Extension Work in Horticulture. 561 



a study of the cause. The study into the cause of the porosity 

 of the bread could be made to lead, step by step, to the whole 

 chemistry of baking, and from that to starch and its frequency 

 and great importance. 



" I do not suggest that these exercises be made an added reci- 

 tation, but a rest exercise of twenty minutes for once or twice 

 each week. A clever teacher can give such subjects a wide range 

 of adaptability from primary to nearlythe highest grade. Themes 

 can be' made of some of the most familiar subjects involving 

 chemistry, insect, plant life, and geology, arousing observation 

 and a spirit of inquiry as to cause. It is not the superstructure 

 that I think this plan would build, but the foundations for the 

 superstructure, which is most important. Introduced into the 

 schools, there w^ould be a double benefit, — first upon the child, 

 and then when he w^ent home and talked about it with his parents 

 they too would unconsciously become pupils. This last may 

 seem merely incidental but I am sure that the aggregate results 

 will be immense. It takes only five to eight years to raise a 

 crop of boys and girls to the point where the majority of them 

 are thinking of their qualification of getting their own living, 

 and their preparation wall be vastly enhanced, particularly for 

 farm life, if they have developed an inquiring spirit to know the 

 why of things. 



" During the month of October I visited, either alone or with 

 Mr. Powell, forty-two schools, representing an attendance of 

 4,687 pupils, located in the counties of Chautauqua, Erie, Niag- 

 ara, Monroe, Livingston, Ontario, Steuben, Oswego, Jefiferson 

 and Oneida, and the schools have ranged from the brick temple 

 of one thousand pupils to the little school-house of eleven. The 

 children everywhere are alike, — all eager for instruction, and so 

 are the teachers, except some with only one or two years' experi- 

 ence, who feel a lack of preparation and fear that they might not 

 do the proper thing, but when assured that the plan of observa- 

 tion exercises was to reach the children only by fully equipping 

 the teacher, all hesitation was banished. Not a single teacher 

 has made an objection to the plan. 



" In conclusion, I would suggest that your department prepare 

 observation exercises in the spirit of the foregoing remarks. 

 To schools employing the highest grade teachers, no solicitation 

 will be necessary more than to present the literature. To the 

 hamlet and district schools an exemplification of the work to the 

 pupils will promote its adoption. I would advise pushing this 

 last industriously during the present winter, depending for its 

 future spread upon the popularity given by those schools visited 

 this winter and by working through such centers as teachers' 

 institutes in the next school year." 



36 



