Page:LA2-NSRW-4-0210.jpg

SCHOOLS, RURAL Consolidation of Schools and Transportation of Pupils. Just when this reform had its first beginnings is difficult to say; in all probability in Massachusetts where the first law relating to the transportation of pupils to school was passed in 1869. The first experiment of centralizing schools and transporting pupils of which there is any reliable account was made by the school-officers of (q. v.) in 1874-5. From Massachusetts the movement spread slowly into other parts of New England and gradually found recognition in the central and western states — Ohio and Indiana being among the first to accomplish definite results — until no less than 20 states have passed laws permitting the consolidation of schools and the transporting of pupils to a larger central school.

In operation the plan of consolidation and transportation is usually somewhat as follows: The separate, small, one-room ungraded schools within a certain territory are closed, and at some convenient, central spot a suitable new building is constructed of a sufficient number of rooms to accommodate all of the pupils residing within the territory of the closed schools. Even though the new school is centrally located, it will very likely be at too great a distance from the homes of many of the pupils to permit them to walk back and forth to school. The difficulty is met by using wagons to transport the children directly from their homes to school in the morning and back in the evening. The best wagons are constructed after the manner of omnibuses, with covered tops and sides and with two long seats running lengthwise, so that the children enter and leave by a rear door. In cold weather the wagons are heated by small coal-stoves placed near the driver's seat, which also is partially enclosed. Each wagon travels over a definite route, seldom more than five or six miles each day, and conveys from 16 to 20 pupils. Sometimes the wagons are owned by the school-district or the township. More frequently, however, a contract is made with private individuals who furnish wagons, horses and drivers. Frequently similar purposes are accomplished without consolidation in the strict sense. In the case of small district-schools in the vicinity of villages or cities the schools are merely closed, and the pupils are transported as described above to the schools of the village or city. In such instances the cost of tuition is paid by the school-district or township from which the pupils come, many states having made legal provision for this as well as for paying for the transportation.

By the plan of consolidation and transportation, or transportation alone, some of the greater hindrances to education in the rural school, as irregular and unpunctual attendance, poor and unhealthy buildings,

insufficiently prepared teachers and absence of proper grading of pupils, — are done away with. Under these plans pupils are enabled to attend school more regularly and punctually and for a longer period of years; better school-buildings, properly heated, lighted, ventilated and equipped, are provided; fewer teachers are needed for the same number of pupils and, with the better salaries possible, more capable teachers are secured. The larger number of pupils in the consolidated school makes it possible to grade the school to better advantage by placing pupils of similar age and advancement in the same classes. Each teacher teaches but one or two classes; hence the work of each class is done more thoroughly and the pupils make more rapid progress. Besides these important advantages the consolidated rural school frequently is able to give the privilege of a high-school education to those pupils who are properly prepared. The experience in states where the plans have been carefully tested indicates that the cost of the consolidation and transportation, or of transportation alone, is but little if any more than education under the old plan. Indeed, very frequently it is considerably less. In fact, it would seem as if the plan offered a way out of a great difficulty, and if the people of the rural communities were to take advantage of them, many thousand country-boys and girls would be able to obtain an education equal to the best that the American schools are able to give.

Conventions of School-Officers. In order to make school-officers, as members of district and township school-boards, better acquainted with their official duties and to increase the general interest in the welfare of the public schools, especially the rural schools, a few states have begun the practice of having these officers in each county meet together once each year. At these conferences, or conventions as they are called, matters of importance are discussed by the members themselves; frequently one or more of the state's educational officers are present to aid in the spreading of information about better schools and how to secure them. Five states, — South Dakota (1901), Minnesota (1903), North Dakota (1903), Pennsylvania (1903) and Wisconsin (1905) — have enacted laws which provide for the paying of the expenses of the school-officers attending the meetings. Before all the children of the rural districts can have the chance of attending good schools, all of the people must be made to feel the need of having such schools. The school-board convention will probably be of great service in the accomplishment of this.

Rural High-Schools. The ordinary rural school is one in which instruction in elementary subjects alone is given. For many