DAVIS] INSTRUCTIOX IN AGRICL'LTURE 11 



"I tind that problems in arithmetic are being used that are of prac- 

 tical value ; good product maps, etc., in geography ; reading connected 

 with the study of birds ; food products, and charts connected with the 

 study of physiology." 



"Taught farm problems in connection with arithmetic. Alade in- 

 teresting subjects the basis of composition work. Prepared industrial, 

 county and township maps." 



"A practical use made of the methods and materials of any subject 

 at once raises the value of that work in the pupil's estimation." 



"It has. It makes them ask what the cube root is good for in the 

 8th grade." 



"It certainly has added new interest in subjects, therefore showing 

 the necessity of other subjects." 



"It has not only helped instruction, but made the other subjects more 

 interesting to pupils." 



"As we regard it an integral part of the instruction this question 

 is much like asking does it help arithmetic to use figures." 



"It has brought far off things back to the pupils' own experiences." 



Although the teachers who responded to the questionaire have 

 been succeeding well in teaching agriculture they have met var- 

 ious difficulties. Most of these difficulties, however, are com- 

 mon to all subjects of instruction in rural schools. Among those 

 mentioned were lack of time, too many grades, too few books, 

 too little material and apparatus, adverse attitude of patrons, 

 course of study, long vacations interfering with garden and plot 

 work, lack of preparation on part of teachers. A few examples 

 will illustrate the difficulties as seen by the teachers themselves : 



"One of the most serious problems to be solved in connection with 

 successful agricultural teaching is that of obtaining conditions which ap- 

 proach somewhat the conditions actuall}' encountered on a real farm. 

 Many more important operations must be left for the pupil to obtain 

 at home, before and after school. Many parents will not take the time 

 to make operations valuable and interesting to the boys." 



"Lack of apparatus, knowledge on the part of the teacher as to the 

 essential topics to teach, etc." 



"Lack of time; no former teaching of the subject; no suitable text. 

 Prejudice against the subject by not only parents but some teachers; the 

 farmer's argument of "a book farmer." 



"None, only I have not time sufficient to get the. most out of it. 

 What I have done is on borrowed time from recesses and noons." 



"Opposition of our teachers in the system. Pupils always become 

 enthusiastic, and then occasionally some of the teaching force becomes 

 jealous of the success. Lack of time under present course of study 

 caused some difficulties." 



"The greatest difficulties are in overcoming old prejudices which have 

 been handed down from father and son for generations." 



"Lack of time : school houses not being warm enough in winter to 

 prevent freezing the plants started in the fall." 



