Wilbur High School - Tomahawk Yearbook (Wilbur, WA)

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lege entrance requirements should not be at variance with the training given in a practical high school. The high school is now in a stage of transition. lndeed, from a school of prepara- tion for college, it is fast becoming an institution for continuing the training begun in the common schools. lr is rapidly adapting itself to the varying modem conditions. Our own school, for example, is undergoing a radical change. Two years ago it was entirely a classical high school. To-day it is a modem industrial school. Of course we have not, as yet, all the courses necessary for a complete vocational edu- cation. But the start has been made. The rest will follow. The same is true of the schools everywhere. The question: What is to be taught ? now confronts the community. This is to be determined by local needs, since life in different places varies so much. Never- theless, certain broad lines will characterize the whole. Above all, this new edu- cation will be practical. Side by side with the academic courses, vocational training will be given. Some form of manual training in the grades will probably be offered almost everywhere. It is of universal interest because it helps the pupil to find him- self. Again, since the great majority of our girls expect, at some time, to become home-makers, domestic science deserves a prominent place in every school. The same is true of certain other subjects. Prominent among these is commerce. A certain amount of commercial and economic training is almost indespensable for the average individual. There are, in fact, few communities where such training is not needed. Business men everywhere need itg the farmer needs it: and so does the up-to-date housewife. But while communities are alike in many respects, they differ very radically in others. Hence, courses may be adapted to the varying needs of different localities. A farming community certainly needs courses in agriculture. F or, if our farmers are to be efficient, we must train them, just as we train our doctors and lawyers. Again, there are many communities where, in this age of the machine, technical and mechanical courses are indispensable. And thus we might continue to speak, if time permitted. It is not only the high school'which is in transition. The elementary schools likewise are undergoing great changes. They are being re-made to meet the needs of the people. If in the past they have fostered the democratic idea that all chil- dren are equal, they will in the future recognize clearly that all children are differ- ent. Methods and courses will be adapted to this end. Again, the elementary school of yesterday was in session three months out of the year: that of to-morrow will continue thruout the year. ln the words of a recent writer: Our schools will become at the same time, schools of health, schools of occupation, schools of plav and schools of study. The kindergarten of to-day is the forerunner of the new type of elementary schools. The chasm between work and play will be bridged. Play as well as work will be productive and eclucativef' The school of to-morrow must be broad and compre- hensive, to quote again: Train a child's intellect exclusively and he becomes a heartless villain 1 train his heart exclusively and he becomes a religious zealotg train his body exclusively and he becomes a daring monsterg train his hand exclusively

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with the world in which he is to live, it must rouse him to actiong and, finally, it sh: uld make life's activities pleasurable. This brings before us the question: What shotld education consist of in order to prepare for life? Before answering this ques- tion, let us make a brief survey of the past. The education of primitive man was to the point. The parent taught his off- spring the rudiments of his simple life. However, as civilization advanced and life became more complex, the parent could no longer perform this task. As a result, schools were established. Of the early nations, the Greeks and Romans developed the most extensive school systems. At Sparta, where there were five slaves to every freeman, physical strength was needed. Hence, education there was largely physical. At Athens, where an almost purely democratic form of government prevailed, the education of the individual for citizenship and culture was the great task of the schools. Rome was even more practical than Greece. Here the boy committed to memory the twelve tables of law, and was early initiated into the mysteries of citizenship. During the republican period, when the rostrum wielded its supreme power, rhetoric and ora- tory were carefully fostered. Later, when Grecian and Oriental culture poured in as a result of conquest, this singleness of aim was to some extent lost. But proud Rome fell! Then came the dark ages, in which leaming was lost sight of for a long time. This was followed bythe awakening-the Renaissance- the revival of leaming. With it came the classical education. This was desirable, for only thru this literature could the leaming of the Greeks and Romans be acquired. After the Renaissance came the great scientific awakening. This produced a new civilization, one entirely different from that of the Greeks and Romans. This should gradually have become the subject-matter for the schools, for henceforth the people were to live in the midst of this civilization. If they were to be really eth- cient in dealing with their surroundings, it was necessary that they should become acquainted with the principles of this new civilization. But what did the schools do about it? Unfortunately, they ignored it. As a result, the classical system remained. lt remained on the plea that Latin and Greek developed the mind more than any other subiects. Hence, for a long time the people were compelled to get their real education outside of the schools. Our American high schools were of this type. Arnong the first of these was the Boston Latin School. Here the bay was prepared for college and given the edu- cation of a gentleman. To use the culturist's own words, The school prepared most effectually for nothing in particular. ln fact, up to the recent past, the chief aim of the American high schcol has been to prepare for college. Consequently, the great mass received but little help from these schools. They were left without adequate preparation for life. No doubt this high school training was of some value in the lc ng run, but it adjusted the individual too slowly: and in some cases it even unhtted him for any adjustment at all. As a result there is a general revolt. The people demand that the schools pre- pare for life. They would do away with the traditional college entrance require- ments. They feel that the college, as well as the high school, should prepare for life, only on a larger and more specialized scale. Hence, they feel that the col-

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and he becomes a human machine. The world is too full of villains, zealots, mon- sters and machines. lt calls for the all-round education of to-morrow. This thoro education of to-morrow will be expensive, but the enlightened tax- payer will be ready to pay the price. He will realize that every dollar spent on the training of his children will repay a thousandfold. The school of to-morrow will usher in a stronger race, a better civilization, and a more glorious humanity. This school is coming. Soon it will be in our midst. Let us hail its advent. ETHEL BROWN -'I3. THE COMING FARMER 'This oralion awarded third place l Situated among rolling hills and thriving plains, stands a stately home. lt is surrounded by green lawns, fragrant flowers, and groves of trees and shrubs. The house, with its spacious halls, its library and music room, and its modem con- veniences, is invit'ng. The large stables and machine sheds are conspicuous above the trees. Beyond, the fields, tilled by the tractor, yield an abundance of crops. Such is the home of the coming farmer. What has made it possible? Before answering this question, let us briefly review the history of agriculture. ln prehistoric times man was a hunter and a wanderer. He did not stay long enough in one place to raise crops. During the pastoral age, however, he began to domesticate plants and animals. As he stopped in his wanderings from time to time, certain suitable plants were raised. Then came the agricultural age. Man now began to settle down permanently. As a result, rapid progress was made. Naturally, such favored spots as the Nile and Euphrates valleys were best suited. Here rude tools, such as the wooden hoe and plow, soon came into common use. Thus the soil-tilling movement was launched. From now on progress was inevit- able. Devices for threshing grain svon followed. As time went on, more plants and animals were domesticated. Then the coming of metal implements capped the climax. Thus the Egyptians and the Babylonians came to be prominent agricultural people. Of the farming of Palestine and Greece we know little. ln Rome, however, agriculture came to occupy a prominent place. Several books were written on the subiect. ln fact, the exportation of grain became an important industry. After the decline of the ancient nations ca'ne the dark ages. Little progress was now made, but after the Renaissance, agriculture began once more to assume an important place. The rapidly growing science: began to exert their influences. Fertilizers came to be used. The improvement of plants continued. The discovery of the new world about this time gave an additional impetus to agriculture. Vast areas of land were made accessible. New plants, such as com, tobacco, and the potato were acquired. During the nineteenth century, enormous strides were made in the invention of machinery. These, in a sense, revolutionized agriculture. But, in spite of these mechanical improvements, farming remained largely a matter of chance. The farmer tilled his field, sowed his seed and reaped his crops without any definite knowledge. lf he accidently did the right thing, he succeeded 3 if he did the wrong thing, he