224 CHAPTERS IN RURAL PROGRESS 



rural classes. While these schools do not now 

 send out many teachers into rural schools, they 

 may do so under the system of centralized 

 schools; and in any event they furnish rural 

 school administrators, as well as instructors of 

 rural teachers. There seems to be a growing 

 sentiment which demands of the school and of 

 the teacher a closer touch with life as it is actually 

 lived. How can rural teachers learn to appre- 

 ciate the social function of the rural school, 

 except they be taught ? 



Nor is there any reason why the theological 

 seminaries, or at least the institutions that pre- 

 pare the men who become country clergymen, 

 should not cover some of the subjects suggested. 

 If the ambition of some people to see the country 

 church a social and intellectual center is to be 

 realized, the minister must know the rural prob- 

 lem broadly. The same arguments that impel 

 the city pastor to become somewhat familiar 

 with the economic, social, and civic questions of 

 the day hold with equal force when applied to 

 the necessary preparation for the rural ministry. 



The universities may be called upon to train 

 teachers and investigators in rural social science 

 for service in agricultural colleges, normal 

 schools, and theological seminaries. Moreover, 



