Nature-Study Agriculture 99 



metic and grammar often are. In this new 

 agricultural work we need to be exceedingly 

 careful that we do not go too far, and that we 

 do not lose our sense of relationships and values. 

 Introducing the word agriculture into the 

 scheme of studies means very little; what is 

 taught, and particularly how it is taught, is of 

 the greatest moment. I hope that no country- 

 life teaching will be so narrow as to put only 

 technical farm subjects before the pupil. 



We need also to be careful not to introduce 

 subjects merely because practical grown-up 

 farmers think that the subjects are useful and 

 therefore should be taught. Farming is one 

 thing and teaching is another. What appeals 

 to the man may not appeal to the child. What 

 is most useful to the man may or may not be most 

 useful in training the mind of a pupil in school. 

 The teacher, as well as the farmer, must always 

 be consulted in respect to the content and the 

 method of teaching agricultural subjects. We 

 must always be alert to see that the work has 

 living interest to the pupil, rather than to grown- 

 ups* and to be on guard that it does not become 



