ement 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?"

=Elementary Teaching Not a Profession.=--There has been as yet no real
profession of teaching in the rural or elementary field. In about one
third of the schools there is a new teacher every year; so that every
three years the teaching force in any given county is practically
renewed. A _profession_ cannot be acquired in a day, or even in twelve
months. The work to be done is regarded as an important public work, and
the public is concerned in its own protection. Hence in every true
profession there is a somewhat lengthy period of preparation and a
standard of acquirements which must be attained. In other words, a true
profession is a closed calling which it is impossible for everyone to
join, and which only those can enter who have passed through a severe
preparation and have successfully met the required standard. School
teaching in the country is too frequently not a profession. It can be
entered too easily; the required period of preparation is so short and
the standard is placed so low that young and poorly prepared persons
enter too easily.

=The Problem Difficult, but Before Us.=--What shall be done? The problem
is before the American people in every state of the Union. The people
themselves have become aroused to the situation, and this itself is
encouraging. Much has been done in some states, but much will be left
undone for the attention of coming generations. The masses of the
people can be aroused only with difficulty. The education of an
individual is a slow process. The education of a family, of a community,
or of a state is slower still. The education of a nation or of a race is
so slow that its progress is difficult of measureme