EARLY STRUGGLES AND PUBLIC SERVICES.

The pioneer who makes a farm in the wilderness, with little save his own hands, must bear a skillful hand in various ways to keep the wolf from the door until something can be raised from the soil. Mr. Adams' previous education had made him conversant with the business of a surveyor; and, for years, in the intervals of farm labor, he carried a surveyor's compass in establishing corners, running lines, and laying off the farms of his pioneer neighbors, far and near. For about ten years he served his neighbors, also, in the several offices of Assessor, President of the District School Board, Township Trustee, County Supervisor, Chairman of the County Board of Supervisors, and held various other public trusts of a local nature.

At the age of thirty-two, Mr. Adams became the Republican candidate for the State Senate from his district, but was unsuccessful, the ticket being buried out of sight under the majority then given the entire Democratic ticket.

Two years later, the finances of his county having become almost hopelessly involved, he was elected a member of the Board of Supervisors for the county. This board consisted of eighteen, one from each township. Elected Chairman of the Board, he performed the duties of the office for three years, and then resigned. At the time of his election the county warrants were at a discount of fifty per cent. In two years, they were at par; and now the State of Iowa can proudly point to the fact that there is no State debt upon which the people pay taxes as interest-a fact most creditable to the exertions of her citizens in their several stations as public officers.

In the spring of 1873, the friends of Mr. Adams nominated him for governor of Iowa. This nomination was de

SERVICES IN THE ORDER OF PATRONS OF HUSBANDRY. 499

clined, not because the nominee was not as willing as heretofore to serve his fellow-citizens, but because he was at that time too deeply absorbed in the great work of his life— spreading the organization of the Order of Patrons of Husbandry. The tenets of the Order proclaim it to be nonpolitical. Had he acceded to the wishes of his friends, the Order would have been immediately stigmatized as seeking political ends. Mr. Adams was willing to forego the prospect of gubernatorial honors, in order that he might still labor in the field of his choice, to promote the business and social welfare of the agricultural masses. These he represents as the chief executive officer of the National Grange; and truly it is a higher honor than to be a State governor.

SERVICES IN THE ORDER OF "PATRONS OF HUSBANDRY.”

Early in the year 1870, Mr. Adams and two of his neighbors, having heard of the Patrons of Husbandry, called together other neighbors, and organized Waukon Grange, No. 3, of the State. Seven months later, they organized Frankville Grange, No. 4. Six months subsequently, or June 12, 1871, the State Grange was organized temporarily, and Mr. Adams was chosen Master. In December of the same year, a permanent organization was effected, and he was elected the Master for two years. This office he held until his election as Master of the National Grange, early in 1873.

In 1871, when elected to the State Grange, there were less than a dozen Granges in the State. He left it with over eight hundred working organizations. Since this time the State has fully kept pace with its previous record, its present membership showing over one hundred thousand tillers of the soil, working as a unit for their social, moral, and industrial elevation among the great brotherhood of man

Since his election to the Chief Executive of the National Grange, Mr. Adams has continued untiring in his efforts for the benefit of his brethren in toil, and the spread of the Order. That he is doing more good than he possibly could have done as the governor of his State, there is no doubt; for now his field of labor is national. Those sterling patriots. who have cast from them the glittering prizes of political preferment until the nation shall have become sufficiently purged of corruption, will not be forgotten by a grateful people when the political panderers of the present day shall be buried deep in oblivion, with none so mean as to do them reverence.

CHAPTER XLIV.

EDUCATION TO THE INDUSTRIES.

IMPORTANCE OF THE SUBJECT.

Education is one of the most potent factors in the advancement of the rising generation to the status which they should properly occupy. After the rudiments of a fair English education are secured, the youth who aspires to become a working man should be pushed in the acquirement of certain knowledge relating to the industry which he contemplates pursuing. The farmer's boy readily masters the art of driving horses, plowing, reaping, binding, stacking, the care of the domestic animals, etc. For this it is not necessary that he should go to school. It must be learned on the farm, just as the tradesman acquires his art under the direction of a master workman.

There is something, however, beyond all this-or, we might almost say, before it; for it underlies the economies of every trade and profession in life. What is it? The study of the sciences underlying the profession or art that is to constitute the life-work of the individual.

This subject is beginning to interest the thinking portion of the present generation; it is the lever that will move the next. The why, and not the how, is the true point to be aimed at; for proper knowledge concerning the first makes

the latter easy. Chemistry is, in truth, the "corner-stone of agriculture;” nevertheless, a man may be a good chemist and yet a very poor farmer. Mathematics, as a science, underlies mechanics, and yet a knowledge of mathematics in itself would not constitute a mechanic. Nevertheless, the student who first acquires a knowledge of the principles of chemistry, will make a better farmer than he who knows nothing about it. Just so, a good mathematician would make a better and far more intelligent mechanic than he who had simply a smattering of arithmetic. What we want, then, is education to the several professions in life.

WHERE SHALL OUR CHILDREN LEARN?

We should begin in our common schools; but, instead of carrying the pupil forward in the old-time grooves, ground him thoroughly in reading, writing, and arithmetic. The first should include that much neglected study-the proper use of words; the second, the equally neglected one of facility in expressing them on paper; and the third, turning the figures we are taught to some practical account. How many of our teachers are well grounded in this practical application themselves? Very few. And yet they are the persons who are supposed to have become especially fitted for imparting such instruction.

They have been educated in an undeviating groove, and are only fitted to mould the youth in the same inflexible line. We elect County and State Superintendents of Schools; but they, too, have been formed in the same groove. One thing too many of them have learned, namely, that there is money in a change or exchange of text-books for the schools; and this knowledge many of these officials are forward enough to turn to practical account. After he