II. Rural Opportunities for Community Builders.
The Call for Country Educators
There is little need of emphasizing to college students the opportunities of the teaching profession. Since 1900 teaching has claimed more graduates than any other life work. Taking 27 representative colleges as typical, more than one-fourth of all college graduates become teachers, the percentage having doubled since 1875. Of the class of 1911 in Oberlin College (both men and women), 60% have been teaching during their first year out; while of the men in the ten classes 1896-1905, 27% are still engaged in teaching, presumably as their permanent work.
Unfortunately the smaller salaries paid rural teachers has made the country school seem unattractive, and when accepted by young collegians by necessity rather than choice, it has been regarded often merely as an apprenticeship for buying experience, a stepping-stone to a city position. Country salaries of course must be increased, and they certainly will be, with the new development of rural life and the steady improvement in schools; especially with increased state aid which is more and more generously given.
With a living wage already possible in centralized schools, and the great personal rewards which far transcend the material benefits, the life of the country teacher is one of true privilege and deep satisfaction. College men should regard it as a genuine calling and discover whether its call is for them. If a man has no real love for country life, let him not blight the country school by his subtle urbanizing influence. Most rural discontent is caused by such as he. But if his heart is open to the sky and the woods and the miracles of the soil; if he loves sincerity in human nature and appreciates the sturdy qualities and vast possibilities for development in country boys and girls, he will revel in the breadth and freedom and boundless outreach of his work.
If he is a man of vision and of power, the country school principal has greater local influence and social standing than he would have in the city. He has the finest chance to make his personality count in the great Country Life Movement, sharing his visions of a richer, redirected rural life not only with his pupils but every citizen and gradually leavening the whole community with a new ambition for progress. The responsibility for training the local leaders of the future devolves upon the teacher. It is he who can best teach a wholesome love for country life and help to stem the townward tide. He can organize around the school the main interests of his boys and girls and develop the impulse for cooperation which in time will displace the old competitive individualism and make social life congenial and satisfying. Through organized play, inter-community athletics, community festivals, old-home week, lyceums or debating clubs in the winter, with occasional neighborhood entertainments utilizing home talent, contests in cooking and various other phases of home economics, in corn-raising and other agricultural interests,—the possibilities are endless for making the school the vital social center of the rural community. It will all take time and energy and ingenuity. It will cost vitality, as all life-sharing does. But though it costs, the sharing of life is the greatest joy, and it is the teacher’s privilege in large measure. It is the measure of his true success as well as his happiness. Investing one’s life in a group of boys will yield far greater results in the country than in the city where their lives are already so full they would little appreciate it.
Professor H. W. Foght says three things are now required of the teacher of a rural school. “(1) he must be strong enough to establish himself as a leader in the community where he lives and labors; (2) he must have a good grasp on the organization and management of the new kind of farm school; and (3) he must show expert ability in dealing with the redirected school curriculum.”[39] In short, if he lives up to his opportunity as a rural leader, he will train his boys and girls distinctly for rural life, giving them not only the rudiments of agricultural training, but an enthusiasm for farming from the scientific side as the most complex of all professions; utilizing the vast resources the country affords for teaching objectively, not merely through hooks, and thus bridge the gap between the school and life.
The Call of the Country Church
The modern college man is not attracted to the ministry of the country churches which are conducted along old lines. If that ministry is to consist merely in preaching once or twice a week to half a hundred people, conducting a mid-week service for one-fifth of that number and doing the marrying and the burying and the parish calling for a fraction of a rural community divided among three struggling churches, then the college man refuses to be interested. Consequently we find most of such churches are manned by untrained men. They usually receive the wages of an unskilled laborer. Trained ministers usually receive a living wage. The college man demands at least a man’s job; a chance to invest his life where his whole personality will count and where his energy and perseverance will be allowed to work out his problems to a successful issue.
Let us grant at the start that churches which have no real field, in a community that is over-churched, need not expect to get our college men for pastors. If they have only a fraction of a field, let them have half a man. Likewise the church which is too selfish to offer the minimum living wage in return for faithful service must not expect a self-respecting, educated minister to serve it and at starvation rates. Even a martyr has no license to starve his wife and children to gain his starry crown. The church which gives no liberty to its pastor, but treats him like a hired man, and dictates his professional policy and perhaps even his pulpit messages, will of course not hold, if it ever should gain, a man of ability and initiative. And, lastly, the church which lacks the modern spirit, is hopelessly behind the times in its dogmatic teaching, rails at modern science as ungodly, and denies the social gospel of Jesus and the prophets, such a church will neither deserve nor desire the services of a college-trained man. His reverence for truth as well as loyalty to his own ideals would forbid his serving them.