45 
followed l'\ a second i< mod, whioh presupposes the hist lesson And builds apoi 
third lesson, 11 fourth lesson, und all the reel follow ; each one buildiug on what baa 
umI adding some ne^s matter of consideration thai is Important and 
il to the pedsgogh a] form that tii<' first l< ssou shall be useful 
food if do i on follows it. that If you out ofl the 
l shall be nseful and valuable up to that point, it Is 
1 1 form to oblige the pupil to learn • lessons whioh are noth- 
ing in themselves but the mere scaffolding to an important idea by and by t" be 
pod. 
In your branches of mechanical industry you find that much has been <l<>n t - to 
_ ical form. In the public schools of many cities, especially 
in Massachnsel ts, cooking is taught in n sei i< a of progressh •• lessons. Its pedagogic 
form lia^ been fullj developed, I take it that in the study of agriculture whatever 
ea are taught as preliminary disicipline should have practical illustrations 
drawn from soils, plants, and animals at every step. As in all other branches, are 
must gel hold of the interest of ■ pupil, both hereditary and acquired, and fasten 
one by one our studies to this interest. I desire to get from each agricultural college 
reports ot made in reducing the various features of this field of study 
I form, being con ft denl that when this reduction is complete, instruc- 
tion in agriculture will not only 1 »«• well managed in your institutions, hut also will 
And its way into the elementary schools of the farming disti 
>me time ago in Thorold Rodgere, in his book entitled "Six Hundred Years 
of Wages," Chapter XVI, the following: "We owe the improvements in English 
ilture to Holland. From this country we borrowed, at the beginning of the 
teentfa century, the cultivation of winter roots, and at that of the eighteenth 
The Dutch had practiced agriculture with the patient 
and minute industry of market gardeners. Thej had tried successfully to cultivate 
thing to the uttermost which could be used for human food or could gn e inno- 
m to a refined taste. They taught agriculture and they taught gar- 
dening, b the first people to surround their homesteads with flowei 
ith trim part. ires, with the fined turf, to imj»ro\ e fruit ti- 
• edible roots snd herbs, at once for man and cattle. We owe to the 
irvy and leprosy have been banished from England, that continuous 
i, that the true rotation of crops has been 
. that the population of these islands has been increased, 
1 1 1 It* and sheep in England are ten times what they were in numbers 
and three times what ti. .1 quality Even nowthean 
cultural skill of the Holla inct. The gardeners of Haarlem still purvey 
the civilized world, and there is much which the 
liah agriculturist of the present day could learn with advi m the indi 
.ml skill of the Dutch farmer, and perhaps will learn, when England is 
red from I tern end her tenant 111 the 
guarantees as the Dutchman does." It would seem from this 
quotation that hanged her agriculture from the old- fashions 
ad highly-developed farming known bj 
I think that it the most important subjects con 
ed with th< 
i intelligi 
idy the mi o live in the suburbs 
• 
ie in the : 
- 
Vol k tuinariuui 
i in a 
