The Consolidation of School Districts 
 The Centralization of Rural Schools 
 
 AND 
 
 THE TRANSPORTATION OF PUPILS AT 
 PUBLIC EXPENSE 
 
 Circular of Information 
 
 ISSUED BY THE STATE OF LOUISIANA, DEPART- 
 MENT OF EDUCATION, BATON ROUGE. 
 
 1906 
 
 JAS. B. ASWELL, 
 
 State Superintendent of Public Education 
 
The Consolidation of School Districts 
 The Centralization of Rural Schools 
 
 AND 
 
 THE TRANSPORTATION OF PUPILS AT 
 PUBLIC EXPENSE 
 
 Circular of Information 
 
 ISSUED BY THE STATE OF LOUISIANA, DEPART- 
 MENT OF EDUCATION, BATON ROUGE. 
 
 1906 
 
 JAS. B. ASWELL, 
 
 State Superintendent of Public Education 
 

 o G 
 
CONTENTS. 
 
 Page. 
 
 Introductory 5 
 
 The Rural School Situation in General: 
 
 (a) Outlook, Cost, and Size of Rural Schools 9 
 
 (b) Teachers Available for Country Schools 18 
 
 Practical Experience with Consolidation and Transpor- 
 tation in Louisiana and Other States 23 
 
 Cost of Consolidation and Transportation 35 
 
 Cost of Wagons and Drivers, Drivers' Contracts, and 
 
 Routes 45 
 
 Summary of Arguments 54 
 
 "Arguments Against Consolidation" Considered 57 
 
 References 64 
 
INTRODUCTORY. 
 
 Office of State Superintendent of Purlic 
 Education. 
 
 Baton Rouge, La., Sept. 10, 1906. 
 Agreeable to the request contained in the resolution 
 adopted by the Conference of Parish School Boards 
 and Parish Superintendents held in Baton Rouge July 
 25-27, 1906, I have gathered as reliable information 
 as possible relative to the Consolidation of School 
 Districts, the Centralization of Schools, and the Trans- 
 portation of Pupils at Public Expense in this and 
 other States. 
 
 The information is presented to school authorities 
 and school friends in the hope that some additional 
 light may be given to them on what now seems to be 
 the most practical solution of the rural school prob- 
 lem. • 
 
 Respectfully submitted, 
 
 Jas. B. Aswell, 
 State Sunt, of Public Education. 
 
0C1 1 1907 
 U. uf D. 
 
EXCERPTS 
 
 From an Address to the People of the South by the 
 
 State Superintendents of Education of the 
 
 Southern States 
 
 1904 
 
 INADEQUACY OF OUR PUBLIC SCHOOL SYSTEM, 
 i. Comparative Statistics. — The public schools of the South, 
 the only hope for the education of nine-tenths of the people's 
 children, are still sadly inadequate to their stupendous task, 
 unequal to the educational demands of this century of educa- 
 tion, and inferior in most respects to the public schools 
 of other sections of our common country. Compara- 
 tive statistics of undoubted authority show that of 
 all sections of our country the public schools- of the 
 South have the poorest houses and equipment, the 
 most poorly paid teachers, the shortest school term, and 
 the most inadequate system of supervision. The average sal- 
 ary of teachers for the country at large is $49.00 for men 
 and $40.00 for women, while the average salary for teachers 
 in the Southern States- is $35.63 for men and $30.47 for women. 
 The average length of the public school term for the country 
 at large is 145 days. The average length of the public 
 school term for the South Atlantic States, including Ten- 
 nessee, Mississippi, North Carolina, South Carolina, Louisiana, 
 Arkansas, Georgia, Alabama, Texas, Virginia, and Florida is 
 99 days. Outside of the larger cities and towns there are 
 few public high schools tai the South, worthy of the name, 
 and the work done in most of the public schools is 
 necessarily so elementary in character as to fail to fur- 
 nish adequate preparation for college or university, or for 
 civic s-ocial and industrial service for the thousands that 
 must depend upon them for such preparation. For every 
 man, woman and child of its population the country at large 
 is spending $2.99 for the education of its children, the South 
 is spending barely 98 cents. The country at large is spend- 
 ing $20.29 for every pupil enrolled in its public scnools. The 
 Southern States are spending only $6.95. The country at 
 large is spending for every child of school age in the United 
 States an average of $10.57, the Southern States are spend- 
 ing for every child of school age within their borders $4.05. 
 It is not surprising that, with such an inadequately equipped 
 
system of public schools, there should be found also in the 
 South the largest per cent, of illiteracy and the smallest per 
 cent, of property on: a per capita distribution of wealth. 
 The census report for 1900 shows that twenty-four per cent, 
 of tho white population of the United States dwells in the 
 Southern States that composed the Confederacy, while sixty- 
 four per cent, of all white illiterates over ten years of age 
 is to be found in these States. Illiteracy and poverty, intelli- 
 gence and prosperity, travel together through the world. The 
 one follows the other as effect follows cause. 
 
 2. The Rural Schools. — Between eight-ninths and nine- 
 tenths of the population of the South is rural and agricul- 
 tural. The great masses of the people of the South, there- 
 fore, are dependent upon the rural schools for education. 
 The rural schools, then, are the strategic point in the educa- 
 tional system of the Southern States. Farming is still the 
 greatest institution in the South. The preservation and 
 improvement of its greatest industry and its greatest insti- 
 tution depend upon the improvement of these rural schools. 
 Because of the sparse population, the large territory, the 'oad 
 roads, the geographical barriers, tne small amount of taxa- 
 ble property, and the small school fund, these rural public 
 schools are the most poorly equipped and most inefficient 
 public schools in the South. Unless they can be made equal 
 in merit to the best public schools of the towns and cities 
 and adapted to educating farmers' children for farm life 
 rather than away from farm life, many of the best people in 
 the country will continue to leave the farms, and the dis- 
 astrous drain upon the best blood of the country will be 
 kept up until there may be left there only "the poorest peas- 
 ant population, too ignorant to Know the value and blessing 
 of an education, and too indifferent to care to secure it for 
 their offspring." 
 
THE RURAL SCHOOL SITUATION IN GENERAL. 
 
 OUTLOOK, SIZE AND COST OF RURAL SCHOOLS. 
 
 Wisconsin. — Thirty years ago, in most localities, especially 
 in the older parts of the country, the rural school was far dif- 
 ferent from what it is to-day. The attendance was large. 
 Boys and girls of maturity and ability attended the sessions 
 every winter. Even twenty years ago it was no uncommon 
 sight to find a class of twenty mature students, ranging in 
 age from sixteen to twenty-one, in the district school. To-day; 
 when the child in the rural school has reached tne age ot 
 thirteen, he feels that he has outgrown it. Then the school 
 was taught in winter by the brightest young men in the com- 
 munity. Frequently college students were employed, whose 
 example furnished a stimulus to the pupils to procure an edu- 
 cation. The school was the center of influence and interest. 
 Spelling matches, debates and discussions made the 
 school the center during long winter evenings. It is different 
 to-day. Now, these schools to a large extent are taught by 
 young, inexperienced girls. The salary that these districts 
 can afford to offer is too low to command the services ot 
 strong teachers. Yet even at the low salary of $20 or $25 
 a month the cost of maintaining schools in small districts 
 proves a heavy burden upon the tax payers. 
 
 The decline of the rural school, or if you choose to say, its 
 failure to progress, is due to many factors. Division of labor 
 has opened many new fields for the young men and women, 
 causing them to flock in large numbers from the country to 
 the city. The excitement of city life induces others to change 
 their abode. Furthermore, the great advantages incident to a 
 well graded school in cities and villages cause many families 
 to leave their homestead and remove to those places for the 
 purpose of giving their children an opportunity of securing 
 an education that will enable them to compete with others in 
 the battle of life. 
 
 $1,588,715.41 wasted in rural school education IN WISCONSIN 
 
 in 1901. 
 
 Our State in 1901 had a school population of 731,063 persons, 
 of which number 316,833 were enrolled in the rural, village 
 and small city schools having no city supervision. The aver- 
 age daily attendance was 179,913, making the per cent, of 
 
IO 
 
 attendance 56.7 per cent. This per cent, of attendance is 
 very low indeed. For the rural schools of the State the 
 percentage is materially lower, since, in the estimate here 
 given; are included the enrollment and attendance of graded 
 schools in villages and cities where the regularity of attend- 
 ance is relatively high. For the maintenance of these schools 
 during the year 19.01, $3,669,088.77 were expended. The teach- 
 ing force, equipment, apparatus and school buildings were 
 ample to afford school facilities to the entire enrollment of 
 316,833 pupils every day of the school year. However, the 
 average attendance was only 179,913. The capital invested 
 was, therefore, not utilized to its full extent. In fact, only 
 56.7 per cent, of the capital was thus fully utilized, because of 
 the lack of regularity in attendance. This makes a loss of 
 $1,588,715.41, or 43.3 per cent, of the capital inves-ted. This 
 large amount was lost to the cause of education in oae year 
 through irregularity in attendance. — Supt. L. D. Harvey. 
 
 Michigan. — "In a special bulletin published by the Superin- 
 tendent of Public Instruction of Michigan, in April, 1902, it ap- 
 pears that of the 6,452 districts of the State, fifty-one had two 
 pupils or fewer and held no schools; that eighty-three schools 
 of the southern peninsula had five pupils 1 or fewer; that the 
 average attendance of these schools was three; that these 
 eighty-three schools cost $13,636.00, or an average of $9.95 
 per pupil per month, or $99.50 each per year of ten months, 
 though the actual number taught averaged fewer than six. 
 It also appears that 1,004 schools had fifteen or fewer; 
 that the average attendance of these schools was but eight; 
 that the thousand schools cost $200,478.13, or an average of 
 $199.67 each, and that the cost per pupil was $4.16 per month, 
 or $41.60 per year of ten months. The same report says that 
 the average cost per pupil in the city schools of Michigan is 
 never over $19.40 per year of ten months, high schools in- 
 cluded, the average cost being much less." 
 
 "From, this it appears that over a thousand country schools 
 in Michigan are maintained at a cost per pupil more thatt 
 double that of the most expensive city schools. In addition 
 to this fact, the Superintendent estimates that the country 
 people of Michigan pay out annually over a million dollars for 
 tuition and other expenses of their non-resident pupils from 
 the country seeking higher learning in the city schools." 
 
 Indiana. — From the report of the Superintendent of Public 
 instruction of Indiana for 1900, as quoted in a special bulletin 
 
II 
 
 on Rural Schools, published by the "Township Trustees 1 of Tip- 
 pecanoe County," it appears that Indiana has 108 schools with 
 an attendance of five pupils or fewer, ten of which have but 
 one pupil; that 487 have between five and ten, and 1,253 be- 
 tween ten and fifteen, or in all 1,848 with an attendance of 
 fifteen or fewer. 
 
 From the same source it appears that in 1879 the cost ot 
 city schools in Indiana was $7.48 per pupil, and of country 
 schools it was $6.21 per pupil, but that in 1899, twenty years 
 later, the cost of city schools had dropped to $7.07, while the 
 cost of country schools of all sizes had risen to an average 
 of $10.50, showing that the cost of elementary education in the 
 country is over forty-eight per cent, higher than the cost of 
 education in the city, including the high school course. 
 
 Missouri. — The Missouri Superintendent's report for 1902 
 shows that more than one-fourth of all the schools of that 
 State have fewer than twenty pupils, and that 575 have fewer 
 than twelve. 
 
 Ohio. — In 1821 the first law providing for free schools in 
 Ohio was enacted by the General Assembly. A scattered pop- 
 ulation and comparatively little wealth prevented the organ- 
 izing of many public schools during the following ten years. 
 At the end of the next forty years the country contained 
 many cities known for being little more than trade centers 
 for a large rural population. 
 
 At the close of forty years of peace since the Civil War, 
 industrial conditions are found which have rendered necessary 
 a greater amoirnt of hand labor in manufacturing than in 
 farming. Factories are now filled with men from the farm 
 and small villages. Owners of farms have many times sought 
 for themselves and their children a better social atmosphere 
 and higher educational advantages in villages of from five 
 hundred to five thousand people. The farmer who retires 
 usually purchases a small home in a village or city. On the 
 farms are tbund renters or hired men who, as a rule, change 
 their residence frequently enough to render more or less un- 
 stable conditions and interests in the little rural school. 
 Of those who own and live on farms, some have no children, 
 and many have only one or two. 
 
 A rural population of 75 and 80 per cent, has rapidly de- 
 creased to 60 per cent, of the State's population. While there 
 has been an increase of wealth, the rural districts have not 
 kept pace with the villages and cities, which now represent b5 
 per cent, of the State's wealth. 
 
12 
 
 The soil has been gradually losing its fertility; machinerj 
 lias become necessary in extensive or intensive farming; no 
 longer in small areas of territory are found the number ot 
 young or old entering into the social or religious life of the 
 community; the introduction of machinery has made each 
 farmer more independent of his neighbor in doing work which 
 once required a number of helpers; the telephone and rural 
 mail have come to make more rapid the transaction of busi- 
 ness and to hasten the transmission of news. 
 
 The demand for factory belp, the failure of the soil to res- 
 pond as generously as it once did when there was not appar- 
 ent the necessity for wisdom in the methods of farming, the 
 fact that man is a gregarious animal, and the inefficient school 
 system have caused many to seek homes in villages and 
 cities. 
 
 The annual decrease of about 4,000 children in the school 
 enumeration in township districts of the State has left many 
 sub-districts with a school enrollment of from three to fifteen, 
 where once were found from forty to seventy-five pupils. An 
 examination of the enumerations in fifteen of the best farm 
 counties snows an average to the county of nearly nine sub- 
 districts, each of whose enumeration is fifteen children or less. 
 The attendance in such sub-districts is rarely more than ten 
 pupils. Counting the same average per county, there are over 
 750 such small sub-districts in the State. This number is 
 probably entirely too small. Because of reasons already 
 stated and tne rapid organization of new sub-districts, there 
 can be no hope that the sub-district school of to-day will ever 
 be larger than it is now. — A B. Graham in TJvty. State Bul- 
 letin. 
 
 Vermont. — (From Circular No. XIX, 1906.) — The small 
 school is the product of two factors: namely (1) the exodus ot 
 population from remote and rural sections, and (2) the de- 
 crease in size of families. 
 
 (1) Through the development of the industrial interests 
 of this country, young men and women have been attracted 
 from the rural communities by the more agreeable and re- 
 munerative employments, the better business opportunities, 
 and the social and educational advantages afforded in cities 
 and villages. Steam and electricity have been no small 
 agents in facilitating this centralization of people. As a 
 result of this migration, the cities and villages have in- 
 creased in population, in educational facilities and in prop- 
 erty valuation, while the country towns have decreased. 
 The decrease of rural population in the United States during 
 
13 
 
 the last few decades is indicated by the following percent- 
 ages w,tich it respectively bore to the whole population: 
 1880, 74.2; 1890, 67.3; 1900, 62.7. In Vermont from 1860 
 to 1870, 144 towns lost population; from 1870 to 1880, VST, 
 towns; from 1880 to 1890, 186 towns; and from 1890 to 1900. 
 163 towns. 
 
 (2) The decrease in the size of families is a subject for 
 speculation among social scientists. Sixty years ago the 
 ratio of school children to the entire population of the State 
 was one-third; to-day :t is a trifle more than one-fifth. 
 Nevertheless this decrease in ratio can be partially accredited 
 to the increased longevity of the people. 
 
 As a result of the two causes stated there are scattered 
 throughout the State numerous small school communitieo 
 whose welfare needs consideration and whose conditions de- 
 mand relief. These communities seem meager compared 
 with thone of former years, and the little schools of six or 
 eight pupils seem pitiably small compared to the forty or 
 fifty of sixty years ago. In 1846, the average number of chil- 
 dren of school age per school district was 37; the average 
 number to-day in the same rural school communities is far 
 less. 
 
 Floiuda. — The trend in the common public schools every- 
 where is consolidation. The watchwords are fewer schools, 
 longer terms, better equipment, stronger and more profes- 
 sional teachers. This is being brought about in the common 
 schools through a system of transportation of pupils. The 
 question of location as regards higher education is well nigh 
 elminated by the cheap rates, quick transit and ready com- 
 munication brought about by the modern system of transpor- 
 tation. A student five hundred miles from home is as near in 
 point of time as one forty miles away in the days of stage 
 coaches, a generation ago. The number and location of cot- 
 leges are mere questions of expediency now to be determined 
 by the answers to the questions: Will consolidation reduce 
 the cost? Will it insure better educational facilities? The 
 tendency of The times is towards the consolidation of the 
 weak into mammoth institutions. It is of daily occur- 
 rence in commerce, in manufacture, in transportation, and in 
 every phase of human endeavor. Educational enterprise can 
 not afford to exercise less forethought. — Supt. Sheets. 
 
 Arkansas. — 1904 Statistics, by Supt. Hinemon: 
 
 Schools with less than 7 pupils in daily attendance 101 
 
 Schools with loss than 11 pupils in daily attendance 329 
 
'4 
 
 Schools with less than 16 pupils in daily attendance 86fe 
 
 Schools with less than 21 pupils in daily attendance 1,650 
 
 Schools with less than 26 pupils in daily attendance 2,34D 
 
 Schools with less than 31 pupils in daily attendance 3,144. 
 
 Schools with less than 36 pupils in daily attendance ,3,706. 
 
 Schools with Joss than 41 pupils in daily attendance 4.034 
 
 Tennessee. — From Gov. McMillan's Message to Legislature. 
 — I am persuaded that one of the ills affecting our public 
 schools is dividing the counties into too many small school 
 districts. Dividing the districts, and thereby aiminishing 
 the fund to each school, may quadruple inefficiency. " By 
 wisdom and sacrifice we may bring education to every youth 
 in the State, bat we cannot carry on a successful school 
 within a stone's throw of every house. An effort to do so 
 will decrease efficiency and increase ignorance. We should 
 resist the unnecessary division of school districts as we 
 would the pestilence. Large schools can be Detter graded 
 and maintained and a greater number of days taught 
 arm: ally than in small districts. It were better for the 
 student to go a little further to a good school than attend 
 one at his front door that is worthless and indifferent.. 
 You should not hesitate to correct, by appropriate legisla- 
 tion, the destructive chopping up of school districts. 
 
