File:Country life and the country school - a study of the agencies of rural progress and of the social relationship of the school to the country community (1912) (14592324338).jpg

Identifier: countrylifecount00carn (find matches)
Title: Country life and the country school : a study of the agencies of rural progress and of the social relationship of the school to the country community
Year: 1912 (1910s)
Authors: Carney, Mabel, b. 1885
Subjects: Schools Rural schools Country life
Publisher: Chicago : Row, Peterson and Co.
Contributing Library: University of Connecticut Libraries
Digitizing Sponsor: University of Connecticut Libraries

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tem, but its chief basis shouldbe personal visits and advice from the specialists employed.In this way the farm and the farm home selected might easilybe converted into a demonstration of local possibility. Oneexperiment of this character in every three or four townshipswould be sufficiently local to attract the attention of all thefarmers of a community. Improving the farm home through the country school.While it is hoped that what is said here, and in succeedingchapters, is sufficiently related to the real conditions of the 36 COUNTRY LIFE AND THE COUNTRY SCHOOL country to prove of value to farmers and all others connectedwith country life, the chief concern of these pages, as sug-gested in the preface, is to assist country teachers by establish-ing a little more clearly the relation of the school to variousother rural agencies. The connection between the school andthe home is commonly acknowledged. So, too, is the responsi-bility of the homes of a community for the character of the
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Domestic Science in the Country School, Macon County, Illinois school maintained. The reciprocal responsibility of the schoolfor the homes that support it is also acknowledged, but onlyremotely felt, and not yet realized. That the school, even thelittle ungraded district school, with all its limitations, canimprove existing home conditions, however, in both a materialand a spiritual way, is occasionally demonstrated by countryteachers and is made the basis of this discussion. Naturallythe influence of the school here as elsewhere must originatethrough the personal influence and energy of the teacher. THE FARM HOIME 37 Three ways are suggested by which the country teacher, work-ing through the agency of the school, may help to improvethe farm home. First, through suggestion, sympathy, and personal influence,the teacher may incidentally impart a great deal of knowl-edge to the farm women of the community. To carry thisinformation into any home is a delicate undertaking. It mustbe done b

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