owville High School to the students
who have gone out of its class-rooms and class excursions, stronger in
body and more alert of mind. No less remarkable has been its service to
the community. At the suggestion of the school authorities acting in
co-operation with the Grange, the State, and several other agencies,
Lowville has secured an agricultural specialist, whose business it is to
travel through the countryside, advising farmers, discussing their
problems and suggesting better methods of operating the farms, or of
experimenting in new directions. Each winter for one week, a school for
adults is held, with courses in agriculture for the men and courses in
domestic science for the women. The teachers,--experts from the Cornell
School of Agriculture,--are exceptionally well prepared to deal with the
problems of New York State farmers.

Higher education at Lowville is education for everyone in Lowville and
vicinity who wants it. With one eye on community needs and the other on
the best means of supplying them, the Lowville Academy is giving to the
citizens of Lowville a twentieth century higher education.

FOOTNOTES:

[Footnote 20: Much of the material in this chapter appeared
originally in the Journal of Education.]

CHAPTER VII

A GREAT CITY SCHOOL SYSTEM[21]

I "Co-operation" and "Progressivism"

If any two words in the English language can express the spirit of the
Cincinnati schools, they are "co-operation" and "progressivism." The
people of Cincinnati, high and low, have banded themselves together in
an endeavor to make good schools. Cincinnati schools are not a monument
to any individual or group of individuals, rather they are the handiwork
of the citizenship. In their eagerness for educational progress, the
people are not hypnotized by every cry of "lo here! lo there!" nor do
they live in terror of new educational ideas. Their one aim, the
education of Cincinnati's children, takes precedence over every other
consideration. Perhaps that fact explains both the co-operation and the
progressivism.

Co-operation in the educational work of Cincinnati has been developed to
a remarkable degree. "There is not a civic society in the whole town
which is not working with the schools," says former Superintendent Dyer.
Mr. Dyer might have left out the word "civic" and still have been very
close to the truth.

Mr. Frederick A. Geier, a leader among the manufacturers who have made
possible the "h