98 - THE MICHIGAN ACADEMY OF SCIENCE. 



Does the rural population appreciate these efforts in extension work? 

 In Science for December, 1895, Professor L. H. Bailey, answers this 

 question for New York : ''Yes I A thousand times, yes. Those who have 

 kept no track of the farming population can have no appreciation of 

 the almost volcanic awakening which is now taking place. Old meth- 

 ods are breaking down, old and cherished customs are crumbling, and 

 in the confusion of the break-up and the transition, the weak are going 

 to the wall; but the best will survive! Rural life is the life of the 

 future, . . . 



''Good teaching finds a resppnse everywhere. The college professor 

 is not only welcome, but is eagerly sought in almost every rural com- 

 munity." 



The enthusiasm in nature study, so called, came to this country in 

 1847 in the ]»erson of Louis Agassiz. In following his methods of 

 teaching natural history, the student was simply pursuing a correct 

 method. 



Old farmers or those of middle age will not often engage with much 

 zest in courses of reading. Two efforts were made by a former Pro- 

 fessor at the State Agricultural College to conduct courses in Political 

 Economy. I knew well some of the persons who joined one of the clubs 

 for a course. It was surprising what a variety of excuses were given 

 for not getting the lessons, or for not attending all the class meetings. 

 To make such courses successful a good deal of patience and energy is 

 required on the part of the conductor. 



A dry bulletin does little good to most persons, even though its 

 teachings are of the utmost importance. The effect of many a good bul- 

 letin is nearly lost because it is delayed until the need for it is past. 

 It is agreed on all hands that we should aim to interest the children, 

 as they are the niost susceptible, and as they will very soon begin to 

 assume the duties which now occupy the time of older persons. 



In 1904, the Nature-study work at Cornell is of the following cate- 

 gories : 



(1) Organization of Junior Naturalist Clubs previously mentioned; 



(2) The Junior Gardener movement, being an effort to interest chil- 

 dren in the actual growing of plants of their own, and in making .ex- 

 hibits at fairs; 



(3) Improvement of school grounds; 



(4) Interesting the managers of fairs in the work of children; 



(5) Home nature-study course for teachers; 



(6) Meeting teachers personally, and giving lectures and demonstra- 

 tions in schools and teachers' institutes. 



By extensive correspondence, issuing of leaflets, bulletins, Cornell 

 organizes what are called Junior Naturalist Clubs. They consist usually 

 of children attending school. Five years ago, Cornell claimed to reach 

 in this way 21,000 children, and in this connection and by other means, 

 they were in close touch with 6,0000 teachers in common schools. 



Renewed effort is all the time needed, as most of these clubs disband 

 at the close of every school year. Besides, most schools change teach- 

 ers once a year or oftener. 



The objects suitable for occupying the attention of children are 

 almost endless, and doubtless most of you are already familiar with 

 many of these. Curiosity to see and learn is encouraged, not by lectur- 



