Because of the separation of church and state in this country we have very largely neglected all effort toward religious education in our public schools, and even ethical training has been more or less of a secondary objective until very recently. A growing appreciation of the inadequacy of the ordinary Sunday school has led to a movement for giving systematic instruction and training in religious education under church auspices at a time set apart by the school and for which school credit is given when it meets reasonable educational standards. The week-day school of religion is still in an experimental stage. It has been established longest in cities, but is now being attempted in rural communities, and if sectarian dogmatism and jealousies can be submerged, there seems every reason to hope that this may be a most important feature of our educational system.
So, too, the boys' and girls' clubs in agriculture and home economics, the boy and girl scouts, the campfires, the little mothers' leagues, the health crusades, the Y.M.C.A and Y.W.C.A., and other organizations for children and youth, have created new interest in certain aspects of school work and are a source of educational dynamic which progressive educators are utilizing as valuable allies.
Thus in very many ways the school is adapting its methods to meet its responsibility for developing good citizens who are loyal to the welfare of the community, and the school principal is rightly expected to be a leader in community affairs in so far as they concern the participation and interests of the school.
It is a far cry from the isolated one-room, box-type district school, with a young girl with no professional training teaching a dozen youngsters of all ages as best she can with little or no equipment, to the modern consolidated school or rural high school with all the intimate connections with the life of the whole community above described, but this difference measures one phase of the progress which has been made in recent years toward the integration of the rural community and depicts one of the most important forces involved in this process, whose influence is only commencing to be felt. How different will the life of rural communities be a generation or two hence when in most of them practically all of the parents and children will have had a high-school education, with all the broader contacts and outlook on life which that involves! We need only to study the influence of the Danish Folk High Schools[42] to visualize the outcome.
THE PUBLIC LIBRARY
The public library has possibilities as an educational institution exceeded only by those of the school. In many cases it is the intellectual center of the community, while in others the caricature of the library of Gopher Prairie in Sinclair Lewis' "Main Street," where one of the chief objects was to keep the books from being soiled or worn out, is not much overdrawn. Increasingly, however, the librarian is studying methods of salesmanship for increasing the local consumption of the products of the world's best minds in books and magazines, and is of inestimable service to all organizations whose members have occasion to study what human thought has contributed to the solution of their problems. The public library gives the means of further education to many a person deprived of academic privileges, who may realize the truth of Carlyle's saying: "The true University of these days is a Collection of Books."
In many states public libraries are aided by state and local appropriations, particularly in New England and the states settled by New England stock, for it is to New England[43] that we are indebted for the public library as well as the public school. It is not, however, economically possible for every small community to support a permanent local library, and many of those established have a precarious existence and are maintained only through the devotion of public-spirited individuals. To meet the need of isolated neighborhoods a few county libraries, notably in Washington County, Maryland, and a few counties in Delaware and Minnesota, have made use of book-wagons which are accompanied by a librarian who makes a "rural free delivery" of books to each home and assists the families in their selection. It seems, however, that the chief value of the book-wagon is as a means of creating a desire for books, and that when this is created it will be much more economical to furnish them through branch stations at neighborhood or community centers. Systems of traveling libraries are also supported by many states and make it possible for the most isolated neighborhoods to secure the best of books. Unfortunately, however, the places which need them most do not always know of them nor will they take the initiative to secure them. They are of particular value for securing collections of books on special topics for the use of granges, churches, and study clubs of all sorts. But as the demand for traveling libraries grows, the administration of the system from the state library becomes a large undertaking and the need of better local libraries is realized.
A system of "county libraries" has been developed in California, has spread to several other states, and is now being advocated by the American Library Association and by library leaders generally. Under the county system a central library is established at the county seat, with branches or loan stations at the different community centers, and with traveling collections for the more isolated neighborhoods. The larger centers which have local libraries continue to maintain them and simply serve as part of the system. Thus the library resources of the county are pooled and the farm people are given the same sort of service that a city library gives its people through its branches. The feature of interest from a community standpoint is that, although this is a county system, it recognizes the usefulness of local branches and makes possible a library service adapted to its needs for every small community, whereas separate libraries have heretofore been possible only in the larger centers.
THE COUNTRY WEEKLY
One of the most important educational agencies of the rural community is the oft-derided weekly newspaper. After a period of difficult competition with city dailies the surviving weeklies are becoming recognized as community institutions. Those which are succeeding are doing so by becoming the voice of the community and the means of its self-acquaintance. No agency may be more powerful in unifying or disrupting the life of the local community. This new concept of the country weekly has been well expressed by W. P. Kirkwood, of the University of Minnesota: