FIFTH ANNUAL YEAR BOOK — PART VI. 451 



AGRICULTURE. 



THE STUDY OF AGRICULTURE IN THE PUBLIC SCHOOLS. 



Z. C. Thornburg, Superintendent Polk County Public Schools. 



During the last few years there has been much discussion in teachers' 

 conventions and farmers' institutes regarding the study of agriculture in the 

 common schools, and the almost universal conclusion has been that to some 

 extent at least, this subject should be added to our school curriculum. 



Some have raised the objection that the course of study is already too 

 crowded and for this reason it would be unwise to add another subject. 

 This may or may not be true. However, the leading educators of our 

 country are agreed in that the public schools should teach more of things 

 and conditions and not so much of text-books alone. 



The schools for years have had nature study in a sort of mechanical way, 

 but no one can be found who will acknowledge that this nature study work 

 has brought forth the desired results. The trouble has been that the work 

 was not practicable. Books were studied and not nature itself. In no line 

 of school work has there been so much waste and nonsense as is found in 

 this so-called "Nature Study." If, however, the teachers of our schools 

 would pursue nature study along the lines of elementary agriculture, I be- 

 lieve very much could be accomplished. 



First of all, the teachers must know something about this subject. They 

 must carry on some investigation for themselves. They must also be able 

 to direct their pupils in original investigation along this line. The large 

 majority of our teachers in the rural schools come from the cities and towns. 

 They are woefully ignorant and uninformed regarding rural conditions and 

 terms. They are ''greener" to the rural people than the country boy or 

 girl is when he or she goes to the city . A sensible course of study or outline for 

 nature study based upon what is generally understood by elementary agri- 

 culture, will be of great assistance to these teachers in their schools, and 

 will also lead the pupils to the original study and investigation of conditions 

 with which they are continually coming in contact. This work is particularly 

 needed in the towns and village schools, but we will not be able to get the 

 teachers to do this work until it is made one of the required subjects in the 

 teachers' examinations. 



Along this line Iowa is not abreast with the other States in the great agri- 

 cultural section. Practically all of the States in the Northern Mississippi 

 Valley are requiring the teachers to pass an examination in this subject and 

 also to give instruction in the same in the schools. Iowa, as an agricultural 

 State, stands at the head of all of these other States and it is unfortunate, 

 indeed, that she has permitted herself to take a secondary position in this 

 particular subject. 



