been endowed by his Creator. They help him wonderfully to find his individual aptitudes and the place in life wherein he can do his best and be of most value to his fellows.

It is not our purpose to prolong this paper into a full discussion of the subjects of the socialized recitation and of pupil selfgovernment. In the past few years these subjects have been ably treated by experienced educators, in numerous papers printed in our own magazine, EDUCATION,* and in other journals. We merely wish to add our testimony to the belief that the principle which lies at the basis of self-government and the socialized recitation is sound and practical. It has back of it both psychology and common-sense,-if there is a distinction between these two. Where intelligently introduced and put in operation it has shown results almost past belief, in the self-improvement of the pupils in scholarship, deportment, intelligence and character. Graduates of schools where there is self-government and where the pupils instead of the teacher conduct the class always get the offices and honors in the higher schools to which they ascend on graduation,—as well as in after life.

The tendency of expression is toward progression or progress. If our educational methods are to be kept up to date and grow with the natural progress of human thought and life, we shall provide a constantly enlarging opportunity for every young human being to give an account of himself. Instead of stuffing him from without by various cramming processes, we shall develop him from within. We shall give him a chance to show "the stuff he is made of." Thus education will become virile and efficient and the schools will secure and keep the respect and support of all the people.

*The following articles may be cited, all having appeared in EDUCATION: The Recitation and Its Abuse (Editorial), Vol. xxiii, p. 638; Pupil Self Government, H. R. Tucker, Vol. xxv, p. 81; The Problem of Individualizing Instruction, Prin. M. F. Andrew, Vol. xxvi, p. 3: Self-Government in the Public Schools, Henry Lincoln Clapp, Vol. xxix, p. 335; Pupil Self-Government, Paul R. Radcliffe, Vol. xxxvii, p. 456; Pupil Self-Government, Three Experiments in, R. R. Smith, Vol. xxxvii, p. 230; Pupil Self-Government, Henry Lincoln Clapp, Vol. xxxviii, p. 593; Children Conducting the Class, R. T. House, Vol. xxxix, p. 116; Education the Socializing of the Individual, M. J. Flannery, Vol. xxxix, p. 129; The Group Socialized Recitation, Hazel F. Burns, Vol. xxxix, p. 176.

The following chart will visualize the argument of this essay:

THREE "PRESSIONS," OR PRESSURES, CONTRIBUTORY TO CHILD'S DEVELOPMENT, AND OPERATING CONSTANTLY IN SCHOOL AND HOME:

I. REPRESSION (Estimated actual use, 25%). (Recommended use, 10%).

Tendency, to Depression, or Discouragement. II. IMPRESSION (Estimated actual use, 50%). (Recommended use, 30%).

Tendency,--to Digression, or Inattention.

III. EXPRESSION (Estimated actual use, 25%).
(Recommended use, 60%).

Tendency, to Progression, or Progress.
Scale of 100.

An Autumn Sonnet.

I thought the fruit were flowers on the tree,
Bright scarlet branches scattered here and there,
Till of a sudden I remembered me

That it was autumn, tho still warm the air.
Then one or two ripe apples dropped to earth,
The black birds gossiped in the grove across
The road, en route to southern fields. The worth
Of every lovely thing, and then its loss!
The morning glory is the symbol fit

For pleasures that so easily take wing;

A golden butterfly has just now lit

Upon its spreading rim. Oh gently cling
To what so fragile is, what hands might crush,
While from my soul a thousand anthems rush!

-D. H. Verder.

The Rejuvenation of the Rural School

MARY ELEANOR KRAMER, CHICAGO, ILL.

▪▪▪▪▪▪K÷ UT of the West came a man with a vision. A man who added millions of dollars to the agricultural wealth of many states. A man who believed in the soil. This man was Perry Greeley Holden, one-time director of the extension department of the Iowa State Agricultural College of Ames, Iowa, now director of the extension division of the International Harvester Company. Holden realized that if the state of Iowa was ever to become a really great state agriculturally, its farmers must be educated along agricultural lines. He began preaching the gospel of better corn. His motto was: "Test, don't guess; know beforehand that every kernel of corn you plant will grow." By preaching and demonstrating that doctrine, telling why and showing how to test seed corn in every part of Iowa, Holden more than doubled the annual corn crop of that state, made Iowa first among the states in the production of corn, and put millions of dollars into the pockets of Iowa farmers.

