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 THE TRAINING OF TEACHERS 
 
 FOR THE 
 
 RURAL SCHOOLS 
 
 ARTHUR E. BENNETT, A. M , Pd. d 
 'I 
 Dean of the School of Education 
 
 Upper Iowa University 
 
 Fayette 
 
 Prepared for the Educational Council 
 of the Iowa State Teachers' Asso- 
 ciation, November 3 to 5, 1910 
 
 DES MOINES, IOWA 
 

 <\ D 
 
 '" 
 
The Training of Teachers for Rural Schools 
 
 ARTHUR E. BENNETT, A. M., PD. D 
 
 The rural school problem is the greatest question among educa- 
 tional leaders of all countries at the present time. It is the problem 
 par excellence in America and appeals with peculiar forcefulness to 
 the people of those states where agriculture is the main industry. 
 Briefly it is this: How can the rural school contribute to the welfare 
 of the state proportionate to the demands which the state makes 
 upon it? What kind of school plant and equipment is necessary for 
 its efficiency? How can its course of study revitalize and redirect 
 its energies? How may the instruction be earned on so that country 
 life may be idealized, new standards of efficiency and of happiness be 
 placed before its constituency and the mainstay of our industrial 
 system be conserved? How may the schools be unified, graded and 
 properly supervised? And last of all but the greatest of all is the 
 question of the spirit, the training, the tenure and the numerical 
 adequacy of its teachers. 
 
 IN OTHER COUNTRIES. 
 
 England. In England, agricultural colleges and the university 
 departments furnish the Head Masters and the Training of Science 
 Masters for rural pupil-teacher centers, where teachers-inthe-mak- 
 ing puisue a two year course in science, manual arts and methods, 
 after completing the work of the rural secondary school. Many of 
 the training colleges maintain courses peculiarly adapted to the 
 needs of rural education. Mr. Symonds' report to the Board of 
 Education for 1908, states that since the Local Taxation Act of 
 1890, much has been done by many of the county councils to afford 
 
teachers of rural schools the opportunity of training in rural sub- 
 jects. He recommends the establishment of summer schools of rural 
 science for the training of teachers in the application of science to 
 rural life and occupation. 
 
 New South Wales. Mr. Board, the Director of Education for 
 New South Wales, says: "Students in the Teachers' College in this 
 state during their first year have practice in teaching and for the 
 purpose of their practical training in the management of small 
 schools, spend a portion of their time at a specially conducted and 
 equipped school under one teacher for observation work. This school 
 is situated in one of the near suburbs of Sidney and the teacher in 
 charge has been selected on account of his efficiency in the organ- 
 ization and management of a one-teacher school." 
 
 Canada. The McDonald movement in Canada has aroused a new 
 interest in rural education and its possibilities in relation to farm 
 industries. Ontario provides special teachers' training courses in 
 elementary agriculture, horticulture and industrial arts in the Agri- 
 cultural College at Guelph. Special courses are offered in the Nor- 
 mal and Model schools. Special grants of from 1200 to $750 are 
 given to country and village schools maintaining household and man- 
 ual training, under regulations of the Minister of Education. Model 
 Schools are maintained at Cornwall, Durham, Kingston, Lindsay, 
 Renfrew and North Kay. Teachers in Manitoba, in the non-profes- 
 sional or third class grade, must pass an examination in agriculture 
 and elementary science. 
 
 IN OUR OWN COUNTRY. 
 
 Only two states in our own country claim to have means adequate 
 to meet the demands for rural school training. These two are Rhode 
 Island which has but one hundred and eighty-two ungraded schools, 
 and California, where the normal schools and colleges furnish the 
 necessary supply- 
 
 The normal schools and colleges of the several states cannot 
 meet the demands of the urban schools for supervision and for 
 special and grade teachers. Agricultural colleges are offering 
 courses for those who wish to specialize in the teaching of farm and 
 home economics and the extension work, as carried on in our own 
 state, is arousing public sentimant in favor of better rural schools. 
 
 ■ 
 ■ 
 
Teachers' institutes of from one to four weeks have long been used 
 as promoters of teaching efficiency; but the shortness of the session 
 and the academic character of the work limit their effectiveness. 
 Some of the most recent methods of attacking this problem are 
 worthy of our attention. 
 
 MODEL RURAL SCHOOLS AND RURAL SCHOOL EXTENSION. 
 
 State of Washington. Mr. Showalter, who has charge of the 
 department of rural schools of the State Normal School of Washing- 
 ton located at Cheney, is inaugurating a rural i-chool revival by two 
 methods. First, a model rural school within reach of the state 
 normal school cadets, and second, rural school extension work. The 
 following excerpt from a letter is of interest: 
 
 "Our Rural Training School is three miles in the country, and has 
 all of the environments of typical rural schools. The children come 
 from the neighboring homes and our work is organized under the 
 same conditions that are required throughout the county and state. 
 It is our aim to demonstrate just what improvements are possible to 
 be made through proper organization, management and supervision. 
 Through correlation and alternation, we reduce the number of recita- 
 tions daily to a minimum and introduce into the curriculum Manual 
 Training, Agriculture and Horticulture. 
 
