CHAPTER i 

 ?$ INTRODUCTORY ^ 



TO THE TEACHER. 



I'.V 'J- HE KDITOR. 



The folloAving pages are the result of a combined effort on the 

 part of the State Horticultural Society and the Iowa Agricultural 

 College to place some outlines bafore the teachers of the rural 

 schools which might be followed, with the hope of interesting the 

 pupils in some of the natural things about them. The Horticultura.1 

 Society has in view the advancement of the horticultural interests 

 of the state by developing a love for, and a knowledge of plants, 

 in th- hearts and minds of Iowa school children. The Agricul- 

 tural College labors for the promotion of accurate, systematic, and 

 business-like farming, in other words, scientific farming. 



Agriculture may not be a pure science but at all events it can 

 only be successful when based upon scientific principles coupled 

 v/itli business-like practices. As it is difficult to distinguish be- 

 tween the busnaess of agriculture and the science of agriculcure. so 

 it is much the more difficult to separate horticulture from agricul- 

 ture in a manner reasonable and appropriate. In their fundamen- 

 tals they are identical. They differ in ultimate details only. It 

 follows therefore that a puji-il interested in seme branch of the 

 great realm of nature is likely to be drawn into the field of agricul- 

 ture, and if not, is at least the better equipped to enjoy life in the 

 highest and best manner. 



That the State Horticultural Society and the State Agricultural 

 College should co-operate with the State Superintendent of Educa- 

 tion in the initial steps of this movement is appropriate and grati- 

 fying. In no way can thi happiness and welfare of the rural classes 

 be accomplished so fully as by giving them an intelligent interest 

 in and knov>'ledge of the common things which surround them in 

 every day life. 



This kind of study has been aptly termed "Nature Study." It 

 has been more accurately defined as "Seeing the things one looks 

 at, and the drawing of proper conclusions from what one sees." 

 It is not the study of any science in as much as it is not systema- 

 tic and orderly. It indicates study and observation and engenders 

 a sympathetic bond between observer and object. 



Nature Study has progressed rapidly in New York schools. It 



