The weekly times-record. (Valley City, N.D.) 1912-1922, 1912-11-21
Social Center RurdI
Teachers BIG field
RURAL TEACHER CHARGEDWITH
OFTEN HANDlcAPPING HER
N EFFICIENCY
Continued from last weeks Elk
tension, by Prof. J. w. Rodewald.

tension, by Prof. J. w. Rodewald.
81 The average country school teach.
er engages in her profession for the
primary object of pay. Very little
thought is given to the opportunity to
be of service, and to lead the com.
munity which employs her to higher
possibilities. The country school is
usually regarded as a prison where
contact with the world of thought is
imp0ssible; the country people are
usually thought OF as a selfish, ignor.
ant lot, unconcerned with the prob.
lens of social welfare, and interested
In no other pursuit that the accumu-
1atoin of lands.
The fact of the matter really is
that very few teachers employed in
the common schools are fitted for
the work. Their educational op.
portunities have taken them little
above the mark of graduation from
the country school their knowledge
OF the big problems of life is infer
1or to that of the average resident
of the school district, while this in.
terest in the problems acute to the
farmer is negligible.
For these reasons the country teach.
er and her interest in the community
that she really should be. She fur.
Their handicaps her efficiency by feel
ing that she is employed to teach
and she interprets that word to mean
SIX hours of service per day during
the school week of five days. In
other words the concern of the teach
er and her interest in the community
does not go beyond the primary OBJ
]ect for which she is employed.
Now this lack Of preparation for
emc'ent service is not altogether
the fault of the teacher; educational
institutions until very recently have
done little or nothing to encourage
students to engage in the teaching
profession in the rural communities.
formerly, colleges, universities. and
teachers training schools We'd with
each other in their attempts to supply
the high schols and village commun-
tiles. The country district got the
teacher who could not find emplov-
ment elsewhere.
NO one can successfully challenge
the assumption that the most fertile
held for the educational leader is
"nere the most fertile minds are to
De found. Who can harvest "grapes
from stones or figs from thistles ?'
Judging by the contributions made by
the farming sections in supplying lead
erS of thought, directors in every
walk of life where leadership of the
highest type is needed the farming
community easily carries off first
nonors. Here is an opportunity for
those who will to- make their in.
1iuence felt. But no teacher has
reached the maximum of efficiency un.
til she is able to successfully direct
the thought of the community toward
right habits of thinking, and ri ght
Ideals of living. The teacher should
be the leader of thought in all things
which pertain to the interest of he,
fiock. both pupils and parents. In
the broadest sense of service render
ed teaching should be a mere detail
The awakening exemplified by the
development of the social =cente,
novement offers potent field for the
rsral teacher. I believe that no hIehe,
anabition can be entertained than &c
Aid in work which aims to develor
the social. civic, and intellectual Re
sources OF its citizens, and to; make
TIE community more wholesome
place because it is graced by highe,
ideals than it has entertained hereto
fore. 7.,.--- FL, F.. :,