=Make It Fashionable.=--A great deal depends upon making any work or any calling fashionable. All that is needed is for the tide to turn in that direction. It is difficult to say how much salary will stop the outward tide and cause it to set in the other direction; but one thing is certain, we shall never completely solve the rural school problem until the tide turns.
=The Retirement System.=--Strong personalities will, then, help to make teaching attractive and fashionable, as well as effectual. There is a movement now becoming quite extensive which will also add to the attractiveness of the teacher"s calling. A system or plan of insurance and retirement is now being installed in many states for the benefit of teachers who become incapacitated or who have taught a certain period of time. This plan gives a feeling of contentment, and also a feeling of security against the stress and needs of old age, which will do much to hold strong people in the profession. The fear of being left penniless in later life and dependent upon others or upon the state, induces, without doubt, a great many persons to leave a calling so poorly paid, in order that they may, in more generous vocations, lay something by for "a rainy day." The truth of this is borne in upon us more strongly when we remember that teaching is different from law, medicine, or other professions. In these vocations a man"s service usually becomes more and more in demand as he advances in years, on account of the reputation and experience he has gained; while in teaching, when a person arrives at the middle line of life or after, school boards begin to say and to think, that he is getting too old for the schoolroom, and so they seek for younger talent. The consequence is that the good and faithful public servant who has given the best years of his life to the education of the young is left stranded in old age without an occupation and without money. The insurance and retirement fund plan is a movement in the right direction and will do something to help turn the tide of strong personalities toward the teachers" calling.
=City and Country Salaries--Effects.=--The average salary for rural school teachers in one state I find to be $45 a month. In that same state the average salary of teachers in the city and town schools is $55 a month. Now, under such conditions, it is very difficult to secure a good corps of teachers for the rural schools. If the ratio were reversed and the rural schools paid $55 a month, while the cities and towns paid only $45, there would be more chance of each securing teachers of equal ability. Even then, teachers would prefer to go to the city at the lower salary on account of the additional attractions and conveniences and the additional facilities and opportunities of every kind for self-improvement.
In the state referred to, the average salary of all teachers in the common schools was $51 a month. It is utterly impossible to realize a "profession" on such a financial basis as this. Forty-five or fifty dollars a month for rural teachers is altogether too low. This must be raised fifty, if not one hundred per cent, in order that a beginning may be made in the solution of the rural school problem. Where $50 a month seems to be the going wage, if school boards would offer $75 and then see to it that the persons whom they hire are efficient, an attempt at the solution of the problem in that district or neighborhood would be made. Is it possible that any good, strong, educated, and cultured person can be secured for less than $75 a month? If in such a district there were eight months of school this would mean only 8 x $25, or $200 more than had been paid previously. For ten sections of land this would mean about $20 a section, or $5 a quarter section, in addition to what they had been paying with unsatisfactory results.
This sum often represents the difference between a poor school and a good school. With a fifty-dollar teacher, constructive work was likely lacking. There was little activity in the neighborhood; the pupils or the people had not been fully waked up. There had not been enough thinking and talking of education and of schools, enough reading, or talking about books, about education, about things of the higher life.
Under the seventy-five-dollar teacher, wisely chosen, all this is changed.
=The Solution Demands More.=--Instead of $75, a community should pay to a wide-awake person, who takes hold of a situation in a neighborhood and keeps things moving, at least $100 a month. With nine months" school this would mean $900; and it is strange, indeed, if a person in the prime of life who has spent many years in the preparation of his work, and who has initiative and push, is not worth $100 a month for nine months in the year. To such a person the people of that neighborhood intrust their dearest and priceless possessions--their own children. If we remember that, as the twig is bent the tree is inclined, there need be no hesitation about the value of efficient teaching during the plastic period of childhood. In fact, it may easily be maintained that the salary should be even higher than this. But, if this be so, how far are we at present from even a beginning of the solution of our rural school problem!
=A Good School Board.=--A good school board is one whose members are alive to their duties and wide-awake to the problems of education. They are men or women who have an intelligent grasp of the situation and who will earnestly attempt to solve the educational problems of school and of life in their community.