 "It is our aim not only to train teachers well for this work, but to 
 give them a natural adaptability for rural life and needs. Through 
 our Directors' Meeting, we will also accomplish a strong co-operative 
 spirit and a willingness to meet the demands for additional salary 
 required for prepared teachers. 
 
 "Our Rural School extension work consists of demonstration and 
 observation schools established in the different counties of eastern 
 Washington for the purpose of giving an opportunity for teachers 
 and directors to see the actual work in progress. This is done by 
 and with the co-operation of the County Superintendent, and the 
 Normal works jointly with him in giving out policies and plans. 
 
 "This year we have a large number of teachers who have chosen 
 this work because of the attractive salaries offered, and the spirit 
 and enthusiasm of the people in promoting its interests Demon- 
 stration meetings and evening programs seem to have been very 
 helpful to the patrons of the community, and we believe that through 
 
this means that we shall be able to work out our plans quite com- 
 pletely an i to obtain the results which we hope for in the re-organ- 
 ization of the country school." 
 
 The plan of conducting a model rural school in the vicinity of the 
 normal school with special courses to meet the needs of country life 
 is followed also by the Missouri State Normal at Kirksville, the Ne- 
 braska State Normal at Kearney, the Central State Normal of Mich- 
 igan, the Indiana State Normal at Terre Haute, and the State Normal 
 School at North Adams, Mass. 
 
 NORMAL TRAINING IN HIGH SCHOOLS. 
 
 In Nebraska. In 1907 Nebraska passed a law for the purpose of 
 giving normal training in approved high schools. The state super- 
 intendent prescribes the conditions, the course of instruction and the 
 rules and regulations under the following limitations: The high 
 school must be fully accredited, the normal training must be in the 
 eleventh and twelfth grades, and the schools must have good library 
 and laboratory facilities. The course of study includes an extensive 
 review of the common school branches with special reference to the 
 methods of teaching them, with at least seventy-two periods in pro- 
 fessional training and one semester in American History. Agricul- 
 ture is required and to secure the state aid a class of at least ten 
 must be enrolled. The schools offering this elective work and secur- 
 ing the approval of the state department get $500 direct aid. 
 
 About 100 high schools are now maintaining these courses and 
 State Superintendent Bishop says that the work done by these schools 
 has been satisfactory in the extreme. President Thomas of the 
 Nebraska State Normal School at Kearney commends these schools 
 as follows: "Most of the country schools are now supplied by 
 students from the high schools. There are probably 2000 stu- 
 dents in these normal training classes and most of them take up 
 the work of teaching in the country" 
 
 In Minnesota. A similar law has been passed by the State of 
 Minnesota and twenty-seven high schools were approved last year, 
 each receiving $750 from the state. A special normal instructor 
 must be employed. At the end of the course, the grades made in 
 high school are certified to by the principal or superintendent and a 
 
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 first or second grade certificate is issued to the graduate. Superin- 
 tendent Schultz reports that other schools are applying for the state 
 aid and that great reliance is being placed upon them for the train- 
 ing of rural school teachers. 
 
 In Kansas. The last legislature of the State of Kansas passed a 
 bill giving state aid to high schools and academies maintaining nor- 
 mal training courses. Their number is limited by a $50,000 annual 
 appropriation; to local needs; and to their abilitv to maintain a fully 
 accredited standing. Each school receives $500 direct state aid 
 denominational academies excepted. The State Board conducts exami- 
 nations in May of each year and issues certificates to successful can- 
 didates valid for two years, renewable at the end of that time, and 
 operative in any county of the state. 
 
 Michigan and New York. Plans similar to the ones already 
 enumerated whereby normal training is maintained in high schools 
 are in operation in Michigan and in New York. The latter state was 
 the first to inaugurate the plan which was adopted seventy-three 
 years ago. At present there are about one hundred of these classes 
 Each of these furnish from ten to twenty- five teachers a year to her 
 rural schools. Over one-third of all rural school eachers in the 
 state are holders of training class licenses to teach. 
 
 COUNTY TEACHERS' TRAINING SCHOOLS. 
 
 Wisconsin has adopted a plan whereby any county, wherein no 
 normal is located, may establish a training school for teachers for the 
 common schools. They are limited to twenty-six in number, twenty 
 counties having already qualified under its provisions. 
 
