FREE BOOKS

Author's List




PREV.   NEXT  
|<   91   92   93   94   95   96   97   98   99   100   101   102   103   104   105   106   107   108   109   110   111   112   113   114   115  
116   117   118   119   120   121   122   123   124   125   126   127   128   129   130   131   132   133   134   135   136   137   138   139   140   >>   >|  
some quarters there is great dissatisfaction with the schools as distinctly hostile to rural life, not in sympathy with rural ideals, and serving mainly as a "gang-way" to the life of the town. The Country Life Commission reports: "The schools are held responsible for ineffective farming, lack of ideals and the drift to town. This is not because the rural schools as a whole are declining, but because they are in a state of arrested development, and have not yet put themselves in consonance with the recently changed conditions of life." The country people have a right to insist that their schools shall fit their boys and girls for country life, inculcate in them a genuine love for the country and an appreciation of rural values, with the natural expectation that most of them will be needed on the farm. Even if a third of the pupils should ultimately go to the city, it is unjust to the majority and to the community, to make the country school simply a preparation for city life. _The Urbanized Country School_ "The education given to country children," says Sir Horace Plunkett, "has been invented for them in the town, and it not only bears no relation to the life they are to lead, but actually attracts them toward a town career." From the beginning, doubtless, teachers have been largely city-trained. Though country-bred perhaps, they have caught the city fever and it seems to be very contagious. They have brought city manners and styles in clothing, the city standards and ideals and the love for city life. Unconsciously perhaps they have impressed the minds of children with the superiority of all things urban. Even the text-books are products of the city. The city curriculum has been adopted whole,--contrary to all reason. The teaching material often, instead of being connected with the farm, echoes the distant city's surging life. It deals with stocks and bonds and commerce, rather than problems of the dairy, the silo or the soil. The suggestive power of such books and teachers is very great with impressionable children. The lesson is quickly learned to honor commerce above farming, city speed above country thoroughness, superficial success above the homely virtues, and mere numbers, bigness, roar and hustle above the lasting joy of tested friendships. With the young minds filled with the tales of the wonderful city, which rival the Arabian Nights in allurement, the wonder is, not that so many are dazzled and f
PREV.   NEXT  
|<   91   92   93   94   95   96   97   98   99   100   101   102   103   104   105   106   107   108   109   110   111   112   113   114   115  
116   117   118   119   120   121   122   123   124   125   126   127   128   129   130   131   132   133   134   135   136   137   138   139   140   >>   >|  



Top keywords:

country

 

schools

 

children

 
ideals
 
Country
 

teachers

 
commerce
 

farming

 

reason

 

material


teaching
 

distant

 

surging

 

echoes

 

connected

 
brought
 

manners

 

styles

 

clothing

 
contagious

caught

 
standards
 

Unconsciously

 

dazzled

 

products

 

curriculum

 

adopted

 
things
 

impressed

 

superiority


contrary

 

bigness

 

Nights

 

hustle

 

numbers

 

homely

 

virtues

 

allurement

 

lasting

 

filled


Arabian

 

tested

 

friendships

 

success

 

superficial

 

problems

 
wonderful
 

suggestive

 

thoroughness

 

learned