HOME ECONOMICS AND EDUCATION 691 



attention to their economic importance and very little to any marked 

 peculiarities they might chance to possess. Such nature study forms 

 an excellent basis for the subsequent study of more formal agricul- 

 ture. (Ex. S. Circ. 60.) 



While there are many ways in which a teacher may help the 

 country scholar, yet it would seem that the most practical means yet 

 adopted is through the school garden. This can be carried out on 

 a smaller or larger scale anywhere. It opens up a new field of 

 thought each week as growth progresses; it suggests problems in 

 plant life and the production of foodstuffs; it gives variety of work 

 during school hours; and it suggests farm problems which have 

 already been solved and the solutions published by the college au- 

 thorities. The reports and bulletins containing such information 

 can then be intelligently discussed with the pupil and the parents, 

 and in this way the work of the school can be brought in closer 

 touch with the work of the farm. (Ontario A. C. Bui. 29.) 



The growth of sentiment in favor of teaching the principles 

 of agriculture in the elementary schools has been rapid in recent 

 years. There are now 13 'States in which the teaching of agricul- 

 ture in the rural common schools is required by law. It is encour- 

 aged by State and county school officers, and taught in some of the 

 rural schools of 31 other States. In all, 44 States and outlying pos- 

 sessions are making some effort to teach the underlying principles 

 of agriculture in the rural common schools. (Ex. S. Circ. 106.) 



The courses of study in our schools have had a tendency to give 

 the boys a liking for city life, and have bred in them the ambition 

 to leave the quiet and industry of the farm for the noise and rush 

 of the city. To the lay mind Jthe remedies seem plain. Remodel 

 the courses in the rural schools, give the boys more physical train- 

 ing, have the schools teach the beauty of nature, give to the young 

 mind an understanding of the different forms of life with which 

 he is surrounded. Have the school gardens started as object lessons, 

 and in a general way have all study tend to give a fondness for rural 

 life. Coupled with these different studies the best literature should 

 be taught so that the mature mind would have a liking for reading 

 and communion with the great minds of all time. But you will say 

 how are these remedies to be applied? In the first instance, the 

 rural public and the public generally must be educated to spend 

 more money on education. The recent changes and increased grants 

 by the Department of Education seem to have been approved by the 

 public, and what is now needed is the intimation from the people 

 that more should be done and the government will readily take 

 action. (A. R. Ex. Univ. Ontario, Can.) 



In conclusion, it must be said that the farmers, as a whole, are 

 willing and anxious for education. They are difficult to reach be- 

 cause they have not been well taught, not because they are unwill- 

 ing to learn. (Cornell Univ. Bui. 137.) 



Boys' Corn Clubs. The boys' demonstration work teaches the 

 boy how to make a crop successfully and economically ; hence, there 

 is an element of economic management and profit in it. It inspires 



