PUFFER: _The Boy and His Gang._

_Boy Scout Handbook; Handbook for Scout Masters._

_The Book of the Campfire Girls._

STERN: _Neighborhood Entertainments._

CUBBERLEY: _Rural Life and Education_, pages 117-126.

CHAPTER XVII

RURAL INSt.i.tUTIONS

121. =The Complexity of Social Life.=--Closely allied to the agencies of recreation are the inst.i.tutions that promote sociability and incidentally provide means of culture. It is not possible to separate social life into compartments and designate an inst.i.tution as purely recreational or cultural or religious. There is a blending of interests and of functions in such an organization as the grange or the church, as there is in one individual or group a variety of interests and activities. The whole social system is complex, interwoven with a mult.i.tude of separate strands of personal desires and prejudices, group clannishness and conservatism, rival inst.i.tutions developing friction and continually compelled to find new adjustments. Society in constantly in motion like the sea, its units continually striking against one another in perpetual conflict, and as continually melting into the harmony of a mighty wave breaking against the sh.o.r.e and forming anew to repeat the process. The difference is that social life is on an upward plane, its activities are not mere repet.i.tions of a process, but they result in definite achievement, which in the process of centuries becomes an acc.u.mulated a.s.set for the race. The most lasting achievements are the social inst.i.tutions.

122. =The Village and the Country Store.=--Of all the social inst.i.tutions of the rural community, the most important is the village itself. There scattered homesteads find their common centre of attraction; there houses are located nearer together and the spirit of neighborliness develops; there tradesmen and professional persons make their homes and at the same time diversify interests and provide for the wants of the community. The school and the church are often located in the open country, but the village forms the nucleus of social intercourse and there are most of the inst.i.tutions of the community.

The most primitive among these inst.i.tutions is the country store. It has economic, social, and educational functions. It supplies goods that cannot be produced in the community, it serves as a mercantile exchange for local produce. It helps to remove the necessity of home manufacture of many articles. On occasion it may include an agency for insurance or real estate; it is frequently the village post-office; it contains the public bulletin-board; often the proprietor undertakes to perform the banking function to the extent of cashing checks. Socially the store serves a useful purpose, for it is the centre to which all the inhabitants come, and from which radiate lines of communication all over the neighborhood. It is a clearing-house for news and gossip, and takes the place of a local press. It was formerly, and to some extent is still, the social club of the men of the community during the long winter evenings. As such it performed in the past an educational function. Boxes, firkins, bales of goods, superannuated chairs, and the end of a counter const.i.tuted the sittings, and men of all ages occupied them, as they listened to harangues and joined in the discussions. The group const.i.tuted the forum of democracy, where politics were frequently on debate, where public opinion was formed, where conservatism and progressivism fought their battles before they tested conclusions at the ballot-box, where science and religion entered the lists, where local interests were threshed out in the absence of more general excitement and crops and agricultural methods filled in the pauses. In recent years the store circle has degenerated. The better cla.s.s of habitual members has organized its lodges or found satisfaction in the grange, while the hangers-on at the store, barber-shop, or other loafing-place indulge in small talk on matters of no real concern.

123. =The Sewing Circle.=--What the country store has done for the men as a means of communication and stimulus, the ladies' aid society or church sewing circle has done for the women. Its opportunities are less frequent, but it provides an outlet for ideas and opinions that without it cannot easily find expression. At the same time it provides active occupation for a good cause, which is more than can be said of the men's forum. When it adds to its exercises a supper to which the other s.e.x is admitted, it performs a yet wider social service.

124. =The Grange.=--The grange is an inst.i.tution that includes both s.e.xes and combines the interests of young people with those of their elders. Its primary purpose was to consolidate the common interests of a farming community and to stimulate economic prosperity, but it has included several social features, and in many localities exists merely for social purposes. It is an inst.i.tution that is well adapted to become a social and educational centre for the rural community. When the child has advanced from the home to the school and, graduating from school, has entered into the adult life of the community, the grange serves as a training-school for civic service. In the grange-room, in company with his like-minded parents and friends in the community, he learns how to hold his own in debate in parliamentary fashion, he discusses improved agriculture and listens to lectures from masters of the science, he gains literary and historical knowledge, and from time to time he partic.i.p.ates in the social diversions that take place under grange auspices. Music enlivens the meetings, and occasionally a feast is spread or an entertainment elaborated. The Farmers' Union is a similar organization, originating in the South in 1902.

