1905.] AGRICULTURE IN THE PUBLIC SCHOOLS. 219 



a farmer's boy coming up to manhood on a farm, where there 

 are so many ways in whicli work can be done, and not knowing 

 how to get up enough energy to take care of his father and 

 mother. So I say that the circumstances and surroundings of 

 the farmers' boys are those that are conducive to good work. 

 " Blessed is the man," says Carlyle, " who has found his work. 

 Let him ask no other blessedness." 



The second phase of this subject, and one which I wish to 

 discuss more closely than any other, is that of putting our- 

 selves into proper relation with the things that are about us, 

 so as to utilize those that are helpful, and rid ourselves, if 

 possible, from harmful influences. We are tempted with many 

 influences in our complex, organized society, and it is perhaps 

 well that we are, for if we view those things rightly they all 

 have a usefulness in developing character. These influences 

 may be moral, social, and spiritual. It is about the first named, 

 the moral influences, that I wish to direct my remarks. The 

 other two depend, to a large extent, upon this one. It con- 

 cerns influences that make the views of life higher and better. 

 In the public schools the study of the vast array of facts and 

 phenomena in the universe, and the force which they exert, 

 have a great power for weal or for woe. The world of nature 

 is fraught with influences, the effect of which upon life is 

 bound to be very great upon all who come in contact with 

 them. It is the province of the public school to put people 

 into the right attitude towards the things he is living with, 

 and to teach him who are his friends or enemies, as the case 

 may be. Is agriculture a subject that will do this? If rightly 

 taught I think it is. I think it is safe to say it will lend itself 

 to this end in equipping for life. It all depends upon the kind 

 of agriculture that is taught. I would like to comment a little 

 at this point upon what I mean by the kind of agriculture that 

 I think would be the most helpful. It is not technical agri- 

 culture. I should say that that ought to be kept out. While 

 I agree that there are certain features of agriculture which 

 should be taught in the public schools, and which can be taught 

 with advantage, it is not technical agriculture. It is not the 

 province of the public schools to make farmers any more than 

 it is to make preachers or lawyers or doctors, or teach any 

 other profession. It is the province of the public school to 

 equip for life, no matter what business or what profession we 



