1372 Rural School Leaflet 



In the teaching of nature study and elementary agriculture, it may be 

 helpful to have in mind the following : 



During the first six grades in school, out-of-door study should develop 

 the spirit of the naturalist — a general interest in the out-of-doors. If 

 properly taught, at the end of this period the child interested in natural 

 forces and objects will have acquired a spirit of patient inquiry and accuracy 

 in observation. He will begin to realize the kinship of out-of-door objects 

 and the possibilities of interest and resource in them. 



Teachers in country schools will find, however, that many boys and girls 

 are not interested in nature study from the viewpoint of the naturalist. 

 The pupils should not be forced into this interest, but should be allowed 

 to turn their minds to the more practical side of the subject. There are 

 very young children much interested in the commercial side of poultry 

 raising, growing potatoes, and the like. These boys and girls shoiild be 

 encouraged so that they will get the point of view of the naturalist. A 

 field of timothy is as beautiful as a field of violets. Who has not felt his 

 spirit quicken at the sight of a field of oats in the sunlight or in the early 

 evening? Who has failed to see the beauty of pumpkins in the cornfield 

 in the " blue October weather"? What form of animal life is more at- 

 tractive than young chicks or ducklings ? 



The work for the seventh and the eighth grades, as outlined in the 

 elementary syllabus, has relation to agriculture and may be intensified ac- 

 cording to the amount of time given to it and the interest of teachers and 

 pupils. Each lesson shoidd lay the foundation for agricultural knowledge, 

 which will be introductory to high school and college work in these subjects. 

 Teachers of the seventh and the eighth grades are advised to follow the 

 work outlined by the syllabus for these grades, choosing for the most 

 serious study, however, the subject that is of greatest interest in the com- 

 munity — as fruit growing, raising of farm crops, dairying, or the like. 



Fruit growing. — If fruit growing is the special interest in the community, 

 the marketing of apples or other fruit should be discussed in autumn. 

 An exhibit of frtnt collected from the neighborhood by the children and 

 identified and labeled as to species and varieties has a distinct educational 

 value. If there is one particularly popular variety of fruit in the commu- 

 jiity, the pupils should be sent on a quest for the reason. A successful 

 fruit grower might be asked to tell the school of his methods. Sometime 

 during the school year the pupils should plant a fruit tree on the school 

 grounds if there is a suitable place. The children should be made to realize, 

 even in the most elementary way, the interrelation and the interdepend- 

 ence of outdoor things. For example, the study of soils will be most inter- 

 esting and will have added value if made in the interest of a tree to be 

 planted. The advantage of having a home fruit garden should be discussed. 



