This program for constructive social service in the country is largely based upon the conservation of the moral and spiritual resources of the country. The deepest need of the country can be satisfied by no smaller propaganda. The instruments for such service we already have. The country school, the country church, neighborhood fellowship, and the Young Men's Christian Association provide the means for a moral and spiritual renaissance in the country. There is no easier way to obtain a healthy rural family life than by a skilful, serious, and large-hearted use of our moral institutions in concrete, courageous, and modern instruction, and in persuasive inspiration. FOOTNOTE: [1] Published as a part of the report of the fifth Country Life Conference by Association Press under the title, "The Home of The Countryside." THE RURAL WORKER AND THE COUNTRY SCHOOLS III THE RURAL WORKER AND THE COUNTRY SCHOOLS Of late the rural schools have been receiving much attention. Educators and others interested in rural welfare have seriously studied the needs and opportunities of our country schools and the good results of this interest are already revealing themselves. It is true, of course, that much of this contribution to the rapidly increasing literature devoted to rural educational problems has come from men who live in urban communities and who for the most part have expert knowledge concerning the administration of urban schools. It is easy, without doubt, to give too much emphasis to the peculiar needs of the rural schools and to forget that urban and rural schools have much in common. Without forgetting that many of our school problems are fundamental and present in all schools regardless of the environment in which they attempt to function, it is reasonable to regret that a larger part in the discussions relating to rural education has not been taken by people living in the country and familiar with the rural life of the present time. It is only just to add, however, that both urban and rural education suffer because so little influence comes into school theory and practice from those who stand outside the profession of teaching. The teacher is not likely to know life so widely or so accurately as do those men and women who have won success by meeting actual situations that test practical judgment and sound self-control. Every one subscribes to the statement that the business of education is the preparation of pupils for life, every one knows that the value of such a preparation can be made certain only by being brought under the acid test of the actual conditions of social life, but few there are that realize that one of the ever-present problems of educational efficiency is due to the fact that the thinking that influences the purposes and methods of teachers mostly originates within the profession itself. The significance of this would be apparent were it true that all of one's education for life comes from the schools;