tion of the curriculum to efficiency in education, and shows the reorganization necessary in the rural-school course of study. Because the teacher is the central factor in the school, almost one-fourth of the chapters are given over to every-day problems that confront the teacher in the schoolroom. Consolidation is looked upon as the most important single factor in improving rural education, hence this subject is accorded detailed and extensive consideration. The administration of rural schools, including forms of supervision, financial support and social points of contact with the community, is fully treated. Schoolhouses and their equipment, the care of school buildings and the preparation and equipment of school playgrounds are discussed. The responsibility of the rural school for the health of its pupils and community is recognized. Finally, the outlook for rural education is examined in the light of present tendencies and opportunities, and the teacher's part defined in the movement for better rural schools.

GEORGE HERBERT BETTS,

Mount Vernon, Iowa.`

OTIS EARLE HALL,

Crawfordsville, Indiana.

PART I

THE DEMAND FOR BETTER RURAL SCHOOLS

I THE NEW OUTLOOK.....

1

The rural school an important factor in American education-
Early school conditions-The social side of old-time schools-
Environment of pioneer schools-Changes in industrial condi-
tions-New standards demanded in schools-New standards in
agriculture Farm children's need of education-Can the rural
school meet its demands-Rural and town schools compared-
Present status of rural schools-Inadequate to the needs of
rural life-The farmer can support better schools-The oppor-
tunity of the rural school-Encouraging signs.

II THE CALL FOR EFFICIENCY..

16

Efficiency the demand of the age-Difficulty in measuring
school efficiency-Drawing power a measure of efficiency-Rural
school fails to draw and hold pupils-Influence of teacher in
holding pupils-Rural-school year short-Attendance year

shorter-Results of short-time attendance-The waste of time
through poor attendance-The type of education as a measure
of efficiency-Duty of the rural school to its patrons-The rural
school and better farming-Education in agriculture through
rural schools-The rural school and public health-Teaching of
hygiene in rural schools-Loyalty as a measure of efficiency-
Support ready when returns are assured-The rural school as
a social center-Changes demanded by new ideals.

PART II

THE CURRICULUM OF THE RURAL SCHOOL

III THE OLD CURRICULUM..

43

Need of a broader and richer curriculum-Mere literacy no
longer a test-Things that should be known by rural boys and
girls-Vital subjects lacking in rural schools-Old standards
still prevail in many schools-Studies not related to life-Use-
less versus useful knowledge-Time wasted upon senseless drill
on useless matter-Curriculum still meager and narrow-In-

dustrial training in old-time home-Old-time training in domes-
tic science The boy and the old home workshop-Industrial
changes in the modern home-The school must take over func-
tions lost from home-The school must train the hand-Manual
training, agriculture and domestic science to be added-Music
and art to have a place-View-point of the old subjects to be
changed-Changes in teaching reading, arithmetic and other
subjects-How time is to be secured for new subjects.

IV THE REORGANIZED CURRICULUM..

... 60
The new curriculum not to neglect fundamental subjects—
Point of emphasis to be changed-School interests related to
home interests-Core of new curriculum-Plan of new curricu-
lum-Vocational subjects alone not enough-Difference between
old and new curricula-Stupefying effects of old method-The
new curriculum connects with home activities-Reading, language
and number related to concrete subjects-Teaching of the fun-
damentals vitalized-Not discipline but efficiency the aim—
Nature study the child's starting-point-Geography and agri-
culture have foundation in nature study-Home economics be-
gun in the elementary school-Habits and hygiene of first
importance-Manual training a part of the curriculum-Teaching
of music and art-History to deal with life of people-Im-
portance of concrete civics.

Rapid growth of rural-school curriculum-Danger of over-
working teacher and pupil-Principles underlying revision of
curriculum-The principle of correlation-What is correlation-
Correlation stimulates interest-Correlation must be natural-
Immediate interests the natural basis of correlation-Saving
time through correlation-Correlation leads to efficiency-Cor-
relation with basis of nature study-Points of contact reached
through nature study-A lesson on birds-Correlation with ag-
riculture as a basis-Agriculture and arithmetic-Correlation
with a basis of home economics-Geography and correlation—
Correlation requires expert teaching.

VI VOCATIONAL TRAINING

93

Rural children dropping out of school too early-Remedy lies
in vitalizing school-Difference in attitude of rural and city

child-Growth of vocational education-Responsibility of rural

school for vocational education-Rural school equal to the

task-Vocational studies must be practical-Rural-school limita-

tions in vocational training-Possibilities of one-room school-

Community cooperation-"Home project" work-Types of home

projects-The Massachusetts plan-Success attained-Home proj-

ects without supervision-The Oregon plan-The agricultural-

club movement-Department of Agriculture and clubs-Success

of club movement-Club prize winners-Reflex influence on

schools-Influence on pupils-Response to "special" schools-All

rural schools to be vocational.

PART III

THE TEACHER AND THE RURAL SCHOOL

VII THE SPIRIT OF THE TEACHER.

115

The teacher chief factor in the school-Power to hinder or

promote progress-The teacher must embody educational ideal-
The spirit of the teacher-A teacher with the wrong attitude-
Results accomplished by a devoted teacher-Difficult problems
to be met-Meeting the "dare" of hard conditions-Rural school
no place for half-hearted work-What enthusiasm can accom-
plish-The teacher who feels above his work-An example of
helpfulness-The reward of helpfulness-The teacher's attitude
toward his people-A cure for impatience with the humdrum—
Elementary grades the most important-Demand for choice
qualities in rural teacher-The teacher's view of his vocation.

VIII SCHOLASTIC PREPARATION.....

... 131

Need of scholastic preparation-The teacher must embody

the truth he teaches-The blind attempting to lead the blind—
The cost of ignorance-New demands upon teachers-A worthy
example-Opportunities open to teachers-A high-school edu-
cation the minimum-Scholastic requirements no hardship.

IX PROFESSIONAL TRAINING.....

140

Recent demand for professional training-Example of lack

of professional training-Teaching an art-Growth of normal
training-The function of the normal school-Need for obser-