Questions and Exercises

  1. What is meant by the “socialized recitation” as the term is here used?
  2. Define separately the word “socialized” as used in this connection.
  3. What are the teacher’s functions in such a recitation?
  4. What are the teacher’s functions in the traditional recitation?
  5. Compare the kinds of knowledge required of a teacher in connection with the two types of recitations.
  6. Suggest a method of proceeding in a socialized recitation and show the advantages of the method.
  7. Give some of the reasons why the socialized recitation enhances interest.
  8. What is the essence of the “gang spirit”?
  9. Compare the character and extent of the individual’s responsibility in the two types of recitations.
  10. In what other ways is the socialized recitation likely to produce better reactions?
  11. Some one says that the convention style of recitation will not do, because a few do all of the work. From your experience or observation do you find this true? If so, is this condition peculiar to that type of recitation? Suggest methods of counteracting this tendency in the socialized class. Would these prove effective in a class taught in the ordinary way?
  12. Is one likely to overestimate the value of one’s possessions, mental or physical? Are the pupils (and perhaps the teacher) likely to overestimate what is done in the socialized recitation? What things may offset this tendency?
  13. Compare the socialized recitation with a debate.
  14. Compare it with an ordinary discussion or argument.
  15. Show just why the results of the socialized recitation are likely to be permanent.
  16. How does socialized class work affect the home and society?
  17. Though school is a preparation for life, it, at the same time, is life. Show that the socialized recitation presupposes this truth.
  18. Compare the value of the assignment of a history lesson in the manner described in the notes quoted with the value of an ordinary assignment.
  19. Describe at least one other socialized recitation.
  20. Compare socialized work as described in Scott’s Social Education (C. A. Scott, Ginn & Co., 1908) with the socialized recitation here described, as to (a) aim, (b) method, (c) results.
  21. “Lessons require two kinds of industry, the private individual industry and the social industry or class work.” Is this true? If so, what sort of recitation-lesson will stimulate each kind?

CHAPTER XVI

AGRICULTURE

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Agriculture a typical study.—In the vitalized school the subject of agriculture is typical and may profitably be elaborated somewhat by way of illustrating the relation of a subject to school procedure. From whatever angle we approach the subject of agriculture we find it inextricably connected with human life. This fact alone gives to it the rank of first importance. Its present prominence as a school study is conclusive evidence that those who are charged with the responsibility of administering the schools are becoming conscious of the need for vitalizing them. Time was when arithmetic was regarded as the most practical subject in the school and, therefore, it was given precedence over all others. History, grammar, and geography were relegated to secondary rank, and agriculture was not even thought of as a school study. But as population increased and the problem of providing food began to loom large in the public consciousness, the subject of agriculture assumed an importance that rendered it worthy a place in the school curriculum. It is a high tribute to the school that whenever any subject takes hold of the public mind the school is thought of at once as the best agency for promulgating that subject. The subjects of temperance and military training aptly illustrate this statement of fact.

Its rapid development.—So soon, therefore, as the subject of agriculture became prominent in the public consciousness there ensued a speedy development of colleges and schools of agriculture for the training of teachers. This movement was prophetic of the plan and purpose to incorporate this study in the school régime. And this prophecy has been fulfilled, for the school now looks upon agriculture as a basic study. True, we are as yet only feeling our way, and that for the very good reason that the magnitude of the subject bewilders us. We have written many textbooks on the subject that were soon supplemented by better ones. The more the subject is studied, the more we appreciate its far-reaching ramifications. We find it attaching itself to many other subjects to which it seemed to have but remote relation in the earlier stages of our study. In brief, we are now on the borderland of a realization of the fact that agriculture is as broad as life and, therefore, must embrace many other studies that have a close relation to life.

Relation to geology and other sciences.—In the beginning, geology and agriculture seemed far apart, but our closer study of agriculture has revealed the fact that they are intimately related. It remained for agriculture to lay the right emphasis upon geology. The study of the composition and nature of the soil carried us at once to a study of its origin and we found ourselves at the very door of geology. When we began to inquire how the soil came to be where it is and what it is, we found ourselves yearning for new and clearer lines of demarcation in science, for we could scarcely distinguish between geology and physiography. We soon traced our alluvial plains back to their upland origin, and then we were compelled to explain their migration. This led us inevitably into the realm of meteorology, for, if we omit meteorology, the chain is broken and we lose our way in our search for the explanation we need. But having availed ourselves of the aid of meteorology, we have a story that is full of marvelous interest—the great story of the evolution of the cornfield. In this story we find many alluring details of evaporation, air movements, precipitation, erosion, and the attraction of gravitation. But in all this we are but lingering in the anteroom of agriculture.