338 RURAL SOCIOLOGY 



fourth, the constant, though not often consciously realized, tui- 

 tion of nature. 



The chief elements of efficiency now absent from the rural 

 schools are: first, conscious integration of the work by teachers 

 and pupils ; second, the best physical and mechanical accessories ; 

 third, due appreciation of the value of education by many par- 

 ents and pupils; fourth, adequately qualified and efficiently di- 

 rected teachers. 



The unexhausted resources of the rural schools are: first, an 

 equalized and proportionate use of local and state funds; sec- 

 ond, a comparatively well trained and experienced staff of teach- 

 ers, well led and themselves capable of leadership ; third, a con- 

 sciously intelligent interpretation of nature; fourth, the im- 

 petus of Awakened community consciousness. 



The state cannot afford supinely or ignorantly to neglect fully 

 to develop the unexhausted resources of the public schools. It 

 is true that the rural schools are less well cared for to-day than 

 the urban schools. It is historically true that the country bred 

 citizen has been the nation's most valuable human asset. He has 

 had a longer childhood and youth. He has come to maturity 

 with a greater potential of nervous energy. He has, by constant 

 association in work and play, absorbed the wisdom of the parent 

 generation. Nature has had him largely to herself, and 



"Whenever the way seemed long, 



Or liis heart began to fail, 

 She sang a more wonderful song, 

 And told a more marvelous tale." 



President Roosevelt said, "The small farm worked by the 

 owner has been the best place to breed leaders for both city and 

 country." 



The conservation of that wholesome country life which pro- 

 duces the greatest human excellence, is the first public considera- 

 tion. The rural school is the most peculiarly public institution 

 in country life. It is the shortest cut to planned public par- 

 ticipation in rural progress. The rural school teacher is the 

 largest factor in the problem. The teacher is the publicly ap- 

 pointed executive partner of the parent generation, of nature, 

 and of God. The small community integrates the elemental 



