=Relation of sciences to life.=--The pictures are practically endless
with which we might introduce the study of agriculture--a boy in the
turnip field, a milkmaid beside the cow, or Millet's celebrated picture
"Feeding the Birds." And, sooner or later, pursuing our journey from
such a starting point, we shall arrive at physiology, chemistry, botany,
physics, meteorology, and geology, and still never be detached from the
subject of life. In the school consciousness agriculture and domestic
science seem far apart, but by right teaching they are made to merge in
the subject of life. Upon that plane we find them to be complementary
and reciprocal. In the same way chemistry, botany, and physiology merge
in agriculture for the reason that all these sciences as well as
agriculture have to do with life. In the traditional school chemistry is
taught as chemistry--as a branch of science, and the learner is
encouraged to seek for knowledge. In the vitalized school the truths of
chemistry are no less clearly revealed, but, in addition, their
relations to life are made manifest, and the learner has a fuller
appreciation of life, because of his study of chemistry.
=Traditional methods.=--In the traditional school domestic science is
taught that the girl may learn how to cook; but in the vitalized school
the girl learns how to cook that she may be able to make life more
agreeable and productive both for herself and for others.
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