128 ANNUAL REPORT OF THE Ott. Doc. 



yea, must liave them to advance the cohuiiereial interests of the 

 world. We dare not charge their going to our system of education. 

 We have no quarrel with that. The subject matter, however, does 

 not meet the requirements. In other words, country schools do 

 not prepare country children for country life. 



Education is the preparation for complete living. The better the 

 preparation, the more complete the living. The more directly our 

 education pertains to our life work, the better will be its application; 

 the closer will be the relation; the stronger will be the attachment; 

 the brighter will be the prospects of a successful termination. 



Believing that the introduction of nature studies into the public 

 schools would be a wise means of training for future usefulness, 

 especially for farmers' sons and daughters, we cheerfully recommend 

 such instruction. The farmer's business brings him in daily contact 

 with nature. ]Ie should be on familiar terms with his surroundings. 

 His is the most natural occupation, approaching nearer to the pur- 

 pose of the Creator than any other calling. His dependence upon 

 nature's resources should intensify his interest in her laws, creating 

 an increasing desire for a better understanding of the silent forces 

 that control his business. 



To this end should the education of farmers be directed. To se- 

 cure such results we must look to the public schools. But few pros- 

 pective farmers will receive the training given in an agricultural 

 college. The public schools must begin their work during the forma- 

 tive period of life, when the mind of the child is in the most impres- 

 sionable state. Children have incjuiring minds. They are ever 

 anxious to see, and when tiieir curiosity is aroused, can ask diflScult 

 questions. How the eyes sparkle; how the lips move; how the 

 countenance lights up; and how the young heart beats at the 

 thought of a new discovery. What joy unspeakable to the mind of 

 a thoughtful child just entering the great domain of nature. ^Miat 

 means for the development of thought, easily accessible to the home 

 and the school rooms, unnoticed and unemployed by parent or teach- 

 er. And yet men grow eloquent in praise of the g-reat work being 

 done along educational lines. Great good has been accomplished, 

 but those doing the work have been poorly compensated. 



But how much more might be accomplished for the great cause 

 of education, if simple lessons from nature's book would be taught 

 in the schools. It would be like seed sown on good ground, and 

 would bring forth fruit an hundredfold. Such instruction would be 

 likened unto that of the Great Teacher, who went about doing good. 

 His illustrations were taken from nature. Plain, practical, com- 

 prehensive teaching, being natural in application, clear in thought, 

 beautiful in construction. A student of nature must necessarily 

 be a close observer. He must be qualified to compare, contrast, ar- 



