LB Class. JJS-M4i Book Ha ?/4 11 II The Consolidated School in North Dakota Prepared by N* C. Macdonald, M» A, Member of State Board of Education State Inspector of Consolidated, Graded and Rural Schools for the State of North Dakota Issued by the State Board of Education of North Dakota, September, 1914 The Consolidated School in North Dakota ^^-- Prepared by N, C. Macdonald, M, A, Member of State Board of Education State Inspector of Consolidated, Graded and Rural Schools for the State of North Dakota Issued by the State Board of Education of North Dakota, September, 1914 l^ ■p 1^" HI TABLE OF CONTENTS Introduction ^ 1 The Present Status 5 2 The Benefits 13 3 Transportation 25 4 The Cost 28 5 How Promoted • • 29 6 How Organized 29 ILLUSTRATIONS AND TABLES Views Page 1-6 A Page of Progress in North Dakota 4 1-2 Two Charts Pertaining to Consolidated Schools fi- 7 1 The Consolidated School Map 12 1-2 The "Teacherage" 15 1-7 A Few Consolidated Schools K'-l 1-4 High School Pupils in Consohdated Schools 20-21 1-4 Industrial Work in Consolidated Schools 22-23 1-2 Athletic Activities in Consolidated Schools 24 1-4 Transportation in Consolidated Schools 26-27 Tables Page 1 Open Country Consolidated Schools 8 2 Town Consolidated Schools 9 3 Total Number of Consolidated Schools 11 A Page of Progress in North Dakota No. 1— The Red River Ox-Cart No. 2— The N. P. Express No. 3 — The Sod Shanty on the Claim No. i — i he Splendid Heme on the Farm No. 5 — The One-Room Rural School No. 6 — The Open Country Consolidated School View five is of a one-room rural school located in one of the oldest and richest communities in the state. It has been here for 27 years. There are over 4,500 rural schools in the state. View six is of the Caledonia Consolidated School in Traill County. There are now 273 consolidated schools, 103 being open country; but there could be all together over 1,500. Ilowever, progress is going on and soon the one-room rural school will disappear as did the ox-cart and the sod shack. THE CONSOLIDATED SCHOOL INTRODUCTION "Promote then as objects of primaiy importance, institutions for the general diffusion of knoidcdge. In proportion as the struc- ture of government gives force to public opinion, it is essential that public opinon should be enlightened." — Washington. This is the school that has at least two teachers and that serves the children residing in about eighteen sections, or that territory usually served by two rural schools. This in substance is the general definition agreed upon by the Conference of State School Inspectors held at Louisville, Kentucky, last April. It is immaterial as to how it is formed, whether it be by petition, election, or common con- sent. The main thing is that it serves well the general educational needs of a fair sized rural community. There are in the state 273 consolidated schools. This number includes those organized during the past year and scheduled to be in operation during the coming school year. Of this number 38 were classified last year as state high schools and 25 as graded consolidated schools. These numbers will be materially increased this year. The great opportunity of this school is to provide better school work in the grades and better high school privileges to the country youth, which it is doing. Its greatest need is for sufficient state aid to pay for transportation which would put the rural and town patrons on nearly equal footing regarding equal school facilities. The consolidated school is the only school that can provide educational facilities that are as free and equal as those furnished to the city children. The rural school does not and cannot furnish such educational facilities. The prob- lem to solve here is to unite the rural schools to form central or con- solidated schools. 1. The Present Status of the ConsoHdated School There are now 273 consolidated schools in the state, 48 different counties being represented. Of this number 103 are open country consolidated schools and 170 are town consolidated schools. Last year there were 75 open country consolidated and 115 town consol- idated schools. This means an increase of 83 in one year, the great- est increase in the history of the state. This is due largely to the state aid grant in connection with the co-operation of the press and several public spirited persons in and out of the scliool field in tlie state. The reader is referred to the tables that give the names and number of consolidated schools and to the map giving the location of these schools in the state. "To he educated is the inalienable right of childhood." Two Chart Views That Present a Strong Argument for the Con- soHdated School. III. BETTER WORK IN GRADES 1 Per cent Eighth Grade Tests: Rural School 4^ Consolidated •-i»i»»»i..». 8 1 City School -i---«»_». 90 S.Percent Eighth Grade Completions: City Girl ' ^O City Boy —— — 50 Country Girl— ^2 Country Boy- '^ 3 THE RESULT The Ruled and the Ruling Classes No. 1. 