Rock Island Argus. (Rock Island, Ill.) 1893-1920, 1910-04-20

interesting the pupils and showing
that a beneficial course in nature
study can 4be given successfully with
out hindering other subjects.
There is no difference between SUI
pervision in agriculture and superv1-
sion In arithmetic and grammar. The
quality of service to the child will de-
pend entirely upon the efficiency OF
the teacher and thu superintendent.
! The first requirement is to have def
mite course for agriculture together
with definite directions for procedure.
| The examination in agriculture Is alb
| solutely necessary, as a test of the
| work done. If teachers are prepared
and the days work is well planned,
| time can be found for this work
Mcintosh Urges Detailed Directions.
am very willing to leave the selec-
ton of material to those who are max
ing a special study of agriculture.
Good imitation is better than very
poor literature. With lack OF expert
ence and training, and with 80 recita-
lions a day, the rural teacher hasn't
time to work up lessons IN agriculture.
The more definitely the county super
intendent can point out TO his rural
teachers and pupils what he wants
done. the more nearly does he come
to getting It done. Example, orthogra-
ply, outlined very definitely and in
great detail in our course OF study.
The teacher can spend her time and
energy in mastering the material in
stead Of finding it. Far better and
ia
same Is true in the other branches.
feel sure that this applies with
equal force to the subject of agricul-
ture. One reason why more and bet
ter work in agriculture has not been
done in our schools Is because the
matter was just a little hazy in the
minds of us all.
That Seventh Grade Boy Can Understand
To be disable and helpful in our coun-
try schools the outlines must be work
ed out with considerable fullness and
def1niteness, showing what to do. what
experiments TO perform, and what Is
to be gained by the work-an outline,
in fact, that can be placed in the hands
of a bright farmer boy in the seventh
or eighth grade and worked out almost
independently of the teacher. You
will note that in practically every case
where anything worth while in agri-
culture has been accomplished, q def
mite problem has been presented to
children. The corn growing contest
with definite rules, is an example.
Many rural teachers VIII do much
valuable work If they have proper
guidance.
I realize the danger of mechanically
following such an outline, and that the
important thing is the spirit in which
it is done. We are coming to feel
that the real test of our work in the
school Is the sort of emotional atti-
tude the pupils assume toward the
work.
Years Study of Corn and It's Relations.
If one course (for seventh and |
eighth grades) were made out on
corn, it would fit admirably into the
conditions in many districts. and the |
work for the entire year could be on
corn. Some time could be given to |
the study of soils, not as a separate |
study, but in it's relation to corn; some
time to plant foods in relation to corn; !
some time to the production of seed |
in a plant. the organs of production; |
the use of the pollin, cross-pollination |
and methods used by corn breeders |
to get better seed corn; some time to |
be given to corn enemies, which might |
lead into entomology; but studying
each in its relation to corn. This
would tend to unity the work and to
furnish a motive for the study OF some
Of these other things which pupils
often find embarrassing.
Another course might be made out
On farm animals, the horse, the dairy
cow, the beef COW, the hog, etc. An
with horticulture. So that most any
rural community would be able to find
some line that would At into its local
conditions
Assistant superintendent Hoffman
1t is desirable to have nature study
md agriculture in the common schools,
)ut 1t has not yet been made complete.
Whatever is in the teacher you can't
1eep out of the school. The teachers
ret it through the normal schools, uni.
rersity, farmers institute. and reading.
book in the teaching of agriculture
-eports the best success. We must ,
lave a course of study, If not a book
IN outline almost as specific as book, .
or the guidance of teacher and pupil. {
1t is not necessary to have any extra /
ime. The subjects are already there
hat will enable us to bring this knowl-
dge of the child, as fourth year geog- {
Apply, sixth year physiology. The t
Irst and second grades have nature {
tudy in their reading, number book |
nd in general exercises and object S
Y
Miss Bnrbre says Not Oral Lessons.
Anna Lois Barbre, superintendent of G
county schools: If there is l
nyone thing that takes the starch !
ut of teacher who has had no ex- q
erience in teaching 1t is oral instruc- S
ion. She must have something to pin