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Show Rural Educational Facilities We bliev3 that evetv vo inT mtn educated in o ir mi 1st o iiht to rena'ti here, and furthermore we b'liove 'hat he nurht to be given th omirtui't here to mike use of his edu-r.ion il training. There ar a graat mmv f I'lU.s in i ir present educ itinn-il systems in our rural districts. Tpv-Iim1,. ti tV the youn r man a v iv fnu homr O lr regular enures ar b iut' c i'l ' ill is'r it-ed it-ed with slum cond:tions of gre it '"'ties, factory districts cvilit'in ii n vs and railro ids, bat; n serivis at1".1 nots J are m ide to anah ze the rural community A great many of our problems coiil I he 1 solved and our young mn build at homo 1 if more attention were ?iven to the j rural conditions. The following article taken from the E lucation il Review, gives us so .ie very good thoughts on ! this subject: ' "Most rural teachers think thev know I something of the con litions in the community com-munity in wh ch they teach. They go to church, attend social gatherings and public meetings. W ell en ri;h, so far as it goes; bit the truth is that the rural community, though admittedly the basis of our whole social structure, is the most neglected element in our I organization. We have all sorts of elaborate stu lies of city slu ns, factory districts, conditions in mines and on railroads, of foreign elements of various kinds, but no seriousattempt to analyze the rural community. The teacher will have to make the study of the rural community first hand; gather his own data; make his own analysis; draw his own conclusions. "The second proposition i3 as simple as it looks. The teacher must cease to j direct the attention to what is remote and turn it to what is near at hand. Some of the neels of the community, some of the matters of interest in it, some of the numerous opportunities it |