 A board of three members is created, one of whom is the county 
 superintendent of schools. Two-thirds of the amount expended for 
 the maintenance of the school is paid by the state, not to exceed, 
 however, thirty-five hundred dollars in any one school year. After 
 completing the work of these training schools the graduate receives 
 a third grade certificate good for two years. The length of the 
 courses vary as to the age and strength of the school. Agriculture 
 and manual arts are taught therein. 
 
 Superintendent Carey in his address before the Wisconsin State 
 Teachers' Association in November, 1907, says that the county 
 teachers' training school is the most effective plan for preparing 
 
rural teachers which has yet been adopted in this country. It is do- 
 ing much to arouse a better educational sentiment among the coun- 
 try people. It is effective because it is a separate institution, 
 thereby dignifying it and the profession of teaching, and the teacher 
 training is not a side issue as in high schools maintaining normal 
 classes. It takes country boys and girls who know country condi- 
 tions and who are in sympathy with country life f.nd trains them to 
 effectively carry on the work of the rural schools. 
 
 JUNIOR NORMAL AND SUMMER SCHO LS 
 
 Louisiana maintains five state summer schools at strategic centers, 
 running for a period of nine weeks each year. They render material 
 aid to the training of teachers. A rural school inspector is em- 
 ployed to help in directing the work and in suggesting plans for the 
 improvement of the country schools. 
 
 Nebraska, besides maintaining three state normal schools and pro- 
 viding for normal training in high schools, maintains eight Junior 
 Normal Schools at designated centers, for the training of rural 
 teachers. These were established by an act of the legislature in 
 in 1903 and have enrolled 8152 teachers-in-the-training since their 
 organization. Tuition is free. The sessions last for eight weeks, 
 all of the expenses thereof being met by the State. Their motto is 
 "better trained and better paid teachers for better schools." Spe- 
 cial stress is laid upon agriculture, hygiene and the common school 
 studies. 
 
 MISCELLANEOUS AIDS 
 
 In various ways our states are attempting to solve the problem of 
 greater adequacy and better training for the teachers of the rural 
 schools. Illinois has a law admitting one scholarship student from 
 each township into one of its normal schools, entitling the holder to 
 free tuition and incidental expenses. It is conferred by the county 
 superintendent upon the best pupil of the township, usually from the 
 rural districts, and is valid for four years. The Western State Nor- 
 mal School at Macomb offers a special course for these students. 
 Last year about 1000 scholarships were issued. 
 
 The State Department of Minnesota carries on a rural school ex- 
 ension work through its teachers' institutes and teachers' and pa- 
 
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 trons' county conventions. The Department sends someone from the 
 office, or bears the expenses of someone else whom it may designate, 
 to discuss and to outline methods of improvement. 
 
 Missouri validates the grades made in summer schools maintained 
 by approved independent colleges, selected by the State Board of 
 Education. These grades are accepted in lieu of examination for 
 certificates. 
 
 The State Normal School of Colorado offers a special training 
 course for rural school teachers in the summer. The State Depart- 
 ment issues extension leaflets each month, sending them to the rural 
 schools. These bear upon nature study, hygiene, agriculture and 
 horticulture. 
 
 CURRICULA. 
 
 Courses of study provided to meet the needs of rural school teach- 
 ers vary in length. Training schools in Minnesota and Wisconsin 
 accredit schools maintaining two or three years of secondary school 
 studies with one year of professional training in addition thereto. 
 The Standard training school is one maintaining a full four years' 
 course of study, one year of which is given to professional study and 
 teacher-training, with an especial stress upon intensive reviews in 
 the elementary school studies and upon methods of teaching the 
 same. 
 
 Farm and home economics are characteristic studies. Agriculture 
 takes the place of botany as ordinarily studied. Hygiene and sanita- 
 tion are given prominent places. Practical lessons in soils, animal 
 industries and farm problems are substituted for the formal lessons 
 in chemistry and zoology as commonly studied. Rural problems and 
 life are discussed in such a way as to magnify and idealize country 
 life and the possibilities of the country teacher. 
 
 CONDITIONS IN IOWA. 
 
 We have in Iowa 12,640 rural schools. On each September an 
 army of about 3000 inexperienced, untrained beginners in teaching 
 takes the places of those who have left the state or have changed, 
 occupations. The majority of these are not in sympathy with coun- 
 try life. They are using the rural school as a means to get an ex- 
 perience which will gain them admission into a graded urban school. 
 
They are unfamiliar with country school needs and of life values, 
 and because of this they point students away from the farm. 
 
 Because the urban graded schools demand experienced teachers 
 and pay higher wages than the country schools, the successful rural 
 teacher, trained at the expense of the rural schools, abandons it for 
 a more highly remunerative position. 
 
 Many rural schools are being abandoned, due to local conditions 
 which draw pupils from the schools. If all the schools in Iowa hav- 
 ing an average daily attendance of six or less were to be closed 
 about 850 schools would close their doors. This shows that these 
 schools are operating under a low educational tone and interest, and 
 at too great an outlay for the cost of operation. Many of our 
 counties have not enough teachers to meet their needs, and the ab- 
 sorption of these schools thru consolidation would save nearly a 
 thousand teachers to the state. 
 
