138 STATE BOARD OF AGRICULTURE. 



THE PREPARATION OF TEACHERS FOR RURAL SCHOOLS. 



BY PRES. J. L. SNYDER^ AGRICULTURAL COLLEGE. 



The rural school problem has received of late, thoughtful consideration 

 not only by our prominent educators, but by the thinking citizens of our 

 rural communities. Various phases of the problem have been presented 

 and discussed at this meeting. The old district system which has ren- 

 dered such valuable service in the past, seems to have outgrown its use- 

 fulness and must give way to something better. Why parley over "The 

 little red school house." If, like the grist mill, the carding mills and the 

 old postoffice it has fulfilled its mission, let it give way to a better system, 

 one which will better meet the educational needs of the country children. 

 While it is very important that we should have the best organization pos- 

 sible in order to carry on the administrative part of the educational 

 work, yet we all recognize the fact that much more depends upon the 

 teacher than upon the organization of the system. "As is the teacher so 

 is the school." This old saying was never more true than it is today 

 when applied to our rural schools. A thoroughly trained, wide-awake, 

 energetic teacher will conduct a good school anywhere, while the poorly- 

 trained, aimless sort of a teacher cannot do good work under the most 

 favorable conditions. What our country schools need most of all is 

 trained teachers. The teacher of the ungraded school, of all teachers, 

 should have thorough preparation for work. 



The teacher in the graded school can gain help from her principal or 

 superintendent. There is always some one ready to point out her short- 

 comings and suggest their remedies. She gains help and instruction from 

 her associates. The burden of maintaining discipline; except in her 

 immediate presence, is borne largely by others. In times of perplexities 

 and doubt, there is always some one to whom she can turn for advice; 

 but the country teacher is shut off from the rest of the world. She must 

 establish a miniature government in which she becomes the monarchial 

 head. She must be wise enough to make, interpret and execute all the 

 laws necessary for good, wholesome government. A little too much 

 freedom and the young American will over-ride authority, but if the reins 

 are too tightly drawn he will just as surely rebel. To govern wisely 

 requires mature judgment, and not a little tact and self-control. The 

 teacher of the ungraded school should be able to teach well all grades. 

 She must be able to do a great deal of work in a small amount of time. 

 She must work with freedom and dispatch, and must know her subjects 

 well and the best methods of presenting instruction to her pupils. All 

 these qualifications, and many more should she possess to handle success- 

 fully the little ungraded country school. 



It is to be regretted that only a few of the teachers of our rural schools 

 measure up to the qualifications just given. Many of them have had little 

 education, if any,,beyond the subjects they are actually required to teach. 

 Immature in years, without special training for the work, and with no 

 ambition nor expectation of following the work as a life calling, a large 

 percentage of them fail entirely to meet the responsibilities which they 



