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VOL. LXIII ^r i INDIANAPOLIS, MARCH 7, 1908 NO. 10 Agriculture in the Schools. [Extracts from an address given by D. O. Barto, University of Illinois, at the Short Course Meeting, of Farmers, Purdue University, Jan. 16, 1908.] Should the boy who is going to college he educated in the public schools in the same way as the boy who is not going to college? Ought the country boy to have the same kind of education that the eity boy gets? Shall the girls be given the same sort of education that is given to their brothers? Yes, these sound like those same old questions, that have been discussed so many years, but they have not been settled,—perhaps they never will be Still this talk has not been all in vain. If you will notice what the leaders in educational matters all over the world are saying today, you cannot fail to be impressed with the unusual unamity of sentiment that education and life are the same, that they flow on together, and whatever deepens and broadens the channel of one increases the current of the other; that living implies action and that doing and learning must go hand in hand; that whatever ts.nches most vitality the experiences of life is most effective in its power to educate. A few days ago I heard a new definition for education. A very bright speaker was illustrating the differences, the chasm, that separates man from the lower nnimals. He pointed out how superior the animals are to man in the beginning, who is the most helpless and dependent of all created things in his infancy. And then he showed how man's advantage over the animals later on was due to his capacity for education, the ability to think and reason, to relate cause and effect, etc. "Xow education," said he, "is the thing that gets a fellow out of trouble, helps him overcome the difficulties that he is constantly finding in his path, makes him master of the situation." I smiled when I heard this definition, because it was new and different; but the more I think about it the better I like it. Notice how well it fits! "The thing that gets a fellow out of his trouble, that helps him meet and overcome his difficulties." Suppose we make this the test and meas- v;re of the education we want and believe in, and see how well it suits our subject. What are the principal or most common troubles that beset man, and which education is to help him over? I suppose the most comprehensive answer would be: Man's chief trouble all his life is to get what he wants, to provide for his needs, and to satisfy his desires; and education is the thing that is to help him out. First then, education must help him to know what needs are real and not imagined, what desires are worthy and uplifting. This is the education that trains the judgment, develops taste, forms ideals and fixes habits of life. This sort of an education we call moral, for it has to do with the making of character. The points that I have been trying to make are these: That education is the one thing that gives the mastery over the difficulties of life; that certain difficulties or needs are common to all people, and therefore a certain part and amount of educational training should be the same for a"- Bnt that only those things that touch the lives nnd enter into the experiences of the pnpils, and seem to connect with what they hope to do later on have sny real .sducational value. And there fore the schools of the future should be sn planned that they shall give instruction in those subjects that we have termed humanistic, and in addition to this each school shall furnish that education which most nearly meets the needs of its community, which is most closely related to the activities and interests of the people who use it. This means, then, that in the rural schools the pupils shall be educated iu and by means of the study of agriculture, wliils> the city pupils shall be trained in and through such studies as are related to the principal industries of city life. The reasons for such a system of education in our public schools are both economic and Although I have not entirely recovered from my disease (owing to its being chronic and having been troubled with same for oyer 30 years). My health has been greatly improved, as also has tliat of the entire family. We have never found the thermometer lower than 20 degrees above zero since wc have lieen here. Nor does it get so very hot in the summer; we always share I good breeze stirring. It is never sultry, and sunstrokes are unknown. We have several northern people coming here, but the majority that are in this vicinity nre Indinnans. The natives have until recently given A Clay County Barn, owned by M. Cullin, managed by Fred Drake, showing manner of transmission of power from power shed to feed center. pedagogic* and from each standpoint are equally urgent. All the material interests of our country are justly demanding that the public schools send out their pupils better prepared—more skillful and capable—for the work they are to do- And the educators are saying: "These things that touch our lives are the things which cause us to think and develop. Ansl as education is life and Ufe is education, should we not bring into the curricula of cur schools a greater proportion of those thinga that have a vital relation to life and its interests'.'" "The way to educate a boy is to set him to work; the way to get him to work is to interest him; the way to interest him is to vitalize his task by relating it to some form of reality." The idea that education does not necessarily mean the learning of something that is far removed from us