(5 
 
 XLXk flIMamt Bulletin 
 
 Series viii march, 1910 Number 9 
 
 OHIO STATE NORMAL COLLEGE 
 PUBLICATIONS 
 TEACHERS’ BULLETIN No. 13 
 
 Rural Industrial Education 
 
 Announcement of Course Offered in the Ohio 
 State Normal College of Miami University 
 
 B. M. DAVIS 
 
 Published Monthly by Miami University 
 
 And entered at Postoffice , Oxford , Ohio, as Second Class Mail Matter 
 
PUBLICATIONS OF OHIO STATE NORMAL COL¬ 
 LEGE OF MIAMI UNIVERSITY. 
 
 1. Nature-Study, by George W. Hoke, 12 pp., 3 figs., Octo¬ 
 ber, 1903. Outline for study of trees, weeds, insects, 
 birds, etc., with list of books for reference. 
 
 2. Geography, by George W. Hoke, 15 pp., 1 plate, May, 
 1904. Treats of principles of Geography, and Regional 
 Geography, with suggestive exercises for class work. 
 
 3. Evolution of Public Education in Ohio, (A) Legislation, 
 by Harvey C. Minnich, 20 pp., 2 maps, March, 1907. A 
 historical account of school legislation. 
 
 4. The Manual Arts, by F. C. Whitcomb, 15 pp., April, 1907. 
 Suggestions as to course of study and equipment, with 
 special reference to needs of small school systems. 
 
 5. The Soil and Its Relation to Plants, by B. M. Davis, 35 
 pp., 6 figs., May, 1907. Subject presented by means of 
 simple experiments. 
 
 6. Evolution of Public Education in Ohio, (B) Certifica¬ 
 tion, by Harvey C. Minnich, 23 pp., November, 1907. Con¬ 
 tinuation of No. 3. 
 
 7. Experimental Studies of Plant Growth, by B. M. Davis, 
 31 pp., 17 figs., May, 1908. Forty-two experiments suit¬ 
 able for small high schools. 
 
 8. Stories for the Elementary Grades, by Anna E. Logan, 
 20 pp., September, 1908. Arranged with special refer¬ 
 ence to the needs of teachers, introducing, or increasing 
 story-telling work in their schools. 
 
 9. Arithmetic in the Grades, by T. L. Feeney, 19 pp., Janu¬ 
 ary, 1909. General discussion followed by outline of 
 course of study. 
 
 10. English in the Grades, by Frances Gibson Richard, 26 
 pp., March, 1909. Detailed outline including titles of se¬ 
 lections for all the grades. 
 
 11. The Soil and Its Relation to Plants, by B. M. Davis, 36 
 pp., December, 1909. Revised edition of No. 5. 
 
 12. Principles Controlling the Course of Study in the Ele¬ 
 mentary School of the Ohio State Normal College, by 
 J. W. Hechert, 12 pp., February, 1910. 
 
 13. Rural Industrial Education, by B. M. Davis, 14 pp., 
 March, 1910. A brief discussion, followed by announce¬ 
 ment of two years’ course in Rural Industrial Education. 
 
RURAL INDUSTRIAL EDUCATION. 
 
 REDIRECTING RURAL EDUCATION. 
 
 In the recent report of the National Commission on Country 
 Life attention is called to “certain corrective forces that 
 should be set in motion.” Among these, and one on which 
 much emphasis is placed, is the need of redirecting rural edu¬ 
 cation : “In every part of the United States there seems to 
 be one mind, on the part of those capable of judging, on 
 the necessity of redirecting rural schools. There is no such 
 unanimity on any other subject. It is remarkable with what 
 similarity of phrase the subject has been discussed in all parts 
 of the country before the commission. Everywhere there is 
 a demand that education have a relation to living, that 
 schools should express the daily life, and that in the rural 
 districts they should educate by means of agriculture and 
 country life subjects. It is recognized that all difficulties re¬ 
 solve themselves in the end into a question of education.” 
 