Such rural interests as these have come into existence spontaneously and continue to provide social centres of community life because other inst.i.tutions do not satisfy. The home, the school, and the church are often spoken of as the essential inst.i.tutions of the American community, but they do not at best perform all the functions of neighborhood life. The boys' gang, the circle of men about the stove at the corner grocery, the women's sewing circle or club, and the grange, each in its own way performs a necessary part of the group activities, and deserves recognition among the inst.i.tutions that are worth while. It is scarcely necessary to note that they have their evils, but these are not of the nature of the inst.i.tution. As the gang can be guided to worthy ends, so the energies of the store club and the sewing circle can be turned into channels of usefulness and low talk and scandal-mongering abolished. As for the grange, it is capable of becoming the most valuable social centre of the community, if it maintains the ideals of its existence and co-operates heartily with other social inst.i.tutions of worth, like the church.

125. =Farmers' Inst.i.tutes.=--Another type of organization exists which can hardly be called inst.i.tutional, but which performs a useful community service. As ill.u.s.trations may be mentioned the farmers'

club, the farmers' inst.i.tute, and the Chautauqua movement. These are organizations or movements for stimulating and broadening the interests of farm regions. They bring together the farmers and their families, sometimes from several neighborhoods and for several days, for the consideration of agricultural problems and for entertainment and mutual acquaintance. They are able to attract speakers from the State agricultural college or board, and even from national halls, and they become a valuable clearing-house of ideas and experience. They serve much the same purpose as a church or teachers' convention, and are restricted to a limited number of persons. Farmers' inst.i.tutes have become a regular part of the State system of agricultural education throughout the country, and a large staff of lecturers and demonstrators exists for local instruction. The particular interests of women and young people are receiving recognition in inst.i.tutes of their own in connection with the larger gatherings. The expense of such inst.i.tutes is met by the government. Their success is, of course, dependent on the attendance and intelligent interest of the farm people, who gain greatly in inspiration and knowledge from contact with one another and from the experts to whom they listen. The inst.i.tutes prove the value of a.s.sociation for the enrichment of individual and family life by means of suggestion, communication, and concerted activity.

READING REFERENCES

BUCK: _The Granger Movement._

b.u.t.tERFIELD: _Chapters in Rural Progress_, pages 104-120, 136-161.

CARNEY: _Country Life and the Country School_, pages 90-107.

GILLETTE: _Rural Sociology_, pages 208-213.

CUBBERLEY: _Rural Life and Education_, pages 117-159.

CHAPTER XVIII

RURAL EDUCATION

126. =The School as a Social Inst.i.tution.=--There is one inst.i.tution in every American community that stands as the gateway into the promised land of a richer life. This is the school. It supplements home training and prepares for the broader experiences of community existence. Into it goes the raw material of the bodies and minds of the children, and out of it comes the product of years of education for the making or marring of the children of the community. The school of the present is of two types. One is the relic of an earlier time, with few changes in equipment, organization, or function; it has not shared in the process of evolution enjoyed by certain other inst.i.tutions of society. The other type is progressive. It has been continually finding adjustment to its environment, fitting itself to meet local needs, and is therefore abreast of the times in educational science. The demand of the age is that the progressive school keep advancing, and as fast as possible the backward school work up to the standard of efficiency.

It is a sociological principle that every social inst.i.tution approximates to the standards of the community as a whole. If community life is static, school and church stay in the ruts; if it is retrograding, they are losing ground; if it is progressive, they gradually show improvement. On the other hand, the community frequently feels external stimulus, first through one of its inst.i.tutions, so that the inst.i.tution becomes a means of betterment.

Recent years furnish examples of a new impulse generated in the neighborhood by a teacher or a minister who enters the locality with new ideas and unquenchable zeal.

