But if the theoretic worth of the rural school is to be made at all actual, some very radical changes in view-point and method must come to pass. First of all, we must keep asking the question, What is education for? And perhaps we must accept the answer that in its best form education serves the higher needs and requirements of the life we are trying to live to-day. In case of rural teachers and parents it has been too common a practice to urge the child on in his lesson-getting with the statement, or at least the suggestion, that lessons well mastered in time furnish a guarantee of a life of comparative ease and freedom from heavy toil. The sermonette preached to the boy in this situation is too often substantially as follows: "Go on, my boy, master your lessons, pass up through the grades, and be graduated. Behold So and So, a great captain of wealth, and such and such a one, a great statesman. Now, these persons are in a position to take life easy. They have wealth to spend for the employment of labor and need to do little of such thing themselves." In other words, the view-point of the school has been radically wrong. We have been advancing the idea that education enables one to get _out of_ work, whereas we should have been urging that education of the right sort enables one to get _into_ work. That is, it means enlarged capacity for work and service and proportionately enlarged joy and contentment in the performance of worthy work of any nature whatsoever. Let rural parents once inculcate the last-named point of view upon their growing boys and girls and the attitude of the latter toward the school and its tasks will be likewise radically changed. ALL HAVE A RIGHT TO CULTURE