 Leaders in educational matters have not been unmindful of 
 the importance of “redirecting rural schools.” In 1903 the 
 National Educational Association appointed a committee on 
 Industrial Education in Schools for Rural Communities. In 
 its report of 1905 the committee presented arguments for in¬ 
 dustrial education as a desirable work in schools adapted to 
 the needs of rural communities. But the committee in its in¬ 
 vestigations of two years was unable to find “that in any of 
 the consolidated rural schools there was anything being ac¬ 
 complished in the way of industrial education worthy of the 
 name. In a few of the rural high schools a limited amount 
 of text-book work in the elements of agriculture had been in¬ 
 troduced, as an optional study in most cases, and covering but 
 a few weeks’ work. The typical college preparatory course, 
 or a cross section of it, was the prevailing type in these 
 schools; the teachers were selected with reference to their 
 ability to handle traditional history, mathematics, language, 
 
 3 
 
and science work rather than a knowledge of, or interest in 
 the industrial phases of education appropriate for this class 
 of schools. Such work as was done in agriculture was given 
 as an incidental, permitted because of the growing demand for 
 industrial education, and as interfering least with traditional 
 courses, while furnishing an excuse for the claim that this 
 new demand was recognized and being met by school authori¬ 
 ties. In those cases where the school authorities recognized 
 the importance of industrial education for the country boy 
 and girl, and were really anxious to make provision for it, 
 they found it impossible to organize and carry on the work 
 with any high degree of efficiency because of the lack of teach¬ 
 ers’ having proper preparation for it.” 
 
 In its second report made in 1908 the commit¬ 
 tee discusses the “continued and growing agitation 
 in all parts of the country for the development of 
 industrial education. This agitation and discussion deep¬ 
 ened the interest in this subject among the farming popu¬ 
 lation and among the school officials and teachers of rural 
 communities. More schools in these communities are intro¬ 
 ducing instruction in agriculture. Improvement in the meth¬ 
 ods and scope of the instruction is being slowly made.” The 
 gain, however, is regarded by the committee as a growth of 
 interest and a realization of the importance of this kind of 
 educational work rather than in concrete and effective results 
 in many schools. “From correspondence with state superin¬ 
 tendents and many other school officials, the committee has 
 been forced to the conclusion that in practically all of these 
 schools (consolidated schools) the condition is the same as in 
 the rural high schools; as yet little has been done to modify 
 the ideals or the teaching in these schools for effectiveness 
 on the industrial side of education. The environment of 
 these schools and the homogeneous character of the student 
 body, coming as it does from the country, seem to make the 
 demand imperative for this work, and to furnish conditions 
 favorable for it within somewhat narrow limits. The lack of 
 initiative on the part of teachers and school boards, the force 
 of established custom in school work, and the lack of enthusi¬ 
 astic teachers competent to give proper instruction, and of 
 
 4 
 
funds to employ them when available, and lack of equipment, 
 have been the deterring causes in this as in other fields of 
 educational uplift.” 
 
 The promotion of industrial education for rural schools, 
 particularly in agriculture, is being encouraged from a variety 
 of sources: The United States Department of Agriculture 
 has set apart one division of the Office of Experiment Sta¬ 
 tions whose entire work has to do with agricultural educa¬ 
 tion, with special reference to elementary and secondary 
 schools. Besides this division other branches of the depart¬ 
 ment are giving assistance to schools wherever and whenever 
 possible. 
 
 The United States Bureau of Education has recognized the 
 importance of the subject by publishing two special bulletins: 
 one on Agricultural Education, including Nature-study and 
 School Gardens, the other on Training of Persons to Teach 
 Agriculture in the Public Schools. 
 
 Agricultural Colleges have been actively interested in agri¬ 
 cultural instruction in the public schools. They are render¬ 
 ing assistance in a variety of ways, such as correspondence 
 bureaus, teachers’ and pupils’ leaflets on agricultural sub¬ 
 ject^ personal visits of members of their faculties to schools 
 when called upon, etc. Within two years sixteen of the state 
 agricultural colleges have established departments of agri¬ 
 cultural education for the purpose of rendering more effective 
 service in public education. 
 