 ViRCiNiv. — From Gov. Montague's Message to the Legisla- 
 ture. — The tendency to multiply rural school's has greatly 
 impaired the efficiency of the system. We need stronger 
 schools with longer terms. * •* * The State can better 
 afford, as respects cost and efficiency, to transport its chil- 
 dren to one good school than to put an indifferent school 
 near the door of every patron. * * * Some central 
 authority should be established in each county to fix the 
 number of schools under such limitations and regulations as 
 the State Board of Education may prescribe. 
 
 Nebraska. — We must enrich rural life and increase the ad- 
 vantages of the farmer and his family in order to counteract 
 the flow of humanity from country to city. A census bulletin 
 issued last year states that the percentage of population of the 
 United States in cities of 8,000 or more inhabitants has stead- 
 ily increased each decade. It was 3.4 per cent, in 1790, 12.5 
 per cent, in 1850, 22.6 per cent, in 1880, 29.2 per cent, in 
 i 890, and 33.1 per cent, in 1900. The percentage of our popu- 
 lation that lived in cities of 4,000 or more inhabitants in 1880 
 
15 
 
 was 25.8; in 1890, 32.9; arid in 1900, 37.3. These figures are 
 significant. They mean that from 1880 to 1890 seven persons 
 in every one hundred of our population moved from country 
 or village to city and none moved back. From 1890 to 1900 
 four or five persons in every one hundred moved from country 
 or village to city and none moved back. What shall we do to 
 be saved from our great cities? Shall we permit the. decay and 
 destruction of our pure country life, or shall we endeavor to 
 bring some of the great comforts and conveniences and advan- 
 tages' of city life into the country? — State Supt. W. K. Fowler. 
 
 Tennessee. — Knox County. — "One of the school districts of 
 Knox County, Tenn., is now attracting much attention as the 
 seat of an attempt to establish a model rural-industrial school 
 in which instruction will be given in both indoor and outdoor 
 manual training. The people of this district are intelligent 
 citizens, and are dissatisfied with the schools now in operation 
 in their district, of which there are nine for white pupils and 
 two for colored. The average compensation for teachers has 
 been $32 a month. The people of the district have determined 
 to unite the nine white schools in one efficient central school, 
 and for this purpose have raised $5,000." 
 
 North Carolina. — From Supt. J. Y. Joyner's Annual Report. 
 — 1. Large number of districts, small'area of each district, an J 
 small number of children in each district: 5,370 white and 
 2,346 colored school districts; inhabitable area of State, 48,000 
 square miles; average size of white school district, 8.9 square 
 miles; average number of white children per district, 84; 
 average number in 1902, only 73; average number of colored 
 children to district, 93; average number in 1902, only 82. 
 
 2. Rapid increase in number of districts until 1902: 47 per 
 cent, of all white school districts and 44 per cent, of all colored 
 school districts contain less than 65 children of school age — the 
 minimum alloweu by law except for sparsity of population or 
 geographical barriers, such as screams, swamps, mountains, etc. 
 In reports of all white teachers of two entire townships, in town- 
 s-hip meetings recently attended uy the State Superintendent in 
 one of the most level counties of the State, practically free 
 from geographical barriers, only one teacher reported a census 
 school population of 65 — the minimum fixed by law. In these 
 townships there was a little one-room box of a school house 
 for every mile or two of the public highway, notwithstanding 
 the law which has for years forbidden building of a new school 
 house within three miles of another. 
 
 3. Some natural results of this multiplicity of small districts 
 
i6 
 
 and schools: From 1874 to 1902 the State and county school 
 tax had been increased from 6y± to 18 cents on $100 of prop- 
 erty, the total school fund had been more than quadrupled, 
 and yet a special State appropriation of $200,000 was- neces- 
 sary in 1901 and since, to give even a four-month school term 
 in all public schools. During the quarter of a century before 
 this appropriation was made the public school term had been 
 increased in length less than three weeks, and the average 
 salary of the public school teacher had been increased not 
 one cent. Fifty-nine per cent, of all the districts needing aid 
 from this special appropriation for this purpose were smaii 
 districts containing less than 65 children of school age, many 
 of them containing only from 20 to 30, and some not more 
 than 10 or 15. 
 
 South Carolina. — From 1905 Annual Report. — Consolida- 
 tion lies at the very basis of the modern public school. There 
 way perhaps a time when the small private school or the tutor 
 in the home was thought to be the ideal educational system, 
 and the free school was considered only a necessary make- 
 snift for those too poor to provide for their children the more 
 excellent and exclusive private institution. The present public 
 school is a recognition of the simple principle that all the 
 people working together can bring greater good to each indi- 
 vidual than any man can secure working for himself alone. 
 The social combinations by which men further their mutual 
 well-being may be so large that the individual is lost in com- 
 plexity of the machine or they may be too small to produce 
 results. South Carolina rural schools have exemplified the lat- 
 ter fault. We have in this State at least two thousand schools 
 each taught by a single teacher. Under a lax system of super- 
 vision it has been easy to divide* districts and to establish 
 .small scnools on flimsy excuses. As a result of this' division 
 of energy and effort the school house is unprepossessing, com- 
 fortless and poorly adapted to its purposes, the school term is 
 short, the teach is poorly trained and more poorly paid, the 
 enrollment is small and the percentage of attendance is low. 
 There is nothing connected with the school of which the 
 community may feel justly proud; it is looked upon as a sort 
 of traditional necessary evil qnd children and parents are 
 often relieved when the short term is over. A school may be 
 too large to secure the greatest development of the individual; 
 it may be too small to be efficient or interesting. In the ordi- 
 nary rural community conditions are ideal for the development 
 of the golden mean. A school with from ten to twenty pupils 
 requires the same building, the same repairs, the same charts. 
 maps, supplies and equipment as the school of forty pupils. 
 
l 7 
 
 Under standard conditions the twenty pupils will be scattered 
 through all grades of advancement, and effective classification 
 will require the same recitation per day as the larger number. 
 The good teacher can secure better results from an ungraded 
 school of forty pupils than from one of twenty. — Prof. W. K. 
 Tate. 
 
 Iowa. — From 1905 Annual Report. — From reports recently 
 received from secretaries of the rural schools of the State, it 
 is shown that last year 65 in every 100 of our rural schools 
 had an average daily attendance during the fall term of 15 or 
 less; 62 in every 100 had a like small attendance during the 
 winter term, and 69 in every 100 had a like small attendance 
 during the spring term. 
 
 Or, if we take the number of schools where the average 
 daily attendance was more than 20, we find that during the 
 fall term it was but 15 per cent.; during the winter term 16 
 per cent., and during the spring term 12 per cent, of the .whole. 
 These figures are based on reports received from 10,019 out ot 
 a total of 12,521 rural districts. 
 
 Or looked at in another way, we find the total number ot 
 persons between the ages of five and twenty-one years in the 
 12,521 rural districts of the State to be 382,200, or an average 
 of 30.6 for each school corporation employing but one teacher, 
 while in corporations where a graded school is maintained the 
 number of persons between the ages of five and twenty-one 
 years aggregates 341,166, or an average of 47.2 for each teacher 
 employed in these corporations. 
 
 But these figures do not tell the full story of the inequality, 
 for it must be remembered that nearly ten thousand country 
 boys and girls included in the country enumeration are en- 
 rolled in the graded schools as tuition pupils, besides many 
 more in the academies and the preparatory departments ot 
 colleges. It follows, therefore, that the percentage of en- 
 rollment is greater in the graded than the ungraded school, 
 and we know the attendance is much more regular. We assign 
 to the graded school teacher, on the average, very nearly 
 double the number of pupils assigned to the teacher in the 
 country school. The trouble is further aggravated from the- 
 fact that, as a rule, the very small school suffers in interest 
 and enthusiasm, and in consequence the percentage of attend- 
 ance is abnormally low. 
 
 Again, the country school suffers in comparison with the 
 average graded school in the matter of equipment. Globe, 
 dictionary, wall maps and a liberal supply of supplementary 
 reading books are seldom missing from the graded school- 
 
i8 
 
 and seldom found in the ungraded school. The school-nous^ 
 
 itself is often neglected and the schoolroom uninviting. — 
 Btate Supt. J no. F. Riggs. 
 
 Missouri. — Annual Report, 1905. — "It seems incomprehen- 
 sible that there should he 47 teachers who work for less than 
 $100. This means that about one per cent, of the teachers in 
 rural schools teach for four months in the year and receive 
 
 less than $25 per month." 
 
 TEACHERS AVAILABLE FOR RURAL SCHOOLS. 
 
 Iowa. — Annual Report, 1905. — But the rural school suffers 
 more from inexperienced and poorly prepared teachers than 
 any other one cause. Last year 3,479 certificates were issued 
 in Iowa to persons who have never taught. Out of a total of 
 22.845 certificates issued by county superintendents, but 3,321 
 were first-class certificates. Now it is the very common prac- 
 tice with school boards in our larger towns and cities to re- 
 quire as one of the conditions of election that the applicant 
 hold a first-class certificate, and that she show successful ex- 
 perience as a teacher. 
 
 Out of a total of 3,974 teachers employed last year in IS* 
 towns and cities of Iowa, all but 82 were experienced teachers. 
 Five hundred and four were graduates of some State normal 
 school; 719 were college or university graduates, and 2,269 
 were graduates of some academy or private normal school or 
 of a high school maintaining a four-year course. In addition 
 to these teachers employed in the larger towns, there were as 
 many more employed in the other graded schools of the State. 
 A small, yet large per cent, of these Also were, no doubt, 
 trained and experienced teachers. Where were the 19,524 
 holders of second-grade and third-grade certificates, 3,479 or 
 them without experience? Most of them were employed in 
 the country schools. 
 
 And, then, our country boys and girls are not offered school 
 privileges for so many months in the year as is common in the 
 towns and cities. Of the 770 schools in Iowa employing two 
 or more teachers, 31 were in session last year over nine 
 months, 630 were in session nine months, and 109 were in ses- 
 sion less than nine months. But in the country discricts, out 
 of a total of 10,019 reporting, 1,599 schools were in session 
 last year seven months or less, and of this number 469 were 
 in session but six months; 6,46z were in session more than 
 seven months and less than nine, and but 1,958 were in session 
 nine months. That is to say 87 per cent, of the graded schools 
 
19 
 
 of Iowa were in session nine months or over, and 19 per cenl. 
 of the country schools were in session nine months, and none 
 for a longer period. 
 
 Vehmont. — Report, 1906. — The chief weakness of the small 
 school is the quality of the teachers employed. In 1846, 
 Superintendent Horace Eaton, in urging the abandonment of 
 the sparsely populated school districts, remarked as follows: 
 "Small districts are said, and truly so, to be the paradise of 
 ignorant teachers. But this class of beings is not so valu- 
 able and useful that we need feel' any compunction in breaking 
 ap their haunts and desolating t.-eir 'pleasant places ' " If the 
 closing of the small school was advisable sixty years ago, 
 under conditions then existing, the reasons theretor are many 
 times stronger to-day. 
 
 Four influences operate against the employment of com- 
 petent teachers for the small schools: 
 
 Although the salaries of teachers have risen with 
 the cost of living and higher demand of society; never- 
 theless, this increase is more applicable to teachers' wages in 
 cities, villages and wealthy towns than in the rural schools. 
 As the rural schools have decreased in size, school boards have 
 felt less and less inclined to retain teachers who demand even 
 the average in the scale of wages, so that to-day there is a 
 grave disparity between the wages of the teachers of the rural 
 schools and those of the graded schools. Consequently, in 
 these days of larger administration, ot greater demand for 
 trained and experienced teachers in graded schools, and ot 
 facilities afforded teachers for knowledge of better opportuni- 
 ties, it is impossible to secure for the remote rural schools 
 trained and competent teachers unless family or other reasons 
 prevail. On account of the low salaries paid, teaching in the 
 rural schools is a makeshift occupation and not a profession. 
 This is evidenced by the lack of appreciation and patronage 
 upon summer schools for teachers, which were established and 
 maintained especially for the rural school teachers. On account 
 of the small attendance and the unprofitableness to the State, 
 il seems advisable to discontinue these agencies for education- 
 al improvement. 
 
 The average salary of lady teachers in Vermont in 1846 
 was $1.20 per week and board; to-day, in the graded schools, 
 it is more than $10 per week, and in the small rural schools it 
 is about $6.50, not including board. 
 
 Ohio. — Bulletin on Consolidation, 1906. — The fact that 
 wages for rural school teachers are not equal in purchasing 
 
power to what they have been for thirty years, the age limit 
 at which certificates may be granted, a better intellectual 
 qualification, the short time positions may be retained, the in- 
 creasing demands of public sentiment as to dress and social 
 duties, the refusal of the law and medical colleges to accept 
 teachers' certificates offered to meet entrance requirements, 
 and the lack of proper organization and careful supervision, 
 have all had a tendency to lessen the number seeking posi- 
 tions in rural schools. Not t^e raising of the standard ot 
 teachers' examinations and the increased demand for better 
 training, but small remuneration, insecurity of the positions,, 
 and the never-enuing meddling of those not directly interested 
 in the schools have rendered rural schools less desirable to 
 those whose services should be commanded by such communi- 
 ties. A few rural schools in our State were unable to open 
 last fall because no teachers could be secured. 
 
 Ohio. — Winneoago County (Supt. 0. J. Kern.) — *Pay ot 
 country teachers contrasted with that of janitors of city school 
 buildings: 
 
 SALARIES OF SCHOOL JANITORS, CITY OF ROCKFORD. 
 
 Name. Amount. Name. Amount. 
 
 Lincoln $ 550.00 Henry Freeman $590.00 
 
 Hall 590.00 Brown 550.00 
 
 Kent 550.00 Montague 445.00 
 
 Garrison 445.00 Church 550.00 
 
 Kishwaukee 590.00 Wight 550.00 
 
 Nelson 320.00 Marsh 320.00 
 
 Blake 445.00 Haskell 320.00 
 
 Ellis 320.00 Turner 590.00 
 
 High School 1,170.00 
 
 *"The highest salary now paid a country school teacher in 
 Winnebago county is $45 per month, and only three or four 
 teachers get that. The lowest salary is between $30 and $36 
 for a school year of eight months. If a country t?acher 
 should receive $40 per month for a school year of eight months, 
 that would make a yearly wage of $320, the same yearly wage 
 that the city of Rockford pays a janitor to take care of a four- 
 room building." 
 
21 
 
 HIGHEST AND LOWEST SALARY IN WINNEBAGO COUXTY, 1895-1904. 
 PER MONTH. 
 
 Highest Salary Paid Any Lowest Salary Paid Any 
 
 Teacher. Teacher. 
 
 Winnebago Co. Winnebago. Co. 
 
 Year 
 
 1895 
 
 1S96 
 
 1897 
 
 1398 
 
 1899 
 
 1900 ; . . 
 
 1901 
 
 1902 
 
 1S03 
 
 1904 
 
 Male 
 
 Female 
 
 Year 
 
 $125 
 
 $50 
 
 I8y5 
 
 125 
 
 50 
 
 1896 
 
 125 
 
 50 
 
 1897 
 
 111 
 
 50 
 
 1898 
 
 100 
 
 55 
 
 1899 
 
 105 
 
 55 
 
 1900 
 
 105 
 
 50 
 
 1901 
 
 100 
 
 50 
 
 1902 
 
 111 
 
 55 
 
 1903 
 
 111 
 
 55 
 
 1904 
 
 Male Female 
 
 $25 
 
 $20 
 
 20 
 
 18 
 
 23 
 
 18 
 
 22 
 
 20 
 
 25 
 
 20 
 
 25 
 
 20 
 
 25 
 
 20 
 
 25 
 
 20 
 
 25 
 
 20 
 
 25 
 
 20 
 
 This points a moral if it does not adorn the tale. 
 
 Nebraska. — Report, 1904, Supt. W. K. Fowler. — The ideal 
 plan contemplates the discontinuance of the small schools 
 within a given area, say a congressional township, and the 
 maintenance of one graded school instead at some point near 
 the center of the township. To illustrate: Suppose a township 
 to be divided into nine rural school districts, each comprising 
 four square miles of territory, with a low assessed valuation, 
 a high tax levy, a small, neglected and dilapidated frame school 
 house varying from 16x24 feet to 24x30 feet, with three win- 
 dows on each side and one window and a door in one end, a 
 stove, and without basement and interior closets. This school 
 house, if located at the center of this school district of four 
 square miles, will be two miles by section line roads from the 
 nomes at the corners of the district. School is maintained 
 six, seven or eight months during the year, under the juris- 
 diction of a board of three trustees, and in our busy western 
 section of the country, is usually taught by a young woman 
 under twenty-one years of age, who is paid $30 a month for 
 teaching, or "keeping" school, building fires and "sweeping 
 out." In this school we may find an average daily attendance 
 of sixteeri pupils, a high estimate, by the way, representing all 
 ages, from five to twenty years, all grades from the primary to 
 the high school, and occasionally with two or three high 
 school branches crowded in, and from thirty to forty recitations 
 daily. The attendance is irregular and spasmodic, and tar- 
 diness is often the rule, children continuing to arrive until 
 ten o'clock. Pupils are "put back" term after term by the 
 "new" teacher, as records are usually destroyed or lost. Ap- 
 paratus is either unknown or out of date, blackboard scanty 
 and furniture rackety. This is the good old-fashioned "dee- 
 
22 
 
 strick skool" taught by the new woman of twenty who nas 
 succeeded and supplanted the old man of forty — and of forty 
 years ago! 
 
 Missouri. — Annual Report, 1905. — To the teachers we must 
 make appeal. They must strive constantly for the highest. Wt: 
 fear that for many the goal is license and employment. In 
 recent years in Missouri summer schools have brought thou- 
 sands into continuing their preparation after they have taught 
 several terms. This is- encouraging, but considering that 
 there are 17,500 public school teachers in Missouri, recognizing 
 that more than half of these have made scarcely any prepara- 
 tion, either academic or professional, and, considering that 
 twenty-five per cent, of them expect to discontinue teaching 
 at the end of the term of school in which they are now en- 
 gaged, it is not so encouraging after all. This point cannot be 
 too strongly emphasized. Perhaps half of the 17,500 teachers 
 are doing all that should be reasonably expected of them, but 
 what shall we say of the other half? 
 
