. The consolidated rural school . tory. Introductory social science. Introductory natural science. Applied ethics. English language and literature. Music. Drawing. Public speaking. Avocational and recreational activities. Rural sociology. It can be seen that these subjects are, or can be, closelyrelated to the five dominant classes of needs of our peopleas individuals and as a nation and thus to the five dominantaims of schooling. The Hst is noteworthy for two greatomissions, covering six to eight subjects, namely, the non-English languages and the cannot in A
. The consolidated rural school . tory. Introductory social science. Introductory natural science. Applied ethics. English language and literature. Music. Drawing. Public speaking. Avocational and recreational activities. Rural sociology. It can be seen that these subjects are, or can be, closelyrelated to the five dominant classes of needs of our peopleas individuals and as a nation and thus to the five dominantaims of schooling. The Hst is noteworthy for two greatomissions, covering six to eight subjects, namely, the non-English languages and the cannot in America be justly required of any largeproportion of our pupils. They are highly specialized sub-jects, meeting the dominant and fundamental needs of ex-ceedingly few persons. They cannot be Hsted with theminimal essentials of a commonly required education. Ifwe were a European country in close association with peo- ^MHInHH EMiM—av. HP u ?- HBB^yi m 1 <l ittUj i Grading and testing corn in a school laboratory, West Virginia. A class in soil studv in Wisconsin
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Keywords: ., bookcentury1900, bookdecade1920, bookidconsolidated, bookyear1920
