The Monroe journal., 1920-05-14
THE DISADVANTAGES or ONE
TEACHER SCHOOL SYSTEM

There Are Syenteen Reasons why
This Method Has Proven Imprac-
Iieahle-Unit nj Taxation 81 small
Adequate Facilities Cannot he Pr,-
yidesi.
To the Editor OF The Journal
With modern demands pressing upon
lin, with the great shortage OF teach
ers, and with the increasing difficulty
of securing teachers OF any sort for
lis small school. the intelligent farm
er is asking with increasing serious
ness. What can cur community do
70 make ours a better SCHOOL," He is
asking with increa sing th0ughtiulness
what his community can 90 10 enable
lis school 10 give his children the ed
ucct.on they need Tor better citizen
h.r. and Il, them FOR the most effec-
'ye life in the home and upon the
farm.
Importance III this question. And
this IS q vital question when we con
slider The fact thai at least 50 per
l4at Ci lne cAilrrel now srOwins up
E ne community are going 10 re
nam IN tAat community; are going
70 become not ogly subjects oi Law.
mt voters ana makers of law; are go
ns TO become parents with the re-
-eOnsiAiligy OF training future gem
GRAFTON in and for that community:
are gCing 10 become ntighbors unto.
aGd colahorers with. those about
taem. are going TO become the farm
ers. home-makers. and come-keepers
in that community. In a word. this
80 per cent are going 10 determine
the community's future standards OF
worth in its material wealth and in
dustrial progress as well rs in its in
telleetual and moral efficiency.
This question becomes still more
vital when we consider the further
fact that about 93 per cent Of the
children now growing w in the COM
munity will receive all the education
they will gain. whether for making
life or for making living. from
their community school.
The foundation of 4 growing and
really seryiceable school. How well
il can grow and meet the demands OF
the children is determined by two
things: III The amount of the com
taxable wealth. and ~ the
size of the communitys population,
its intelligence. progressiveness. and
Broadly speaking, there is
a close relation between the amount
OF the community's taxable wealth
and the size of the school district,
and a fairly close relation between
the number of people and the geo
graphic aIta of the community. Con- |
'eQuently. If we increase the size of
lie school district we increase the |
mount of the community's wealth.
Il We extend The boundaries OF the |
school district. We increase the size
md stability OF the community's pop |
ilalion; we increase the value OF the |
cooperative effort in The |
up OF school that will more
meet the needs OF tho !
hildren.
The One-Tcachcr school.
In North Carolina the average size
i the community with the ene-teach-
Il school is approximately nine square
niles, But II must appear clear tnal
u the average rural community an
lea OF nine square miles means
,aratiyely a small and migratory pop
.laton. means a small amount of tax
ble wealth. and this small amount of
aNahle wealth means inevitably a
mail school fund. even though every
nan in the community cheerfully
avs a local tax up to the full limit
i the law; and It must also appear
lear that this small school fund OF
his SMALL community remains small
ven wncn to its local tax is added
IS just appropriation from both the
ouniy and the State.
Inevitable consequences OF so small
unit Of tayntion:
1l insufficient school fund 10 f.