nt of these agencies, although at the present time its influence
is chiefly negative. With the hope of offering some help, however
slight, in adjusting the rural school to its problem, this little volume
is written by one who himself belongs to the rural community by birth
and early education and occupation.

G. H. B.
CORNELL COLLEGE, _February_, 1913.

NEW IDEALS IN RURAL SCHOOLS

I

THE RURAL SCHOOL AND ITS PROBLEM

_The general problem of the rural school_

The general problem of the rural school is the same as that of any other
type of school--to render to the community the largest possible returns
upon its investment in education with the least possible waste. Schools
are great education factories set up at public expense. The raw material
consists of the children of succeeding generations, helpless and
inefficient because of ignorance and immaturity. The school is to turn
out as its product men and women ready and able to take up their part in
the great world of activities going on about them. It is in this way, in
efficient education, that society gets its return for its investment in
the schools.

The word "education" has in recent years been taking on a new and more
vital meaning. In earlier times the value of education was assumed, or
vaguely taken on faith. Education was supposed to consist of so much
"learning," or a given amount of "discipline," or a certain quantity of
"culture." Under the newer definition, education may include all these
things, but it must do more; it _must relate itself immediately and
concretely to the business of living_. We no longer inquire of one how
much he knows, or the degree to which his powers have been "cultivated";
but rather to what extent his education has led to a more fruitful life
in the home, the state, the church, and other social institutions; how
largely it has helped him to more effective work in a worthy occupation;
and whether it has resulted in greater enjoyment and appreciation of the
finer values of personal experience,--in short, whether for him
education spells _efficiency_.

We are thus coming to see that education must enable the individual to
meet the real problems of actual experience as they are confronted in
the day's life. Nor can the help rendered be indefinite, intangible, or
in any degree uncertain. It must definitely adjust one to his place, and
cause him to grow in it, accomplishing the most for himself and for
society; i