riculture as a science cannot be taught in
the elementary school because of the lack of age and development of the
pupils. This is true, but neither can any other subject be taught to
children of this age as a complete science. It is possible, however, to
give children in the rural elementary school much useful information
concerning agriculture. Perhaps better still, it is possible to develop
a scientific attitude and interest that will lead to further study of
the subject in the high school or agricultural college, and that will in
the mean-time serve to attach the boys and girls to the farm.

The rural school pupils can be made familiar with the best modes of
planting and cultivating the various crops, and with the diseases and
insect enemies which threaten them; the selection of seed; the rotation
of crops, and many other practical things applying directly to their
home life. School gardens of vegetables and flowers constitute another
center of interest and information, and serve to unite the school and
the home.

Similarly the animal life of the farm can be studied, and a knowledge
gained of the best varieties of farm stock, their breeding and care.
Insects and bird life can be observed, and their part in the growth or
destruction of crops understood. All this is not only practicable, but
necessary as part of the rural school curriculum. Anything less than
this amount of practical agriculture leaves the rural school in some
degree short of fulfilling its function.

_Domestic science and manual training._ In general what is true of
agriculture is true of domestic science and manual training. They can be
presented in the elementary school only in the most concrete and applied
form. But they can be successfully presented in this form, and must be
if the rural school child is to have an equal opportunity with the town
and city child. The girls can be taught the art of sewing, cooking, and
serving, if only the necessary equipment and instruction are available.
They are ready to learn, the subject-matter is adapted to their age and
understanding, and nothing could be more vital to their interests and
welfare.

Likewise the boys can be taught the use of tools, the value and
finishing of different kinds of woods, and can develop no little skill
with their hands, while they are at the same time receiving mental
development and the cultivation of practical interests from this line of
work. It is not in the least a questi