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DOCUMENT RESUME
ED 392 566 RC 020 435
AUTHOR Foght, Harold Waldstein
TITLE The American Rural School: Its Characteristics, ItsFuture and Its Problems.
PUB DATE 10
NOTE 420p.; Xerox copy of original book, reproduced twopages per landscape pages. This book is cited by MaryPhillips Manke in her article "The Rural Teacher inthe Early 1900's" (EJ 478 228) as a classic of ruraleducation literature; see also RC 020 215-218, 435,451-452, 470. Photographs will not reproduceadequately.
PUB TYPE Books (010) Historical Materials (060)
EDRS PRICE MF01/K.17 Plus Postage.DESCRIPTORS *Agricultural Education; Consolidated Schools;
*Educational Change; Educational History;*Educational Practices; Elementary SecondaryEducation; Futures (of Society); Higher Education;Modernization; One Teacher Schools; 'hulf. ofEducation; Rural Areas; Rural Education; *RuralSchools; School Administration; School Buildings;*School Role; Teacher Education; Teacher Role;Vocational Education
IDENTIFIERS Gardens; Nature Study
ABSTRACTWritten in 1910, this book was intended to enlighten
rural school teachers, superintendents, and school board members asto the changing role of schools in meeting the needs of rural societyand the demands of modern life. The contention was that rural schoolsshould not prepare students for life in town, but rather preparestudpnts for rural life. The book begins with an introduction toproblems associated with rural schooling, the decline of the ruralpopulation, changes in industrial life affecting rural areas, adescription of the ideal 20th-century school, and what action shouldbe taken to improve rural schools. The remaining chapters cover thefollowing topics: (1) organization and administration of rural
schools; (2) rural school maintenance; (3) rural school supervision;(4) an overview of the rural school teachers' training; (5) salaries
and tenure of rural teachers; (6) rural school buildings, theirarchitecture and sanitation; (7) indoor furnishings and art; (8)
nature study and school grounds; (9) school gardens; (10) elementary
agriculture and industrial clubs; (11) manual training in one-roomschools; (12) the library and rural communities; (13) hygiene andphysical education; and (14) consolidation of schools. Contains anindex, additional readings in each chapter, photographs, data tables,figunes, and a list of additional resources for rural schoolteachers. (LP)
***.i:*****************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.************::**1.,************************************************
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OB
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1917
All
right
, ',c
urve
d
BO
T C
OP
Y A
VA
ILA
BLE
CO
PY
RIG
HT
,Ig
to,
By
TH
E M
AC
MIL
LA
N C
OM
PAN
Y.
Set u
p an
d el
ectr
otyp
ed.
Publ
ishe
d M
ay, i
gto.
Rep
rint
edSe
ptem
ber,
xgr
o; J
uly,
igsr
;Fe
brua
ry, A
pril,
Sep
tem
ber,
191
2,Ja
nuar
y, S
epte
mbe
r, 1
913;
Apr
il, 1
917.
Nor
taite
b re
urJ,
S. C
ushi
ng C
o,It
erw
kk e
s Sm
ith O
w.
Nor
woo
d, M
ass.
, U.S
.A.
04-0
5
CO
TH
E T
HO
USA
ND
S O
F C
ON
SCIE
NT
IOU
S H
AR
DW
OR
KIN
GT
EA
CH
ER
S
WH
O A
RE
CO
NSE
CR
AT
ING
TH
EIR
LIV
ES
TO
LA
BO
R I
N R
UR
AL
CO
MM
UN
ITIE
S
TH
E H
OM
E O
F T
HE
NO
RM
AL
AM
ER
ICA
N L
IFE
DE
VO
TIN
G T
HE
IR B
EST
EN
ER
GIE
S
TO
PR
EPA
RE
OU
R
TW
EL
VE
MIL
LIO
N C
OU
NT
RY
BO
YS
AN
D G
IRL
S
FOR
USE
FUL
CIT
IZE
NSH
IP
TH
IS B
OO
K
IS A
FFE
CT
ION
AT
EL
Y D
ED
ICA
T8D
BY
TH
E A
UT
HO
R
PRE
FAC
E
TH
IS b
ook
is in
tend
ed f
orru
ral s
choo
l tea
cher
s,su
peri
n-te
nden
ts, a
nd s
choo
lboa
rdm
embe
rs; f
or te
ache
rs' r
eadi
ngci
rcle
s, n
orm
al s
choo
ltr
aini
ng c
lass
es, a
nd a
llth
e pu
blic
at la
rge
who
are
inte
rest
edin
the
prof
ound
mov
emen
t to
mak
e ou
r A
mer
ican
rur
allif
e ri
cher
and
its
labo
rm
ore
effe
ctiv
e by
mea
ns o
f sc
hool
s ad
apte
dto
the
chan
ging
need
s of
rur
al s
ocie
tyan
d th
e de
man
ds o
fm
oder
n lif
e.So
far
as
the
publ
icsc
hool
is c
once
rned
the
term
mov
e-m
ent i
s he
re u
sed
advi
sedl
y.It
is n
ot u
sed
in th
ede
stru
c-tiv
e se
nse.
It d
oes
not s
eek
out a
new
bas
e fo
r sc
hool
cond
uct,
nor
does
itru
n co
unte
r to
est
ablis
hed
law
sof
life
and
grow
th.
On
the
cont
rary
, it i
sco
nstr
uctiv
e in
its
use.
It a
ims
at f
unda
men
tal h
arm
ony
by f
acin
g th
eru
ral
scho
ol a
way
fro
m th
em
any
artit
icir
l int
eres
ts w
hich
have
ham
pere
d th
e us
eful
ness
of th
is in
stitu
tion
inth
e pa
st.
Inde
ed, t
hene
w m
ovem
ent s
triv
es to
pla
ceth
e sc
hool
whe
re th
e sc
hool
inhe
rent
ly b
elon
gsin
the
mid
st o
fna
tura
l int
eres
ts w
here
itca
n pr
epar
e th
e yo
uth
for
sane
,w
hole
som
e liv
eson
the
farm
the
only
nor
mal
Am
eric
anlif
e of
our
day
.
vii
Viii
PRE
FAC
E
Bro
adly
spe
akin
g, n
o ot
her
subj
ect i
s no
w e
ngag
ing
so
muc
h pu
blic
atte
ntio
n as
is th
e m
ovem
ent t
o or
gani
zeru
ral l
ife.
With
his
usu
al c
lear
ness
of
visi
on, P
resi
dent
Roo
seve
lt si
zes
it up
in th
ese
wor
ds: "
With
the
sing
leex
cept
ion
of th
e co
nser
vatio
n of
our
nat
ural
res
ourc
es,
whi
ch u
nder
lies
the
prob
lem
of
our
rura
l lif
e, th
ere
isno
othe
r m
ater
ial q
uest
ion
of g
reat
er im
port
ance
now
bef
ore
the
Am
eric
an p
eopl
e."
Our
Nat
iona
l Exe
cutiv
e so
me
time
ago
appo
inte
d a
com
mis
sion
of
expe
rts
on r
ural
life
to in
vest
igat
e an
d re
port
its
need
s, w
ith r
ecom
men
datio
ns
for
impr
ovem
ent.
Thi
s co
mm
issi
on h
as ju
st m
ade
avo
lum
inou
s re
port
whi
ch s
ets
livin
g an
d ac
hiev
ing
inru
ral c
omm
uniti
es in
thei
r ri
ght r
elat
ion
toou
r na
tiona
llif
e.W
hile
sen
sibl
e ar
.d s
ugge
stiv
e ra
ther
than
dra
stic
and
revo
lutio
nary
, the
rep
ort i
s so
thor
ough
goin
g in
its
ques
tioni
ngs
that
we
may
inde
ed lo
ok to
see
" th
e be
nefi
tsof
org
aniz
atio
n, o
f co
oper
atio
n, o
f qu
ick
trav
el, o
f sw
ift
com
mun
icat
ion,
all
the
mac
hine
ry to
pre
vent
was
te o
f tim
ean
d ef
fort
," w
hich
are
eve
n no
w p
art a
nd p
arce
l of
urba
nlif
e, a
pplie
d to
the
entir
e le
ngth
and
bre
adth
of
rura
l lif
e.T
he s
ocia
l phi
loso
pher
s ha
ve o
utlin
ed f
orus
our
task
.T
hey
have
indi
cate
d ne
eded
ref
orm
s an
d su
gges
ted
rem
-ed
ies.
The
y m
ay e
ven
indu
ce g
over
nmen
t to
furn
ish
the
mat
eria
l mea
ns o
f re
form
.B
ut it
is th
e ru
ral t
each
ers,
ai.e
r al
l, w
ho m
ust b
ear
the
brun
t of
the
chan
ge.
The
rea
lre
form
mus
t beg
in w
ith th
e he
arts
and
min
ds a
nd h
ands
of th
e ru
ral y
outh
.T
o m
ake
them
rec
eptiv
e to
the
con-
PRE
FAC
EIX
tem
plat
ed c
hang
es, t
o fi
t the
m to
mak
e us
e of
the
mat
eria
l
mea
ns p
lace
d at
thei
r di
spos
al, t
o in
spir
e th
em w
ith a
genu
ine
love
for
the
soil
and
all t
hat g
oes
with
itth
ese,
and
man
y si
mila
r pr
oble
ms,
are
, and
mus
t lar
gely
rem
ain,
the
teac
hers
' wor
k.It
is th
e au
thor
's c
onvi
ctio
n th
at te
ache
rs s
houl
d be
mor
eco
nver
sant
with
rur
al s
choo
l his
tory
and
kno
w m
ore
abou
tth
e ed
ucat
iona
l pro
blem
s no
w lo
ok in
g to
war
d so
lutio
n.If
they
wer
e ge
nera
lly f
amili
ar w
ith th
e ed
ucat
iona
l act
iv-
ities
and
impu
lses
man
ifes
ting
them
selv
es in
oth
er r
ural
com
mun
ities
, tea
cher
s co
uld
coop
erat
e to
bet
ter
adva
ntag
ean
d ac
com
plis
h be
tter
resu
lts.
The
sam
e is
true
of
all
othe
rs w
hose
inte
rest
s lie
in th
e sc
hool
s.If
sup
erin
-te
nden
ts h
ad a
str
onge
r gr
asp
on th
e m
any
perp
lexi
ngpr
oble
ms
com
e fr
om s
uper
visi
on o
f sc
hool
s;if
sch
ool
boar
ds r
ealiz
ed a
s th
ey s
houl
d th
e su
rpas
sing
impo
rtan
ceof
thei
r du
ties
in th
e ad
min
istr
atio
n of
sch
ool a
ffai
rs;
if th
e ge
nera
l lai
ty c
ould
but
hal
f kn
ow th
e di
re c
onse
-qu
ence
s of
par
sim
ony
and
clos
efis
tedn
ess
in s
choo
l sup
port
,
if a
ll th
ese
wer
e so
, man
y of
the
stum
blin
g bl
ocks
inth
e w
ay o
f ra
pid
impr
ovem
ent w
ould
be
clea
red
away
.
Thi
s bo
ok w
as p
enne
d in
the
hope
that
ear
nest
teac
hers
and
scho
ol o
ffic
ers
mig
ht f
ind
in it
som
e he
lp in
sol
ving
the
ques
tions
set
for
th a
bove
.It
is n
ot a
trea
tise
on s
choo
lm
etho
ds n
or y
et o
n sc
hool
man
agem
ent.
It p
arta
kes
mor
e of
the
natu
re o
f an
eou
catio
nal h
isto
ry, s
ettin
g fo
rth
wha
t has
alr
eady
bee
n ac
com
plis
hed,
indi
catin
g w
hat i
s
kJ
PRE
FAC
E
yet t
o be
don
e.It
poi
nts
out s
hort
com
ings
in p
reva
iling
syst
ems
and
sugg
ests
, whe
reve
r po
ssib
le, r
emed
ies
whi
chca
n be
app
lied
prof
itabl
y.
The
aut
hor
real
izes
that
he
is n
ot th
e pi
onee
r in
this
fiel
d.O
ther
s ha
ve b
een
here
bef
ore
him
.H
e ha
s m
ade
free
use
of
the
expe
rien
ce a
nd c
oncl
usio
ns o
f al
l suc
h,ad
ding
his
ow
n m
ite w
hen
and
whe
re h
e co
uld.
The
book
sha
ll no
t hav
e be
en in
vai
n if
he
succ
eed
inso
me
smal
l mea
sure
in s
hedd
ing
light
on th
is g
reat
est o
f tw
en-
tieth
-cen
tury
pro
blem
s.H
. W. F
.A
TC
HIS
ON
, KA
NSA
S,
July
, 190
9.
AN
AL
YSI
S O
F C
ON
TE
NT
S
CH
APT
ER
I
INT
RO
DU
CT
ION
:T
HE
PR
OB
LE
M S
TA
TE
D.
PAC
s
Path
etic
sto
ry o
f th
e ru
ral s
choo
lA
ll ru
ral s
choo
ls n
ot b
ad ;
all r
ural
teac
hers
not
inef
fici
ent
Cau
ses
of th
ese
cond
ition
sD
isin
tegr
atio
n of
rur
al p
opul
atio
n C
hang
esin
indu
stri
al li
feT
he c
ity a
pos
itive
men
ace
to c
ount
ry li
fe "
The
city
and
coun
try
expr
ess
the
equa
tion
of li
fe "
The
Uni
ted
Stat
espr
e-em
inen
tly a
gric
ultu
ral
The
twen
tieth
-cen
tury
pro
blem
The
idea
l tw
entie
th.c
entu
ry s
choo
l The
com
plet
eco
untr
y lif
eR
ural
sch
ools
mus
t be
bette
r or
gani
zed
and
have
bette
r ad
min
-is
trat
ion
Mor
e m
oney
mus
t be
spen
t to
prov
ide
and
mai
ntai
nth
e sc
hool
sIn
stru
ctio
n m
ust b
ecom
e pr
ofes
sion
alSu
per.
visi
on m
ust b
e m
ore
effi
cien
tA
twen
tieth
-cen
tury
sch
ool p
lant
dem
ande
dSc
hool
ext
erio
rsSc
hool
inte
rior
sPr
actic
alco
urse
s of
stu
dyC
onso
lidat
ion
of s
choo
ls a
pan
acea
for
exi
stin
gill
s.
CH
AFT
ER
II
OR
GA
NIZ
AT
ION
AN
D A
DM
INIS
TR
AT
ION
.
Gen
eral
sta
tem
ent
Scho
ol d
istr
ict o
rgan
izat
ion
Obj
ec.
tions
to th
e di
stri
ct u
nit
Gre
at s
prea
d of
the
dist
rict
sys
tem
Cha
nge
from
dis
tric
t to
tow
nshi
p sy
stem
of
orga
niza
tion
Tow
nshi
p or
gani
zatio
nR
espe
cts
in w
hich
the
tow
nshi
p sy
stem
is s
uper
ior
to th
e di
stri
ct s
yste
mC
ount
y or
gani
zatio
nN
ec-
essa
ry r
efor
ms
in th
e co
unty
sys
tem
The
com
mun
ity s
yste
mT
I,-
boar
d of
edu
catio
n ;
its f
unct
ion
Wor
k of
the
boar
dde
pend
s up
on th
e si
ze o
f ge
ogra
phic
al u
nit
Dif
ficu
lty in
pro
-cu
ring
" g
ood
" bo
ard
mem
bers
Boa
rd m
embe
rs m
ight
be
trai
ned
Wha
t an
activ
e bo
ard
can
acco
mpl
ish.
XII
AN
AL
YSI
S O
F C
ON
TE
NT
S
CH
APT
ER
III
RU
RA
L S
CH
OO
L M
AIN
TE
NA
NC
EPA
GS 39
Rur
al s
choo
l mai
nten
ance
;ge
nera
l sta
tem
ent
Col
onia
lsu
ppor
t of
publ
ic I
ools
Cre
atio
n of
a p
erm
anen
t sch
ool f
und
Perm
anen
t sch
or 1
fun
ds in
adeq
uate
The
sta
te a
logi
cal
taxi
ng u
nit
Stat
e ta
xatio
n no
t on
the
incr
ease
Cou
nty
and
tow
nshi
p ta
xatio
n --
Con
clus
ion
draw
n.
CH
APT
ER
IV
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
Nso
Gen
eral
sta
tem
ent ;
the
busi
ness
sid
eC
ity s
uper
visi
on v
s.ru
ral s
uper
visi
on O
rigi
n of
sch
ool b
oard
s an
d sc
hool
sup
erin
-te
nden
tsT
he q
uest
ion
of s
uper
visi
on u
nit
Tow
nshi
p an
ddi
stri
ct s
uper
inte
nden
ts in
New
Eng
land
In
Mas
sach
uset
tsIn
Con
nect
icut
Fra
nk O
. Jon
es o
n th
e C
onne
ctic
ut a
nd M
assa
-ch
uset
ts s
yste
ms
In o
ther
New
Eng
land
sta
tes
The
cou
nty
supe
rint
ende
ncyC
ount
y su
perv
isio
n as
it o
ften
isPr
opos
edre
med
ies
Wha
t som
e st
ates
are
acc
ompl
ishi
ng f
or b
ette
rco
unty
sup
ervi
sion
The
sup
erin
tend
ent m
ust b
e re
mov
ed f
rom
part
y po
litic
sH
ow e
lect
ed in
New
Jer
sey
and
Penn
sylv
ania
Rin
ging
wor
ds f
rom
Nor
th C
arol
ina
The
Min
neso
ta E
du-
catio
nal A
ssoc
iatio
n's
plan
The
Kan
sas
plan
of
:938
Pres
ent
cond
ition
s ; a
lack
of
qual
ific
atio
ns o
f su
peri
nten
dent
s A
sum
.m
ary
of w
hat i
s be
ing
done
for
rur
al s
uper
visi
on.
CH
APT
ER
V
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
RH
IS T
RA
ININ
G.
.
The
per
plex
ing
teac
hing
pro
blem
" B
orn"
teac
hers
and
" m
ade
" te
ache
rs T
he h
igh
calli
ng o
f th
e te
ache
rA
cade
mic
trai
ning
Prof
essi
onal
trai
ning
Rur
al te
ache
rs m
ust m
ake
the
scho
ol a
n ex
pres
sion
of
life
on th
e fa
rm A
ids
to te
ache
rsal
read
y in
rur
al s
choo
lsSu
mm
er s
choo
lsT
each
ers'
inst
itute
sT
he N
ebra
ska
Juni
or N
orm
al S
tate
Sup
erin
tend
ent J
. B.
Asw
ell o
n in
stitu
tes
and
sum
mer
sch
ools
Tea
cher
s' m
eetin
gsR
eadi
ng c
ircl
esSt
ate
norm
al s
choo
ls a
nd r
ural
teac
hers
The
N. E
. A. N
orm
al S
choo
l Rep
ort,
page
29
Rur
al m
odel
scho
ols
in s
tate
nor
mal
sA
gric
ultu
re in
sta
te n
orm
als
A
69
AN
AL
YSI
S O
F C
ON
TE
NT
S
sum
mar
y of
wha
t the
sta
te n
or-
als
are
doin
g fo
r ag
ricu
ltura
lte
achi
ng C
ount
y tr
aini
ng s
choo
ls in
Wis
cons
inSt
ate
Supe
r-in
tend
ent C
. P. C
ary
on th
e W
isco
nsin
trai
ning
sch
oolC
ount
yno
rmal
trai
nin,
?, c
lass
es in
Mic
higa
nTra
inin
g cl
asse
s in
New
Yor
k hi
ghho
ols
Oth
er s
tate
s w
hich
mai
ntai
n hi
gh s
choo
ltr
aini
ng c
lass
es.
CH
APT
ER
VI
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
.
Gen
eral
sta
tem
ent
Com
pens
atio
n of
Eur
opea
n an
d A
mer
i-ca
n te
ache
rs c
ompa
red
Con
clus
ion
draw
nR
easo
ns f
orbe
tter
sala
ries
in E
urop
eSa
lari
es o
f te
ache
rs a
nd o
ther
wor
k-er
s in
var
ious
par
ts u
f th
e co
untr
y H
ow th
e ru
ral t
each
ers
mak
e en
ds m
eet
Edu
catio
n bi
ll vs
. dri
nk a
nd s
mok
e bi
llL
ow r
ural
taxa
tionS
uper
inte
nden
t 0. J
. Ker
n on
rur
al s
choo
lm
aint
enan
ce T
he la
w o
f sa
lary
reg
ulat
ion
The
thre
aten
ed"
fem
iniz
atio
n "
of th
e sc
hool
sTea
chin
g m
ust b
ecom
ea
pro-
fess
ion
The
teac
her's
soc
ial r
ecog
nitio
n ; w
hat i
t dep
ends
onE
nlig
hten
the
publ
icE
nact
min
imum
sal
ary
law
sA lo
ngte
nure
for
rur
al te
ache
rs. C
HA
PTE
R V
II
PAG
S
92
RU
RA
L S
CH
OO
L B
uIL
DIN
GS:
AR
CH
ITE
CT
UR
E A
ND
SA
NIT
AT
ION
.11
6Sp
iritu
aliz
atio
n of
rur
al li
feT
he r
ural
sch
oolh
ouse
of
song
and
stor
y St
ate
law
to p
resc
ribe
rul
es f
or s
iteA
rran
gem
ent
of f
lour
spa
ceL
ibra
ry, r
est r
oom
, and
clo
ak r
oom
sBas
emen
t ;its
Use
sPr
oper
hea
ting
and
vent
ilatio
n C
onst
ruct
ion
of th
eve
ntila
ting
stov
eC
orre
ct li
ghtin
g B
lack
boar
ds a
nd c
halk
rails
New
san
itary
app
lianc
esO
utho
uses
mad
e de
cent
The
pre
ssur
e ta
nk a
nd s
anita
ry p
lum
bing
Scho
olho
use
con-
stru
ctio
n m
ust c
ombi
ne u
tility
with
ado
rnm
ent.
CH
APT
ER
VII
I
IND
OO
R F
UR
NIS
HIN
G A
ND
AR
T.
.8
134
The
old
sch
ool v
s. th
e ne
wT
he r
ural
sch
ool m
ust a
gain
beco
me
the
rally
ing
poin
t of
coun
try
inte
rest
sSup
erin
tend
ent
L. B
. Eva
ns o
n th
e im
port
ance
of
sest
hetic
env
iron
men
t
AN
AL
YSI
S O
F C
ON
TE
NT
S
Wal
ls a
nd w
oodw
ork
Furn
iture
Nec
essa
ry e
quip
men
tSu
peri
nten
dent
O. J
. Ker
n on
thro
win
g aw
ay g
ood
coin
of
the
real
mC
hoic
e of
pic
ture
s ;
thin
gs to
be
cons
ider
ed E
very
pict
ure
sele
cted
sho
uld
have
edu
cativ
e va
lue
Plas
ter
cast
sT
he S
choo
l Im
prov
emen
t Lea
gue
of M
aine
Wha
t can
the
indi
vidu
al te
ache
r do
? W
hat t
he p
kcky
teac
her
can
ccom
-pl
ish
Art
pro
gram
mes
and
bas
ket s
upp-
rs P
rogr
amm
ofsi
mila
r na
ture
Wha
t the
cou
nty
supe
rint
emle
nt c
an d
o fo
r ar
tin
rur
al s
choo
ls.
CH
APT
ER
IX
NA
TU
RE
ST
UD
Y A
ND
SC
HO
OL
GR
OU
ND
S .
.
Our
sch
ool w
ork
too
form
al a
nd b
ooki
shN
atur
e st
udy
defi
ned
How
nat
ure
stud
y is
val
uabl
e to
the
rura
l chi
ldE
cono
mic
"Est
hetic
Soci
al a
nd E
thic
al R
elig
ious
Edu
-ca
tiona
l Syl
labu
s of
nat
ure
stud
yId
eal s
choo
l gro
unds
Prep
arin
g th
e so
il Pl
anni
ng a
nd P
latti
ngW
a".v
, and
dri
ves
Play
grou
nds
Plan
ting
Hed
ges
Tre
esSh
rubb
ery
Vin
esFl
ower
sB
irds
and
bir
d ho
uses
Toa
ds a
nd to
adha
tche
ries
A c
ampa
ign
of e
duca
tion
Arb
or D
ay a
n ap
pro-
pria
te ti
me
for
plan
ting
Pres
iden
t Roo
seve
lt's
lette
r to
the
Am
eric
an s
choo
l chi
ldre
nB
ooks
dea
ling
with
nat
ure
stud
yan
d sc
hool
gro
unds
.
CH
APT
ER
X
1
SCH
OO
L G
AR
DE
NS
.
Ear
ly s
choo
lga
rden
sT
he G
erm
an s
tate
sA
ustr
iaSw
eden
Fra
nce
Rus
sia
Oth
er E
urop
ean
coun
trie
s T
heB
ritis
h E
mpi
rePu
rpos
es o
f E
urop
ean
scho
ol g
arde
nsE
uro-
pean
em
igra
nt f
arm
ers
in c
ompe
titio
n w
ith n
ativ
e fa
rmer
sH
isto
ry o
f sc
hool
gar
dens
in th
e U
nite
d St
ates
Pra
ctic
al v
alue
of c
ity s
choo
l gar
deni
ngR
ural
sch
ool g
arde
ns T
wo
diff
i-cu
lties
whi
ch m
ust b
e m
et T
rain
ing
teac
hers
in e
lem
enta
ryag
ricu
lture
Step
s pr
epar
ator
y to
mak
ing
the
gard
en B
owes
-vi
lle, O
ntar
io, s
choo
l gar
dens
Exp
erim
enta
l plo
ts a
nd in
di-
vidu
al p
lots
Scho
ol g
arde
ns d
urin
g va
catio
nH
ow to
arr
ange
the
gard
enB
ooks
dea
ling
with
sch
ool g
arde
ns.
.,
I,.
TA
GS
AN
AL
YSI
S O
F C
ON
TE
NT
SX
V
CH
APT
ER
XI
eAG
i
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
DIN
DU
STR
IAL
CL
UB
S.
..
205
Agr
icul
ture
the
dom
inan
t int
eres
tin
the
rura
l com
mun
ityO
bjec
tions
to a
gric
ultu
ral t
rend
not
insu
pera
ble
Ele
men
tary
agri
cultu
re in
Eur
opea
n sc
hool
sFra
nce
Bel
gium
and
Hol
-
land
Den
mar
kO
ther
cou
ntri
esT
he B
ritis
h E
mpi
re
The
Uni
ted
Stat
esR
apid
spr
ead
of m
ovem
ent
Nor
th a
nd
Sout
hIn
tere
st o
f th
e ag
ricu
ltura
l col
lege
sin
the
mov
emen
t
Wha
t may
rea
sona
bly
beex
pect
ed o
f th
e on
e-ro
om s
choo
l
Som
e ob
ject
ions
ans
wer
edW
hat i
s ac
tual
ly a
ccom
plis
hed
in
the
one-
room
sch
ool
Exa
mpl
e of
Sus
ie M
iller
Dis
tric
t
154
No.
29,
Paw
nee
coun
ty, N
ebra
ska
Wor
king
aid
s; b
ooks
, bul
-le
tins,
etc
. Ori
gin
of b
oys'
and
girl
s' in
dust
rial
clu
bsIn
flue
nce
of s
uch
orga
niza
tions
upo
ned
ucat
ionG
ener
al p
lan
of b
oys'
cor
n
club
s ill
ustr
ated
in th
e lia
milt
on'c
ount
y,In
dian
a, c
lub
Obj
ect
Mee
tings
" C
orn
boys
" in
sco
ring
cont
ests
" C
orn
boy
" vs
.
farm
er G
ood
seed
cor
nE
xcur
sion
s to
Pur
due
Uni
vers
ity
Tea
chin
g th
e fa
ther
s sc
ient
ific
farm
ing
Stat
ewid
e bo
ys' a
ndgi
rls'
ass
ocia
tions
in N
ebra
ska
Stat
e Su
peri
nten
dent
E. C
.B
isho
p on
obj
ect o
f th
e as
soci
atio
nsA
nnua
l ind
ustr
ial c
onte
stfo
r M
inne
sota
boy
s an
d gi
rls
Thi
s ch
apte
r ad
dres
sed
tote
ache
rs o
f on
e-ro
om s
choo
lsB
ooks
deal
ing
with
ele
men
tary
agri
cultu
re a
nd in
dust
rial
clu
bs.
179
CH
APT
ER
XII
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
MSC
II0O
LS
236
Man
ual t
rain
ing
defi
ned
Its
earl
y hi
stor
y M
anua
l tra
in-
ing
in th
e U
nite
d St
ates
Gro
wth
of
man
ual t
rain
ing
idea
sPh
iloso
phy
of m
anua
l tra
inin
gA
ims
of m
anua
l tra
inin
g in
rura
l com
mun
ities
Com
bina
tion
of a
rtan
d m
anua
l tra
inin
g
N. E
. A. C
omm
ittee
on
indu
stri
aled
ucat
ion
The
one
-roo
msc
hool
and
man
ual t
rain
ing
The
gre
atm
ista
ke o
f w
aitin
g fo
r
cons
olid
atio
nC
ase
of D
istr
ict
No.
4, M
onro
e to
wns
hip,
How
ard
coun
ty, I
ndia
na R
esul
tsfr
om s
uch
info
rmal
wor
k
How
to b
egin
How
to w
in ;
a ca
se to
the
poin
tIn
con-
clus
ion
A s
elec
ted
list o
f bo
oks,
etc
.,de
alin
g w
ith m
anua
l
trai
ning
.
BE
ST
CO
PY
AV
AIL
AB
LE
I L
xvi
AN
AL
YSI
S O
F C
ON
TE
NT
S
CH
APT
ER
XII
I
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
PA
WL
254
GA
nera
l sta
tem
ent ;
intim
ate
rela
tion
of s
choo
l to
read
ing
The
true
teac
her
sees
edu
catio
n in
its
entir
ety
Tex
t-bo
oks
-m
ere
com
pend
ium
s of
fac
ts a
nd g
ener
alno
tions
Wha
t the
libra
ry w
ill d
o fo
r th
e ch
ild E
arly
his
tory
of
thlib
rary
" Sc
hool
libr
arie
s"L
ibra
ry a
dvan
tage
s at
the
disp
osal
of
the
city
chi
ldT
he li
brar
y an
d th
e ru
ral c
hild
Rur
al s
choo
llib
rari
es W
hat s
ome
stat
es a
re a
ccom
plis
hing
Sta
tes
wor
k-in
g un
der
cond
ition
al li
brar
y la
ws
Stat
es h
avin
g no
libr
ary
prov
isio
nsL
ibra
ry D
ay in
Wes
t Vir
gini
a T
he W
inne
bago
coun
ty tw
entie
th-c
entu
ry f
orw
ard
libra
ry m
ovem
ent
Firs
tY
oung
Peo
ple'
s R
eadi
ng C
ircl
eT
he p
lace
of
the
trav
elin
glib
rary
Obj
ects
To
furn
ish
good
lite
ratu
re T
o st
reng
then
smal
llib
rari
esR
apid
spr
ead
of th
etr
avel
ing
libra
ryPr
ogre
ss b
y st
ates
, gle
aned
fro
m r
epor
ts o
f 19
07 R
ural
teac
h-er
s sh
ould
und
erst
and
libra
ry e
cono
my
A s
umm
ary
Firs
ton
e hu
ndre
d bo
oks
for
the
child
ren'
s lib
rary
.
CH
APT
ER
XIV
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
..
.28
2
Mod
ern
conc
eptio
n of
edu
catio
n em
phas
izes
car
e of
hum
anbo
dy T
wof
old
emph
asis
on
mod
ern
phys
ical
edu
catio
n D
e-fe
ctiv
es a
nd lo
w s
tand
ards
of
wor
kB
osto
n sc
hool
nur
ses
Rel
atio
n of
gen
eral
inte
llige
nce
to p
hysi
cal e
duca
tion
The
teac
her's
res
pons
ibili
ty f
or h
is p
upils
' phy
sica
l and
men
tal h
ealth
The
teac
her's
pla
ce in
the
stru
ggle
aga
inst
dis
ease
How
dise
ase
germ
s ar
e tr
ansm
itted
Dri
nkin
g cu
ps, p
enci
ls, b
ooks
,et
c. R
ural
teac
hers
thei
r ow
n m
edic
al in
spqt
ors
The
fou
rag
enci
es o
f ph
ysic
al e
duca
tion
Func
tion
of p
lay
Gym
nast
ics
Gym
nast
ics
in e
very
rur
al s
choo
lG
ymna
stic
s in
Eur
opea
nru
ral s
choo
lsPh
ysic
al e
duca
tion
and
mor
als.
CH
APT
ER
XV
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
..
302
Gen
eral
sta
tem
ent
Aim
of
our
free
sch
ools
: " E
qual
rig
hts
to a
ll "
Wha
t con
solid
atio
n co
ntem
plat
esG
reat
was
te in
I t;
AN
AL
YSI
S O
F C
ON
TE
NT
SX
Vil
PA
GII
the
smal
l sch
ool
Ear
ly h
isto
ry o
f co
nsol
idat
ion
Pass
ing
of
the
" lit
tle r
ed s
choo
lhou
se"
Con
solid
atio
n in
Mas
sach
uset
ts
Els
ewhe
re in
New
Eng
land
The
pro
gres
sive
Mid
dle
Wes
t
The
Sou
th T
he W
est
Part
ial c
onso
lidat
ion
Com
plet
e
cons
olid
atio
n T
he W
eaC
onso
lidat
ed S
choo
lVill
age
type
of
cons
olid
atio
nB
urns
Con
solid
ated
Scho
olT
he p
urel
y ru
ral
type
John
Sw
aney
Con
solid
ated
Scho
olH
igh
scho
ol w
ork
in th
e Jo
hn S
wan
ey S
choo
lC
onso
lidat
ion
: adv
anta
ges
and
obje
ctio
nsA
clo
sing
wor
dA
sel
ecte
d re
fere
nce
list
of b
ooks
,
etc.
, on
cons
olid
atio
n.
APP
EN
DIX
335
LIS
T O
F IL
LU
STR
AT
ION
SF
AC
ING
PA
GIII
Bea
ch G
len
Scho
ol, C
lay
Cou
nty,
Kan
sas
20
A O
ne-r
oom
Sch
oolh
ouse
of
the
Mod
ern
Typ
e .
20
A \V
eil-
kept
Rur
al S
choo
l in
Illin
ois
.34
Scho
olho
use
built
in F
illm
ore
Cou
nty,
Min
neso
ta, i
n 18
5834
Scho
olho
use
in C
lark
Cou
nty,
Ohi
o.
.34
Old
Sch
oolh
ouse
at H
olde
n, L
ogan
Cou
nty,
Wes
t Vir
gini
a34
Scho
olho
use
in N
orth
east
ern
Ohi
o.
.34
A D
ilapi
date
d Sc
hool
hous
e in
Eas
tern
Kan
sas
.34
Mod
el R
ural
Sch
ool o
n th
e C
ampu
s of
the
Mis
sour
i Sta
te N
orm
alSc
hool
, Kir
ksvi
lle.
..
..
.st
Inte
rior
of
Cou
ntry
Tra
inin
g Sc
hool
, Wes
tern
Illi
nois
Sta
te N
orm
alSc
hool
, at M
acom
b.
79
Mod
e of
Con
veyi
ng N
orm
al S
choo
l Stu
dent
s to
the
abov
e T
rain
ing
Scho
ol79
Man
ual T
rain
ing
at th
e D
unn
Cou
nty
Scho
ol o
f A
gric
ultu
re a
ndD
omes
tic E
cono
my,
Men
omon
ie, W
isco
nsin
.iii
Sew
ing
at th
e D
unn
Cou
nty
Scho
ol o
f A
gric
ultu
re a
nd D
omes
ticE
cono
my
..
.III
Ext
erio
r of
Rur
al S
choo
lroo
m, s
how
ing
Fres
h A
ir I
ntak
e of
Sto
ve.
125
Inte
rior
of
Rur
al S
choo
lroo
m, i
llust
ratin
g th
e "S
mith
Sys
tem
" of
Hea
ting
and
Ven
tilat
ion
.12
5
Mod
el C
ount
ry S
choo
lroo
m s
how
n at
a R
ecen
t Illi
nois
Sta
te F
air
.14
3
Scho
ol D
istr
ict 2
5, T
urne
r C
ount
y, S
outh
Dak
ota
..
143
Chi
ldre
n at
Wor
k in
the
Gar
den
of th
e Sh
erid
an S
choo
l, D
enve
r16
3
Irri
gate
d R
ural
Sch
ool G
arde
n at
Gilp
in, C
olor
ado
..
163
Thi
s R
emar
kabl
e Pi
ctur
e ill
ustr
ates
Sch
ool G
arde
n W
ork
atth
eM
acdo
nald
con
solid
ated
Sch
ool,
Gue
lph,
Can
ada
.19
3
The
Sam
e G
arde
n at
Har
vest
Tim
e, in
Sep
tem
ber
..
193
xix
XX
LIS
T O
F IL
LU
STR
AT
ION
S
VA
C1I
G F
AG
SA
n A
vera
ge C
orn
Exh
ibit
at th
e A
nnua
l Con
test
of
the
Ham
ilto
Cou
nty,
Ind
iana
, Boy
s' C
orn
Clu
b22
4Se
ctio
nal V
iew
of
Paw
nee
Cou
nty,
Neb
rask
a, C
orn
Gro
win
g an
dC
ooki
ng C
onte
st, 1
908
..
224
Gir
ls a
t Wor
k in
Dom
estic
Eco
nom
y R
oom
s, M
acdo
nald
Con
soli-
date
d Sc
hool
, Gue
lph,
Can
ada
..
241
Boy
s in
Man
ual T
rain
ing
Dep
artm
ent,
Mac
dona
ld C
onso
lidat
edSc
hool
, Gue
lph,
Can
ada
..
Man
ual T
rain
ing
in a
Sm
all R
ural
Sch
ool,
Edg
ar C
ount
y, I
llino
isO
ne o
f th
e D
over
Tow
nshi
p Sc
hool
s, U
nion
Cou
nty,
Ohi
o.
.
Hea
dqua
rter
s at
Top
eka,
fro
m w
hich
man
y hu
ndre
d tr
avel
ing
libra
-ri
es a
re a
nnua
lly s
ent t
o ev
ery
Cou
nty
in K
ansa
s.
..
Exh
ibit
mad
e by
the
Illin
ois
Stat
e B
oard
of
Hea
lth, a
t the
Illi
nois
Stat
e Fa
ir, 1
909.
..
..
..
288
Illu
stra
tion
show
ing
a la
rge
mas
s of
ade
noid
s gr
owin
g in
the
naso
-ph
aryn
geal
cav
ity o
f th
e th
roat
..
.
Pneu
mon
ia G
erm
s fr
om a
Pub
lic S
choo
l Dri
nkin
gC
up.
.29
1M
icro
phot
ogra
ph o
f D
ecay
ing
Hum
an C
ells
on
a D
rink
ing
Cup
Gym
nast
ics
at th
e D
unn
Cou
nty
Scho
ol o
f A
gric
ultu
re a
nd D
omes
ticE
cono
my,
Men
omon
ie, W
isco
nsin
.24
1
.24
1
275
375
.29
1
291
297
Con
solid
ated
Sch
ool a
t Nor
th M
adis
on, M
adis
onT
owns
hip,
Lak
eC
ount
y, O
hio
The
Joh
n Sw
aney
Sch
ool,
Dis
tric
t53
2, M
cNab
b, I
llino
is .
324
324
TW
EN
TIE
TH
-CE
NT
UR
YN
EE
DS
OF
AM
ER
ICA
N C
OU
NT
RY
LIF
E
As
disc
over
ed b
yth
e C
ount
ry L
ife
Com
mis
sion
and
sum
mar
ized
by
Pres
iden
tR
oose
velt
in a
spe
cial
mes
sage
to C
ongr
ess
in 1
909
:"
Firs
t, ef
fect
ive
coop
erat
ion
amon
gfa
rmer
s, to
put
them
on
a le
vel
with
the
orga
nize
d in
tere
sts
with
whi
ch
they
do
busi
ness
."
Seco
nd, a
new
kin
d of
sch
ools
in th
e co
untr
y, w
hich
shal
l tea
ch th
e ch
ildre
n as
muc
h ou
tdoo
rs a
sin
door
s
and
perh
aps
mor
e, s
oth
at th
ey w
ill p
vepa
refo
r co
untr
y
life,
and
not
, as
at p
rese
nt,
mai
nly
for
life
in to
wn.
" T
hird
, bet
ter
mea
ns o
fco
mm
unic
atio
n, in
clud
ing
good
roa
dsan
d a
parc
els
post
,whi
ch th
e co
untr
y pe
ople
are
ever
ywhe
re,
and
righ
tly, u
nani
mou
sin
dem
andi
ng.
" T
o th
ese
may
wel
l be
adde
dbe
tter
sani
tatio
n ;
for
easi
ly p
reve
ntab
ledi
seas
es h
old
seve
ral
mill
ion
coun
try
peop
le in
the
slav
ery
of c
ontin
uous
ill
heal
th."
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
CH
APT
ER
I
INT
RO
DU
CT
ION
: TH
E P
RO
BL
EM
STA
TE
D
IT is
con
cede
d by
stu
dent
sof
edu
catio
n ge
nera
lly th
at
the
grea
t des
ider
atum
of
the
times
is a
pro
per
solu
tion
of
the
rura
l sch
ool p
robl
em.
Seco
ndar
y an
d hi
gher
edu
catio
n
with
in o
ur c
ount
ry h
ave
atta
ined
a s
atis
fact
ory
degr
ee o
f
exce
llenc
e an
d ef
fici
ency
.M
oder
n un
ific
atio
n an
d st
and-
ardi
zatio
n ha
ve w
roug
htm
arve
lous
thin
gs f
or th
e in
tern
al
deve
lopm
ent o
f su
ch in
stitu
tions
.Pu
blic
libe
ralit
y an
d
priv
ate
phila
nthr
opy
have
succ
eede
d in
mak
ing
the
scho
ols
an e
xpre
ssio
n of
the
grea
t mat
eria
l pro
sper
ity,a
nd f
orw
ard
and
upw
ard
mov
emen
t so
pecu
liar
to o
ur p
rese
nt-d
ay A
mer
-
ican
civ
iliza
tion.
The
uni
vers
ities
, den
omin
atio
nal
col-
lege
s, a
nd p
rofe
ssio
nal s
choo
ls a
rede
fini
tely
est
ablis
hed
and
have
acq
uire
d an
edu
catio
nalm
omen
tum
suf
fici
ent f
oral
t
purp
oses
.G
rade
d sc
hool
s, in
city
and
villa
ge a
like,
hav
e
reac
hed
a st
age
of d
evel
opm
ent o
rev
olut
ion
so s
atis
fac-
,to
ry th
at th
eir
futu
re is
prac
tical
ly a
ssur
ed.
Path
etic
Sto
riof
the
Rur
al S
choo
l.W
hile
the
publ
ic
atte
ntio
n ha
s be
en c
ente
red
onw
ork
and
plan
s fo
r th
e im
-
B
S.
2T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
prov
emen
t of
city
sch
ools
, a g
reat
fac
tor
for
or a
gain
st th
epu
blic
wea
l has
bee
n sa
dly
negl
ecte
d.T
his
is th
e ru
ral
scho
ol.
All
wel
l-in
form
ed p
erso
ns a
gree
that
con
ditio
nsin
the
rura
l sch
ools
are
not
to-d
ay w
hat t
hey
shou
ld b
e fo
r
the
prop
er tr
aini
ng o
f th
e tw
elve
mill
ion
boys
and
gir
lsgr
owin
g up
in r
ural
com
mun
ities
.O
ne h
alf
of o
ur e
ntir
esc
hool
pop
ulat
Ton
atte
nd th
e ru
ral s
choo
ls, w
hich
are
stil
lin
the
form
ativ
e st
age.
And
at l
east
95
per
cent
of
thes
e ch
ildre
n ne
ver
get b
eyon
d th
e di
stri
ct s
choo
l.T
heco
untr
y yo
uth
is e
ntitl
ed to
just
as
thor
ough
a p
repa
-ra
tion
for
thou
ghtf
ul a
nd in
telli
gent
mem
bers
hip
in th
ebo
dy p
oliti
c as
is th
e ci
ty y
outh
.T
he s
tate
, if
it is
wis
e,w
ill n
ot d
iscr
imin
ate
in f
avor
of
the
one
as a
gain
st th
e ot
her;
but i
t will
adj
ust i
ts b
ount
ies
in a
man
ner
equi
tabl
e to
the
need
s of
bot
h.H
eret
ofor
e, th
e ru
ral s
choo
ls h
ave
rece
ived
ver
y lit
tleat
tent
ion
from
org
aniz
ed e
duca
tiona
l aut
hori
ty.
Wha
t-ev
er h
as b
een
acco
mpl
ishe
d m
ay b
e cr
edite
d to
loca
lin
itiat
ive;
wha
teve
r ha
s be
en n
egle
cted
may
be
trac
ed to
gene
ral a
path
y an
d in
diff
eren
ce.
As
a re
sult,
in s
ome
sec-
tions
of
our
broa
d la
nd, t
here
has
long
exi
sted
a s
tate
of
affa
irs
bord
erin
g da
nger
ousl
y cl
ose
on e
duca
tiona
l com
a.It
is n
ot p
uttin
g fa
cts
in to
o st
rong
a li
ght t
o sa
y th
at v
ast
num
bers
of
our
rura
l boy
s an
d gi
rls
are
annu
ally
turn
edou
t by
the
scho
ols
syst
emat
ical
ly d
war
fed
thro
ugh
mor
e or
less
pur
pose
less
cou
rses
of
stud
y, le
avin
g th
em p
oorl
ypr
epar
ed f
or th
e lif
e st
rugg
le.
LN
TR
OD
UC
TIO
N :
TH
E P
RO
BL
EM
ST
AT
ED
3
All
Rur
al S
choo
ls n
otB
ad ;
all R
ural
Tea
cher
sno
t In-
effi
cien
t.O
f co
urse
, all
dist
rict
scho
ols
are
not b
ad a
nd
all r
ural
teac
hers
are
not
inef
fici
ent.
We
have
, ind
eed,
man
y ex
celle
ntsc
hool
s in
far
min
gco
mm
uniti
es.
Man
y
capa
ble,
pai
nsta
king
teac
hers
are
spen
ding
thei
r liv
es
ther
e, g
ivin
g th
e be
st th
e7e
is in
them
for
the
child
ren
of
the
farm
.V
et th
e fa
ct r
emai
ns th
at a
maj
ority
of
rura
l
scho
ols
are
badl
y eq
uipp
edfo
r sc
hool
pur
pose
s,an
d a
ma-
jori
ty o
f te
ache
rs a
rela
ckin
g in
bot
h ac
adem
ican
d pr
o-
fess
iona
l tra
inin
g.It
is c
once
ded,
too,
that
a g
reat
man
y
men
of
emin
ence
, sch
olar
s, s
tate
smen
,an
d pr
ofes
sion
al
men
got
thei
rea
rly
trai
ning
, and
in m
any
inst
ance
s al
l
thei
r tr
aini
ng, i
n th
eol
d-fa
shio
ned
dist
rict
sch
ool.
But
this
can
har
dly
be ta
ken
aspr
oof
91 th
e ge
nera
lef
fici
ency
of s
uch
scho
ols.
Man
y th
ings
con
spir
e to
pro
veth
at th
ese
men
had
the
nativ
e ab
ility
and
tale
nt to
succ
eed
not s
o
muc
h on
acc
ount
of
the
dist
rict
sch
ools
as
in s
pite
of th
em.
Cau
se o
f th
ese
Con
ditio
ns.T
hese
uns
atis
fact
ory
edu-
catio
nal c
ondi
tions
mus
t not
be c
harg
ed a
s a
refl
ectio
n
on th
e ch
arac
ter
orpu
blic
spi
rit o
f ou
r fa
rmpo
pula
tion,
is th
ey a
rela
rgel
y th
e re
sult
ofun
avoi
dabl
e ci
rcum
stan
ces.
The
ear
ly s
ettle
r: o
n th
eA
tlant
ic s
eabo
ard
had
thei
rba
ttle
with
the
wild
erne
ss.
The
n th
e pe
riod
of
inte
nse
stru
ggle
befo
re a
nd a
fter
the
Rev
olut
iona
ry W
ar k
ept t
heim
pov-
eris
hed
peop
le in
no
cond
ition
toso
lve
effe
ctiv
ely
the
edu-
catio
nal p
robl
em s
tari
ngth
em in
the
face
.E
ver
sinc
e th
e
firs
t har
dy p
ione
ers
cros
sed
the
Alle
ghen
ies
on th
eir
wes
t.
4T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
war
d m
arch
, lik
e co
nditi
ons
have
pre
vaile
d.O
n pr
airi
e
and
plai
n ev
ery
ener
gy h
as b
een
cent
ered
on
rede
emin
gth
e
soil
to th
e ca
use
of c
ivili
zatio
n.U
nder
suc
h st
ress
of
econ
omic
and
soc
ial e
ffor
t the
rur
al s
choo
l has
bee
nso
rely
negl
ecte
d.B
ut n
ow, w
ith th
e op
enin
g of
the
new
cen
tury
,th
e gr
eat w
estlk
ard
mig
ratio
n is
nea
ring
the
end,
and
we
are
to a
ll pr
actic
al p
urpo
ses
ase
ttled
peo
ple.
Und
er s
uch
circ
umst
ance
s w
e m
ight
soo
t.; w
ith r
easo
n, lo
ok f
or a
fix
ity
of c
ondi
tions
in r
ural
com
mun
ities
, suc
h as
isfo
und
in
urba
n ce
nter
s.B
ut, u
nfor
tuna
tely
, oth
er f
acto
rs o
f fa
r-re
achi
ng c
onse
quen
ces
upse
t our
exp
ecta
tions
, the
chi
efbe
ing,
per
haps
, the
sta
rtlin
g di
sint
egra
tion
of r
ural
pop
u-la
tion
and
infl
ux to
the
larg
er c
ities
.D
isin
tegr
atio
n of
Rur
al P
opul
atio
n.M
an is
by
natu
re
greg
ario
us.
He
only
fol
low
s na
tura
l ins
tinct
s w
hen
hese
eks
the
larg
e ce
nter
s of
pop
ulat
ion
whe
re h
e ca
n en
joy
a ke
ener
soc
ial e
xist
ence
.In
pri
miti
ve ti
mes
agr
icul
tura
ltr
ibes
rea
red
wal
led
tow
ns f
or d
efen
se a
gain
st p
reda
tory
trib
es.
The
se b
ecam
e th
e cr
adle
s of
indu
stri
al, c
omm
er-
cial
, and
pol
itica
l lif
e.T
he c
ity a
nd c
ity s
tate
hav
e fr
om
the
begi
nnin
g pl
ayed
an
impo
rtan
t rO
le in
his
tory
, tho
ugh
it w
as n
ot b
efor
e th
e op
enin
g of
the
last
cen
tury
that
the
grow
th o
f ur
ban
life
at th
e ex
pens
e of
rur
al c
om-
mun
ities
bec
ame
in a
ny w
ay m
arke
d.
For
a ha
lf c
entu
ry th
e ci
tyw
ard
mov
emen
t has
bee
n on
the
rapi
d in
crea
se.
Thi
s is
to-d
ay a
uni
vers
al c
ondi
tion.
Eur
opea
n co
untr
ies
are
all e
xper
ienc
ing
an u
nexa
mpl
ed
INT
RO
DU
CT
ION
: T
HE
PRO
BL
EM
ST
AT
ED
5
grow
th o
f ci
ties.
In th
e U
nite
d St
ates
the
prob
lem
is
even
mor
ese
riou
s.T
he a
ffix
ed ta
ble
illus
trat
es g
raph
ic-
ally
the
star
tling
urba
n te
nden
cies
in o
urco
untr
y:
YE
AR
TO
TA
LPO
PUL
AT
ION
UR
BA
N P
OPU
LA
TIO
NO
P C
ITIE
S O
P So
o°N
UM
BE
R O
FPL
AC
ES
PER
CE
NT
OP
UR
BA
N T
OT
AL
1790
3,92
9,21
413
1;47
26
3.4
I85o
23,1
91,8
762,
897,
586
8512
.5
1870
38,5
58,3
718,
071,
875
226
20.9
188o
50,1
55,7
8311
,318
,507
286
22.6
1890
62,6
22,2
5018
,272
,503
447
29.2
1900
75,4
68,0
3924
,992
,199
545
33.1
A g
lanc
e at
thes
e fi
gure
ssh
ows
that
the
urba
npo
pula
tion
has
incr
ease
d in
a li
ttle
over
ace
ntur
y fr
om 3
.4 p
er c
ent
to
33.1
per
cen
t.U
noff
icia
l fig
ures
for
190
8in
dica
te a
fur
ther
incr
ease
to a
bout
38
per
cent
.T
he g
over
nmen
t rep
orts
take
into
con
side
ratio
non
ly c
ities
with
apo
pula
tion
of
8000
and
upw
ard.
If a
ll in
corp
orat
edci
ties
wer
e co
unte
d,
the
tota
l per
cen
t of
urba
n gr
owth
wou
ldbe
mat
eria
lly
incr
ease
d.C
hang
es in
Ind
ustr
ial L
ife.
Such
phe
nom
enal
grow
th
of c
ities
has
bee
n,c
oinc
iden
t eve
ryw
here
with
gro
wth
in m
anuf
actu
ring
indu
stri
es.
The
se la
tter
have
pro
duce
d
mod
ern,
labo
r-sa
ving
mac
hine
ry f
or th
e fa
rm,
and
have
cons
eque
ntly
red
uced
the
dem
and
for
farm
han
ds.
Fac-
tory
-mad
e w
ares
and
chea
p tr
ansp
orta
tion
have
sou
nded
the
deat
h-kn
ell o
f m
any
loca
l ind
ustr
ies
whi
chin
the
olde
n tim
e fl
ouri
shed
at e
very
cros
s-ro
ad.
Rur
al c
raft
s-
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
men
wer
e fo
rmer
ly in
gre
at d
eman
d in
mak
ing
and
re-
pair
ing
farm
inst
rum
ents
, in
cabi
net m
akin
g, in
fac
t, in
upbu
ildin
g th
e en
tire
farm
pla
ce.
The
ir o
ccup
atio
n is
now
gon
e, a
nd th
ey h
ave
floc
ked
to th
eci
ties.
Wor
st
of a
ll, u
ntol
d nu
mbe
rs o
f fa
rm y
outh
, with
out w
hom
the
rura
l com
mun
ities
will
lang
uish
, are
dra
wn
thith
er b
y th
egl
amou
r of
city
life
and
its
man
y fl
atte
ring
opp
ortu
nitie
sfo
r ad
vanc
emen
t.Fi
nally
, in
dire
ct r
atio
as
the
rura
l pop
ulat
ion
decr
ease
sth
e si
ze o
f fa
rms
incr
ease
s.T
he te
nden
cy is
in th
e di
-re
ctio
n of
incr
easi
ngly
ext
ensi
ve m
achi
ne f
arm
ing
rath
erth
an to
war
d th
e in
tens
ive
smal
l far
min
g w
hich
man
y ha
velo
ng h
oped
to s
ee r
ealiz
ed, a
nd w
hich
mus
t be
real
ized
befo
re th
e ru
ral p
robl
em is
fin
ally
set
tled.
Figu
res
show
that
for
the
twen
ty y
ears
fro
m I
88o
to 1
900
the
aver
age
size
of
farm
s fo
r th
e w
hole
cO
untr
y in
c:ea
sed
alm
ost
io p
er c
ent.
The
City
a P
ositi
ve M
enac
e to
Cou
ntry
Lif
e.Ju
st
how
far
this
dep
letio
n of
the
rura
l pop
ulat
ion
shal
l go,
no
one
can
say.
But
this
is c
erta
in, t
he p
rese
nt te
nden
cy is
tow
ard
yet l
arge
r fa
rmin
g un
its, a
nd e
very
indi
catio
n po
ints
tow
ard
a st
ill f
urth
er d
ecre
ase
in p
opul
atio
n.C
ity li
fe
is te
rrib
ly d
evita
lizin
g.In
its
artif
icia
l, ho
t-ho
use
atm
os-
pher
e th
e hu
man
org
anis
m li
tera
llyst
arve
s an
d ea
rly
dete
rior
ates
.In
to th
is li
fe, t
hen,
our
bes
t cou
ntry
boy
san
d gi
rls
are
thro
wn
annu
ally
by
hund
reds
of
thou
sand
sth
eir
man
ifes
t des
tiny
to r
eenf
orce
the
ebbi
ng v
italit
y
INT
RO
DU
CT
ION
: T
HE
PR
OB
LE
MST
AT
ED
7
of c
ity li
fe.
The
infu
sion
of
the
stur
dy c
ount
ryst
ock
into
the
city
ass
ures
aco
ntin
uatio
n of
city
pro
sper
ityan
d
prog
ress
.B
ut a
t wha
t an
awfu
l cos
t!A
mer
ican
Med
i-
cine
, an
exce
llent
aut
hori
ty in
this
fie
ld, s
peak
s ed
itori
ally
thus
: " C
ity li
fe is
ver
yde
adly
to th
e yo
ung,
a f
act k
now
n
to a
nthr
opol
ogis
tfo
r a
long
tim
e, a
nd w
e ar
e no
win
a
fair
way
to e
xpla
in th
eph
enom
enon
.Fo
r hu
ndre
ds o
f
year
s co
untr
yfa
mili
es h
ave
floc
ked
to th
e to
wns
,to
die
out i
n a
few
gen
erat
ions
, so
that
citi
es a
re s
aid
to b
e th
e
cons
umer
s of
rur
alpo
pula
tions
.A
man
rai
sed
in th
e co
un-
try
seem
s to
sta
ndth
e un
know
n st
rain
, but
his
child
ren
som
etim
es p
eris
h lo
ng b
efor
e he
does
.E
very
phy
sici
an
know
s of
thes
e di
sapp
eari
ngfa
mili
es w
here
the
coun
try-
bred
par
ents
sur
vive
all
thei
rci
ty-b
red
child
ren.
"
" T
he C
ity a
nd C
ount
ry e
xpre
ssth
e E
quat
ion
of L
ife.
"
Aft
er s
uch
forc
eful
sta
tem
ents
it is
in p
lace
to e
mph
a-
size
her
e th
at "
the
city
and
cou
ntry
exp
ress
the
equa
tion
of li
fe, a
wea
knes
s in
one
mem
ber
mea
nsth
e ru
in o
f bo
th.
Eac
h m
ust s
uppl
emen
t, bu
t not
dest
roy,
the
othe
r, a
nd b
oth
mus
t be
pres
erve
d."
Wha
teve
r m
ay b
e sa
id a
bout
the
devi
taliz
ing
effe
cts
of c
ity li
fe u
pon
the
indi
vidu
al f
rom
the
farm
, thi
s tr
uth
rem
ains
,th
at th
e w
elfa
re o
f th
e on
e
is c
lose
ly b
ound
up
with
that
of th
e ot
her.
The
far
m
prod
uces
the
raw
mat
eria
l and
dem
ands
the
man
ufac
ture
d
prod
uct i
n re
turn
; the
city
sup
plie
s a
mar
ket f
or th
e fa
rm
outp
ut a
nd e
xpec
ts a
mar
ket f
or it
s ow
n fi
nish
ed p
rodu
ct.
We
have
her
e th
e an
cien
t fab
leof
the
Bod
y an
d th
e M
embe
rs
es
8T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
reto
ld.
As
wel
l mig
ht w
e ex
pect
the
" bo
dy "
to r
emai
n
wel
l nou
rish
ed a
nd h
ealth
yaf
ter
the
" m
embe
rs "
had
stru
ck w
ork
and
refu
sed
tosu
pply
the
stom
ach
with
foo
d,
as to
exp
ect t
hebo
dy -
)olit
ic to
thri
ve a
nd w
ax s
tron
gw
hile
its m
embe
rs, t
he c
ity .,
nd c
ount
ry,
faile
d to
wor
k in
har
-
mon
y.T
here
is e
very
rea
son
tobe
lieve
that
the
city
-
war
d tid
e w
ill s
oon
abat
e.A
sta
te o
f eq
uipo
ise
betw
een
city
life
and
rur
al li
fe m
ust
be r
each
ed in
a n
ot d
ista
nt
futu
re.
Seve
ral f
acto
rs a
re q
uiet
ly a
tw
ork
to r
elie
ve th
e
situ
atio
n.T
he c
ity w
ill n
ever
res
ound
with
a c
ry o
f "
back
to th
e co
untr
y,"
that
is c
erta
in ;
thos
e w
ho a
re in
the
city
now
will
rem
ain
ther
e.B
ut, a
s w
e sh
all s
ee b
elow
,bo
th
natu
re a
nd m
an a
redo
ing
wha
t the
y ca
n to
org
aniz
eru
ral
life
as a
per
fect
mem
ber
in o
ur e
quat
ion
of n
atio
nal
life. T
he.it
ed S
tate
s pr
eem
inen
tlyA
gric
ultu
ral.
Pres
i-
dent
Ise
velt
belie
ves
that
the
mos
tpr
essi
ng q
uest
ion
of a
mat
eria
l nat
ure
now
befo
re th
e A
mer
ican
peo
ple
is
the
cons
erva
tion
of o
urna
tura
l res
ourc
es. W
e ha
ve c
er-
tain
ly b
een
prod
igal
of
the
vast
stor
es o
f na
tura
l wea
lth
plac
ed a
t our
dis
posa
l.W
e ha
ve b
een
was
tefu
l.T
he
prou
d fo
rest
s ex
ist n
o m
ore;
gas
and
oil f
ield
s ar
e be
com
-
ing
drai
ned;
coa
l and
othe
r m
iner
al d
epos
its a
re g
ener
ally
expl
oite
d. W
e ha
ve m
isus
edth
e sa
cred
rig
ht o
f em
inen
t
dom
ain,
and
pub
lic u
tiliti
esha
ve g
one
to th
e m
ost p
er-
sist
ent a
nd c
raft
y jo
bber
.N
ow w
e st
and
face
to f
ace
with
chan
ging
con
ditio
ns.
The
nat
ural
com
pete
ncie
s w
hich
14,
INT
RO
DU
CT
ION
: T
HE
PR
OB
LE
MST
AT
ED
9
the
fore
fath
ers
got f
or th
eta
king
, the
son
s of
the
late
rda
y
mus
t ear
n th
roug
hth
e sw
eat o
f th
eir
brow
.T
he f
utur
e
will
not
be
char
y; b
ut s
hew
ill e
xpec
t lab
or, a
nd in
telli
gent
labo
r at
that
, by
all w
how
ould
suc
ceed
.Pr
ofits
are
sur
e
to b
ecom
e sm
alle
r,an
d co
mpe
titio
n ke
ener
.G
radu
ally
,
it w
ould
see
m, t
hede
man
ds f
or in
dust
rial
labo
r w
illde
-
clin
e.T
hen
the
city
war
d m
igra
tion
will
less
en a
nd p
er-
haps
cea
se a
ltoge
ther
.T
hen
the
agri
cultu
rist
will
com
e
to h
is o
wn.
The
Uni
ted
Stat
es is
pree
min
ently
an
agri
cultu
ral n
a-
tion.
Whi
le th
e ch
oice
st p
arts
oft
he p
ublic
dom
ain
have
long
bee
n se
ttled
, and
eve
nse
mi-
arid
Ind
ian
rese
rvat
ions
are
goin
g fa
st,t
here
is r
oom
her
e fo
rhu
ndre
ds o
f m
illio
ns
yet u
nbor
n.D
ry f
arm
ing
and
irri
gatio
nw
ill in
crea
se
man
ifol
d th
e til
labl
e ar
eas
inth
e W
est.
Syst
emat
ic d
rain
-
age
will
do
asm
uch
for
the
Sout
h.T
wen
tieth
-cen
tury
agri
cultu
re m
ust b
ecom
e sc
ient
ific
and
inte
nsiv
esm
alle
r
farm
ing
units
and
bet
ter
farm
ing,
the
aim
.
The
Rur
al S
choo
l Pro
blem
not w
holly
Edu
catio
nal.
The
rur
al s
choo
l pro
blem
in o
ur c
ount
ry is
not
who
lly a
n
educ
atio
nal p
robl
em in
the
gene
ral
mea
ning
of
that
term
.
It h
as to
dea
l with
a g
reat
man
ysu
bjec
ts b
esid
es o
rdin
ary
scho
olro
om p
ract
ice,
sch
ool
adm
inis
trat
ion,
and
sup
ervi
-
sion
.Is
sues
of
an e
cono
mic
and
soci
olog
ical
nat
ure
aris
e,
whi
ch s
eek
solu
tion
in p
art i
nth
e sc
hool
, in
part
fro
m
with
out.
The
pro
blem
is th
us m
ore
than
edu
catio
nal.
The
new
mov
emen
t in
the
scho
ols
mus
t not
be
look
ed
r
;
10T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
upon
as
an e
nd in
itsel
f, b
ut a
s a
mea
ns to
the
end
of o
rgan
.
izin
g ru
ral l
ife.
Her
e th
e ru
ral t
each
er m
ust w
ork
hand
In h
and
with
the
soci
alph
iloso
pher
.In
man
y w
ays
thei
r
fiel
ds o
f ac
tivity
coi
ncid
e an
d th
eir
inte
rest
sbl
end.
One
can
hard
ly c
once
ive
of im
prov
ing
the
inte
llect
ual a
nd e
thi-
cal w
ithou
t im
prov
hig
the
mat
eria
lan
d so
cial
, and
vic
e
vers
a.In
deed
, the
ir a
im is
the
sam
eth
e im
prov
emen
t
of a
ll ru
ral c
ondi
tions
and
act
iviti
es, w
heth
erth
ey b
e in
-
telle
ctua
l or
soci
al, m
ater
ial o
r et
hica
l.T
he m
ain
dif-
fere
nce
lies
in th
e po
int o
f at
tack
and
met
hods
of
proc
edur
e.T
he te
ache
r's w
ork
is f
rom
with
in, w
ith th
e ch
ild in
sch
ool;
the
soci
al p
hilo
soph
er p
roce
eds
from
with
out a
nd d
eals
mai
nly
with
the
pare
nt.
The
for
mer
beg
ins
at th
e fo
un-
tain
sou
rce
the
child
min
d an
d ch
ild h
eart
and
pre-
pare
s th
e ch
ildre
n fo
r th
e ne
w r
ural
life
; but
with
out t
his
impu
lse
from
with
out,
furn
ishe
d by
the
refo
rmer
s in
hig
hpl
aces
, the
wor
k of
win
ning
ove
r th
e pa
rent
s, o
f co
nvin
cing
them
of
the
need
of
chan
ge, w
ould
be
both
dif
ficu
lt an
d
slow
.
Pres
iden
t Roo
seve
lt's
Com
mis
sion
on
Rur
al L
ife.
Pres
iden
t Roo
seve
lt's
com
mis
sion
on
rura
l lif
e ha
s en
-de
avor
ed to
arr
ive
at a
n ex
act u
nder
stan
ding
of
Am
eric
anru
ral l
ife
and
publ
ic o
pini
on in
reg
ard
to th
is li
fe.
Onc
e
we
know
con
ditio
ns a
s th
ey r
eally
exi
st, i
t will
be
less
diff
icul
t to
indi
cate
rem
edie
s th
an n
ow.
The
fie
ld o
fin
vest
igat
ion,
as
outli
ned
by th
e co
mm
issi
on, i
s ve
ry c
om-
preh
ensi
ve a
nd r
each
es in
to e
very
cor
ner
of r
ural
end
eavo
r,
INT
RO
DU
CT
ION
: T
HE
PRO
BL
EM
ST
AT
ED
I I
touc
hing
the
stri
ctly
edu
catio
nal
issu
es w
ith th
e re
st.
The
sub
ject
sco
nsid
ered
are
thes
e:
Hom
e-m
akin
g. T
he c
hoic
ean
d pr
epar
atio
n of
food
; wel
ls a
nd
wat
er a
nd w
aste
;ho
use
cons
truc
tion;
conv
enie
nces
and
app
lianc
es;
help
. Edu
catio
n.R
ural
sch
ools
;ag
ricu
ltura
l and
hou
seho
ldsu
b-
ject
s; p
repa
ratio
n of
teac
hers
fur
cou
ntry
life;
farm
ers'
inst
itute
s;
colle
ges;
ext
ensi
on w
ork.
Buy
ing
and
Selli
ng.C
oope
ratio
n in
dai
ryin
g, in
poul
try,
in r
ais-
ing
frui
t, m
arke
ting,
etc
.;m
iddl
emen
, buy
ing
asso
ciat
ions
.
Com
mun
icat
ion.
Roa
ds;
trol
ley
lines
; tel
epho
nes;
post
al s
ervi
ce.
Org
aniz
atio
ns.
Farm
ers'
clu
bs;
gran
ges;
exp
erim
ent
club
s;
farm
ers'
uni
ons,
etc
.; w
omen
'sor
gani
zatio
ns.
Lan
d.T
enan
cy; f
orm
of
rent
al.
Farm
Lab
or.
Supp
ly; h
ousi
ng; w
ages
; boa
rd.
Fina
nce.
Savi
ngs
bank
s; r
ural
cre
dit
soci
etie
s; in
sura
nce.
Publ
ic H
ealth
. Reg
ulat
ion;
wat
ersu
pplie
s; th
e pr
even
tion
of
dise
ase.
Soci
al L
ife.
Publ
ic g
athe
ring
s; f
estiv
alda
ys; l
itera
ry c
lubs
;
read
ing
club
s; c
hurc
h, s
choo
lhou
se,
and
othe
r so
cial
cen
ters
.
The
com
mis
sion
hel
d m
eetin
gsin
thir
ty d
iffe
rent
sta
tes
and
rece
ived
thou
sand
s up
onth
ousa
nds
of a
nsw
ers
to
its f
orm
al q
uest
ions
rbo
utco
nditi
ons
in r
ural
com
mun
ities
.
Bes
ides
this
it g
athe
red
a va
stam
ount
of
info
rmat
ion
by
lette
rs a
nd s
peci
al r
epor
ts.
All
this
was
em
bi)d
ied
inits
repo
rt to
the
pres
iden
t.R
epor
t of
the
Com
mis
sion
on
Cou
ntry
Lif
e ; t
he T
hree
Gre
at N
eeds
.T
he in
vest
igat
ion
reve
als,
acco
rdin
g to
Com
mis
sion
er W
alte
r H
. Pag
e,"
that
the
leve
l of
wel
l-
beir
g in
the
coun
try
inge
nera
l is
high
er th
an it
eve
r w
as
12T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
befo
re; t
hat o
ur c
ount
ry p
opul
atio
nis
incr
easi
ng it
s w
ealth
and
the
prod
uctiv
enes
s of
its
life
in f
act,
that
the
cond
i-
tion
of o
ur r
ural
pop
ulat
ion
is b
ette
r th
an a
ny e
qual
lyla
rge
rura
l pop
ulat
ion
coul
d ev
ersh
ow b
efor
e; a
nd th
is is
true
."B
ut it
rev
eals
man
y se
riou
s pr
oble
ms
also
whi
chm
ust b
e w
orke
d ou
t bef
ore
mod
ern
rura
llif
e ca
n be
com
e
trul
y ef
fici
ent.
The
thre
e w
hich
peo
ple
ever
ywhe
re e
m-
phas
ized
and
cla
mor
ed f
or a
re s
etfo
rth
by P
resi
dent
Roo
seve
lt in
his
spe
cial
mes
sage
to C
ongr
ess,
quo
ted
else
whe
re in
thes
e pa
ges.
Stat
ed in
gen
eral
term
s th
ey
are
: (t)
eff
ectiv
e co
oper
atio
n, (
2) a
new
kind
of
scho
ols,
and
(3)
a be
tter
mea
ns o
f co
mm
unic
atio
n. T
o th
ese
isad
ded
(4)
bette
r sa
nita
tion.
Farm
ers
feel
kee
nly
the
need
of
coO
pera
tion
in b
uyin
gan
d se
lling
, of
elim
inat
ing
cert
ain
non-
esse
ntia
l mid
dlem
en,
of f
orm
ing
thei
r ow
n lo
cal c
omm
erci
al e
xcha
nges
in a
wor
d, th
ey f
eel t
he n
eed
of a
s th
orou
gh a
n or
gani
zatio
n as
that
whi
ch n
ow b
elon
gs to
the
city
inte
rest
s w
ith w
hich
they
do
busi
ness
.
Peop
le in
rura
l com
mun
ities
eve
ryw
here
em
phas
ize
the
nece
ssity
of
mak
ing
the
scho
ols
an e
xpon
ent o
f ru
ral
life,
and
not
, as
at p
rese
nt, c
hief
ly f
or c
ity li
fe.
" C
riti-
cism
of
the
scho
ol, a
s th
ey n
ow e
xist
," s
ays
Mr.
Pag
e,"
was
alm
ost u
nive
rsal
by
the
peop
le, b
ecau
se th
eir
infl
uenc
e is
rath
er to
trai
n yo
uth
away
fro
m th
e so
il th
an to
trai
n th
emho
w to
mak
e th
e so
il m
ore
prod
uctiv
e an
d lif
e on
it m
ore
ifa
ctor
y.T
here
is, i
n fa
ct, a
uni
vers
al u
nres
t in
edu-
0
INT
RO
DU
CT
ION
: T
HE
PR
OB
LE
MST
AT
ED
13
catio
nal s
ubje
cts,
an
unre
st s
opr
ofou
nd a
nd g
ener
al a
s
to p
oint
to th
e ne
cess
ityof
fun
dam
enta
l cha
nges
."
The
dem
and
for
good
road
s co
mes
fro
m a
lmos
t eve
ry
com
mun
ity in
eve
ryse
ctio
n of
the
coun
try.
Thi
s m
eans
of
bette
r co
mm
unic
atio
nca
rrie
s w
ith it
a d
esir
efo
r th
e ex
ten-
sion
of
rura
l fre
e de
liver
yan
d th
e in
trod
uctio
n of
a p
arce
ls
post
.Fi
nally
, the
com
mis
sion
fin
ds th
atru
ral c
omm
uniti
es
show
a m
arke
d ig
nora
nce
onth
e su
bjec
t of
heal
than
d
sani
tatio
n.A
ltoge
ther
too
little
atte
ntio
n is
pai
d to
this
subj
ect.
Typ
hoid
fev
eran
d si
mila
r di
seas
es n
owho
ld in
cont
inua
l thr
aldo
mnu
mbe
rles
s ru
ral p
eopl
edi
seas
es,
all o
f th
em, w
hich
unde
r ef
fect
ive
orga
niza
tion
mig
ht
easi
ly b
e pr
even
ted.
Eve
n if
not
hol
ding
out
the
prom
ise
of a
ny g
reat
imm
e-
diat
e re
sults
, the
com
mis
sion
has
begu
n a
rem
arka
ble
wor
k.
For
to h
ave
prom
ulga
ted
the
succ
essf
ul e
xper
ienc
eof
cer
-
tain
sec
tions
to th
e co
untr
yat
larg
e is
sur
e to
bear
impo
r-
tant
fru
it.In
this
way
mod
ern
orga
niza
tion
will
spr
ead
thro
ugho
ut th
e gr
eat
agri
cultu
ral
com
mun
ities
.M
eans
will
be
foun
d to
mak
eho
me
and
soci
al li
feth
ere
satis
-
fact
ory;
gre
ater
ret
urns
will
com
e fr
om th
e so
il th
anun
der
pres
ent c
ondi
tions
;th
en a
t len
gth
a lo
ve f
orth
e G
od-g
iven
acre
s m
ust
follo
w.
Now
, to
limit
ours
elve
s to
the
scho
olsi
de o
f th
e
prob
lem
:
The
Tw
entie
th-c
entu
ryPr
oble
m.
The
gre
at ta
sk o
f
14T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
twen
tieth
-cen
tury
edu
catio
n is
, the
n, to
inst
ill in
the
coun
try
boys
and
cou
ntry
gir
lsth
is v
ery
love
for
the
coun
-
try
and
all t
hat p
erta
ins
to c
ount
rylif
e; to
fit
them
, thr
ough
thor
ough
ly p
ract
ical
cou
rses
of
stud
y, to
rec
eive
and
pre-
serv
e th
eir
won
derf
ulhe
rita
ge.
" T
he tr
emen
dous
ad-
vant
age
of a
rat
iona
l cou
rse
of w
ork
in c
ount
ry s
choo
ls,"
says
Fra
ncis
W. P
arke
r,"
is th
at it
wou
ld m
ake
a st
rong
,
bind
ing
unio
n of
the
hom
e an
d th
e sc
hool
, the
farm
met
h-
ods
and
the
scho
ol m
etho
ds.
It w
ould
bri
ng th
e fa
rmin
to th
e sc
hool
, and
pro
ject
the
scho
ol in
toth
e fa
rm.
It w
ould
giv
e pa
rent
and
teac
her
one
mot
ive,
in th
e ca
rry-
ing
out o
f w
hich
bot
h co
uld
hear
tily
join
.T
he p
aren
tw
ould
app
reci
ate
and
judg
e fa
irly
the
wor
k of
the
scho
ol,
the
teac
her
wou
ld h
onor
, dig
nify
, and
ele
vate
the
wor
k
of th
e fa
rm."
The
Ide
al T
wen
tieth
-cen
tury
Sch
ool.
Fort
unat
ely,
our
rura
l sch
ools
are
mak
ing
dist
inct
pro
gres
s in
the
dire
ctio
nof
rat
iona
l cou
rses
and
the
teac
hing
of
esse
ntia
ls.
But
the
wor
k of
ref
orm
is m
erel
y be
gun.
The
old
-fas
hion
ed,
blin
d te
achi
ng is
,al
as!
very
pre
vale
nt.
The
sub
ject
-m
atte
r ta
ught
is s
till b
orro
wed
fro
m th
e ci
tycu
rric
ulum
.
It is
for
eign
to th
e co
untr
y ch
ild's
wor
ldth
e fa
rm.
In th
e co
untr
y th
e so
il m
ust e
ver
rem
ain
the
real
fact
or.
Nat
ure
stud
y in
its
broa
dest
mea
ning
toge
ther
with
man
ual
trai
ning
and
inst
ruct
ion
in th
e va
riou
s cr
afts
whi
ch s
hall
mak
e th
e fa
rm c
hild
sat
isfi
ed w
ith h
is lo
t in
life
are
the
real
ess
entia
ls.
The
sch
ool o
f to
-mor
row
will
teac
h th
e
S.L
.;
INT
RO
DU
CT
ION
: T
HE
PR
OB
LE
MST
AT
ED
I S
farm
chi
ld h
ow to
live
, and
how
to d
o th
ings
.T
he te
ache
r
of to
-mor
row
mus
t be
able
to ta
ke th
e ch
ild in
its o
wn
little
wor
ld, a
nd le
ad it
alo
ngth
e pa
thw
ay o
f lif
e, d
irec
ting
its n
ativ
e ad
apta
bilit
ies,
sent
imen
ts, a
nd p
ower
s; h
e m
ust
deve
lop
in th
e ch
ild b
reas
t asy
mpa
thy
with
its
envi
ron-
men
t, an
d in
the
child
'sm
ind
an u
nder
stan
ding
of
natu
re
and
natu
re's
inte
nt.
The
twen
tieth
-cen
tury
teac
her
mus
t
teac
h th
e ch
ild to
love
nat
ure
for
natu
re's
ow
n sa
ke
and
not t
o ju
dge
it by
a m
ere
com
mer
cial
or
mon
ey s
tand
-
ard.
The
teac
her
mus
t lea
d th
e ch
ild to
see
in th
e ol
d
farm
stea
d w
ith it
s G
od-g
iven
acr
esth
e m
ost p
reci
ous
heri
tage
that
can
com
e to
mor
tal m
an.
He
mus
t tea
ch
the
child
that
the
farm
is h
is tr
easu
re,t
hen
ther
e w
ill h
is
hear
t be
also
.T
he C
ompl
ete
Cou
ntry
Lif
e.C
ount
ry li
fe m
ust c
ease
to b
e a
mer
e co
mpl
emen
tof
city
life
;it
mus
t be
mad
e
com
plet
e in
itse
lf.
It is
not
eno
ugh
for
the
new
aw
aken
ing
t.o c
onse
rve
that
whi
ch is
bes
tin
the
coun
try
life
as w
e no
w
have
it.
No!
let i
t car
ry to
the
coun
try
all
that
is b
est
and
mos
t enn
oblin
g in
pre
sent
-day
city
life
.R
emov
e
the
caus
es f
or th
e ci
tyw
ard
exod
us b
ym
akin
g th
e co
untr
y
life
attr
activ
e.Pr
ovid
e ag
ains
t its
pre
sent
soc
ial s
tarv
a-
tion.
Intr
oduc
e m
usic
and
art
into
the
scho
ols,
and
then
ce in
to th
e fa
rm h
omes
.E
ncou
rage
sch
ool l
ibra
ries
and
hom
e re
adin
g, a
s w
ell a
s le
ctur
e co
urse
sof
a p
ract
ical
sort
.In
sho
rt, l
et e
very
thin
g th
at is
rea
llyw
orth
the
whi
le
in o
ur b
est c
ity s
yste
ms
be p
rovi
ded
for
the
rura
l sch
ool.
16T
HE
AM
ER
ICA
N R
UR
AL
SCH
OO
L
Req
uire
men
ts o
f th
e T
wen
tieth
Cen
tury
.It
has
al.
read
y be
en in
timat
ed th
at o
urco
untr
y sc
hool
s ar
em
akin
g
dist
inct
pro
gres
s in
the
dire
ctio
n of
rat
iona
l cou
rses
and
the
teac
hing
of
esse
ntia
ls.
But
this
mus
t not
be
con-
stru
ed to
mea
n th
at c
ondi
tions
, as
they
now
exi
st, a
re id
eal
or e
ven
satis
fact
ory.
Inde
ed, i
t is
true
, as
show
n in
ala
ter
chap
ter,
that
som
e se
ctio
nsof
the
coun
try
are
mak
ing
rem
arka
ble
prog
ress
in th
edi
rect
ion
of n
eede
d re
form
and
are
to b
e co
ngra
tula
ted
upon
wha
t has
alr
eady
bee
n
acco
mpl
ishe
d; th
ough
it is
just
as
true
that
oth
er s
ectio
ns
have
bei
m s
adly
indi
ffer
ent t
oth
eir
oppo
rtun
ities
and
hav
e
done
but
littl
e to
rem
edy
exis
ting
scho
ol e
vils
.E
ven
whe
re th
e re
al c
ondi
tions
appr
oach
the
near
est t
o id
eal
ther
e is
muc
h st
ill to
be
done
.So
it. w
ould
be
folly
to
clai
m th
at c
ondi
tions
are
, or
ever
have
bee
n, s
atis
fact
ory.
But
the
mov
emen
t for
bette
r ru
ral s
choo
ls, a
nd m
ore
prac
-
tical
sch
ools
, is
upon
us,
nort
h, s
outh
, eas
t, an
d w
est;
nor
will
itsu
bsid
e be
fore
the
refo
rmis
com
plet
e.T
o th
is
enC
the
times
dem
and:
(I)
mor
e th
orou
gh s
choo
l org
an-
izat
ion
and
adm
inis
trat
ion;
(2)
grea
tly in
crea
sed
scho
ol
supp
ort;
(3)
prof
essi
onal
sup
ervi
sion
and
inst
ruct
ion;
(4)
mod
ern
scho
olpl
ant;
(5)
prac
tical
cou
rse
of s
tudy
;
(6)
cent
raliz
atio
n an
dco
nsol
idat
ion
of s
choo
ls.
Rur
al S
choo
ls m
ust b
e be
tter
orga
nize
d an
d ha
ve b
ette
r
Adm
inis
trat
ion.
The
fir
st p
hase
of
the
subj
ect t
ode
man
d
atte
ntio
n is
sch
ool o
rgan
izat
ion
and
adm
inis
trat
ion.
The
size
of
the
unit
ofor
gani
zatio
n pl
ays
an im
port
ant
rOle
in
INT
RO
DU
CT
ION
: T
HE
PR
OB
LE
MST
AT
ED
I 7
scho
ol a
ffai
rs.
The
suc
cess
or
failu
reof
sch
ool a
dmin
is.
trat
ion
and
supe
rvis
ion
asw
ell a
s of
sch
ool s
uppo
rtde
-
pend
s ve
ry la
rgel
y up
onit.
Para
doxi
cal a
s it
may
see
m,
whe
reve
r th
e un
it of
org
aniz
atio
nis
ver
y sm
all.t
he s
choo
ls
suff
er, a
nd w
here
it is
ver
yla
rge
the
sam
e ho
lds
true
.
It a
ppea
rs th
eref
ore
that
the
extr
emes
mus
t be
avoi
ded.
Upo
n th
e w
hole
, the
re is
mor
eda
nger
fro
m u
nits
too
smal
l
than
too
larg
e.T
he s
mal
l loc
al d
istr
ict
unit
whi
ch h
as
long
bee
n in
use
in E
aste
rn s
tate
s,an
d w
hkh
late
r w
as
adop
ted
in th
e M
iddl
e W
est
and
the
Wes
t has
pro
ved
gen-
eral
ly u
nsat
isfa
ctor
y fo
r pu
rpos
esof
org
aniz
atio
n.M
any
of th
e ev
ils f
rom
whi
chru
ral s
choo
ls s
uffe
r ar
etr
acea
ble
to th
e sm
all d
istr
ict.
As
we
shal
l see
in a
late
rch
apte
r,
loca
l par
tisan
ship
and
jeal
ousy
, and
oft
en c
lose
-fis
tedn
ess
and
indi
ffer
ence
insc
hool
aff
airs
, mak
e th
e di
stri
ct a
n
inad
equa
te b
asis
for
adm
inis
teri
ng s
choo
l aff
airs
.T
he
loca
l sch
ool b
oard
is to
oof
ten
ham
pere
d in
its
wor
kby
oblig
atio
ns to
fri
ends
and
neig
hbor
s w
ho e
lect
them
and
reta
in th
em in
off
ice.
Such
a u
nit c
anno
t pos
sibl
yaf
ford
to p
ay f
or p
rofe
ssio
nal
supe
rvis
ion.
But
, mos
t im
port
ant
of a
ll, th
e la
st w
ord
in ta
x m
lte
rs s
houl
d ne
ver
bele
ft
with
so
smal
l a u
nit,
sinc
e tw
o or
thre
e in
flue
ntia
l men
are
gene
rally
abl
e to
dic
tate
the
polic
y of
the
dist
rict
, and
mak
e
this
nar
row
or
broa
d in
prop
ortio
n as
they
them
selv
es
are
narr
ow-m
inde
d or
broa
d-m
inde
d.T
he c
ount
y un
it
whi
ch p
reva
ils in
the
Sout
hha
s so
me
bad
feat
ures
and
man
y go
od o
nes.
Upo
n th
e w
hole
, the
tow
nshi
pun
it is
,
18T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
at a
ny r
ate
for
the
Eas
t and
Mid
dle
Wes
t,th
e m
ost p
rac-
tical
and
sat
isfa
ctur
y ba
sis
of o
rgan
izat
ion,
and
sho
uld
be e
ncou
rage
d by
all
who
are
inte
rest
ed in
the
best
bus
ines
s
basi
s in
rur
al e
duca
tion.
Mor
e M
oney
mus
t be
spen
t to
prov
ide
and
mai
ntai
nSc
hool
s.T
he c
hief
ess
entia
l in
scho
ol a
ffai
rs is
unq
ues-
tiona
bly
ampl
e fu
nds
with
whi
ch to
pro
vide
and
mai
ntai
n
the
scho
ols.
Rig
ht n
ow w
e ar
e sp
endi
ng $
33.0
1 on
the
city
chi
ld's
edu
catio
n fo
r ev
ery
$13.
17 o
n th
e ru
ral c
hild
's.
Thi
s is
for
sch
ool m
aint
enan
ce a
lone
and
has
not
hing
todo
with
per
man
ent s
choo
l inv
estm
ent.
In th
is f
ield
the
citie
s, w
ith th
eir
muc
h sm
alle
r to
tal v
alua
tion,
inve
stva
stly
larg
er s
ums
of m
oney
in s
choo
l bui
ldin
gs a
nd e
quip
-
men
t tha
n ru
ral c
omm
uniti
es.
Thi
s is
not
giv
ing
the
farm
boy
s an
d gi
rls
a fa
ir c
hanc
e.T
he f
arm
ers
mus
t be-
com
e aw
ake
to th
eir
grea
t res
pons
ibili
ty in
thes
e m
atte
rs.
The
y m
ust s
pend
muc
h m
ore
mon
ey f
or p
rofe
ssio
nal
teac
hing
, for
mod
ern
build
ings
, for
equ
ipm
ent,
for
book
s,
tool
s, e
tc.
Oth
erw
ise,
rur
al s
choo
ls c
an n
ever
rea
ch th
e
stan
dard
s de
man
ded
by th
e ch
angi
ng tw
entie
th-c
entu
rylif
e.L
et e
very
adv
ocat
e of
bet
ter
rura
l con
ditio
ns d
o w
hat
he c
an to
con
vinc
e fa
rmer
s th
at in
crea
sed
taxa
tion
for
scho
ol s
uppo
rt w
ill b
e a
gilt-
edge
inve
stm
ent.
Inst
ruct
ion
mus
t bec
ome
Prof
essi
onal
.A
noth
er e
x-
trem
ely
impo
rtan
t fac
tor
in r
ural
sch
ool s
ucce
ss o
r fa
ilure
is th
e te
ache
r hi
mse
lf.
Thi
s na
tura
lly in
volv
es :
(I)
bette
rpr
epar
atio
n, (
2) lo
nger
tenu
re o
f of
fice
, and
(3)
bet
ter
sala
-
nalvmmAmoN:
TH
E P
RO
BL
EM
ST
AT
ED
19
ries
.In
man
y in
stan
ces
our
teac
hers
'qu
alif
icat
ions
are
al-
toge
ther
too
mea
ger.
Too
man
y te
ache
rs d
o no
t gra
sp th
e
real
sig
nifi
canc
e of
the
teac
hing
pro
blem
.So
me
are
too
poor
ly g
roun
ded
in th
e fu
ndam
enta
ls, o
r th
ey la
cksk
ill
to p
rese
nt th
e su
bjec
t-m
atte
r.M
ost u
nfor
tuna
te o
f al
l
is it
that
man
y yo
ung
men
and
wom
en w
ho d
abbl
ein
teac
h-
ing
do n
ot e
xpec
t or
inte
nd to
bec
ome
prof
essi
onal
teac
hers
at a
ll; to
them
teac
hing
is o
nly
am
akes
hift
, a s
tef,
ping
ston
e to
som
ethi
ng b
ette
r.U
nder
suc
h co
nditi
ons
teac
h-
ing
is n
ot a
nd n
ever
can
hop
e to
be
a pr
ofes
sion
.T
he g
reat
nee
d is
for
pro
fess
iona
lly tr
aine
d ru
ral s
choo
l-
teac
hers
teac
hers
trai
ned
to g
rapp
le w
ith p
robl
ems
as
they
now
exi
st.
The
teac
hers
who
are
fir
st to
rea
lize
this
fact
will
be
the
firs
t to
reap
the
rew
ard.
Thi
s w
ill c
ome
in
the
shap
e of
mat
eria
lly in
crea
sed
sala
ries
sala
ries
com
-
men
sura
te w
ith th
e tim
e an
d m
oney
exp
ende
d in
pre
para
-
tion
for
the
wor
kan
d in
tenu
res
of o
ffic
e lim
ited
only
by
the
good
beh
avio
r cl
ause
or
by th
e te
ache
rs' p
erso
nal c
hoic
e.
Supe
rvis
ion
mus
t be
mor
e E
ffic
ient
.A
mor
e sa
tis-
fact
ory
syst
em o
f su
perv
isio
n in
the
rura
l sch
ools
is in
sep-
arab
ly li
nked
wi.,
h th
is b
ette
r in
stru
ctio
n.A
s he
re u
nder
-
stoo
d, w
e do
not
mea
n th
is f
unct
ion
as e
xert
ed b
y th
ete
ache
r in
the
clas
s m
om, b
ut a
s be
long
ing
to s
uch
gene
ral
over
seer
s of
sch
ools
as
tow
n5hi
p,di
stri
ct, a
nd c
ount
y
supe
rint
ende
nts.
In th
e E
ast t
he g
eogr
aphi
cal u
nit g
en-
eral
ly u
sed
in s
choo
l sup
ervi
sion
is th
e to
wn
(tow
nshi
p).
Ver
y of
ten
the
tow
nshi
p ha
s pr
oved
too
smal
l for
the
mai
n-
4 1
20T
HE
AM
ER
ICA
N R
TJR
AL
SCH
OO
L
tena
nce
of e
xper
tsu
perv
isor
s.T
o re
med
y th
is,l
aws
have
been
ena
cted
und
erw
hich
two
or m
ore
tow
nshi
ps m
ay
join
and
org
amze
tow
nshi
p di
stri
cts,
thus
enab
ling
them
to
give
rur
al s
uper
visi
oneq
ual t
o th
e be
stof
fere
d in
the
city
syst
ems.
Such
con
solid
atio
nfo
r gr
eate
r ef
fici
ency
shou
ld
be e
ncou
rage
d.It
mig
ht b
e ap
plie
d,w
ith g
reat
pro
fit,
to m
any
stat
esin
the
Mid
dle
Wes
t now
unde
r to
wns
hip
orga
niza
tion
for
gove
rnm
enta
lpu
rpos
es.
In s
ectio
ns
whe
rc th
e co
unty
uni
tof
sup
ervi
sion
prev
ails
dif
ficu
lties
are
mor
e nu
mer
ous
and
hard
er to
sur
mou
nt.
The
ave
r-
age
coun
tysu
peri
nten
dent
is a
nof
fici
al w
hose
tim
e is
give
n
to d
raw
ing
war
rant
s,to
issu
ing
circ
ular
lette
rs, c
ompi
ling
stat
istic
s, a
nd p
erfo
rmin
got
her
cler
ical
dut
ies
belo
ngin
g
to h
is o
ffic
e.In
cide
ntal
ly h
e "
calls
" u
pon
his
teac
hers
once
or
twic
e a
year
, tho
ugh
such
vis
its c
an s
carc
ely
be
dign
ifie
d as
sup
ervi
sion
.Se
vera
l rem
edie
s ar
epr
opos
ed,
eith
er o
f w
hich
will
be
sure
to m
ake
the
supe
rint
ende
nt's
wor
k m
ore
effe
ctiv
e.
A T
wen
tieth
-cen
tury
Scho
ol P
lant
Dem
ande
d.T
he
" lit
tle r
ed s
choo
lhou
se"
of E
aste
rn lo
calit
ies,
so
fam
iliar
thro
ugh
song
and
sto
ry,
and
the
unsi
ghtly
box-
car
stru
c-
ture
s di
gnif
ied
inth
e W
est b
y th
e na
me
of s
choo
lhou
se,
will
soo
n liv
e in
mem
ory
alon
e.T
hey
are
begi
nnin
g to
give
way
to m
oder
n,sa
nita
ry b
uild
ings
, in
ever
yw
ay
adap
ted
to tw
entie
th-c
entu
ryte
achi
ng.
But
the
refo
rm
in s
choo
l arc
hite
ctur
ew
ill h
ardl
y be
com
plet
ebe
fore
it
beco
mes
incu
mbe
nt o
nlo
cal b
oard
s, b
y la
w, t
o us
eon
ly
ka
Sv-,
09;1
"` "
1".
e
%,.
I,
4.,
Bea
ch G
len
Scho
ol,
Cla
y. C
ount
y, K
ansa
s.A
typi
cal r
ural
sch
ool,
bette
r
kept
than
the
aver
age.
'I.
A o
ne-r
oom
sch
oolh
ouse
of th
e m
oder
n ty
pe.
Thi
s bu
ildin
g, w
hich
Is
fitte
d
with
eve
ry u
p-to
-dat
eap
plia
nce,
sho
uld
soon
supp
lant
the
old
box-
car
type
.
BE
ST
CO
PY
AV
AIL
AB
LE
INT
RO
DU
CT
ION
:T
HE
PR
OB
LE
M S
TA
TE
D21
such
pla
ns a
s ar
e ap
prov
ed b
y th
e st
ate
supe
rint
ende
nt o
f
publ
ic in
stru
ctio
n an
d th
e se
cret
ary
of th
e st
ate
boar
d of
heal
th, o
r so
me
othe
r sp
ecif
ied
com
mitt
ee c
ompe
tent
to
adju
dge
thes
e m
atte
rs.
Scho
ol E
xter
iors
.A
ll th
e ne
cess
ary
appa
ratu
sfo
r
doin
g go
od w
ork
mus
t be
supp
lied.
The
gro
unds
mus
t
be m
ade
an a
ppro
pria
te s
ettin
gfo
r th
e di
gnif
ied
" te
mpl
e
of le
arni
ng."
Let
the
grou
nds
be m
ade
asat
trac
tive
as
the
prof
essi
onal
teac
her's
art
can
poss
ibly
mak
e th
em.
Let
cur
ving
wal
ks a
nd r
ustic
sea
ts, g
rass
and
shru
bber
y,
vine
s an
d fl
ower
s, s
hed
over
str
uctu
rean
d gr
ound
s an
atm
osph
ere
of h
omel
iken
ess.
Let
the
scho
ol g
arde
n at
the
rear
of
the
grou
nds
be a
plac
e w
here
the
theo
retic
al
and
the
prac
tical
in s
choo
l wor
ksh
all m
eet.
All
in a
ll,
let g
roun
ds a
nd b
uild
ing
beth
e ce
nter
of
attr
actio
n to
the
who
le c
ount
rysi
de.
Scho
ol I
nter
iors
.T
he s
choo
l int
erio
r m
ust b
e in
har
-
mon
y w
ith th
ege
nera
l ext
erio
r.A
n xs
thet
ic a
tmos
pher
e
shou
ld s
it lig
htly
upo
n th
e ro
om.
Tin
ted
or p
aper
ed w
alls
,
appr
opri
ate
colo
r ef
fect
s, to
uche
s of
the
artis
tic h
ere
and
ther
e, n
eatly
fra
med
cop
ies
of th
e m
aste
rs,
plas
ter
cast
s,
shel
ves
full
of c
hoic
e bo
oks,
pla
nts,
and
perh
aps
an
avar
ium
,al
l the
se s
h )u
ld s
hed
a gl
ow o
fco
mfo
rt a
nd
hom
elik
enes
s ov
er th
e ro
om o
r gi
ve it
age
nuin
e sc
hola
stic
stam
p.W
ith s
uch
a sc
hool
pla
nt r
ural
child
ren
will
find
the
irks
ome
in s
choo
l lif
edi
sapp
ear,
and
ther
e w
ill b
e
less
dra
ggin
g of
the
heav
y fe
et to
scho
ol.
22T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
INT
RO
DU
CT
ION
: T
HE
PR
OB
LE
MST
AT
ED
23
Cou
rse
of S
tudy
mus
t be
Prac
tical
.H
ither
to, t
he
cour
se o
f st
udy
purs
ued
inth
e co
untr
y ha
s co
me
from
the
outs
ide
from
the
city
.It
has
trai
ned
the
child
aw
ayfr
om th
e fa
rm a
nd n
ot to
war
ds it
.T
he n
ew m
etho
ds m
ust
begi
n ri
ght i
n th
e ch
ild's
ow
n w
orld
and
dev
elop
righ
t out
of h
is o
wn
expe
rien
ce. T
he s
ubje
ct-m
atte
rta
ught
mus
t be
an e
xpre
ssio
n of
the
need
s of
the
coun
try
com
mun
ity a
nd
mus
t ren
der
coun
try
life
mor
esi
gnif
ican
t.E
xper
ienc
e
teac
hing
is w
hat i
s ne
eded
.In
dust
rial
wor
k an
d na
ture
stud
y w
ill ta
ke th
eir
plac
e as
coo
rdin
ate
with
the
stud
y of
book
s.T
rain
ing
in h
andw
ork,
and
a s
tudy
of
plan
ts a
nd
soils
and
ani
mal
life
will
com
e to
be
of a
lmos
tin
calc
ulab
le
valu
e to
cou
ntry
life
.T
he p
olic
y sh
all b
e no
t so
muc
h to
give
sys
tem
atic
inst
ruct
ion
in p
ract
ical
agr
icul
ture
, as
tole
ad u
p to
it b
y aw
aken
ing
in th
e ch
ild's
bre
ast a
love
for
the
won
ders
in n
atur
e.T
hen
it m
ay b
e ex
pect
ed th
at th
e
stat
e ag
ricu
ltura
l sch
ool w
ill c
ontin
ueth
e w
ork
here
beg
un,
and
in ti
me
retu
rn th
e yo
ung
man
to th
e fa
rman
ent
hu-
sias
tic, s
cien
tific
far
mer
.C
onso
lidat
ion
of S
choo
ls a
Pan
acea
for
Exi
stin
g Il
ls.
Con
solid
atio
n is
off
ered
as
a re
med
y fo
r th
e ill
s ex
istin
gin
dis
tric
ts m
ost a
ffec
ted
by d
isin
tegr
atio
n of
popu
latio
n.
The
idea
l pla
n co
ntem
plat
es th
e di
scon
tinua
nce
ofw
eak
scho
ols
and
the
cons
olid
atio
n of
a n
umbe
r of
dis
tric
tssu
ffic
ient
ly la
rge
to m
aint
ain
a gr
aded
sch
ool.
Whe
re
cond
ition
s ar
e sa
tisfa
ctor
y th
is m
eans
the
esta
blis
hmen
t of
grad
ed s
choo
ls in
eve
ry r
espe
ct e
qual
to v
illag
e an
dci
ty
scho
ols,
rig
ht in
the
hear
tof
rur
al c
omm
uniti
es.
In a
d-
ditio
n to
wha
t the
urb
anch
ild g
ets,
con
solid
atio
n of
fers
oppo
rtun
ities
for
stu
dy u
nder
the
beni
gn in
flue
nce
of f
ield
and
grov
e in
the
very
bos
om o
fm
othe
r na
ture
. With
thes
e
scho
ols
at h
is o
wn
door
s, th
e fa
rmch
ild n
eed
no lo
nger
seek
urb
an c
ente
rs in
que
st o
fle
arni
ng.
We
shal
l now
take
up
in d
etai
lthe
var
ious
pha
ses
of o
ur
subj
ect.
But
, fir
st, l
et u
s co
nsid
er th
em
ain
curr
ents
of
educ
atio
nal h
isto
ry in
our
cou
ntry
, at
leas
t so
far
as th
ey
pert
ain
to th
e ru
ral s
choo
ls.
