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Updated: May 28, 2025
Granges are always active in the organization of farmers' institutes, agricultural fairs, etc. In Michigan they have assisted in the organization of associations which are designed to bring together both teachers and parents for discussion of rural-school problems.
Co-operative efforts among farmers are more cautious, but more successful. The Grange has nearly doubled its membership since 1890; and it, as well as other farm organizations, has more real power than ever before. The rural-school question is one of the liveliest topics today among farmers as well as educators.
The essential idea of the "Hesperia movement" was to bring together the teacher and the school patron on a common platform, to a common meeting-place, to discuss subjects of common interest. This idea must be vitalized in the rural community before that progress in rural-school matters which we desire shall become a fact.
It is only fair to say that administrators of rural-school systems in several states are attempting in one way or another, and have done so for some years, to bring together teachers and school patrons. In Iowa there are mothers' clubs organized for the express purpose of promoting the best interests of the schools.
To unite the farmers who pay the taxes that support the schools, the home-makers, the teachers, the pupils, into a co-operative work for better rural-school education. To give wholesome entertainment in the rural districts, which from necessity are more or less isolated. To create a taste for good American literature in home and school, and higher ideals of citizenship.
Just now the country schools are attracting special attention from the educators so much so that the late President Harper stated, not long ago, that the rural-school question is the coming question in education. Even the country church is being made a subject of discussion in religious circles. It is conceded that agriculture presents "problems."
For the movements to be described are essentially rural-school movements.
Ten years ago Henry Sabin, of Iowa, one of the keenest students of the rural-school problem, in speaking of the supervision of country schools, said: The supervisor of rural schools should be acquainted with the material resources of his district.
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