 State departments of education are without exception fav¬ 
 oring the direction of rural education along industrial lines. 
 In some states much assistance is being given schools by 
 these departments in the way of organizing boys’ and girls’ 
 clubs, outlining courses of study and publishing helps to 
 teachers, and in some cases securing favorable legislation. 
 A number of states have expressed their interest in rural 
 schools by recent legislation. Eighteen states require by law 
 the teaching of agriculture (including forestry in one state) 
 in the public schools of rural communities. Thirteen states 
 have provided by special appropriation for agricultural high 
 schools—fifty-two such schools being now in operation. State 
 aid is given in some states to high schools teaching agricul- 
 
 5 
 
ture, and manual and household arts; for example, Virginia 
 is giving this year $2,000 to each of ten high schools, and 
 Minnesota $2,500 to each of the same number of schools. In¬ 
 dustrial commissions have recently been appointed in several 
 states. In all cases these commissions have regarded indus¬ 
 trial education in rural schools as essential to any scheme for 
 the betterment of industrial conditions in rural communities. 
 
 This general discussion of rural industrial education has been 
 given to show the general attitude of the country toward the 
 subject, and to point out some lines of effort that are being 
 made to readjust the rural schools for the purpose of making 
 them a greater factor in rural life. 
 
 THE TEACHER. 
 
 The chief burden of the whole movement must be borne by 
 the teacher. There are many instances where teachers have 
 been teaching agriculture in a perfunctory way to satisfy the 
 demands of a community for some readjustment of the school 
 work. The fact that such teachers and such teaching are fail¬ 
 ing to redirect the school life in the interest of the community 
 life is used by some as an argument against the introduction 
 of this work. On the other hand there are many instances of 
 teachers alive to the possibilities of a rural school becoming 
 the real center of the community in all its interests, who have 
 made the school react upon the life of the community both 
 socially and industrially to its great betterment. There are 
 enough of the latter instances to show that redirection of rural 
 education in the sense used by the Country Life Commission 
 may be secured. 
 
 There are many agencies ready to render valuable assist¬ 
 ance to the teacher, but he must work out the details. It may 
 be even necessary for him to take the initiative and show the 
 community that a departure from traditional lines is essential 
 in making the school what it ought to be to its patrons. He 
 may have to make his demonstration in a very concrete way, 
 and sometimes in terms of dollars and cents. The following 
 incident will illustrate the latter point: A teacher who had 
 been working with his class in agriculture on the subject of 
 pruning grape vines happened to be telling a patron of this 
 
 6 
 
work. The patron was wholly out of sympathy with that 
 sort of teaching. He thought the school was running to fads 
 to the everlasting detriment of the pupils. Anybody could 
 prune grape vines and why spend the valuable time of the 
 pupils with such nonsense. He had just finished pruning his 
 own vines and knew what he was talking about. The teacher 
 mildly asked that he might be shown the vines. When this 
 request was granted he found that the vines were ruined 
 for this season’s crop. He asked the man where the fruit 
 buds were. But the man had never heard of them. All buds 
 looked alike to him. The teacher then carefully explained to 
 him some of the principles of pruning and gave the reasons 
 for the various steps in the process. The attitude of the man 
 toward the teaching of agriculture was from that moment 
 changed, and he even lamented the fact that he had had no 
 such advantages in his own school life. He had been touched 
 in a personal way. No amount of argument could have pro¬ 
 duced the results of this simple demonstration. 
 
 The greatest difficulty in redirecting rural school education 
 is in the lack of teachers who have sufficient sympathy and 
 preparation for the work. Such teachers, owing to their scarc¬ 
 ity, are commanding higher salaries than teachers in other 
 subjects. The demand for such teachers now far exceeds the 
 supply, and this demand promises to continue for a long time. 
 
