Rural schools can and must accomplish these things

this is a futile and senseless argument, For cost is, after all, relative to returns; and there is no manner of doubt but that if twice as much money were invested in rural education as is now done, the additional money, if wisely spent, would be returned to the community in dollars and cents, with a hundred fold of interest added. The farmers could abundantly afford to pay for better schools as a business investment, did they care nothing for the education of their children. It has been estimated by competent authority that the railroads could easily pay for an entire system of excellent rural schools out of the added traffic that would result if these schools were made thoroughly agricultural and industrial; and also that the group of manufacturers selling products used on the farm, or the group of merchants dependent on farm trade could afford to support an efficient system of rural schools for the additional business growing out of the greater prosperity of farmers under such educational conditions.

True, none of these financial interests is likely to undertake the support of the rural schools; nor do we Rural schools a want them to. But the facts go to good investment show that our greatest problem in reorganizing the rural schools is not one of money. Better rural schools are one of the best possible economic investments; and there is always money available for a good investment. Further, the recent tendency toward state aid for rural schools bids fair so to equalize the burden of their support that none need suffer from additional expense. The really great problem now confronting us is a social problem-that of arousing the constituency of the rural schools, showing them the opportuni

ties and possibilities that lie just ahead, and guiding in a wise movement for better conditions. We need to wage a campaign of education for better rural schools. Let us next consider some of the means by which these results may be accomplished.

FOR TEACHERS' DISCUSSION AND STUDY

I. What do you feel is the future of the rural schools in your region? Will they develop to match the best of the rural schools described in the text, or remain for a time on a low plane of efficiency? If the latter, what factors are lacking to insure progress?

2. Do you believe that rural education in general can ever be made to approximate or equal town or city education? If not, what will be the ultimate effect on the farming industry?

3. Do you think the chapter overemphasizes the influence of rural education on the country-life movement? What is the country-life movement? What forces are back of it? What is its object? When did it start?

4. What does your state require in the way of medical inspection in schools? Do you think medical inspection is practicable in rural schools? Where is it needed most, in town or country schools?

5. What are the great national agencies now at work seeking to improve the conditions of rural life and education? How much do you know of their work?

6. Would you be able to prove to farmers that more money wisely invested in rural education would yield large financial returns?

CHAPTER XXX

PRESENT OPPORTUNITIES

None can doubt that the movement for better rural schools is well begun, and the outlook for the future full of promise. Yet the present has its pressing duties and opportunities. For no great cause is won in a day, nor are customs and standards that have prevailed for a century dropped in a moment. Great movements and deep-seated reforms never come by chance. They are always produced by adequate causes,-by forces that are consciously set in motion and carefully administered. There is still a great amount of social inertia to overcome, and of ignorance and selfishness to be removed, before rural education will come fully into its own.

Indifference to educational needs and advantages is still the rule in many communities. Prejudice yet obtains in hundreds of districts not only against the consolidation of schools, but against all proposed improve

ments.

These conditions must be wisely and courageously met. They can not be overcome by fine theories, nor by the appointment of educational commisNeed of wise action sions. The passing of wise laws and adopting of helpful resolutions may be a step in the right direction, but without the winning of the people most concerned, all these things will prove futile and fruitless. The reformation now being sought in rural education will

require hand-to-hand work, and almost a house-to-house canvass to instruct, inform, convince and convert. A doubter must be persuaded here and a skeptic won over there; the stingy man must be stirred into seeing greater value in his children and their future than in his stock and his farm. Now an obstacle will need to be removed from the way of progress, and again enthusiasm will have to be created and maintained. Movements already started must be cherished; projects that advance but slowly must be hastened, steps taken in wrong directions checked, and every phase of the situation watched with the greatest wisdom and care.

This is to say that every agency now interested in the upbuilding of rural life and the better education of rural youth must keep devotedly at work; All forces needed for the advance has only begun. There is hardly a stage of the rural-school progress that is not still in its infancy. Except in rare instances, rural schools are yet far behind urban schools, and with the best that can be done, they will remain so in many parts of the country for years to come.

Many discouragements will be met by those seeking to advance rural education. School patrons will still often remain blind to the best interests of themselves and their children. Men who ought to be the most ardent promoters of consolidation and the reorganized curriculum will stand in its way. Those who ought to demand better teachers and offer better pay will do neither. Legislatures that should provide every opportunity for the betterment of the rural schools will now and then fail in their duty. Teachers who, because of their relation to the problem, might be the natural leaders in the new movement will in some instances fail to compre

hend its significance, and in others will consider it not worth while to employ the efforts required for its promotion. Mistakes that have already been made in the erection of unsuitable buildings or in locating them in wrong positions will have to be rectified. Inadequate curricula will need be enriched and reorganized. Faulty laws bearing on the preparation and compensation of teachers must be repealed and better ones passed in their place. In short, the whole field of rural education needs to be surveyed with the greatest wisdom and care, and some atonement made for past neglect through the rapidity and certainty of future progress.

One of the gravest dangers bearing on rural school reorganization is that many who ought to be leaders in Dangers from the movement will become disheartdiscouragement ened and give up the work as hopeless. One superintendent recently confessed that he was discouraged over the outlook for consolidation and had given up all attempts to bring it about. Another admitted that he feared the uncertainty of tenure in his office if he advertised the matter of rural-school improvement, and was hence keeping quiet on the subject. In both of these instances, however, adjoining counties had made splendid progress under the leadership of enthusiastic, wise and daring superintendents. There is no place in the struggle that is now on for faint-heartedness, or lack of faith. The "quitter" is not only a dead load; he is an enemy to progress, for his pessimism is contagious.

A second danger is that other workers who have seen necessary reforms well started in their community may think that all is accomplished and cease their vigilance and activity. This attitude will be sure to mean re

Dangers from taking success for granted