CH
APT
ER
II
OR
GA
NIZ
AT
ION
AN
DA
DM
INIS
TR
AT
ION
Gen
eral
Sta
tem
ent.
The
his
tory
of
rura
l sch
ool o
rgan
-
izat
ion
and
adm
inis
trat
ion
in o
urco
untr
y is
ful
lof
inte
rest
to s
tude
nts
of e
duca
tion.
It te
lls th
e st
ory
of "
sys
tem
spru
ngfr
om c
haos
,"of
ord
er a
nd p
rogr
ess
com
e ou
tof
conf
usio
n an
dst
agna
tion.
The
fir
st s
choo
lskn
ew n
o
high
er a
utho
rity
than
the
will
of th
e co
mm
unity
whi
ch
mai
ntai
ned
them
.A
ny p
olic
y of
an
adm
inis
trat
ive
or
supe
rvis
ory
natu
re w
asne
cess
arily
sha
ped
by lo
cal o
pini
on
and
gove
rned
by lo
cal n
eeds
.T
his
mea
nt, i
npr
actic
e,
as m
any
stan
dard
s of
sch
ool
man
agem
ent a
sth
ere
wer
e
scho
ols;
or,
mor
epr
oper
ly s
peak
ing,
it m
eant
no
stan
dard
s
at a
ll."
If th
e pe
ople
as
a w
hole
are
to b
e ed
ucat
ed,"
says
Prof
esso
r D
exte
r,"
defi
nite
stan
dard
s of
exc
elle
nce
mus
t be
dem
ande
d of
all
scho
ols,
and
suc
h ca
non
ly b
e
mai
ntai
ned
thro
ugh
the
appo
intm
ento
f re
spon
sibl
eof
fici
als
vest
ed w
ith a
utho
rity
to m
ake
dem
ands
, and
com
pete
ntto
dire
ct th
e sc
hool
sin
the
proc
ess
of m
akin
g th
em."
All
the
seve
ral
stat
es h
ave
soug
ht s
uch
unif
orm
stan
d-
ards
thro
ugh
stat
ute
enac
tmen
t, an
dal
l hav
e re
aliz
edth
em
to a
mor
e or
less
sat
isfa
ctor
yex
tent
.C
ondi
tions
in m
any
24
OR
GA
NIZ
AT
ION
AN
DA
DM
INIS
TR
AT
ION
25
stat
es a
re s
till f
arfr
om id
eal.
It h
as b
een
in g
reat
mea
sure
a m
atte
r of
expe
rim
enta
tion,
of
grop
ing
abou
t in
the
un-
know
n, in
our
eff
orts
topr
ovid
e th
e be
st s
yste
mfo
r th
e
diff
eren
t sec
tions
of
the
coun
try.
The
var
ious
uni
ts o
f
orga
niza
tion
with
whi
ch w
e ar
eco
ncer
ned
in th
e ru
ral
scho
ols
are
the
follo
win
g: (
I)sc
hool
dis
tric
t org
aniz
atio
n,
(2)
tow
nshi
p or
gani
zatio
n, (
3) c
ount
yor
gani
zatio
n, (
4)
com
mun
ity s
yste
m.
Scho
ol D
istr
ict O
rgan
izat
ion.
The
sch
ool
dist
rict
is th
e sm
alle
st a
nd m
ost
dem
ocra
tic o
f th
ese
units
of
con-
trol
.It
dev
elop
ed in
New
Eng
land
aft
er th
e sc
atte
ring
of th
e po
pula
tion,
due
toth
e ce
ssat
ion
of e
arly
Indi
an
host
ilitie
s.N
ew c
omm
uniti
es s
pran
g up
on
the
edge
of
the
wild
erne
ss, t
oo d
ista
ntfr
om th
e pa
rent
al c
ente
rsof
popu
latio
n to
mak
e us
e of
the
old
tow
n sc
hool
s.C
onse
-
quen
tly, t
hey
orga
nize
dth
eir
own
educ
atio
nal u
nit
and
esta
blis
hed
thei
r ow
n sc
hool
s.A
ll w
ho li
ved
with
in e
asy
reac
h of
the
cent
rally
loca
ted
scho
ol a
nd w
ere
band
ed
toge
ther
for
its
supp
ort
cons
titut
ed th
e sc
hool
dis
tric
t.
Thi
s or
gani
zatio
n w
as a
t fir
stw
holly
vol
unta
ry;
it an
te-
date
d al
l leg
al e
nact
men
tspe
rtai
ning
to s
choo
ls, a
nd c
ame
abou
t sol
ely
beca
use
it w
asth
e on
ly p
ossi
ble
thin
g to
do
unde
r th
e ci
rcum
stan
ces.
It a
nsw
ered
the
need
s of
our
colo
nial
sch
ools
wel
l eno
ugh,
and
had
the
dist
rict
bee
n
foun
ded
for
the
purp
ose
ofsc
hool
sup
ply
mer
ely,
or
to
regu
late
atte
ndan
ce, t
here
wou
ld c
erta
inly
hav
e be
en n
o
obje
ctio
n to
its
form
atio
n.U
nfor
tuna
tely
, the
org
aniz
ers,
26T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
jeal
ous
of w
hat t
hey
deem
edth
eir
inhe
rent
rig
hts,
mad
e it
also
the
cent
er o
f sc
hool
sup
port
i.e. t
he u
nit o
f ta
xa-
tion.
In M
assa
chus
etts
the
Act
of 1
647
had
decl
ared
the
tow
n th
e ba
sis
ofsc
hool
org
aniz
atio
n; b
ut th
edi
stri
ct
plan
wor
ked
so w
ell t
hat i
tre
ceiv
ed f
ull l
egal
san
ctio
n in
1789
.Fr
om th
is ti
me
until
wel
l int
o ou
r ow
nda
y it
has
been
a c
ontr
ollin
g po
wer
insc
hool
mat
ters
in th
e st
ate.
Obj
ectio
ns to
the
Dis
tric
t Uni
t.T
he M
assa
chus
etts
Act
of
1789
was
, to
quot
eH
orac
e M
ann,
" th
e m
ost u
n-
fort
unat
e la
w o
n th
e su
bjec
tof
com
mon
sch
ools
eve
r
enac
ted
in th
e st
ate.
"T
he g
reat
edu
cato
r w
as q
uick
to
disc
ern
wha
t v'e
hav
e lo
ngex
peri
ence
d; n
amel
y, th
at th
e
scho
ol d
istr
ict i
s to
o sm
all t
o be
intr
uste
d w
ith f
inal
legi
s-
latio
n in
mat
ters
of
impo
rtan
ce.
Esp
ecia
lly is
this
true
whe
re th
e ta
pow
er is
conc
erne
da
pow
er w
hich
was
lies
ted
in th
edi
stri
ct b
y th
e M
assa
chus
etts
Act
of
i8o1
.L
ocal
jeal
ousy
, par
sim
ony,
and
indi
vidu
al in
dif-
fere
nce
cont
ribu
te m
uch
to m
ake
the
dist
rict
uns
atis
fact
ory
in a
ctua
l pra
ctic
e."
In m
any
case
s,"
says
Prof
esso
r
Dex
ter,
" th
e se
ntim
ent a
mon
gth
e lim
ited
num
ber
of
vote
rs w
ithin
a s
ingl
edi
stri
ct is
the
oppo
site
of
gene
rous
tow
ard
the
scho
ols
or th
e di
stri
ct to
o po
orto
do
muc
h;
and
alth
ough
the
acts
of
1789
and
18ot
, and
sim
ilar
law
s,
pass
ed in
the
neig
hbor
ing
stat
es a
little
late
r, g
ave
to N
ew
Eng
land
the
' litt
le r
ed s
choo
lhou
se '
in g
reat
num
bers
,
they
wer
e fr
eque
ntly
not
ver
y re
dfo
r w
ant o
f pa
int,
nor
was
the
teac
hing
with
in th
eir
wal
ls o
f a
very
hig
hor
der.
OR
GA
NIZ
AT
ION
AN
D A
DM
INIS
TR
AT
ION
2 7
Yet
it c
anno
t be
deni
ed th
at m
uch
good
cam
e fr
omth
em."
Gre
at S
prea
d of
the
Dis
tric
t Sys
tem
.T
he d
istr
ict
syst
em s
prea
d at
an
earl
y da
te to
eve
ry p
art o
f N
ew E
ng-
land
, and
was
late
r ad
opte
d by
nea
rly
all t
he s
tate
s w
est-
war
d, w
here
it s
pran
g up
eith
er a
s a
mat
ter
of p
ure
imi-
tatio
n or
bec
ause
con
ditio
ns p
reva
iled
sim
ilar
to th
ose
whi
ch h
ad e
arlie
r ca
lled
fort
h th
e sy
stem
in M
assa
chu-
setts
.L
et th
is b
e as
it m
ay, i
f w
e ex
cept
the
Sout
hern
stat
es w
here
cou
nty
orga
niza
tion
is in
vog
ue, t
he d
istr
ict
soon
est
ablis
hed
itsel
f as
the
unit
of s
choo
l org
aniz
atio
nan
d ad
min
istr
atio
n th
roug
hout
the
coun
try,
and
as
such
cont
inue
s in
a g
reat
maj
ority
of
the
stat
es to
-day
.C
hang
e fr
om D
istr
ict t
o T
owns
hip
Syst
em o
f O
rgan
iza-
tion.
Mas
sach
uset
ts, w
hich
was
the
firs
t to
lega
lize
the
dist
rict
uni
t, w
as li
kew
ise
the
firs
t to
abol
ish
it.T
his
happ
ened
in18
82.
New
Ham
pshi
re, V
erm
ont,
Mai
ne,
New
Jer
sey,
Ind
iana
, Ohi
o, a
nd P
enns
ylva
nia
very
soo
nfo
llow
ed s
uit a
nd li
kew
ise
chan
ged
to th
e to
wns
hip
syst
em.
Mor
e th
an tw
enty
oth
er s
tate
s ha
ve la
ws
perm
ittin
g to
wn-
ship
org
aniz
atio
n fo
r sc
hool
pur
pose
s, a
lthou
gh th
ey h
ave
as y
et n
ot e
xerc
ised
this
per
mis
sion
to a
ny m
arke
d ex
tent
.
The
cha
nge
to th
e to
wns
hip
in th
e ol
d A
tlant
ic s
tate
s is
easy
to e
xpla
in.
The
rap
id d
isin
tegr
atio
n of
the
popu
la-
tion
in m
any
rura
l com
mun
ities
and
the
grea
t inf
lux
toth
e ci
ties
left
man
y of
the
smal
l sch
ool d
istr
icts
impo
ver-
ishe
d an
d al
l but
ber
eft o
f po
pula
tion.
Thi
s le
ft n
o al
ter.
28T
HE
AM
ER
ICA
N R
UR
AL
SCH
OO
L
nativ
e ex
cept
to o
rgan
ize
into
larg
er u
nits
units
str
ong
enou
gh to
pro
vide
goo
dsc
hool
s an
d a
mor
e eq
uabl
e sy
stem
of m
aint
enan
ce.
The
se d
eman
ds th
eto
wns
hip
syst
em
has
satis
fied
.T
he la
rger
uni
t is
getti
ng a
stro
ng h
old
on
the
Mid
dle
Wes
t als
o,ge
nera
lly, f
or th
e sa
me
reas
ons
that
appl
y ea
stw
ard.
The
new
er W
este
rn s
tate
s,w
hich
do
not y
et a
ndpe
rhap
s ne
ver
may
fee
l the
effe
cts
of th
e ci
ty-
war
d m
igra
tion,
will
be
slow
er to
mak
e th
e ch
ange
.
Tow
nshi
p O
rgan
izat
ion.
The
tow
nshi
p or
gani
zatio
n
is le
ss d
emoc
ratic
than
the
dist
rict
org
aniz
atio
n,bu
t it
" ha
s th
e ad
vant
age
of f
orci
ng th
e w
ealth
ier
port
ions
of
the
tow
nshi
p to
con
trib
ute
to th
e su
ppor
tof
the
scho
ols
in th
e po
orer
com
mun
ities
,thus
bri
ngin
g ab
out a
mor
e
unif
orm
sta
ndar
d of
exc
elle
nce.
"C
are
shou
ld b
e ta
ken
here
not
to c
onfu
se to
wns
hip
or-
gani
zatio
n fo
r sc
hool
pur
pose
san
d to
wns
hip
syst
emof
loca
l gov
ernm
ent.
The
latte
r pe
rtai
ns to
loca
l aff
airs
gene
rally
, the
for
mer
tosc
hool
mat
ters
onl
y.T
owns
hip
orga
niza
tion
for
scho
ol p
urpo
ses
is in
fac
t onl
y a
mer
ger
of d
istr
icts
lyin
g us
ually
with
in th
e po
litic
al to
wns
hip,
and
adm
inis
tere
d by
ace
ntra
l boa
rd, e
lect
ed a
t the
annu
al
tow
n m
eetin
g.Su
ch b
oard
s ar
e ca
lled,
vari
ousl
y, s
choo
l
com
mitt
ees,
as
in M
assa
chus
etts
;bo
ards
of
educ
atio
n, a
s
in O
hio;
and
boa
rds
of d
irec
tors
, as
in I
owa.
Thi
s sy
s-
tem
nat
ural
lyen
ough
tend
s to
giv
e ri
se to
cons
olid
atio
n
of s
choo
ls a
nd to
wns
hip
high
sch
ools
, alth
ough
sev
eral
stat
es in
w ic
hit
has
reac
hed
a no
rmal
deve
lopm
ent
OR
GA
NIZ
AT
ION
AN
D A
DM
INIS
TR
AT
ION
29
utili
ze th
e to
wns
hip
syst
em c
hief
ly f
or th
e be
tter
adm
in-
istr
atio
n of
the
seve
ral s
choo
l dis
tric
ts w
ithin
the
tow
n-
ship
.T
hus
in I
owa,
for
exa
mpl
e, th
e co
ngre
ssio
nal
tow
nshi
p is
div
ided
into
a n
umbe
r of
subd
istr
icts
, eac
h
with
its
own
scho
ol p
lant
and
sub
dire
ctor
.T
hese
sub
-
dire
ctor
s co
nstit
ute
the
tow
nshi
p bo
ard
and
adm
inis
ter
the
scho
ol a
ffai
rs f
or th
e en
tire
tow
nshi
p.T
hey
fix
the
rate
of
taxa
tion,
ele
ct te
ache
rs a
nd f
ixth
eir
sala
ries
, de-
cide
on
the
leng
th o
f th
e sc
hool
yea
r, a
nd p
erfo
rm m
any
kind
red
dutie
s of
an
adm
inis
trat
ive
natu
re.
Res
pect
s in
whi
ch th
e T
owns
hip
Syst
em is
Sup
erio
rto
the
Dis
tric
t Sys
tem
.-
The
man
yad
vant
ages
of
the
tow
nshi
p sy
stem
ove
r th
e di
stri
ct s
yste
m a
re s
o ad
mir
ably
set f
orth
in th
e R
epor
t of
the
Subc
omm
ittee
on
Scho
olM
aint
enan
ce in
the
Com
mitt
ee o
f T
wel
ve o
n R
ural
Sch
ools
(Pro
ceed
ings
N.E
.A. 1
897)
that
I v
entu
re to
quo
te th
em
in d
etai
l:
1.If
the
scho
ols
of a
tow
nshi
p ar
e un
der
a si
ngle
boa
rd e
lect
edfr
om th
e to
wns
hip
at la
rge,
sch
oolh
ouse
s w
ill f
ar m
ore
likel
y be
bui
ltw
here
they
.re
need
ed th
an u
nder
the
othe
r sy
stem
.2.
Equ
ality
of
scho
ol p
rovi
sion
will
be
muc
h m
ore
fully
sec
ured
in r
espe
ct to
sch
oolh
ouse
s an
d gr
ound
s, le
ngth
of
scho
ol te
rms,
and
the
abili
ty a
nd c
hara
cter
of
teac
hers
.3.
The
tend
ency
will
not
be
to m
ultip
ly s
choo
lsun
duly
, but
tore
stri
ct th
eir
num
ber,
bri
ngin
g to
geth
er m
ore
scho
lars
, and
thus
mak
ing
bette
r cl
assi
fica
tion,
gra
ding
, and
teac
hing
pos
sibl
e, a
ndin
crea
sing
the
inte
rest
and
ent
husi
asm
of
the
pupi
ls.
4.B
ette
r su
perv
isio
n c;
tn b
e se
cure
d.T
he c
ount
y su
peri
nten
d .
cut c
an d
eal m
ore
effe
ctiv
ely
and
easi
ly w
ith o
ne b
oard
in a
t,iw
n.
30T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
ship
than
with
six
, ten
, or
twel
ve;
whi
le to
wns
hip
and
tow
nshi
p-un
ion
supe
rvis
ion
will
be
grea
tly p
rom
oted
.
5.Si
mpl
icity
and
eco
nom
y of
adm
inis
trat
ion
will
be
faci
litat
td,
and
the
sens
e of
off
icia
l res
pons
ibili
tybe
enh
ance
d.
6. T
he te
nden
cy w
ill b
e to
em
ploy
teac
hers
for
long
er te
rms,
and
ther
eby
to r
estr
ict,
in a
con
side
rabl
ede
gree
, the
evi
ls th
at f
low
fro
m
freq
uent
cha
nges
.7.
The
str
ifes
and
cont
entio
ns b
etw
een
dist
rict
s th
at a
re n
ow n
ot
infr
eque
nt w
ill b
e pr
even
ted.
8. T
rans
fers
of
pupi
ls f
rom
sch
ool t
osc
hool
will
be
mad
e m
ore
easy
. 9. T
he r
easo
n la
st to
be m
entio
ned
is p
erha
ps th
e st
rong
est
of
all.
The
rel
atio
ns o
f th
e to
wns
hip-
unit
syst
em to
scho
ol c
onso
lida-
tion
have
alr
eady
bee
n su
gges
ted.
The
tow
nshi
p sy
stem
doe
s no
t
nece
ssita
te s
uch
cons
olid
atio
n, a
lthou
ghit
is li
kely
to w
ork
that
way
; but
con
solid
atio
n is
alm
ost w
holly
dep
ende
nt u
pon
that
sys
-
tem
; sch
ools
will
not
be
cons
olid
ated
in g
reat
num
bers
if a
plu
ralit
y
of d
istr
ict s
choo
l boa
rds
have
to d
o th
ew
ork.
As
men
tione
d ab
ove,
som
e ei
ght s
tate
sha
ve m
ade
lega
l
prov
isio
n fo
r to
wns
hip
orga
niza
tion.
The
sta
tes
whi
ch
have
per
mis
sive
legi
slat
ion
on th
esu
bjec
t are
: Con
nect
i-
cut,
Flor
ida,
Geo
rgia
,Il
linoi
s, I
owa,
Kan
sas,
Lou
isia
na,
Mic
higa
n, M
inne
sota
, Mis
sour
i,N
ebra
ska,
New
Yor
k,
Nor
th C
arol
ina,
Nor
th D
akot
a,Pe
nnsy
lvan
ia, R
hode
Isla
nd, S
outh
Dak
ota,
Ten
ness
ee, a
ndW
isco
nsin
.
Cou
nty
Org
aniz
atio
n.T
he s
tate
s w
hich
hav
e ad
opte
d
the
tow
nshi
p un
it fo
r sc
hool
pur
pose
s ar
eth
e st
ates
whi
ch
mak
e us
e of
the
tow
nshi
p un
it fo
rge
nera
l pur
pose
s. A
few
ol t
he C
entr
al s
tate
s an
d m
ost
of th
e W
este
rn a
re
orga
nize
d un
der
the
dist
rict
for
m,
with
her
e an
d th
ere
a
OR
GA
NIZ
AT
ION
AN
D A
DM
INIS
TR
AT
ION
31
lean
ing
tow
ards
the
tow
nshi
pun
it.In
the
Sout
h, h
ow-
ever
, con
ditio
ns a
rem
ater
ially
dif
fere
nt.
Her
e, a
wid
ely
scat
tere
d po
pula
tion,
larg
eag
ricu
ltura
l are
as, a
nd a
dea
rth
of v
illag
e lif
e, f
rom
the
firs
t cal
led
for
a un
itof
gov
-
ernm
ent o
rgan
izat
ion
radi
cally
dif
fere
nt f
rom
the
smal
l,
com
pact
tow
nshi
p us
edin
the
Nor
th.
Thu
s th
e la
rger
Eng
lish
coun
ty b
ecam
ees
tabl
ishe
d.Fr
om V
irgi
nia
it
spre
ad o
ver
the
entir
eSo
uth-
Atla
ntic
gro
up, i
nclu
ding
Tex
as a
nd M
isso
uri,
and
from
the
fron
tier
of th
ela
tter
stat
e w
ent f
orth
toO
rego
n, C
alif
orni
a, a
ndU
tah.
Whe
re-
ever
the
coun
ty s
yste
m w
asad
opte
d fo
r ge
nera
l gov
ern-
men
t pur
pose
s it
has
beco
me
the
unit
of s
choo
ladm
inis
tra-
tion
as w
ell.
It o
uld
seem
, eve
ryth
ing
else
bei
ng e
qual
, tha
t the
coun
ty o
ught
to m
ake
anid
eal u
nit f
or s
choo
l pur
pose
s,
espe
cial
ly in
the
Sout
h w
ith it
s m
any
spar
sely
pop
ulat
ed
dist
rict
s.T
he S
ubco
mm
ittee
of
Rur
alSc
hool
s, in
its
repo
rt, i
s ve
ry s
angu
ine
" th
at th
is m
ode
ofor
gani
zatio
n
has
a gr
eat f
utur
e be
fore
itin
the
Uni
ted
Stat
es."
And
to p
rove
this
ass
ertio
nit
poin
ts to
the
very
satis
fact
ory
oper
atio
n of
the
syst
em in
Ric
hmon
d co
unty
, Geo
rgia
,
whi
ch in
clud
es th
e la
rge
city
of A
ugus
ta. W
e re
ad:
The
cou
nty
is th
e un
it ar
ea o
for
gani
zatio
n, a
nd th
e ru
ral p
arts
and
the
urba
n pa
rts
of th
e co
unty
dist
rict
, as
far
as p
ract
kabl
q
are
trea
ted
just
alik
e.A
boa
rd o
f ed
ucat
ion,
com
pose
dof
rep
re-
sent
ativ
es e
lect
ed b
y th
e pe
ople
of
the
coun
ty f
or th
e te
rm o
f th
ree
year
s, o
ne th
ird
retir
ing
each
yea
r, m
anag
es a
ll th
esc
hool
s.T
he
scho
ol ta
x is
levi
ed a
t a u
nifo
rm r
ate
upon
all t
he p
rope
rty
of ti
lt
Vs
kJ
32T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
coun
ty, w
ithou
t rev
isio
n by
any
oth
er a
utho
rity
and
with
out a
nylim
it as
to r
ate
or a
mou
nt. T
he c
ount
y an
d st
ate
fund
s ar
e di
stri
bbut
ed to
the
scho
ols
acco
rdin
g to
the
num
ber
of c
hild
ren
to b
e ed
uca
ted.
The
re is
no
dist
rict
tax.
The
sam
e qu
alif
icat
ions
are
re-
quir
ed f
or c
ount
ry a
nd f
or c
ity te
ache
rs.
The
teac
hers
are
trea
ted
as n
earl
y al
ike
as th
e co
nditi
ons
adm
it, a
nd th
ey a
re p
aid
abou
t the
sam
e sa
lari
es.
The
sch
ools
are
in s
essi
on th
e sa
me
leng
th o
f tim
ein
a y
ear,
nin
e ca
lend
ar m
onth
s.T
he c
ount
ry s
choo
lhou
ses,
on
the
aver
age,
are
situ
ated
fou
r m
iles
apar
t, an
d no
chi
ld is
out
of
wal
king
dist
ance
of
a sc
hool
ope
n ni
ne m
onth
s in
the
year
, and
taug
ht b
y a
good
teac
her.
One
sup
erin
tend
ent h
as c
harg
e of
all
the
scho
ols.
Aug
usta
has
nin
e te
nths
of
the
taxa
ble
prop
erty
of
the
coun
ty; b
uton
ly th
ree
four
ths
of th
e sc
hool
pop
ulat
ion.
In o
ther
wor
ds, t
heru
ral p
arts
of
the
coun
ty p
ay o
ne te
nth
of th
e sc
hool
tax
and
rece
ive
the
bene
fit o
f on
e fo
urth
of
it.Fo
r th
e m
ost p
art,
thes
e ar
e ex
celle
nt
prov
isio
ns.
The
cou
nty
wou
ld s
eem
to b
e th
e na
tura
l are
a un
it fo
rpo
pula
r sc
hool
s un
der
the
coun
ty s
yste
m o
f lo
cal g
over
nmen
t.
Nec
essa
ry R
efor
ms
in th
e C
ount
y Sy
stem
.It
is o
fpe
culia
r in
tere
st to
kno
w th
at th
e st
ates
whi
ch h
ave
not
subd
ivid
ed th
e co
unty
for
wha
t is
term
ed c
onve
nien
ce in
scho
ol a
dmin
istr
atio
n re
port
less
dif
ficu
lties
than
whe
resu
bdiv
isio
ns a
re m
ade.
Geo
rgia
, quo
ted
abov
e, a
ndM
aryl
and
are
exam
ples
of
stat
es w
hich
do
not s
ubdi
vide
thei
r co
untie
s.E
ach
of w
hich
is f
or s
choo
l pur
pose
svi
rtua
lly o
ne la
rge
scho
ol d
istr
ict.
Thi
s pl
aces
the
com
-pl
ete
man
agem
ent o
f th
e sc
hool
s, in
clud
ing
taxa
tion,
inth
e ha
nds
of a
str
ong
coun
ty b
oard
, and
res
ults
in v
ery
equa
ble
adm
inis
trat
ion.
Ala
bam
a ha
s un
til r
ecen
tly m
ade
use
of th
e to
wns
hip
as a
taxi
ng u
nit,
and
Wes
t Vir
gini
aha
s
empl
oyed
the
so-c
alle
d "
mag
iste
rial
dis
tric
t " f
or th
e sa
me
r: t
OR
GA
NIZ
AT
ION
AN
D A
DM
INIS
TR
AT
ION
33
purp
ose.
Thi
s ha
s re
sulte
din
seri
ous
disc
rim
inat
ion
agai
nst t
he s
pars
ely
popu
late
d se
ctio
ns w
here
but
slig
ht
mat
eria
lde
velo
pmen
t has
take
npl
ace.
The
for
mer
stat
e ha
s m
ade
a de
cide
d ch
ange
for
the
bette
r in
aban
don-
ing
the
old
syst
em.
Supe
rint
end
ent M
iller
of
the
latte
r
stat
e re
com
men
ds s
tron
gly
a ch
ange
, mak
ing
the
coun
ty
the
unit
of d
istr
ibut
ion.
With
the
inau
gura
tion
in th
eSo
uthe
rn s
tate
s ge
nera
lly o
f so
me
such
just
and
equ
able
syst
em o
f sc
hool
adm
inis
trat
ion
as is
pra
ctic
ed in
cou
ntie
s
of th
e ty
pe o
f R
ichm
ond
coun
ty, G
eorg
ia, t
here
is e
very
reas
on to
bel
ieve
that
this
uni
tw
ill p
rove
hig
hly
satis
-
fact
ory.
The
Com
mun
ity S
yste
m.
Bef
ore
leav
ing
the
units
of
orga
niza
tion
we
mus
t dw
ell b
rief
ly u
pon
one
addi
tiona
lsy
stem
, the
com
mun
ity s
yste
m o
f T
exas
.T
his
" im
prac
-
tical
and
inhi
bitiv
e sy
stem
," a
s St
ate
Supe
rint
ende
nt R
. B.
Cou
sins
ver
y pr
oper
ly d
enom
inat
es it
, is
fort
unat
ely
con-
fine
d to
the
one
stat
e, a
nd h
ere
grea
tly o
n th
e de
clin
e.
The
Com
mun
ity S
yste
m.
Und
er th
is "
syst
em"
any
teac
her,
or
othe
r pe
rson
inte
rest
ed, m
ay d
irec
t a p
etiti
on to
the
coun
ty s
uper
.in
tend
ent o
r co
unty
judg
e, p
lace
on
it th
e na
mes
of
the
child
ren
the
are
to a
ttend
the
scho
ol, p
rocu
re th
e si
gnat
ure
of p
aren
ts a
nd g
uard
-ia
ns o
f sa
id c
hild
ren,
and
pre
sent
this
pet
ition
to th
e co
unty
judg
eor
sup
erin
tend
ent w
ho c
redi
ts th
e sc
hool
with
the
stat
e an
d co
unty
pro
rata
, and
app
oint
s th
ree
citiz
ens
to a
ct a
s tr
uste
esfo
r on
e ye
ar.
At t
he e
nd o
f th
e te
rm th
e sc
hool
dis
solv
es in
to it
s or
igin
al e
lem
ents
;as
a s
choo
l eac
h is
a m
ere
expe
rim
ent,
whi
ch m
ust b
e re
peat
ed f
rom
year
to y
ear,
nev
er a
dvan
cing
bey
ond
the
expe
rim
enta
l sta
ge.
tww
l
34T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
At o
ne ti
me
prac
tical
ly a
ll th
e sc
hool
s of
the
stat
e w
ere
orga
nize
d un
der
this
pri
miti
ve s
yste
m.
But
one
by
one
the
two
hund
red
and
fift
y od
d co
untie
s of
the
Lon
e St
arst
ate
have
tran
sfer
red
them
selv
es to
the
dist
rict
sys
tem
,so
that
at t
he ti
me
of th
is w
ritin
g ba
rely
a d
ozen
cou
ntie
sre
mai
n on
the
com
mun
ity b
asis
.A
rec
ent a
nnua
l rep
ort
of th
e st
ate
supe
rint
ende
nt c
onta
ins
figu
res
prov
ing
con-
clus
ivel
y th
at th
e co
mm
unity
sch
ools
em
ploy
the
poor
est
teac
hers
; tha
t the
ir a
vera
ge d
aily
atte
ndan
ce is
ver
y m
uch
low
er th
an th
at f
or th
e w
hole
sta
te; t
hat t
hey
are,
bes
ides
,ve
ry e
xpen
sive
to m
aint
ain,
cos
ting
the
stat
e an
nual
lya
larg
e su
m in
exc
ess
of th
eir
shar
e of
taxe
s.It
thus
ap-
pear
s th
at th
is s
yste
m h
as o
utliv
ed it
s us
eful
ness
, and
its
pass
ing
will
be
caus
e fo
r fe
w r
egre
ts.
The
Boa
rd o
f E
duca
tion:
its
Func
tion.
The
adm
in-
istr
atio
n of
our
rur
al s
choo
ls is
left
in th
e ha
nds
of a
boa
rdof
con
trol
, usu
ally
des
igna
ted
by th
e na
me
of "
sch
ool
boar
d "
or "
boa
rd o
f ed
ucat
ion.
"T
his
body
has
ret
aine
dth
e ad
min
istr
ativ
e po
wer
s of
the
old
New
Eng
land
sch
ool
com
mitt
ee (
see
chap
ter
on S
uper
visi
on),
alth
ough
the
latte
r's s
uper
viso
ry p
ower
s ha
ve b
een
dele
gate
d to
pai
dsu
perv
isor
s or
sup
erin
tend
ents
.T
he f
unct
ion
of th
esc
hool
boa
rd is
cle
arly
to p
rovi
de th
e w
ays
and
mea
nsw
here
by to
car
ry o
ut th
e w
ork
of e
duca
tion.
Boa
rd
mem
bers
are
the
repr
esen
tuci
ves
of th
e pu
blic
, and
thei
rm
anif
est d
uty
is to
car
ry o
ut th
e w
ill o
f th
is p
ublic
in e
du-
catio
nal m
atte
rs.
In n
o se
nse
of th
e w
ord,
how
ever
, can
A w
ell-
kept
rur
al s
choo
l in
Illin
ois.
Old
sch
oolh
ouse
at H
olde
n, L
ogan
Cou
nty,
Wes
tV
irgi
nia,
just
re-
plac
ed w
itha
sple
ndid
mod
ern
build
ing.
Scho
olho
use
in n
orth
ca.:t
ern
Ohi
o, n
.-ce
ntly
aba
ndon
ed f
or a
con
solid
ated
scho
ol.
BE
ST
CO
PY
AV
AIL
AB
LE
Scho
olho
use
built
in F
illm
ore
Cou
nty,
Min
neso
ta, i
ni8
58, a
nd u
ntil
re-
cent
ly u
sed
for
scho
ol p
urpo
ses.
Scho
olho
use
in C
lark
Cou
nty,
Ohi
o,re
cent
ly a
band
oned
for
a c
onso
li-da
ted
scho
ol.
A d
ilapi
date
d sc
hool
hous
e in
eas
tern
Kan
sas.
vaiie
tyia
n-,0
0m s
i hoo
k.
OR
GA
NIZ
AT
ION
AN
D A
DM
INIS
TR
AT
ION
35
they
be
cons
ider
ed a
s rs
duca
tors
.If
boa
rd m
embe
rs u
nder
-
take
to d
icta
te m
ethu
ds o
f in
stru
ctio
n or
how
the
scho
olou
ght t
o be
man
aged
, the
y un
ques
tiona
bly
encr
oach
upo
nth
e ri
ghts
of
the
lega
lly a
ppoi
nted
teac
her
and
the
supe
rin-
tend
ent w
hose
chi
ef w
ork
lies
in th
is p
art o
f th
e ed
ucat
iona
l
fiel
d. In v
iew
of
the
gene
rally
pre
vaili
ng m
isco
ncep
tion
of a
scho
ol b
oard
's p
ower
s an
d du
ties,
this
mat
ter
cann
ot b
eem
phas
ized
too
stro
ngly
.B
oard
mem
ben
shou
ld u
nder
-st
and
that
thei
r ch
ief
busi
ness
is to
pro
vide
the
mea
ns o
fed
ucat
ion
i.e. t
o se
cure
bui
ldin
g an
d eq
uipm
ent,
enga
gete
ache
rs, a
nd e
nfor
ce a
ttend
ance
of
child
ren
of s
choo
l age
.
The
y m
ay g
o so
far
as
to u
nder
take
the
role
of
help
ful
men
tor
to th
e te
ache
r, b
ut h
ere
thei
r au
thor
ity e
nds.
An
offi
ciou
s bo
ard
mem
ber
has
not t
he r
ight
to in
flic
thi
mse
lf u
pon
the
teac
her
in e
duca
tiona
l mat
ters
.T
his
may
hav
e be
en q
uite
pro
per
in th
e da
y of
the
old
scho
ol
com
mitt
ee, b
ut th
at w
as b
efor
e it
volu
ntar
ily s
urre
nder
edal
l rig
hts
of s
uper
visi
on.
The
rur
al te
ache
r sh
ould
und
er-
stan
d th
ese
mat
ters
, and
,if
nec
essa
ry, i
nsis
t upo
n hi
s
righ
ts.
Wor
k of
the
Boa
rd d
epen
ds u
pon
the
Size
of
Geo
grap
h-
ical
Uni
t.T
he f
oreg
oing
dis
cuss
ion
conc
erni
ng th
e si
ze o
f
unit
of o
rgan
izat
ion
and
adm
inis
trat
ion
has
mad
e it
suff
i-ci
ently
cle
ar to
the
read
er th
at th
e or
gani
zatio
n an
d w
ork
of th
e bo
ard
mus
t dep
end
upon
the
size
and
org
aniz
atio
nof
the
geog
raph
ical
uni
t.W
here
the
dist
rict
uni
t is
in
36T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
vogu
e a
smal
l boa
rd, u
sual
ly th
ree
men
, dir
ecto
r, c
lerk
,
and
trea
sure
r,ad
min
iste
r sc
hool
aff
airs
.U
nder
tow
n-
ship
org
aniz
atio
n th
e bo
ard
is g
ener
ally
larg
er, e
lect
ed a
t
larg
e fr
om o
ver
the
tow
nshi
p; o
rit
may
be
com
pose
d, a
s in
Iow
a, o
f as
man
y su
bdir
ecto
rs a
sth
ere
are
subd
istr
icts
(sch
oolh
ouse
dis
tric
ts)
in th
e to
wns
hip.
Und
er c
ount
y
orga
niza
tion
the
num
ber
rang
esfr
om th
ree
upw
ard.
Som
etim
es th
ey a
re e
lect
ed b
y co
mm
issi
oner
dis
tric
ts,
som
etim
es f
rom
the
coun
ty a
t lar
ge.
Dif
ficu
lty in
pro
curi
ng"
Goo
d "
Boa
rd M
embe
rs.
A
grea
t men
ace
of th
e ru
ral s
choo
l is
foun
d in
the
gene
ral
wea
knes
s of
its
boar
ds.
Ver
y fe
w c
ount
ry-b
red
pers
ons
have
had
ade
quat
e ed
ucat
iona
l adv
anta
ges
to a
ppre
ciat
eth
e ne
eds
of th
e sc
hool
s.T
hose
who
are
cap
able
of
filli
ng
this
impo
rtan
t off
ice
are
usua
lly to
o bu
sy w
ithot
her
in-
tere
sts
or th
ey d
o no
t con
side
r th
ew
ork
wor
th th
eir
whi
le.
Thi
s re
sults
fre
quen
tly in
a b
oard
-org
aniz
atio
nof
hon
est,
wel
l-m
eani
ng b
ut ig
nora
nt a
nd, t
here
fore
,in
effi
-
cien
t men
, who
se w
ork
is, n
ow a
nd th
en, f
urth
er w
eake
ned
by th
e ad
ditio
n of
som
e ag
gres
sive
, sel
f-op
inio
nate
din
-
divi
dual
with
an
ax to
gri
nd.
Thr
ifty
far
mer
s w
ho s
eeth
e id
eal r
ural
sch
ool a
ref
lect
ion
of th
e ki
nd o
f sc
hool
that
they
atte
nded
a g
ener
atio
n ag
o ar
e no
t lik
ely
to m
ake
good
boa
rd m
embe
rs.
The
y w
ill b
e to
o ap
t to
poin
t bac
k
to th
e tim
e-m
agni
fied
vir
tues
of
the
scho
ol o
fthe
old
en ti
me.
Men
who
se e
duca
tion
has
take
n th
em to
col
lege
or
the
agri
cultu
ral s
choo
l hav
e ge
nera
lly a
broa
der
view
of
life,
OR
GA
NIZ
AT
ION
AN
DA
DM
INIS
TR
AT
ION
37
and
are
the
logi
cal
cand
idat
es f
or th
eof
fice
.B
ut a
lto-
geth
er to
o fr
eque
ntly
such
men
can
not
be in
duce
d to
ac-
cept
wha
tis
con
side
red
ath
ankl
ess
job.
Boa
rd M
embe
rs m
ight
be T
rain
ed.
Our
rur
al s
choo
ls
are
suff
erin
gth
roug
h th
e in
com
pete
nce
of s
choo
l boa
rds.
If th
e be
st m
en c
anno
tbe
indu
ced
todo
thei
r du
ty b
y th
e
stat
e, w
esh
ould
at l
east
ass
ist
thos
e w
ho a
re w
illin
gto
serv
e to
do
thei
r be
st.
We
trai
n te
ache
rs,
then
why
not
trai
n bo
ard
mem
bers
,als
o ?
Som
e st
ates
are
alre
ady
awak
e
to th
e gr
eat p
ossi
bilit
ies
of s
uch
ente
rpri
se.
To
illus
trat
e:
enac
t law
s w
hich
shal
l pro
vide
goo
d pa
y as
indu
cem
ent t
o
atte
nd m
eetin
gs o
fsu
ch m
embe
rs a
tth
e re
gula
r te
ache
rs'
asso
ciat
ions
and
the
annu
al te
ache
rs' i
nstit
utes
,whe
n th
ey
may
be a
ddre
ssed
by
spec
ialis
tson
sch
ool
adm
inis
trat
ion
and
by o
ther
pra
ctic
alsc
hool
men
.In
deed
, the
y m
ay
them
selv
es ta
ke a
ctiv
e pa
rtin
the
prog
ram
me.
Thi
s m
ay b
e
coun
ted
on to
giv
eth
e sc
hool
s a
prog
ress
ive
adm
inis
tra-
tive
forc
e w
here
we
now
have
muc
h of
apa
thy
and
inco
m-
pete
nce.
Wha
t an
Act
ive
Boa
rd c
an A
ccom
plis
h.T
he s
choo
l
boar
d re
pres
ents
the
educ
atio
nal
inte
rest
s of
its
cons
titu-
ents
: (1
) in
the
com
mun
ity, (
2)in
the
scho
ol,
and
(3)
with
the
supe
rint
ende
nt.
The
mem
bers
of
the
boar
d sh
ould
car
ryou
t the
wis
hes
of th
e an
nual
scho
ol m
eetin
gw
hich
they
rep
rese
nt;
but
thei
r w
ork
does
not
end
here
.It
is th
eir
man
ifes
t dut
y
to f
urth
erst
imul
ate
scho
ol p
rogr
ess
amon
gth
e ve
ry e
lect
ors
38T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
who
put
them
in o
ffic
e.T
hey
shou
ld p
lan
for
and
secu
rein
crea
sed
reve
nues
with
whi
ch to
pro
vide
the
beit
plan
tan
d in
stru
ctio
n.In
oth
er w
ords
, the
y sh
ould
be
aler
tto
mak
e th
eir
scho
ol th
e be
st p
ossi
ble.
The
mem
bers
sho
uld,
mor
eove
r, e
ncou
rage
the
teac
her
by r
emov
ing
obst
acle
sto
pro
gres
s, a
nd p
upils
by
freq
uent
vis
itsan
d di
spla
yof
inte
rest
.A
bove
eve
ryth
ing
else
sho
uld
they
lend
the
supe
rint
ende
nt e
very
ass
ista
nce
to m
old
prop
er e
duca
-tio
nal t
houg
ht in
the
com
mun
ity, a
nd th
enhe
ed h
is a
dvic
ein
all
mat
ters
rel
atin
g to
sel
ectio
n of
teac
hers
and
equ
ip-
men
t; in
pla
ns f
or b
uild
ings
, gro
unds
,et
c.; i
n th
e ge
nera
lor
gani
zatio
n of
sch
ool w
ork,
and
insh
apin
g th
e ge
nera
lsc
hool
pol
icy
of th
eir
com
mun
ity.
CH
APT
ER
III
RU
RA
L S
CH
OO
L M
AIN
TE
NA
NC
E
TII
E f
irst
ess
entia
l in
the
solu
tion
of th
e co
mm
on s
choo
lqu
estio
n is
am
ple
fund
s w
ith w
hich
to p
rovi
de a
nd m
ain-
TA
BL
E I
. - E
XPE
ND
ITU
RE
PE
R C
API
TA
OF
SCH
OO
L P
OPU
LA
TIO
N
YE
AR
1870
-187
118
71-1
872
1872
-187
318
73-1
874
1874
-187
518
75-1
876
1876
-187
718
77-1
878
1878
-187
918
79-1
880
188o
-188
118
81-1
882
1882
-188
318
83-1
884
1884
-188
518
85-1
886
1886
-188
718
87-1
888
1888
-188
9
EX
PEN
DIT
UR
EPr
' Cap
ila
$1.7
51.
83
1.84
1.88
1.91
1.85
1.72
1.67
1.56
1.56
1.63
1.70
1.88
1.96
1.97
1.97
2.07
2.17
YE
AR
EX
PEN
DIT
UR
EPe
r C
aPila
1889
-189
018
90-1
891
1891
-189
218
92-1
893
1893
-189
418
94-1
895
1895
-189
618
96-1
897
1897
-189
818
98-1
899
1899
-190
019
00-1
901
1901
-190
219
02-1
903
1903
-190
419
04-1
905
1905
-190
619
06-1
907
$2.2
42.
31
2.40
2.48
2.55
2.55
2.62
2.63
2.67
2.70
2.84
2.94
2.99
3.15
3.36
3.53
3.67
3.90
tain
the
scho
ols.
Tha
t the
pub
lic is
aw
ake
to th
e im
-po
rtan
ce o
f sc
hool
impr
ovem
ents
is w
ell i
llust
rate
d in
39
40T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
Tab
le 1
, whi
ch s
how
s th
at th
e pe
r ca
pita
exp
endi
ture
for
the
natio
n ha
s m
ore
than
dou
bled
in th
irty
-sev
en y
ears
.T
he a
nnua
l bud
get,
as r
epor
ted
by th
e C
omm
issi
oner
of
Edu
catio
n ha
s as
sum
ed s
urpr
isin
gly
larg
e pr
opor
tions
.T
he c
omm
on s
choo
l exp
endi
ture
in th
e st
ates
of
our
Uni
on
for
the
year
190
6-19
07re
ache
s th
e gr
and
tota
l of
$330
,780
,809
, an
incr
ease
of
mor
e th
an o
ne h
undr
ed m
il-
lion
in s
ix y
ears
.Se
vent
een
stat
es e
xpen
ded
mor
e th
an$5
,000
,000
eac
h, e
leve
n m
ore
than
$10
,000
,000
eac
h, f
our
mor
e th
an $
20,0
00,0
00 e
ach,
thre
e m
ore
than
$30
,000
,000
each
, and
one
mor
e th
an $
50,0
00,0
00.
Stat
istic
s sh
ow th
at
of th
e 16
,820
,386
pup
ils e
nrol
led
in u
rban
and
rur
al s
choo
ls
in 1
906-
1907
, 5,5
00,2
66, O
r 32
.7 p
er c
ent,
wer
e fr
om u
rban
cent
ers
(" v
illag
es a
nd to
wns
of
4000
pop
ulat
ion
and
over
")
and
I I,
j 20
,1 2
0, o
r 67
.3 p
er c
ent,
wer
e fr
om r
ural
dis
-tr
icts
("
outs
ide
of c
ities
, tow
ns, e
tc.,
of 4
000
and
over
").
Furt
her,
out
ofth
eto
tal
annu
alex
pend
iture
,
$181
,567
,632
.54,
or
54 p
er c
ent,
was
exp
ende
d fo
r th
em
aint
enan
ce o
f ur
ban
scho
ols,
whi
le o
nly
$149
,113
,168
.48,
or 4
5.6
per
cent
, was
use
d fo
r ru
ral s
choo
ls.
Thi
s m
eans
,
in o
ther
wor
ds, t
hat w
hile
$33
.or
was
exp
ende
d on
the
city
child
's e
duca
tion,
the
coun
try
child
had
to g
et a
long
with
$13.
17.
Now
, on
the
pres
umpt
ion
that
city
sch
ool e
xpen
ditu
res
are
at th
e pr
esen
t tim
e am
ple
for
all p
urpo
ses,
the
figu
res
wou
ld in
dica
te th
at r
ural
sch
ool e
ffic
ienc
y ca
nnot
be
at-
tain
ed, o
r ap
prox
imat
ed b
efor
e th
e pr
esen
t rur
al s
choo
l
RU
RA
L S
CH
OO
L M
AIN
TE
NA
NC
E41
budg
et is
nea
rly
treb
led.
Thi
s is
the
fina
ncia
l pha
se n
owca
lling
for
sol
utio
n.
T A
BL
E 2
.A
MO
UN
T E
XPE
ND
ED
FO
R C
OM
MO
N S
CH
OO
LS
EA
CH
YE
AR
BE
TW
EE
N 1
896-
1907
'
YE
AR
1896
-1 8
9 7
.
1 8
9 7
-1 8
98
1898
-189
918
99-1
900
1900
-190
119
01-1
902
1902
-190
3a
I 90
3-19
04 a
1904
-190
5 a
1905
-190
6 a
1906
-190
7 a
EX
PE
ND
ED
TO
R
TO
TA
LE
T:E
nt-
Site
s, B
uild
-in
gs, F
urni
-tu
re, e
tc.
Tea
cher
s'an
d Su
peri
n-te
nden
ts'
Sala
ries
All
Oth
erpu
rpos
es
32,3
76,4
7611
9,31
0,50
335
,995
090
187,
682,
269
31,4
15,2
3312
4,19
2,27
038
,685
,408
194,
292,
9n31
,229
,308
129,
3451
873
39,5
79,4
1620
0,15
4,59
7
35,4
50,8
2013
7,68
7,74
641
,826
,052
214,
964,
618
39,8
72,2
7814
3137
8,50
744
,272
,042
227,
522,
827
39,9
62,8
6315
4443
,681
46,8
55,7
5523
8,26
2,29
9
46,2
89,0
7413
7,11
0,10
848
,058
,443
231,
457,
625
59,4
53,2
6916
7,82
4,75
355
,938
,205
273,
216,
227
66,4
16,1
6817
7,46
2,98
157
,737
,511
291,
616,
66c
60,6
08,3
5218
6,48
3,66
460
,673
,843
307,
765,
659
65,8
17,8
7019
6,98
0,91
967
,882
,012
330,
780,
809
Col
onia
l Sup
port
of
Publ
ic S
choo
ls.
In e
arly
col
onia
l
times
sch
ool m
aint
enan
ce w
as w
holly
of
a lo
cal c
hara
cter
.
Ver
y fr
eque
ntly
sch
ools
wer
e es
tabl
ishe
d by
pri
vate
be-
ques
t, or
dis
tric
t and
tow
n ta
xes
wer
e le
vied
, or
tuiti
onfe
es c
harg
ed.
The
n, to
o, f
ines
, pen
altie
s, a
nd f
orfe
iture
sim
pose
d in
cer
tain
cou
rts,
exc
ise
fees
, pol
l tax
es, t
axes
on
the
sale
of
spir
ituou
s liq
uors
, and
the
inco
me
from
pub
licfi
sh w
eirs
all
wen
t for
sch
ool s
uppo
rt.
As
all t
hese
sou
rces
wer
e in
adeq
uate
, the
col
onis
ts c
once
ived
the
plan
to s
et
Thi
s ta
ble
Is c
ompi
led
from
the
U.S
. Sch
ool C
omm
issi
oner
'. re
port
for
zoo
?.Y
eart
mar
ked
a ar
e su
bjec
t to
corr
ectio
n.
42T
HE
AM
:RIC
AN
RU
RA
L S
CH
OO
L
apar
t pub
lic la
nds
for
thes
e pu
rpos
es, a
plan
whi
ch is
inde
ed a
lmos
t as
old
as o
ur h
isto
ry.
In 1
616
the
Lon
don
Com
pany
gra
nted
io,0
00 a
cres
in V
irgi
nia
for
the
esta
blis
h-
men
t of
an I
ndia
n sc
hool
.T
his
was
fol
low
ed u
p in
sev
eral
colo
nies
with
loca
l gra
nts.
In 1
733
Con
nect
icut
set
apa
rt
a co
nsid
erab
le a
rea
" to
the
perp
etua
l use
of
scho
ols.
"Fi
fty-
thre
e ye
ars
late
r M
assa
chus
etts
res
erve
d a
" sc
hool
lot "
of
320
acre
s in
all
tow
nshi
ps o
f pu
blic
land
s "
for
the
supp
ort o
f co
mm
on s
choo
ls in
such
tow
nshi
ps."
Cre
atio
n of
a P
erm
anen
t Sch
ool F
und.
Oth
er s
tate
s
esta
blis
hed
perm
anen
t sch
ool f
unds
eith
erth
roug
h ap
-
port
ionm
ent a
nd s
ale
of la
nd o
r th
roug
h di
rect
sta
te a
ppro
-
pria
tion.
New
Yor
k es
tabl
ishe
d a
perm
anen
t fun
din
i8oi
, Vir
gini
a in
181
o, S
outh
Car
olin
a in
181
1,M
aine
in
1821
, and
Nor
th C
arol
ina
in 1
825.
The
cen
tral
gov
ern-
men
t ini
tiate
d its
libe
ral p
olic
y of
land
gra
nts
whe
n, u
nder
the
Ord
inan
ce o
f 17
87, i
t ord
ered
" th
at o
ne s
ectio
n(t
he
sixt
eent
h) o
f ea
ch to
wns
hip
in th
e N
orth
wes
tT
erri
tory
shou
ld h
e de
sign
ated
as
scho
ol la
nd, a
nd th
at th
epr
ocee
ds
of it
s sa
le s
houl
d go
to th
e su
ppor
t of
publ
icsc
hool
s."
Stat
es a
dded
sub
sequ
ent t
o 18
48 h
ave
rece
ived
the
th:r
ty-
sixt
h se
ctio
n in
add
ition
to th
e si
xtee
nth.
Up
to i9
oone
arly
86,
000,
000
acre
s ha
d be
en d
evot
ed to
this
pur
pose
.In
add
ition
to th
ese
gran
ts s
urpl
us f
unds
in th
ena
tiona
l
trea
sury
to th
e a
noun
t of
$42,
000,
000
wer
e,in
183
6, d
is-
trib
uted
aM
ong
the
thir
ty-s
even
sta
tes
then
org
aniz
ed,
the
fund
s th
us r
ecei
ved
bein
g ge
nera
lly d
evot
ed to
the
sup-
RU
RA
L S
CH
OO
L M
AIN
TE
NA
NC
E43
port
of
educ
atio
n.T
he s
tate
s ha
ve a
ll m
ade
mat
eria
lad
ditio
ns to
the
perm
anen
t sch
ool f
und
(App
endi
x A
).So
that
in 1
906-
19o7
it r
each
ed a
gra
nd to
tal o
f $2
18,-
973,
736
with
an
annu
al in
com
e of
$16
,579
,551
.
Perm
anen
t Sch
ool F
unds
Ina
dequ
ate.
But
whi
le th
is
is a
gen
erou
s su
m, i
t is,
rel
ativ
ely
spea
king
, ina
dequ
ate
for
the
ends
inte
nded
.It
is b
ut a
dro
p in
our
oce
an o
f sc
hool
mai
nten
ance
.B
y w
ay o
f ill
ustr
atio
n, it
wou
ld r
equi
rea
perm
anen
t fun
d of
alm
ost
$1,0
0O,0
00,0
00 to
def
ray
the
expe
nses
, at t
he p
rese
nt r
ate
of o
utla
y, o
f N
ewY
ork
Stat
e
alon
e, to
say
not
hing
abo
ut th
e co
untr
y at
larg
e.T
heea
rly
frie
nds
of th
is f
orm
of
endo
wm
ent d
id n
ot e
ven
drea
m
of th
e va
st p
ropo
rtio
ns w
hich
hav
e be
en r
each
ed in
rec
ent
year
s by
our
pub
lic s
choo
l sys
tem
prop
ortio
ns w
hich
have
in a
way
def
eate
d th
e ve
ry p
urpo
se o
f th
ese
men
.It
is im
port
ant a
t thi
s po
int t
o un
ders
tand
that
whi
le th
epe
rman
ent f
unds
hav
e se
rved
a v
ery
usef
ul p
urpo
se, e
s-pe
cial
ly in
the
earl
y st
ages
of
our
educ
atio
nal e
ndea
vor,
and
shou
ld b
e ca
refu
lly h
usba
nded
and
adm
inis
tere
d,th
ey m
ust n
eces
sari
ly p
lay
a co
nsta
ntly
dim
inis
hing
par
tin
pop
ular
edu
catio
n.A
n ex
amin
atio
n of
Tab
le 3
will
sho
w th
at th
e pu
blic
scho
ol r
even
ue is
dra
wn
from
fou
r so
urce
spe
rman
ent
fund
s, s
tate
taxe
s, lo
cal t
axes
, and
oth
er s
ourc
es (
bequ
ests
,
fine
s, e
tc.)
.It
app
ears
fur
ther
as
a pa
tent
fac
t tha
t whi
leth
e in
com
e fr
om th
e pe
rman
ent s
choo
l fun
d ha
s lit
tlem
ore
than
dou
bled
in s
ixte
en y
r,ar
s, d
irec
t tax
eses
pe.
44T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
cial
ly lo
cal t
axes
have
incr
ease
d m
anif
old
in th
e sa
me
spac
e of
tim
e.O
n th
e pe
rcen
tage
bas
is th
e pe
rman
ent
scho
ol f
und
repr
esen
ted
.054
per
cen
t of
the
tota
l inc
ome
in 1
890,
and
onl
y .0
48 p
er c
ent i
n 19
07.
It is
evi
dent
from
this
that
the
grea
t sou
rce
of r
even
ue in
our
cou
ntry
is, a
nd m
ust c
ontin
ue to
be,
taxa
tion
stat
e an
d lo
cal.
TA
BL
E 3
.PU
BL
IC S
CH
OO
L I
NC
OM
E, B
Y Y
EA
RS
1875
18/s
018
8518
90
Per
man
ent
fund
s .
..
$7,
744,
764
Stat
e ta
xes
.26
,345
,323
Loc
al ta
xes
.97
,222
,426
All
othe
rso
urce
s .
.11
,882
,292
Tot
al .
.$
88,6
48,9
50$
83,9
40,2
39$1
13,5
21,8
95$1
43,1
94,8
03
1897
1908
1906
1907
Perm
anen
tfu
nds
..
.$
9,04
7,09
7$
10,5
22,3
43$
11,6
41,0
59$
16,5
79,5
51St
ate
taxe
s.
33,9
41,6
5738
,330
,589
47,9
42,5
0946
,281
,501
Loc
al ta
xes
.13
0,31
7,70
817
0,77
9,58
622
3,49
1,40
523
0,42
4,55
4A
ll ot
her
sour
ces
..
18,6
52,9
0829
,742
,141
39,0
31,0
3150
,317
,132
Tot
al.
..
$19,
1959
,370
$249
,374
,659
$322
,106
,004
$343
,602
,738
" M
anif
estly
suc
h ar
eas
or u
nits
of
taxa
tion
shou
ld b
ecr
eate
d, o
r co
ntin
ued
if a
lrea
dy in
exi
sten
ce,"
say
s th
e Su
b-
com
mitt
ee o
n Sc
hool
Mai
nten
ance
, " a
s w
ill f
ully
dev
elop
RU
RA
L S
CH
OO
L M
AIN
TE
NA
NC
E45
the
soun
d A
mer
ican
pri
ncip
le, t
hat t
he w
hole
wea
lth o
f th
e
stat
e sh
all b
e m
ade
avai
labl
e fo
r ed
ucat
ing
all t
he y
outh
of
the
stal
e.T
his
is b
oth
righ
t and
nec
essa
ry, f
or it
mus
t be
rem
embe
red
that
in th
e U
nite
d St
ates
edu
catio
n is
a c
ivil
or s
tate
fun
ctio
n, to
be
supp
orte
dlik
e ot
her
sim
ilar
func
-
tions
."Su
ch lo
gica
l tax
ing
area
s ar
e:(1
) th
e st
ate,
(2)
the
coun
ty, (
3) th
e to
wns
hip,
(4)
the
dist
rict
.T
he S
tate
a L
ogic
al T
axin
g U
nit.
-- O
f al
l sys
tem
s of
taxa
tion
the
stat
e is
man
ifes
tly th
e m
ost d
emoc
ratic
and
equa
ble.
Scho
ols
are
cert
ainl
y es
tabl
ishe
d fo
r th
e go
od o
f
the
who
le s
tate
.Ig
nora
nce
or in
effi
cien
cy in
the
loca
l com
-
mun
ity r
efle
cts
on th
e en
tire
com
mon
wea
lth, a
nd e
vent
ually
levi
es a
hea
vy b
urde
n on
it f
or th
e m
aint
enan
ce o
f pe
nal
and
sim
ilar
inst
itutio
ns.
The
re a
re te
ns o
f th
ousa
nds
ofsc
hool
s sc
atte
red
over
our
cou
ntry
to-d
ay th
at a
re c
arri
ed
on w
ith th
e gr
eate
st d
iffi
culty
.T
hey
are
so s
mal
l and
poo
r
that
the
burd
en o
f lo
cal t
axes
is a
lmos
t une
ndur
able
; and
,w
ith a
ll th
is, t
erm
s ar
e sh
ort a
nd th
e te
achi
ng p
oor.
Itis
unj
ust t
hat o
ne d
istr
ict s
houl
d ta
x its
elf
thre
e or
fou
rtim
es a
s m
uch
as s
ome
mor
e fo
rtun
atel
y si
tuat
ed d
istr
ict
in o
rder
to d
o its
sha
re o
f th
e w
ork
whi
ch p
rim
arily
bel
ongs
to th
e st
ate.
It is
unj
ust t
o th
e ch
ild a
nd d
estr
uctiv
e to
all c
ivil
ende
avor
to g
et a
long
with
thes
e sh
ort t
erm
s an
dsu
ch in
diff
eren
t ins
truc
tion.
By
way
of
illus
trat
ion,
take
the
two
New
Ham
pshi
re to
wns
of
Ells
wor
th a
nd D
ublin
.A
ccor
ding
to th
e sc
hool
ret
urns
mad
e Ju
ly 1
5, 1
906,
the
form
er h
ad a
n eq
ualiz
ed v
alua
tion
per
pupi
l of
$135
8, w
hile
46T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
the
latte
r ha
d $1
9,43
3.T
he f
orm
er le
vied
fiv
e m
ills
for
scho
ol p
urpo
ses
and
real
ized
onl
y $9
.54
per
pupi
l, th
e ht
ter
levi
ed o
nly
two
and
one
half
mill
s, b
ut o
n th
e gr
eate
r va
l-ua
tion
real
ized
the
hand
som
e su
m o
f $4
8.81
per
pup
il.T
his
plai
nly
show
s th
at D
ublin
can
rai
se f
ully
ten
times
as
man
y "
sine
ws
of w
ar "
for
sch
ool
mai
nten
ance
, at a
neq
ual r
ate
of ta
xatio
n, a
s ca
n E
llsw
orth
.A
nd th
e re
sult?
Dub
lin p
ays
an a
vera
ge s
alar
y of
$42
.40
for
a te
rm o
fth
irty
-six
wee
ks, a
nd E
llsw
orth
, at t
he d
oubl
e ta
x ra
te,
pays
an
aver
age
sala
ry o
f on
ly $
18fo
r a
term
of
twen
ty
wee
ks I
Stat
e T
axat
ion
not o
n th
e In
crea
se. -
It i
s a
fact
to b
ede
plor
ed th
at o
ur la
wm
aker
s do
not
take
kin
dly
to s
tate
taxa
tion
for
scho
ol p
urpo
ses.
A g
lanc
e at
Tab
le 4
rev
eals
the
trut
h th
at in
the
youn
ger
Wes
tern
sta
tes
and
the
Sout
hA
tlant
ic s
tate
s al
one
is th
is f
orm
of
taxa
tion
on th
e in
-cr
ease
.W
ith th
e fo
rmer
the
prin
cipl
e w
as in
corp
orat
ed in
the
fund
amen
tal l
aw f
rom
the
very
beg
inni
ng a
nd s
how
sve
ry s
atis
fact
ory
resu
lts.
To
inau
gura
teun
ifor
m a
nd
equa
ble
syst
ems
of s
tate
taxa
tion
in th
e ol
der
stat
es s
eem
s
diff
icul
t at t
his
late
dat
e.T
hese
sta
tes
have
so
long
de-
pend
ed u
pon
thei
r se
vera
l loc
al u
nits
that
they
rat
her
rese
ntth
e ch
ange
; and
esp
ecia
lly a
re th
e ci
ties
and
larg
er to
wns
whi
ch h
ave
a la
rge
scho
ol v
alua
tion
and
scho
ol s
yste
ms
alre
ady
in a
hig
h st
ate
of d
evel
opm
ent,
relu
ctan
t to
mak
ean
y su
ch c
hang
e.Se
vera
l Nor
th C
entr
al s
tate
s m
ake
no s
tate
levy
at a
ll,
I
RU
RA
L S
CH
OO
LM
AIN
TE
NA
NC
E47
alth
ough
sta
te s
uper
inte
nden
tsha
ve r
epea
tedl
ype
titio
ned
thei
r le
gisl
atur
eF to
mak
e su
ch p
rovi
sion
.K
ansa
s, f
or in
-
stan
ce, l
evie
sne
ither
a s
tate
nor
a c
ount
yta
x an
d de
pend
s
sole
ly o
n lo
cal t
axat
ion
and
the
inco
me
from
the
perm
a-
nent
fun
d.R
epea
ted
atte
mpt
s ha
vebe
en m
ade
to p
lace
a st
ate
and
coun
tyta
x la
w o
n th
e st
atut
ebo
oks,
but
up
to
the
pres
ent t
ime
they
have
end
ed in
fai
lure
.
TA
BL
E 4
:- S
TA
TE
AN
D L
OC
AL
TA
XE
S O
N T
HE
PE
RC
EN
TA
GE
BA
SIS
Div
isio
ss
1894
-95
105-
619
06-7
Stat
e\
Loc
alT
axes
Tax
esSt
ate
Tax
esL
ocal
Ta
xes
Stat
eL
ocal
Tax
esT
axes
Nor
th A
tlant
ic S
tate
sSo
uth
Atla
ntic
Sta
tes
Sout
h C
entr
al S
tate
sN
orth
Cen
tral
Sta
tes
Wes
tern
Sta
tes
..
19.4
38.1
48.4 9.9
23.0
68.2
12.1
7
51.3
39.0
1
31.7
35.7
875
.46.
8861
.328
.70
71.6
7
53.9
142
.
11.8
2
41.0
138
.03
3.84
26.4
3
13.4
7
76.4
151
.89
32.0
269
.09
55.2
3
Uni
ted
Stat
es27
76
57.5
81.
4.69
69.6
467
.06
It s
houl
d be
und
erst
ood,
fina
lly, t
hat w
here
wea
lth
abou
nds
and
is f
airl
yw
ell d
istr
ibut
ed, a
s, f
orin
stan
ce, i
n
unif
orm
ly d
evel
oped
agri
cultu
ral s
tate
s, th
ere
is n
otth
e
sam
e ne
cess
ityfo
r a
stat
e sy
stem
of
taxa
tion
as w
here
the
stat
e pr
esen
ts th
e ex
trem
esof
wea
lth a
nd p
over
ty,
of c
on-
cent
rate
d po
pula
tion
and
scat
tere
d po
pula
tion.
Cou
nty
and
Tow
nshi
pT
axat
ion.
- A
fur
ther
insp
ectio
n
of T
able
4 r
evea
ls th
at67
.06
per
cent
o..c
hool
rev
e-
nues
of
the
coun
try
com
esfr
om lo
cal t
axes
, 13.
47 p
erce
nt
from
sta
te ta
xes,
and
19.
47 p
erce
nt f
rom
all
othe
r so
urce
s.
48T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
Unf
ortu
nate
ly th
e B
urea
u of
Edu
catio
n of
fers
no
stat
istic
ssh
owin
g ju
st h
ow th
e 67
.06
per
cent
is a
ppor
tione
d am
ong
coun
ty, t
own,
and
dis
tric
t. A
n ex
amin
atio
n of
man
y st
ate
repo
rts
show
s co
nclu
sive
ly, h
owev
er, t
hat t
here
is a
gra
dual
shif
ting
from
the
smal
l and
und
esir
able
dis
tric
t uni
t to
the
larg
er to
wn
and
coun
ty.
Tab
le 5
, tak
en f
rom
the
1905
repo
rt o
f th
e C
onne
ctic
ut B
oard
of
Edu
catio
n,ill
ustr
ates
this
tend
ency
.
TA
BL
E 5
.In
usT
RA
TL
NG
DE
CL
INE
OF
DIS
TR
ICT
TA
XA
TIO
N
YE
AR
DIS
TR
ICT
TA
X
PER
CE
NT
TO
WN
TA
xPE
RC
EN
TST
AT
ET
Ax
PER
CE
NT
1895
655,
177.
0226
.61,
195,
138.
8848
.625
5,88
3.50
10.4
1896
708,
509.
6328
.31,
259,
660.
7050
.326
1,66
4.50
10.4
1897
701,
634.
0825
.61,
474,
566.
1953
.829
0,81
8.67
10.6
1898
769,
686.
9427
.01,
384,
614.
1248
.629
1,84
8.84
10.2
2899
853,
437.
2527
.91,
661,
934.
0054
.431
3,14
0.46
10.2
1900
828,
015.
7827
.81,
489,
243.
4250
.131
5,36
0.23
10.6
1901
930,
327.
9829
71,
631,
727.
6752
.232
6,57
6.98
104
2902
659,
248.
0619
.12,
104,
120.
3461
.134
8,44
8.79
10.1
2903
664,
075.
8119
.22,
077,
105.
9860
.836
3,35
1.53
20.5
1904
641,
854.
4217
.02,
252,
557.
9859
.739
9,13
1.35
10.5
Con
clus
ion
Dra
wn.
It w
ill n
ow s
uffi
ce to
say
that
cir
-
cum
stan
ces
alon
e m
ust d
eter
min
e th
is m
atte
r of
taxa
tion.
In s
tate
s w
here
the
coun
ty s
yste
m o
f go
vern
men
t pre
vails
this
sho
uld
natu
rally
bec
ome
the
unit
of ta
xatio
n;in
stat
es w
here
the
tow
nshi
p is
the
polit
ical
uni
t of
gove
rn-
men
t thi
s sh
ould
like
wis
e be
com
e th
e un
it fo
r sc
hool
rev
e-
nue.
The
se r
emar
ks a
pply
in a
sim
ilar
man
ner
to c
oun-
RU
RA
L S
CH
OO
L M
AIN
TE
NA
NC
E49
ties
whe
re ti
lt. m
ixed
sys
tem
of
gove
rnm
ent p
reva
ils.
It is
very
ess
entia
l to
real
ize
that
the
idea
of
taxa
tion
shou
ldbe
con
sist
ent w
ith th
e ge
nera
l soc
ial a
nd p
oliti
cal h
abits
of th
e co
mm
unity
.In
no
case
doe
s it
seem
wis
e to
dep
end
on a
ny o
ne f
orm
of
taxa
tion
toth
e ex
clus
ion
of o
ther
s.
Exp
erie
nce
favo
rs a
com
bina
tion
of a
ll.W
e ha
ve f
ound
that
sta
te ta
xatio
n is
bot
h ju
st a
nd w
ise.
Loc
al ta
xatio
n,
mor
e th
an a
ny o
ther
age
ncy,
kee
ps a
live
and
fost
ers
loca
lin
tere
st in
sch
ool a
ffai
rs, a
nd w
ithal
dev
elop
s a
grea
t mea
s-
ure
of lo
cal i
ndep
ende
nce
and
self
-rel
ianc
e.W
hat o
urru
ral s
choo
ls d
eman
d, th
en, i
s (1
) a
pers
iste
nt a
nd r
atio
nal
scal
ing
up o
f al
l the
sev
eral
sou
rces
of
reve
nue
till a
true
equi
libri
um s
hall
appe
ar in
sta
te a
nd lo
cal t
axat
ion;
and
(2)
a lib
eral
incr
ease
of
taxa
tion
all a
long
the
line.
Thi
sal
one
can
elev
ate
the
rura
l sch
ool t
o th
e le
vel o
f th
e ci
ty
scho
olfi
nanc
ially
.
CH
APT
ER
IV
RU
RA
L S
CH
OO
LSU
PER
VIS
ION
Gen
eral
Sta
tem
ent :
the
Bus
ines
s Si
de.
The
tim
e
has
arri
ved
whe
nin
cide
ntal
and
slip
shod
supe
rvis
ion
in o
ur
rura
lsc
hool
s m
ust c
ease
.T
rue
educ
atio
nal
inte
rest
s
dem
and
this
.Sk
illed
sup
ervi
sion
is u
nden
iabl
y es
sent
ial
for
the
futu
reef
fici
ency
of
scho
oled
ucat
ion.
Inde
ed, a
ll
succ
essf
ul in
dust
rial
and
busi
ness
ent
erpr
ises
oft
he p
rese
nt
time
are
base
dan
d op
erat
ed o
n th
epr
inci
ple
of e
xper
t
supe
rvis
ion.
Tra
ined
spe
cial
ists
have
sys
tem
atiz
ed o
ur
gian
t ind
ustr
ies
and
busi
ness
ent
erpr
ises
till t
he m
inim
um
of c
ost h
asre
sulte
d in
the
max
imum
of
rem
uner
atio
n.
Shal
l we
not d
o as
wel
l by
our
scho
ols?
Sure
ly th
e on
ly
sens
ible
way
is to
appl
y th
e sa
me
busi
ness
pri
ncip
les
toth
e
man
agem
ent o
f ou
rsc
hool
s th
at w
e do
to o
urpr
ivat
e
affa
irs!
City
Supe
rvis
ion
vs.
Rur
al S
uper
visi
on.
Our
city
scho
ols
are
wel
lor
gani
zed,
wel
ldi
scip
lined
, and
wel
l
inst
ruct
ed, b
ecau
se w
eha
ve p
rofe
ssio
nal
city
sup
erin
-
tend
ents
.T
hese
arc
gen
eral
lyco
llege
men
who
,ha
ving
serv
ed th
eir
appr
entic
eshi
p as
inst
ruct
ors
orpr
inci
pals
in le
ss im
port
ant
scho
ols,
wer
e ad
vanc
edto
the
supe
rin-
so
IB
ES
TC
OP
YA
VA
ILA
BLE
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N5
1
tend
ency
bec
ause
of
real
wor
th a
nd th
orou
ghqu
alif
icat
ions
.
Prof
essi
onal
pre
stig
e an
dre
ason
able
rem
uner
atio
n ha
ve
enlis
ted,
and
bee
n su
ffic
ient
toco
ntin
ue, o
ur b
est e
duca
-
tiona
l tal
ent i
n th
is f
ield
.B
ut, m
eanw
hile
, wha
t of
our
rura
l sch
ools
?W
hat o
f th
e sc
hool
s in
whi
ch a
maj
ority
of A
mer
ican
chi
ldre
n m
ustr
ecei
ve th
eir
educ
atio
n? T
he
answ
er: T
hey
have
bee
n ne
glec
ted
mos
tsh
amef
ully
in
man
y se
ctio
nsof
the
coun
try
and
left
to a
hap
haza
rd
supe
rvis
ion
that
is u
sual
lyun
derp
aid
and
ofte
n bo
th u
n-
skill
ed a
nd in
effi
cien
t.A
nd is
it a
t all
surp
risi
ngth
at th
e
rura
l sch
ool s
uper
inte
nden
cydo
es n
ot a
ttrac
t and
reta
in
our
best
educ
atio
nal t
alen
t ?A
ssur
edly
not
.T
he o
ffic
e,
whi
ch in
rea
lity
is th
e m
ost
impo
rtan
t pub
lic h
oldi
ngin
the
gift
of
a co
mm
unity
,is
sel
dom
rec
ogni
zed
assu
ch b
y
the
gene
ral p
ublic
, a f
act
goin
g fa
r to
div
est i
t of
the
pro-
fess
iona
l dig
nity
whi
ch is
its
due.
As
a m
atte
r of
fac
t the
offi
ce is
all
too
ofte
n dr
agge
d to
the
leve
l of
part
y po
litic
s
and
mad
e to
dep
end
upon
polit
ical
fav
or in
stea
d of
in-
divi
dual
wor
th.
Whe
n to
this
we
add
the
slig
ht o
ppor
-
tuni
ty f
or p
rofe
ssio
nal
prom
otio
n in
the
supe
rint
ende
ncy
and
a sa
lary
oft
en s
oin
adeq
uate
as
to b
e be
ggar
ly, w
e
shal
l hav
e lit
t le
reas
on to
be
surp
rise
d th
at o
ur b
est t
each
ers
pref
er e
mpl
oym
ent e
lsew
here
.W
hat,
then
, can
be
done
or, r
athe
r,w
hat i
s be
ing
done
, to
rem
edy
thes
e de
fect
s in
our
syst
em ?
We
shal
l see
.
Ori
gin
of S
choo
l Boa
rds
and
Scho
ol S
uper
inte
nden
ts.
Rur
al s
choo
l sup
ervi
sion
,suc
h as
it is
, is
the
resu
ltof
long
52T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
grow
th. T
he M
assa
chus
etts
Act
of
1789
cha
rged
the
min
-
iste
rs o
f th
e G
ospe
l and
sel
ectm
en o
f th
e se
vera
l tow
nsor
dis
tric
ts w
ith th
e su
perv
isio
n of
sch
ools
.T
his
" sc
hool
com
mitt
ee "
was
cha
rged
with
the
elec
tion
of te
ache
rs,
the
visi
tatio
n an
d in
spec
tion
of s
choo
ls, t
he e
nfor
cem
ent
of d
isci
plin
e, a
nd m
any
othe
r du
ties.
Sim
ilar
com
mitt
ees
cam
e in
to e
xist
ence
in o
ther
sta
tes.
The
y w
ere
from
the
lead
ing
men
of
the
com
mun
ity w
ho to
ok c
omm
enda
ble
prid
e in
see
ing
that
the
mas
ter
earn
ed h
is s
alar
y "
and
kept
his
pupi
ls in
pat
hs o
f ri
ghte
ousn
ess
and
godl
ines
s."
The
irta
sks
wer
e bo
th o
f an
adm
inis
trat
ive
and
a su
perv
isor
yna
ture
.In
tim
e, a
s po
pula
tion
incr
ease
d, th
ese
dutie
sbe
cam
e m
ultip
lied
and
com
plex
, req
uiri
ng m
ore
time
than
an u
nsal
arie
d co
mm
ittee
wou
ld c
are
to g
ive
the
wor
k.T
he n
atur
al r
esul
t was
div
isio
n of
labo
r an
d sp
ecia
lizat
ion.
The
adm
inis
trat
ive
func
tions
hav
e be
en r
etai
ned
by th
esc
hool
com
mitt
ee w
hich
to-d
ay f
inds
exp
ress
ion
in th
e di
s-
tric
t, to
wn,
and
cou
nty
boar
d of
edu
catio
n, o
r ju
st p
lain
scho
ol b
oard
, whi
le th
e su
perv
isor
y fu
nctio
ns h
ave
been
dele
gate
d to
a s
uper
viso
r or
sup
erin
tend
ent,
who
se u
nit
of s
uper
visi
on c
orre
spon
ds w
ith th
e ad
min
istr
ativ
e un
it of
the
boar
d.T
he Q
uest
ion
of S
uper
visi
on U
nit.
The
fir
st o
f th
ese
vera
l pha
ses
of th
is q
uest
ion
to e
nter
into
our
dis
cuss
ion
may
wel
l be
the
unit
of s
uper
visi
on.
Thi
rty-
nine
sta
tes,
mai
nly
wes
t and
sou
th, l
eave
the
gene
: al s
uper
visi
on in
the
hand
s of
ele
ctiv
e or
app
oint
ive
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N53
offi
cial
sco
unty
sup
erin
tend
ents
or,
as
in L
ouis
iana
,
pari
sh s
uper
inte
nden
ts a
nd,
in M
ichi
gan
and
New
Yor
k,
resp
ectiv
ely,
cou
nty
and
dist
rict
com
mis
sion
ers
of e
duca
-
tion.
The
New
Eng
land
sta
tes
gene
rally
cho
ose
unio
n
dist
rict
or to
wn
(tow
nshi
p)su
peri
nten
dent
s.Se
vera
l
stat
es p
rovi
de b
oth
coun
tyan
d to
wns
hip
supe
rint
ende
nts
a ve
ryth
orou
ghgo
ing
syst
em.
Aga
in o
ther
s of
the
coun
ty u
nit c
lass
hav
epe
rmis
sive
legi
slat
ion
on th
eel
ec-
tion
of to
wns
hip
supe
rint
ende
nts.
A c
aref
ul in
vest
igat
ion
of th
esu
bjec
t will
sho
w th
at th
e
unit
of s
uper
visi
on w
hich
sui
ts o
nese
ctio
n of
the
coun
try
is n
ot n
eces
sari
ly th
e be
st u
nit
for
ever
y ot
her
sect
ion.
Says
the
Com
mitt
ee o
n R
ural
Scho
ols:
The
sim
plic
ity a
nd e
ffec
tiven
ess
of s
uper
visi
on a
re p
rom
oted
whe
n
the
units
of
polit
ical
org
aniz
atio
nan
d of
sch
ool a
dmin
istr
atio
n ar
e
iden
tical
. Thi
s co
nditi
on h
as it
slim
itatio
ns, h
owev
er, i
n th
e am
ount
of te
rrito
ry to
be
cove
red
and
in th
ede
nsity
of
popu
latio
n, w
hich
is
a va
ryin
g qu
antit
y.T
he m
ain
poin
t is
to b
ring
eve
ryru
ral s
choo
l of
the
coun
try
as f
ar a
s po
ssib
le u
nder
the
wat
chfu
l car
e of
a c
ompe
tent
supe
rvis
ing
offi
cer.
Res
pons
ibili
ty is
a s
tron
g st
imul
ant.
It is
one
of th
e w
eak
poin
ts in
our
pre
sent
sys
tem
that
too
ofte
n th
e ru
ral
scho
ol-t
each
er is
res
pons
ible
to n
o on
e.
Tow
nshi
p an
d D
istr
ict S
uper
inte
nden
tsin
New
Eng
land
.
The
ena
ctm
ent o
f th
e M
assa
chus
etts
Supe
rvis
ion
Law
,
in 1
888,
mar
ks th
e be
ginn
ing
of g
reat
thin
gs in
New
Eng
land
rur
al s
choo
l org
aniz
atio
n,m
etho
ds o
f in
stru
ctio
n
and
disc
iplin
e.H
eret
ofor
e sc
hool
sup
ervi
sion
was
hard
ly
wor
th th
e na
me.
The
wor
k of
the
earl
y co
mm
ittee
had
L. A
54T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
been
lim
ited
to in
cide
ntal
vis
itatio
n on
ce o
r tw
ice
a ye
ar.
Eve
n w
hen
late
r th
e la
w r
equi
red
them
to e
lect
one
of th
eir
own
num
ber
to a
ct a
s su
perv
isor
of c
omm
on s
choo
ls,
at a
sta
ted
sum
per
die
m, n
o m
arke
d im
prov
emen
t was
notic
ed.
The
rea
son
is n
ot f
ar to
see
k: s
uch
supe
rvis
ors
wer
e us
ually
men
of
affa
irs
who
sevi
tal i
nter
ests
cen
tere
din
som
e ot
her
occu
patio
n, w
ho g
ave
the
wor
k of
scho
ol
supe
rviF
ion
only
suc
h tim
e as
they
cou
ld s
pare
fro
m th
eir
regu
lar
busi
ness
.T
hey
lack
ed p
rofe
ssio
nal t
rain
ing
and
scho
olro
om e
xper
ienc
e.M
oreo
ver,
the
tera
ulie
ratio
n w
as
too
mea
ger
to b
e an
indu
cem
ent t
o th
eir
best
eff
orts
.M
anif
estly
, the
sol
utio
n la
y in
larg
er s
uper
viso
ry d
is-
tric
ts.
Tow
ns c
ould
be
brou
ght t
oget
her
for
the
purp
ose
of s
uper
visi
on in
num
bers
suf
fici
ently
larg
e to
war
rant
the
enga
gem
ent o
f a
prof
essi
onal
sup
erin
tend
ent,
who
shou
ld
devo
te h
is e
ntir
e tim
e to
wor
k in
suc
h a
unio
n di
stri
ct.
His
sal
ag c
ould
then
be
paid
on
a pr
o ra
ta b
asis
by
the
seve
ral t
owns
com
pris
ing
the
dl3t
rict
.T
his
was
the
plan
real
ized
und
er th
e M
assh
uset
ts A
ct o
f 18
88.
In M
assa
chus
etts
.T
his
act h
as b
roug
ht p
ract
ical
lyth
e en
tire
rura
l pop
ulat
ion
of th
e st
ate
unde
r pr
ofes
sion
al
supe
rvis
ion.
The
res
ults
hav
e be
en a
lmos
t phe
nom
enal
.A
s ea
rly
as 1
896
the
Stat
e B
oard
of
Edu
catio
n w
rote
:
Whe
reve
r th
is p
olic
y ha
s be
en f
airl
y tr
ied,
whe
ther
in th
e la
rge
citie
s or
in th
e sm
all t
owns
, the
rec
ogni
tion
of it
s im
port
ance
as
apr
ime
fact
or in
the
impr
ovem
ent o
f th
e pu
blic
sch
ools
is n
earl
y or
qui
te
univ
ersa
lPr
actic
ally
, the
que
stio
n m
ay b
e sa
id to
hav
e pa
ssed
the
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N55
deba
tabl
e st
age.
The
chi
ef b
enef
its r
esul
ting
from
the
empl
oym
ent
of tr
aine
d an
d sk
illfu
l sup
erin
tend
ents
are
thes
e: m
ore
regu
lar
and
incr
ease
d at
tend
ance
, gre
ater
eco
nom
y in
the
expe
nditu
re o
f m
oney
,an
d gr
eate
r in
tere
st in
the
scho
ols
on th
e pa
rt o
f th
e pu
pils
, par
ents
,an
d th
e co
mm
unity
in g
ener
al.
In C
onne
ctic
ut.
We
shal
l not
take
the
time
to d
iscu
ssth
e de
tails
of
the
Mas
sach
uset
ts A
ct, b
ut m
ay in
stea
dco
nsid
er s
ome
of th
e in
tere
stin
g pr
ovis
ions
of
anot
her
law
of g
reat
impo
rtan
ce; n
amel
y, th
e C
onne
ctic
ut A
ct o
f 19
03.
Whi
le in
pri
ncip
le th
e tw
o ar
e m
uch
alik
e, C
onne
ctic
utha
s pr
ofite
d by
the
expe
rien
ces
of h
er n
eigh
bor
and
im-
prov
ed u
pon
the
earl
ier
act.
The
lead
ing
prov
isio
ns m
ay
be s
umm
ed u
p as
fol
low
s:
SEC
TIO
N I
. The
larg
er to
wns
may
thro
ugh
thei
r sc
hool
com
-m
ittee
elec
t a s
uper
inte
nden
t of
scho
ols,
fix
his
sal
ary,
and
pre
scri
behi
s du
ties.
Seve
ral t
owns
are
act
ing
succ
essf
ully
und
er th
is c
laus
e.SE
CT
ION
II.
Tw
o or
mor
e to
wns
whi
ch to
geth
er e
mpl
oy n
ot le
ssth
an tw
enty
-fiv
e no
r m
ore
than
fif
ty te
ache
rs m
ay u
nite
to f
orm
asu
perv
isio
n di
stri
ct. A
join
t sch
ool c
omm
ittee
may
then
be
appo
inte
d,w
hich
sha
ll be
a jo
int c
omm
ittee
on
beha
lf o
f th
e se
vera
l tow
ns c
on-
stitu
ting
the
supe
rvis
ion
dist
rict
.T
his
com
mitt
ee s
hall
then
em
ploy
a su
peri
nten
dent
, fix
and
app
ortio
n hi
s sa
lary
, and
man
age
the
affa
irs
of th
e di
stri
ct.
Four
dis
tric
ts o
f tw
o to
wns
eac
h ha
ve b
een
orga
nize
d un
der
this
cla
use.
SEC
TIO
N I
IIW
here
ver
a su
peri
nten
dent
has
bee
n em
ploy
ed a
c-co
rdin
g to
the
prov
isio
ns o
f Se
ctio
n II
, the
sta
te s
hall
pay
one
half
of s
uch
supe
rint
ende
nt's
sal
ary,
pro
vide
d th
at it
sha
ll no
t pay
to e
x-ce
ed S
800
in o
ne y
ear
to a
ny o
ne d
istr
ict.
SEC
TIO
N I
V. T
he s
uper
inte
nden
t mus
t hav
e ha
d at
leas
t fiv
e ye
ars'
succ
essf
ul e
xper
ienc
e as
teac
her
or s
uper
inte
nden
t or
hold
a c
er-
tific
ate
of a
ppro
val b
y th
e st
ate
boar
d of
edu
catio
n.
56'T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
SEcr
IoN
V. T
he s
tate
is a
utho
rize
d to
app
oint
age
nts
who
sha
llbe
sup
erin
tend
ents
in to
wns
hav
ing
ten
or le
ss te
ache
rs.
In s
uch
case
the
tow
n pa
ys o
ne f
ourt
h of
suc
h su
peri
nten
dent
's s
alar
y an
dth
e st
ate
the
rem
aini
ng th
ree
four
ths.
Eig
ht to
wns
hav
e ap
plie
dfo
r ag
ents
und
er th
is c
laus
e, a
nd a
ppoi
ntm
ents
hav
e be
en m
ade.
Fran
k 0.
Jon
es o
n th
e C
onne
ctic
ut a
nd M
assa
chus
etts
Syst
ems.
Mr.
Fra
nk 0
. Jon
es, s
tate
age
nt io
r th
e to
wns
of P
rosp
ect a
nd N
orth
Can
aan,
in h
;., r
epor
t to
the
secr
e-ta
ry o
f th
e C
onne
ctic
ut S
tate
Boa
rd o
f E
duca
tion,
mak
esa
very
inst
ruct
ive
com
pari
son
of th
is la
w w
ith th
e M
assa
-ch
uset
ts la
w, w
hich
is h
ere
repr
oduc
ed in
par
t.H
esa
ys:
The
out
look
for
sup
ervi
sion
in C
onne
ctic
ut is
esp
ecia
lly g
ood
whe
nco
mpa
riso
n is
mad
e be
twee
n its
sup
ervi
sion
law
and
that
of
Mas
sa-
chus
etts
, und
er w
hich
sup
ervi
sion
has
bee
n ex
trao
rdin
arily
suc
cess
ful.
The
Mas
sach
uset
ts la
w w
as e
nact
ed in
188
8.C
onne
ctic
ut, t
here
-fo
re, w
as e
nabl
ed to
pro
fit b
y th
e ex
peri
ence
of
her
neig
hbor
and
toim
prov
e up
on th
e ea
rlie
r la
w.
In th
e M
assa
chus
etts
law
no
qual
i-fi
catio
ns o
n th
e pa
rt o
f th
e su
peri
nten
dent
wer
e re
quir
ed, e
ither
of
educ
atio
n or
of
expe
rien
ce.
In C
onne
ctic
ut th
e su
peri
nten
dent
mus
t hav
e ha
d.;v
e ye
ars'
suc
cess
ful e
xper
ienc
e as
a te
ache
ror
sup
erin
tend
ent,
or m
ust h
old
a ce
rtif
icat
e of
app
rova
l by
the
stat
ebo
ard
of e
duca
tioo.
Bot
h la
ws
perm
it tw
o or
mor
e to
wns
to u
nite
for
the
purp
ose
of e
mpl
oyin
g a
supe
rint
ende
nt f
or th
e di
stri
ct.
The
stat
e of
Mas
sach
uset
ts, h
owev
er, p
ays
to th
e di
stri
ct o
ne h
alf
of s
uch
supe
rint
ende
nt's
sal
ary
up to
S75
o, w
hile
Con
nect
icut
rei
mbu
rses
the
dist
rict
for
one
hal
f of
suc
h sa
lary
up
to $
goo.
The
Con
nect
icut
law
has
a s
ectio
n, w
hich
has
no
coun
terp
art i
n th
e M
assa
chus
etts
law
, ena
blin
g a
tow
n em
ploy
ing
not m
ore
than
ten
teac
hers
to a
pply
to th
e st
ate
boar
d of
edu
catio
n to
app
oint
a s
uper
inte
nden
t, th
e to
wn
payi
ng o
ne f
ourt
h an
d th
e st
ate
thre
e fo
urth
s of
his
sal
ary.
The
num
-
b 'A
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N57
ber
of s
choo
ls b
eing
lim
ited
to te
n, a
sup
erin
tend
ent o
f co
nsid
erab
leex
peri
ence
may
be
able
to ta
ke c
harg
e of
the
scho
ols
of s
uch
a to
wn
in a
dditi
on to
his
wor
k in
a la
rger
pla
ce, t
hus
givi
ng th
e sm
all c
ount
ryto
wns
the
unus
ual a
dvan
tage
of
havi
ng s
uper
visi
on o
f eq
ual e
ffic
ienc
yw
ith th
at o
f th
e la
rger
tow
ns.
In O
ther
New
Eng
land
Sta
tes.
The
oth
er N
ew E
ng-
land
sta
tes
have
per
mis
sive
legi
slat
ion
on th
e su
bjec
t of
unio
n di
stri
ct s
uper
visi
on.
Mai
ne a
nd N
ew H
amps
hire
have
mad
e re
mar
kabl
e pr
ogre
ss in
sch
olas
tic li
nes
sinc
eth
e en
actm
ent o
f th
e la
w; R
hode
Isl
and
has
give
n it
som
eat
tent
ion;
Ver
mon
t, th
e la
st s
tate
in th
e gr
oup
to a
dopt
the
syst
em, h
as ju
st p
lace
d a
very
eff
ectiv
e la
w u
pon
itsst
atut
e bo
oks.
Ohi
o an
d se
vera
l oth
er s
tate
s w
estw
ard
have
a f
ewun
ion
dist
rict
s or
tow
nshi
p di
stri
cts
in th
e ex
peri
men
tal
stag
e.Su
ch d
istr
icts
are
unq
uest
iona
bly
the
mos
t sat
is-
fact
ory
supe
rvis
ion
units
in s
tate
s un
der
tow
nshi
p or
gan-
izat
ion,
and
may
, no
doub
t, pr
ove
satis
fact
ory
in s
tate
sun
der
the
mix
ed c
ount
y-to
wns
hip
syst
em a
s w
ell.
The
Cou
nty
Supe
rint
ende
ncy.
The
sta
tes
whi
ch m
ain-
tain
cou
nty
supe
rint
ende
nts
exem
plif
y va
riou
s st
ages
of
evol
utio
n in
cou
nty
supe
rvis
ion.
Som
e fe
w h
ave
deve
l-
oped
tisy
:Aem
in a
ver
y sa
tisfa
ctor
y w
ay a
nd a
ttain
goo
d
resu
lts; b
ut a
maj
ority
of
stat
es u
nder
cou
nty
orga
niza
-tio
n ca
nnot
boa
st s
uch
resu
lts.
Cou
nty
supe
rvis
ion,
as
now
gen
eral
ly p
ract
iced
, doe
s no
t dis
char
ge th
e im
port
ant
dutie
s of
clo
se,
inte
llige
nt,
help
ful s
uper
visi
on.
Som
e
of th
e ol
der
stat
es s
outh
war
d ha
ve b
een
very
neg
lect
ful
s8T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
of s
choo
l sup
ervi
sion
.T
here
are
sta
tes
in o
ur U
nion
in
whi
ch, u
ntil
rece
ntly
,ru
ral s
choo
l sup
ervi
sion
exi
sted
in
nam
e on
ly.
Ark
ansa
s, f
or e
xam
ple,
has
been
sat
isfi
ed
for
year
s to
get
alo
ng w
ithsu
ch in
cide
ntal
sup
ervi
sion
as
her
" co
unty
exa
min
ers
"m
en s
imila
r to
the
old
New
Eng
land
dis
tric
t sup
ervi
sors
,w
ith w
hom
sch
ool i
nspe
ctio
n
was
a s
ide
issu
era
ther
than
voc
atio
nca
red
to g
ive.
Fort
unat
ely
for
the
futu
reof
her
sch
ools
the
stat
e is
evt
.n
now
pas
sing
fro
mth
e an
tiqua
ted
exam
iner
sys
tem
toth
at
of c
ount
y su
peri
nten
dent
.Se
vera
l of
the
youn
ger
stat
es
suff
er u
nder
sim
ilar
diff
icul
ties.
Such
a o
ne is
Nev
ada.
Her
e a
stat
e le
gisl
atur
e, in
evi
dent
har
mon
yw
ith e
cono
my
but w
ith u
tter
disr
egar
d fo
rth
e pr
ospe
rity
of
the
rura
l
scho
ols,
pas
sed
anac
t in
1885
abo
lishi
ngth
e co
unty
supe
rint
ende
ncy
and
mak
ing
dist
rict
atto
rney
s ex
off
icio
-...o
unty
sup
erin
tend
ents
of s
choo
lsan
act
whi
ch w
as
deno
unce
d by
the
stat
e su
peri
nten
dent
as
" vi
ciou
s, r
et-
rogr
ade
legi
slat
ion
and
a st
andi
ng r
epro
ach
to th
e
stat
e."
Cou
nty
Supe
rvip
ion
asit
ofte
n Is
. The
mos
t per
plex
-in
g th
ing
in th
e m
atte
rof
cou
nty
supe
rvis
ion
is th
e ge
ner-
ally
larg
e un
it.T
he c
ount
y, in
deed
, is
as m
uch
too
larg
e
for
such
pur
pose
s as
the
tow
nshi
pis
too
smal
l.T
he
stat
emen
t as
here
mad
e is
gen
eral
and
has
its e
xcep
tions
;
for
ther
e ar
e to
be
foun
d m
any
coun
ties
whi
ch c
erta
inly
are
neith
er to
o I.
2.1g
e no
rha
ve th
ey to
o m
any
teac
hers
for
one
able
st..
1,f
rint
ende
nt to
man
age.
But
, ave
ragi
ng
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N59
thin
gs u
p, w
e fi
nd it
is ju
st a
s un
reas
onab
le to
exp
ect
satis
fact
ory
resu
lts f
rom
cou
nty
supe
rvis
ion
as n
ow g
en-
eral
ly p
ract
iced
as
it w
as u
nder
the
old
tow
n re
gim
e.T
each
ers
who
hav
e ta
ught
in r
ural
sch
ools
, and
who
are
ther
efor
e co
nver
sant
with
the
fact
s in
the
case
, agr
ee th
atth
e co
unty
sup
erin
tend
ent,
even
whe
n qu
alif
ied
and
pro-
gres
sive
,is
una
ble
by r
easo
n of
cir
cum
stan
ces
to g
ive
them
eff
ectiv
e as
sist
ance
in s
uper
visi
on.
His
per
func
tory
" ca
lls "
once
or
twic
e du
ring
the
scho
ol y
ear
can
hard
lybe
dig
nifi
ed w
ith th
e na
me
supe
rvis
ion.
Such
vis
its to
oof
ten
take
the
natu
re o
f an
inqu
isiti
on to
bot
h te
ache
ran
d pu
pils
, and
his
dep
artu
re is
wel
com
ed w
ith a
sig
h of
relie
f.N
o on
e in
par
ticul
ar is
res
pons
ible
for
this
con
di-
tion
of a
ffai
rs.
The
sup
erin
tend
ent i
s, a
nd r
emai
ns, a
stra
nger
to th
e av
erag
e ru
ral c
hild
and
to m
any
rura
lte
ache
rs.
He
com
es o
ut f
rom
the
coun
ty s
eat o
ccas
iona
lly
to c
ritic
ise,
they
say
, and
to s
how
his
aut
hori
ty a
s th
e du
lyel
ecte
d he
ad o
f th
e co
unty
sch
ools
!
But
, as
has
been
sai
d, th
e av
erar
sup
erin
tend
ent i
s an
offi
cial
who
se ti
me
is g
iven
to d
raw
ing
war
rant
s, is
suin
gci
rcul
ar le
tters
, com
pilin
g st
atis
tics,
and
per
form
ing
othe
rcl
eric
al d
utie
s in
cide
nt to
his
off
ice.
To
man
y su
peri
n-te
nden
cs th
e of
fice
wor
k ap
pear
s th
e m
ost i
mpo
rtan
t.T
hrou
gh it
they
com
e in
touc
h w
ith th
e po
litic
al w
orld
whi
ch p
lace
d th
em in
off
ice,
and
the
com
mis
sion
ers
who
vote
them
thei
r pa
y.T
he m
onth
ly te
ache
rs' m
eetin
g an
dth
e an
nual
teac
hers
' ins
titut
e ar
e th
eir
,:hie
fso
urce
of
6oT
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
cont
act w
ith th
eir
teac
hers
and
com
plet
es th
e ci
rcle
of
thei
r an
nual
rou
tine.
It is
agr
eed
that
the
coun
ty u
nit i
s to
o la
rge;
but
, the
n,w
hat c
an b
e do
ne a
bout
it ?
The
you
nger
sta
tes
with
thei
rla
rge
coun
ties
and
spar
se p
opul
atio
n an
d th
e po
ores
tam
ong
the
olde
r st
ates
, we
fear
, are
des
tined
to s
trug
gle
alon
g in
muc
h th
e sa
me
way
that
they
are
now
doi
ng f
orye
ars
to c
ome.
But
this
nee
d no
t be
the
case
with
the
larg
enu
mbe
r of
wea
lthy,
wel
l-po
pula
ted
stat
es u
nder
cou
nty
supe
rvis
ion.
Whe
neve
r a
busi
ness
man
rea
lizes
that
his
bus
ines
sen
terp
rise
has
gro
wn
to s
uch
dim
ensi
ons
that
he
can
nolo
nger
do
the
wor
k al
one
with
out '
seri
ousl
y cr
ippl
ing
his
busi
ness
, he
imm
edia
tely
cas
ts a
bout
for
ass
ista
nce.
Thi
sis
bus
ines
s in
the
busi
ness
wor
ld.
Why
sho
uld
it ..o
t be
the
sam
e in
the
educ
atio
nal w
orld
?Pr
opos
ed R
emed
ies.
The
rea
lly e
ncou
ragi
ng f
eatu
reof
the
who
le s
ituat
ion
is th
at e
duca
tors
are
ful
ly a
live
to th
e se
riou
snes
s of
the
sita
atio
n.Se
vera
l rem
edie
s ar
e
prop
osed
.O
ne p
lan
is to
fur
nish
the
supe
rint
ende
nt w
ithco
mpe
tent
off
ice
help
, whi
ch w
ould
ena
ble
him
to s
pend
all h
is ti
me
in th
e fi
eld,
to v
isit
the
scho
ols,
vis
it th
e pa
tron
s,
hold
tow
nshi
p an
d co
unty
sch
ool m
eetin
gs, a
nd o
it;an
ize
pare
nts'
mee
tings
.In
sho
rt, i
t wou
ld g
ive
him
tim
e to
lead
, to
orig
inat
e, to
pro
mot
e th
ings
edu
catio
nal.
Ano
ther
plan
is to
sub
divi
de th
e co
unty
into
two
or m
ore
supe
rvis
ion
dist
rict
s, a
s th
ey m
ay b
e ne
eded
; eac
h to
be
supe
rvis
ed b
r
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N61
a pr
actic
al te
ache
r ap
poin
ted
by th
eco
unty
sup
erin
tend
.en
t, w
ho s
hall
inva
riab
ly b
e he
ldre
spon
sibl
e fo
r th
eco
n-du
ct o
f hi
s ap
poin
tive
depu
ties.
Bot
h pl
ans
are
cert
ainl
yfe
asib
le a
nd s
houl
d be
giv
ense
riou
s tr
ial.
