The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1906-05-25
CONSOLIDATED SCHOOLS.

schools in any rural district shall
combined into one larger school an
Q were it not for the question Of tran
portation of the scholars to and frol
( the central school, it would undoubtet
r ly meet with universal favor. Fro1
/ an educational point of view the at
: vantages Of the consolidated schoo
! plan are very great. Assistant. Sec
rotary of Agriculture Hays Is an en-
thusiastic advocate Of the plan an,
states that where the plan has beel
put into operation the beneficial re
suits have been manifold. The ques
ton has been agitated to a consider
able extent in his own State of MINI
esota, due largely to his own efforts
Professor Hays is thoroughly alive tt
the fact that better scheme of edu
cation is needed for the farm boy II
he is to keep his foremost position
among the worlds agriculturists.
FOR BETTER FARM EDUCATION.
The time. Professor Hays says, has
gone by when an ordinary" school
education will serve for the farm boy
The three RS are not sufficient to
enable him to succeed in life. He must
have special education for farming just
as the young man or woman who is to
enter professional life has special in.
struction along the lines he expects to
follow. And so the consolidated
school comes in, with it's better educa-
tional facilities.
Canada has taken an advanced stand
on this question and is consolidating
her country schools. In word the
farmers children are being given the
advantages OF a high school education
AS President ,Creelman, of the On
tario Agricultural College has pointed
out, the system undoubtedly is, from
a standpoint of dollars and cents, more
expensive, for the first few years at
least; but the rural ratepayer has it to
decide for himself whether he would
rather pay five dollars more per year
and secure for his boy or girl such
Increased benefits as the consolidated
school can give or leave them in the
hands Of an inexperienced girl teacher
who perhaps does her best in little
one-roomed school, without facilities
OF demonstration Of any kind
PRACTICAL FARM SCIENCE.
One Of the most important features
OF these schools is the school garden,
where practical farm science is taught
In a practical way. Such gardens are
not, however, confined to the con-
solidated schools, but are now being
kept in connection with number of
the more progressive district schools
In various parts of the country. They
are usually from two to three acres in
area, divided into experimental and
individual plots for each of the pupils,
ranging in size from six feet square
to six by ten or even twenty.
The general plan Of laying out each
garden involves (1) belt of native
,rees and shrubs surrounding the
grounds; (2) half-acre playfield for
he boys; (3) lawn bordered with
shade trees for the girls; (4) shaded
walk each for boys and girls, about a
hundred yards long; (5) an attractive
approach to the school, consisting
chiefly Of piece of open lawn, with
'hrubs and flowers on either side; (6)
suitable reservation for individuals
md class plots; (7) an orchard plot
r border; (S) a forest plot in which
he chief native trees are grown from
he seed.
PLANTS GROWN BY PUPILS. Es
The ordinary range of vegetables ,
nd selection of Towering plants are T
roWn in these gardens, the pupils :
themselves furnishing the necessary =
'ork. In the large schools two hours G
ach week are found sufficient for /
he garden work, and one hour in 3
le smaller, in both cases under the c
lpervision of the teacher or special I
lstructor. The school garden serves l
double purpose, since it not only il
rovides the most practical form Of i
AZURE study but acts as a valuable in c
entive in the general school work. It p
no uncommon sight during the sum- o
Ter season to see public school in
sssion out of doors, not with slate
nd pencil but with hoe and shovel
ne pupils thoroughly enjoy it. They
q allowed the proceeds of their plots |
their own property and in addi-
on may take home the plants left |
Ter from thinning out The class
ots are reserved as source Of rev.
Tue for the school and as supply.
some cases, for the school lunches,
Former Iron Master Andrew Car.
gle has Endorsed the idea of phonetic
elling- making the words sound as
eey read, or read as they sound
ther way.
S1kSxESS.szzaRXxS2TSs;S 1E2Sly3S7S2SN
:, \.