 WHAT THE COUNTRY TEACHER OP THE SOUTH IS PAID. 
 
 >> o e6 ^ 
 
 6 o « >! * 
 
 all si 
 
 S-s* si 
 
 CD C3 S-< P fl 
 
 (> EC +J £ -U 
 
 < H 
 
 Virginia $30.00* 115* 
 
 North Carolina 29.05 S5 
 
 South Carolina 25.00 109 
 
 Georgia ... 27.43 104 
 
 Plorida 35.90* 108* 
 
 Alabama 35.00 110 
 
 Mississippi 33.85 110 
 
 Louisiana 35.00* 110* 
 
 Texas 45.12 102 
 
 Arkansas 35.00* 80 
 
 Tennessee 33.00 103 
 
 ■S ca 
 
 
 g >- 
 
 
 +J ^ CD 
 
 
 5 ^-6 
 
 
 ? -° 
 
 
 2 ixo 
 
 
 S rt a 
 
 
 *#-a 
 
 
 a & & 
 
 
 60s, "? 
 
 
 5 s cd bfi 
 
 p 
 
 ■ S ^ g 
 
 rt 
 
 > +- ■" 
 
 CD 
 
 «j 
 
 >h 
 
 $172.50 
 
 1902-03 
 
 123.46 
 
 1903-04 
 
 136.25 
 
 1903-04 
 
 142.64 
 
 1903 
 
 189.00 
 
 1903-04 
 
 192.50 
 
 1903-04 
 
 186.18 
 
 1902-03 
 
 192.50 
 
 1902-03 
 
 230.11 
 
 1903-04 
 
 140.00 
 
 1903-04 
 
 158.40 
 
 1903-04 
 
 *Estimated for country schools. 
 
PRACTICAL EXPERIENCE WITH CONSOLIDATION 
 IN LOUISIANA AND OTHER STATES. 
 
 Consolidation of school districts, and the transportation ol 
 pupils, is operative to a greater or less- degree in the following 
 States : 
 
 California, Connecticut, Florida, Georgia, Hawaii, Indiana, 
 Iowa, Kansas, Louisiana, Maine, Massachusetts, Michigan, Min- 
 nesota, Missouri, Nebraska, New Jersey, New York, North 
 Carolina, North Dakota, Ohio, Pennsylvania, Rhode Island 
 South Dakota, Texas, Vermont, Wisconsin, Illinois, South Da- 
 kota, Oregon, Oklahoma, Utah, Wyoming, South Carolina,; 
 and in the five provinces of the Dominion of Canada under 
 the Macdonald plan. 
 
 The following information relative to the work of consoli- 
 dation in some of these States has been compiled from inform- 
 ation received from various sources: 
 
 Arizona. — ''There has never been any concerted action iu 
 Arizona in the matter of consolidation of rural schools; we have 
 such a sparsely settled country and the districts being in many 
 instances several miles apart, the consolidation idea cannot be 
 satisfactorily worked to any extent. When the poulation has 
 become more dense, there will be closer relations between 
 districts and the plan of consolidation may be more seriously 
 considered." 
 
 California. — "There was a measure enacted at the recent 
 session of the legislature (Assembly Bill No. 532). As yet it 
 is only an experiment in California, but I anticipate good re- 
 sults from it when it shall have been tried. Of course, I do 
 not think it adapted to many sections of our State; only to 
 those portions where there are good roads and well populated 
 communities." 
 
 Kansas. — "We have in the State of Kansas twelve or foui- 
 teen districts that could be rightly called consolidated districts. 
 These districts all have very satisfactory schools and provide 
 for the transportation of the pupils at public expense. 
 
 "We find the best results come from the consolidation ot 
 rural districts, instead of ^consolidating rural and town dis- 
 tricts, due to the ever-existing jealousy that maintains between 
 the town and the rural district. 
 
 "We find that the transportation distance should not be over 
 five miles, unless the roads are very good and easily trav- 
 eled. Within a radius of five miles, however, transportation 
 is a problem easily solved." — State Superintendent Dahoff. 
 
24 
 
 Wyoming. — The Wheatland district in this State is the only 
 district that has employed these methods, and they evidently 
 find it very successful. Several other districts are contemplat- 
 ing the consolidation of schools, but have not yet commenced. 
 
 Indiana. — "From a report recently issued by State Superin- 
 tendent Fassett A. Cotton, of Indiana, it is shown that 783 
 district schools have been abandoned in that State, and 5,396 
 children transported to central schools. For this service 378 
 teams are required, at an average cost of $1.60 per day, or $32 
 per school month." 
 
 Minnesota. — "Pupils were transported in 1904 in nine coun- 
 ties, covering eleven districts. The results are reported to 
 prove- generally satisfactory. 
 
 "It is safe to say that no other single educational question 
 of organization and administration has been given equal con- 
 sideration with centralization of rural schools during 
 rhe past five years. Stated simply, the question is 
 whether or ont it would be better to unite small, 
 single-room, isolated country schools, into graded schools, 
 and to carry the children to and from the latter at public 
 expense. It is conceded by the State and county superin- 
 tendents' and other administrative school officers everywhere 
 that the most rational solution of the country school problem 
 'ies in thus combining these small isolated school units into 
 larger ones, and transporting the children." 
 
 Iowa.— "For the year ending September, 1904, tnirty-five 
 counties had consolidated in some form. In eighteen coun- 
 ties the consolidation was designed to be permanent, while in 
 seventeen it was undertaken as a temporary expedient. In all 
 there were fifty-three permanently consolidated schools re- 
 ported, and of these eighteen were consolidated within the 
 year. In addition to the permanently consolidated schools, 
 eighty schools were temporarily closed for the year. 
 
 "Eight hundred and fifty-nine children were transported at 
 public expense, and the aggregate amount paid for transporta- 
 tion of pupils was $14,321.65:" 
 
 Michigan. — "A careful study of the facts will show that tho 
 certralizing of two, three, or four districts is a perfectly feas- 
 ible proposition, which makes possible the establishment of at 
 least a two-room school in such consolidated district. The 
 Grand Blanc school has an eleven-grade course of study and ad- 
 ditional districts are considering the proposition of uniting 
 with this district. The figures here given are presented for the 
 consideration of our people in Michigan, and from actual 
 Michigan school work, and all who are interested in the matter 
 may visit these places and determine for themselves the actual 
 conditions. As Commissioner Johnson has said, it is not neces- 
 
25 
 
 sary for us to go to Ohio or Indiana to study this question. 
 We have it right at hand for our consideration." 
 
 Florida. — "Consolidation has been established in seventeen 
 out of forty-four counties, and many more are favorable to 
 it." 
 
 South Dakota. — "So far as this department has been able 
 to learn, the work attained in such schools has been superior 
 to the single district system and has been a saving to the peo- 
 ple of about one-fourth. The attendance also has been better. 
 Especially is this true of students of the higher grades." 
 
 Texas. — "Very little has been done in this State in the 
 way of consolidating rural schools. There are perhaps one or 
 two counties which have during the past year to some ex- 
 tent tried the consolidation plan, but these few cases have not 
 been sufficient for a test. I have in public addresses- and in 
 letters from the department encouraged the consolidation ot 
 schools. I hope Texas will soon appreciate the advantages ot 
 the consolidation plan." 
 
 Utah. — "Consolidation is being effected in many of our 
 counties, however, on a small scale. The central school is 
 steadily increasing in numbers. Again, Utah's rural districts 
 are somewhat different from the rural districts of most 
 States. Towns have sprung up at the mouths of canyon 
 streams. There the people Tive, wTiiTe'tTTe farms are from one 
 to ten miles from their homes." 
 
 Vermont. — "Vermont is making some progress in the matter 
 ot consolidation of rural schools; 7,651 pupils are conveyed 
 *o and from school at an expense of $36,000 per term. The 
 hilly nature of the State is a very grave difficulty' in the exten- 
 sion of this movement. The people of Vermont are always 
 conservative and make assured, though moderate, progress." 
 
 North Dakota. — "Consolidation has been tried in nine of the 
 counties in this State, and the reports which we have on file 
 indicate that this plan is entirely satisfactory and a great im 
 provement over the old system." 
 
 "Oklahoma. — "We are just beginning the plan in Oklahoma. 
 It is being discussed in every county. We are having trouble, 
 however, because most of the districts have bonded and cannot 
 lose their identity." 
 
 Oregon. — "We are crowding the consolidation idea and are 
 meeting with very much encouragement. It takes time to over- 
 come the inertia of long-settled customs, and so we will not 
 be at all discouraged if the movement advances slowly.- I am par 
 ticularly anxious that no districts do consolidate unless they 
 make a success of it. We find the best way to get it before the 
 people is to present it in mass meeting and have before the 
 people maps showing the boundaries of the districts, roads, 
 residences, etc." 
 
26 
 
 Georgia. — "Consolidation has gradually been going on in tnis 
 State. In most cases they have proceeded very slo.wly in the 
 matter and have obtained good results." 
 
 Ohio. — "First. We have nine cases of the consolidation or 
 two districts. 
 
 "Second. We have four cases where three or more districts 
 have been consolidated. These are found in Charlevoix, Gen- 
 esee, and Kalamazoo counties. 
 
 "Third. There are 174 rural districts in the State having 
 two departments and two teachers. There are thirty rurai 
 districts having three departments- and three teachers. 
 
 "Fourth. In twenty different counties people have been 
 making plans for the consolidation of districts during the fall 
 of 1905, and we have three counties in which the question of a 
 township or rural high school is under consideration. 
 
 Thus it will be seen that our people have already energetic- 
 ally considered this matter and are taking steps in the right 
 direction." 
 
 Australia. — In the Province of Victoria, Australia, "158 
 schools were closed by the plan of consolidation, and after de- 
 ducting the cost of conveyance, the saving amounted to $50,000 
 per annum. The Minister. says that it is a marked success and 
 that if one feature as to its working stands out more promin- 
 ently than another it is the remarkable regularity in attend- 
 ance of the children conveyed. 
 
 "Under the system of conveyance 241 schools have been 
 closed. The saving in closed schools amounts to about £14,170 
 (over $70,00Q) per annum. The attendance is so regular and 
 the system so popular that applications are constantly made 
 for its extension." 
 
 Hon. Wm. T. Harris, Commissioner of Education, says: — 
 "It has been frequently demonstrated and generally con- 
 ceded that it would be better, both on economical and pedagog- 
 ical grounds, to unite the many small and weak schools of a 
 township, dispersed over a large extent of territory, into a 
 few strong, well-equipped and well-conducted graded schools 
 located at convenient points." 
 
 The following from Horace Mann, voices a common senti- 
 ment, touching the proper geographical unit of school terri- 
 tory. He said, "I consider the law of 1789 authorizing towns 
 (townships) to divide themselves into districts the most unfor- 
 tunate law on the subject of common schools ever enacted in 
 the state." (10th Report Sec'y, Board of Education for Mass., 
 p. 130.) 
 
 Dr. F. H. Rankin, Superintendent of College Extension, 
 University' of Illinois, says: — "The plan of centralization 
 offers equal advantages to all the children of the township. 
 
27 
 
 It permits a better grading of the schools and classification ot 
 the pupils-. It affords an opportunity for thorough work by 
 adding more weeks of schooling and the addition of higher 
 grades of study. Fewer but better and more capable teachers 
 will be employed and retained, and besides it brings the stimu- 
 lating influence of larger classes with the spirit of emulation 
 incident thereto. Small schools cannot have the vitalizing force 
 that comes from large numbers. Children who are transported 
 in comfortable wagons are not exposed to the rigors of inclem- 
 ent weather. Tardiness and absence are almost unknown. The 
 parents become more deeply interested in the schools. It results 
 in better school buildings, better sanitary conditions, better 
 equipment, and all of this at a less aggregate expense than un- 
 der the small district plan. 
 
 "While the centralization plan is not perfection, nor will it 
 cure all the ills with which our educational system is affected, 
 yet it is certainly an improvement over the old method ana 
 it has substantial advantages that will more than repay the 
 expense and inconvenience incident to the reorganization. 
 Better means of education, better training and stronger char- 
 acters^these possibilities must appeal to every public spirited 
 citizen of any community." 
 
 Massachusetts. — In the year 1893 Seymour Rockwell, the 
 veteran, school committeeman of Montague, Mass., said: "For 
 eighteen years we have had the best attendance from the trans- 
 ported children; no more sickness among them, and no more 
 accidents. The children like the plan exceedingly. We have 
 . saved the town at least six hundred dollars a year." 
 
 In Massachusetts, in response to a circular of inquiry, "60 
 per cent, of the town report the cost as less, but the results 
 better; 15 per cent, cost the same, but the results better; » 
 per cent, cost more, but results better; 8 per cent, cost more, 
 but results' not stated; 8 per cent, cost less, but results not 
 stated." 
 
 To quote from Secretary Hill, of the Massachusetts School 
 Eoard: "The money saved by consolidation pays largely, if not 
 fully, for the transportation, the better school room, the bet- 
 ter equipment, the better salaries, the greater efficiency." 
 
 North Carolina.— During the year ending June 30, 1902, 
 there was a decrease of 179 in the rural districts in Nortn 
 Carolina from July 1. 1902, to June 30, 1903, the number of 
 white school districts was reduced from 5,653 to 5,370. — a de- 
 crease of 283 white districts during that school year; during 
 the same year there was a decrease of 95 colored school dis- 
 tricts, making a total decrease of 378. This represents a con- 
 solidation of at least 600 white and 200 colored districts in 
 one year. In two years the total number of districts, white and 
 
28 
 
 colored, has been decreased 557, representing a consolidation of 
 at least 1,200 small districts. — State Superintendent J. Y. 
 Joyner. 
 
 South Carolina. — 
 
 Number of Districts Consolidated, 1905. 
 
 Before After 
 
 Consolidation. Consolidation. 
 
 Enrollment 102 203 
 
 Average daily attendance 60 182 
 
 Number of teachers 1 in each. 4 
 
 Average monthly salary of teachers. . $27.50 Supt. $75. 
 
 3 teachers 
 $30 each. 
 
 Value of schoolhouse $50 each. $1,200 
 
 Value of equipment $30 each. $400 
 
 Amount of funds raised by local taxation $600 
 
 Length of school term 4 months. 8 months. 
 
 Distance of farthest child from school. . l 1 ^ miles. 2~y 2 miles*. 
 Distance of majority of children from 
 
 school 1 mile. 1% miles. 
 
 Number of children more than two miles 
 
 from school 20 
 
 Louisiana. — The Eureka Central School has been organized 
 to meet thf> growing demands of our school system. During 
 last session, at the Eureka School and at several neighboring 
 schools, there were a number of pupils sufficiently advanced to 
 warrant the establishment of a school of high grade. It is 
 much desired that more time be devoted to these advanced 
 pupils than the teacher in a rural school can devote. The 
 Central School at Brusly Landing is established to accommo- 
 date all pupils in the sixth and high grades, from Eureka, 
 Babin, Excelsior and Phcenix Schools. Pupils from other 
 schools or other parts of the parish, desiring to take advan- 
 tage of the opportunities offered at the Central School are 
 urged to attend. Mr. Bres and Miss Vaughan will devote 
 their entire time to teaching pupils in the sixth, seventh and 
 eighth grades, and those pupils prepared to do high school 
 work. 
 
 The primary department at Eureka will continue, as here- 
 tofore, for pupils graded as high as fifth grade and lower. The 
 Babin, Excelsior, and Phcenix Schools will continue as pri- 
 mary schools, the course of study extending only through the 
 fifth grade. Pupils advanced beyond the fifth grade will not 
 be received at the last named three schools. By this plan, 
 each child, whatever its age, will be taught by a competent, 
 thoroughly qualified teacher, and such teaching is bound to be 
 very effective. Again, the fact that there will be no advanced 
 pupils in the primary school to require attention from the 
 teacher, will enable her to devote full time to the younger ones. 
 
29 
 
 This change is made with the single purpose of benefiting 
 the pupils themselves. The location selected is Eureka, he- 
 cause the Eureka house is most centrally located, and because 
 the Eureka house is larger than any other, and is divided into 
 three rooms. By this plan the pupils attending any of these 
 four schools will receive more of the teacher's time than by 
 the former plan. True, some of the pupils will have to walk 
 a longer distance than formerly to go to school, but it wouia 
 be impossible to give all- these advantages to every school in 
 the parish. — Leo M. Favrot, Parish Superintendent, W. Baton 
 Rouge Parish, Aug. 10, 1906. 
 
 Louisiana. — 
 
 Marksville, Louisiana, August 31, 1906. 
 Snpt. J. B. Aswell, Baton Rouge, La.: 
 
 Dear Sir — Complying with your request, I beg to report as 
 follows upon the progress of consolidation of schools in Avoy- 
 elles parish since September, 1906. 
 
 Tn the First Ward two schools, each one and three-quarter 
 miles from Vick P. 0., were consolidated with the Vick school, 
 where a commodious two-room schoolhouse is now being erect- 
 ed by means of a five mills tax voted in the district early this 
 year. No child in the vicinity of Vick is now over two miles 
 from a school. 
 
 In the Second Ward, the Belleville school was consolidated 
 with the Riddle school. Thus, out of two small schools, a 
 large and well graded rural school has been formed. The Choc- 
 taw school was also merged with the Laborde school with sim- 
 ilar results. In the combined district, a five mills tax has 
 just been voted for building purposes. 
 
 One of the Third Ward schools, one and one-half miles from 
 Mansura, was consolidated with the school at that place. A 
 five mills tax was voted in the entire ward, a handsome two- 
 room house erected at Hydropolis, and a high school building 
 at Mansura, where it has been planned to transfer by convey- 
 ance all the children of the ward excepting those of the Hy- 
 dropolis district. 
 
 In the Eighth Ward, the Joffrion school has been consoli- 
 dated with the Moreauville school, where there is now a five- 
 room schoolhouse and a large school supported in part by a 
 five mills tax. 
 
 The school at Indian Bayou in the Ninth Ward was consoi- 
 dated last year with the Cottonport school, when a ten mills 
 tax was voted in the entire district. 
 
 Besides the white schools thus consolidated, eight negro 
 schools were also united to other such schools, thus building 
 up larger schools and diminishing the cost of their mainte- 
 nance. 
 