Wha
t Som
e St
ates
are
acco
mpl
ishi
ng f
or B
ette
r C
ount
ySu
perv
isio
n.A
num
ber
of W
isco
nsin
coun
ties
prov
ide
cler
ical
ass
ista
nts
for
thei
r su
peri
nten
dent
s.M
inne
sota
advo
cate
s th
e ap
poin
tmen
tof
an
assi
stan
t cou
nty
supe
rin-
tend
ent i
n ev
ery
coun
ty o
fon
e hu
ndre
d an
d fi
fty
or m
ore
dist
rict
s.T
he K
ansa
s E
duca
tiona
lC
omm
issi
on h
opes
for
the
enac
tmen
t of
a la
w to
pro
vide
sup
erin
tend
ents
who
have
sev
enty
-fiv
eor
mor
e te
ache
rs w
ith c
leri
cal h
elp,
atle
ast d
urin
g th
eir
busy
seas
on.
New
Jer
sey
appr
opri
ates
S000
per
ann
um f
orev
ery
tow
nshi
p th
at e
mpl
oys
a su
-pe
rint
ende
ntor
, as
ther
eca
lled,
sup
ervi
sing
pri
ncip
al.
Ore
gon
furn
ishe
s al
lne
cess
ary
offi
ce h
elp;
the
sam
e is
true
of
Cal
ifor
nia.
Nor
th D
akot
a in
sist
s th
at th
esu
per-
inte
nden
t sho
uld
have
suf
fici
ent
assi
stan
ce s
o th
at h
e an
dhi
s de
putie
s w
ould
eac
h ha
veth
e su
perv
isio
n of
not
mor
eth
an f
ifty
sch
ools
.
From
the
abov
e an
dan
abu
ndan
ce o
f lik
e te
stim
ony
from
oth
er s
tate
s w
eca
n ge
t som
e co
ncep
tion
of th
e he
ad-
way
mak
ing
for
mor
e sa
tisfa
ctor
yco
unty
sup
ervi
sion
.A
sec
ond
phas
e of
this
que
stio
nis
the
elec
iion
of th
esu
per
inte
nden
t.
The
Sup
erin
tend
ent m
ust b
ere
mov
ed f
rom
Par
ty P
oli.
tics.
It is
con
cede
d th
at r
ural
supe
twis
ion
cann
ot b
epu
t
62
THE AMERICAN RURAL
SCHOOL
on a
true
pro
fess
iona
lba
sis
befo
re th
e el
ectio
n of
the
supe
rint
ende
nt is
rem
oved
fro
m p
arty
pol
itics
.T
he e
limi-
natio
n of
par
tisan
ship
is th
e on
ly g
uara
ntee
we
have
that
qual
ific
atio
ns a
ndre
al f
itnes
s of
the
cand
idat
ew
ould
be
give
n ju
stco
nsid
erat
ion.
Now
, whe
re th
eof
fice
is p
oliti
cal,
man
yof
our
bes
t tea
cher
s de
emit
unpr
ofes
sion
al to
ent
er
the
cont
est f
or o
ffic
e, a
ndth
e m
ere
polit
ical
vot
e-ge
tter
wal
ks o
ff w
ith th
e of
fice
.Fo
rtun
atel
y th
is e
vil
is li
mite
d m
ainl
y to
the
Wes
tern
and
Sout
hern
sta
tes,
and
eve
nhe
re a
str
ong
sent
imen
t
is a
t wor
k to
cor
rect
it.
Whe
re to
wns
hip
or to
wns
hip-
dist
rict
sup
ervi
sion
pre
vails
the
supe
rint
ende
nt is
cho
sen
by
the
tow
n sc
hool
com
mitt
ee o
r jo
int
tow
n di
stri
ct c
omm
ittee
.
Such
ele
ctio
n is
str
ictly
non
-par
tisan
.E
ven
coun
ty s
uper
-
inte
nden
ts a
re n
ot a
lway
s le
ft to
pop
ular
elec
tion.
In s
ome
stat
es th
ey a
re c
hose
n by
cou
nty
boar
ds o
f ed
ucat
ion;
in o
ther
s by
the
stat
ebo
ard
of e
duca
tion;
and
inst
ill
othe
rs b
y th
e st
ate
supe
rint
ende
nt.
How
ele
cted
in N
ew J
erse
yan
d Pe
nnsy
lvan
ia.
New
Jers
ey is
an
exam
ple
of a
sta
te in
whi
ch th
e st
ate
boar
d
of e
duca
tion
elec
ts a
ll co
unty
sup
erin
tend
ents
.T
he la
tter
are
look
ed u
pon
asst
ate
offi
cers
, and
pro
visi
ons
are
ac-
cord
ingl
y m
ade
for
the
paym
ent o
f th
eir
sala
ries
by
the
stat
e, w
hich
is g
ener
ous
in it
s su
ppor
tof
pub
lic s
choo
ls,
payi
ng b
oth
teac
hers
and
sup
erin
tend
ents
livi
ngsa
lari
es.
Cou
nty
supe
rint
ende
nts
rece
ive
$2000
per
annu
mfr
om
the
stat
e an
d an
allo
wan
ceof
$35
0 fr
om th
e co
unty
for
RURAL SCHOOL SUPERVISION
63
trav
elin
g ex
pens
es.
In P
enns
ylva
nia
the
scho
ol b
oard
sof
eac
h co
unty
mee
t in
mas
s co
nven
tion
and
elec
t a c
ount
y
supe
rint
ende
nt f
or a
thre
e-ye
ar te
rm.
The
met
hod
has
prov
ed v
ery
satis
fact
ory.
It r
emov
ed th
e of
fice
fro
m
part
y po
litic
s ; p
lace
d it
dire
ctly
in th
e ha
nds
of th
e sc
hool
offi
cers
them
selv
es ;
and
give
s th
em w
ithal
an
oppo
rtun
ityto
com
e in
to c
lose
r re
latio
nshi
p w
ith e
ach
othe
r.N
orth
Car
olin
a m
ay w
ell s
erve
as
anot
her
exam
ple
ofa
stat
e pu
rsui
ng a
libe
ral p
olic
y in
the
elec
tion
of c
ount
y
supe
rint
ende
nt.
Her
e he
is c
hose
n by
the
coun
ty b
oard
of e
duca
tion,
with
out r
egar
d to
pol
itics
.T
hest
ate
supe
r-in
tend
ent o
f pu
blic
inst
ruct
ion
in h
is in
terp
reta
tion
ofth
is s
ectio
n of
the
revi
sed
stat
utes
fin
ds o
ccas
ion
to m
ake
use
of th
ese
ring
ing
wor
ds :
Rin
ging
Wor
ds f
rom
Nor
th C
arol
ina.
The
boa
rd h
as n
o m
ore
impo
rtan
t dut
y th
an th
is, o
f el
ectin
g a
coun
ty s
uper
inte
nden
t.I
beg
to u
rge
the
obse
rvan
ce o
f th
e fo
llow
ing
in th
e se
lect
ion
of a
coun
ty s
uper
inte
nden
t :(1
) W
ithou
t fea
r, w
ithou
t pre
judi
ce, p
oliti
cal o
r se
ctar
ian,
hav-
ing
befo
re y
our
eyes
onl
y th
e w
elfa
re o
f th
e ch
ildre
n an
dth
e su
cces
s
of th
e pu
blic
sch
ools
, sel
ect t
he m
ost c
ompe
tent
man
to b
e ha
d fo
rth
e m
oney
, cho
osin
g hi
m f
rom
you
r co
unty
if s
uch
a m
an is
to b
efi
iund
ther
e, a
nd if
not
to b
e fo
und
in th
e co
unty
, see
king
him
whe
r-ev
er h
e ca
n be
fou
nd, a
s th
e la
w p
erm
its.
(2)
If y
our
pres
ent
coun
ty s
uper
inte
nden
t pos
sess
esth
e ne
cess
ary
qual
ific
atio
ns f
or a
succ
essf
ul a
dmin
istr
atio
n of
his
del
icat
e, d
iffi
cult,
and
impo
rtan
tdu
ties,
as
I tr
ust h
e m
ay, r
eele
ct h
im a
nd g
ive
him
ach
ance
tosh
ow w
hat i
s in
him
and
to m
ake
a gr
eate
r su
cces
s of
his
wor
k, b
ypa
ying
him
, if
poss
ible
, a s
uffi
cien
t sal
ary,
unde
r Se
ctio
n 27
82, t
oju
stif
y hi
m in
giv
ing
all h
is ti
me
and
thou
ght t
oth
e w
ork
of s
uper
-
64T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
visi
on, a
nd to
just
ify
you
in r
equi
ring
him
todo
this
.(3
) T
ake
dvan
tage
of
the
law
and
pay
you
r su
peri
nten
dent
as
larg
ea
sala
ry
as y
our
scho
ol f
und
will
just
ify,
but
be s
ure
that
you
get
mor
e m
an
and
mor
e tim
t for
mor
e m
oney
.
Min
neso
ta P
lan
of E
lect
ing
Supe
rint
ende
nts.
Min
ne-
sota
is s
till a
noth
er o
f th
e m
any
prog
ress
ive
stat
esst
riv-
ing
to a
ttain
a p
rofe
ssio
nal
basi
s in
cou
nty
supe
rvis
ion.
Her
e th
e of
fice
of
coun
ty s
uper
inte
nden
tis
stil
l pol
itica
l,
thou
gh it
is o
nly
a qu
estio
nof
tim
e w
hen
it sh
all b
e re
-
mov
ed f
rom
par
ty p
oliti
cs.
A r
ecen
t leg
isla
tive
com
-m
ittee
of
the
Min
neso
ta E
duca
tiona
l Ass
ocia
tion
reco
m-
men
ds th
e fo
llow
ing
exce
llent
pla
n as
a s
ubst
itute
for
the
prev
ailin
g m
ode
of e
lect
ing
supe
rint
ende
nts
:
The
cre
atio
n of
a c
ount
y bo
ard
of e
duca
tion,
to b
e el
ecte
d at
the
annu
al s
choo
l mee
ting
; suc
h bo
ard
to b
e no
n-pa
rtis
an ;
one
mem
ber
of s
uch
boar
d to
be
elec
ted
from
eac
h co
unty
com
mis
sion
er's
dis
tric
t ;
the
term
of
offi
ce to
be
four
yea
rs. A
t the
fir
st e
lect
ion
odd-
num
bere
d
dist
rict
s to
ele
ct f
ur tw
o ye
ars.
Such
boa
rd to
mee
t fou
r tim
es a
year
.T
he m
embe
rs o
f su
ch b
oard
to b
e pa
id a
ctua
l tra
velin
g ex
-
pens
esan
d pe
r di
em c
ompe
nsat
ion.
Such
boa
rd to
ele
ct th
e co
unty
supe
rint
ende
nt o
f sc
hool
s, T
he c
ount
y su
peri
nten
dent
tobe
ele
cted
for
two
year
s, a
nd to
be
ex-o
ffic
io m
embe
r uf
the
boar
d.C
ount
ysu
peri
nten
dent
s to
be
paid
a m
inim
um s
alar
yof
$15
per
dis
tric
t ;pr
ovid
e.i,
how
ever
, tha
t in
coun
ties
of 1
:0 d
istr
icts
or
over
an
as-
sist
ant s
uper
inte
nden
t sha
ll be
en
,,age
,i ; p
rovi
ded,
als
o,th
at c
ount
ysu
peri
nten
dent
s sh
all r
ecei
ve a
s tr
avel
ing
expe
nses
a s
umno
t to
ex-
ceed
$3
per
dist
rii:t
for
act
ual e
xpcn
ses
incu
rred
in v
isiti
ngsc
hool
s.
Tha
t ex-
coun
ty s
uper
inte
nden
ts a
nd p
resc
ntin
cum
bent
s sh
all b
e
elig
ible
to o
ffic
e ;
qual
ific
atio
n fo
r of
fice
to b
e th
e ho
ldin
g of
a f
irst
-
grad
e ce
rtif
icat
e ur
;eq
uiva
lent
.
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N65
Such
a p
lan,
as
here
outli
ned,
pre
sent
sm
any
adva
n-ta
ges:
1.It
leav
es th
e el
ectio
n of
supe
rint
ende
nt in
the
hand
sof
a n
on-p
artis
an b
oard
.2.
It in
crea
ses
the
inte
rest
in a
ndim
port
ance
of
the
annu
al s
choo
l mee
tings
.3.
It p
rovi
des
a liv
ing
sala
ry, a
nd, i
n la
rge
coun
ties,
an a
ssis
tant
sup
erin
tend
ent.
4.It
pre
scri
bes
som
e re
ason
able
qual
ific
atio
ns f
or th
eof
fice
.
The
Kan
sas
Plan
of
Igo8
.T
he K
ansa
s E
duca
tiona
lC
omm
issi
on o
ffer
s th
e fo
llow
ing
plan
for
rem
ovin
g th
esu
peri
nten
denc
y fr
om p
arty
pol
itics
, whi
chw
as r
epor
ted
to th
e St
ate
Tea
cher
s' A
ssoc
iatio
a he
ld in
Dec
embe
r,19
08, a
nd a
dopt
ed b
y it:
Firs
t, th
e ca
ndid
ates
for
cou
nty
supe
rint
ende
nt s
hall
be th
etw
ole
gally
qua
lifie
d pe
rson
s re
ceiv
ing
the
high
est n
umbe
r of
vote
s fo
rsu
ch n
omin
atio
n ca
st b
y th
e le
gal s
choo
lm
eetin
gs n
ext p
rece
ding
the
bien
nial
gen
eral
ele
ctio
n; s
econ
d, th
ena
mes
of
two
said
per
sons
sha
llbe
pri
nted
in th
e in
depe
nden
t col
umn
on th
e ge
nera
l ele
ctio
n ba
llot;
prov
ided
that
not
hing
in th
is p
rovi
sion
sha
llpr
even
t the
nam
e of
any
othe
r ca
ndid
ate
from
appe
arin
g in
the
inde
pend
ent c
olum
n in
the
man
ner
alre
ady
pres
crib
ed b
y la
w.
The
mer
its o
f th
e K
ansa
spl
an a
re in
gre
at p
art s
imila
rto
thos
e of
thc
Min
neso
tapl
an:
1. T
he r
emov
al o
f th
e of
fice
fro
mpa
rty
polit
ics.
2. W
omen
, who
in th
is s
tate
may
vot
e in
sch
ool e
lec-
tionc
s,w
ill h
ave
a vo
ice
inch
oosi
ng th
e ca
ndid
ates
for
the
3. T
he n
omin
atio
ns w
ill b
e m
ade
by th
e vo
ters
suf
li-
BE
ST
CO
PY
AV
AIL
AB
LE
66T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
cien
tly in
tere
sted
in s
choo
l aff
airs
toat
tend
the
annu
alm
eetin
gs.
4. T
he a
nnua
lm
eetin
gs w
ill b
e be
tter
atte
nded
than
here
tofo
re, b
ecau
se o
f th
is in
crea
sed
resp
onsi
bilit
y an
ddu
ty, a
nd w
ill r
edou
nd to
the
bene
fit
of th
e sc
hool
s.
The
last
, and
in s
ome
resp
ects
the
mos
tim
port
ant,
phas
e
of th
e su
bjec
t to
engr
oss
our
time
is th
e su
peri
nten
dent
's
qual
ific
atio
ns.
Pres
ent C
ondi
tions
:a
Lac
k of
Qua
lific
atio
ns.
Th
old
New
Eng
land
tow
n su
peri
nten
dent
s w
ere
cler
gym
en,
farm
ers,
mer
chan
ts, d
octo
rs,
anyt
hing
and
eve
ryth
ing
exce
pt tr
aine
d su
peri
nten
dent
s.T
he p
oliti
cal
coun
ty
supe
rint
ende
nts
wer
e, a
nd a
re y
et, l
arge
lych
osen
fro
m th
e
rank
s of
men
mor
e ap
t in
man
ipul
atin
g vo
tes
at th
e pr
i-
mar
ies
or p
arty
con
vent
ions
than
in th
e pu
rsui
ts o
f th
e
teac
hing
pro
fess
ion.
Such
thin
gs s
houl
d ce
ase
tobe
.
The
tim
e ha
s co
me
to in
sist
upo
n a
cert
ain
degr
ee o
f qu
ali-
fica
tion,
fix
ed b
y la
w, f
or th
epe
rfor
man
ce o
f th
e im
por-
tant
off
ice
of s
choo
lsu
peri
nten
dent
.H
e sh
ould
at l
east
know
as
muc
h ab
out t
he d
etai
lsof
sch
ool r
outin
e as
the
teac
hers
und
er h
is c
ontr
ol.
But
it is
a la
men
tabl
e tr
uth
that
man
y of
the
men
who
to-d
ay s
uper
vise
the
trai
ning
of c
hild
ren
in r
ural
sch
ools
kno
wva
stly
less
abo
ut te
achi
than
do
thei
r ow
nA
cade
mic
and
Pro
fess
iona
l Qua
lific
atio
nsof
Sup
erin
-
tend
ents
.W
hat,
then
, is
a pr
ofes
sion
alsc
hool
sup
er-
inte
nden
t ?W
e an
swer
:a
wel
l-ed
ucat
ed,
wel
l-tr
aine
d
teac
her,
who
, par
tly th
roug
hst
udy
and
part
ly th
roug
h
RU
RA
L S
CH
OO
L S
UPE
RV
ISIO
N67
expe
rien
ce, h
as s
ucce
eded
in h
is li
fe-w
ork
viz,
in d
irec
t-
ing
teac
hers
and
sch
ool i
nter
ests
. He
shou
ld a
ppro
xim
ate
the
follo
win
g ac
adem
ic a
nd p
rofe
ssio
nal q
ualif
icat
ions
whi
ch m
ay r
easo
nabl
y be
exp
ecte
d :
a. A
min
imum
of
a fu
ll hi
gh s
choo
l cou
rse,
or
its e
quiv
a-le
nt.
Thi
s w
ill g
ive
him
a te
chni
cal k
now
ledg
e of
all
subj
ects
taug
ht in
the
rura
l sch
ools
, and
will
fur
nish
,be
side
s, in
the
subj
ects
stu
died
but
not
req
uire
d in
the
rura
l sch
ools
, a r
eser
ve f
orce
and
bre
adth
of
visi
on w
hich
will
mak
e hi
m a
str
onge
r su
perv
isor
for
hav
ing
mas
tere
dth
em.
b. A
thor
ough
kno
wle
dge
of th
e pr
ofes
sion
al s
ubje
cts
whi
ch li
e at
the
root
of
the
theo
ry a
nd a
rt o
f te
achi
ng,
i.e. p
sych
olog
y an
d ch
ild s
tudy
, phi
loso
phy
of e
duca
tion,
hist
ory
of e
duca
tion,
met
hods
of
teac
hing
, sch
ool m
anag
e-m
ent,
scho
ol la
w a
nd e
cono
mic
s, a
nd p
ract
ice
teac
hing
.c.
A te
achi
ng e
xper
ienc
e of
at l
east
twen
ty-o
ne m
onth
sw
ithin
the
five
yea
rs im
med
iate
ly p
rece
ding
his
app
oint
-m
ent.
d. S
atis
fact
ory
test
imon
ials
or
othe
r ev
iden
ce s
ettin
gfo
rth
: (1)
his
suc
cess
in c
ondu
ctin
g re
cita
tions
, (2)
abi
lity
as d
isci
plin
aria
n, (
3) s
kill
as s
uper
viso
r (i
f al
read
ytr
ied)
,(4
) po
wer
of
orga
niza
tion
and
adm
inis
trat
ion,
and
(5)
gen
-er
al b
usin
ess
tact
.e.
1 pr
ofes
sion
al c
ertif
icat
e gr
ante
d as
are
sult
of a
sear
chin
g ex
amin
atio
n in
aca
dem
ic a
nd p
rofe
ssio
nal s
ub-
ject
s, to
geth
er w
ith o
ther
req
uire
men
ts s
et f
orth
abo
ve.
Such
lega
l req
uire
men
ts w
ill p
rote
ct o
ur s
choo
ls a
gain
stth
e m
achi
natio
ns o
f th
e po
litic
ian.
The
y m
ay n
ot k
eep
him
fro
m b
ecom
ing
supe
rint
ende
nt, p
erha
ps, b
ut th
eyce
rtai
nly
will
obl
ige
him
to b
ecom
e qu
alif
ied
firs
t.
A S
umm
ai y
of
wha
t is
bein
g do
ne f
or R
ural
Sup
ervi
sion
.
Lac
k of
spa
ce f
orbi
ds th
at w
e sh
ould
pur
sue
this
inte
r-
( t
68T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
estin
g su
bjec
t any
far
ther
.C
onsi
dera
ble
prog
ress
has
bee
n
mad
e al
ong
cert
ain
lines
whi
ch w
ill e
vent
ually
pla
ce r
ursl
scho
ol s
uper
visi
on o
n a
prof
essi
onal
pla
ne.
The
uni
tof
sup
ervi
sion
is a
lrea
dy s
atis
fact
orily
adj
uste
d in
man
yst
ates
, and
man
y ot
hers
exp
ect t
o re
ach
a sp
eedy
sol
utio
n
of th
e pr
oble
m.
Edu
cato
rs e
very
whe
re a
re p
retty
gen
-er
ally
agr
eed
that
the
supe
rint
ende
ncy
mus
t be
rem
oved
from
par
ty p
oliti
cs.
The
Eas
t gen
eral
ly le
aves
the
choi
ce
of s
uper
inte
nden
t in
the
hand
s of
a n
on-p
artis
an b
oard
,
loca
l or
stat
e.E
ven
the
Wes
t and
Sou
th, w
here
the
offi
ce
is p
oliti
cal,
are
plan
ning
for
a c
hang
e.A
nd, b
est o
f al
l,th
e en
tire
Uni
on o
f st
ates
see
ms
to s
tand
uni
ted
in it
s de
-
man
ds f
or a
hig
her
stan
dard
of
qual
ific
atio
ns f
or th
e
offi
ce o
f su
peri
nten
dent
.W
hen
thes
e th
ings
are
con
-su
mm
ated
, and
not
bef
ore,
will
our
cou
ntry
boy
s an
dgi
rls
be b
roug
ht u
nder
a s
yste
m o
f su
perv
isio
n as
insp
irin
g
and
who
leso
me
as th
at n
ow e
njoy
edby
thei
r ci
ty c
ousi
ns.
CH
APT
ER
V
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
R -
HIS
TR
AIN
ING
The
Per
plex
ing
Tea
chin
g Pr
oblm
.Pr
eced
ing
chap
ters
have
dea
lt w
ith th
e im
port
ance
of
prop
eror
gani
zam
and
adm
inis
trat
ion
in r
ural
sch
ools
, of
the
urge
ntde
man
d fo
r
grea
ter
liber
ality
in f
inan
cial
sup
port
,an
d th
e ne
cess
ity
for
prof
essi
onal
sup
ervi
sion
.B
ut th
e pr
oble
m o
f ai
l the
prob
lem
s w
hich
aw
ait o
ur s
olut
ion
inth
ese
sam
e sc
hool
s
is th
e te
achi
ng p
robl
em.
It w
ould
ava
il bu
t litt
le w
ere
all
othe
r co
nditi
ons
satis
fact
ory,
if th
e te
ache
r, o
nw
hom
, aft
er
all,
the
grea
t res
pons
ibili
ty o
fed
ucat
ion
rest
s, d
oes
not
mea
sure
up
to th
ere
quir
ed s
tand
ard.
The
old
say
ing
that
" a
s th
e te
ache
r, s
o is
the
scho
ol "
is a
s tr
ue to
-day
as it
was
a h
undr
ed y
ears
ago
.If
we
wou
ld h
ave
our
rura
l sch
ools
mea
sure
up
with
the
city
sch
ools
, we
mus
t
prov
ide
as g
ood
teac
hers
for
the
rura
l dis
tric
ts a
s m
ay
now
be
foun
din
the
citie
s.i/A
nd th
is c
anon
ly b
e ac
com
-
plis
hed
afte
r su
rmou
ntin
g m
any
vexi
ng d
iffi
culti
es.
Do
not m
isun
ders
tand
this
sta
tem
ent.
All
rura
l tea
cher
s ar
e
not p
oor
teac
hers
, nor
are
all r
ural
sch
ools
bad
.Fa
r
from
itO
ur c
ount
ry d
istr
icts
hav
eth
ousa
nds
of c
on-
scie
ntio
us, h
ard-
wor
king
teac
hers
who
hav
e fo
ught
thei
r
69
70T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
way
, thr
ough
man
ydi
ffic
ultie
s, to
the
prof
essi
onal
pla
ne.
The
se a
re g
ener
ally
pro
gres
sive
and
take
adv
anta
ge o
f
ever
y m
eans
for
self
-im
prov
emen
t pla
ced
at th
eir
disp
osal
.
All
hono
r is
due
them
for
muc
h re
ally
good
wor
k al
read
y
acco
mpl
ishe
d.Fo
r th
eir
prot
ectio
n an
d th
ew
elfa
re o
f
all r
ural
sch
ools
the
diff
icul
ties
inth
e w
ay o
f sa
tisfa
ctor
y
wor
k m
ust b
e re
mov
ed.
Of
thes
e w
e ha
veal
read
y
cons
ider
ed:
T. P
oor
unit
orga
niza
tion
and
indi
ffer
ent a
dmin
istr
a-tio
n. 2. I
nsuf
fici
ent
scho
ol s
uppo
rt.
3. I
nsuf
fici
ent
supe
rvis
ion.
To
thes
e w
e no
w a
dd:
4. I
ndif
fere
ntpr
ofes
sion
al p
repa
ratio
n of
teac
her.
5. L
ow s
alar
y.6.
Uns
atis
fact
ory
tenu
re o
f of
fice
.7.
Sho
rt te
rms
and
irre
gula
r at
tend
ance
.8.
Low
edu
catio
nal i
deal
s an
dla
ck o
f ap
prec
iatio
n of
impo
rtan
ce o
f te
ache
rs' w
ork.
The
se q
uest
ions
will
be
disc
usse
d in
turn
,beg
inni
ng w
ith
the
teac
her's
pro
fess
iona
l pre
para
tion.
" B
orn
" T
each
ers
and
" M
ade
"T
each
ers.
Som
e
peop
le w
ill n
ever
get
tire
d of
telli
ng u
s th
at "
teac
hers
are
born
, not
mad
e,"
and
not a
ltoge
ther
with
out r
easo
n,fo
r
som
e in
nate
qua
litie
s ar
ees
sent
ial f
or th
e m
akin
g of
, at
any
rate
, the
bes
t tea
cher
s.T
hat a
ll te
ache
rs a
re n
ot"
born
" is
obv
ious
.T
he m
ain
trou
ble
is th
at th
e "
born
"
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
R -
HIS
TR
AIN
ING
71
teac
hers
are
not
bor
n fa
st e
noug
h to
sup
ply
the
ever
in-
crea
sing
dem
and.
Thi
s le
aves
us
the
alte
rnat
ive
eith
er to
" m
ake
" te
ache
rs o
r to
get a
long
with
" m
akes
hift
"te
ache
rs. W
e do
bot
h.H
undr
eds
of p
erm
anen
t tra
inin
gsc
hool
s th
roug
hout
the
coun
try
are
at w
ork
" to
mak
e "
teac
hers
and
aid
" b
orn
" te
ache
rs.
Unf
ortu
nate
ly, h
ow-
ever
, man
y so
-cal
led
teac
hers
of
the
pres
ent d
ay c
anne
ither
be s
aid
to h
ave
been
" b
orn
" or
to h
ave
been
" m
ade.
"T
hey
are
neith
er n
atur
al te
ache
rs n
or p
rofe
ssio
nally
trai
ned
teac
hers
they
are
mer
e m
akes
hift
s, w
ho n
eith
er p
ursu
eth
eir
wor
k fo
r th
e lo
ve o
f it
nor
beca
use
they
are
esp
ecia
lly
equi
pped
, but
sim
ply
beca
use
they
mus
t do
som
ethi
ng.
The
se h
ange
rs-o
n, u
sing
teac
hing
as
a st
eppi
ng s
tone
toso
met
hing
bet
ter,
are
the
indi
vidu
als
fore
ver
thro
win
g ob
-st
acle
s in
the
way
of
teac
hing
's b
ecom
ing
a re
al p
rofe
ssio
n.T
he H
igh
Cal
ling
of th
e T
each
er.
No
one
shou
ld e
nter
light
ly u
pon
the
wor
k of
teac
hing
, as
this
is a
ssur
edly
the
mos
t glo
riou
s of
cal
lings
, and
als
o on
e of
the
mos
tex
actin
g.L
et e
very
one
con
side
r w
ell t
he g
reat
opp
or-
tuni
ties
and
resp
onsi
bilit
ies
invo
lved
in te
achi
ng c
hild
ren,
in m
oldi
ng th
eir
lives
, in
prep
arin
g th
em f
or th
eir
grea
the
rita
ge.
The
Pes
talo
zzis
and
Fro
ebel
s of
his
tory
hav
ein
vari
ably
ent
ered
upo
n th
e w
ork
with
pra
yerf
ul h
eart
s,in
ful
l rea
lizat
ion
of th
eir
own
unw
orth
ines
s.L
et n
one
of u
s do
less
.N
o yo
ung
pers
on s
houl
d ve
ntur
e to
teac
h
who
isno
t sat
isfi
ed o
f hi
s ow
n fi
tnes
s fo
r th
e ca
lling
.C
erta
in n
atur
al q
ualif
icat
ions
are
ess
entia
l in
the
mak
e-up
72T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
of e
very
suc
cess
ful t
each
er.
Her
e, to
o, m
ust b
e ad
ded
are
ason
able
deg
ree
of a
cade
mic
and
pro
fess
iona
l tra
inin
g.T
hus
equi
pped
, you
ng m
en a
nd y
oung
wom
en m
ay f
ace
the
futu
re w
ith f
air
reas
on to
bel
ieve
that
suc
cess
will
crow
n th
eir
effo
rts.
Our
them
e is
the
prof
essi
onal
trai
ning
of
rura
l tea
cher
s;bu
t, fi
rst,
let u
s en
umer
ate
som
e of
the
qual
ific
atio
ns th
atev
ery
teac
her
mus
t hav
e to
be
a w
orth
y te
achm
Nat
ural
qua
lific
atio
ns:
He
mus
t hav
e,1.
A s
ound
bod
y an
d go
od h
ealth
.2.
Goo
d co
mm
on s
ense
.3.
Nat
ural
apt
itude
and
insi
ght i
nto
thin
gs e
duca
tiona
l.4.
A s
ocia
l and
agr
eeab
le n
atur
e.5.
Pat
ienc
e, s
ympa
thy,
and
love
for
chi
ldre
n.
He
mus
t be
1. T
actf
ul a
nd lo
gica
l.2.
Gen
uine
, who
le-s
oule
d, a
nd m
anly
.3
Fran
k an
d un
susp
icio
us.
4. F
irm
and
sel
f-re
liant
.5.
Altr
uist
ic.
The
mer
e po
sses
sion
of
thes
e na
tura
l qua
litie
s,w
hile
very
ess
entia
l, is
not
in it
self
suf
fici
ent t
o m
ake
the
teac
her.
The
re m
ust b
e ad
ded
an a
cqui
red
trai
ning
:(I
) ac
adem
ican
d (2
) pr
ofes
sion
al.
Aca
dem
ic T
rain
ing.
In g
ener
al, n
o pe
rson
sho
uld
bepe
rmitt
ed to
teac
h sc
hool
who
has
not
com
plet
ed a
hig
hsc
hool
cou
rse
or it
s eq
uiva
lent
.T
he h
igh
scho
ol g
i idu
ate
BE
ST
CO
P
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
R -
HIS
TR
AIN
ING
73
may
hav
e pu
rsue
d m
any
subj
ects
whi
ch h
e w
ill n
ever
be
calle
d up
on to
teac
h in
rur
al s
choo
ls; b
ut s
uch
subj
ects
are
cert
ain
to f
urni
sh h
im w
ith a
val
uabl
e re
serv
e st
ore
ofen
ergy
to d
raw
upo
n as
occ
asio
n m
ay d
irec
t.A
teac
her
soeq
uipp
ed is
rea
sona
bly
safe
fro
m th
e pi
tfal
ls a
nd r
uts
ever
thre
aten
ing
his
co-w
orke
r w
hose
edu
catio
nal h
oriz
on is
narr
ower
and
less
dis
tinct
.
No
teac
her
can
get t
oo th
orou
gh a
n ac
adem
ic tr
aini
ng.
" T
horo
ugh
ma3
tery
of
the
acad
emic
kno
wle
dge
of s
ub-
ject
s,"
says
Dr.
Lev
i See
ley,
" is
abs
olut
ely
esse
ntia
l, an
dno
met
hods
or
scho
ol r
oom
dev
ices
or
supe
rfic
ial t
actic
sca
n ta
ke it
s pl
ace.
Mor
e te
ache
rs f
ail f
rom
igno
ranc
eof
the
subj
ect m
atte
r th
an f
rom
any
oth
er c
ause
."Pr
ofes
sion
al T
rain
ing.
But
if te
achi
ng is
to b
e es
-ta
blis
hed
on a
pro
fess
iona
l bas
is, a
spe
cifi
c kn
owle
dge
of th
e sc
ienc
e an
d ar
t of
teac
hing
is in
disp
ensa
ble.
Wha
tpe
rson
wou
ld f
or a
mom
ent t
hink
of
beco
min
g a
surg
eon
and
try
his
skill
upo
n th
e hu
man
ana
tom
y w
ithou
t fir
stpu
rsui
ng a
cou
rse
of s
tudy
in s
ome
repu
tabl
e sc
hool
of
med
icin
e, a
lbei
t a c
olle
ge-b
red
man
?W
e an
swer
: no
one.
No
mor
e, it
see
ms
to m
e, s
houl
d a
teac
her,
unt
rain
ed
prof
essi
onal
ly, b
e pe
rmitt
ed to
lear
n hi
s ar
t in
the
scho
ol-
room
, thr
ough
exp
erim
enta
tion
on h
uman
min
ds a
ndso
uls.
Eve
ry te
ache
r, in
deti,
fro
m th
e un
grad
ed r
ural
scho
ol to
the
colle
ge, s
houl
d kn
ow s
omet
hing
abo
ut th
epr
ofes
sion
alsu
bjec
tsps
ycho
logy
and
child
stud
y,ph
iloso
phy
of e
duca
tion,
his
tory
of e
duca
tion,
met
hods
AV
AIL
AB
LEr
74T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
of te
achi
ng, s
choo
l man
agem
ent,
scho
ol e
cono
mic
s, a
nd
scho
ol la
w.
Rur
al T
each
ers
mus
t mak
e th
eSc
hool
an
Exp
ress
ion
of L
ife
on th
e Fa
rm.
The
deg
ree
of p
rofi
cien
cyre
quir
ed
in th
ese
subj
ects
will
natu
rally
dep
end
upon
the
kind
of
scho
ol f
or w
hich
the
teac
her
is p
repa
ring
.It
is e
vide
nt
that
if a
ll th
is a
gita
tion
conc
erni
ng r
edir
ectin
g an
dre
vita
l ?
izin
g th
e ru
ral s
choo
ls s
hall
ever
prod
uce
conc
rete
res
ults
,
we
mus
t hav
ete
ache
rs e
quip
ped
to m
ake
the
rura
l sch
ool
a na
tura
l exp
ress
ion
of li
fe in
the
aver
age
rura
lco
mm
unity
.
Such
teac
hers
are
not
yet
ver
ypl
entif
ul.
As
a m
atte
r of
fact
,-A
re a
re n
ot s
uffe
ring
so
muc
h fr
om a
dear
th o
f te
ache
rs
with
a g
ood
acad
emic
pre
para
tion,
as
we
are
from
a la
ck
of te
ache
rs p
rofe
ssio
nally
trai
ned
to ta
ke h
old
of th
e ne
w
tren
d of
edu
catio
n in
rur
alco
mm
uniti
es. A
maj
ority
of
rura
l tea
cher
s ha
ve a
fai
rkn
owle
dge
of s
ubje
cts,
gai
ned
usua
lly in
city
sch
ools
and
inci
ty e
nvir
onm
ents
.T
his
is
an u
nfor
tuna
teci
rcum
stan
ce.
For
it is
dif
ficu
lt fo
r yo
ung
teac
hers
who
se v
ery
lives
are
cent
ered
, or
have
bee
n ce
n-
tere
d, o
n th
e ci
ty to
ent
er in
toth
e sp
irit
of th
e ne
w r
ural
life
.
The
few
teac
hers
who
are
rear
ed o
n th
e fa
rm a
re n
o be
tter
situ
ated
, for
they
are
usu
ally
defe
ctiv
e bo
th in
aca
dem
ic
and
prof
essi
onal
trai
ning
.M
any
of th
e no
rmal
sch
ools
,
whi
le b
egin
ning
to g
rasp
the
sign
ific
ance
of
the
farm
mov
emen
t, ha
ve n
ot, u
p to
the
pres
ent t
ime,
mad
e an
y pr
o-
visi
ons
wor
th m
entio
n fo
r tr
aini
ngru
ral t
each
ers;
or
they
s.re
alr
eady
taxe
d to
thei
r fu
ll ca
paci
ty to
supp
ly th
e de
-
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
R -
HIS
TR
AIN
ING
73
man
ds f
or b
ette
r-pa
id c
ity te
ache
rs.
Evi
dent
ly, i
t will
be
nece
ssar
y to
mak
e a
radi
cal e
xten
sion
in th
e no
rmal
sch
ools
to m
eet t
he n
eeds
of
the
rura
l tea
cher
or
to e
stab
lish
alto
-ge
ther
new
trai
ning
sch
ools
for
this
pur
pose
.It
may
beco
me
nece
ssar
y to
do
both
.K
ids
to T
each
ers
alre
ady
in R
ural
Sch
ools
.Fo
r th
epr
esen
t, at
leas
t, th
e ta
sk o
f re
dire
ctin
g an
d re
vita
lizin
gth
e ru
ral s
choo
ls w
ill f
all m
ostly
to te
ache
rs w
ho a
re n
owen
gage
d in
the
scho
ols.
The
y ha
ve h
ad n
o pa
rtic
ular
trai
ning
.n th
e ne
w e
duca
tion,
and
mus
t, co
nseq
uent
ly,
get t
his
trai
ning
as
best
they
can
fro
m th
e va
riou
s ag
enci
es
at th
eir
disp
osal
.T
he m
ost i
mpo
rtan
t are
:(t
) su
mm
er s
choo
ls,
(2)
teac
hers
'in
stitu
tes,
(3)
teac
hers
'm
eetin
gs,
(4)
read
-in
g ci
rcle
s, a
nd o
ther
wor
k of
sim
ilar
natu
re.
Whi
le s
uch
agen
cies
can
not b
e ex
pect
ed to
take
the
plac
e
of r
egul
ar s
choo
l edu
catio
n th
ey m
ay b
e su
ffic
ient
to p
ut th
e
prac
tical
teac
her
in to
uch
with
the
new
pro
blem
s an
d fi
rehi
m w
ith a
zea
l and
des
ire
for
bette
r th
ings
.Su
mm
er S
choo
ls.
Sinc
e ru
ral t
each
ers
as a
rul
e ha
velo
ng s
umm
er v
acat
ions
, the
sum
mer
sch
ool
natu
rally
is o
ne o
f th
e m
ost v
alua
ble
aids
with
in th
eir
reac
h.T
henu
mbe
r of
sum
mer
sch
ools
cat
erin
g to
the
need
s of
teac
hers
is r
apid
ly in
crea
sing
.M
any
lead
ing
univ
ersi
ties
and
colle
ges
offe
r va
catio
n co
urse
s in
theo
ry a
nd p
rtic
e;
but o
f gr
eate
st in
tere
st to
rur
al te
ache
rs a
re th
e sh
ort-
t erm
cour
ses
very
gen
eral
ly o
ffer
ed in
nor
mal
sch
ools
.Se
vera
l
1
76T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
have
add
ed e
xcel
lent
mod
el s
choo
ls, w
here
rur
al te
ache
rsm
ay b
e im
bued
with
the
spir
it of
how
mod
ern
rura
l lif
em
ust b
e liv
ed.
Nat
ure
stud
y, g
arde
n cu
lture
, ele
men
tary
agri
cultu
re, a
rt, a
nd e
ven
man
ual t
rain
ing
are
taug
ht in
adi
rect
and
pra
ctic
al w
ay. A
nnua
lly m
any
a te
ache
r en
ters
the
prof
essi
onal
ran
ks b
y w
ay o
f th
e su
mm
er s
choo
ls.
Tea
cher
s'In
stitu
tes.
The
fir
st te
ache
rs' i
nstit
ute,
so
far
as h
as b
een
reco
rded
, was
hel
d in
Har
tfor
d, C
on-
nect
icut
, in
1839
, by
the
grea
t sch
oolm
an H
enry
Bar
nard
.T
wen
ty-s
ix y
oung
men
atte
nded
a s
ix w
eeks
' ses
sion
.J.
S. D
enm
an, s
uper
inte
nden
t of
scho
ols
for
Tom
pkin
sC
ount
y, N
ew Y
ork,
hel
d a
teac
hers
' mee
ting
in 1
840
whi
ch w
as th
e fi
rst t
ime
the
nam
e "
inst
itute
" w
as u
sed.
Hor
ace
Man
n se
ized
upo
n th
e id
ea a
nd m
ade
it po
pula
rin
Mas
sach
uset
ts a
nd e
lsew
here
.In
our
day
ver
y m
any
stat
es p
rovi
de b
y la
w f
or th
e ho
ldin
g of
suc
h in
stitu
tes
in o
ne f
orm
or
anot
her.
The
y va
ry in
leng
th o
f tim
e fr
oma
few
day
s to
a n
umbe
r of
wee
ks; t
he lo
nger
one
s be
ing,
stri
ctly
spe
akin
g, s
umm
er s
choo
ls u
nder
the
cont
rol o
fst
ate
depa
rtm
ents
of
educ
atio
n.T
each
ets'
inst
itute
s ar
edo
min
ated
by
the
teac
hing
spi
rit,
as m
ost o
f th
ose
in a
t-te
ndan
ce a
re th
emse
lves
teac
hers
.T
his
cont
act w
ithab
le in
stru
ctor
s an
d co
-wor
kers
fro
m th
e ru
ral d
istr
icts
does
the
teac
her
a w
orld
of
good
.O
ppor
tuni
ties
are
offe
red
for
stud
y bo
th o
f an
aca
dem
ic a
nda
prof
essi
onal
natu
re; h
ere,
too,
he
may
bec
Om
e ac
quai
nted
with
the
late
st m
ovem
ents
in r
ural
sch
ool e
duca
tion.
1t
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
RH
IS T
RA
ININ
G77
Neb
rask
a Ju
nior
Nor
mal
Sch
ools
.A
type
of
vaca
-tio
n sc
hool
whi
ch p
arta
kes
alik
e of
the
pecu
liari
ties
of th
ere
gula
r no
rmal
sch
ool a
nd th
e te
ache
rs' i
nstit
ute
is th
eso
-
calle
d N
ebra
ska
Juni
or N
orm
al S
choo
l.It
is a
suc
cess
ful
atte
mpt
to b
ring
the
norm
al s
choo
l rig
ht to
the
door
s of
the
rura
l pop
ulat
ion.
Eig
ht s
uch
scho
ols
have
bee
n es
tab-
lishe
d at
str
ateg
ic p
oint
s th
roug
hout
the
stat
e, w
here
they
reac
h m
any
teac
hers
and
wou
ld-b
e te
ache
rs, l
ivin
g ou
tsid
e
the
sphe
re o
f in
flue
nce
of th
e re
gula
r st
ate
norm
al s
choo
lslo
cate
d at
Per
u an
d K
earn
ey.
In a
mea
sure
, too
, the
ybe
com
e fe
eder
s fo
r th
e la
tter.
The
ann
ual t
erm
of
in-
stru
ctio
n is
" n
ot le
ss th
an s
ix n
or m
ore
than
eig
ht w
eeks
.'T
he a
vera
ge s
ize
of th
e te
achi
ng c
orps
is n
ine
mem
bers
.T
he w
ork
is c
ompr
ehen
sive
and
incl
udes
a s
tron
gco
urse
in a
gric
ultu
re.
A s
peci
al f
eatu
re o
f th
e ju
nior
nor
mal
is th
e m
odel
rur
al s
choo
l whi
ch, u
nder
the
law
, is
mai
n-ta
ined
for
a s
peci
fied
tim
e in
cha
rge
ofan
exp
erie
nced
prac
tice
teac
her.
Stat
e Su
peri
nten
dent
J. B
. Asw
ell o
n In
stitu
tes
and
Sum
mer
Sch
ools
.O
ther
sta
tes
are
follo
win
g va
riou
spl
ans
in s
umm
er s
choo
l and
inst
itute
wor
k.A
nd e
very
-w
here
is it
fra
ught
with
impo
rtan
ce f
or r
ural
sch
ool
prog
-re
ss.
Stat
e Su
peri
nten
dent
J. B
. Asw
ell,
of L
ouis
iana
, who
has
had
rem
arka
ble
succ
ess
in h
is te
ache
rs' i
nstit
utes
and
sum
mer
sch
ools
has
this
to s
ay o
f th
eir
educ
atio
nal v
alue
:
Muc
hof
the
educ
atio
nal e
nthu
sias
m n
ow s
tirrin
g th
e pe
ople
of L
ouis
iana
istr
acea
ble
to th
e st
imul
us g
iven
thro
ugh
the
in-
78T
HE
AM
ER
ICA
.N R
UR
AL
SC
HO
OL
stitu
tes
and
sum
mer
sch
ools
.E
arne
st e
ffor
ts f
or b
ette
r te
ache
rs,
high
er s
alar
ies,
long
er te
rms,
and
new
sch
oolh
ouse
s w
ere
orga
nize
din
thes
e m
eetin
gs o
f th
e te
ache
rs.
Thi
s sp
irit
was
car
ried
to th
epe
ople
of
the
vari
ous
com
mun
ities
, and
the
educ
atio
nal s
entim
ent
was
cry
stal
lized
into
mon
ey w
hich
mad
e po
ssib
le th
e ne
eded
impr
ove-
men
ts.
Tea
cher
s' M
eetin
gs.
The
rur
al te
ache
r w
ho w
ishe
sto
kee
p ab
reas
t of
the
prof
essi
on m
ust b
e fa
ithfu
l in
at-
tend
ance
at a
ll co
unty
and
loca
l edu
catio
nal m
eetin
gs.
The
wis
e te
ache
r w
ill g
o ev
en f
arth
er th
an th
is a
nd s
pend
som
e of
his
har
d-ea
rned
mon
ey in
trip
s to
the
annu
al s
tate
and
stat
e di
stri
ct m
eetin
gs.
It is
mon
ey w
ell i
nves
ted
and
resu
lts in
bet
ter
teac
hing
, and
to th
e te
ache
r, in
bet
ter
prof
essi
onal
ran
king
.T
he c
ount
y an
d lo
cal m
eetin
gs m
ay b
e m
ade
a so
urce
of e
nthu
sias
m a
nd in
spir
atio
n to
the
teac
her.
New
met
h-
ods
are
cons
ider
ed, l
ocal
dif
ficu
lties
are
dis
cuss
ed, a
nd p
ro-
fess
iona
l spi
rit i
s ar
ouse
d or
per
man
ently
str
engt
hene
d.N
o te
ache
r ca
n co
ntin
ue a
s a
trul
y su
cces
sful
teac
her
who
negl
ects
to k
eep
up h
is p
rofe
ssio
nal r
eadi
ng.
It is
just
as
unre
ason
able
for
a te
ache
r to
exp
ect t
his
as it
wou
ld b
e fo
r
a ph
ysic
ian
or a
law
yer
to h
ope
toke
ep a
brea
st o
f hi
spr
ofes
sion
with
out f
ollo
win
g ca
refu
lly th
e la
test
per
iodi
-ca
l out
put i
n hi
s re
spec
tive
prof
essi
on.
Let
eve
ry r
ural
teac
her,
ther
efor
e, r
ead
seve
ral t
each
ers'
jour
nals
of
stat
e
and
natio
nal r
eput
e.R
eadi
ng C
ircl
es.
The
n th
ere
is th
e te
ache
rs' r
eadi
ng
circ
le.
And
for
man
y r,
:ral
teac
hers
this
is th
e on
ly p
ro-
..t. .
t.I
1
Inte
rior
of
Cou
ntry
Tra
inin
g Sc
hool
, Wes
tern
Illin
ois
Stat
e N
orm
alSc
hool
,
at M
acom
b.
Mod
e of
con
veyi
ngno
rmal
sch
ool
stud
ents
to th
e ab
ove
trai
ning
sch
ool,
whi
ch h
L.4
one
;tnd
one-
half
mile
s w
est
of th
e no
rmal
scho
ol.
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
RH
IS T
RA
ININ
G79
fess
iona
l rea
ding
ava
ilabl
e of
apr
actic
al n
atur
e.T
hor-
ough
ly o
rgan
ized
and
rig
htly
man
aged
, it i
s th
e so
urce
of
a
wor
ld o
f go
od. T
he c
ircl
e is
usua
lly u
nder
the
cont
rol o
f
the
stat
e su
peri
nten
dent
and
abo
ard
of m
anag
ers
who
arra
nge
the
annu
al c
ours
eof
stu
dy a
nd h
ave
gene
ral o
ver-
sigh
t of
the
wor
k.L
ocal
cir
cles
are
man
aged
by
the
coun
ty
supe
rint
ende
nt, w
ho b
ecom
es, i
n a
grea
tm
easu
re, r
espo
n-
sibl
e fo
r th
e su
cces
s or
fai
lure
of th
e w
ork.
The
re m
ust
be
defi
nite
sys
tem
in th
e re
adin
gs.
The
mee
tings
mus
t be
regu
lar,
the
revi
ews
emph
atic
,the
aim
in v
iew
abs
olut
e.
Such
are
a f
ew o
f th
e ag
enci
espl
aced
at t
he d
ispo
sitio
n
of r
ural
teac
hers
.L
et u
s no
w r
ever
t to
the
mai
nqu
estio
n
the
trai
ning
of
new
rur
alte
ache
rs.
Thi
s ne
cess
itate
s a
brie
f di
scus
sion
of
the
follo
win
g ty
pes
ofin
stitu
tions
:
(1)
stat
e no
rmal
sch
ools
,(2
) co
unty
trai
ning
scho
ols,
(3)
high
sch
ools
off
erin
gno
rmal
cou
rses
.
Stat
e N
orm
al S
choo
ls a
ndR
ural
Tea
cher
s.H
ow to
prov
ide
trai
ned
teac
hers
for
the
rura
l dis
tric
ts is
aqu
estio
n
of m
uch
mom
ent.
The
sta
teno
rmal
sch
ools
sho
uld
in
theo
ry, a
t lea
st, f
urni
shtr
aine
d te
ache
rs f
or a
llsc
hool
s.
Prac
tical
ly, h
owev
er, t
hey
have
bee
n un
able
todo
so.
The
dem
and
for
trai
ned
teac
hers
in th
e ci
ty a
ndvi
llage
scho
ols
has
been
suc
h as
togi
ve lu
crat
ive
posi
tions
toal
l
norm
al-t
rain
ed te
ache
rs.
The
nor
mal
sch
ools
have
con
-
sum
ed th
eir
ener
gies
in th
islin
e of
wor
k an
d ha
veha
d
little
tim
e to
con
side
rru
ral n
eeds
.In
deed
, the
ir v
ery
cour
ses
of s
tudy
are
fash
ione
d to
this
end
.
BE
ST
CO
PY
AV
AIL
AB
LEI
8oT
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OI
The
N.E
.A. N
orm
al S
choo
l Rep
ort,
Page
29.
But
if
a m
ajor
ity o
f th
e no
rmal
scho
ols
as n
ow c
onst
itute
d ha
ve
not b
een
of a
ny g
reat
mat
eria
l hel
p to
rura
l tea
cher
s,
the
reas
on c
an b
e fo
und
in th
e de
man
d fo
r ci
tyte
ache
rs.
The
nor
mal
s ha
ve o
nly
adap
ted
thei
r co
urse
s to
prev
ailin
g
dem
ands
. Now
that
the
educ
atio
nal i
deal
s ar
e be
ginn
ing
to c
hang
e, w
e m
ay e
xpec
t the
nor
mal
scho
ols
to b
e pr
ompt
in th
eir
resp
onse
.T
he N
.E.A
. Com
mitt
ee o
n N
orm
alSc
hool
s co
mm
ents
on
the
adap
tabi
lity
of th
ese
scho
ols
in
the
follo
win
g la
ngua
ge:
The
cha
nges
that
hav
e co
me
to th
e po
ssib
ilitie
s an
d ne
eds
have
alw
ays
foun
d th
e no
rmal
sch
ool r
eady
to a
dapt
itse
lf to
the
new
con
-
ditio
ns.
The
nor
mal
sch
ool h
as b
een
so n
ear
the
publ
ic th
ough
t all
this
tim
e th
at it
is m
ore
near
ly to
-day
an
actu
al e
xpon
ent o
fpu
blic
sent
imen
t tha
n an
y ot
her
publ
ic in
stitu
tion
of e
quiv
alen
t mag
nitu
de.
It is
spe
cial
ly s
ensi
tive
to p
ublic
dem
and,
and
sin
cere
ly e
ndea
vors
todo
for
the
peop
le w
hat i
s as
sum
ed to
be
esse
ntia
l to
prep
are
teac
hers
for
the
publ
ic s
choo
ls.
Rig
ht n
ow, w
ith p
ublic
sen
timen
t in
favo
r of
rur
al u
plif
tan
d in
dust
rial
edu
catio
n in
thes
e co
mm
uniti
es, i
t is
inte
r-es
ting
to s
ee h
ow r
eadi
ly th
e no
rmal
sch
ools
take
to th
ech
ange
d or
cha
ngin
g co
nditi
ons.
The
reis
a m
arke
dde
sire
to b
e of
use
, to
be o
f re
al v
alue
to th
e m
asse
s of
our
natio
n; to
hel
p in
doi
ng th
e m
ost t
o m
ake
all m
embe
rsof
our
gre
at c
omm
onw
ealth
wor
thy,
eff
icie
nt, c
itize
ns.
Rur
al M
odel
Sch
ools
in S
tate
Nor
mal
s.A
s a
mat
ter
of f
act,
in n
orm
al s
choo
ls, e
spec
ially
in th
e M
iddl
e W
est
and
in th
e yo
unge
r st
ates
, the
dem
and
for
rura
l tra
ined
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
RH
IS T
RA
ININ
GSI
BA
SE
ME
NT
FOR
PP
ES
SU
PE
TA
NK
FO
RC
EP
UM
PB
AS
EF
OR
FLU
ES
Fin.
Foun
datio
n 1a
n of
mod
el r
ural
sch
ool a
t the
Sta
te N
orm
al S
choo
l,K
irks
ville
, Mis
sour
i.O
utsi
de m
easu
rem
ent 3
6 by
28
fcet
.Pr
essu
reta
nk a
nd f
orce
pum
p su
pplie
s al
l wat
er f
or to
ilets
, etc
.
POR
CH
MA
INE
NT
RA
NC
E
Uliu
lM
AN
UA
L
T A
II
FUE
L
Roo
m
UI
RE
MC
RO
WD
Cliq
rOft
rlOW
ER
S.
fUR
NA
C(
5116
Kt
nRe
RA
CE
VE
NT
ILA
TO
R
CuP
som
e
3040
04. R
OO
M Z
r.(e
irr-
t
ram
Flo.
2.Fl
uor
plan
of
Kir
ksvi
lle m
odel
rur
al s
choo
l.In
door
toile
ts c
an b
ead
ded
to a
ny r
ural
sch
ool,
havi
ng a
goo
d w
ater
sup
ply,
at a
n ex
tra
cost
of
$350
.
82T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
teac
hers
is a
lrea
dy in
a f
air
way
to b
e m
et.
Mod
el r
ural
scho
ols
have
bee
n es
tabl
ishe
d in
con
junc
tion
with
the
stat
eno
rmal
sch
ools
at T
erre
Hau
te, I
ndia
na, M
acom
b, I
lli-
nois
, Kir
ksvi
lle, M
isso
uri,
Hay
s C
ity, K
ansa
s, a
nd m
any
BE
ooR
To
Bov
sH
ALL
C 0
04 1
0 M
AIN
HA
LL"F
CP
.4.1
r01;
,c(c
aRra
uctp
A.C
loor
t To
GIR
LS
HA
LL
H.r
i Alf
R H
EaT
rpt
NS
OIL
GM
AN
ALT
RA
Inee
C
rq
E.r
IASM
BO
rl.C
OC
CeI
CK
ICP-
SPH
onli.
AV
AT
O0Y
jar
M-F
LOO
R C
ICA
LUS
h
sri-S
TA
IRtIA
SM
Oti
FLU
(Y
SIN
OR
I BE
NC
411
3- S
lont
oR
EN
ICK
Vr
VE
NT
ILA
TIN
Cru
n.Fl
o. 3
.Se
ctio
n of
Kir
ksvi
lle m
odel
rur
al s
choo
l.
othe
r st
ates
.A
t Kir
ksvi
lle th
e m
odel
sch
ool b
uild
ing
was
" de
sign
ed a
nd c
onst
ruct
ed to
sho
w th
at a
rur
al s
choo
l in
any
part
of
Mis
sour
i can
, for
the
inve
stm
ent o
f ab
out $
350
in a
dditi
on to
the
ordi
nary
cos
t of
a go
od b
uild
ing,
hav
e al
l
the
conv
enie
nces
and
com
fort
s th
at c
an b
e se
cure
d in
any
city
bui
ldin
g in
the
stat
e "
(see
cha
pter
on
Rur
al S
choo
l
1 a
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
RH
IS T
RA
ININ
G83
Arc
hite
ctur
e).
It w
as d
esig
ned
as a
mod
el r
ural
sch
ool
and
not a
s a
mer
e pr
actic
e sc
hool
.C
hild
ren
are
succ
ess-
fully
tran
spor
ted
by c
over
ed w
agon
to a
nd f
rom
this
sch
ool
to-d
ay.
Stud
ents
of
the
norm
al w
ho e
xpec
t to
teac
h in
coun
try
dist
rict
s le
arn
here
thro
ugh
daily
obs
erva
tion
" th
e be
st th
ings
whi
ch a
sch
ool b
oard
and
a g
ood
teac
her
with
the
best
fac
ilitie
s ca
n do
in a
nd f
ora
rura
l sch
ool."
The
mod
el s
choo
ls a
t Ter
re H
aute
and
Mac
omb
are
both
loca
ted
in th
e co
untr
y an
d un
der
the
mos
t ide
alen
-vi
ronm
ent.
Mos
t com
pete
nt c
ritic
teac
hers
are
em
ploy
ed,
unde
r w
hose
sup
ervi
sion
rur
al te
ache
rs r
ecei
ve th
e ru
ral
scho
ol in
spir
atio
n be
fore
eve
r ha
ving
put
foo
t on
the
thre
sh-
old
of a
rea
l cou
ntry
sch
ool.
The
est
ablis
hmen
t of
mod
elru
ral s
choo
ls a
s ad
junc
ts to
all
stat
e no
rmal
sch
ools
,es
-
peci
ally
in a
gric
ultu
ral s
tate
s, w
ould
do
a gr
eat d
eal t
oha
sten
the
day
of r
ural
sch
ool e
man
cipa
tion.
Agr
icul
ture
in th
e St
ate
Nor
mal
s.C
ours
es in
agr
i-cu
lture
, whi
ch w
ere
form
erly
mer
e ad
junc
ts to
nat
ural
scie
nce
teac
hing
, are
now
off
ered
in m
an7
norm
al s
choo
ls.
In G
eorg
ia, f
or e
xam
ple,
no
one
can
grad
uate
fro
m th
est
ate
norm
al s
choo
l who
doe
s no
t com
plet
e th
e pr
escr
ibed
wor
k in
agr
icul
ture
.In
Neb
rask
a co
nditi
ons
seem
just
as p
rom
isin
g.T
he N
ebra
ska
Stat
e B
oard
of
Edu
catio
nha
s th
is to
say
abo
ut te
achi
ng a
gric
ultu
re in
the
stat
eno
rmal
sch
c,Js
:
We
are
teac
hing
it.
Not
just
nat
ure
stud
y du
bbed
agr
icul
ture
,bu
t rea
lly th
e el
emen
ts o
f ag
ricu
lture
with
a d
efin
ite o
bjec
t and
t.
84T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
spec
ific
aim
in v
iew
.T
hus
we
are
mee
ting
the
impe
rativ
e de
man
d
from
the
rura
l com
mun
ities
for
teac
hers
trai
ned
alon
g th
ese
lines
.
We
will
sen
d fo
rth
teac
hers
that
will
be
able
tobr
ing
this
gre
at s
ub-
ject
ver
y cl
ose
to th
e pe
ople
who
nee
d it
mos
t.It
was
a li
ttle
sent
i-
men
tal a
t fir
st, b
ut it
has
gro
wn
mar
velo
usly
,unt
il w
e ar
e be
ginn
ing
to r
ealiz
e in
our
sta
te th
e pr
actic
alva
lue
of th
is k
ind
of te
achi
ng.
We
are
not f
or o
ne m
omen
t api
ng th
e gr
eat
agri
cultu
ral c
olle
ge c
on-
nect
ed w
ith o
ur s
plen
did
stat
e un
iver
sity
, but
our
cou
rse
of in
stru
ctio
n
in th
e no
rmal
sch
ool i
s pr
actic
al a
nd w
ill p
repa
reth
e te
ache
r in
the
wor
k of
agr
icul
ture
as
it w
ill b
e ta
ught
in th
epu
blic
sch
ools
of
our
stat
e. A S
umm
ary
of w
hat t
he S
tate
Nor
mal
s ar
edo
ing
for
Agr
icul
ture
Tea
chin
g.Pr
ofes
sor
E.
E. B
alco
mb,
of
Wea
ther
sfor
d, O
klah
oma,
rea
d an
inst
ruct
ive
pape
rbe
fore
the
N.E
.A. a
t Los
Ang
eles
, in
1907
,en
title
d: "
Wha
t
has
been
don
e by
Nor
mal
Sch
ools
and
Agr
icul
tura
l
Col
lege
s fo
r Po
pula
r E
duca
tion
inA
gric
ultu
re."
The
pape
r em
bodi
es th
ere
sults
of
a ca
refu
l inv
estig
atio
n in
to
the
pres
ent s
tatu
s of
thes
e sc
hool
s an
dsh
eds
new
ligh
t on
the
rem
arka
ble
prog
ress
mad
e in
the
prep
arat
ion
of te
ach-
ers
of a
gric
ultu
re.
It r
eads
in p
art:
Of
the
nine
ty-o
ne s
tate
nor
mal
sch
ools
fro
mw
hich
info
rmat
ion
was
rec
eive
d, s
even
ty-f
ive
belie
vein
inst
ruct
ion
in a
gric
ultu
re, a
nd
are
eith
er g
ivin
g it
in s
ome
fnrm
or
desi
re to
do
so.
Of
the
sixt
een
not s
o ex
pres
sing
them
selv
es, n
ine
give
good
rea
sons
, fou
r gi
ve n
o
reas
ons
at a
ll, a
nd o
nly
thre
e ex
pres
sth
emse
lves
as
ques
tioni
ng th
e
cour
se o
r be
ing
oppo
sed
toit.
A s
umm
ary
of M
r. B
alco
mb'
s pa
per
show
sth
at s
ixty
-
one
stat
e no
rmal
scho
ols
are
actu
ally
off
erin
g th
e co
urse
s,
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
RH
IS T
RA
ININ
G85
or h
ave
mad
e pl
ans
to b
egin
nex
t yea
r.Se
ven
of th
esc
hool
s ar
e gi
ving
a li
ttle
agri
cultu
re in
con
nect
ion
with
scie
nce
cour
ses,
nat
ure
stud
y, a
nd s
choo
l gar
dens
, but
are
prep
arin
g fo
r m
ore
defi
nite
wor
k.E
ight
oth
ers
are
doin
gco
nsid
erab
le w
ork
in c
onne
ctio
n w
ith s
choo
l gar
dens
and
are
plan
ning
to e
xten
d th
e w
ork.
The
rem
aini
ng f
orty
-si
x ar
e te
achi
ng th
e el
emen
ts o
f ag
ricu
lture
in a
mor
e de
fi-
nite
way
.T
he w
ork
of a
ll is
inte
rest
ing
and
insp
irin
g.Y
et, a
fter
all
that
has
bee
n sa
id a
bove
abo
ut th
e ru
ral
scho
ol m
ovem
ent i
n no
rmal
sch
ools
, we
mus
t not
be-
com
e ov
ersa
ngui
ne a
s to
any
gre
at a
ssis
tanc
e fr
om th
atqu
arte
r.T
heir
chi
ef w
ork
will
con
tinue
to b
e to
fur
nish
our
citie
s an
d vi
llage
s w
ith s
uper
inte
nden
ts, p
rinc
ipal
s,an
d te
ache
rs o
f ev
cry
grad
e.L
et th
e ru
ral d
istr
icts
look
near
er h
ome
for
thei
r su
pply
.L
et th
em e
stab
lish
scho
ols
espe
cial
ly a
nd s
olel
y de
sign
ed to
trai
n ru
ral t
each
ers;
or,
whe
re th
is is
not
yet
fea
sibl
e, a
dd tr
aini
ng c
lass
es a
ndno
rmal
cla
sses
to c
ount
y an
d ot
her
high
sch
ools
.T
his,
we
belie
ve, i
s th
e tr
ue s
olut
ion
of th
e pr
oble
m.
Cou
nty
Tra
inin
g Sc
hool
s in
Wis
cons
in.
Wis
cons
in is
not o
nly
the
pion
eer
in th
is f
ield
, but
the
stat
e ha
s w
ithou
tdo
ubt d
evel
oped
the
best
trai
ning
sch
ools
for
rur
al te
ache
rsno
w to
be
foun
d in
our
cou
ntry
.Si
xtee
n of
thes
e in
stitu
-tio
ns h
ave
been
org
aniz
ed a
nd a
pplic
atio
ns a
re o
n fi
le f
rom
seve
ral c
ount
ies
anxi
ous
to d
o lik
ewis
e.T
heir
one
aim
is to
giv
e "
spec
ial i
nstr
uctio
nin
the
com
mon
sch
ool
bran
ches
, and
in th
e m
anag
emen
t of
rura
l sch
ools
, to
per-
86T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
sons
pre
pari
ng f
orru
ral s
choo
l wor
k."
Her
e is
the
vita
l
poin
tto
take
the
teac
hing
mat
eria
lfr
om th
e ru
ral d
is-
tric
ts to
whi
ch th
e te
achi
ng p
rodu
ctis
aga
in r
etur
ned.
The
cou
rse
of s
tudy
is tw
o ye
ars,
and
is a
s co
mpr
ehen
sive
as p
rese
nt r
ural
cond
ition
s w
ill p
erm
it.
The
cou
rse
whi
ch is
giv
en b
elow
is o
neof
the
unif
orm
coun
ty c
ours
es a
nd w
ill g
ive
som
eid
ea o
f th
e su
bjec
t-
mat
ter
taug
ht:
Firs
t Yea
rT
hird
Qua
rter
:
Alg
ebra
Eng
lish
His
tory
Prim
ary
Con
stru
ctiv
eW
ork
Exp
ress
ive
Rea
ding
Firs
t Qua
rter
:
Alg
ebra
Agr
icul
ture
Gra
mm
arPr
imar
yR
eadi
ngan
dO
rtho
epy
Seco
nd Q
uart
er:
Alg
ebra
Polit
ical
Geo
grap
hyC
ompo
sitio
nE
xpre
ssiv
e R
eadi
ng
Four
th Q
uart
er:
Ari
thm
etic
Uni
ted
Stat
es H
isto
rySp
ellin
g an
d Pe
nman
ship
Lite
rary
Rea
ding
Seco
nd Y
ear
of th
e T
wo-
year
Cou
rse,
or
the
Cou
rse
for
thos
e pr
epar
ed to
take
it
Firs
t Qua
rter
:
Ari
thm
etic
Dra
win
gR
eadi
ng a
nd O
rtho
epy
Phys
ical
Geo
grap
hyPs
ycho
logy
and
Ped
agog
y
One
-yea
r
Thi
rd Q
uart
er:
Uni
ted
Stat
es H
isto
ryC
ompo
sitio
nL
itera
ture
Psyc
holo
gyPr
actic
e T
each
ing
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
RH
IS T
RA
ININ
G87
Seco
nd Q
uart
er:
Four
th Q
uart
er:
Ari
thm
etic
Gra
mm
arL
itera
ture
Met
hods
Uni
ted
Stat
es H
isto
ryC
onst
itutio
nsSc
hool
Man
agem
ent a
ndSp
ellin
gPr
actic
e T
each
ing
Stat
e Su
peri
nten
dent
C. P
. Car
yon
the
Wis
cons
inT
rain
ing
Scho
ol.
The
infl
uenc
e of
the
Wis
cons
in T
rain
-in
g Sc
hool
on
rura
l lif
e is
mos
t adm
irab
ly e
xpre
ssed
by
Stat
e Su
peri
nten
dent
C. P
. Car
y, w
hosa
ys:
The
cou
nty
trai
ning
sch
ools
are
spec
ial i
nstit
utio
ns d
esig
ned
tom
eet a
spe
cial
and
hith
erto
unm
et n
eed.
The
teac
hers
in th
e co
untr
ysc
hool
s, p
rior
to th
e es
tabl
ishm
ent o
f th
eco
unty
trai
ning
sch
ools
, wer
eno
t rec
eivi
ng tr
aini
ng d
irec
tly &
sign
e t?
to p
repa
re th
em f
or th
eir
chos
en w
ork.
The
y ga
ined
thei
r kn
owle
dge
of th
e ru
ral s
choo
ls b
ypa
infu
l and
oft
en c
ostly
exp
erie
nce.
The
y be
cam
e te
ache
rs a
t the
expe
nse
of th
eir
pupi
ls a
nd o
f th
e ta
xpay
ers
wh3
em
ploy
ed th
em.
As
a na
tura
l res
ult t
he e
ffic
ienc
y of
the
dist
rict
sch
ools
was
on
the
decl
ine.
It w
as h
igh
time
that
the
law
mak
ers
and
educ
ator
s of
the
stat
e di
rect
ed th
eir
atte
ntio
n to
the
relie
f of
this
hig
hly
impo
rtan
tbr
anch
of
the
educ
atio
nal s
ervi
ce o
f th
est
ate.
The
est
ablis
hmen
tof
the
coun
ty tr
aini
ng s
choo
ls h
as d
one
muc
hto
war
d th
e pl
acin
g of
the
rura
l sch
ools
in a
hea
lthy
grow
ing
cond
ition
.In
cou
ntie
s w
here
the
coun
ty tr
aini
ng s
choo
ls h
ave
been
est
ablis
hed,
new
inte
rest
has
been
aro
used
in a
ll m
atte
rs p
erta
inin
gto
rur
al s
choo
l edu
catio
n.T
heve
ry f
act t
hat t
axpa
yers
and
mem
bers
of
the
coun
ty b
oard
have
had
to p
rovi
de m
eans
for
car
ryin
g on
this
wor
k ha
s ca
lled
thei
r at
tent
ion
dire
ctly
to th
e im
port
ance
of
secu
ring
the
best
pos
sibl
e in
stru
ctio
nfo
r th
e ch
ildre
n in
rur
al c
omm
uniti
es.
The
"lit
tle r
ed s
choo
lhou
se"
is a
gain
com
ing
into
pro
min
ence
, and
ison
ce m
ore
a pl
ace
abou
tw
hich
the
inte
rest
of
the
peop
le o
f th
e di
stri
cts
cent
er.
88T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
Cou
nty
Nor
mal
Tra
inin
gC
lass
es in
Mic
higa
n.M
ich
.
igan
has
ado
pted
a s
yste
mof
cou
nty
norm
al tr
aini
ng
clas
ses
whi
ch p
rom
ises
muc
h fo
r be
tter
rura
l sch
ools
.T
he la
w p
rovi
des
that
suc
h cl
asse
s m
aybe
org
aniz
ed a
s
adju
ncts
to a
lrea
dy e
xist
ing
scho
ols.
A s
peci
al te
ache
r,
com
pete
nt to
inst
ruct
in th
e pr
ofes
sion
al s
ubje
cts,
is
plac
ed in
cha
rge
of th
e w
ork.
He
rece
ives
ass
ista
nce
from
the
othe
r te
ache
rs o
f th
esc
hool
whe
re th
e cl
ass
is
orga
nize
d.A
ll ex
pens
e in
mai
ntai
ning
the
clas
sis
bor
ne
by th
e st
ate.
Up
to th
e ye
ar 1
906-
1907
thir
ty-t
wo
trai
n-
ing
clas
ses
had
been
org
aniz
ed,
with
a p
rese
nt a
ttend
ance
of50
0.M
oreo
ver,
nea
rly
700
grad
uate
sha
ve a
lrea
dy
gone
fort
h to
spr
ead
the
gosp
el o
fth
e ne
w e
duca
tion.
"
cons
ider
the
esta
blis
hmen
t of
the
coun
ty tr
aini
ng c
lass
one
ofth
e gr
eate
st s
teps
edu
catio
nally
that
has
bee
n
take
n in
Mic
higa
n in
rec
ent y
ears
," s
ays
Stat
e Su
peri
n-
tend
ent P
atri
ck H
. Kel
ley.
" T
rain
ed te
ache
rs a
re g
o-
ing
into
sch
ools
that
her
etof
ore
coul
d no
t get
them
, and
the
impr
ovem
ent o
f th
e te
achi
ngfo
rce
of th
e st
ate
is o
ne
of th
e m
ost v
ital m
atte
rsin
con
nect
ion
with
our
edu
ca-
tiona
l sys
tem
."W
e no
w c
orn
to th
e m
ore
gene
ral
disc
ussi
on o
f no
rmal
trai
ning
in h
igh
scho
ols.
Tra
inin
g C
lass
es in
New
Yor
k H
igh
Scho
ols.
The
very
earl
iest
prof
essi
onal
trai
ning
of te
ache
rs in
our
coun
try
was
don
ein
New
Yor
k St
ate
unde
r th
e le
gisl
ativ
e
enac
tmen
t of
1834
.It
pro
vide
d fo
r th
e es
tabl
ishm
ent
of
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
R-
HIS
TR
AIN
ING
89
eigh
t aca
dem
ies
whe
reco
mm
on s
choo
l tea
cher
s co
uld
betr
aine
d.T
he s
choo
lsde
sign
ated
in th
e ac
t rec
eive
d$5
00 f
or b
ooks
and
equi
pmen
t, an
d, b
esid
es, a
n an
nual
appr
opri
atio
n of
$40
0 fo
r m
aint
enan
ce.
In th
ese
acad
e-m
ies
we
find
the
orig
in o
f te
ache
rs' t
rain
ing
clas
ses,
whi
char
e lik
ely
to c
ontin
ue f
orso
me
time
the
chie
f so
urce
of
supp
ly f
or tr
aine
d ru
ral t
each
ers.
The
se p
riva
te a
cade
mie
sbe
cam
e pu
blic
high
sch
ools
, pre
serv
ing
thei
rea
rly
gran
ted
norm
al p
rivi
lege
s.A
t the
pres
ent t
here
are
113
such
trai
ning
cla
sses
, one
for
eac
h sc
hool
com
mis
sion
er d
istr
ict.
The
y ar
e un
der
the
abso
lute
juri
sdic
tion
of th
e st
ate
depa
rtm
ent o
f ed
ucat
ion,
and
for
mse
para
te a
nd d
istin
ctde
part
men
ts in
the
high
sch
ool w
here
they
are
mai
ntai
ned.
To
get a
nd r
etai
na
trai
ning
sch
ool t
he lo
cal b
oard
of
edu-
catio
n m
ust f
ulfi
ll ce
rtai
nsp
ecif
ic r
equi
rem
ents
in r
egar
dto
qua
lific
atio
ns o
fsp
ecia
l ins
truc
tor
offe
red,
and
sala
ryto
be
paid
him
;pr
actic
abili
ty o
f tr
aini
ng d
epar
tmen
tpl
aced
at d
ispo
sal o
f cl
ass;
oppo
rtun
ities
pro
vide
d th
ecl
ass
for
obse
rvat
ion
and
prac
tice
teac
hing
, etc
.A
side
fro
m th
orou
gh d
rill
inth
e ac
adem
ic s
ubje
cts,
the
trai
ning
cla
sses
hav
e am
ple
oppo
rtun
ity to
obs
erve
exp
ert
teac
hing
in th
e gr
ades
and
part
ake
in p
ract
ice
teac
hing
unde
rex
pert
cri
tics.
Stud
ents
who
pass
thei
r fi
nal e
x-am
inat
ions
rec
eive
con
vert
ible
thre
e-ye
ar c
ertif
icat
es to
teac
h.A
t pre
sent
nea
rly
1 20
0 tr
aine
d te
ache
rs a
nnua
llygr
adua
te f
rom
the
New
Yor
ktr
aini
ng c
lass
es a
nd e
nter
upon
rur
al s
choo
l wor
k.A
s a
resu
lt in
com
pete
nt te
ache
rs
90T
HE
AM
ER
ICA
N R
UR
AL
SCH
OO
L
are
bein
gdr
iven
out
, edu
catio
nal
stan
dard
s an
d id
eals
are
rais
ed, a
ndth
e ne
w te
ache
rs a
re b
egin
ning
to r
ecei
ve
a co
mpe
nsat
ion
com
men
sura
te w
ithth
eir
prep
arat
ion
and
wor
th.
Oth
er S
tate
s w
hich
mai
ntai
n L
ugh
Scho
ol T
rain
ing
Cla
sses
.N
ebra
ska,
Kan
sas,
Min
neso
ta,
and
Ver
mon
t
are
othe
r st
ates
giv
ing
norm
al tr
aini
ng in
hig
hsc
hool
s
o le
gal s
tatu
s.T
he f
irst
two
stat
esha
ve b
ut r
ecen
tly
orga
nize
d tr
aini
ngcl
asse
s on
line
s si
mila
r to
the
New
Yor
k pl
an e
xpla
ined
abo
ve,
and
have
now
in th
esc
hool
s
man
yhu
ndre
d yo
ung
peop
le p
repa
ring
for
rura
l tea
chin
g.
Bot
h st
ates
hav
e ad
opte
dex
celle
nt c
ours
es o
f st
udy
con-
tain
ing
a lib
eral
am
ount
of in
stru
ctio
n in
the
prof
essi
onal
subj
ects
, inc
ludi
ngob
serv
atio
n w
ork,
and
, in
Neb
rask
a,
the
elem
ents
of
agri
cultu
re.
Kan
sas
also
gra
nts
an a
n-
nual
aid
to it
s ac
cred
ited
high
scho
ols
of a
sum
not
to
exce
ed $
500.
Min
neso
ta a
nd V
erm
ont
have
off
ered
norm
al in
stru
ctio
n in
hig
hsc
hool
s fo
r so
me
year
s; b
ut
unfo
rtun
atel
y th
ein
stru
ctio
n ha
s us
ually
bee
nsu
bord
i-
nate
d to
the
othe
r hi
ghsc
hool
cou
rses
, and
trea
ted
as a
side
issu
e.A
s co
uld
be e
xpec
ted,
the
resu
lts h
ave
not
been
ver
y gr
atif
ying
.Su
ch o
ther
sta
tes
as m
ayin
the
futu
re p
lan
to g
ive
norm
al tr
aini
ngin
hig
h sc
hool
s sh
ould
inva
riab
ly a
dopt
the
plan
of s
epar
ate
and
dist
inct
norm
al
depa
rtm
ents
in e
very
res
pect
coor
dina
te w
ith th
e ot
her
high
sch
ool d
epar
tmen
ts,
and
resp
onsi
ble
toth
e st
ate
supe
rint
ende
nt a
ndhi
s in
spec
tors
.
!
A.
lb
TH
E R
UR
AL
SC
HO
OL
TE
AC
HE
R -
HIS
TR
AIN
ING
91
The
re is
str
ong
feel
ing
in e
duca
tiona
l cir
cles
aga
inst
ano
rmal
inva
sion
of
seco
ndar
y sc
hool
s.T
his
is n
ot w
ithou
t
foun
datio
n.A
nd y
et w
e m
ust h
ave
thes
e te
ache
rs f
orth
e ru
ral d
istr
icts
.T
he 1
1,20
0,75
6 bo
ys a
nd g
irls
ther
eha
ve r
ight
s, to
o.T
hen,
last
but
not
leas
t, it
is a
lrea
dypr
oved
that
the
teac
hers
trai
ned
unde
r th
e hi
gh s
choo
lac
ts g
o on
and
get
mor
e tr
aini
ng a
fter
they
hav
e sp
ent
som
e ye
ars
succ
essf
ully
as
rura
l tea
cher
s.It
will
ulti
-m
atel
y ca
use
mor
e of
our
you
ng p
eopl
e to
atte
nd n
orm
alsc
hool
s, c
olle
ges,
and
uni
vers
ities
than
any
oth
er k
now
n
expe
dien
t.T
his
muc
h fo
r th
e tr
aini
ng o
f ru
ral s
choo
l tea
cher
s;no
w th
e m
atte
r of
ade
quat
e co
mpe
nsat
ion.
CH
APT
ER
VI
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
Gen
eral
Sta
tem
ent.
All
thin
king
per
sons
will
agr
ee
that
the
perm
anen
ce o
f de
moc
ratic
inst
itutio
ns d
epen
ds
sole
ly u
pon
publ
ic s
choo
l edu
catio
n.T
he g
reat
ness
of
any
natio
n is
mea
sure
din
the
light
of
the
thor
ough
ness
and
vita
lity
of it
s ed
ucat
iona
l ins
titut
ions
, whi
ch c
anne
ither
be g
reat
er n
or b
ette
r th
an th
e te
ache
rsw
ho a
re th
e po
tent
fact
ors
in f
ashi
onin
g an
d pr
omot
ing
thes
ein
stitu
tions
.
Any
nat
ion
whi
ch u
nder
valu
es th
e im
port
ance
of th
e te
ach-
ing
prof
essi
on a
nd f
ails
to g
ive
itad
equa
te s
uppo
rt a
nd
soci
al r
ecog
nitio
n un
derm
ines
its
own
natio
nal v
italit
y.
The
gre
ates
t and
mos
t pro
gres
sive
natio
ns in
the
wor
ld
have
the
best
sch
ool o
rgan
izat
ions
, and
they
rec
ogni
ze
the
teac
hing
fra
tern
ity b
y pl
acin
g th
ete
ache
rs a
bove
pecu
niar
y w
ant a
nd b
y gi
.ant
ing
them
supe
rior
soc
ial
reco
gniti
on in
the
com
mun
ity.
In f
ace
of s
uch
stat
emen
ts a
s th
e ab
ove,
Am
eric
ans
who
love
thei
r co
untr
y ha
ve e
very
rea
son
tofe
el p
rofo
undl
)
mov
ed. W
e m
ay b
e op
timis
tic e
noug
h to
belie
ve th
at th
e
time
shal
l ne
,.er
com
e, a
s so
me
prop
hets
of il
l om
en h
ave
vent
ured
, tha
t
,
.
our
publ
ic s
choo
lw
ill b
e no
thin
g bu
t "a
92
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
93
wea
k, in
effi
cien
t mak
e-be
lieve
, whe
re s
ense
less
' ism
s '
and
shod
dy w
ork
will
pre
dom
inat
e "
;bu
t, at
the
sam
etim
e w
e ar
e no
t so
blin
d as
not
to s
ee th
at, i
n m
any
re-
spec
ts, s
choo
l con
ditio
ns w
ith u
s ar
e no
t on
a pa
rity
with
exis
ting
cond
ition
s in
lead
ing
Eur
opea
n co
untr
ies.
It is
part
icul
arly
true
that
the
Am
eric
an p
eopl
e ha
s fa
iled
togi
ve it
s ed
ucat
ors
the
adeq
uate
pec
unia
ry s
uppo
rt a
ndso
cial
rec
ogni
tion
com
men
sura
te w
ith th
eir
serv
ices
.
To
cons
ider
the
sala
ry q
uest
ion
:C
ompe
nsat
ion
of E
urop
ean
and
Am
eric
an T
each
ers
Cor
n-
pare
d.A
s a
firs
t ste
p, le
t us
com
pare
Eur
opea
n an
dA
mer
ican
teac
hers
.T
he f
ollo
win
g ta
ble
give
s th
e av
erag
e
annu
al s
alar
ies
paid
mal
e an
d fe
mal
e te
ache
rs in
fou
rle
adin
gco
untr
ies
acco
rdin
gto
the
late
stav
aila
ble
figu
res:
Eng
land
and
Wal
es (
elem
enta
ry o
nly)
$570
per
ann
umG
erm
any
(ele
men
tary
onl
y).
..
.38
8 pe
r an
num
Aus
tria
(el
emen
tary
onl
y).
372
per
annu
mH
olla
nd (
elem
enta
ry o
nly)
.36
8 pe
r an
num
To
mak
e th
e ta
ble
a ju
st b
asis
for
com
pari
son
we
mus
tke
ep in
min
d:(t
) T
he g
reat
er p
urch
asin
g po
wer
of
the
Eur
opea
n eq
uiv-
alen
t of
Am
eric
an m
oney
;(2
) T
he e
njoy
men
t in
Eur
ope
gene
rally
of
free
hou
se a
ndgr
ound
s, f
uel,
light
, etc
.;(3
) T
he g
rant
ing
of c
erta
in p
erqu
isite
s w
here
the
teac
her
acts
as
chur
ch c
hori
ster
, etc
.;(4
) T
he E
urop
ean
syst
em o
f te
ache
rs' p
ensi
ons;
(5)
The
tenu
re o
f of
fice
dur
ing
life
or g
ood
beha
vior
;(6
) Fi
nally
, the
teac
hers
' pro
min
ent s
ocia
l sta
ndin
g.
94T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
Now
, in
com
pari
son,
con
side
r th
e fo
llow
ing
tabl
e, w
hich
give
s th
e av
erag
e m
onth
ly s
alar
ies
paid
ele
men
tary
and
seco
ndar
y te
ache
rs in
the
Uni
ted
Stat
es.
The
fig
ures
are
fro
m th
e re
port
of
Uni
ted
Stat
es C
om-
mis
sion
er o
f E
duca
tion
Elm
er E
. Bro
wn,
for
190
6: -
TA
BL
E I
I
ME
NW
omE
NA
LL
23
4
Uni
ted
Stat
es$5
6.3!
$43.
80$5
0.04
Nor
th A
tlant
ic D
ivis
ion
..
.64
.95
44.1
16x
.69
Sout
h A
tlant
ic D
ivis
ion
..
.44
.33
33.5
436
.26
Sout
h C
entr
al D
ivis
ion
..
.46
.35
38.1
041
.50
Nor
th C
entr
al D
ivis
ion
..
.57
.99
44.1
749
.08
Wes
tern
Div
isio
n72
.30
57.0
959
.18
Con
clus
ion
Dra
wn.
- T
he a
vera
ge s
alar
y fo
r al
l in
the
Uni
ted
Stat
es is
$50
.04
per
mon
th.
Thi
s w
hen
mul
tiplie
d
by 7
.5 m
onth
s (o
ur s
choo
l yea
r fo
r 19
06-1
907
was
, to
beex
act,
.150
.6 d
ays)
giv
es a
sal
k fo
r th
e na
tion
of ju
st$3
75.3
0.W
hen
we
cons
ider
that
thes
e fi
gure
s in
clud
e th
e
sala
ries
of
supe
rint
ende
nts,
pri
ncip
als,
and
oth
er te
ache
rs in
9560
hig
h sc
hool
s, p
ublic
and
pri
vate
, bea
ring
in m
ind
asw
e do
so
that
his
sal
ary
is a
ll th
e co
mpe
nsat
ion
he g
ets,
-
barr
ing
the
sent
imen
tal,
the
conc
lusi
on d
raw
n is
that
the
Am
eric
an te
ache
r is
pai
d ve
ry m
uch
less
than
teac
hers
else
whe
re in
the
civi
lized
wor
ld.
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
95
Now
stu
dy T
able
2: -
TA
BL
E 2
Cou
r R
Y
TE
AC
HE
RS
IN 1
906
PER
CE
N1
OF
WO
ME
NM
enW
omen
Uni
ted
Stat
es10
9,17
935
0,88
476
.4E
ngla
nd a
nd W
ales
26,2
0066
,300
71.5
Scot
land
4,00
07,
000
63.6
Ital
y18
,600
3 r,
800
63.0
Irel
and
6,00
07,
000
53.8
Fran
ce56
,370
49,4
0046
.7Fi
nlan
d1,
500
1,17
044
.0N
orw
ay3,
852
2,23
438
.0R
ussi
a38
,700
22,4
0036
.0Sw
itzer
land
6,40
°3,
600
36.0
Swed
en4,
922
2,64
935
.0D
enm
ark
4,50
02,
000
28.0
Aus
tria
51,5
0020
,000
28.0
Hun
gary
26,3
655,
938
18.4
Ger
man
y12
4,02
722
,513
15.4
The
tabl
e co
nvey
s th
e st
artli
ng in
telli
genc
e th
at th
eU
nite
d St
ates
em
ploy
s a
very
muc
h la
rger
per
cen
t of
wom
en te
ache
rs th
an d
o E
urop
ean
coun
trie
s.M
ore
than
thre
e fo
urth
s of
all
our
teac
hers
are
wom
en.
Rea
sons
for
Bet
ter
Sala
ries
in E
urop
e.-
Now
we
are
read
y to
see
k th
e ca
use,
to a
sk th
e re
ason
why
Eur
opea
nco
untr
ies
pay
bette
r sa
lari
es a
nd w
hy th
ey r
etai
n a
muc
hla
rger
per
cent
age
of m
en in
tho
teac
hing
pro
fess
ion
than
we
are
able
to d
o.In
Eur
ope
teac
hing
is a
s m
uch
a pr
o-fe
ssio
n as
is la
w o
r m
edic
ine
or th
eolo
gy.
Eve
ry te
ache
r
96T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
is a
pro
fess
iona
l tea
cher
.N
o on
e m
ay te
ach
who
has
not
com
plet
ed a
str
ict t
rain
ing
cour
se a
nd p
asse
d a
sear
chin
gex
a:m
inat
ion.
Tle
sta
te h
as tr
aine
d hi
m, a
nd it
now
put
shi
m in
a p
ositi
on to
mak
e a
com
for4
-ble
livi
ng f
or h
imse
lfan
d hi
s fa
mily
.E
very
ham
let a
nd c
ity f
eels
kee
nly
that
educ
atio
n is
abs
olut
.'12,
ess
entia
l to
succ
ess
in li
fe.
Aft
erN
apol
eon
had
left
Pru
ssia
pro
stra
te a
t Jen
a its
sch
ool-
mas
ters
put
the
stat
e on
its
feet
aga
in a
nd in
tim
e pu
shed
itto
lead
ersh
ip in
the
empi
re.
Sinc
e th
e di
sast
rous
war
with
Prus
sia
and
Aus
tria
, in
1864
, litt
le D
enm
ark
has
mor
eth
an r
egai
ned
in p
opul
atio
n an
d w
ealth
wha
t was
lost
inth
at d
isas
ter,
chi
efly
thro
ugh
its s
choo
lmas
ters
, who
hav
ebe
en in
defa
tigab
le in
the
educ
atio
nal c
ampa
igns
whi
chha
ve p
lace
d th
e ki
ngdo
m in
the
fore
fron
t of
natio
ns in
tel-
lec,
and
indu
stri
ally
.It
is li
ttle
won
der
that
teac
hers
hay'
supe
rior
soc
ial r
anki
ng in
suc
h co
untr
ies.
Scho
lar-
shij
resp
ecte
d an
d re
vere
nced
alik
e by
hig
h an
d lo
w;
all c
lass
es lo
ok u
p to
the
teac
hing
fra
tern
ity b
ecau
se o
f its
impo
rtan
ce to
the
Stat
e.T
o re
capi
tula
te:
Tea
chin
g is
a !
Prof
essi
on in
lead
ing
coun
trie
s of
Eur
ope;
non
e m
ay te
ach
ther
e w
ho is
not
pro
-fe
ssio
nally
pre
pare
d.T
each
ing
is f
or s
igni
fica
nt r
easo
nshe
ld in
hig
h es
teem
.T
each
ers
acco
rdin
gly
rece
ive
sala
ries
com
men
sura
te w
ith ti
me
and
expe
nse
of p
repa
ratio
n an
ddi
gnity
of
posi
tion.
Sala
ries
of
Tea
cher
s an
d O
ther
Wor
kers
Com
pare
d. -
The
com
para
tive
sala
ry a
rgum
ent i
s no
t the
hig
hest
arg
u-
L
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
97
men
t whi
ch m
ay b
e us
ed f
or in
crea
sing
teac
hers
' sal
arie
s;bu
t it d
oes
answ
er th
e pu
rpos
e w
e ha
ve in
min
d -
viz.
to e
mph
asiz
e in
gla
ring
rea
lity
how
poo
rly
teac
hers
are
paid
in c
ompa
riso
n w
ith p
ublic
wor
kers
gen
eral
ly. W
eha
ve a
lrea
dy s
een
that
the
late
st r
epor
t of
the
Com
mis
-si
oner
of
Edu
catio
n pl
aces
the
aver
age
annu
al s
alar
y fo
ral
l tea
cher
s in
our
pub
lic s
choo
ls a
t $37
5.30
.R
epor
ts
for
thir
ty c
ities
in e
very
par
t of
the
coun
try
plac
e th
eav
erag
e an
nual
sal
ary
for
ordi
nary
str
eet l
abor
ers
at$5
12.4
5, w
hich
is $
137.
15 m
ore
than
the
aver
age
for
all
teac
hers
in th
e U
nite
d St
ates
.
TA
BL
E 3
A. W
AG
ES
ST. L
AB
OR
ER
S
MO
LD
ER
S'
MIN
. WA
GE
EL
EM
. TE
AC
HE
RM
IN. S
AL
AR
Y
Bos
ton
$603
.00
$825
.00
$552
.00
Cin
cinn
ati
493.
5096
0.00
400.
00C
leve
land
480.
0090
0.00
475.
00M
inne
apol
is55
5.00
864.
0045
0.00
New
Hav
en53
4.00
825.
0030
0.00
New
Orl
eans
481.
0090
0.00
315.
00Pe
oria
480.
0090
0.00
350.
00Ph
ilade
lphi
a50
3.00
870.
0047
0.00
Pitts
burg
525.
0090
0.00
350.
00R
acin
e45
0.00
855.
0032
5.00
St. L
ouis
450.
0086
4.00
400.
00St
Pim
!45
0.00
864.
0040
0.00
Seat
tle6Q
7.5o
1050
.00
550.
00
Ave
rage
$528
.87
$901
.70
$429
.13
SI
98T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
Tab
le 3
illu
stra
tes
this
poi
nt f
urth
er.
It c
ompa
res
the
annu
al e
arni
ngs
of s
tree
t lab
orer
s an
d la
bore
rs in
job-
bing
and
mac
hine
fou
ndri
es w
ith e
lem
enta
ry te
ache
rsin
fif
teen
c iti
es o
f th
e U
nite
d St
ates
.T
he c
ompa
riso
nsp
eaks
for
itse
lf.
TA
BL
E 4
Sscr
ioN
BLA
CK
-
min
asC
AR
PE
N-
TE
ES
, FO
RE
.M
EN
PA
INT
.E
RS
MA
CH
IN-
IST
S'
ME
NT
'ch'
rs
New
Eng
land
..
$67.
17$5
8.33
$82.
53$7
3.66
$58.
50$4
9.83
$57.
75M
iddl
e St
ates
..
65.0
056
.33
97.5
052
.00
6o.6
645
.50
50.1
0So
uthe
rn S
tate
s.
71.5
056
.33
91.0
058
.5o
45.5
049
.32
-C
entr
al S
tate
s .
.71
.50
56.3
391
.00
58.5
045
.50
49.3
2-
Paci
fic
Stat
es.
.80
.16
78.0
06o
.06
62.3
6-
-A
vera
ge.
..
$69.
76$5
5.75
$90.
27$6
2.83
$63.
26$4
8.62
$48.
77
The
abo
ve ta
ble,
take
n fr
om th
e N
inth
Bie
nnia
lR
epor
t of
the
Supe
rint
ende
nt o
f Pu
blic
Ins
truc
tion
ofN
orth
Dak
ota,
is b
ased
on
figu
res
from
the
woo
U. S
.C
ensu
s R
epor
t and
dea
ls w
ith th
e su
rrje
ct b
y se
ctio
ns o
fth
e co
untr
y.T
he ta
ble
on th
e op
posi
te p
age
is r
epro
duce
d, b
y pe
r-m
issi
on, f
rom
the
Thi
rd A
nnua
l Rep
ort o
f th
e E
duca
tion
Dep
artm
ent o
f N
ew Y
ork
Stat
e.It
com
pare
s in
a g
raph
icw
ay th
e av
erag
e an
nual
com
pens
atio
n of
mal
e as
sist
ants
in s
econ
dary
sch
ools
out
side
the
citie
s an
d or
gani
zed
wag
e
wor
kers
thro
ugho
ut th
e st
ate.
Fore
men
in m
achi
ne s
hops
.A
ll ot
her
occu
patio
ns, i
nclu
ding
thos
e in
whi
chw
omen
are
eng
aged
.
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
99
A te
ache
r ha
s to
spe
nd m
uch
time
and
mon
ey in
prep
ara-
tion
for
his
wor
k, a
nd y
et in
the
larg
est a
ndon
e of
the
mos
t pro
gres
sive
sta
tes
in th
e co
untr
y br
ewer
y em
ploy
ees
actu
ally
ear
n a
bette
r liv
ing
than
he.
The
sam
e is
the
case
uni
vers
ally
, it s
eem
s.
TA
BL
E 5 HU
ND
RE
DS
10
Dol
lars
ME
N A
SS
IST
AN
TS
716
.95
BR
EW
ER
YE
MP
LOY
EE
S72
2.28
CO
OP
ER
S72
5.04
PA
INT
ER
S &
DE
CO
RA
TO
RS
750.
38
R. R
. TR
AIN
ME
N78
4.40
ELE
CT
RIC
AL
WO
RK
ER
S70
9.50
IRO
N M
OU
LDE
RS
844.
74
BO
ILE
R M
AK
ER
S84
7.12
CO
MP
OS
ITO
RS
882.
20
R. R
. FIR
EM
EN
892.
52
CA
RP
EN
TE
RS
&JO
INE
RS
901.
82
ST
ON
E C
UT
TE
RS
917.
44
PA
PE
R H
AN
GE
RS
921.
00
LET
TE
R C
AR
RIE
RS
923.
78R
OO
FE
RS
& S
HE
ET
ME
TA
L W
OR
KE
RS
948
.84
Sala
ries
pai
d R
ural
Tea
cher
s in
Var
ious
Par
ts o
f th
eC
ount
ry. -
Let
us
now
turn
our
atte
ntio
n m
ore
part
ic-
ow
100
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
ular
ly to
sal
arie
s pa
id in
rur
al s
choo
ls.
So li
ttle
atte
ntio
n
has
been
pai
d to
this
fea
ture
of
scho
ol m
aint
enan
ce th
atfi
gure
s ar
e ha
rd to
get
and
are
mor
e or
less
unr
elia
ble.
Des
pite
this
we
have
ven
ture
d to
com
pile
Tab
le 6
,w
hich
will
giv
e th
e re
ader
som
e id
ea o
f th
e su
bjec
t.T
hest
ates
are
pic
ked
at r
ando
m, t
wo
from
eac
h of
the
five
geog
raph
ical
dk
isio
ns o
f th
e U
nite
d St
ates
.T
he le
ngth
of s
choo
l yea
r an
d m
onth
ly a
nd a
nnua
l sal
arie
s ar
e gi
ven.
It a
ppea
rs f
rom
the
tabl
e th
at th
e ex
trem
e E
ast m
akes
the
poor
est s
how
ing,
whi
ch is
exp
lain
able
in th
e ra
pid
disi
n-te
grat
ion
of r
ural
pop
ulat
ion
in th
ose
part
s an
d in
the
rapi
d
grow
th o
f ci
ties.
Thi
s le
aves
man
y de
plet
ed a
nd im
pove
r-
ishe
d di
stri
cts
with
sca
rcel
y a
hand
ful o
f pu
pils
.N
othi
ng
but s
tarv
atio
n sa
lari
es c
an b
e pa
id in
suc
h co
mm
uniti
es.
The
sal
vatio
n of
thes
e sm
all s
choo
ls a
ssur
edly
lies
in c
on-
solid
atio
n.T
he W
este
rn d
ivis
ion
show
s up
to b
est a
dvan
-
tage
; but
it s
houl
d be
rem
embe
red,
too,
that
livi
ng e
xpen
ses
are
som
ewha
t hig
her
in th
e W
est.
Of
cour
se th
e av
er-
ages
for
the
Uni
ted
Stat
es a
s se
t for
th in
the
tabl
e ar
e no
tfi
nal,
sinc
e on
ly te
n st
ates
are
con
side
red;
but
the
figu
res
are
not f
ar f
rom
cor
rect
and
will
ans
wer
our
pur
pose
wel
l
enou
gh.
We
pay
rura
l tea
cher
s th
roug
hout
the
Uni
ted
Stat
es o
nan
ave
rage
less
than
$300
per
annu
m!
Thi
nk o
f it!
we
expe
ct th
ese
unde
rpai
d m
en a
nd w
omen
who
se b
est e
ner-
gies
are
con
sum
ed w
ith th
e br
ead
and
butte
r pr
oble
m,
who
se f
resh
ness
and
vita
lity
earl
y be
com
e bl
ight
ed a
t the
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
I01,
pros
pect
of
the
barr
en f
utur
e op
enin
g ou
t bef
ore
them
-w
e ex
pect
them
to g
ive,
to im
part
, all
the
best
that
they
have
in th
em to
our
sch
ool c
hild
ren!
We
cert
ainl
y ex
pect
muc
h, a
nd a
s a
reco
mpe
nse,
as
a sa
lari
um, w
e gi
ve-
$296
.93!
Fort
unat
ely,
it m
ay b
e sa
id in
just
ice
to th
ou-
sand
s of
pat
ient
, con
scie
ntio
us r
ural
teac
hers
that
the
aver
age
scho
ol b
oard
rec
eive
s m
uch
mor
e th
an it
pay
s fo
r.