in time and space, and that will probably bear on closer relation to our business of earning a living than does the North Pole to a hitching post, seems to be getting into the minds of a good many people, and they are wondering why they never thought of it in this light before. LETTER FROM ARKANSAS. Editors Indiana FarniCT: As I am a reader of the Indiana Farmer and also used to be an Indiana farmer, myself. I will try and tell you something concerning the country that I now live in. Indiana is my native State, but being troubled with asthma and other chronic diseases I could not stand the winters there and came to this place about two years ago. their attention mostly to cotton raising. But since northern people are coming in they are introducing various other crops, as corn, oats, potatoes, peanuts, peas, sugarcane and various others. Alfalfa is proving very productiove also, and the people say that they used to raise an abundance of wheat, _ but they have not raised any in this vicinity in the last few jears. Fruits of all kinds can be suc- ceesfully raised here, especially peaches, pears, plums, and figs grow unusually well. But the people have not given much attention to fruit raising as yet. There are thousands of acres of good cheap land here that can be made to bring an abundance of wealth if put into cultivation. Most of the immigration has been going into Texas, and Arkansas has been overlooked to a great extent, until the last year or so; but it is scorning this way more of late; land values have not increased in pisspssrtion here as they have in other parts, where immigration has been more plentiful. (lood improved land can now be bought here at frssm $16 to $50 per acre, and unimproved land as low as $5 to $10 per acre. But land values are beginning to increase considerably now. I send you a cut of the house in which I live; said dwelling alone cost $5,500 when erected, besides the cost of all the outbuildings. I bought this farm of 100 acres for less than the buildings alone cost when erected. Hut these conditions were not here to stay, for land values have increased over one slresl per cent in the last three or four years, and still continue to increase very rapidly. To the northern farmers who have to rent high priced lands, and scarcely live, I would say go where you can obtain good cheap homes. If you have not got the money to buy land you ean easily rent, as land is here in plenty, but the renters are Is w ssinsidering the amount of land there is, as anyone tbat is able and willing to work can easily obtain a home of his own in a short time. In renting the renter gets three-fourths of the cotton and two- thirds of the corn, as that is the general rent. To the afflicted or the old I would say that we have the ideal climate here, for all diseases of the lungs, stomnch, kidneys or catarrhal troubles. You scarcely ever see anyone afflicted with rheumatism here. We have good soft, pure water that does not contain a particle of lime. The upland is rolling enough to afford natural drainage, and is of a sandy or gravelly nature, underlaid with a clay subsoil. The river bottom land is of a dark sandy nature, and in some of it you find a black, sticky like soil. This river land is very productive, especially for cotton, corn and alfalfa. The native people are very courteous and do not have any enmity toward the northern people, as some ot the people that have never been among them would suppose. They have good schools and churches, and almost everyone goes to church, both the white people and the negroes. The negro here is very polite and industrious, the most of them in the country own their own homes, but the majority of them live in the mill towns and do public work. They have their own schools and churches, and are not allowed to associate with the white people. The negro is taught to look np to and do as the white people wish him to do. Lewisville, our county seat town, has over two thousand inhabitants. It has two railroads, a good bank, many business liiiiscs, two cotton-gins, saw mill, a plain- ning mill, electric light plant and telephone system, a fine court house and one of the best graded schools in the state. Wc have the R. F. D. mail route and telephone system in the country; have good public roads and almost all the advantages that we had in the north. Stamps is just five miles from here; it is considered to have the largest lumber mill in the Southwest. They furnish employment for over two thousand men. ■ Generally speaking I think that this country affords as great advantages to the average farmer or prospective immigrant as he will find anywhere. It costs about $20 round trip from Indianapolis to Lewisville, Arkansas and return. William W. Isenhower. TO FERTILIZE THE GARDEN. Editors Indiana Farmer: Will you, or some of your readers tell me how to bring np a garden soil that seems to be exhausted; it is rather loose black ground, about 40x20 in size, so situated as to make it next to impossible to fertilize with manure, being in town nnd an inside lot. We have found that wood ashes helps a beet bed, but what is needed for tomr.totas, beans, radishes and turnips? We have an agent here who deals in commercial fertilizers; should such be applied now or later? L. —The ground should have a dressing of ■complete fertilizer, containing nitrogen, phosphoric acid, and potash. The wood ashes contain potash and some phosphoric asisl apply commercial fertilizer early in the spring: however, it is better to apply the nitrogen just before planting. From 30 to 40 pounds of complete fertilizer would be enough for your little garden plot.
