. The consolidated rural school . A class in soil studv in Wisconsin. Reproduced by courtesy of Division of Agricultural Inslritciion, U. S. Depl. of AgricullureFarm mechanical drawing in a Maryland school RURAL NEEDS AND COLLEGE DEMANDS 321 pies using other languages than our own, if all our studentswent into engineering, foreign service, or translation, if therewere not so many mechanical substitutes for calculation inuse, if we could depend upon training regardless of subject-matter (formal discipline), if all students had from ten tofifteen years for secondary and higher education, if thep
. The consolidated rural school . A class in soil studv in Wisconsin. Reproduced by courtesy of Division of Agricultural Inslritciion, U. S. Depl. of AgricullureFarm mechanical drawing in a Maryland school RURAL NEEDS AND COLLEGE DEMANDS 321 pies using other languages than our own, if all our studentswent into engineering, foreign service, or translation, if therewere not so many mechanical substitutes for calculation inuse, if we could depend upon training regardless of subject-matter (formal discipline), if all students had from ten tofifteen years for secondary and higher education, if theproblems of life were not so insistent and pressing for ourpeople, if our students were all exactly alike, and if the addedcost for teaching such subjects to all were not prohibitive,we might entertain the suggestion that these five or moresubjects might well be kept as the staples, or staple electives,of secondary education, and be required for entrance byall colleges, even State agricultural colleges. Traditional Subject-Matter vs. Essentials.—As it isto-day, th
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Keywords: ., bookcentury1900, bookdecade1920, bookidconsolidated, bookyear1920