TA
BL
E 6
DIVISION
STATE
AVERAGE
NUMBER OF
SCHOOL
MONTHS
. AVERAGE
.,
AI ONTHLY
JALARY
AVERAGE
YEARLY
SALARY
Nor
th A
tlant
ic.
Sout
h A
tlant
ic.
Sout
h C
entr
al.
Nor
th C
entr
al.
Wes
tern
..
.
Uni
ted
Stat
es.
Mai
ne.
..
.
Ver
mon
t.
.
Mar
ylan
d.
.N
orth
Car
olin
a.
Lou
isia
na.
Tex
as.
.
Min
neso
ta.
Indi
ana
..
.
Col
orad
o.
.C
alif
orni
a.
..
6.25
7.4
9.3
4.3
7.0
5.0
7.0
7.1
6.5
8.5
6.84
$24.
0026
.00
35.6
030
.24
42.8
950
.54
43.6
348
.46
53.5
272
.35
$42.
72
$150
.01
292.
4033
2.08
130.
03
300.
2325
3.26
305.
4134
4.08
347.
8861
4.98
$296
.93
How
the
Rur
al T
each
er m
akes
End
s M
eet.
- It
is o
ften
a pu
zzle
to k
now
just
how
thes
e te
ache
rs c
an m
ake
ends
mee
t.T
ake
the
New
Eng
land
teac
her,
for
exa
mpl
e, s
hew
ho r
ecei
ves
the
prin
cely
sal
ary
of $
196.
65pe
r an
num
,a
sum
whi
ch is
con
side
rabl
y le
ss th
an th
at p
aid
her
sist
erdr
udge
at t
he c
otto
n m
ills.
She
mus
t mak
e a
resp
ecta
ble
&
102
TH
E M
IER
ICA
N R
UR
AL
SC
HO
OL
show
ing,
be
publ
ic-s
piri
ted
and
open
-han
ded,
and
dres
sw
ell.
How
doe
s sh
e do
it ?
In K
ansa
s w
omen
teac
hers
in th
e ru
ral
scho
ols
get a
nav
erag
e of
$40
per
mon
th f
or a
sch
ool t
erm
of
six
and
one
half
mon
ths,
whi
ch g
ives
them
an a
nnua
l inc
ome
of $
260.
Mis
s A
. is
one
of th
ese
teac
hers
.Sh
e ha
s ke
pt a
ccur
ate
acco
unt o
f in
com
e an
d ou
tlay.
Thi
s an
nual
bud
get,
assh
e is
ple
ased
to c
all i
t,ap
pear
s be
low
, with
her
per
mis
sion
.H
er s
choo
l, ho
wev
er, i
s co
nsid
erab
lyab
ove
the
aver
age
for
the
stat
e an
d na
tion.
Oth
ers
fare
muc
hw
orse
than
she. M
iss
A. i
s on
e of
the
real
ly g
ood
teac
hers
inA
tchi
son
coun
ty,
Kan
sas.
She
teac
hes
in w
hat i
s te
rmed
a go
od d
istr
ict.
The
fol
-lo
win
g is
an
hone
st a
ccou
nt o
f he
r fi
nanc
es a
ndtim
e fo
r th
e sc
huol
year
907
-190
8 :
Inco
me
(8 m
onth
s at
$40
)C
ost o
f B
oard
and
Lod
ging
D$
6.00
ress
68.4
5In
stitu
te E
xpen
ses
(4 w
eeks
)15
.8o
Rea
ding
Cir
cle
Boo
ks2.
I2
Scho
ol J
ourn
als
2.80
Car
far
eT
each
ers'
Mee
tings
7.25
Oth
er"S
elf-
impr
ovem
ents
"(b
ooks
and
3
thea
ter
ticke
ts)
5.75
Nec
essa
ry I
ncid
enta
ls11
.43
Bal
ance
$320
.00
$209
.60
209.
60
$110
.40
SAL
AR
IES
AN
DT
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
103
Tot
al V
acat
ion
r6 w
eeks
Chr
istm
as H
olid
ays
Atte
nded
Ins
titut
edu
ring
Jun
eR
este
d af
ter
Stra
inof
8 m
onth
sD
id th
e W
inte
r'sSe
win
g..
2 w
eeks
4 w
eeks
2 w
eeks
2 w
eeks
zo w
eeks
zo w
eeks
Cle
rked
in D
epar
tmen
tSt
ore
6 w
eeks
Dre
w f
rom
Sav
ings
for
Sum
mer
Liv
ing
Exp
ense
s,$2
1.45
Bal
. at e
nd o
f Sc
hool
Yea
r$8
8.95
The
re a
re th
ose
who
alle
ge th
atw
e ca
nnot
as
a na
tion
affo
rd to
pay
larg
er s
alar
ies
than
we
do a
t pre
sent
.L
ook
at th
ese
figu
res,
they
rep
rese
ntso
me
of o
ur a
ctua
lan
nual
expe
nditu
res:
Alc
ohol
ic B
ever
ages
Nat
iona
l Gov
ernm
ent
App
ropr
iatio
ns f
or19
08B
eer
Tob
acco
Nat
iona
l Edu
catio
nA
rmy
and
Nav
y,R
unni
ng E
xpen
ses
Pens
ions
to O
ldSo
ldie
rsW
ine
$1,6
ro,0
00,0
00
1,00
0,00
0,00
0
853,
000,
000
800,
000,
000
310,
000,
000
200,
000,
000
142,
000,
000
o6,0
00,0
00O
r ar
rang
e th
ree
of th
ese
mor
e gr
aphi
cally
thus
:
PUB
LIC
ED
UC
AT
ION
#.41
TO
BA
CC
O__
INT
OX
ICA
TIN
G L
IQU
OR
S
,64f
.
----
----
-- 3
10,0
00,0
00
."4"
.
t.1
_ 80
0,00
0,00
0
1,61
0,00
0,00
0
104
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Edu
catio
n B
ill v
s. D
rink
and
Sm
oke
Bill
.A
s a
natio
n
we
are
rich
bey
ond
the
wild
est d
ream
s of
a M
idas
.C
on-
serv
ativ
e st
atis
tics
plac
e ou
r na
tiona
l wea
lth(1
906)
at
$ioo
,000
,000
,000
,a
figu
re to
o la
rge
for
hum
an c
om-
preh
ensi
on,
with
an
inco
me
of $
24,0
00,0
00,0
00.
Of
this
vas
t sum
we
actu
ally
dri
nk u
p an
nual
ly S
i,6i
o,00
0,00
0,
or a
bout
SI
in e
very
15
prod
uca
In th
e sa
me
N%
ay
we
burn
up
in to
bacc
o, in
clud
ing
ciga
rette
s, S
Soo,
000,
000,
or
St in
eve
ry 3
0 pr
oduc
ed.
But
we
spen
d du
ring
the
sam
e
peri
od o
nly
$310
,000
,000
for
nat
iona
l edu
catio
n, o
r$1
in
ever
y 78
pro
duce
d.T
he p
er c
apita
exp
endi
ture
for
the
item
s is
:
Into
xica
ting
Liq
uors
$19.
10
Tob
acco
9.49
Publ
ic E
duca
tion
3.67
In f
ace
of th
ese
figu
res
we
all k
now
that
we
can
easi
ly
spen
d m
ore
for
natio
nal e
duca
tion.
If w
e w
ere
wis
e, w
e
wou
ld in
vest
our
ann
ual e
xpen
se c
olum
n an
dsp
end
for
educ
atio
n th
e $1
9.10
per
cap
ita w
hich
we
now
drin
k up
.
The
n in
a s
hort
whi
le o
ur n
atio
nal s
urpl
usw
ould
mou
nt
up in
to b
illio
ns u
pon
billi
ons
of d
olla
rs.
The
nat
ion
gets
back
a h
undr
ed f
old,
yes
, min
y hu
ndre
d fo
ld,t
he a
mou
nt
inve
sted
in e
duca
tion,
and
in te
ache
rs'
sala
ries
,and
it ge
ts it
bac
k no
t alo
ne in
wea
lth, b
ut in
that
whi
ch is
muc
h be
tter,
and
whi
ch c
anno
t be
reck
oned
in te
rms
of
dolla
rs a
nd c
ents
, viz
, cul
ture
and
mor
ality
,w
isdo
m a
nd
happ
ines
s.
s
SAL
AR
IES
AN
DT
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
105
Low
Rur
al T
axat
ion.
Now
, how
abo
utru
ral e
xpen
-di
ture
?A
re th
e ru
ral
child
and
the
rura
lte
ache
r ge
tting
a sq
uare
dea
l ?D
o ra
tes
of ta
xatio
nas
levi
ed in
the
coun
-tr
y co
mpa
re f
avor
ably
with
the
rate
s fo
rvi
llage
s an
d ci
ties?
The
ans
wer
com
es:
The
rur
al d
istr
icts
whe
re te
ache
rsar
e pa
id th
e po
ores
t lev
ym
uch
low
er r
ates
upon
a m
uch
grea
ter
taxa
ble
wea
lthth
an d
o vi
llage
san
d ci
ties.
L-t
us
illus
trat
eth
is b
y a
seri
es o
fdi
agr,
uns.
The
fi.
one
give
s th
e to
tal r
ural
and
city
sch
ool
enro
llmen
t of
child
ren: Rur
al11
,200
,757
(67
.3pe
r ce
nt)
City
.
"5,
441,
214
(32.
7 pe
r ce
nt)
The
sec
ond
diag
ram
give
s th
e to
tal
annu
al e
xpen
ditu
refo
r sc
hool
purp
oses
in th
etw
o cl
asse
s of
sch
ools
:R
ural
City
.
ST40
,242
,795
(45
.6Pc
t. ce
nt)
167,522,864 (54.4
per
cent
)
Nex
t we
have
the
tota
l am
ount
inve
sted
for
scho
olpu
r-po
ses:
Rur
al
City
.
..
$254
,134
,181
(32
.4pe
r ce
nt)
,93,
O54
(67
.6 p
er c
ent)
Fina
lly,
mos
t str
ikin
g of
all,
the
amou
nt a
nnua
llyex
-pe
nded
for
the
educ
atio
nof
eac
h ch
ild,
ural
and
city
:R
ural
City
.30.78
Supe
rint
ende
nt0.
J. K
ern,
on R
ural
Sch
ool M
aint
e-na
nce,
The
Wor
ld's
Wor
kre
cent
ly s
ent t
he f
ollo
win
g
:
U
zo6
THE AMERICAN RURAL SCHOOL
inqu
iry
to a
num
ber
of d
istin
guis
hed
educ
ator
s: "
Wha
t
new
sub
ject
or
new
met
hod
or n
ew d
irec
tion
of e
ffor
t or
new
tend
ency
ined
ucat
iona
l wor
k is
of
mos
t val
uean
d
sign
ific
ance
and
now
nee
ds m
oste
mph
asis
and
enc
oura
ge-
men
t? "
Man
y st
riki
ng r
eplie
s w
ere
prin
ted
in th
e is
sue
of J
uly,
190
8; o
ne o
f th
e m
ost
sugg
estiv
e is
the
follo
win
g
from
the
pen
of 0
. J. K
ern,
supe
rint
ende
nt o
f sc
hool
s,
Win
neba
go c
ount
y, I
llino
is, a
ndw
ithal
one
of
the
mos
t
arde
nt a
dvoc
ates
of
the
New
Edu
catio
n in
our
cou
ntry
.
He
says
:
The
fun
dam
enta
l con
side
ratio
n is
that
the
farm
er m
ust s
pend
mor
e
mon
ey o
n th
e ed
ucat
ion
of h
is c
hild
ren
and
mus
t spe
nd it
in a
bette
r
way
to m
eet t
he c
hang
ing
cond
ition
s of
cou
ntry
life
.T
his
prop
ositi
on
is th
e si
ne q
ua n
on in
the
cons
ider
atio
nof
any
adv
ance
in th
e co
untr
y
scho
ol in
tere
st o
ver
the
Uni
ted
Stat
es.
It is
the
duty
of
educ
atio
nal
lead
ers
to d
emon
stra
te to
far
mer
s th
at a
new
educ
atio
nal i
deal
mus
t
obta
in a
nd th
at th
e in
crea
se o
f ex
pend
iture
will
pay
.
Supe
rint
ende
nt K
ern
spea
kstr
uly.
The
twen
tieth
cent
ury
mus
t mak
e la
rge
dem
ands
of
the
farm
ers.
The
dist
rict
sch
ool c
anno
t con
tinue
its
haph
azar
d te
achi
ng.
It m
ust h
erea
fter
teac
h th
e fa
rmer
boys
and
gir
ls b
oth
to
do th
ings
and
to w
ish.
to d
o th
ings
.T
his
kind
of
teac
hing
take
s ca
pabl
e te
ache
rs,
and
to g
et th
em a
nd to
keep
them
in th
e ru
ral d
istr
icts
take
sbe
tter
sala
ries
and
grea
tly in
crea
sed
taxa
tion.
The
Law
of
Sala
ry R
egul
atio
n.T
he la
w o
f sa
lary
regu
latio
n, w
hich
isof
ove
rsha
dow
ing
impo
rtan
ce to
I
SALAIUES AND TENURE OF RURAL TEACHERS
107
teac
hers
and
the
publ
ic a
like,
and
whi
ch s
houl
d be
und
er-
stoo
d th
eref
ore
by a
ll, m
ay b
e st
ated
thus
:(r
) If
the
earn
ing
capa
city
of
teac
hers
is n
ot g
reat
er th
an th
e m
eage
rsa
lari
es th
ey g
et, t
hen
the
natio
n's
life
is e
ndan
gere
d.T
heed
ucat
ion
of th
e A
mer
ican
of
to-m
orro
w is
too
impo
rtan
t,to
o sa
cred
a ta
sk to
intr
ust t
o pe
rson
s w
ho c
anno
t ear
nm
ore
than
an
ordi
nary
scu
llion
or
a sl
augh
ter
hotis
eem
ploy
ee.
(2)
If th
e ea
rnin
g ca
paci
ty o
f te
ache
rsis
grea
ter
th4i
n th
e sa
lari
es th
ey g
et, t
he te
ache
rs o
f gr
eat e
arn-
ing
capa
city
will
gra
dual
ly s
hift
to c
allin
gs w
here
the
pay
is c
omm
ensu
rate
with
thei
r ea
rnin
g ca
paci
ty.
Thi
s sh
ift-
ing
will
con
tinue
unt
il it
reac
hes
an e
quili
briu
m in
poo
rte
ache
rs .a
nd p
oor
sala
ries
.In
this
cas
e, to
o, is
the
natio
n's
wel
fare
end
ange
red.
In a
ny e
vent
, the
onl
y sa
lvat
ion
lies
in in
crea
sed
sala
ries
.N
o do
ubt t
here
are
man
y te
ache
rs in
the
calli
ng w
ho d
o
not e
arn
mor
e th
an th
ey g
et.
On
the
othe
r ha
nd, h
undr
eds
of th
ousa
nds
of te
ache
rs h
ave
been
ear
ning
vas
tly m
ore
than
they
hav
e be
en g
ettin
g.M
any
of th
e be
st te
ache
rses
peci
ally
men
are
leav
ing
the
prof
essi
on f
or m
ore
rem
uner
ativ
e w
ork,
oft
en d
rive
n to
take
this
ste
p ag
ains
tth
eir
own
wis
hes
by s
heer
wan
t.U
nles
s a
halt
is c
alle
dth
e ra
nks
will
bec
on. s
o de
plet
ed a
nd th
e qu
ality
of
teac
h-er
s w
ill d
eter
iora
te to
suc
h an
ext
ent t
hat t
he p
ublic
sch
ool
may
bec
ome
a by
wor
d an
d a
repr
oach
.T
he T
hrea
tene
d "
Fem
iniz
atio
n" o
f th
e Sc
hool
s.M
en
teac
hers
are
ent
erin
g ot
her
calli
ngs
in s
uch
num
bers
as
`,3
io8
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
to th
reat
en th
e pr
ofes
sion
with
fem
iniz
atio
n.T
he s
tory
of th
e m
ale
edu
s is
cle
arly
app
aren
t in
Tab
le 7
.
TA
BL
E 7
. - N
UM
BE
R A
ND
SE
X O
FT
EA
CH
ER
S -
PER
CE
NT
AG
E O
F
MA
LE
TE
AC
HE
RS
STA
TZ
01
TE
RR
ITO
RY
1
Uni
ted
Stat
es.
Nor
th A
tlant
ic D
ivi-
sion
..
..
Sout
h A
tlant
ic D
ivi-
sion
..
..
Nor
th C
entr
al D
ivi-
sion
..
.
Sout
h C
entr
al D
ivi-
sion
..
..
Wes
tern
Div
isio
n.
WH
OL
E N
UM
BE
R O
F D
IF-
FER
EN
T T
EA
CH
ER
SE
MPL
OY
ED
Men
Wom
enT
otal
23
4
1091
79 3
5688
4 46
6063
1659
9
1739
6
2700
8
1000
55
3650
5
4161
2
1166
54
5390
1
6862
0
PER
CE
NT
AG
E O
F M
EN
TE
AC
HE
RS
1870
-118
79-
1889
-118
99-1
1905
oo-
71So
1 l0
006
4201
6 15
3303
195
319
6160
254
09 3
1569
41.0
42.8
34.
529
.9
9 23.6
26.2
I 2
8.8
20.0
118
.4
63.8
67.5
43.2
62.5
49.
1 41
0.7
67.2
57.
5 l4
74
41.7
32.4
28.
345
.0 I
40.
3 31
.t 24
.7
14.2
32.2
39.3
21.5
19.5
Of
the
who
le n
umbe
r of
teac
hers
empl
oyed
356
,884
are
wom
en, a
nd o
nly
ro9,
179,
or
just
23.
6 pe
r ce
nt, a
re m
en.
In 1
879,
42.
8 pe
r ce
nt w
ere
men
;in
188
9, 3
4.5
per
cent
;
in 1
899,
29.
9 pe
r ce
nt; a
nd in
190
5,23
.67
per
cent
.T
his
stat
e of
aff
airs
is a
lmos
tse
riou
s en
ough
to b
e cl
asse
d as
a na
tiona
lca
lam
ity.
No
one
wis
hes
to u
nder
valu
eth
e
imm
ense
infl
uenc
e of
wom
ente
ache
rs in
the
educ
atio
nal
fiel
d.A
t the
sam
e tim
e na
scen
tm
anho
od r
equi
res
the
in-
flue
nce
of a
nd c
onta
ct w
ithm
ascu
line
teac
hers
.Pr
ofes
sor
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
109
Miin
ster
berg
, of
Har
vard
, can
see
not
hing
but
dis
aste
rco
me
/fro
m o
ur p
ecul
iar
dile
mm
a.T
he in
flue
nce
ofw
omen
teac
hers
on
the
mal
e yo
uth,
he
belie
ves,
is s
uch
asto
fem
iniz
e hi
m in
a s
tart
ling
degr
ee.
He
says
in p
art :
The
imm
edia
te o
utco
me
of th
at f
emin
ine
men
tal t
ype
is w
oman
'sta
ct, e
sthe
tic f
eelin
g, h
er in
stin
ctiv
e in
sigh
t, he
r en
thus
iasm
, her
sym
path
y, h
er n
atur
al w
isdo
m a
nd m
oral
ity; b
uton
the
othe
r si
de,
also
, her
lack
of
clea
rnes
s an
d lo
gica
l con
sist
ency
, her
tend
ency
toha
sty
gene
raliz
atio
n, h
er m
ixin
g of
pri
ncip
les,
her
und
erva
luat
ion
ofth
e ab
stra
ct a
nd o
f th
e ab
sent
, her
lack
of
delib
erat
ion,
her
rea
dine
ssto
fol
low
her
em
otio
ns.
Eve
n th
ese
defe
cts
can
beau
tify
the
priv
ate
life,
can
mak
e ou
r so
cial
sur
roun
ding
s at
trac
tive,
and
sof
ten
and
com
plet
e th
e st
renu
ous,
ear
nest
, and
con
sist
ent p
ublic
act
ivity
of
the
man
; but
they
do
not g
ive
the
pow
er to
mee
t the
se p
ublic
dut
ies
with
out m
an's
har
der
logi
c.If
the
who
le n
atio
nal c
ivili
zatio
n sh
ould
rece
ive
the
fem
inin
e st
amp,
it w
ould
bec
ome
pow
erle
ss, a
nd w
ithou
tde
cisi
ve in
flue
nce
on th
e w
orld
's p
rogr
ess.
At t
he o
utse
t we
show
ed th
at th
ere
ason
why
Eur
ope
has
bette
r sc
hool
s an
dpa
ys te
ache
rs b
ette
r th
an w
e do
inth
e U
nite
d St
ates
lies
(i)
in h
ighe
r pr
ofes
sion
alre
quir
e-m
ents
, and
(2)
in s
tron
ger
popu
lar
appr
ecia
tion
of th
ete
ache
r's s
ervi
ces
and
calli
ng.
The
rea
son
why
we
doso
poor
ly b
y ou
r te
ache
rs is
evi
dent
lyou
r fa
ilure
to a
ppre
-ci
ate
thes
e sa
lient
poi
nts.
Tea
chin
g m
ust b
ecom
e a
Prof
essi
on.
- T
each
ing
mus
tbe
com
e a
prof
essi
on in
the
Uni
ted
Stat
es th
esa
me
as la
w,
med
icin
e, a
nd th
eolo
gy.
Perh
aps
it m
ay b
e co
nsid
ered
such
alr
eady
, in
theo
ry.
The
re c
erta
inly
isa
scie
nce
of
t.
I I0
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
teac
hing
, sin
ceed
ucat
iona
l pri
ncip
les
have
long
bee
n
form
ulat
ed a
ndcl
assi
fied
.T
each
ing
has
crea
ted
its o
wn
peda
gogi
cal l
itera
ture
.L
ikew
ise,
pro
visi
onha
s be
en m
ade
for
its s
tudy
as
asc
ienc
e an
d an
art
.T
he li
nes
are
bein
g
draw
n cl
oser
all
the
time.
Tea
cher
s, li
ke o
ther
pro
-
fess
ions
, are
org
aniz
ing
into
ass
ocia
tions
for
the
pur-
pose
of
prot
ectin
g th
eir
inte
rest
s an
d ad
vanc
ing
thei
r
prof
essi
on.
But
if w
e ar
ew
illin
g to
con
side
rtea
chin
g a
prof
essi
on
theo
retic
ally
, in
actu
alpr
actic
e it
can
scar
cely
be d
igni
fied
with
the
nam
e.W
e ha
ve s
ome
prof
essi
onal
teac
hers
,it
is tr
ue, t
houg
h,un
fort
unat
ely,
the
vast
maj
ority
are
to a
ll
prac
tical
purp
oses
untr
aine
d.H
ere
isth
e m
isch
ief.
Law
yers
and
phys
icia
ns h
edge
them
selv
es a
bout
with
rest
rict
ions
and
law
sw
hich
in e
ffec
tex
clud
e qu
acke
ry
and
mak
e-be
lieve
from
thei
r re
spec
tive
fiel
ds.
Tea
cher
s
have
not
bee
n in
sist
ente
noug
h in
dem
andi
nglig
her
stan
d-
ards
of
prep
arat
ion;
and
cert
ain
it is
that
teac
ng w
ill
not b
ecom
e a
prof
essi
on in
pra
ctic
eun
til it
cea
ses
to b
e a
tem
pora
ry m
akes
hift
and
step
ping
-sto
ne to
som
ethi
ng
bette
r.T
he s
tand
ards
mus
tbe
rai
sed.
The
indi
vidu
al
teac
her
mus
t get
a s
tron
ger
gras
pon
the
prof
essi
onal
sub
-
ject
s; h
e m
ust s
tudy
educ
atio
n in
its
hist
oric
alse
tting
and
in r
elat
ion
to p
rese
ntso
cial
con
ditio
ns.
He
mus
t, in
sho
rt,
put h
imse
lfab
reas
t of
the
times
;he
mus
t him
self
hav
e,
and
be r
eady
to g
ive
othe
rs, t
he b
road
erkn
owle
dge
es-
sent
ial i
n a
dem
ocra
cysu
ch a
s ou
rs.
.!4
,
Man
ual t
rain
ing
at th
e D
unn
Cou
nty
Scho
olof
Agr
icul
ture
and
Dom
estic
Eco
nom
y, M
enom
onie
, Wis
cons
in
i.
1
Sew
ing
at th
e D
unn
Cou
nty
Sch
ool o
f Agr
icul
ture
and
Dom
estic
Eco
nom
y
Thi
s sc
hool
was
orig
inat
ed to
pro
vide
ase
cond
ary
educ
atio
n ad
apte
d to
the
need
s co
Lico
nntr
y bo
ys a
nd g
irls.
SA
LAR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
III
Som
e st
ates
, we
are
rejo
iced
to k
now
, hav
eal
read
y
take
n ad
vanc
ed g
roun
d in
the
mat
ter
ofpr
ofes
sion
al r
e-
quir
emen
ts o
f th
eir
teac
hers
.T
hus,
in o
ne s
tate
in th
eM
iddl
e W
est n
o on
e m
ay te
ach
in th
e pu
blic
sch
ools
city
or r
ural
who
has
not
had
at l
ast t
wen
ty w
eeks
' pro
fes-
sion
al tr
aini
ng.
In a
noth
er s
tate
in th
e sa
me
sect
ion
ofth
e co
untr
y th
e re
quir
emen
t is
one
year
(thi
rty-
six
wee
ks)
of p
rofe
ssio
nal w
ork.
The
res
ults
hav
e be
en v
ery
grat
i-
fyin
g.T
hein
diff
eren
t,un
prog
ress
ive
teac
hers
hav
eal
read
y dr
oppe
d by
the
way
side
and
giv
enpl
ace
to p
ro-
fess
iona
l suc
cess
ors.
At f
irst
this
cau
sed
a sh
orta
ge o
fte
ache
rs; b
ut th
e sh
ort s
uppl
y an
d br
isk
dem
and
have
resu
lted
in la
rgel
y in
crea
sed
sala
ries
and
in n
ew v
italit
y
bein
g in
fuse
d in
to s
choo
l aff
airs
in th
ese
stat
es.
Let
oth
er
stat
es d
o as
wel
l by
thei
rte
ache
rs, a
nd le
t the
m d
o it
spee
dily
.T
he T
each
er's
Soc
ial R
ecog
nitio
non
wha
t it D
epen
ds.
It m
ay s
eem
alm
ost t
rite
to s
ugge
st a
cert
ain
rela
tion-
ship
bet
wee
n lo
w s
alar
ies
and
infe
rior
soc
ial r
ecog
nitio
n.
And
yet
it is
und
enia
ble
that
with
the
aver
age
Am
eric
an
mon
ey is
a m
easu
reof
suc
cess
.It
isn'
t tha
t he
care
s fo
r th
e
mon
ey it
self
so
muc
h,bu
t rat
her
wha
t it s
tand
s fo
r.Ju
dged
by th
is c
rite
rion
, the
teac
her's
car
eer
need
s th
e ba
ckin
g of
larg
ely
incr
ease
d sa
lari
es to
giv
e it
ato
uch
of r
espe
cta-
bilit
y an
d so
cial
rec
ogni
tion.
In a
peo
ple
so m
ater
ial-
istic
as
the
Am
eric
an, i
t is
real
lyqu
estio
nabl
e if
sch
olar
ship
for
its o
wn
sake
will
atta
in th
eat
titud
e of
rev
eren
ce w
ith
1BE
ST
CO
PY
AV
AIL
AB
LE
j
112
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
whi
ch it
is e
ndow
ed in
Eur
ope,
at a
ny r
ate,
for
a lo
ng ti
me
to c
ome.
Mea
nwhi
le s
chol
arsh
ip w
ill c
ontin
ue to
be
mea
sure
d by
its
mar
ket v
alue
and
wha
t thi
s sh
all b
ew
ill d
epen
d gr
eatly
upo
n th
e te
ache
rs th
emse
lves
.
Enl
ight
en th
e Pu
blic
.T
he p
ublic
is n
ot a
ltoge
ther
to b
lam
e fo
r pr
esen
t con
ditio
ns.
The
teac
hers
them
selv
esha
ve h
ardl
y re
aliz
ed th
e sh
amef
ul in
just
ice
wor
ked
the
scho
ol c
hild
ren
in a
soc
ial s
yste
m w
hich
will
tole
rate
the
expe
nditu
re o
f ov
er tw
o bi
llion
dol
lars
ann
ually
for
into
x-ic
ants
and
toba
cco,
whi
le it
giv
es a
ll pu
blic
edu
catio
n on
lyth
ree
hund
red
mill
ion.
The
pla
in d
uty
of th
e te
ache
r is
to in
form
him
self
of
the
fact
s, a
nd th
en in
no
unce
rtai
nm
anne
r la
unch
an
," e
duca
tiona
l cam
paig
n "
to e
nlig
hten
his
patr
ons
and
give
them
no
peac
e til
l the
y re
aliz
e th
esi
tuat
ion
and
act.
No
apol
ogie
s ar
e ne
cess
ary,
for
the
caus
e is
the
best
in th
e w
orld
.T
he p
ublic
nee
ds s
uch
enlig
hten
men
t; bu
t let
them
onc
e ge
t aw
ake
to th
e re
al-
izat
ion
of s
choo
l nee
ds a
nd r
efor
ms
will
be
sure
to f
ollo
w.
Inde
ed, t
he m
any
scho
ol im
prov
emen
ts b
roug
ht a
bout
ince
rtai
n qu
arte
rs la
tely
hav
e al
l res
ulte
d fr
om p
ersi
sten
t,or
gani
zed
agita
tion
by d
eter
min
ed te
ache
rs.
Occ
asio
nally
one
fin
ds s
ectio
ns o
f th
e co
untr
y w
here
peop
le a
re s
o la
men
tabl
y un
thin
king
and
par
sim
onio
us in
scho
ol e
xpen
ditu
re th
at n
othi
ng s
hort
of
law
can
ma
keth
em o
pen
thei
r po
cket
book
s.T
he s
tate
is v
itally
in-
tere
sted
in th
e ed
ucat
ion
of a
ll its
sub
ject
s.If
, the
refo
re,
in a
giv
en c
omm
unity
loca
l pri
de o
r lo
cal i
ntel
ligen
ce is
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
113
dead
, it b
ecom
es th
e pl
ain
duty
of
the
stat
e to
take
the
initi
ativ
e an
d co
mpe
l the
unt
hink
ing
com
mun
ityto
do
thei
r du
ty b
y ob
ligin
g th
em to
pay
a ce
rtai
n m
inim
umsa
lary
pre
scri
bed
by la
w.
Ena
ct M
inim
um S
alar
y L
aws.
Six
stat
es, t
o ou
r kn
owl-
edge
, hav
e la
tely
pla
ced
such
law
sup
on th
eir
stat
ute
book
s.T
he r
esul
ts h
ave
been
all
that
the
mos
t opt
imis
ticco
uld
ask.
Whe
reve
r th
e la
w is
in o
pera
tion
the
verd
ict i
s be
tter
sala
ries
, bet
ter
teac
hers
.In
dian
a re
port
s an
incr
ease
of
36.2
per
cen
t in
sala
ries
in th
ree
year
s si
nce
the
law
wen
tin
to o
pera
tion.
The
min
imum
sal
ary
law
pas
sed
byM
ary-
land
in 1
904
has
had
the
effe
ctto
incr
ease
the
sala
ries
of
1500
teac
hers
, ran
ging
fro
m 5
per
cen
t to
30 p
er c
ent,
and
in th
e op
inio
n of
the
stat
e su
peri
nten
dent
" ha
s ha
d a
mos
tsa
luta
ry e
ffec
t."In
Nor
th D
akot
a th
e st
ate
legi
slat
ure
enac
ted
a $4
5 m
inim
um s
alar
y la
w in
1904
, whi
ch "
has
done
muc
h to
bri
ngup
the
scal
e of
wag
es."
The
sta
tesu
peri
nten
dent
eve
n ur
ges
that
the
rate
be
rais
ed to
$50
for
seco
nd g
rade
teac
hers
.O
hio
has
incr
ease
d he
r sa
lari
esfr
om a
mon
thly
ave
rage
of
$35
to a
min
imum
of
$40.
Thi
sm
eans
an
annu
al in
crea
se in
sal
ary
for
elem
enta
ryte
ache
rsof
mor
e th
an $
rpoo
,000
.Pe
nnsy
lvan
ia h
as n
ot b
een
able
to g
o so
far
as
Ohi
o.H
er m
inim
um is
pla
ced
at $
135
for
a m
inim
um o
f se
ven
mon
ths.
" T
he m
inim
um s
alar
yla
w,"
say
s St
ate
Supe
rint
ende
ntSh
aeff
er, "
has
incr
ease
dsa
lari
es o
ver
the
entir
e st
ate.
"W
est V
irgi
nia,
whe
resa
lari
es u
sed
to b
e pr
over
bial
ly lo
w,
has
esta
blis
hed
a
I!
114
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
min
imum
sca
le o
f $3
5, $
30, a
nd $
25 f
orfi
rst,
seco
nd,
and
thir
d gr
ade
cert
ific
ates
res
pect
ivel
y.E
ncou
rage
d by
suc
h re
port
s as
thes
e, te
ache
rs' o
rgan
i-za
tions
in m
any
stat
es h
ave
begu
n sy
stem
atic
cam
paig
nsfo
r be
tter
sala
ries
.T
he im
med
iate
out
look
for
gen
eral
lyin
crea
sed
sala
ries
is b
righ
t ind
eed.
Bef
ore
clos
ing
the
chap
ter
we
mus
t say
a w
ord
abou
t the
teac
her's
tenu
re o
f of
fice
.B
y th
is w
e do
not
mea
n th
enu
mbe
r of
yea
rs s
pent
in th
e se
rvic
e as
a te
ache
rfo
r
we
are
agre
ed th
at th
e pr
ofes
sion
al te
ache
rm
akes
teac
hing
his
life
wor
kbu
t we
mea
n th
e le
ngth
of
time
spen
tas
teac
her
in th
e sa
me
com
mun
ity.
The
dis
cuss
ion
rela
tes
to r
ural
teac
hers
onl
y.A
Lon
g T
enur
e fo
r R
ural
Tea
cher
s.It
is a
pal
p;.b
lefa
ct th
at r
ural
teac
hers
sel
dom
teac
h in
the
sam
e di
stri
ctm
ore
than
one
or
two
term
s.T
hey
are
peri
pate
tic b
yna
ture
, alm
ost;
and
like
the
jour
neym
an c
arpe
nter
they
can
neve
r re
st, b
ut m
ust e
ver
soof
ten
pick
up
thei
r ki
tan
d m
ove
on to
new
fie
lds.
Thi
nkin
g pe
ople
will
see
that
if r
ural
teac
hers
are
to e
xert
a r
eal i
nflu
ence
in th
e co
m-
mun
ity w
here
they
teac
h an
d be
com
e a
bles
sing
to th
efa
rm c
hild
and
the
farm
hom
e, th
is p
erni
ciou
s pr
actic
em
ust e
nd.
The
tenu
re m
ust b
ecom
e lo
nger
.W
hen
a di
stri
ct g
ets
a go
od te
ache
r it
mus
t pay
that
teac
her
livin
g w
ages
, and
it sh
ould
, if
at a
ll po
ssib
le, e
nter
upo
n a
cont
ract
of
two
or
t.,
SAL
AR
IES
AN
D T
EN
UR
E O
F R
UR
AL
TE
AC
HE
RS
115
mor
e ye
ars'
dur
atio
n.T
he id
eal s
yste
m w
ould
be
for
the
teac
her
to m
ake
teac
hing
in a
giv
en c
omm
unity
his
life
wor
k.T
hen
he c
ould
bec
ome
a po
wer
for
goo
d, a
ndes
tabl
ish
him
self
as
the
legi
timat
e le
ader
and
dir
ecto
rof
edu
catio
nal a
nd s
ocia
l int
eres
ts f
or th
e w
hole
cou
ntry
-si
de.
Our
cou
ntry
dis
tric
ts h
ave
no s
uch
insp
irat
iona
lhe
ads
now
and
are
muc
h th
e w
orse
bec
ause
of
it.In
Ger
man
y an
d D
enm
ark,
by
way
of
illus
trat
ion,
rur
alte
ache
rs o
ften
spe
nd a
life
time
in a
sin
gle
scho
ol.
Seve
ral
gene
ratio
ns g
row
up
unde
r th
eir
inst
ruct
ion
and
go f
orth
from
the
roof
tree
of
thei
r sc
hool
to b
less
thes
e sc
hool
-m
aste
rs a
nd to
teac
h th
eir
child
ren
in tu
rn to
rev
ere
them
.T
hey
are
paid
eno
ugh
to m
ake
a fa
ir li
ving
and
to b
e fr
ee f
rom
the
man
y ec
onom
ic c
ares
whi
ch a
re s
opr
eval
ent i
n th
e pr
ofes
sion
on
this
sid
e of
the
Atla
ntic
.It
is im
port
ant f
or th
e ul
timat
e so
lutio
n of
the
rura
l sch
ool
prob
lem
that
its
frie
nds
wor
k w
ith m
ight
and
mai
n to
the
end
that
rur
al s
choo
l ten
ures
be
grea
tly le
ngth
ened
.
t
CH
APT
ER
VII
,r
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
:SA
NIT
AT
ION
AN
D A
RC
HI-
TE
CT
UR
E
Spir
itual
izat
ion
of R
ural
Lif
e.A
new
atm
osph
ere
ofm
ater
ial a
nd s
piri
tual
thri
ft is
gra
dual
ly s
ettli
ng u
pon
our
rura
l com
mun
ities
.Pi
onee
r lif
e w
ith a
llits
atte
ndan
tha
rdsh
ips
and
tria
ls h
as c
ome
and
gone
.T
he e
arly
per
iod
of s
ettle
men
t has
bee
n su
ccee
ded
by a
per
iod
of d
evel
op-
men
t and
'gro
wth
.L
ife
in m
any
rura
l com
mun
ities
isin
deed
bec
omin
g "
spir
itual
ized
."T
his
man
ifes
ts it
self
in u
ntol
d w
ays.
Bet
ter
and
mor
e co
mm
odio
us h
ouse
s,gr
eat t
ower
ing
barn
s, w
ell-
kept
law
ns a
ndcl
ose-
trim
med
hedg
erow
s, f
low
ers,
shr
ubs
and
tree
sal
l bes
peak
the
grow
ing
love
for
the
beau
tiful
.B
ut in
this
mar
ch f
or b
ette
r th
ings
, in
this
rea
chin
g ou
taf
ter
the
wst
hotic
and
enn
oblin
g in
life
, the
rur
al s
choo
l has
not k
ept a
brea
st o
f th
e tim
es.
Unl
ess
it un
derg
oes
grea
tch
ange
s in
the
near
fut
ure
it w
ill s
urel
y ce
ase
to b
e an
im-
port
ant a
genc
y in
rur
al p
rogr
ess.
So lo
ng a
s th
e se
ttler
s
lived
in lo
g ca
bins
and
rea
d at
nig
ht b
y th
e lig
ht o
f a
pine
knot
or
dwel
t on
prai
de a
nd p
lain
in h
ouse
s bu
ilt o
f so
dan
d cl
ay, a
nd u
sed
the
accu
mul
atio
n fr
om th
e bu
ffal
oha
unts
for
fue
l, lo
g ho
uses
and
sod
sha
ntie
s di
d ve
ry w
ell
inde
ed f
or s
choo
l pur
pose
s.T
hey
wer
e in
ful
l har
mon
y11
6
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
117
with
the
envi
ronm
ent.
But
now
itis
oth
erw
ise.
Now
our
farm
hom
es a
re c
opyi
ng th
e co
mfo
rts
and
conv
enie
nces
of th
eir
city
nei
ghbo
rs, e
xcep
t in
scho
ol m
atte
rs o
nly.
The
Rur
al S
choo
lhou
se o
f So
ng a
nd S
tory
.In
city
and
villa
ge s
choo
l arc
hite
ctur
e ha
s ke
pt p
ace
with
the
mar
ch o
f ci
ty li
fe.
Mod
ern
scho
olho
uses
may
be
seen
inev
ery
ham
let,
whi
le m
any
citie
s bo
ast v
erita
ble
pala
ces
for
scho
ol p
urpo
ses.
In r
ural
dis
tric
ts a
rchi
tect
ure
is y
et in
its
earl
y st
ages
.W
ell-
equi
pped
, mod
ern
build
ings
are
be-
ginn
ing
to a
ppea
r in
som
e se
ctio
ns o
f th
e co
untr
y, w
e ar
ere
joic
ed to
kno
w.
But
, eve
ryth
ing
cons
ider
ed, s
uch
evi-
denc
es o
f pr
ogre
ss a
re th
e ex
cept
ion
rat h
er th
an th
e ru
le.
Com
mun
ities
com
pris
ing
wea
lthy
farm
stea
ds w
hich
are
supp
lied
with
eve
ryth
ing
that
a tw
entie
th-c
entu
ry c
ivili
za-
tion
can
offe
r in
the
way
of
conv
enie
nce
and
luxu
ry a
reye
t lar
gely
con
tent
to g
et a
long
with
wha
t the
y ha
veth
e "
little
red
sch
oolh
ouse
" o
f N
ew E
ngla
nd o
r th
epr
over
bial
, rec
tang
ular
box
with
ent
ranc
e at
one
end
and
tum
ble-
dow
n ch
imne
y at
the
othe
r, s
o fa
mili
ar in
the
Wes
t.
Tim
e ha
s dr
agge
d in
rur
al d
istr
icts
sin
ce W
hitti
er s
ang
his
imm
orta
l In
Scho
ol D
ays:
Still
sits
the
scho
olho
use
by th
e ro
ad,
A r
agge
d be
ggar
sun
ning
;A
roun
d it
still
the
sum
achs
gro
w,
And
bla
ckbe
rry
vine
s ar
e ru
nnin
g.
Ala
s! it
is w
ith u
s ye
t, fo
rlor
n an
d un
kem
pt.
Wee
ds a
nd
bram
bles
stil
l thr
ive
and
twin
e in
wild
con
fusi
on o
utsi
de,
118
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
exce
pt w
here
man
y pa
tteri
ng f
eet h
ave
wor
n th
e gr
ound
to d
ust!
Is it
not
sad
that
com
mun
ities
whi
ch u
se e
xcel
lent
bus
i-ne
ss s
ense
in o
ther
mat
ters
ref
use
to s
ee th
at th
e sc
hool
build
ings
whe
re th
e yo
ung
are
initi
ated
into
all
that
isgo
od a
nd b
eaut
iful
and
mos
t wor
th li
ving
for
in li
fe m
ust
be in
har
mon
y w
ith th
ese
teac
hing
s an
d no
t dev
oid
of th
eve
ry a
ttrib
utes
whi
ch th
e te
ache
r st
rive
s to
mak
e pa
rt o
fth
e ch
ild's
life
?N
eed
any
one
be s
urpr
ised
that
the
poet
sing
s of
" f
eet t
hat c
reep
slo
w to
sch
ool "
whe
n he
con
-te
mpl
ates
the
ugly
, uni
nviti
ng s
truc
ture
, win
d-sw
ept a
ndfo
rlor
n, s
et in
som
e fe
nce
corn
er, e
xpos
ed to
sum
mer
sun
and
win
ter
blas
t, w
here
the
child
mus
t nee
ds s
pend
man
yho
urs
and
days
and
wee
ks f
or m
any
year
s of
his
life
?V
erily
, it i
s no
t sur
pris
ing
that
man
y ch
ildre
n ha
ve s
o lit
tlere
gard
for
the
dist
rict
sch
ool!
Stat
e L
aw to
pre
scri
be R
ules
for
Con
stru
ctio
n of
San
i-ta
ry S
choo
lhou
ses.
Perh
aps
the
mos
t im
port
ant e
vent
izth
e di
stri
ct's
his
tory
is th
e pl
anni
ng a
nd b
uild
ing
ofth
e ne
w s
choo
lhou
se.
Man
y bo
ards
and
sch
ool c
om-
mitt
ees
do n
ot s
eem
to r
ealiz
e th
e si
gnif
ican
ce o
f th
is,
so th
at q
uite
com
mon
ly o
ne f
inds
eve
n re
cent
str
uctu
res
built
with
out r
egar
d fo
r th
e es
sent
ial e
lem
ents
of
light
-in
g, h
eatin
g, a
nd s
anita
tion.
Fina
ncia
l lim
itatio
ns m
ayso
met
imes
be
an e
xcus
e, th
ough
usu
ally
itis
due
to a
lack
of
know
ledg
e of
the
esse
ntia
ls in
sch
oolh
ouse
con
-st
ruct
ion.
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
119
A c
ase
in p
oint
cam
e to
the
wri
ter's
not
ice
a sh
ort t
ime
ago.
A s
choo
lhou
se w
as s
truc
k by
ligh
tnin
g an
d bu
rned
to th
e gr
ound
a go
od r
idda
nce
inde
ed, a
s it
was
an
old
eyes
ore.
The
boa
rd im
med
iate
ly d
rew
pla
ns a
nd s
peci
fi-
catio
ns f
or a
new
bui
ldin
g, f
iling
them
at t
he h
ouse
of
one
of th
e m
embe
rs, w
here
the
bids
wer
e re
ceiv
ed.
Inve
stig
a-tio
n sh
owed
that
the
new
bui
ldin
g w
as to
be
erec
ted
onlin
es id
entic
al w
ith th
e ol
d.N
ot a
sin
gle
impr
ovem
ent
of a
ny s
ort w
as c
alle
d fo
r ex
cept
that
the
new
hou
se w
asto
be
pain
ted
drab
with
whi
ts')
trim
min
gs in
stea
d of
all
whi
te a
s be
fore
!A
nd th
is in
a w
ealth
y co
mm
unity
who
seta
xpay
ers
wou
ld h
ave
been
gla
d to
pay
for
a m
oder
n bu
ild-
ing.
It w
as c
lear
ly a
cas
e of
igno
ranc
e on
the
part
of
the
boar
d.
Eve
ry s
tate
sho
uld
pass
law
s to
put
an
end
to s
uch
mal
-ad
min
istr
atio
n.L
et th
em b
e to
the
effe
ct th
at h
erea
fter
no s
choo
l dis
tric
t sha
ll be
allo
wed
to e
rect
any
new
sch
ool
build
ing
or r
emod
el a
n ol
d bu
ildin
g w
ithou
t fir
st s
ubm
it-tin
g co
mpl
ete
plan
s an
d sp
ecif
icat
ions
to s
ome
com
pete
nt
auth
ority
(sa
y, s
tate
boa
rd o
f he
alth
toge
ther
with
an
able
arch
itect
app
oint
ed b
y th
e st
ate
supe
rint
ende
nt)
for
ap-
prov
al. S
ome
stat
e bo
ards
of
educ
atio
n ha
ve s
how
n pr
aise
-w
orth
y ze
al in
fur
nish
ing,
in p
amph
let f
orm
, a s
erie
s of
sug
-
gest
ive
plan
s an
d sp
ecif
icat
ions
, var
ying
in c
ost f
rom
a f
ewhu
ndre
d do
llars
to s
ever
al th
ousa
nd d
olla
rs, w
hich
em
body
all t
he la
test
impr
ovem
ents
in s
choo
l arc
hite
ctur
e.Pl
aced
in th
e ha
nds
of c
ount
y su
peri
nten
dent
s an
d ot
her
supe
r-
: 4.
120
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
viso
rs, s
uch
plan
s w
ill d
o a
wor
ld o
f go
od a
nd le
nd n
ew in
t%
petu
s to
mod
ern
scho
ol c
onst
ruct
ion.
Cho
ice
of S
ite.
The
fir
st s
tep
is to
cho
ose
a si
te.
The
esse
ntia
l thi
ng to
kee
p in
min
d is
that
the
best
to b
e fo
und
is n
one
too
good
.T
he lo
catio
n sh
ould
be
as c
entr
al a
sth
e co
ntou
r of
the
coun
try
will
per
mit,
thou
gh it
wou
ldbe
unw
ise
to s
acri
fice
oth
er r
equi
site
s, s
uch
as s
oil,
sigh
tli-
ness
, and
the
like,
to th
e si
ngle
item
of
cent
ral l
ocat
ion.
In a
ny c
ase
the
loca
tion
shou
ld b
e si
ghtly
.T
he o
utlo
oksh
ould
, if
poss
ible
, be
the
mos
t bea
utif
ul in
the
dist
rict
,w
ell r
emov
ed f
rom
the
dist
urbi
ng in
flue
nces
of
railr
oad
trac
ks, m
ines
, and
man
ufac
turi
ng p
lant
s.A
low
site
and
poor
dra
inag
e is
not
to b
e co
nsid
ered
for
a m
omen
t.In
deed
, an
avoi
dabl
e ca
use
of m
uch
sick
ness
am
ong
scho
olch
ildre
n is
dam
p ba
sem
ents
and
fou
ndat
ions
occ
asio
ned
byju
st s
uch
site
s.N
eith
er s
houl
d so
me
blea
k, w
ind-
swep
thi
ll cr
est b
e se
lect
ed.
The
idea
l site
wou
ld b
e a
loca
tion
high
eno
ugh
to c
omm
and
a go
od v
iew
and
giv
e it
suita
ble
drai
nage
, and
yet
lyin
g re
ason
ably
wel
l she
ltere
d.T
rees
as a
bac
kgro
und
to th
e no
rth
and
wes
t wou
ld a
ffor
d a
suita
ble
prot
ectio
n an
d at
the
sam
e tim
e gi
ve a
n ex
celle
ntse
tting
for
the
scho
olho
use.
The
site
sho
uld
be p
orou
san
d dr
y, a
nd f
ree
from
all
putr
efyi
ng s
ubst
ance
s.T
hen,
fina
lly, e
very
sch
ool g
roun
d sh
ould
hav
e an
inex
haus
tible
supp
ly o
f pu
re w
ater
, whi
ch, w
e sh
all s
ee, m
ust f
rom
now
on p
lay
a pa
rt in
rur
al s
choo
l san
itatio
n ev
er in
crea
sing
inim
port
ance
.
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
121
Doo
m N
o. I
.Fl
o. 4
.D
esig
n an
d fl
oor
plan
of
a go
odin
expe
nsiv
e bu
ildin
g us
ed in
Nor
th C
arol
ina.
Arr
ange
men
t of
Floo
r Sp
ace.
The
site
bei
ng c
hose
n,w
e
may
turn
all
our
atte
ntio
n to
the
plan
of
cons
truc
tion.
And
here
let u
s on
cem
ore
repe
at,
that
no
build
ing
com
mitt
eeca
n af
ford
to d
ispe
nse
with
thP
serv
ices
of
a co
mpe
tent
arch
itect
.T
he in
teri
or a
r-ra
ngem
ent i
sof
par
amou
ntim
port
ance
and
mus
t be
the
firs
t to
rece
ive
our
cons
ider
-at
ion.
The
pro
blem
is h
owto
get
the
grea
test
util
ity o
utC
reac
&M
I:15
PLA
x N
O. 1
.
122
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
1111
1a11
11:1
1111
1111
11r1
1
3:1:
111:
13:
MI1
1111
511
ulul
uillI
ll II
uullI
llulu
liluUuluiuiuIIII
Dom
No.
2C
.
as m
i.N
MI
ON
MI
me
INN
UN
ND
NO
Ng
INN
O N
iN
NW
MIN N
IIN
D,N
bM
INI
MIN
NIN
N1
NS
ISM
ON
NO
N11
10N
MI
INIM
EN
ME
N1.
1. MIN
11=
=is
OM
laN
MI
NO
NM
ININ
*CM
IDL
MA
D"
4+14
EsA
A4.
stA
T "
a N
ev4
CO
AT
*e4
rese
.rV
WN
WL
ear
row
OC
AT
IN4r
o4s 4
11°
0011
G4
PLA
e4 "
0 C
V. p
rr
4 T
A o
c rg
z e4
1ri
*Lal
0P4
wG
PLA
N N
o. 2
C.
FIG
. 5.
Des
ign
and
floo
r pl
an s
how
ing
how
No.
4 ab
ove
may
be
conv
erte
din
to a
two-
room
str
uctu
re.
BE
ST
CO
PY
AV
AIL
AB
LE
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
123
of th
e sm
alle
stsp
ace,
with
out d
estr
oyin
g th
e ar
chite
c-tu
ral b
eaut
y 3.
nd h
arm
ony
of th
e ex
teri
or.
Tak
e th
em
ain
room
of
the
one-
room
rur
al s
choo
l bui
ldin
g.T
hesi
ze w
ill d
epen
d so
mew
hat
upon
the
num
ber
of p
upils
for
whi
ch it
is in
tend
ed.
It s
houl
d pr
ovid
eat
leas
t 15
squa
re f
eet o
f fl
oor
spac
e fo
r ea
ch p
upil,
and
shou
ld n
otm
easu
re to
exc
eed
32 f
eet i
n de
pth
by26
fee
t in
brea
dth.
Som
e au
thor
ities
hol
d th
atno
roo
m s
houl
d m
easu
re to
exce
ed 3
0 fe
et th
e lo
nges
tw
ay b
y 28
fee
t in
brea
dth,
asth
ey d
eem
thes
em
easu
rem
ents
mos
t sat
isfa
ctor
y fr
omth
est
andp
oint
s of
hea
ring
and
see
ing.
Lib
rary
, Res
t Roo
m, a
ndC
loak
Roo
ms.
A m
odel
scho
ol c
anno
t get
alo
ngw
ithou
t a s
mal
l lib
rary
and
read
-in
g ro
om; a
nd, t
o m
ake
it co
mpl
ete,
sho
uld
have
a re
stro
om f
or th
e te
ache
r.T
he li
brar
ym
ay b
e fi
tted
with
a ba
y w
indo
w, w
hich
may
be
utili
zed
for
plan
t cul
ture
,fo
r th
e ke
epin
g of
a sc
hool
aqu
ariu
m, e
tc.
The
se r
oom
sne
ed n
ot b
e la
rge
and
may
be
adde
d at
no
grea
tex
tra
outla
y.
The
old
way
of
hang
ing
wra
ps in
the
open
hal
ls is
un-
sigh
tly a
nd u
nsan
itary
.Se
para
te c
loak
room
s sh
ould
be
prov
ided
for
the
boys
and
gir
ls.
It is
an
exce
llent
pla
n,w
here
ver
feas
ible
to f
urni
shse
para
te, n
umbe
red
lock
ers
for
this
pur
pose
, and
one
heat
ed a
nd w
ell-
vent
ilate
d lo
cker
tobe
use
d in
com
mon
by
all t
he c
hild
ren
for
dryi
ngda
mp
wra
ps.
The
hal
ls m
ust b
e w
ide
to p
rovi
de a
gain
stun
-ne
cess
ary
crow
ding
and
sho
uld
be lo
cate
din
suc
h re
latio
n
11
11
11
11
124
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
to th
e sc
hool
room
that
the
teac
her
can
read
ily h
ave
ovtr
-si
ght o
f th
em.
Cei
lings
eve
ryw
here
sho
uld
be a
t lea
st 1
3fe
et h
igh;
the
scho
olro
om p
rope
r sh
ould
be
high
eno
ugh
OW
*
II 1J'r
33
11
FIG
. 6.F
loor
pla
n of
rur
al s
choo
l in
Cal
ifor
nia.
Rec
itatio
n ro
om c
an,
if d
esir
ed, b
e us
ed a
s a
libra
ry.
to a
llow
eac
h pu
pil a
min
imum
of
250
cubi
c fe
et o
f ai
rsp
ace.
Bas
emen
t: its
Use
s.A
hig
h ba
sem
ent s
houl
d ex
tend
unde
r th
e en
tire
build
ing.
It s
houl
d ha
ve a
mpl
e gl
azin
g,be
ligh
t and
dry
, and
be
cem
ente
d th
roug
hout
, bot
h fl
oors
BE
ST
CO
PY
AV
AIL
AB
LE5
.
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
125
and
wal
ls.
In c
ase
of h
eatin
g by
fur
nace
a p
ortio
n of
the
spac
e m
ust b
e w
alle
d up
for
fur
nace
and
fue
l roo
m. A
part
of
the
rem
aini
ng s
pace
sho
uld
be f
itted
with
wor
k-be
nch,
etc
., fo
r sh
op p
urpo
ses.
Whe
re th
e pr
essu
re ta
nksy
stem
is u
sed
to s
uppl
y la
vato
ries
and
toile
ts w
ith w
ater
,th
is ta
nk m
ust a
lso
be p
lace
d in
the
base
men
t.Su
ch a
base
men
t pro
perl
y ar
rang
ed c
an a
dd im
men
sely
to th
eut
ility
of
the
scho
ol b
uild
ing.
Prop
er H
eatin
g an
d V
entil
atio
n.C
onsi
dera
ble
at-
tent
ion
has
been
pai
d of
late
yea
rs to
pro
per
heat
ing
and
vent
ilatio
n.Pu
blic
and
pri
vate
edi
fice
s ar
e no
w q
uite
gene
rally
con
stru
cted
alo
ng h
ygie
nic
lines
, whe
rein
car
eful
cons
ider
atio
n is
giv
en to
pur
e, f
resh
, and
wel
l-he
ated
air
.E
very
sch
ool b
uild
ing
now
aday
s sh
ould
mak
e pr
ovis
ion
for
an a
dequ
ate
syst
em f
or p
urif
ying
the
air,
and
hea
ting
the
room
with
fre
sh a
ir a
t an
even
tem
pera
ture
.T
his
cann
ot b
e ac
com
plis
hed
with
out c
allin
g ar
tific
ial m
eans
to o
ur a
ssis
tanc
e.T
he o
nly
way
to v
entil
ate
is to
indu
cefr
esh
air
som
ehow
to e
nter
and
to in
duce
the
vitia
ted
air
to
leav
e th
e ro
om.
The
met
hod
of w
indo
w v
entil
atio
n is
very
goo
d at
rec
ess
or o
ther
inte
rmis
sion
s, b
ut is
pos
itive
ly
dang
erou
s w
hile
the
child
ren
are
in th
eir
seat
s, a
nd s
houl
dbe
red
uced
to a
min
imum
of
prac
tice.
The
re a
re o
nly
two
satis
fact
ory
syst
ems
of v
entil
atio
n,th
e ex
pens
ive
fan
syst
em f
or f
orci
ng a
ir c
urre
nts
thro
ugh
the
room
by
mea
ns o
f m
echa
nica
l dev
ice,
and
the
olde
rgr
avity
sys
tem
.T
he f
orm
er is
too
elab
orat
e to
be
prac
tic-
BE
ST
CO
PY
AV
AIL
AB
LE
1
126
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
able
for
rur
al s
choo
ls; s
o w
e m
ust l
imit
our
atte
ntio
n to
the
latte
r.T
he p
rinc
iple
on
whi
ch th
e gr
avity
sys
tem
wor
ksis
ver
y si
mpl
e; b
ut. s
tran
ge a
s it
may
see
m, i
s ye
t fre
quen
tly
mis
unde
rsto
od.
Man
y sc
hool
boa
rds
are
still
ere
ctin
gla
rge
build
ings
with
hug
e, u
nhea
ted
vent
ilato
r sh
afts
whi
ch a
re e
xpec
ted
to c
arry
off
viti
ated
air
aga
inst
thc
grav
ity p
ress
ure
on th
e co
ld-a
ir c
olum
n in
the
flue
!E
ither
the
foul
air
mus
t be
carr
ied
into
the
base
men
t and
ther
epu
rifi
edor
, wha
t is
mor
e pr
actic
al, c
arri
ed o
ff th
roug
hhe
ated
ven
tilat
or s
haft
s.
Hot
-air
fur
nace
s ha
ve b
een
inst
alle
d in
som
e ru
ral
scho
ols,
par
ticul
arly
in th
e N
orth
wes
tern
sta
tes.
Thi
ssy
stem
is e
xcel
lent
, fir
st, b
ecau
se it
doe
s aw
ay w
ith a
hea
t-in
g ap
para
tus
in th
e sc
hool
room
alto
geth
er, s
ince
the
fur-
nace
mus
t be
plac
ed in
the
base
men
t.T
hen
it su
pplie
sth
e ro
om w
ith a
con
stan
t cur
rent
of
war
m, f
resh
air
whi
chis
sup
plie
d to
the
heat
er th
roug
h a
fres
h-ai
r co
ndui
t fro
mth
e ou
tsid
e an
d ta
kes
up th
e fo
ul a
ir th
roug
h re
turn
reg
is-
ters
in th
e fl
oor.
How
ever
, for
the
aver
age
scho
olho
use
a ja
cket
ven
tilat
-in
g st
ove
will
ans
wer
the
purp
ose
very
wel
l.Su
ch s
tove
sha
ve b
een
on th
e m
arke
t for
a n
umbe
r of
yea
rs a
nd m
aybe
set
up
read
y fo
r us
e at
an
outla
y of
fro
m $
35 to
$45
.T
his
is a
gre
at im
prov
emen
t on
the
old-
fash
ione
d st
ove,
whi
ch, a
s al
l mus
t kno
w, i
s th
e gr
eate
st v
itiat
ing
agen
tin
the
room
in th
at
it us
es u
p en
orm
ous
quan
titie
s of
oxyg
en in
the
proc
ess
of c
ombu
stio
n, a
nd h
as n
one
of th
e
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
127
appl
ianc
es f
or s
ucce
ssfu
l ven
tilat
ion.
Let
it b
e ab
olis
hed
from
the
mod
ern
scho
ol.
Con
str
uctio
n of
the
Ven
tilat
ing
Stov
e.T
he v
entil
atin
gst
ove
as s
et u
p re
ady
for
use
appe
ars
a gr
eat d
eal l
ike
asm
all h
ot-a
ir f
urna
ce.
It c
ompr
ises
a c
ast-
iron
sto
ve,
incl
osed
in a
hea
vy s
heet
-iro
n ja
cket
whi
ch f
its th
e fl
oor
tight
ly a
nd h
as a
cir
cle
of h
oles
at t
he to
p th
roug
h w
hich
the
heat
ed a
ir e
scap
es in
to th
e ro
om. T
he ja
cket
com
-m
unic
ates
at t
he f
loor
with
a f
resh
-air
con
duit,
ext
end-
ing
unde
rnea
th th
e fl
oor
to th
e ou
tsid
e of
the
base
men
tw
all,
the
open
ing
bein
g pr
otec
ted
with
a c
oars
e sc
reen
.T
he w
orki
ng p
rinc
iple
is s
impl
e.Fi
re in
the
stov
e he
ats
the
cast
-iro
n su
rfac
e, w
hich
com
mun
icat
es it
s he
at to
the
air
betw
een
it an
d th
e ou
ter
jack
et.
The
hea
ted
air
rise
san
d pa
sses
into
the
room
; and
this
nat
ural
ly c
ause
s an
infl
ux o
f fr
esh
air
thro
ugh
the
cond
uit,
whi
ch in
turn
be-
com
es h
eate
d, r
ises
, and
pas
ses
into
the
room
.A
ll th
ishe
ated
air
ris
es to
war
ds th
e ce
iling
, exp
andi
ng o
utw
ard
asit
goes
, and
then
it s
low
ly s
ettle
s to
war
ds th
e fl
oor
near
the
wal
ls.
A r
etur
n cu
rren
t is
crea
ted
here
by
the
stov
e dr
aft,
whi
ch h
elps
to r
emov
e th
e vi
tiate
d ai
r fr
om th
ero
om.
An
exce
llent
way
to s
uppl
emen
t the
insu
ffic
ient
sto
vedr
augh
t is
by a
con
duit
lead
ing
to th
e he
ated
chi
mne
y.O
f th
is D
r. S
haw
giv
es a
goo
d de
scri
ptio
n in
his
Sch
ool
Hyg
iene
.H
e sa
ys :
In th
e op
posi
te s
ide
of th
e ro
om f
rom
the
stov
e a
tin o
r ga
lva-
nize
d-ir
on v
entil
atin
g du
ct s
houl
d be
con
stru
cted
, obl
ong
in s
hape
,
t
1 28
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
havi
ng it
s cr
oss-
sect
ion
dim
ensi
ons
12 X
6 in
ches
.T
he o
pen
end
of
this
duc
t sho
uld
be w
ithin
one
foo
tof
the
floo
r.T
he f
lue
shou
ld
exte
nd to
the
ceili
ng a
nd r
un a
long
the
ceili
ng to
the
chim
ney.
The
re s
houl
d no
t be
any
curv
edan
gle
in th
is d
uct b
ut a
cur
ved
bend
whe
re th
e up
righ
t sec
tion
unite
s w
ithth
at w
hich
run
s al
ong
the
ceil-
ing.
The
ven
tilat
ing
duct
sho
uld
disc
harg
ein
to a
larg
e ch
imne
y
flue
, at l
east
14
x zo
inch
es o
f cr
oss-
sect
ion
area
.In
the
mid
dle
of
this
flu
e th
ere
shou
ld r
un a
she
et-i
ron
pipe
of
suff
icie
nt c
apac
ity to
deliv
er th
e sm
oke
and
gase
s fr
om th
e st
ove.
The
hea
t rad
iate
dfr
om th
is p
ipe.
whe
n th
ere
is a
bri
sk f
ire
in th
e st
ove
will
cau
se a
stro
ng d
raug
ht in
the
flue
and
dra
wth
e ai
r ou
t of
the
scho
olro
om
thro
ugh
the
vent
ila L
ing
duct
.
In d
istr
icts
whe
re th
e sc
hool
boa
rds
are
relu
ctan
t abo
ut
disc
ardi
ng th
e ol
d st
ove
for
a ne
wve
ntila
ting
stov
e it
is a
good
pla
n to
impr
ovis
e su
ch a
n on
eby
fitt
ing
a st
rong
she
et-
iron
jack
et a
nd a
fre
sh-a
ir c
ondu
it to
the
old
stov
e.(S
ee
App
endi
x B
).Im
port
ance
of
Cor
rect
Lig
htin
g.C
orre
ct li
ghtin
g
is th
e m
ost i
mpo
rtan
t fea
ture
in a
llsc
hool
bui
ldin
g
cons
truc
tion.
Man
y fo
rms
ofai
lmen
ts to
whi
ch th
e
pres
ent g
ener
atio
n is
hei
ran
d a
grea
t man
y ot
her
con-
stitu
tiona
l der
ange
men
ts c
an b
e tr
aced
dire
ctly
to p
oor
light
ing.
The
gla
ss s
urfa
ce s
houl
d be
mas
sed
on o
ne
side
of
the
room
onl
y, a
nd th
e se
ats
arra
nged
in s
uch
a
man
ner
that
the
light
will
com
e fr
om th
e le
ft a
nd o
ver
the
shou
lder
.T
he w
indo
w s
ills
shou
ld b
e se
t hig
hen
ough
to b
e ab
ove
the
leve
lof
the
eyes
of
the
larg
est p
upils
whe
n
seat
ed.
The
fra
mes
sho
uld
reac
h to
with
in a
few
inch
es
of th
e ce
iling
and
be
squa
re, a
sth
e be
st li
ght i
s ob
tain
ed
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
I 29
from
the
uppe
r pa
rt o
f th
e w
indo
w. T
he to
tal a
mou
nt o
fgl
ass
surf
ace
shou
ld b
e ab
out o
ne f
ifth
of
the
floo
r sp
ace
of th
e ro
om.
If f
or a
ny r
easo
n su
ffic
ient
ligh
t can
not b
efu
rnis
hed
from
the
side
, win
dow
s m
ay b
e pl
aced
at t
here
ar o
f th
e ro
om.
Thi
s, h
owev
er, w
orks
a h
ards
hip
onth
e te
ache
r w
ho is
obl
iged
to f
ace
the
win
dow
muc
h of
the
time,
and
sho
uld,
if p
ossi
ble,
be
avoi
ded.
Win
dow
cur
tain
s an
d op
aque
sha
des
pref
erab
ly o
flig
ht g
reen
col
orsh
ould
be
used
to m
ello
w d
own
the
glar
ing
light
.T
he s
hade
s sh
ould
be
mad
e do
uble
and
be p
lace
d at
the
mid
dle
of th
e w
indo
w s
o as
to r
oll u
p an
ddo
wn.
Bla
ckbo
ards
and
Cha
lk R
ails
.B
lack
boar
ds s
houl
doc
cupy
all
avai
labl
e w
all s
pace
exc
ept o
n th
e lig
hted
sid
e.Pu
pils
sho
uld
neve
r be
obl
iged
to s
tare
at b
lack
boar
dsse
t bet
wee
n or
at t
he s
ides
of
win
dow
s, a
s th
e di
rect
ligh
tra
ys f
rom
out
of
door
s ha
ve a
tend
ency
to m
ake
them
squi
nt-e
yed
and
othe
rwis
e in
jure
the
eyes
ight
.Sl
ate
isth
e m
ost s
atis
fact
ory
wri
ting
surf
ace
in u
se, a
nd is
mor
eec
onom
ical
in th
e lo
ng r
un th
an a
rtif
icia
l boa
rds,
thou
ghth
e in
itial
exp
ense
is m
ore.
The
liqu
id s
latin
g co
mm
only
used
has
man
y ob
ject
iona
ble
feat
ures
.U
nles
s th
e pl
as-
tere
dN
Nal
l is
exce
ptio
nally
wel
l fin
ishe
d, th
e bo
ard
will
be
roug
h, it
will
wea
r ou
t and
bec
ome
full
of u
nsig
htly
hol
esan
d cr
acks
, or
it w
ill p
rese
nt a
shi
ny s
urfa
ce, e
xtre
mel
yha
rd o
n th
e ey
es.
If th
e di
stri
ct d
oes
not c
are
to g
o to
the
expe
nse
of p
ro.
130
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
curi
ng s
late
, the
Hyl
opla
tean
d si
mila
r co
mpo
sitio
n bo
ards
will
ans
wer
alm
ost a
s w
ell.
The
se h
ave
the
adva
ntag
e of
com
ing
in b
ette
r le
ngth
s an
dbe
ing
easy
to a
pply
.T
hen,
too,
the
colo
ra
soot
hing
gre
enis
high
ly r
ecom
-
men
ded
for
its h
ygie
nic
prop
ertie
s.B
lack
boar
ds a
s us
ed in
rur
alsc
hool
s sh
ould
be
30
inch
es f
rom
the
floo
r an
dab
out 4
fee
t hig
h.T
his
will
be
ampl
e to
take
car
eof
the
smal
lest
as
wel
l as
the
larg
est p
upils
.T
he b
oard
s sh
ould
be
supp
lied
with
chal
k ra
ils z
i inc
hes
wid
e, to
catc
h th
e du
st a
nd h
old
cray
on a
nd e
rase
rs.
New
San
itary
App
lianc
es.
The
re is
no
reas
on w
hy
rura
l sch
ools
sho
uld
not h
ave
assa
nita
ry to
ilets
as
are
now
foun
d in
wel
l-eq
uipp
ed c
itysc
hool
s.Pe
rhap
s no
one
ques
tion
in s
choo
l con
stru
ctio
nha
s pr
esen
ted
so m
any
trou
bles
ome
phas
es a
s th
is.
But
that
tim
e sh
ould
be
past
.
Whe
reve
r it
is p
ossi
ble
to g
et a
good
sup
ply
of w
ater
fro
m
wel
l or
spri
ng (
and
scho
olho
uses
shou
ld n
ever
be
loca
ted
whe
re th
e w
ater
sup
ply
is s
cant
y),g
ood
indo
or c
lose
ts a
nd
lava
tori
es m
ay b
e co
nstr
ucte
d at
ato
tal o
utla
y of
abo
ut
$350
(se
e pl
ans
of K
irks
ville
, Mo.
;sch
ool e
lsew
here
in th
is
book
).T
hink
wha
t thi
s w
ill m
ean
in r
eari
ngth
e ge
n-
erat
ion
now
in s
choo
l !in
spa
ring
them
fro
m c
onta
ct w
ith
muc
h of
the
indi
cen
cy a
ndvi
ciou
snes
s oc
casi
oned
by
loat
hsom
eou
tbui
ldin
gs!
We
cann
ot e
mph
asiz
eto
o
stro
ngly
that
the
aver
age
rura
lsc
hool
clo
set i
s a
sham
e an
d
a di
sgra
ce a
nd s
houl
d no
tbe
tole
rate
d.U
sual
ly it
is
%IP
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
1 3
I
unsi
ghtly
and
uns
cree
ned,
a v
erita
ble
abom
inat
ion
tobe
ings
of f
ine
sens
ibili
ties.
Com
mon
dec
ency
and
goo
d m
oral
s
dem
and
a th
orou
gh r
efor
m in
this
bre
edin
g pl
ace
in f
irst
step
s in
cri
me.
Out
hous
es m
ade
Dec
ent.
The
fol
low
ing
sugg
es-
tions
may
not
be
'am
iss
for
dist
rict
s w
hich
by
forc
e of
circ
umst
ance
s m
ust c
ontin
ue to
use
the
outd
oor
clos
ets
inde
fini
tely
:Pl
ace
the
outb
uild
ings
at t
he r
ear
of th
esc
hool
yard
, and
as
far
apar
t as
poss
ible
.B
uild
sub
stan
-
tially
and
larg
e.Pl
ace
stro
ng la
ttice
wor
k sc
reen
s on
two
side
s of
the
build
ing
on th
e fr
ont a
nd in
ner
side
to p
rote
ct th
e pr
ivac
y of
ent
ranc
ean
d ex
it.Pl
ant
hard
y pe
renn
ial v
ines
aga
inst
the
latti
ce a
ndtr
ain
them
so a
s to
cov
er th
een
tire
stru
ctur
e.M
ass
a he
avy
grow
th
of e
verg
reen
s or
shr
ubbe
ry o
n a
line
half
way
bet
wee
n
the
two
outh
ouse
s, to
sep
arat
e th
e bo
ys'
half
yar
d fr
om
the
girl
s', t
hus
affo
rdin
g al
l nee
ded
priv
acy.
Kee
p th
e in
side
of
the
clos
ets
scru
pulo
usly
clea
n.
Cov
er th
e w
alls
with
a c
oat o
f sa
ndpa
int t
o pr
even
t
mar
king
and
scr
ibbl
ing.
In a
cor
ner
of th
e ro
om p
lace
a bo
x co
ntai
ning
am
ixtu
re o
f ea
rth
and
quic
klim
e, to
be u
sed
from
tim
e to
tim
e to
cov
er a
nddr
y up
the
excr
eta
in th
e va
ult.
Prov
ide
the
build
ings
with
win
dow
s, s
et
high
, and
ven
tilat
ing
flue
s w
hich
shou
ld e
xten
d se
vera
l
feet
into
the
vaul
t.M
ake
the
door
s st
rong
and
fit
them
with
cat
ch a
nd lo
ck.
Bui
ld th
e va
ult o
f m
ason
ry. c
onst
ruct
ing
it in
suc
h a
132
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
way
that
the
accu
mul
atio
ns m
aybe
rem
oved
with
out
trou
ble.
Let
the
key
rem
ain
in th
e te
ache
r's p
osse
ssio
n, w
hosh
all d
aily
lock
and
unl
ock
the
door
s, in
spec
ting
the
build
-
ings
as
he d
oes
so.
Now
, to
reve
rt to
san
itary
indo
or to
ilets
.T
hese
ac-
cess
orie
s of
a tw
entie
th-c
entu
ry c
ivili
zatio
n ha
ve b
een
used
a go
od m
any
year
s in
larg
e pl
aces
whi
ch h
ave
wat
erpr
essu
re a
nd s
ewer
age.
But
the
rem
otes
t rur
al s
choo
lm
ay n
ow h
ave
as s
atis
fact
ory
a sy
stem
of
its o
wn
by u
sing
artif
icia
l pre
ssur
e.T
he P
ress
ure
Tan
k an
d Sa
nita
ry P
lum
bing
.Pl
ace
apn
eum
atic
pre
ssur
e ta
nk in
the
base
men
t of
the
scho
ol-
hous
e or
in th
e gr
ound
nea
r th
e w
ell,
and
conn
ect w
ithth
e in
side
kum
bing
. The
wat
er m
ay b
e pu
mpe
d in
to th
eta
nkus
ing
hand
or
win
d po
wer
with
a f
orce
pum
pso
inge
niou
sly
arra
nged
that
it p
umps
the
wat
er a
nd a
pplie
s
the
air
pres
sure
at o
ne a
nd th
e sa
me
time.
The
tank
shou
ld m
easu
re a
bout
200
gal
lons
to a
30-
pupi
l sch
ool,
grad
ing
up a
nd d
own
acco
rdin
g to
req
uire
men
t.Su
ch s
ys-
tem
s ar
e us
ed in
pri
vate
dw
ellin
gs a
nd s
choo
lhou
ses,
and
give
the
best
of
serv
ice.
The
sew
age
is p
asse
d th
roug
h a
set o
f un
derg
roun
d ta
nks
and
pipe
s an
d fu
lly o
xidi
zed.
Plan
s m
ay b
e fu
rnis
hed
by
any
up-t
o-da
te p
lum
ber.
Such
a s
ewer
age
syst
em m
ay b
e
cons
truc
ted
at a
ver
y lit
tle c
ost a
nd is
infi
nite
ly m
ore
satis
-
fact
ory
than
ope
n dr
ains
and
ces
spoo
ls.
The
pla
nt c
om-
RU
RA
L S
CH
OO
L B
UIL
DIN
GS
133
plet
e, in
clud
ing
toile
ts, l
avat
orie
s, p
ipin
g, ta
nk w
ith p
ump,
and
sept
ic s
ewer
hav
e re
peat
edly
bee
n bu
ilt f
or $
350.
Scho
olho
use
Con
stru
ctio
n m
ust c
ombi
ne U
tility
with
Ado
rnm
ent.
So f
ar w
e ha
ve d
ealt
with
inte
rior
arr
ange
-
men
t, w
ith th
e hy
gien
ic a
pplia
nces
dem
ande
d in
this
prog
ress
ive
age.
A w
ord
only
is n
eces
sary
con
cern
ing
scho
olho
use
exte
rior
s.U
tility
mus
t eve
r be
the
prim
een
d to
be
soug
ht; b
ut u
tility
atta
ined
with
out r
obbi
ngth
e ex
teri
or o
f ar
chite
ctur
al h
arm
ony
and
beau
ty.
The
scho
olho
use
shou
ld b
e th
e m
ost p
ract
ical
ly a
rran
ged,
yet
the
mos
t attr
activ
e st
ruct
ure
in th
e co
mm
unity
.It
sho
uld
bear
the
stam
p of
edu
catio
nal p
urpo
se o
n its
ext
erio
r, a
ndbe
an
educ
atio
nal i
nspi
ratio
n to
the
entir
e co
untr
ysid
e.It
mus
t not
be
over
ly o
rnat
e, y
et n
ot to
o st
riki
ngly
sim
ple.
Let
it c
ombi
ne th
e pr
actic
al w
ith th
e gr
acef
ul a
nd o
rnat
ein
suc
h pr
opor
tions
as
to p
rese
nt im
pres
sion
s of
end
urin
gse
rvic
e an
d si
mpl
e be
auty
.
CH
APT
ER
VII
I
IND
OO
R F
UR
NIS
HIN
G A
ND
AR
T
The
Old
'3ch
ool v
s. th
e N
ew.
The
old
-tim
e ru
ral s
choo
l
with
its
larg
e at
tend
ance
and
str
ong
teac
her
had
its f
aults
,no
dou
bt; t
houg
h it
was
unq
uest
iona
bly
the
rally
ing
poin
tof
all
the
com
mon
inte
rest
s of
the
com
mun
ity.
At t
hesc
hool
hous
e th
e co
untr
ysid
e ga
ther
ed f
or th
e ly
ceum
or
deba
ting
club
; her
e th
ey h
eld
thei
r ol
d-fa
shio
ned
spel
ling-
mat
ches
and
sin
ging
-sch
ools
, and
on
Sund
ays
wen
t to
" m
eetin
g,"
yet t
here
was
no
esth
etic
upl
ift o
f co
nseq
uenc
eto
be
gain
ed f
rom
the
plac
e of
hol
ding
thes
e ga
ther
ings
,at
any
rat
e fr
om o
ur m
oder
n po
int o
f vi
ew; f
or th
e sc
hool
build
ing
was
inva
riab
ly c
rude
and
poo
rly
cons
truc
ted,
the
furn
iture
was
rou
gh a
nd h
ome-
mad
e, th
e w
alls
mud
-pl
aste
red
and
bare
.B
ut th
ese
thin
gs h
arm
oniz
ed w
ithth
e pi
onee
r lif
e of
the
time;
nob
ody
expe
cted
any
thin
gbe
tter.
In o
ur d
ay, a
las!
the
rura
l sch
ool h
as lo
st m
any
of it
sol
d-tim
e at
trac
tions
.It
is n
o lo
nger
a la
rge
scho
ol.
Loc
al
ambi
tions
and
incr
easi
ng r
ural
pop
ulat
ion
have
con
spir
edto
mul
tiply
sm
all d
istr
icts
till
ever
y fa
rmer
has
a s
choo
l-ho
use
near
his
ow
n fr
ont y
ard.
The
n th
e ci
tyw
ard
flow
of r
ural
pop
ulat
ion
bega
n.L
ittle
by
little
the
man
y sm
all
scho
ols
grew
sm
alle
r an
d of
less
vita
lity.
The
goo
d te
ache
r
also
turn
ed h
is f
ace
to th
e ci
ty; t
he a
mbi
tious
pup
il ha
d to
134
1:,.
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
135
follo
w h
im o
r go
unt
augh
t in
the
high
er b
ranc
hes.
Ifth
is m
ovin
g to
the
city
for
hig
her
educ
atio
n is
to c
ontin
ue,
thc
who
le r
ural
com
mun
ity a
s w
ell a
s th
e sc
hool
will
be-
com
e de
vita
lized
.
The
cou
ntry
chi
ld is
man
ifes
tly e
ntitl
ed to
as
thor
ough
an
educ
atio
n or
as
prac
tical
an
educ
atio
n as
the
city
chi
ld, a
ndhe
is e
ntitl
ed to
get
it r
ight
in th
e co
untr
y w
ithou
t goi
ngto
the
city
for
it.
The
ulti
mat
e so
lutio
n of
the
who
lem
atte
r lie
s in
cen
tral
izat
ion
and
cons
olid
atio
n of
sch
ools
.T
he ti
me
will
be
that
a m
ajor
ity o
f co
untr
y ch
ildre
n ca
nat
tend
wel
l-bu
ilt, w
ell-
equi
pped
gra
ded
scho
ols
in th
eir
own
who
leso
me
coun
try
envi
ronm
ent.
But
this
can
not
be r
ealiz
ed f
or a
long
tim
e to
com
e.So
me
plac
es, i
ndee
d,m
ay n
ever
rea
lize
it at
all,
bec
ause
of
unfo
rtun
ate
geo-
grap
hica
l loc
atio
n, p
over
ty, a
nd th
e lik
e.T
he R
ural
Sch
ool m
ust a
gain
bec
ome
the
Ral
lyin
gPo
int o
f C
ount
ry I
nter
ests
.M
eanw
hile
, som
ethi
ng m
ust
be d
one
for
the
grea
t arm
y of
boy
s an
d gi
rls
men
tally
and
mor
ally
sta
rvin
g in
rur
al d
istr
icts
, am
idst
the
mos
t unf
or-
tuna
te s
urro
undi
ngs.
The
sch
oolh
ouse
mus
t onc
e m
ore
beco
me
the
rally
ing
poin
t of
the
com
mun
ity. W
e m
ayne
ver
agai
n se
e it
the
larg
e sc
hool
that
it o
nce
was
; but
itca
n in
a la
rger
sen
se th
an o
f yo
re b
ecom
e th
e in
spir
atio
nal
cent
er f
rom
whi
ch s
hall
flow
infl
uenc
es, I
rk..
otbl
essi
ng,
and
bette
ring
all
who
may
fee
l the
ir to
uch.
We
have
alr
eady
dis
cuss
ed th
e ne
w a
rchi
tect
ural
re-
quir
emen
ts in
Cha
pter
VII
.T
he b
eaut
y, g
race
, and
136
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
dign
ity o
f th
e m
oder
n bu
ildin
g m
ust b
e su
ch th
at p
eopl
ew
ill p
oint
to it
as
our
scho
olho
use
and
emul
ate
its a
rchi
-te
ctur
e in
the
cons
truc
tion
and
arra
ngem
ent o
f th
eir
own
hom
es.
The
gro
unds
mus
t be
mad
e at
trac
tive
with
plo
ts o
fve
lvet
y gr
ass,
with
tree
s, s
hrub
s, a
nd f
low
ers.
The
who
lesh
ould
pre
sent
an
appr
opri
ate
setti
ng f
or th
e di
gnif
ied
stru
ctur
e pl
aced
in it
s m
idst
.T
he in
teri
or m
ust b
e in
har
-
mon
y w
ith th
e ex
teri
or.
It m
ust b
e ho
mel
ike,
bri
ght,
chee
rful
, attr
activ
e.T
he w
alls
sho
uld
be ti
nted
som
eso
ft s
hade
, ble
ndin
g w
ell w
ith th
e w
oodw
ork
and
blac
k-bo
ards
; pic
ture
s sh
ould
ado
rn th
e w
alls
and
lend
an
artis
-tic
touc
h to
the
room
; flo
wer
ing
plan
ts s
houl
d fi
ll th
e am
ple
bay
win
dow
to a
dd a
sen
se o
f lo
ve f
or n
atur
e; w
hile
boo
ksan
d st
atue
ttes
and
plas
ter
cast
s m
ay b
e de
pend
ed o
n to
add
a re
al s
chol
astic
touc
h to
the
atm
osph
ere.
Such
sur
roun
ding
s ex
ert a
mar
velo
us in
flue
nce
over
the
child
ren.
The
y ar
ouse
in th
eir
hear
ts a
love
for
the
beau
ti-
ful w
hich
will
last
as
long
as
life
last
s.T
he c
hild
ren
who
com
e fr
om h
omes
whe
re c
ultu
re a
nd r
efin
emen
t are
un-
know
n w
ill e
nter
a n
ew li
fe in
the
scho
ol, a
life
whi
ch th
eyw
ill s
oon
lear
n to
love
and
cra
ve.
The
chi
ldre
n fr
omho
mes
abo
undi
ng in
mod
ern
com
fort
s an
d co
nven
ienc
esw
ill f
ind
the
new
sch
ool a
tmos
pher
e ho
mel
ike
and
con-
geni
al.
All
clas
ses
will
be
satis
fied
and
will
com
e to
look
upon
the
dist
rict
sch
ool a
nd it
s w
ork
as th
e no
bles
t and
best
in h
uman
end
eavo
r.
'
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
137
The
dir
ty, s
mok
e-be
grim
ed s
choo
lhou
se, w
ith it
s cr
acke
dan
d br
oken
pla
ster
, war
ped
floo
r, r
usty
sto
ve, a
nddi
rt-
stai
ned
win
dow
s, c
an n
o lo
nger
hav
ea
plac
e in
mod
ern
cow
itry
life,
if w
e w
ish
to r
eest
ablis
h it
as th
e ra
llyin
g po
int
in r
ural
life
, a p
lace
whe
rew
e sh
all h
ope
to s
ave
the
coun
-tr
y bo
y an
d gi
rl f
or th
e fa
rm a
nd f
arm
life
.Su
peri
nten
dent
L. B
. Eva
ns o
n th
e Im
port
ance
of
Est
hetic
Env
iron
men
t.L
et S
uper
inte
nden
t Law
ton
B. E
vans
, of
Geo
rgia
, em
phas
ize
this
vita
l poi
nt.
He
says
in th
e R
epor
t of
the
Com
mitt
ee o
f T
wel
ve o
n R
ural
Scho
ols:
1.4
child
ren
are
daily
sur
roun
ded
by th
ose
infl
uenc
es th
atel
evat
eth
em, t
hat m
ake
them
cle
an a
nd w
ell o
rder
ed, t
hat
mak
e th
emlo
ve f
low
ers,
and
pic
ture
s, a
ndpr
oper
dec
orat
ions
, the
y at
last
reac
h th
at d
egre
e of
cul
ture
whe
re n
othi
ng e
lse
will
plea
se th
em.
Whe
n th
ey g
row
up
and
have
hom
es o
f th
eir
own,
they
mus
t hav
eth
em c
lean
, nea
t, br
ight
with
pic
ture
s, a
nd f
ring
edw
ith s
hade
tree
san
d fl
ower
s; f
or th
ey h
ave
been
bro
ught
up to
be
happ
y in
no
othe
ren
viro
nmen
t.T
he tr
ue te
st o
f ou
r ci
viliz
atio
n an
d cu
lture
is th
e ki
ndof
hom
e w
e ar
e co
nten
t to
live
in, a
nd th
e in
flue
nces
of o
ur s
choo
lssh
ould
hel
p to
for
m a
dis
posi
tion
for
thos
e th
ings
that
mak
e ho
me
life
happ
y an
d he
alth
y.If
the
farm
er's
boy
can
be
taug
ht to
love
book
s w
hen
he is
at s
choo
l, he
will
hav
ea
libra
ry in
his
hom
e w
hen
he b
ecom
es a
man
; if
the
farm
er's
gir
lca
n be
taug
ht d
ecor
atio
n at
scho
ol, s
he w
ill w
ant p
ictu
res
and
flow
ers
and
embr
oide
ryw
hen
she
beco
mes
a w
oman
.
Let
us
now
co.
' sid
er th
e sc
hool
hous
e in
teri
orin
det
ail,
afte
r w
hich
we
shal
l dis
cuss
how
the
fitti
ngan
d fu
rnis
hing
may
bes
t be
proc
ured
.
138
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Wal
ls a
nd W
oodw
ork.
The
wal
ls s
houl
d be
flo
at-
fini
shed
. A c
oars
e-gr
aine
d su
rfac
e is
less
liab
le to
cra
ck
than
har
d fi
nish
, and
look
s be
tter
whe
ntin
ted.
The
col
or
will
dep
end
upon
the
light
ing
of th
e ro
om.
A n
orth
exp
o-
sure
dem
ands
war
m,
soft
tint
s in
red
, as
crea
m, s
alm
on,
and
terr
a-co
tta, a
nd in
ora
nge
and
yello
w. A
sou
th e
x-
posu
re, o
n th
e co
ntra
ry,
take
s co
lors
whi
ch w
ill a
bsor
b
the
sunl
ight
and
giv
e a
cool
ing
effe
ct.
Shad
es in
gra
y an
d
gree
n ar
e th
e be
st.
The
cei
lings
sho
uld
be ti
nted
a li
ghte
r
colo
r th
an th
e w
alls
. A p
ictu
re m
oldi
ngsh
ould
ext
end
arou
nd th
e ro
om a
bout
two
feet
bel
owth
e ce
iling
.A
drop
cei
ling
of iv
ory-
whi
te c
arri
ed d
own
toth
is m
oldi
ng,
with
wal
ls o
f ol
ive-
gree
n, m
ake
a re
mar
kabl
yfi
ne c
ombi
na-
tion
for
a so
uth
expo
sure
.If
wal
l pap
er is
use
d, it
is w
ell
to a
void
all
flor
id d
esig
ns; t
hepl
ain
ingr
ains
are
the
mos
t
satis
fact
ory.
The
woo
dwor
k sh
ould
be
plai
n an
dfr
ee f
rom
dus
t-
catc
hing
orn
amen
ts.
It is
an
exce
llent
idea
to f
inis
h it
in
the
natu
ral g
rain
if th
e w
ood
is o
f go
odqu
ality
end
mat
ched
for
grai
n.O
ther
wis
e a
pain
t har
mon
izin
g w
ith th
e w
all
tints
is to
be
pref
erre
d.
Furn
iture
.T
he p
upils
' des
ks s
houl
d fa
ce th
e m
ain
entr
ance
, mos
t of
the
light
com
ing
from
the
left
.Si
ngle
desk
s ar
e pr
efer
able
, bot
h fo
r di
scip
linar
yan
d hy
gien
ic
reas
ons.
Adj
usta
ble
seat
s an
d de
sks
are
desi
rabl
e,th
ough
a tr
ifle
mor
e ex
pens
ive
than
the
othe
rs.
Bot
h th
e de
sk
and
seat
may
be
adju
sted
to th
e pu
pils
' nee
ds w
ithre
mar
k-
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
139
able
nic
ety.
Non
-adj
usta
ble
desk
s m
ust b
e gr
aded
acc
ord-
ing
to th
e si
ze o
f th
e pu
pils
.T
he u
sual
way
is to
arr
ange
the
seat
ing
by p
laci
ng th
e la
rges
t sea
ts in
the
rear
of
the
room
and
then
gra
ding
dow
n to
the
smal
lest
at t
he f
ront
.
Som
e te
ache
rs n
ow p
refe
r to
pla
ce th
e la
rges
t sea
ts in
aro
w n
ext t
o th
e w
all f
arth
estf
rom
the
win
dow
s an
d gr
adin
g
the
row
s do
wn
to th
e w
indo
ws.
Thi
s ha
s th
e ad
vant
age
that
the
teac
her
may
kee
p th
e un
ruly
big
boy
as
wel
l as
the
smal
l one
und
er im
med
iate
sur
veill
ance
.N
eces
sary
Equ
ipm
ent,
The
teac
her's
des
k sh
ould
be
a pl
ain,
wel
l set
-up
piec
e of
furn
iture
, with
dra
wer
s fo
r
reco
rd b
ooks
, etc
.T
he li
brar
y sh
ould
be
a co
zy r
oom
.M
attin
g on
the
floo
r w
ould
add
muc
h to
the
appe
aran
ce.
The
boo
k sh
el 'e
s sh
ould
hav
e gl
ass
door
s an
d m
ay b
ebu
ilt r
ight
in th
e w
all;
or b
e m
ovab
le, i
f ad
ded
afte
r th
eco
nstr
uctio
n of
the
build
ing.
The
roo
m s
houl
d fu
rthe
rha
ve a
pol
ishe
d re
adin
g ta
ble,
at l
east
one
-hal
f do
zen
stra
ight
-bac
k ch
airs
, a s
ette
e, a
nd a
cou
ple
of e
asy
chai
rs
the
latte
r fo
r th
e us
e of
vis
itors
.T
he s
choo
lroo
m a
nd
the
libra
ry o
ught
eac
h to
hav
e an
una
brid
ged
dict
iona
ry
with
sta
tiona
ry s
tand
bui
lt ag
ains
t the
wal
l.T
he f
urth
er
equi
pmen
t sho
uld
incl
ude
a ca
se o
f st
anda
rd g
eogr
aphi
cal
map
s, a
set
of
phys
iolo
gica
l cha
rts,
read
ing
and
num
ber
char
ts, a
glo
be a
nd s
uch
othe
r ne
cess
ary
appa
ratu
s as
may
be
expr
essl
y re
com
men
ded
by th
esu
peri
nten
dent
of
scho
ols.
We
unde
rsco
re th
e w
ord
"nec
essa
ry"
abov
e be
caus
e ex
-
140
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
peri
ence
has
taug
ht th
at th
e sc
hool
dir
ecto
rs w
ho s
how
the
mos
t nig
gard
ly s
piri
t in
the
expe
nditu
re o
f sc
hool
mon
ey f
or s
uch
appa
ratu
s as
is r
eally
need
ed a
re o
ften
the
firs
t to
be c
augh
t in
the
toils
by
wily
age
nts
with
exp
ensi
ve
para
pher
nalia
for
sal
epa
raph
erna
lia b
oth
usel
ess
and
unne
cess
ary
in th
e ru
ral s
choo
ls.
Supe
rint
ende
nt 0
. J. K
ern
on "
Thr
owin
g aw
ay G
ood
Coi
n of
the
Rea
lm."
Supe
rint
ende
nt 0
. J. K
ern
spea
ks
righ
t to
the
poin
t in
his
adm
irab
le b
ook
Am
ong
Cou
ntry
Scho
ols,
in w
hich
he
says
:
Inst
ead
of s
pend
ing
$35
or $
50 o
f th
e sc
hool
iund
s fo
r a
won
-de
rful
cha
rt p
ortr
ayin
g th
e w
hole
sch
eme
in th
e ed
ucat
ion
of m
anfr
om th
e cr
adle
to th
e gr
ave,
why
not
use
the
sam
e am
ount
of
mon
ey f
or p
aint
?T
he c
hart
sta
nds
negl
ecte
d be
cavs
2 th
e te
ache
rca
nnot
use
it in
the
aver
age
scho
ol. A
pla
neta
rium
adv
ertis
ed f
or$3
5, to
"cl
earl
y ill
ustr
ate
and
prac
tical
ly s
olve
the
diff
icul
t pro
b-le
ms
rela
ting
to c
eles
ti2sp
here
, ecl
iptic
, eqt
.inox
es, a
poge
e an
dde
clin
atio
n, r
etro
grad
e m
otio
n of
the
plan
ets,
etc
.," m
ay b
e a
nece
s-sa
ry p
iece
of
appa
ratu
s in
the
hand
s of
a te
ache
r w
ho k
now
s ho
w to
use
it;bu
t cou
ntry
sch
ools
are
nee
ding
sha
des
for
the
win
dow
s, a
hard
woo
d fl
oor,
pai
nt f
or th
e w
alls
, a to
wel
rac
k, a
wat
er ta
nk, a
jack
et a
roun
d th
e st
ove
and
man
y ot
her
thin
gs, m
ore
than
pla
neta
-ri
ums
and
geom
etri
cal b
lock
s.A
nd y
et th
e sc
hool
off
icer
s ar
eth
row
ing
away
goo
d co
in o
f th
e re
alm
in s
uch
purc
hase
s of
app
a-ra
tus
beyo
nd th
e us
e of
the
aver
age
coun
try
scho
ol.
Rat
her
use
the
mon
ey to
pur
chas
e lu
mbe
r, p
aint
, bla
ckbo
ards
, and
soa
p.
The
pro
gres
sive
Illi
nois
edu
cato
r do
es n
ot m
ean
that
scho
ols
may
get
alo
ng w
ithou
t wor
king
app
arat
us.
Far
from
it!
He
begi
ns th
e ca
mpa
ign
at th
e be
ginn
ing
by
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
gT14
1
dem
andi
ng w
ater
and
soa
p an
d pa
int.
Lat
er h
e pu
rpos
esto
get
as
man
y of
the
teac
her's
nec
essa
ry "
tool
s" a
s th
edi
stri
ct c
an a
ffor
d.U
nfor
tuna
te th
e sc
hool
who
se b
oard
mem
bers
are
un-
reas
onab
ly c
hary
in e
xpen
ding
sch
ool m
oney
for
nee
ded
equi
pmen
t!L
et th
e te
ache
r in
sist
and
per
sist
;le
t the
supe
rint
ende
nt b
ack
him
up.
Bet
wee
n th
em th
ey c
an,
in th
e en
d, c
reat
e a
favo
rabl
e se
ntim
ent i
n th
e co
mm
unity
,an
d w
in th
e po
int.
Som
e pe
ople
may
say
des
ks a
ndsh
elve
s an
d di
ctio
nari
es a
re v
ery
good
; but
set
tees
and
easy
-cha
irs
in s
choo
l!th
is is
goi
ng to
o fa
r!N
o do
ubt,
man
y ha
ve s
uch
thou
ghts
.B
ut, m
ind,
the
time
is n
ot f
ardi
stan
t whe
n ev
en e
asy-
chai
rs w
ill b
e co
nced
ed a
pla
ce in
the
wel
l-ap
poin
ted
scho
olho
use!
Cho
ice
of P
ictu
res
:T
hing
s to
be
Con
side
red.
With
the
wal
ls a
nd w
oodw
ork
fini
shed
off
and
the
furn
iture
pro
-vi
ded,
we
are
read
y to
con
side
r th
e w
all d
ecor
atio
ns.
The
teac
her
mus
t use
the
grea
test
dis
crim
inat
ion
in th
e ch
oice
of p
ictu
res.
Goo
d ta
ste
and
artis
tic s
kill
empl
oyed
inth
is im
port
ant t
ask
will
late
r be
ref
lect
ed in
cor
rect
sta
nd-
ards
of
life
acqu
ired
in th
e sc
hool
.T
o be
gin
with
, the
wal
ls s
houl
d no
t be
cove
red
with
pic
ture
car
ds a
nd o
dds
and
ends
.T
his
give
s th
e ro
om a
stu
ffy
effe
ct, a
nd is
out
of p
lace
exc
ept i
n a
cozy
-cor
ner
or d
en a
t hom
e.L
oud-
colo
red
chro
mos
, gau
dy a
dver
tisem
ents
, and
illu
min
ated
cale
ndar
s of
dou
btfu
l mer
it sh
ould
be
avoi
ded.
To
perm
itsu
ch o
rnam
enta
tion
is to
trai
n th
e ch
ildre
n in
the
hap-
;..,
142
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
haza
rd, w
hich
is b
ound
to b
ear
frui
t in
gaud
y, s
emib
ar-
bari
c ho
me
deco
ratio
ns.
The
sch
oolr
oom
sho
uld
be
chee
ry, b
ut a
t the
sam
e tim
e"
rest
ful i
n its
col
or, d
ecor
a
tions
, and
atm
osph
ere.
"T
he n
umbe
r, s
ize,
and
sha
peof
the
pict
ures
will
dep
end
upon
the
size
and
arra
ngem
ent o
f th
esc
hool
room
.In
a
room
of,
say
, 28
feet
by
30 f
eet,
five
or
s:x
good
-siz
edpi
c-
ture
s w
ould
be
enou
gh.
By
good
siz
e is
mea
nt la
rge
enou
gh to
be
easi
ly s
tudi
ed f
rom
the
fart
hest
cor
ner
of th
e
room
. The
pic
ture
ssh
ould
app
roxi
mat
e 18
inch
es b
y
24 in
ches
, unf
ram
ed.
It is
a g
ood
idea
to u
se p
lain
har
d-
woo
d fr
ames
; bla
ck o
r br
own
are
very
attr
activ
e.Su
s-
pend
the
pict
ures
fro
m th
em
oldi
ng to
avo
id d
rivi
ng
nails
into
the
wal
l.It
is a
lso
esse
ntia
l to
cons
ider
light
and
spa
ce in
han
ging
pict
ures
.Fo
r ex
ampl
e, p
ictu
res
ofin
dist
inct
det
ails
will
show
off
to b
est a
dvan
tage
in s
tron
glig
ht, s
ay, o
n th
e w
all
oppo
site
the
win
dow
s, w
here
thes
e ar
em
asse
d on
one
sid
e.
Han
g ho
rizo
ntal
pic
ture
sw
here
ver
the
wal
l spa
ce is
long
and
low
, as,
for
inst
ance
, abo
veth
e bl
ackb
oard
s.Fo
r th
e
sam
e re
ason
vert
ical
pic
ture
s w
ill lo
ok b
est i
n th
e na
rrow
spac
e at
the
side
sof
the
win
dow
s or
bet
wee
n th
em.
