With a living wage already possible in centralized schools, and the great personal rewards which far transcend the material benefits, the life of the country teacher is one of true privilege and deep satisfaction. College men should regard it as a genuine _calling_ and discover whether its call is for them. If a man has no real love for country life, let him not blight the country school by his subtle urbanizing influence. Most rural discontent is caused by such as he. But if his heart is open to the sky and the woods and the miracles of the soil; if he loves sincerity in human nature and appreciates the sturdy qualities and vast possibilities for development in country boys and girls, he will revel in the breadth and freedom and boundless outreach of his work. If he is a man of vision and of power, the country school principal has greater local influence and social standing than he would have in the city. He has the finest chance to make his personality count in the great Country Life Movement, sharing his visions of a richer, redirected rural life not only with his pupils but every citizen and gradually leavening the whole community with a new ambition for progress. The responsibility for training the local leaders of the future devolves upon the teacher. It is he who can best teach a wholesome love for country life and help to stem the townward tide. He can organize around the school the main interests of his boys and girls and develop the impulse for cooperation which in time will displace the old competitive individualism and make social life congenial and satisfying. Through organized play, inter-community athletics, community festivals, old-home week, lyceums or debating clubs in the winter, with occasional neighborhood entertainments utilizing home talent, contests in cooking and various other phases of home economics, in corn-raising and other agricultural interests,--the possibilities are endless for making the school the vital social center of the rural community. It will all take time and energy and ingenuity. It will cost vitality, as all life-sharing does. But though it costs, the sharing of life is the greatest joy, and it is the teacher's privilege in large measure. It is the measure of his true success as well as his happiness. Investing one's life in a group of boys will yield far greater results in the country than in the city where their lives are already so full they would little appreciate it.