In recent discussions, the suggestion that primary children should be educated on how to grow vegetables and keep animals has gained traction. This proposal presents a blend of traditional skills and environmental stewardship to young learners. On the one hand, such an education could significantly contribute to the holistic development of children, equipping them with valuable life skills and knowledge about sustainability. On the other hand, practical challenges and concerns about the appropriateness of this subject matter for young students might arise. This essay will explore both sides of the argument before drawing a conclusion.