248 THE NA TURE-STUD Y RE VIE IV [ 3 . 9 _ DEC ., I9 o 7 



the so-called "useful" or "practical" objects, as many advise, 

 would be to teach falsely, for, as these objects are only part of the 

 environment, to single them out and neglect the other subjects 

 would result in a partial and untrue outlook to nature; in fact, it 

 is just this partial and prejudiced outlook that we need to correct. 



In our own work, we have always had in view the agricultural 

 aim or application. We should have been glad if there had been 

 sufficient nature-study sentiment to have enabled us to confine 

 ourselves to the agricultural aim; but this sentiment had to be 

 created or quickened, and we have tried to contribute our part 

 toward accomplishing this result. At first it was impossible to 

 secure much hearing for the agricultural subjects. Year by year 

 such hearing has been more readily given, and the work has been 

 turned in this direction as rapidly as the conditions would admit, 

 for it is the special mission of an agricultural college to extend the 

 agricultural applications of nature-study. In later years the con- 

 tent of the work has had very direct relation to farm-life ques- 

 tions. The time has now come, we think, when we can devote 

 practically all our energies to this application; and we therefore 

 discontinue the Junior Naturalist Monthly and issue the Cornell 

 Rural School Leaflet. It is the purpose of this Leaflet to aid the 

 teacher in the rural school to work out the practical daily problem 

 of teaching agricultural subjects. 



In doing this, we merely confine ourselves to our more special 

 field. The general nature-study outlook is fundamental, and we 

 shall continue to emphasize it ; but we feel that the appreciation 

 of this outlook is now so well established as to allow us to special- 

 ize. The State Education Department has issued syllabi for 

 agriculture and nature-study ; we desire to be useful in applying 

 them to the conditions and needs of country life. Schools here 

 and there are ready for agricultural work : we want to help. 



In making these statements we have it in mind that the com- 

 mon schools do not teach trades and professions. We do not 

 approach the subject primarily from an occupational point of 

 view, but from the educational and spiritual; that is, the man 

 should know his work and his environment. The mere giving of 

 information about agi'icultural objects and practices can have 

 very little good result with children. The spirit is worth more 

 than the letter. Some of the hard and dry tracts on farming 

 would only add one more task to the teacher and the pupil if they 



