Rural School Leaflet 



1377 



Field trips. — ^There should be at least one field trip each year, in which 

 the children have an opportunity to share out-of-door experiences ^vith 

 the teacher. No matter how Httle knowledge of nature any of the group 

 may have, the trip %\t11 be worth the while. In the springtime many 

 specimens of plant life can be collected for future discussion at school. 

 In winter a short trip into the snow-covered fields or woodland will give 

 joys that wdU never be forgotten. And autimin is, perhaps, best of all, 

 with the spirit of har\'est over the land, the golden pumpkins in the field, 

 the falling of the leaves, and the stores of nuts that dehght both the red 

 squirrels and the boys and girls. It should be remembered that a field 

 trip has a purpose, that it is a part of the school activity. Teachers 

 should expect the children to pay attention, and to listen to what is 

 discussed. Each one should have something to contribute before the 

 end of the trip, and all the others should profit by it. 



Agricultural clubs, contests, ccnnpetitions . — In this leaflet is a statement 

 from Mr. La^-ton S. Hawkins of the University of the State of New York, 

 on the organization of countr\^ Hfe work in the rural schools. The staff 

 of the New York State College of Agricultiire is in sympathy with the 

 ideas presented by Mr. Hawkins, and wiU give hearty cooperation in an 

 effort to standardize them. Education in agriculttire and in home making 

 must become a part of the school life to be fully worth the effort. When- 

 ever the residts of home project work, directed by the school organization, 

 are worthy of wholesome competitions at school fairs, cotmty fairs, teachers' 

 associations, state college exhibitions, and the Hke, additional interest 

 win be added. The club plan often does more harm than good, and it 

 does not stand for permanence. Hastily organized contests, without 

 constant local supervision, cannot be educational. Agriculture, home 

 making, and the study of nature, are dignified and valuable means to 

 education, and the sooner instruction in these subjects becomes a part 

 of the school day, the sooner they wriU become a definite part of the prep- 

 aration for life of all boys and girls in rural districts. 