 Redirecting the education of a community must be brought 
 about in terms of the daily welfare of its people. For rural 
 communities this must be largely in terms of agriculture. It 
 is for this reason that so much emphasis is placed upon agri¬ 
 culture as a means of increasing the efficiency of rural schools. 
 But the teaching of agriculture, however desirable it may be, 
 must not be regarded as the whole solution of the matter. 
 The question is vastly more complex. It involves the lives 
 and living of a whole community. Agriculture merely serves 
 as a center of community interest which may bring the school 
 closer to its life. If it can be shown that agriculture in the 
 public school reacts upon the community to its industrial im¬ 
 provement, so household arts, principles of personal hygiene 
 and sanitation, and other subjects that are fundamental to 
 good living, may be reflected upon the home in a similar way. 
 
 7 
 
Thus each connection between the school and home may bind 
 the two in a closer union to the advantage of both. “The real 
 needs of the people are not alone the arts by which they make 
 a living but the whole range of their customary activities. As 
 the home is the center of our civilization so the home subjects 
 should be the center of every school.” The teacher, therefore, 
 who is to make the greatest success of this work must have a 
 preparation including more than a knowledge of the princi¬ 
 ples of agriculture or any other subject. He needs to have in¬ 
 sight into current educational methods and tendencies in order 
 to organize his work and make the most of the social and in¬ 
 dustrial experiences of his pupils. He must know the school 
 administrative machinery of his own state. He should be 
 familiar also with the various steps in rural progress socially 
 as well as educationally in order to work with the community 
 for better living. And most important of all he must have an 
 abiding interest in all phases of rural life. 
 
 THE OHIO SITUATION. 
 
 Ohio has large agricultural interests. A considerable pro¬ 
 portion of its population are farmers. As in other states large 
 numbers of its rural schools are of the single room type, but 
 there is a growing tendency toward consolidation. 
 
 The organization of the State School System is based on the 
 township unit. In order to increase the efficiency of its sys¬ 
 tem a township may place its schools under the direction of a 
 township superintendent. There are at present over 600 town¬ 
 ships with this organization. Usually in each township sys¬ 
 tem there is either a village or consolidated high school. Often 
 the principal of this high school is also township superinten¬ 
 dent. The relation of the high school to the other school in¬ 
 terests of the township is further strengthened through the 
 elementary teachers and teachers in single room rural schools, 
 Most of these have had no further preparation for their work 
 than graduation from the rural high school. The rural high 
 school, therefore, is doubly important in its relation to rural 
 education: on the one hand through the adjustment of its 
 work in meeting the industrial needs of the community, and 
 on the other in giving its graduates, who are to teach, some 
 
 8 
 
preparation for carrying this work into the small elementary 
 schools. 
 
 There is a growing demand in the state for industrial 
 education in the rural schools, and considerable advance has 
 been made in some places. But Ohio is having the same dif¬ 
 ficulty that other states are having, viz., lack of teachers with 
 insight into the problem of rural education, and with sufficient 
 training to organize and develop industrial education suited 
 to the needs of the schools. The solution of the Ohio situ¬ 
 ation seems to be for the state to make special provision for 
 training teachers in rural industrial education for work as 
 township superintendents, and rural high school principals 
 and science teachers. With teachers having such training, 
 township school systems, both directly through the superin¬ 
 tendent, and indirectly through the graduates of the rural 
 high schools giving industrial training who become teachers, 
 may be organized to meet the present demands for rural in¬ 
 dustrial education. 
 
 For awhile the emphasis should be placed upon agriculture, 
 and household and manual arts. But gradually through the 
 reaction of these subjects upon the life of the community, as 
 has already been indicated, it may be possible for the school to 
 assume other community interests and co-operate in all that 
 concerns the community welfare. 
 
 9 
 
RURAL INDUSTRIAL EDUCATION IN THE OHIO 
 STATE NORMAL COLLEGE. 
 
 Organization. 
 
 It is the business of this College to train teachers for 
 effective work in the schools of the State. Its present or¬ 
 ganization provides two-year courses for elementary teach¬ 
 ers, for teachers in manual arts, for teachers in house¬ 
 hold arts, for teachers in music, and for teachers in rural 
 industries. 
 
