g.
And, finally, the professional incentives are not sufficiently strong in
such schools to create a true craft spirit toward teaching.

While it is impossible to measure the improved results in teaching
coming from the consolidated school in the same objective way that we
can measure increased attendance, yet there is no doubt that one of the
strongest arguments for the consolidated school is its more skillful and
inspiring teaching. The increased salaries, the possibility of
professional association with other teachers, the improved equipment,
the better supervision, and above all, the spirit of progress and
enthusiasm in the school itself, all serve to transform teaching from a
treadmill routine into a joyful opportunity for inspiration and service.

_The training of rural teachers_

The training of the rural teacher has never been given the same
consideration as that of town or city teachers. It is true that normal
schools are available to all alike, and that in a few States the rural
schools secure a considerable number of teachers who have had some
normal training. But this is the exception rather than the rule. In the
Middle Western States, for example, where there is a rich agricultural
population, whole counties can be found in which no rural teacher has
ever had any special training for his work. Professional requirements
have been on a par with the meager salaries paid, and other incentives
have not been strong enough to insure adequate preparation.

State normal schools have, therefore, been of comparatively little
assistance in fitting teachers for the rural school. First of all the
rural school teacher ordinarily does not go to the normal school, for it
is not demanded of him. Again, if perchance a prospective rural teacher
should attend a normal school, a town or city grade position is usually
waiting for him when he graduates. For, in spite of the growth of our
normal schools, they are as yet far from being able to supply all the
teachers required for the urban grade positions, to say nothing about
the rural schools. The colleges and universities are, of course, still
further removed from the rural school, since the high schools stand
ready to employ those of their graduates who enter upon teaching.

In some States, as for example, Wisconsin, county normal schools have
been established with the special aim of preparing teachers for the
rural schools. While this movement has helped, it does not prom