127. =Three Fundamental Principles of Education.=--There are three fundamental principles that ought to have recognition in every school. The first of these is the principle that education is to be social. The pupil has to learn how to live in the community. In the home he becomes socialized so far as to learn how to get along with his own relatives and intimates, but the school teaches him how to deal with all sorts of people. He gets acquainted with his environment, both social and physical. What kind of people are living in the homes of the neighborhood? What are their characteristics, their ideals, their failings? What are their occupations, their race or nationality, their measure of comfort, poverty, or wealth? How are they hindered or helped by their natural surroundings, and have they easy means of communication and transit with the outside world? What are the principles that govern social intercourse, and how can the pupil learn to put them into practice? How is he to reconcile his own individual rights with his social obligations? These are fundamental questions that deserve careful answer, and that must be made a part of the school curriculum if the community is to enjoy social health. It matters little how such subjects are named in any course of study, but it is essential that the principles of social living should be taught under some t.i.tle.

A second principle of education is that it should be vocational. The school children, after graduation, must make their own way in the world. Every normal youth looks forward in antic.i.p.ation to the time when he will be earning his own support and the support of a family of his own. Every normal girl hopes to be mistress of a home of her own.

There are certain things that they need to know if they are to make a success and to build happy homes. Their first business is to know how to make a home. Naturally they want to know the story of the family as a social inst.i.tution, how the home is purchased or rented, the essentials of a good home, both in its equipment and in the spirit that animates it, the duties and rights of every member of the family, and the relations of the family to the community. The question arises: How may the home-maker provide for the support of the family? What are the available occupations, and how by manual and mental training may he equip himself for usefulness? How may the home-keeper do her part to make the home attractive and comfortable by a study of domestic science and home-management? Obviously, the curriculum should have a place for such studies as these that are so essential to peace and happiness and comfort in the home.

A third principle is that education is to be cultural. Social and vocational knowledge are essential, broad culture of the mind is highly desirable. No citizen of the United States is expected to grow to maturity ignorant of the simple arts of reading or spelling correctly, writing a fair hand, and solving correctly the simple problems of arithmetic. Beyond this many schools provide a smattering of aesthetic training through music and drawing. These are subjects of study in the elementary schools. But culture involves more than these.

An appreciation of literature, of the meaning and value of history, of the importance of science in the modern world, of the life of nations and races outside of our own country, of right thinking and right conduct with reference to all our individual relations, const.i.tutes for all persons a mental training that is almost indispensable. To acquire this cultural education requires time and the elimination of the less valuable from the accepted course of study. It is a most wholesome tendency that is prolonging the terms and the years of compulsory education if that education is based on the right principles, and that is discussing the possibility, first, of using part of the long summer vacation to supplement the work of the present school year, and, secondly, of giving to the young people of every State a free university education. It is never to be forgotten that culture may and should go on through life, but that will not occur unless habits of study are formed in early years, and the school years will always remain the golden opportunity for an education.

128. =Education as It Is.=--On these fundamental principles every educational system should be built. Actual education falls far short of the standard. This standard cannot be reached without proper educational ideals, expert teaching, and adequate equipment. The ideal has been narrow. Stress is put upon one type of education. In the past it has been cultural above the lower grades, and, because it has been almost exclusively so, more than half the pupils have dropped out of school before entering high school. In recent years there has been a new emphasis on practical training, and vocational courses have tended to crowd out some of the cultural courses. The social education which is most important of all has been incidental or omitted altogether. Public opinion needs to be educated to the point of understanding that all three types of training are imperatively needed.

There is a serious difficulty, however, in the way of a supply of teachers for this broad education. It is necessary to extend reform among the normal schools, but this can take place only after they have felt the demand from the grades. Another difficulty is the expense of providing the necessary equipment for vocational education. This does not prevent the introduction of social teaching or a proper attention to culture, but courses in manual training and domestic science usually cost more than most school boards are willing to meet. This is not an insurmountable obstacle, for cheap appliances are in the market and better school boards can be elected when the people want them.

