uavknpoktJ ASPECTS OF THE NA TUKE-STL D V MO VEMENT 263 



relied entirely upon books, but he has learned, in the meantime, 

 how to put his knowledge to account; how to impress himself 

 upon his surroundings, and how, in a large share, to meet the 

 issues ol life as they come. 



Nor will the influence of this study be to lower the purely intel- 

 lectual side of life nor to lessen the artistic perception of the stu- 

 dent. No man can appreciate art when his stomach yearns for a 

 good dinner. No more can he have high and notable thoughts 

 except when he is well sheltered and clean. As the first business 

 of an individual is to feed, clothe and shelter himself, and after- 

 ward to develop his higher faculties to his utmost, so is the busi- 

 ness of the educator to instill early those fundamental qualities 

 that will enable the students to meet these ordinary issues of life 

 as a matter of training or habit, with some surplus energy left 

 over for the other things. There is no more pitiful object than 

 the person who has been trained in everything else except to be 

 useful, and then pitched headlong into the whirlpool of ordinary 

 affairs without chart, rudder or compass. 



The hopeful thing, it seems to me, is that such a large propor- 

 tion of our educators are coming to realize the meaning of this 

 modern movement, especially in the teaching of agriculture. 

 The impulse did not begin with the educators. It began with the 

 people. But the best of the teachers were quick to see its signifi- 

 cance and its possibilities, and they are exerting wonderful energy 

 in meeting the new conditions which are really revolutionizing our 

 ideals and our methods of instruction. 



In this connection, I would emphasize the need of clear percep- 

 tion as to the real purpose in view when we teach agriculture or 

 any other form of nature-study in our public schools. It is one 

 thing to teach this subject for the general educational effect 

 which is certainly pronounced upon all classes of students; it is 

 quite another and different thing to teach it for the professional 

 bearing upon the business of farming. I am one who believes 

 that every school situated within reach of agricultural environ- 

 ment should do both things, even though the individual student 

 will need but the one ; that is to say, certain phases of agriculture, 

 as they can be taught, especially in a good high school, are a 

 valuable means of education for any man. whatever his later 

 occupation may be. But if that school is situated in a farming 

 community, it should add many other courses for professional 