Object Description
Title | Indiana farmer, 1908, v. 63, no. 10 (Mar. 7) |
Purdue Identification Number | INFA6310 |
Date of Original | 1908 |
Subjects (LCSH) |
Agriculture Farm management Horticulture Agricultural machinery |
Subjects (NALT) |
agriculture farm management horticulture agricultural machinery and equipment |
Genre | Periodical |
Call Number of Original | 630.5 In2 |
Location of Original | Hicks Repository |
Coverage | United States - Indiana |
Type | text |
Format | JP2 |
Language | eng |
Collection Title | Indiana Farmer |
Rights Statement | Content in the Indiana Farmer Collection is in the public domain (published before 1923) or lacks a known copyright holder. Digital images in the collection may be used for educational, non-commercial, or not-for-profit purposes. |
Repository | Purdue University Libraries |
Date Digitized | 2011-03-21 |
Digitization Information | Original scanned at 300 ppi on a Bookeye 3 scanner using internal software. Display images generated in CONTENTdm as JP2000s; file format for archival copy is uncompressed TIF format. |
Description
Title | Page 1 |
Subjects (LCSH) |
Agriculture Farm management Horticulture Agricultural machinery |
Subjects (NALT) |
agriculture farm management horticulture agricultural machinery and equipment |
Genre | Periodical |
Call Number of Original | 630.5 In2 |
Location of Original | Hicks Repository |
Coverage | Indiana |
Type | text |
Format | JP2 |
Language | eng |
Collection Title | Indiana Farmer |
Rights Statement | Content in the Indiana Farmer Collection is in the public domain (published before 1923) or lacks a known copyright holder. Digital images in the collection may be used for educational, non-commercial, or non-for-profit purposes. |
Repository | Purdue University Libraries |
Digitization Information | Orignal scanned at 300 ppi on a Bookeye 3 scanner using internal software. Display images generated in CONTENTdm as JP2000s; file format for archival copy is uncompressed TIF format. |
Transcript | VOL. LXIII ^r i INDIANAPOLIS, MARCH 7, 1908 NO. 10 Agriculture in the Schools. [Extracts from an address given by D. O. Barto, University of Illinois, at the Short Course Meeting, of Farmers, Purdue University, Jan. 16, 1908.] Should the boy who is going to college he educated in the public schools in the same way as the boy who is not going to college? Ought the country boy to have the same kind of education that the eity boy gets? Shall the girls be given the same sort of education that is given to their brothers? Yes, these sound like those same old questions, that have been discussed so many years, but they have not been settled,—perhaps they never will be Still this talk has not been all in vain. If you will notice what the leaders in educational matters all over the world are saying today, you cannot fail to be impressed with the unusual unamity of sentiment that education and life are the same, that they flow on together, and whatever deepens and broadens the channel of one increases the current of the other; that living implies action and that doing and learning must go hand in hand; that whatever ts.nches most vitality the experiences of life is most effective in its power to educate. A few days ago I heard a new definition for education. A very bright speaker was illustrating the differences, the chasm, that separates man from the lower nnimals. He pointed out how superior the animals are to man in the beginning, who is the most helpless and dependent of all created things in his infancy. And then he showed how man's advantage over the animals later on was due to his capacity for education, the ability to think and reason, to relate cause and effect, etc. "Xow education," said he, "is the thing that gets a fellow out of trouble, helps him overcome the difficulties that he is constantly finding in his path, makes him master of the situation." I smiled when I heard this definition, because it was new and different; but the more I think about it the better I like it. Notice how well it fits! "The thing that gets a fellow out of his trouble, that helps him meet and overcome his difficulties." Suppose we make this the test and meas- v;re of the education we want and believe in, and see how well it suits our subject. What are the principal or most common troubles that beset man, and which education is to help him over? I suppose the most comprehensive answer would be: Man's chief trouble all his life is to get what he wants, to provide for his needs, and to satisfy his desires; and education is the thing that is to help him out. First then, education must help him to know what needs are real and not imagined, what desires are worthy and uplifting. This is the education that trains the judgment, develops taste, forms ideals and fixes habits of life. This sort of an education we call moral, for it has to do with the making of character. The points that I have been trying to make are these: That education is the one thing that gives the mastery over the difficulties of life; that certain difficulties or needs are common to all people, and therefore a certain part and amount of educational training should be the same for a"- Bnt that only those things that touch the lives nnd enter into the experiences of the pnpils, and seem to connect with what they hope to do later on have sny real .sducational value. And there fore the schools of the future should be sn planned that they shall give instruction in those subjects that we have termed humanistic, and in addition to this each school shall furnish that education which most nearly meets the needs of its community, which is most closely related to the activities and interests of the people who use it. This means, then, that in the rural schools the pupils shall be educated iu and by means of the study of agriculture, wliils> the city pupils shall be trained in and through such studies as are related to the principal industries of city life. The reasons for such a system of education in our public schools are both economic and Although I have not entirely recovered from my disease (owing to its being chronic and having been troubled with same for oyer 30 years). My health has been greatly improved, as also has tliat of the entire family. We have never found the thermometer lower than 20 degrees above zero since wc have lieen here. Nor does it get so very hot in the summer; we always share I good breeze stirring. It is never sultry, and sunstrokes are unknown. We have several northern people coming here, but the majority that are in this vicinity nre Indinnans. The natives have until recently given A Clay County