LATTAj h^ATURESTUDY IN PUBLIC SCHOOLS 47 



teacher to make the most of the opportunity to train the children in 

 the art of expression and in the use of good language. 



If corn fields are near, let the older boys compute the per cent of 

 a perfect stand the per cent of barren and of smutted stalks, 

 and the relation of smut to barrenness, as shown by percentages. 

 See that the pupils having like data get like results, and thus 

 impart a good drill in multiplying and in the use of the 

 decimal point. Incidentally the student will gain a new conception 

 of the practical value of language and mathematics. 



This drill, however, should not be so rigid, or frigid, as to check 

 spontaneity or vivacity of expression. Remember that eiiihusiasm 

 must be maintained even though the canons of the grammarians may 

 be occasionally violated. 



(3) In the view of the speaker, elementary instruction in agricul- 

 ture should be introduced in all om public schools, of both city and 

 country, as soon as the teachers can acquire the necessary prepara- 

 tion therefor. The truly interested and resourceful teacher can read- 

 ily get sufficient preparation to begin this work at the opening of the 

 next school year. Professor Bailey's book, "The Nature-Study 

 Idea," the several elementary text-books on agriculture, the bulletins 

 of the U. S. Department of Agriculture and of the experiment sta- 

 tions, the well-equipped laboratories and the teaching force of the 

 schools of agriculture, the successful farmers, fruit growers, dairy- 

 men, stockmen in the vicinity of the schools, afford ample means and 

 facilities for speedy and inexpensive preparation for such instruction. 



The essential that the teacher himself must supply is a royal will 

 to get the preparation. No feeble desire, no half-hearted purpose, 

 no spurt of enthusiasm will accomplish it, but a fixed purpose and the 

 wise use of the time and means which every teacher can command 

 will bring it to pass. 



Does some one urge that this is impossible with the already 

 over-crowded course of study and the over- worked teacher .? Nothing 

 is impossible that has been and is, even now, being accomplished. 

 All over this state, north, south, east, west, teachers in single-room 

 and consolidated country schools, and teachers in township and city 

 schools are now giving at least occasional instruction in nature-study 

 and the elements of agricultural science. More than this, most of 

 these same teachers find that with the increased interest of their 

 scholars the awakening of the dull and indifferent pupils, and the 

 improved discipline of the school, their "load" is really lightened and 

 not increased, as some of them feared. 



