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Volume XV. No. 25.SATURDAY, JUNE 25 1910Weekly: $1 a Year. The School the Hope of the South. TRAVELING this week across a considerable section of our Progressive Farmer and Gazette territory, we could but dream of the time when all oar Southern country shall be come ar fair as the rural districts of France and England as we saw them two years ago—when*our muddy roads _ shall give way to beaatfal highways; when our old fields shall be redeemed to life and useful ness ; when oar half-cultivated patches shall be converted into broad and fertile fields; when herds of cattle and flocks of sheep shall dot our hillsides ; when a gully shall be reckoned a dis grace and a fire-ruined wood a crime; when cabins and ugly cottages shall be replaced by homes made beautiful by loving care, however humble they may be ; and when a thickly-settled, and well trained population shall not only relieve a a m M Jt a e a a a a a m a • e country u/e oj tnut taoiutton wmen nua most retarded its development, but shall give needed support for all the conven iences of twentieth-century rural life— rural telephones, water-works, the town ship high school with its public library and lyceam course: the school a center of intellectual and the church of spirit ual activity, each giving symmetry and beauty to a community life which finds its material basis in a high degree of efficiency on the part of the ^_ averaPe man. i Even as the painter when he goes to his canvas, sees with his mind’s eye some beautiful vision which he is to work out, even so ail of us should have before us as we go about our daily tasks this vision of the South that is to be, and the part, however insignifi cant, that we may have in helping its fulfillment. We should all of us like to live to see it with our own eyes, as Moses yearned to see the promised Canaan to which he led his people. But whether we shall see it with the physical eye or only in our dream, it is enough that we may have a hand in bringing it about, enough that we may work intelligently and unselfishly to has ten the coming of this better day. And the one way is by giving the child a chance. That boy of yours, that boy of your neighbor’s, who already has the basis of all character in that he is learning to work, that boy who “warms his feet cold mornings in the place where the cows lay the night before”—he is the hope of the South. That girl of yours, that girl of your neighbor’s, whose mind and spirit will _______ some day give tone and color to everything in a home—she is the hope of the South. And only through the school they can he developed. The hoy and girl in the towns are getting good schooling; the farm boy and girl in the North and West are getting ‘good schooling. Shall it be, then, that among all our twentieth-century Ameri- \ can youth the Southern farm boy and girl alone shall enter life’s race handicapped by shackles of ignorance ? It must nbt be so. The best investment the South could make in 1910 would be to double its _I_I __* J_LI. __—A___ _ o/ oar schools and colleges. Only by providing the best of facilities can we attract to the South that tide of im migration which we need to increase our percentage of white population and to relieve rural life of isolation ; and only by educating all our people can we ever work out our dream of a South the beauty of whose rural and urban life, the intelli gence and efficiency of whose __ people, shall make it indeed the 1 foremost and the fairest section MA of America. EDUCATIONAL FEATURES OF THIS ISSUE. An Up-to-Date School House 449 College Training for the Country Girl .451 Educating Farmer Boys For . Efficiency . 448 How the Home Can Help the School . 450 Madison County High School. . 449 Mississippi Higli Schools.449 Mississippi Text-Book Commis sion .452 Six Things to l)o for the Rural School .451 The Educational Demands of Our Time.452 The Farm Boy’s Greatest Prob- [ lem . 460 | The Southern Farmer’s Needless Burdens . 446 What Arkansas is Doing. 459 What the South Can Learn From New England.453 What We Can Do to Help the Cause . 447 [Courtesy Noith Carolina Department of Education* THE OLD AND THE NEW Here is a striking example of what consolidation of rural schools and the local tax will do. There are still hundreds of such school houses as those shown in the two upper pic tures. scattered about over the South—school houses without any facilities at all for good work and without pupils enough to permit of the employment of a good teacher. Where two or more such schools can be combined and an up-to date building with modern equipment provided and a good teacher employed, is it not work well worth while to do it? Every person who helps in making such a change has a right to be proud of his work; and no one can tell what difference the better turrourdings will make in the lives of the boys and girls who attend the school.