The Outlook for Rural Sociology

Abstract

A recent report from the Rural Life Section of the United States Department of Agriculture indicates that there are approximately five hundred colleges and universities in this country offering one or more courses in rural sociology. Many Agricultural Experiment Stations also are now planning to carry on research investigations in this subject, and extension work in rural sociology is beginning to develop. Such summary statements indicate that rural sociology has made commendable progress since the Country Life Commission made its report in 1909. There are, however, some matters of importance which rural sociologists and other persons interested in rural welfare will need to think about if the subject is to continue its development and make the contribution to human knowledge which may logically be expected of it. There is still a rather widespread though unfounded belief among college students and teachers that rural sociology has special relationship to the farm and that it is intended primarily for those who plan to live in the country. This impression is unjustified today, however, because, first and foremost, rural sociology is a study of rural life in its theoretical as well as its practical aspects. A knowledge and synthesis of facts and theories relating to rural life is essential to a wellbalanced education, no matter where the student expects to live. According to the United States census for 1920, approximately fortyeight per cent of our total population is still classed as rural. Surely such a large part of the population warrants careful thought and study. It is difficult to imagine how there can be intelligent cooperation between the farm population and other groups in society if a large percentage of any group is unfamiliar with social conditions in rural communities, or is unable to interpret the conditions which are observed, in the light of sound economic and social theory. Instruction in rural sociology needs to be presented in such a way that it orientates students in the subject and trains them to think accurately and constructively about the problems relating to rural life. Careful teaching, which will emphasize these objectives, will do much to clarify the ideas that are now extant about the purpose and scope of this subject. At the present time research work in rural sociology is in a rather peculiar position. The time is at hand when persons interested in rural life realize, as never before, the need of sociological facts to help them in formulating constructive programs for rural development. Quite naturally leaders are turning to rural sociologists and to agricul-