44 THE NATURE-STUDY REVIEW 13:2-ieb., 1907 



and yet wider applications of these forces to the life about him and 

 to the work and success of the farmer. With this widening range of vision 

 there will be a growing interest, which under wise guidance, will often 

 crystallize into a definite purpose to study systematically the subject 

 of agriculture. This study, which has begun with the more conspicu- 

 ous phenomena and forces of nature, might properly be extended to 

 include at least the elementary phases of agricultural botany, economic 

 entomology, birds, toads, reptiles, and mammals in their relations to 

 the farm, agricultural physics, agricultural chemistry, meteorology, 

 agricultural geology, principles of breeding and feeding, animal nutri- 

 tion, and the diseases of plants and animals. . In this way may be 

 laid, deep and broad, in our public schools, the foundation for the 

 making of the broadly intelligent and useful man and the self-respect- 

 ing, enthusiastic, and successful agriculturist. 



To put it briefly and figuratively, yet truthfully, agriculture in the 

 public school is the flowering and fruiting of nature-studies along 

 agricultural lines. 



Why Have Agriculture in the Public Schools ? 



Assuming that all present have caught the speaker's idea of agricul- 

 ture in the public schools, the question arises, why have such instruc- 

 tion in these schools .'' 



Of the many reasons for an affirmative answer to this question the 

 followinof, at least, are important: 



(i) The subject, in most of its ramifica'ions, is of perennial and 

 universal interest. The experience of intelligent and sympathetic 

 teachers in all grades of school work, both in city and country, amply 

 justifies the assertion that there is nothing better than the study of 

 natural phenomena and natural forces to create and maintain the in- 

 terest of the pupils of all ages and nearly all temperaments. 



(2) The subject sustains a vital relation to the life and well-being 

 of the individual and of the community. Take a single illustration 

 from one phase of the subject, the weather. If no other subject 

 suggests itself, or if all other topics fail, we fall back on the weather. 

 Why.? Because in a very large and real sense it is the making or un- 

 making of us all. 



(3) The subject is not only interesting and inspiring, but it is also 

 definitely practical. It has to do with the problem of bread and but- 

 ter. It deals with the here and now. This reason appeals strongly 

 to the school patrons — especially those living in the country. All 



