Extension Work in Horticulture. 547 



by the environments under which they are living. These en- 

 vironments must be imi)roved; and if they are, there is every 

 reason to expect that children will love the country better than 

 the city. We have thought, therefore, that it is eminently worth 

 the while to instill the love of nature and the knowledge of a 

 multitude of living things in the minds of the children; and by 

 so doing we are fully convinced that we shall also be spreading 

 the very same knowledge and impulse to the parents of these 

 children. In fact, all the instructors whom we have had in the 

 field during the present year are fully convinced, I think, that 

 the fundamental method in improving the agricultural status is 

 to begin with genuine and attractive nature-education in rural 

 schools. As soon as a genuine interest in these matters is awak- 

 ened in the children and teachers, school gardens, cabinets of 

 plants, insects and minerals, and other enterprises will cluster 

 about the school-center, and the influence thereof will spread 

 throughout the country side. 



A report of this October work by Mr. Powell is herewith sub- 

 mitted ; 



" That the agriculture of New York state has been seriously 

 depressed for several years, there is no question; that this has 

 affected the condition of the rural population unfavorably is also 

 recognized. It is, however, diflficult to see wherein legislation 

 can be obtained that will materially change the present condi- 

 tions, except upon some educational lines that would enable 

 those engaged in agriculture, through greater knowledge, to * 

 more successfully meet some of the difficulties attending produc- 

 tion, the interests of consumers being here closely connected with 

 that of producers of food supplies. 



" There has been a belief that our educational system, excel- 

 lent as it is, could be made of greater value to the individual by 

 helping him to obtain a closer knowledge of some of the forces of 

 nature which contribute so largeh^ to the necessities and com- 

 forts of life. While our country schools have instructed children 

 in the common and higher English branches, and, in in- 

 stances, have taught some of the principles of natural science, 

 but little attempt has been made to give science instruction with 

 its application made to living things or to those pertaining to the 

 active affairs of life. 



" Under the auspices of the committee, known as the Com- 