'There is nofhins; in flic world so important as cJiildrcn." 7 IV BETTER HIGH SCHOOL PRIVILEGES 1 Enriched Course of Study: Agriculture Household Economics * Public Speaking* Manual Training* 2. Percent H.S. Completions: City Girl — — gS Gity Boy — 12^ Country Girl i U Country Boy • i 3. THE RESULT: Loss of Rural Leadership No. 2. Tliese are views of two charts taken from an eleven-page chart series used in giving my talks on "The Consolidated School" over the state. These views tell a damning tale of far too low eflficiency on the part of the rural school, and particularly in reference to the so-called education of the country boy; but they also tell a story of high hope and worthy achievement for the country youth, for the eighth grade and high school completions of the standard consolidated ?chool equal those of the city school. If the present conditions continue, the end can only be the loss of rural leadership and the ruled and the ruling classe«, and finally national decay and dishonor; but it will not continue, for there is now a strong and growing sentiment in favor of the consolidated school. TABLE I Open Country Consolidated Schools (Not Located on a Railroad.) Name of P. O. Address District of Qerk Aliceton Lisbon Arne Hesper Badg-er Cando Banner Weaver Beaulieu Olga Blue Hill Ryder Bonetrail Bonetrail Brooklyn Wheelock Burt Drady Butte Harmon Caledonia Caledonia Calio Calio Cherry Butte Regent <-^ay Mohall Qeveland Brockett Cleveland Verona Columbia New Rockford Corinne Courtenay Cottonwood Emrick Crocus Crocus Crystal Douglas Currie Overly DeGroat Churchs Ferry Denmark Kenmare Dovre Schollsmade Dymond Palermo Eden Valley Sherwood Ellingdale Brazil Ellsworth Perth Enterprize Brocket Fairview Sherwood Farland Farland Glenmore Dieseni Golden Grain Bergen Gopher . . Maza Goshen Durbin Grail Schafer Grey Daniels Grilley Upham Hardwheat Zion Hawkeye Crosby Hettinger Chandler Hope Doyon Hope Vang Howell Perth Huron Clyde Illinois Antler Irvine Churchs l''erry Lake Devils Lake Layton Bantry Liberty Sheldon Little Butte Vanville Name of P. O. Address District of Qerk Loam Langdon Lockwood Lansford Logan Fergus Lorraine Forbes Maryville Belcourt McCall Buffalo Metcalf Cando Michigan Mohall Minto Wales Monroe Perth Moore Enderlin Mount Pleasant Calvin Newbre Brocket Newland Edmore No. 4 Lemmon, S. Dak. No. 11 Center No. 18 Center No. 19 Kathryn No. 69 Litchville Olga Olga Oswego Venlo Oxford Rolla Peabody Souris Pleasant Valley Esmond Pleasant View Alta Picton Rolla Prospect Edmore Ramsey Grove .... Park River Riverdale Oakes Rose Valley Gardner Russell Thorne Rutland Rutland Sauter Brocket Scoville Lisbon Shell Valley Thorne Sheyenne Power Sioux Trail Rudser Spring Valley Wirch Stammen Foxholm Stillwater ' Scranton Stowers Lemmon, S. Dak. Surrey Surrey Sydna Milnor Tepee Havelock Union Mylo Uxbridge Leal Vie Stanley Waterford Glenburn Washington . . . New Rockford West End Delamere Wolfe Creek Rolette 'TJic consolidated school solves the coihiitry school problem." 9 TABLE II Town Consolidated Schools Name of Town Name of Town Abercrombie Absaraka Adrian Alexander Ambrose Amenia Anamoose Ars^usville Balfour Baker Barl-lel-1- Beach Beaulah Belfield Bentley Berlin Berthold Berwick Bisbee Blabon Bordulac Bowesmont Bowdon Braddock Brocket Buchanan Buford Burnstad Calio Calvin Can do Chaffee Christine Church s Ferry Clifford Col£2:ate Clyde Courtenay Dahlen Dawson Deerin;^ Denbigh Doucrlas Devon Drake Driscoll Dunseith Egeland Elliot Erie Esmond Fairdale Fairmont Fessenden Filmore Forest River Fredonia Fullerton Cackle Gardner Gilby Gladstone Glenfield Goodrich Grace City Hampden Hansboro Flarlow Hazelton Flazen Hesper Hettinger Hogue Hoople Horace Honey ford Hickson Hurdsfield Inkster Jolictte Kcnmare Jud Johnstown Juanita Ken sal Kranicr 10 "Tlw chief business of a republic is education." Table II — Continued. Name of Town Name of Town Lakota Lansford Lawton Lidgerwood Litchville Linton Lucca Luverne Marion Marmarth McClusky McGregor McHenry McVille Medina Max Mekinock Michigan Mohall Montpelier Mott Napoleon Nekoma Newville New England New Rockford Nortonville Norwich Osnabrock Page Palermo Pekin Penn Perth Pettibone Petersburg Pickert Pillsbury Plaza Reeder Rhame Regent Richardton Robinson Rock Lake Rolette Rolla Ross Russell Sarles Sarnia Sawyer Sentinel Butle Sharon Sheldon Shields Spiritwood Steele Stanton St. John Strasburg Streeter Surrey Sutton Sykeston Tappen Taylor Thompson Tioga Tolna Towner Turtle Lake Upham Underwood Valley City Velva Walcott Weaver Webster Wimbledon Wilton Wing Wolford Woodworth Table III Number of Consolidated Schools. ■County Open Country Town Total Adams 2 3 3 1 4 1 1 1 3 9 3 2 2 1 3 1 3 2 2 2 2 3 1 G 7 3 2 8 1 1 9 1 1 2 5 1 2 2 5 5 1 3 1 2 9 7 1 1 ] 5 5 2 6 1 4 5 5 4 10 1 4 3 1 3 8 2 1 8 2 1 5 4 2 4 5 8 1 3 5 4 3 4 Barnes 8 Benson 8 Billing's o Bottineau ^ Bowman 2 Burke 1 Burleigh o 12 Cavalier 16 Dickey 4 Divide 3 Eddy 3 5 Foster 5 ■Golden Valley Grand Forks 2 7 1 Hettinger 7 Kidder 5 LaAIoure 6 4 McHenry 13 Mcintosh McKenzie McLean Mercer 3 6 3 Morton 1 Mountrail 5 10 Oliver 3 Pembina 2 Pierce 2 14 Ransom 9 Renville 4 Richland 7 Rolette 12 Sargent • . 