No. 6. DEPARTMENT OF AGRICULTURE. 421 



roundiiigs in everyday life. lie will be cumpellcd to deal with 

 uatural things. His ideasure as well as his livelihood, will depend 

 upon a knowledge of the laws of nature. And every encouragement 

 should be given to the development of a practical knowledge of trees 

 and plants, animals and insects, and of rocks and soils. Ilis powers 

 of observation should be cultivated as well. He should be required 

 to give a comparison of scenery as he travels from one point to aa- 

 other, or on his route to school. A knowledge of the natural things 

 of life and of home fc^urroundings would tend to implant a germ of 

 pride which would be more lasting than life itself; because evidences 

 of it would be manifest in the home, and its surroundings, when the 

 man himself had gone to his last reward. A study of the many 

 curious formations of nature and their ultimate meaning would tend 

 to strengthen that recognition of a Higher Power so innate to the 

 human soul, and thus form a worthy citizen and an humble Christian, 

 as well as a logical thinker. 



How many of us farmers and country people have any knowledge 

 of the intricate formation of the most common things with which we 

 have to deal every day of our lives? I speak from experience when I 

 say I now^ realize what an education of this kind would be to me in 

 the pursuit of my calling. 



But we can scarcely hope to have studies of this kind introduced 

 and taught in our public schools to any considerable extent, owing to 

 the crowded condition of the curriculum. That training which is 

 essential to the needs of the farmer can scarcely be had under ex- 

 isting methods. And whilst centralization would overcome these 

 obstacles, and make room for all, yet we think a few thing© could be 

 lopped oft" with protit. We can scarcely see the propriety of our 

 boys and girls being able to give the exact history and geography of 

 foreign countries and lands, and at the same time be ignorant of 

 the cause and effect in the most common things of life. 



A lack of qualitied teachers is an argument that is often advanced 

 in opposition to a change such as we have suggested. But let us 

 have the system and the teachers will be forthcoming. It may cause 

 a few of the less efficient ones to seek other employment; for the 

 facts are, there are a few who are not highly qualified to teach even 

 the common branches referred to above, that of writing and spelling, 

 especially the former, because it has been so neglected in their own 

 education. And they are not nearly so much to blame as the institu- 

 tion which tried to fit them for their profession. And again there are 

 those who are highly qualified from an educational point of view, 

 yet they lack proficiency in government as well as a lack of ability 

 to impart their knowledge to others. Yes, in this, as in all other 

 professions, there are a few who have mistook their calling. And we 

 wish the faculty in every institution of learning, in this broad land. 



