The Richmond palladium and sun-telegram. [volume] (Richmond, Ind.) 1907-1939, 1911-05-21


erty Hyde Bailey. member of the ma
tional rural life commission and di-
rector of the New York State college
OF Agriculture, in a recent interview
advocated important changes in the
course of study and methods of teahc-
ing in the country schools. He gave
his approval to the new statae law
which requires superintendent of rur-
al school districts to have a thorough
knowledge of modern scientific agri-
culture.
1t Is grave mistake, Professor
Bailey asserted to have the country
schools wollow the same courses of
instruction given in the city schools,
adding:
THE rural pupil is now beginning
to understand the necessity for a
rather radical redirection of the pub
lie school system. This redirection is
going to express itself in three prac
teal directions-better pay for the
teacher, better physical facilities in
the way of grounds, buildings and APP
paratus, and in course of study. that
has relation to the lives of the peo-
lple.
1T is not enough, however, that we
merely have good schools. A farmer
has other responsibilities to education
than to provide formal school facili-
ties. He cannot wash his hands of his
obligation to society by making even
an ideal school in his community. 1t is
the responsibility of every parent to
train the children. This responsible
ity can not be delegated to the school
or to any other agency unless the par
|ent desires to give up the children
wholly into the hands of an institu.
not care to consider.
"If the farm family must take a
real part in the educational develop
ments Of it's children it must then
have some kind of an establishment
for the purpose. If the country child
is to be educated responsibility to its
environment and to the better outlook
for country life, the educational agen-
cies must have such facilities and
equipment as dill relate them closely
to the real affairs of the common
thought of the community. The school
must be a part of the out of doors,
and fields and woods and crops and
live stock must be utilized education
ally
I'VE now all recognize the value of
a school garden as an outdoor labora-
The object of the garden is not pri-
marily to teach gardening, but to af-
ford working place and testing place
for many of the ideas that originate
or crystalline in the school, In most
rural schools it is now impracticable
to have good scrool garden. for the
reason that there may be no available
land, and because the school is not
in session when the garden ought to
be in best condition, and also because
what is everybody's business is likely
to be nobody's business.
I'VE can never develop country life
effectively until the homes and the
schools are organized collectively
We must project the school into the
home and the home into the school.
My suggestion, therefore, is that on
every farm there should be piece of
land definitely set aside for the chill
dren and the young folk, to be ued for
the purpose of developing intellectual
interest in the farm and in country
life
There might be half acre or an
acre near the house and the barns,
permanently set aside and perhaps in.
closed with rows of trees and bushes
and permanent planting of wiowers.
In this area many kinds of tests and
demonstrations could be made. Here
new varieties could be tried; fertiliz.
ers in a small way could be demon.
filling and growing could be illus