3° 
 
 On the subject of the transportation of pupils, the school 
 board ordered at its last meeting that two conveyances, each 
 of a capacity of twenty-five, be purchased, one for tne use ot 
 pupils that have heretofore attended the Joffrion school and. 
 that will now be transported to Moreauville; the other for the 
 conveying to tne Mansura school of the pupils living in a 
 newly developed part of the ward where there has never been 
 a school established but where the demand for a school has 
 been very urgent. 
 
 The movement looking to the transportation of pupils in this 
 parish is regarded very favorably by the public. I may add 
 that it is the intention of the committee having in charge this 
 work of transportation, not to pay over $25 per month for the 
 operation of the conveyances. 
 Very truly yours, 
 
 V. L. Roy, 
 
 Superintendent Avoyelles Parish. 
 
 Louisiana. — Consolidation and Transportation in Lafay- 
 ette Parish, '06. — (By Supt. L. J. Alleman.J — Like all new 
 things, consolidation of schools and transportation of children 
 at public expense was ridiculed and poo-poohed when first 
 mentioned here five years ago. Even progressive school-men 
 looked upon the innovation with suspicion and the School 
 Board could not be prevailed upon to make the first test. 
 Three years ago Dr. Moss and Mr. Alcide Judice in order to 
 introduce transportation in the parish made this proposition 
 to the Board: "We will buy the wagonette and you can make 
 a test. If after making a fair test transportation proves a 
 failure in Lafayette Parish the experiment will cost you noth- 
 ing. If it is successful you may refund the price paid for the 
 wagonette." This proposition was accepted, the test made, 
 and needless to say Moss and Judice were not compelled to 
 take back the first wagonette which did school service in 
 Louisiana — perhaps the first in the South. Since that event- 
 ful day in the development of educational matters in Lafay- 
 ette, five other wagonettes have been purchased and are now 
 doing service. In addition to this there are now petitions 
 from communities for three wagonettes, and a monster peti- 
 tion from an entire ward offering $400 to the Board in cash, 
 and more if necessary, if the Board will abolish all schools ot 
 the ward and build one central school, with transportation. 
 If adopted this would make the second centralized school in 
 Lafayette Parish. 
 
 Our schoolhouses are, on an average, four and a half miles 
 apart, making consolidation a rather slow process so far as 
 uniting two schools already established are concerned. But 
 
3i 
 
 the Board has adopted the policy of discouraging the estab- 
 lishment of new schools by transporting children too far from 
 school to walk. In each case the children are taken to the 
 nearest strong school and they are never transferred to a 
 school having fewer than two teachers. When once children 
 have tasted of the sweets of a live, graded school in charge oi 
 enthusiastic, wide-awake, trained teachers, things gst warm at 
 home when papa and mamma suggest a return to the school 
 near home in charge of one teacher. I can truthfully say that 
 the children of the parish have done more to introduce con- 
 solidation than all the addresses and literature together. 
 
 The opening of the two classes of schools — town and rural — 
 was so arranged as to enable and encourage children of rural 
 districts to enroll in the town schools. Once enrolled they 
 remained. Our town schools begin the session in September; 
 the rural schools in January, making an interval of three 
 months between the two, and giving r,he children of rural dis- 
 tricts' ample time to enroll in the graded schools of the, 
 towns. This plan has brought hundreds of rural students 
 into the graded schools and has created an active demand not 
 only for consolidation but for centralization, Two schools 
 have already been consolidated and two will die a natural 
 death this year, which with the six schools transferred instead 
 of being built make a total of ten schools consolidated. 
 
 (1) Our experience has taught us that the best way to in- 
 rroduce consolidation, centralization, and transportation, is to 
 create a demand for these things, and that it is never wise for 
 the Board to force either on the community. 
 
 (2) Consolidation with transportation is often cheaper, and 
 always produces two to four times results. 
 
 (3) It has increased the number in attendance and the per- 
 centage of attendance. The children transported are the most 
 regular in attendance. 
 
 (4) Each transfer accommodates from 23 to 27 pupils. The 
 Board furnishes the wagonettes; the driver furnishes his team 
 and does the work for $25 per month. 
 
 (5) Young children, especially girls, are protected from the 
 time they leave their gates in the morning until they return 
 in the afternoon. 
 
 (6) There are two classes- of opposition, the man who has 
 no children to send to school, and the philosopher who sits on 
 the empty dry-goods box on the street corner. 
 
 (7) The patrons of the wagonettes like the plan because 
 they are in a position to judge of its merits. 
 
 (8) The children transferred are in love with the plan ana 
 always express their preference for transportation. 
 
 (9) The children are taught by better teachers, who inspirf- 
 them to nobler effort. 
 
32 
 
 (10) They are transferred to graded schools and instead or 
 naving four fifteen-minute recitations during the day the chil- 
 dren have six thirty-minute recitations, or eight twenty-minute 
 recitations — a very decided gain — it's simple. 
 
 (11) They are never tardy. 
 
 (12) Never exposed to rains, muddy roads and cold weather. 
 
 (13) The only way to improve the rural school is to give 
 the country child a school just as good as the one patronized 
 by the city child. Who will dispute the right of the farmer's 
 boy to such a school? 
 
 TRANSPORTATION OF PUPILS IX LAFAYETTE PARISH, LA. 
 
 (14) The cross-road gin, the cross-road sugarhouse and 
 sawmill have long disappeared — they do not pay. In their 
 siead we have the centralized gins, refineries, and sawmills. 
 The cross-road school of one teacher and a dozen pupils does 
 not pay. The sooner Louisiana discovers this fact and acts 
 upon it, the better it will be for the children of the State. 
 The principle involved is the same — greater results at a re- 
 duced cost. Why not have business methods in the manage- 
 ment of schools as well as of farms and factories? 
 
 (15) We have some schools with partial consolidation only. 
 Example: One wagonette transports to Lafayette 20 children, 
 of fourth grade and above, from a school of two teachers and 
 60 pupils. This school is 4y 2 miles- from Lafayette. A second 
 
33 
 
 wagonette transports 25 small children from a distance of five 
 miles to this rural school. 
 
 (16) Since writing the above have received a request by 
 telephone for an additional wagonette for the Carencro school. 
 The request will be granted because the Lafayette Board is 
 composed of business men. 
 
 (17) It's the only way to introduce agriculture in the rural 
 school where it belongs. It adds to the value of farms sur- 
 rounding a centralized school. It prevents profanity, vulgar- 
 ity and fighting in going to and coming from school. 
 
 transportation of pupils ix lafayette parish, la. 
 
 Louisiana. — 
 
 , Minden, La., Sept. 10. 1904. 
 Hon. J. B. Asiceil. State Superintendent of Education. Baton 
 Rouge, La. 
 
 My Dear Sir: In response to yours of recent date asking for 
 a report with reference to the consolidation of schools' in this 
 parish, in Ward One we consolidated two schools about three 
 miles apart, running a wagon to convey children to the cen- 
 trally located school. This school had a fine attendance dur- 
 ing the last session with an average of about sixty-five schol- 
 ars per month. * 
 
 In Ward Two we combined two schools into one by voting a 
 special tax and centrally locating the school. Here we also 
 had a good average attendance with two teachers, while be- 
 
34 
 
 fore consolidation the schools were sometimes closed for want 
 of a monthly average. 
 
 In AVard Three we have consolidated three schools, placing 
 the central school at Hortman Station on the L. & A. Rail- 
 road. It took two wagons to haul the children to this schoof. 
 We had a good daily attendance for seven months. 
 
 At the last meeting of the Board of School Directors we 
 cippointed a committee to visit Ward Five and consolidate 
 some of the schools of that ward. On last Friday this com- 
 mittee met, with the Superintendent as chairman, and con- 
 solidated six schools into four. Said four schools are in reach 
 of all of the children in that part of the ward. 
 
 We expect to keep this work up until we cut down a number 
 of small schools, consolidating them into fewer and larger 
 schools. 
 
 Very respectfully, 
 
 J. M. Davies, 
 Superintendent, Webster Parish. 
 
COST OF CONSOLIDATION AND 
 TRANSPORTATION. 
 
 (Some Opinions and Statistics.) 
 
 Illinois. — "The total cost of consolidation as compared with 
 separate schools is variously reported as 'much less,' 'the same,' 
 or 'it costs more but the schools are better.' " 
 
 These all represent correspondingly different degrees and 
 kinds of consolidation. The first refers to the closing of a 
 small school of but few pupils and transporting them, often in 
 a body, to a neighboring school able to receive them with no 
 addition to the teaching force. In this case transportation and 
 a nominal tuition are the only outlay, and there is saved one 
 teacher and the cost of maintaining and heating a school house. 
 The second case refers to a moderate consolidation in which 
 several schools are combined, and graded, and in which fewer 
 but better teachers are employed — better schools at no addi- 
 tional expense. 
 
 The third case refers to comparatively complete consolida- 
 tion with a central building often costing $10,000.00 to $12,- 
 0000.00, with three to five teachers and doing one or two years 
 of high school work. 
 
 Stated briefly, it means that consolidation will secure as 
 good schools with much less outlay, or better schools with- the 
 same outlay, as the patrons may desire. It also means that it 
 r akes possible a far better school than can be provided other- 
 wise for the country child unless he move to town, and it is 
 the only known way of providing higher education for the 
 country children within reach of their homes.— University of 
 Illinois Bulletin. 
 
 Illinois. — Continued.— 
 Financial Statement of Seward School, Winnebago County. 
 (From Supt. O. J. Kern's Report.) 
 
 The consolidated school has been in operation only five 
 months of last school year, closing July 1, 1904. From figures 
 taken from township treasurer's books, the following state- 
 ments show cost under old and new plans: 
 
36 
 
 Old Plan With School Year of 8 Months — No High School. 
 
 Dist 
 
 No, Pupils 
 Enrolled 
 for Year 
 
 Av Daily 
 Attend- 
 ance 
 for Year 
 
 Months 
 Schools 
 
 Total Expen- 
 ditures for 
 8 Months 
 
 Total 
 on Basis 
 9 Months 
 
 90 
 91 
 
 28 
 41 
 
 21 
 23 
 
 8 
 8 
 
 $372.80 
 374.10 
 
 $419.40 
 420.86 
 
 93 
 
 20 
 89 
 
 14 
 58 
 
 8 
 
 334.74 
 
 376.58 
 
 Totals 
 
 $1,081.64 
 
 $1,216.84 
 
 Note by above report taken from Township Treasurer's 
 Books that average daily attendance for year is only 58, which 
 is 65 per cent of the total enrollment of 89 in three district 
 schools. 
 
 New Plan With School Year of 9 Months- 
 School. 
 
 -With High 
 
 Expenditures and enrollment for 5 months, from February 
 1, 1904, to July 1, 1904. On November 7, 1904, a fourth teacher 
 was added to give more time for all grades, especially High 
 School Subjects. Teachers are paid a better yearly wage. 
 Principal gets $75 per month, while grade teachers get $40 
 per month. Under old district plan average yearly wage was 
 $35 per month. 
 
 Dist. 
 Consolidated 
 
 No. 121 
 
 Enroll- 
 ment 
 5 Months 
 
 116 
 
 Av. Daily 
 
 Attendance 
 
 5 Months 
 
 Total 
 
 Expendi- 
 tures 
 
 5 Months 
 
 $842.50 
 
 Total 
 
 Expenditures 
 
 on Basis of 
 
 9 Months 
 
 $1,516.50 
 
 Note that average daily attendance was 88 of an enrollment 
 of 116 or 76 per cent. This is low because of measles in 
 school during months of February and March soon after school 
 opened. 
 
 The enrollment and daily attendance for October, 1904, was 
 104 and 91 respectively. Thus the per cent of attendance for 
 that month was 87V>. 
 
 Table of Comparative Estimates on Basis of Nine Months. 
 
 District 
 
 Enroll- 
 ment 
 for Year 
 
 Average 
 
 Daily 
 
 Attendance 
 
 Cost 
 Per Pupil 
 on Enroll- 
 ment 
 
 Cost 
 
 Per Pupil 
 
 on Daily Av. 
 
 Attendance 
 
 $a { 90 
 
 S § ,' 91 
 &S ] 93 
 
 28 
 41 
 
 21 
 23 
 
 $14.97 
 10.65 
 
 $19.97 
 18.29 
 
 20 
 
 14 
 
 18.83 
 
 26.89 
 
 Consolidated 
 
 (5 mos.) 
 
 (5 mos.) 
 
 
 
 121 
 
 116 
 
 88 
 
 13.07 
 
 17.23 
 
 Remember that the consolidated school has a High School 
 Course. The teachers are paid better wages. Yet notice the 
 cost per pupil in last two columns of above table. The average 
 
37 
 
 daily attendance is a common unit to figure expense, that is, 
 a day's ivork. See last column of above table. 
 
 Building Tax on New House. 
 
 But some opponents of Consolidation, doubtless want to know 
 about tbe Enormous (?) tax to pay for the new building. 
 Now the cost of new building with grounds of 3.6 acres should 
 not count entirely against the new system. Besides, the first 
 cost of a central building is much less than first cost of sep- 
 arate buildings. A good district school building, equipped as 
 it should be, will cost $1,200. On a basis of eight such schools 
 to a township the total first cost is $9,600. The Seward build 
 ing cost $6,000 and will hold all the children of Seward town- 
 ship. 
 
 The cost of Seward building and grounds was $7,000 in bonds 
 drawing four per cent annual levies. That makes the annual 
 payment of principal amount to $700 plus $280 interest first 
 year, and interest decreasing each year, making a total of 
 $980 for building tax. Suppose building tax was levied on lanrj 
 alone, leaving out personal property and railroad, the annual 
 tax levy would be as follows: 
 
 Cost per Acre Annually for Building Tax. 
 
 
 
 No. of 
 
 Annual 
 
 
 District. 
 
 Sections. 
 
 No. Acres. 
 
 Payment. 
 
 Tax per Acre. 
 
 121 
 
 12 
 
 7,680 
 
 $980 
 
 121-2 cents 
 
 77 is no exaggeration to claim the new school has added 
 twelve and one-half cents to value of each acre in the district. 
 Perhaps more than that. Go out there and ask farmers with 
 children to send to school about selling their farms and mov- 
 ing away. — Supt. O. J. Kern. 
 
 Ohio. — As an example let us cite what consolidation has 
 done for Madison township, Lake county, O. The per capita 
 expense on the basis of enrollment has decreased from $16 to 
 $10.50. and, on the basis of average daily attendance from 
 $26.66 to $16.07. The total expense is about the same as under 
 the old plan. More children have been able to attend school 
 and to attend regularly. 
 
 In Springfield township, Clark county, two small schools 
 were consolidated with other schools. Prior to that time the 
 per capita expense, on the basis of average daily attendance, 
 was in 1900, $20.35; and in 1901, $19.54. In 1902 (the year 
 transporting began), $19.08; in 1903 (two schools transported), 
 $18.39. In 1904 the sub-district schools were reopened and 
 immediately the per capita expense increased to $22.15. Thfl 
 tax rate immediately increased from 6 mills to 8 mills on file 
 dollar. 
 
38 
 
 No one, after making even the slightest investigation, can 
 deny the fact that more children, go to school more regularly 
 than under the sub-district plan. The same money goes far- 
 ther in producing an educated citizen than under the old plan. 
 — University Bulletin. 
 
 Indiana. — In La Grange County, Indiana, the transportation 
 of 428 pupils in 29 hacks to 14 different schools' saved to the 
 parish $6,734.74. It abandoned 38 schools, required 24 fewer 
 teachers and saved $2,260.00 in fuel alone. 
 
 Superintendent Jones, of Indiana, after an exhaustive study 
 of the matter of cost, says, "Any school with an enrollment 
 of fewer than twenty pupils* may be combined with a similar 
 or larger school at no increased expense provided the dis- 
 tance be not too great and the roads permit of easy and rapid 
 transit." And he adds, "In general it may be said that any 
 school in which the daily per capita cost exceeds fifteen cents 
 may be consolidated with other schools- without increasing 
 the expense." 
 
 "As a solution to the rural school problem, the school at 
 Royerton, Ind., is a fruitful field for study. Six districts, 
 comprising an area of about eighteen square miles, have been 
 combined into one. The union school is located at Royerton. 
 Under the separate district plan seven teachers were employed 
 — two at Royerton and one in each of the other districts. Now 
 five are employed in the union school, a difference of two teach- 
 ers resulting from the change. Three teachers are doing grade 
 work, one does high school work, and one divides his time be- 
 tween grade and high school work. Some little high school work 
 was' given when there were but two teachers in the Royerton 
 school, but no high school work was given in the district 
 schools outside of the Royerton school. Under the separate 
 district plan seven rooms were maintained. Now there are 
 but four, and a small room used for recitations, which adds 
 no expense. No additional buildings were needed at Royer- 
 ton, due to the fact that there was an old building which had 
 TiOt been used for several years. Thus there has been a saving 
 in tuition by reducing the number of teachers. Not consid- 
 ering the high school, four teachers do the work formerly 
 done by seven teachers — a difference of three. The cost of 
 fuel, supplies, and repairs for seven rooms has been reduced 
 to the cost of four. There are 190 pupils enrolled 'in the school, 
 129 of whom are conveyed from the abandoned schools — about 
 two-thirds of the number enrolled in the union school. The 
 daily expense for transportation is $8.75. The following will 
 show the comparative cost of the two plans: 
 
39 
 
 DISTRICT PLAN. 
 
 Salaries for seven teachers for seven months $2,492 00 
 
 Institute fee for seven institutes 124 60 
 
 Fuel for seven rooms at $30 per room 210 00 
 
 Supplies for seven rooms at $10 per room 70 0D 
 
 Repairs at $20 per room 140 00 
 
 Tot ' al $3,036 60 
 
 CONSOLIDATED PLAN. 
 
 Salaries for four teachers for seven months $1,442 00 
 
 Institute fee for seven institutes 72 10 
 
 Fuel for four rooms at $30 per room 120 00 
 
 Supplies for four rooms at $10 per room 40 00 
 
 Repairs' at $20 per room 80 00 
 
 Total $1,754 10 
 
 Transportation, at $8.87 per day 1,225 00 
 
 Difference in favor of consolidation 57 50 
 
 $3,036 60 
 
 "The salaries shown in the above estimate are the actual 
 salaries paid the teachers. Buildings are not included. There 
 was no additional expense for buildings." 
 
