Milford chronicle., 1909-04-30
Why Rural Schools Should Be
Consolidated.

submitted by Supt Brooks. Mr..
Brooks established his arguments
by quotations and citations from
the Reports of the United States
Commissioner of Education, the
bulletins on education from the de-
partment of Agriculture, prelimin
! |ary reports from Roosevelt 5 recent
Commission on Country Life. Kern's
Among Country Schools, and
first hand testimony from sections
in which the plan has been tried.
In opening the question, Mr..
Brooks said the idea of the advO-
Gates was not to do away with all
single districts or at once to revol-
utionize che existing school system,
but as most of the rural buildings
must be rebuilt in a few years, some
central body competent in educa-
tional matters, should arrange the
details for combination in those
districts whose location and rela-
ton to each other, make such
combination practical and feasible.
This reform would probably take
fifteen or twenty years and would
affect about four-ffths ofthe school
districts Of the county.
The plan Of consolidating the
schools should be adopted because:
I. The testimony of the most
competent educational authorities
is almost a unit in favoring the
plan. In a matter of Law, Medicine,
Engineering, etc, the testimony
Of trained and experienced men in
their respective departments is final.
Why should not like authority
prevail in educational matters? The
only opposition to consolidation
comes from those who give little
attention to educational matters or
whose actual education has been
so limited as not to give them in
telligent grasp and perspective in
Judging educational systems.
2. Consolidation makes possible
a better organization of our schools
thus making possible the teaching
of agriculture and kindred related
subjects for the specific training of
our country boys and girls for their
life work. In the one-room coun-
try school with all grades represent
ed and from thirty to fifty classes
per day, the teaching of additional
subjects is impossible.
3. There will result the inspira-
ton and interest that always comes |
from greater numbers. A school |
of eight,o or ten pupils is not calcu
lated to stimulate a boy or girl to
do the best work. With only one
in class, there is not that compe-
tition and rivalry which call forth
all the powers of the child-the
preparation for the real struggle of
life.
4. Stronger classes will thus be
formed giving the teacher more
time for the recitation and the nee
cSSdIy luSLIuCUOu.
:. The work will be more at
to the teacher. Thus there
will be better trained teachers for
the country children, Fewer teach
ers will be needed and these teach
will command and receive better
salaries.
9. There will result greater
in school buildings and
equipment-one building costing
ess to maintain and heat than
several scattered school houses.
7. The children will have the
influence of a modern, sanitary, 7
vell-ventilated, well-lighted, we'll
heated and well equipped school
building. The surroundings have
perhaps quite as much to do in the
of the child as the sub
ect matter of the textbooks.
s. The school term in the coun-
ry will be heightened. The atten-
lance will be more regular. More
pupils will use the money expended
or education and thus the per
.apita cost will be reduced. Tar
Iiness will become practically un-
,nOwn.
9. These schools will give high
chool privileges in the country.
These schools will tend to keep the
10Y on the farm by giving him the
pecific traing for life work that
ommercial high schools, manual
raining and textile schools give
he city child.
10. It makes shOrter hours pos
ible in the rural schools, while Sc
uriug more satisfactory results.
II. More and better supervision
) possible.
II. 1t enables the teacher to
and feel the inspiration
f professional contact. 1t simpli-
es the great problem of rural teach
rs securing congenial and COM
1rtable boarding places.