The gazette-times. [volume] (Heppner, Or.) 1912-1925, 1914-10-15

wholly aside from the question of edu-
cation. In educational matters there
fore they represent the people Of the
county only dimly and indirectly.
There is another educational board,
so called, in each county, which, how
ever, is not representative one. It is
appointed by the county superintendent
and its sole purpose is to aid the super
intendent in the selection Of rural
supervisors for the county.
Create County Education Board
In place Of these two boards, the
boundary board, which has important
educational functions but not neces-
sarily any interest in education, and the
educational board, which has some edu-
cational interest, but no adequate power
or functions and which is not elective
as such boards ought to be, there should
be created thoroughly representative
county board Of education of say five
members to have entire control of the
general educational policies of the rural
schools. They should be chosen from
the citizens of the county most deeply
and intelligently interested in rural edu-
cation and rural life improvement
through education; they should have the
power with, by and through the county
uperntendent, who is their educational
expert-and who as personally believe
should be appointed by them-to re
district the whole county on the author
ization of majority Of the voters, to
initiate changes looking toward con
solidation of districts, to administer
state regulations relating to teachers
certificates, to fix standards for school
buildings, grounds, equipment, ETC., and
in brief TO have general supervision of
local rural schools, school districts and
school children.
In some states, of which Wisconsin is
an example, there is tendency to cen
tralize the supervision of rural schools
in the State Department Of Education.
The State Department, for example, has
direct supervision over the newer types
of rural schools, the distribution of the
funds for aiding consolidation, the ad-
mnistration of buildings, etc.
There is much to be said in favor
of this policy of Capitalization.
Nevertheless, l believe it would be
wise in Oregon to try out the other
plan in which more power and initiative
is exercised by the people of the coun-
ties themselves through the elective
boards of education. The policy Of cen
tralization removes educational control
farther from the people s leadership, is
more expensive, and less regardful of
the local needs, which in our state differ
greatly from county to county.
Besides, this plan of Capitalization
abandons the very real advantage to be
gained from the activity of consider
able number Of county educational
boards, each vying with all the others
in the effort to make the rural schools
of their county the best of all in the
state. The county plan makes use of
more widespread educational interests.
1t utilizes most fully the educational
talent of our people and at the same
time it does not exclude the leadership
of the State Department, which can be
exercised in multitude of ways toward
the betterment of the rural schools in
every county of the state. In fact, it
strengthens the State Department by
making it necessary for it to cooper
ate with the vital educational forces of
each county whose support the depart
ment is sure to have SO long as it ex-
ercises a real leadership in educational
affairs.