Synopsis The parts of the child’s development which are formally planned came to seem important to those who plan and administer the schools, while the parts which are left to informal contacts are overlooked as of small importance, or are forgotten. Yet they continue to be very important, perhaps more important than all the matter included in formal education. Rural education, like all education, should not limit itself to the processes of the schoolroom, but at every stage from primary school to university should insist that pupils and students shall learn also from the great traditions of common life. The present work contains valuable relevant matter on diverse aspects of rural education. Students, teachers, educationists and educational administrators besides policy planners and teacher-trainers will find this book most useful and informative.