ince 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