 A few years ago the College provided for instruction in 
 agriculture by establishing a Department of Agricultural Edu¬ 
 cation. From the experience so far gained in the work it is 
 thought that the department may very properly increase its 
 contribution to the education of the state by enlarging the 
 scope of its work so as to include the whole subject of in¬ 
 dustrial education in rural schools. A course of two years is, 
 therefore, planned with agriculture as the major subject but to 
 include other lines of work scarcely less important as prepara¬ 
 tion of effective work in rural school systems. The needs of 
 the township superintendent, the principals and science teach¬ 
 ers of rural high schools have been especially considered in 
 offering this course. 
 
 Equipment. 
 
 As will be seen in the detailed outline of the course, the 
 work offered is in several departments of the University, each 
 of which is well equipped for the work it offers. 
 
 Since agriculture is the major subject, special mention 
 should be made of some of the provisions that are being made 
 for the work undertaken: a large, new, well-lighted laboratory 
 connected with a soil room and greenhouse; sufficient appa¬ 
 ratus and other laboratory equipment for the present needs of 
 the course; a. large school garden, including about 200 indi¬ 
 vidual children’s gardens and fifty observation plots of vari- 
 
 IO 
 
ous field crops; a corn-breeding plot in co-operation with the 
 Ohio State Agricultural Experiment Station; a sub-forestry 
 station of about thirty acres, also in co-operation with the 
 State Experiment Station; about 4,000 bulletins and circulars 
 on various phases of agriculture, including almost complete files 
 ot publications of the United States Department of Agriculture, 
 files and current publications of seventeen state experiment 
 stations, and other pamphlets on agricultural education from 
 agricultural colleges and other sources; all the most important 
 books on agricultural subjects. 
 
 DESCRIPTION OF COURSE. 
 
 Agricultural Education. Professor Davis and assistants. 
 
 14a. Plant Propagation.—Propagation and care of 
 plants based on principles of physiology of plant growth. 
 Noxious weeds. One lecture, three laboratory periods. 4. 
 
 14b. Soil.—Principles of soil fertility. One lecture, 
 one laboratory period. 2. 
 
 14c. Animal and Plant Improvement.—Biological prin¬ 
 ciples of animal and plant improvement. Laboratory 
 study of field crops. Two lectures, one laboratory 
 period. 3. 
 
 15a. Enemies of Cultivated Plants.—Common insects 
 of economic importance; plant diseases; protective meas¬ 
 ures. One lecture, two laboratory periods. 3. 
 
 15b. Animal Nutrition.—Animal physiology with spe¬ 
 cial reference to nutrition (rations and feeding). Two 
 lectures, one laboratory period. 3. 
 
 15c. Domestic Animals.—Classification of domestic 
 animals, history and development of various types.; stock 
 judging. Two lectures, one laboratory period. 3. 
 
 16a. Forestry. — Elementary study of forestry with 
 practical work in University Forestry Sub-Station. Two 
 lectures, one laboratory period. 3. 
 
 17c. Farm Mechanics.—Application of physics to farm 
 machinery. Three lecture periods. 3. 
 
 18a. School Methods.—Organization and adaptation of 
 various phases of agriculture in elementary and secondary 
 schools. Two lecture periods. 2. 
 
19 a, b, c. Rural Education.—Seminar work on various 
 problems and current practices in rural education. One 
 evening bi-weekly throughout year. 1-3. 
 
 Botany. Professor Fink. 
 
 2 b, c. Dendrology.—Structure of wood, winter aspect 
 of trees, taxonomic and economic study of trees. One 
 lecture and two laboratory periods. (Elementary Botany 
 prerequisite.) 3. 
 
 3 a, b, c. Mycology.—Study of fungi, including certain 
 economic aspects. One lecture and two laboratory peri¬ 
 ods. (Elementary Botany and good work in Botany 2 
 prerequisites.) 3. 
 
 Drawing. Professor Whitcomb, Miss Robinson and Miss Ross. 
 
