EIGHTH ANNUAL YEAR BOOK-PART X. 687 



the home and the school in order that the best results may be obtained. 



Then, for the sake of your child, make a friend of his teacher, visit 

 the school, take an interest in the child's school life and do not criticise 

 the teacher in his presence, even though you feel that circumstances jus- 

 tify you in so doing. 



I cannot close without urging upon you the advisability of putting 

 into the rural schools the topics directly relating to agricultural and farm 

 life. 



If the boys and girls are to know the value of their native soil and how 

 best to make use of their environment, where can they better begin to 

 learn these things than in the public schools? Over fifty per cent of the 

 population are educated in rural schools. The greater part of these 

 leave school and follow the pursuit of agriculture. This is a matter then 

 in which we all feel a deep interest. There is, therefore, much cause for 

 congratulation that in so many different states and under such a variety 

 of conditions honest and substantial efforts are being made to test the 

 usefulness of agricultural instruction as a means of improving country 

 life and perpetuating agricultural prosperity. 



AGRICULTURE IN COUNTRY SCHOOLS. 



How Page County, Iowa, is Starting the Work. 



By Jessie Field, County Superintendent. 



One of the best farming communities in the State, four thousand bright 

 country boys and birls, two hundred loyal and enthusiastic teachers, a 

 large number of progressive farmers, and Professor Holden and the rest 

 of the splendid extension department at Ames, have beea the assets and 

 the inspiration for the agricultural work that has been done in the com- 

 mon schools of Page county. 



The work began in March, 1907, at a county educational rally. Pro- 

 fessor Holden was present and in talking to the rural teachers suggested 

 that it would be a good plan for a few of the strongest and most successful 

 teachers, who were really interested in the work, to meet again and make 

 some definite plans for work to be done that spring. These teachers 

 were selected the following week by the county superintendent. They 

 were teachers who had the respect and confidence of the communities 

 in which they taught and who were sure to "make good" in introducing 

 the new agriculture into their schools. Teachers who had good control 

 of their schools, yet held the friendship and confidence of their pupils. 

 These teachers would introduce agriculture in a sane and practical way 

 that all who knew of it would believe it to be a move in the right direc- 

 tion. 



The teachers — fourteen in number — met with Professor Holden the Sat- 

 urday following the county rally. Professor Holden came in with some 

 cornstalks under his arm and spent several hours with the teachers plan- 

 ning for work to be done. Corn was examined and the germination test 

 box explained. There was informality and enthusiasm in the highest de- 

 gree. Before leaving everyone present had caught from Professor Holden 



