TO THE TEACHER vii 



identifying the insects at work. The proper place to study 

 insects is, of course, in the field in connection with the soil 

 and plant life whenever they are available. 



Specimens of woods. A collection of native woods 

 is one of the most interesting and easy to make. Every 

 pupil will be glad to take part in the work. Samples of 

 the leaves should also be collected and preserved. Such a 

 collection will supply the basis for a study of trees, and 

 should result in each pupil being able to identify native 

 trees at sight, either by their leaves or wood and habits of 

 growth. Pupils should not be permitted to destroy useful 

 plants for the sake of school specimens. 



7. Method of Instruction 



It is not possible or desirable in this place to give de- 

 tailed discussion as to the methods of teaching agriculture. 

 Certain broad and fundamental principles may, however, 

 be stated. 



Seeking knowledge at first hand. From the very 

 first day, the pupils should be made to feel that the study of 

 agriculture is the study of the actual problems of the farm 

 crops, soils, animals, and all else that goes to make up 

 the life of the farm. To "get a lesson," is therefore not 

 to commit to memory what the text may say on a certain 

 subject, but to use the text-book and all other available 

 helps to master fully the problem at hand in the study of 

 an ear of corn, the preparation of the seed bed, the fertiliz- 

 ing of a field, or the feeding and management of a flock 

 or herd. 



Use of the text-book. The text-book is arranged to 

 give as natural and interesting an approach as possible to 

 each chapter or topic. There is hardly a text-book lesson 

 for a single day which does not provide for some practical 

 home and field study in connection with the subject under 



