REPORT OF THE SOCIETY 79 



It would be necessary, then, to trace out a plan of education and put 

 it into execution. With this end in view I most humbly submit for your 

 consideration the following outline of a programme that might in some 

 measure solve the problem in question. I have divided it into three parts, 

 namely: I. Books; II. Illustrated lectures; and III. Collections. 



I. Books 



Our society should prepare a list of the different works treating the 

 subjects in which it is interested and send a copy of this list to all the schools 

 of the Province, both English and French. Even if the pupils could not 

 profit by this directly, still the teachers availing themselves of the infor- 

 mation it contains could impart this knowledge to them. Let us bear in 

 mind that teachers have a powerful influence over their pupils and that 

 they can teach only what they know. Now, it cannot be denied that a large 

 number of teachers ignore the very existence of those scientific branches 

 which concern the life of plants. On the other hand it will be difficult for 

 us to teach them: more than one would refuse to listen to us, as many prefer 

 to learn themselv^es. Hence the necessity of making known to them the 

 works that can help them. 



One of the main efforts of our Association should be to remedy the 

 want of popular books treating of agricultural plants and animals. That 

 there is a need of such, no one can deny. The few works of this kind that 

 exist, being for the most part reports or writings of specialists, containing 

 but few illustrations, offer little attraction for the uneducated. Why not 

 get up well- llustrated books with attractive bindings appealing to the 

 aesthetic sense in the young? These books could be sold cheaply and 

 distributed as prizes in the schools at the end of the year. This would be 

 a means of introducing into country homes in an attractive form a science 

 which is indispensable to every farmer. 



Works of this kind already exist in several countries, especially in France 

 and Germany. Last year a number of these were given as prize books in 

 one of our colleges and I have proofs that they have been appreciated. 

 Some of these books are not practical for Canada as the questions dealt 

 with have reference to the country where they were written. We should 

 prepare books of this kind answering to the special needs of our own popu- 

 lation. 



All I have said might be summed up as indirect personal education. 

 It would be necessary, as we have seen, to make known the works that al- 

 ready exist, to publish new matter, and publish under a more attractive 



