A(;kiculturk i\ the common schools. 63 



learn anything about it. • Tlie way is as open to children as to 

 professors, and they take never-ending delight in it. A fair 

 microscope is within the means of any school district, and 

 with that the cells and tissues of plants and animals can be 

 seen, diseased growths studied and compared with healthy 

 growth, insect pests can be identified, and their life history 

 and habits can be determined. Much of this can be done, 

 and a good foundation in systematic botany laid, with merely 

 a good common hand glass. The instinct for making mud 

 pies, with a little ingenuity, can be directed to a practical 

 study of the action of water in the soil. The mechanical 

 character of soils can be thoroughly studied, and about every- 

 thing learned that any one can know. As they get older, they 

 can experiment with simple chemical reactions, so as to under- 

 stand at least what they are, and understand fairly well the 

 nature of the chemical changes which take place in the soil 

 and the leaf Such work as this is what is meant by tliose 

 who intelligently discuss introducing the study of "agricul- 

 ture" in tlie rural schools. It is good work for any school. 

 It is adapted to the mental nature of the child. Its acquire- 

 ment is a source of -real pleasure to all children, which is 

 certainly more than can be said for the elements of "gram- 

 mar." The knowledge thus gained will never be forgotten. 

 It is a fitting preparation for any walk in life. It is essential 

 to the making of the farmer who hopes to survive in the 

 struggle for independent existence. It is knowledge which he 

 will apply every day of his life. The little that he learns will 

 teach him the methods of learning more as special need arises 

 for special knowledge. It is the best foundation possible on 

 which to build up a successful farmer. 



Of course the child can not learn all this by himself He 

 must, at least at first, be told where to look, and possibly how 

 to look, and when he sees a thing he must be told what it is. 

 And there is the rub. The teachers know very little more 

 about these things than the children, and the most of them 

 have no wish to learn. They have passed the age of curiosity, 

 and are thinking of other things. If compelled to learn them 

 to hold their places, they will do so, and, very likely, for the 



