454 IOWA DEPARTMENT OF AGRICULTURE. 



Again we hear, our rural schools now educate the boy away from the farm. 

 In this statement there is an element of truth. The study of history, civics 

 and biography does carry one from nature's teachings. It presents to the 

 child the full grown man active in the world's affairs . He sees the town 

 or city as the home of his ideal and even pictures himself, at no great future, 

 standing shoulder to shoulder with those that shape our nation's destiny. Is 

 it any wonder, then, that an ambitious boy is fired to seek a city home? 



I would not deprive him of these ideals nor quench his fiery spirit, but I 

 say if we would give him a greater love for nature's teachings he would cling 

 to his ideals and in addition find a friend in the birds, the bees, the clod or 

 the flower along his pathway. Give him a little more of the Burroughs 

 spirit, a keener appreciation of Ernest Seton-Thompson or Thoreau, a 

 greater desire for the things at hand and you will have solved to a large ex- 

 tent the question of the boy and the farm. 



Since Agriculture has an educational value how shall it be taught? Should 

 it be compulsory and have a place on our programme? If we do this the time 

 allotted for the recitation must be taken from some other branch. Our 

 course is already crowded. Both teachers and pupils find themselves driven 

 from one task to another. The branches that give definite information and 

 upon which all other work is based, can not be neglected. I believe we 

 should admit the subject just so far as the educational value will permit. I 

 believe in the essentials first, those of lesser import after. Our teachers are 

 not prepared to teach Agriculture. They know very little about it. Imagine 

 if you can a young town girl, attempting her first term of school and hand- 

 ling the subject of beef cattle, dairying, etc. I am afraid her reputation for 

 for wisdom would soon be shattered; her standing in the community low- 

 ered and her future usefulness in that school impaired. 



But our teachers can learn. If given an opportunity they will make 

 themselves proficient. Schools are necessary for this and at present we are 

 not sufficiently equipped. We must have some place for training. A place 

 where our teachers can get the practical as well as the book knowledge; for 

 in Agriculture the two go hand in hand as in no other branch? 



I believe we can begin the study in our rural school library. Secure the 

 best books at our disposal. Call attention to the value of the subject. En- 

 courage, by parents and teachers, the reading of these books. Have our 

 teachers devote a few opening sessions each week to subjects of special in- 

 terest. In this way enthusiam may be gradually worked up and our teach- 

 ers equipped to teach the subject intelligently. Unless we pursue some 

 gradual system of introduction our efiforts will cause a vast waste of time 



In Dunn and Marathon counties, Wisconsin, "secondary education in 

 agriculture is brought close home to the farmer by means of a County School 

 of Agriculture." This was brought about largely through the efforts of 

 Hon. L. D. Harvey, state superintendent. By comparing America's educa- 

 tional system with those of European countries, Mr. Harvey believed foreign 

 systems worthy of emulation. He therefore decided to take up the cudgel 

 in behalf of county schools. It did not seem feasible to introduce the subject 

 in the rural school, owing to lack of experienced teachers. As the county 

 high school was not permissible, he presented his cause to the State legis- 

 lature, secured the proper enactments and with them a fair State appropria- 

 tion. By the law passed the State would pay one-third of all running 