 14a. Elementary Mechanical. — Freehand sketching, 
 freehand lettering, simple working drawings, tracing and 
 blue-printing. One lecture and five hours’ study and 
 drawing. 2. 
 
 18 b, c. Home Structure, Sanitation and Decoration.— 
 
 General principles of home construction; situation and 
 surroundings of the dwelling; soil and drainage; garden 
 and yard; home plans and specifications; water supply, 
 plumbing, sewers, garbage, heating, ventilation, sanitary 
 cleaning; principles of decoration. One lecture and three 
 hours’ drawing and study. 2. 
 
 Education. Professor Heckert and Professor Feeney. 
 
 11 a, b. Psychology and the Principles of Teaching.— 
 Elementary psychology as an introduction to study of 
 the principles of teaching; concrete applications of 
 psychological principles; observations in practice school 
 and reports on definite questions to be observed. 3. 
 
 11c. Principles of Teaching as Applied to the Recita¬ 
 tion.—Teacher’s aim, selection and organization of ma¬ 
 terials, questioning, devices, development of lesson, how 
 to study, etc. 3. 
 
 English. Assistant Professor Carter. 
 
 1 a, b, c. Composition and Rhetoric.—A thorough 
 study of the principles of correct expression considering 
 in order the use of words, sentences and paragraphs; 
 
 12 
 
practice in description, narration, exposition and argu¬ 
 mentation ; a brief consideration of poetics. 3. 
 
 Geography. Professor Hoke. 
 
 14 a, b, c. Physical Geography.—(a) Physiography of 
 the Lands. 3. (b) Climatology. 3. (c) Physiography 
 
 of the United States. 3. 
 
 Manual Training. Professor Whitcomb and assistants. 
 
 14 b, c. Woodworking.—Simple pieces of woodwork 
 and furniture made from working drawings and blue¬ 
 prints; tools, principles of joinery, forms of fastening\ 
 wood finishing, structure and properties and seasoning, 
 of wood; species of wood, North American forest and 
 forestry, including lumbering and saw-milling; building 
 construction; shop methods and care of shop. One lec¬ 
 ture and six hours’ shop work. 3. 
 
 15 a, b, c. Woodturning and Use of Power Machines. 
 —The lathe, turning tools, finishing and methods of fin¬ 
 ishing. A variety of woods and finishes are used. The 
 combination of lathe and bench work is introduced . Shop 
 machines are used by the students, and action investigated 
 and explained. Power shafting, and belting are also con¬ 
 sidered. One lecture and two hours’ shop work. 1. 
 
 20c. Theory and Practice of Teaching Manual Train¬ 
 ing.—Buildings, rooms, equipment, etc., for different kinds 
 of manual training and drawing, and to meet various 
 school conditions. 2. 
 
 Mathematics. Professor Feeney. 
 
 13a. Trigonometry.—The elements of trigonometry, 
 with especial reference to surveying. 3. 
 
 Physics. Professor Culler. 
 
 See Agricultural Education 17c. 3. 
 
 Physical Culture. Professor Stone. 
 
 Physical exercise under supervision of the Director. 
 Two hours per week for one year. 2-3. 
 
 School Administration. Professor Minnich. 
 
 12 c. School Organization and Management.—Discus¬ 
 sion of value of studies, distribution of material, adjust¬ 
 ment of time; selection of material and method of pre- 
 
 13 
 
sentation; relation of teacher to pupils, to the corps, to 
 the superintendent, to the patrons, to the State; discipline 
 and management of the school. 3. 
 
 Sociology. Professor Bedford. 
 
 3 b. Practical or Applied Sociology with Reference to 
 Rural Communities.—Social conditions in American Ag¬ 
 ricultural communities with a view to amelioration; Sta¬ 
 tistics of rural population; communication and travel; 
 social gatherings; organized movement among farmers; 
 country schools and churches. 3. 
 
 14 
 
Manual Training 15 ...,. 1 Sociology 3 . 3 School Administration 12 
 
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