He organized the agronomy and extension departments of the Iowa State College of Agriculture; organized and conducted the first seed corn trains ever operated; introduced the teaching of agriculture into the public schools in several counties in Iowa; prepared manuscripts and illustrations for five different corn books, which have been translated into Spanish and Russian, and of which more than a million copies have been sold; organized and managed short courses all over Iowa; enlarged and extended the Farmers' Institute work; made popular the first "Corn" lectures ever made sufficiently interesting and instructive for the Chautauqua platform.

Professor Holden believes in anything that makes better farming, better farms, better homes, and better communities. But most of all he believes in the farm boy and girl. He believes that

they should have a chance. That their development is of far greater importance than that of crops, or stock, or farm.

For years Professor Holden has lamented the lack of a system in our rural schools that would teach the child in terms of his own life. For many, many years the tendency has been to educate the child away from the farm, rather than teaching him the magnificent opportunity presented by the farm. At last we have the remedy, boys and girls trained under this new Vitalized plan will not seek to leave the farm, but rather to grow with it and redeem it from the destructive forces which have hitherto been its undoing.

The plan briefly is outlined as follows: A four-year rotation plan for the teaching of agriculture-thus presenting to the child something new and fresh each year; something that stimulates his interest, holds his attention, and presents new and attractive features. The following outline indicates how this may be donein fact, how it is being done in more than 200 rural schools of Missouri today.

1st Year. Teach Growing Things. Farm Crops; How Seeds Grow; Depth to Plant; Corn; Oats; Alfalfa; Weeds; Gardens; Canning; Drying.

2nd Year. Making Things. Rope Knots; Splicing Ropes; Fly Traps and Screens; Cement Tanks, Steps and Posts; Farm Tools and Machinery; Removing Stains; Sewing.

3rd Year. Live Things. Animals; Diseases and Remedies; How to Feed; Testing Milk; Poultry; Useful Birds; Insect Pests; Preparing and Cooking Food.

4th Year. Soils and Home. Soil Fertility; Cultivation; Moisture; Sanitation; Beautifying the Home; Social and Community Life.

Rotation of subjects gives the pupils more agriculture, keeps the work alive and real and vital, and makes it easier for the county superintendent, who usually has little or no help in rural supervision.

Educators who have investigated the plan are enthusiastic about it. Dr. Winship, the noted educator and editor says: "I see mar

velous things in store for the rural school if we can put across Professor Holden's plan of vitalizing agriculture and rotation of subjects. The rotation plan is attracting wide attention. It is an idea that is destined to sweep through the entire educational world. It is destined to bring about important changes for the benefit of our schools. Why has it changed disorganized schools into beehives of activity, increased the salary of teachers, aroused tremendous community interest, resulted in numerous petitions from pupils, teachers and patrons that the plan be continued? Because it puts life in the schools-teaches children in the language they best understand-in terms of their own lives. It is not teaching the same thing year after year. It maintains interest,

arouses enthusiasm. It is not a theory, a dream. It is not even an experiment. It is a practical reality. It works in over 200 schools in Missouri."

H. Scott Mobley, for many years president of the Farmers' Union of the State of Arkansas, now lecturer, educator and practical farmer, says: "My general impression of this work is that it is wonderful in its conception and marvelous in its adaptation to our educational necessities. As I listened to Professor Holden explain his scheme or plan for vitalizing the teaching of agriculture, I realized that where many had failed he had succeeded in formulating a method that would train the public school student for the work of life. I could not repress the conviction that he was presenting the great necessary principle which so many had felt the need of and long had sought, but had failed to find. Yes, here it was before me, being explained and presented, and carrying with it the demonstration that hereafter the vital things of life so necessary to us all when it comes to dealing with life for ourselves, could and would hereafter be given us through our public schools."

Professor Holden's plan has been adopted by the state of Missouri, and is to be adopted the coming school year by the states of Oklahoma, South Dakota and Texas. There is no question but that within a few years the plan will have become universal throughout the United States, and with its universal adoption agriculture will receive an impetus never dreamed possible.