Abstract
ONE is always being reminded afresh of the essential solidarity of the thought of civilised man; no movement seems to begin with one man or in one place; the tide rises, and though this or that first receives the impulse and takes credit for being the creator, yet the wave has already reached many a distant creek and inlet. In two or three years the idea of giving an agricultural colouring to the work of the rural elementary schools of England has been getting itself translated into codes and circulars and syllabuses; the Agricultural Education Committee gave the needful push, but if anything else were wanted to prove that it only supplied the “starter” to a medium already prepared to react, it would be a consideration of the work done in the same direction in France, as set out in the report before us. And the United States, our Australian Colonies and Canada, to name no more cases, would all report similarly—their educators have begun to realise that primary education has beer systematised on bookish and artificial lines, which can nowhere be more pernicious or more easily avoided than in the purely country school, with trees and fields around it.
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References
Vol. vii. of “Special Reports on Educational Subjects,” published by the Board of Education.
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H., A. Rural Education in France 1 . Nature 66, 225–226 (1902). https://doi.org/10.1038/066225a0
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DOI: https://doi.org/10.1038/066225a0