 Little improvement, comparatively, has been made in the char- 
 acter of the teaching in the rural schools in the last quarter of 
 a century. Most of our attention has been directed toward the high 
 schools and their accreditation. Their needs and the questions 
 of college admission requirements have occupied the attention of 
 schoolmen to the exclusion of the rural school and its problems. 
 
 Our state institutions and our accredited colleges cannot meet the 
 demands made upon them by the city and town schools for profes- 
 sionally trained teachers. Our present needs for the graded schools 
 alone, would require a normal school in each of the four corners of 
 the state and still the rural school teacher problem would remain. 
 
 IOWA'S NEEDS. 
 
 Iowa needs the unification and wholesome correlation of all its 
 educational forces; the conservation of all of the inherited elements 
 of strength which past experience has given, and united effort in a 
 forward movement for the most immediate and deserving object of 
 our endeavor. These ends should be directed through a wise, unself- 
 ish and progressive State Department leadership which would take 
 into consideration the needs of all our schools and put forth supreme 
 effort to strengthen the most deserving point in our whole educa- 
 tional system — our rural schools. To meet these demands, the De- 
 
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 partment should be supplied with better salaries and with means to 
 ■carry on a rural school revival thru systematic extension work. 
 
 A movement for an increased interest in che work of our rural 
 schools should be inaugurated. Without an intelligent understand- 
 ing of its needs and an interest in its work among the common peo- 
 ple, its patronage will be half-hearted and its work inferior. In 
 other words, we should have a rural school campaign, a system of 
 rural educational chautauquas to educate the people to an under- 
 standing of their own needs. There should be a stronger educa- 
 tioivil sentiment in our rural communities. And this awaken- 
 ing should enlist the enthusiastic co-operation of all classes of 
 educational workers in our commonwealth. Without this unified, 
 earnest endeavor, we cannot make the people believe in the possibili- 
 ties of rural education. 
 
 The first concern of our state should be the improvement of her 
 rural schools. They should have a course of study especially suited 
 to their needs containing courses in farm and home economics. They 
 need better equipment, better salaries for their teachers, better 
 libraries and consolidation where advisable. They should have con- 
 solidated grammar and high schools for the advanced students, to be 
 maintained for at least six months each year. They need closer 
 supervision. But their supreme need is teachers, prepared and 
 trained to carry on rural school work. To get teachers 
 qualitatively and quantitatively adequate to meet present demands; 
 to redirect and revitalize school activities; to idealize country life; 
 to correlate home and farm economics with the common school stu- 
 dies; to establish a social and intellectual center for the uplift of the 
 whole community; to raise new standards of life and of living; to 
 open the mind and the heart to the possibilities for success and hap- 
 piness upon the farm; to make the farmer boy and girl feel that 
 God's-out-of-doors is good and that the greatest good may come 
 from it, — the accomplishment of these possibilities rests with the 
 teacher. 
 
 It does not seem advisable to start new schools foi the training of 
 teachers in Iowa. The most economical method is to provide for our 
 needs by the utilization of those agencies already established. This 
 immediate and worthy agency is our high schools. In 1905 Super- 
 
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 intendent Riggs advised such a plan with the recommendation 
 that the professional studies be given after the completion of the 
 fully accredited secondary course. State aid to one four year 
 school in each county, capable of maintaining a high standard of 
 teaching efficiency, properly equipped with apparatus, library facili 
 ties and special teachers, in counties wherein no state educational 
 institution already exists, would be money sp^nt at points where 
 the largest returns for the investment would be realized. The 
 whole course should be planned to meet the demands of rural educa- 
 tion and the last year given to an intensive review of the common 
 school studies with reference to methods of presentation, together 
 with professional studies and training work. 
 
 RECOMMENDATION 
 
 REPORT OF THE COMMITTEE OF THE EDUCATIONAL COUNCIL 
 
 Your Committee recommends to the favorable consideration of 
 your Legislative Committee the enactment of a law similar to 
 those of our neighboring states, for the training of teachers thru 
 the instrumentality of our high schools. 
 
 E. R. Jackson Fred Mahannah 
 
 Geo. H. Betts T. B. Morris 
 
 Geo. D. Eaton Etta J. Rider 
 
 S. L. Thomas W. S. Athearn 
 
 John L. Tilton Lille Patton 
 
 S. R. Fitz Clarence Messer 
 
 L. Begeman H. E. Wheeler 
 
 J. C. Glade L. C. Bryan 
 
 C. E. Seashore M. A. Reed 
 
 Kate R. Logan Arthur E. Bennett 
 
 Chairman 
 
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-12- 
 
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NOV 18 1910 
 
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