The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1914-01-29


training way the schools In 1918
domestic enrolled cent of the total number of pupils
agricultural cent and manual training cent Two
three of the largest schools are admirably equipped Tor domes-
training with competent trained nstruc
adequate apparatus The of these else
word caution Nowhere is there greater need of
sympathetic adviser An enthus
ambitious school principal owmoving and skeptical
school committee and very little money are the usual factors All
the enrichment listed the
catalogue; all particular that its fumnt be of nature
educatonay that Hence happens
showed that domestic resolve itself into
joint effort the history or English teacher and the class in Home
school single gas-buner recitation
ROOM willing grade teaches manual training
bench dark cellar
Agriculture to make less nsent demand for laboratory
agriculture but one being taught directly
out of some book by teacher whose chief qualification that he or she
brought occasionally qualification
missing granted that all of these have
enterprise spending
themselves such disadvantage wholly commendab 1t need
hardly be said however that the actual work done such
only superficial and that the project ought
receive study 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 in Vermont With intelligent support
departures be organized calculated vndcate
their worth to both pupils and parents
To special training elementary
schools introduced into the high schools under the close
vision the state superintendent of education In their relation to
the training teachers these classes fully dealt with elsewhere
the high school point these classes constitute admirable
The training teachers have generally been
great successsed usually
paid strongest respective
AS they exist to-day however, probably because of their recent intro
ducon the trangas have marked weakness namely their
extremely articulation with the school where they happen
Juniors entering the break off completely the
undertaken before
and wholly specialized ubjectmater perfect the isolation which
This both unnecessary The distribution
the work these students woea basis would
permit them complete studies with the of the school,
would coordinate their speciality with the other the
This their benefit teachers
tanly contribute much to the unity of the school itself
The teaching of agriculture of such Importance the
welfare Vermont that defense Of it
indicate why such instruction should be shared
the high school rather than be solely by special schools organized
for the Three Important first vocational train
its is local its demand when well worked
special schools exceedingly expensive rural population
must wait long adequate supply of such schools its high schools
with comparative and naugurate at
such shall large districts fairly we'll Secondly
the really efficient high school the place where with skilled
advice each boy out in varied and stimulating
his her disposition and and
discover possible where his the world is surest and most
likely be In the special school pupil has only out
the school having associated the
professions appears from all sides and the pupil discover
change his plans if need be- without difficulty The
third that agriculture command the best brains of
youth agricultural study must itself recognition
the equal other form Of school pursuit This it do most