The rural teacher and his work in community leadership, in school administration, and in mastery of the school subjects . lication toeverj^day life. (See Part III, Chapter VII.) Teachers who entered upon their occupation before thesespecial departments were established should, if possible,return to them, if only for a summer term, to gain newinspiration and direction. Several of the schools are alsooffering correspondence courses and extension courses inrural school organization and other important subjects. Place of the Rural Model School and the Rural PracticeSchool. — Probably forty-five no
The rural teacher and his work in community leadership, in school administration, and in mastery of the school subjects . lication toeverj^day life. (See Part III, Chapter VII.) Teachers who entered upon their occupation before thesespecial departments were established should, if possible,return to them, if only for a summer term, to gain newinspiration and direction. Several of the schools are alsooffering correspondence courses and extension courses inrural school organization and other important subjects. Place of the Rural Model School and the Rural PracticeSchool. — Probably forty-five normal schools have estab-lished model rural schools on or near the normal schoolpremises, and about an equal number of schools utilizeregular rural schools of the vicinity as practice schools forthe student teachers in the training classes. Educators are somewhat divided in their opinion as towhich of the two schools is the more effective in have their advantages and disadvantages. The modelschool conducted on the campus of the normal school, saysome, can generally be counted on to exert a greater in-. Il-A<JIiAL l-KATI_Ki:S OF Rl f \J-ll Ai III F TkAIXIXG The upper illustration shows teachers at work making school gardens at the PurdueUniversity Summer Schuol; the lower is a class in home economics at the annualTeachers Institute, Santa Fe County, New Mexico. PREPARING TEACHERS FOR RURAL LEADERSHIP 105 fluence with the student teachers, because it is a part oftheir daily working laboratory. The students become in-timate with its architectural advantages through daily con-tact, and will later strive to duplicate these in their ownschools. In a similar way the teachers save time and energyby being able to attend frequent model-lesson periods- atthe school and to do their practice teaching without goinginto the country. On the other hand, the advocates ofthe rural practice school insist that rural teaching can bestbe done in the open country, where the right env
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