=Board and Teacher.=--If a poor teacher and a good school board are brought together the chances are that they will soon part company. A good school board will not retain a poor teacher longer than it is compelled to do so. A poor school board and a good teacher will also part company, for the good teacher will not stay; he will leave and find relief as soon as possible. Under a poor school board and a poor teacher nothing will be done; the children, instead of being educated, will be de-educated. Quarrels and dissensions will be created in the neighborhood and a miserable condition, educationally and socially, will prevail. If a good school board and a good teacher join hands, the problem is solved, or at least is in a fair way to being solved. This last condition will mean an interested school, a united neighborhood, a live, wide-awake, and happy community.
=The Ideal.=--It is as impossible to describe a successful solution of the problems of any particular school as it is to paint the lily, the rose, or the rainbow. All are equally indescribable and intangible, but nevertheless the more real, potent, and inspiring on that account. Such a situation means the presence of a strong life, a strong mind, and a strong hand exemplifying ideals every day. This is education, this is growth, this is real life.
CHAPTER IX
THE RURAL SCHOOL CURRICULUM
=Imitation.=--There are two processes by which all progress is attained, namely, imitation and invention. Imitation is found everywhere, in all spheres of thought and of action. Children are great imitators, and adults are only children grown up. Imitation, of course, is a necessary thing. Without it no use could be made of past experience. When it conserves and propagates the good it is to be commended; but the worthless and the bad are often imitated also. As imitation is necessary for the preservation of past experience, so invention is equally essential in blazing new paths of thought and of action. It is probably true that all persons are more p.r.o.ne to imitation than to invention.
=The Country Imitates the City.=--The rural schools have always imitated the city schools, as rural life attempts to imitate city life. Many of the books used in rural schools have been written largely with city conditions in mind and by authors who have been city bred or city won.
These books have about them the atmosphere and the flavor of the city.
Their selections as a rule contain references and allusions without number to city life, and give a cityward bent; their connotation and att.i.tude tend to direct the mind toward the city. As a consequence even school textbooks have been potent aids in the urban trend.
=Textbooks.=--It is not urged that the subject matter of textbooks be made altogether rural in its applications and references. The books should not be completely _ruralized_; nor should there be two sets of books, one for the country and one for the city. But there should be a more even balance between the city aspect and the rural aspect of textbooks, whether used in the country or in the city. If some of the texts now used were rewritten with the purpose of attaining that balance, they would greatly a.s.sist the curriculum in both country and city schools. There is no reason why city children should not have their minds touched by the life, the thought, and the activities of the country; and it is granted that country children should be made conscious and cognizant of the life, the thought, and the activities of the city. There is no more reason why textbooks should carry the urban message, than that they should be dominantly ruralizing.
=An Interpreting Core.=--The experiences of country children are of all kinds; rural life, thought, and aspirations const.i.tute the very development of their consciousness and minds. In all their practical experiences rural life and thought form the anchorage of their later academic instruction. This early experience const.i.tutes what the Herbartians term their "apperception ma.s.s"; and children, as well as grown-ups, can interpret new matter only in terms of the old. The experiences of the child, which const.i.tute his world of thought, of discourse, and of action, are the only means by which he grasps and interprets new thought and experience. Consequently, the texts which rural children use should make a strong appeal to their apperception ma.s.s--to their old stock and store of knowledge. It is the textbooks that bring to the old knowledge new mental material which the teacher and the textbook together attempt to communicate to the children.
Without an interpreting center--a stock and store of old knowledge which const.i.tute the very mental life of the child--it is impossible for him to a.s.similate the new. The old experiences are, in fact, the mental digestive apparatus of the child. Without this center, or core, the new instead of being a.s.similated is, so to speak, merely stuck on. This is the case with much of the subject matter in city-made texts. It does not _grow_, but soon withers and falls away. It is, then, essential that the textbooks used in rural schools should have the rural bent and application, the rural flavor, the rural beck and welcome.