 Iowa. — "In 1894 the district township was- composed of six 
 sub-districts, and required six buildings, six teachers, six sets 
 of apparatus — in fact all of the equipment necessary for one 
 district was required by each of the others. 
 
 "The secretary's report of that township for the year ending 
 September, 1894, (before consolidation) shows that during 
 the year the schools were in session six months and the aver- 
 age daily attendance for the entire district township was 
 ninety. 
 
 "For the year ending September, 1900, (after consolidation) 
 eight teachers were employed for nine months, and the aver- 
 age daily attendance was 290. Estimating the average cost 
 of tuition per. month per pupil upon the total expenditures for 
 school purposes, we find it to have been $5.03 in 1894, under 
 the plan of separate schools, while in 1900 (tinder consolida- 
 tion) it was $2.31." 
 
 Lloyd Township, Dickinson County. — This school is now in 
 its fourth year under the consolidated organization. For pur- 
 poses of comparison, I give the following averages for the 
 last three years under the old district plan and the first three 
 years under consolidation. 
 
4Q 
 
 For the years 1899, 1900 ar.d 1901, the 
 
 Average enrollment per year 155 
 
 Average daily attendance per year 78 
 
 Average paid teachers per year $1,510.00 
 
 Average paid for fuel, janitor service and repairs. 438.85 
 
 Average number of months per year 7 
 
 Average compensation of teachers per mo., males. 30.3a 
 
 Average compensation of teachers per mo., females 30.50 
 
 For the years 1902, 1903 and 1904, the 
 
 Average enrollment per year 192 
 
 Average daily attendance per year 118 
 
 Average paid teachers per year. . . '. $1,579.00 
 
 Average paid for fuel, janitor service and repairs 277.00 
 
 Average number of months per year 8 
 
 Average compensation of teachers per mo., males 76.66 
 
 Average compensation of teachers per mo., females 40.00 
 
 The average cost of tuition per pupil per month for the last 
 three years under the district plan (based on the amount paid 
 teachers plus amount paid for fuel and janitor service) was 
 $3.57. The average cost of tuition per pupil per month for 
 the first three years under consolidation (assuming that the 
 cost for transportation has been uniformly $254 per month — 
 the amount now paid), was $4.12. 
 
 While the consolidated school is costing the people more 
 money in the aggregate, they are getting far more for their 
 money. The school year has been increased one month, the 
 average daily attendance has increased 51 per cent, the school 
 is well classified, two grades of high school work are. offered, 
 trained teachers' are employed, and the pupils are all inter- 
 ested in their work. 
 
 I visited this school, unannounced, on the 11th day of Jan- 
 uary, 1905. The weather was severe and a storm was raging. 
 One hundred and twenty-four pupils were in their places, 
 eighty-five of them from the country and thirty-nine from the 
 village of Terril. The work of the pupils was as good as is 
 usually found in city schools. Most of the teaching was ex- 
 cellent. The principal receives this year $80 per month, and 
 the grade teachers $45 each per month. Among the songs the 
 children sang during the opening exercises was one entitled 
 'Uncle Sam is Rich Enough to Send Us All to School," and 
 they sang with "the spirit and understanding." 
 
 The cost per month of maintaining the Lloyd Township 
 school at present is 
 
 Teachers' salaries $215 
 
 Transportation (seven teams) 254 
 
 Fuel and janitor service (estimated) 25 
 
 Total $494 
 
4i 
 
 The assessed valuation of the property in the township is 
 $280,000. On the present basis of cost the levy for teachers' 
 and contingent funds combined would be 14 mills. 
 
 Massachusetts. — 
 
 Table Showing the Total Expenditure for the Conveyance 
 of Children for the Past Ten Years in Massachusetts. 
 
 Expended for 
 
 Years Conveyance Increase 
 
 1891-1892 $38,726.07 $ 8,077.39 
 
 1892-1893 50,590.41 11,844.34 
 
 1893-1894 63,617.98 13,027.57 
 
 1894-1895 76,608.29 12,990.31 
 
 1895-1896 91,136.11 14,527.82 
 
 1896-1897 105,317.13 14,181.02 
 
 1897-1898 123,032.41 17,715.28 
 
 1S98-1899 127,409.22 4,376.81 
 
 1899-1900 141,753.84 14,344.62 
 
 1900-1901 151,773.47 10,019.63 
 
 Connecticut. — Connecticut, in 1899, transported 849 children. 
 They are mostly conveyed the whole distance; some gather at 
 the old school house or at some convenient point from where 
 the team starts. The attendance was good in all cases where 
 transportation of pupils had been provided. The expense is 
 less than the cost of maintaining school; one town expending 
 $292 effected a saving of $300 per year. According to the 
 report, transportation is a success. 
 
 Florida. — Duval county, Florida, transported 176 pupils at 
 $303 per month, having closed fourteen schools. The saving 
 was $42 per month, and the school work was very much im- 
 proved. 
 
 North Dakota. — A comparison of expenses in the Logan 
 school district, under the present system, with that of the 
 old system, shows a considerable saving in favor of the new, 
 particularly noticeable in teachers' wages, fuel and other in- 
 cidental expenses. Under the old system four teachers re- 
 ceived at least $170 per month; the two teachers now em- 
 ployed receive $110 per month. This represents a saving ot 
 about $65 per month in teachers' wages. The amount of 
 tuition received from other districts increases this saving to 
 about $100 per month. The only increase in expenses comes 
 from the transportation of the children. The Logan school 
 board has established this upon a liberal basis. Four drivers 
 are employed at an aggregate salary of $185 per month. This 
 includes the services of drivers and teams, the district fur- 
 nishing the busses. This represents a net increase of cost over 
 saving above referred to of $85 per month. The improvement 
 
42 
 
 in school interest and the fact that all pupils of school ags 
 are now attending school regularly is a gain which cannot be 
 measured in money. 
 
 Michigan. — Two Districts in Macomb County. — Two dis- 
 tricts, each of which includes a part of the village of Rich- 
 mond, the first being No. 13, Richmond, the second No. 12, 
 Lenox, were consolidated. Census of No. 13, Richmond, 211; 
 census of No. 12, Lenox, 178, under the old plan; attendance 
 No. 13, Richmond, 169; attendance, No. 12, Lenox, 101; census 
 of new district combined, 373; attendance, 288; total expense 
 in No. 13, Richmond, $4,251.13; total expense No. 12, Lenox, 
 $877.22; total for both districts, $5,128.35; total expense, for 
 first year after consolidation, $4,027.18. The foregoing state- 
 ment shows that a larger number of pupils are now attending 
 school in the consolidated district than formerly attended in 
 both of the old districts and that the expense is less- for con- 
 ducting the school. — 0. D. Thompson, Commissioner. 
 
 TRANSPORTATION VAX USED IN MICHIGAN. 
 
 Minnesota. — Whether or not tbe expense will be greater oi 
 less than under the present system can be determined only 
 after a consideration of local conditions. It will depend on 
 the condition of the roads, the cost of driver and teams and 
 the number of pupils. At Cedar Falls, Iowa, pupils are trans- 
 ported over one route at a cost of $22 1-9 per month. Kings- 
 ville, Ohio, transports over four routes at a cost of $97.00 per 
 month. Gustavus township, Ohio, pays for each .conveyance 
 $1.35 per day, the average length of route 4 1-9 miles. At Hal- 
 stad, Minn., all the' pupils of an outlying district were trans- 
 ported over one route at a cost of $40.00 per month. Where 
 the schools are small, so that the teaching force may be ma- 
 terially reduced, the expense will lessen. Where the schools 
 are how drawing special state aid and are so large that the 
 number of teachers cannot be reduced, the expense will re- 
 main much the same as now, plus the cost of transportation. 
 
43 
 
 Experience has demonstrated, however, that while in some 
 places the rate of school tax has increased the actual daily 
 cost of the pupils' schooling has decreased. That is, when the 
 aggregate annual cost has been divided by the total increased 
 attendance in days, the actual per diem cost has been invaria- 
 bly less. — State Superintendent J. W. OJsen. 
 
 Vermont. — "Vermont transports 7,651 children for $36,000 
 per term, or a little less than $4.71. per child. Speaking very 
 generally it costs about $1.50 per month for each child con- 
 veyed to and from school daily." 
 
 Florida. — Duval County. — "Twelve consolidated schools 
 are now in operation in Duval county, each accommodating 
 the children of about 60 to 100 square miles of territory. 
 
 "The concentration of the children into these new schools 
 accomplished by means of wagonettes, especially designed 
 for the purpose, and provided by the board of public in- 
 struction at public expense. 
 
 "Twenty-seven of these comfortable vehicles are now run- 
 ning at an average cost of $23.33 per month each. 
 
 "These conveyances enable us to close twenty-four of the 
 old one-teacher schools, the current cost of which, if in 
 operation, would have been not less than $45.50 per montl: 
 for each. 
 
 "Hence the ti'ansportation system now in operation pro- 
 duces a current saving of $462.00 per month, over the old 
 system. 
 
 "Taking from this the increase of salaries for eight as- 
 sistants at the centralized schools, $225.00, and there is 
 still left a net saving of $237.00 per month. 
 
 "Financially, therefore, concentration in Duval county 
 is a very decided success." 
 
 Of 45 one-teacher schools for white children, existing in 
 Duval county in 1896, only ten now remain. Within a 
 year or two, these will be merged into concentrated schools 
 located in Duval or one of the adjoining counties. County- 
 line-concentration is an important phase of this new system of 
 organizing and conducting rural education. 
 
 Clay County. — "In the past two years the number of schools 
 in the county has been decreased from 51 to 41. This has been 
 done by merging five schools into one, in one case, three into 
 one. in two instances, and two into one, in two cases. In 
 order to do this it has been necessary to transport some of the 
 most distant pupils. The entire current expenses per month 
 of the larger schools thus created, including transportation and 
 increased salaries, is about $100 less than that of the little 
 schools which existed before. By this consolidation the at- 
 
44 
 
 tendance has been considerably increased and more efficient 
 teaching has been made practicable. This educational move- 
 ment is coming into favor with the people." 
 
 SUMMARY. 
 
 In summing up the financial results of the centralization ot 
 the rural schools thus far attempted, the United States Bureau 
 of Education states-: 
 
 "It is the general experience that a saving of funds is ef- 
 fected through consolidation of schools. Of the towns in Mas- 
 sachusetts that have tried the plan 68 per cent report a less 
 cost after consolidation, and only 8 per cent an increased cost. 
 Of 124 New Hampshire towns, 118 report less cost with con- 
 veyance as compared with maintaining local schools. Con- 
 necticut transported 849 pupils in 1898-1899 at a cost of $12,000, 
 or $14.14 per pupil; Vermont 2,062 for one year at a cost ot 
 $26,492, or $12.85 per pupil. These are averages. In indi- 
 vidual cases- the cost varies greatly, according to the partic- 
 ular circumstances in each case. — Dr. A. C. True. 
 
COST OF WAGONS AND DRIVERS, DRIVERS' 
 CONTRACTS, AND ROUTES. 
 
 Iowa. — Winnebago County. — "Iowa pays drivers from $25 to 
 $30 per month, according to the route. This includes team, 
 covered wagon, rohes, etc. Frequently, if not generally, when 
 the plan has been longest in operation the township owns the 
 wagons, and a somewhat lower rate is paid for driver and 
 team. There generally seems to be no difficulty in securing 
 drivers, for no such difficulty is ever mentioned, indeed one of 
 the objections commonly found is against letting the job to 
 the lowest bidder." 
 
 "Speaking generally one team can transport all the children 
 of an average school district (15 to 20). This man. team and 
 wagon, therefore, at an expense of one dollar to one and one- 
 half dollars per day, take the place of a school house with its 
 heating and repairs, and ofttimes of a school teacher as well. 
 It is not surprising then, that it is cheaper to transport the 
 children of a small school than to maintain a school for them. 
 
 "The compensation paid drivers is $30 per month, except on 
 Iioute 1, where only $25 are paid. For this amount they are 
 required to furnish their own properly covered, strong, safe, 
 suitable vehicles', subject to the approval of the board, witli 
 comfortable seats, and a safe, strong, quiet team, with proper 
 harness, with which to convey and collect safely and comfort- 
 ably all of the pupils of the school age on the route, and to 
 furnish warm, comfortable blankets or robes sufficient for the 
 best protection and comfort for each and all of the pupils- to 
 and from the public school building and tneir respective homes. 
 They agree to collect all of the pupils on the route by driving 
 to each and all of the homes where the pupils reside each 
 morning that school is in session in time to convey the pupils 
 to school, so as to arrive at the school building not earlier 
 than 8:40 a. m. nor later than 8:45 a. m., and return the pu- 
 pils to their homes, leaving the building at 4:00 p. m., or 
 later, as the board may determine." 
 
 "They are required to personally drive and manage the 
 team, and to refrain from the use of any profane or vulgar lan- 
 guage within the hearing or presence of the pupils; nor may they 
 use tobacco in any form during the time they are conveying 
 children to and from school. They are not permitted to drive 
 faster than a trot, nor race with any team, and are required to 
 keep order and report improper conduct on the part of pupils, 
 to the principal or president of the board." 
 
46 
 
 "It is further provided between the driver and the board 
 that one-half of the previous month's' wages shall be retained 
 to insure the faithful performance of the contract." 
 
 District Route No. 1. 
 
 The first child called for on Route No. 1 must ride 6 miles, 
 
 salary $40.00 per month. 
 The«first child called for on Route No. 2 must ride 4 1 / £ miles, 
 
 salary $20.00 per month. 
 The first child called for on Route No. 3 must ride 6 miles, 
 
 salary $28.00 per month. 
 The first child called for on Route No. 4 must ride 6 miles, 
 
 salary $30.00 per month. 
 The first child called for on Route No. 5 must ride 7 miles, 
 
 salary $31.00 per montn. 
 The first child called for on Route No. 6 must ride 4% miles, 
 
 salary $20.00 per month. 
 The first child called for on Route No. 7 must ride 9 miles, 
 
 salary $30 per month. 
 The first child called for on Route No. 8 must ride 6 miles, 
 
 salary $25.00 per month. 
 
 District Route ino. 2. 
 
 The first child called for on Route No. 1 must ride 8 miles, 
 
 salary $40.00 per month. 
 The first child called for on Route No. 2 must ride 5% miles, 
 
 salary $33.00 per month. 
 The first child called for on Route No. 3 must ride 6 miles, 
 
 salary $35.00 per month. 
 The first child called for on RoUte No. 4 must ride 8% miles, 
 
 salary $40.00 per month. 
 The first child called for on Route No. 5 must ride 7 miles, 
 
 salary $42.00 per month. 
 The first child called for on Route No. 6 must ride 6 miles, 
 
 salary, $34.00 per month. 
 '_he first child called for on Route No. 7 must ride 5% miles. 
 
 salary $30.00 per montb. 
 
 Indiana. — Royerton District. — Prices paid to drivers are as 
 follows: 
 
 Route No. 1 3.50 miles, $1.00, 12 children. 
 
 Route No. 2 3.50 miles, $1.00, 8 children. 
 
 Route No. 3 4.50 miles, $1.25, 16 children. 
 
 Route No. 4 5.75 miles, $1.60, 19 children. 
 
 Route No. 5 5.60 miles, $1.60, 25 children. 
 
 Itoute No. 6 3.25 miles, $1.25, 17 children 
 
 Route No. 7 3.75 miles, $1.25, 12 children. 
 
 Route No. 8 5.25 miles, $1.50. 9 children. 
 
47 
 
 SCHOOL CONVEYANCE CONTRACT. 
 
 Township, Lagrange County, Indiana. 
 
 This article of agreement made and entered into this 
 
 days of , 190. ., by and between , 
 
 of Lagrange County, in the State of Indiana, and 
 
 School Township, in the said County and State. 
 
 Witnes'seth, That the said party ot 
 
 the first part, doth hereby agree to and with the said 
 
 ......School Tovnship, party of the second part, as follows, 
 
 to-wit: 
 
 That the said will convey by spring hack 
 
 all children herein stated: 
 
 and such other children of school age whose parents may later 
 leside on the route or in the district. 
 The transportation route shall be as follows: 
 
 The said party of the first part further agrees to arrive at 
 between .... a. m. and .... a. m., stand- 
 ard (sun) time and to leave said schoolhouse promptly at the 
 close of each day's session and convey the foregoing pupils to 
 their respective homes' as expeditiously as possible in the same 
 general manner as in the morning. He shall strictly prohibit 
 profane or obscene language and boisterous conduct in or 
 about the hack. The said party of the first part further agrees 
 not to use tobacco while in charge of the children, "neither will 
 he permit its use by any pupils while in his custody. The 
 pupils shall be conveyed with due regard for their comfort and 
 the team shall not only be safe but reasonably speedy. 
 
 (Additional considerations.) 
 
 The services of the said party of the first part shall com- 
 mence on the .... day of , 190 . . , and con- 
 tinue throughout the school year for such days as the school 
 shall be in session. 
 
 The said party of the first (second! part shall provide a 
 comfortable and safe conveyance, and said vehicle shall be so 
 constructed that it can be entirely closed during inclement 
 weather. 
 
 ( Additional considerations. ) 
 
 The said party of the second part in consideration of the 
 
48 
 
 prompt fulfillment on the part of the party of the first part 
 
 contracts' and agrees to pay dollars per 
 
 day for services rendered as above stated. 
 
 In case party of the first part fails, neglects or refuses to 
 faithfully do and perform each and every one of the coven- 
 ants and agreements herein specified on his part to be per- 
 formed, then this contract shall be void at the option of the 
 party of the second part, and the party of the second part 
 may immediately bring suit on the bond annexed hereto for 
 any damages sustained to the party of the second part by rea- 
 son of the failure of the party of the first part to perform his 
 covenants and agreements herein contained. 
 
 In Witness Whereof, the above named parties have signed 
 
 the above contract this day of 190. . 
 
 Party of the first part,-. 
 
 Party of the second part, 
 
 By Trustee. 
 
