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; it must add to the largeness of his personal life, and at the same time increase his working efficiency.

This is to say that one's education must (1) furnish him with the particular knowledge required for the life that he is to live, whether it be in the shop, on the farm, or in the profession. For knowledge lies at the basis of all efficiency and success in whatever occupation. Education must (2) shape the attitude, so that the individual will confront his part of the world's work or its play in the right spirit. It must not leave him a parasite, whether from wealth or from poverty, ready to prey upon others; but must make him willing and glad to do his share. Education must (3) also give the individual training in technique, or the skill required in his different activities; not to do this is at best but to leave him a well-informed and well-intentioned bungler, falling far short of efficiency.

The great function of the school, therefore, is to supply the means by which the requisite knowledge, attitude, and skill can be developed. It is true that the child does not depend on the school alone for his knowledge, his attitude, and his skill. For the school is only one of many influences operating on his life. Much of the most vital knowledge is not taught in the school but picked up outside; a great part of the child's attitude toward life is formed through the relations of the home, the community, and the various other points of contact with society; and much of his skill in doing is developed in a thousand ways without being taught. Yet the fact remains that the school is organized and supported by society to make sure about these things, to see that the child does not lack in knowledge, attitude, or skill. They must not be left to chance; where the educative influences outside the school have not been sufficient, the school must take hold. Its part is to supplement and organize with conscious purpose what the other agencies have accomplished in the education of the child. The ultimate purpose of the school is to make certain of efficiency.

The means by which the school is to accomplish these ends are (1) the social organization of the school, or the life and activities that go on in the school from day to day; (2) the curriculum, or the subject-matter which the child is given to master; and (3) the instruction or the work of the teacher in helping the pupils to master the subject-matter of the curriculum and adjust themselves to the organization of the school.

These factors will of necessity differ, however, according to the particular type of school in question. It will therefore be necessary to inquire into the special problem of the rural school before entering into a discussion of the means by which it is to accomplish its aim.

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