THE AGRICULTURAL PHASE 63 



the people" from the university explains why it 

 is that these schools are so unrelated to the life of 

 the pupil, and so unreal ; they are exotic and 

 unnatural. If any man were to find himself in a 

 county wholly devoid of schools and were to be 

 set the task of originating and organizing a school 

 system, he would almost unconsciously introduce 

 some subjects that would be related to the habits 

 of the people and to the welfare of the commu- 

 nity. Being freed from traditions, he would teach 

 something of the plants and animals and fields and 

 people. Yet, as a matter of fact, what do our 

 rural schools teach? 



So long have we taught the text-book routine 

 that we do not seem to think that there may be 

 other and better means. I believe in the Greek 

 idea of education for culture, but I would have 

 other education along with it. I believe that it 

 is possible to acquire culture at the same time 

 that we acquire power. Education for culture alone 

 tends to isolate the individual ; education for sym- 

 pathy with one's environment tends to make the 

 individual an integral part of the activities and 

 progress of its time. At all events, I cannot see 

 why there is not as great possibility for culture in 

 the nature-studies as there is in the customary 

 subjects of the elementary school. My plea is 

 that new educational methods must be employed 

 before we can really reach the farming communities. 

 Nature-study is to supply some of these new 

 means. Nature-study must be made a part of 

 the extension-teaching of the time — of that move- 



