New Ideals in Rural Schools — Context and Discussion

The Arithmetic Problem: Discipline vs. Utility

Betts devotes considerable attention to arithmetic, which he claims has dominated the elementary curriculum for over two hundred years. He notes that patrons of rural schools often consider it the most important subject after reading mechanics. However, he argues that the discipline justification has been undermined by modern psychology, which shows the folly of empty drill. Betts provides a specific critique: children can solve complex textbook problems with answers provided, but when given a practical problem from the farm or shop, they are unlikely to get a correct result. He estimates that half the time currently spent on arithmetic could be given to other subjects without loss to number ability. The excerpts do not reveal whether Betts offers a complete alternative curriculum, but his emphasis on practical application is clear.

Grammar and Language: Beyond Formal Rules

Betts similarly challenges the place of formal grammar in elementary grades. He states that grammatical relations are too complicated for young children and that studying them does not improve language efficiency. Instead, he advocates for reading, speaking, and writing under the guidance of a teacher who models good speech. Only simpler grammatical forms with immediate application to oral and written work should be taught. This position aligns with the progressive view that language instruction should be functional rather than analytical. The excerpts do not detail how Betts would restructure the entire language curriculum, but his criticism of wasted years on incomprehensible logical relations is pointed.

Social Organization and the Rural School Problem

The book's table of contents indicates chapters on the rural school's problem, social organization, curriculum, and teaching. The editor's introduction, by Henry Suzzallo, frames the work as part of a broader awakening to rural education needs, noting that local communities and states have long neglected rural schools. Suzzallo references Professor Cubberley's earlier monograph on state administration, suggesting Betts's contribution focuses more on the internal workings of the school—curriculum and teaching methods. The excerpts do not cover the social organization chapter, but the emphasis on practical reform and teacher modeling implies a belief that rural schools can improve through changed practices rather than solely through increased funding or legislation.

Readers should note that the excerpts come from the opening and curriculum chapters; the book also addresses social organization and teaching methods. Betts writes as a psychologist and educator, not a policymaker, and his arguments rely on then-current educational research. The catalog subject "Public schools" is accurate but broad; the text specifically targets rural schools and their unique challenges. Those interested in early progressive education reform will find concrete proposals and sharp critiques of established practices.