Agricultural Education
By H. A. WASHBURN
It is not the purpose in this article to give a study as to how to introduce agriculture in the elementary schools, but rather to continue the thought of last week's article regarding the “great popular movement” in the world. As then stated, the present movement in the establishment of secondary schools of agriculture, corresponding exactly with our intermediate industrial schools, looks forward to a more general system of agricultural education, including the primary schools. This movement has made considerable development in Europe, and this is one cause of the present agitation in the United States. In Belgium, for example, the law requires that every school shall have a garden of at least one-fourth acre, and that all teachers be able to give theoretical and practical instruction in botany, horticulture, and agriculture. In the introduction of agriculture in the primary schools, advantage is being taken from past experiences in this direction. To quote the Wisconsin State superintendent: “There is a limited line of work that you can put into the district schools. And that limited line of work can not be carried out in the course of study unless the teachers who have it in charge have had enough training to make it a success. There is not an instance on record in this or any other country where the attempt to put agriculture into the district schools has not been a dismal failure, except where there have been teachers trained specifically for that work.” The experience in Canada in 1872, and France in 1887, in undertaking this work without first properly qualifying the necessary teachers, has taught a lesson which is being remembered in the United States. Therefore the movement for agricultural education of a more general character is beginning with the training of teachers,—a work steadily going on in many parts of the country, and a work which Seventh-day Adventists must now be doing in their schools if they are to be ready to take their proper place in this great work. If we fail to train teachers in these lines now, and undertake the work without properly trained teachers at a time when the state begins its work with the teachers now being equipped, we shall have to follow far behind. We should, therefore, in all our training-schools and colleges, be giving thorough instruction of just such character as is given to the teachers of Belgium, that they may be able to give “theoretical and practical instruction in botany, horticulture, and agriculture.” There must be an earnest effort put forth to interest our teachers in the importance of such preparation. Another difficulty which has retarded the movement in the world has been the lack of literature suitable for school use on the subject of agriculture. The leaders of the movement have not only been preparing by training teachers, but by securing suitable literature. During the past two or three years a number of publications of this sort have been provided, and the way is now opening for a rapid forward movement. It was about two years ago that the Secretary of Agriculture stated that we were just on the edge of the great popular movement. If we have not been fully awake to the importance of this work, it is high time that we should arouse. A movement which is just beginning in the United States, in the establishment of school gardens, should be illustrated everywhere by our church-schools. Schoolhouses generally, and country schoolhouses in particular, are homely, untidy, and unattractive in their surroundings. The most abandoned appearances to be found are the surroundings of the district schools. The possibilities in beautifying these premises have hardly entered the public mind. In a few instances, however, such remarkable results have come from small effort that an awakening is beginning. Seventh-day Adventist schools should present the most lovely, attractive surroundings to be found, a profusion of flowers and a well-kept garden giving not only the appearance, but the atmosphere of the Eden school. Such appearances will preach many an eloquent sermon. Much pleasure, as well as valuable instruction, would be obtained from the planting of small botanical gardens like those associated with German schools, illustrating the flora of the vicinity. Even a school in the city, with no yard whatever, should, until it can be located elsewhere, have at least its window-gardens. The blessed results from engaging the attention of the children with the beautiful works of God will solve many a problem for the perplexed and overworked teacher. There is no question but the school-garden movement for city schools, and more extensive work for rural schools, will soon become general. Additional requirements will be made of teachers. At the same time, Seventh-day Adventists will be more opposed and their work hindered. Attempts will be made to close our schools. These attempts in the end will be successful, as the Lord has told us. If our schools or teachers are inferior to the proper standards in the public school system, our schools may be closed sooner than the Lord would22have them. We should qualify ourselves as teachers in these lines because it is right, and not simply because we may be required by the state to present these qualifications; yet we may well bear in mind that we shall doubtless be tested by the state, and should be prepared to stand the test to the honor of the work of God. Let us seek to do work of such superiority that the question can never be raised as to the character of our work in the respects considered in these articles.