The
pict
ures
for
the
libra
ry c
an b
eco
nsid
erab
ly s
mal
ler,
and
thei
r ha
ngin
g be
gov
erne
d by
shap
e of
wal
l spa
ce, a
rran
ge-
men
ts o
f fu
rnitu
re, e
tc.
Eve
ry P
ictu
re s
elec
ted
shou
ld h
ave
Edu
cativ
e V
alue
.
Eve
ry p
ictu
re s
houl
d be
sel
ecte
dlo
r re
al e
duca
tive
valu
e.
MO
DE
L C
OU
NT
RY
SC
ot4t
e:-
Mod
el c
ount
ry s
choo
lroo
m s
how
n at
a r
ecen
tIl
linoi
s St
ate
Fair
.N
ote
the
Wat
erbu
ry s
yste
m o
f he
atin
g, s
tove
in e
xtre
me
corn
er,s
ingl
e se
ats,
sect
iona
l boo
kcas
es, s
uspe
nded
glo
be, c
ase
of m
aps,
fern
, nea
tly f
ram
edpi
ctur
es, e
tc.
.74
Scho
ol D
istr
ict a
t, T
urne
r C
ount
y,So
uth
Dak
ota.
Exc
elle
nt li
ght,
good
heat
ing
appa
ratu
s, s
late
bla
ckbo
arkl
,si
ngle
des
ks. T
he a
rran
gem
ent o
!
pict
ures
onth
.!w
all;
alon
e de
trac
ts f
rom
the
othe
rwis
e sa
tisfa
ctor
y
impr
essi
on.
1 '7
8
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
143
Thi
s m
ay ta
ke th
e fo
rm o
f st
udy
of n
atur
e an
d an
imal
life,
as
in B
onhe
ur's
Hor
se F
air,
Ada
n's
Sum
mer
Eve
n-in
g, o
r D
ougl
as's
Vik
ings
; his
tori
cal i
nter
est,
as in
Bic
k-ne
ll's
Bat
tle o
f L
exin
gton
, Bou
ghto
n's
Pilg
rim
Exi
les,
or
Br6
zik'
s C
olum
bus
at th
e C
ourt
of
Isab
ella
;st
udy
of
grea
t men
, as
in D
uple
ssis
' Ben
jam
inFr
ankl
in, S
tuar
t'sG
eorg
e W
ashi
ngto
n, o
r T
rum
bull'
s A
lexa
nder
Ham
ilton
;an
d ge
nuin
e ar
tistic
wor
th, a
s in
Hof
fman
's H
ead
of C
hris
t,M
illet
's T
he A
ngel
us, o
r R
apha
el's
Sis
tine
Mad
onna
.W
e ar
e fo
rtun
ate
to li
ve a
t an
age
whe
n co
pies
of
the
grea
t mas
ters
are
eas
y to
pro
cure
.R
epro
duct
ions
inpr
ints
, car
bons
, pho
togr
avur
es, a
nd c
olor
pri
nts
from
the
orig
inal
s in
pai
ntin
gs, s
culp
ture
, and
arc
hite
ctur
e ar
eof
fere
d fo
r sa
le a
t ver
y re
ason
able
pri
ces
by f
irm
s w
hich
mak
e a
spec
ialty
of
supp
lyin
g th
e ne
eds
of s
choo
ls in
thes
e
lines
.
Plas
ter
Cas
ts.
Plas
ter
cast
s ad
d m
uch
to th
e at
trac
-tiv
enes
s an
d sc
hola
stic
atm
osph
ere
of th
e ro
om.
At l
east
one
good
-siz
ed c
ast s
houl
d be
foun
d in
eve
ry r
ural
sch
ool ;
they
are
inex
pens
ive,
and
the
rang
e of
,u...
;,cts
is la
rge,
incl
udin
g bu
sts
of g
reat
men
, Am
eric
an a
nd f
orei
gn, a
ndre
prod
uctio
ns o
f th
e w
orld
's b
est s
culp
ture
.N
eN.,e
r se
lect
a pe
rfec
tly w
hite
cas
t ;iv
ory
and
crea
m c
olor
s ar
e be
tter,
as th
ey a
re le
ss li
able
to s
oil a
nd s
how
dust
.So
iled
cast
s,
by th
e w
ay, a
re r
eadi
ly r
enov
ated
by
givi
ng th
em a
coa
tof
gol
d or
bro
nze
pain
t.It
is h
oped
that
the
follo
win
g gr
oups
of
cast
s an
d pi
ctur
es
179
144
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
may
be
sugg
estiv
ean
d ai
d th
e ru
ral t
each
er in
mak
ing
a se
lect
ion
for
the
scho
ol.
Any
one
gro
up s
houl
d be
suff
icie
nt f
or th
e av
erag
e ru
ral s
choo
l.
Firs
t Gro
up.
Cas
t: W
ashi
ngto
n.Pi
ctur
es: T
he B
oy C
hris
t, H
offm
an; S
umre
.cr
Eve
ning
,A
dan;
Bat
tle o
f L
exin
gton
, Bic
knel
l;P.
er in
the
Fore
st,
Bon
heur
; Cic
ero'
s O
ratio
n ag
ains
tC
atili
ne, M
acca
ri.
Seco
nd G
roup
.C
ast:
Sam
uel A
dam
s.Pi
ctur
es:
Sist
ine
Mad
onna
, Rap
hael
; The
Gle
aner
s,M
illet
;M
onar
ch o
f th
e G
len,
Lan
dsee
r;W
ashi
ngto
ncr
ossi
ng th
e D
elaw
are,
Leu
tze;
Tak
ing
aPi
lot,
Seel
ey.
Thi
rd G
roup
.C
ast:
Web
ster
.Pi
ctur
es: P
rim
ary
Scho
ol in
Bri
ttany
,G
eoff
roy;
An
Old
Mon
arch
, Bon
heur
; Bat
tle o
fB
unke
r H
ill, T
rum
-bu
ll; P
lant
ing
Pota
toes
, Mill
et; P
ied
Pipe
rof
Ham
elin
,K
aulb
ach.
Four
th G
roup
Cas
t: L
inco
h..
Pict
ures
: Sig
ning
Dec
lara
tion
of I
ndep
ende
nce,
Tru
m-
bul!
;K
abyl
e, S
chre
yer;
Pri
nces
in th
e T
ower
,M
illai
s;M
eado
w P
ool,
Pear
ce; H
oly
Fam
ily,
Mur
illo.
The
fol
low
ing
pict
ures
are
ver
y su
gges
tive
subj
ects
for
the
libra
ry a
nd r
eadi
ng r
oom
:W
ashi
ngto
n at
Dor
ches
ter
Hei
ghts
, Stu
art;
Sir
Gal
ahad
,W
atts
;B
enja
min
Fra
nklin
, Dup
less
is;
Phot
ogra
vure
sof
Lon
gfel
low
, Em
t rso
n, a
nd M
ann;
The
Part
heno
n,A
then
s; T
he S
phin
x, E
gypt
; Sha
kesp
ere'
sH
ouse
, Eng
-la
nd; S
trat
ford
-on-
Avo
n, E
ngla
nd; T
he R
eade
r,H
unt;
Sir
Wal
ter
Scot
t, L
eslie
; Vic
tor
Hug
o, B
onna
t.
180
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
r45
Rel
iabl
e de
aler
s in
phot
ogra
vure
s, p
rint
s, e
ngra
ving
s,et
chin
gs, c
asts
, etc
.:Pi
ctur
es: T
he P
erry
Pic
ture
Co.
, A. W
. Els
on a
nd C
o.,
The
Pra
ng E
duca
tiona
l Co.
, and
Hor
ace
K. T
urne
rC
o.al
l of
Bos
ton,
Mas
s.C
asts
: P. P
. Cap
roni
and
Co.
, and
Cur
tis a
nd C
amer
on,
both
of
Bos
ton;
and
Ber
lin P
hoto
grap
hic
Co.
, New
Yor
kC
ity.
Now
, how
can
we
secu
re th
e de
sire
d sc
hool
room
dec
o-
ratio
ns?
Scho
ol d
irec
tors
may
not
car
e to
spe
nd d
istr
ict
mon
ey f
or th
is p
urpo
se a
nd, i
ndee
d, c
anha
rdly
be
ex-
pect
ed to
do
so; t
here
fore
, we
mus
t res
ort t
o ot
her
mea
ns.
Let
us
firs
t see
wha
t oth
er s
ectio
ns o
f ou
r co
untr
y ar
e ac
-co
mpl
ishi
ng in
sch
ool d
ecor
atio
n.T
he S
choo
l Im
prov
emen
t Lea
gue
of M
aine
.T
his
leag
ue w
as o
rgan
ized
in 1
898
and
has
a m
embe
rshi
p ap
-pr
oxim
atin
g 6o
,000
ent
husi
astic
teac
hers
,pu
pils
,an
d
patr
ons
scat
tere
d th
roug
hout
the
stat
e.T
he u
nder
lyin
gm
otiv
e of
the
orga
niza
tion
" is
the
awak
enin
g of
a c
on-
trol
ling
inte
rest
in th
e sc
hool
on
the
part
of
its p
upils
and
patr
ons.
"W
hat r
emar
kabl
e su
cces
s it
has
met
with
can
best
be
seen
fro
m th
e st
ate
supe
rint
ende
nt's
rep
ort,
whi
c h
read
s :
The
sta
tem
ent t
hat t
he S
choo
l Im
prov
emen
t Lea
gue
has
done
mor
e fo
r th
e be
tterm
ent o
f th
e sc
hool
s th
an a
ny o
ther
age
ncy
(lur
ing
the
past
qua
rter
of
a ce
ntur
y ha
s be
en p
rove
n by
so
man
yin
stan
ces
that
its
corr
ectn
ess
cann
ot lo
nger
be
ques
tione
d.It
has
ren
dere
d its
gre
ates
t ser
vice
by
calli
ng a
ttent
ion
to p
rese
ntco
nditi
ons,
the
nece
ssity
for
cha
nges
and
con
vinc
ing
the
peop
le
L.
181
146
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
conc
erne
d th
at th
e w
ork
mus
t be
done
by
thos
e liv
ing
in th
e co
n
mun
ity in
whi
ch th
e sc
hool
islo
cate
d.C
once
ntra
ting
the
atte
n.
tion
of th
e en
tire
popu
latio
n of
any
sect
ion
upon
its
scho
ol in
tere
sts
alw
ays
rem
its, n
ot o
nly
in b
ette
rsc
hool
s, b
ut a
lso
in s
how
ing
the
peop
le th
at th
ey m
ust d
ecid
e w
hats
hall
be d
one
and
be r
espo
nsib
le
for
its p
erfo
rman
ce.
Thi
s ne
cess
itate
s th
e de
visi
ng o
f pl
ans,
the
choi
ce o
f po
ssib
ilitie
s, ta
ste
inse
lect
ing,
and
judg
men
t in
usin
g.
The
se e
ffor
ts, i
n tu
rn, r
esul
t in
inte
llect
ual t
rain
ing,
mor
al n
urtu
re,
and
esth
etic
cul
ture
.
In it
s fe
w y
ears
of
exis
tenc
eth
e le
ague
has
impr
oved
the
cond
ition
s of
alm
ost e
very
scho
ol in
the
stat
e by
exe
rt-
ing
an in
flue
nce
rc.s
ultin
gin
ren
ovat
ed a
nd b
eaut
ifie
d
inte
rior
s, b
ette
r ph
ysic
alsu
rrou
ndin
gs, a
nd w
ell-
supp
lied
rura
l sch
ool l
ibra
ries
.B
ut, "
eve
n be
tter
than
that
,"
to q
uote
fur
ther
from
he
leag
ue r
epor
t, "
in a
nin
crea
sing
sens
e of
res
pons
ibili
tyth
e pu
pils
are
man
ifes
ting
in m
atte
rs
of p
rim
e im
port
ance
toth
em, a
nd in
a s
tron
ger
inte
rest
in th
e lo
cal s
choo
l."O
ther
sta
tes,
fol
low
ing
the
exam
ple
set b
y M
aine
, are
acco
mpl
ishi
ng p
rais
ewor
thy
resu
lts.
Ten
s of
thou
sand
s
of d
olla
rs a
re e
xpen
ded
annu
ally
now
for
rur
al s
choo
l
deco
ratio
ns.
Onl
y a
few
yea
rs b
ack
the
mov
emen
t was
prac
tical
ly u
nkno
wn;
now
citi
es a
ndvi
llage
s ev
eryw
here
are
doin
g m
uch
for
art i
n th
e sc
hool
, thr
ough
loca
lim
prov
e-
men
t ass
ocia
tions
, by
cond
uctin
g ly
ceum
cou
rses
, and
in
othe
r w
ays
accu
mul
atin
gfu
nds.
Wha
t can
the
1,:d
ivid
ual T
each
erD
o.N
ow th
e qu
es-
tion
aris
es, w
hat s
hall
the
indi
vidu
al r
ural
sch
ool t
each
er
182
IND
OO
R F
UR
NIS
HIN
GS
AN
:3 A
RT
147
do to
pro
vide
suc
h de
cora
tions
for
her
scho
ol ?
The
answ
er w
illde
pend
upo
n se
vera
l thi
ngs
upon
whe
ther
she
will
hav
e to
wor
k al
one
orin
con
junc
tion
with
oth
er
teac
hers
of
the
coun
ty u
nder
the
lead
ersh
ip o
f th
e su
per-
inte
nden
t.If
she
has
to d
epen
d so
lely
on
hers
elf,
she
mus
t
mak
e us
e of
eve
ry o
unce
of
natu
ral i
ngen
uity
to w
in o
ut;
if th
e su
peri
nten
dent
pla
ces
him
self
at t
he h
ead
of th
e ar
s
cam
paig
n, h
er w
ork
will
be
grea
tly s
impl
ifie
d.
Thi
s is
wha
t one
Kan
sas
teac
her
has
acco
mpl
ishe
d,
sing
le-h
ande
d an
d un
aide
d by
her
supe
rint
ende
nt.
And
wha
t she
has
don
e ot
hers
can
do, o
r at
leas
t try
to d
o.
Mis
s a
ente
red
upon
her
dutie
s'as
teac
her
of a
cer
tain
smal
l dis
tric
t in
Atc
hiso
n co
unty
,in
Sept
embe
r, I
goe,
.Sh
e
foun
d th
e bu
ildin
g in
a f
air
stat
eof
rep
air,
and
scr
upul
ousl
y
clea
n!T
his
latte
r fe
atur
e, w
hich
was
as
rem
arka
ble
as it
is
unus
ual i
n ru
ral s
choo
ls, w
as r
eadi
lytr
aced
to th
e w
ife
of
one
of th
edi
rect
ors,
who
se D
utch
hab
its o
flo
ve f
or s
oap
and
wat
er f
orba
de h
er to
per
mit
" te
ache
r "
to lo
ok u
pon
a di
rty
scho
olro
om.
The
woo
dwor
k w
as p
aint
ed a
ding
y
gray
, with
wal
lsca
lcim
ined
a s
tart
ling
navy
-blu
e'G
roup
-
ings
of
pict
ure
card
s, g
audy
disp
lay
card
s ill
ustr
ativ
e of
farm
mac
hine
ry a
nd th
ebe
nefi
ts o
f st
ock-
food
, tog
ethe
r
with
cal
enda
rs a
lmos
t with
out
num
ber,
wer
e sp
rink
led
in
a lu
dicr
ous
fash
ion
over
this
bac
kgro
und.
Am
idst
suc
h
grot
esqu
e su
rrou
ndin
gsth
e ar
t cam
paig
n be
gan.
Wha
t the
Plu
cky
Tea
cher
can
Acc
ompl
ish.
The
fir
st
step
was
to g
et th
e w
alk
retin
ted.
The
boa
rd y
ield
ed to
183
148
TH
E A
ME
RIC
AN
RU
RA
LSC
HO
OL
the
teac
her's
whi
m, a
sth
ey n
o do
ubt c
onsi
dere
dit,
aft
er
muc
h pe
rsua
sion
on
her
part
, and
agr
eed
tore
pain
t the
room
.A
s a
resu
lt, w
ork
bega
n th
e ve
ry n
ext
Frid
ay
even
ing,
and
whe
n th
ech
ildre
n re
turn
ed to
sch
ool
Mon
day
mor
ning
, the
re w
as th
e ro
ombe
autif
ul a
nd f
resh
with
its
wal
ls a
pea
rly
gray
and
the
woo
dwor
k a
deep
ersh
ade
of
the
sam
e co
lor.
Thi
s m
uch
was
acc
ompl
ishe
dth
e fi
rst
wee
k at
an
outla
y of
$13
.50,
and
the
way
was
ope
ned
to
bette
r th
ings
.So
me
may
say
she
did
not
acco
mpl
ish
muc
h; w
e co
uld
all h
ave
done
as
wel
l.T
his
is v
ery
true
,
we
all c
ould
do a
s w
ell i
f w
e on
lyw
ould
! H
ow m
any
of u
s
have
rea
lly th
e te
mer
ity to
insi
st o
n w
hat w
e de
emes
sent
ial
for
best
sch
ool w
ork
?H
ow m
any
of u
sin
conv
enie
nce
ours
elve
s an
d re
ally
go
out
of o
ur w
ay to
cha
nge
nres
ent
scho
ol e
vils
?T
his
muc
h is
cer
tain
, the
teac
her
who
has
such
initi
ativ
e is
the
teac
her
to h
ave;
she
will
be s
ure
of
earl
y pr
efer
men
t and
ris
ein
the
educ
atio
nal w
orld
.
Art
Pro
gram
mes
and
Bas
ket S
uppe
rs.
Mis
s D
.,
as a
nex
t ste
p,pr
ovid
ed a
t her
ow
n ex
pens
esm
all d
esk
copi
esof
the
Perr
y pi
ctur
es a
ndde
vote
dth
eda
ily
open
ing
exer
cise
s to
talk
s on
art,
in th
is w
ayse
ekin
g to
crea
te a
love
for
the
beau
tiful
.It
is w
ell t
o st
ate
here
that
our
teac
her
was
no
mor
eof
an
artis
t tha
n is
the
or-
dina
ry r
ural
teac
her;
but s
he h
ad a
love
for
thes
e th
ings
and
was
thor
ough
lyve
rsed
in th
em, t
hrou
ghre
adin
g su
ch
exce
llent
boo
ks a
s C
offi
n's
How
to S
tudy
Pic
ture
s,E
mer
y's
How
to E
njoy
Pic
ture
s, e
tc.
Soon
she
laun
ched
bef
ore
her
lsgl
t
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
149
pupi
ls a
pla
n fo
r se
curi
ngpi
ctur
es f
or th
e ba
re w
alls
, apl
an
whi
ch w
as e
nthu
sias
tical
lyre
ceiv
ed b
y al
l.It
was
agr
eed
to c
once
ntra
teal
l eff
orts
on
two
pict
ures
by
way
of b
egin
-
ning
Bon
heur
's H
orse
Fai
r an
dM
illet
's A
ngel
us.
X"
Bon
heur
-Mill
et p
rogr
amm
e w
asar
rang
ed f
or th
e ev
enin
g
of th
e th
ird
Frid
ay in
Nov
embe
r.Pr
inte
d in
vita
tions
and
prog
ram
mes
wer
e se
nt to
eve
rypa
tron
and
res
iden
t in
the
dist
rict
.M
oreo
ver,
a c
omm
ittee
, hea
ded
by M
iss
D.,
wai
ted
on th
e ho
usew
ives
of th
e co
mm
unity
,so
liciti
ng
them
to f
urni
sh a
bas
ket s
uppe
rfo
r tw
o, th
e pr
ocee
ds f
rom
whi
ch w
ere
to b
e us
ed f
orsc
hool
dec
orat
ions
.W
hen
the
time
set a
rriv
ed th
e fo
llow
ing
prog
ram
me
was
ren
dere
d to
a cr
owde
dho
use:
Son
g by
the
Sch
ool
"0 C
ome,
Com
e A
way
"
Brie
f tal
k: "
Our
Aim
"T
each
er
" Li
fc a
nd W
orks
of R
osa
Bon
heur
"A
girl
" H
isto
ry o
f the
Hor
se F
air
'"A
boy
Qua
rtet
sel
ecte
d"T
he H
ards
crab
bles
"
" Li
fe a
nd W
orks
of J
ean
Fra
ncoi
sM
illet
"A
boy
" H
isto
ry o
f the
' A
ngel
us '
"A
girl
Voc
al S
olo:
" T
he V
espe
r B
ells
"Y
oung
wom
an fr
om th
e co
unty
sea
t
Brie
f tal
k on
" S
choo
lhou
seD
ecor
atio
n"C
ount
y S
uper
inte
nden
t
Auc
tion
of B
aske
ts
Sup
per
Sta
tem
ent o
f Fin
ance
s
Son
g: "
Goo
dN
ight
"T
he S
choo
l
The
sup
per
nette
d $3
7.40
.Fr
ee-w
ill o
ffer
ings
incr
ease
d
the
tota
l to
$43.
40.
Aft
er p
ayin
g th
e ex
pens
e of
prin
ting
'18
5
I SO
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
the
prog
ram
mes
and
invi
tatio
ns, t
here
rem
aine
d $4
1.90
to
be e
xpen
ded
for
deco
ratio
ns.
Her
e is
a li
st o
f th
e pu
r-ch
ases
, inc
ludi
ng s
ize
and
pric
e:
Bon
heur
's H
orse
Fai
r, C
olor
Pri
nt, 1
8 x
22$
5.00
Bus
t of
Geo
rge
Was
hing
ton,
Hal
f Si
ze5.
00
Abr
aham
Lin
coln
, Bro
wn
Prin
t, z8
x 2
24
00M
illet
's A
ngel
us, B
row
n Pr
int,
22 X
32
7.00
Bou
ghto
n's
Pilg
rim
s G
oing
to C
hurc
h, C
olor
Pri
nt, 1
8 x
221
5.00
Hen
ry W
adsw
orth
Lon
gfel
low
, Bro
wn
Prin
t, 18
x 3
25.
00
Fram
es f
or th
e ab
ove
pict
ures
i r s
o$4
1.50
It is
har
d to
ove
rest
imat
e th
e va
lue
of th
is o
ne p
ro-
gram
me
and
soci
al e
veni
ng to
the
" H
ards
crab
ble
Dis
-
tric
t "in
last
ing
resu
lts.
The
sch
ool a
tmos
pher
e be
cam
e
sudd
enly
cha
nged
.C
lean
wal
ls, p
aint
ed in
res
tful
tint
s,
gree
ted
the
happ
y ch
ildre
n;al
l day
long
the
pic
..ire
s on
the
wal
l spo
ke in
no
unce
rtai
n te
rms,
look
ing
do w
n up
onth
em f
rom
thei
r fr
ames
, ble
ssin
g an
d in
spir
ing.
The
love
for
the
beau
tiful
in li
fe th
us im
plan
ted
in th
e ch
ild b
reas
tw
ill b
ear
a bo
untif
ul h
arve
st in
its
time.
Chi
ldre
n an
d
pare
nts
alik
e ar
e bl
esse
d in
suc
h a
teac
her.
Prog
ram
mes
of
Sim
ilar
Nat
ure.
The
sch
ool y
ear
affo
rds
num
erou
s oc
casi
ons
for
hold
ing
sim
ilar
prog
ram
mes
. The
teac
her
mig
ht p
lan
a H
arve
st H
ome
Soci
al, d
ecor
atin
g th
"ro
om in
sea
sona
ble
prod
ucts
of
the
soil,
as
corn
and
can
e.
The
bes
t fru
its f
rom
the
scho
ol g
arde
n w
ould
add
muc
h to
the
appe
aran
ce o
f th
e ro
om a
s w
ell a
s to
the
impo
rtan
ce o
f
186
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
151
the
occa
sion
.A
fter
the
prog
ram
me
a ba
sket
sup
per
shou
ld
follo
w.
Tha
nksg
ivin
g D
ay a
ffor
ds o
ppor
tuni
ty to
pla
nso
met
hing
ela
bora
te.
The
n in
man
y ru
ral d
istr
icts
the
Chr
istm
as h
olid
ays
are
unex
celle
d fo
r en
terp
rise
s of
this
kind
.O
f co
urse
it w
ould
mea
n th
at th
e te
ache
r m
ust
fore
go s
ome
of h
er h
ome
plea
sure
s; b
ut th
ink
wha
t it
wou
ld m
ean
to th
e co
mm
unity
of
toile
rs w
hose
mis
sion
ary
that
teac
her
is!
It w
ould
be
time
wel
l inv
este
d an
d ce
rtai
n
to b
ear
its r
ewar
d.W
hat t
he C
ount
y Su
peri
nten
dent
can
do
for
Art
inR
ural
Sch
ools
.T
he c
ount
y su
peri
nten
dent
can
gen
eral
ly
do m
ore
than
any
oth
er p
erso
n to
pla
n a
conc
erte
d m
ove-
men
t to
supp
ly th
e sc
hool
s w
ith d
ecor
atio
ns.
An
exce
llent
plan
wou
ld b
e fo
r hi
m to
org
aniz
e al
l the
sch
ools
of
the
coun
ty in
to g
roup
s, m
akin
g, s
ay, t
he to
wns
hip
the
unit
of g
roup
ing.
The
n le
t the
sup
erin
tend
ent m
ake
arra
nge-
men
ts w
ith o
ne o
f th
e m
any
art f
irm
s ha
ving
trav
elin
gex
hibi
ts f
or th
e lo
an o
f pi
ctur
es.
The
se s
houl
d be
ex-
hibi
ted
for
one
or tw
o da
ys, a
t the
larg
est a
nd m
ost c
entr
ally
situ
ated
sch
oolh
ouse
or
hall
in e
ach
tow
nshi
p.E
very
teac
her
in th
e to
wns
hip,
with
out e
xcep
tion,
mus
t hav
e a
part
in th
e en
terp
rise
.T
he s
ucce
ss o
r fa
ilure
of
the
exhi
bit
lies
who
lly in
the
ener
gy a
nd e
nthu
sias
m d
ispl
ayed
by
all
the
teac
hers
.L
et th
em v
ie w
ith -
ach
othe
r to
see
who
can
get t
he la
rges
t num
ber
of p
atro
ns a
nd c
hild
ren
toat
tend
.T
he ti
me
mig
ht r
eadi
ly b
e pl
anne
d in
suc
h a
way
as
to a
void
und
ue c
row
ding
at a
ny o
ne ti
me.
In
187
152
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
the
coun
try
one
can
read
ily c
harg
e tw
enty
-fiv
e ce
nts
ad-
mis
sion
for
adu
lts, w
ith r
easo
nabl
e re
duct
ion
on f
amily
ticke
ts, a
nd f
ifte
en c
ents
for
chi
ldre
n.T
he s
uper
inte
nden
t oug
ht to
mak
e hi
mse
lf p
erso
nally
resp
onsi
ble
for
the
succ
ess
of th
e ex
hibi
ts b
y m
akin
g th
eto
wns
hip
roun
ds a
nd g
ivin
g, p
erha
ps, a
n ad
dres
s on
sch
ool
deco
ratio
ns a
nd th
eir
impo
rtan
ce to
edu
catio
n.B
y th
us
lend
ing
him
self
to th
e ca
use
he c
ould
do
mor
e go
od a
ndas
sure
him
self
of
a la
rger
acq
uain
tanc
eshi
p am
ong
the
publ
ic th
an in
any
oth
er w
ay.
The
net
pro
ceed
s fr
om a
dmis
sion
s an
d sa
les
of p
ictu
res
shou
ld b
e di
vide
d eq
ually
am
ong
the
part
icip
atin
g sc
hool
s,
and
be e
xpen
ded
for
pict
ures
and
cas
ts.
The
Hor
ace
K.
Tur
ner
Com
pany
, Art
Pub
lishe
rs a
nd I
mpo
rter
s of
Bos
ton;
The
Pra
ng E
duca
tiona
l Com
pany
of
Chi
cago
; The
J. C
.W
itter
Com
pany
, Fif
th A
ve.,
New
Yor
k; a
nd T
he S
oule
Art
Com
pany
of
Bos
ton,
are
som
e of
the
man
y re
liabl
efi
rms
whi
ch s
end
out l
oan
exhi
bits
for
edu
catio
nal p
urpo
ses.
It c
an th
us b
e se
en th
at to
sup
ply
our
rura
l sch
ools
with
art d
ecor
atio
ns is
not
an
impo
ssib
ility
.A
littl
e en
ter-
pris
e, s
ome
pers
iste
nt w
ork,
and
a r
easo
nabl
e m
easu
re o
f
grit
will
do
won
ders
.T
each
ers
may
wag
e th
e ca
mpa
ign
unai
ded
or in
con
junc
tion
with
oth
er te
ache
rs a
nd th
esu
peri
nten
dent
.W
here
ver
the
plan
s ha
ve b
een
trie
d,
resu
lts h
ave
abun
dant
ly ju
stif
ied
the
labo
r ne
cess
ary
for
succ
ess.
Let
teac
hers
, sup
erin
tend
ents
, and
fri
ends
of
educ
atio
n
1. 4
IND
OO
R F
UR
NIS
HIN
GS
AN
D A
RT
153
in o
ur c
ount
ry d
istr
icts
eve
ryw
here
lend
a ha
nd in
the
cam
paig
n.L
et a
ll do
som
ethi
ng to
sat
isfy
the
rura
l chi
ld's
crav
ing
for
the
beau
tiful
and
the
uplif
ting
in li
few
hich
isth
e co
mm
on in
heri
tanc
e of
all
man
kind
.L
et u
s do
it b
ym
akin
g th
eir
scho
olho
uses
attr
activ
e an
dho
mel
ike.
CH
APT
ER
IX
NA
TU
RE
ST
UD
Y; S
CH
OO
L G
RO
UN
DS
Now
that
we
have
set
the
scho
ol b
uild
ing
to r
ight
s it
is ti
me
to!r
opsi
der
the
valu
e of
a c
orre
spon
ding
out
door
envi
ronm
ent
of s
choo
l gro
unds
and
sch
ool g
arde
ns w
hich
shal
l mak
e an
app
ropr
iate
set
ting
for
the
dign
ifie
d m
oder
nst
ruct
ure.
We
have
alr
eady
allu
ded
to th
is s
ubje
ct w
hen-
ever
it b
ecam
e ne
cess
ary
to d
o so
on
acco
unt o
f its
clo
sere
latio
n to
indo
or a
rt a
nd s
imila
r br
anch
es o
f es
thet
ics.
It r
emai
ns n
ow to
poi
nt o
ut m
ore
in d
etai
l how
bea
utif
ulfl
ower
s, s
hrub
s, a
nd tr
ees,
how
sch
ool g
arde
ns, l
awns
,an
d gr
oves
may
be
mad
e in
stru
men
ts in
sav
ing
the
farm
child
fro
m th
e al
lure
men
ts o
f ci
ty li
fe a
nd m
ake
him
con
-te
nted
with
life
on
the
farm
.O
ur S
choo
l Wor
k to
o Fo
rmal
and
Boo
kish
.A
ll ou
rsc
hool
wor
k ha
s be
en to
o fo
rmal
and
boo
kish
. We
have
all a
long
rel
ied
too
muc
h on
text
-boo
ks to
the
negl
ec, o
fre
al li
ving
nat
ure.
IT^.
:w
e ar
e be
ginn
ing
to r
ealiz
ec
impo
rtan
ce o
f th
e lo
ve a
nti s
tudy
ot t
iatu
re, a
nd a
re c
omin
g
to s
ee th
at f
rom
it h
ave
spru
ng lo
ve o
f ar
t, sc
ienc
e, a
ndre
ligio
n.Pa
rado
xica
l as
it m
ay s
ound
, the
far
m c
hild
has
lived
in th
e ve
ry h
eart
of
natu
re a
nd y
et r
emai
ned
a15
4
NA
TU
RE
ST
UD
Y; S
CH
OO
L G
RO
UN
DS
155
stra
nger
ther
e.In
the
stru
ggle
to s
ubdu
e fo
rest
and
pla
inhi
s fa
ther
and
gra
ndfa
ther
bef
ore
him
had
sca
nt ti
me
for
anyt
hing
but
to w
ring
a li
ving
fro
m th
e so
il.N
atur
ally
enou
gh h
e in
heri
ts c
erta
in "
pra
ctic
al "
trai
ts w
hich
mak
ehi
m p
rone
to ju
dge
natu
re b
y th
e co
mm
erci
al s
tand
ard
rath
er th
an to
love
it f
or it
s ow
n sa
ke.
To
chan
ge th
ese
mis
conc
eptio
ns th
e ne
w te
ache
r m
ust b
e ab
le to
take
the
child
in it
s ow
n lit
tle w
orld
and
lead
it a
long
the
path
way
of li
fe, d
irec
ting
its n
ativ
e ad
apta
bilit
ies,
sen
timen
ts, a
ndpo
wer
s, a
nd th
ere
deve
lop
in th
e ch
ild b
reas
t a s
ympa
thy
with
its
envi
ronm
ent a
nd in
the
child
min
d an
und
erst
and-
ing
of n
atur
e an
d na
ture
's w
ays
then
, onc
e aw
aken
edto
the
surp
assi
ng b
eaut
ies
of r
ural
env
iron
men
ts, t
heA
mer
ican
boy
and
gir
l will
no
long
er b
e in
dan
ger
of d
e-se
rtin
g th
e fa
rm f
or th
e m
an-m
ade
glitt
er o
f th
e ci
ty.
Nat
ure
Stud
y D
efin
ed. W
e m
ay f
ind
a so
lutio
n fo
r m
any
of o
ur p
rese
nt d
iffi
culti
es in
sch
ool w
ork
in w
hat i
s ge
ner-
ally
cal
led
natu
re s
tudy
.T
his
is n
ot s
o m
uch
an a
ttem
ptto
add
ano
ther
sub
ject
to a
n al
read
y ov
ercr
owde
d cu
r-ri
culu
m.
It is
rat
her
a ne
w d
irec
tion
give
n to
old
sub
ject
sa
leav
en in
fuse
d in
to o
ld f
orm
sth
an a
nyth
ing
else
.It
app
lies
in g
reat
mea
sure
to th
e en
tire
cour
se o
f st
udy,
sinc
e it
is p
ossi
ble
to e
ncou
rage
the
child
to c
lose
and
care
ful o
bser
vatio
n of
nat
ure
thro
ugh
a pr
oper
ly d
irec
ted
less
on in
l'ng
lish
com
posi
tion
as r
eadi
ly a
lmos
t as
thro
ugh
less
ons
inge
ogra
phy
and
elem
enta
rysc
ienc
e.M
ost
satis
fact
ory,
per
haps
, is
the
defi
nitio
n of
Dr.
Clif
ton
F.
191
56T
HE
AM
ER
ICA
N R
UR
AL
SC
HO
OL
Hod
ge in
his
wel
l-kn
own
book
, Nat
ure
Stud
y an
d L
ife
He
form
ulat
es it
, as
" le
arni
ng th
ose
thin
gs in
nat
ure
that
are
bes
t wor
th k
now
ing,
to th
e en
d of
doi
ng th
ose
thin
gs th
at m
ake
life
mos
t wor
th li
ving
."In
rur
al c
om-
mun
ities
thos
e th
ings
arc
man
ifes
tly b
est w
orth
kno
win
gw
hich
tend
to m
ake
peop
le th
ere
cont
ent w
ith th
eir
lot;
aye,
mor
e t w
hich
hel
p th
em to
rea
lize
that
rur
al li
fe is
for
Am
eric
ans
the
norm
al li
feth
e be
st li
fe a
ttain
able
in th
isgr
eate
st o
f ag
ricu
ltura
l nat
ions
!H
ow N
atur
e St
udy
is V
alua
ble
to th
e R
ural
Chi
ld.
The
val
ues
of n
atur
e st
udy
to th
e ru
ral c
hild
are
man
y an
dfa
r-re
achi
ng.
Wri
ters
off
er v
ario
us m
etho
ds o
fcl
assi
-
fica
tion.
Whi
le s
ome
mak
e us
e of
two
divi
sion
s on
ly,
wst
hetic
and
sci
entif
ic,
othe
rs g
o fa
rthe
r an
d gi
ve a
sm
any
as f
ive
or m
ore.
For
conv
enie
nce
we
may
cla
ssif
yth
ese
valu
es a
s(i
) ec
onom
ic, (
2)ae
sthe
tic, (
3) s
ocia
let
hica
l, (4
) re
ligio
us, (
5) e
duca
tiona
l.
Eco
nom
ic.
The
eco
nom
ic is
cou
nted
the
firs
t, th
ough
cert
ainl
y no
t the
hig
hest
, nat
ure-
stud
y va
lue.
With
in-
crea
se in
pop
ulat
ion
farm
ing
lust
bec
ome
inte
nsiv
e an
dsc
ient
ific
.In
the
past
we
have
bee
n w
aste
ful a
nd p
rodi
gal
of o
ur g
reat
res
ourc
es; b
ut w
e ar
e le
arni
ng n
ew le
sson
sin
eco
nom
y ev
ery
day.
Incr
easi
ng c
ost o
f fa
rm la
nds
dem
ands
gre
ater
ret
urns
fro
m th
e so
il.T
o ac
com
plis
hth
is w
e m
ust s
tudy
nat
ure
and
lear
n fr
om it
how
topr
ovid
e ag
ains
t nee
dles
s w
aste
and
insu
re in
crea
sed
pro-
duct
iven
ess.
NATURE STUDY; SCHOOL GROUNDS
157
We
mus
t beg
in a
t the
beg
inni
ng a
nd s
tudy
fro
m th
ebo
ttom
up.
As
a na
tion
Am
eric
ans
are
not i
ntim
ate
with
natu
re.
Our
sch
ool
child
ren
have
bee
n ke
ptbu
sy a
tta
sks
little
cal
cula
ted
to m
ake
them
fam
iliar
with
the
coro
n go
ods
in n
atur
e or
with
its
evil
thin
gs.
Chi
ldre
n sh
ould
kno
w th
e va
lue
of p
ure
air
and
pure
wat
er,
the
infl
uenc
e of
she
lteri
ng f
ores
ts a
nd s
hade
tree
s, th
eim
port
ance
to li
fe o
n th
e fa
rm o
f be
nefi
cent
bir
ds, i
nsec
ts,
and
batr
achi
an a
nim
als.
The
y sh
ould
, on
the
othe
rha
nd, b
e fa
mili
ar w
ith th
e pe
sts
cons
tant
ly m
enac
ing
life
ever
ywhe
re, s
uch
as d
estr
uctiv
e in
sect
s, b
irds
, and
oth
eran
imal
s, n
oxio
us w
eeds
and
mul
tifor
m v
eget
able
dis
ease
.It
app
eals
str
ongl
y to
a f
arm
ing
com
mun
ity to
hav
eth
eir
child
ren
acco
mpl
ish
real
,ta
ngib
lere
sults
.T
heef
fect
is to
dra
w e
ver
clos
er th
e tie
s w
hich
bin
d th
e sc
hool
-
hous
e an
d fa
rm h
ome
thro
ugh
kind
red
inte
rest
s.O
ut o
fsu
ch b
egin
ning
s hi
gher
mot
ives
will
eve
ntua
lly d
evel
op.
At a
ll ev
ents
, the
stu
dy o
f re
al n
atur
e op
ens
poss
ibili
ties
for
the
farm
chi
ld h
ither
to u
nkno
wn.
It is
a g
rand
thin
gto
lear
n in
sch
ool a
nd o
n ex
curs
ions
with
the
teac
her
into
the
woo
ds a
nd o
ver
the
hills
the
thou
sand
and
one
thin
gsw
hich
mak
e lif
e w
orth
livi
ng.
The
far
mer
will
take
are
new
ed in
tere
st in
the
scho
ol th
at c
an te
ach
his
child
ren
thin
gs o
f pr
actic
al v
alue
for
the
farm
.T
here
are
thin
gsfo
r hi
m to
lear
n, to
o.It
is d
oubt
ful w
heth
er th
e av
erag
efa
rmer
rea
lizes
the
harm
don
e by
the
unsi
ghtly
wee
ds,
fung
us g
row
ths,
and
the
like,
to b
e se
en a
bout
the
prem
ises
;
S' 3
158
THE AMERICAN RURAL SCHOOL
or th
e va
lue
of b
irds
and
toad
s an
d be
nefi
cent
inse
cts
insa
ving
the
orch
ard
and
fiel
d fr
om r
avag
e an
d de
vast
atio
n.So
me
day
his
child
ren
will
com
e ho
me
from
the
new
rur
alsc
hool
the
mod
ern
com
plem
ent o
ffa
rm li
fean
dte
ach
him
.
Est
hetic
. All
man
kind
love
the
beau
tiful
.It
app
eals
to th
eir
sens
e of
the
perf
ect.
The
hum
an m
ind
rece
ives
an
uplif
t in
the
harm
ony
and
sym
met
ry c
omin
g th
roug
h th
eun
ific
atio
n of
div
erse
ele
men
ts, m
anif
estin
g its
elf
in o
ut-
war
d co
nten
tmen
t and
hap
pine
ss.
As
soon
as
a pe
ople
has
subd
ued
prim
itive
nat
ure
with
whi
ch it
has
had
to c
onte
ndan
d ha
s w
rung
fro
m it
a s
uste
nanc
e, it
see
ks to
sur
roun
dits
elf
with
the
beau
tiful
in n
atur
e, th
ereb
y sa
tisfy
ing
an in
stin
ctiv
e cr
avin
g to
get
abo
ve th
e so
rdid
in li
fe.
The
pag
es o
f hi
stor
y fu
rnis
h us
unt
old
illus
trat
ion.
The
rock
-rib
bed
tom
bs o
f E
gypt
bea
r si
lent
witn
ess
to th
islo
ve o
f th
e be
autif
ul in
a n
atio
n liv
ing
5000
year
s ag
o.L
ate
exca
vatio
ns a
t Nip
pur
tell
the
stor
y of
mar
velo
usga
rden
s an
d pa
rks
whi
ch 6
000
year
s ag
o gl
adde
ned
the
hear
ts o
f th
e E
uphr
ates
dw
elle
rs.
Neb
ucha
dnez
zar
con-
stru
cted
the
mar
velo
us H
angi
ng G
arde
ns o
f B
abyl
on to
cons
ole
his
quee
n pi
ning
for
the
wild
bea
utie
s of
her
nativ
e M
edia
n hi
lls.
:Est
hetic
cul
ture
,w
ith u
s,w
ill
teac
h th
e co
untr
y fo
lk to
love
thei
r na
tive
woo
ds a
ndpr
airi
es;
it w
ill m
ake
them
con
tent
to d
wel
l the
re a
ndlo
ng f
or th
em w
hen
away
.T
o at
tain
this
end
itis
not
eno
ugh
to ta
lk a
bout
the
NATURE STUDY; SCHOOL GROUNDS
159
won
ders
of
natu
re o
r its
sub
lime
infl
uenc
e;w
e m
ust
stud
y an
d di
g an
d pl
ant.
At h
ome
and
at s
choo
l the
sm
all
still
voi
ce o
f na
ture
sho
uld
be p
erm
itted
to c
omm
une
with
us th
roug
h be
autif
ul f
low
ers
and
wav
ing
gras
ses,
she
lteri
ng
shru
bs a
nd s
prea
ding
tree
s.A
for
lorn
, win
d-sw
ept s
choo
l
grou
nd is
mor
e th
an w
e ca
n re
aliz
e th
e fi
rst c
ause
to w
eary
the
boy
and
girl
of
coun
try
scho
ols
and
coun
try
life.
Tea
ch th
em th
e su
rpas
sing
bea
uty
of r
ural
env
iron
men
t')
on th
e sc
hool
gro
unds
and
in th
e sc
hool
gar
dens
teac
h th
em to
dig
and
pla
nt; a
s te
ache
r, d
ig a
nd p
lant
side
by
side
with
them
.T
hen
the
very
Ear
th s
hall
prea
chhe
r se
rmon
s in
thei
r ea
rs a
nd m
ake
them
str
ong
in th
eir
love
to d
wel
l clo
se to
nat
ure'
s he
art.
Soci
al a
nd E
thic
al.
Prop
erly
dir
ecte
d, n
atur
e st
udy
may
do
muc
h to
teac
h ch
ildre
n to
res
pect
the
righ
ts o
fot
hers
.T
he s
oone
r a
child
lear
ns th
at th
ere
are
soci
alan
d m
oral
obl
igat
ions
whi
ch h
e is
in d
uty
boun
d to
re-
spec
t, th
e be
tter
it w
ill b
e fo
r th
at c
hild
.E
very
boy
and
girl
is f
ull o
f en
ergy
.T
he s
urpl
us w
ill f
ind
a ve
nt s
ome-
how
, and
be
put t
o us
e, g
ood
or e
vil,
as d
irec
ted.
If th
eyar
e ea
rly
led
to lo
ve n
atur
e, th
e5r
will
lear
n to
pro
tect
it.
Such
chi
ldre
n w
ill n
ever
van
daliz
e na
ture
by
dest
royi
ngpl
ante
d tr
ees
or o
ther
use
ful f
lora
.B
irds
and
inse
cts
will
be s
afe
from
thei
r m
oles
tatio
n;th
e in
sect
ivor
ous
toad
sw
ill n
o lo
nger
fea
r th
eir
clod
s an
d st
icks
.W
hen
grow
nup
, the
y w
ill w
age
rele
ntle
ss w
ar a
gain
st th
e m
any
dise
ase-
bree
ding
pes
ts f
ound
in th
e fe
nce
corn
ers,
alo
ng th
e pu
blic
260
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
high
way
, or
in th
e ba
rn-y
ard,
at t
he p
rese
nt ti
me
so li
ttle
know
n an
d le
ss h
eede
d.G
row
th in
res
pect
for
soc
ial a
ndet
hica
l law
is s
adly
nee
ded
in o
ur c
ount
ry, b
ut c
omm
unio
nw
ith n
atur
e an
d na
ture
's G
od m
ay d
o m
uch
to a
mel
iora
teex
istin
g co
nditi
ons.
Rel
igio
us.
To
love
nat
ure
is to
love
nat
ure'
s G
od.
No
hum
an b
eing
can
con
tinue
in a
dora
tion
of li
ving
,te
emin
g na
ture
with
out f
eelin
g in
his
bre
ast
a gr
owin
gad
orat
ion
and
love
for
Him
who
cre
ated
all
the
won
ders
of e
arth
, giv
ing
them
to m
an to
kee
p an
d ho
ld d
omin
ion
over
.T
he r
ace
in it
s in
fanc
y so
ught
the
Cre
ator
thro
ugh
wor
ship
of
natu
ral p
heno
men
a.E
ven
yet
"To
him
who
in th
e lo
ve o
f na
ture
hol
dsC
omm
unio
n w
ith h
er v
isib
le f
orm
s, s
he s
peak
sA
var
ious
lang
uage
; "
The
teac
her's
man
ifes
t opp
ortu
nity
is to
take
adv
anta
geof
the
"stil
l voi
ce"
of n
atur
e to
rea
ch th
e in
ner
rece
sses
of th
e ch
ild s
oul t
o in
stil
ther
ea
love
for
wel
l-do
ing
inlo
okin
g af
ter
the
happ
ines
s uf
God
's c
reat
ed th
ings
, the
reby
atta
inin
g th
e ch
ild's
hap
pine
ss a
nd f
or h
imse
lf th
eC
row
nof
Lif
e.
Edu
catio
nal.
Fina
lly, n
atur
e st
udy
has
per
se e
du-
catio
nal v
alue
of
utm
ost i
mpo
rtan
ce.
The
nat
ural
istic
tend
ency
in e
duca
tion
has
been
the
slow
gro
wth
of
cen-
turi
es.
Rou
ssea
u, a
s its
firs
t adv
ocat
e, h
eld
" th
at th
eed
ucat
iona
l mat
eria
l sho
uld
be th
e fa
cts
and
phen
omen
aof
nat
ure,
that
it s
houl
d co
nsis
t chi
efly
inan
inqu
iry
into
la,
NA
TU
RE
ST
UD
Y; S
CH
OO
L G
RO
UN
DS
161
natu
re's
law
s, a
nd s
houl
d be
thro
ugh
an in
timat
e, f
ear-
less
, and
con
stan
t ass
ocia
tion
with
nat
ure
rath
erth
anm
an."
Pest
aloz
zi s
aw c
lear
ly th
at "
nat
ure
deve
lops
all
the
forc
es o
f hu
man
ity b
y ex
erci
sing
them
.""
The
ex-
erci
se o
f m
an's
fac
ultie
s an
d ta
lent
s, to
be
prof
itabl
e,m
ust
follo
w th
e co
urse
laid
dow
n by
nat
ure
for
the
educ
atio
nof
hum
anity
."T
he f
irst
fru
its o
f th
e ne
w c
entu
ry h
ave
been
to r
ealiz
e m
uch
that
was
adv
ocat
ed b
y th
e ea
rly
educ
atio
nal s
eers
.T
he d
ispr
opor
tion
betw
een
the
form
alan
d th
e pr
actic
al in
teac
hing
is s
till
very
gre
at a
nd p
re-
sum
ably
will
rem
ain
so f
ora
long
tim
e to
com
e.B
utbe
ginn
ings
are
mad
e in
man
y sc
hool
s w
hich
will
eve
ntua
llyen
d in
a s
atis
fact
ory
equi
libri
um b
eing
str
uck.
Just
wha
t top
ics
shou
ld b
e in
clud
ed in
the
natu
re-s
tudy
cour
se in
rur
al s
choo
ls a
nd w
hat l
eft o
ut w
ill b
e de
ter-
min
ed b
y th
e es
sent
ial a
nd f
unda
men
tal t
hing
sin
rur
allif
e.T
hey
will
cen
ter
larg
ely
abou
t the
use
ful a
nd p
ract
i-ca
l in
the
loca
l env
iron
men
tin
a s
tudy
of
the
tree
s an
dfl
ower
s on
the
scho
ol g
roun
ds \o
r ou
t by
the
road
side
, of
'he
robi
n an
d th
e w
ren
build
ing
on th
e gr
ound
s in
tree
san
d bi
rd h
ouse
s,th
ese
and
sim
ilar
topi
cs m
ay b
e st
udie
dw
ith p
rofi
t.N
atur
e st
udy
will
fin
d co
ncre
te e
xpre
ssio
nin
pla
nnin
g, p
latti
ng, a
nd k
eepi
ng s
choo
lgr
ound
s, a
nd in
scho
ol-g
arde
n cu
lture
, and
will
eve
ntua
lly le
adto
stu
dies
in e
lem
enta
ry a
gric
ultu
re.
Sylla
bus
of N
atur
e St
udy
prep
ared
by
Com
mitt
eeof
Indu
stri
al E
duca
tion
in R
ural
Com
mun
ities
.It
is n
otIL
12';
I 62
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
the
prov
ince
of
this
boo
k to
pre
sent
a c
ompl
ete
wor
king
sylla
bus
for
natu
re-s
tudy
cla
sses
;th
ough
,do
ubtle
ss,
rura
l tea
cher
s w
ould
be
glad
to h
ave
a br
icf
outli
ne o
f a
sugg
estiv
e na
ture
on
whi
ch to
bas
e th
eir
wor
k.N
othi
ngbe
tter
has
been
pub
lishe
d re
cent
ly in
this
line
than
the
outli
nepr
inte
d in
the
appe
ndix
of
the
book
.It
is
take
n fr
om th
e re
port
of
the
Com
mitt
ee o
f Fi
ve, N
.E.A
.,on
Ind
ustr
ial E
duca
tion
in S
choo
ls f
or R
ural
Com
mun
ities
.
The
sch
eme
cove
rs th
e fi
rst f
ive
year
s in
sch
ool,
and
is to
be f
ollo
wed
in y
ears
6, 7
, and
8 w
ith a
cou
rse
in e
lem
enta
ry
agri
cultu
re.
Itw
ill b
e cl
earl
y un
ders
tood
that
this
isno
t a c
ompl
ete
wor
king
sch
eme,
but
, in
the
wor
ds o
f'th
e co
mm
ittee
, mer
ely
" an
out
line
or f
ram
ewor
k w
hich
will
ser
ve to
def
ine
natu
re-s
tudy
wor
k, a
nd to
sug
gest
the
kind
s of
sub
ject
s th
at m
ay b
e pr
ofita
bly
unde
r-ta
ken.
"W
ith a
rea
lizat
ion
of th
e ru
ral s
choo
l's e
nlar
ged
mis
sion
natu
rally
fol
low
s a
dem
and
for
grea
tly e
nlar
ged
grou
nds.
The
sch
ool i
s no
long
er a
pla
ce f
or th
e m
ere
assi
gnin
g an
dhe
arin
g of
less
ons
it ne
eds
an o
utdo
or la
bora
tory
whe
rech
ildre
n an
d te
ache
r m
ay la
bor
ide
by s
ide.
A c
oupl
eof
acr
es m
ay a
nsw
er th
e pu
rpos
e, b
ut th
ree
or e
ven
four
wou
ld b
e m
uch
bette
r.T
he lo
catio
n m
ust b
e si
ghtly
and
wel
l dra
ined
.It
sho
uld,
inde
ed, b
e th
e ve
ry b
est s
iteto
be
secu
red
in th
e co
mm
unity
(see
Cha
pter
VII
).A
bout
two
thir
ds o
f th
e en
tire
trac
t may
be
used
for
the
mai
n gr
ound
s, a
nd w
hat i
s le
ft f
or th
e sc
hool
gar
den.
r
Chi
ldre
n at
wor
k in
the
scho
ol g
arde
n of
the
Sher
idan
Sch
ool,
Ann
a L
.Fo
rce,
Pri
ncip
al, D
enve
r.
Irri
gate
d ru
ral s
choo
l gar
den
at G
ilpin
, Col
orad
o.Se
e el
sew
here
in th
isch
apte
r fo
r w
orki
ng p
lan
of th
e ga
rden
.
NA
TU
RE
ST
UD
Y; S
CH
OO
L G
RO
UN
DS
X 6
3
Idea
l Sch
ool G
roun
ds.
Such
idea
l gro
unds
sho
uld
pres
ent a
vis
ion
plea
sing
to th
e ey
eth
e sc
hool
hous
e',
set i
n th
e m
idst
of
a ca
rpet
of
velv
ety
gree
n, b
roke
n he
rean
d th
ere
by f
low
er b
eds,
bri
ght w
ith b
eaut
y an
d co
lor
beds
of
scar
let a
nd y
ello
w c
anna
s, o
ld-f
ashi
oned
ger
aniu
ms,
and,
in th
e fe
nce
corn
ers,
man
y-co
lore
d ho
llyho
cks;
win
ding
wal
ks a
nd r
ustic
sea
ts; c
limbi
ng v
ines
on
latti
cean
d w
all,
and
rust
ic b
aske
ts p
ende
nt f
rom
-pos
t and
trip
od;
grou
ps o
f ev
ergr
eens
and
sha
de tr
ees;
at t
he r
ear
sepa
rate
play
grou
nds
for
the
boys
and
gir
ls; o
utbu
ildin
gsw
here
thes
e ha
ve to
be
outd
oors
set w
ell b
ack
in o
ppos
iteco
rner
s ne
ar th
e sc
hool
gar
den
whi
ch o
ccup
ies
the
extr
eme
rear
, and
scr
eene
d w
ith v
ines
and
shr
ubs;
all
this
, fin
ally
,in
clos
ed w
ith f
ence
or
livin
g he
dge.
Prep
arin
g th
e So
il.T
he f
irst
ste
p is
to e
stab
lish
the
prop
er g
rade
;th
is d
one,
the
soil
mus
t be
prep
ared
.T
hesc
hool
hous
e sh
ould
be
set b
ack
at le
ast o
ne h
undr
ed f
eet
from
the
fron
t ent
ranc
e to
the
grou
nds.
I I
n ca
se th
e si
teis
nea
rly
on a
dea
d le
vel i
t is
impe
rativ
e th
at th
e fo
unda
tion
shou
ld b
e bu
ilt h
igh
and
the
soil
grad
ed u
p to
it, t
o gi
veth
e pr
oper
dra
inag
e.T
he s
choo
l gar
den
wou
ld g
ive
best
resu
lts if
leve
l or
near
ly s
o.T
he p
layg
roun
d, e
spec
ially
if it
con
tain
s a
base
ball
diam
ond,
mus
t be
entir
ely
leve
l.T
he g
roun
d w
here
the
build
ing
stan
ds w
ould
be
idea
l if
slop
ing
gent
ly f
orw
ard
and
to th
e tw
o si
des.
For
satis
-fa
ctor
y re
sults
it is
nec
essa
ry to
plo
w th
e en
tire
trac
t bef
ore
plan
ting.
If v
irgi
npr
airi
e,it
mus
t be
" br
oke
" an
d
2I
164
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
" ba
ck-s
et "
bef
ore
the
next
ste
p ca
n be
take
n.It
ises
sent
ial,
too,
that
the
soil
shou
ld b
e w
ell p
repa
red.
Let
it
be g
rade
d an
d w
ell h
arro
wed
,and
then
, by
way
of
putti
ng
on th
e fi
nish
ing
touc
hes,
care
fully
rak
ed.
Plan
ning
and
Pla
tting
.Now
we
are
read
y to
pla
n an
d
plat
the
grou
nd.
Som
e sc
hool
off
icer
s m
ay le
ave
this
im-
port
ant w
ork
alto
geth
erin
the
hand
s of
the
teac
her
and
the
child
ren;
but
'oth
ers
will
wan
t aha
nd in
for
them
-
selv
es.
If o
ur f
arm
ers
coul
d re
aliz
e th
etr
ansc
ende
nt im
-
port
ance
of
the
plan
ting,
the
entir
e co
untr
ysid
ew
ould
turn
out
and
hel
p!A
car
eful
ly s
cale
d pl
at s
houl
d no
w b
ela
id o
ff o
n pa
per.
It m
ust b
e ex
act i
n de
tail
and
indi
cate
by
nam
e or
num
ber
r th
e va
riet
y of
tree
s an
d sh
rubs
to b
e pl
ante
d,an
d ju
stw
here
to p
lant
, how
to c
urve
the
wal
ks,
etc.
Thi
s w
ill
assu
re s
yste
m a
nd h
arm
ony
whe
n th
e w
ork
is a
t len
gth
com
plet
ed.
Wal
ks a
nd D
rive
s.G
race
fully
cur
ving
pat
hsan
d
driv
es a
re p
refe
rabl
e to
the
stif
f an
d lif
eles
s st
raig
htw
ay
styl
e.O
ther
wis
e, h
ow th
ey s
hall
run,
thei
r w
idth
, etc
.,
mus
t be
gove
rned
by
the
loca
tion
of th
e sc
hool
hous
e,
the
size
and
sha
pe o
f th
e gr
ound
s,an
d si
mila
r ci
rcum
-
stan
ces.
If th
e gr
ound
s ar
e ve
ry la
rge,
a w
indi
ngdr
ive
may
run
to th
e bu
ildin
g, w
henc
e it
may
cont
inue
to th
e
rear
of
the
grou
nds
toth
e ho
rse
shed
s, if
suc
h ar
e us
ed.
Ano
ther
way
is to
con
stru
ct tw
o dr
ives
,bo
th s
hort
,
one
runn
ing
to th
e si
de e
ntra
nce
of th
e bu
ildin
g, m
akin
g
NA
TU
RE
ST
UD
Y; S
CH
OO
LG
RO
UN
DS
16g
a gr
acef
ul c
urve
arou
nd th
e fl
ag-s
taff
, run
ning
back
out
by th
e sa
me
trac
kit
ente
red;
the
othe
r be
ing
a si
ngle
appr
oach
to th
efu
el h
ouse
and
hor
se s
heds
.T
he d
rive
s
shou
ld h
ardl
y be
less
than
six
feet
wid
e.T
he m
ain
wal
k
lead
ing
to th
e fr
ont e
ntra
nce
shou
ld b
e fi
ve f
eet w
ide;
thos
e le
adin
g to
the
wel
l and
out
build
ings
may
be a
s
narr
ow a
s th
ree
feet
.A
ll w
alks
and
dri
ves
shou
ldbe
grav
eled
or
cove
red
with
cin
ders
.If
sto
nes
are
plen
tiful
it w
ould
be
wel
l to
add
a co
ping
or
edgi
ngof
rou
gh s
tone
s.
Thi
s w
ould
incr
ease
the
pict
ures
quen
ess
of th
e gr
ound
s
and
at th
e sa
me
time
prot
ect t
he e
dges
of th
e la
wn.
Play
grou
nds.
if it
is a
t all
poss
ible
, thr
ee s
epar
ate
play
grou
nds
shou
ld b
e pr
ovid
ed.
One
for
the
olde
r bo
ys,
whe
re th
ey m
ay e
njoy
the
spor
ts s
ode
ar to
the
boyi
sh
hear
tba
seba
ll,ju
mpi
ng,
wre
stlin
g,an
dpl
ayin
g
" ca
tch.
" A
turn
ing
pole
and
a c
oupl
e of
hea
vy c
limbi
ng
rope
sw
ould
add
mat
eria
lly to
the
boys
' ple
asur
e,no
t to
men
tion
thei
r ga
in in
mus
cula
r ag
ility
and
stra
ight
ened
back
s.T
he o
lder
gir
ls m
ight
hav
e th
eir
play
grou
ndat
one
side
of
the
hous
e,in
som
uch
as it
will
par
take
muc
h
of th
e na
ture
of
a la
wn,
incl
oed
bysh
rubs
and
tree
s.
The
-sm
alle
r ch
ildre
n do
bes
t if
'eft
to th
emse
lves
.T
heir
play
grou
nd s
houl
d lie
bet
wee
nth
ose
of th
e la
rger
boy
s an
d
girl
s.D
istin
ct r
ows
of s
hrub
s an
d tr
ees
shou
ld s
epar
ate
the
play
grou
nds
from
eac
h ot
her.
Plan
ting.
Gre
at c
are
mus
t be
used
in p
lant
ing
tree
s
and
shru
bs.
Unl
ess
thL
teac
her
or s
ome
one
of th
esc
hool
166
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
offi
cers
is e
xper
ienc
e0 in
this
wor
k, it
wou
ld b
e w
ell t
o ge
ta
skill
ed h
ortic
ultu
rist
to d
o th
e fi
rst p
lant
ing,
whe
n so
muc
h is
at s
take
.L
ater
the
teac
her
shou
ld ta
ke c
harg
eof
the
wor
k ; h
is a
ssis
tant
s sh
ould
be
chos
en f
rom
the
olde
rbo
ys a
nd g
irls
; the
ent
ire
scho
ol s
houl
d be
per
mitt
ed to
give
suc
h as
sist
ance
as
they
are
abl
e; a
nd, w
hate
ver
else
they
may
do
or n
ot d
o, th
ey s
houl
d ke
ep th
eir
eyes
and
ears
ope
n.W
hile
lack
of
spac
e pr
eclu
des
a le
ngth
y di
s-cu
ssio
n of
the
actu
al p
lant
ing
proc
ess,
we
vent
ure
to g
ive
the
follo
win
g br
ief
cultu
ral d
irec
tions
, tak
en f
rom
L, C
.C
orbe
tt's
" T
he S
choo
l Gar
den
" (F
arm
ers'
Bul
letin
, No.
218)
:
The
bea
uty
of a
sha
de tr
ee d
tpen
ds u
pon
its n
orm
al a
nd s
ymm
et-
rica
l gro
wth
.In
ord
er to
insu
re th
is, b
efor
e pl
antin
g cu
t off
the
ends
of
all b
roke
n or
mut
ilate
d ro
ots;
rem
ove
all s
ide
bran
ches
,sa
ve u
pon
ever
gree
ns, s
o th
at a
str
aigh
t whi
p-lik
e st
alk
alon
e re
-m
ains
.D
ig h
oles
at l
east
2 fe
et in
dia
met
er a
nd i
foot
dee
p in
good
soi
l, an
d m
ake
them
4 f
eet a
cros
s in
poo
r so
il.T
he s
ides
of h
oles
sho
uld
be p
erpe
ndic
ular
and
the
botto
m f
iat.
Bre
ak u
pso
il in
the
botto
m o
f th
e ho
le to
the
dept
h of
the
leng
th o
f a
spad
ebl
ade.
Plac
e 2
or 3
inch
es o
f fi
ne to
p so
il, f
ree
from
sod
s or
oth
erde
com
posi
ng o
rgan
ic m
atte
r, in
the
botto
m o
f th
e ho
le.
On
top
ofth
is p
lace
the
root
s of
the
tree
, spr
ead
them
as
even
ly a
s po
ssib
leov
er th
e bo
ttom
of
the
h, le
, and
cov
er w
ith 2
or
3 in
ches
of
fine
top
soil
as b
efor
e.T
ram
p fi
rmly
with
the
feet
and
fill
the
hole
with
goo
dea
rth,
leav
ing
the
surf
ace
loos
e an
d a
little
hig
her
than
the
surf
ace
of th
e su
rrou
ndin
g so
il.W
hen
the
wor
k of
pla
ntin
g is
com
plet
e,th
e tr
ee s
houl
d st
and
abou
t 2 in
ches
dee
per
than
it s
tood
in th
enu
rser
y.In
ord
er to
insu
re s
ymm
etry
of
grow
th, t
rees
mus
t be
allo
wed
un-
2 C
NA
TU
RE
ST
UD
Y ;
SCH
OO
L G
RO
UN
DS
167
rest
rict
ed a
rea
for
deve
lopm
ent.
At l
east
40
feet
sho
uld
be a
llow
edbe
twee
n tr
ees
inte
nded
to o
ccup
y th
e gr
e nd
per
man
ently
.Q
uick
-gr
owin
g nu
rse
or te
mpo
rary
tree
s m
ay b
e pl
ante
d be
twee
n th
e lo
ng-
lived
one
s to
pro
duce
imm
edia
te r
esul
ts, b
ut th
ese
shou
ld b
e re
mov
edas
soo
n as
they
inte
rfer
e w
ith th
e de
velo
pmen
t of
the
perm
anen
tpl
anta
tions
.
Tre
es.
The
bes
t res
ults
in tr
ee p
lant
ing
are
usua
llyse
cure
d by
pla
ntin
g on
ly s
uch
tree
s as
are
nat
ive
to th
epa
rtic
ular
sec
tion,
sin
ce th
ey a
re a
lrea
dy in
ured
to th
e cl
i-m
ate,
soi
l, an
d ot
her
cond
ition
s.Se
vera
l var
ietie
s of
elm
,th
e ha
rd a
nd s
oft m
aple
s, a
sh, b
assw
ood,
and
box
eld
erm
ay b
e pl
ante
d to
goo
d ad
vant
age.
A f
ew e
xotic
s m
ight
be s
prin
kled
ove
r th
e gr
ound
s fc
k th
e sa
ke o
f va
riet
y an
dor
nam
ent.
The
cut
-lea
f bi
rch
isP.
ver
y fi
ne, a
s ar
e al
soho
rse
ches
tnut
s an
d N
orw
ay m
aple
s.A
few
eve
rgre
ens
mus
t not
be
left
out
.T
hey
are
wel
l bel
oved
by
all f
orth
eir
dist
inct
ive
form
s an
d m
any
othe
r ch
arac
teri
stic
s.C
erta
in v
arie
ties
grow
ver
y la
rge
and
are
rath
er c
oars
e in
thei
r fo
liage
; the
se m
ust n
ot b
e pl
ante
d to
o cl
ose
to th
ebu
ildin
g.T
he N
orw
ay s
pruc
e, th
e w
hite
pin
e, a
nd th
ebl
u.e
spru
ce a
re th
e be
st v
arie
ties
for
this
purp
ose;
they
are
note
d fo
r th
eir
beau
tiful
for
m a
nd d
eep
gree
n co
lor,
even
in m
idw
inte
r.H
edge
s.T
he g
roun
ds m
ust b
e in
clos
ed f
rom
the
firs
t by
a su
bsta
ntia
l fen
ce, s
uppl
ied
with
all
nece
ssar
ytu
rnst
yles
, and
sw
ingi
ng g
ates
for
team
s.In
tim
e a
livin
ghe
dge
shou
ld s
uppl
ant i
t.N
othi
ng is
mor
e be
autif
ul to
the
eye
than
wel
l-ke
pt s
choo
l gro
unds
sur
roun
ded
bya
2
168
TH
E A
ME
RIC
AN
RU
RA
LSC
HO
OL
wel
l-tr
imrn
ed h
edge
of
ever
gree
ns o
rde
cidu
ous
grow
th.
If th
e fo
rmer
is d
esir
ed, a
rbor
vitx
,dw
arf
hem
lock
, and
Cal
ifor
nia
priv
et a
re a
ll ex
celle
nt.
The
Citr
us tr
ifol
iata
is e
spec
ially
wel
l ada
pted
toth
e So
uthe
rn s
tate
s.Fo
r
hedg
es o
f de
cidu
ous
grow
thth
e m
ost c
omm
on s
peci
es a
re
the
Eur
opea
n th
orn
appl
e, th
ebu
ckth
orn,
and
the
osag
e
oran
ge.
Shru
bber
y.A
gre
at m
any
good
shr
ubs
grow
wild
in
the
woo
ds a
nd b
y th
e ro
adsi
de.
Whe
n pr
oper
ly m
asse
d,
they
add
rn,
Lte
rial
ly to
the
beau
ty a
nd u
tility
of
the
grou
nds.
Sing
le s
peci
men
s ar
ebe
autif
ul in
them
selv
es, b
ut th
eir
utili
ty li
es m
ainl
yin
scr
eeni
ng u
nsig
htly
pla
ces,
suc
h as
outd
oor
clos
ets,
fill
ing
fenc
e co
rner
sw
ith a
mas
s of
bea
uty,
whi
ch a
re o
ther
wis
e pr
one
to b
ecom
eca
tch-
alls
for
all
kind
s
of tr
ash.
Mas
sed
agai
nst a
hig
h fo
unda
tion,
they
relie
ve
the
hard
ang
ular
line
s be
twee
n th
e bu
ildin
gan
d th
e gr
ound
and
give
a m
ost p
leas
ing
effe
ct.
Tw
o or
mor
e bo
ld g
roup
-
ings
on
the
larg
efr
ont l
awn
wou
ld a
dd s
urpr
isin
gly
toits
pict
oria
l eff
ect.
The
larg
er g
row
ing
and
coar
ser
shru
bs
shou
ld c
onst
itute
the
body
of
the
grou
p, a
nd b
e ed
ged
abou
t with
sm
alle
r sp
ecim
ens
culti
vate
d fo
r th
eir
flow
ers
or s
trik
ing
folia
ge.
Som
e ho
rtic
ultu
rist
s ha
ve p
refe
rred
to p
lant
an
irre
gula
r m
ass
of tr
ees
and
shru
bs o
n th
e sk
ies
of th
e gr
ound
s aw
ay f
rom
the
publ
ic h
ighw
ay,
inst
ead
of
the
hedg
e fe
nce.
In th
e sy
stem
of
plan
ting
sugg
este
din
thes
e pa
ges
such
an
arra
ngem
ent
wou
ld d
o ni
cely
for
one
of th
e tw
o si
des
oppo
site
the
road
,as
sum
ing
that
the
2 C
BE
ST
CO
PY
NA
TU
RE
ST
UD
Y ;
SCH
OO
L G
RO
UN
DS
169
grou
nds
lie a
t the
inte
rsec
tion
of tw
o ro
ads,
as it
wou
ldgi
ve it
the
appe
aran
ce o
f th
e br
oken
edg
e of
our
nat
ive
woo
ds; b
ut w
here
ther
e is
a s
choo
l gar
den
to th
e re
ar o
fth
e m
ain
grou
nds
a de
nse
grow
th o
f tr
ees
and
shru
bs b
e-tw
een
thek
wou
ld b
e in
juri
ous
both
to th
e lig
ht a
nd s
oil
of th
e ga
rden
.So
her
e, th
en, a
sin
gle
hedg
e fe
nce
will
hav
eto
suf
fice
.(S
ee A
ppen
dix.
)V
ines
.T
he c
hief
use
of
vine
s on
sch
ool
prem
ises
shou
ld b
e to
scr
een
and
cove
r un
sigh
tlyou
tbui
ldin
gs a
ndsh
eds.
Pilla
r de
cora
tions
on
the
law
n ar
e al
so a
ttrac
tive.
If th
e sc
hool
str
uctu
re is
fra
me,
it is
not
adv
isab
le to
cove
rit
with
a g
row
th o
f vi
nes
as th
ey a
reve
ry h
ard
on p
aint
and
wea
ther
boar
ding
.B
ut a
bri
ck o
r st
one
build
ing
shou
ld b
y al
l mea
ns h
ave
its b
are
wal
ls c
over
edov
er w
itha
soft
enin
g m
antle
of
ivy
or w
oodb
ine.
Non
e bu
t the
mos
tha
rdy
vine
s sh
ould
be
used
.A
mon
g th
e be
st o
f th
ese
are
the
rapi
d-gr
owin
g V
irgi
nia
cree
per;
the
Act
inid
ia p
oly-
gam
a an
d th
e A
kebi
a qu
inat
a, tw
o ex
celle
nt tw
iner
s re
cent
ly
intr
oduc
ed f
rom
Jap
an; a
nd, f
inal
ly, t
hem
any
wel
l-kn
own
vari
etie
s of
cle
mat
is, h
oney
suck
les,
woo
dbin
e,iv
y, a
ndw
ista
ria.
Flow
ers.
It is
alm
ost t
rite
tosa
y an
ythi
ng f
urth
er o
nfl
ower
s.T
hey
are
esse
ntia
l and
giv
e th
e cr
owni
ng to
uch
of b
eaut
y to
the
grou
nds.
End
less
var
ietie
sm
ay b
e pr
o-cu
red
at th
e gr
eenh
ouse
, the
flo
rist
's,
or f
rom
the
hom
ega
rden
:, of
the
com
mun
ity.
For
earl
y sp
ring
bed
ding
such
bul
bous
pla
nts
as tu
lips,
hya
cint
hs, a
ndcr
ocus
es a
re
VA
ILA
BLE
4r`
I
170
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
uneq
uale
d.If
des
irab
le, t
he s
ame
beds
may
be
used
late
x
in th
e se
ason
for
har
dy a
nnua
ls g
row
n fr
omse
eds
scat
tere
d
amon
g th
e bl
oom
ing
bulb
s.A
bed
of
cann
as a
nd c
ala-
dium
s w
ill a
dd s
omew
hat o
f a
sem
itrop
ical
touc
h.V
io-
lets
and
pan
sies
thri
ve b
est w
hen
plan
ted
on th
e co
ol,
shad
y si
de o
f th
e ho
use.
Fina
lly, b
est o
f al
l are
the
hard
y
pere
nnia
lspe
onie
s, r
oses
, lili
es, a
nd ir
ises
.
Bef
ore
we
clos
e th
e di
scus
sion
of
grou
nds
beau
tiful
aw
ord
mus
t be
said
in
beha
lf o
f th
e sm
all
feat
here
d gu
ardi
ans
whi
chsp
end
such
busy
live
s in
an
en-
deav
or to
dest
roy
the
inse
ct p
ests
prey
ing
on tr
ee a
ndfl
ower
, and
of
the
FIG
.6.
Sich
bir
d-bo
xes
as th
e ab
ove
are
sim
ple
and
ever
y bo
yab
ility
can
mak
e th
em.
with
som
e na
tive
harm
less
toad
whi
ch d
oes
its w
ork
sow
ell,
sile
ntly
hopp
ing
abou
t des
troy
ing
mill
ions
of
inse
cts
and
thei
r
Bir
ds a
nd B
ird
Hou
ses.
Chi
ldre
n sh
ould
be
earl
yta
ught
that
thes
e an
imal
s ar
e no
t onl
y ha
rmle
ss,
but t
hat
they
are
thei
r fr
iend
s; th
at w
ithou
t the
m in
sect
pes
tsw
ould
soon
mak
e fr
uit g
row
ing
and
agri
cultu
re a
pra
ctic
al im
-
poss
ibili
ty.
The
y m
ust l
earn
to lo
ve th
eir
bird
fri
ends
and
prot
e t t
hem
aga
inst
thei
r fo
es.
Des
troy
ing
eggs
and
youn
g bi
rds
shou
ld b
ehe
ld u
p as
a c
rim
e ag
ains
t nat
ure.
(2
NA
TU
RE
ST
UD
Y; S
CH
OO
L G
RO
UN
DS
17/
Seve
re p
unis
hmen
t oug
ht to
fol
low
ever
y in
frac
tion
of th
esc
hool
rul
es g
over
ning
the
subj
ect.
Mor
eove
r, th
e te
ache
rca
n in
so
man
y w
ays
enco
urag
e th
e ch
ildre
n to
pro
vide
nest
ing
plac
es f
or th
e bi
rds
by tr
imm
ing
dow
n cr
otch
esin
the
tree
s, a
rran
ging
den
se s
hrub
beri
es, a
nd b
y bu
ildin
gbi
rd h
ouse
s ou
t of
boar
ds a
nd b
oxes
.It
is r
eally
su_
pris
ing
how
qui
ck b
irds
are
to d
isce
rnth
ese
smal
l act
s of
kin
dnes
s.B
uild
a f
ew b
ird
hous
es in
suita
ble
plac
es a
bout
the
grou
nds,
and
ina
few
day
s w
rens
and
blue
bird
s, c
hick
adee
s an
d nu
that
ches
will
seek
tobe
com
e ou
r te
nant
s.B
irds
are
cle
anly
and
cra
ve th
eir
daily
bat
ha
larg
e w
oode
n bo
wl f
aste
ned
at th
e en
d of
apo
le a
few
fee
t fro
m th
e gr
ound
can
be m
ade
to a
nsw
er th
edo
uble
pur
pose
of
drin
king
fou
nt a
nd b
athi
ngpo
ol.
Cru
mbs
fro
m th
e di
nner
bas
kets
will
be
very
wel
com
e,sc
atte
red
near
the
bath
ing
pool
.A
bea
utif
ul c
usto
mth
roug
hout
nor
ther
n E
urop
ean
d w
orth
y of
em
ulat
ion
amon
g A
mer
ican
sch
ool c
hild
ren
is to
fas
ten
shea
ves
of g
rain
fro
m p
oles
on
outb
uild
ings
or tr
ees
tL. f
eed
the
bird
s du
ring
win
ter
or o
ther
sea
sons
whe
n th
ere
is a
dea
rth
of f
ood.
Toa
ds a
nd T
oad
Aqu
aria
.It
is e
stim
ated
ithat
the
com
-m
on to
ad is
wor
th $
19.8
8 ea
ch s
easo
n al
one
for
dest
royi
ng
cutw
orm
s (K
irkl
and'
s es
timat
e, "
The
Com
mon
Toa
d,"
Bul
letin
No.
46,
Hat
a E
xper
imen
t Sta
tion,
Am
hers
t,M
as-
sach
uset
ts).
Und
er s
uch
circ
umst
ance
s it
isno
t sur
pris
-in
g to
hea
r th
at m
any
larg
e ga
rden
ers
and
hort
icul
turi
sts,
r r t
172
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
espe
cial
ly in
Eur
ope,
rai
se th
eir
own
supp
ly o
f to
ads
by
mea
ns o
f ar
tific
ial a
quar
ia.
Toa
ds c
an b
e ra
ised
suc
-ce
ssfu
lly o
n th
e av
erag
e sc
hool
gro
unds
, and
the
child
ren
will
be
mad
e th
e be
tter
and
wis
er f
or it
.T
here
is n
o da
n-
ger
of a
n ov
erpr
oduc
tion,
as
the
toad
s' e
nem
ies
are
man
y;be
side
s, "
its
natu
ral f
ood
supp
ly, c
onsi
stin
g w
holly
of
inse
cts,
wor
ms,
slu
gs, a
nd th
e lik
e, w
ould
inev
itabl
y se
ta
natu
ral l
imit
to it
s in
crea
se."
The
fol
low
ing
inte
rest
ing
desc
ript
ion
of s
uch
aqua
ria
is q
uote
d fr
om H
odge
's N
atur
e St
udy
and
Lif
e an
d m
aybe
trie
d w
ith p
rofi
t in
all r
ural
sch
ools
:
Enc
oura
ge a
s m
any
child
ren
as p
ossi
ble
to p
rovi
de li
ttle
pool
s in
thei
r ga
rden
s, s
tock
them
wel
l with
wat
er li
lies,
pic
kere
l wee
d, c
at-
tails
, iri
s, a
nd o
ther
of
our
inte
rest
ing
aqua
tic p
lant
s an
d pu
t in
asm
any
toad
s' e
ggs
or ta
dpol
es a
s th
e po
ol w
ill s
uppo
rt.
For
this
pur
-po
se a
wat
er-t
ight
box
or
tub
may
be
set i
n th
e gr
ound
, or
a m
ore
natu
ral p
ool m
ay b
e m
ade
by a
rran
ging
larg
e fl
at s
tone
s ar
ound
aho
le in
the
grou
nd a
nd p
last
erin
g up
the
crac
ks b
etw
een
them
with
wat
er-l
ime
cem
ent.
The
top
of a
ny s
uch
rece
ptac
le s
houl
d be
two
or th
ree
inch
es b
elow
the
surf
ace,
and
the
eart
h w
ell p
acke
d ar
ound
the
edge
s to
pre
vent
rai
ns f
rom
spl
ashi
ng o
ut it
s oc
cupa
nts.
Ifna
tura
l foo
d be
not
abu
ndan
t, its
pla
ce m
ay b
e su
pplie
d by
bits
of
dog
bisc
uit,
fres
h m
eat,
fish
, or
even
bre
ad, b
ut c
are
shou
ld b
e ta
ken
to p
ut in
no
mor
e th
anis
eate
n cl
ean
or to
rem
ove
unea
ten
piec
es b
efor
e th
ey f
oul t
he w
ater
.In
this
way
, with
out a
ppre
ciab
leex
pens
e, a
ny c
hild
can
rai
se to
ads
by th
ousa
nds,
unt
il m
any
of o
urm
ost i
njur
ious
inse
ct p
ests
bec
ome
curi
ositi
es.
The
two
grea
t obs
tacl
es m
ost l
ikel
y to
be
enco
unte
red
ina
mov
emen
t to
impr
ove
the
scho
ol g
roun
ds a
re: (
1) p
ublic
2
NA
TU
RE
ST
UD
Y; S
CH
OO
L G
RO
UN
DS
173
indi
ffer
ence
and
(2)
untr
aine
dte
ache
rs.
The
late
xob
stac
le w
ill b
e ob
viat
ed a
sso
on a
s th
e ru
ral t
each
er g
ets
the
agri
cultu
ral t
rain
ing
disc
usse
d el
sew
here
;m
eanw
hile
the
solu
tion
of o
ur d
iffi
culti
esm
ay b
e so
ught
in a
cam
-pa
ign
of e
duca
tion.
A C
ampa
ign
of E
duca
tion.
The
cou
nty
supe
rint
ende
ntor
, in
the
Eas
t, th
e to
wn
or to
wn
dist
rict
sup
ervi
sor
is th
e
FIG
. 7. N
at o
f sc
hool
gro
unds
pre
pare
d by
Uni
ted
Stat
esD
epar
tmen
t of
Agr
icul
ture
,Fa
rmer
s' B
ulle
tin, N
o, 2
18, g
ives
com
plet
e pl
antin
g di
rec-
tions
.Se
nd f
or it
.It
is f
ree.
prop
er o
ffic
ial t
o ta
ke h
old
of th
e m
atte
r.In
the
sect
ions
of th
e co
untr
y w
here
the
mov
emen
t has
met
with
gre
ates
tsu
cces
s th
ey h
ave
been
at i
ts h
ead.
As
a fi
rst s
tep
the
supe
rint
ende
nt s
houl
d m
ake
ita
poin
t to
see
that
all
his
2 "A A
'174
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
teac
hers
and
off
icer
s of
the
dist
rict
boa
rds
are
supp
liea
with
the
man
y ex
celle
nt b
ulle
tins
onsc
hool
-gro
und
im-
prov
emen
t iss
ued
by th
e U
nite
d St
ates
Dep
artm
ent o
f
Agr
icul
ture
.T
he d
epar
tmen
t will
be
glad
to s
end
the
bul-
letin
s to
suc
h ad
dres
ses
as th
e su
peri
nten
dent
may
supp
ly.
The
list
fou
nd a
t the
end
of
this
cha
pter
con
tain
s so
me
very
good
title
s.T
he f
ollo
win
g ar
e es
peci
ally
goo
d an
d sh
ould
be p
lace
d in
the
hand
s of
eve
ry te
ache
ran
d sc
hool
off
icer
:
" T
ree
Plan
ting
on R
ural
Sch
ool
Gro
unds
" (
Farm
ers'
Bul
letin
, No.
134
); "
Thc
Sch
ool G
arde
n "
(Far
mer
s' B
ul-
letin
, No.
218
);"
Ann
ual F
low
erin
g Pl
ants
" (
Farm
ers'
Bul
letin
, No.
195
); "
The
Law
n "
(Far
mer
s' B
ulle
tin,
No.
248)
; and
" B
eaut
ifyi
ng th
e H
ome
Gro
unds
" (
Farm
ers'
Bul
letin
, No.
185
).T
he a
gita
tion
once
beg
un m
ust b
e co
ntin
ued
thro
ugh
circ
ular
lette
rs, a
t the
mon
thly
mee
tings
of
teac
hers
and
scho
ol o
ffic
ers,
and
at s
peci
al lo
cal m
eetin
gsca
lled
by th
e
supe
rint
ende
nt to
inte
rest
and
org
aniz
e th
e pa
rent
s of
the
dist
rict
.O
nly
whe
n th
e di
stri
ct a
dopt
s a
polic
y of
sys
-te
mat
ic p
lant
ing
as a
res
ult o
f su
ch m
eetin
gs m
ay th
een
d
soug
ht a
fter
be
atta
ined
.L
et a
spe
cial
day
be
set a
side
for
the
firs
t pla
ntin
g w
hen
the
firs
t ste
pssh
all b
e ta
ken
to c
arry
out
a c
aref
ully
arr
ange
dpl
an.
Arb
or D
ay a
n A
ppro
pria
te T
ime
for
Plan
ting.
Arb
or D
ay is
an a
ppro
pria
te ti
me
tobe
gin.
Let
it
be m
ade
a ga
la d
ay f
or th
e en
tire
dist
rict
, to
be c
ele-
brat
ed w
ith s
peec
h an
d so
ng a
nd tr
ee p
lant
ing.
It s
houl
d
NA
TU
RE
ST
UD
Y; S
CH
OO
L G
RO
UN
DS
175
be c
eleb
rate
d th
ough
tful
ly;
for
itis
hig
h tim
e th
at th
ech
ildre
n sh
ould
kno
w th
at th
e pr
odig
al a
buse
of o
ur
DIS
TI2
ICT
120
5cl
ioga
. ezo
ttrip
sw
itiem
zum
e co
* oLT
00
0
FIG
. 8. P
lant
ing
plan
of
Shir
ley
Scho
ol, C
herr
y V
alle
y T
owns
hip,
Win
ne-
bago
Cou
nty,
Ill.
Six
tree
s w
ere
plan
tyd
the
firs
t yea
r; o
ther
s w
ill b
e se
tou
t gra
dual
ly u
ntil
the
plan
is c
ompi
eted
. Fro
m 0
. J. K
ern'
s A
nnua
lR
epor
t.
tri.a
v*
DO
1r
Elm
Suga
r M
4ple
3 L
inde
n4
Cat
alpa
S A
sh6
Syca
mor
e7
Hac
kber
ry
PLA
NT
ING
PL
AN
8 Sp
irea
Van
Hou
ndo
Snow
ball
to J
apan
ese
Bar
berr
yri
Muc
k O
rang
e:a
Dw
arf
Moc
k O
rang
e13
Wei
gel&
14 F
orsy
thia
is B
ush
Hon
eysu
ckle
26 C
ranb
erry
Tre
e17
Red
Bra
nche
d D
ogw
ood
18 C
omm
on E
lder
to W
oodb
ine
ao B
itter
Sw
eet
2 1
Woo
dbin
e or
Bitt
er S
wee
tat
eac
h fe
nce
post
natio
nal f
ores
ts h
as le
ft o
ur c
ount
ry w
ell-
nigh
den
uded
of it
s on
e-tim
e sp
lend
id ti
mbe
r w
ealth
, and
that
kno
win
g,
176
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
they
will
ear
ly le
arn
to d
o be
tter
than
thei
r fa
ther
s in
the
mat
ter
of c
onse
rvin
g ou
r fo
rest
s by
plan
ting
at
hom
e, o
n th
e sc
hool
gro
unds
, on
the
natio
nal f
ores
t
rese
rve.
Preb
iden
t Roo
seve
lt's
lette
r to
the
Am
eric
ansc
hool
child
ren
is to
the
poin
t:
To
the
Scho
ol C
hild
ren
of th
e U
nite
d St
ates
:A
rbor
Day
(w
hich
mea
ns s
impl
y "T
ree
Day
") is
now
obse
rved
in e
very
sta
te in
our
Uni
on a
nd m
ainl
y in
the
scho
ols.
At v
ario
us
times
fro
m J
anua
ry to
Dec
embe
r, b
ut c
hief
ly in
this
mon
th o
f A
pril,
you
give
a d
ay o
r pa
rt o
f a
day
tosp
ecia
l exe
rcis
es a
nd p
erha
ps to
actu
al tr
ee p
lant
ing,
in r
ecog
nitio
n of
the
impo
rtan
ce o
f tr
ees
to u
sas
a n
atio
n, a
nd o
f w
hat t
hey
yiel
d in
ado
rnm
ent,
com
fort
, and
use
-
ful p
rodu
cts
to th
e co
mm
uniti
es in
whi
ch y
ou li
ve.
It is
wel
l tha
t you
sho
uld
cele
brat
e yo
ur A
rbor
Day
thou
ghtf
ully
,fo
r w
ithin
you
r lif
etim
e th
e na
tion'
s ne
ed o
f tr
ees
will
bec
ome
seri
ous.
We
of a
n ol
der
gene
ratio
n ca
n ge
t alo
ng w
ith w
hat w
eha
ve, t
houg
h
with
gro
win
g ha
rdsh
ip; b
ut in
you
r fu
ll m
anho
od a
ndw
oman
hood
you
will
wan
t wha
t nat
ure
once
so
boun
tiful
ly s
uppl
ied
and
man
so
thou
ghtle
ssly
des
troy
ed; a
nd b
ecau
se o
f th
at w
ant y
ou w
ill r
epro
ach
us, n
ot f
or w
hat w
e ha
ve u
sed,
but
for
wha
t we
have
was
ted.
For
the
natio
n, a
s fo
r th
e m
an o
r w
oman
and
the
boy
or g
irl,
the
road
to s
ucce
ss is
the
righ
t use
of
wha
t we
have
and
the
impr
ovem
nt
of p
rese
nt o
ppor
tuni
ty.
If y
ou n
egle
ct to
pre
pare
you
rsel
ves
now
for
the
dutie
s an
d re
spon
sibi
,ie
s w
hich
will
fal
l upo
n yo
u la
ter,
if y
ou d
o no
t lea
rn th
e th
ings
whi
ch y
ou w
ill n
eed
to k
now
whe
n
your
sch
ool d
ays
are
over
, you
will
suff
er th
e co
nseq
uenc
es.
So a
ny
natio
n w
hich
in it
s yo
uth
lives
onl
y fo
r th
e da
y, r
eaps
with
out s
owin
g,an
d co
nsum
es w
ithou
t hus
band
ing,
mus
t exp
ect t
he p
enal
ty o
fth
e
prod
igal
, who
se la
bor
coul
d w
ith d
iffi
culty
fin
d hi
m th
e ba
re m
eans
of li
fe.
A p
eopl
e w
ithou
t chi
ldre
n w
ould
fac
e a
hope
less
fut
ure;
a c
ount
ry
NA
TU
RE
ST
UD
Y ;
SCH
OO
L G
RO
UN
DS
I 77
with
out t
rees
is a
lmos
t as
hope
less
; for
ests
whi
ch a
re s
o us
ed th
atth
ey c
anno
t ren
ew th
emse
lves
will
soo
n va
nish
, and
with
them
all
thei
r be
nefi
ts.
A tr
ue f
ores
t is
not m
erel
y a
stor
ehou
se f
ull o
f w
ood,
but,
as it
wer
e, a
fac
tory
of
woo
d, a
nd a
t the
sam
e tim
e a
rese
rvoi
r of
wat
er. W
hen
you
help
to p
rese
rve
our
fore
sts
or to
pla
nt n
ew o
nes,
you
are
actin
g th
e pa
rt o
f go
od c
itize
ns.
The
val
ue o
f fo
rest
ry d
e-se
rves
, the
refo
re, t
o be
taug
ht in
the
scho
ols,
whi
ch a
im to
mak
ego
od c
itize
ns o
f yo
u.If
you
r A
rbor
Day
exe
rcis
es h
elp
you
tore
aliz
e w
hat b
enef
its e
ach
one
of y
ou r
ecei
ves
from
the
fore
sts,
and
how
by
your
ass
ista
nce
thes
e be
nefi
ts m
ay c
ontin
ue, t
hey
will
ser
vea
good
end
.T
HE
OD
OR
E R
OO
SEV
EL
T.
TH
E W
HIT
E H
OU
SE,
Apr
il 15
, 190
7.
A S
EL
EC
TE
DL
IST
OF
BO
OK
S D
EA
LIN
G W
ITH
NA
TU
RE
ST
UD
Y A
ND
SC
HO
OL
GR
OU
ND
S
z. B
AIL
EY
, L. H
.N
atur
e St
udy
Idea
.T
hird
edi
tion,
rev
ised
.T
he M
acm
illan
Com
pany
, New
Yor
k, 1
909.
pp. 2
55.
2. C
OO
N, C
HA
RL
ES
L.
Geo
grap
hy, N
atur
e St
udy,
and
Agr
icul
ture
in th
eE
lem
enta
rySc
hool
s.St
ate
Supe
rint
ende
ntPu
blic
Inst
ruct
ion,
Ral
eigh
, N.C
., /9
05.
pp. 3
2.
3. C
OR
BE
TT
, L. C
.T
he S
choo
l iG
arde
n.Fa
rmer
s' B
ulle
tin, N
o.21
8, D
epar
tmen
t of
Agr
icki
lture
, Was
hing
ton,
D.C
., 19
05.
pp. 4
0.4.
Ann
ual F
low
erin
g Pl
ants
.Fa
rmer
s' B
ulle
tin, N
o. 1
95, D
epar
t-m
ent o
f A
gric
ultu
re, W
ashi
ngto
n, D
.C.,
1904
.pp
. 48.
The
Law
n.Fa
rmer
s' B
ulle
tin, N
o. 2
48, D
epar
tmen
t of
Agr
i-cu
lture
, Was
hing
ton,
D.C
., 19
06. p
p. 2
0.6.
HA
LL
, WIL
LIA
M L
.T
ree
Plan
ting
on R
ural
Sch
ool G
roun
ds.
Farm
ers'
Bul
letin
, No,
134
, Dep
artm
ent o
f A
gric
ultu
re, W
ash.
ingt
on, D
.C.,
1907
.pp
. 32.
7. H
ampt
on N
atur
e St
udy
Lea
flet
s (e
spec
ially
No.
is),
Ham
pton
Pres
s, H
ampt
on, V
a.
5.
178
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
8. H
OD
GE
, C. G
.N
atur
e St
udy
and
Lif
e.G
inn
and
Co.
, Bos
ton,
1902
.pp
. 514
.9.
JE
WE
LL
,J.
R. A
gric
ultu
ral
Edu
catio
n,in
clud
ing
Nat
ure
Stud
y an
d Sc
hool
Gar
dens
.B
ulle
tin, N
o. 2
, Dep
artm
ent o
fth
e In
teri
or, W
ashi
ngto
n, D
.C.,
x 90
7.pp
. 148
.IO
. LO
CB
RE
AD
, WIL
LIA
M.
Out
lines
of
Nat
ure
Stud
ies.
Bul
letin
,N
o. 1
42, O
ntar
io A
gric
ultu
ral C
olle
ge, G
uelp
h.pp
. 48.
It. S
TE
VE
NS,
F. L
. A C
ours
e of
Nat
ure
Stud
y fo
r th
e T
each
er.
Stat
e Su
peri
nten
dent
Pub
lic I
nstr
uctio
n, R
alei
gh, N
.C.,
1905
.PP
. 32*
12. W
ET
HA
lf, C
. D. a
nd W
. C. D
.St
udie
s in
Nat
ure
and
Cou
ntry
Lif
e.C
ambr
idge
, Eng
land
, 190
3.pp
. 125
.
2
CH
APT
ER
X
SCH
OO
L G
AR
DE
NS
Ear
ly S
choo
l Gar
dens
.It
is w
rong
to s
uppo
se th
atth
e sc
hool
gar
den
isa
rece
nt in
nova
tion.
Seve
ral n
a-tio
ns o
f an
tiqui
ty m
aint
aine
d su
ch g
oard
ens
in w
hich
the
sons
of
nobl
emen
wer
e ta
ught
fir
st it
eps
in h
ortic
ultu
re.
The
Gre
eks
held
them
in h
igh
este
em b
y re
ason
of
the
Ees
thet
ic in
flue
nce
that
they
ass
erte
d.Pl
ato
the
broa
d-br
owed
taug
ht h
is d
isci
ples
inth
e fa
mou
s A
cade
mic
Gar
den
near
Ath
ens;
whi
le th
e im
mor
tal A
rist
otle
, in
imita
tion
of th
e m
aste
r, ta
ught
the
eage
r lis
tene
rs u
nder
the
shad
y oa
ks o
f th
e L
yceu
m G
arde
n.C
hris
tian
teac
hers
of th
e M
iddl
e A
ges
gave
gar
den
cultu
re a
pra
ctic
al tu
rn.
In th
eir
mon
aste
ry g
arde
ns th
ey ta
ught
the
igno
rant
pea
s-an
ts a
nd th
eir
child
ren
prac
tical
hor
ticul
ture
and
agri
-
cultu
re, s
o th
at th
ey k
nigh
t onc
e ag
ain
settl
e do
wn
to th
e
arts
of
peac
e an
d til
l the
war
-tra
mpl
edfi
elds
of
Eur
qpe.
All
the
grea
t edu
cato
rs f
rom
Com
eniu
s to
Fro
ebel
hav
e
emph
asiz
ed th
e im
port
ance
of
natu
re s
tudy
and
scho
ol
gard
ens.
Thu
s C
omen
ius
held
that
"a
gard
en s
houl
d be
conn
ecte
d w
ith e
very
sch
ool,
so th
at c
hild
ren
at ti
mes
can
leis
urel
y ga
ze o
n tr
ees,
flo
wer
s, a
nd h
erbs
,an
d be
taug
ht17
9
2 7
I80
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
to e
njoy
them
."It
is n
o w
onde
r th
at th
is m
an's
nat
ive
coun
try,
Mor
avia
, sho
uld
dem
and
by la
w th
atev
ery
scho
olin
the
land
mai
ntai
n a
gard
en!
Froe
bel,
who
rej
oice
d in
the
teac
hing
that
"G
od's
spi
rit l
ives
inna
ture
, bea
ring
,sh
ield
ing,
unf
oldi
ng,"
sou
ght t
o im
pres
sup
on h
is p
atro
nsth
at "
chi
ldre
nof
sch
ool a
gesh
ould
hav
e ga
rden
sto
cul
tivat
e..
..
If th
e bo
y ca
nnot
hav
ea
gard
en o
fhi
s ow
n, a
t lea
st a
few
pla
nts
in b
oxor
pot
s sh
ould
be
his.
"T
he w
ork
of th
ese
inno
vato
rs h
as b
orne
a re
mar
kabl
efr
uit,
and
to-d
ay in
con
sequ
ence
thou
sand
s of
flou
rish
ing
scho
ol g
arde
ns a
re in
ope
ratio
n al
lov
er E
urop
e.T
he G
2rm
an S
tate
s.T
he G
erm
an s
tate
s ha
ve o
ffer
edho
rtic
ultu
re in
thei
r cu
rric
ulum
inso
me
form
for
man
yye
ars.
In 1
814
Schl
esw
ig-H
olst
ein
(the
n m
embe
rs o
fth
e D
anis
h ki
ngdo
m)
pave
d th
ew
ay b
y re
quir
ing
rura
lsc
hool
s to
giv
e in
stru
ctio
n in
fru
it cu
lture
and
vege
tabl
egr
owin
g.T
he v
illag
e sc
hool
s of
Pru
ssia
intr
oduc
ed s
choo
lga
rden
s in
181
9, a
nd o
ther
sta
tes
follo
wed
the
exam
ple
in th
e co
urse
of
time.
It is
wor
thy
of e
mph
asis
that
inG
erm
any,
as,
inde
ed, i
n m
ost E
urop
ean
coun
trie
s,th
esc
hool
gar
den
mov
emen
t beg
an in
the
rura
l dis
tric
tsan
dno
t in
the
citie
s as
with
us
in th
e U
nite
d St
ates
.A
bout
1840
the
larg
er G
erm
an c
ities
beg
an to
man
ifes
tan
inte
rest
in s
choo
l gar
dens
.B
erlin
now
mai
ntai
ns la
rge
gard
ens
just
out
side
the
city
lim
its, i
n w
hich
ever
y ch
ild w
ho a
p-pl
ies
may
hav
e a
smal
l pla
t of
itsow
n. 'W
agon
load
s of
fluw
ers,
twig
s, a
nd le
aves
fro
m th
ese
gard
ens
are
daily
SCH
OO
L G
AR
DE
NS
I8r
furn
ishe
d th
e na
ture
-stu
dy c
lass
es th
roug
hout
the
capi
tal.
Oth
er c
ities
mai
ntai
n si
mila
r ga
rden
s an
d la
rge
bota
nica
lga
rden
s w
here
the
child
ren
may
stu
dy a
var
ied
flor
a un
der
expe
rt h
ortic
ultu
rist
s.A
ustr
ia.
Aus
tria
and
Sw
eden
sho
uld
have
cre
dit f
orbe
ing
the
firs
t to
esta
blis
h th
e ga
rden
mov
emen
t on
ana
tiona
l bas
is.
The
Aus
tria
n iT
peri
al s
choo
l law
of
1869
pres
crib
es th
at "
whe
re p
ract
icA
le a
gar
den
and
a pl
ace
for
agri
cultu
ral e
xper
imen
t sha
ll be
est
ablis
hed
in e
very
rura
l sch
ool."
At t
he p
rese
nt ti
me
ther
e ar
e 20
,000
sch
ool
gard
ens
in A
ustr
ia-H
unga
ry.
