The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1912-01-12
HOW CAN WE TEACH THE PUPILS
TO LOVE THE FARM MORE
AND THE TOWN LESS?

O'Brien, of Basalt.)
Each of my eighth and ninth grade
pupils was requested to write down
one thing, which he would like to
see done, either at home or In school,
that would be al improvement. The
answers received were various, but
they indicated a need in two direc-
tions in the life of the country boy
and girl, namely the social and ath.
letic side of life. What can we, as
teachers, do to give to the country
boys and girls a fuller, richer social
life and what can we do to put more
of the beautiful into their lives?
In the most progressive commune
ties consolidation of schools and the
establishment of agricultural high
schools in connection with the consol-
idated schools, have helped to solve
many of the problems confronting
those dealing with rural conditions.
The advantages of consolidation may
be summed up briefly as follows:
1t permits of more careful, grading
and classification OF pupils. A longer
term of school may be had. Better,
higher salaried teachers may be enl-
ployed, and efficient supervision at
tanned. Better buildings and appar-
atus are possible. Under consolida-
tion the country boy and girl may
have the manual training room, the
gymnasium, the library, and the
beautiful school grounds and the
tasteful room adorned with good pic
lures. The larger number of pupils
gathered together give interest and
enthusiasm. Transportation of pupils
eliminates hardness, and absence be-
comes a problem of lesser magnitude.
The departmental plan sof teaching
may also be used in the consolidated
school. The teacher who teaches say
only arithmetic and grammar can
study ways and means of presentation
that will put lite into the work and
inspire the pupils to do their best.
Thorough preparation and full
knowledge, or the part of the teach
er, will eliminate most of the prob
lens concerning discipline, that arise
in the average school. But even the
teacher, teaching in the one room
rural school, cal outline and plan in
one year say history and reading. The
next year she may outline and plan
one or two other subjects. Event
ually she will have all of her work
well in hand. The sense of power and
increased efficiency or, ner work will
amply repay her.
Agricultural education has not pro-
crossed rapidly because home and
school have both combined in teach.
ing children that there was no chance
for brains in farming. Country chill
dren should be SO taught that they
will see opportunity for brains in
farming. There is scarcely an occu-
patton that requires better judgment,
closer observation or broader knowl-
edge than farming. The farmer deals
with the application of many sciences.
Political economy, social movements
and problems of government affect
him. The agricultural high school
should give the pupils an intelligent
comprehension of such problems.
The domestic science courses given In
the agricultural high school enable
the girls to. become better home max
ers. To understand the chemistry
and cooking of foods is a mental
accomplishment Of high order. The
teaching Of the care OF the sick, the
proper making Of clothing and home
decoration all lead to better homes
and a fuller, richer life for the coun-
try boy and girl.
But many rural schools are not yet
consolidated and will not be for some
time to come. What can be done in
these schools to make the lives OF
the pupils fuller and richer? The
school should, as far as possible, be
made a social center. The first step
in, this direction is through the
course Of study. Nature. study and
elementary agriculture can be given
ever in the one-room rural school if
proper adjustments are made in the
teaching of essentials,
God wants his children to see
beauty everywhere Nature study,
rightly given, will enable the child
to appreciate the beauty Of the sun
rise, the glory Of the sunset, the col
ors which Nature 10 lavishly displays
in h stfntings of flowers, the plum
age of birds, the coloring of insects
and the hues Of autumn leaves.
Nearly all rural schools could be
equipped with good microscopes.
Drawing and music could also be
taught two or three times a week.