Republican news item. [volume] (Laport, Pa.) 1896-19??, 1906-11-08

~. 'tts5EiId Eslczzeecs Si,8uii NoS be
Ea.sasIeaf II Ecslanlin& Concrctc
uesHIts, but Rather take Haste
Slowly and Tcr.nanentiy.
lSpecial Corresp ,ndence.1
There is nO1v = decided movement
looking toward the Introduction of agri-
culture and related subjects into the
public schools. More than thirty of the
states and territories have taken some
kind of official action IN this regard.
Just how these subjects are to be in
troduced is nos yet determined, and it
may be seye.~l years before any eff1-
cieLt body OF agricultural thought Is
introduced into the greater part of the
public schools There is no question,
however, that this introduction is
sure to come The whole tendency OF
our civilization is to put the educated
man into the work of the world and to
give every person training for etfi-
cheney in the life in which he is to
engage.
All this does not mean that we
are to neglect the fundamental prln-
ciples of education. Rather we are
to work out the fundamental princl-
pies of education in new way.
We az? to work them out in terms
Of other subjects from those that
we customarily have used. doubt
whether distinct separate courses IN
agriculture will be found to be prac-
ticabe in most of the elementary
schools In the primary grades the
nature study idea will be the leavening
influence, putting the child directly in
to touch with the things with which
he lives. The nature study movement
epdeavors 10 use common affairs anu
objects and phenomena as means of
training the mind.
In the intermediate grades the proba-
biity is that agriculture will be taught
by giving agricultural applications to
the general Fundamental subjects that
already are in the course of study. We
have introduced too many subjects into
the schools. We need to simplify rath-
er than to complicate the school course.
but we can introduce local applications
in the studies that are now part of
the school work For example, after
the fundamental work in num- Der is ac-
quired the problems can be very large
ly local. There are sufficient agricul-
tural arithmetical problems to afford
all the drill and practice that are now
afforded by the copartnership and mid
dleman problems that are in use in the
schools. The geography teaching now
attempts to begin with the local en-
vironment. \ good part of this local
environment is sle farms, and a good
deal of the farming can be taught in
the geography class. Manual training
can be given an agricultural trend
when necessary. The same can be said
of drawing and other subjects.
When the high school is reached, sep
arate optional courses in agriculture
may we'll be given as soon as teachers
and facilities are provided. This work
should be of a scientific character, Of
equal training value with physics or
chemistry or botany, and it should lead
directly to entrance credits in the ag-
ricutural colleges and universities.
believe in every effort that tends to
arouse the public to the necessity Of
Introducing these subjects into the
schools, and | shall use all my efforts
to extend the sentiment. However,
hope that the farming population will
not be too impatient in demanding con-
crete results or in forcing formal agri-
cultural subjects into the schools. We
must make haste slowly and in doing
so make it fundamentally and perma-
nently. We must not forget that
schools are schools and that their gen
eral tone must be elevated and their
general efficiency Increased before we
can hope for any successful results In
the teaching of common life subjects.
Merely to introduce agriculture into the
rural schools as they exist at the pres
ent day will be of no particular conse-
Quencc. The whole tone of the school
must be raised. This elevation must
come from the elevation of the senti-
ment in the community. More money
must be had for the schools in order
that better facilities and better teach
ers may be employed and the whole at
mosphere of the school be made attrac-
tive l.. II. BAILEY.
Circulation 100000.
AT a fair estimate hp sod IN pyonina