SCHOOLS AND FARMING 



be redirected in some cases : they will con- 

 stitute one part, but not necessarily a so- 

 called fundamental part, in a new scheme 

 of school-teaching. I expect to see a re- 

 crudescence of the so-called classical 

 studies. I would eliminate nothing from 

 educational programs, but I would add 

 everything; and I would have it so ar- 

 ranged that persons could have a choice of 

 routes without disparagement or handicap. 

 We must train the coming race in the 

 means and practice of living. New ideals 

 and aspirations must grow out of the life 

 that they live. The means of life are con- 

 stantly more numerous, and their relations 

 are constantly more complex. When so- 

 ciety was more homogeneous than at pres- 

 ent and when it was expected that only a 

 few persons out of many were to be well 

 trained, one general line of study suited 

 very well. But we can no longer neglect to 

 teach the philosophy of life and the arts by 

 which men and women become a useful part 

 of a growing society. In the nature of the 

 case, therefore, the sciences and the indus- 

 tries will make headway in our schools and 

 147 



