h course in practical business
arithmetic. By this is not meant the abstract, analytical matter so
often taught as high school arithmetic, but concrete and applied
commercial and industrial arithmetic, with particular reference to farm
problems. In connection with this subject should be given a course in
household accounts, and book-keeping, including commercial forms and
commercial law.

It is doubtful whether foreign language has any place in the rural high
school. If offered at all, it should be only in high schools strong
enough to offer parallel courses for election, and should never displace
the subjects lying closer to the interests and needs of the students.

The study of music and art begun in the elementary school should be
continued in the high school, and a love for the beautiful cultivated
not only by the matter taught, but also by the aesthetic qualities of the
school buildings and grounds and their decoration. On the practical
sides these subjects will reach out to the beautifying of the farm homes
and the life they shelter.

When a well-taught curriculum of some such scope of elementary and high
school work as that suggested is as freely available to the farm child
as his school is available to the city child, will the country boys and
girls have a fair chance for education. And when this comes about, the
greatest single obstacle to keeping our young people on the farm will
have been removed.

FOOTNOTES:

[Footnote 4: _Social Principles of Education_, p. 264.]

IV

THE TEACHING OF THE RURAL SCHOOL

_The importance of teaching_

Teaching is the fundamental purpose for which the school is run. Taxes
are levied and collected, buildings erected and equipped, and curriculum
organized solely that teaching may go on. Children are clothed and fed
and sent to school instead of being put at work in order that they may
be taught. The school is classified into grades, programs are arranged,
and regulations are enforced only to make teaching possible. Normal
schools are established, teachers are trained, and certificates required
in order that teaching may be more efficient.

The teacher confronts a great task. On the one hand are the children,
ignorant, immature, and undeveloped. In them lie ready to be called
forth all the powers and capacities that will characterize their fully
ripened manhood and womanhood. Given the right stimulus and direction,
these powers will grow into splendid strength