Evening star. [volume] (Washington, D.C.) 1854-1972, 1912-12-23
RURAL SCHOOL UPL|FT
EVDENCE0F PROGRESS
Attractive Buildings SuppIant
Old Time StructureS-NeW
Era DaWning.

There are signs that the rural schools
are at last coming into their own, ac-
cording to statistics just gathered. Long
the neglected factor in American edu-
cation, they are now in progress Of a
regeneration that is as thoroughgoing as
it is necessary.
Teachers of experience armed with the
essential facts Of rural life, acquainted
with the needs of the communities they
serve, sincere in their faith in the coun-
try as the place to live in and build up
citizenship. are doing for the rural dis
tricts what the pioneer teachers Of for
mer generations did for the city and the
town.
Attractive Buildings Erected.
These rural teachers are actually ac-
complishing the work that has so long
been merely talked about. Old one-room
ramshackle schoolhouses are torn down
to make way for attractive little build
ings. not necessarily larger than the old.
but built on sound principles Of beauty
and utility; or frequently the place Of the
discarded building has been taken by the
more imposing structure of the CONSOLE
dated school, symbol of educational eff
cheney.
Even the literature IuIdt cuuSduOu
shows the effects Of the practical appli-
cation of what were formerly only the
cries. Current bulletins Of the bureau of
education describe the training of the
rural school teachers. not as something
that might be done, but as something
that has been done and is done every day.
1t is no longer the problem Of knowing
what ought to be done, but Of doing it
the problem of disseminating the knowl-
edge that is already available.
Turning Point in History.
The realization Of the significance of
rural education marks turning point In
American history. For the better part of
century American education developed
one-sidedly-as city and town matter.
To live in the country was to be isolated
from the better things of civilization-in-
Guiding education. That the population
of the United States was and is predomi-
nantly rural did not seem to enter the
question. There was feeling that the
country could take care Of itself: that the
little red schoolhouse'' could accomplish
everything with nothing: that there was
an inexhaustible supply of country
school teachers willing to handle an as
sortment Of youngsters Of varying ages
and abilities, do janitor chores and per-
form the numerous other duties Of the
old-time schoolmaster, all for few dol
lars per week. with utter disregard Of the
..
The awakening from this state of bliss
full Indifference toward country life and
country education did not come until the
drift from country to city had become one
of the startling phenomena of the age.
Then economists exhorted boys to "stay
on the farm; but the eXhortation came
too late. What boy was going to stay on
the farm when opportunity seemed to be
everywhere else?
No Chance for Education.
There were no adequate educational ia
ci1ities for him In the country; nothing
to guide him In his desire to get along in
the world; SO he went to join the city
throng and help diminish the producing
power of the fundamental class in society
the agricultursts.
Rural education cannot Immediately
and entirely reverse this process. but it is
the first essential step. Better rural
schools will not only tend to euualize the
advantages of city and country in educa-
tional opportunity; they will meet the
greatest economic need Of our time by
increasing the efficiency Of the coming
vef1<ra tim az fay,nd,scArs ~ thu land.