The Emporia weekly news. [volume] (Emporia, Kan.) 1881-1889, 1885-06-18

school educational work, line of read
ing, observation, conversation and man
ual practice IN the school room, In the
field, forest and neighborhoods such as
would be calculated - explain the
things In nature and in common life by
which country school children are sur
terest in and q love for
rural life and the farmers occupa-
ton, tending to expaad the mind
by thought and reasoning based upon
observation of natural objects, and Of
the laws and arrangements governing
plant and animal life, the rocky strata,
the composition OF the soil, and the COM
positions which enter into domestic af-
fairs in the household.
Along with this line of school work,
no little of manual art, it is suggested.
might enter as an aid to accurate obser-
VatIon and the cultivation of the memo
~ and in training the eye and the hand
in correct and dexterious manipulations,
in the quIckenlng OF the senses and ma.
turing the judgment. Writing and con-
VersatiOn in connection with this line OF
study, it is supposed, might be made G
means of cultIYating correct use Of the
mother tongue in all respects. Kinder.
gaTten and analogous methods extended
into advanced grades, map drawing,
| field plating and measurement, pencil
| sketching, the physics. and manipula-
ton of farm and household machinery
| kitchen chemistry and the propagation
of plants by seeds, slips, grating, bud.
ding, etc., might all, It is suggested
while they are employed to cultivate the
perceptive and reasoning powers, at the
same time tend to give dexterity to the
hand, and lay no little of foundation OF
actual knowledge and actual practice on
the farm, IN the garden, orchard, nurs,
cry, dairy, and in the household.
Having in mind this view of what is
meant by teaching agriculture IN com
mon schools" desire to consult the
/ views of those in charge of the actual
work of education in tie country dis
trict schools touching the following
| questions;
In order that time may be taken FOL
the kind OF education indicated, may no
| school work, according to the ordinary
| methods, be greatly abridged?
| 1. May not English grammer, specific
language lessons, oral spelling, and tex
books on these subjects. be entirely dis
| pensed with and instead of these the
practice OF writing, reading and coversa
ton be carried on under active criticism
In such manner as To induce growth
into habitual correct use of the mUthe
tongue, In writing and speaking; so a
to thoroughly educate In plain penman-
ship, in correct spelling, in correc
| phrasing and sentance making, in pune
tuation, paragraphIng and the use o
capitals?
3. May not such language practice b.
80 employed In connection with study
observation, reading, writing and con
versation about things in nature, thing
of common observation, and IN common
life, as to constitute the best form O
language study, including all its detail!
of spelling, sentence making and clea
and correct expression both IN speakin!
and writing?
3. In order to avoid and prohibit need
less text book mem, rZing in grammar
study and spelling book work, shout,
not the use, by pupils of text books o.
these subjects BE- Iithoritatively abol
lshed by law in grades b"iow the hIgl
school?
4. Should not the study 81 umbers b
had in connection with lam lar object
of definite ghts, meas
ures, colors, forms and Values-and il
the employment of materials which eL
ter into domestic and political economy
and should not quickness and accurac
be Induced, through thorough exercis
in practical cOmputions and commol
calculations relating to such objects an
to the keeping of farm and domestic &C
counts, and to such exercises should no
the study of numbers be confined in pri
mary grades?
8. Should not the study of geograph
be Invested of the memorIZIng OF defini
tons and descriptions unconnected wit
I .
scope OF the pupils reading and CONVEX
sstion? And should not the study b
chiefly devoted TO map drawing and tn
consulting of maps in connection wit
the reading of current events and nara
tives of history, travel and exploration
the study beginning in the pupils ow
neighborhood, and widening into 9
thorough knowledge as practicable c
the geography of his own state an
county?
g. Should not the course of instruC
ton in County Normal institutes be s
framed as to make 1t the leading work {
such institutions to qualify teachers
lead the pupil ia the line of school wor
here indicated?
z. Ought not the training in the Stat
Normal to be especially carried forwar
with the view of thus qualifying teacl
/ Clo OuSuA AOb AZ "
State University and Agricultural Col
lege be conducted to the same end?
8. Ought not the county superintenC
! ent be especially charged with the dut
, of enforcing the character of schoC
3 work here suggested and ought he not
[ be chosen with reference to his comp,
tency TO lead and direct such work?
0. Might not persons especially CON
Detent to give examples in, and to dire
such work be employed in co Operatio
5 with the county superintendent, to Wis
3 the school districts to instruct and stIn
e ulate the pupils. to aid and direct Il
teachers, and with maps, charts and q
paratus to give instruction to high,
= classes. and to the people in their club
s societies and Assem- blages?
10. Should not the country scho
7 house be provided with landscape ga
den adjunct as an aid to the character
educational work here suggested?
q IL. Should not higher schools, tow
u ship and county. to be established, q
8 fording facilities for higher educate
to country school children.
12. Would teachers generally be qui
i willing to qualify themselves for SUI
changes in methods of instruction?
10 How far would such changes me
with the approval and cooperation
parents and school officers?
y i