industrial conditions and give boys and girls broader and sa- 

 ner views of life. 



The primary purpose of all education is training for 

 citizenship in the large sense of the word. A good citizen is 

 able to make an honest living by his own labor; hence the 

 schools should prepare him to be an efficient worker and give 

 him some knowledge of the industrial conditions which he will 

 have to meet. A good citizen is able to do his part of the work 

 which society requires. He must be able to fill local offices in 

 church, state and school; and hence he must know something 

 about the needs of his community, economic, social, political. 

 Good schools and churches, improved roads, and efficient gov- 

 ernment are not the result of accident but are the direct pro- 

 duct of education to higher and better ideals of life and living. 

 A good citizen must be able to derive pleasure from books, 

 magazines, pictures, lectures, and other intellectual interests. 

 Illiteracy in our land is a disgrace for the younger generation. 

 Right thinking and living are as much part of good citizenship 

 as the ability to make money, and right living and thinking 

 depend largely upon one's intellectual outlook. A good citizen 

 must be a potent force in support of the right, able to distin- 

 quish quickly and accurately between the right and the wrong 

 of every public question. If the purpose of the school is to 

 train for citizenship, it follows that teachers, in whose hands 

 rests a large part of the education which our boys and girls 

 receive, must themselves know something of the practical af- 

 fair of everyday life. 



The Development of Agriculture in the United States 



Early Agricultural Conditions. Our agricultural devel- 

 opment has been influenced by many forces chief among which 

 may be mentioned (1) our vast western territory of rich farm- 

 ing land ; (2) the invention of farm machinery and tools ; (3) 

 the development of railroads, canals, and roads ; (4) slave la- 

 bor in the south; (5) the development of factories and the 

 growth of large cities ; (6) agricultural education. 



During the colonial period and after the Revolution until 

 about the year 1830 but little progress was made in agricul- 



