up as naturally in the civically directed consolidated school as will vocational efficiency, or any other, when proper time and attention are devoted to it effectively.

E. Moral Efficiency.-Moral efficiency probably requires special attention in most schools, although the ideal is, perhaps, to gain morality by living morally and gaining the precepts incidentally in connection with ever-recurring moral problems. However, accurate ethical knowledge, habits, ideals, and appreciations are undoubtedly promoted very much by something more than incidental attention. As citizenship is acquired through careful, sequential education, so morality can and must be strengthened by moral education. Here the co-operative training and study for citizenship also plays into the hands of morality. Literature may be selected for reading, as shown in a later chapter, that tends to develop each of the great racial ideals necessary for the common life, the life of the present-day rural community, and for meeting the great temptations as well as opportunities in modern complex civilization. In some schools sequential courses in moral training, or moral instruction, have been successfully introduced. While there is danger of making little prigs and "goody-goodies" with poor teachers, yet with able supervision, carefully prepared curriculums, and a great deal of attention to texts, devices, methods, selections, and suggestions, much can be accomplished not now being attempted by either home, church, or school to raise the level of moral efficiency in the greater rural neighborhood. At present, considerable attention is being paid to moral instruction. The United States Morality Codes encouraged by the Bureau of Education will be of help in this movement, as are also the various texts devised for morning exercises and classroom instruction.

Without going into further detail, we can illustrate the method of keeping educational aims and the changes which 1 See Sharp, "Moral Instruction," Bobbs-Merrill Co.

can be made in children, physically and mentally, before one by the accompanying chart. At the left are the five great phases of social efficiency as aims of education, while at the right are some of the appropriate general changes to be produced in children in the direction of these efficiencies. The chart is largely self-evident after the preceding explanation. The essentials of the three R's, or tool subjects, are necessary, of course. Other classifications of both the aims and the changes are possible. At the left might be individual, civic, and vocational efficiency, and at the right the changes, physical and mental, the latter stated as changes in knowledge, skills, and feelings.

Avocational Physical changes Knowledge The habits and Ideals of recrea-The interests efficiency due to right of avoca

skills of avoca- tions and avo- and attitudes
tions and use cations
of avocations
of leisure

CHAPTER XIV

THE CURRICULUM OF THE CONSOLIDATED SCHOOL

(CONTINUED)

II. PROGRAMMES OF STUDY

The curriculum for the elementary school would contain subject-matter selected and arranged on the above principles, and would be selected from hygiene, physical training, play activities, elementary rural economics, agriculture, domestic science, home projects, gardening (except in regions where gardening is impossible or is being provided by outside agencies), farm arithmetic, simple English composition with emphasis on letter-writing, spelling of one or two thousand words most used in rural correspondence by children and adults, such few elements of grammar applied as really help children in improving oral and written composition, probably not to be taught at all as a separate subject but in close connection with composition and ordinary speech, the most usable and attractive phases of geography and history, elementary science for vital, vocational, and avocational efficiency, especially music, including particularly ability and delight in singing fifty or more of the great "community songs," such elements of drawing and fine art as can successfully compete for a place in the school and home lives of country boys and girls in competition with other subjects, civics, biography, reading, writing, thrift, good roads, rural sanitation, elementary ethics, farm carpentry, elementary blacksmithing and auto repair, methods of co-operation for community enterprises, life insurance, taxation, and other subjects, problems, and topics.

We can point to hardly any curriculum in the United States at the present time satisfactorily adapted to country boys and girls in consolidated rural schools. The courses

published for the rural schools (largely single-room schools) of Baltimore County, Maryland, are of the new order, but thoroughgoing courses worked out on the basis of a sound philosophy of education and the essential needs and problems of a country community educating its children in consolidated schools are yet to be developed. Here is a great opportunity for an organization of consolidated-school principals of various States. A curriculum for the rural elementary and high school properly developed would make a large volume, and must be created by years of study, adaptation, and experimentation, leaving much opportunity, of course, for local initiative, adjustment, and modification.

The elementary-school curriculum would necessarily have to be organized with reference to the high-school curriculum, especially since the two schools are usually in one building in the consolidated school. In this, the plan resembles the Gary system, in which pupils go to the same building for twelve years if they graduate from high school, and in which teachers teach more by departments of work, caring for both elementary and high-school pupils, than by strict horizontal divisions, including certain years. In fact, many of the important and best features of the Gary system fit in well with the consolidated rural school. We should, then, expect most of the work in the consolidated school to be departmental, thus making provision for individual differences and for specialization by teachers. The ordinary country-school teacher is so overburdened with a great number of subjects to teach that she can become highly efficient in none. Yet the rural teacher, because of insufficient normal-school and other preparation, needs such opportunity most.

The entire curriculum could be organized into four cycles of three grades, or years, each: primary, upper, junior high, and senior high. Probably all but the first three grades should be placed on the departmental plan, by which, as suggested, each teacher teaches one or more subjects to