1 Sheridan 2 Stark 4 Steele Stutsman 5 9 in Traill Walsh 2 5 Ward 10 Wells 5 Williams 5 103 1 170 1 273 12 "Democracy means equality of opportunity." The Consolidated School Map of North Dakota CONSOLlDATflD SCHOOLS in NORTM DAKOTA • Town Consolidated Schools 170 ■ Open Count rv Con.'-nfl-jater? Schools.,., Ijf)^ No. 1. This map view shows among other things that the greatest development of the con- solidated ^chool is in the northern counties, despite the fact that these countie, are not the wealthiest and that they do not have the most favorable weathe.'. At the present writing Cavalier and Towner counties tie for first place with 16 each, Ramsey is second with 14, McHenry is third with 13, Rolette and Cass counties tie for fourth place with 12 each, and Nel-nn and Ward counties tie for fifth place with 10 each. There has been an increase of 131 within the past two years, which is a greater increase than the total increase for the twenty years preceding. "The consolidated scliool provides equality of opportunity/' 13 2. The JJciiefits of the Consolidated School The benefits of the consolidated school far out-weigh any dis- advantages that may be involved in the system. The Six Major Benefits of this school as endorsed by the Na- tional Conference are as follows : (1) Better Attendance — A 9 months term with 80 per cent at- tendance instead of 7.5 months term with GO per cent attendance as in the average rural school. (2) Better Teachers — A normal school graduate teaching a good school in place of an eighth grade graduate keeping a poor rural school. (3) Better School Work in the Grades — Five times the num- ber completing the eighth grade and doing work of twice the quality when compared with rural school results. (4) Better High School Privileges — Fifteen times the number of country pupils completing the high school and at one-fifteenth the cost to the individual patron when compared with the old rural school system. (5) Better Organization — A teacher with three grades and 15 classes daily instead of six grades and 30 classes and 15 visits per year of a supervisor instead of two, as in the rural school. (6) Better Ci'^ic-Social Opportunities — A good place for Farmers' Clubs, Literary Societies, Social Events, Athletic Contests, Lectures and Art Exhibits, which the rural school has not. The Twenty-Five Benefits of the Consolidated School when Compared to the One-Room Rural School are the following: (1) Increases the attendance. (2) Makes the attendance more regular. (3) Increases the enrollment. (4) Keeps the older pupils in the school longer, giving a form of the continuation school. (5) Provides high school privileges at one-third the cost to the community, and one-fifteenth the cost to the individual patron. (6) Makes possible the securing of better trained teachers. (7) Improves industrial conditions in the country, including improved roads and farms. (8) Results in higher salaries for better trained teachers. (9) Makes possible more and better grade school work. (10) Enriches the civic-social life activities. 14 "Trained intelligence is a nation's greatest asset. (11) Conserves more largely the health and morals of the children. (12) Increases the number of eighth grade completions. (13) Provides adequate supervision. (14) Reduces truancy and tardiness. (15) Develops better school spirit. (16) Gives more time for recitations. (17) Increases the value of real estate. (18) Produces greater pride and interest in country life. (19) Prevents the drift to the larger towns and cities. (20) Brings more and better enuipped buildings. (21) Eliminates the small weak school. (22) Creates a school of greater worth, dignity and usefulness. (23) Makes possible a more economical school. (24) Provides equal educational opportunities. (25) Gives much greater and better results in every way. "To he really useful in tJic zvorld do something for ch ildren." h") The "Teacherage" in Connection With the ConsoHdated School No. 1 — The "Teacherage" at the Cleveland Consolidated School in Ransom County. No. 2 — Tlie "Teacherage" at the Currie Cunsnliilated School in Re County. These views show the "Teacherage", that i^;, the teachers' home in connection with the Open Country Consolidated School. There are now 22 such homes in the stale; many being made from the discarded one-room school buildings. The "Teacherage" helps solve the problem of securing and holding well Irainetl teacliers in tlie open country. 