News and citizen. [volume] (Morrisville, Vt. ;) 1881-current, 1913-09-03
GRANGE AND EDUCATION
Everywhere Recognized as one OF
the Powerful Forces In Senar OF
Practical Training.

ways taken a strong position on mat
tiers of education and is everywhere
recognized as one of the powerful
forces of the country in behalf OF a
broad prosperous policy OF practi,
cal education. It's recently declared
position on two important subjects is
attracting much attention, and mas al
ready provoked wide-awake discus
sion towards the ends desired Inc
two subjects related to more extern
sive use of public school buildings lot
the public good and to the improve
ment of schoolhouse surroundings
The Grange position, as thus striking
ly erunciated, is as follows:
I'VE believe that the Grange may
wisely give place for a discussion
of ways and means for obtaining
larger usefulness, for the good OF
th9 people of the United States,
from the mammoth investment rep
resented in the public school build
lngs of all our states. AS a rule the
use of these buildings Is limited TO
about six hours a day, five days
week, forty weeks of the year; In
other words, this great property, the
largest single investment of public
money we have, lies idle more than
three-fourths of its time; and that,
too in large part in the midst OF
people actually hungering for knoWl-
edge, yet many of whom go utterly
unsupplied. What possibilities for ed
ucational service are contained in
these buildings during all these IDLE
hours? Think of the wonderful IL
braries, laboratories and museums
locked up so many hours Of the year
In public 2hool buildings, within easy
walking distance of millions of people
who ought to be receiving benefit
therefrom! What opportunities for
community association, for public dis
cussion, for earnest planning are con-
tanned within the darkened rooms OF
these great buildings practically
every evening just the part
of the day which the grea, army of
the worlds workers have at their dis
posal and their only time to learn!
What of the making of great social
centers out of these idle school build
Ings in city and country alike where
in an earnest people can frequently
be assembled, many of the misunder-
standings of social and community
life be corrected, and the broadest
and truest American citizenship be
promoted.
This is vital theme fraught with
mighty possibilities that we must in
terest ourselves in. More and bet
ter evening schools, practical evening
instruction IN all the trades, in the
household arts, and in the economic
of the home; demonstra-
lions in pure food, information on
lectures, concerts, de-
bates, social gatherings, opportunities
for instruction in physical culture,
training in genuine, wholesome body
use of the splendid gymnas-
ium facilities with which many of
these public school buildings are so
splendidly equipped-wonderful is the
range of opportunities in these d.
rections of education; not merely for
the thousands of children to whose ed.
ucation these great structures are
primarily and supremely equipped,
but as well and as needed for the
aid and education of millions of ad-
llts-the worlds workers, so much in
need of enlarged efficiency. Here is
question for the Grange to answer,
and upon that answer the degree of
our future enlightenment and prog
ress will very largely depend.
I'VE especially urge the attention
Of the Grange to the subject of
school house surroundings in many
sections throughout our country.
There is no more pitiable sight than
% see school house where scores of
children are passing the greater
part of the years during the
ormative period of their youth
ul lives, enconpassed by an
environment unattractive, If not
actually repulsive, and at least bar.
'en Of every suggestion of thrift and
cleanliness. In many towns great care
S taken about school house surround
ngs. In others such care is painfully
acking. What better movement to en-.
rage the attention of the Grange this
rear, in localities where the need
xists, than a crusade, sensibly under
AIKEN and energetically carried out,
o compel improvement of school
louise surroundings? We have but
o recall our ritual admonition:
What the child sees makes the most
asting impression and then won.
Ter what is to be the effect upon flu.
ure men and women of the school
louise environment now compelling
be daily gaze of some boys and girls
q this country. Let us discuss this
natter in our Oranges, arouse public
interest, compel Improvement, then
fsit the schools ourselves in order
D fully appreciate the Improvement
'ossibly If the schools were oftener
's1ted, the school house surroundings
7ould be less neglected"