 Know all men by these presents, That we, 
 
 and are held and bound tq the State ot 
 
 Indiana, in the sum of dollars, for the payment 
 
 of which we do bind ourselves jointly and severally. The con- 
 dition of this obligation is such that we do hereby guarantee 
 the full performance of all conditions specified in said con- 
 tract on the part of said to be kept. 
 
 3Sfow if the said shall faithfully fulfill all 
 
 the requirements mentioned, then this obligation to be void, 
 otherwise to be and remain in full force. 
 
 Witness our hands and seals this day of 
 
 190.. 
 
 (Seal.) 
 
 (Seal.) 
 
 Indiana. — State Superintendent Frank L. Jones, of Indiana, 
 says, concerning the matter of transportation contracts: "I am 
 not in favor of letting contracts for conveying pupils. It is 
 not a matter which can be lumped off to the lowest bidder. It 
 would be as sensible to employ teachers upon this basis. The 
 law does not contemplate that the contracts for transportation 
 should be made in this way. It is entirely proper for a trustee 
 or advisory board or both to fix the amount that will be paid 
 and then select the best man for the work at that price." 
 
 Ohio. — Notice to Bidders. 
 
 ■ Bids for the transportation of pupils of the Madison town- 
 ship schools, Lake County, Ohio, over the following routes, 
 will be received at the office of the Township Clerk until Fri- 
 day, July 24, at 12 m.: 
 
 Route A. Beginning at county line on North Ridge road, 
 
49 
 
 and running west on said road to school house in District No. 
 12. 
 
 Route B. Beginning at Perry Line on the North Ridge road, 
 and running east on said road to school house in District 
 No. 12. 
 
 Route C. Beginning on Middle Ridge road, at residence or 
 N. Badger, running thence west on said road to the residence 
 of Rev. J. Sandford, thence north to school house in District 
 No. 12. 
 
 CENTRAL SCHOOL AND TH AXSrORTATTOX IX INDIANA. 
 
 Route D. Beginning at Perry Line on Kiver road, and run- 
 ning thence east on said road to school house in District No. 6. 
 
 Route E. Beginning at the Hartman farm, thence by Ben- 
 nett road to Chapel road, thence east to A. R. Monroe's, thence 
 west on Chapel road to school house in District No. 13. 
 
 Route F. Beginning al residence of J. H. Clark, and run- 
 ning east on Chapel road to school house in District No. 13. 
 
 All whose bids are accepted will be required to sign a con- 
 tract by which they agree: 
 
 1. To furnish a suitable vehicle with sufficient seating ca- 
 pacity, to convey all the pupils properly belonging to their 
 route, and acceptable to the Committee on Transportation. 
 
 2. To furnish all necessary robes, blankets, etc., to keep the 
 
So 
 
 children comfortable; and in severe weather the conveyance 
 must be properly heated by oil stoves or soap stones. 
 
 3. To provide a good and reliable team of norses, and a 
 driver who is trustworthy, and who shall have control of all 
 the pupils while under his charge, and shall be responsible for 
 their conduct. Said driver and team to be acceptable to the 
 Committee on Transportation. 
 
 4. To deliver the" pupils at their respective schools not 
 earlier than 8:30 a. m., nor later than 8:50 a. m., and to leave 
 at 4:05 p. m. (sun time). 
 
 Each contractor sball give bond for the faithful discharge 
 of his contract in the sum of $100, with sureties approved by 
 the president and clerk of the board. 
 The committee reserves the right to reject any and all bids. 
 
 By order of the committee, 
 C. G. Ensign, Clerk. 
 
 Ohio. — Driver's Contract. 
 
 (From Ohio State University Bulletin.) , 
 
 As many different contracts as there are centralized town- 
 ships might be offered, each differing in some particular. Be- 
 low is found one covering the most important features of all: 
 
 Each driver must furnish a team that is safe, yet strong and 
 active enough to draw the load on a slow trot. Each driver 
 must start from the farther terminus of his route at such 
 time as will enable him to reach the school house by driving 
 directly and with due speed, not later than 8:05 a. m., Stand- 
 ard Time, making only such stops as' are required for the pu- 
 pils to enter the wagon. In case any pupil shall not have 
 reached the road, the driver must wait a reasonable length 
 of time. 
 
 Each driver must blow a horn to announce his coming in the 
 morning that the pupils may be ready, and in the evening 
 that the parents may know of their arrival at home. 
 
 Each driver must be at the school house at 3 p. m. with his 
 v/agon ready to receive his load, and shall drive thence to the 
 farther terminus of his route as quickly as the condition of 
 the roads and the welfare of his team will permit, making only 
 such stops, as are necessary for his pupils to leave the wagons 
 at their respective homes. Each driver must make a full stop 
 for each pupil to enter and leave the wagon. 
 
 Each driver is required to keep his wagon in shelter, except 
 when driving his route. 
 
 Each driver is required to abstain from the use of intoxi- 
 cants while in the employ of the Board of Education, and to 
 so deport himself as to set a good example for the children 
 under his care. 
 
 Each driver must refrain from discussing any topic that 
 
r ,I 
 
 may have a tendency to make trouble in the school, such as 
 the qualification of the teachers, the merits of a punishment, 
 etc. Each driver must avoid quarreling with any child under 
 his care. 
 
 Each pupil upon entering the wagon must clean his shoes 
 i;f mud or snow and he seated in the place designated by the 
 driver or superintendent, and remain in that place until his 
 destination is reached. Pupils must conduct themselves in a 
 proper manner. There must be no hallooing on passing people, 
 loud or boisterous noise, swearing, vulgarity, smoking or chew- 
 ing tobacco by pupil or driver. 
 
 Pupils will be under the immediate control of the driver, 
 the whole to be under the control of the superintendent and 
 the board of education, to whom all complaints- must be made. 
 
 The deportment of each pupil in the wagon will be con- 
 sidered by his teacher in making up his grade card. 
 
 The driver shall from time to time be advised and directed 
 by the superintendent and the board of education. 
 
 Each driver must discharge the provisions and details of 
 this- contract under penalty of immediate dismissal and for- 
 feiture of the amount then due him by and from the board of 
 education. Each driver must be responsible for any damage 
 done his wagon while in his possession, except when such dam- 
 age is unavoidable, such fact to be determined by the board 
 of education. 
 
 Each driver may draw eighty-five per cent, of his wages at 
 the end of each month, the fifteen per cent, remaining in the 
 hands of the treasurer as a guarantee for the faithful perform- 
 ance of the provisions of the contract, said fifteen per cent, to 
 be paid to him at the end of the school year, provided he has 
 complied with the requirements of his contract. 
 
 ROUTES AND COSTS. 
 
 Routes are let to the lowest responsible bidders; the amount 
 paid varies from ninety cents to two dollars and twenty-five 
 cents per day, varying with the number of miles and the num- 
 ber of children transported. The distances vary from two 
 and one-half to eight miles, and the number per conveyance 
 from six to twenty-seven. Average cost per day for convey- 
 ance is $1.50; average distance, four and one-half miles; aver- 
 age number per conveyance, twenty. 
 
 Wagons cost from $80 to $175. The cost of wagons used in 
 Northeastern Ohio is seldom over $100. The wagons used at 
 Lees Creek and Selma cost from $150 to $175; these are very 
 well finished wagons. 
 
 At the central school there is but one pump, one heating 
 system, one set of charts or maps, one roof for repairs, few 
 
52 
 
 outside buildings, one fence and only one or two things which 
 under the old plan must be purchased in quantities or in as 
 many sets as there are schools. 
 
 The following table suggests the amounts paid for teams and 
 drivers and the length of tne routes: 
 
 No. 1 $1.60 per day 5 miles. 
 
 No. 2 1.00 per day 3% miles. 
 
 No. 3 70 per day 2y 2 miles, 
 
 No. 4 1.60 per day 5 miles. 
 
 No. 5 1.25 per day 4 miles. 
 
 No. 6 1.50 per day 4% miles. 
 
 No. 7 1..45 per day iy 2 miles. 
 
 No. 8 1.55 per day. . .- 5 miles. 
 
 In some parts of the State where the routes are long, a little 
 more is paid. Many take this work that teams may be used 
 regularly through the winter. There has never been any 
 Trouble about securing bidders. 
 
 In townships or special districts, where there is nearly or 
 quite complete centralization, no attention has been given to 
 the old sub-district boundary lines in planning the routes. It 
 appears that every effort has been made to have the children 
 at the farthest points reach the central school in one hour, 
 or in an hour and a quarter when the roads are in fair condi- 
 tion. Routes are from two and a half to eight miles long. Tne 
 average is about four and one-half miles. 
 
 COSTS AND MISCELLANY. 
 
 (Taken in part from Supt. O. J. Kern's Report.) 
 
 One of the best examples of consolidation of s«hool districts 
 and transportation of pupils is found in Kingsville, Ohio. 
 The residents of this place have realized their fondest hopes. 
 The average attendance has been much increased and better 
 schools have been provided. The actual cost of tuition has 
 been reduced from $22.75 per pupil to $12.25. This plan 
 enabled the Kingsville school to open a new room and engage 
 another teacher, thus reducing the number of grades in the 
 two. The daily attendance has increased from fifty to ninety 
 per cent., thus utilizing to better advantage the capital in- 
 vested in building and equipment. Over $1,000 was saved in 
 Kingsville in three years. 
 
 The wagons are provided with curtains, lab-robes, soap- 
 stones, etc., for severe weather. The board of education exer- 
 cises as much care in the selection of drivers as they do in 
 teachers. The contract for each route is let out to the lowest 
 responsible bidder, who is under bond to fulfill his obligations 
 
53 
 
 The drivers are required to have the children on the school 
 -rounds at 8:45 a. m., which does away with tardiness, and 
 to leave for home at 3:45 p. m. The wagons call at every 
 farmhouse where there are school children, the children thus 
 stepping into the wagons at the roadside, and are set down 
 upon the school grounds. There is no tramping through the 
 snow and mud and the attendance is much increased and far 
 more regular. 
 
 With the children under the control of a responsible driver, 
 there is no opportunity for vicious conversation or the terror- 
 izing of the little ones by some bully as they trudge home- 
 ward through the snow and mud from the district school. 
 
 The average price per day per wagon is $1.25, and the length 
 of the longest route is four and three-quarter miles. 
 
 Florida.— Drivers' Pay.— An average of $23.33 per month is 
 paid the drivers in twenty-seven different districts. 
 
 Vermont.— 1. Horses.— The horses should be strong, well- 
 eared for, steady, and easily controlled. 
 
 2. Harnesses.— The harnesses hould be of good material, 
 sound, and kept in proper condition. 
 
 3 Barges.— The barges, vans', or wagons, should be well 
 constructed, comfortable, commodious, covered, supplied with 
 .•urtains. and, in cold weather, with an abundance of heavy 
 robes and with hot water heaters or other suitable means for 
 
 warming. 
 
 4 Drivers.— The drivers should be able-bodied men. 
 skilled in managing horses and caring for the same, cautious 
 in driving, careful of vehicle and harnesses, in sympathy with 
 children able to control them, without vulgar habits, not 
 addicted to coarse or profane speech, and thoroughly reliable. 
 
 Georgia.— Green County.— "Wagon, harness and horses were 
 purchased by the county and a contract was made for the 
 transportation of the children to school at 5 cents per head 
 per day Previous to consolidation the cost of maintaining 
 the schools was 17% cents per pupil per day; the cost now, 
 including that of carrying the children, is 12% cents per day 
 
 Superintendent Rogers, of Washington County, Ga., abol- 
 ished two little schools with great success, transporting the 
 children to a stronger one. He says: "The school four years 
 ago had twenty pupils and paid the teacher a salary of $30 
 a month; to-day it has one hundred pupils ™* h °™ ^J* 
 at $90 a month, a second at $70, and a third at $30, the school 
 being carefully graded. Twenty-six of these P^ «? h ^ 
 norted at a cost of $5 per term for each pupil. By the use 
 Sriions cMldren were reached who lived near the swamps 
 and the river, and who would not otherwise have been able to 
 attend school" 
 
SUMMARY OF ARGUMENT FOR AND AGAINST 
 CONSOLIDATION AND TRANSPORTATION. 
 
 ARGUMENTS FOR CONSOLIDATION. 
 
 1. Jt insures a much larger per cent of enumerated pupils 
 enrolled. 
 
 2. Reduces irregular attendance. 
 
 3. Prevents' tardiness among transported children. 
 
 4. No wet feet or clothing, nor cold resulting therefrom. 
 
 5. No quarreling, improper language, or improper conduct 
 on the way to and from school. 
 
 6. Pupils are under the care of responsible persons from 
 the time they leave home in the morning until they return 
 at night. Pupils can have the advantage of better school- 
 rooms, better heated, better ventilated, and better supplied witJi 
 apparatus, etc. 
 
 8. Pupils have the advantage of that interest, enthusiasm 
 and confidence which' large classes always' bring. 
 
 9. Better teachers can be employed, hence better schools. 
 
 10. The plan insures more thorough and more complete 
 supervision. 
 
 11. It is more economical. 
 
 12. It permits a better grading of the schools and the 
 classification of pupils. Consolidation allows pupils to be 
 placed where they can work to the best advantage, and the 
 various subjects of study to be wisely selected and correlated. 
 Pupils work in graded schools, and both teachers and pupils 
 are under systematic and closer supervision. 
 
 13. It affords an opportunity for thorough work in special 
 branches such as drawing, music, nature study and agricul- 
 ture. It also allows an enrichment in other lines. 
 
 14. It opens the door to more weeks of schooling and to 
 schools of a higher grade. The people in villages almost in- 
 variably lengthen the school year and support a high school 
 for advanced pupils. 
 
 15. It affords the broader companionship and culture thai", 
 comes from association. 
 
 16. It quickens public interest in the school. Pride in the 
 Quality of work done to secure a greater sympathy and bet- 
 ter fellowship throughout the school district. The whole 
 community is drawn together. 
 
55 
 
 17. Public wagons used for children in the day time may 
 be used to transport their parents to public gatherings in 
 the evenings, to lecture courses, etc. 
 
 18. By transportation the farm becomes the ideal place in 
 which to bring up children, enabling them to secure the ad- 
 vantages of centers of population and to spend their evenings 
 and holiday time in contact with nature and plenty of work. 
 instead of idly loafing about town. 
 
 19. The teacher's work is so well organized that the aver- 
 age recitation period is greatly lengthened. 
 
 20. One or two large families cannot "freeze out" the 
 teacher. 
 
 21. The farmer and his family are more content with their 
 self-sustaining occupation. 
 
 22. Ethical culture is afforded free from the dissipations ot 
 social life as manifested in cities. 
 
 23. Parents who are observant say that the cost of shoes 
 worn out in walking to the separate schools and the cost or 
 medicine and doctors' bills more than pay for the trans-por- 
 tion. 
 
 24. Transportation makes it easier to maintain a quaran- 
 tine in case of disease and prevents the spread of contagion. 
 
 25. By centralization there will be fewer and better teachers 
 in our schools. It will be a case of the survival of the fittest. 
 Better salaries will be paid those who do teach, thus enabling 
 a persou to make it possible to acquire a high school ana 
 normal training before attempting to teach. 
 
 26. By centralization all the children of the district have 
 the same chance for higher educational advantages, whicn 
 undei the present plan only five or ten persons are able to get 
 by leaving home and going to the city. 
 
 27. By centralization we go a long way towards the solution 
 of the problem, "How to Keep the Boys on the .farm." We 
 bring to the farm that which he goes to the city and town to 
 secure. Such a school may become the social and intellectual 
 center of the community life. With a library room, music, 
 debating club, etc., our boys and girls will hestitate to leave 
 home and such a school for the uncertainties of city life. Cen- 
 tralizaton will not only keep the boys on the farm, but it will 
 help to keep the big bops in the school. 
 
 28. Makes compulsory attendance feasible and justifiable. 
 
 29. The morals of children are improved because common 
 offenses to decency are held in check far more than under the 
 old plan where fighting, profanity, vulgarity on the road to 
 and from school, and an accumulation of obscene cuttings on 
 fences and buildings all contribute to tear down what a good 
 home attempts to build up. 
 
56 
 
 30. Transportation is a protection against the probability 
 of the children's meeting objectionable and dangerous char- 
 acters on the way to and from school. 
 
 ARGUMENTS AGAINST CONSOLIDATION. 
 
 1. Depreciation of property; decreased valuation of the 
 farms in districts where schools are closed. 
 
 2. Dislike to send young children to school far from home, 
 away from the oversight of parents. 
 
 3. Danger to health and morals; children obliged to travel 
 too far in cold and stormy weather; obliged to walk a por- 
 tion of the way to meet the team, and then to ride in damp 
 clothing and with wet feet; unsuitable conveyance and un- 
 certain driver; association with so many children of all 
 classes and conditions. 
 
 4. Difficulty of securing a proper conveyance on reason- 
 able terms. 
 
 5. Local jealousy; an acknowledgement that some other 
 section of the district has greater advantages and is out- 
 stripping any other locality. 
 
 6. Natural proneness of some people to object to the re- 
 moval of any ancient landmark or to any innovation, however 
 worthy the measure, or however well received elsewhere. 
 
 7. Too long distances; bad roads, blocked in winter for 
 weeks. 
 
 8. Invasion of individual rights. 
 
 9. If fatal diseases are carried to or start in these schools, 
 then most all of the children of the township are exposed to 
 them. 
 
"ARGUMENT AGAINST CONSOLIDATION" AS 
 
 CONSIDERED BY SOME EXPERIENCED 
 
 AUTHORITIES. 
 
 The following experiences of superintendents who have had 
 practical experience with consolidation and transportation 
 are worthy of consideration. 
 
 Illinois. — There is no gainsaying the fact that three real 
 difficulties attend consolidation, viz.: 
 
 1. Bad roads, which though not unsurrnountable are yet 
 great obstacles to its best operation. In this is also involved 
 all other traffic as well, particularly rural delivery of mails, 
 
 and delivery of milk. Roads will improve and in the mean- 
 
 ■ 
 
 time mail and milk will be delivered. To say that children 
 cannot be hauled is to throw upon them a burden we are not 
 willing to put upon horses and it is to ignore the facts, for 
 They are carried successfully over all roads, never failing 
 over two days in a single year. 
 
 "Transportation has been declared impossible on account ot 
 'bad roads,' but the horses' now engaged in carrying young men 
 and women from Illinois farms to city high schools in all sorts 
 of conveyances are more than enough, if hitched double and 
 attached to suitable vehicles, to carry all the cniidren to cen- 
 tral schools." 
 