16 "JJlicrc the toivn and country cooperate there is progress." A Few Consolidated Schools in Town and Country ■*^' So««^i*Rvn\>Hu^w. No. 1 — The Fairdale Consolidated School in Walsh County. No. 2 — The Gardner Consolidated School in Lass County. These views show two of the small town consolidated schools. In each four well trained teachers are employed. Last year both principals were college graduates. The majority of the enrollment in each school comes from the country, a township being served in each case. Like all other consolidated schools they are splendid monuments to the good judgment and courageous leadership of those who made them possible. 'The coiiunon school is the j^rcafcst discovery made by iiudi. No. 3 — The .Aloore Consolidated School in Ransom County. Xo. 4— The Edtn Valley Consolidated School in Renville County. These views show two of the laiRcr type of the Open Country Consolidated School. When inspected last year the Moore school had four teachers and an enrollment of 86 The Eden Valley school had three teachers and an enrollment of 81 Uoth serve the entire township, and high school work is done in both. Ihey are splendid examples of what courage and intelligent rural leadership can do. 18 "There can be no ruled and ruling A Few ^lore Consolidated Schools No. — The Brooklyn Consolidated School in Williams County. No. 6 — The Cherry Butte Consolidated School in Hettinger County. These are splendid examples of the two-room consolidated school in the open country. They cost about $4,000 each and are built along modern lines. Each serves the township and two teachers are employed. The writer took part in the dedicatory exercises of these schools last fall; and it was a genuine pleasure to witness the deep interest taken by the people in their new schools. These schools are magnificent monuments to the courage and wisdom of those who made their erection possible. classes where educational opportunities are equal:" 20 "U\-ll trained sous and daughters arc Mews Showing- High School Pupils in Consolidated Schools No. 1 — High School Pupils in the Russel Consolidated School in Rolette County. No. i — High School Pupils in the Moore Consolidated School in Ransom County. These two views show two groups of young people doing high school work in the open country consolidated school while living at home. Very few of these pupils could have gone elsewhere to high school, but the consolidated school brought the high school to them; and thus these young lives are being ennobled and the citizenship of the state is being enriched in a way not possible in the old rural school. flic chief end and glory of the home. 21 No. 3 — High School Pupils in the Eden Valley Consolidated School in Renville County. No. i — High School Pupils in the Gardner Consolidated School in Cass County. These two views show a higher per cent of high school enrollment than the average for the city school. When inspected last year there were ten boys and seven girls doing high school work in the Eden Valley school, which is an opicn ojuntry consolidated school; and there were fifteen country boys and four country girls doing high school work in tile Gardner school, which is a town consolidated --chool. Very few of tUcse young people could have gone to high school elsewhere. What a great acliievement if was to bring high school privileges to these young people when and where it would do them the most good! 22 ''Mauiial labor is a Jicccssity." Industrial Work in the Consolidated Schools No. 1 — Class in Agriculture in the Logan Open Country Consolidated School in Grand Forks County. No. 2 — Class in Manual Training in the Underwood Town Consolidated School in McLean County. Thiese views show how it is possible to enrich the course of study when the con- -solidated school is established. These young people get a chance, too, to study rural credits and to acquire noble ideals of conduct from thie study of American literature and Tiistory. ".'Ill ]irccssar\' labor is liojiorahlc' 23 No. 3 — Class in Dompstic Scipnce in tb" Underwood Consolidated School McLean County. No. 4 — Class in Agriculture in the Upham Conscplidatcd Sclinnl in ML-lK-nry Cminty. The=e views show how it is possible to bring the latest and best things in household and agricultural science to the peo-ple that it will benefit the most. These young country people have the chance, too, to learn something about tariff schedules and the opportunity to enrich their lives from the study of good music and art. 'Orcrguhcd play is recreative, educative and cliaractcr-huildin o;. Atliletic Activities in the Consolidated School No. 1 — The Indoor Basketball Team in the Uxbridge Open Country Consolidated School in Barnes County. ^ ^^^0hK '^ ' ' ' ^^^^^^^^^IP^il^lPn ""a E'- myrm '''"^m^ No. 2 — The Outdoor Basketball Game in the Underwood Consolidated School in McLean County. These views show that athletics will keep country boys as well as town boys in school. Thc-e boys have been well and wisely cared for by patriotic-minded parents. Both princinals are with their boys as they should be. Both schools rank as First Class Consolidated Schools. "There is no progress ivitJioiit its price." 