Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1909-02-01

consideration, some of which are as
follows. According to statistics. about
IS per cent. of the people receive their
education in the public schools. Fur
Their, about SO per cent. of the people
divide themselves equally between ag-
riculturC and the mechanic arts. We
are seeing that our schools should have
some connection with life that the chill
dren are to live. Most cities have tried
to meet these demands by establishing
manual training schools. Those chill
lren living on farms or in-small viii
lagos and country towns, are neglected.
| believe this statement, that the prog
ress in the education of the country
child has no kept pace with the city
children, will be accepted without dis
pute.
Country life is more popular than
| il was a tew years ago. Things which
! city people We're inclined 10 scorn and
sheer at, are now what they want
| taught to their children. Most educa-
| tons will agree that to know plants, to
become acquainted with the elements of
the soil, is to be a stronger man and
| better able to cope with the problems
Of life.
The commission recommends that
cities and towns so modify their work
| in the elementary schools as to include
agriculture and mechanic and domestic
arts, SO as to secure from it the highest
culture, as well as the highest agricul-
| t;lral knowledge. What was termed
nature study has grown until nearly
every State and Territory IS making
some kind of attempt to do this work.
Georgia has eleven agricultural schools
established. 1t is taught In five num-
drsd schools in Ohio and three hundred
| schools in North Dakota. To get any
| kind sof certificate in Wisconsin, q
| teacher has to pass an examination in
| this subject. Massachusetts gives eX-
| ira state support to all towns establish
ing agricultural high schools. One Of
these schools was opened at North
Hampton with one hundred pupils en-
rolled.
"Since the first enthusiasm for agri-
culture in the public schools, obstacles
| have been presented, sucn as funds,
where shall we get teachers and how
| shall we teach, etc. At first majori-
| ty doubted the wisdom as the various
| phases of the work was brought up
| Afterwards, however, the obstacles
We're removed. Then the demand for
| teachers was made, and the schools
were opened for it, In twenty-six out
of siXty-two State Institutions, they
| have provided courses of from six to
| nine weeks, to the regular course lead
| ing to q degree.
1T seems, as far as the majority Of
the teachers is concerned, that the nor
| NAL school must be depended on to
| some extent. 1t gives better equip
| ment for training an elementary teach
er than the college. There is a Won
derfu! field open to the teacher
WHO has the enthusiasm and inspir-
alton which can be found IN natural
| observation and can be made on the
minds If the children Of this age Since
the opening of our school year last Sep
TENDER, we have been called upon for
nine or ten teachers of agriculture from
other States, and they are now needing
teachers of agriculture in the acade-
mics in cities of our own State. We
are training students as fast as they
come to us for. this work. Agriculture
has risen to the height of any other
science. Opportunity is provided for
these who desire to fit themselves for
this work. For those who can afford it,
I would suggest taking a summers
course in our own State University.
1T is Impossible to give a statement
as to what course of study must be in
any locality. 1t depends on the COM
| munity and the school, IT gives oppor-
| turity for the personality of the teach
CT to exert itself. There must be three
types OF courses offered, one for the
rural school teacher who has no equip
ment; one for the high school, without
special equipment or teachers, and aro-
ther course for agriculture high schools
or academies, with trained teachers and
materials necessary for laboratory
work.
ut is a question what to do with the
small rural school with one teacher
and ten or a dozen children. The con-
soiidation Of several rural schools into
| one is an important point in the solu-
ton of the problem. Consolidation has
been tried and has worked successfully
in many places. Even though we do
not look for consolidation, it is possible
for teacher to arrange a school gar
den, plant shrubbery teach the chill
firen something of plants. animals and
insects, and give them some idea Of
the art of agriculture, if not the sci
cnce.
Coming tc the village or city school,
the introduction of agriculture is
simple matter. Some Encouragement Of
the teaching force can be made and
studies can be fixed so that periods can
be made for it. Spots for garden plots
can be found near by in vacant lots
\ course of. study for a high school
should include from three to five peri
DDS week. 1t should teach first, the
clements of geology and botany: sec
ond animal and insect life; third, fruit
growing, vegetable growing, etc, and
fourth, the study of insects causing
diseases of plants. There is a work
which can be done by the girls also.
The elements of home economies and
horne making should be given them.
Most of the schools have adopted work
Of this nature, and it is becoming very
popular. ,., ! s@Gs,a rSsssss
IT has been stated that the setting
up Of technical school beside the ex-
lsting schools, was wrong. For schools
IF