No. 7. DEPARTMENT OF AGRICULTURE. 129 



range, classify. These accomplishments are the result of study and 

 culture. Some are especially gifted in this direction, even in youth 

 displaying certain qualities of mind and heart, while others less 

 fortunate in the beginning, must have the dormant faculties of the 

 mind aroused by outside influences. This is partially the business 

 of the schools. 



The pupil must not only be taught to think, but be given something 

 to think about. What better subject matter can be chosen to inter- 

 est and instruct children than the things in nature, so bountifully 

 and so beautifully arranged for our consideration. The tangibility 

 of the little things M'ithin easy reach, afford splendid apportunities 

 for the cultivation of the observation. Teachers frequently com- 

 plain that their pupils are slow to comprehend what they read. 

 That they have difficulty in understanding the meaning of problems 

 in arithmetic, and slow to understand the explanation. In part this 

 may be attributed to inattention. Is this a natural condition of the 

 mind of the child? Or, is it the fault of wrong principles of teach- 

 ing. We hope they are not classed with those that ''Eyes they have 

 and they see not; ears they have and they hear not." Better say 

 their observation has not been trained. They have not been taught 

 to see. Had their curiosity been aroused by lessons in nature stud- 

 ies, or by examining the little things that pass by unnoticed, their 

 ability to grasp and hold ideas in the mind would have 

 been strengthened by application, thereby proving that know- 

 ledge is power. This practical knowledge would also prove 

 beneficial in the various pursuits, when preparation becomes 

 the great factor in the problem of human life. Two values may be 

 given for the result. The satisfaction of knowing a thing, and the 

 ability to do it. 



The changed conditions of the farmer demands a better education. 

 This demand is better satisfied than in years gone by. But the 

 great majority of farmers have Dot fully realized the importance of 

 more scientific knowledge. They count money spent in education 

 as practically wasted, unless they have an exceptionally bright boy, 

 whom nature has intended for one of the three professions. They 

 do not consider that the farmer's business requires the hardest kind 

 of thinking. Seemingly satisfied with that antiquated expression, 

 "only a farmer," they do not appreciate the true worth to be gained 

 by a better knowledge of the relationship that exists between the 

 farmer and his natural surroundings. Until this is taught and 

 taught correctly, we shall continue to hear the old, old story, grum- 

 bled oved, and over, and over again of "farmin' don't pay." 



The only remedy that appeals to the understanding is better edu- 

 cation for the boys and girls. Teach them how God in His infinite 



9—7—1900 



