46 THE NA TU RE- STUD Y RE I 'IE W [ 3 : 2 _ FEB ., , 9 o 7 



at first to the active, observing, and not to the dormant, reflecting 

 faculties; they cultivate the normal and healthy activity of both mind 

 and body; they call into action the several qualities of mind and 

 spirit; they cultivate originality, self-direction, self-reliance, self-con- 

 trol, independence, patience, perseverance, sincerity, simplicity, 

 sympathy, love of the beautiful, recognition of a higher power and 

 the need of working therewith to gain control of nature's forces, and 

 then use them for material and spiritual advancement. 



How to Introduce the Subject 



It is quite possible that the foregoing reasons for giving instruction 

 in agriculture in the public schools may not appeal to some teachers 

 present. 



Recent information, however, from over half of the county superin- 

 tendents of schools in Indiana leads to the conclusions that many, 

 perhaps a majority of teachers are in an attitude of expectancy, at 

 least, and are ready for suggestions as to how the subject of agricul- 

 ture may be introduced and taught in the public schools. 



What will be said on this point will have special reference to exist- 

 ing conditions and to our own state. 



(1) Special instruction relating to familiar objects, phenomena 

 and forces should begin at the very outset of school life, and should 

 continue throughout the entire public school course. At first the 

 objects for consideration should be chosen solely for their interest to 

 the child. The objects should be so studied as to throw light on the 

 real life and immediate environment of the child. In this way inter- 

 esting knowledge of real utility will be gained day by day. As the 

 work progresses the applications of the knowledge gained to the gen- 

 eral welfare and to the work and problems of the farm should receive 

 attention. The instruction should proceed along such lines and by 

 such steps as will maintain the enthusiastic interest of the pupil. 



(2) Under present conditions this special instruction should, in 

 most cases, be given as a general exercise once or twice a week. 

 Sometimes before, and sometimes after, the presentation of a subject 

 by the teacher the pupils may be requested to make observations and 

 report later to the school. The skill of the teacher must be exercised 

 to suit the work requested of the pupils, to their ages and degrees of 

 advancement. 



In reporting, by pupils, on special work assigned, both oral and 

 written methods should be used. Care should be taken by the 