=Rural Teachers from the City.=--A great many teachers of country schools come from the city. A number of these are young girls having, without blame on their part, the tone and temper, the att.i.tude, spirit, and training which the city gives. Their minds have been _urbanized_; all their thoughts are city thoughts. The textbooks which they have used have been city textbooks; their teachers have for the most part been those in or from the city. It can scarcely be expected that such teachers can do for the rural districts all that ought to be done. Very naturally they inspire some of the children with the idea of ultimately going to the city. This suggestion and this inspiration are given unconsciously, but in the years of childhood they take deep root and sooner or later work themselves out in an additional impetus to the urban trend.
=A Course for Rural Teachers.=--What is needed is a course of instruction for rural teachers, in every state of the Union. In some states the agricultural colleges have inaugurated a movement to this end. In such colleges, agricultural high schools, and inst.i.tutions of a similar kind in every state, a three-year course for teachers above the eighth year, specially designed to prepare them for rural school teaching, should be established. Such a school would furnish the proper atmosphere and the proper courses of instruction to suffuse the minds of these prospective teachers with appreciation and love of country life and rural school work.
=All Not to Remain in the Country.=--It is not contended here that all who are born and brought up in the country ought to remain there for life. Many writers and speakers preach the gospel of "the country for country children," but this cannot be sound. Each one, as the years go by, should "find" himself and his own proper place. There are many children brought up in the country who find their place best in the heart of the great city; and there are many brought up in the cities who ultimately find themselves and their place in the country and in its work. While all this is true it may still be maintained that the proper mental food for country children is the life and the activities of the country; and if this life and these activities are made pleasant and attractive a larger percentage of country children will remain in the country for the benefit of both country and city.
=Mere Textbook Teaching.=--Many teachers in the country, as well as in the city, follow literally the textbooks provided for them. Textbooks, being common and general, must leave the application of the thought largely to the teacher. To follow them is probably the easiest kind of teaching, for the mind then moves along the line of least resistance.
Accordingly the tendency is merely to teach textbooks, without libraries, laboratories, and other facilities for the application of the thought of the text. Application and ill.u.s.tration are always difficult.
It frequently happens that children go through their textbooks under the guidance of their more or less mechanical teachers, without making any application of their knowledge. Their learning seems to be stored away in pigeonholes and never used again. That in one pigeonhole does not mix with that in another. Their thoughts and their education in different fields are in no sense united. Pupils are surprised if they are asked or expected to use their knowledge in any practical manner. A man who had a tank, seven feet in diameter and eight feet high, about half full of gasoline, asked his daughter, who was completing the eighth grade, to figure out for him how many gallons it contained. She had just been over "weights and measures" and "denominate numbers" of all kinds.
After much figuring she returned the answer that there were in it about seven and one half gallons, without ever suspecting the ridiculousness of the result.
=A Rich Environment.=--The country is so rich in material of all kinds for scientific observation, that some education should be given to the rural child in this field. Agriculture and its various activities surround the child; nature teems with life, both animal and vegetable; the country furnishes long stretches of meadow and woodland for observation and study. Yet in most places the children are blind to the beauties and wonders around them. Nature study in such an environment should be a fascinating subject, and agriculture is full of possibilities for the application of the thought in the textbooks.
=Who Will Teach These Things?=--But who will teach these new sciences or open the eyes of the child to the beauties around him? Not everyone can do it. It will require a master. Teaching "at" these things in a dull, perfunctory way will do no good. It would be better to leave them untaught. We have, everywhere, too much "attempting" to teach and not enough teaching, too much seeming and not enough being, too much appearance and not enough reality.
An example will ill.u.s.trate the author"s meaning. Some years ago an experienced inst.i.tute conductor in a western state found himself the sole instructor when the teachers of the county convened. He sought among the teachers for someone who could and would give him a.s.sistance.
