The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1911-01-21
The Rural Public School
Continued from page o.

OF the term, he leaves school at the
earliest possible moment and does not
feel until later, when it is too lac, the
value OF the training that he had a
right to expect would have been 81, en-
10 him.
The greatest obstacle, perhaps, te
be overcome in attaining the ideal
country school, is the prejudice and
Indifference OF the parents themselves.
1t is a peculiar fact that when one
reaches the age Oh forty-five years, his
habits OF mind and thought become
rather firmly fixed, and one is slow TO
adopt new ideas. He finds it easier to
be governed by precedent. He is quite
Independent and is willing to rely upon
his own opinions and does not easily
accept the judgment of experts wheR
their judgment disturbs his precon
ceived ideas or traditions. This is
especially true in agricultural matters
due largely, | believe, to funda
mental lack OF faith in ourselves and
in our land. Some OF us still have
the spirit of the old pioneer whose
sole occupation in life was to obtaih
food, clothing, and shelter for himself
and family. We lack the spirit OF CO.
operation and community interest.
N this respect there is marked con
trast between us and the spirit which
characterizes the West, about which
we have heard so much in recent years.
Our natural resources. and our OPP
portunities for developing them are
are anywhere West, if we except some
III . cd
tions. The community is largely what
its people make it. If community is
divided into sets or clques, and one is
opposed to the other on general prin-
ciples, the public institutions OF that
community are in consequence sure to
suffer and fail of their real purpose.
If, on the other hand, those who live
within easy reach OF each Other are
willing to sink personal opinions for
the good OF the whole and will sup
port their leaders in every good move
ment, they are bound to progress, not
only in material things, but also in
higher standards and in greater salts
faction OF living.
This is what is being done in many
places in regard to solving the rural
school problem, and it is with de-
gree OF satisfaction that | am able to
present some OF the results that have
been obtained in certain Western
States. In consolidating their coun-
try schools many communities are toll
lowing the general trend OF business,
and, at the same time, obtaining bet
ter results Consolidation is the only
way that educators have worked out by
which the country pupil can get the
benefit of modern teachlngl which
trains the hands with the mind. The
value o. a school is not measured by
the lew isolated facts that the teacher
is able to drive into the child's mind.
but rather by the extent to which he
is taught to use his mind in solving
problems that are constantly present
ING themselves to him for solution. 1t
IS generally conceded that one OF the
best methods OF training the mind Is
to teach the pupil to do something
with his hands. This calls ior an
equipment that cannot be provided in
a school OF six pupils, but is feasible
in a school OF sixty.
The advantages OF consolidated
schools are summed up BY one educa-
tor as follows:
"A long step is taken towards solv-
ing the problem. How to keep the
BOYS on the farm By this plan, the
farm again, as OF old becomes the
ideal place in which to bring up child
rem, to give them the advantages OF
ccntcrs OF population, and have them
spend their evenings at home.
The classes are larger, and hence
more interesting.
Large classes inspire the strong
students to excel and the others tc
initiate their example.
Closer relationship, more varied n
tercourse, and finally class rivalry, tend
to stimulate interest.
The classes become stronger, pupils
continue longer in school and ire
ouently secure higher education.
The larger numbers make the games
more interesting, and hence contrl
butte to the attractivenesS OF schoo
lie.
The social lie OF the pupil is widen
ed and the circle OF acquaintance eeX
tended. The larger association I'M
proves the manners OF the pupils
strengthens their individuality, broad
ems their experience with others, anc
makes them better and more lntelli
gent citizens.
The consolidated school quckcns
public interest in the schools pride il
the kind and quality OF work done il
made manifest
1t is the only means OF realizing
free high schools for all and acces
Sibe to all.
The larger boys and girls are KEEP
in school, are given better instruc
ton and are offered manv advanced
subjects. \ larger proportion OF the
pupils are enabled to complete thel
preparation for high school.
All the children have the same op
portunity to secure the advantage o
a higher education. which under the
present plan, only small percentage
can have, and that at great expense
by leaving home and goin" to the city
1t gives an opportunity to the prom
sing, ambitious boy or g'r' regard
less OF wealth. and, in return, the Stat
is endowed richly with a citizenship o
superior quality and efficiency.
Parents and children become NOR
contcnted when good school advan