HOW THE AMERICAN FARMER IMPROVES HIMSELF

New Zealand Mail, 8 February 1900, Page 7

HOW THE AMERICAN FARMER IMPROVES HIMSELF

A GREAT EDUCATIONAL SYSTEM There js no more practical and, at the same time, entertaining method of diffusing knowledge than tiio mutual interchange of experiences. This is perhaps morg true in regard to a knowledge of dairying and other farm work than it is of any other industry. Knowledge to be of the greatest benefit to the farmer must be intensely practical, and listening to the every-day experiences of a neighbour is of more utility to him than any information he can obtain from books treating on the subject. Leaders of agriculture in the progressive States of America have not been slow to see this, and are gradually working up a chain of farmers’ institutes throughout the country which are proving a boon to fanners from an educational point of view. A representative of the Melbourne “ Leader is at present visiting the different States of the Union in the interests of his paper, ancl in a late number of the “ Leader 7 ’ we read the following: “ Throughout tlie Union the institutes are made use of. not only to disseminate information, but also to arouse interest in progressive ideas. ‘One man,’ the report continues, ‘ can lead a horse to water, but ten men cannot mako him drink. You can, by spending plenty of money, put literature into the hands of .an American farmer, but will he read it ? One will read it, but nine will not. The one who reads is probably the least in need of information. His willingness to read shows that lie is already in advance of the other nine. It is the nine that yon want to get at. Now the American fanner in tins respect is just like other men. People do not read everything that is put into their hands. They select the subjects they are interested in. Now the Amercan farmer made up his mind a long time ago that he knew all about farming, and did not want any literature upon the subject. He naturally resented any attempt to teach him farming. Bulletins do not interest him, so it is necessary to arouse his interest. This is the work of -the farmers’ institute. Posters, musical and other attractions are employed to wile him to the institute. When he gets there he finds out there is something about farming he does not know. He is encouraged to ask a question or tell his experience. If he is too baekward to stand up in the meeting there is the ‘question box.’ He can slip a question into the box that will just floor those speakers who think they know so much. In short, he becomes interested, and be will read the bulletins, and he is bound to attend all the other institutes, if he does not become one of the speakers. “ It is thus that the agricultural colleges carry information upon advanced farming outside to the actual tillers cf the son. The Wisconsin College authorities call the institute the practical school for the farmer. Then there is the ‘ short course’ system, by means of which the agricultural colleges, which become empty of ordinary students, are filled with young farmers. That is a great triumph for the successful American colleges, but it is not considered enough. There are the farmers on the farms who do not come to the college. The institute takes the college, to them. Mr A. C. Drue, director of the Office of Experimental Stations, Washington, is quoted as saying:— ‘The institute is the adult farmers’ school. Here they may learn from scientists and investigators the principles which underlie the art- of agriculture, and from successful farmers the best methods of applying those principles. The scientist at the same time learns the needs of the farmer, and. finds out from the results of. actual practice, the truth or falsity of theories and deductions made front experiments, 'on .a limited scale.: fPhe:views of both farmer* and experimenter are and; sympathetic relations are established by the close social contact; which marks the institute in tlie most perfect form.’ Our reporter was able" to inquire into the working of the. institute system in four important centres. From Mr Drue’s; report he.learned that institutes are successfullycarried on in nearlyall the States and territories, and that thev are increasing in both popularity and effectiveness. SOME WORKING DETAILS. “It.is worthy of notice that the managers Of these institutes do not expect the farmers td attend night meetings. The institute is continued for frojn two to four days, and the nights are devoted to subjects calculated to be of interest to The winter season is also chosen, when there is little work going on upon the farms. This institute work costs a. certain amount of money, but the colleges do not hesitate to devote a considerable share of their a purpose which is considered of the greatest importance. In, most cases the movement is described as becoming so popular that the local State Legislature provides a special sum. for carrying it on, and 1 in some instances the local State, takes over the work, and places the management- of it in the hands of a separate manager, who gets what help he can from the colleges, employing additional experts elsewhere. Wisconsin is given as an instance of a college retaining the management of the institutes and receiving special funds for carrying them on from the State Legislature. The work is so extensive and l important that tlie college employs an officer whose whole time is devoted to :ho management of the institutes. This ifficer arranges a programme under which

o{ two da y s ’ duration are* e d each year. The speakers at eaeh of from one to three h “ m + . the , co %ge, and one or two specialists in the district in which a meeting is hexd. Sometimes the professional members of the> ‘ deputation ’ are from other States of Canada, professional serfm- eS X a Z h i Ca ' 50 ' s bein 8 of course paid 101 . if local men can oe got to read papers so much the better, but the programme is complete in any case. The papers are short, and discussion is secured after the) reading of each. The meetings are kept lively by songs, choir singing, recitations, etc. in addition to the questions asked openly—an endeavmduce farmers to give the result or tneir experience—there are the written inquiries of the ‘ question box.’ The conductor takes special pains to get farmms to take part m some way in the proIhe officer in charge of the institutes appoints conductors for groups fW 6 “ en presld , 6 at the institutes of their groups, and see that the main ofealposs f ible eir meetangs are secured as far