The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1914-02-15

How 20 improve the small country
school Is the most difficult problem
Confronting the educators of the State.
II is also an important question; for
fully half the children of Virginia get
all their education in these neglected
institutions.
This story tells about what is heirg
done in one widc-awake school division
TO make the one and tworoom schools
really worth while.
Charles City and New Kent Counties
present many difficulties from the edu-
cational standpoint The population is
sparse and constantly diminishing;
large schools are Impossible. For
forty years things just rocked along
with short terms. miserable buildings,
and poor teachers. Those who could
gent their children away TO be edu-
Gated.
About five years ago w. Is. Cogrin.
graduate OF William and Mary Col
lege, was appointed county superin-
tendent OF this school division, and set
to work to improve conditions. But
he soon ran across a practical difficulty
that is facing nearly every school su-
perhtendent in the state. He found
IL Impossible 10 visi; schools often
enough really 10 keep In touch with
conditions. and 10 assist his teachers
The best he could do WAS to visit each
school two OF three times n year lie
could find out " hat teachers were not
doing good work, but how to visit
these teachers often enough 10 help
them was the difficulty.
Supervising Teacher
SO the superinte ndcnt sought the
advise OF trustees and leading citi-
Gems. and finally Went to Riohmonu TO
consult with the State superintendent.
The result wcs the employment OF an
assistant to visit the schools. especial
~ those taught by Inexperienced teach
ers. 20 introduce industrial training,
and 10 organize school Improvement
associations That this plan has work
ed out SO successfully is due largely
TO the person selected TO do the work.
Miss sue c. Clcaton, the supervisor,
has had severa; years OF successful ex-
perience as teacher in country
schools. has taken courses in indus
trial and agricultural education. and.
above all, has the knack OF getting
along with teachers and patrons.
RcmnkinE Country schools.
The upper left-hand- picture accom-
panying this article shows schoolhouse
with classroom ana a workroom. in
which YOU VIII find the following
equipment: oil stove, cooking utensils.
crockery necessary for the setting OF
table for six persons, work bench and
set OF tOCiS lOr the boys. l.l4S ti-
tire equipment costs only SIS.
Miss Cleaton thus describes the In
aust:!ai work taught in This room:
II arrived al the school about the
lunch hour. The cooking class had
made vegetable soup. and all were en-
joying il. Each child brought con-
tribution from home for the soup. The
cooking class serves something not
nearly every day, though regular les
sons In tbs subject are given only once
week. The girls loarn how TO set a
table cook and serge a meal. and how
to eat Special instruction Is given at
first by the supervisor, but the girls
soon learn how to work alone. The
boys have gone into the woods. Sc
Iectcd the desired wood and made It
into aXhandles, rakes, tables and book
shelves
School Fairs, Home Credits and school
Swings Banks.
Besides this industrial work, Miss
Cleaton has promoted n highly success
full school fair in the two counties.
She has also Instituted a school savings
bank. and this year started a home
credit contest. which has aroused great
interest The children are given credit
for work done at home. No child is
compelled to enter the contest but
those who do and who live up 10 all
requirements receive q 10 per cent
credit at the end OF the term. Some
OF the tasks for which the boys and
girls get credit are: milking a cow,
currying a horse, sleeping with win
dows up. cooking a meal reading a
book selected by teacher. In all these
ways the supervising teacher Is max
Ing the small country school Il real
cducative agency, touching life al AL
nngles and interesting pupils. teach