Rock Island Argus. (Rock Island, Ill.) 1893-1920, 1910-08-19

GIRLS LEARNING TOE CREAM MAKING AT
DOMESTIC SCIENCE SCHOOL.
school principals have too long ar
ranged their courses of study for the
3 per cent OF their pupils who will go
to college. ignoring the needs of the
other 81 per cent.
Hard as this system was on the boy
in town, it was harder still on the
country boy. There was nothing in
the high school course that was con-
nected even remotely with his life on
the farm. Most of his time was given
to mathematics, Latin, German, etc,
with perhaps a little music and art
thrown in. The mathematics were a
help in developing his mind and teach
ing him to think. The Latin and Ger
man were of little value except to the
per cent who expected to enter col
lege- The music probably was given
by a teacher who couldn't sing half
so well as the meadow larks at home
and the art by one who couldn't draw
a cow or pig to save his life.
The worst part Of the high school
from the farm boys standpoint was
and farm work in particular. The
boys and girls were encouraged to pre-
pare for college in order that they
might get through life more easily,
though perhaps they were not told so
In so many words. The teachers talk
ed Of the farm as a good place to
come from perhaps, but carried the
idea that farming was not a worthy
calling for boy with ambition. Every
thing he heard or learned pointed
away from the farm and toward the
city. Not only was the farm hoy de-
MED any knowledge OF the farm, but
he was taught to see the bright side
Of every other calling and the dark
side Of his own. 1t was little wonder
that he left the farm at the end Of his
high school course.
The high schools are coming to pay
vastly more respect to the 81 per cent
Of their pupils. They are realizing the
truth Of the statement that the educa-
ton which increased a boys wants
without increasing his earning capaci-
~ is a failure. Courses in carpentry,
shop work and mechanics have been
put in. The whole attitude of the
tention is being paid to preparing stu
dents for life than to preparing them
for college. The students are being
taught that 1t is an honor to work
with their hands The girls are being
taught domestic science and home Geo.
nomics In short. the high school has
seen its opportunity and is grasping it.
In all this development the country
boy has been left out. The atmos-
phere of the high school is still that
of the city. 4 few have attempted to
teach agriculture, and some have sue
ceeded. It has become plain. however,
that school located on a block Of
land in the heart of city cannot hope
to teach agriculture with the greatest
degree of success. With that realiza-
ton has come the secondary agricul- |
tural school, Such schools are all too
Few as yet. but their numbers are in |
creasing rapidly as the demand for /
them grows. Some are supported by !
the counties, some by the states and |
some privately. Some of the denomi-
national and preparatory schools have
been very successful in teaching agri-
culture. Georgia has eleven district
agricultural schools that are doing I
2 great work in educating the rank
and file Of the future farmers Of the
state. M!nlieso;,. .>.:d Nebraska have
schools OF agriculture in connection
with their agricultural colleges. These
are doing good work, but they are
reaching only a small proportion OF
the farm boys and girls. One such
school to state is not enough.
The ideal secondary school is located
away from the heart OF the city. 1t
has a liberal piece of land In connec-