TEXTBOOKS 129 



In other words, he must know much of the sciences on which agriculture is 

 based, as physics, chemistry, botany, and other sciences. But he should never 

 forget that the practice of agriculture is an art and not a science. 



These remarks will suggest why it is that there is such a bewildering 

 diversity in plan in the various textbooks of agriculture. One reason why 

 these textbooks have not been more successful in accomplishing the missions 

 for which they are designed is the fact that they look upon agriculture from 

 the academic point of view rather than from the agricultural. Another reason 

 is the attempt to make them "practical" by inserting specific directions for 

 the performing of accustomed farm operations; for these directions must 

 necessarily be of local and temporary application, whereas principles are 

 general and abiding (171, p. 690). 



Considered from the standpoint of scientific accuracy most 

 of these textbooks are good, but in some there are inaccurate 

 data, or statements at variance with well-established facts. Con- 

 sidered from the standpoint of pedagogy most of these texts 

 are lacking. The matter ,is often presented with little or no 

 reference to this important aspect of a textbook. Indeed, some 

 are barely more than abridged encyclopedias of agricultural 

 information. This general defect may possibly be accounted 

 for when we consider the fact that the authors of all these 

 books, with a few exceptions, are college professors, whose 

 chief interest is in the subject-matter with apparently little in- 

 terest in organizing material from a teaching standpoint, and 

 giving no recognition to the social possibilities of their subject. 



It is probable that the most useful book, at least for the present, will 

 be one that attempts at the same time to awaken an interest in country life 

 and to set the pupil at the working out of specific problems. Mere problems 

 are too "dry" to attract pupils, except now and then under the inspiration 

 of an extra good teacher. On the other hand, mere information-giving has 

 little teaching value and is not likely to arouse any important enthusiasm for 

 the open country and the farm. On account of the diversity of interests to 

 be served, no single textbook of agriculture can hope to have great leadership 

 in all parts of the country. The thoroughly satisfactory text is apparently 

 yet to be written (12 2). 



The purpose of an agricultural textbook for secondary 

 schools is well expressed in the preface of a recent book of this 

 grade: "to make the teaching of agriculture in existing high 



