ILLINOIS DAIRYMEN'S ASSOCIATION. 6l 



his place in his classes. She hired a tutor to stay by the boy and help 

 him in his work. She helped him herself until he reached the high school, 

 and then came the trouble with algebra and Latin. The boy did not 

 like it, but was forced to take it. At the end of the first year he 

 barely passed through his work into the second year of the high school. 

 In about three months it became apparent he could not possibly do the 

 work and he left school. The lady told me that she felt she could not 

 give it up, the boy must be educated. So she took him to Evanston 

 and put him in charge of the professor there. The boy stayed there 

 about three or four months when he came home where he remained 

 until the close of that year: At the beginning of the next year, this 

 lady said she would not give him up,, and brought him to Champaign 

 and took him into these buildings where he could see the wheels turn- 

 ing and all the different departments. He appeared very much interested 

 and turned and said, " This is just the place I am looking for." He re- 

 mained here until he graduated, with average honor at least, and was 

 immediately employed as a civil engineer, and was the last to be dis- 

 charged, and before his discharge he secured a place on the great drain- 

 age canal, and while there invented a machine that took out hundreds 

 of tons of earth. He would, you see, have been lost to the world under 

 the old system of education. That is the kind of education we want, 

 that will help a boy to discover for himself that for which he is best fitted. 



It is a great comfort to those who have stood for those things to 

 find the leading educators are saying kind things about what we believe 

 to be the better education. 



Pres. Harper says, " Instruction in agriculture in the rural schools 

 is an application of the now generally recognized principle of bringing the 

 school work into close touch with the home life of the pupil, and it 

 may safely be predicted that no more important application of the prin- 

 ciple has yet been discovered. The nature of the subject thus intro- 

 duced and their pedagogical possibilities combine to make this step one 

 of marked significance in the history of education." 



Ex-Gov. W. D. Hoard says: "I want you to move with irresistable 

 force and power toward the employment of the common school for teach- 

 ing the elements of agriculture. You cannot do anything with the old 



