The Bennington evening banner. (Bennington, Vt.) 19??-1961, 1914-01-27

crete ineligible objective Domestic science agriculture and manual
training have made their into of the larger schools In 1913
domestic science enrolled cent of the total number OF pupils
agricultural and manual training cent Two
three of the largest schools admirably equipped for domes
tic manual training with competent trained nstruc
tors and adequate apparatus The OF these courses else
caution Nowhere there need of
sympathetic but headed state Inspector and adviser An enthus
astc ambitious school principal slowmovng and skepca
school committee and little the usual factors All
the enrichment listed the
catalogue not all so particular that It's umnt be Oh nature
that educana that Hence happens
visit showed that domestic science resolve itself into
joint the history English teacher and the Home
willing ninth grade instructor teaches manual training
boys gathered anor work bench
Agriculture appears make less nssten demand for laboratory
every agriculture being taught directly
out of some book by teacher whose chief qualification that he she
brought up occasionally qualification
is missing is granted that all of these efforts have elements of
WORTH and the interest and of the teachers who spending
themselves such disadvantage wholly commendabe
hardly be s however, that the actual work done such
superficial that the every
and preparation before launched
School committees should be Illuminated by observing such work at
its best elsewhere The education of committees this has already
produced unexpected results With intelligent support
departures be organized calculated vndcate
their worth to both pupils and parents
To special need for teachers
superintendent
these fully dealt with elsewhere
high point
girls training generally
selected with sucess-sked who usually
maid and not seldom the teachers in their schools
AS they to-day however probably because their
ducon the have marked weakness namely their
extremely articulation with the school they
entering the break off completely the
they undertaken before separate teacher
wholly specialized subectmatter the isolation
they work This both unnecessary unwse The
the work these students theeear would
permit them to complete certain studies with the rest of the school,
would coordinate their speciality with the
This to their benefit teachers
tany contribute much the unity the school itself
The teaching of agriculture is of such Importance
welfare of Vermont that defense of it unnecessary.
however indicate why such instruction should be
the high school rather than be solely by schools organized
the Three
its local demand
special schools exceedingly expensive population
must wait long for adequate supply of such schools its high schools
however with comparative naugurae
shall large districts fairly we'll Secondly,
really efficient high school the place where with skilled
help advice each varied and stimulating
environment his her disposition and and
discover possible where his the world is sue and most
likely to be permanent In the special school pupil has only
the high school having associated the
professions appears from all Sides and the pupil discover
interests and change his plans need be- without difficulty The
third that if agriculture command the best brains
Vermont youth agricultural study must itself recognition
other of school pursuit This
successfully direct association with other Trained