25 3. Transportation The greatest objection to the consohdated school is the trans- portation. In this is involved the cost to the tax payer and hardship imposed upon the children. Over one thousand children have been interviewed by me upon this matter and there is yet to be the first case where any child would sooner go to the rural school than to the consolidated school, even though in the former instance he had to walk less than one-half mile to the little country school, while he may be compelled to ride six or seven miles to the consolidated school. By consulting the map or table III it will be seen that the northern counties lead in the number of consolidated schools, despite the fact that these counties average with the lowest temperature and coldest winter storms which would seem to refute the argument of hardship on account of inclement weather. Then, too, these are not the wealthiest counties in the state. In any case it is more humane to expose the horses to bad roads and inclement weather than it is to expose the children. As far as the cost is concerned this can be made very high or very low. When the private or family system is used, it costs $15.56 per pupil per year, while if the public or bus system is used it will average $28.05 per pupil per year. In several of the schools the private system is the one used because it gives there the greatest satisfaction. In some, the combination of the two systems is used with much success while many prefer the public or bus system. 26 "The farm boV and the farm girl are the farmer's Some Phases of Consolidated School Transportation No. 1 — Public Transportation. This is at the Layton Open Country Consolidated School in McHenry County. They use three such rigs. Public transportation is more expensive than the private systen* of transportation; but it results in larger and more regular attendance and makes it easier for all to get their children to school. It costs $28.05 per pupil transported per year. These young people are happier than usual at this time, for the horses and not themselves will have to travel over the wet and muddy roads. No. 2 — Private Transportation. This is at the Uxbridge Open Country Consolidated School in Barnes County. Unly a few of the rigs are shown here. This method cf transportation is cheaper than .the public system. It costs $15.56 per pupil transported per year. Either method is better in every way than to have the pupils get to the one-room rural school as best they majr which is commonly the ca:e under the old rural school system. best crop and the future's best hope. 27 No. 3 — A Phase of Transportation. Here we see the matter of transportation reduced to a "system." This is at the Howell Open Country Consolidated School in Towner County. Two of the old school buildings are used to make a home on the school campus for the driver and his family, the assistant drivers and the teachers. The plan has much to commend it. .\. f Transportation. This is at the Logan Opien Country Consolidated School in Grand Forks County. Here a combination of the private and public systems of transportation is used, though no private conveyances are shown here. This combination gives here satisfactory results in cost and service to the patrons and taxpayers. It i; the system used now in 'everal districts, and with much success. Note the fact that horses and children seem satisfied with the arrangement on this cold fall evening. 28 "Starve the school and feed the jail." 4. The Cost The cheapest school when everything is considered is the con- solidated school. For the consolidated school it costs 32 cents per pupil per day attended and for the rural school 35 cents. In the ma- jority of cases the consolidated school provides high school priv- ileges which the rural school cannot do. A consolidated school em- ploying three teachers including a well qualified principal where the private system of transportation is used can be ooerated for about four mills more or $3.20 more in taxes per Quarter than it would take to operate the four one-room schools running separately ; and when two teachers are employed it can be operated for less. If the public transportation is used these figures will be about twice as high ; but it must be remembered that a higher grade of school work in the grades and high school privileges are provided for in this school, and which the one-room rural school cannot furnish. If the farmer sends his boy to the city high school ,it will cost about $150 more than if he kept him at home. This for many is a prohibitive tax and besides the boy is not at home where he should be in these perilous years of adolescent boyhood. But with the consolidated school in the locality, these better graded school and high school privileges can be furnished for about one-fifteenth of the cost to the individual parent and one-third the cost to the community, and the boy is at home. Then besides it makes the non-resident land owner, the corporation, and the tax payer without family, contribute their share toward the development and perpetuity of the State. This is only just and fair, for the child is educated primarily for the State. 