 'I. Bad drivers. — For obvious reasons this is a point always 
 to be guarded. Few complaints have been reported, however, 
 and from the fact that no difficulty seems to be experienced 
 in securing drivers in abundance most of whom are parents 
 and many of whom are mothers, it is apparently an element 
 easily controlled, and while it is a matter capable of much 
 abuse it appears in practice to give little difficulty. 
 
 3. Prejudice in advance of trial. — This- is generally strong, 
 especially where the small district plan is already in opera- 
 tion, and a long list of objections is certain to be filed against 
 the undertaking. These must be reckoned with in advance, 
 though they disappear with trial, and no case is on record in 
 which the change has been made back again from consolida- 
 tion to the small school. As might be expected, consolidation 
 is most easily and naturally effected in states where some 
 sort of township organization exists 1 , and least easily in those 
 sections in which the local organization and community sen- 
 timent are strongest.— State Superintendent's Annual Report. 
 
 Iixinois.— Important Facts:— 1. The drivers carry watches 
 and consult them while on the route. 
 
58 
 
 2. Each driver keeps the time oi' the consolidated school, 
 generally standard. 
 
 3. The rate of speed while on the route averages five miles 
 per hour for the year. 
 
 4. The time of arrivals varies from- ten to fifteen minutes 
 prior to the opening of the schools. 
 
 5. The more remote pupils ride about five miles and 60 
 per cent ride three miles or less. 
 
 6. Children are kept comfortable by stoves, patent heaters, 
 blankets and soap stones. 
 
 7. The greatest advantage to the service is township own- 
 ership of hacks and the improvement of roads. 
 
 8. The drivers exercise due responsibility in promptly and 
 safely conveying the children to school and returning them 
 to their homes; they also, by contract, prohibit questionable 
 language, undue familiarity and boisterous conduct in or 
 about the hacks. 
 
 9. Eighty-five (85) per cent of the patrons have reported 
 the consolidated school as their preference in comparison 
 with the "old way." 
 
 10. Decreased enumerations in eight of our eleven town- 
 ships gave the system its initiative and the better instruction 
 and educational encouragement to the great majority of the 
 conveyed pupils has strengthened the services of the schools 
 and enhanced the local educational spirit. — State Superintend- 
 ent's Annual Report. 
 
 Wisconsin. — Gates County. — Miss Harriet Dalton, principal 
 of the state graded school at Tony, Gates County, writes as 
 follows: "The ride in the morning gives the children a wide 
 awakeness which we do not find in the children who step from 
 their home doors into the school. Surely it is better for them 
 to be driven for three miles through the cold and mud than 
 to walk a mile or two, as they needs must do if they have 
 a district school. Another year tne town expects to close 
 a school in an outside district and carry the children to our 
 village school. The board has found that they are able to 
 save money by so doing this and also give the children the 
 advantages that are being enjoyed by the village chilaren." 
 
 Ohio. — Accidents, sudden illness, and disease. — Investiga- 
 tion has been made as to which oi: the two plans offer the 
 fewer possibilities for accidents and the better conditions 
 for preventing the spread of contagious diseases. 
 
 1. Broken limbs that have come from climbing into passing 
 wagons, cuts and bruises from stone throwing, tearing of 
 little one's clothes by those a little larger and oider, not to 
 speak of frozen toes, fingers, noses and ears may be charged 
 
59 
 
 up to the old plan. From the time centralized or consolidated 
 schools have begun in our state only three accidents on the 
 road to or from school have occurred so far as we have been 
 able to learn. One was a broken arm, another a sprained 
 wrist, and the third, the overturning of a sled load of chil- 
 dren into a snow drift, in which no one was seriously hurt. 
 
 2. It is a fact that it has been necessary to close centralized 
 schools, just as it becomes necessary to require church ser- 
 vices to suspend for a few days or tnat an entertainment be 
 postponed during the few days of alarm or during an epi- 
 demic. Tbe danger of the spread of diseases' is impressed 
 upon people and greater pains and care taken to prevent con- 
 tagion than formerly when only one little school suspended 
 and the children and parents continued going to church, 
 Sunday school, sales, parties, and making the usual neighbor- 
 hood visits. Very few central s-choois have been closed, how- 
 ever. 
 
 3. Children that become sick at school are as a rule nearer 
 a physician than at home. If necessary to take them home 
 immediately, private conveyances have been used. If not 
 they are cared for in the wagon by the driver and taken as 
 nearly as possible to the door of their home. 
 
 Ohio. — Bad roads, negligent drivers, prejudice and early 
 starting. — 1/ Prejudice against a new thing and sentiment 
 that prompts us to quote "Forty Years Ago," and relate some 
 of our childhood experiences that are so vivid and so closely 
 associated with the little weather beaten school house that, 
 when all sentiment is thrown by, did little more than house 
 us, sometimes prevent children from having modern advan- 
 tages. 
 
 2-3. Bad roads and negligent drivers. — The use that is being 
 made of roads by the rural mail carrier, by milk haulers, ana 
 others who travel them daily is arousing an interest in road 
 building that will make them of greater service to all. A 
 negligent driver should meet the fate that some have already 
 mot — immediate dismissal. Negligence on the part of a driver 
 is no less excusable than for a teacher. 
 
 4. Having to start so early in the morning is one of the ob- 
 jections raised. But where it has been in operation for two 
 years or more, nothing more is said about it. Another is, 
 greater danger of contracting contagious diseases. So far 
 we have not suffered from that cause. Those who are back- 
 ward about accepting advanced ideas have many objections 
 that are not worthy of notice. 
 
 North Dakota. — Driving on schedule time, driving every 
 flay, management of pupils on the way. comfort of the bus, 
 
6o 
 
 etc. — 1. Some of the points brought up against it were: Can 
 the bus come to every house? If not, I don't want my chil- 
 dren by the roadside waiting to catch a ride two or three 
 miles off to school, especially in cold weather. Or, the chil- 
 dren can never stand it to ride that distance through the 
 cold. Or, the expense will be too great, etc. 
 
 2. Several years ago when this question was first being 
 talked of, I heard a farmer say that the expense of hauling 
 need not be very great. That a boy who was trustworthy 
 with a team might gather a load on his way to school and 
 bring them back again at night. No, it requires a man with a 
 rig specially adapted for the business and a person upon whom 
 a responsibility can be placed. 
 
 Since I have seen it tried and had part in the responsibility 
 for the behavior of pupils transported, I am ready to say 
 it matters very much whom they have to drive the children 
 to and from school. For I believe half of the day's schooling 
 or training is to be retained or lost by the way in which they 
 are allowed to conduct themselves in going and coming. 
 
 3. The question of morals was brought up at the time and 
 was discussed pro and con. Some claimed that by a greater 
 number being brought together there was a greater oppor- 
 tunity for immorality. True, if you do not have a responsi- 
 ble driver to see to their behavior. As if the liability of im- 
 morality was not as great in the case of their walking to 
 their rural schoolhouses. But here they do not go alone but 
 usually in company with others and they lack a proper guide, 
 for what one child doesn't think of, another will. 
 
 Therefore the importance of hiring a responsible man to 
 transport the children. As great care should be taken in his 
 selection as in the selection of a teacher, and the driver should 
 be as moral a man while with the pupils'. 
 
 4. It is a splendid training for the pupils. — It teaches 
 promptness in them. As to time being kept by the driver, it 
 can be done. It has been done as near to perfection as reason 
 would require. He has been late three times. He was justi- 
 fied in being late, however, for the roads were made almost, 
 impassible by snow or mud. He has missed but two days, 
 one of which could have been avoided. The second instance 
 Avas on account of the deep mud March 20, which was perfectly 
 justifiable. The requirements of his contract are that he shall 
 be at the school house with the children by fifteen minutes to 
 9 o'clock and leave with them ten minutes after 4 o'clock. 
 
 5. One great advantage of this is there is no loitering on 
 the way, no time to be quarreling on the way, no time to be 
 getting into mischief on the way with other people's property, 
 no time to be loitering about the school house or village and 
 
6i • 
 
 be coming home from school at a late hour. This I believe 
 *,o be a decided advantage over the pupils being independent 
 in coming and going. — Prof. T. H. Ehrhard. 
 
 Iowa. — Deprec -iation of real estate values. — This objection 
 is really one of the easiest to be met. Where the system has 
 been given a thorough trial the land values have not been af- 
 fected as feared by some of the farmers. On the contrary, 
 the value of all the land in the consolidated district tributary 
 to the consolidated school has been increased in value. It is 
 not the accessibility within walking distance to a poor school 
 that makes a farm valuable, but the accessibility, whatever 
 may be the means of reaching it, to a good school. It is 
 reported that in the Eastern states where the system has 
 been tried that now when a farm is advertised for sale it is 
 said that children are transported to a first-class central 
 school, instead of offering as an inducement that the district 
 school is within a mile of the farm. In fact, there is no in- 
 stance on record where, after trying both systems fairly, the 
 farmers preferred the inferior district school to the superior 
 central school, provided the conditions of transportation and 
 the details have been properly attended to. — Supt. Barrett. 
 
 Pennsylvania. — Depreciation of real estate values. — The 
 apprehensions of owners of real estate that a depreciation ot 
 values would result if the local schools were closed have 
 proven to be groundless. — Dr. Longsdorf. 
 
 "The general consensus of opinion is that efficiency rather 
 than the accessibility of the school is the demand of the times 
 by those who desire to invest in farm realty for homes." 
 
 Massachusetts. — Principal objections. — Mr. Edson, reports 
 that the following objections have neen made in Massachu- 
 setts: 
 
 "1. Depreciation of property, decreased valuation of farms 
 in districts where schools are closed. 
 
 "2. Dislike to send young children to school far from home, 
 away from the oversight of parents; and to provide a cold 
 lunch for them rather than a warm dinner. 
 
 "3. Danger to health and morals; children obliged to travel 
 too far in cold and stormy weather, obliged to walk a portion 
 of the way to meet the team, and then to ride to school in 
 damp clothing and with wet feet; unsuitable conveyances and 
 uncertain driver; association with so many children of all 
 classes and conditions; lack of proper oversight during the 
 noon bour. 
 
 "4. Insufficient and unsuitable clothing; expense to parents 
 of properly clothing their children. 
 
 "5. Difficulty of securing a proper conveyance on reason- 
 able terms, or, if the parent is allowed compensation, of agree- 
 
62 
 
 ing upon terms satisfactory to both parties, parents and town 
 officials. 
 
 "6. Local jealousy; an acknowledgment that some other sec- 
 tion of the town has greater advantages, and is outstripping 
 any other locality. 
 
 "7. Natural proneness of some people to object to the re- 
 moval of any ancient landmark or U: any innovation however 
 worthy the measure or however well received elsewhere." 
 
 To these objections Mr. Bdson, who is- a most competent au- 
 thority, replies: 
 
 "The first one is more imaginary than real, for any level- 
 headed man with children to be educated will place a higher 
 value on the quality of the schools and the school spirit in 
 the community than upon the number and accessibility of the 
 schools. Experience has demonstrated the fact that property 
 in towns committed to his plan has appreciated rather than 
 depreciated in value. 
 
 "The second and third objections are the most serious. It 
 behooves school authorities to see that the danger is* reduced 
 to a minimum. Suitable conveyances, covered, should be pro- 
 vided, and competent, careful drivers selected. No risks 
 should be taken. During the noon hour some teacher should 
 remain with the children who carry luncheon. 
 
 "The fourth, fifth and sixth objections have no great weight. 
 The last one has great influence with the people who choose 
 to live, move and die as did their ancestors, on the theory that 
 this is the last generation, and that any special efforts at im- 
 provement are just so much more than is wise and necessary." 
 Vermont. — 1. Distance of children from home, provided a 
 school is closed and the children are sent to another. In 
 the case of small children, especially, it is a matter of serious 
 concern to many mothers to have them far . from home six 
 hours in the day. There is always a mother's solicitude that 
 is beautiful and natural, even if at times it seems excessive 
 and unreasonable. It enters as an element into every case 
 and should be respected. The determining question, however, 
 is — what is best for the child? In either case, whether he 
 is sent to another and better school or stifled at home, there 
 will be sacrifice on the part of the mother. But the ordinary 
 sensible woman, with full consideration of the child's welfare 
 and future success, will prefer the child to attend a fair school 
 two miles from home, when possible, than to be mentally 
 atiophied in a poor school only one-fourth of a mile distant. 
 With present telephone facilities, communication with the 
 child's home can readily be obtained in case of sickness or 
 accident. In addition to the distince from home, there is 
 also on the part of the mother a sense of the 
 
63 
 
 2. Distance the child must travel, in case conveyance is 
 not provided. But this also demands suppression ot feeling 
 to judgment. Anxiety for the child's physical welfare is 
 natural, and to entrust the child to travel a long distance 
 frequently provokes most earnest solicitude on the part ot 
 the mother. 
 
 3. Depreciation of farm values in the vicinity of closed 
 schools. This is the most common and most vigorous protest 
 presented against the closure of the schools, in some in- 
 stances there may be a decrease in the salability of farms, 
 but there are at present no facts at hand to justify any as- 
 sertion in this respect. So many other factors enter into 
 the depreciation of real estate, that it is generally impossible 
 .to assert that any one item may be the cause of such depre- 
 ciation.' Advices from other states in which the abandonment 
 of school houses has occurred and pupils transported are to 
 the effect that the fears of depreciation have not been realized 
 or the predictions fulfilled. — State Superintendent's Report. 
 
 Nebraska. — The Solution. — There are 489 schools with an 
 average daily attendance of five or less; 1,841 with ten or 
 less; 3,528 with fifteen or less; i,771 with twenty or less. 
 There are about 6,300 strictly rural school districts in Ne- 
 braska. This makes nearly three-fourths of our rural schools 
 in each of which is an average daily attendance too small for 
 vigorous, interesting and profitable work, either educationally 
 and socially or financially. No time need be spent in rehears- 
 ing these facts. No school can claim conditions for good work 
 if it have less- than twenty-five pupils; yet there are 4,7/ L 
 rural schools in Nebraska in operation with an average daily 
 attendance ranging from one to twenty pupils. I believe we 
 are all ready to unite upon this proposition — the pupils in 
 these small rural schools must be collected into larger and 
 better schools with better teachers, better paid. "It does not 
 matter how much we deplore the condition which makes con- 
 solidation of schools necessary, the fact remains that it is 
 the only rational solution of the question that has been ot 
 fered."— W. K. Fowler. 
 
REFERENCES FOR INFORMATION. 
 
 Herewith is appended a list of printed articles on the con- 
 solidation of school districts, centralization of schools, and 
 the transportation of pupils. 
 
 Australia. — Report of the Minister of Public Instruction of 
 Victoria for the year 1901-1902, p. 20, 21, 39, 43. 
 
 California. — Assembly Bill No. 532, or Senate Bill No. 482 
 An act providing for the formation of union school districts 
 and the maintenance therein of union schools, 1903. 
 
 Connecticut. — Report of the Board of Education together 
 with the report of the Secretary of the Board, 1899, Convey- 
 ance of Children, p. 142-145. Report for 1900, laws relating 
 to education, Ch. ix, Consolidation of School Districts, p. 52- 
 60; Conveyance of children, p. 267-271. Report for 1902, 
 Conveyance of Children, 186-188; Consolidation of Schools, 
 332-335. 
 
 Florida. — Biennial Report of the Superintendent of Public 
 Instruction for the two years ending June 3, 1900 (From re- 
 ports of county superintendents) 331, 341, 352, 379, 391, 412. 
 Summary, 19. 
 
 Georgia. — Thirtieth Annual Report from the Department of 
 Education for 1901, Consolidation of Districts and Transpor- 
 tation of Pupils, 21-23; Consolidation of Rural Schools and 
 the Transportation of Children, by M. B. Dennis, 98-106. 
 
 Hawaii. — Report of Inspectors of the Department of Public 
 Instruction, December 31, 1902, Consolidated Schools, 23. 
 
 Idaho. — Biennial Report of the State Superintendent of 
 Public Instruction, 1900, Rural School Districts, 6-7. 
 
 Illinois. — Twenty-Fourth Biennial Report of the Superin- 
 tendent of Public Instruction, July 1, 1900, June 30, 1902, 
 Consolidation of the Small Districts once more, 11-14. 
 
 Indiana. — Twentieth Biennial Report of the State Superin- 
 tendent of Public Instruction for the school years ending July 
 31, 1899, and July 31, 1900, The Rural School— (a) The Smail 
 School, (b) Transportation of Pupils, 520-587. Twenty-First 
 Biennial Report for years ending July 31, 1901, and July 31, 
 1902, School Economy— (a) The Small School, (b) A New 
 Organization in the Country, 155-161, Consolidated Schools, 
 727-762. 
 
 Iowa. — Biennial Report of the Department of Public In- 
 struction for the Period ending September 30, 1901, Ch. 11, 
 Consolidation of Schools and Transportation of Children, 29- 
 97. (Issued in pamphlet form). 
 
65 
 
 Kansas.- -Thirteenth Biennial Report of the Department of 
 Public Instruction for the years ending June 30, 1901-June 
 30, 1902, The Consolidation of Rural Schools, 38-48. Circular 
 of Information Regarding Consolidation of Rural Schools, 
 March 1, 1902. 
 
 Maryland. — Thirty-Sixth Annual Report of the State Board 
 of Education for the year ending July 31, 1902, Minutes of the 
 Association of School Commissioners of Maryland, Session ot 
 1902 — Resolution of State Superintendent commending con- 
 solidation of rural schools, XLIII. 
 
 Massachusetts. — Sixty-Second Annual Report of the Board 
 of Education together with the Sixth-Second Annual Report 
 of the Secretary of the Board, 1897-1898, Consolidation of 
 Schools and the Conveyance of Children, by G. T. Fletcher, 
 Agent of the Massachusetts Board of Education, 435-459. Sixty- 
 Third Annual Report, 1898-1899, Expense of Conveying Chil- 
 dren, 155-159. Sixty-Sixth Report, 1902, Conveyance of Pu- 
 pils, 101-104. 
 