It is
sai
d th
at in
the
larg
epr
ovin
ce o
f St
yria
eve
ry s
choo
l has
a w
ell-
kept
gar
den.
Tha
nks
toth
e in
defa
tigab
le e
ffor
ts o
f D
r.E
rasm
usSc
hwab
, Vie
nna
can
boas
t sch
ool g
arde
ns e
xcel
led
by n
one
in th
e w
hole
wor
ld.
Hun
gary
has
mad
e ga
rden
ing
and
elem
enta
ry a
gric
ultu
re o
blig
ator
y in
all
scho
ols
from
the
sixt
h to
the
fift
eent
h ye
ar.
Swed
en.
In S
wed
en th
e ro
yal p
rom
ulga
tion
of O
cto-
ber
15, 1
869,
req
uire
d th
at a
t " e
very
sch
ool a
gar
den
offr
om s
even
ty to
eig
hty
squa
re r
ods
mus
t be
laid
out
."A
s a
resu
lt, in
189
4 th
ere
wer
e 46
70 f
lour
ishi
ng s
choo
lga
rden
s in
the
king
dom
; but
, lat
ely,
slo
yd a
nd O
ther
for
ms
of m
anua
l tra
inin
g ha
ve u
surp
ed th
is a
ttent
ion
whi
ch w
asfo
rmer
ly b
esto
wed
upo
n ga
rden
cul
ture
, res
ultin
g in
aco
nsid
erab
le f
allin
g of
f in
the
num
ber
of g
arde
ns.
Fran
ce.
The
Fre
nch
gove
rnm
ent b
egan
the
mov
e-m
ent r
ight
by
firs
t tra
inin
g te
ache
rs to
" c
arry
to th
e el
e-
2 i b
182
TH
E A
1LE
RIC
AN
RU
RA
L S
CH
OO
L
men
tary
sch
ools
an
exac
t kno
wle
dge
of th
e so
il, th
e m
eans
of im
prov
ing
it, th
e be
st m
etho
ds o
f cu
ltiva
tion,
the
man
-ag
emen
t of
a fa
rm g
arde
n,"
etc.
Thi
s w
as in
188
0.N
owm
ore
than
one
hun
dred
nor
mal
sch
ools
are
pre
pari
ngte
ache
rs to
go
into
the
rura
l dis
tric
ts to
dem
onst
rate
the
econ
omic
val
ue o
f el
emen
tary
agr
icul
ture
.In
the
neig
h-bo
rhoo
d of
45,
000
Fren
ch r
ural
sch
ools
are
at t
he p
rese
nttim
e eq
uipp
ed w
ith s
choo
l gar
dens
;al
thou
gh s
ome
ofth
ese
are
not u
sed
for
scho
ol d
emon
stra
tion,
but
wer
ees
tabl
ishe
d so
lely
to s
uppl
emen
t the
teac
her's
inco
me.
Rus
sia.
Rus
sian
sch
ool
gard
ens
orig
inat
edim
me-
diat
ely
afte
r A
lexa
nder
II
had
eman
cipa
ted
his
fort
y-si
xm
illio
n se
rfs
in 1
86i.
Publ
ic g
arde
ns w
ere
esta
blis
hed
whe
rein
the
igno
rant
fre
edm
en w
ere
taug
ht to
rai
seve
ge-
tabl
es, t
o ca
re f
or f
ruit
tree
s, s
ilkw
orm
s, a
nd b
t.es
.A
fter
1887
itin
eran
t gar
dene
rs w
ere
sent
out
by
the
Cro
wn,
who
inst
ruct
ed r
ural
teac
hers
in a
gric
ultu
re a
nd o
rgan
ized
man
y sc
hool
gar
dens
.In
190
5 th
e sc
hool
gar
dens
num
-be
red
8400
, of
whi
ch a
con
side
rabl
e nu
mbe
rw
ere
supp
lied
with
silk
wor
m h
atch
erie
s an
d ap
iari
es.
Oth
er E
urop
ean
Cou
ntri
es.
Switz
erla
nd m
akes
gar
den
cultu
re o
blig
ator
y fo
r gr
adua
tion
from
all
norm
al s
choo
ls.
The
gov
ernm
ent p
ursu
es s
ucce
ssfu
llya
plan
of
subs
idiz
ing
gard
ens
in c
onne
ctio
n w
ith th
e el
emen
tary
sch
ool,
and
offe
rs p
rize
s to
bot
h pu
pils
and
teac
hers
for
pra
ctic
alth
emes
on
gard
en c
ultu
re.
As
a re
sult,
hor
ticul
ture
in th
ere
publ
ic h
as r
ecei
ved
a re
mar
kabl
e im
petu
s.B
ohem
ia
,
.11"
,stio stau
rta
At*
"Il
tow
th1A
4,0
CA
1,,,A
s s
SCH
OO
L G
AR
DE
NS
.111
IMM
O/
t7e.
Atx
%td
skt
vtu
lt.
Cox
iq.a
ts
cry"
\ms
Wt' etic
erw
At
1440
44
Itoo
kvt.S
A
00A
aN
%
wyt
vivi
vtvi
vse
183
Size
abo
ut o
ne q
uart
er a
cre
(gro
unds
did
not
adm
it of
usu
alsi
ze),
sur
roun
ded
by h
edge
of
priv
et.
A,B
,C,D
, see
dlin
gs o
f fr
uit
tree
s. L, b
erri
es, s
tone
fru
its, b
or-
ders
of
min
t.'1
+7,
bor
ders
of
cher
ries
,go
oseb
erri
es, s
age.
OR
CH
AR
D
Pota
toes
plan
ted
betw
een
tree
s. S, b
orde
rs o
f ra
spbe
rrie
s.U
, plu
m tr
ees.
N, n
uts,
mou
ntai
n as
h bo
x-th
orn.
A,P
, app
le a
nd p
ear
tree
s.0,
bee
hive
s.
f. I
C. 9
. A p
lan
of R
ussi
an s
choo
l gro
unds
of
the
elem
enta
ry s
choo
ls, e
xhib
i-tio
n gr
ound
s at
Niz
hni-
Nov
goro
d, 1
896.
has
fully
s00
0 sc
hool
gar
dens
, and
her
mar
velo
us f
ruit
crop
is g
ener
ally
asc
ribe
d to
exp
ert s
choo
l ins
truc
tion.
Bel
gium
mak
es h
ortic
ultu
re c
ompu
lsor
y; th
e la
w r
equi
res
ever
ysc
hool
in th
e ki
ngdo
m to
mai
ntai
n a
gard
en o
f at
leas
t
221
N.
184
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
thir
ty-n
ine
and
one
half
squ
are
rods
.T
he g
over
nmen
the
re, t
oo, g
rant
s an
nual
app
ropr
iatio
ns f
or th
e su
ppor
t of
scho
ol g
arde
ns a
nd o
ffer
s pr
izes
for
exc
elle
nce
in h
orti-
cultu
ral s
tudy
.V
q.et
able
gar
deni
ng s
sas
been
red
uced
toa
scie
ntif
ic s
yste
m s
n th
is m
ost d
ense
ly p
opul
ated
of
coun
trie
s, w
hich
is s
carc
ely
equa
led
else
whe
reth
anks
to p
erfe
ctio
n in
sch
ool g
arde
ning
.T
he B
ritis
h E
mpi
re.
Eng
land
alo
ne o
f pr
omin
ent
Eur
opea
n na
tions
has
bee
n sl
ow to
take
adv
anta
ge o
f th
ega
rden
mov
emen
t.It
isfa
ir to
sta
te, h
owev
er, t
hat
mar
ked
prog
ress
has
bee
n sh
own
sinc
e th
e ad
optio
n, in
1904
, of
a ne
w c
ours
e of
stu
dy f
or a
ll el
emen
tary
sch
ools
,
a co
urse
in w
hich
nat
ure
stud
y ho
lds
firs
t pla
ce,
and
gran
tq a
re m
ade
to a
ll sc
hool
s m
aint
aini
ng s
choo
l gar
dens
.B
utge
as
it ap
pear
s un
der
the
circ
umst
ance
s, th
eB
ritis
'sa
ve b
een
quic
k en
ough
to s
ee th
e va
lue
of s
choo
lga
rde
igin
thei
rco
loni
alsy
stem
s.T
hus
Jam
aica
,C
eylo
n, N
atal
, Tas
man
ia, a
nd th
e se
vera
l sta
tes
cons
titut
-in
g th
e co
mm
onw
ealth
of
Aus
tral
ia h
ave
scho
ol g
arde
nsin
som
e fo
rm o
r ot
her,
not
to m
entio
n C
anad
a, w
hich
can
boas
t the
mos
t com
plet
e sy
stem
of
scho
ol g
arde
ns in
the
Wes
tern
Hem
isph
ere.
It m
ay n
ow b
e tim
e to
ask
why
we
take
spac
e to
ent
erin
to th
is s
omew
hat l
engt
hy p
ortr
ayal
of
Eur
opea
n sc
hool
gard
ens.
Wha
t is
the
purp
ose
?W
hat d
oes
it pr
ove
?In
the
firs
t pla
ce it
dem
onst
rate
s th
at s
choo
l gar
deni
ngis
not
hing
new
, as
thou
ghtf
ul e
duca
tors
of
all
ages
hav
e
SCH
OO
L G
AR
DE
NS
I85
real
ized
its
valu
e.T
hen
it m
akes
cle
ar th
at s
choo
l gar
-de
ning
is n
ot a
fad
sei
zed
upon
by
any
one
clas
s of
educ
ator
s an
d ho
rtic
ultu
ral e
nthu
sias
ts, b
ut is
rat
her
in-
tern
atio
nal i
nits
sco
pe a
nd is
mad
e us
e of
and
very
succ
essf
ully
, too
in m
any
and
vari
ed w
ays.
Purp
oses
of
Eur
opea
n Sc
hool
Gar
dens
.Sw
eden
or-
gani
zed
a sy
stem
of
scho
ol g
arde
ns a
t a ti
me
whe
n Sw
edis
h
agri
cultu
re w
as s
adly
in n
eed
of g
over
nmen
tal i
nspi
ratio
n,te
achi
ng th
e pe
asan
try
scie
ntif
ic m
etho
ds in
hez
ticul
ture
and
elem
enta
ry a
gric
ultu
re.
Prus
sia
and
Boh
emia
mad
eth
e ga
rden
s ex
trem
ely
utili
tari
an, s
triv
ing
to p
rom
ote
a be
tter
know
ledg
e of
pom
olog
y.T
he s
ame
is tr
ue o
fFr
ance
, Bel
gium
, and
the
Net
herl
ands
;th
e pr
actic
alen
ds s
ough
t wer
e to
teac
h m
ore
prof
itabl
e m
etho
ds in
the
cultu
re o
f ve
geta
bles
, flo
wer
s, a
nd f
ruit.
Aus
tria
and,
of
late
, Den
mar
k an
d E
ngla
nd, h
ave
laid
em
phas
ison
the
pure
ly e
duca
tiona
l val
ue, t
he tr
aini
ng o
f he
art
and
hand
, mak
ing
the
utili
tari
an o
f se
cond
ary
impo
r-ta
nce.
Her
eto
shou
ld b
e ad
ded
that
som
e co
untr
ies,
par
-tic
ular
ly F
ranc
e, G
erm
any,
and
Den
mar
k, h
ave
mad
e us
eof
sch
ool g
arde
ns a
s a
spec
ial m
eans
to a
ugm
ent t
hete
ache
r's in
com
e.E
urop
ean
Em
igra
nt F
arm
ers
in C
ompe
titio
n w
ith N
ativ
eFa
rmer
s.T
he E
urop
ean
peas
ants
who
com
e to
our
shor
es b
y hu
ndre
ds o
f th
ousa
nds
have
bee
n tr
aine
d fr
omch
ildho
od in
thes
e sc
hool
s.T
heir
thri
ft a
nd a
bilit
y to
surm
ount
dif
ficu
lties
whi
ch h
ave
nonp
luss
ed a
nd d
isco
ur-
s
186
THE AMERICAN RURAL SCHOOL
aged
the
nativ
e A
mer
ican
far
mer
go
far
to p
rove
the
valu
e
of e
arly
trai
ning
in s
choo
l gar
deni
ng.
The
Eur
opea
nfa
rmer
inva
riab
ly o
utst
rips
the
nativ
e be
caus
e he
has
an
alm
ost i
nnat
e(i
r -b
red)
gift
for
farm
ing
righ
t.H
ekn
ows
how
and
whe
n to
fer
tiliz
e th
e so
il; h
ow a
nd w
hen
fall
plow
ing
shou
ld 1
. don
e; h
ow to
look
aft
er th
e de
tails
and
little
thin
gs.
It is
indi
sput
able
that
far
mer
s fr
omG
erm
any,
Den
mar
k, H
olla
nd, B
ohem
ia, a
nd F
ranc
e ha
veco
nver
ted
into
thri
ving
, wel
l-bu
ilt, a
nd w
ell-
stoc
ked
farm
s,
land
s up
on w
hich
the
aver
age
Am
eric
an c
ould
not
hav
esu
bsis
ted.
The
y ar
e ev
en n
ow b
egin
ning
to r
ecla
im th
ede
sert
ed N
ew E
ngla
nd f
arm
stea
ds, a
nd w
ill o
nce
mor
em
ake
them
blo
ssom
as
the
rose
.N
or s
houl
d th
is s
ucce
ssbe
attr
ibut
edas
it s
o of
ten
isto
a lo
wer
sca
le o
f liv
ing
on th
e pa
rt o
f th
e fo
reig
n-bo
rn f
arm
er.
The
rea
l sec
ret
of th
eir
succ
ess
is th
rift
and
kno
wle
dge
of th
e es
sent
ials
of s
cien
tific
far
min
g.A
mer
ican
s sh
ould
take
the
less
onto
hea
rt, f
or in
this
res
pect
Eur
opea
ns c
an y
et te
ach
usim
port
ant e
duca
tiona
l fac
ts.
His
tory
of
Scho
ol G
arde
ns in
the
Uni
ted
Stat
es.
Mea
n-
whi
le, w
hat a
re w
e ac
com
plis
hing
for
the
scho
ol g
arde
n in
the
Uni
ted
Stat
es ?
With
us
the
scho
ol g
arde
n is
not
yet
an in
tegr
al p
art o
f th
e ed
ucat
iona
l sys
tem
, alth
ough
som
epr
ogre
ss is
bei
ng m
ade
thro
ugh
indi
vidu
al in
itiat
ive.
The
citie
s w
ere
the
firs
t to
take
an
inte
rest
in th
e w
ork.
The
firs
t sch
ool g
arde
n w
as e
stab
lishe
d, in
189
1, a
t the
Geo
rge
Putn
am S
choo
l, R
oxbu
ry, M
assa
chus
etts
, by
Hen
ry L
in-
2 C
'11
,A
SCHOOL GARDENS
187
coln
Cla
pp, i
ts m
aste
r."
From
189
1 to
Iw
o on
ly w
ildfl
ower
s w
ere
culti
vate
d he
re, b
ut b
y th
e la
tter
date
Med
ford
,
Fram
ingh
am, H
yann
is, a
nd o
ther
Mas
sach
uset
ts to
wns
had
mad
e su
ch a
suc
cess
of
vege
tabl
e ga
rden
ing
in c
onne
c-
tion
with
sch
ool w
ork
that
the
Putn
am S
choo
l put
in a
kitc
hen
gard
en w
ith 8
4 be
ds."
Phila
nthr
opic
org
aniz
atio
ns o
f di
ffer
ent k
inds
hav
ebe
en b
ack
of th
is e
duca
tiona
l mov
emen
t in
the
citie
s.In
1901
the
Tw
entie
th C
entu
ry C
lub
of B
osto
n es
tabl
ishe
da
scho
ol g
arde
n at
the
Eng
lish
Hig
h Sc
hool
of
that
city
;
and
the
follo
win
g ye
ar: t
he M
assa
chus
etts
Civ
ic L
eagu
epr
ovid
ed 3
50 s
mal
l gar
dens
for
sch
ool c
hild
ren
thro
ugho
ut
the
stat
e.T
he C
ivic
Im
prov
emen
t Lea
gue
of S
t. L
ouis
,T
he C
hica
go C
omm
ittee
on
Vac
atio
n Sc
hool
s, T
he H
ome
Gar
deni
ng A
ssoc
iatio
n of
Cle
vela
nd, a
nd m
any
orga
niza
-
tions
of
a si
mila
r na
ture
hav
e ac
com
plis
hed
muc
h fo
r sc
hool
gard
enin
g an
d pa
rk c
onst
ruct
ion
in th
eir
resp
ectiv
e ci
ties.
Prob
ably
som
e fi
fty
of th
e la
rger
citi
es in
the
Uni
ted
Stat
es
are
equi
pped
with
sch
ool g
arde
ns; a
mon
g th
ese
may
be
men
tione
dB
osto
n,St
.L
ouis
,C
hica
go, W
ashi
ngto
n,W
orce
ster
, Cle
vela
nd, N
ew Y
ork
City
, Bro
oklin
e (M
as-
sach
uset
ts),
Yon
kers
, Phi
lade
lphi
a, a
nd H
ampt
on (
Vir
-gi
nia)
.V
ery
few
sch
ool g
arde
ns r
ecei
ve d
irec
t fin
anci
alsu
ppor
t fro
m th
e lo
cal b
oard
s of
edu
catio
n or
may
be
cons
ider
ed a
s a
part
of
the
loca
l edu
catio
nal s
yste
m.
Phila
delp
hia,
Cle
vela
nd, R
oche
ster
, and
Eas
t Ora
nge
(New
Jers
ey),
are
mar
ked
exce
ptio
ns, a
s th
e bo
ard
of e
duca
tion
r.
.
404
ti
188
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
in e
ach
of th
ese
citie
s ha
s m
ade
scho
ol g
arde
ning
a p
art
of th
e ed
ucat
iona
l sys
tem
.Pr
actic
al V
alue
of
City
Sch
ool G
arde
ning
.T
he f
ollo
w-
ing
para
grap
h is
fro
m th
e pe
n of
Sup
erin
tend
ent 0
. J.
Ker
n.It
poi
nts
out t
he v
alue
of
scho
ol g
arde
ning
in th
eci
ty s
yste
m a
nd g
ives
per
tinen
t rea
sons
why
suc
h sc
hool
sar
e co
mpa
rativ
ely
easi
er to
mai
ntai
n he
re th
an in
rur
aldi
stri
cts:
It w
ould
see
m th
at th
e sc
hool
gar
den
in c
ities
sho
uld,
of
cour
se,
be a
ver
y ra
tiona
l mea
ns o
f su
pple
men
ting
the
stud
y of
boo
ks, t
osa
y no
thin
g of
its
esth
etic
val
ue in
bea
utif
ying
gro
unds
.A
lso,
man
y of
the
cond
ition
s th
ere
mak
e it
muc
h ea
sier
to h
ave
succ
essf
ulsc
hool
gar
dens
.T
he s
choo
l yea
r is
long
er, a
nd th
ere
are
trai
ned
teac
hers
with
bet
ter
sala
ries
, tea
cher
s w
ho h
ave
a hi
gh a
ppre
cia-
tion
of b
eaut
y an
d th
e va
lue
of n
atur
e st
udy
from
nat
ure.
Thi
ssy
mpa
thet
ic a
ttitu
de is
the
resu
lt of
thei
r no
rmal
trai
ning
, whe
re,
in a
cou
rse
cove
ring
two
or th
ree
year
s, th
ey a
re to
ld h
ow, i
n th
em
ost e
ffec
tive
man
ner
and
with
a m
inim
um o
f "e
cono
mic
was
te,"
they
are
to c
ultiv
ate
the
child
's "
ever
y in
cipi
ent p
ower
." T
he c
itych
ild d
oes
not c
ome
in c
onta
ct w
ith n
atur
e as
doe
s th
e co
untr
y ch
ild;
henc
e it
is m
uch
easi
er to
inte
rest
him
.A
lso,
ther
e is
a m
uch
mor
een
light
ened
pub
lic s
entim
ent i
n th
e ci
ties,
with
thei
r pu
blic
libr
arie
san
d ar
t gal
leri
es. P
ublic
-spi
rite
d m
en a
nd w
omen
giv
e tim
e an
d m
oney
to e
ncou
rage
the
retu
rn to
nat
ure.
Perh
aps
ther
e is
a g
reat
er n
eed
of th
is in
the
artif
icia
l lif
e of
citi
es.
The
sch
ool g
arde
n is
not
like
lyto
suf
fer
duri
ng d
ry s
umm
er v
acat
ions
, for
ther
e ar
e th
e ja
nito
r an
dth
e hy
dran
t.A
nd it
is n
ot s
urpr
isin
g th
at s
uch
citie
s as
Bos
ton,
Yon
kers
, Cle
vela
nd,
Phila
delp
hia,
St.
Lou
is, a
nd o
ther
s sh
ould
achi
eve
such
gre
at r
esul
ts w
hen
ther
e ar
e sa
lari
ed e
xper
t sup
ervi
sors
who
dir
ect t
he w
ork
even
in v
acat
ion
time.
And
this
wor
k is
of
the
high
est e
duca
tive
valu
e.In
stea
d of
citi
es b
uild
ing
larg
er ja
iLs
0k)
BE
V C
O
SCH
OO
L G
AR
DE
NS
189
and
poin
ting
with
pri
de to
suc
h st
ruct
ures
as th
e so
lutio
n of
the
bad
boy
prob
lem
, let
mor
e m
oney
be
spen
t in
farm
sch
ools
, whe
re th
e bo
yca
n ge
t aw
ay f
rom
the
slum
bac
k to
the
brow
n ea
rth.
Gar
den
wor
k is
bet
ter
than
" b
umm
in'."
Thi
s is
goo
d,ga
rden
wor
k is
bet
ter
than
" b
umm
in'."
Wha
t is
mor
e, th
ere
isan
abu
ndan
ce o
f pr
oof
on r
ecor
d to
dem
onst
rate
its
prac
tical
val
ue in
str
ictly
scho
ol w
ork.
Jam
es R
alph
Jew
ell e
mph
asiz
es th
ispo
int i
n hi
s ex
celle
ntpu
blic
atio
non
" A
gric
ultu
ral
Edu
catio
n,"
Bur
eau
ofE
duca
tion,
Bul
letin
No.
2, 1
907)
, whi
ch h
e fu
rthe
r su
b-st
antia
tes
with
abu
ndan
t quo
tatio
ns.
He
says
in p
art:
In th
e fi
rst p
lace
, in
prac
tical
lyev
ery
scho
ol h
eard
fro
m d
irec
tlyth
ey h
ave
give
n an
inte
rest
toso
me
scho
lars
, pro
babl
y to
thos
e of
a pr
edom
inan
tly m
otor
type
, to
who
m in
the
past
the
less
ons
in th
ebo
oks
had
mea
nt li
ttle.
A w
hole
som
e in
tere
st o
nce
arou
sed,
the
scho
ol w
ork
was
mor
e ea
sily
don
e.W
ere
ther
e no
oth
er a
dvan
tage
in th
is s
ubje
ct, i
t wou
ld b
e ju
stif
ied
byth
is r
esul
t in
a co
untr
y w
here
we
have
few
spe
cial
sch
ools
for
thos
e a
little
slo
wor
bac
kwar
d in
thei
r st
udie
s.B
ut th
is is
not
all.
Prof
esso
r J.
D. H
emen
way
, of
Har
tfor
d, C
onne
ctic
ut, s
ays:
"It
has
bee
n fo
und
that
sch
ool g
arde
n-in
g te
nds
to in
spir
e on
e to
do
bette
rw
ork
in o
ther
bra
nche
s.In
Day
-to
n, O
hio,
whe
re s
choo
l gar
dens
hav
e be
en c
ondu
cted
for
six
or s
even
year
s, b
oys
taki
ng g
arde
ning
mak
e30
per
cen
t mor
e ra
pid
prog
ress
in th
eir
stud
ies
than
thos
e w
ithou
tga
rden
s."
The
incr
ease
d ef
fi-
cien
cy in
oth
er s
choo
l wor
k ha
s be
enno
ted
in P
hila
delp
hia,
Cle
ve-
land
, Ham
pton
, and
the
Ric
e Sc
hool
in B
osto
n.In
the
anno
unce
-m
ent o
f th
e de
part
men
t of
child
ren'
s ga
rden
s of
the
Am
eric
an C
ivic
Ass
ocia
tion
is th
e st
atem
ent b
y M
r. D
ick
J. C
rosb
y, o
f th
e of
fice
of E
xper
imen
t Sta
tion,
of
Was
hing
ton,
that
"ex
peri
ence
has
sho
wn
that
dev
otin
g fo
ur o
r fi
ve h
ours
a w
eek,
or
even
two
hour
s a
day,
to n
atur
e st
udy
and
gard
enin
g, if
pro
perl
yco
nduc
ted,
ena
bles
the
AV
AIL
AB
LE
190
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
LI
SCH
OO
L G
AR
DE
NS
191
pupi
ls to
acc
ompl
ish
mor
e in
the
rem
aini
ng ti
me
than
they
for
mer
lyac
com
plis
hed
in th
e w
hole
tim
e sp
ent i
n sc
hool
."
Eve
n m
ore
to th
e po
int i
s th
e te
stim
ony
of M
r. G
eorg
e
Iles
in d
iscu
ssin
gth
e su
cces
sful
ope
ratio
n of
sch
ool
gard
ens
in C
anad
a.H
e w
rite
s:
Uni
form
exa
min
atio
ns f
or e
ntra
nce
to h
igh
scho
ols
are
held
thro
ugho
ut O
ntar
io in
Jul
y.In
190
6 in
Car
leto
n co
unty
fro
msc
hool
s w
ithou
t gar
dens
49
per
cent
of
the
cand
idat
es w
ere
succ
ess-
ful;
from
fiv
e M
acdo
nald
sch
ools
, whe
re a
ll ca
ndid
ates
had
bee
nsc
hool
gar
dene
rs f
or th
ree
cons
ecut
ive
year
s, 7
1 pe
r ce
nt w
ere
ad-
mitt
ed, m
ostly
with
hig
h st
andi
ng.
As
in a
ll su
ch e
duca
tion
it w
assh
own
that
whe
n pa
rt o
f a
scho
ol d
ay is
giv
en to
toil
with
the
hand
s,at
the
benc
h, a
nd o
ut o
f do
ors,
the
book
wor
k at
the
desk
take
s on
a fr
esh
mea
ning
, and
insp
ires
a n
ew z
est.
Soci
al-e
thic
alV
alue
ofC
itySc
hool
Gar
deni
ng.
Gar
den
cultu
re h
as w
orke
d qu
ite a
mir
acle
in th
e liv
es o
fch
ildre
n liv
ing
in th
e sl
um q
uart
ers
of o
ur c
ities
.T
hein
flue
nce
of tr
ees
and
flow
ers
in a
soc
ial-
ethi
cal w
ay is
very
rem
arka
ble.
The
re is
an
old
sayi
ng th
at in
Whi
te-
chap
elL
ondo
n's
mos
tvi
ciou
s,sq
ualid
quar
ter
flow
ers
cann
ot li
ve a
nd tr
ees
will
not
thri
ve.
Or,
to r
e-ve
rse
the
stat
emen
t: cr
ime
cann
ot th
rive
whe
re s
wee
t na-
ture
sm
iles.
So in
our
citi
es s
choo
l gar
dens
hav
e be
en a
pote
nt in
flue
nce
at w
ork
for
civi
c ri
ghte
ousn
ess.
As
the
scho
ol g
arde
n in
vade
s th
e sl
ums
vice
and
squ
alor
rec
ede
befo
re it
.O
n th
is p
oint
we
have
the
test
imon
y of
Dir
ec-
tor
Mar
tin o
f th
e Ph
ilade
lphi
a B
urea
u of
Hea
lth, w
how
rite
s:
Lw
In th
e sl
ums
of P
hila
delp
hia
I ha
ve f
ound
that
in th
e ho
uses
whe
re th
ere
are
flow
ers
a re
sult
of o
ur s
choo
l gar
dens
ther
e is
neat
cle
anlin
ess,
alth
ough
all
arou
nd is
squ
alor
.
And
in r
egar
d to
incr
ease
d re
spec
t for
pro
pert
y ri
ghts
,to
quo
te M
r. J
ewel
l onc
e m
ore:
In P
hila
delp
hia
the
resi
dent
s of
Wec
cano
e Sq
uare
them
selv
esho
oted
at t
he id
ea o
f pr
oper
ty r
ight
s be
ing
resp
ecte
d, y
et o
nly
one
hoe
was
sto
len.
The
re w
as n
o ot
her
loss
dur
ing
the
seas
on, a
nd th
epo
lice
reco
rds
show
that
cri
me
dim
inis
hed
mat
eria
lly in
the
neig
h-bo
rhoo
d."T
he c
hild
ren
of th
e vi
cini
ty w
ere
take
n of
f th
e st
reet
s,ev
en th
e bi
g bo
ys, a
t tha
t for
mat
ive
peri
od o
f 12
tO 1
6, w
hen
so m
any
begi
n to
go
to th
e ba
d."
The
chi
ldre
n be
gan
to a
sk f
or b
ooks
on
gard
enin
g; th
is le
d to
the
form
atio
n of
qui
te a
littl
e ci
rcul
atin
g lib
rary
by th
e te
ache
rs, a
nd n
ot a
boo
k or
mag
azin
e di
sapp
eare
d.
Lac
k of
spa
ce f
orbi
ds f
urth
er d
etai
ls o
n th
e va
lue
ofci
ty s
choo
l gar
dens
.B
ut e
noug
h ha
s al
read
y be
en s
aid
tode
term
ine
its g
reat
impo
rtan
ce a
s an
edu
catio
nal a
genc
yin
the
city
sys
tem
.
The
res
t of
this
cha
pter
mus
t now
be
devo
ted
to s
choo
lga
rden
s in
rur
al d
istr
icts
.R
ural
Sch
ool G
arde
ns.
It w
as m
entio
ned
else
whe
re in
this
cha
pter
that
in E
urop
e sc
hool
gar
dens
ori
gina
ted
inco
nnec
tion
with
rur
al s
choo
ls, c
hief
ly f
or th
e pr
actic
al e
ndof
mak
ing
te
peas
ants
bet
ter
farm
ers.
Som
ehow
, with
us, t
he s
choo
l gar
den
has
com
e to
be
the
natu
ral a
djun
ct o
fth
e ci
ty s
choo
l.T
here
is a
fee
ling
that
city
chi
ldre
n ne
edth
e ou
tdoo
r ex
erci
se a
nd c
onta
ct w
ith n
atur
e w
hich
gar
-de
ning
afr
o ds
muc
h m
ore
than
do
coun
try
child
ren;
and
2
192
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
that
the
latte
r w
ill le
arn
gard
enin
g an
d th
e ru
dim
ents
of
agri
cultu
re a
t hom
e, a
nyw
ay, a
s w
ell o
r be
tter
than
they
can
be ta
ught
in s
choo
l.T
his
is a
ll ve
ry w
ell,
but i
s it
born
e ou
t
by f
act?
Doe
s th
e av
erag
e fa
rm c
hild
lear
n en
ough
toke
ep u
p w
ith th
e pr
oces
sion
in th
is c
ount
ry o
f in
crea
sing
land
val
ues?
Farm
land
s ar
e ge
tting
too
valu
able
for
chea
p fa
rmin
g.C
an th
e av
erag
e fa
rmer
teac
h hi
s bo
y th
e
best
ther
e is
?L
et th
e an
swer
com
e fr
om c
omm
uniti
esw
hich
pra
ctic
e sc
hool
gar
deni
ng.
Con
cret
e ill
ustr
atio
npr
oves
bey
ond
a sh
adow
of
doub
t tha
t " w
here
a b
oy h
asle
arne
d at
s, h
( ol
to m
ix h
is a
gric
ultu
re w
ith b
rain
s "
he is
abl
e as
a m
an to
rai
se m
ore
farm
pro
duce
, acr
e fo
rac
re, t
han
his
fath
er e
ver
did
befo
re h
im.
Mr.
Jew
ell
excl
aim
s ve
ry p
ertin
ently
:
How
man
y a
farm
er b
oy, w
ho w
ill p
ract
ice
farm
ing
all h
is li
fe,
goes
thro
ugh
his
life
in th
e sc
hool
and
at h
ome
with
out k
now
ing
how
the
root
s of
cor
n sp
read
out
, or
how
to c
ultiv
ate
the
corn
pro
perl
yto
insu
re th
e la
rges
t yie
ld, e
xcep
t as
he f
ollo
ws
wha
t he
sees
oth
ers
do a
nd w
ithou
t kno
win
g a
hund
red
thin
gs o
f th
e ki
nd w
hich
sci
ence
is w
aitin
g :o
r hi
m to
lear
n an
d ut
ilize
?H
ow m
any
coun
try
beys
have
bee
n gi
ven
anyt
hing
to th
ink
of a
s th
ey h
oe p
otat
oes
exce
ptth
at th
eir
city
cou
sins
are
not
blis
teri
ng th
eir
hand
s so
?
Can
ada
coul
d fu
rnis
h m
any
illus
trat
ions
of
wha
t sch
ool
gard
ens
are
actu
ally
acc
ompl
ishi
ng f
or th
e fa
rmer
.Fo
rin
stan
ce, i
n 19
03, a
fter
thre
e ye
ars
of w
ork
in s
eed
sele
ctio
n
and
care
ful c
ultiv
atio
n in
plo
ts o
f gr
ound
at h
ome
and
insc
hool
, " th
e yi
eld
of w
heat
thus
sow
n an
d re
aped
was
28 p
er c
ent h
eavi
er th
an th
at o
f th
ree
year
s be
fore
fro
m2
3 1
Thi
s re
mar
kabl
e pi
ctur
e ill
ustr
ates
sch
ool g
arde
n w
ork
at th
e M
acdo
nald
Con
solid
ated
Sch
ool,
Gue
lph,
Can
ada,
E. A
. How
es, P
rinc
ipal
.T
he ti
me
is J
une.
The
sam
e ga
rden
at h
arve
st ti
me,
in S
epte
mbe
r.
4, 4
.;
SCH
OO
L G
AR
DE
NS
193
unse
lect
ed s
eed;
in o
ats
the
incr
ease
was
27
per
cent
,ar
ea f
or a
rea.
"
Flo.
to. P
lan
of M
acdo
nald
con
s.'id
ated
scho
ol g
roun
ds a
nd g
arde
ns,
Bow
esvi
lle, O
ntar
io, C
anad
a.
The
pro
vinc
e of
Nov
a Sc
otia
head
s th
e lis
t with
103
scho
ol g
arde
ns in
1905
.O
ther
Eas
tern
pro
vinc
es e
stab
-lis
hed
25 g
arde
ns, 5
in e
ach
prov
ince
, vri
th th
e co
min
g of
the
0
BE
ST
CO
PY
AV
4JLA
BLE
Pie
;Van
**D
a.e.
r# P
ose.
tahf
t.
Rad
ishr
Lettu
ce
(194
)
flit
Flaw
enr 6N
.
Rirs
Ity
ners
niiit
"ft
Bee
tsX
1T
ntt.
Oni
on 'l
ets
et."
)44
01tIl
aP27
1!&
910/
eDV
II30
oft
'as
Fto,
1.Ir
riga
ted
scho
ol g
arde
n at
Gilp
in, C
olor
ado.
I.
SCH
OO
L G
AR
DE
NS
195
Mac
dona
ld m
ovem
ent.
Eve
n th
e N
orth
wes
t ter
rito
ries
have
est
ablis
hed
flou
rish
ing
gard
ens
in m
any
com
mun
ities
.
In th
e U
nite
d St
ates
som
e ve
ry e
xcel
lent
gar
dens
are
mai
n-ta
ined
as
adju
ncts
of
the
sam
e cl
ass
of s
choo
ls, a
lthou
ghSu
peri
nten
dent
Ker
n, o
fW
inne
bago
cou
nty,
Illin
ois,
Supe
rint
ende
nt M
iller
, of
Keo
kuk
coun
ty, I
owa,
and
man
yot
her
enth
usia
stic
wor
kers
who
se a
im is
to b
ette
r th
eco
nditi
ons
of th
e co
untr
y ch
ild h
ave
dem
onst
rate
d co
n-cl
usiv
ely
that
ver
y su
cces
sful
sch
ool g
arde
ns m
ay a
lso
bem
aint
aine
d in
con
nect
ion
with
the
smal
l one
-roo
m s
choo
l.T
he U
nite
d St
ates
Dep
artm
ent o
f A
gric
ultu
re p
lace
sth
e nu
mbe
r of
gar
dens
in o
pera
tion
in o
ur c
ount
ry (
1906
)
at 7
5,00
0.T
he M
iddl
e W
est,
nota
bly
Illin
ois,
Iow
a, M
in-
neso
ta, a
nd W
isco
nsin
, hav
e th
e la
rges
t num
ber
of r
ural
gard
ens.
Man
y ot
her
stat
es, a
mon
g th
em M
ichi
gan,
Indi
ana,
Ohi
o, a
nd P
enns
ylva
nia,
hav
e co
mpr
ehen
sive
syst
ems
of s
choo
l gar
dens
.E
ven
Col
orad
o, in
the
hear
tof
the
Roc
kies
, sup
port
s hu
ndre
ds o
f su
cces
sful
gar
dens
.T
wo
Dif
ficu
lties
whi
ch m
ust b
e M
et.
Tw
o di
ffic
ul-
ties
mus
t be
met
bef
ore
scho
ol g
arde
ning
can
bec
ome
an in
tegr
al p
art o
f ou
r ed
ucat
iona
l sys
tem
.T
hey
are
:
(t)
gene
ral p
opul
ar a
ppre
ciat
ion
of th
eir
real
val
ue, a
nd(2
) tr
aine
d te
ache
rs a
ble
to f
ace
and
surm
ount
any
obs
ta-
cles
thro
wn
in th
e w
ay o
f th
eir
succ
essf
ul e
stab
lishm
ent.
Popu
lar
appr
ecia
tion
is a
lrea
dy o
n th
e in
crea
se.
Man
y
stat
e no
rmal
sch
ools
and
sta
te a
gric
ultu
ral c
olle
ges
have
lent
will
ing
hand
s an
d ar
e do
ing
muc
h th
roug
h bu
lletin
s
2 3
196
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
and
othe
rwis
e to
cal
l the
far
mer
s' a
ttent
ion
to th
e im
por-
tanc
e of
the
scho
ol g
arde
n in
the
rura
l sch
ool s
yste
m.
Farm
ers'
inst
itute
s in
sev
eral
sta
tes
have
pla
ced
thei
r of
fici
al
indo
rsem
ent u
pon
the
mov
emen
t.Fa
rmer
boy
s' c
orn
club
s an
d si
mila
r or
gani
zatio
ns (
see
Cha
pter
XI)
are
all
doin
g m
uch
to r
ouse
pub
lic in
tere
st.
Tra
inin
g T
each
ers
in E
lem
enta
ry A
gric
ultu
re.
The
secr
et o
f m
uch
of th
e im
med
iate
suc
cess
and
sol
idity
at-
tain
ed b
y th
e sc
hool
gar
den
mov
emen
t in
Can
ada
is e
asily
expl
aine
d.It
s or
igin
ator
s be
gan
in th
e ri
ght w
ay b
y fi
rst
trai
ning
thei
r te
ache
rs f
or th
e w
ork
to b
e ac
com
plis
hed.
Anu
mbe
r of
pro
vinc
ial n
orm
al s
choo
ls a
nd M
acdo
nald
in-
stitu
tes
are
enga
ged
in tr
aini
ng te
ache
rs f
or th
e in
crea
sing
num
ber
of s
choo
ls m
akin
g pr
ovis
ion
for
natu
re s
tudy
and
scho
ol-g
arde
n ex
peri
men
ts. T
he M
acdo
nald
Ins
titut
e,as
soci
ated
with
the
Ont
ario
Agr
icul
tura
l Col
lege
at G
uelp
h,
has
the
fine
st e
quip
men
t in
the
wor
ld f
or g
arde
n ex
peri
-m
ents
and
nat
ure
stud
y.T
he s
choo
l off
ers
elec
tive
cour
ses
in th
ese
subj
ects
fre
e to
all
teac
hers
.Fo
ur p
rovi
ncia
lgo
vern
men
ts h
ave
gran
ted
scho
lars
hips
to th
is s
choo
l,w
hich
hav
e al
read
y en
able
d 20
0 te
ache
rs to
take
inst
ruc-
tion
in tn
e el
ectiv
e su
bjec
ts.
In th
e U
nite
d St
ates
we
are
not s
o fo
rtun
atel
y si
tuat
ed,
sinc
e ou
r m
illio
nair
es h
ave
not y
et c
ome
forw
ard
inim
itatio
n of
Sir
Will
iam
Mac
dona
ld.
In s
pite
of
this
we
are
mak
ing
a go
od b
egin
ning
.T
each
ers
who
are
alr
eady
in th
e se
rvic
e ha
ve a
mpl
e ai
ds a
t the
ir d
ispo
sal f
or s
elf-
r.r-
SCH
OO
L G
AR
DE
NS
197
inst
ruct
ion,
if th
ey c
hoos
e to
take
adv
anta
ge o
f th
em; a
ndfu
ture
teac
hers
sho
uld
have
no
diff
icul
ty to
fin
d a
suita
ble
inst
itutio
n w
here
to r
ecei
ve th
eir
trai
ning
.Se
vera
l typ
esof
inst
itutio
ns w
hich
off
er s
uch
trai
ning
hav
e be
en d
is-
cuss
ed in
the
chap
ter
on "
The
Rur
al T
each
er :
His
Tra
in-
ing
" an
d ne
ed n
ot b
e re
peat
ed h
ere.
Dea
n L
. H. B
aile
ycl
assi
fies
thes
e in
stitu
tions
(B
urea
u of
Edu
catio
n, B
ulle
tinN
o. 1
, 190
8) u
nder
sev
en h
eads
as
follo
ws:
(1)
sta
te n
or-
mal
sch
ools
;(2
) lo
cal n
orm
al s
choo
ls;
(3)
high
sch
ools
and
trai
ning
cla
sses
;(4
) se
para
te a
gric
ultu
ral s
choo
ls;
(5)
spec
ial d
etac
hed
foun
datio
ns f
or in
dust
rial
wor
k;(6
) ed
ucat
ion
depa
rtm
ents
of
colle
ges
and
univ
ersi
ties
and
teac
hers
' col
lege
s; a
nd (
7) a
gric
ultu
ral c
olle
ges.
Step
s Pr
epar
ator
y to
mak
ing
the
Gar
den.
Unl
ess
the
teac
her
has
take
n in
stru
ctio
n in
the
actu
al m
anag
emen
tof
sch
ool g
arde
ns h
is s
ucce
ss o
r fa
ilure
will
dep
end
alto
-ge
ther
on
his
own
inge
nuity
in s
elf-
prep
arat
ion.
The
firs
t ste
p w
ould
mos
t lik
ely
be to
rea
d so
me
good
boo
kor
boo
ks o
n sc
hool
gar
dens
deal
ing
with
thei
r va
lue,
how
to m
ake
them
, cou
rse
of in
stru
ctio
n, e
tc.
The
n le
thi
m s
end
to th
e B
urea
u of
Edu
catio
n fo
ra
free
list
of
bul-
letin
s on
the
subj
ect,
glea
ning
fro
m th
em s
uch
sugg
estiv
em
ater
ials
as
they
may
con
tain
.It
is a
n ex
celle
nt id
eato
get
into
touc
h, th
roug
h co
rres
pond
ence
usu
ally
, with
phila
nthr
opic
org
aniz
atio
ns e
ngag
ed in
fur
ther
ing
this
mov
emen
t thr
ough
out o
ur c
ount
ry; t
hey
wou
ld g
ive
valu
-ab
le s
ugge
stio
ns a
nd m
ight
eve
n fu
rnis
h se
eds
and
othe
r
LI
I
198
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
mat
eria
l hel
p.St
ate
hort
icul
tura
l soc
ietie
s, s
tate
nor
mal
scho
ols,
and
sta
te a
gric
ultu
ral c
olle
ges
will
ingl
yse
nd th
eir
bulle
tins,
man
uals
, and
cou
rses
of
stud
y.T
hese
will
all
be o
f va
lue.
Bet
ter
still
are
exc
ursi
ons
to s
choo
l gar
dens
alre
ady
in o
pera
tion;
her
e th
e te
ache
r m
ay s
eew
ith h
is
own
eyes
wha
t he
has
hith
erto
know
n in
theo
ry o
nly.
He
shou
ld f
inal
ly s
tudy
the
plan
of
som
e w
ell-
know
n sc
hool
-ga
rden
sys
tem
and
ada
pt it
to h
is o
wn
need
s.H
. D.
Hem
enw
ay h
as p
ublis
hed
a bo
ok o
n"
How
to m
ake
Scho
ol
Gar
dens
" (s
ee s
ugge
stiv
e lis
t at e
nd o
f ch
apte
r), w
hich
con
-
tain
s an
out
line
plan
of
the
Oak
dale
Sch
ool,
of D
edha
m,
Mas
sach
uset
ts.
R. H
. Cow
ley,
Ins
pect
or o
f Sc
hool
s, h
asw
ritte
n in
stru
ctiv
ely
on th
e M
acdo
nald
Sch
ool G
arde
nsin
the
Que
en's
Qua
rter
ly f
or 1
905.
The
se s
choo
l gar
dens
are
too
com
plex
for
the
ordi
nary
one
-roo
m s
choo
l,bu
t are
so
full
of h
ints
whi
ch c
an b
e m
ade
use
of th
at a
ll te
ache
rssh
ould
rea
d th
e ar
ticle
s. W
e qu
ote
belo
w s
uch
port
ions
of C
owle
y's
outli
ne p
lan
of th
e sc
hool
gar
dens
and
gro
unds
of th
e B
owes
ville
Con
solid
ated
Sch
ool,
of B
owes
ville
,O
ntar
io, a
s ar
e de
emed
of
espe
cial
valu
e to
beg
inne
rs in
scho
ol g
arde
ning
:
Bow
esvi
lle, O
ntar
io, S
choo
l Gar
dens
: Gen
eral
Plan
s.W
hile
the
plan
of
layi
ng o
ut th
e ga
rden
s va
ries
acc
ordi
ng to
soi
l, su
rfac
e,an
d lo
catio
n, th
e ou
tline
of
the
Bow
esvi
lle g
arde
n on
pag
e 19
3su
gges
ts th
e ge
nera
l fea
ture
sth
at h
ave
been
kep
t in
view
.T
hese
incl
ude
a be
lt of
orn
amen
tal n
ativ
e tr
ees
arid
shr
ubs
surr
ound
ing
the
grou
nds;
two
wal
ks, e
ach
abou
t one
hun
dred
yar
ds lo
ng, b
e .
twee
n ro
ws
of tr
ees
; a p
layg
roun
a or
abo
ut h
alf
an a
cre
for
the
girl
s,
SCH
OO
L G
AR
DE
NS
199
bord
ered
with
som
e lig
ht a
nd g
race
ful s
hade
, suc
h as
cut-
leaf
bir
ch;
a sm
all o
rcha
rd, i
n w
hich
are
gro
wn
afe
w v
arie
ties
of th
e fr
uit t
rees
mos
t pro
fita
ble
toT
HR
EE
roa
r. W
AL
K...
.th
e di
stri
ct; a
for
est
-I
plot
, in
whi
ch th
e:
mos
t im
port
ant C
a-i
nadi
an tr
ees
will
be
.
grow
nfr
omse
ed. i
and
by tr
ansp
lant
-i .
:in
g; a
plo
t for
cul
-t
..
.
tivat
ing
the
wild
i...
PO
TA
TO
E S
.. . .
. ;
herb
s,vi
nes,
and
l-I
1
shru
bs o
f th
e di
s-1 I s
X P
EA
S-
0:
tric
t; sp
ace
for
in-
.4.
spec
ial
expe
rim
en-
4B
EE
TS.
divi
dual
plo
ts a
nd1
:o
:i t+
B E
ET
S....
.-0
.
tal
plot
s; a
nd a
t-0
I
trac
tive
appr
oach
to0 th
.-.
CU
CU
MB
ER
S....
4 Nth
e sc
hool
, inc
lud-
LE
TT
UC
E. >r
ing
open
law
n, la
rge
0
flow
erin
g pl
ants
,.
L E
TT
uC E
....,-
X
0i.
....
EL
AD
ISH
ES
folia
ge, r
ocke
ry, o
r-i
.t
nam
enta
lsh
rubs
,:
....
.RA
DIS
HE
S.!
1
etc.
1
.. .F
LO
WE
R.S
. i4.
04e,
e
:a o
:e
'I
: a1.
N42
1
...0
0 R
N...
.
....
BE
AN
SB
EA
NS
--...
ME
LO
NS.
..
1,4..6040
Dr.
Rob
ert-
son,
the
dire
ctor
of th
e M
ac-
dona
ld m
ove-
men
t, la
ys g
reat
stre
ss o
n"
spe-
cial
exp
erim
enta
l plo
ts"
whe
rein
exp
erim
ents
of
a hi
ghly
inst
ruct
ive
char
acte
r ar
e ca
rrie
d on
, cov
erin
g m
any
sim
ple
N9
RN
93FI
G. 1
2.Pl
antin
g pl
an o
f an
indi
vidu
al s
choo
lga
rden
.
r r- t'J
200
THE AMERICAN RURAL SCHOOL
less
ons
in w
hat h
e pl
ease
s to
cal
l the
trip
od o
f go
od f
arm
-in
g: "
(1)
sow
ing
sele
cted
see
d on
pre
pare
d so
il;(2)
pro-
tect
ing
crop
s ag
ains
t ins
ects
and
fun
gous
dis
ease
s;(3
) a
rota
tion
of c
rops
ada
pted
to th
e so
il an
d to
the
mar
kets
."In
his
rep
ort M
r. C
owle
y co
ntin
ues:
Exp
erim
enta
l Plo
ts a
nd I
ndiv
idua
l Plo
ts.
The
spe
cial
exp
eri-
men
tal p
lots
are
, as
a ru
le, l
arge
r th
an th
e in
divi
dual
plo
ts.
The
yar
e us
ed f
or s
uch
purp
oses
as
the
stud
y of
rot
atio
n of
cro
ps, v
alue
sof
fer
tiliz
ers,
eff
ects
of
spra
ying
, sel
ectio
n of
see
ds, m
erits
of
soils
,pr
oduc
tiven
ess
and
qual
ity o
f di
ffer
ent v
arie
ties
ofcr
ops,
and
inan
yot
her
sim
ilar
subj
ects
.A
t one
sch
ool a
spe
cial
stu
dy w
as m
ade
of c
orn,
clo
ver,
tom
atoe
s, a
nd c
abba
ge;
at a
noth
er b
eans
, pea
s,be
ets,
and
pot
atoe
s oc
cupi
ed th
e ex
peri
men
tal p
lots
;at
stil
l an'
othe
r so
me
extr
a at
tent
ion
was
giv
en to
plo
ts o
f pu
mpk
ins,
squ
ash,
cabb
age,
and
cau
liflo
wer
.A
t all
the
gard
ens
spec
ial p
lots
will
be
devo
ted
to s
mal
l fru
its, s
uch
as s
traw
berr
ies,
ras
pber
ries
,go
ose-
berr
ies,
cur
rant
s.T
he e
xper
imen
tal p
lots
var
y in
area
fro
m tw
ohu
ndre
d to
two
thou
sand
squ
are
feet
, but
whe
re th
e qu
antit
yof
grou
nd is
res
tric
ted,
the
expe
rim
ents
may
be
succ
essf
ully
car
ried
out o
n pl
ots
of m
uch
smal
ler
aver
age
size
.
A la
st q
uota
tion
from
Mr.
Cow
ley'
sre
port
she
ds n
ewlig
ht o
n th
e pe
rple
que
stio
n of
wha
tto
do
with
the
scho
ol g
arde
ns d
urin
g th
e su
mm
er v
acat
ion:
The
Scho
ol G
arde
n du
ring
Vac
atio
n.T
here
isno
insu
r-m
ount
able
diff
icul
ty o
r ve
ryse
riou
spr
oble
min
keep
ing
the
scho
ol g
arde
n de
cent
dur
ing
the
long
sum
mer
vac
atio
n.E
ven
ifth
e ga
rden
wer
e to
det
erio
rate
fro
m n
egle
ct d
urin
g ho
liday
s,th
e fa
ctw
ould
be
of a
ltoge
ther
min
orco
nseq
uenc
e ag
ains
t sch
ool g
arde
ns,
sinc
e a
wel
l-or
dere
d pu
pil r
athe
r th
ana
wel
l-or
dere
d ga
rden
is th
esu
prem
e en
d of
ital
l.If
the
pupi
ls d
o no
t pro
vide
for
thei
r pl
ots
SCHOOL GARDENS
20/
duri
ng v
acat
ion,
by
all m
eans
let t
he w
eeds
gro
w. T
he w
orst
poss
ible
mis
take
in s
uch
a ca
se w
ould
be
to p
ay a
jani
tor
or s
ome
othe
rpe
rson
to ta
ke c
are
of th
e pl
ots
for
indi
ffer
ent a
nd u
nmin
dful
pup
ils.
At s
ome
scho
ol g
arde
ns in
Car
leto
n co
unty
last
sum
mer
som
e pu
pils
retu
rned
aft
er v
acat
ion
to w
eed-
chok
ed p
lots
in w
hich
thei
r fl
ower
san
d ve
geta
bles
com
pare
d ve
ry u
nfav
orab
ly w
ith th
ose
of th
eir
mor
edi
ligen
t com
pani
ons.
The
ir s
ilent
obs
erva
tion
of th
is f
act a
ndth
eir
stre
nuou
s ef
fort
s to
red
eem
thei
r pl
ots
impr
esse
dup
on th
ema
less
on o
f m
oral
and
mat
eria
l val
ue.
How
to a
rran
ge th
e G
arde
n.T
he a
ccom
pany
ing
out-
line
repr
esen
ts th
e au
thor
's p
erso
nal i
deas
of
a pr
actic
alsc
hool
gar
den
and
grou
nds.
It is
a g
arde
n co
nnec
ted
with
such
a g
roun
d as
des
crib
ed in
the
prev
ious
cha
pter
.T
hega
rden
occ
upie
s th
e re
ar o
ne th
ird
of th
e en
tire
area
use
d fo
rsc
hool
pur
pose
s an
d is
incl
osed
by
livin
g he
dge
or s
tron
gfe
nce.
To
obvi
ate
any
obje
ctio
n th
atm
ay b
e ra
ised
to a
hedg
e fe
nce
whi
ch is
kno
wn
to d
raw
muc
h no
uris
hmen
tfr
om th
e so
il ad
jace
nt to
itfr
uit t
rees
and
suc
h bu
shgr
owth
s as
ras
pber
ries
and
bla
ckbe
rrie
soc
cupy
the
grou
ndne
xt to
the
hedg
e.T
he g
arde
n is
fur
nish
ed w
ith a
turn
stile
entr
ance
fro
m th
e sc
hool
gro
unds
and
with
a la
rge
gate
on
the
side
nex
t to
the
road
to a
dmit
the
plow
team
, if
such
is u
sed.
The
siz
e of
the
gard
en w
ill d
epen
dup
on th
e nu
mbe
r of
pupi
ls, t
he s
ize
of th
e sc
hool
gro
und
area
, and
oth
er lo
cal
cond
ition
s.If
the
grou
nds
are
ampl
e an
d th
e at
tend
ance
smal
l, th
e or
char
d an
d ex
peri
men
tal
plot
s m
ay b
e pr
opor
-tio
nate
ly in
crea
sed.
The
out
line
plan
con
tem
plat
esan
21
Aar
c he
r-a
A
fftr
erite
isrb
f&L
Ptot
s.
I.1.
/3If
U.
Is/r
Ifit
44A
i
Ll£$
Iv£r
is47
41
owl M
ewl
.5
INN
E.1
111
z3. S
choo
l gar
den
occu
pyin
g re
ar o
ne th
ird
of e
ntir
e gr
ound
s.K
ey:
A, a
pple
; P, p
lum
; R, r
aspb
erry
; S, s
traw
berr
y; z
to z
4, g
irls
' gar
den:
is to
28,
boy
s' g
arde
n.(a
os)
SCH
OO
L G
AR
DE
NS
203
orch
ard
of a
pple
s, c
herr
ies,
plu
ms,
etc
., fl
anke
don
eith
ersi
de b
y be
rry
patc
hes.
The
exp
erim
enta
l plo
t con
tain
s a
patc
h de
vote
d to
the
cultu
re o
f se
edlin
gs w
here
exp
eri-
men
ts a
re c
arri
ed o
n in
bud
ding
, gra
ftin
g, e
tc.
The
othe
r pa
tche
s ar
e us
ed f
or e
xper
imen
tatio
n in
soi
ls a
ndfe
rtili
zers
, see
d se
lect
ion,
and
rot
atio
n of
crop
s.T
he m
ain
body
of
the
gard
en is
div
ided
into
as
man
y in
divi
dual
plo
tsas
ther
e ar
e pu
pils
, inc
ludi
ng o
ne f
or th
e te
ache
r w
hosh
ould
not
fai
l to
wor
k w
ith th
e ch
ildre
n.
The
gen
eral
man
agem
ent o
f th
e sc
hool
gar
den
mus
t res
tw
ith th
e te
ache
r, b
ut th
e sc
hool
boa
rd s
houl
d be
rea
dyto
advi
se h
im a
nd f
urni
sh te
ams
for
plow
ing,
hau
ling
tree
san
d sh
rubs
fro
m th
e w
oods
, and
in o
ther
way
s le
nd th
eir
assi
stan
ce.
A c
omm
ittee
com
pose
d of
old
er b
oys
and
girl
sm
ay b
e he
ld r
espo
nsib
le f
or th
e ga
rden
dur
ing
vaca
tion,
or M
r. C
owle
y's
sugg
estio
ns s
et f
orth
abo
ve m
ay b
efo
llow
ed.
A S
EL
EC
TE
DL
IST
OF
BO
OK
SD
EA
LIN
G W
ITH
SCH
OO
L G
AR
DE
NS
x. A
nnua
l Rep
orts
, Hom
e G
arde
ning
Ass
ocia
tion,
Cle
vela
nd, O
hio,
1903
-190
6.
a. B
AIL
EY
, L. H
. On
the
Tra
inin
g of
Per
sons
to te
ach
Agr
icul
ture
in th
e Pu
blic
Sch
ools
.B
ulle
tin, N
o. x
, Dep
artm
ent o
f th
eIn
teri
or; B
urea
u of
Edu
catio
n, W
ashi
ngto
n, D
.C.,
1908
,PP
. 53.
3. B
AL
DW
IN, W
. A.
Scho
ol G
arde
ns a
nd th
eir
Rel
atio
n to
Oth
erSc
hool
Wor
k.A
mer
ican
Civ
ic F
eder
atio
n, 1
905.
pp. x
s.4.
CO
RB
ET
T, L
. C.
The
Sch
ool G
arde
n.Fa
rmer
s' B
ulle
tin, N
o.
2L
204
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
S.
ax8,
Dep
artm
ent o
f A
gric
ultu
re, W
ashi
ngto
n, D
.C.,
1905
.
PP. 4
0.C
OW
LE
Y, R
. H. T
he M
acdo
nald
Sch
ool G
arde
ns.
Que
en's
Qua
rter
ly (
Kin
gsto
n, C
anad
a), 1
905.
pp. 3
90-4
19.
6. C
RO
SBY
, D. J
.B
iblio
grap
hy o
n N
atur
e St
udy,
Sch
ool G
arde
n-in
g, a
nd E
lem
enta
ry A
gric
ultu
re f
or C
omm
on S
choo
ls.
Off
ice
of E
xper
imen
t Sta
tions
, Cir
cula
r N
o. 5
2, r
evis
ed, W
ashi
ng-
ton,
D.C
.pp
. 4.
7. H
EL
EN
WA
Y, H
. D. H
ow to
mak
e Sc
hool
Gar
dens
. Dou
bled
ay,
Page
and
Co.
, New
Yor
k, 1
903.
pp. 1
59.
8.In
dust
rial
Edu
catio
n in
Sch
ools
for
Rur
al C
omm
uniti
es.
Rep
ort
Com
mitt
ee o
f Fi
ve, N
.E.A
., 19
05.
pp. 9
7.9.
JA
CK
MA
N, W
. S.
Scho
ol G
arde
ns.
The
Ele
men
tary
Sch
ool-
teac
her
and
Cou
rse
of S
tudy
, Vol
. 2.
pp. 5
73-5
78.
JEW
EL
L, J
. R.
Agr
icul
tura
l Edu
catio
n, I
nclu
ding
Nat
ure
Sfud
yan
d Sc
hool
Gar
dens
.B
ulle
tin, N
o. 2
, Dep
artm
ent o
f th
eIn
teri
or; B
urea
u of
Edu
catio
n, W
ashi
ngto
n, D
.C.,
1907
.pp
.
148.
II. K
ER
N, 0
. J.
Am
ong
Cou
ntry
Sch
ools
(sp
ecia
lly c
hapt
er o
nsc
hool
gar
dens
).G
inn
and
Co.
, Bos
ton,
120
6.pp
. 366
.12
. Sch
ool G
arde
ns.
Off
ice
of E
xper
imen
t Sta
tions
, Bul
letin
, No.
16o,
Was
hing
ton,
D.C
., 19
05.
pp. 4
7.
1
CH
APT
ER
XI
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
NA
TU
RE
stu
dy a
nd s
choo
l gar
dens
hav
e pr
oved
the
open
sesa
me
in th
e re
latio
n of
scho
ol li
fe to
com
mun
ity li
fe.
The
y, a
s m
uch
as a
nyth
ing
else
, hav
e be
en in
stru
men
tal
in g
ettin
g ed
ucat
ors
to r
ecog
nize
the
esse
ntia
l rel
atio
n of
head
, hea
rt, a
nd h
and.
Now
it r
emai
ns f
or e
lem
enta
ryag
ricu
lture
so f
ar a
s th
e ru
ral s
choo
ls a
reco
ncer
ned
to m
ake
com
plet
e th
is g
row
ing
unde
rsta
ndin
g of
one
ness
in a
im b
etw
een
scho
ol a
nd h
ome.
Agr
icul
ture
the
Dom
inan
t Int
eres
t in
the
Rur
al C
om-
mun
ity.
Edu
catio
nal s
yste
ms
are
mad
e fo
r m
an, a
ndno
t man
for
edu
catio
nal s
yste
ms;
and
wha
t the
se s
yste
ms
shal
l em
brac
e m
ust n
eces
sari
ly b
e go
vern
ed b
y th
e do
mi-
nant
inte
rest
of
the
com
mun
ity.
Man
ual t
rain
ing
has
succ
essf
ully
fou
ght i
ts w
ay to
a p
rom
inen
t pla
ce in
the
city
cur
ricu
lum
bec
ause
a la
rge
prop
ortio
n of
our
urb
anpo
pula
tion
secs
in it
a v
ital i
nter
est f
or th
eir
child
ren,
inof
feri
ng th
em f
irst
-ste
p pr
epar
atio
n in
thei
r lif
e w
ork,
givi
ng th
em a
who
leso
me
resp
ect f
or it
.In
far
m c
om-
mun
ities
, whe
re a
maj
ority
of
rura
l chi
ldre
n ar
e bo
und
tore
mai
n al
l the
ir li
fe a
nd th
ere
wor
k ou
t the
ir d
estin
y, th
e
SOS
4. '
206
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
mos
t vita
l int
eres
t is
unde
niab
ly a
gric
ultu
re.
Giv
e to
rur
al
educ
atio
n an
incr
easi
ng a
gric
ultu
ral t
rend
, and
we
shal
lso
on b
e in
a f
air
way
to s
olve
the
rura
l sch
oolp
robl
em.
Her
etof
ore
the
rura
l sch
ools
hav
e dr
awn
thei
r in
spir
a-tio
n fr
om th
e ci
ty s
choo
ls.
The
nce
cam
e th
eir
teac
hers
and
idea
ls, t
heir
cur
ricu
la a
nd te
xt-b
ooks
.T
hith
erw
ard
lay
all t
heir
asp
irat
ions
and
str
ivin
gs, t
o th
e be
little
men
tof
far
m li
fe a
nd a
ll th
at to
it b
elon
ged.
Let
, the
n, th
eru
ral s
choo
l of
to-d
ay f
ace
its p
upils
tow
ard
the
tow
nshi
pan
d co
unty
hig
h sc
hool
s w
ith th
eir
agri
cultu
ral i
nstr
uctio
n,th
e ev
entu
al a
im b
eing
to p
repa
re th
em f
or e
ntra
nce
toth
e ag
ricu
ltura
l col
lege
or
imm
edia
tely
for
the
prac
tical
task
s of
the
farm
.O
bjec
tions
to th
is A
gric
ultu
ral T
rend
not
Ins
uper
able
.
Nat
ural
ly e
noug
h su
ch a
n in
nova
tion
we
mig
ht a
lmos
t
have
sai
d re
volu
tion
has
its o
ppon
ents
who
fin
dit
visi
onar
y an
d im
prac
tical
.T
hey
argu
e th
at s
uch
sche
mes
of e
duca
ting
for
the
farm
hav
e be
en tr
ied
in o
ther
cou
n-tr
ies
and
faile
d; th
at th
e ru
ral c
urri
culu
m is
cro
wde
dw
ith e
ssen
tials
as
it is
; and
that
, mor
eove
r, w
e la
ck te
ach-
ers
prop
erly
equ
ippe
d to
cop
ew
ith th
e di
ffic
ultie
s of
the
situ
atio
n.Su
ch o
bjec
tions
, whi
le in
par
t wel
l tak
en, a
reno
t ins
uper
able
; and
, if
all t
he f
acts
wer
e to
ld, h
ave
been
succ
essf
ully
sur
mou
nted
in m
any
inst
ance
s bo
th a
broa
dan
d in
sec
tions
of
our
own
coun
try.
Ele
men
tary
Agr
icul
ture
in E
urop
ean
Scho
ols.
The
Eur
opea
n co
untr
ies
whi
ch h
ave
take
n a
lead
in n
atur
e st
udy
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
207
and
scho
ol g
arde
ns h
ave,
gen
eral
ly s
peak
ing,
con
tinue
dth
is w
ork
in a
mor
e ad
vanc
ed f
orm
und
er th
e na
me
ofel
emen
tary
agr
icul
ture
.T
hat s
uch
inno
vatio
ns h
ave
not
alw
ays
been
suc
cess
ful p
rove
s no
thin
g.T
he c
ause
s of
failu
re a
re e
asily
poi
nted
out
and
may
in f
utur
e be
avo
ided
.T
he la
ck o
f tr
aine
d te
ache
rs is
, as
befo
re s
tate
d, th
e ch
ief
caus
e of
fai
lure
; but
this
is a
lrea
dy b
eing
rem
edie
d by
offe
ring
, and
inde
ed v
ery
ofte
n m
akin
g ob
ligat
ory,
agr
icul
-
tura
l cou
rses
in th
e st
ate
norm
al s
choo
ls, a
nd o
ther
trai
n-in
g sc
hool
s fo
r te
ache
rs.
Past
fai
lure
s ca
n on
ly p
oint
the
way
to e
vent
ual s
ucce
ss.
Fran
ce.
Fran
ce h
as o
ffer
ed o
ptio
nal c
ours
es in
agr
icul
-tu
re in
its
prim
ary
scho
ols
ever
sin
ce 1
879.
The
Fre
nch
farm
boy
beg
ins
with
obj
ect l
esso
ns a
t sev
en y
ears
of a
ge, a
ndat
nin
e ta
kes
up th
e "
firs
t ide
as"
of a
gric
ultu
re.
The
re-
afte
r he
con
tinue
s gr
adat
im s
tudy
of
the
hygi
ene
of m
anan
d an
imal
s, o
f ve
geta
ble
phys
iolo
gy, a
nd p
lant
che
mis
try.
In s
hort
, he
purs
ues
a ra
tiona
l cou
rse
" re
quir
ing
the
exer
-
cise
of
the
inte
llect
ual f
acul
ties
as w
ell a
s la
bor
with
the
hand
s."
The
gir
ls le
arn
dom
estic
eco
nom
y, h
ygie
ne,
and
hort
icul
ture
, and
get
suc
h tr
aini
ng a
s sh
all m
ake
them
adep
ts in
dai
ryin
g, g
arde
n cu
lture
, and
pou
ltry
rais
ing.
Thi
s tr
aini
ng h
as a
lrea
dy h
ad a
mar
ked
infl
uenc
eup
onth
is g
reat
agr
icul
tura
l nat
ion
so s
trik
ing
inde
ed h
as it
been
that
to d
eny
its e
ffic
ienc
y w
ould
be
absu
rd.
Bel
gium
and
Hol
land
.B
ut F
ranc
e do
es n
ot s
tand
alon
e in
this
fie
ld.
Bel
gium
has
with
in th
e la
st f
ifte
en
2 .1
Pi
go8
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
year
s de
velo
ged
a sy
stem
of a
gric
ultu
ral e
duca
tion
unex
-
celle
d an
ywhe
re.
Agr
icul
tura
l the
ory
and
prac
tice
are
taug
ht a
s a
part
of
the
regu
lar
rura
l sch
ool c
urri
culu
m.
To
mee
t the
dem
and
for
effi
cien
tte
ache
rs a
ll th
e st
ate
norm
al s
choo
ls in
the
king
dom
off
er c
ours
esin
agr
icul
ture
.
The
gov
ernm
ent h
as b
een
rem
arka
bly
succ
essf
ul in
mee
t-
ing
loca
l nee
ds a
nd s
olvi
nglo
cal p
robl
ems.
For
prac
-
tical
app
licat
ion
of a
gric
ultu
ral
teac
hing
Bel
gium
sta
nds,
perh
aps,
fir
st a
mon
g E
urop
ean
natio
ns.
In H
olla
nd th
e w
ork
is g
iven
am
arke
d na
ture
-stu
dy
tren
d; h
owev
er, i
t inc
lude
s en
ough
of
thin
gs a
gric
ultu
ral
to p
erm
it gr
adua
tes
from
the
rura
l sch
ools
to e
nter
sec
ond-
ary
agri
cultu
ral s
choo
ls.
Den
mar
k.D
enm
ark
illus
trat
es in
a s
trik
ing
way
wha
t
elem
enta
ry a
gric
ultu
re in
the
rura
l sch
ool c
ando
for
a
peop
le.
As
a re
sult
of th
e di
sast
rous
war
with
Pru
ssia
and
Aus
tria
, in
1864
, the
sm
all k
ingd
omlo
st tw
o of
its
mos
t pro
sper
ous
prov
ince
s.D
anis
h ho
pes
of p
oliti
cal
prom
inen
ce w
ere
then
cefo
rth
blas
ted;
but w
ith a
zea
lbo
rn o
f de
spai
r th
e pe
ople
set
to w
ork
tom
ake
amen
ds f
or
lost
terr
itory
by
deve
lopi
ng to
the
utm
ost
wha
t was
left
.
Won
ders
hav
e be
en w
roug
ht.
Swam
ps h
ave
been
dra
ined
,
and
sand
y he
aths
pla
nted
and
red
eem
ed.
Agr
icul
ture
and
hort
icul
ture
hav
e be
com
e sc
ient
ific
and
inte
nsiv
e.
Dan
ish
farm
pro
duct
sbu
tter,
che
ese,
fru
it, v
eget
able
s,
and
mea
tsre
ceiv
e th
e to
p pr
ices
in th
e w
orld
mar
kets
on a
ccou
nt o
f un
equa
led
qual
ity.
And
this
sto
ry b
egin
s in
0.
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
209
the
rura
l sch
ools
.E
lem
enta
ry a
gric
ultu
re, u
nder
var
ious
nam
es, i
s ta
uglt
in e
very
rur
al d
istr
ict.
Her
e th
e yo
ung
Dan
es g
et th
eir
love
for
the
soil,
and
thus
insp
ired
, con
-tin
ue th
eir
high
er a
gric
ultu
ral e
duca
tion
in th
e se
vera
lki
nds
of L
andb
osko
ler
(agr
icul
tura
l sch
ools
).O
ther
Cou
ntri
a.O
ther
Eur
opea
n co
untr
ies,
as
Ger
-m
any,
Aus
tria
, and
Sw
itzer
land
, tea
ch e
lem
enta
ry a
gri-
cultu
re c
hief
ly in
sep
arat
e sc
hool
s es
tabl
ishe
d fo
r th
ispu
rpos
e, a
nd th
eref
ore
need
not
be
men
tione
d in
our
disc
ussi
on.
Nor
way
, Sw
eden
, and
Fin
land
off
er p
rac-
tical
cou
rses
in a
num
ber
of e
lem
enta
ry s
choo
ls; S
ervi
a an
d
Port
ugal
, too
, are
acc
ompl
ishi
ng ta
ngib
le r
esul
ts.
Eve
n
Japa
n is
aliv
e to
the
poss
ibili
ties
to c
ome
from
pra
ctic
alst
udy
of a
gric
ultu
re.
Thi
s pr
ogre
ssiv
e na
tion
has
alre
ady
over
500
sch
ools
for
the
teac
hing
of
agri
cultu
re.
The
Bri
tish
Em
pire
.T
he U
nite
d K
ingd
om h
as b
een
just
as
back
war
d in
the
mat
ter
of in
trod
ucin
g ag
ricu
lture
into
the
scho
ols
of th
e is
land
s as
she
was
abo
ut n
atur
est
udy
and
scho
ol g
arde
ns.
Prio
r to
the
adop
tion
of th
eN
ew C
ode
of 1
904
noth
ing
wor
th th
e m
entio
n w
as a
c-co
mpl
ishe
d.U
nder
the
new
pro
visi
ons
the
outlo
ok is
deci
dedl
y br
ight
er.
But
Eng
land
has
pur
sued
a w
iser
pol
icy
with
her
colo
nies
.In
the
Bri
tish
Wes
t Ind
ies,
for
inst
ance
, ele
-m
enta
ry a
gric
ultu
re is
taug
ht in
the
low
er s
choo
ls, t
hesy
stem
bei
ng s
imila
r to
that
use
d in
the
Fren
ch r
ural
scho
ols.
The
Str
aits
Set
tlem
ents
, Cey
lon,
Mal
ta, e
tc.,
210
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
mak
e us
e of
agr
icul
tura
l pri
mer
s in
the
scho
ols.
Sout
hA
fric
a an
d th
e A
ustr
alia
n co
mm
onw
ealth
are
mak
ing
tem
arka
ble
prog
ress
.In
the
latte
r V
icto
ria
offe
rs n
atur
e-st
udy
cour
ses
of a
dec
ided
ly a
gric
ultu
ral t
rend
;So
uth
Aus
tral
ia te
ache
s ag
ricu
lture
as
asp
ecif
ic s
tudy
in th
eco
untr
y sc
hool
s"; a
nd a
gric
ultu
ral b
ulle
tins
are
publ
ishe
din
all
the
colo
nies
fre
e (s
ave
post
age)
to a
ll w
hoca
re f
orth
em.
The
Uni
ted
Stat
es.
In tu
rnin
g to
our
ow
n he
mis
pher
ean
d th
e U
nite
d St
ates
it is
rea
lly u
nnec
essa
ry to
rep
eat
wha
t Can
ada
is d
oing
in e
lem
enta
ry a
gric
ultu
re.
Eno
ugh
has
alre
ady
been
sai
d un
der
the
head
of
scho
ol g
arde
ns.
Let
it s
uffi
ce h
ere
that
the
exam
ple
set b
y th
e C
anad
ian
gove
rnm
ent a
nd th
e M
acdo
nald
mov
emen
t in
thei
r un
-pr
eced
ente
d su
cces
s in
bet
teri
ng a
nd in
crea
sing
the
yiel
dof
far
m c
rops
and
dai
ry p
rodu
cts,
thro
ugh
firs
t les
sons
inth
e ru
ral s
choo
ls, s
houl
d be
em
ulat
ed a
nd im
itate
d in
our
own
coun
try;
for
we
as a
nat
ion
have
not
yet
acc
ompl
ishe
dm
uch
" so
far
as
form
al a
gric
ultu
ral i
nstr
uctio
n in
rur
alsc
hool
s is
con
cern
ed."
Yet
Mr.
Jew
ell
in h
is tr
eatis
e on
" A
gric
ultu
ral
Edu
catio
n "
sees
cau
se f
or m
uch
enco
urag
emen
t in
wha
t has
alr
eady
bee
n do
ne.
He
poin
ts o
ut "
that
suc
han
agr
icul
tura
l inn
ovat
ion
in o
ur ic
hool
sys
tem
mus
tne
cess
arily
wor
kits
way
slo
wly
, sin
ce w
ith u
s it
is n
otpu
t in
prac
tice
the
coun
try
over
by
the
gove
rnm
ent,
as is
the
case
in E
urop
e."
It is
wel
l to
rem
embe
r al
so
2(,
)
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
211
that
agi
tatio
n, a
t lea
st in
the
rura
l sch
ools
, is
of v
ery
rece
ntor
igin
; it b
egan
in e
arne
st n
ot m
ore
than
eig
ht o
r te
n ye
ars
ago!
And
it is
not
pht
ting
fact
s to
o st
rong
ly to
say
that
no o
ne p
robl
em o
f an
edu
catio
nal n
atur
e no
w b
efor
e th
epu
blic
inte
rest
ed in
the
wel
fare
of
our
rura
l pop
ulat
ion
rece
ives
mor
e co
nsid
erat
ion
than
doe
s th
is v
ery
agri
cultu
ral
educ
atio
n.
Rap
id S
prea
d of
Mov
emen
tN
orth
and
Sou
th.
The
grea
t Mid
dle
Wes
t and
Nor
thw
est w
ere
firs
t in
the
fiel
d,an
d th
ey, t
here
fore
, car
ry o
ff th
e pa
lm f
or r
eal a
ccom
-pl
ishm
ent,
thou
gh th
e So
uthe
rn s
tate
s do
not
lag
far
be-
hind
.In
one
res
pect
the
Sout
h ta
kes
the
lead
i.e. i
nm
akin
g ag
ricu
ltura
l ins
truc
tion
in r
ural
sch
ools
obl
igat
ory
unde
r la
w.
Seve
n st
ates
Ala
bam
a, G
eorg
ia, L
ouis
iana
,M
issi
ssip
pi, N
orth
Car
olin
a, S
outh
Car
olin
a, a
nd T
exas
have
suc
h re
quir
emen
ts.
Oth
er s
tate
s el
sew
here
hav
ing
sim
ilar
law
s ar
e M
aine
, Mar
ylan
d, S
outh
Dak
ota,
and
Wis
cons
in.
But
mos
t pro
mis
ing
is th
e em
phas
is b
eing
laid
on p
repa
ratio
nto
teac
hag
ricu
lture
.A
laba
ma.
Geo
rgia
, Mis
siss
ippi
, Mis
sour
i, N
ebra
ska,
New
Yor
k,N
orth
Car
olin
a, S
outh
Dak
ota,
Vir
gini
a, a
nd W
isco
nsin
,be
fore
gra
ntin
g ce
rtif
icat
es to
teac
h, r
equi
re te
ache
rs to
pass
an
exam
inat
ion
in a
gric
ultu
re.
Mor
e th
an s
ixty
stat
e no
rmal
sch
ools
thro
ugho
ut th
e co
untr
y of
fer
prep
a-ra
tion
for
such
exa
min
atio
ns.
Num
erou
s co
unty
trai
n-in
g sc
hool
s an
d co
unty
trai
ning
clas
ses,
and
spe
cial
norm
al a
nd a
gric
ultu
ral h
igh
scho
ols,
as
show
n in
the
2u
212
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
LI
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
213
chap
ter
on "
The
Rur
al T
each
er :
His
Tra
inin
g,"
are
pre.
pari
ng a
hos
t of
teac
hers
for
loca
l nee
ds.
Geo
rgia
has
just
orga
nize
d el
even
suc
h ag
ricu
ltura
l hig
h sc
hool
s, o
ne f
orea
ch c
ongr
essi
onal
dis
tric
t, th
e so
le a
im o
f w
hich
sha
llbe
to p
repa
re a
gric
ultu
rally
trai
ned
teac
hers
for
rur
alsc
hool
s.(S
ee A
ppen
dix.
)In
tere
st o
f th
e A
gric
ultu
ral C
olle
ges
in th
e M
ovem
ent.
The
agr
icul
tura
l col
lege
s ar
e ta
king
a m
arke
d in
tere
stin
the
intr
oduc
tion
of a
gric
ultu
re in
to o
ur p
ublic
sch
ools
.T
he in
tere
st, w
hich
, of
cour
se, i
s ve
ry n
atur
al in
sch
ools
of
this
cla
ss, i
s on
the
rapi
d in
crea
se.
Just
how
com
pre-
hens
ive
it is
can
bes
t be
real
ized
by
a st
udy
of th
e fo
llow
ing
succ
inct
out
line
from
the
pen
of P
rofe
ssor
E. E
. Bal
com
b,D
epar
tmen
t of
Agr
icul
ture
and
Phy
sica
l Sci
ence
, Wea
ther
-fo
rd, O
klah
oma.
(See
N. E
. A. R
epor
t, 19
07, p
p. 1
069
1075
) :
New
Ham
pshi
re is
coo
pera
ting
with
the
stat
e su
peri
nten
dent
;in
trod
ucin
g ag
ricu
lture
into
the
com
mon
and
sec
onda
ry s
choo
ls.
Kan
sas,
Pen
nsyl
vani
a, F
lori
da, a
nd N
ew M
exic
o ar
e le
ctur
ing
to c
reat
e a
sent
imen
t for
it; K
ansa
s ha
s an
ass
ista
nt to
the
dire
ctor
deta
iled
to th
is w
ork.
Pres
iden
t Sco
tt, o
f O
klah
oma,
urg
es c
onso
lidat
ion
of s
choo
ls a
sth
e be
st m
eans
of
popu
lari
zing
agr
icul
ture
.M
assa
chus
etts
and
Iow
a ha
ve ju
st e
lect
ed m
en f
or o
rgan
iz-
ing
and
dire
ctin
g an
d in
spir
ing
supe
rint
ende
nts,
pri
ncip
als,
and
teac
hers
.C
olor
ado
is p
lann
ing
to g
et a
bill
two
year
s he
nce
requ
irin
gel
emen
tary
agr
icul
ture
for
pub
lic s
choo
ls a
nd m
ore
adva
nced
for
high
sch
ools
.Fi
ve c
ount
y hi
gh s
choo
ls h
ave
cour
ses.
r1(
o 1,
7: 1
..
Mar
ylan
d is
tryi
ng to
com
eIt
o cl
ose
cont
act w
ith th
e co
untr
ysc
hool
boa
rds
and
teac
hers
, and
is s
eeki
ng to
obt
ain
appr
opri
atio
nsfo
r in
trod
ucin
g ag
ricu
lture
into
hig
h sc
hool
s.Pr
esid
ent B
ryan
, of
Was
hing
ton,
des
ires
to s
ee a
gric
ultu
re p
er-
mea
te c
omm
on s
choo
ls, n
ot s
epar
ate
agri
cultu
ral h
igh
scho
ols,
but
agri
cultu
re in
all
the
high
sch
ools
.In
dian
a is
inte
rest
ing
the
stat
e bo
ard
in a
gric
ultu
re f
or th
e pu
blic
scho
ols.
New
Jer
sey
is c
oOpe
ratin
g w
ith th
e st
ate
boar
d in
pla
nnin
g a
curr
icul
um f
or a
gric
ultu
ral c
ours
es in
hig
h sc
hool
s an
d al
so in
the
esta
blis
hmen
t of
sum
mer
cou
rses
for
teac
hers
.Il
linoi
s ha
s be
en d
evel
opin
g an
d pl
anni
ng c
ours
es in
agr
icul
ture
for
seco
ndar
y sc
hool
wor
k an
d fo
r th
e co
untr
y sc
hool
s.Pr
ofes
sor
Bar
-
tow
: "I
belie
ve a
gric
ultu
re in
pub
lic s
choo
lsw
ill b
e su
pple
men
ted
and
supe
rvis
ed b
y ag
ricu
ltura
l col
lege
s th
roug
h su
perv
isor
s w
ho v
isit
the
scho
ols.
"M
aine
hel
ps w
ith g
arde
ns in
som
e se
ctio
ns.
She
has
a m
anen
gage
d fo
r ne
xt y
ear
who
will
spe
nd h
is ti
me
help
ing
teac
hers
inth
eir
scho
ols.
Mon
tana
is c
oOpe
ratin
g in
est
ablis
hing
cou
rses
in h
igh
scho
ols.
Tw
o ha
ve s
uch
cour
ses,
and
oth
ers
are
inve
stig
atin
g.O
hio
is g
ivin
g he
r at
tent
ion
to th
e pu
blic
sch
ool w
ork.
She
has
a su
peri
nten
dent
of
agri
cultu
re in
ele
men
tary
grad
es.
One
fif
th
of th
e hi
gh s
choo
ls a
re g
ivin
g it
in s
cien
ce c
ours
es.
In M
isso
uri P
rofe
ssor
Wat
ers
says
, "W
e co
nsid
er th
e in
trod
uctio
nof
agr
icul
ture
in th
e pr
imar
y an
d se
cond
ary
scho
ols
the
mos
t im
-po
rtan
t ext
ensi
on w
ork
in a
gric
ultu
re th
at c
an b
eun
dert
aken
.T
o re
ach
the
coun
try
scho
ol w
e ar
e ar
rang
ing
to h
old
a se
ries
of
one-
day
mee
tings
in e
very
sch
ool o
f se
vera
l cou
ntie
s, d
emon
stra
ting
and
lect
urin
g to
pup
ils, t
each
ers,
and
pat
rons
."C
alif
orni
a en
cour
ages
agr
icul
ture
inth
e sc
hool
s.Sh
e ha
s in
.fl
uenc
ed th
e es
tabl
ishm
ent o
f a
seco
ndar
y sc
hool
of
agri
cultu
re.
New
Yor
k, a
s ea
rly
as 1
902,
was
act
ivel
y en
gage
d in
sev
eral
line
sof
act
ivity
, all
bear
ing
dire
ctly
on
agri
cultu
ral e
duca
tion.
253
214
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
It m
ay n
ow b
e tim
e to
rai
se th
e qu
estio
n : J
ust w
hat w
ork
in a
gric
ultu
re m
ay th
e sm
all r
ural
sch
ool r
easo
nabl
y be
expe
cted
to te
ach
?W
hat m
ay r
easo
nabl
y be
exp
ecte
d of
the
One
-roo
mSc
hool
. The
Com
mitt
ee o
n In
dust
rial
Edu
catio
n in
Scho
ols
for
Rur
al C
omm
uniti
es, i
nits
rep
ort t
o th
eN
. E. A
., co
mes
to th
e co
nclu
sion
Tha
t in
exis
ting
one-
room
dis
tric
t sch
ools
a li
mite
d am
ount
of
natu
re s
tudy
and
wor
k in
the
elem
ents
of
agri
cultu
re, a
nd h
and
wor
k fo
r bo
th b
oys
and
girl
s m
ay b
e un
dert
aken
; tha
t in
view
of
the
qual
ity o
f th
e te
achi
ng f
orce
ava
ilabl
e fo
r th
ese
scho
ols,
the
im-
mat
urity
of
the
grea
ter
num
ber
of th
e pu
pils
, the
cro
wde
d co
nditi
onof
the
prog
ram
me,
and
the
lack
of
adeq
uate
stip
ervi
sion
, but
littl
e ca
nbe
exp
ecte
d in
the
way
of
indu
stri
al e
duca
tion
in th
is c
lass
of
scho
ols;
but w
here
ent
husi
astic
teac
hers
qua
l:fie
d fo
r th
e w
ork
and
pupi
lsof
suf
fici
ent m
atur
ity a
re b
roug
ht to
geth
er in
the
sam
e sc
hool
, som
e-th
ing
wor
th w
hile
may
be
acco
mpl
ishe
d, a
nd th
at th
e ef
fort
for
suc
hac
com
plis
hmen
t sho
uld
cert
ainl
y be
mad
e.
And
fur
ther
, on
page
25:
It is
evi
dent
that
bef
ore
this
pha
se o
f in
dust
rial
edu
catio
n ca
n be
mad
e a
succ
ess
in th
e on
e-ro
om d
istr
ict s
choo
ls, s
ever
al th
ings
mus
tbe
acc
ompl
ishe
d:th
ere
mus
t De
a bo
dy o
f te
ache
rs w
ith s
peci
altr
aini
ng f
or th
is w
ork;
sec
ond,
pup
ils m
ust r
emai
n lo
nger
in s
choo
l;th
ird,
ther
e m
ust b
e a
kind
of
wor
k un
dert
aken
whi
ch s
hall
bead
apte
d to
loca
l con
ditio
ns a
nd li
mite
d to
the
capa
city
of
pupi
lsw
ho a
re to
take
it; t
his
invo
lves
a w
ise
dete
rmin
atio
n of
wha
t sho
uld
be u
nder
take
n in
any
loca
lity,
bot
h as
to th
e sc
ope
and
met
hod.
Som
e O
bjec
tions
Ans
wer
ed.
The
com
mitt
ee r
epor
t is
now
thre
e ye
ars
old.
Sinc
e19
05 m
any
faci
litie
s ha
ve
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
215
been
add
ed w
hich
will
prov
ide
the
nece
ssar
y tr
aine
dte
ache
rs.
Thi
s sh
ould
dis
pose
of
the
firs
t obj
ectio
n.A
s to
the
seco
nd p
oint
, the
way
to m
ake
the
pupi
lsre
mai
n lo
nger
in s
choo
l is
to o
ffer
them
a c
ours
e of
stu
dy"
whi
ch,"
to u
se th
e co
mm
ittee
's o
wn
wor
ds, "
app
eals
to h
is o
wn
inte
rest
s or
to th
e in
tere
sts
of th
ose
with
who
mhe
is c
once
rned
."T
his
natu
re s
tudy
and
ele
men
tary
agri
cultu
re w
ill d
o if
pro
perl
y ta
ught
. A c
aref
ul s
tudy
of s
tatis
tics
show
s "
that
the
intr
oduc
tion
of a
gric
ultu
rein
to th
e ru
ral s
choo
ls o
f Fr
ance
and
Bel
gium
has
cau
sed
pare
nts
to k
eep
thei
r ch
ildre
n in
sch
ool f
rom
one
to th
ree
year
s lo
nger
."A
nd w
hy s
houl
d no
t the
sam
e re
sults
obta
in in
our
cou
ntry
?A
s to
the
thir
d ob
ject
ion;
this
wou
ld, i
t see
ms
to m
e, h
old
good
in a
ny k
ind
of a
sch
ool,
larg
e or
sm
all.
The
cha
ract
er a
nd s
cope
of
the
wor
km
ust n
eces
sari
ly b
e w
ithin
the
rang
e of
the
pupi
l'spo
wer
s, o
r fa
ilure
will
fol
low
.T
he o
bjec
tions
see
m th
us in
gre
at m
easu
re to
take
car
eof
them
selv
es.
In A
ppen
dix
C is
out
lined
the
com
mitt
ee's
sch
eme
for
natu
re-s
tudy
wor
k, c
over
ing
the
firs
t fiv
e ye
ars
in s
choo
l.T
henc
efor
war
d th
e w
ork
mus
t be
in th
e na
ture
of
ele-
men
tary
agr
icul
ture
, muc
h as
sug
gest
ed b
y th
e sa
me
com
-
mitt
ee, p
age
45:
Aft
er th
e ex
plic
it na
ture
stu
dy c
ease
s w
ith th
e fi
fth
grad
e, th
epu
pil i
n th
e ru
ral s
choo
l may
.then
be
take
n th
roug
h th
e el
emen
tsof
agr
icul
ture
in th
e si
xth,
sev
enth
, and
eig
hth
grad
es.
The
wor
k
2 5
216
TIL
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
in th
ese
thre
e gr
ades
sho
uld
real
ly b
e na
ture
stu
dy, b
ut a
gric
ultu
ral
subj
ects
are
the
mea
ns.
Som
e w
ill p
refe
r to
cal
l it n
atur
e st
udy
rath
er th
an a
gric
ultu
re.
Its
purp
ose
is n
ot s
o m
uch
to te
ach
defi
nite
scie
nce
as to
bri
ng th
e pu
pil i
nto
rela
tion
with
the
obje
cts
and
affa
irs
that
are
con
cern
ed w
ith th
e ag
ricu
lture
of
his
regi
on.
Whe
n th
epu
pil h
as c
ompl
eted
his
nat
ure
stud
y in
the
fift
h gr
ade,
he
shou
ldha
ve a
goo
d kn
owle
dge
of th
e ph
ysio
grap
hy o
f hi
s re
gion
, and
of
the
com
mon
ani
mal
s an
d pl
ants
.H
e w
ill th
en b
e ab
le to
car
ry h
isin
quir
ies
into
the
mor
e sp
ecif
ic f
ield
of
the
agri
cultu
ral p
ract
ice
and
oper
atio
ns.
Whe
n he
has
com
plet
ed h
is e
ight
h ye
ar, L
sho
uld
have
a w
ell-
deve
lope
d sy
mpa
thy
with
agr
icul
tura
l aff
airs
, and
Ile
shou
ld h
ave
a br
oad,
gen
eral
vie
w o
f th
em.
Ent
erin
g th
e hi
gh s
choo
l,
he w
ill th
en b
e ab
le to
take
up
som
e of
the
subj
ects
in th
eir
dist
inct
lysc
ient
ific
pha
ses.
(See
App
endi
x.)
Wha
t is
actu
ally
acc
ompl
ishe
d in
One
-roo
m S
choo
ls.
But
are
thes
e th
ings
act
ually
acc
ompl
ishe
d in
the
one-
room
sch
ool ?
Ass
ured
ly.
Con
cret
e ex
ampl
es a
re n
otw
antin
g.V
ery
man
y of
the
75,0
00 o
r m
ore
scho
ol g
arde
ns
in th
e U
nite
d St
ates
are
mai
ntai
ned
in c
onne
ctio
n w
ithon
v-ro
om s
choo
ls, a
maj
ority
of
whi
ch d
o so
me
stud
y al
ong
agri
cultu
ral l
ines
.T
hey
are
foun
d in
eve
ry p
art.
of th
eco
untr
y, f
rom
the
Atla
ntic
to th
e cr
est o
f th
e R
ocki
es,
and
beyo
nd to
the
Paci
fic.
In L
as A
nim
as c
ount
y, C
olo-
rado
, the
re a
re, a
ccor
ding
to la
test
rep
orts
, one
hun
dred
and
fift
y sc
hool
gar
dens
, man
y be
ing
used
as
a ba
sis
for
ag-
ricu
ltura
l stu
dy.
Thr
ough
out t
he e
ntir
e M
iddl
e W
est a
nd
sect
ions
of
the
Sout
h th
e sm
all s
choo
ls h
ave
take
n ho
ld o
f
the
wor
k, th
anks
to th
e K
erns
and
Mill
ers,
the
Port
ses
and
Fitc
hes
who
labo
r so
zea
lous
ly to
bet
ter
rura
l con
ditio
ns.
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
217
Spac
e fo
rbid
s an
y le
ngth
y de
tails
her
e.Y
et w
e ca
nnot
fore
go th
e pl
easu
re o
f br
ingi
ngan
illu
stra
tion
from
New
Yor
k St
ate.
It i:
quo
ted
by D
ean
Bai
ley
in h
is p
amph
let
on "
Tra
inin
g fo
r T
each
ers
in A
gric
ultu
re."
The
teac
her
in q
uest
ion
is H
. H. L
yon.
Says
Mr.
Bai
ley:
The
teac
her
has
been
suc
cess
ful i
n in
tere
stin
g hi
s pu
pils
in v
ario
usex
peri
men
ts a
nd te
sts
that
hav
e re
latio
n to
far
min
g.H
e gi
ves
all
the
pupi
ls n
atur
e-st
udy
wor
k, in
clud
ing
the
youn
ger
ones
.Su
g-ge
stio
ns a
re h
ad f
rom
boo
ks, f
rom
the
stat
e sy
llabu
s,an
d pe
rhap
squ
ite a
s fr
eque
ntly
fro
m s
omet
hing
that
hap
pens
for
the
time
tobe
inte
rest
ing
the
scho
ol o
r th
e co
mm
unity
.H
e is
intr
oduc
ing
prac
tical
loca
l pro
blem
s in
to th
e ar
ithm
etic
wor
k.H
e su
gges
tsth
at if
ten
or tw
enty
-fiv
e sc
hool
s co
uld
wor
k to
geth
erin
ari
thm
etic
,ge
ogra
phy,
and
oth
er s
ubje
cts,
ther
eby
mak
ing
itw
orth
whi
le f
orex
amin
atio
n qu
estio
ns to
be
aske
don
thes
e ne
w li
nes
of w
ork,
the
resu
lts w
ould
be
very
mar
ked.
(For
pro
blem
s m
ade
use
of b
yM
r. L
yon
see
App
endi
x.)
Susi
e M
iller
, an
Indi
ana
Rur
al S
choo
l Pup
il,on
Agr
i-cu
lture
.H
ere
is a
lette
r w
ritte
n by
a pu
pil i
n th
e ei
ghth
grad
e of
the
Cen
ter
Scho
ol, T
aylo
r to
wns
hip,
How
ard
coun
ty, I
ndia
na.
It s
how
s th
e ch
ildre
n at
wor
k an
d th
eir
inte
rest
in th
e ne
w s
ubje
ct:
We
star
ted
our
labo
rato
ry th
e se
cond
wee
k of
sch
ool.
We
have
neve
r ta
ken
part
in th
is w
ork
befo
re.
Our
sch
oolr
oom
see
ms
mor
elik
e ho
me
with
our
labo
rato
ry.
It is
in th
e no
rthw
est c
orne
r of
the
room
and
con
sist
s of
flo
wer
s an
d ve
geta
bles
.W
e ha
ve s
ever
al k
inds
of
soil.
The
y ar
e :
clay
, hum
us, a
n or
-ga
nic
mat
ter,
the
sand
y, th
e ri
ch g
arde
n so
il an
d st
able
gard
en s
oil,
and
the
mul
ched
cla
y.T
he m
ulch
was
got
ten
from
an o
ld f
ence
row
.
n r:
4
218
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
The
gir
ls b
roug
ht s
cver
al k
inds
of
flow
ers:
ver
bena
s, g
eran
ium
s,ca
ctus
, sca
rlet
sag
e, a
nd m
any
othe
rs.
The
re a
re a
num
ber
ofve
geta
ble
plan
ts; s
uch
as, m
ango
, rad
ish,
cor
n, to
mat
o, w
heat
, and
bean
s.
We
take
eac
h pl
ant s
epar
atel
y as
we
perf
orm
our
exp
erim
ents
.So
me
of o
ur e
xper
imen
ts a
re a
s fo
llow
s: w
e pl
ante
d a
grai
n of
whe
at a
nd s
aw th
at th
e ro
ots
star
ted
firs
t, th
en th
e sp
rout
and
bot
hgr
ew to
geth
er.
The
sam
e w
as d
isco
vere
d w
ith c
orn
and
bean
s.T
hen
we
put a
sw
eet p
otat
o in
a g
lass
and
fill
ed it
abo
ut tw
o th
irds
full
of w
ater
so
it w
ould
spr
out a
nd r
aise
new
pla
nts.
The
re w
asal
so a
sw
eet p
otat
o pu
t in
the
grou
nd a
nd s
prou
ted.
Som
e on
e w
as r
eque
sted
to g
et a
rad
ish
from
a g
arde
n th
at w
asju
st r
eady
to g
o to
see
d.W
hen
we
set i
t out
, the
rad
ish
was
har
d an
dfu
ll of
foo
d fo
r th
e st
alk,
but
as
it gr
ew it
bec
ame
pith
y, f
or th
e st
alk
had
used
all
this
foo
d du
ring
its
grow
th.
The
teac
her
then
ask
edan
othe
r pu
pil t
o ge
t a b
lack
berr
y sp
rout
.H
e cu
t the
top
of it
off
and
set i
t out
.It
imm
edia
tely
took
new
roo
t and
is n
ow th
rivi
ngin
its
new
soi
l.T
he e
xper
imen
t is
one
for
the
form
atio
n of
new
shoo
ts o
r bu
ds.
One
of
the
pupi
ls tr
ied
an e
lect
rica
l exp
erim
ent b
y br
ingi
ng a
tom
ato
plan
t in
cont
act w
ith a
n el
ectr
ical
cur
rent
.It
was
app
lied
to th
e ro
ot a
nd o
ne b
ranc
h of
the
plan
t.T
he a
pplic
atio
n of
ele
c-tr
icity
to a
pla
nt in
spir
es n
ew li
fe in
the
plan
t and
cau
ses
a m
ore
vigo
rous
gro
wth
.O
ur w
ork
has
only
beg
un, a
nd w
e ho
pe to
get
gre
ater
res
ults
fro
mit.
It is
a v
ery
inte
rest
ing
and
prof
itabl
e st
udy.
We
have
quo
ted
New
Yor
k an
d In
dian
a; n
ow f
or a
leap
to a
dis
tric
t sch
ool i
n so
uthe
aste
rn N
ebra
ska.
Thi
sir
stan
ce o
f in
form
al w
ork
in a
gric
ultu
re a
nd d
omes
ticsc
ienc
e is
quo
ted
from
E. C
. Bis
hop'
s pa
per
on A
gric
ul-
'ura
l Edu
catio
n w
ithou
t Equ
ipm
ent (
N. E
. A. R
epor
t,19
o7):
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
219
Dis
tric
t No.
29,
Paw
nee
Cou
nty,
Neb
rask
a.D
istr
ict N
o. 2
9,th
e L
ower
Wes
t Bra
nch
Scho
ol, i
s a
rura
l sch
ool i
n Pa
wne
e co
unty
eigh
t mile
s so
uthw
est o
f Pa
wne
e C
ity.
From
twen
ty to
twen
ty-f
ive
pupi
ls a
re e
nrol
led,
and
a c
lass
of
from
one
to f
our
pupi
ls g
radu
ate
from
the
eigh
th g
rade
eac
h ye
ar. T
he s
choo
l bui
ldin
g is
the
ordi
nary
box-
car
form
, but
kep
t in
good
rep
air.
The
sch
ool c
hild
ren
colle
cted
ston
es a
nd m
ade
bord
ers
for
flow
er b
eds
in f
ront
and
at o
ne s
ide
ofth
e bu
ildin
g.T
hey
also
trai
ned
vine
s ov
er th
e ou
tbui
ldin
gs a
ndm
aint
aine
d a
smal
l exp
erim
enta
l gar
den.
