526 BOARD OF AGRICULTURE. 



Childhood and youth are tho coiisuinatu liowers of nature, and unity 

 with nature is the glory of childhood, and unity Avith nature and child- 

 hood is the glory of fatherhood and motherhood. 



"To him who in the love of nature 

 Holds communion with her A'isible forms, 

 She speaks a various language." 



What grander fullness can we bring into the child's life than this— 

 deep-rooted love for and knowledge of nature? How much more will he 

 be able to get out of this life through his nature-loving, nature-seeing 

 power. 



He will be so imbued with love for the beautiful that all things evil 

 will be crowded out. 



Although the public schools are doing a great work along this line, it 

 is to be hoped that in the years to come they will be able to do more and 

 more, for the highest and best education tends toward the development of 

 the soul. 



WHY ARE OUR DISTRICT SCHOOLS TAUGHT BY INEXPERI- 

 ENCED TEACHERS? 



MISS HATTIE E. MILLER, AURORA, IND. 



[Read before the Dearborn County Institute at Sparta.] 



I must state that some of the district schools are taught l)y the Ijest 

 of teachers, but as a general thing many of these schools suffer from in- 

 efficient, inexperienced teachers, therefore we are led to consider the 

 question, "Why are Our District Schools Taught by Inexperienced Teach- 

 ers?" 



This is an all-important question, and I should think of great moment 

 to the patrons of these schools. Is it not an appalling fact that too many 

 of our patrons are disinterested parties concerning the one who may have 

 charge of the schools so their children are from under their control for 

 six or eight hours a day. Is this not one of the minor reasons Avhy the 

 district schools are taught by inexperienced teachers? It is a true say- 

 ing, "that which is not worth asking for is not worth having." Ask for 

 experienced teachers. Demand them. 



With all due deference to our County Superintendent and local trus- 

 tees, I fear that too frequent inferior condition of the rural schools may 

 be traced to the mistaken idea, "any one is able to teach a country school." 



This is certainly an miintcntion.il ei-ror. for tliere are great i)ossibili- 

 ties in a country teacher's tield of labor. She has a miniature common- 



