Second.—The teacher should study conditions from all angles so as to adapt the school work to the needs of the community. Even in so small an island as Porto Rico, we have distinctly different occupations centered in different parts of the Island, and the teacher should remember that the majority of his pupils will undoubtedly grow up to take a part in the prevailing industry of the community in which they are born and raised. The schedule and work of the rural school should not be an attempt to imitate the plan of study of the urban schools, inasmuch as the problems are entirely different, and until a teacher has convinced himself of this fact and has made an attempt to model his work on the needs of the community, the school will not accomplish its full mission.
Third.—The teacher should live in the district seven days in the week during the school term. More and more the idea is becoming prevalent that rural teachers should be provided with a house and a small plot of ground near the school in order to become permanent residents of the district. The average farmer is very conservative and needs visual demonstration of the merits of new ideas before he will accept them. No amount of theoretical teaching will improve farming conditions to any great extent, and unless the teacher is able to become a demonstrator of his ideas by actually putting them into practice on the plot of ground which he himself manages, he cannot expect to influence to any great extent the agricultural movements of the community in which he works. The school should aim not only for the education of the children who are actually enrolled, but also for the betterment of the agricultural and social conditions of the community.
Fourth.—The rural teacher should be loyal to his pupils and patrons. The teacher who feels himself an individual superior to the members of the community whom he is serving and allows this feeling to express itself in his attitude toward them, loses the greater part of his influence through this action. The countryman likes to be met on equal terms and does not enjoy a condescending attitude any more than does his brother who lives in the town. The teacher should have in mind only the benefits which he may bring to the community, and if he actually and actively takes part in the social movements of the place he will come to learn that human nature is the same in the country as in the town, and he will be able to acquire a sincere liking for the people with whom he works.
Fifth.—The teacher should so conduct himself outside of the school as to win respect for himself and for his profession. The idea that a teacher's duty to the school ends with the closing of the actual school day is a mistaken one. Any action on the part of the teacher outside of his school work which would tend to lower him in the estimation of his pupils or their parents, inevitably tends to reduce the amount of influence which he can exert. A teacher is on duty constantly and cannot limit his working hours or his working habits to certain defined periods of time.
Sixth.—The teacher should stay more than one year in a district, unless a change means decided professional and financial advancement. Short term teachers are often of more harm than benefit to the children of a community. The advent of a new teacher means a change in plans and usually a change in methods of work. These changes tend to upset the minds of the children who naturally like to follow well-defined lines of work. The constant change of teachers also means that none of them stays sufficiently long to learn the needs of the community and the best method of meeting these needs. School boards should offer inducements to rural teachers in the way of increasing the salary for increased length of service, and thus there would be less desire on the part of the teacher to move from one district to another.
Seventh.—The teacher should arouse an interest in the school and do his part to convince the patrons of the need of a better school to meet the demands of the present day. A great part of the teacher's work lies outside of his actual teaching, and more and more we are coming to conceive the school as a social as well as an educational institution, and by means of parents' meetings, using the school as a social center and making the schoolhouse a gathering place for the patrons of the district, where they may meet and discuss the problems with which they are confronted, the present-day teacher supplements his actual teaching duties. There are few other ways in which the social needs of the country people can be better met than through the rural school. Moreover, by means of these meetings it is possible to show parents the progress which is being made by their children in the school work and to impress them with the necessity of regular and punctual attendance. One of the surest ways to win the approval of men and women is by interesting them in the progress of their children, and the wise teacher will take advantage of every opportunity which presents itself, and go to great lengths to make opportunities for cultivating the interest of the parents in the school, through this means.
Eighth.—The teacher in a rural school should have as the aim of rural education "better men, better farming, and better living." The country teacher who appreciates and realizes this is aware of the chief factors in the solution of the farm problem. He must also remember that he is a public servant and that the public has a right to expect him to put his whole soul into the welfare of the community. The schools are held to be largely responsible for ineffective farming and the low ideals of country life. A great many of our rural teachers are not at all in sympathy with rural ideals and rural customs. They regard their position as merely temporary, and express, even though it may be involuntary on their part, the idea that the town is much preferable to the country, and in this way inculcate in the children a distaste for the life of the country, when it should be their duty to present the best features of rural life in order to persuade the children to remain on the farms.
Ninth.—The teacher should be able to discriminate between essentials and non-essentials and omit the latter, thus giving more time to the problems of country life. He should get away from the formalism of textbooks, using them only as tools, and adapt all his work to the needs and interests of the community. He should not attempt to be too scientific, but should teach in terms of child life. And even in his intercourse with the patrons of the school he should put himself, in manners and conversation, on terms of equality with them. The teacher should learn to use his energy for better and more definite planning, and in the schoolroom should do for the children fewer of those things that may be done by the pupils themselves. There is no reason why pupils should not be taught to study and work independently, and the school that fulfills its highest mission trains children to become independent workers. Especially is this true in the country, where pupils should work as well as study and recite. Mere academic training in the rural school will defeat the purpose of the school and will be very apt to produce young men and young women who are dissatisfied with the conditions under which they must live after leaving school.