Commissioner Brown—Mr President, Ladies, and Gentlemen: Every uplift and reform comes back to education. It is uplift carried to the sticking point. It is reform continually going on. In speaking of the educational aspect of Conservation, I am not concerned with anything merely incidental or subordinate, but have to do with a matter as large and vital as any upon which the success of the Conservation movement depends.
It must be admitted on the other hand that education has much to get from the Conservation movement as well as much to give. The schools are learners as well as teachers. To support and further Conservation they will need to learn Conservation facts and doctrines. This Congress and American education are aiming at the same thing in the end—the betterment of American life. What shall it profit to conserve everything else on earth if we fail to conserve the spirit and fiber of our citizens, young and old? That is a view in which Conservationists and educators are fully agreed.
Now, what is our educational establishment, as it stands over against the body of our material resources? It is a group of State school systems, having in the aggregate a certain National character. We cannot insist too strongly that education is primarily a concern of the States. This group of State school systems represents a combination of public and private agencies, for our State institutions are supplemented by many institutions privately supported and controlled. It represents an extraordinary unity as between elementary education and the higher education, as between the democracy of the lower schools and the science of the universities. It represents, moreover, in all of its grades, an everlasting devotion to intellectual and moral values, as having to do with enlightened citizenship. This is the educational establishment that faces the needs and aspirations with which the Conservation Congress is concerned. There are three or four ways in which I should like to speak of the great work of that establishment as related to your own great work:
1. In the first place, there is the fact that our scholastic education is facing about and turning its attention toward industry and industrial life. This is a new movement in which all States and sections are taking part. It is a change which is attended with the gravest difficulty. No one who is not familiar with the actual administration of schools and colleges can guess how hard a thing it is to introduce a new practice of teaching and make it successful at the hands of many teachers in widely different communities. Yet our educational leaders have addressed themselves to this task with courage and enthusiasm. In 25 States provision is now made for teaching agriculture in public schools. Such provision takes the form of agricultural high schools in Alabama, Massachusetts, Minnesota and Virginia, and in several other widely scattered States. In the best of these schools, there is arising a new interest in all that relates to the soil and the life on the farm. It is no uncommon thing to have class work interrupted by visits from neighboring farmers, who consult the expert teachers regarding drainage and fertilizers and the care of their horses and cows. The boys try out at school the seed corn they are to plant on the home farm, and the girls learn at school to raise poultry and vegetables and make from them appetizing dishes for home consumption. Large provision has been made for consolidated rural schools, and in Minnesota lands are added for instruction in the practice of farming. Oklahoma requires the teaching of agriculture in all public schools, with the cooperation of the normal schools and the agricultural college. This new instruction is spreading in unexpected ways. Columbia University, in the heart of New York City, has begun to offer courses in agriculture, taking up this work where it left it off early in the nineteenth century. And an agricultural conference has been held at Bryn Mawr College. After that what more is there to be said! (Applause)
But there is still a good deal more. Much might be said about the new trade schools in the cities, and the new instruction in household arts for girls; but I pass these matters by and go back to the farm. What is especially interesting is the freedom with which new modes of teaching have been adopted. Corn contests, potato trains, demonstration farms—our old manuals of teaching knew nothing of these things. Then there is all manner of summer schools, short winter courses, farmers' institutes, and an assortment of other teaching devices. The University of Idaho is employing three field men, a horticulturist, a dairyman, and an irrigation and potato specialist, and is sending regular schools of agriculture about the State on wheels. In Virginia and three or four other States supervisors of rural schools have been appointed. They are making a close study of the resources, industries, and social needs of typical sections of their States, and are lending new life to the effort to make the schools more directly serviceable.
One of the earlier developments of this movement, and one that comes into peculiarly close relations with the Conservation campaign, is the setting apart of a day in each year for planting trees. Nebraska is looked upon as the original center of this movement. A recent report shows the planting of 20,000 trees in a single year in Minnesota, in connection with the Arbor Day celebration in this State (applause). The observance has received a fresh impetus in more than twenty of the States from the publication by the State education offices of attractive manuals offering suggestions regarding the celebration.
The leaders of the new movement in our schools have called for a redirection of rural education. Such a redirection is actually taking place. So much has been begun that it would be easy to believe that the work is done. There are many who suppose that this new education is already in the saddle and is moving triumphantly forward. But that is a mistake. Great changes in education are not brought about so easily. There is a long campaign and a hard campaign before us if the desired ends are to be attained. State superintendents of public instruction, those who are training teachers in colleges and normal schools, and all who are engaged in this work in supervisory and teaching positions, will need for a long time to come the moral backing and the material support which this influential body can command. That is what they should have without reserve and without stint. (Applause)
The lack of well-prepared teachers of these subjects is one of the most serious difficulties the new movement has encountered. A recent report shows about seventy State normal schools offering regular instruction in agriculture. The Nelson Amendment to the Agricultural Appropriation Act of 1907 provided Federal funds for the training of teachers in the land-grant colleges. At least thirty of these colleges are now offering such instruction. But this work, too, is only begun.