At i
nter
mis
sion
per
iods
the
teac
hers
and
pup
ils ta
lked
ove
r pl
ans
by w
hich
they
mig
ht le
arn
to c
ook
and
to s
ew, t
o m
ake
vari
ous
artic
les,
and
to c
ultiv
ate
cert
ain
plan
ts.
Rec
ipes
wer
e so
ught
and
dis
trib
uted
, eac
h gi
rl le
arne
d to
mak
e br
ead
and
othe
r co
mm
on a
rtic
les
of d
iet,
toca
n fr
uit,
to s
ew,
and
to c
ultiv
ate
flow
ers
and
vege
tabl
es.
The
boy
s to
ok in
tere
stin
cor
n an
d po
tato
-gro
win
g an
d ot
her
lines
that
esp
ecia
lly a
ppea
led
to th
e in
divi
dual
.A
t the
cou
nty
corn
con
test
s an
d at
the
stat
eco
ntes
ts th
is s
choo
l is
alw
ays
repr
esen
ted
by c
redi
tabl
e ex
hibi
tsin
the
vari
ous
lines
of
wor
k an
d by
del
egat
es s
ent b
y th
e sc
hool
toat
tend
the
mee
ting.
The
teac
her,
Mis
s L
ulu
Wol
ford
, was
re-
empl
oyed
eac
h ye
ar a
t an
adva
nced
sal
ary.
Her
sch
ool r
anks
am
ong
the
very
bes
t in
the
coun
ty a
nd in
the
stat
e in
the
qual
ity o
f w
ork
done
in th
e re
gula
r br
anch
es.
The
com
mun
ity h
as b
een
muc
hbe
nefi
ted
in th
e in
tere
st ta
ken
by th
e yo
ung
peop
le in
the
wor
k of
the
hom
e. T
he s
choo
l has
bee
n m
uch
bene
fite
d by
the
inte
rest
awak
ened
am
ong
the
patr
ons
of th
e sc
hool
.
Wor
king
Aid
s: B
ooks
, Bul
letin
s,et
c.T
he te
ache
rsh
ould
not
fai
l in
h's
wor
k fo
r w
ant o
f bo
oks
and
othe
r ai
dson
agr
icul
ture
.L
ie m
ay h
ave
the
abili
ty a
nd in
genu
ityto
ada
pt h
is c
:Jur
se to
loca
l nee
ds, a
s do
es M
r. L
yon.
Ifhe
is le
ss s
elf-
relia
nt, h
e ca
n fi
nd a
mpl
e as
sist
ance
inth
em
any
real
ly p
ract
ical
text
-boo
ks o
n th
e su
bjec
t (se
esu
g-ge
stiv
e lis
t at e
nd o
f ch
apte
r).
The
n th
e st
ates
mak
ing
25tj
220
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
the
stud
y of
agr
icul
ture
in th
e sc
hool
s ob
ligat
ory,
as
wel
l
as o
ther
s no
t yet
mak
ing
it a
requ
irem
ent,
publ
ish
mor
e or
less
com
plet
e w
-rki
ng o
utlin
es to
be
used
by
pupi
ls a
nd
Fiel
d B
e A
1906
Oat
s1'
307C
love
r19
08 C
oyn
C,n
)19
09 O
ats
Fiel
d8
A
906C
love
.*19
07C
o,-
+%
1908
-0aL
s19
04C
love
r
Fiel
d I
8 h
1906
Cor
vIfr
n)19
07 g
ats
Me
love
rC
n
F're
ld C
-14
AIr
.Cle
mr.
taltu
nI
el-r
datr
- C
OT
4.O
rr41
.74
pel
Fiel
d B
o -I
AA
1101
.4"1
:11:
Tne
.vn
0T
imai
r a
L I
fiel
d E
rtoi
...A
smas
nlie
l.pet
alos
tre
11/4
3-1)
.ast
noa
F-It
APe
rman
evit
Ove
llare
l
Flo.
14.
A f
orty
acr
e fa
rm. T
he d
raw
ing
illus
trat
es s
peci
fic
rota
tion
of c
rops
The
sci
entif
ic a
pplic
atio
n of
rot
atio
n to
cro
ps h
as b
egun
to p
lay
an im
-po
rtan
t rol
e in
mod
ern
farm
ing.
(Aft
er M
inne
sota
Sch
ool A
gric
ultu
re )
teac
hers
.N
ewY
orl.,
Illin
ois,
Indi
ana,
Min
neso
ta,
Neb
rask
a an
d m
any
othe
r st
ates
pre
pare
suc
h co
urse
s.In
man
y sc
hool
s w
here
sch
ool g
arde
ning
and
agr
icul
tura
l
expe
rim
enta
tion
coul
d no
t be
purs
ued
for
suff
icie
nt r
easo
ns,
!(
,
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
221
teac
hers
and
cou
nty
supe
rint
ende
nts
have
enc
oura
ged
hom
e ga
rden
ing
and
expe
rim
enta
tion
with
fie
ld c
rops
.Su
peri
nten
dent
Lau
ra F
itch,
of
Luc
as c
ount
y, I
owa,
has
long
bee
n an
ard
ent a
dvoc
ate
of th
is p
lan
for
draw
ing
the
farm
hom
e cl
oser
to th
e sc
hool
.H
er e
ffor
ts h
ave
been
crow
ned
with
suc
cess
.H
undr
eds
of r
ural
sch
ool c
hild
ren
have
bee
n en
cour
aged
to m
ake
hom
e ga
rden
s in
con
nect
ion
with
thei
r sc
hool
wor
k.In
fac
t, it
has
mad
e th
em m
ore
inte
rest
ed in
thei
r sc
hool
wor
k th
an e
ver
befo
re.
The
seho
me
gard
ens
have
the
adva
ntag
e of
get
ting
good
car
edu
ring
the
vaca
tion
mon
ths.
In th
e fa
ll of
the
year
ath
ree
days
' sch
ool f
air
is h
eld
at th
e co
unty
sea
t, at
whi
chtim
e th
e ga
rden
pro
duct
s ar
e ex
hibi
ted
and
judg
ed b
yre
pres
enta
tives
fro
m th
e st
ate
colle
ge a
t Am
es.
Lec
ture
sar
e al
so g
iven
of
espe
cial
inte
rest
to th
e gi
rls
and
thei
rm
othe
rs o
n ho
useh
old
econ
omy,
hor
ticul
ture
, flo
ricu
lture
,an
d ki
ndre
d th
emes
.
Ori
gin
of B
oys'
and
Gir
ls' I
ndus
tria
l Clu
bs. T
he a
bove
is o
ne o
f th
e m
any
way
s in
whi
ch b
oys'
agr
icul
tura
l clu
bsan
d gi
rls'
hou
seho
ld e
cono
my
club
s ha
veco
me
into
exi
st-
ence
.In
Mac
oupi
n co
unty
, Illi
nois
, the
clu
bs o
rigi
nate
din
qui
te a
noth
er w
ay.
Inte
rest
in th
e an
nual
far
mer
s'in
stitu
te h
ad b
een
lagg
ing.
The
far
mer
s so
meh
ow to
okno
rea
l int
eres
t in
the
orga
niza
tion.
At t
his
junc
ture
its
pres
iden
t int
rodu
ced
a ha
ppy
inno
vatio
n:
He
adve
rtis
ed th
at h
e w
ould
sen
d fr
ee to
any
,arm
er b
oy w
hoap
plie
d as
muc
h of
the
fine
st s
eed
corn
pro
cura
bse
in th
e st
ate
as
BE
ST C
OPY
AV
AIL
AB
LE
261
222
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
a on
e-ce
nt s
tam
p w
ould
car
ry; t
he b
oys
toex
hibi
t the
ir p
rodu
ct a
tth
e an
nual
mee
ting
of th
e fa
rmer
s' in
stitu
te a
nd r
ecei
ve s
mal
l pri
zes
for
the
best
cor
n ra
ised
.Fi
ve h
undr
ed b
oys
resp
onde
d. W
hen
the
time
for
the
mee
ting
cam
e, th
e fa
rmer
s w
ere
told
they
mig
ht s
tay
away
if th
ey c
ared
to.
Thi
s m
eetin
g w
as f
or th
e bo
ys, w
ho w
ere
ther
e by
sco
res
with
thei
rco
rn.
It w
as ju
dged
by
an e
xper
t fro
m th
e st
ate
agri
cultu
ral
colle
gean
dpr
onou
nced
as
"fin
e a
dis-
play
of
corn
as
he e
ver
had
seen
."B
ut th
e fa
rmer
sth
emse
lves
wer
e th
ere,
too,
over
500
of
them
,an
dth
epr
oble
m h
adbe
en s
olve
d.
FIG
. 5. T
he c
orn
plan
t.tr
ates
pro
per
root
ing.
Scho
ol A
gric
ultu
re.)
The
dra
win
g ill
us-
(Aft
er M
inne
sota
Thi
s w
asin
1901
.
Supe
rint
ende
nts
and
othe
rs o
rgan
ized
sim
i-la
r cl
ubs.
The
sch
ools
took
up
the
scie
ntif
icst
udy
of c
orn;
sch
ool
gard
ens
and
expe
ri-
men
tal p
lots
mul
tiplie
d, a
nd b
efor
e lo
ng th
e m
ovem
ent
had
spre
ad to
oth
er s
tate
s.In
flue
nce
of S
uch
Org
aniz
atio
ns u
pon
Edu
catio
n.N
o ex
pedi
ent m
ade
usc
of in
rec
ent y
ears
by
educ
ator
s,in
thei
ref
fort
s to
sol
ve th
e fa
rm p
robl
em, h
as m
etw
ith s
o un
iver
sal a
ppro
val
as h
as th
e in
dust
rial
clu
b.It
app
eals
to th
e av
erag
e fa
rmer
's s
elf-
inte
rest
.H
e is
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
223
quic
k to
rec
ogni
ze it
s va
lue
by ta
ngib
le r
esul
ts.
Lik
ely
enou
gh, h
e m
ay e
xper
ienc
e de
feat
in th
e co
rn c
onte
st a
tth
e ha
nds
of h
is o
wn
sons
, who
se c
orn
com
man
ds $
2 pe
rbu
shel
, whi
le h
is o
wn
brin
gs th
e cu
stom
ary
75 c
ents
.B
utth
en it
giv
es a
cer
tain
sat
isfa
ctio
n to
be
defe
ated
by o
ne's
own
offs
prin
g!Su
ch f
arm
ers
will
bec
ome
the
stan
chsu
ppor
ters
of
the
new
sch
ools
, and
"pu
ll"
for
a be
tter
coäp
erat
ion
betw
een
farm
and
sch
ool.
The
infl
uenc
e of
the
indu
stri
al c
lubs
on
the
educ
atio
n of
the
farm
yout
hca
n ha
rdly
be
over
estim
ated
.T
hey
are
rear
ing
the
na-
tion
a ne
w g
ener
atio
n of
sci
entif
ic f
arm
ers.
" T
hebo
ys,"
acco
rdin
g to
Mr.
Dic
k J.
Cro
sby,
of
the
Uni
ted
Stat
es D
e-
part
men
t of
Agr
icul
ture
,"
have
lear
ned
to o
bser
ve m
ore
clos
ely
the
crop
s an
d th
ings
aff
ectin
g th
ecr
ops;
they
hav
em
et a
nd le
arne
d to
sol
ve s
ome
of th
e pr
oble
ms
in th
eim
prov
emen
t of
crop
s;th
ey h
ave
lear
ned
to k
eep
sim
-pl
e ac
coun
ts, t
o re
ad g
ood
liter
atur
e, a
nd to
kno
w th
eso
urce
s of
agr
icul
tura
l lite
ratu
re; t
heir
vie
ws
have
bro
ad-
ened
by
cont
act w
ith o
ther
s an
d by
visi
ting
inst
itu-
tions
of
lear
ning
, and
fin
ally
the
pow
er o
f ta
king
the
initi
ativ
e ha
s in
man
y ca
ses
been
str
ongl
y de
velo
ped
inth
em."
Thi
s ed
ucat
iona
l inf
luen
ce h
as s
prea
d fr
om M
inne
sota
to T
exas
, fro
m P
enns
ylva
nia
to C
olor
ado.
Stat
e an
dlo
cal b
oard
s of
edu
catio
n, s
tate
uni
vers
ities
and
othe
rin
stitu
tions
, and
indi
vidu
al s
uper
inte
nden
ts v
ie w
ith e
ach
othe
r in
fos
teri
ng th
e m
ovem
ent.
224
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Gen
eral
Pla
n of
Boy
s' C
orn
Clu
bs il
lust
rate
din
the
Ham
ilton
Cou
nty,
Ind
iana
, Clu
b. I
ndia
naha
s a
wel
l-'d
evel
oped
sys
tem
of
agri
cultu
ral e
duca
tion
in th
e sc
hool
s.
Its
coun
ty s
uper
inte
nden
ts r
epor
t aw
ell-
sust
aine
d in
tere
st
in lo
cal c
orn
club
s an
d ed
ucat
iona
l exc
ursi
ons,
the
latte
r
form
ing
an e
xcel
lent
mea
ns o
f ac
quai
ntan
cesh
ipbe
twee
n
the
rura
l sch
ools
and
hig
her
agri
cultu
ral
inst
itutio
ns.
Stat
e Su
peri
nten
dent
Fas
sett
A. C
otto
n's
annu
al r
epor
tfo
r
1936
con
tain
s m
any
stri
king
det
ails
of
wha
t boy
s' c
orn
club
s an
d gi
rls'
indu
stri
al c
lubs
are
acco
mpl
ishi
ng in
twen
ty
coun
ties
of th
at s
tate
.T
he r
epor
t is
prof
usel
y ill
us-
trat
ed a
nd h
ighl
y in
tere
stin
g.T
here
is m
uch
sim
ilari
ty in
the
plan
purs
ued
in th
e
man
agem
ent o
fsu
ch c
orn
club
s.T
hey
hold
one
or
poss
ibly
two
mee
tings
a y
ear,
the
spri
ngse
eddi
s-
trib
utio
n an
d th
e w
inte
r sc
orin
g an
d pr
ize
cont
est,
and
very
gen
eral
ly a
n an
nual
exc
ursi
on to
the
stat
eag
ricu
ltura
l col
lege
or
stat
e un
iver
sity
.A
s re
ader
s ar
e
no d
oubt
inte
rest
edin
just
how
the
club
s do
thei
r w
ork,
we
repr
oduc
e at
this
poi
nt a
port
ion
of th
e re
port
of
the
Ham
ilton
Cou
nty
Boy
s' C
orn
Clu
b, a
s it
appe
ars
in S
uper
-
inte
nden
t Cot
ton'
s re
port
:
Obj
ect.
The
Ham
ilton
Cou
nty
Boy
s' C
orn
Clu
b is
not
ath
eory
.
It ha
s be
en w
orke
d ou
t fro
m th
e ve
ry b
egin
ning
.Its
obj
ect i
s an
d
has
been
to te
ach
the
boys
to k
now
goo
d co
rnan
d to
rai
se g
ood
corn
by
actu
ally
han
dlin
g, ju
dgin
g,an
d pr
oduc
ing
it; a
nd th
at th
eob
ject
is b
eing
acc
ompl
ishe
d ca
n be
pro
ven
by a
clo
ud o
fw
itnes
ses,
at le
ast s
so b
oys
and
perh
aps
an e
qual
num
ber
of m
en w
ho a
re th
e
An
aver
age
corn
exh
ibit
at th
e an
nual
con
test
of t
he H
amilt
on C
ount
y, In
dian
a, B
oys'
Cor
n C
lub.
(Cou
rtes
y of
Sup
erin
tend
ent J
. F. H
aine
s.)
14.1
11 4
14,1
01gr
.
avow
Ims
Mom
gm
..w
w s
ow .
Mls
11.1
.41
11 0
E1.
4...N
EM
1011
1111
1,O
ra
Sec
tiona
l vie
w o
f Paw
nee
Cou
nty,
Neb
rask
a, c
orn
grow
ing
and
cook
ing
con.
test
, t9o
8.(C
ourt
esy
of S
tate
Sup
erin
tend
ent E
. C. B
isho
p.)
BE
ST
CO
PY
AIU
BLE
2 6
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
225
pare
nts
and
frie
nds
of th
ese
boys
.T
he w
atch
wor
d of
the
club
is,
"gro
w c
orn.
"M
eetin
gs.
Thi
s cl
ub h
as b
een
orga
nize
d th
ree
year
s.T
here
is n
o m
achi
nery
abo
ut th
e or
gani
zatio
n.E
ach
boy
who
bec
omes
a m
embe
r si
gns
his
nam
e to
the
list o
f m
embe
rs, t
akes
two
ears
of
corn
, pla
nts
abou
t 400
hill
s, c
ultiv
ates
the
corn
duri
ng th
e su
mm
er,
at th
e pr
oper
tim
e se
lect
s te
n ea
rs a
nd e
nter
s th
em in
the
cont
estf
or
a pr
emiu
m. T
wo
mee
tings
are
hel
d ea
ch y
ear
one
in A
pril,
whe
nth
e se
ed is
dis
trib
uted
, and
one
in D
ecem
ber,
whe
n th
e pr
emiu
ms
are
awar
ded.
We
have
had
goo
d sp
eake
rs a
nd c
orn
expe
rts
at e
ach
of th
ese
mee
tings
.T
he b
oys
have
bee
n th
orou
ghly
inst
ruct
ed in
the
sele
ctio
n an
d te
stin
g of
the
seed
, in
the
prep
arat
ion
of th
e se
ed b
ed,
in th
e cu
ltiva
tion
of th
e co
rn p
lant
, and
in th
e se
lect
ion
of e
ars
ofco
rn f
or e
xhib
ition
.M
any
of th
ese
boys
who
hav
e be
en m
embe
rsfr
om th
e be
ginn
ing
are
beco
min
g ex
pert
in th
eir
know
ledg
e of
cor
n.T
hey
are
able
to s
core
an
ear
pret
ty a
ccur
atel
y.Q
uite
a n
umbe
rof
them
are
mor
e ex
pert
than
thei
r fa
ther
s in
the
sele
ctio
n of
sho
wC
OM
. "Cor
n B
oys"
in S
cori
ng C
onte
sts.
At a
sto
ck s
how
in th
isco
unty
an
impl
emen
t fir
m o
ffer
ed$z
o fo
r th
e be
st te
n ea
rs o
fco
rn b
roug
ht to
the
room
whe
re it
was
exh
ibite
d.A
num
ber
of th
efa
rmer
s br
ough
t in
thei
r te
n ea
rs to
com
pete
for
the
prem
ium
.I
visi
ted
this
exhi
bitio
n w
ith o
ne o
fth
e "
corn
boy
s."
We
look
ed a
t the
pac
kage
s, a
nd th
en I
ask
ed h
im f
or h
is o
pini
on.
He
imm
edia
tely
sai
d th
at th
ere
was
but
one
pac
kage
of
good
cor
nth
ere,
mea
ning
ther
e w
as b
ut o
ne p
acka
ge o
f go
od s
how
cor
n.W
hen
the
corn
was
sco
red,
this
pac
kage
sel
ecte
d by
the
boy
took
the
priz
e.A
com
pari
son
of th
e sa
mpl
es s
ubm
itted
by
thc
farm
ers
and
thos
esu
bmitt
ed b
y th
e bo
ys s
how
ed th
at th
e m
en h
ad s
elec
ted
thei
r la
rges
tea
rs w
ith li
ttle
rega
rd to
per
fect
ion
or c
onfo
rmin
g to
the
type
of
vari
ety
of c
orn
repr
esen
ted,
whi
le th
e bo
ys h
a !
in m
ind
a ty
pica
l ear
and
sele
cted
ear
s as
nea
rly
like
this
mod
el a
s th
ey c
ould
fin
d.It
was
adi
ffer
ence
in tr
aini
ng, t
hat w
as a
ll.So
me
of th
ese
farm
ers
know
corn
so
wel
l tha
t the
y ca
n be
taug
ht n
othi
ng m
ore
abou
t it.
'C
226
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Nam
e of
sco
rer
Dat
ePl
ace
Sam
ple
No
Tab
le
s. T
ruen
eu to
type
or
bree
dch
arac
teris
tics
101
23
4s
67
89
o
a.S
hape
of e
ar30
3.P
urity
of c
olor
a. G
rain
5
b. C
ob5
4.V
italit
y or
see
d co
nditi
on s
o
s.T
ips
5
6.B
utts
5
7.K
erne
ls, a
. uni
form
ity o
f so
....-
-.
J.S
hape
of
$
I.Le
ngth
of e
arSO
.9.
Circ
umfe
renc
e of
ear
7
so.
Spa
cea.
Fur
row
s be
-tw
een
row
s.5
6.S
pace
bet
wee
n ke
r-ne
ls a
t cob
3
il.P
ropo
rtio
n of
cor
n to
cob
t ,
Tot
al ..
..sc
o
RE
ASO
NS
FOR
CU
TS
no. I
n.A
n of
ficia
lcor
n sc
ore
card
.
BE
ELE
ME
NT
AR
Y A
GR
ICU
LTU
RE
AN
D IN
DU
ST
RIA
L C
LUB
S 2
27
" C
orn
Boy
" v
s. F
arm
er.
At f
irst
man
y w
ere
very
ske
ptic
alab
out t
he s
ucce
ss o
f th
e cl
ub.
Wha
t did
the
coun
ty s
uper
inte
nden
t
know
abo
ut c
orn?
But
mos
t of
that
fee
ling
has
been
ove
rcom
e.T
he c
ount
y su
peri
nten
dent
did
not
giv
e th
e in
stru
ctio
n; th
at w
asgi
ven
by c
orn
expe
rts.
Not
long
sin
ce a
far
mer
ent
ered
a c
onte
stin
whi
ch h
is s
on, a
"co
rn b
oy,"
was
als
o a
cont
esta
nt.
Whe
n th
e
corn
was
judg
ed, t
he s
on r
ecei
ved
the
priz
e, h
avin
g be
aten
the
fath
er
man
y po
ints
.T
his
sam
e fa
ther
was
ske
ptic
al w
hen
the
club
was
orga
nize
d, b
ut n
ow a
dmits
that
his
son
kno
ws
mor
e ab
out c
orn
than
he d
oes.
The
yea
r th
e cl
ub w
as o
rgan
ized
it h
ad a
mem
bers
hip
of 9
3.O
f th
is n
umbe
r 53
ent
ered
the
cont
est.
The
sec
ond
year
the
num
ber
had
incr
ease
d to
150
, and
102
ent
ered
the
cont
est.
Thi
s ye
ar th
ere
are
250
mem
bers
, and
at l
east
zoo
will
be
cont
esta
nts.
Goo
d Se
ed C
orn.
Las
t yea
r th
e co
rn b
roug
ht in
by
the
boys
was
sold
for
see
d, a
nd th
e pr
ocee
ds d
ivid
ed e
qual
ly a
mon
g th
e bo
ys w
hodi
d no
t rec
eive
pre
miu
ms.
The
pri
ze p
acka
ge o
f te
n ea
rs o
fye
llow
corn
was
sol
d fo
r $2
, and
man
y of
the
pack
ages
wer
e so
ld f
or $
1
each
.N
one
of th
e co
rn w
as s
old
for
less
than
$2
per
bush
el.
Itha
d al
l bee
n ca
refu
lly s
elec
ted
and
care
d fo
r, a
nd it
mad
e ex
celle
nt
seed
.T
his
year
eac
h bo
y w
ho e
nter
s th
e co
ntes
t will
be
give
n a
ticke
tto
a c
orn
lunc
h.T
his
lunc
h w
ill c
onsi
st o
f th
e fo
llow
ing:
ME
NU
Cor
n R
elis
hH
ot C
orn
Tam
ale,
a la
Hom
ana
Cor
ned
Bee
f"
Snow
flak
e" H
ot C
orn
Bre
ad, w
ith "
Gol
dmin
e" B
utte
!C
ream
of
Cor
n, e
n Su
rpri
seM
olde
d C
orn
Gla
dPo
p-co
rn B
onbo
ns, a
d L
ibitu
mIn
spir
atio
n of
Cor
n
CO
PY A
VA
ILA
RL
F
0
228
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Exc
ursi
ons
to P
urdu
e U
nive
rsity
.T
he c
lub
has
take
n tw
oex
curs
ions
to P
urdu
e.T
hese
exc
ursi
ons
have
bee
n gr
eat t
reat
s,no
t onl
y to
the
boys
but
to th
eir
sist
ers
E n
d pa
rent
s.T
he L
. E. &
W. R
. R. C
o. h
as b
een
very
obl
igin
g, a
nd b
oth
trip
s ha
ve b
een
plea
sant
.A
t Laf
ayet
te w
e w
ere
met
by
mem
bers
of
the
facu
lty o
fth
e ag
ricu
ltura
l dep
artm
ent,
who
con
duct
ed u
s to
the
univ
ersi
ty a
ndsh
owed
us
ever
y at
tent
ion.
We
picn
icke
d on
the
cam
pus,
wen
tth
roug
h th
e co
llege
bui
ldin
gs, w
ere
show
n th
e cr
eam
ery,
soi
l lab
ora-
tory
, vis
ited
the
crop
exp
erim
ents
, bar
ns, s
tock
and
sto
ck p
avili
on,
wer
e bo
untif
ully
sup
plie
d w
ith a
pple
s to
eat
, and
had
our
pic
ture
sta
ken.
Eve
ryth
ing
was
exp
lain
ed in
det
ail,
and
all q
uest
ions
an-
swer
ed.
At o
ne o
'clo
ck a
mee
ting
was
hel
d in
Fow
ler
Hal
l, w
here
the
follo
win
g pr
ogra
mm
e w
as g
iven
:
Mus
icPi
pe O
rgan
Add
ress
of
Wel
com
e
Res
pons
eE
xper
imen
t Sta
tion
Wor
k
Mis
s E
va L
. Lin
nPr
ofes
sor
W. C
. Lat
taJ.
F. H
aine
sG
I C
hris
tie
At f
our
o'cl
ock
alm
ost t
he e
ntir
epa
rty
wen
t on
spec
ial c
ars
tovi
sit t
he S
oldi
ers'
Hom
e, T
ecur
nseh
's T
rail,
and
Bat
tle G
roun
d.T
each
ing
the
Fath
ers
Scie
ntif
ic F
arm
ing
The
infl
uenc
e of
the
club
has
per
mea
ted
all
part
s of
the
coun
ty.
Farm
ers
are
pay-
ing
mor
e at
tent
ion
to th
e se
lect
ion
of s
eed
corn
than
eve
r be
fore
;th
ey a
re c
ultiv
atin
g th
eir
crop
s w
ith m
ore
care
; the
y kn
ow m
ore
abou
tco
rn, a
nd in
man
y in
stan
ces
the
boy
know
s m
ore
abou
t it t
han
the
fath
er, a
nd th
e fa
ther
is p
roud
of
it.It
is a
ple
asur
e to
vis
it th
e ho
mes
of th
e bo
ys ,,
,ho
are
mem
bers
of
the
club
.W
ith w
hat p
ride
they
take
you
to th
eir
patc
h of
corn
, and
exp
lain
how
they
hav
e ca
red
for
it.T
hey
know
all
the
caus
es o
f th
eir
succ
ess
or f
ailu
re.
The
ydo
not
fig
ure
awhi
le a
nd th
en lo
ok a
t the
bac
k of
the
book
for
the
answ
er.
And
the
fath
er a
nd m
othe
rbe
par
done
d fo
r sa
ying
,w
ith a
gla
d lo
ok in
thei
rey
es,
"W
illie
has
som
e fi
ne c
orn.
" O
ne d
ayI
visi
ted
Paul
Sum
ner,
who
has
twic
e ta
ken
the
prem
ium
for
the
best
yello
w c
orn.
He
took
me
over
a p
ortio
n of
his
fat
her's
fin
e fa
rm.
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
DIN
DU
STR
IAL
CL
UB
S 22
9
He
knew
abo
ut th
e st
ock,
the
bree
dsof
cat
tle a
nd h
ogs,
the
rota
tion
of c
rops
, the
yie
ld p
er a
cre
of w
heat
and
corn
.
At l
ast h
e to
ok m
e to
his
pla
t of
goo
hills
of
corn
that
he
had
rais
ed f
or th
e co
rn c
lub.
It w
as h
is b
est e
ffor
t, an
d w
ell h
e m
ight
be p
roud
to p
rodu
ce s
uch
corn
.H
e ha
s si
nce
accu
rate
ly m
easu
red
the
grou
nd a
nd g
athe
red
and
wei
ghed
the
corn
.H
e is
in th
e ei
ghth
grad
e at
sch
ool.
He
gave
this
mea
sure
and
wei
ght t
ohi
s te
ache
r,
who
gav
e th
em to
the
clas
s as
a p
ract
ical
pro
blem
.It
was
fou
nd th
at
an a
cre
of s
uch
corn
wou
ld p
rodu
ce io
o bu
shel
s.
In s
ever
al s
tate
s th
e or
gani
zatio
nof
indu
stri
al c
lubs
ow
es
its o
rigi
n to
a s
tate
-wid
e m
ovem
ent,
initi
ated
by
the
stat
e
depa
rtm
ent o
f ed
ucat
ion
orth
e de
part
men
t of
agri
cultu
re
in th
e st
ate
univ
ersi
ty.
Stat
e-w
ide
Boy
s' a
nd G
irls
' Ass
ocia
tions
in N
ebra
ska.
Stat
e Su
peri
nten
dent
E. C
. Bis
hop,
whi
le h
e he
ld th
e of
fice
of d
eput
y su
peri
nten
dent
in h
is s
tate
,un
dert
ook
the
gi-
gant
ic ta
sk o
f or
gani
zing
the
scho
ol c
hild
ren
of N
ebra
ska
into
ass
ocia
tions
for
indu
stri
alad
vanc
emen
t at h
ome
and
in s
choo
l. T
he o
rgan
izat
ion
has
met
with
spl
endi
d su
cces
s,
as m
ay b
e ga
ther
edfr
om th
e fa
ct th
at n
ow, a
fter
an
,2xi
sten
ce o
f on
ly f
ive
year
s, th
eas
soci
atio
n in
clud
es c
lubs
for
girl
s as
wel
l as
for
boys
,an
d its
wor
k ha
s be
en e
x-
tend
ed th
roug
h su
bsid
iary
org
aniz
atio
nsto
eve
ry p
art o
f
the
stat
e.T
he U
nive
rsity
of
Neb
rask
a co
oper
ates
inth
is im
-
port
ant w
ork
thro
ugh
the
depa
rtm
ent o
f Fa
rmer
s'In
sti-
tute
s ;
it is
sues
val
uabl
e ill
ustr
ated
bul
letin
sfo
r th
e us
e
of c
lub
mem
bers
and
fur
nish
es s
peak
ers
for
the
stat
e an
d
loca
l mee
tings
.In
Neb
rask
a, a
s in
Illi
nois
, the
Farm
ers'
230
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Inst
itute
and
the
Stat
e B
oard
of
Agr
icul
ture
are
impo
r-ta
nt f
acto
rs in
the
succ
ess
of th
e m
ovem
ent.
Org
aniz
atio
n an
d G
row
th.
The
fir
st c
orn
club
was
orga
nize
d at
Lin
coln
in th
e sp
ring
of
1905
with
a m
em-
bers
hip
of f
ive
hund
red
boys
.T
he f
irst
sta
te c
orn
con-
test
was
hel
d at
the
capi
tal,
Dec
embe
r 14
-16,
190
5.T
he r
esul
ts w
ere
so g
ratif
ying
that
"co
rn-c
ooki
ng"
was
adde
d, a
nd f
ive
hund
red
girl
s im
med
iate
ly f
orm
ed a
nau
xilia
ry f
or th
at p
urpo
se.
By
1906
the
scop
e of
the
two
asso
ciat
ions
Neb
rask
a B
oys'
Agr
icul
tura
l Ass
ocia
tion
and
Neb
rask
a G
irls
'D
omes
tic S
cien
ce A
ssoc
iatio
nha
d be
com
e m
ater
ially
enl
arge
d an
d in
clud
ed "
corn
,w
heat
, pot
ato,
and
sug
ar-b
eet g
row
ing,
cor
n co
okin
g,ot
her
bran
ches
of
cook
ing,
fru
it pr
eser
ving
, flo
wer
cul
ture
,ha
nd s
ewin
g, a
nd m
anua
l tra
inin
g, w
ith w
ork
in c
ount
rycl
ubs
in o
ther
line
s of
agr
icul
ture
, dom
estic
sci
ence
, and
man
ual t
rain
ing.
"
Loc
al o
rgan
izat
ions
are
pro
vide
d fo
r by
the
stat
eor
gani
zatio
ns.
The
se a
re th
e co
unty
and
the
scho
ol-
dist
rict
org
aniz
atio
ns.
The
deg
ree
of g
row
th a
nd e
ffi-
cien
cy o
f th
e m
othe
r st
ate
orga
niza
tion
very
mat
eria
llyde
pend
s on
the
viri
lity
and
effi
cien
t man
agem
ent o
f th
ese
loca
l uni
ts.
The
cou
nt).
sup
erin
tend
ent i
n th
e co
unty
and
the
teac
her
in th
e sc
hool
dis
tric
t is
ex-o
ffic
iom
anag
erin
his
resp
ectiv
eun
it.T
he b
est
loca
lex
hibi
ts a
rcga
ther
ed f
or th
e an
nual
sta
te m
eetin
gs, a
t whi
ch p
rize
san
d ot
her
awz
rds
are
mad
e.
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
231
The
tota
l mem
bers
hip
of N
ebra
ska
club
s is
now
(19
09)
incr
ease
d to
ove
r 20
,000
boy
s an
d gi
rls
activ
e in
the
wor
k
thro
ugh
the
coun
ty a
nd s
tate
org
aniz
atio
ns.
Dur
ing
the
year
for
ty-f
our
coun
ty c
onte
sts
wer
e he
ld, e
ach
bein
g in
sess
ion
from
one
day
to o
ne w
eek.
The
atte
ndan
ce h
asva
ried
fro
m a
few
hun
dred
to tw
o th
ousa
nd a
t eac
h po
int
duri
ng a
ny o
ne d
ay.
A n
ew f
eatu
re th
is y
ear
is s
hort
one-
wee
k co
urse
s in
agr
icul
ture
for
the
boys
and
dom
estic
scie
nce
for
the
girl
s.E
ach
scho
ol d
istr
ict i
n th
e co
unty
is e
xhib
ited
to tw
o de
lega
tes
one
boy
and
one
girl
to th
ese
shor
t-co
urse
mee
tings
.St
ate
Supe
rint
ende
nt E
. C. B
isho
p on
the
Obj
ect o
fth
e O
rgan
izat
ion.
Mr.
Bis
hop
stri
kes
the
keyn
ote
ofth
e pu
rpos
e fo
r w
hich
all
such
org
aniz
atio
ns a
re f
orm
ed,
whe
n he
say
s:
The
obj
ect o
f ou
r or
gani
zatio
n is
to p
rovi
de s
ugge
stio
n an
d di
rec-
tion
rath
er th
an in
stru
ctio
n.T
he b
oy w
ho c
aref
ully
cul
tivat
es a
ndst
udie
s th
e gr
owth
of
a pa
tch
of c
orn,
sug
ar b
eets
, pot
atoe
s, w
heat
,or
oth
er p
lant
s w
ill g
ain
a ne
w in
tere
st a
nd a
bet
ter
appr
ecia
tion
of th
e va
lue
cif
care
ful t
houg
ht a
pplie
d in
the
stud
y an
d th
e ad
apta
-tio
n of
see
d se
lect
ion,
soi
l fer
tility
, and
the
inte
llige
nt c
ultu
re o
f pl
ants
.Fu
rthe
r, h
e w
ill b
ecom
e in
tere
sted
in th
e be
st m
etho
ds o
f m
arke
ting,
and
of th
e us
e of
thes
e pl
ants
as
food
for
man
and
ani
mal
.T
his
will
dir
ect h
im to
stu
dy, t
o di
scus
sion
, and
to in
vest
igat
ion,
lead
ing
to a
kno
wle
dge
of s
yste
mat
ic f
eedi
ng a
nd c
arin
g fo
r liv
e st
ock,
toa
stud
y of
ani
mal
ada
ptat
ion
and
need
s, a
nd to
a c
aref
ul c
onsi
dera
-tio
n of
the
fina
ncia
l pro
blem
s in
volv
ed.
Thi
s is
edu
catio
n.T
he g
irl w
ho le
arns
by
actu
al e
xper
ienc
e to
suc
cess
fully
culti
-
vate
one
flo
wer
, one
veg
etab
le, o
r an
y pl
ant i
n w
hich
she
bec
omes
232
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
inte
rest
ed; w
ho le
arns
to b
ake
a lo
af o
f br
ead,
to p
repa
re a
ned
ible
dish
for
the
tabl
e, to
can
a ja
r of
fru
it, to
mak
e an
apr
onfo
r
the
use
of h
erse
lf o
r a
mem
ber
of th
e fa
mily
, to
neat
lyda
rn o
rpa
tch
a ga
rmen
t; if
she
see
ks to
know
and
to p
erfo
rm th
ese
sim
ple
yet i
mpo
rtan
t dut
ies
the
best
way
; if
she
com
bine
s w
ith h
er w
ork,
chee
rful
ness
, car
eful
thou
ght,
and
inte
llige
nt s
tudy
,she
will
ere
-
long
bec
ome
expe
rt in
hom
e du
ties,
and
will
bec
ome
such
a s
tude
ntof
nat
ure,
of
the
hom
e an
d of
the
foun
datio
n of
soci
al li
fe, t
hat s
he
will
be
led
to a
pro
per
grow
th a
nd d
evel
opm
ent,
into
the
stud
ent,
the
busi
ness
wom
an, t
he h
ome
mak
er, a
nd th
e ho
me
keep
er,
the
high
est o
f al
l wom
anly
cal
lings
.
Ann
ual I
ndus
tria
l Con
test
for
Min
neso
ta B
oys
and
Gir
ls. T
he U
nive
rsity
of
Min
neso
ta is
sues
am
anua
l (se
e
list a
t end
of
chap
ter)
for
the
use
of r
ural
scho
ols.
The
1907
issu
eof
the
book
con
tain
s th
is in
tere
stin
g lis
tof
topi
cs: t
he s
eed,
whe
at, o
ats,
bar
ley,
cor
n, c
rop
rota
tion,
and
fiel
d m
anag
emen
t; su
gges
tions
for
pra
ctic
al e
xerc
ises
;
cook
ing
cont
est;
sew
ing
cont
est;
frui
t con
test
; veg
etab
le
cont
est.
Tie
boo
k is
use
d as
a te
xt f
or te
ache
rs a
nd p
upils
.
Bes
ides
fur
nish
ing
the
nece
ssar
y su
bjec
t-m
atte
rin
ele-
men
tary
agr
icul
ture
it gi
ves
defi
nite
rul
es f
or s
core
car
ds
and
judg
ing,
and
thus
bec
omes
the
mou
thpi
ece
of "
The
Farm
ers'
Clu
b,"
tinde
r w
hose
aus
pice
s th
ean
nual
in-
dust
rial
con
test
for
Min
neso
ta b
oys
and
girl
s is
held
.
Thc
wor
k is
sim
ilar
to th
at o
f th
eN
ebra
ska
asso
ci-
atio
ns d
escr
ibed
abo
ve.
Itis
espe
cial
ly s
ucce
ssfu
l in
orga
nizi
ng lo
cal
coun
tycl
ubs.
The
con
test
s ar
e he
'd
in D
ecem
ber,
at S
t.Pa
ul.
Las
t yea
r th
e M
inne
apol
isC
ham
ber
of C
omm
erce
off
ered
$ m
oo 'o
r pr
izes
on
whe
at,
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
233
oats
, and
cor
n.T
he B
usin
ess
Lea
gue
of S
t. Pa
ulga
ve$2
oo to
the
win
ners
in th
e co
okin
g an
d se
win
g co
ntes
t.L
iber
al p
rize
s w
ere
also
giv
en in
the
othe
r co
ntes
ts.
Thi
s C
hapt
er a
ddre
ssed
to T
each
ers
of O
ne-r
oom
Sch
ools
.
Thi
s ch
apte
r ha
s be
en w
ritte
n es
peci
ally
for
the
teac
her
of th
e on
e-ro
om r
ural
sch
ool.
It in
clud
es b
ut li
ttle
that
a te
ache
r of
ave
rage
abi
lity,
ene
rgy,
and
zea
l can
not a
c-co
mpl
ish
in s
uch
scho
ols.
We
may
all
be w
illin
g, p
erha
ps,
to c
once
de th
at id
eal c
ondi
tions
for
agr
icul
ture
teac
hing
will
nev
er b
e at
tain
ed in
the
one-
room
sch
ool,
but w
ece
rtai
nly
cann
ot a
ffor
d to
pos
tpon
e th
is s
ubje
ct ti
ll co
n-so
lidat
ion
of s
choo
ls s
hall
over
take
us.
Con
solid
atio
nm
ay n
ot r
each
our
sec
tion
for
a qu
arte
r ce
ntur
y ye
t.M
eanw
hile
, we
mus
t do,
wha
t we
can,
alb
eit i
n a
smal
lw
ay, t
o ut
ilize
this
sch
ool i
n th
e ed
ucat
iona
l evo
lutio
n no
wsw
eepi
ng r
ural
com
mun
ities
.T
he te
ache
r ha
sev
ery
reas
on to
fee
l enc
oura
ged
in th
ekn
owle
dge
that
the
little
info
rmal
wor
k no
w b
eing
don
efo
r th
e sm
all s
choo
l in
natu
re s
tudy
and
in b
eaut
ifyi
ng o
f
prem
ises
, in
digg
ing
and
plan
ting
in th
e ex
peri
n en
tal p
atch
that
the
wor
k to
enco
urag
e th
e bo
ys to
stu
dy a
nd to
rai
seco
rn a
nd v
eget
able
s; th
at th
e w
ork
to te
ach
the
girl
s th
eru
dim
ents
of
hom
e ec
onom
ics,
sew
ing,
etc
.,th
atal
l
thes
e ar
e as
eff
ectiv
e in
cre
atin
g a
love
for
the
soil
and
life
on th
e fa
rm, f
or in
dust
rial
eff
icie
ncy
and
rura
l org
aniz
a-f;
,,ri a
nd d
evel
opm
ent a
sm
any
of th
e m
ore
dign
ifie
dm
etho
ds u
sed
in la
rger
and
bet
ter
equi
pped
sch
ools
.
2
234
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
A S
EL
EC
TE
D L
IST
OF
BO
OK
S D
EA
LIN
G W
ITH
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
LC
LU
BS
x. B
AIL
EY
, L. H
.Pr
inci
ples
of
Agr
icul
ture
.T
he M
acm
illan
Co.
,
New
Yor
k.$1
.23.
2. B
ESS
EY
, C. E
. et
al.
New
Ele
men
tary
Agr
icul
ture
(for
rur
al
scho
ols)
.U
nive
rsity
Pub
lishi
ng C
o., L
inco
ln.
3. C
AR
1UN
CT
ON
, W.
T.
Ele
men
ts o
f A
gric
ultu
re.
jeff
erso
n C
ity,
Mo.
, 190
4.pp
. 36.
4. C
ours
eof
Stu
dy a
nd S
ylla
bus
for
Ele
men
tary
Sch
ools
.N
ew
Yor
k St
ate
Edu
catio
n D
epar
tmen
t,A
lban
y, N
.Y.,
1906
.
5. C
RO
SBY
, D. H
.A
gric
ultu
re in
Neg
ro S
choo
ls.
1903
repo
rt,
Off
ice
of E
xper
imen
t Sta
tions
.pp. 719 el seq.
6. -
. Boy
s' A
gric
ultu
ral
Clu
bs.
Yea
r-bo
ok, D
epar
tmen
t of
Agr
icul
ture
,1904,
Was
hing
ton,
D.C
.pp
.489-496.
7. DAVIS, C. W.
Rur
al S
choo
l Agr
icul
ture
.O
rang
e Ju
dd C
o.
New
Yor
k,1907.
pp. 263.
St.
8. E
tta, A
. CA
SWE
LL
.T
he T
each
ing
of A
gric
ultu
re in
the
Publ
ic
Scho
ols.
Bul
letin
of
the
Uni
vers
ity o
f T
exas
,N
o. 8
5, D
ecem
-
ber
rs,
9. I
LE
S, G
EO
RG
E.
Dr.
Rob
erts
on's
Wor
k in
the
Tra
inin
gof
Can
adia
n Fa
rmv,
..evi
ew o
f R
evie
ws,
Nov
embe
r, 1
907.
PP. 5
76-5
84.
to. I
llino
is C
ours
eof
Stu
d,:.
C. M
. Par
ker,
Tay
lorv
ille,
Ill.
pp. 2
08.
x. N
ebra
ska
Cor
nB
ook,
E. C
. Bis
hop,
Lin
coln
, Neb
.pp
. 78.
12. J
EW
EL
L, F
. R.
Agr
icul
tura
l Edu
catio
n (e
spec
ially
cha
pter
on
elem
enta
ry a
gric
ultu
re).
U. S
. Edu
catio
n B
urea
u, B
ulle
tin
No.
2, 1
907.
pp. 1
40.
13. R
epor
t, 19
05,
Illin
ois
Farm
ers'
Ins
titut
e,Sp
ring
fiel
d, 1
11.,
1905
,
PP. 4
62.
14. R
oosv
vEL
T,T
m00
0RE
.T
he M
an w
ho w
orks
with
his
Han
ds.
An
addr
ess,
Lan
sing
, Mic
h.,
May
31,
190
7.D
epar
tmen
t of
Agr
icul
ture
, Was
hing
ton,
D.C
.,C
ircu
lar
No.
24.
pp. 1
4.
EL
EM
EN
TA
RY
AG
RIC
UL
TU
RE
AN
D I
ND
UST
RIA
L C
LU
BS
235
x5. R
ural
Sch
ool
Agr
icul
ture
.T
he U
nive
rsity
of M
inne
sota
.D
epar
tmen
t of
Agr
icul
ture
, Bul
letin
No.
2 (
revi
sed)
.St
.
Ant
hony
Par
k, M
inn.
,1907.
pp. 116.
16.
Wm
:ma,
E. B
.Fi
rst P
rinc
iple
s of
Agr
icul
ture
.Si
lver
, Bur
-
dett
and
Co.
, Chi
cago
.$0.75.
17.WINSLOW, I. 0.
Prin
cipl
es o
f A
gric
ultu
re f
or C
omm
on S
choo
ls.
Am
eric
an B
ook
Co.
, Chi
cago
.So.6o.
The
fol
low
ing
Farm
ers'
Bul
letin
s an
d m
ary
othe
rs o
n ki
ndre
dsu
bjec
ts m
ay b
e ob
tain
ed b
y w
ritin
g to
the
Secr
etar
y of
Agr
icul
ture
,W
ashi
ngto
n, D
.C.:
-
No.
35.
Pota
to C
ultu
re.
Oni
on C
ultu
re.
NoN
o. 3
991.
Pota
to D
isea
ses
and
thei
r T
reat
men
t.N
o. r
13.
The
App
le a
nd h
ow to
gro
w I
t.N
o.148.
Cel
ery
Cul
ture
.N
o. 1
54.
The
Hom
e Fr
uit G
arde
n.N
o x6
.T
he H
ome
Vin
eyar
d.N
o. 1
61.
Sugg
estio
ns to
Fru
it G
row
ers.
No.
171.
Con
trol
of
the
Cod
ling
Mot
h.N
o. 1
81.
Prun
ing.
No.
183
.M
eat o
n th
e Fa
rm.
No.
199.
Cor
n G
row
ing.
No.
229.
The
Pro
duct
ion
of G
ood
Seed
Cor
n.
CH
APT
ER
XII
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
M S
Hoo
ts
Man
ual T
rain
ing
Def
ined
.T
he te
rm m
anua
l tra
in-
ing,
as
we
shal
l use
it in
this
cha
pter
, app
lies
to a
ll co
n-
stru
ctiv
e ha
ndw
ork
in th
e sc
hool
s.It
incl
udes
the
wor
k
of b
oth
boys
and
gir
lsof
the
boys
with
the
use
of to
ols
on w
ood,
iron
, lea
ther
, etc
.;of
the
girl
s in
acq
uiri
ng a
know
ledg
e of
the
unde
rlyi
ng p
rinc
iple
ses
sent
ial i
n ho
use-
hold
eco
nom
y an
d m
anag
emen
t.N
ot u
ncom
mon
ly n
owa-
.
days
, how
ever
, the
term
is e
xpan
ded
to e
mbr
ace
vast
ly
mor
e th
an th
e w
ork
of th
eha
nd m
uscl
es.
Bro
adly
spe
ak-
ing,
it m
ay b
e m
ade
to :n
clud
eal
l of
thos
e ex
erci
ses
of
the
hum
an b
ody
"by
whi
ch is
sec
ured
the
coor
dina
tion
of b
rain
, ner
ve, a
nd m
uscl
e, th
us p
rodu
cing
mus
cula
r co
n-tr
ol a
nd a
ccur
acy
of th
e se
nses
."N
atur
e st
udy,
sch
ool
gard
enin
g, a
nd e
lem
enta
ry a
gric
ultu
rew
ould
ver
y na
tu-
rally
com
e un
der
this
cate
gory
, sin
ce th
eyal
lha
ve
the
coor
dina
tion
of v
alue
s se
t for
th a
bove
.B
ut th
ese
have
bee
n co
nsid
ered
els
ewhe
re a
nd n
eed
nu r
epet
ition
here
.It
is,
then
, in
the
rest
rict
ed s
ense
of
hand
wor
k
for
boys
and
gir
ls th
at w
e sh
all u
se th
e te
rm.
Its
Ear
ly H
isto
ry.
Man
ual t
rain
ing
has
been
rec
og-
nizA
as
a le
gitim
ate
part
of
scho
ol w
ork
for
just
half
a
cent
ury.
We
hear
ofit
firs
t in
Finl
and,
whe
re o
ne U
no
-,.
236
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
M S
CH
OO
LS
237
Cyg
nxus
org
aniz
ed a
com
plet
e sy
stem
of
man
ual
trai
ning
for
the
elem
enta
ry s
choo
ls in
1858
.E
ight
yea
rs la
ter
itbe
cam
e co
mpu
lsor
y in
som
e fo
rm in
all
norm
altr
aini
ngsc
hool
s, a
nd f
or b
oys
in a
ll ru
ral s
choo
ls.
But
itis
to S
wed
en, a
fter
all,
that
we
mus
t loo
k fo
rth
e gr
eate
st c
ontr
ibut
ions
toth
e ea
rly
deve
lopm
ent o
fsy
stem
atic
man
ual t
rain
ing.
The
kin
gdom
in 1
872
face
dth
e sa
me
diff
icul
ties
in it
s ru
ral c
omm
uniti
esth
at w
e of
the
Uni
ted
Stat
es a
re e
xper
ienc
ing
to-d
ay; v
iz. t
he c
on-
cent
ratio
n of
rur
al p
opul
atio
n in
the
larg
e ci
ties.
To
coun
tera
ct th
is e
vil a
nd a
t the
sam
e tim
e to
ree
stab
lish
the
one-
time
popu
lar
hom
e in
dust
ries
now
on
a ra
nid
decl
ine,
the
gove
rnm
ent d
eter
min
ed to
est
ablis
hSl
oyd
scho
ols
thro
ugho
ut r
ural
com
mun
ities
.T
he s
choo
ls w
ere
inte
nded
, as
the
wor
d Sl
oyd
sign
ifie
s,to
mak
e th
eir
pupi
ls h
andy
, ade
pt, s
killf
ul, a
nd w
ere
natu
rally
of
a'de
cide
d ec
onom
ic b
ent,
prep
arin
g th
eyo
uth
for
the
vari
ous
trad
es.
The
rea
l edu
catio
nal
aspe
cts
of m
anuC
trai
ning
did
not c
ome
until
late
r w
hen
the
mov
emen
t had
rou
nded
into
for
m.
A c
ompl
ete
cour
se o
f to
ol w
ork
for
boys
was
form
ulat
ed a
nd b
y 18
77 e
xten
ded
to th
e en
tire
syst
em o
ffo
lk s
choo
ls, o
r pu
blic
sch
ools
.Sl
oyd
is n
ow ta
ught
infu
lly z
000
scho
ols
in th
e ki
ngdo
m. T
he f
amou
sSl
oyd
Sem
inar
iun
at N
ab, e
stab
lishe
d in
1874
, has
bee
n th
eba
ckbo
ne o
f th
e Sw
ediQ
lsy
stem
, and
at t
he s
ame
time
has
been
of
ines
timab
leim
port
ance
in s
hapi
ng th
e w
ork
in o
ther
cou
ntri
es.
238
TH
E A
IIIE
RIC
AN
RU
RA
L S
CH
OO
L
Fran
ce h
as m
ade
man
ual
trai
ning
obl
igat
ory
in a
ll its
prim
ary
scho
ols.
Han
dwor
k in
stru
ctio
n is
giv
enin
all
elem
enta
ry g
rade
s.T
he v
ario
us p
arts
of
the
Ger
man
Em
pire
, Sw
itzer
land
, Hol
land
,B
elgi
um, R
ussi
a, a
nd th
e
Bri
tish
Isle
s ar
e pr
etty
thor
ough
ly a
live
to th
e gr
eat a
d-
vant
ages
to b
e de
rive
dfr
om m
anua
l tra
inin
g an
d ar
eal
l
offe
ring
the
wor
k in
som
efo
rm o
r ot
her.
Man
ual T
rain
ing
in th
eU
nite
d St
ates
.In
Eur
opea
n
coun
trie
s th
e in
trod
uctio
n an
dsp
read
of
man
ual t
rain
ing
has
been
con
fine
d to
the
elem
enta
ry s
choo
ls.
But
with
us th
e m
ovem
ent
bega
n, li
tera
lly s
peak
ing,
at t
he to
pof
the
educ
atio
nal s
yste
man
d th
ence
spr
ead
dow
nwar
d.
It is
gen
eral
ly c
once
ded
that
the
exce
llent
Eur
opea
n m
anua
l
trai
ning
exh
ibits
at t
he C
ente
nnia
lE
xpos
ition
in P
hila
-
delp
hia,
in 1
876,
gav
edi
rect
ion
to th
e m
anua
l tra
inin
g
idea
in th
e U
nite
d St
ates
.T
he E
thic
al C
ultu
re S
ocie
ty
of N
ew Y
ork
esta
blis
hed
the
Wor
king
man
's S
choo
l in
1878
, an
inst
itutio
n w
here
inm
anua
l tra
inin
g fo
rmed
the
vita
l par
t of
ins+
auct
ion.
The
fir
st d
istin
ctiv
e m
anua
l
trai
ning
sch
ool i
n ou
r co
untr
y %
% a
s,ho
wev
er, f
ound
ed a
t
St. L
ouis
, in
188o
, thr
ough
the
effo
rts
of D
r. C
alvi
n A
.
Woo
dwar
d. T
he S
t. L
ouis
Man
ual
Tra
inin
g Sc
hool
was
succ
essf
ul f
rom
the
outs
et, w
hich
led
to th
e es
tabl
ish-
men
t of
sim
ilar
scho
ols
in o
ther
larg
e ci
ties:
Chi
cago
,
li al
timor
e, E
au C
lair
e, T
ohdo
, Phi
lade
lphi
a, C
leve
land
,
Cin
cinn
ati,
Den
ver,
and
Om
aha.
The
se s
choo
ls a
ll sp
rang
up b
etw
een
188o
and
1886
.Fr
om th
at ti
me
to th
e pr
esen
t
MA
NU
AL
1R
AIN
ING
IN
ON
E-R
OO
M S
CH
OO
LS
239
the
grow
th h
as b
een
rem
arka
bly
rapi
d in
all
scho
ols
asid
c
from
the
rura
l.T
he r
epor
t of
the
Uni
ted
Stat
es c
omm
is-
sion
er o
fed
ucat
ion
for
1907
con
tain
sth
e fo
llow
ing
tabl
e of
citi
es o
f 40
00po
pula
tion
and
over
in w
hich
man
ual
trai
ning
was
giv
en in
the
year
sin
dica
ted
STR
SR O
R T
WIT
OR
Y.
Uni
ted
Stat
es.
.37
9512
114
616
923
227
032
241
142
051
064
4
Nor
th A
tlant
ic D
ivis
ion
.23
5272
SC94
112
125
129
158
156
175
217
Sout
h A
tlant
ic D
ivis
ion
.3
36
5IC
1622
2836
2922
34
Sout
h C
entr
al D
ivis
ion
.I
22
53
1212
1926
3142
52
Nor
th C
entr
ai D
ivis
ion
.to
3031
4548
7389
119
Or
174
236
293
Wes
tern
Div
isio
n.
..
8to
II14
1922
2730
3035
48
The
tabl
e sp
eaks
a v
olum
efo
r th
e re
mar
kabl
e gr
owth
of th
e sy
stem
.In
189
0 on
ly 3
7 ci
ties
of th
ecl
ass
give
n
in th
e ta
ble
mai
ntai
ned
man
ual
trai
ning
sch
ools
; in
1905
,
420
citie
s; a
ndin
190
7, 6
44, w
hich
last
was
aga
in o
f 13
4
over
the
prec
edin
g ye
ar.
Thi
s de
mon
stra
tes
pret
ty c
lear
ly
that
peo
ple
in th
e ci
ties
are
dete
rmin
ed to
giv
e th
eir
chil-
dren
a p
ract
ical
pre
para
tion
for
indu
stri
al p
ursu
its.
Gro
wth
ofM
anua
lT
rain
ing
Idea
s.E
duca
tiona
l
theo
rist
s ha
ve b
een
relu
ctan
t to
own
that
all
hum
an k
now
l-
edge
is n
ot c
onta
ined
in p
rint
edbo
oks.
The
re is
a g
ener
al
drea
d in
thei
r ca
mp
that
the
prac
tical
in e
duca
tion,
whi
ch
child
ren
may
live
and
exp
erie
nce
and
mak
e im
med
iate
ly
ap li
cabl
e to
thei
r ow
nliv
es, h
as a
tend
ency
to lo
wer
educ
atio
nal s
tand
ards
, to
chea
pen
and
deba
se a
rcep
ted
2 c.
A
240
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
cour
ses.
Be
this
as
it m
ay, j
ust n
ow th
ere
is w
ith u
s in
the
citie
s a
rapi
dly
incr
easi
ng d
eman
d fo
rin
dust
rial
effi
cien
cy w
hich
not
hing
sho
rt o
f th
orou
ghgo
ing
man
ual
trai
ning
cou
rses
can
sat
isfy
.In
rur
al d
istr
icts
the
dem
and
is n
ot s
o m
arke
d be
caus
e pe
ople
ther
e ha
rdly
yet
und
er-
stan
d th
eir
own
need
s.O
nce
they
bec
ome
awak
e to
wha
t
man
ual t
rain
ing
can
do f
or th
e fa
rm, t
hey
will
do
wha
t the
Swed
es d
idin
trod
uce
itin
to e
very
rur
al s
choo
l in
the
land
.
Philo
soph
yof
Man
ual T
rain
ing.
The
phi
loso
phy
unde
rlyi
ngth
e m
ovem
ent
is"
sim
ple,
for
cibl
e, a
ndso
und,
" as
Dr.
G. S
tanl
ey H
all p
uts
it,"
in th
atit
less
ens
the
inte
rval
bet
wee
n th
inki
ng a
nd d
oing
;he
lps
to g
ive
cont
rol,
dext
erity
, and
ski
ll an
indu
stri
al tr
end
to ta
ste;
inte
rest
s m
any
not s
ucce
ssfu
l in
ordi
nary
sch
ool;
tend
s to
an
appr
ecia
tion
of g
ood,
hon
est w
ork;
impa
rts
new
zes
t for
som
e st
udie
s; a
dds
som
ewha
t to
the
aver
age
leng
th o
f th
e sc
hool
per
iod;
giv
es a
sen
se o
f ca
paci
ty a
ndef
fect
iven
ess,
and
is a
use
ful p
repa
ratio
n fo
r a
num
ber
of
voca
tions
."T
he p
sych
olog
ical
rel
atio
n be
twee
n m
anua
l act
ivity
and
men
tal g
row
th is
ver
y m
arke
d.T
rain
ing
in m
uscu
lar
activ
ity h
as a
pow
erfu
l inf
luen
ce o
n in
telle
ctua
l gro
wth
.N
o ph
ysic
al m
anip
ulat
ions
can
be
acco
mpl
ishe
d w
ithou
tm
ind
conc
entr
atio
n, a
nd m
ind
conc
entr
atio
n is
ess
entia
lin
the
thin
king
pro
cess
and
hen
ce to
min
d de
velo
pmen
t.T
here
can
be
no r
eally
ski
lled
artis
an w
ithou
t str
ong
Gir
ls a
t wor
k in
Dom
estic
Eco
nom
y ro
oms,
Mac
dona
ld C
onso
lidat
ed S
choo
l,G
uelp
h, C
anad
a.
tikto
it*
f
Boy
s in
Man
ual T
rain
ing
depa
rtm
ent,
Mac
dona
ld C
onso
lidat
ed S
choo
l,G
uelp
h, C
anad
a.
Man
ual t
rain
ing
in a
sm
all r
ural
sch
ool,
Edg
ar C
ount
y, I
llino
is.
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
M S
CH
OO
LS
241
men
talit
y.O
n th
e ot
her
hand
, wea
k m
enta
lity
has
neve
r
yet p
rodu
ced
skill
ed d
exte
rity
.W
e m
ake
bold
to c
laim
that
ther
e ca
n be
no
rea/
edu
ca-
tion
with
out t
he p
rope
r co
ordi
natio
n of
min
d, h
eart
,an
d
hand
.T
he w
orld
is f
ull o
f in
divi
dual
s w
ho h
ave
spen
tye
ars
in m
aste
ry o
f "
the
prin
ted
page
," b
ut w
ho a
rest
rang
ers
to th
e si
mpl
est f
orm
s of
man
ual e
xerc
ise.
Suc
h
peop
le la
ck m
uch
that
is e
ssen
tially
pra
ctic
al in
edu
catio
n.B
roug
ht f
ace
to f
ace
with
rea
l lif
e th
ey a
re h
elpl
ess,
lack
initi
ativ
e an
d ex
ecut
ive
abili
ty.
A k
now
ledg
e of
man
ual
trai
ning
wou
ld h
ave
brou
ght t
hem
muc
h m
ore
of r
eal l
ife
by f
illin
g th
e ya
wni
ng g
ap b
etw
een
the
theo
retic
al a
nd th
epr
actic
al; t
here
by, i
n th
e en
d, s
afeg
uard
ing
the
aatio
n's
soci
al li
fe.
Aim
s of
Man
ual T
rain
ing
in R
ural
Com
mun
ities
.In
our
rur
al c
omm
uniti
es m
anua
l tra
inin
g m
ust s
tand
for
two
thin
gs:
(.1)
ada
ptat
ion
of m
anua
l or
mus
cula
r en
ergy
to th
e en
d th
at f
arm
pur
suits
may
beco
me
mor
e sk
illed
and
scie
ntif
ic;
(2)
reco
gniti
on o
f th
e be
autif
ul a
s w
ell
as th
e pr
actic
al in
mat
eria
lcr
eatio
n, to
the
end
that
far
m
life
may
bec
ome
mor
e at
trac
tive
and
mor
e be
autif
ul, a
nd
bette
r w
orth
livi
ng.
Man
y is
the
youn
g m
an w
ho h
as le
ft th
e fa
rm b
ecau
selif
e th
em s
eem
ed to
him
but
one
mon
oton
ous
roun
d of
man
ual l
abor
, dev
oid,
yes
, str
ippe
d, o
f ev
ery
ince
ntiv
e to
men
tal g
row
th.
Itis
an
unde
niab
le tr
uism
that
the
aver
age
Am
eric
an f
arm
you
th h
as n
ever
lear
ned
the
dis-
2
242
TH
E A
ME
RIC
AN
RU
RA
LSC
HO
OL
tinct
ion
betw
een
man
ual l
abor
and
man
ual t
rait:
ing.
Says
Cal
vin
Milt
onW
oodw
ard
in th
e O
utlo
okof
Dec
embe
r
16, 1
905,
spe
akin
gof
his
exp
erie
nce
onth
e fa
rm:
I le
arne
d to
use
cor
rect
lyth
e ho
e, th
e sh
ovel
, the
plow
, the
scy
the,
the
crad
le, a
nd th
e ax
;bu
t I n
ever
lear
ned
the
prop
er u
se o
f be
nch
tool
s, n
or h
ad w
e a
mac
hine
tool
of
any
kind
till
the
mow
ing
mac
hine
and
the
reap
er c
ame.
I kn
ew n
othi
ng o
fdr
awin
g, n
othi
ng c
f th
e
mec
hani
c ar
ts, p
rope
rly
soca
lled.
Nin
etee
n tw
entie
ths
of m
ytim
e
was
spe
nt s
impf
yin
har
d la
bor,
whi
chha
d no
edu
catio
nbe
yond
an
inci
dent
al a
nd im
perf
ectk
now
ledg
e of
cro
ps a
ndso
ils a
nd th
e m
arke
t.
Man
ual t
rain
ing
wou
ld h
ave
been
of
grea
t val
ue,
and
a fe
w le
sson
s
wou
ld h
ave
save
d m
em
uch
time
and
mon
ey.
Or
we
may
take
the
verd
ict o
f Pr
ofes
sor
L. D
. Har
vey,
of M
enom
onie
,W
isco
nsin
, him
self
onc
e a
farm
boy
, but
now
an
educ
ator
of
natio
nal
repu
tatio
n.H
e ex
clai
ms:
I le
ft th
e fa
rm, a
nd I
left
it b
ecau
se I
did
not
like
it.W
hy?
Wel
l, it
was
not
bec
amie
of th
e ha
rd w
ork.
The
re w
as e
noug
h of
that
!It
beg
an w
hile
the
star
s w
ere
yet s
hini
ng in
the
mor
ning
, and
it di
d no
t end
till
they
shon
e ag
ain
at n
ight
.I
knc
w w
hat l
ong
days
and
hard
wor
k m
ean.
But
that
was
not
why
Ile
ft th
e fa
rm.
I le
ft
it be
caus
e ha
rd w
ork
was
all t
here
was
on
the
farm
.B
ecau
se th
ere
was
not
at t
hat
time,
so
man
y ye
ars
ago,
the
thou
sand
and
one
thin
gs
that
are
ava
ilabl
e to
the
farm
er to
-day
, and
som
eof
whi
ch a
re s
eale
d
book
s to
him
bec
ause
he
has
not h
ad th
e tr
aini
ngw
hich
mak
es it
poss
ible
for
him
to r
ealiz
ew
hat i
s in
them
.I
left
bec
ause
non
eof
thes
e th
ings
wer
e th
ere
b,
The
re h
ad th
enal
read
y be
en m
uch
impr
ovem
ent i
n
farm
con
ditio
ns.
But
man
y of
the
thin
gsw
hich
ate
ava
il-
able
rem
ain
clos
ed s
ecre
tsfo
r w
ant o
f tr
aini
ng.
To
dis-
clos
e th
e co
nten
ts o
fth
ese
seal
ed b
ooks
is o
ur ta
sk.
Let
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
MSC
HO
OL
S24
3
the
farm
you
th o
nce
beco
me
skill
ed a
nd s
cien
tific
in f
arm
purs
uits
, and
all
that
is d
eade
ning
and
sord
id in
far
m li
fe
will
dis
appe
ar b
efor
e th
e ne
w-b
orn
inte
rest
spr
ung
from
a
unio
n of
hea
d an
d ha
nd!
Com
bina
tion
of A
rt a
nd M
anua
l Tra
inin
gT
hen
SS to
the
beau
tiful
in m
ater
ial
crea
tion.
We
have
spo
ken
of
the
corr
elat
ion
of b
rain
and
hand
.B
ut w
e ne
ed m
ore.
The
com
mer
cial
spi
rit i
s so
str
ong
in u
s th
at th
e ar
tistic
phas
e is
but
little
asso
ciat
ed w
ith th
e m
ater
ial.
The
prac
tical
take
s pr
eced
ence
ove
r th
ebe
autif
ul, a
s is
so
wel
l
illus
trat
ed in
the
grot
esqu
e an
d of
ten
mon
stro
usst
ruct
wes
rear
ed in
our
larg
e ci
ties,
and
inla
ck o
f ta
ste
in th
e co
n-
stru
ctio
n an
d ar
rang
emen
t of
our
farm
hom
es, i
n pl
anni
ng
and
plan
ting
the
grou
nds,
etc
.T
he s
choo
ls m
ust c
ome
to
the
resc
ue h
ere,
als
o.T
hey
mus
t tea
ch o
ur r
ural
pop
u-
latio
n ho
w a
rt, t
he e
ssen
ce o
f th
exs
thet
ic a
nd s
piri
tual
wor
ld, m
ay b
e co
mbi
ned
with
man
ual
trai
ning
, the
ess
ence
of th
e pr
actic
al a
nd c
onst
ruct
ive.
An
arde
nt a
dvoc
ate
ofth
is c
oord
inat
ion
of a
rt a
nd
man
ual t
rain
ing
in r
ural
sch
ools
isPr
ofes
sor
Elb
ert H
.
Eas
tmon
d, I
nstr
ucto
r in
Ind
ustr
ial
Art
s, B
righ
am Y
oung
Uni
vers
ity, P
rovo
, Uta
h. A
rec
ent p
aper
of h
is o
n th
is
subj
ect (
Rat
iona
l Art
and
Man
ual T
rain
ing
in R
ural
Scho
ols,
N. E
. A.,
Los
Ang
eles
, 190
7)co
ntai
ns s
o m
any
adm
irab
le s
tigge
stio
rfo
r th
e te
ache
r th
at th
e au
thor
has
secu
red
his
perm
issi
on to
mak
e us
e of
suc
h po
rtio
ns a
s
may
see
m o
f m
ost
dire
ct b
enef
it: 2
244
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Sugg
estiv
e C
ours
e fo
r R
ural
Sch
ools
.I
am o
f th
e op
inio
n th
at
an im
petu
s in
art
wor
k is
hel
pful
to th
ein
trod
uctio
n of
art
and
man
ual
trai
ning
cor
rela
tion
or c
onst
ruct
ive
art e
xpre
ssio
n.T
he e
mph
asis
of th
is c
once
ptiv
e ge
nera
ting
subj
ect n
eed
not b
e fe
lt by
any
othe
rs
than
the
supe
rvis
ors,
teac
hers
, and
gen
eral
sch
ool m
anag
emen
t.A
rt s
tudy
is v
ery
poss
ible
und
er a
teac
her
who
kno
ws
his
busi
ness
.
It is
a s
ubje
ct th
at w
ill r
epor
t the
act
iviti
es o
f a
child
in a
man
ner
that
is g
ratif
ying
to m
ost p
aren
ts.
Use
ful,
prac
tical
exe
rcis
es p
osse
ss e
duca
tiona
l val
ue.
I be
lieve
that
a m
anua
l tra
inin
g pr
oduc
t tha
t has
indu
stri
al b
enef
it fo
r bo
yor
gir
l sho
uld
have
thre
e fa
ctor
sin
oi,f
- ni
zatio
n:fi
rst,
the
thin
gsh
ould
be
sugg
estiv
e by
the
call
of u
tility
; sec
ondl
y, it
sho
uld
have
geom
etri
c ba
sis;
thir
dly,
it s
houl
d be
bea
utif
ul a
s to
pro
port
ion
and
cons
iste
r.:y
of
purp
ose.
To
beau
tify
does
not
mea
n to
dec
orat
ein
this
inst
ance
;it
mea
ns to
use
art
pri
ncip
les
and
agen
cies
to th
eex
tent
onl
y th
at th
e pr
oduc
t is
brou
ght i
nto
harm
ony
with
the
idea
of it
s be
ing,
and
bec
omes
ple
asin
g to
ref
ined
tast
e be
caus
e of
the
orna
men
tatio
n or
fin
ish.
The
art
of
a pr
oduc
t of
wor
k sh
ould
be
in th
e w
ork
expr
esse
d, in
the
form
and
in th
e in
divi
dual
ity o
f th
esk
ill d
ispl
ayed
.A
ll ar
t, es
peci
ally
as
a m
ediu
m o
f cu
lture
in r
ural
scho
ols
and
publ
ic s
choo
ls a
nyw
here
, is
sim
piy
crea
tive
expr
essi
on,
and
soul
exp
ress
ion.
Dra
win
gis
the
delin
eativ
e pa
rt o
f th
edi
visi
on o
f ex
pres
sion
that
dea
ls w
ith m
ater
ials
and
med
ium
sin
a
grap
hic
man
ner.
Firs
t in
art w
ork,
I r
ecom
men
d cl
ay a
s a
med
ium
for
gene
ral
repr
esen
tatio
n an
d cr
eativ
e ex
pres
sion
, esp
ecia
lly in
the
prim
ary
grad
es.
Thi
s in
t Hum
is p
ossi
ble
of s
uppl
y in
all
loca
litie
s an
d in
-
expe
nsiv
e.M
ost c
lays
arc
sel
f-di
sinf
ectin
g.W
ith c
aref
ul th
ough
t
and
met
hod
this
med
ium
can
be
easi
ly s
uppl
ied
and
besu
cces
sful
ly
hand
led
in c
lass
es.
Thi
s m
ediu
m m
ay b
e us
ed a
gain
and
aga
in.
Just
at t
his
poin
t, al
low
me
to s
ugge
st th
at c
are
shou
ldbe
take
n
as to
the
dest
ruct
ion
of p
rodu
cts
befo
re th
e lit
tle m
aker
s.M
any
times
teac
hers
unc
onsc
ious
ly b
ring
dis
cour
agem
ent t
o th
ech
ild, a
nd
sugg
est n
egat
ive
habi
ts b
y de
stro
ying
the
wor
kin
the
child
's p
rese
nce.
() t:
(..
,
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
M S
CH
OO
LS
245
Follo
win
g cl
ay le
sson
s, s
ubje
ctiv
e an
d re
pres
enta
tive
wor
k in
pap
ercu
tting
sho
uld
be g
iven
.T
hen
the
cont
inua
tion
of d
elin
eatio
n is
pres
ente
d by
the
child
wor
king
with
som
e la
rge
med
ium
, app
lied
with
bru
sh p
erha
psm
ass
expr
essi
on.
As
soon
as
you
feel
that
the
child
is p
repa
red
and
anxi
ous,
intr
oduc
e co
lor.
It is
not
nec
essa
ry th
at c
hild
ren
have
a m
ediu
m in
'hei
r ha
nds
for
all a
rt le
sson
s.C
ol.,.
and
bea
uty
may
be
talk
ed o
f to
the
child
, and
an e
njoy
men
t rea
ched
.T
he a
ppre
ciat
ion
of th
e w
orld
bea
utif
ulan
d th
e w
orld
bea
utif
ied
is th
e gr
eate
st a
im in
the
art e
duca
tion
ofch
ildre
n.(F
or s
ugge
stiv
e ou
tline
of
wor
k se
e A
ppen
dix.
)K
inds
of
Wor
k Po
ssib
le o
f In
trod
uctio
n.A
rt a
nd m
anua
ltr
aini
ng in
the
rura
l sch
ool a
re e
stab
lishe
d ed
ucat
iona
lly th
at it
may
aid
in th
e al
l-ro
und
deve
lopm
ent o
f tr
ue, c
lean
indi
vidu
ality
in e
ach
boy
and
girl
.It
sho
uld
not b
e in
trod
uced
with
util
izat
ion
aim
s to
any
gre
at e
xten
t in
the
elem
enta
ry s
choo
l.Fo
r th
e sa
keof
em
phas
is, I
rep
eat t
hat a
ll pr
oble
ms
shou
ld h
ave
thre
e ge
nera
lre
quis
ites:
con
sist
ency
as
to u
se, g
eom
etri
c ba
sis,
and
an
elem
ent
of b
eaut
y.
N. E
. A. C
omm
ittee
on
Indu
stri
al E
duca
tion
in R
ural
Com
mun
ities
.T
he N
. E. A
. Com
mitt
ee o
n In
dust
rial
Edu
catio
n in
Rur
al C
omm
uniti
es m
akes
the
follo
win
g ge
n-
eral
sta
tem
ents
con
cern
ing
the
lines
of
hand
wor
k w
hich
may
be
unde
rtak
en in
rur
al s
choo
ls, w
ith a
ll re
ason
able
allo
wan
ce d
epen
ding
on
char
acte
r of
the
part
icul
ar s
choo
l,
its lo
catio
n, e
nvir
onm
ent,
equi
pmen
t, et
c.:
DO
ME
STIC
AR
T, E
CO
NO
MY
, AN
D S
CIE
NC
E
Gen
eral
Sta
tem
ent.
With
in th
is f
ield
the
scop
e of
the
wor
k m
ayem
brac
e th
e ac
quir
ing
of a
kno
wle
dge
of s
cien
tific
pri
ncip
les
and
trut
hs e
ssen
tial a
s a
basi
s fo
r th
e pr
oper
org
aniz
atio
n an
d ad
min
istr
a-tio
n of
the
activ
ities
of
the
hous
ehol
d up
on a
sci
entif
ic b
asis
; of
a
9
246
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
know
ledg
e of
the
fact
s no
n-sc
ient
ific
in c
hara
cter
, but
nec
essa
ryfo
t
the
prop
er e
xerc
ise
of a
ctiv
ities
with
in th
e ho
useh
old
upon
an
eco-
nom
ic b
asis
; pra
ctic
e in
the
appl
icat
ion
and
use
of th
iskn
owle
dge.
MA
NU
AL
TR
AIN
ING
Gen
eral
Sta
tem
ent.
In th
e fi
eld
of m
anua
l tra
inin
g co
nsid
ered
apar
t fro
m th
e w
ork
in d
omes
tic a
rt, e
cono
my,
and
scie
nce,
the
follo
win
g en
ds a
re s
ough
t:th
e tr
aini
ng o
f ph
ysic
al, i
ntel
lect
ual,
and
mor
al a
ctiv
ities
thro
ugh
the
use
of to
ols
and
mat
eria
lsan
d th
eir
uses
, as
shal
l ena
ble
the
boy
todo
ver
y m
any
thin
gs in
line
of
con-
stru
ctio
n an
d re
pair
wor
k ne
cess
ary
upon
the
farm
whi
chw
ould
othe
rwis
e ha
ve to
be
done
by
hire
d la
bor
at c
onsi
dera
ble
expe
nse.
The
One
-roo
mSc
hool
and
Man
ual
Tra
inin
g.
The
gen
eral
sta
tem
ents
abo
ve a
re in
tend
edpa
rtic
ular
ly
for
the
grad
ed o
r se
mig
rade
d co
nsol
idat
ed s
choo
ls.
In
thes
e la
rger
inst
itutio
ns a
lone
doe
s th
e co
mm
ittee
hol
dou
t hop
es f
or a
fin
al s
olut
ion
of th
eha
nd-c
raft
pro
blem
.
It d
oes
not b
elie
ve th
at m
uch
can
be a
ccom
plis
hed
in th
e
one-
room
sch
ools
.T
he w
ell-
equi
pped
teac
hers
here
,
it ar
gues
, are
too
few
and
fac
ilitie
s fo
r su
ch w
ork
alto
-ge
ther
too
limite
d.A
t the
sam
e tim
e th
e co
mm
ittee
doe
s
conc
ede
that
som
e m
anua
l tra
inin
g w
ork
may
be
done
eve
n
in th
ese
scho
ols.
It s
ays
in p
art:
The
sch
ool c
arpe
ntry
sho
uld
keep
in v
iew
the
tool
s, th
e bo
y w
illm
ost p
roba
bly
have
at h
ome,
and
may
wel
l be
dire
cted
to th
e m
akin
gof
art
icle
s w
hich
can
be
put t
o so
me
imm
edia
te u
se a
t hom
e or
in th
esc
hool
.If
In
the
scho
ol th
ere
are
a nu
mbe
r of
larg
e bo
ys, t
he c
arpe
ntry
may
wel
l exp
and
with
in a
yea
r or
two,
so
as to
take
in th
e en
ter-
.1!
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
MSC
HO
OL
S24
7
pris
e of
bui
ldin
g a
smal
l sho
p on
the
grou
nds
and
fitti
ng it
up
for
wor
king
pur
pose
s.U
nder
spe
cial
ly f
avor
able
cir
cum
stan
ces
it
will
not
be
diff
icul
t to
exte
nd it
to th
em
akin
g of
pla
ns f
or th
e co
n-
stru
ctio
n of
far
m b
uild
ings
of
the
sim
pler
sor
t.W
ith th
e ri
ght k
ind
of a
teac
her
exer
cise
s m
aybe
giv
en in
the
sew
ing
of le
athe
r an
d in
the
splic
ing
of r
opes
,fi
ndin
g pr
actic
al a
ppli-
catio
n in
the
men
ding
of
harn
ess,
mak
ing
ofha
lters
, etc
., as
the
nece
s-
sitie
s of
the
farm
may
req
uire
.So
me
p-ac
tical
less
ons
in p
aint
ing
and
glaz
ing
may
be g
iven
,
and
oppo
rtun
ities
are
not
lack
ing
for
appl
ying
the
know
ledg
e th
us
gain
ed o
n th
e sc
hool
or
farm
bui
ldin
gs.
In d
omes
tic a
rt, w
ith te
ache
rs p
rope
rly
trai
ned
(and
they
may
perh
aps
secu
re tr
aini
ng in
som
e lin
es o
f th
is w
ork
mor
ere
adily
than
in th
e fi
elds
of
indu
stri
al e
duca
tion,
esp
ecia
llyin
sew
ing)
, som
ethi
ng
mig
ht b
e do
ne in
alm
ost e
very
cou
ntry
sch
ool
with
the
girl
s, p
ro-
vide
d w
isdo
m is
use
d in
the
way
the
wor
k is
orga
nize
d an
d ca
rrie
d
on. W
hen
we
know
that
to th
ese
conc
essi
ons
can
be a
dded
the
test
imon
y of
man
y su
cces
sful
rura
l tea
cher
s w
ho a
re
actu
ally
teac
hing
man
ual t
rain
ing
and
dom
estic
art
in
this
cla
ss o
f sc
hool
s an
d w
ho a
rege
tting
goo
d re
sults
, the
case
doe
s no
t loo
k so
bad
afte
r al
l.Pe
rhap
s it
is o
nly
fair
to a
dd th
at c
ondi
tions
hav
ech
ange
d m
ater
ially
for
the
bette
r si
nce
the
com
mitt
ee (
1905
) w
rote
its r
epor
t.T
he
wri
ter
thus
has
bef
ore
him
at t
his
time
the
reco
rds
of
seve
ral s
core
s of
one
-roo
m s
choo
ls w
hich
have
add
ed th
e
wor
k, a
nd w
hose
teac
hers
wou
ld n
ot g
oba
ck to
the
old
syst
em if
they
cou
ld.
The
Gre
at M
ista
ke o
f W
aitin
g fo
rC
onso
lidat
ion.
We
mak
e a
grea
t mis
take
if w
e ne
glec
t the
mea
nsw
hich
are
ri 1
248
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
at h
and
for
rura
l sch
ool i
mpr
ovem
ent,
whi
le w
aitin
g fo
rco
nsol
idat
ion.
Gra
nted
that
this
is th
e pa
nace
a fo
r al
lth
e ill
s to
whi
ch o
ur r
ural
sch
ools
are
sub
ject
,it
may
neve
rthe
less
be
a lo
ng, l
ong
time
befo
re c
onso
lidat
ion
reac
hes
our
part
icul
ar s
ectio
n of
the
coun
try.
It w
ill c
ome
slow
ly, v
ery
slow
ly, p
erha
ps: a
nd m
eanw
hile
sha
ll w
ene
glec
t to
do w
hat w
e ca
n to
am
elio
rate
con
ditio
ns?
Let
us r
emem
ber
that
the
cons
olid
ated
sch
ools
are
,.er
yfe
w
in n
umbe
r w
hen
com
pare
d w
:th th
e w
hole
num
ber
of r
ural
scho
ols.
For
each
suc
h sc
hool
ther
e ar
e hu
ndre
ds o
f sm
all
scho
ols
whe
re m
anua
l tra
inin
g is
not
atte
mpt
ed f
or w
ant
of p
rope
r en
cour
agem
ent.
If o
ur e
duca
tiona
l ass
ocia
tions
and
thei
r in
vest
igat
ing
com
mitt
ees
wou
ld b
e as
eag
er to
mak
e th
e m
ost o
f th
e op
port
uniti
es a
t han
d, a
s th
ey a
re in
antic
ipat
ing
idea
l con
ditio
ns, m
uch
of th
e em
barr
assm
ent
unde
r w
hich
we
now
hav
e to
labo
r co
uld
be e
limin
ated
.
Cas
e of
Dis
tric
tN
o. 4
, Mon
roe
Tow
nshi
p, H
owar
dC
ount
y, I
ndia
na.
The
wri
ter
has
in h
is p
osse
ssio
n a
pict
ure
of a
one
-roo
m s
choo
l in
Indi
ana
whe
re th
ey d
idno
t wai
t for
idea
l con
ditio
ns.
In it
app
ears
Mr.
Ord
Fort
ner,
the
teac
her,
inst
ruct
ing
his
boys
in b
ench
wor
k.H
e be
gan
with
out a
ny e
quip
men
t wha
tsoe
ver.
Yet
hc
isac
com
plis
hing
vas
tly m
ore
for
his
boys
than
are
man
yhi
ghly
paid
man
ual
trai
ning
teac
hers
inel
abor
atel
y
equi
pped
bui
ldin
gs.
He
teac
hes
them
to b
e re
sour
cefu
l,to
get
alo
ng w
ith li
ttle
and
mak
e th
e m
ost o
f w
hat t
hey
have
at t
heir
dis
posa
l.H
e w
rite
s:
6
MA
NU
AL
TR
AIM
NG
IN
ON
E-R
OO
M S
CH
OO
LS
249
I be
gan
with
the
boys
mak
ing
thei
row
n be
nch.
Aft
er th
at w
em
ade
the
shel
f yo
u se
e in
the
win
dow
. We
are
at p
rese
nt w
orki
ngon
a li
ttle
spic
e ca
bine
t.I
do a
ll th
e la
ying
off
for
them
unt
il th
eybe
com
e ac
cust
omed
to th
eus
e of
the
tool
s.L
ater
I a
m g
oing
toha
ve th
em m
ake
one
by th
emse
lves
.T
he w
ork
I ha
ve p
lann
edfo
r th
e w
inte
r w
ill b
e al
ong
the
sam
e lin
e as
I h
ave
desc
ribe
d.T
hebo
ys a
re m
uch
plea
sed
with
the
wor
k an
d ta
ke m
uch
inte
rest
in it
.
Mr.
For
tner
's c
ase,
we
rejo
ice
to s
ay, i
s no
t an
isol
ated
one.
Man
y ot
hers
hav
e do
ne e
qual
ly w
ell;
for
inst
ance
,M
iss
Lul
u W
olfo
rd, i
n D
istr
ict N
o.29
, Paw
nee
coun
ty,
Neb
rask
a, q
uote
d in
the
chap
ter
on a
gric
ultu
ral e
duca
tion.
We
read
:A
t int
erm
issi
on p
erio
ds th
e te
ache
r an
d pu
pils
talk
ed o
ver
plan
sby
whi
ch th
ey m
ight
lear
n to
coo
k an
dto
sew
, to
mak
e va
riou
sar
ticle
s, a
nd to
cul
tivat
e ce
rtai
n pl
ants
.R
ecip
es w
ere
soug
ht a
nddi
stri
bute
d, e
ach
girl
exp
erim
entin
g in
her
own
hom
e.R
esul
tsw
ere
repo
rted
at t
heir
littl
e in
form
al m
eetin
gs, a
nd w
hen
desi
red,
sam
ples
wer
e su
bmitt
ed.
In th
is w
ay th
e gi
rls
lear
ned
to m
ake
brea
d an
d ot
her
com
mon
art
icle
s of
die
t,to
can
fru
it, to
sew
, and
tocu
ltiva
te f
low
ers
and
vege
tabl
es.
Res
ults
fro
m s
uch
Info
rmal
Wor
k.T
he w
ork
inth
ese
scho
ols
is n
eces
sari
ly in
a hi
gh d
egre
e in
form
al.
Itis
ada
pted
to th
e ne
eds
of th
e in
divi
dual
pupi
ls a
nd ta
kes
up th
e ne
glec
ted
wor
k of
the
hom
e, th
us b
road
enin
g th
ech
ildre
n, le
adin
g th
em to
a ke
ener
app
reci
atio
n of
hom
elif
e an
d ho
me
inte
rest
s.It
may
be
trul
y sa
id th
atev
ery
boy
who
is h
avin
g ac
tual
exp
erie
nce
in b
uild
ing
a "
spic
eca
bine
t," in
pla
ning
a pe
rfec
t edg
e, in
mak
ing
a tig
htjo
int,
is d
oing
mor
e to
dra
w h
ome
and
scho
ol in
to c
lose
r
250
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
rela
tions
than
is th
e bo
y pl
uggi
ng a
way
at t
he b
est a
rran
ged
cour
se c
once
ivab
le in
the
thre
e R
's.
And
this
with
out
any
disr
espe
ct f
or th
e th
ree
R's
, whi
ch a
re v
ery
exce
llent
in th
eir
plac
e.Ju
st a
s tr
ue is
it th
at th
e gi
rl w
ho f
rom
cons
ulta
tion
with
teac
her
and
expe
rim
enta
tion
at h
ome
lear
ns to
pre
pare
a n
ew d
ish,
to b
ake
a lo
af o
f go
od b
read
,to
mak
e he
r ow
n su
nbon
net a
nd a
pron
, who
lear
ns s
ome-
thin
g ab
out h
ome
sani
tatio
n an
d ho
me
emer
genc
ies
whi
ch
her
mot
her
does
not
kno
wsu
ch a
gir
l is
doin
g ev
ery
whi
t as
muc
h, if
not
mor
e, f
or r
ural
upl
ift t
han
is th
e gi
rlw
ho h
as c
lung
to th
e tr
aditi
onal
cou
rse
of s
tudy
.
How
to B
egin
.Ju
st w
hat l
ine
of m
anua
l wor
k th
ete
ache
r sh
ould
beg
in w
ith w
ill d
epen
d on
loca
l con
ditio
ns,
as w
ell a
s on
the
teac
her's
sex
and
prep
arat
ion.
A m
ante
ache
r ca
n do
mor
e fo
r th
e bo
ys th
an c
an a
wom
an te
ache
r.
With
the
girl
s th
e re
vers
e is
true
.V
ery
muc
h of
the
wor
k ou
tline
d ab
ove,
fro
m th
e pe
n of
Pro
fess
or E
astm
ond,
can
be d
one
equa
lly w
ell
by b
oth.
The
teac
her
may
be w
ithou
t exp
rien
ce in
suc
h w
ork.
Goo
d an
d w
ell.
Let
him
sen
d fo
r so
me
of th
e bo
oks
sugg
este
d in
the
list
at th
e en
d of
this
cha
pter
,ri
d ha
ve h
im s
tudy
them
in-
dust
riou
sly.
Leg
in w
ith a
rt w
ork
or th
e si
mpl
est f
orm
s
of m
echa
nism
Let
him
stu
dy, a
nd p
ract
ice
wha
t he
stud
ies,
fir
st it
hom
e an
d, w
hen
wel
l mas
tere
d, a
tsq
hool
.
If th
e te
ache
r is
the
firs
t to
intr
oduc
e su
ch w
ork
in a
part
icul
ar I
choo
l, he
will
of
cour
se h
ave
to b
egin
with
bare
han
ds, f
or o
f eq
uipm
ent t
here
is n
one.
The
fir
st
MA
NU
AL
TR
AIN
ING
IN
ON
E-R
OO
M S
CH
OO
LS
251
step
s w
hich
now
hav
e to
be
face
d ar
e th
e m
ost d
iffi
cult
and
mos
t dis
cour
agin
g.B
ut o
nce
they
are
take
n, th
eba
ttle
is h
alf
won
. The
teac
her
may
hav
e to
wri
ng to
ols
from
a s
choo
l boa
rd o
f do
ubtin
g T
hom
ases
; or
may
hav
eto
bui
ld h
is o
wn
wor
k be
nch,
as
abov
e; o
r he
may
hav
eto
con
stru
ct th
e ve
ry s
hop
in w
hich
the
wor
k is
car
ried
on!
How
to w
in: a
Cas
e to
the
Poin
t.E
x-st
ate
Supe
rin-
tend
ent B
aylis
s, o
f Il
linoi
s, te
lls a
sto
ry o
f ho
w a
n ag
gres
sive
youn
g m
an w
on a
glo
riou
s vi
ctor
y fo
r ru
ral u
plif
t and
for
self
at t
he o
ne-r
com
sch
ool o
f C
otta
ge H
ill, n
ear
Spri
ng-
fiel
d, I
llino
is.
The
teac
her
was
det
erm
ined
to in
trod
uce
man
ual t
rain
ing.
The
sch
oolr
oom
was
too
smal
l to
perm
itof
use
for
this
pur
pose
.B
ut th
ere
wou
ld b
e am
ple
spac
eun
der
the
build
ing
if e
xcav
ated
! T
he te
ache
r an
d ol
der
boys
with
thei
r ow
n ha
nds
actu
ally
rem
oved
the
eart
h in
the
base
men
t nex
t the
fur
nace
and
her
e pl
anne
d th
eir
man
ual t
rain
ing
room
.A
nd w
hat c
ame
out o
f th
ese
hero
ics
?A
tum
ble-
dow
n, p
oorl
y su
ppor
ted
scho
ol in
ash
ort t
ime
gave
way
to a
mod
ern
build
ing.
Inte
rest
ined
ucat
ion
grew
apa
ce.
The
teac
her
was
ret
aine
d fo
rsi
x ye
ars,
at a
n an
nual
ly in
crea
sed
sala
ry.
In c
onve
rsa-
tion
with
Mr.
Bay
liss
hc m
odes
tly s
ays:
Whe
n I
cam
e in
to th
is d
i.tri
ct s
ix y
ears
ago
, the
sch
oolh
ouse
had
noth
ing
in it
and
was
fal
ling
to p
iece
s.A
fter
the
new
hou
se w
as b
uilt
the
scho
ol g
rew
, and
I ju
st c
ould
n't k
eep
thos
e lit
tle f
ello
ws
stud
ying
book
all d
ay, a
nd s
o ha
d to
do
som
ethi
ng to
kee
p th
em b
usy.
The
old
er c
hild
ren
just
nat
ural
ly "
got b
usy"
bec
ause
they
wan
ted
to.
20'
252
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
In C
oncl
usio
n.T
he s
um a
nd s
ubst
ance
of
our
plea
is th
at w
e al
l do
wha
t we
can
for
the
one-
room
scho
ol n
ow,
whi
le w
aitin
g fo
r im
prov
ed c
ondi
tions
.L
et u
s re
mem
ber
that
rur
al c
omm
uniti
es in
our
cou
ntry
sup
port
seve
ral
hund
red
one-
room
sch
ools
for
eve
ry c
onso
lidat
ed s
choo
l,
so th
at it
is e
asy
to s
eeth
at th
e sm
alle
r sc
hool
mus
t con
-
tinue
for
man
y ye
ars
to c
ome
as th
e ra
llyin
g pl
ace
for
a
maj
ority
of
our
farm
you
th.
Unl
ess
we
use
all t
he in
-
genu
ity a
nd e
nerg
y w
ithw
hich
we
are
bles
sed,
the
smal
l
dist
rict
sch
ool m
ust c
ontin
ue to
lang
uish
.U
nles
s w
e
" be
up a
nd d
oing
,"th
ere
can
be li
ttle
hope
of
spee
dily
real
izin
g th
e sp
lend
id r
ural
upl
ift
for
whi
ch a
ll go
od
Am
eric
ans
are
hopi
ng.
A S
EL
EC
TE
D L
IST
OF
BO
OK
S, P
AM
PHL
ET
S,A
ND
SPE
CIA
L A
RT
ICL
ES
ON
MA
NU
AL
TR
AIN
ING
x. A
dvan
ced
Kni
fe W
ork.
B. F
. Joh
nson
and
Co.
, Ric
hmon
d,V
a.
2. K
ER
N. A
mon
g C
ount
ry S
choo
ls (
espe
cial
ly c
hapt
eron
man
ual
trai
ning
).G
inn
and
Co.
, 190
5.
3.H
arru
s.B
egin
ning
sof
Indu
stri
alE
duca
tion.
Hou
ghto
n,
Mif
flin
Co.
, Bos
ton,
190
8.4.
KE
LL
OG
G.
Bus
y W
ork.
E. L
. Kel
logg
, New
Yor
k C
ity.
5. T
RY
BO
N.
Car
dboa
rd C
onst
ruct
ion.
Bra
dley
and
Co.
, Chi
cago
.6.
WH
ITE
. How
to m
ake
Bas
kets
.D
oubl
eday
, Pag
e an
d C
o.,
New
Yor
k C
ity.
7. I
ndus
tria
lE
duca
tion
in S
choo
ls f
or R
ural
Com
mun
ities
.R
epor
t
of C
omm
ittee
, N.E
.A.,
19o5
.(S
end
to c
ents
to s
ecre
tary
,
Win
ona,
Min
n.)
MA
NU
AL
TR
AIN
ING
IN
ON
ER
OO
M S
CH
OO
LS
253
8. W
EA
VE
R.
Pape
r an
d Sc
isso
rs in
the
Scho
olro
om.
Tho
mas
Cha
rles
and
Co.
, Chi
cago
.
9. P
roce
edin
gsof
the
N.E
.A. f
or 1
907,
as
follo
ws:
Indu
stri
al W
ork
in R
ural
Sch
ools
in N
ew E
ngla
nd, N
ewJe
rsey
, Pen
nsyl
vani
a, a
nd N
ew Y
ork.
Man
ual T
rain
ing
in R
ural
Sch
ools
, and
Rat
iona
l Art
.H
APG
OO
D.
Scho
ol N
eedl
ewor
k.G
inn
and
Co.
, Chi
cago
.Su
gges
tions
and
Exe
rcis
es f
or M
anua
l Tra
inin
g.St
ate
Supe
rin-
tend
ent,
Lan
sing
, Mic
h.12
. GIL
mA
N A
ND
, WIL
LIA
MS.
Seat
Wor
k an
d In
dust
rial
Occ
upa-
tions
.T
he M
acm
illan
Com
pany
, New
Yor
k C
ity, 1
908.
13. P
AR
KS.
Edu
catio
nal W
ood-
wor
king
for
Hom
e an
d Sc
hool
.T
he M
acm
illan
Com
pany
, New
Yor
k C
ity, 1
908.
CH
APT
ER
XII
I
Tim
LIB
RA
RY
AN
DR
UR
AL
CO
MM
UN
ITIE
S
Gen
eral
Sta
tem
ent :
Intim
ate
Rel
atio
n of
Sch
oolt
o R
ead-
ing.
Lib
rari
es a
nd w
ell-
plan
ned
read
ing
cour
ses
play
an e
ver
wid
enin
g ro
le in
sys
tem
atic
educ
atio
n.T
here
was
a tim
e w
hen
alib
rary
was
look
ed o
n as
a m
ere
repo
sito
ry
for
book
s to
be
hand
ed d
own
to s
ucce
edin
gge
nera
tions
.
Boo
ks w
ere
stor
ed to
be
kept
, not
to b
e re
ad.
But
now
it is
dif
fere
nt.
Thi
s is
the
day
of th
e op
ensh
elf,
the
cir-
cula
ting
libra
ry, a
nd th
e m
any
othe
r m
oder
n ac
cess
orie
s
of th
e im
port
ant m
ovem
ent
to e
duca
te b
yen
cour
agin
g al
l
in s
choo
l and
out
of
itto
read
the
bcst
inlit
erat
ure.
Edu
catio
n do
es n
ot e
ndw
ith th
e sc
hool
car
eer.
It c
on-
tinue
s as
long
as
life
last
s.T
he s
choo
l's m
ain
func
tion
is to
sta
rt th
e ch
ildar
ight
; to
aid
the
yout
h to
thin
k in
-
depe
nden
tly; t
o in
culc
ate
in h
im a
love
for
lear
ning
and
read
ing
exte
ndin
g fa
rbe
yond
the
cove
rs o
fte
xt-b
ooks
, sup
-
plem
entin
g an
d br
oade
ning
the
gene
ral n
otio
nsco
ntai
ned
in th
e bo
oks.
Pres
iden
t Elio
t onc
e sa
idth
at "
the
uplif
ting
of th
e
dem
ocra
tic m
asse
s de
pend
s on
the
impl
antin
g at
sch
ool
of a
tast
e fo
r go
odre
adin
g."
Goo
d bo
oks
act a
s a
leav
en,
quic
keni
ng th
e ra
nk a
ndfi
le o
f th
e na
tion
to u
tmos
tact
ivity
and
atta
inm
ent ;
and
min
d th
at w
ord
good
,fo
r an
evi
l
254
TH
E L
IBR
AR
Y A
ND
RU
RA
LC
OM
MU
NIT
IES
255
book
will
do
mor
e ha
rm to
the
indi
vidu
alan
d, if
rea
d by
man
y, to
the
com
mun
ityan
d co
untr
y at
larg
e th
an c
anbe
cou
nter
acte
d by
the
mos
t pot
enti
nflu
ence
wor
king
for
the
good
. To
impl
ant a
tast
e fo
r go
odre
adin
g is
one
of
the
teac
her's
mos
t im
port
ant d
utie
s.T
he T
rue
Tea
cher
see
s E
duca
tion
in it
sE
ntir
ety.
The
child
com
es to
sch
ool f
or th
e fi
rst t
ime
with
hea
rtan
d m
ind
open
and
rec
eptiv
e to
the
stra
nge
new
thin
gs in
sto
re f
or
him
.H
ither
to h
is e
duca
tion
has
been
lim
ited
toob
serv
a-
tion
of s
impl
e ph
enom
ena
falli
ngw
ithin
the
narr
owho
rizo
n ot
the
hom
e ci
rcle
, and
to o
ccas
iona
l pee
psin
to
the
mys
teri
ous
real
m o
f th
e pr
inte
d pa
ge.
Her
eaft
er th
e
teac
her
is th
e ar
bite
r of
his
fut
ure.
