=Consolidation of Rural Schools.=--The people of the United States have been justly proud of her public schools. No one has ever considered them to be perfect, but the influence exerted upon the minds of the growing children has been wholesome. The very life of a republic depends upon an educated citizenry. With thorough education along right lines there is no reason why the nation should not live forever. To obtain such an education as is commensurate with right living and with the upbuilding and maintenance of our government and civilization requires that every means at hand should be utilized. The broadening, informational, and unifying influence of the automobile should not be underestimated. Edison’s theory that the movie should supplement the textbook because visual education is remarkably interesting and effective, needs more than a passing thought. The instruction which the young people receive from parents, from associates, from newspapers, magazines, and miscellaneous books, from civic organizations of various kinds, and from Sunday school and church cannot be overestimated. Neither should be forgotten the vast and important education which comes through the hard knocks of experience. An illustration of what the public schools may do for the preservation of the country can be drawn from the history of the Great War, the worst and the fiercest the world has ever seen. During that war the patriotism of the people shone forth with undiminished luster. The response to the President by the citizenry of the country, whether of his own or opposite political faith, by every honest organization, public or private, by business and professional men, by Congress and legislatures, was all but unanimous. This surprising unanimity was, no doubt, due to the influence of the public schools. The public schools have always inculcated patriotism and loyalty, and these lessons were potent as was evident because even before the draft many young men with Teutonic names took their places with others whose forebears were of other nationalities as well as with those of long-standing American descent. Therein went astray one of the guesses of the enemy, namely, that our Teutonic citizens with their children would prove more loyal to the “fatherland” than to democratic America. The lessons of patriotism the children brought home from school, the stories of Valley Forge and Yorktown, of Gettysburg and Appomattox, were communicated to their parents and penetrated deep, so that only a moiety of our foreign born element could be classed with the enemy. Thus have the public schools in this great melting pot of the world been the conservators of liberty.