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Page 22 text:
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schools. We arc convinced that, if tlie rural school is to reach a high standard of efficiency, it must reflect the actual life of the country community in which it is placed. It must be so administered that it will reach boys and girls with an interest strong enough to hold them in school until they finish the course. It must train them into their environment and fit them to live their best lives right on the farm. It must give them respect for the farm through an intelligent insight into its many and varied problems, the solution of which calls for the application of the best thought which men possess. It must above all. give the children a strong and abiding love for the things of nature and of the out-of-door life. ... , The high school assumes it to lie its function to furnish in the graduates of its training course , teachers who shall Ik trained, not only to teach well, but who shall he able to make their schools count as aggressive and vital factors in the actual life of the community. ur students are never allowed to lose ,i2ht of the fact that tlicv arc to teach in the country. The problem at every step is: How can I make this lesson, this exercise, this subject, count for the most out there in that rural district where I am going. 1” The farm and the farm environment are freely drawn upon for subject matter and illustrative matciial in the various branches of study. It is our ideal that our graduates shall take to the district in which they wil teach, not alone professional skill, but an intelligent appreciation of rural life in all its phase a »enuino love for the country, high ideals of the importance ami the possibilities of the teachers work there, and the ambition to make the ideal become a reality. ... , . , nl ... Following is the enrollment in this department: Elwood Cleasby, Eva Kllenberger, Ada Halverson. Estelle Halverson, Marian llalberg, Bessy Hardy, I eland Lamb. William Mnv. Ol-ra Martinson. Louise Munson, Susan McOinley, Irene linseling, Algia Smith. Laura Smith, Vida Smith, Buelah Rrowbndge, Loretta WerreTl, Floy Perry, Fern Cosford. C' rI Krickson, Myra Pabst, Everitte Smith. Leland Melrose. Myrtle Gates. era It usehng. I.ucl a Holmes, Irene Fitzpatrick. Ella Kcllom. l ouise Parker. Myrtle Paulson. cltna Smith, Mina tleisch-auer. Mary Fleming, Beatrice Iverson. Isabelle Ede. Marion beasions. Cora Thompson. Irene Voll, Hazel Cosford. History. Ella C. Schuldt, Instructor. ’I’ll K V ALL F. OF HISTORY. The old idea that history is i niv a record of man’s past is now relegated to the limb., of outworn ideas, flic new idea i- that history is life: that it has to do with all the activities of life. Mr. Hart in the preface of 11s recent historical work. The American State.” brings out the newer idea when he says: ’A history today must not simply be a political or constitutional history; it must include the'social life of the people, their religion, their literature, and their schools It must include their economic life, occupations, labor systems and or-
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Page 23 text:
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ganization of capital. It must include their wars, and their diplomacy, the relations of community with community, and of the nation with other nations.” in the past the economic motives in history were almost entirely disregarded; the political or religious were given the chief place. Today our view of° history embraces all phases of human activity—the political, religious, economic, social and intellect dal. I oc works which formerly dealt with wars or rumors of war, the dynastic changes and politics, now treat of the various phases which constitute the life of the people. More and more people have begun to realize that history has a practical value; that history ought to he of value in solving life’s problems. Some phase of this value might be stated thus: An ease in observing, analyzing, and classifying the life activities of today. No other subject taught in the school touches life at »o many points and in so many of its activities. Through seeing in history the close interrelation of activities of the past, the student may be led to see the close interrelation of the astivities of his own day. Again, history can help him to save experience. He can learn to apply it with due modification, to present problems; not the answers of the past to past problems, but the ways of solving these problems. The past cannot answ'er the problems of the present, but can help him to answer them. History can help the individual to get the other person's view point. It can teach him to become more tolerant—a very necessary quality in our day. In studying the struggles of the past, he learns to see that question from two or more sides. This practice helps with the practice in other subjects taught in school, to consider a present question from its many sides. History has a practical value in connecting the present almost as intimately with the past as hope does the present with the future. It gives two or more points together with the present from which direction and tendency may be seen. It can thus break down the loneliness of the present. Moreover, because history deals with actual men, and states, and people, it has a profound influence on the individual. It brings him into touch with other men. What travel and acquaintance does for us in the now’ and here, that must history do for us as our vision broadens. It is but travel into time instead of into space; it is acquaintance with the larger affairs, more varied communities, more experienced leaders. The individual learns to see life as life of the race. He thus learns valuations and the pow’er of judging character. History, too, must answer the test of good citizenship. Histories that deal merely with the deeds of kings and warriors, and neglect the labors of the common man must go. The record of the joys and sorrows, the hopes and disappointments of the masses is of infinitely more importance than the achievements of a few men, and the descriptions of wonderful works of art and architecture. In this spirit recent history is of more importance than that of ancient times; the history of our own country than that of foreign lands; the labors and plans of multitudes than the pleasures and dreams of the few. History then, more than any other subject, has an opportunity to improve the citizenship of our land, to instill into the minds of all the social spirit, so that the American citizen may become more and more unselfish, patriotic and efficient.
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