298 MINNESOTA STATE HORTICULTURAL SOCIETY. 



These changes that we desire will not come in a day, but a little 

 here and there. Here comes our part. People will have to be 

 awakened to the importance of our immense public affairs, to the 

 large results we are achieving, the immense sums of money spent on 

 our school system, and if we cannot put into the school life, into the 

 curriculum of the student, if we cannot put real interest into his 

 life, if we cannot fit him for the practical things in life which he is 

 bound to meet, then I think we are absolutely failing to comply 

 with the trend of modern thought. 



That brings us to the second point : What shall we do with the 

 child? In the first place, we want to bring before him just a few 

 of the realities of life. If a child is taught to plant trees and care 

 for them, it does not make any difference what mark his teacher 

 gives him his quality is to be told by those trees. It is a reality to 

 him, and it is teaching him that certain results depend upon himself. 

 It provides him something that will develop his character, some- 

 thing that will broaden his outlook of life and make him think for 

 himself. It gives him new aims to follow, and he starts out better 

 equipped than if those practical things had not been put before him. 

 I wish we could all feel what we would like to have our children 

 develop, that broad development in life than which we never find 

 anything so sweet. If you give those boys and girls something that 

 appeals to their self respect, it stimulates their respect for the rights 

 of others, and you have given him something of the greatest value, 

 it is what starts a new train of thought. In the few cents he spends 

 for a tree he looks forward to a result the consideration of which 

 is of the greatest practical benefit to him. There is one thing per- 

 haps more important — and I believe it would help to keep the boy 

 and girl on the farm — and that is, by putting a little work on our city 

 lots the child is taught to work towards a certain definite object. 

 If it should turn his attention away from the city and bring his 

 thoughts to the grand independence and prosperity of the country 

 and the life of the country, then we should encourage him to a 

 study of this subject, and such a training would help to solve one 

 of the great problems confronting us in the city. I wish there were 

 opportunity and the time were not far distant when the industrial 

 schools of the city would turn naturally to the country and to 

 the agricultural schools for training. 



What can this society do to bring into the schools this subject? 

 If you have ever tried it, you will find that it will become another sub- 

 ject in the curriculum and will require another teacher. I believe 

 there is a place for this subject, and school teachers should study 

 this subject, and certain hours in school should be reserved for the 



