79^ Rural School Leaflet 



training, nature-study, and other work may be modified or re-directed. 

 It is possible to teach the state elementary syllabus in such a way as 

 to give a good agricultural training. 



In the high school, the teacher should be well trained in some special 

 line of science; and if he has had a cotirse in a college of agriculture 

 he should be much better adapted to the work. Here the teaching may 

 partake somewhat more of the laboratory method, although it is possible 

 that our insistence on formal laboratory work in both schools and colleges 

 has been carried too far. In the high school, a separate and special 

 class in agriculture would better be organized; and the high school 

 syllabus of the Education Department provides for this. 



In all agricultural work in the schools of the State, the College of 

 Agriculture desires to render all the aid it can. Correspondence is invited 

 on the agricultural questions involved. In special cases an officer of 

 the College may be sent to give advice on the technical agricultural 

 phases of the teaching. Considerable literature in the publications of the 

 College is now available and will be sent on application. 



In many districts the sentiment for agricultural work in the schools 

 will develop very slowly. Usually, however, there is one person in the 

 community who is alive to the importance of these new questions. If 

 this person has tact and persistence, he ought to be able to get something 

 started. Here is an opportunity for the young farmer to exert influence 

 and to develop leadership. He should not be impatient if results seem 

 to come slowly. The work is new: it is best that it grow slowly and 

 quietly and prove itself as it goes. Through the grange, reading-club, 

 fruit-growers' society, creamery association, or other organization the 

 sentiment may be encouraged and formulated; a teacher may also be 

 secured who is in sympathy with making the school a real expression 

 of the affairs of the community; the school premises may be put in order 

 and made effective; now and then the pupils may be taken to good farms 

 and be given insti-uction by the farmer himself; good farmers may be 

 called to the schoolhouse now and then to explain how they raise pota- 

 toes or produce good milk. A very small start will grow by accretion if 

 the persons who are interested in it do not lose heart, and in five years 

 every one will be astonished at the progress that has been made. 