One man of middle age, who had taught for many years, volunteered to take the subject of arithmetic and to give four lessons of forty minutes each in it during the week. This was good news to the conductor; he congratulated himself on having found some efficient help. His a.s.sistant, however, after talking on arithmetic for ten minutes of his first period, reached the limit of his capacity, either of thought or of expression, and had to stop. He could not say another word on that subject during the week! Now if this is true of an experienced middle-aged teacher of a subject so universally taught as arithmetic, how much more true must it be of an instructor in a subject like agriculture. It should not be expected that a young girl, eighteen or twenty years of age, who has probably been brought up in the city and who has had the subject of agriculture only one period a day for a year, can give any adequate instruction in that branch. She would be the b.u.t.t for ridicule among the practical boys and girls in the country who would probably know more about such things than she. She would, therefore, lose the respect and confidence of pupils and parents, and it would really be better for her and for all concerned not to attempt the teaching of that subject at all. What is worth doing at all is worth doing well. A little instruction well given and well applied is worth any amount of "stuff" poorly done and unapplied.
=The Scientific Spirit Needed.=--There is great need of teachers who are thoroughly imbued with the scientific spirit. In the country especially there is need of teachers who will rouse the boys and girls to the investigation of problems from the facts at hand and all around them.
This should be done inductively and in an investigative spirit. Our whole system of education seems somewhat vitiated by the deductive att.i.tude and method of teaching--the a.s.suming of theories handed down by the past, without investigation or verification. This is the kind of teaching which has paralyzed China for untold generations. The easiest thing to do is to accept something which somebody else has formulated and then, without further ado, to be content with it. The truly scientific mind, the investigative mind, is one that starts with facts or phenomena and, after observing a sufficient number of them, formulates a conclusion and tests it. This will result in real thinking--which is the same as "thinging." It is putting _things_ into causal relation and constructing from them, unity out of diversity. To induce this habit of thought, to inspire this spirit of investigation and observation in children is the essence of teaching. To teach is to cause others to _think_, and the man or woman who does this is a successful teacher.
=A Course of Study.=--There should be in every rural school a simple and suggestive course of study. This should not be as large as a textbook.
The purpose of it is not to indicate at great length and in detail either the matter or the manner of teaching any specific subject. It should be merely an outline of the metes and bounds in the processes and the progress of pupils through the grades. The course of study should be a means, not an end; it should be a servant and not a master. It should not entail upon the school or upon the teacher a vast complicated machinery or an endless routine of red tape. If it does this it defeats its true aim. Here again the country schools have attempted to imitate the city schools. In all cities grading is much more systematized, and is pushed to a greater extent than it is or should be in the country.
Owing to the necessities of the situation and also to the convenience of the plan in the cities, the grades, with their appropriate books, amount of work, and plan of procedure, are much more definite than is possible or desirable in the country. To grade the country schools as definitely and as systematically as is done in the city would be to do them an irreparable injury. The country would make a great mistake to imitate the city school systems in its courses of study.
=Red Tape.=--It sometimes happens that county and state superintendents, in performing the duties of their office, think it necessary to impose upon the country schools a variety of tests, examinations, reports, and what-not, which accomplish but little and may result in positive injury.
To pile up complications and intricacies having no practical educational value is utterly useless. It indicates the lack of a true conception of the school situation. Such haphazard methods will not teach alone any more than a saw will saw alone. Behind it all must be the simple, great teacher, and for him all these things, beyond a reasonable extent, are hindrances to progress.
=Length of Term.=--In very many country districts the terms are frequently only six months in the year. This should be extended to eight at least. Even in this case, it gives the rural school a shorter term than the city school, which usually has nine or ten months each year.
But it is very probable that the simplicity of rural school life and rural school teaching will enable pupils to do as much in eight months as is done in the city in nine.
=Individual Work.=--Individual work should be the rule in many subjects.
There is no need, on account of numbers, of a lock-step. In the cities, where the teacher has probably an average of 35 to 40 children, all the pupils are held together and in line. In such cases the great danger is to those above the average. There is the danger of forming what might be called the "slow habit." The bright pupils are r.e.t.a.r.ded in their work, for they are capable of much more than they do. In such cases the r.e.t.a.r.dation is not on account of the inability of the pupil but on account of the system. The bright ones are held back in line with the slow. This need not be the case in rural schools. Here, in every subject which lends itself to the plan, each pupil should be allowed to go as far and as fast as he can, provided that he appreciates the thought, solves the problems, and understands the work as he goes. I once knew a large rural school in which there were enrolled about sixty pupils, taking the subjects of all the grades, from the first to the eighth and even some high school subjects. In such cla.s.ses as arithmetic the pupils were, so to speak, "turned loose" and all entered upon a race for the goal. Each one did as much as he could, his attainments being subjected to the test of examination. The plan worked excellently; no one was r.e.t.a.r.ded, and all were intensely busy.