Barn, owned by M. Cullin, managed by Fred Drake, showing manner of transmission of power from power shed to feed center. pedagogic* and from each standpoint are equally urgent. All the material interests of our country are justly demanding that the public schools send out their pupils better prepared—more skillful and capable—for the work they are to do- And the educators are saying: "These things that touch our lives are the things which cause us to think and develop. Ansl as education is life and Ufe is education, should we not bring into the curricula of cur schools a greater proportion of those thinga that have a vital relation to life and its interests'.'" "The way to educate a boy is to set him to work; the way to get him to work is to interest him; the way to interest him is to vitalize his task by relating it to some form of reality." The idea that education does not necessarily mean the learning of something that is far removed from us in time and space, and that will probably bear on closer relation to our business of earning a living than does the North Pole to a hitching post, seems to be getting into the minds of a good many people, and they are wondering why they never thought of it in this light before. LETTER FROM ARKANSAS. Editors Indiana FarniCT: As I am a reader of the Indiana Farmer and also used to be an Indiana farmer, myself. I will try and tell you something concerning the country that I now live in. Indiana is my native State, but being troubled with asthma and other chronic diseases I could not stand the winters there and came to this place about two years ago. their attention mostly to cotton raising. But since northern people are coming in they are introducing various other crops, as corn, oats, potatoes, peanuts, peas, sugarcane and various others. Alfalfa is proving very productiove also, and the people say that they used to raise an abundance of wheat, _ but they have not raised any in this vicinity in the last few jears. Fruits of all kinds can be suc- ceesfully raised here, especially peaches, pears, plums, and figs grow unusually well. But the people have not given much attention to fruit raising as yet. There are thousands of acres of good cheap land here that can be made to bring an abundance of wealth if put into cultivation. Most of the immigration has been going into Texas, and Arkansas has been overlooked to a great extent, until the last year or so; but it is scorning this way more of late; land values have not increased in pisspssrtion here as they have in other parts, where immigration has been more plentiful. (lood improved land can now be bought here at frssm $16 to $50 per acre, and unimproved land as low as $5 to $10 per acre. But land values are beginning to increase considerably now. I send you a cut of the house in which I live; said dwelling alone cost $5,500 when erected, besides the cost of all the outbuildings. I bought this farm of 100 acres for less than the buildings alone cost when erected. Hut these conditions were not here to stay, for land values have increased over one slresl per cent in the last three or four years, and still continue to increase very rapidly. To the northern farmers who have to rent high priced lands, and scarcely live, I would say go where you can obtain good cheap homes. If you have not got the money to buy land you ean easily rent, as land is here in plenty, but the renters are Is w ssinsidering the amount of land there is, as anyone tbat is able and willing to work can easily obtain a home of his own in a short time. In renting the renter gets three-fourths of the cotton and two- thirds of the corn, as that is the general rent. To the afflicted or the old I would say that we have the ideal climate here, for all diseases of the lungs, stomnch, kidneys or catarrhal troubles. You scarcely ever see anyone afflicted with rheumatism here. We have good soft, pure water that does not contain a particle of lime. The upland is rolling enough to afford natural drainage, and is of a sandy or gravelly nature, underlaid with a clay subsoil. The river bottom land is of a dark sandy nature, and in some of it you find a black, sticky like soil. This river land is very productive, especially for cotton, corn and alfalfa. The native people are very courteous and do not have any enmity toward the northern people, as some ot the people that have never been among them would suppose. They have good schools and churches, and almost everyone goes to church, both the white people and the negroes. The negro here is very polite and industrious, the most of them in the country own their own homes, but the majority of them live in the mill towns and do public work. They have their own schools and churches, and are not allowed to associate with the white people. The negro is taught to look np to and do as the white people wish him to do. Lewisville, our county seat town, has over two thousand inhabitants. It has two railroads, a good bank, many business liiiiscs, two cotton-gins, saw mill, a plain- ning mill, electric light plant and telephone system, a fine court house and one of the best graded schools in the state. Wc have the R. F. D. mail route and telephone system in the country; have good public roads and almost all the advantages that we had in the north. Stamps is just five miles from here; it is considered to have the largest lumber mill in the Southwest. They furnish employment for over two thousand men. ■ Generally speaking I think that this country affords as great advantages to the average farmer or prospective immigrant as he will find anywhere. It costs about $20 round trip from Indianapolis to Lewisville, Arkansas and return. William W. Isenhower. TO FERTILIZE THE GARDEN. Editors Indiana Farmer: Will you, or some of your readers tell me how to bring np a garden soil that seems to be exhausted; it is rather loose black ground, about 40x20 in size, so situated as to make it next to impossible to fertilize with manure, being in town nnd an inside lot. We have found that wood ashes helps a beet bed, but what is needed for tomr.totas, beans, radishes and turnips? We have an agent here who deals in commercial fertilizers; should such be applied now or later? L. —The ground should have a dressing of ■complete fertilizer, containing nitrogen, phosphoric acid, and potash. The wood ashes contain potash and some phosphoric asisl apply commercial fertilizer early in the spring: however, it is better to apply the nitrogen just before planting. From 30 to 40 pounds of complete fertilizer would be enough for your little garden plot. |
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