129. =Wanted--a Better Rural Education.=--The school in the rural community has its own peculiar weaknesses. First among these weaknesses is the fact that education is not in terms of rural experience. It is an accepted educational principle of instruction to begin with that which is simple and familiar, and to work out to that which is complex and more remote. On that principle the rural school should make use of local geography, of rural material in arithmetic, of literature and music with a rural flavor, of nature study with drawings from nature. The opposite has been the case, with the result that the child appreciates neither his surroundings nor his opportunities, but looks upon them as something to be avoided for the more important urban life, with whose activities he has become familiar through his daily tasks.

A second weakness is that rural education omits so much of importance to the child who must make his living in the country. To discuss rural conditions in a natural and systematic way, beginning with the family and working out into the social life of the community; to study the economic side of life first on the farm and then in the neighborhood, getting hold of the underlying principles of agriculture, becoming familiar with the action of various soils and crops and the best methods of cultivation and protection from harm, to prepare by a few simple lessons in household science for the responsibility of the home, is to provide the bases of success and happiness for the boys and girls of the country. Rural education, therefore, needs redirection.

130. =The Quality of Teaching.=--The child in the country has a right to as good instruction as the city child, but because of the poverty and penuriousness of school districts and the maintenance of too many small schools, rural communities pay small salaries and cannot command good teaching. There are thousands of schools scattered over the country with less than ten pupils in attendance, housed in cheap, unattractive buildings, with teachers who have had no normal-school training, and who have no enthusiasm for the work they have to do.

They may hear twenty or more cla.s.ses recite on numerous subjects in the course of a day, but there is no stimulus to teacher or pupil, and school hours provide little more than a conventional method for pa.s.sing the time. In such communities as these there is rarely any efficient superintendence of teaching by a paid supervisor, and the school board is unqualified to judge on any other basis than the cost of schooling for a limited number of weeks.

The small district school has the effect of strengthening the isolation that is the bane of the country regions. It continues to exist because every farmer wants the school near by for the convenience of his own family. The history of the "little red schoolhouse" throws a glamour of romance about the district headquarters, but in actual experience the district school has outlived its usefulness. There is a strong movement to consolidate district schools and at some conveniently central point, with attractive and ample grounds, to build, equip, and man a school adequate to the needs of the community. Experience shows that the expense need be no greater, because better teachers can be secured for a given expenditure when fewer are needed, and with a greater number of scholars there may be a regular system of grading and cla.s.ses large enough to arouse enthusiasm and ambition. The district school operates on the principle of division of labor in educational production, but it does not enjoy the benefits of co-operation or combination for efficiency, while the consolidated school secures these advantages and at the same time a better division of labor through the grades. Rural education needs reorganization.

131. =A Discouraging Environment.=--Too many a rural community, like old China, has been facing the past. It has lacked courage and ambition. The atmosphere has been one of gloom and discouragement.

This community temper appears in the social groups; it is felt in the home, and it is present in the school. It has been typical of whole sections of rural country. Dilapidated school buildings, plain and unkempt in appearance and cheap in construction, have been set in the midst of barren surroundings, unshaded by trees and unadorned with shrubs, without walks or drives to the entrance, and without even a flagpole as an evidence of patriotic enthusiasm. Inside the building there is insufficient light and ventilation, and the old-fashioned furniture is ill adapted to the needs of the pupils. The whole structure is almost devoid of the conveniences and modern devices for making school life either comfortable or worth while. In such an environment there is none of the stimulus that the school should furnish. The best pupil, who might respond quickly to stimulus, tends to sink to the level of the meanest, the mental horizon, cramped at home, is hardly broadened during school hours, and the main purpose for the existence of the inst.i.tution is not achieved.

READING REFERENCES

FISKE: _The Challenge of the Country_, pages 151-170.

FOGHT: _The American Rural School_, pages 154-253.

CARNEY: _Country Life and the Country School_, pages 133-301.

KERN: _Among Country Schools._

GILLETTE: _Rural Sociology_, pages 233-263.

BRYAN: _Poems of Country Life._