 Michigan. — Sixty-Fifth Annual Report of the Superintend- 
 ent of Public Instruction for the year 1901, The Rural Higfc 
 School, 5-11 ; An Investigation of tne Centralized Schools oi 
 Ohio, 12-30; Transportation of Pupils, 31-34 (issued also in 
 pamphlet form.) 
 
 Minnesota. — Twelfth Biennial Report of the Superintend- 
 ent of Public Instruction for the school year ending July 31, 
 1901-1902, Bulletin No. 1 — Consolidation of Rural Schools and 
 Transportation of Pupils at Public Expense, 271-290 (issued 
 in pamphlet form). 
 
 Missouri.— Fifty-Third Report of the Public Schools for 
 the year ending June 30, 1902, The Rural School Problem. 
 4-11. 
 
 Montana.— Circular letter of the State Superintendent on 
 the Consolidation of Schools. 
 
 Nebraska.— Sixteenth Biennial Report of the State Super- 
 intendent of Public Instruction, January, 1901, Transportation 
 oi Pupils and Instruction in Neighboring District, 40-42. Sev- 
 enteenth Biennial Report, January, 1903, The Rural School 
 Problem; A Solution— Consolidation of School District, Cen- 
 tralization of Schools, and Public Transportation of Pupils, 
 400-409. School Buildings and Grounds in Nebraska, Depart- 
 ment of Public Instruction, 228-265. 
 
 New Ham i's hire.— Fifty-Second Report of the Superintend- 
 ent of Public Instruction, 1902, Consolidation, 278-279. 
 
 New Jersey.— Annual Report of the State Board of Educa- 
 
66 
 
 tion and of the Superintendent of Public Instruction for the 
 school year ending June 30, 1902, Report from county super- 
 intendents on the transportation of pupils, 59, 84. 
 
 New York. — Forty-Second Annual Report of the State Su- 
 perintendent for the school year ending July 31, 1895, The 
 Consolidation of School Districts, LXXXVII. Forty-Fourth 
 Report, 1897, The Rural School Problem, XI. Forty-Sixta 
 Report, 1899, Consolidation of School Districts, 55-56. Forty- 
 Seventh Report, 1900, Consolidation of School Districts, 11; 
 Contract with Adjoining Districts, 13. Forty-Ninth Report, 
 1902, Consolidation of Weak Districts, LXIX. 
 
 North Carolina. — Biennial Report of the Superintendent of 
 Public Instruction for the school years 1900-1901 and 1901- 
 1902, School Districts, XVIII-XXVI; The Rural Schools, 
 LVIII; Signs of Hope and Evidences of Progress, LX, 3rd 
 Paragraph; Consolidation of Districts, 365-373, (Educational 
 Bulletin No. 1). 
 
 North Dakota. — Seventh Biennial Report of the Superin- 
 tendent of Public Instruction for the two years ending June 
 30, 1902, Consolidation of Rural Schools, 24-28 (issued in 
 pamphlet form) ; 300, 303, 291. 
 
 Nova Scotia. — 'Annual Report of tae Superintendent of Ed- 
 ucation for the year ending July 31, 1902, Consolidation ol 
 Sections, XL 
 
 Ohio. — Forty-Seventh Annual Report of the State Commis- 
 sioner of Common Schools for the year ending August 31, 
 
 1900, Centralization Law, 12-15. Forty-Eighth Annual Report, 
 
 1901, Centralization of Schools, 18-19. 
 
 Ontario. — Report of the Minister of Education for the year 
 
 1902, The Consolidation of Schools and Transportation of 
 Pupils, XXII-XXVII. 
 
 Oregon. — Fifteenth Biennial Report of the Superintendent 
 of Public Instruction, 1902, General Survey of Educational 
 Work, 233-236. 
 
 Pennsylvania. — Report of the Superintendent of Public In- 
 struction for the year ending June 3, 1901, Centralization or 
 Schools, VI-VII. School of Laws of Pennsylvania, 1902, Con- 
 solidated Districts, 2-4. 
 
 Quebec. — Report of the Superintendent of Public Instruc- 
 tion for the year 1901-02, Protestant Schools, XX, XXI. 
 
 Rhode Island. — Fifty-Seventh Annual Report of the Com- 
 missioner of Public Schools for the year ending April 30. 
 1901, Size of Schools, 73; Extracts from Reports on Consoli- 
 dation and Transportation, Appendix, 27, 29, 33-35, 37, 64, 
 
6; 
 
 101, 129-131. Public Laws Pertaining to Education, 1903, Ch. 
 1101, An act providing for the better management of the pub- 
 lic schools in the state (in pamphlet form). 
 
 South Dakota. — Sixth Biennial Report of the Superintend- 
 ent of Public Instruction, 1901-1902. The Centralization of 
 Rural Schools, 3; circular letter of State Superintendent, 16; 
 reports from various counties, 40, 66, 74, 77, 79, 94. 
 
 Texas. — Thirteenth Biennial Report of State Superintend- 
 ent of Public Instruction for the scholastic years ending Au- 
 gust 31, 1901, and August 31, 1902, The Real Harmony between 
 the Law and Appropriate Business Methods, etc., 15-16. 
 
 Vermont. — Thirty-Seventh School Report of the State Su- 
 perintendent of Education, October, 1902, Union of Schools and 
 Conveyance of Pupils, 22-24; Educational Thought and Ef- 
 fort, 56; statistics on transportation, 134; county reports, 146, 
 194, 219, 222. 
 
 Virginia. — Biennial Report of the Superintendent of Pub- 
 lic Instruction, 1900-1901, The Rural School, XXVI; Consoli- 
 dation and Transportation, XXVII-XXVIII. 
 
 Washington. — Sixteenth Biennial Report of the Superin- 
 tendent of Public Instruction, 1902, Consolidation of School 
 Districts, 183-184. 
 
 West Virginia. — Biennial Report of the Superintendent of 
 Free Schools for the two years ending June 30, 1902, Centrali- 
 zation and Consolidation of Schools', 27-29. 
 
 Wisconsin. — Biennial Report of the State Superintendent 
 for the two years ending June 30, 1900, Transportation of 
 Rural School Children at Public Expense, p. 18-24; Report of 
 the Committee of Six on Rural Schools, p. 25-36; Report for 
 1902, Consolidation of School Districts and Transportation of 
 Rural School Pupils at Public Expense, 41-62 (issued in bul- 
 letin form). 
 
 U. S. Commissioner of Education, Report for 1898-1899, Ch. 
 XI, Consolidation of Schools— The Kingsville, Ohio, Plan, 526- 
 529. Report for 1900-1901, Ch. Ill, Consolidation of Schools 
 and Transportation of Pupils— A Visit to the Centralized 
 Schools of Ohio; Consolidation of Schools and Conveyance of 
 Children (Report made by G. T. Fletcher, agent Massachusetts 
 State Board of Education) ; Transportation of Pupils in Indi- 
 ana; An Inquiry Regarding the Conveyance of Scholars in New 
 Hampshire; Transportation of Pupils in Nebraska and Instruc- 
 tion in Neighboring Districts— 161-213. Report for 1900-1901, 
 Transportation of Pupils to School, giving status in twenty- 
 two states, 2396-2401. 
 
 Journal of Proceedings and Addresses of the Fortieth An- 
 nual Meeting of the National Educational Association, held at 
 
68 
 
 Detroit, Michigan, July 8-12, 1901, Centralization of Rural 
 Schools, Lewis D. Bobebrake, State School Commissioner of 
 Ohio, 804-811. Forty-First Annual Meeting, Minneapolis, 
 Minn., July 7-11, 1902, The Financial Phase of the Consolida- 
 tion of Rural Schools, Charles A. Van Metre, county superin- 
 tendent, Muncie, Ind., 224-230; Progress in Consolidation of 
 Rural Schools, J. W. Olsen, state superintendent of public in- 
 struction, St. Paul, Minn., 793-797. 
 
 Department of Agriculture, Year Book, 1901, Some .Problems 
 of the Rural Common School, A. C. True, 133-154. 
 
 Report of the Committee of Twelve on tne Rural Schools, 
 Appointed at the Meeting of the N. B. A. at Denver, July 9, 
 1895, The County As the Unit of School Organization, 132-133; 
 Comparative Cost of the Township and District System, 133- 
 134; Transportation of Pupils, 135-140. ' 
 
 Report of a Visit to the Centralized Schools of Onio — A 
 Study of the Centralized Schools of Ohio, O. J. Kern, Rock- 
 ford, 111. 
 
 Report of a Visit to the Centralized Schools of Ohio by the 
 State Superintendent of Michigan and Hon. A. E. Palmer, 
 Lansing, Mich. 
 
 Equal Education in Connecticut, W. Scott, Secretary INew 
 Education League, Cambridge, Mass. 
 
 A New England Education Policy, W. Scott, Cambridge, 
 Mass. 
 
 Possibilities of the Country Schools, and the New Education 
 for the Country Child, O. J. Kern, Rockford, 111. 
 
 Circular to the Protestant Boards of School Commissioners 
 and Trustees of the Province of Quebec, and Appendix, Bou- 
 cher de la Bruere, Quebec, Canada. 
 
 Centralization of Rural Schools, J. Fred Orlander, Superin- 
 tendent of Brookings County, Brookings, S. Dak. 
 
 Review of Reviews, December 1902, 702, Consolidation of 
 Common Schools, Frank Neison, Topeka, Kas., Consolidation 
 of Common Schools, W. B. Shaw, 706. 
 
 Outlook, December 27, 1902, 981-984, Country Schoois — The 
 New Plan, C. H. Matson. 
 
 Forum, March 1902, 103, Consolidation of Country Schools 
 and the Conveyance of Children, Clarence E. Blake. 
 
 Educational Review, October, 1900, 241, Transportation of 
 Rural School Children at Public Expense, A. A. Upham. 
 
 Does the Community Get the Worth of the Money It Ex- 
 pends On Its Schools? Robert L. Myers, Harrisburg, Penn. 
 
 The Value of One Act. Robert L. Myers, Harrisburg, Penn. 
 
 Pennsylvania School Journal, published by Superintendent 
 N. C. Schaeffer, Harrisburg, Penn., August, 1902, Centraliza- 
 tion of Township Schools, Superintendent W. W. Llerick, 68- 
 
6 9 
 
 70. April, 1903, Leadership and Rural Schools, Superintend- 
 ent Samuel Hamilton, Allegheny, 446-451; Township High 
 Schools, Arthur J. Simons, 452-455. 
 
 Moderator-Topics, published by H. R. Pauengill, Lansing, 
 Mich., April, 1903, A Report of Progress, State Superintendent 
 Delos Fall, 524. April 16, 1903. Centralized Schools, Commis- 
 sioner Elliott, Oakland, Mich., 542. May 14, 1903, Procedure in 
 Consolidating School Districts, State Superintendent Delos 
 Fall, 625. June 11, 1903, Rural High Schools, 712. 
 
 Normal Instructor and Teachers' World, published by F. A. 
 Owen Publishing Co., Dansville, N. Y., June, 1903, Need of 
 Secondary Instruction in Country Schools, State Superintend- 
 ent Alfred Bayliss, Springfield, 111., 9. 
 
 American School Board Journal, published by Wm. Geo. 
 Bruce, Chicago, November, 1902, Consolidation of Rural 
 Schools, Arguments in Favor Of, 8. 
 
 The School Journal, published by E. L. Kellogg & Co., New 
 York City, April 4, 1903, Consolidation of Schools, 375; Rural 
 School Conditions, W. S. Diffenbaugh, 375-377. June 27, 1903, 
 Centralization of Rural Schools, 781-784. 
 
 The Western Journal of Education, The Whitaker & Ray 
 Co., publishers, 723 Market St.. San Francisco, June, 1903, a 
 special number on Consolidation of School Districts and the 
 Transportation of Pupils. 
 
 The World's Work, published by Doubleday, Page & Co., 
 New York City, May, 1903, Teaching Farmers' Children On the 
 Ground, George lies. 
 
 Education, published by the Palmer Company, Boston, Vol. 
 XIX, The Rural School Problem, John Ogden, 261, 413. 
 
 Address on Education for the Improvement of Agriculture 
 by Jas. W. Robertson, Commissioner of Agriculture and Dairy- 
 ing for the Dominion of Canada, printed by Wm. Macnab, 3 
 Prince St., Halifax, N. S., 21-29. Improvement of Education 
 in the Rural Schools.. Jas. W. Robertson, Ottawa, Canada. 
 
 The Educational News, Edinburgh, Scotland, July 4, 1903, 
 The Grouping of Our Public Schools, C. H. Owen; July 25, 
 1903, The Rural School Problem and the Inverness Congress, 
 C. H. Owen. 
 
 Atlantic Educational Journal, Richmond, Va., July, 1902, 
 Concentrated School Districts and the Schoolhouses for Them, 
 S. F. Venable; The Movement for Better Schoolhouses in 
 North Carolina, Annie G. Randall; The Housing of Rural 
 Schools, Robert Frazier; An Ideal Rural School, Lawton B. 
 Evans. Ma y,1903, The Power of an Idea — A Story and a Sug- 
 gestion, David E. Cloyd: Extracts from Addresses Made at the 
 Sixth Conference for Education in the South. June, 1903, ,ue 
 
Ideal Rural School, Charles S. Ball; Consolidation in Tennes- 
 see. 
 
 The Ohio Teacher, published by H. G. Williams, Athens, O., 
 September, 1902, The Centralization of Rural Schools, u G. 
 Williams. October, 1902, The Centralization of Rural Schools, 
 A. B. Graham. December, 1902, The Centralization of Rural 
 Schools at Kingsville, O., L. S. York. January, 1903, Gradual 
 Consolidation of Rural Schools, A. H. Dixon. February, 1903, 
 The Centralization of Township Schools, John J. Richeson. 
 
 The School News, Independence, Mo., June, 1902, Central 
 Schools and Transportation of Pupils, W. H. Johnson, Super- 
 intendent Jackson county, Missouri. September, 1902, Central 
 Schools and Transportation of Pupils, W. H. Johnson. No- 
 vember, 1902, A Rural High School. December, 1902, The 
 Rural High School, J. B. McDonald. January, 1903, Transpor- 
 tation of Pupils in Ellsworth County, Kansas, W. W. Maze; 
 Report of Raytown High School. 
 
 Texas School Journal, Austin, Tex., December, 1902, Rural 
 Schools, John C, Moore; Transfers, J. H. Hill. January, 1903, 
 What We Want— Rural Schcolhouses. 
 
 The People, Cambridge, Mass., July, 1899, Dublin, N. H., 
 School Matters; Natural School Unit; Editorials. June, 1900, 
 Equal Education in New England, W. Scott, secretary New 
 England League. August, 1901, A School Study of a New 
 England Education League. August, 1901, A School Study of a 
 New England Town. March-May, 1902, Transportation. June- 
 August, 1903, A School Experiment. 
 
 American Education, published by New York Education Co., 
 Albany, N. Y., February, 1903, Two Views. 
 
 The Advocate of Christian Education, Berrien Springs, 
 Mich., March, 1903, The Consolidation of Schools; Centralizing 
 Districts. 
 
 The Canadian Teacher, published by the Educational Pub- 
 lishing Co., Limited, Toronto, Canada, September, 1901, Cen- 
 tralization of Country Schools (editorial). October, 1901, Cen- 
 tralization of Schools. November, 1901, Centralization Again 
 (editorial). December, 1901, Centralization at Last, William 
 S. Carter, Inspector of Schools. January, 1902, Centralization 
 Again, M. D. Worden (with editorial comment). February, 
 1902, Centralization Again (editorial). May, 1903, Centraliza- 
 tion of Rural Public Schools, M. Parkinson (editor). 
 
 The World Review, Fine Arts Building, Chicago. 
 
 The Passing of the District School, M. Vincent O'Shea, Uni- 
 versity of Wisconsin. 
 
 School Education, Minneapolis, Minn., January. 1903, Rural 
 School Consolidation, W. M. Hayes, University of Minnesota. 
 
 Midland Schools, Des Moines, la., March, 1902, Buffalo Cen- 
 
7i 
 
 3 CUTS — Great Advances in Drying Veneers. 2 
 
 ter Township Graded School, J. C. Johnson: Consolidation in 
 Pottawattamie County, Superintendent McManus; The Con- 
 solidated School System, O. V. Holcomh. 
 
 Farmer's Tribune, Des Moines, la., June 17, 1903, Is the Cen- 
 tral School a Fad? Has It Come to Stay? O. E. Gunderson. 
 
 Successful Farming, Des Moines, la., February, 1903, The 
 Consolidation ot Rural Schools. 
 
 The Prairie Farmer Home Magazine, Chicago, March 26, 
 1903, The Centralized Schools, G. H. Campbell. 
 
 Farm, Field, and Fireside, published by the Howard Co., 
 Chicago, May 30, 1903, Farming to Be Taught in Ihe Rural 
 Schools. 
 
 The Family Herald and Weekly Star, Montreal, Canada, 
 February 11, 1903, A Novel Experiment in Rural Education 
 (an outline of Sir William MacDonald's plan for the improve- 
 ment of education in the rural districts by the consolidation of 
 schools and the establishment of gardens for nature study), 
 Geo. D. Fuller. 
 
 The Nebraska Farmer, Omaha, Neb., July 30, 1903, The Con- 
 solidation of Country Schools (editorial-. 
 
 The Farmer's Call, Quincy, 111., December 11, 1902, Better 
 Country Schools. January 22, 1903, Consolidating Country 
 Schools. January 29, 1903, Move Up, Brethren. March 19, 
 1903, Consolidated School Bill. May 14, 1903, Farmers Should 
 Be Heard On School Consolidation, Francis B. Livesey. 
 
 The Ohio Farmer, Cleveland, O., April 24, 1902, Gustavus, 
 O., Central Schools, C. G. Williams. September 4, 1902, Cen- 
 tralization rf Schools. April 23, 1903, Centralize the Right 
 Way. 
 
 Herald, Wabasha, Minn., May 30, 1901, Centralization of 
 Rural Schools, L. P. Cravens. 
 
 Register, Blue Earth, Minn., May 30, 1901, Concentration of 
 Schools, J. E. Gilman. 
 
 Among Country Schools, by 0. J. Kern. Published by Ginn 
 & Co., Atlanta, Ga. ($1.25). 
 
LIBRARY OF CONGRESS 
 
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