Education in Rural Communities

Education in Rural Communities

Education in Rural Communities

Education in Rural Communities

Excerpt

Four previous yearbooks of this Society have been devoted to a consideration of problems pertaining to the rural schools. The first three of these volumes dealt with a particular problem in each case, the problem selected being one of major importance in rural education at the time of publication of the yearbook. Moreover, each of these three was developed as a companion volume to another yearbook which considered the same problem or its counterpart as a phase of the administration of schools in urban communities. Thus, the theme of the Tenth Yearbook was that of the school as a community center, Part I describing current experiments designed to make a community center of the urban school, Part II providing a like report of such developments in rural areas. Similarly, Parts I and II of the Eleventh Yearbook explained the purposes and plans of forward-looking programs in industrial education and agricultural education, respectively. The titles of the two volumes of the Twelfth Yearbook are: Part I, The Supervision of City Schools; Part II, The Supervision of Rural Schools.

As Part I of the Thirtieth Yearbook, the Society published The Status of Rural Education, designed to provide a more general review of programs and policies to be observed in rural-school systems including such features as curriculum, supervision, the school population, organization and administration, and financial support. Separate chapters are devoted to the consideration of programs for the training of rural-school teachers and the unique contribution to rural education of the cooperative extension work in agriculture and home economics. An additional chapter presents a statement of principles for the guidance of teachers and officers who have some responsibility for the improvement of educational opportunities in rural communities.

The present yearbook is likewise a general treatise on the major characteristics and services of rural schools. The program of studies is considered from the point of view of its functional relationship to the present needs and future opportunities of children and youth whose developmental experiences are conditioned by the particular types of physical and cultural resources that characterize the communities in which they live. Throughout the yearbook, the interest of the reader is directed to the consideration of the significance of appropriate plans of organization, pilot programs, co-operative projects, modern facilities, and trained leadership in the rural schools for the improvement of the social and eco-

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