adopted the plan, and in 1914 at a convention held under the auspices of the State superintendent a plan was adopted for State-wide school

FIG. 44.-The Oregon education exhibit. The model in the foreground illustrates "standard" school. Unusually attractive colored pictures showed typical activities of Oregon rural schools.

a

FIG. 45.-Model of Oregon standardized one-teacher school.

standardization. The standards are to be raised year by year, so that there shall be no stagnation.

Schoolhouse.-Properly lighted.
Flag.-Must be flying, weather permitting.

The following is a list of requirements for 1914–15:

ment; window boards or some other approved method of ventilating. Heating and ventilating.-Jacketed stove properly situated, minimum require

and placed; suitable blackboards; window shades in good condition. Equipment.-Teacher's desk and chair; desks for pupils properly adapted

FIG. 46.-The significance of the standard school: The plan in Oregon.

Rooms.-Attractive at all times.

apparatus. Walks, if necessary. Grounds. To be clean, free from paper, etc. At least three features of play Standard picture.-One new one, unless three are already in the room, framed.

and individual drinking cups; individual, family, or paper towels.

Outbuildings.-At least two good ones, to be sanitary at all times and free

Sanitation.-Pure drinking water; either drinking fountain or covered tank

from marks.

FIG. 47.-Illustrative of the Oregon industrial clubs.

Teacher.-Must maintain good order at all times; supervise the playground; have her work well prepared; follow State course of study; take at least one educational journal; have program posted in room; keep register in good condition; be neat in attire.

Library.-Good selection of books from State list. Case for the books. Books kept upright, in good condition, and recorded according to rules specified by Oregon State Library and required by law.

Attendance.-Average 92 per cent for year and not to exceed 2 per cent in tardiness for year.

Length of term.-Not less than eight months of school each year.

Mr. J. A. Churchill, superintendent of public instruction, has stated the purpose of the Oregon plan of school standardization briefly in the following language:

A standard to which each rural district must bring its school, a measuring rod whereby the farmer may be convinced that he has not as a rule been pro

viding house and grounds equal to those for his cattle and horses, that he has not been demanding the same grade of efficiency of the rural teacher as he has of his hired hands, this is the plan which is making the work of the rural school in Oregon effective. It was begun in Polk County some five years ago.

Boys' and girls' industrial club work. This well-known form of agricultural education in Oregon is noteworthy, because the State has avoided the fundamental difficulty with which similar clubs have met in some sections, by centering the organization in the State department of education, thereby making it an important phase of school education, instead of allowing purely industrial agencies to direct its organization. Of equal importance is the fact that the

group of boys and girls in every section of the State, who are going to revolutionize country life in this State and make the farm home the most delightful place to live.

The work of organization is done by the State department of education through two assistants, who devote all their time to organizing

industrial clubs of Oregon are organized so successfully that they are already becoming the means of vitalizing the work of the small schools. Says State Supt. J. A. Churchill:

Through these clubs, the standard school plan, and the playground movement the rural schools of Oregon are developing a happy, healthy, efficient