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) (14778959105).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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t.The city, it is commonly agreed, has outstripped the country.In the last analysis this predominance is due chiefly to thegreater degree of social-consciousness, or community-minded-ness, among city dwellers. Farmers as a class are intenselyindividualistic. As a consequence their communities areusually poorly developed and sustain fewer and weaker socialinstitutions than are found in cities. Here lies the crux of thewhole rural situation. Hence the significance of the com-munity idea in country life. Cooperation the Keynote in the Solution of the FarmProblem. Community building requires cooperation. If 1 For a fuller account of this Grange see Chapter IV. THE FARM PROBLEM AND ITS SOLUTION II the community idea expresses the dominating need for thereconstruction of country Hfe, cooperation, as most studentsof rural social life concede, then becomes the keynote in thesolution of the farm problem. Efficient social institutions andthe other satisfactions of modern life which draw country
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Friends Church, Clear Creek Community, Putnam County, Illinois This church with a consolidated school and a Grange constitutes a strong community center people to towns are the results of cooperative effort. To bringthese satisfactions to the country, farmers must put aside smalldifferences, overcome their excessive individualism, and con-sistently work together for the highest good of the com-munity. Cooperation as used here implies four fundamental social 12 COUNTRY LIFE AND THE COUNTRY SCHOOL forces^ which must become operative in the construction ofevery community. These are (a) education, (b) sociahzation,(c) organization, and (d) idealism. Agencies for the Upbuilding of the Country Community.As mediums of cooperation for setting these forces in mo-tion appropriate agencies are available in the country com-munity. These agencies may be roughly classified into twotypes: rural social institutions, and material means of ruralsocialization. Chief among the institutions serving this e

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