Rock Island Argus. (Rock Island, Ill.) 1893-1920, 1910-08-22

GOOD JUDGES OF CORN.
! LSchoolboys who won the trophy for the,
best corn judging at the short course
at the Iowa State Agricultural college.
19o9.I
| life must be most manifest In the
| school. The fault is not primarily
with the teacher, but with the system.
| The chief fault with the rural schools
is that there are too many of them
In Iowa there are 27S schools with few
er than five pupils each. There are
1858 schools with an average of fewer
than ten pupils. The schools have been
established with the idea of numbers
rather than quality. There is school
house every two miles with monoto~
nous regularity, whether there are any
pupils or not. Under such conditions
a large share of the school funds Is
used in maintaining the small schools.
The result is cheap teachers, poor
schoolhouses and meager equipment
The most advanced rural communi-
ties are getting around this difficulty
by consolidation In some places two
schools are brought together, in others
three or four or half u dozen. One
good, well equipped schoolhouse takes
the place of several poor ones. Fewer
teachers are needed, and the money
can be used to hire better ones. A plot
of ground can be purchased for
school garden. and the schoolhouse
can have trees and lawn.
Local pride has been one of the OBJ
stacles in the way of consolidation.
The patrons of a school district dislike
A.. Ill, %,J-
even though there are but two or three
pupils of school age in the district.
Local pride is a commendable thing.
There is just as much local pride in a
consolidated district, but it is a little
wider in its scope. The pride based
upon a modern consolidated school has
much more foundation than the pride
that objects to having a dilapidated,
poorly attended schoolhouse removed.
The question of getting pupils to and
from school has been q troublesome
one In some localities. The coming Of
better roads is doing much to solve
that Even in the largest consolidat-
ed school districts the bulk of the pu-
pills are within two or three miles of
the schoolhouse. Often stables are pro-
vided near the schoolhouse, where the
pupils from the corners of the district
can keep their horses. More often the
children are hauled in covered, wagons
at the expense of the district.
The consolidated rural schools are
developing a SYSTEM of education all
their own. They are no longer imi-
tators of the city schools. They are
Of the country and for the country.
Objection has been made to the intro
duction of agriculture into the rural
schools on the ground that the courses
are already crowded. There is some
ground for this objection in the old
fashioned district school. In the con-
solidated school better grading is pos
sibie. the pupils learn thing well
when they go over it, and endless
repetition is unnecessary. Every one
VINO has attended a district school re-
members the endless routine of selec-
tons in the reader. which must be
gone over time and again until they
could almost be read without looking
at the book. Arithmetic was much
the same. Often there was a new
teacher each term, and she went on
the principle that the advanced class
should be put back to fractions to
start with. History was another end
less circle. Geography was a list of
towns and seas to be memorized.
In the consolidated school the work
is systematized and made more thor
ough. The time saved can go to some
of the newer branches which relate TO
agriculture. 1t is not the actual agri-
culture taught In these schools that
makes them the most effective, how
ever. 1t is the spirit of the farm that
is injected into the other studies. The
modern arithmetic has lost most of
its ponderous and imaginary problems.
Instead the problems deal with the
price of corn and cattle, with the fig
uring of a balanced ration and with
the profit on field of corn. Physiol-
ogy has been broadened The diges-
ton of animals is studied, together
with the digestion of man. The girl
learns the need Of balanced ration
for people at the same time that her |
brother is learning the necessity of the !
same kind of ration for stock. The |
principles that underlie both are the |
same
Geography deals with products more |
than with places. The pupils learr |
where the various articles of COM
merce come from and why each coun- |
try is adapted by nature to certain In |
dustries. The boy takes added inter- |