools of the prophets.” Instead of elaborate schools, such as some which we have established, we are to have “more simple schools, with more humble buildings, and with teachers who will adopt the same plans that were followed in the schools of the prophets.” One prominent feature in the work of the schools of the prophets was that “the pupils of these schools sustained themselves by their own labor.” It was then possible for any deserving young man to secure a training for the work of God, even though he was not in possession of financial resources. It is readily seen that this should be the case in every age, when every young man devoted to the service of God is needed in the work of the gospel. At no previous time, doubtless, was there such a pressing demand for the services of every consecrated man and woman as we feel at this time. While we have a large number of young people in training, there are to be found everywhere young men and young women of ability and consecration, but needing the training to be obtained at our schools, who are kept out of school solely because of their inability to meet the cash expense involved. This is keenly felt by those in charge21of every school. These young people are needed in the work. They need education first. They are without means, and for only a limited number can work be provided, that they may in this way meet the expense. A way must be made for them, and this presents a problem for solution. In order to enable as many as possible to attend our schools, the rates have been made as low as possible, in some cases too low. This, however, has not enabled a general attendance, and many are shut out of school, although the Lord has said that “all our youth should be permitted to have the blessings and privileges of an education at our schools.” This brings us face to face with the financial problem in our schools, which is probably the most perplexing thing with which we have had to deal. Our schools have been struggling with debt, the burden of which has affected the whole work of the school. Under these circumstances, the schools have been able to help students but little. Students have been received, however, and carried by the school, with the expectation of payment at a later date. This has placed students in debt, bringing its depressing influence upon their lives, and has also placed the school in debt. In order for all these persons, young and old, to attend school without incurring debt, and without placing the institution in debt, there must be provided employment which will bring to the school sufficient cash returns to meet running expenses. In the schools of the prophets the pupils “sustained themselves by their own labor in tilling the soil or in some mechanical pursuit.” It is quite evident from the Bible record that these schools were like the Eden school, agricultural in character. That agricultural work is the means of greatest importance in assisting students is indicated in the emphasis laid upon this work by the spirit of prophecy. “Had the money which our larger schools have used in expensive buildings been invested in procuring land where students could receive a proper education, so large a number of students would not now be struggling under the weight of increasing debt, and the work of these institutions would be in a more prosperous condition.” “Had all our schools encouraged work in agricultural lines, they would now have an altogether different showing. There would not be so great discouragements. Opposing influences would have been overcome; financial conditions would have changed.” It is true that “mechanical pursuits” were utilized in enabling students to meet their expenses in the schools of the prophets, and these are to be used in our schools. It should be remembered, however, that agricultural work is to be given chief prominence for other reasons, and in most instances it will be found that agricultural work will be more profitable to begin with than other employment. It has been the experience in some of our schools that the various lines of shop work could not be made self-supporting in the beginning. They have been an expense to the school. It frequently requires some time to make the mechanical pursuits financially profitable to the school. For the tillage of the soil, no expensive facilities are required, giving employment to a limited number, but such work can be begun at the very beginning of the school, and with careful management be made a source of revenue. The main requirement is the land. “In establishing schools, one important point is to secure land sufficient for the carrying forward of industries that will enable the students to be self-supporting. There should be land sufficient for the raising of the fruit and vegetables required by the school, and also some for sale. Agriculture should be made a financial benefit to the school.” After the agricultural industry has been well established and made remunerative, other industries may be added, and the income from the farm can be made to support these industries until they are self-supporting and remunerative. In this way we may avoid debt, which would otherwise accumulate. Every consideration seems to teach that “study in agricultural lines should be the A, B, and C of the education given in our schools. This is the very first work that should be entered upon.” This appears the more plain when we consider further the self-support of the school.