SCHOOLS 123 



difficult to make people understand what this 

 really means, for school-teaching is burdened 

 with tradition. The school must express the 

 best cooperation of all social and economic forces 

 that make for the welfare of the community. 

 Merely to add new studies will not meet the need, 

 although it may break the ground for new ideas. 

 The school must be fundamentally redirected, 

 until it becomes a new kind of institution. This 

 will require that the teacher himself be a part of 

 the community and not a migratory factor. 



The feeling that agriculture must color the 

 work of rural public schools is beginning to ex- 

 press itself in the interest in nature-study, in the 

 introduction of classes in agriculture in high- 

 thl i tlccwktrt, ad im the t t ]liVi mi 

 of separate or special schools to teach farm and 

 home subjects. These agencies will help to bring 

 about the complete reconstruction of which we 

 have been speaking. It is specially important 

 that we make the most of the existing public 

 school system, for it is this very system that 

 should serve the real needs of the people. The 

 real needs of the people are not alone the arts by 

 which they make a living, but the whole range 



