Show CULTURAL TRAINING IN OUR SCHOOLS the introduction of moie boic cultural training into the curriculum of the sevier district schools has baa an appeal that should reach every parent and school patron familiar with the aims of the program many pal parents ants felt this appeal when they witnessed demonstrations of some types of cultural training at an in institute of teachers held here saturday I 1 the list of all the items of the general life of of a people represents that whole which we call its culture yet speaking here of cultural training we refer more specifically to those arts which contribute to appreciation of beauty to social living and happiness arts that aid in the discipline and refining of the moral and intellectual nature speaking at the institute saturday the superintendent referred to them as arts by which one may catch the rhythm of life train the emotions and find greater joy and I 1 harmony in living arts to be 1 I 1 not for the sake of arts but because of their influence the truly cultured find and express understanding der standing and beauty where those not truly cultured express snobbery and find sordidness cultural training started at an early age becomes part of the grain of character if we can bring into our schools the greeks philosophy of activity and cultural training and yet retain in fact if not in form the intellectual tel advancement 0 of f t the h e schools of western europe adapting the whole to present economic and social needs americas schools may truly be called functional schools this is the broad aim expressed by the local superintendent one of the progressive educators of our state he who has true culture may lose worldly wealth and yet be rich but to achieve that culture practical means must be employed the extent to which cultural training and training by experience and activity to perform worthwhile tasks in the workaday work a day world can be conducted in our schools depends to a great extent on facilities at the command of the schools on the weight of the load the teachers carry and on broad associations ciati ons of students it is a question whether or not greater centralization may be necessary to achieve these ends the aim is worthy and should not be lost |