Qualifications and Training of Teachers and Leaders for the Rural Schools of the South
By E. A. Sutherland
The educational situation in the South is peculiar. Before the war a large part of the educational work was done by various religious denominations and by private individuals. The Southern States are just beginning to see the necessity of devoting large sums of public money for operating schools, especially schools in rural districts. Again, the Southern States are compelled to manage and support two systems of schools, one for white pupils, and the other for colored. This means extra expense not only in wages for teachers, but in erecting school buildings and in equipping and caring for them. The educational problem presents another very serious difficulty. Extending from northern Virginia, through North Carolina, South Carolina, Georgia, Alabama, and Mississippi, there is a large stretch of country known as the Mountain District. If the rich agricultural lowlands find it difficult to raise by taxation sufficient money to build, equip, and conduct strong schools, it is much more difficult for the scattered population in these mountain districts, with their poor roads and meager income. And yet the rural school is the need of the hour because the population of the Southern States is still largely rural. There is, however, a very bright side to our educational situation. The Southern people everywhere are awakening to the necessity of good schools, and educators tell us that more interest is being manifested here today than in any other section of the United States. The South is in a position to develop its educational work in harmony with the most advanced20ideas of education. Southern educators are anxious to make their schools practical; they desire to fit the youth better to meet the problems of life. In other words, no section of the United States affords a better opportunity than the South to plant the vital principles of Christian education which we as a people have known so well. We do not have first to reform a well-organized system. We are on virgin soil, and the people are waiting for practical, true education. It must be evident, therefore, that teachers and leaders in our rural schools must be men and women who are thoroughly in harmony with the principles of Christian education as outlined in the Spirit of prophecy. The United States Commissioner of Education has said that if he had public-school teachers possessed of the consecration and devotion, and with the educational qualifications of some of our rural school-teachers, he could revolutionize the educational work of the United States, and even of the world. We have been told through the Spirit of prophecy that people of good character, even though they have but a limited education in books, who can do practical things, such as farming, carpentry, cooking, and sewing, will find room for themselves in the South, and that they can do missionary work at much less expense than those who are not thus qualified. What an opportunity is presenting itself to thousands of our Northern Sabbath keepers who are standing spiritually idle in the market place. It is a field that is inviting them to come, whose people are friendly, who are in a responsive state of mind, and who welcome a school managed by teachers who give the truth not by loud-mouthed oratory, but by well-kept farms, good crops, good stock, model homes with hygienic cooking, etc. Our rural schools should be operated by a group of workers with varied qualifications. At least two or three families should unite. They should have sufficient means to purchase small farms and equip them in a plain, neat manner. There should be among these people one or two persons who have ability to conduct a school in harmony with the teaching of the Testimonies. This means that they should have at least a good common school education with some working knowledge of practical subjects. Some of the company may have only a limited education in books, but may be able to teach carpentry, blacksmithing, farming, cooking, dressmaking, and kindred subjects. There should be people connected with the school who are qualified to do some medical missionary work, and who have an interest in such work. A small treatment-room, with some simple bedrooms, is a great advantage to any rural school. The workers will find sick people everywhere. Some hydrotherapy treatments, together with hygienic diet, fresh air, outdoor life, and rest, can be provided for sick people, who are greatly benefited by contact with such conditions as the school presents. It also gives an opportunity for the workers to live the truth before their neighbors and to present it in the best manner to sick people. Read Isa. 58: 6-12 and Matt. 25: 31-40. Naturally the question comes to you, Who is qualified to enter this work? Let us consider some essential qualifications. Some members of each company should be mature in age and character. Much depends, of course, on the development of character, one's practical experience, the state of his finances, and his obligations to others. I do not advise people to attempt this self-sacrificing, splendid missionary work who are burdened with financial obligations or debts, for there is no opportunity to make money in this work. A good living, however, can be made if the school is properly equipped. People should not enter this work who have a large family of little children and are struggling to maintain them, without at least first carefully investigating conditions. No one should come here who will be a burden to the community. All must be able to lift. I do not advise people to enter this work who have poor health. The Southern field has a healthful climate, yet the burdens that rest upon the active laborers in the rural school demand a strenuous life. The workers need vigor and vitality, and should be an inspiration physically, as well as spiritually and mentally, to their associates and to the people in the community. I never advise any one to enter this work who is not thoroughly rooted and grounded in the truths of the third angel's message. To make a success of this work one must know God and have great faith in the promises of the Bible. His religion should be practical. He must be a leader. Those who enter this work should be thoroughly in love with the great reforms in which Adventists as a people have been called to lead out. They should be intensely interested in agriculture, health reform, medical missionary work, the distribution of literature, cottage meetings, and in preparing people to accept the third angel's message, which will make them loyal Seventh-day Adventists, eager to help carry the truth to the utmost parts of the earth. Without doubt among these mountain people will yet be found some who may develop into leaders in this last great movement. Are they not the people from the highways, the byways, and the hedges? To those who do this work there come untold blessings. In the development of character, the strong faith, the courage, we get a greater blessing than do those to whom we go. In other words, more than the South needs us, we, Seventh-day Adventists, need the South just now to prepare us for what is coming on the earth. Let us take courage and give ourselves and our means to promote this phase of the work allotted to us by the Master of the vineyard. Those interested in the preparation necessary to conduct rural schools in the South should get in touch with the training school at Madison.