="Waking Up the Mind."=--The main thing in any school is not the amount of knowledge which pupils get from textbooks or from the teacher, but the extent to which the mind appropriates that knowledge and is "waked up" by it. Mr. Page in his excellent cla.s.sic, _The Theory and Practice of Teaching_, has a chapter called "Waking Up the Mind" and some excellent ill.u.s.trations as to how it may be done. The main thing is not the amount of mere knowledge or information held in memory for future delivery, but the spirit and att.i.tude of it all. The extent to which children"s minds are made awake and sensitive, and the extent to which they are inspired to pursue with zest and spirit any new problem are the best criterions of success in teaching. The spirit and method of attack is all-important; quant.i.ty is secondary. If children have each other, so to speak, "by the ears," over some problem from one day to the next, it indicates that the school and the teacher are awake, that they are up and doing, and that education, which is a process of leavening, is taking place.
=The Overflow of Instruction.=--On account of the individual work which is possible in the country schools, what is sometimes called the "overflow of instruction" is an important factor in the stimulation and the education of all the children in the room. In the city school, where all are on a dead level, doing the same work, there is not much information or inspiration descending from above, for there is no cla.s.s above. But in the rural school, children hear either consciously or unconsciously much that is going on around them. They hear the larger boys and girls recite and discuss many interesting things. These discussions wake up minds by sowing the seeds which afterwards come to flower and fruit in those who listen--in those who, in fact, cannot help hearing.
I remember an incident which occurred during my experience as a pupil in a country school. A certain county superintendent, who used to visit the school periodically, was in the habit, on these occasions, of reading to the school for probably half an hour. Just what he read I do not even remember, but I recall vividly his quiet manner and att.i.tude, his beautiful and simple expression, and the whole tone and temper of the man as he gathered the thought and expressed it so beautifully and so artistically. This type of thing has great influence. It is often the intangible thing that tells and that is valuable. In every case, that which is most artistically done is probably that which leaves its impression.
=Affiliation.=--In some states, notably in Minnesota, an excellent plan is in vogue by which the schools surrounding a town or a city are affiliated with the city schools in such a manner as to receive the benefit of the instruction of certain special teachers from the city.
These teachers--of manual training, domestic science, agriculture, etc.--are sent out from the city to these rural schools two or three times a week, and in return the country children beyond a certain grade are sent to the high school in the city. This is a process of affiliation which is stimulating and economical, and can be encouraged with good results.
[Ill.u.s.tration: A Christmas gathering at the new school]
[Ill.u.s.tration: A school garden in the larger center]
=The "Liking Point."=--In the teaching of all subjects the important thing is that the pupil reach what may be termed the "liking point."
Until a pupil has reached that point in any subject of study his work is mere drudgery--it is work which is probably disliked. The great problem for the teacher is to bring the child as soon as possible to this liking point, and then to keep him there. It is probable that every pupil can be brought to the liking point of every subject by a good teacher. Where there is difficulty in doing this, something has gone wrong somewhere, either on the part of the pupil, his former teachers, his parents, or his companions. When a pupil has reached the liking point it means that he has a keen relish, an appet.i.te for the subject, and in this condition he will actively pursue it.
=The Teacher the Chief Factor.=--The foregoing observations imply again that the teacher, after all, is the great factor in the success of the school. He is the "man behind the gun"; he is the engineer at the throttle; he is the master at the helm; he is the guide, for he has been over the road; he is the organizer, the center of things; he is the mainspring; he is the soul of the school, and is greater than books or courses of study. He is the living fire at which all the children must light their torches. Again we ask, how can this kind of person be found?
Without him true education, in its best sense, cannot be secured; with him the paltry consideration of salary should not enter. Without such teachers there can be no solution of the rural school problems, nor, indeed, of the rural life problems. With him and those of his cla.s.s, there is great hope.
CHAPTER X
THE SOCIAL CENTER