It is no doubt true also that there has been, in the last thirty or forty years, much discussion along the lines of psychology and pedagogy and the methods of teaching the various branches. The professional spirit has been in the air, and there has been much writing and much talking on the science and art of teaching. But it must be confessed that, while this is desirable and in fact indispensable, much of it may be little more than a mere whitewash; much of it is simply parrot-like imitation; much of it is only "words, words, words." Far be it from me to underestimate the value of this professional and pedagogical phase of the teacher's equipment. Nevertheless, when all is said and duly considered, it is personality that is the greatest factor in the teacher. A good, sound knowledge of the subjects to be taught comes next; and last, though probably not least, should come the professional preparation and training. Without the first two requisites, however, this last is worth little. It is a lamentable fact that, in almost every section of our country, there are persons engaged in teaching rural schools, who are not only deficient in personal power but whose academic education is not such as to afford an adequate foundation for professional training.
Strong Personalities in the Older Schools.—As an example of strong personalities I remember one teacher who in middle life was recognized as a leader in his community; another one, after serving an apprenticeship in the country schools, became a prominent and successful physician; a third became a leading architect; a fourth, a lawyer; a fifth went west and became county judge in the state of his adoption; a sixth entered West Point Military Academy and rose rapidly in the United States army. These instances are given to show that many of the old-time country teachers were men of force and initiative. They became to their pupils ideals of manhood worthy to be patterned after. These all taught in one neighborhood, but similar strong characters were no doubt engaged in the schools of surrounding neighborhoods. What rural school of to-day in any state can boast of the uplifting presence of so many men teaching in one decade?
A. V. Storm, of the Minnesota Agricultural College, says:
"But we lack one thing nowadays that these old schools possessed. Twenty or thirty years ago the country schools were taught for the most part by men. Such men as Shaw and Dolliver, and a great many other leading men of to-day, were at one time country school teachers. They exercised a great influence upon the pupils. They were the angels who put the coals of fire upon the lips of the young men, giving them the ambition that made for future greatness. The country schools now are not so good as they were twenty years ago. The chief reason is that their teachers are not so capable."
More Men Needed.—To secure the best results, there should be fully as many men as women teaching in the rural schools. One hundred years ago both city and country schools were taught by men alone. Now the rural schools and most of the city schools are taught by women alone. There is probably as much reason against all teachers being women as there is against all teachers being men.
Low Standard Now.—Thirty or forty years ago about half of the teachers were men and half women, both sexes representing the strong and the weak. Very many of the schools of to-day are under the charge of young girls from eighteen to twenty years of age who have had little more than a common elementary education. Some have just finished the eighth grade and have had a smattering of pedagogy or what is sometimes called "the theory and practice of teaching." This they could have secured in a six weeks' summer school, while reviewing the so-called "common branches." These teachers are holders merely of a second grade elementary, or county, certificate, which requires very little education. Almost any person who has taken the required course in reading, writing, spelling, arithmetic, grammar, geography, history, and hygiene of the elementary school can pass the usual examination and obtain a certificate to teach. In some states the matter is made still easier by the issuing of third grade county certificates, and even, in some cases, by the giving of special permits. Indeed, the standards are usually so low that the supply of teachers is far beyond the demand.
The Survival of the Unfittest.—Such is the standard which prevails extensively throughout the country in respect to the qualifications of rural school teachers. As inferior goods sometimes drive out the better in the markets, so poor teachers holding the lowest grade of certificate will sometimes drive out the better, for they are ready to teach for "less than anybody else." The men and women of strength and initiative are constantly tempted to go out of the calling into other lines of work where progress is more pronounced and where salaries or wages are higher; and so the doors of the teachers' calling swing outward. The good teachers will desert us, or refuse to come, and the rural schools will be left with what might be called the survival of the unfittest.
Short Terms.—Add to the foregoing considerations the short terms of service which prevail in rural schools and we have indeed a pitiable condition. The average yearly duration of such schools in most states is about seven months—sometimes less. This leaves about five months of vacation, or of time between terms, when much that has been learned is forgotten. Under such conditions how is it possible to give the children of these communities an education which is at all comparable to that afforded by the city?
Poor Supervision.—Then, again, there is often little supervision of country schools. When a county superintendent has under his inspection from fifty to two hundred schools, it is utterly impossible for him to give to each the desired number of visits or to supervise and superintend the work of those schools in a manner that can be called adequate in any true sense. Sometimes he can visit each school only once a year, or twice at most, and, even then, there may be two different teachers in the same school during the year; so that he sees each of his teachers at work probably only once. What can a supervising officer do for a school or for a teacher under such circumstances? Practically nothing. The county superintendent is usually elected to office by the people and frequently on a partisan ticket. This method of choosing naturally tends to make him give more attention to politics than he otherwise would think of giving. So the supervision or superintendency of country schools is too often slighted or neglected—and who is to blame? Of course there are many exceptional cases, but the exceptions only prove the rule.
No Decided Movement.—The whole movement of the rural school, whether it has been backward or forward, has been too frequently without definite or pronounced direction. It has moved along the line of least resistance, sometimes this way, sometimes that, in some places forward, in other places backward. Time, circumstances, and chance determine the work. School problems have been settled by convenience and circumstances. The whole situation has been one of laissez faire. It is only within the past few years that people have become awakened to the situation. They are beginning to be impressed with the progress that is being made in all other lines, not only outside of the schools but also in the fields of higher and secondary education. The rural school interests have at last begun to ask, "Where do we come in?"