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Show ----- - j I 113 "'-'r "r' mi iMisii I' Pill U 1131$ fell 1 I 1&JJ1 : The above drawing- represents the proposed new $25,000. school building to be built in . Delta the coming summer. How does this look to you kidlets after occupying the excuse for a school building for so long. We are indebted to Architect, R. L. Ashby, the designer, of American Fork for the drawing of the sutline. The Possibility of Industrial Education in the Millard County Schools Each .boy completing ten of these projects is allowed as much credit as he would receive for a thirty minute class recitation. All work is not confined to boys. There are sewing, baking, canning and flower club projects pro-jects for the girls. In the future domestic science and manual training will be introduced in-troduced in Millard County Schools. "The Public School Teachers mission is to make a great common com-mon people." "Practice without process signifies little." A. S. Workman of Delta, Ut., also gave a short talk in which he emphasized the importance of educating the heart as well as the head and hands. Music lovers who failed to come out to the Schubert Symphony Symp-hony Club entertainment missed one of the greatest musical treats ever given in our city. While those who came out expected to hear something good it was even beyond their expectations. There was a poor house out and it did not pay the guarantee put up for their appearance. The 'audience showed very clearly their appreciation apprec-iation of the talent displayed, and it is certain that if they ever condescend to come this way again they will entertain an audience aud-ience of great deal larger proportions. i- The Parent-Teachers' Association Associa-tion of Leamington, Utah, was il honored at ' its last meeting, s which was held Sunday after-e after-e noon February 6, 1916, by hav-a hav-a ing Millard County Superintend-d Superintend-d ent, Dean F. Peterson deliver e an address on "The Possibility n of Industrial Education in the Millard County Schools". The n following is a brief summary of d his address: d Industrial Education is a new thing in District and High Schools. Since it is new it needs more introduction than an older ' form of education would need. Back in early colonial days y and we might say fifty or sixty years ago, the people had a new a country to combat and new 0 homes to make. In the colonial r days they had Indians to fight ' and homes to make in addition 7 to providing the daily necessities j of the home. Therefore they had little time to devote to edu-lS edu-lS cation. As there was little com-e com-e munication between towns and cities education was not needed. ir During the early part of the nineteenth century, conditions f changed. We became more de- pendent on other nations. At the time of the "Embargo Act" 1 America found herself seriously J ; handicapped. It was hard for England to manufacture her own needs. Consequently America had to depend more on herself. ;; About this time steamships were " invented, railroads connected ; 1 settlements, and much new ; machinery was invented. This 3 3 was the beginning of the "New 33 Industrial Era". Cities were growing, immigration increasing 3 3 to cities where opportunities were greatest to cities where mauufactures were growing up. ' Population in the cities made " new division of labor. One man having only one little "job" tc " do. Then, man had more leisure " time. What was "to be done with this leisure time? With the " introduction of the telegraph and railroad, man must be able to communicate more intelligent' :: iy- 31 Consequently the schools were called upon to attend to the leis- ure time. But as there were ! tuition and books to be boughl 1 only the wealthy children receiv ed an education. In early days to receive a knowledge know-ledge of the reading, writing, and arithmetic was to receive an education. Today they are simply sim-ply the tools by which an education educa-tion may be obtained. As time went on formal descip-line descip-line grew in the school. Up to the beginning of the twentieth century algebra and geometry were taught to discipline the student stu-dent and to develop the reasoning reason-ing powers. The schools of today are weak because they do not fit pupils for life. They send out boys and girls whose hands are uneducated uneducat-ed and who can-, neither add rapidly rap-idly or use corrcM-t English. The school should be a time saver for the child. Conditions are changjng. Instead of wanting want-ing -cultural t Wngs we want practical things. Today we want a man v.'hvo can do somethingone some-thingone who can usehis head, heart and hands. Now we live in a time called the "Industrial Age". What can our sehoois do to meet the new condition? First the child must obtain tools. Just as the carpenter most have tools to build a house, somuat the boy or girl have a knowledge of reading read-ing writing and arithmetic to begin bis education. These he should get in the lowt-r grades io as to have the m to uiie in the upper grades. It is the dutv of the schools to icnake better citizens. citi-zens. In order to be a good citizen, cit-izen, a man must be active. He must support his family well, Therefore he musrt be able tc work efficiently. What can the sehoois of Millard Mil-lard county do to train pupils tc ' work Ticemtly? As the majori ty of the pupils will .remain ir the county and be' farmers thej i j must have a knowledge of agri i: culture. Before; a gre.at man; ; ' years the pupils will receive thi i ! fundmentals or tools of educatioi : during the first six years of thei li school life in which to prepar ; : them for life. In order to do this the schoc must have the co-ope ration of th ; parents. The children shoul have home work to d o in connec ? tinn with the school. i The Agricultural College o - Logan has outlined twfnty-si projects for boy's ! Jine worl |