'Ercrv nation dug its cirilhation out of the ground." 29 5. How Promoted The promotion of the consoHdated school calls for investigation and publicity, untiring effort and courageous leadership on the part of all employed in the system. There is no such thing as urgmg the organization of the consolidated school too strongly or striving too strenuously to further its growth. It is the duty of all to do their utmost in this matter, and in doing so several thousand boys and girls will be provided with adequate school privileges that would otherwse never be so provided. The teacher who is on the ground is the one who can do much to develope and guide the sentiment in favor of the consolidated school. This can be done by talking with individual taxpayers and patrons, and with the children in and out of school hours. Then the county superintendent should assist in this matter in several different ways. All the available literature should be secured by the teacher and superintendent, which should be fur- nished to the leaders in the community. The county superintendent is the one, however, who must direct its promotion on a large scale with such' co-operation as the state can furnish. Before buildings are erected and equipped, in fact before the vote is taken on the sub- ject, a committee of the board with the county superintendent should visit two or three consolidated schools. This will give the move- ment greater consideration and weight in the minds of those on the doubtful list. Then there should be meetings of patrons and tax- payers to discuss the benefits of the consolidated school and kindred topics. Always there should be the ideal of adequate rural school privileges held up before the rural patron with the consolidated school as a means to realize this ideal. 6. How Organized There are five common ways to organize the consolidated scbool. These are : (1) Sections 43 and 44 of the lOH School Laws provide for the consolidation of school districts. This is doneby the county sup- erintendent and the county commissioners on petition of the major- ity of the voters in the district to be consolidated. This is the method to be used when not only schools, but districts are to be consolidated and is especially applicable in counties having the district system (2) Section 88 of the l^H School Laws provides for a sort of partnership consolidated school in which two or more districts may unite to support the consolidated school. This is a good method for either town or country. (3) Section 84 of the 1913 School Laws provides for the con- solidation of schools in the district. It takes a majority vote, fhi.-, is the method for those in counties where the township system pre vails. , , ,, ■ ^ t^ (4) Section 232 provides that the board shall provide trans- 30 "Good scJiools insure righteous citizenship." portation for those living one and one-quarter miles to beyond three and one-quarter miles. This is another way to organize a consoli- dated school in the town and rural community. It must, however, be noted that where there are nine or more children of school age living two and one-half miles or more from the nearest school, a school building and a teacher can be demanded. (5) Article IX of the 1911 School Laws deals with the organ- ization of special districts ; and as there is no limit to the territory that may be incorporated, the consolidated school can thus be organ- ized. This is where the villages and towns located in the corner or side of the district can easily and properly organize a consolidated school. It is to be commended where the rural residents refuse to give up their one-room schools when living within five or six miles of the village or town school. In this connection it may be said that all villages, town and city schools should be consolidated schools. Here it may also be properly said that to extend and hasten the growth of the consolidated school we must have more state aid and better laws to facilitate its organization. Each consolidated school should receive annually from $1,000 to $1,500. This should be pro- vided for by county and state appropriations. Then the laws per- taining to the organization of consolidated schools should be so amended as to give the school board or county commissioners and the superintendent greater power in the matter of organizing consol- idated schools. With that aid and these laws the number of con- solidations in our state could be increased five-fold within the next five years.