It was a significant way-mark of human progress when schools were established in every community, in city or country, where all children might have an equal chance before the law. But with the growth of great cities and the decadence of once prosperous rural communities, the country boy has been losing his share. The city’s growth has in many ways cost the country dear. It is certainly but fair that in return the state as a whole should share the expense of the rural school.
The Weakness of the District System
A relic of pioneer days when rural life was closely organized within small communities, the district unit for school management still persists in most states to the present day. It originated in Massachusetts, but that state was the first to discard it, thirty years ago. Long ago Horace Mann declared the law of 1789 which established the district system “the most unfortunate law on the subject of common schools ever enacted in the state.”
The school district is too small a unit either for school management or taxation. It is democratic to a fault; but it is too easy for stingy individuals to control the situation and weaken the schools by their parsimony. Local jealousies and shameless favoritism also make the system bad. The loss of population has naturally aggravated this evil, leaving in many a once thriving school a little lonely group of children, devoid of any enthusiasm or school spirit. The township is the smallest possible unit for efficiency, and the county unit, so successful in Georgia and elsewhere in the South, is better still. Ultimately the state is likely to be the unit both of school taxation and administration. Only thus can reasonable uniformity and standard of efficiency be maintained, in city and country.
Other Problems of the Country School
Next to the blunder of the district unit, growing worse in the face of a shrinking population, is the serious difficulty of securing capable teachers and holding them long enough to gain real success. The problem of maintenance is crucial here. So small are the salaries, men are rapidly being crowded out of the ranks. In the North Atlantic states only one teacher in seven is a man; and less than one in four in all the country. There can be no hope for better rural schools till the salary is made respectable. Maryland, North Dakota and other states have enacted minimum salary laws which have decidedly raised the standard.
The problem of supervision is a serious one, especially when complicated with politics as is often true of the county or state superintendency. Professor H. W. Foght significantly suggests: “The man who supervises the schools should have at least as good an academic and professional preparation as the teacher working under him. This is seldom the case.” The incompetency of the school board, and the unwillingness of competent men to serve, still further complicates the problem. In many a community less earnest attention is given to the school which must train the boys and girls for life than is given to the problem of breeding horses and cattle.
In most rural communities the school building is still the little building of the “box-car type,” unattractive without and bare within, and as devoid of practical utility in equipment as of aesthetic charm. Equipment is less essential than personality, but to accomplish results with such a handicap is heartbreaking work. Slowly the modern type of rural school is making its appearance along the country-side; and by its sheer attractiveness is winning back to the school something of local pride.
The great problem of what to teach, in order best to fit the pupils for a satisfying and successful country life, is only beginning to be faced frankly by many rural schools. In the past six years, however, the idea has been slowly gaining attention that the country school does not need the city curriculum, but requires a special program of its own. This involves much more than the technical study of rudimentary agriculture, but it must include that. By giving the reasons underlying the ordinary processes of farming and introducing the boys to the elements of the science as well as stimulating them to become proficient in the oldest of the arts, the school is able to arouse a real ambition to remain in country life and be a successful farmer on modern lines.
II. Modern Plans for School Improvement.