The Somerset herald. [volume] (Somerset, Pa.) 1870-1936, 1892-08-17
The Country Schools.

The country school Is unit Of great
value il the national problem How
shall We improve itg' In answer to this
question may l suggest
/. Is not the intensity Of American
business life too much carried into the
primary schools, drawing too heavily
upon theneryOas force Of American child
hood?
,. VIII not better and more lasting
results be attained by making haste"
more slowly"
8. May not fewer hours in the school
room, supplemented by outdoor and in
dustrial teaching, be better for the child
physically as well as mentally, and as
preparation for active lifs2
i. Can not the country child, while at
tending the district school, become so
well acquainted with, and made 50 to de-
light in, the pursuits Of agriculture and
horticulture, be led so gently and pleas
antlv into such an intimate acquaintance
with, and Of love Of nature, as often 10
determine the trend Of later life in the di-
rection Of rural pursuits, or Of scientific
inquiry?
5. viii not ali this uplift rural life to
higher plane?
Well, how? Perhaps Icannot tell you
The plan viii certainly require different
teachers, to some extent. or at least
teachers better informed in some direct
ions. Possibly almost any bright girl of
Il tolerably well instructed in the usual
common school studies, may satisfacto-
rily teach the rudiments Of arithmetic,
geography and grammar but to take
school Of 50 or 40 children Of various
grades Of mental capacity, and train them
into accurate observers, close thinkers
and good .reasoners with reference to
the common things of their lives and
their Surroundings is quite different
matter, and needs more thoughtful and
better-read teachers than many found in
country schools. In no school is needed
teachers OF a better gfade Of intellect
than in the primary, and perhaps in no
school can better use be made Of broad
scientific and literary culture.
It would seem as ifa part Of the time
usually devoted 70 arithmetic, grammar
and geography. useful as these branches
are, might be better employed
Why should a bright child require
halfa dozen years TO master these branch
es sufficiently for all usual practical uses ?
Suppose we take one Of the branches at
a time, and concentrate study upon 1t.
Should not one hour daily, under a COM
petent teacher, give an intelligent boy or
girl Of y or II, as good knowledge Of
either Of these branches as Is usually had
in all the years spent in tie common
school If not, why not?
Let there be no more than four in sum-
mer, and no more than three hOurs Of
indoor school work, and but one hour at
q time. Allow one of these main studies
hour swork then reading and reading to
understand writing and-as soon as pos
sible-Eriting to express ideas; drawing
and spelling and after this oral lectures
by the teacher on any topic, scientific,
literary OF historical, that may be thought
advisable. After that let all go out-of
doors. Make each school an experiment
station Of agriculture and horticulture.
Let the teacher conduct expeditions 10
neighboring farms, to the fields and the
woods. Let the children learn how
crops are grown and why so grown; what
obstacles meet the farmer, the fruit-grow-
er, and the gardener, and how they may
be suTmounted. Teach them Of the soil,
the plant. Let each child conduct expe-
riments Of his own Make part Of the
school grounds a garden. Am writing
Of Utopia? Would not the outcome of
I all this be q greater love OF, and an intel
Z ligent interest in rural life, that would
l produce a class Of wide-awake agricultu-
ralists, Of thorough scientists, and of rev.
/ erent seekers after Christ? But it is
hard TO get out Of deeply-worn ruts.
Let Us have 10 high pressure system Of
conducting our country schools. Let US
remember that children have bodies
I that physical as well as mental strength
/ is necessary TO build up a strong nation.
/ Let US remember that brains crowded
with undigested and indigestible facts Of
no special value in ordinary cireumstan-
ees, may not be as useful organs as those
trained TO observe accurately, think clear
I ly and bring knowledge TO bear prompt
| ly On the necessities Of actual hfe.-Mfs.
n y 1 L.. =. p.,-rI u IL.