The rural teacher and his work in community leadership, in school administration, and in mastery of the school subjects . l training and forgework, and two are equipped for domestic science. It isinteresting to note that of the two hundred students ofhigh-school grade pursuing the industrial subjects morethan fifty per cent are from the associated rural speaks volumes for the influence of the system inkeeping the rural children in the small schools and point-ing them for the central school. The school maintains a farm of sixteen acres in a highstate of cultivation. The produce f
The rural teacher and his work in community leadership, in school administration, and in mastery of the school subjects . l training and forgework, and two are equipped for domestic science. It isinteresting to note that of the two hundred students ofhigh-school grade pursuing the industrial subjects morethan fifty per cent are from the associated rural speaks volumes for the influence of the system inkeeping the rural children in the small schools and point-ing them for the central school. The school maintains a farm of sixteen acres in a highstate of cultivation. The produce from this farm ? has,year by year, sold for more than enough to pay all runningexpenses. All agriculture students are expected to learnthe practical phases of the subject, doing work on the farm. 184 THE RURAL TEACHER AND HIS WORK Beginnings of Association, — In 1911, twenty rural dis-tricts were invited to associate with the central district forindustrial purposes under the so-called Putnam Act. Four-teen districts voted for association, seven by unanimousvote. No district has ever expressed a desire to withdraw. Fig. 25. — The Chatfield, Minnesota, Associated School District. Here eleven outlyingdistricts have associated themselves for educational purposes with the Chatfield district. from the association, and others which at first refused toenter have made request for admission. Work of Supervision and Cooperation. — The superin-tendent makes an effort to reach each school at work andconsult the teacher about the general school work. Regularreports are expected from all rural teachers, and from timeto time they are called to the central school to consult withthe industrial teachers. The latter also make regularrounds of the outlying schools and send each teacher type-written lesson-guides for the daily industrial work. COMING OF THE REAL RURAL COMMUNITY SCHOOL 185 Each district is provided -vvith uniform textbooks andschool equipment at cost. This means uniformity andgr
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