On
the
teac
her
will
depe
nd in
gre
at m
easu
re w
heth
er th
e ch
ild g
row
sin
men
tal
pow
er a
nd lo
ve f
or th
e ne
ww
orld
upo
n w
hich
he
has
ente
red,
or
narr
ows
dow
n in
spi
rit,
embi
ttere
dag
ains
t
this
ens
lave
ry o
f bo
oks,
whi
ch, h
e th
inks
, is
keep
ing
him
from
the
free
life
of
the
out-
of-d
oors
! A
true
teac
her
is
able
to s
ee e
duca
tion
in it
s en
tiret
y.H
e kn
ows
and
ac-
know
ledg
es th
at th
e sc
hool
room
is o
nly
a sm
all p
art
of
life.
In th
e m
atur
ity o
f hi
s ow
n m
ind
he k
now
s th
atth
e
narr
ow c
ovur
s of
the
text
-boo
k ca
nnot
teac
h th
e bo
y an
d
girl
all
that
they
req
uire
for
life
.T
he s
olut
ion
of li
fe's
prob
lem
s is
not
fou
nd in
boo
ks.
It m
ust c
ome
from
per
-
sona
l obs
erva
tion,
fro
m in
divi
dual
rea
soni
ng a
nd r
e-fl
ectio
n.B
ut to
atta
in th
ese
ends
, the
teac
her
mus
tfo
ster
a lo
ve f
or g
ood
read
ing,
whi
ch a
lone
for
ms
an a
venu
e
256
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
of e
scap
e fr
om th
e to
o na
rrow
scho
olro
om p
roce
sses
to th
e
wor
ld o
f re
al li
ving
thin
gs.
Such
rea
ding
may
be
coun
ted
on to
fur
nish
the
pow
erto
dis
cern
bet
wee
n w
hat
is g
ood
and
wha
t is
bad
in th
is w
orld
.T
ext-
book
s ar
e M
ere
Com
pend
ium
s of
Fac
tsA
nd G
ener
al
Not
ions
. Tex
t-bo
oks,
be
they
eve
r so
good
, are
littl
e m
ore
than
mer
e co
mpe
ndiu
ms
of f
acts
and
outli
nes
of f
unda
-
men
tal p
rinc
iple
s.So
vas
t and
var
ied
is th
e m
ass
ofin
-
form
atio
n al
ong
any
one
line
of h
uman
ende
avor
as
to b
e
beyo
nd th
e po
ssib
ilitie
s of
a s
ingl
e bo
ok.
It is
impo
ssib
le
to c
ompr
ess
with
in th
e co
vers
of
asi
ngle
boo
k al
l the
mat
e-
rial
nec
essa
ry to
giv
e th
e st
uden
t a s
uffi
cien
tlybr
oad
gras
p
of a
ny o
ne s
ubje
ct.
Thu
s, f
or in
stan
ce, o
ur te
xt-b
ooks
on
geog
raph
y co
ntai
n on
ly ju
st e
noug
h m
ater
ials
bear
ing
on
the
phys
ical
, soc
ial,
and
indu
stri
al c
hara
cter
istic
sof
giv
en
land
s an
d pe
ople
s to
fur
nish
a le
adin
gth
read
, and
, per
-
haps
, to
crea
te a
tast
e fo
r m
ore.
The
rea
l bro
aden
ing
fact
s in
tend
ed to
cre
ate
last
ing
men
tal
pict
ures
of
the
phen
omen
a ou
tline
d in
the
text
s m
ust c
ome
from
wel
l-
chos
en p
aral
lel r
eadi
ngs.
Tha
t is
to s
ay, e
very
sch
ool
mus
t hav
e ac
cess
to a
wel
l-eq
uipp
ed li
brar
y, a
nd m
ust
have
a te
ache
r w
ho lo
ves
and
know
s bo
oks
and
who
has
som
e kn
owle
dge
of li
brar
y ec
onom
y,if
the
best
edu
catio
nal
resu
lts a
re to
be
atta
ined
.W
hat t
he L
ibra
ry w
ill d
o fo
r th
e C
hild
.T
he li
brar
y
can
no lo
nger
be
cons
ider
ed a
sse
para
te a
nd d
istin
ct f
rom
the
scho
ol.
It m
ust i
ndee
d be
look
ed u
pon
as a
nin
tegr
al
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
257
part
of
the
scho
ol s
yste
m.
Som
e ed
ucat
ors
even
go
so
far
as to
ass
ert t
hat t
he li
brar
y is
the
mos
t im
port
ant p
art
of th
e w
hole
sch
ool.
Let
this
be
asm
ay, t
he f
act r
e-
mai
ns th
at it
s va
lue
as a
n ed
ucat
iona
lfa
ctor
is h
ard
to
over
rate
.T
he f
ollo
win
g is
a b
rief
sum
mar
y of
wha
tit
will
do
for
the
child
: it i
s ce
rtai
n to
insp
ire
him
to e
xten
d
his
sear
ch f
or k
now
ledg
e fa
r be
yond
the
narr
owco
nfin
es
of th
e fo
ur w
alls
of
the
scho
ol;
it be
com
es a
life
pro
cess
with
him
, to
be p
ursu
ed th
roug
hout
life
;it
adds
new
life
and
brea
dth
to th
e sc
hool
, bri
ngin
g it
into
touc
h w
ith
real
, thr
obbi
ng h
uman
ity; i
t bro
aden
s th
ech
ild's
out
look
,
sinc
e he
is n
ow n
o lo
nger
dep
ende
nt o
nth
e on
e-m
an
auth
ority
of
the
one
teac
her
or th
e on
e te
xt-b
ook
wri
ter;
it st
reng
then
s hi
s ju
dgm
ent,
mak
ing
him
reso
urce
ful a
nd
an in
depe
nden
t thi
nker
;fi
nally
, it b
ecom
es th
e fo
unta
in
from
whi
ch s
prin
g hi
s hi
ghes
t ide
als
of li
fe, l
eadi
nghi
m
on to
the
nobl
est i
nhu
man
end
eavo
r.
Ear
ly H
isto
ry o
f th
e L
ibra
ry.
To
brin
g th
e sa
nest
and
best
lite
ratu
re w
ithin
rea
ch o
f al
l the
peo
ple
is n
o sm
all
unde
rtak
ing.
Such
a m
ovem
ent r
equi
res
liber
al m
oney
ed
aid,
exp
ert g
uida
nce,
and
, in
a m
easu
re,
publ
ic c
ontr
ol.
The
libr
ary
did
not b
ecom
e a
fact
or in
the
educ
atio
nal
syst
em o
f ou
r co
untr
y be
fore
thc
mid
dle
of th
e ni
nete
enth
cent
ury,
whe
n its
per
man
ent e
xist
ence
was
assu
red
thro
ugh
publ
ic ta
xatio
n. N
ew Y
ork
Stat
e en
acte
d a
law
auth
oriz
ing
dire
ct ta
xes
for
" sc
hool
libr
arie
s "
in 1
834,
and
follo
wed
up th
is a
ct, i
n 18
38, w
ithpr
ovis
ions
for
ann
ual s
tate
ap-
3U1
258
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
prop
riat
ions
to s
uch
libra
ries
, whi
ch c
ontin
ue e
ven
to th
epr
esen
t day
.T
wen
ty-o
ne o
ther
sta
tes
have
sin
ce f
ollo
wed
the
exam
ple
of th
e E
mpi
re s
tate
and
pla
ced
like
tax
law
son
thei
r st
atut
e bo
oks.
Scho
ol L
ibra
ries
.T
he te
rm s
choo
l lib
rari
esis
in
real
ity a
mis
nom
er; f
or th
e lib
rari
es w
ere
not l
imite
dto
sch
ool u
se n
or e
ven
chos
en w
ith r
efer
ence
to s
choo
lne
eds.
The
y w
ere
in f
act o
pen
to th
e fr
ee u
se o
f al
l the
peop
le.
The
y an
swer
ed th
e ne
eds
of b
oth
publ
ic a
ndsc
hool
, bei
ng a
dmin
iste
red
thro
ugh
the
scho
ol m
erel
y fo
r
conv
enie
nce.
Such
libr
arie
s be
cam
e w
idel
y di
stri
bute
dan
d w
orke
d m
uch
good
in th
eir
day.
But
in ti
me
they
eith
er o
utgr
ew th
e bo
unds
of
scho
ol a
dmin
istr
atio
n or
the
mon
eys
vote
d w
ere
dive
rted
fro
m th
eir
inte
nded
use
s to
illeg
al e
nds.
Thi
s br
ough
t abo
ut m
uch
conf
usio
n.A
bout
this
tim
e so
me
com
mun
ities
beg
an to
est
ablis
h lib
rari
esth
roug
h pr
ivat
e m
unif
icen
ce.
Thi
s re
sulte
d in
a g
ener
alse
para
tion
of th
e sc
hool
libr
ary
and
the
publ
ic li
brar
y.T
own
libra
ries
wer
e of
fici
ally
rec
ogni
zed
in N
ew H
amp-
shir
e un
der
the
Act
of
1849
.Si
nce
then
thir
ty-s
even
stat
es, a
ll to
ld, h
ave
pass
ed p
erm
issi
ve la
ws
prov
idin
g fo
rth
e es
tabl
ishm
ent a
nd m
aint
enan
ce o
f pu
b.lic
libr
arie
s.L
ibra
ry A
dvan
tage
s at
the
Dis
posa
l of
the
City
Chi
ld.
Thi
s gr
owth
of
scho
ol a
nd p
ublic
libr
arie
s in
our
citi
es a
nd
villa
ges
in r
ecen
t yea
rs h
as b
een
a m
arke
d tr
ium
ph f
orth
e ca
use
of e
duca
tion.
Mos
t rem
arka
ble,
per
haps
, is
the
rapi
dly
incr
easi
ng in
timac
y an
d co
oper
atio
n be
twee
n
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
259
the
scho
ol a
nd th
e pu
blic
libr
ary.
Thu
s sp
lend
idly
equ
ippe
dre
fere
nce
sect
ions
and
lend
ing
sect
ions
are
ope
n to
the
scho
ol c
hild
ren
of u
rban
pla
ces,
ext
endi
ng to
them
eve
ryas
sist
ance
in s
uppl
emen
ting
the
wor
k of
the
mor
e lim
ited
scho
ol li
brar
y.T
he b
est o
f th
e pe
riod
ical
s an
d m
agaz
ines
are
at th
eir
disp
osal
.Se
para
te r
oom
s ar
e se
t asi
de f
orth
e yo
unge
r ch
ildre
n.O
ften
times
lect
ures
are
giv
en f
orad
ults
and
old
er c
hild
ren,
whi
le th
e lit
tle o
nes
have
thei
r
stor
y ho
ur."
Such
won
derf
ul p
rivi
lege
s, w
hich
now
, in
the
mai
n, b
elon
g to
the
city
chi
ldre
n, m
ust s
oon
be o
ff e
rtd
our
rura
l boy
s an
d gi
rls
as w
ell.
A d
istin
ct a
dvan
ce in
the
libra
ry m
ovem
ent h
as c
ome
-abo
ut th
roug
h th
e es
tabl
ishm
ent i
n tw
enty
-sev
en s
tate
sof
sta
te li
brar
y bo
ards
or
com
mis
sion
s. T
he f
irst
of
thes
ebo
ards
was
the
Mas
sach
uset
ts F
ree
Publ
ic L
ibra
ry C
om-
mis
sion
, est
ablis
hed
in 1
890.
Sinc
e th
en s
imila
r bo
ards
have
com
e in
to e
xist
ence
in e
very
sec
tion
of th
e co
untr
y.T
heir
act
iviti
es in
volv
e ev
ery
phas
e of
libr
ary
adm
inis
-tr
atio
n an
d ec
onom
y.W
hat i
s of
esp
ecia
l int
eres
t, th
eir
wor
k re
ache
s ou
t bey
ond
the
citie
s to
the
rura
l sch
ool a
nd
farm
fir
esid
e.Fr
eque
ntly
the
libra
ry b
oard
s m
ake
gift
sof
boo
ks a
nd m
oney
to n
eedy
com
mun
ities
.T
hey
aid
in c
reat
ing
new
libr
arie
s, s
end
out t
rave
ling
libra
ries
,m
ake
loan
s of
pic
ture
s an
d la
nter
n sl
ides
, and
in o
ther
way
s en
cour
age
good
rea
ding
.T
his
usef
ulne
ss is
sum
-
mar
ized
by
the
New
Yor
k St
ate
Edu
catio
n D
epar
tmen
tin
the
follo
win
g ou
tline
:
260
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Dir
ect A
id :
Gif
ts o
f bo
oks
or m
oney
fro
m s
tate
.In
som
e ca
ses
to n
ew li
brar
ies
only
; in
othe
r ca
ses
year
ly g
rant
son
bas
is o
f ci
rcul
atio
n or
app
rova
l of
book
s pu
rcha
sed.
Tra
velin
g L
ibra
ries
:G
ener
al li
brar
ies
in e
ither
fix
ed o
r fl
exib
le c
olle
ctio
ns.
Spec
ial l
ibra
ries
, Ger
man
, agr
icul
tura
l, et
c.St
udy
club
libr
arie
s.B
ooks
for
the
blin
d.
Oth
er L
oans
:Pi
ctur
es.
Lan
tern
s.
Slid
es.
Inst
ruct
ion:
Lib
rary
sch
ools
.Su
mm
er c
ours
es.
Inst
itute
s.
Boo
k Se
lect
ion
:
Dis
trib
utio
n of
pri
nted
list
s, b
oth
gene
ral a
nd s
peci
al.
Insp
ectio
n of
buy
ing
lists
sen
t in
for
appr
oval
.
Publ
icat
ions
:B
est b
ook
lists
.T
rave
ling
libra
ry c
atal
ogue
s.B
iblio
grap
hies
on
curr
ent q
uest
ions
, etc
.L
ibra
ry n
ews
and
com
mis
sion
info
rmat
ion.
Han
dboo
ks, b
ulle
tins,
and
info
rmat
ion
on li
brar
y ec
onon
v.
Ref
eren
ce W
ork:
Stud
y cl
ub li
sts
and
ques
tions
.L
egis
lativ
e re
fere
nce.
Bui
ldin
g Pl
ans:
Ref
eren
ce c
olle
ctio
n of
flo
or p
lans
and
pho
togr
aphs
of
libra
rybu
ildin
gs.
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
261
Cle
arin
g H
ouse
for
Exc
hang
es a
nd D
uplic
ates
:
Vis
iting
and
Org
aniz
ing:
Lib
rary
insp
ecto
r, v
isito
r, o
rgan
izer
.E
duca
ting
publ
ic s
entim
ent i
n de
sire
for
libr
ary
priv
ilege
s.A
id in
cre
atin
g ne
w li
brar
ies.
Reg
istr
atio
n of
libr
arie
s.C
ompu
lsor
y re
port
s to
com
mis
sion
.E
ncou
ragi
ng tr
avel
ing
libra
ry w
ork.
The
Lib
rary
and
the
Rur
al S
choo
l. N
ow, i
fth
e lib
rary
is, a
s m
aint
aine
d, o
neof
our
gre
ates
t edu
catio
nal i
nflu
ence
s,it
mus
t be
help
ed to
flo
uris
h ev
eryw
here
.R
ural
com
-m
uniti
es, t
he h
omes
of
mor
e th
an o
ne h
alf
of o
ur p
opul
a-tio
n, m
ust c
ome
in f
or th
eir
shar
e in
the
libra
ryup
lift.
Rea
sona
ble
prog
ress
has
bee
n m
ade
alre
ady
in th
isre
spec
tin
som
e st
ates
;in
oth
ers
it is
who
lly ig
nore
d.N
owhe
rear
e co
nditi
ons
alto
geth
er s
atis
fact
ory.
Eve
n N
ew Y
ork
Stat
e, w
hich
boa
sts
" th
at th
ere
is p
roba
bly
no la
rge
syst
emof
sch
ools
in th
e w
orld
so w
ell p
rovi
ded
with
rea
dy r
ef-
eren
ce li
brar
ies
as o
ur N
ew Y
ork
syst
em,"
rep
orts
that
" w
hile
in th
e ci
ties
each
inha
bita
nt h
astw
o bo
ol-s
, in
the
coun
try
each
has
less
than
one
."T
he s
ever
al s
ourc
es th
roug
h w
hich
goo
d 1;
tera
ture
isdi
ssem
inat
ed in
rur
al d
istr
icts
are:
(r)
rur
al s
choo
l lib
ra-
ries
, (2)
you
ng p
eopl
e's
read
ing
circ
les,
and
(3)
trav
elin
glib
rari
es.
Rur
al S
choo
l Litm
aies
.It
is s
elf-
evid
ent t
hat e
very
rura
l dis
tric
t sho
uld
own
a ca
refu
lly s
elec
ted
libra
ry.
Iffa
rmer
s ta
ke n
o in
tere
st in
rea
ding
or r
ead
only
the
light
30`0
262
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
nove
ls in
stea
d of
wor
ks o
n ag
ricu
lture
and
farm
eco
nom
y,
it is
nat
ural
ly e
noug
h be
caus
e th
ey h
ave
not
been
oth
er-
wis
e tr
aine
d.T
hey
peru
se th
e lig
ht s
tuff
bec
ause
in r
ead-
ing,
as
with
eve
ryth
ing
else
in th
isw
orld
, the
atta
ck is
easi
est a
long
the
lines
of
leas
t res
ista
nce.
Let
the
teac
her
crea
te in
the
boys
and
gir
ls a
tast
efo
r th
at g
ood,
who
le-
FIG
. 17.
- M
ap s
how
ing
448
libra
ry s
tatio
ns in
Kan
sas.
At t
he p
rese
nt ti
me
(190
9) th
e nu
mbe
r of
sta
tions
has
. inc
reas
ed to
550
.
som
e lit
erat
ure
whi
ch e
nnob
les
the
hear
t and
eng
ages
the
hand
s, a
nd h
e w
ill s
oon
have
the
coun
trys
ide
wea
ned
of it
s
bad
read
ing
habi
ts.
Man
y st
ates
hav
e pe
rmis
sive
law
s on
thei
r st
atut
e
book
s pr
ovid
ing
for
the
esta
blis
hmen
t of
such
libr
arie
s
and
thei
r m
aint
enan
ce th
roug
hdi
rect
taxa
tion.
Oth
er
stat
es, a
gain
, hav
e en
acte
dw
hat w
e m
ay c
all c
ondi
-
tiona
l law
sla
ws
whi
ch p
rovi
de f
or p
ublic
assi
stan
ce
cond
ition
ed o
n th
e ra
isin
g of
agi
ven
sum
by
priv
ate
(),
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
263
subs
crip
tion
in th
e di
stri
ct d
esir
ing
the
libra
ry.
Nei
ther
syst
em is
ver
y sa
tisfa
ctor
y in
actu
al p
ract
ice.
Unl
ess
a di
stri
ctis
wid
e-aw
ake
to th
e im
port
ance
of
the
li-
brar
y, a
per
mis
sive
or
cond
ition
al la
w is
not
likel
y to
do
muc
h go
od.
In o
rder
to a
wak
en th
e fi
rst i
nter
est i
tis
ofte
n ne
cess
ary
to h
ave
reco
urse
to c
ompu
lsio
n.In
Kan
sas
we
have
had
a p
erm
issi
vela
w f
or s
ome
time.
A c
erta
insm
all t
ax le
vy m
ay b
e m
ade
for
the
esta
blis
hmen
t and
supp
ort o
f su
ch s
choo
l lib
rari
es.
Yet
, so
unsa
tisfa
ctor
y
are
the
resu
lts f
rom
the
law
that
the
Kan
sas
Edu
catio
nal
Com
mis
sion
is n
ow (
1909
) ur
ging
the
stat
ele
gisl
atur
e to
mak
e th
e la
w c
ompu
lsor
y.T
he c
omm
issi
on w
oLld
hav
e
that
a s
mal
l lev
y sh
all b
e m
ade
from
yea
r to
yea
run
til e
ach
libra
ry h
olds
at l
east
fif
ty v
olum
es.
The
Neb
rask
a lib
rary
law
is to
the
poin
tan
d co
uld
wel
l ser
ve a
s a
mod
el f
or o
ther
sta
tes.
It r
eads
:T
he s
choo
l boa
rd o
f ev
ery
publ
ic s
choo
l dis
lrkl
isre
quir
ed to
set
asid
e an
nual
ly f
rom
the
gene
ral f
unds
of
the
scho
ol d
istr
ict t
he s
um
of te
n ce
nts
for
ever
y pu
pil e
num
erat
ed in
the
dist
rict
at t
he la
stan
nual
sch
ool c
ensu
s, w
hich
am
ount
sha
ll be
annu
ally
inve
sted
in
book
s ot
her
than
reg
ular
text
-boo
ks, w
hich
boo
kssh
all b
e su
itabl
e
for
the
scho
ol li
brar
y.B
y vo
te o
f th
e sc
hool
boa
rd o
f an
y di
stri
ctin
whi
ch a
fre
e pu
blic
libr
ary
is m
aint
aine
dan
d to
the
supp
ort o
fw
hich
at l
east
S30
0 is
exp
ende
d an
nual
ly, t
his
law
is in
oper
ativ
e.
Wis
cons
in, I
owa,
and
sev
eral
oth
er s
tate
sha
ve la
ws
equa
lly b
indi
ng, a
nd a
s a
resu
lt th
eybo
lst g
ood
libra
ries
of w
ell-
chos
en b
ooks
in p
ract
ical
ly e
very
rura
l dis
tric
t.
Wis
cons
in h
as a
n ag
greg
ate
of m
ore
than
r,0
00,0
00bo
oks
BE
ST
CO
PY
AV
AIL
AB
IS
264
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
in s
uch
libra
ries
, pur
chas
ed b
y a
tax
of te
n ce
nts
per
capi
ta.
Iow
a ha
s rr
,00o
sch
ool l
ibra
ries
, rep
rese
ntin
g go
o,00
0bo
oks.
The
sta
te s
uper
inte
nden
t's r
epor
t for
the
year
endi
ng J
une
30, 1
906,
giv
es th
e bo
oks
purc
hase
d th
at y
ear
as 6
7,38
6, a
t a c
ost o
f $3
9,39
4.24
.
Wha
t Som
e St
ates
are
Acc
ompl
ishi
ng.
Min
neso
tam
akes
the
annu
al p
urch
ase
of li
brar
y bo
oks
one
of th
eco
nditi
ons
for
rece
ivin
g th
e sp
ecia
l sta
te a
id w
hich
isdo
ing
so m
uch
for
Min
neso
ta s
choo
ls.
The
larg
e an
nual
appr
opri
atio
n ha
s la
tely
bee
n en
tirel
y un
equa
l to
the
de-
man
ds m
ade
upon
it, r
epor
ts th
e st
ate
supe
rint
ende
nt,
who
fur
ther
dec
lare
s th
at
The
ben
efits
acc
ruin
g fr
om th
e po
sses
sion
of
thes
e sm
all r
ural
and
civi
c lib
rari
es h
ave
been
so
palp
able
that
it s
eem
s sa
fe to
say
alre
ady
libra
ry a
cqui
sitio
n is
mak
ing
its a
ppea
l to
the
thri
fty
min
dno
t sim
ply
as s
o m
uch
mat
eria
l gai
n fo
r.th
e pr
esen
t, bu
t as
an in
-es
timab
ly v
alua
ble
men
tal a
nd m
oral
inve
stm
ent f
or th
e fu
ture
.T
he r
emot
est a
nd m
ost u
nset
tled
coun
ties
of th
e st
ate
have
bee
npe
netr
ated
by
an in
tere
st in
the
mov
emen
t and
are
res
pond
ing
toan
une
xpe.
cted
and
gra
tifyi
ng e
xten
t.
Mis
sour
i ena
cted
a li
brar
y la
w in
190
0 w
hich
pro
vide
sth
at n
ot le
ss th
an f
ive
cent
s pe
r ch
ild e
num
erat
ed s
hall
beex
pend
ed a
nnua
lly f
or li
brar
y pu
rpos
es.
At t
he ti
me
the
law
wen
t int
o ef
fect
the
valu
e of
all
scho
ol li
brar
ies
in th
est
ate
was
abo
ut S
t 18,
000,
and
thes
e w
ere
loca
ted
mai
nly
in c
ities
and
tow
ns.
Six
year
s la
ter
fully
one
hal
f m
illio
ndo
llars
had
bee
n ex
pend
ed f
or li
brar
y bo
oks,
and
chi
efly
in r
ural
dis
tric
ts!
,
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
265
New
Yor
k is
ano
ther
sta
te w
hich
dev
otes
a la
rge
annu
alap
prop
riat
ion
from
the
scho
ol f
und
to th
e su
ppor
t of
dis-
tric
t sch
ool l
ibra
ries
.So
rap
id h
as b
een
the
incr
ease
of
such
libr
arie
s si
nce
the
revo
lutio
nary
libr
ary
act o
f 18
92w
ent i
nto
effe
ct th
at li
brar
ies
are
now
est
ablis
hed
in 8
6pe
r ce
nt o
f th
e sc
hool
dis
tric
ts in
the
stat
e.In
190
6 th
ela
rge
sum
of
$251
,936
.10
was
exp
ende
d fo
r bo
oks
and
othe
r eq
uipm
ent.
The
tota
l num
ber
of b
ooks
then
on
the
shel
ves
aggr
egat
ed 2
,499
,328
vol
umes
, div
ided
amon
g91
73 s
choo
l dis
tric
ts o
utsi
de o
f th
e ci
ties
in th
e fo
llow
ing
man
ner:
339
0 ha
d le
ss th
an 5
o bo
oks;
294
5 ha
d be
twee
nso
and
ioo
book
s; 1
696
had
betw
een
ioo
and
200
book
s;61
1 ha
d be
twee
n zo
o an
d so
o bo
oks;
287
had
bet
wee
nso
o an
d i0
00 b
ooks
; and
244
had
mor
e ti:
an m
oo b
ooks
.T
hese
are
illu
stra
tions
of
stat
es w
here
in th
e la
ws
are
toal
l pra
ctic
al p
urpo
ses
com
puls
ory.
Inde
ed, M
inne
sota
isth
e on
ly s
tate
in th
e lis
t whi
ch h
as th
e co
nditi
onal
ele
men
tin
its
law
, but
eve
n th
is is
of
a de
cide
dly
com
pelli
ng n
atur
e.
With
out a
dou
bt s
tate
s of
this
cla
ss h
ave
the
best
and
larg
est l
ibra
ries
of
any
in th
e co
untr
y.St
ates
wor
king
und
erC
ondi
tiona
lL
ibra
ry L
aws.
Mar
ylai
ld. N
orth
Car
olin
a, a
nd S
outh
Car
olin
aar
e a
few
of th
e st
ates
wor
king
und
er c
ondi
tiona
l law
s.T
hese
,w
hile
less
sat
isfa
ctor
y th
an c
ompu
lsor
y la
ws
hone
stly
enfo
rced
, are
vas
tly b
ette
r th
an n
o la
ws
at a
ll.A
ll th
ree
of th
e st
ates
her
e m
entio
ned
repo
rt s
atis
fact
ory
prog
ress
.T
he la
w is
pra
ctic
ally
the
sam
e in
all
of th
em.
The
3 0
266
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Mar
ylan
d co
de m
ay b
e ta
ken
as a
nill
ustr
atio
n of
all.
It
read
s:
For
the
furt
her
enco
urag
emen
t of
educ
atio
n,di
stri
ct s
choo
l lib
rari
es
ough
t to
be e
stab
lishe
d in
eac
h sc
hool
hous
edi
stri
ct, u
nder
the
care
of th
e te
ache
r as
libr
aria
n.Fo
r th
is p
urpo
se th
e su
m o
f $r
o pe
r
annu
m is
ord
ered
to b
e pa
idby
the
Boa
rd o
f C
ount
y Sc
hool
Com
-
mis
sion
ers
out o
f th
e St
ate
Scho
ol F
und
to a
nysc
hool
hous
e di
stri
ct
as li
brar
y m
oney
, as
long
as
the
peop
le o
f th
e di
stri
ct r
aise
the
sam
e
amou
nt a
nnua
lly.
The
boo
ks m
ust b
e se
lect
ed b
y th
e B
oard
of
Dis
tric
t Sch
ool T
rust
ees
and
teac
her
from
alis
tto
be
appr
oved
by th
e C
ount
y Sc
hool
Boa
rd.
Nin
etee
n co
untie
s in
Mar
ylan
d re
port
849
scho
ol li
bra-
ries
con
tain
ing
90,2
15 v
olum
es a
nd 1
4te
ache
rs' l
ibra
ries
with
269
8 vo
lum
es.
In o
ne y
ear
afte
r th
e pa
ssag
e of
the
act i
n N
orth
Car
olin
a 35
5lib
rari
es w
ere
esta
blis
hed
in 7
8
of th
e 96
cou
ntie
s of
the
stat
e.St
ate
Supe
rint
ende
nt
0. B
. Mar
tin, o
f So
uth
Car
olin
a,de
clar
es th
at w
ithin
two
and
one
half
yea
rs a
fter
the
enac
tmen
tof
the
law
in h
is
stat
e "
near
ly e
ight
hun
dred
libra
ries
hav
e be
en e
stab
-
lishe
d in
pla
ces
whe
re n
one
had
exis
ted
befo
re."
Stat
es h
avin
g no
Lib
rary
Pro
visi
ons.
The
fac
t tha
t a
stat
e ha
s no
lega
l pro
visi
ons
for
libra
ry m
aint
enan
ce f
or-
tuna
tely
sho
uld
no p
reve
nt it
fro
m f
oste
ring
suc
hlib
rari
es.
Seve
ral s
tate
s w
hich
are
in th
is c
ateg
ory
are
acco
mpl
ishi
ng
real
ly p
rais
ewor
thy
resu
lts.
In W
est V
irgi
nia,
for
inst
ance
,
a st
ate
whi
ch is
obl
iged
tode
pend
for
res
ults
sol
ely
on th
e
volu
ntar
y ef
fort
s of
teac
hers
, pup
ils, a
nd p
atro
ns, t
hein
tere
st in
the
mov
emen
t is
so w
ell s
usta
ined
" a
s to
war
-
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
267
rant
the
hope
," s
ays
Stat
e Su
peri
nten
dent
Tho
mas
C.
Mill
er, "
that
with
in a
ver
y fe
w y
ears
a g
ood
libra
ry c
anbe
rep
orte
d in
eve
ry s
choo
l in
th s
tate
."T
he s
uper
inte
nden
t's b
ienn
ial r
epor
t con
tain
s so
me
very
inte
rest
ing
mat
eria
l on
just
how
fun
ds a
re r
aise
d fo
r th
ese
libra
ries
. We
rope
at b
elow
suc
h pa
ragr
aphs
as
are
ofpa
rtic
ular
inte
rest
to th
e on
e-ro
om s
choo
l-te
ache
r w
ho is
look
ing
for
way
s an
d m
eans
to s
ecur
e bo
oks
for
his
own
libra
ry:
Lib
rary
Day
in W
est V
irgi
nia.
Tea
cher
s an
d pu
pils
hav
e ta
ken
up th
e lib
rary
idea
with
ent
husi
asm
, and
thro
ugh
thei
r ef
fort
s m
any
new
libr
arie
s ha
ve b
een
esta
blis
hed
and
man
y ot
hers
enl
arge
d.T
oai
d in
this
wor
k th
e st
ate
supe
rint
ende
nt h
as d
esig
nate
d th
e fi
rst
Frid
ay in
Dec
embe
r as
L:1
: ary
Day
, for
the
obse
rvan
ce o
f w
hich
apr
ogra
mm
e is
pre
pare
d an
d di
stri
bute
d ea
ch y
ear
by th
e de
part
men
t.T
his
is in
the
shap
e of
a n
eatly
pri
nted
pam
phle
t con
tain
ing
liter
ary
mat
eria
l and
sug
gest
ions
for
the
obse
rvan
ce o
f th
e da
y, a
nd d
irec
tions
for
the
sele
ctio
n an
d pu
rcha
se o
f bo
oks
suita
ble
for
the
vari
ous
grad
esof
a c
ount
ry s
choo
l.T
he li
sts
of b
ooks
giv
en in
this
pro
gram
me
are
not s
ugge
sted
exc
lusi
vely
but
as
a ty
pe o
f bo
oks
best
ada
pted
toth
e ne
eds
of a
sm
all g
rade
d sc
hool
.L
ibra
ry D
ay is
gen
eral
ly o
bser
ved
by th
e sc
hool
s th
roug
hout
the
stat
e.It
is c
usto
mar
y to
cha
rge
an a
dmis
sion
fee
to th
e ex
erci
ses
held
on
this
occ
asio
n an
d to
sol
icit
cont
ribu
tions
to th
e lib
rary
fund
.A
s m
uch
as $
py, h
as b
een
real
ized
fro
m a
sin
gle
ente
rtai
nsm
ent o
f th
is k
ind.
In s
ome
inst
ance
s bo
ards
of
educ
atio
n ha
vele
nt th
eir
assi
stan
ce to
this
wor
k, e
ither
by
cont
ribu
ting
to th
elib
rary
fun
d or
by
prov
idin
g ne
at a
nd s
ubst
antia
l cas
es f
or th
eca
re o
f bo
oks
accu
mul
ated
.T
his
is n
ot o
ften
don
e, h
owev
er, a
sbo
ards
are
not
spe
cifi
cally
aut
hori
zed
by la
w to
app
ropr
iate
mon
eyfr
om s
choo
l fun
ds f
or th
is p
urpo
se.
For
the
mos
t par
t the
suc
.
268
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
cess
of
the
libra
ry m
ovem
ent
has
been
due
to th
e ef
fort
sof
the
teac
hers
and
pup
ils th
emse
lves
.
Her
e fo
llow
s on
e of
the
sim
ple
Lib
rary
Day
pro
gram
mes
sugg
este
d by
Mr.
Mill
er:
1. S
ingi
ng"
Cor
onat
ion.
"2.
Res
pons
ive
Scri
ptur
e R
eadi
ng.
3. I
ntro
duct
ory
Rem
arks
--
Prin
cipa
l or
Tea
cher
.4.
Son
g: "
Gre
etin
gSo
ng "
Scho
ol o
r C
lass
.5.
Rec
itatio
n"
The
Bar
efoo
t Boy
."6.
Rrc
itatio
n"
God
will
spr
inkL
e Su
nshi
ne."
7. S
olo
" T
he B
ridg
e."
8. R
oll C
all
Eac
h Pu
pil t
o gi
ve a
Quo
tatio
n.9.
Rec
itatio
n"
A G
ood
Mot
to."
10. R
eadi
ng"
Bac
on's
Ess
ay o
n R
eadi
ng."
1. S
ingi
ng"
Bat
tle H
ymn
of th
eR
epub
lic."
12. E
ssay
" T
he V
alue
of
Boo
ks."
13. S
peci
al A
ddre
ss o
nB
ooks
and
Lib
rari
es.
14. D
onat
ion
of B
ooks
and
col
lect
jng
Mon
ey.
15. C
losi
ng E
xerc
ises
.
And
her
e ar
e th
e co
ncre
te r
esul
ts:
in 1
904
book
s re
-
port
ed 4
9,96
6 vo
lum
es; i
n 19
05in
crea
sed
to 7
4,09
2 vo
l-
umes
; and
in 1
906
incr
ease
d to
126
,503
vol
umes
.Si
nce
then
ver
y la
rge
incr
ease
.T
he W
inne
bago
Cou
nty
Tw
entie
th-c
entu
ryFo
rwar
d L
i-
brar
y M
ovem
ent.
Cou
nty
Supe
rint
ende
nt 0
. J. K
ern,
of
1Vin
neba
go c
ount
y, I
llino
is, h
as c
lear
lyde
mon
stra
ted
wha
t
may
be
acco
mpl
ishe
d by
indi
vidu
als
in a
sta
te w
hich
has
no s
tate
sch
ool
libra
ry la
w o
r w
here
thes
e ar
e am
bitio
us to
incr
ease
and
impr
ove
the
cont
ents
of s
uch
libra
ries
as
they
may
alr
eady
hav
e.Il
linoi
s is
one
of
the
stat
es w
ithou
t a
TfI
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
269
scho
ol li
brar
y la
w.
Mr.
Ker
n w
as a
nxio
us to
impr
ove
cond
ition
s in
his
cou
nty,
56
dist
rict
s ou
t of
118
wer
ew
ithou
t lib
rari
es, a
nd a
ccor
ding
ly in
augu
rate
d w
hat h
eca
lls th
e T
wen
tieth
-cen
tury
For
war
d L
ibra
ry M
ovem
ent.
Tea
cher
s, p
upils
,pa
rent
s, a
nd c
ount
y su
peri
nten
dent
coop
erat
ed to
suc
h go
od e
ffec
t tha
t bet
wee
n 18
99 a
nd 1
905
alm
ost 9
000
volu
mes
wer
e ad
ded
to th
e lo
cal d
istr
ict l
i-br
arie
s.D
urin
g th
e fi
ve y
ears
bet
wee
n 19
01 a
nd 1
905
soci
als
held
by
teac
hers
and
pup
ils th
roug
hout
the
coun
tyne
tted
the
neat
sum
of
$420
7.90
, som
e pa
rt o
f w
hich
was
used
for
boo
ks, w
hile
the
bala
nce
was
exp
ende
d fo
r su
ndry
scho
ol p
arap
hern
alia
and
equ
ipm
ent.
Alm
ost a
ny te
ache
r w
ho is
am
bitio
us to
incr
ease
his
scho
ol li
brar
y ca
n ar
rang
e fo
r a
soci
al a
nd p
rogr
amm
eby
mea
ns o
f w
hich
to n
et m
any
dolla
rs f
or th
e lib
rary
fund
.
Firs
t You
ng P
eopl
e's
Rea
ding
Cir
cle.
The
You
ngPe
ople
's R
eadi
ng C
ircl
e, n
ow s
o ra
pidl
y ga
inin
g re
cog-
nitio
n as
an
impo
rtan
t adj
unct
to s
choo
l edu
catio
n, w
asfi
rst s
ugge
sted
by
the
succ
ess
of th
e T
each
ers'
Rea
ding
Cir
cle.
The
latte
r ha
d al
read
y fo
r so
me
year
s m
ade
poss
ible
a m
ore
gezr
2ral
cul
ture
and
bro
ader
kno
wl-
edge
to te
ache
rs o
f lim
ited
oppo
rtun
ity.
It o
ccur
red
toed
ucat
ors
that
sim
ilar
circ
les
orga
nize
dfo
r ch
ildre
nha
mpe
red
by th
e sa
me
lack
of
oppo
rtun
ity m
ight
be
the
mea
ns o
f do
ing
for
them
pre
cise
ly w
hat w
as b
eing
acc
om-
plis
hed
for
the
teac
hers
.
270
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
The
fir
st c
ircl
e w
as o
rgan
ized
in I
ndia
na in
188
7.It
has
done
a w
orld
of
good
for
the
child
ren
livin
g in
rur
aldi
s-tr
icts
and
vill
ages
whe
re o
ppor
tuni
ties
for
read
ing
good
book
s ar
e fe
w.
The
pla
n, w
hich
has
sin
ce th
en b
een
adop
ted
by o
ther
sta
tes
sout
h an
d w
est,
is b
rief
lyth
is:
the
circ
le w
as s
uper
vise
d by
a bo
ard
of d
irec
tors
com
-po
sed
of a
ble
educ
ator
s.T
his
boar
d de
cide
d, f
irst
of
all,
the
rela
tion
the
wor
k of
the
circ
le s
houl
dsu
stai
n to
the
wor
k of
the
scho
ol.
It w
as c
lear
ly r
ecog
nize
d th
atit
mus
t not
bec
ome
an a
dditi
onal
bur
den
on te
ache
rsan
d pu
pils
.It
s pu
rpos
e, th
en, s
houl
d be
to s
uppl
yat
the
grea
test
sav
ing
inex
pens
e th
e be
st b
ooks
ada
pted
to th
e ne
eds
of c
hild
ren
of v
aryi
ngag
es.
Cle
an, w
hole
-so
me
book
s of
the
best
aut
hors
onl
y w
ere
plac
edon
the
,an
nual
list
s.T
he s
ubje
cts
wer
e of
wid
era
nge,
ans
wer
-in
g th
e na
tura
l dem
ands
fro
m th
e fa
iry
stor
y, th
roug
hst
orie
s of
adv
entu
re a
nd h
eroi
c de
eds,
to h
isto
ry a
nd b
elle
s-le
ttres
.T
he b
ooks
wer
e pr
ocur
ed in
a nu
mbe
r of
way
s.So
met
imes
the
mon
eyw
as ta
ken
from
pub
lic f
unds
, tho
ugh
mor
e of
ten
it w
as r
aise
d th
roug
h th
e en
terp
rise
of
teac
hers
,pu
pils
, and
pat
rons
.In
eve
ry in
stan
ce th
ese
book
sw
ere
adde
d to
som
e sc
hool
libr
ary
alre
ady
inex
iste
nce,
or
they
beca
me
the
nucl
eus
ofa
new
libr
ary.
The
cir
cle
has
been
of
alm
ost i
nest
imab
leva
lue
to I
n-di
ana.
Alm
ost e
very
sch
ool i
n ci
ty, v
illag
e,to
wns
hip,
and
coun
ty h
asso
me
of th
e bo
oks.
In 1
906
the
You
ngPe
ople
's R
eadi
ng C
ircl
e in
the
stat
e nu
mbe
red
25,0
86
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
271
mem
bers
, with
alm
ost 8
000
libra
ries
cont
aini
ng 8
61,2
92vo
lum
es.
Dur
ing
the
year
91,
968
volu
mes
wer
e ad
ded
toth
e lib
rari
es.
Som
e st
ates
lim
it th
eir
wor
kto
out
linin
g pr
ofita
ble
cour
ses
of r
eadi
ng a
nd to
mak
ing
arra
ngem
ents
for
supp
ly-
ing
the
book
s to
the
circ
les
at lo
wes
t pri
ces.
Eve
n w
here
the
stat
e m
akes
no p
rovi
sion
for
how
to s
ecur
e th
e bo
oks
this
wor
k of
arr
angi
ng f
or th
esu
pply
of
best
boo
ks a
t low
-es
t rat
es is
in it
self
of
grea
t con
sequ
ence
, hav
ing
been
the
mea
ns o
f or
gani
zing
man
y go
od s
mal
llib
rari
es in
rur
aldi
stri
cts.
The
Pla
ce o
f th
e T
rave
ling
Lib
rary
.T
he la
st o
f th
ese
vera
l age
ncie
s fo
r th
e di
ssem
inat
ion
of g
ood
liter
atur
eto
be
disc
usse
d in
thes
epa
ges
is th
e tr
avel
ing
libra
ry.
Perh
aps
no o
ther
pha
se o
f lib
rary
exte
nsio
n ha
s be
en it
seq
ual i
n st
imul
atin
g th
e pu
blic
ever
ywhe
re to
gre
ater
in-
tere
st in
boo
ks.
Its
hist
ory
from
the
very
ince
ptio
n ha
sbe
en o
ne o
f un
inte
rrup
ted
grow
th.
Its
purp
ose
has
been
acco
mpl
ishe
d w
here
ver
it ha
s re
ceiv
edfa
ir tr
ial.
And
this
is in
trut
h in
man
y pl
aces
, for
not
alo
ne h
as it
bee
n ad
opte
das
a r
egul
ar f
orm
of
libra
ry w
ork
in a
lmos
tev
ery
stat
e in
the
Uni
on, b
ut it
is p
enet
ratin
gth
e re
mot
est
corn
ers
ofst
ates
whe
re h
ither
to li
brar
y pr
ivile
ges
wer
e pr
actic
ally
unkn
own.
The
obj
ects
for
whi
ch th
etr
avel
ing
libra
ryw
as c
alle
din
to e
xist
ence
are
bri
efly
sta
ted
by th
e O
hio
stat
e lib
rari
anth
us: (
r) to
fur
nish
goo
d lit
erat
ure
to th
e pu
blic
; (2)
to
3...
272
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
stre
ngth
en s
mal
l lib
rari
es;
(3)
to c
reat
e an
inte
rest
in th
e
esta
blis
hmen
t of
new
libra
ries
.
To
furn
ish
Goo
dL
itera
ture
.T
he f
irst
obj
ect
to
furn
ish
good
lite
ratu
re to
the
publ
icis
bei
ng a
dmir
ably
wel
l don
e. N
o cl
asse
s ar
ene
glec
ted.
The
city
and
coun
-
try
alik
e re
apth
e be
nefi
ts o
ffer
ed.
The
boo
ks, n
eatly
boxe
d, f
ind
thei
r w
ay to
all k
inds
of
orga
niza
tions
seek
ing
self
-im
prov
emen
t, su
ch a
sw
omen
's c
lubs
, gra
nges
and
farm
ers'
alli
ance
s,w
orki
ngm
en's
club
s, S
unda
y-sc
hool
clas
ses,
and
, in
som
e st
ates
,ev
en p
enal
and
char
itabl
e
inst
itutio
ns.
To
stre
ngth
en S
mal
lL
ibra
ries
. --
A g
reat
man
ylib
rari
es,
both
cir
cula
ting
and
scho
ol, f
ind
the
trav
elin
g lib
rary
a
grea
t con
veni
ence
and
aid.
In to
wns
and
villa
ges
whe
re
libra
ry s
uppo
rt is
mea
ger
it is
no
smal
l thi
ngto
be
able
to f
all b
ack
onth
e bo
xes
ofbo
oks
whi
ch c
ome
regu
larl
y,
disp
ensi
ng n
ew, w
hole
som
ere
adin
g at
eve
ry tr
ip.
The
wor
k of
sm
all r
ural
scho
ol li
brar
ies
isen
hanc
ed in
a s
imila
r
man
ner.
Thi
s ca
n be
illu
stra
ted
in n
o be
tter
way
than
by
givi
ng th
e ex
peri
ence
of th
e sc
hool
s in
Spri
ngfi
eld
tow
n-
ship
, Cla
rk c
ount
y,O
hio,
as
told
by
Prof
esso
r A
. B. G
ra-
ham
, who
say
s in
par
t :
In I
wo
the
Boa
rd o
fE
duca
tion
of S
prin
gfie
ldto
wns
hip,
Cla
rk
coun
ty, b
ecam
ein
tere
sted
in li
brar
ies.
Fift
een
dolla
rs f
or e
ach
of
its tw
elve
sch
ools
wer
eap
prop
riat
ed.
But
no
book
publ
ishe
r's
prep
ared
list
was
pur
chas
ed.
Onl
y af
ter
seve
ral
wee
ks s
pent
in
exam
inin
g di
ffer
ent b
ooks
was
the
list c
ompl
eted
.
As
soon
as
they
wer
epl
aced
in th
e sc
hool
s, p
aren
ts a
sw
ell a
s
Q( ...
/Li
BE
ST C
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
273
child
ren
beca
me
read
ers
of th
e di
stri
ctsc
hool
libr
ary.
Eac
h gr
ade
from
the
seco
nd to
the
eigh
th in
clus
ive
had
som
ethi
ngad
apte
d to
it.
It w
as im
med
iate
lyfo
und
that
boo
ksin
sim
ple,
dig
nifi
edla
ngua
ge
for
the
uppe
rgr
ades
wer
e al
way
sw
elco
me
in th
e ho
mes
.W
hen
the
teac
her,
the
child
ren,
and
the
patr
ons
beco
me
inte
rest
edin
libra
ries
, the
re is
ade
man
d fo
r m
ore
wel
l-w
ritte
n bo
oks.
In th
e
case
men
tione
dth
e B
oard
i Edu
catio
n ha
d sp
ent
all,
and
mor
e th
an
the
law
at t
he ti
me
perm
itted
.N
o m
ore
coul
d be
spen
t tha
t sch
ool
year
. The
boa
rd d
ecid
ed to
appl
y to
the
stat
etr
avel
ing
libra
ry f
or a
box
of b
ooks
for
eac
hsu
bdis
tric
t.T
he e
xpre
ss c
harg
esbo
th w
ays
wer
e
will
ingl
y pa
id. E
ach
box
cont
aine
d fr
omth
irty
to f
orty
wel
l-se
lect
ed
book
s.T
here
was
som
ethi
ngfo
r th
e yo
unge
st a
tsch
ool w
ho c
ould
read
wel
l, an
dso
met
hing
for
the
olde
stat
hom
e.Q
uite
as
man
y
of th
em w
ere
used
in th
e ho
mes
as
in th
e sc
hool
s.W
hen
the
year
had
clos
ed, a
ll w
ere
plea
sed
with
the
new
libra
ries
.E
very
body
said
, "L
et a
noth
erap
prop
riat
ion
be m
ade
next
year
." T
he s
econ
d
appr
opri
atio
n w
as m
ade,
and
the
new
boo
ks w
ere
soon
in th
e sc
hool
s.
Cal
ls w
ere
mad
eal
so f
or th
e tr
avel
ing
libra
ry b
oxes
.T
his
time
a sp
ecia
l req
uest
was
mad
eth
at e
ach
box
shou
ldco
ntai
n tw
o or
thre
e
book
s on
agr
icul
tura
lsu
bjec
ts.
The
box
es w
ere
reta
ined
for
nea
rly
the
entir
e ye
ar.
Man
y w
ere
chan
ged
from
one
sch
ool t
oan
othe
r.
Eac
h ye
ar th
e to
wns
hip
has
been
abl
e to
use
abou
t fou
r hu
ndre
d
volu
mes
in a
dditi
on to
wha
t had
bee
npu
rcha
sed
by th
e B
oard
of
Edu
catio
n.A
hab
it of
rea
ding
the
best
lite
ratu
re w
asbe
ing
ac-
quir
ed b
y bo
th p
aren
tand
pup
il.It
has
bee
n ob
serv
edth
at in
ex-
amin
atio
ns o
r in
ord
inar
yco
nver
satio
n th
e ch
ildre
nof
thes
e sc
hool
s
give
evi
denc
e of
the
fact
that
the
book
s ha
ve b
een
used
to a
good
purp
ose.
The
thir
d ob
ject
of th
e tr
avel
ing
libra
ryto
cre
ate
an in
tere
stin
the
esta
blis
hmen
tof
new
libr
arie
sis
so
self
-ivi
dent
as
to n
eed
nodi
scus
sion
her
e.O
nce
let t
he
3
274
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
tast
e fo
r go
od r
eadi
ng g
et a
hol
d up
on th
e pe
ople
of
a co
m-
mun
ity, a
nd th
ey w
ill in
all
likel
ihoo
d no
t res
t bef
ore
a pe
r-
man
ent l
ibra
ry is
est
ablis
hed.
Rap
id S
prea
d of
tl e
Tra
velin
g L
ibr-
y.N
ew Y
ork
sent
out
a f
ew li
brar
ie: a
s an
exp
erim
ent i
n 18
92. N
owth
e st
ate
has
a co
llect
ion
nf
85,0
00 b
ooks
ava
ilabl
e fo
r th
is
purp
ose.
The
libr
arie
s ar
e se
nt o
ut in
fix
ed g
roup
s of
25, 5
0, a
nd io
o vo
lum
es to
gro
wn
peop
le a
nd o
f 25
vol
umes
for
child
ren.
The
exp
erim
enta
l sta
ge h
as lo
ng a
go b
een
pass
ed, a
nd th
e m
ovem
ent i
n th
is s
tate
is e
nter
ing
upon
the
high
tide
of
succ
ess.
Acc
ordi
ng to
the
year
-boo
k fo
r19
07, i
ssue
d by
the
Lea
gue'
of
Lib
rary
Com
mis
sion
s, "
Ohi
o le
ads
all s
tate
sof
the
Uni
on in
the
num
ber
of tr
avel
ing
libra
ries
issu
edan
nual
,1
the
com
mun
ities
rea
ched
by
this
met
hod
ofbo
ok d
ibu
tion.
For
the
year
end
ing
Nov
embe
r 15
,19
06,
ilis
trib
uted
libr
arie
s as
fol
low
s:to
wom
en's
club
s, 1
87; t
o sc
hool
s, 5
26; t
o gr
ange
s, h
Io; t
o in
depe
nd-
ent s
tudy
clu
bs, 1
26; t
o re
ligio
us o
rgan
izat
ions
, 94;
tolib
rari
es, 2
7; to
men
's c
lubs
, 26.
Prog
ress
by
Stat
esgl
eane
d fr
om R
epor
ts o
f 19
07.
New
Jer
sey
is c
ircu
latin
g an
incr
easi
ngly
larg
e nu
mbe
r of
trav
elin
g lib
rari
es.
As
an e
xpre
ssio
n of
its
appr
ecia
tion
of
this
libr
ary
infl
uenc
e a
farm
ers'
gra
nge
up-s
tate
pas
sed
are
solu
tion
that
the
" tr
avel
ing
libra
ry la
w h
as w
orke
d th
em
ore
for
the
plea
sure
, cul
ture
, and
wel
fare
of
the
farm
ing
dist
rict
than
any
law
pas
sed
in y
ears
."
3
One
of
the
Dov
er T
owns
hip
scho
ols,
Uni
on C
ount
y, O
hio.
J. B
. Bar
k,Su
peri
nten
dent
of
thes
esc
hool
s,ha
s fo
r so
me
time
been
usi
ng tr
avel
ing
libra
ries
fro
m th
e O
hio
Stat
e L
ibra
ry.
Hea
dqua
rter
s at
Top
eka
from
whi
ch m
any
hund
red
trav
elin
g lib
rarie
s ar
can
nual
ly s
ent t
u ev
ery
coun
ty in
Kan
sas.
3(
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
275
Indi
ana
repo
rts
that
" th
e tr
avel
ing
libra
ry s
yste
m o
p-er
ated
by
the
com
mis
sion
sho
ws
a re
mar
kabl
e gr
owth
in
it3.T
he a
bove
map
was
pre
pare
d by
the
Ohi
o St
ate
Lib
rary
Com
mis
-si
on. T
he d
ots
indi
cate
poi
nts
to w
hich
1,0
27 f
ree
trav
elin
g lib
rari
es(3
6,00
0 vo
lum
es)
wer
e se
nt in
190
5.In
1908
,th
c nu
mbe
r of
libr
arie
sis
sued
was
1,0
31, a
ggre
gatin
g 44
,005
vol
umes
.
circ
ulat
ion.
In 1
901,
8o
libra
ries
wer
e ci
rcul
ated
fro
mth
is s
yste
m;
in19
04, t
he n
umbe
r ha
d gr
own
to 2
58;
3 2
1
BE
ST
CO
PY
AV
AIL
AB
LE
276
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
duri
ng th
e la
st tw
o ye
ars,
113
2 tr
avel
ing
libra
ries
wer
e
dist
ribu
ted.
"N
ebra
ska
stat
es th
at "
a s
yste
m o
f tr
avel
ing
libra
ries
has
been
inau
gura
ted,
con
sist
ing
now
of
to6
libra
r'es,
whi
ch
last
yea
r re
ache
d 17
7 di
ffer
ent c
omm
uniti
es a
mha
d a
tota
l cir
cula
tion
of 3
2,78
0 vo
lum
es."
From
far
and
nea
r go
od r
epor
ts a
refl
owin
g in
.B
ut
the
abov
e w
ill s
uffi
ce to
giv
e an
idea
of th
e ge
nera
l spr
ead
of th
e m
ovem
ent.
Inde
ed, I
mig
ht a
dd th
at a
t the
tim
e
of th
is w
ritin
g I
have
bef
ore
me
on m
yta
ble
repo
rts
of
prog
ress
fro
m s
tate
s to
uchi
ng tw
o oc
eans
,C
anad
a.an
d th
e
Gul
f 1
Rur
al T
each
ers
shou
ld u
nder
stan
d L
ibra
ry E
cono
my.
It is
evi
dent
fro
m w
hat w
e ha
ve s
aid
abov
e th
at e
very
rura
l tea
cher
sho
uld
have
som
e tr
aini
ng in
libra
ry e
cono
my.
A g
reat
var
iety
of
scho
ols
now
off
er s
uch
cour
ses.
Col
-
lege
s, n
orm
al s
choo
ls, a
nd s
tate
libr
ary
asso
ciat
ions
are
all
inte
rest
ed in
lend
ing
thei
r as
sist
ance
.In
som
e se
ctio
ns
ente
rpri
sing
sup
erin
tend
ents
incl
ude
libra
ry in
stru
ctio
nin
the
wor
k of
thei
r su
mm
er in
stitu
tes.
All
teac
hers
of
to-d
ay
shou
ld b
e fa
mili
ar w
ith th
e D
ewey
sys
tem
of
libra
rycl
assi
-
fica
tion,
whe
ther
thei
r pa
rtic
ular
sch
ool l
ibra
rype
rmits
of it
s us
e or
not
.T
hey
shou
ld b
e fa
mili
ar w
ith a
nd a
p-pr
ecia
te th
e va
lue
of th
e w
onde
rful
sto
re o
f in
form
atio
nto
be
glea
ned
from
the
page
s of
the
dict
iona
ryan
d th
e en
-
cycl
oped
ia.
Fina
lly,
teac
hers
sho
uld
know
som
ethi
ngab
out t
he u
se o
f Po
ole'
s In
dex,
the
Ann
ual L
ibra
ry I
ndex
,
3 0
,
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
277
or s
imila
r lib
rary
hel
ps, w
ithou
t whi
ch th
e va
lue
of m
uch
of th
e in
disp
ensa
ble
liter
atur
e ev
er a
ppea
ring
in th
e pe
ri-
odic
als
mus
t be
lost
.A
Sum
mar
yB
y w
ay o
f su
mm
ary
: eve
ry r
ural
sch
ool
shou
ld h
ave
a w
orki
ng li
brar
y.If
it is
not
sec
ured
und
erpr
ovis
ions
of
stat
e la
w, o
blig
ator
y, c
ondi
tiona
l, or
per
mis
-si
ve, t
he te
ache
r, to
geth
er w
ith th
e bo
ard
and
patr
ons,
mus
t som
ehow
pro
vide
the
way
s an
d m
eans
. The
teac
h-er
s of
this
age
mus
t not
alo
ne k
now
how
to r
ead;
they
mus
t
know
wha
t to
read
.T
hey
mus
t hav
e a
larg
e ac
quai
ntan
ce-
ship
with
the
best
boo
ks a
nd b
e lo
vers
of
thes
e bo
oks.
The
n th
ey m
ust b
e ab
le to
tran
smit
this
kno
wle
dge
and
love
to th
e ch
ildre
n in
trus
ted
to th
eir
care
, in
orde
r th
atth
ese
enno
blin
g in
flue
nces
may
hav
e th
eir
shar
e in
mak
ing
the
farm
hom
e a
plac
e of
hap
pine
ss a
nd c
onte
ntm
ent.
FIR
ST O
NE
HU
ND
RE
D B
OO
KS
FOR
TH
E C
HIL
DR
EN
'SL
IBR
AR
Y
(Pre
pare
d by
Cla
ra W
. Hun
t, B
rook
lyn
Publ
ic L
ibra
ry)
POE
TR
Y
WH
EE
LE
R.
Mot
her
Goo
se's
Mel
odie
s.H
ough
ton.
STE
VE
NSO
N.
Chi
ld's
Gar
den
of V
erse
s.R
and,
McN
ally
.IN
GPE
N,
One
Tho
usan
d Po
ems
for
Chi
ldre
n.Ja
cobs
.W
IGG
IN A
ND
SM
ITH
.G
olde
n N
umbe
rs,
McC
lure
.R
EPP
LIE
R.
Boo
k of
Fam
ous
Ver
se.
Hou
ghto
n.
BIB
LE
ST
OR
IES
Bib
le f
or C
hild
ren.
Cen
tury
.M
OU
LT
ON
.B
ible
Sto
ries
: Old
Tes
tam
ent.
Mac
mill
an,
3 2
10
278
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
MO
UL
TO
N.
Bib
le S
tori
es: N
ew T
esta
men
t.M
acm
illan
.H
OD
GE
S. W
hen
the
Kin
g C
ame.
Hou
ghto
n.G
ILL
IE.
The
Sto
ry o
f St
orie
s.B
lack
.
TA
PPA
N. T
he C
hris
t Sto
ry.
Hou
ghto
n.
MY
TH
S, F
AIR
Y T
AL
ES,
ET
C.
KIN
GSL
EY
. The
Her
oes;
or,
Gre
ek F
airy
Tal
es.
Mac
mill
an.
HA
WT
HO
RN
E. W
onde
r-bo
ok.
Hou
ghto
n..
Tan
glew
ood
Tal
es.
Hou
ghto
n.L
AM
B.
Adv
entu
res
of U
lyss
es.
BR
OW
N.
In th
e D
ays
of G
iant
s.H
ough
ton.
BA
LD
WIN
.St
ory
of S
iegf
ried
.Sc
ribn
er.
SCU
DD
ER
.C
hild
ren'
s B
ook.
Hou
ghto
n.A
SOP.
Fabl
es s
elec
ted
by J
acob
s.M
acm
illan
.A
rabi
an N
ight
s, e
d. b
y L
ang.
Lon
gman
s.G
RU
M F
airy
Tal
es.
Mac
mill
an.
HA
RR
IS.
Unc
le R
emus
: his
Son
gs a
nd h
is S
ayin
gs.
App
leto
n.
AN
DE
RSE
N,
Fair
y T
ales
.D
OD
GSO
N.
Alic
e's
Adv
entu
res
in W
onde
rlan
d.M
acm
illan
.
KIP
LIN
G.
Jung
le B
ook.
Cen
tury
.M
AC
DO
NA
LD
. At t
he B
ack
of th
e N
orth
Win
d.B
urt.
Rus
iaN
.K
ing
of th
e G
olde
n R
iver
.M
acm
illan
.T
HA
CK
ER
AY
. The
Ros
e an
d th
e R
ing.
Hea
th.
STO
RIE
S FO
R T
HE
YO
UN
GE
R C
HIL
DR
EN
DO
DG
E.
Bab
y D
ays.
Cen
tury
.H
AL
L P
eter
kin
Pape
rs.
Hou
ghto
n.H
OPK
INS.
The
San
dman
, his
Far
m S
tori
es.
Page
.JA
CK
SON
.N
elly
's S
ilver
Min
e.L
ittle
.R
AN
KIN
.D
ande
lion
Cot
tage
.H
olt.
Sanw
oom
Fai
rchi
ld F
amily
.St
okes
.
Slum
.Jo
lly G
ood
Tim
es.
Litt
le.
SPY
RI.
Hei
di.
Gin
n.W
HIT
E. W
hen
Mol
ly w
as S
ix.
Hou
ghto
n.
r) 1
7;A
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
279
SOM
E L
ITE
RA
RY
CL
ASS
ICS
AD
APT
ED
TO
CH
ILD
RE
N
BU
NY
AN
.Pi
lgri
m's
Pro
gres
s, il
lust
rate
d by
Rhe
ad.
Cen
tury
.C
ER
VA
NT
ES-
SAA
VE
DR
A.
Don
Qui
xote
of
the
Man
cha,
ret
old
byPa
rry.
Lan
e,C
HA
UC
ER
.T
ales
of
the
Can
terb
ury
Pilg
rim
s, r
etol
d by
Dar
ton.
Stok
es.
DE
FOE
.R
obin
son
Cru
soe,
illu
stra
ted
by R
head
.R
usse
ll.FR
OIS
SAR
T.
Boy
s' F
rois
sart
Lan
ier.
Scri
bner
.St
orie
sfr
omFr
oiss
art
New
bolt.
Mac
mill
an.
MA
LO
RY
.B
oys'
Kin
g A
rthu
rL
anie
r.Sc
ribn
er.
PYL
E.
Stor
y of
Kin
g A
rthu
r.Sc
ribn
er.
. Mer
ry A
dven
ture
s of
Rob
in H
ood.
Scri
bner
.SH
AK
ESP
EA
RE
.T
ales
fro
m S
hake
spea
reL
amb.
Dut
ton.
Shak
espe
are
Stor
y B
ook
Mac
leod
.G
ardn
er, D
arto
n an
d C
o.SP
EN
SER
.St
orie
s fr
om th
e Fa
erie
Que
ene
Mac
leod
.G
ardn
er,
Dar
ton
and
Co.
SWIF
T.
Gul
liver
's T
rave
ls.
Cra
nfor
d ed
.M
acm
illan
.
STO
RIE
S FO
R G
IRL
S
AL
CO
TT
.L
ittle
Wom
en.
Litt
le.
BR
owx.
Tw
o C
olle
ge G
irls
.H
ough
ton.
EW
ING
.Si
x to
Six
teen
.L
ittle
.JE
WE
TT
.B
etty
Lei
cest
er.
Hou
ghto
n.K
EA
RY
. A Y
ork
and
a L
anca
ster
Ros
e.M
acm
illan
.SM
ITH
.Jo
lly G
ood
Tim
es S
tori
es.
6 vo
ls.
Litt
le.
SHA
W.
Cas
tle B
lair
.H
eath
.T
AG
GA
RT
.L
ittle
Gra
y H
ouse
.M
cClu
re.
VA
ILE
. The
Orc
utt G
irls
.\V
ilde.
. Sue
( )
rcut
t.W
ilde.
WIG
GIN
.R
ebec
ca o
f Su
nnyb
rook
Far
m.
Hou
ghto
n.
STO
RIE
S FO
R B
OY
S
AL
DR
ICH
.St
ory
of a
Bad
Boy
.H
ough
ton.
BR
OO
KS.
B ,y
Em
igra
nts.
Scri
bner
.
Q1'
4 t.)
280
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
BU
LL
EN
.Fr
ank
Bro
wn,
Sea
App
rent
ice.
Dut
ton.
EG
GL
EST
ON
.H
oosi
er S
choo
lboy
.Sc
ribn
er.
HU
GH
ES.
Tom
Bro
wn'
s Sc
hool
Day
s.C
ranf
ord
ed.
Mac
mill
an
HU
NT
ING
TO
N.
His
Maj
esty
's S
loop
Dia
mon
d R
ock.
Hou
ghto
n.
KIN
G.
Cad
et D
ays.
Har
per.
MO
RR
ISO
N.
Chi
lhow
ee B
oys.
Cro
wel
l.
PEN
DL
ET
ON
.K
ing
Tom
and
the
Run
away
s.A
pple
ton.
PYL
E. M
en o
f Ir
on.
Har
per.
STE
VE
NSO
N.
Tre
asur
e Is
land
.Sc
ribn
er.
Wau
dtai
s.A
dven
ture
s of
a F
resh
man
.Sc
ribn
er.
STO
RIE
S FO
R B
OY
S A
ND
GIR
LS
CL
EM
EN
S. T
he P
rinc
e an
d th
e Pa
uper
.H
arpe
r.D
ix.
Mer
r-lij
s.M
acm
illan
.
DO
DG
E.
Han
s B
rink
er.
New
Am
ster
dam
ed.
Scri
bner
.
EW
ING
.Ja
ckan
apes
.L
ittle
.. S
tory
of
a Sh
ort L
ife.
Litt
le.
SEA
WE
LL
.L
ittle
Jar
vis.
App
leto
r.W
YSS
.Sw
iSS
Fam
ily R
obin
son.
Dut
ton.
SCIE
NC
E, N
AT
UR
E B
oolis
CL
OD
D.
Chi
ldho
od o
f th
e W
orld
.K
egan
Pau
l, et
c.K
ING
SLE
Y. M
adam
How
and
Lad
y W
hy.
Mac
mill
an.
BE
AR
D.
Cur
ious
Hom
es a
nd th
eir
Ten
ants
.A
pple
ton.
CR
AG
IN.
Our
Ins
ect F
rien
ds a
nd F
oes;
how
to c
olle
ct, p
rese
rve,
and
stud
y T
hem
.Pu
tnam
.PA
rrE
itsoN
.T
he S
j)in
ner
Fam
ily.
McC
lurg
.W
OO
D. A
Nat
ural
His
tory
for
You
ng P
eopl
e.D
utto
n.
MIS
CE
LL
AN
EO
US
INFO
RM
AT
ION
BE
AR
D.
Jack
of
All
Tra
des.
Scri
bner
.
. Ind
oor
and
Out
door
Han
dicr
aft.
Scri
bner
.D
UN
CA
N.
Mar
y's
Gar
den
and
how
it G
rew
.C
entu
ry.
GO
OD
.M
agic
al E
xper
imen
ts.
McK
ay.
3 2
TH
E L
IBR
AR
Y A
ND
RU
RA
L C
OM
MU
NIT
IES
281
HIL
LFi
ghtin
g a
Fire
.C
entu
ry.
ING
ER
SOL
L.
Boo
k of
the
Oce
an.
Cen
tury
.W
HE
EL
ER
.W
oodw
orki
ng f
or B
egin
ners
.Pu
tnam
.'
HIS
TO
RY
YO
NG
E.
Boo
k of
Gol
den
Dee
ds,
Mac
mill
an.
GR
IFFI
S.B
rave
Litt
le H
olla
nd.
Hou
ghto
n.L
AR
NE
D.
His
tory
of
Eng
land
.H
ough
ton.
DO
LE
.T
he Y
oung
Citi
zen.
Hea
th.
CO
FFIN
.B
oys
of '7
6.H
arpe
r.. B
uild
ing
the
Nat
ion.
Har
per.
TR
AV
EL
HA
LE
.Fa
mily
Flig
ht th
roug
h Fr
ance
, Ger
man
y, N
orw
ay, a
ndSw
itzer
land
.L
othr
op.
Lir
mils
.So
me
Stra
nge
Cor
ners
of
our
Cou
ntry
.C
entu
ry.
MIL
LE
R.
Litt
le P
eopl
e of
Asi
a.D
unto
n.M
I r
rox.
Chi
ldre
n's
Boo
k of
Lon
don.
Mac
mill
an.
SCH
WA
TK
A.
Chi
ldre
n of
the
Col
d.E
d. P
ub. C
o.
BIO
GR
APH
Y
NIC
OL
AY
.B
oy's
Lif
e of
Abr
aham
Lin
coln
.C
entu
ry.
PAR
TO
N.
Cap
tain
s of
Ind
ustr
y.H
ough
ton.
SCU
DD
ER
.G
eorg
e W
ashi
ngto
n.H
ough
ton.
r)p
I
CH
APT
ER
XIV
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
Mod
ern
Con
cept
ion
of E
duca
tion
emph
asiz
es C
are
of
the
Hum
an B
ody.
The
mar
ked
tend
ency
in o
urda
y to
broa
den
the
conc
eptio
n of
educ
atio
n is
wel
l illu
stra
ted
in
the
emph
asis
now
bei
ngla
id o
n th
e ca
re o
f th
e hu
man
body
.
Enl
ight
ened
man
kind
no
long
erho
lds
to th
e fa
llaci
es o
f th
e
earl
y as
cetic
s th
at th
e bo
dyis
a th
ing
of e
vil.,
whi
chsh
ould
be s
ubje
cted
to h
arsh
disc
iplin
e of
all
desi
res
and
affe
c-
tions
in o
rder
that
the
min
dan
d so
ul m
ight
thus
be
set
free
to a
ttend
upo
n th
ehi
gher
inte
rest
s of
life
.N
obod
y
any
long
erdo
ubts
the
trut
h of
the
old
clas
sic
phra
se,
nuns
san
a in
cor
pore
san
o.If
any
thin
g, w
e of
the
new
cent
ury
are
incl
ined
toen
larg
e on
Juv
enal
. We
belie
ve
in th
e do
ctri
ne o
f a
soun
dm
ind
in a
sou
nd b
ody.
But
the
body
is m
ore
than
the
hom
eof
the
min
d, is
mor
e th
anits
.
" co
ttage
of
clay
," a
sth
e po
et p
uts
it.Fo
r it
prov
ides
the
min
d w
ith s
helte
r an
dno
uris
hmen
t.T
he m
ind
grow
s,
inde
ed, i
n th
e bo
dy m
uch
the
sam
e w
ayas
a p
lant
inits
soil.
Let
the
soil
be s
hallo
w a
nd p
oor,
and
a st
unte
d gr
owth
resu
lts;
let i
t be
deep
and
ric
h,an
d a
sple
ndid
bur
st o
f
bloo
m r
esul
ts.
Tw
ofol
d E
mph
asis
of
Mod
ern
Phys
ical
Edu
catio
n.
Thi
s em
phas
is o
n ph
ysic
aled
ucat
ion
beco
mes
mar
ked
in
282
3L,
1: iG
IEN
E A
ND
PH
YSI
CA
L E
DU
CA
TIO
N28
3
two
dist
inct
way
s, w
hich
may
be
spok
en o
f as
, fir
st, t
hein
divi
dual
goo
d ;
seco
nd, t
he s
ocia
l goo
d.In
the
firs
tpl
ace,
it d
wel
ls u
pon
the
intim
ate
rela
tion
whi
ch e
xist
sbe
twee
n th
e ph
ysic
al c
ondi
tion
of th
e in
divi
dual
chi
ld a
nd
his
fitn
ess
at a
giv
en ti
me
for
scho
ol w
ork.
To
this
pha
seof
the
subj
ect t
he e
duca
tor's
wor
k is
mos
tly li
mite
d.In
the
seco
nd p
lace
, it m
anif
ests
itse
lf in
an
effo
rt to
impr
ove
the
phys
ical
con
ditio
n of
the
who
le h
uman
rac
e, w
ithou
t tak
ing
into
con
side
ratio
n th
e ef
fect
upo
n m
enta
l eff
icie
ncy.
Thi
sph
ase
of th
e w
ork
belo
ngs
to th
e so
cial
phi
loso
pher
, and
is w
ell i
llust
rate
d in
the
effo
rts
of P
resi
dent
Roo
seve
lt's
Cou
ntry
Lif
e C
omm
issi
on, w
orki
ng to
impr
ove
sani
tary
cond
ition
s in
rur
al c
omm
uniti
es.
It is
fur
ther
illu
stra
ted,
in th
e ci
ties,
in c
aref
ul m
edic
al in
spec
tion
of s
choo
ls, i
nm
ultip
lyin
g pl
aygr
ound
s, in
con
stru
ctin
g at
hlet
ic f
ield
s,in
bui
ldin
g gy
mna
sium
s, e
tc.
Def
ectiv
es a
nd L
ow S
tand
ards
of
Scho
ol W
ork.
Of
firs
t im
port
ance
to te
ache
rs is
a c
lear
und
erst
andi
ng o
f th
e
rela
tion
of th
e ch
ild's
phy
sica
l con
ditio
n to
sch
ool e
ffic
ienc
y.
It is
now
cle
arly
dem
onst
rate
d th
at f
ailu
re in
stu
dies
, gen
-
eral
apa
thy
and
dulln
ess,
ext
rem
e ne
rvou
snes
s, a
nd e
ven
vici
ousn
ess
on th
e pa
i t o
f m
any
child
ren
are
trac
eabl
e to
the
exis
tenc
e of
chi
onic
or to
min
or d
efec
ts o
f a
rem
edia
ble
natu
re.
A r
ecen
t med
ical
exa
min
atio
n in
New
Yor
k C
ity, i
nvol
ving
134
,00o
sch
ool c
hild
ren,
dis
clos
edth
e st
artli
ng f
act t
hat o
f 37
,190
fir
st-y
ear
pupi
ls 6
9 pe
r ce
nt
wer
e de
fect
ive;
of
97,5
43 u
ncla
ssif
ied
pupi
ls 6
6 pe
r ce
nt
284
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
had
defe
cts;
and
of
169
aver
age
pupi
ls84
per
cen
t wer
e
ailin
g.In
the
scho
ol f
or b
ackw
ard
child
ren
the
per
cent
defe
ctiv
e w
as 9
can
d am
ong
the
trua
nts
it re
ache
d 95
.C
omm
entin
g on
this
sta
te o
f af
fair
s, D
r.L
insl
y R
. Will
iam
s,
chie
f of
the
clin
ic a
t Col
umbi
a U
nive
rsity
and
an
auth
ority
in th
is p
artic
ular
fie
ld, s
ays:
The
re a
re n
umer
ous
chro
nic
ailm
ents
of
child
hood
whi
chab
solu
tely
pre
vent
or
mili
tate
aga
inst
its
rece
ivin
gan
Y in
stru
ctio
n
The
mor
e im
port
ant o
f th
ese
are
seri
ous
cong
enita
l men
tal d
efec
tsan
d de
fect
s of
the
hear
t or
orga
ns o
f sp
eech
.T
here
exi
st, a
lso,
man
y m
inor
def
ects
, era
dica
ble,
pro
vide
d th
e pa
rent
s ar
ein
form
ed
that
suc
h de
fect
s ex
ist.
The
exi
sten
ce o
f th
ese
min
or d
efec
ts s
uch
as s
quin
t, ne
ar-s
ight
edne
ss, a
deno
ids,
enla
rged
tons
ils, b
ad te
eth,
nerv
ous
twitc
hing
s, a
nd s
o on
are
not
oft
endi
scov
ered
by
the
pare
nts,
nor
is th
eir
seri
ousn
ess
real
ized
unt
il th
e ch
ildha
s fu
r so
me
time
been
unde
r th
e in
flue
nce
of s
choo
l lif
e.
The
gre
at im
port
ance
of
syst
emat
ic e
xam
inat
ion
ofsc
hool
chi
ldre
n lie
s in
this
, tha
t with
out i
t the
def
ects
wou
ld
not b
e di
scov
ered
unt
il th
ey h
ad s
erio
usly
impa
ired
the
phys
ical
con
ditio
n of
the
child
.In
com
mun
ities
whe
resp
ecia
l atte
ntio
n is
pai
d to
phy
sica
l exa
min
atio
n sc
hool
wor
k is
unq
uest
iona
bly
of th
e hi
ghes
t sta
ndar
d, in
fect
ious
dise
ase
is r
educ
ed to
a m
inim
um, t
he g
ener
al c
ondi
tion
ofhe
alth
is g
reat
ly im
prov
ed, a
nd, w
ithal
, the
chi
ldre
n liv
eha
ppie
r, b
ette
r liv
es f
or it
.B
osto
n Sc
hool
Nur
ses.
Mas
sach
uset
ts r
equi
res
byla
w th
at a
ll sc
hool
chi
ldre
n sh
all b
e ex
amin
ed f
or d
efec
tive
eyes
ight
and
hea
ring
.B
osto
n ha
s go
ne s
till f
arth
er in
rjS
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
285
this
mat
ter.
Not
alo
ne d
oes
the
city
em
ploy
exp
ert m
edi.
cal i
nspe
ctor
s, b
ut it
s bo
ard
of e
duca
tion
empl
oys
a la
rge
corp
s of
reg
ular
ly e
xam
ined
and
cer
tifie
d nu
rses
, who
are
assi
gned
to s
peci
fic
dist
rict
s, w
orki
ng u
nder
the
dire
ctio
nof
the
dire
ctor
of
phys
ical
trai
ning
.So
me
rem
arka
ble
resu
lts h
ave
alre
ady
com
e fr
om th
eir
labo
rs.
The
y ar
eev
er v
igila
ntal
way
s on
the
wat
ch f
or f
irst
sig
ns o
f in
fec-
tious
dis
ease
s; th
ey lo
ok a
fter
the
clea
nlin
ess
of th
e ch
ildre
n
and
the
gene
ral w
hole
som
enes
s of
the
scho
olro
om; t
hey
relie
ve a
nxio
us a
nd o
verw
roug
ht te
ache
rs, a
nd a
ssis
t and
inst
ruct
igno
rant
par
ents
.O
ne c
an g
et a
goo
d id
ea o
fth
e sc
ope
and
valu
e of
the
wor
k of
thes
e B
osto
nnu
rses
thro
ugh
a st
udy
of th
e fi
gure
s be
low
, whi
ch r
epre
sent
the
conc
rete
res
ults
of
thei
r fi
rst f
ive
mon
ths'
wor
k:
Four
teen
hun
dred
nin
ety-
two
case
s of
dis
ease
of
the
ear
have
been
trea
ted;
607
8 ey
e ca
ses
and
1131
cas
es o
f de
fect
ive
visi
onco
rrec
ted;
dis
ease
of
the
nose
, 260
2 ca
ses
and
423
aden
oids
rem
oved
;di
seas
es o
f th
e m
outh
, 176
5ca
ses;
thro
at,
1695
;sk
in,
10,1
39;
ever
y ca
se b
eing
car
ed f
or a
nd f
ollo
wed
to th
e ho
me,
whe
re in
stru
c-tio
n w
as g
iven
for
the
care
of
the
patie
nt.
In a
dditi
on to
all
this
,91
44 d
ress
ings
wer
e m
ade
by th
e nu
rses
; 312
0 ex
clud
ed p
upils
wer
e ca
red
for
atth
eir
hom
es; 3
293
wer
e ta
ken
to th
eir
fam
ilyph
ysic
ian,
320
2 of
thes
e la
st r
etur
ning
to s
choo
l cur
ed a
fter
a m
ini-
mum
per
iod
of a
bsen
ce; 7
559
hom
e vi
sits
wer
e m
ade
for
the
purp
ose
of a
dvis
ing
or in
stru
ctin
g pa
rent
s co
ncer
ning
thei
r ch
ildre
n;47
72ch
ildre
n w
ere
take
n to
hos
pita
ls w
ith th
e co
nsen
t of
the
pare
nts,
and
man
y de
eds
of p
ure
char
ity w
ere
scat
tere
d al
ong
the
way
. Eac
hof
thes
e ca
ses
is c
aref
ully
dia
gnos
ed a
nd r
ecor
ded
so th
at th
e re
-m
oval
of
a ch
ild f
rom
one
dis
tric
t to
anot
her
does
not i
nter
fere
with
331
286
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
LH
YG
IEN
E A
NL
PH
YSI
CA
L E
DU
CA
TIO
N28
7
his
med
ical
trea
tmen
t.("
Edu
catio
nal P
rogr
ess
for
1907
,"13
9
Cha
rles
R. A
llen,
inth
e M
ay, 1
908,
issu
eof
the
Sch
ool R
evie
w.)
All
thin
king
peo
ple
rejo
ice
tokn
ow o
f th
e in
tere
st
man
ifes
ted
in th
is p
hase
of e
duca
tion
in o
urci
ties.
Med
i-
cal i
nspe
ctio
n is
com
ing
to th
e as
sist
ance
of th
e sc
hool
s
from
coa
st to
coa
st.
Mor
eove
r, s
peci
alsc
hool
s ar
e be
ing
open
ed in
seve
ral p
lace
s fo
r ph
ysic
ally
defi
cien
t pup
ils.
Such
are
the
Fres
h A
ir S
choo
l, at
Prov
iden
ce, R
hode
Isla
nd, a
nd th
eG
rosz
man
n Sc
hool
for
atyp
ical
chi
ldre
n,
at P
lain
fiel
d,N
ew J
erse
y.R
elat
ion
of G
ener
alIn
telli
genc
e to
Phy
sica
lE
duca
tion.
I re
peat
: all
thin
king
men
and
wom
enre
joic
e in
this
mar
ked
prog
ress
mad
ein
phy
sica
led
ucat
ion.
For
it is
esta
blis
hed
on h
igh
auth
ority
" th
at h
alf
of a
ll hu
man
disa
bilit
y, s
uffe
ring
,and
ear
ly d
eath
resu
lts f
rom
igno
ranc
e
igno
ranc
eei
ther
upo
n th
e pa
rtof
the
suff
erer
sth
em-
selv
es o
r up
on th
atof
thos
e re
spon
sibl
efo
r th
eir
exis
tenc
e."
All
the
prog
ress
ive
natio
ns o
f th
e w
orld
have
pla
ced
grea
t
stre
ss o
n ph
ysic
aled
ucat
ion.
The
gen
eral
inte
llige
nce
and
soci
al s
tren
gth
ofna
tions
app
ear
in a
nal
mos
t wre
ct
ratio
to th
eir
appr
ecia
tion
of th
e la
ws
of h
ygie
neal
id
phys
ical
nat
ure.
The
Sca
ndin
avia
nco
untr
ies
are
pion
eers
in th
is f
ield
, and
in in
telli
genc
ean
d so
cial
pro
bity
, too
,
they
ran
k ve
ryhi
gh.
Ger
man
y pa
ysm
uch
atte
ntio
n to
phys
ical
insp
ectio
nan
d tr
aini
ng o
fch
ildre
n an
d te
ache
rs
in th
e la
ws
ofhe
alth
.T
he r
esul
ts o
nG
erm
an li
fe a
nd
infl
uenc
e ar
c to
o w
ellk
now
n to
nee
d m
entio
nhe
re.
" T
he
com
para
tivel
y sm
all l
oss
of li
fe o
n th
e pa
rt o
f th
e Ja
pane
se,
in th
eir
war
with
Rus
sia,
"sa
ys P
rofe
ssor
Har
ry M
. Sha
fer,
was
not
so
muc
h du
e to
the
inac
cura
te m
arks
man
ship
of th
e R
ussi
ans
as it
was
to th
e ri
gid
enfo
rcem
ent o
f la
ws
of h
ygie
nein
the
Japa
nese
arm
y. .
..
Perh
aps
anin
vest
igat
ion
wou
ld r
evea
l a c
ause
mor
e re
mot
e in
the
lives
of
thes
e pe
ople
; it m
ight
sho
w th
at th
e hi
ghly
orga
n-iz
ed s
ervi
ce o
f m
edic
al in
spec
tion
in th
e sc
hool
s, e
mpl
oyin
g
near
ly 9
000
spec
ialis
ts, w
as th
e re
al c
ause
of
Japa
nese
vict
ory.
"T
he T
each
er's
Res
pons
ibili
ty f
or h
is P
upils
' Phy
sica
lan
d M
enta
l Hea
lth.
Eve
ry te
ache
r sh
ould
hav
e a
com
-
preh
ensi
ve k
now
ledg
e of
pra
ctic
al h
ygie
ne a
nd o
fits
rela
tion
to s
choo
l eff
icie
ncy.
He
shou
ld b
e co
mpe
lled
byla
w, i
f ne
cess
ary,
to ta
ke e
very
pre
caut
ion
know
n to
med
ical
scie
nce
for
the
prot
ectio
n of
the
child
ren
unde
r hi
s ca
re.
But
he
shou
ld, i
n tu
rn, h
ave
the
back
ing
of la
w to
obl
ige
reca
lcitr
ant s
choo
l boa
rds
to le
nd h
im th
eir
ever
y as
sist
-an
ce.
To
begi
n w
ith, l
et th
e te
ache
r re
aliz
e th
at h
e m
ust
bc h
eld
resp
onsi
ble,
in a
mea
sure
, for
the
phys
ical
and
men
tal h
ealth
of
his
pupi
ls.
Nor
doe
s th
is r
espo
nsib
ility
end
with
the
clos
e of
the
scho
ol d
ay o
r at
the
scho
ol g
roun
dlim
its.
His
res
pons
ibili
tym
ay o
n oc
casi
on e
xten
d ev
enbe
yond
the
thre
shol
d of
the
hom
e.Fo
r, le
t eve
ry te
ache
rbe
ar w
ell i
n m
ind
that
his
is a
pro
fess
ion
of s
ervi
cean
dto
ren
der
serv
ice
mos
t eff
ectu
ally
is it
s ai
m.
If it
bec
omes
nece
ssar
y to
ent
er th
e ho
mes
of
pupi
ls to
con
vinc
e an
tago
-
3 3
288
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
nist
ic p
aren
ts o
f th
e w
isdo
m o
f a
cert
ain
heal
th r
egul
atio
n
or to
teac
h th
e ig
nora
nt th
e si
mpl
e la
ws
of h
ealth
, the
teac
her
mus
t not
fal
ter
in h
is d
uty.
The
teac
her
shou
ld b
e ab
le to
rec
ogni
ze th
esy
mpt
oms
of d
isea
ses
com
mon
to c
hild
ren,
suc
has
dip
hthe
ria,
sca
rlet
feve
r, m
easl
es, w
hoop
ing
coug
h, to
nsili
tis, a
ndm
umps
;to
dis
infe
ct th
e sc
hool
bui
ldin
g an
d al
l sch
ool f
urni
ture
,an
d in
oth
erw
ays
mai
ntai
n pr
oper
san
itary
con
ditio
ns o
nth
e pr
emis
es.
He
shou
ld b
e on
the
aler
t to
disc
over
def
ects
in e
yesi
ght a
nd h
eari
ng, n
owad
ays
so c
omm
on in
sch
ool
child
ren,
and
rea
d th
e m
any
sign
s of
ade
noid
al c
ondi
tions
,
nerv
ous
irri
tabi
lity,
unu
sual
fat
igue
, and
oth
er a
ilmen
tsw
hich
mili
tate
aga
inst
hea
lth a
ndpr
olon
gatio
n of
life
.So
me
Sim
ple
Rul
es w
ith w
hich
Tea
cher
s sh
ould
be
Con
vers
ant.
It is
dif
ficu
lt, w
e ar
e to
ld b
y ph
ysic
ians
, to
lay
dow
n ha
rd-a
nd-f
ast r
ules
by
whi
ch to
rec
ogni
ze in
ever
yca
se th
e sy
mpt
oms
of e
ven
the
mos
t com
mon
dis
ease
s.So
met
imes
" s
ympt
oms
" de
ceiv
e th
e sk
illfu
lph
ysic
ian;
unde
r su
ch c
ircu
mst
ance
s th
e te
ache
rca
n be
par
done
d if
he d
oes
not a
lway
s di
agno
se th
eca
se c
orre
ctly
.H
owev
er,
with
the
know
ledg
e of
a f
ew s
impl
e fa
cts
abou
t the
vis
ible
deve
lopm
ent o
f ce
rtai
n di
seas
es, t
he te
ache
rm
ay a
t lea
stbe
led
to s
uspe
ct th
e na
ture
of
the
mal
ady,
and
so
send
the
child
hom
e fo
r th
e fa
mily
phy
sici
an to
pass
upo
n th
e ca
se.
Let
ever
y te
ache
r w
ho r
eads
thes
e pa
ges
stud
y w
ell t
hesi
mpl
e ru
les
prin
ted
in th
e ap
pend
ix o
f th
is b
ook.
The
yw
ere
prep
ared
by
L. M
. Hyd
e, M
.D.,
for
one
of th
e he
alth
33,1
BE
ST
CO
PY
AV
AIL
AB
LE33
5
3 '3
t,
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
289
bulle
tins
sent
out
to h
is te
ache
rs b
y St
ate
Supe
rint
ende
ntJ.
W. O
lsen
, of
Min
neso
ta, a
ndm
ay b
e th
e ca
use
ofsp
arin
g so
meb
ody
both
suf
feri
ng a
ndso
rrow
.T
he T
each
er's
Pla
ce in
the
Stru
ggle
aga
inst
Dis
ease
.T
he te
ache
r sh
ould
mak
e a
care
ful s
tudy
of
all t
hedi
seas
esw
hich
are
kno
wn
to b
e ca
used
by
germ
s; v
iz, c
onsu
mpt
ion,
pneu
mon
ia, t
ypho
id f
ever
, la
grip
pe, c
hole
ra, e
rysi
pela
s,sc
arle
t fev
er, c
hick
en p
ox, a
nd s
mal
lpox
. He
shou
ldno
tal
one
know
the
dang
er f
rom
the
myr
iads
of
harm
ful g
erm
sw
hich
are
abo
ut u
s on
eve
ry h
and,
but
sho
uld
take
ever
ypr
ecau
tion
poss
ible
to m
inim
ize
the
dang
er o
fat
tack
by
keep
ing
the
scho
olro
om w
ell v
entil
ated
and
scru
pulo
usly
clea
n, d
isin
fect
ing
floo
rs, d
esks
, and
boo
ksfr
eque
ntly
.T
hen
he m
ust g
ive
the
child
ren
daily
less
ons
on th
ese
drea
den
emie
s of
life
, and
impr
ess
upon
them
whi
le y
oung
the
drea
dful
con
sequ
ence
s of
suc
hsc
ourg
es a
s th
e W
hite
Plag
ue.
Tea
ch th
em th
e ne
cess
ity o
f be
ing
part
icul
arab
out t
heir
dri
nkin
g w
ater
a gl
assf
ul o
f im
pure
wat
erm
ay c
onta
in e
noug
h ty
phoi
d ge
rms
to th
reat
en d
eath
.Im
pres
s up
on th
em th
e ex
trem
e da
nger
whi
ch c
omes
fro
mex
pect
orat
ing
on f
loor
s, s
idew
alks
,or
str
eets
.T
he c
on-
sum
ptiv
e sp
its o
n th
e fl
oor,
the
sput
um d
ries
, and
the
germ
sar
e ca
rrie
d up
on th
e du
st p
artic
les
to f
ind
lodg
ing
inso
me
conv
enie
nt m
outh
or
thro
ator
lung
s, th
ere
to a
bide
thei
rtim
e fo
r th
e at
tack
whe
n th
e vi
ctim
chan
ces
to b
e ru
n do
wn
phys
ical
ly, a
nd s
o is
una
ble
to r
esis
t the
poi
son
thro
wn
upon
the
syst
em b
y th
e in
dust
riou
sen
emy.
3 3
290
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
How
Dis
ease
Ger
ms
are
Tra
nsm
itted
.Pr
ofes
sor
Wil.
liam
0. K
rohn
, of
Yal
e, g
ives
the
follo
win
g su
mm
ary
of
01\%
%.%
%1
fsvh %
DI
A 1
414
Dip
hthe
ria.
Lfs
is;i
1F0S
h
P. li
dr%
,A
siat
ic C
hole
ra.
kVA
.,V
AS:
4IN
A
liog
Cho
lera
.
Pg5k
i7.
1=E
rysi
pela
s.C
onsu
mpt
ion,
Pneu
mon
ia.
FIG
. 19.
Mic
rwL
opic
app
eara
nce
of s
ome
drea
ded
dise
ase
germ
s.(A
fter
Kro
hn.)
how
the
mos
t com
mon
con
tagi
ous
dise
ases
of
child
ren
spre
ad:
Chi
cken
Pox
.In
defi
nite
;pr
obab
ly b
y th
e br
eath
, dri
nkin
gcu
ps, a
nd s
imila
r m
eans
.M
easl
es.
By
excr
etio
ns f
rom
the
nose
;by
the
brea
th;
by
clot
hing
.W
hoop
ing
Cou
gh.
By
the
brea
th; b
y ex
pect
orat
ions
fro
m th
eth
roat
and
lung
s.Sc
arle
t Fe-
ver.
By
cont
act w
ith c
ast-
off
part
icle
s of
ski
n fr
om
the
patie
nt;
carr
ied
by c
loth
ing
or b
y an
y ar
ticle
con
tain
ing
the
3 (2
,,It
./a
The
abo
ve il
lust
ratio
n sh
ows
a la
rge
mas
sof
ade
noid
s gr
owin
g in
the
naso
-pha
ryn-
geal
cav
ity o
f th
e th
roat
.
Pneu
mon
ia g
erm
s fr
om a
pub
lic s
choo
ldr
inki
ng c
up, m
agni
fied
t000
dia
m.
eter
s.
Mic
roph
otog
raph
of
deca
ying
hu-
man
cel
ls o
n a
drin
king
cup
The
dia
met
er o
f th
eci
rcul
alsp
ot o
n th
e gl
ass
was
one
-fif
-tu
enth
of
an in
ch.
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
291
pois
on; g
erm
per
sist
ent a
long
tim
e;ca
n be
des
troy
ed o
nly
by f
ire
or d
isin
fect
ion.
La
Gri
ppe.
By
a ge
rm c
onve
yed
by tr
avel
, bag
gage
,an
d in
clot
hing
; con
tagi
ous;
late
st a
utho
ritie
s is
olat
eca
ses
as r
igid
ly a
ssm
allp
ox, b
ecau
se o
f se
riou
s re
sults
;in
som
e ca
ses
even
cau
ses
insa
nity
.
Dip
hthe
ria.
By
the
brea
th; b
y ex
cret
ions
from
the
thro
atan
d no
se; g
erm
per
sist
ent;
sim
ilar
to s
carl
et f
ever
germ
.Po
ordr
aina
ge, b
ad s
ewer
age,
and
a w
et c
ella
r un
der
the
hous
e ar
e of
ten
cont
ribu
tory
cau
ses
of d
ipht
heri
a.
Dri
nkin
g C
ups,
Pen
cils
, Boo
ks,
etc.
Bef
ore
leav
ing
the
subj
ect o
f di
seas
e by
germ
s th
e au
thor
can
not r
efra
infr
om e
mph
asiz
ing
mor
e pa
rtic
ular
ly th
ew
ell-
know
n da
nger
from
the
prom
iscu
ous
use
of d
rink
ing
cups
, lea
d pe
ncils
,bo
oks,
and
the
like
by c
hild
ren
insc
hool
.T
he w
ell-
equi
pped
city
sch
ool p
lant
has
sol
ved
the
prob
lem
of
the
drin
king
cup
by
inst
allin
gsa
nita
ry d
rink
ing
foun
-ta
ins
of r
unni
ng w
ater
, but
not s
o th
e av
erag
e vi
llage
orru
ral s
choo
l.H
ere,
the
only
sol
utio
n lie
sin
usi
ng in
di-
vidu
al c
ups.
The
pro
mis
cuou
sus
e of
lead
pen
cils
ent
ails
a si
mila
r da
nger
.C
hild
ren
are
pron
e to
put
pen
cils
into
the
mou
th, t
here
by m
akin
g po
ssib
leth
e sp
read
of
cont
a-gi
on.
All
muc
h-ha
ndle
d bo
oks
and
para
pher
nalia
be-
long
ing
to th
e di
stri
ct s
houl
d be
thor
ough
ly d
isin
fect
edat
leas
t onc
e or
twic
e a
year
.A
sim
ple
appa
ratu
s fo
r th
ispu
rpos
e ca
n be
dev
ised
by
alm
ost a
ny o
ne w
ith a
mec
hani
cal
bent
of
min
d.
In o
rder
to b
ring
this
ser
ious
mat
ter
hom
e to
ever
yte
ache
r, w
e ca
nnot
do
bette
r th
anto
quo
te a
t len
gth
from
311
292
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
an a
rtic
le in
the
Tec
hnic
al W
orl
d (C
hica
go, A
ugus
t, 19
08),
cont
ribu
ted
by P
rofe
ssor
Alv
in D
avis
on, o
f L
afay
ette
Col
-
lege
.T
he a
rtic
le, w
hich
bea
rs th
e st
artli
ng h
eadi
ng"
Dea
th in
Sch
ool D
rink
ing
Cup
s,"
read
s in
par
t:
Itis
an
esta
blis
hed
fact
that
a c
onsi
dera
ble
num
ber
of w
ell
pers
ons
harb
or in
thei
r m
outh
s th
e ge
rms
of g
ripp
. e,
pneu
mon
ia,
diph
ther
ia, a
nd to
nsili
tis.
Exa
min
atio
n of
425
0 pe
rson
s by
the
Mas
sach
uset
ts A
ssoc
iatio
n of
the
Boa
rds
of H
ealth
sho
wed
that
ove
ron
e hu
ndre
d of
them
car
ried
in th
eir
mou
ths
viru
lent
dip
hthe
ria
germ
s.Pe
nnin
gton
in 1
997
foun
d vi
rule
nt d
ipht
heri
a ba
dlli
inne
arly
5 p
er c
ent o
f a
larg
e nu
mbe
r of
app
aren
tly h
ealth
y sc
hool
child
ren
in P
hila
delp
hia.
In M
inne
sota
true
dip
hthe
ria
germ
sw
ere
foun
d in
the
mou
ths
of s
even
ty p
erso
ns in
eve
ry th
ousa
ndex
amin
ed. T
he a
vera
ge r
esul
ts o
f a
larg
e nu
mbe
r of
inve
stig
atio
nsde
mon
stra
te th
at n
earl
y z
per
cent
of
wel
l per
sons
car
ry in
thei
rm
outh
s tr
ue d
ipht
heri
a ge
rms.
In B
osto
n 6o
per
cen
t of
all c
ases
of c
omm
on c
atar
rh e
xam
ined
sho
wed
the
pres
ence
of
grip
pe b
acill
i.C
onsi
dera
ble
evid
ence
is a
t han
d sh
owin
g th
at th
e ge
rms
of s
ore
thro
at, p
neum
onia
, and
bro
nchi
tis a
re p
rese
nt in
man
y pe
ople
who
min
gle
with
the
wel
l and
dri
nk f
rom
the
publ
ic c
ups.
Prof
esso
r D
avis
on g
oes
on to
tell
of h
is o
wn
inve
stig
a-
tion
in a
str
ikin
g fa
shio
n th
us:
Dur
ing
the
past
six
mon
ths
I ha
ve in
vest
igat
ed b
y m
eans
of
dire
ctm
icro
scop
ic e
xam
inat
ion,
by
cultu
res,
and
by
guin
ea-p
ig in
ject
ions
the
depo
sits
pre
sent
on
vari
ous
publ
ic d
rink
ing
vess
els.
Cup
No.
1,
whi
ch h
ad b
een
in u
se n
ine
days
in a
sch
ool,
was
a c
lear
thin
gla
ss.
It w
as b
roke
n in
to a
num
ber
of p
iece
s an
d pr
oper
ly s
tain
cd f
orex
amin
atio
n w
ith a
mic
rosc
ope
mag
nify
ing
moo
dia
met
ers.
The
hum
an c
ells
scr
aped
fro
m th
e lip
s of
the
drin
kers
wer
e so
num
erou
son
the
uppe
r th
ird
of th
e gl
ass
that
the
head
of
a pi
n co
uld
not b
epl
aced
any
whe
re w
ithou
t tou
chin
g se
vera
l of
thes
e bi
ts o
f sk
in.
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
293
The
sal
iva
by r
unni
ng d
own
onth
e in
side
of
the
glas
s ha
dca
rrie
d
cells
and
bac
teri
a to
the
botto
m.
Her
e, h
owev
er, t
hey
wer
e le
ss
than
one
thir
d as
abu
ndan
t as
atth
e br
im.
By
coun
ting
the
cells
pre
sent
on
fift
y di
ffer
ent a
reas
on
the
glas
s
as s
een
unde
r th
em
icro
scop
e, it
was
est
imat
ed th
atth
e cu
p co
n-
tain
ed o
ver
20,0
00 h
uman
cel
ls o
rbi
ts o
f de
ad s
kin.
As
man
y as
15o
germ
s w
ere
seen
clin
ging
to a
sin
gle
cell,
and
ver
yfe
w c
ells
show
ed le
ss th
an r
o ge
rms.
Bet
wee
n th
e ce
lls w
ere
thou
sand
sof
germ
s le
ft th
ere
byth
e sm
ears
of
saliv
a de
posi
ted
byth
e dr
inke
rs.
Not
less
than
100
,000
bac
teri
a \s
ere
pres
ent o
n ev
ery
squa
rein
ch
of th
e gl
ass.
Nlo
st o
f th
ese
wer
e of
the
harm
less
kind
abu
ndan
t in
the
mou
th, b
ut s
ome
wer
eap
pare
ntly
the
germ
s of
dec
ay f
eedi
ng
upon
the
bits
of
the
hum
an b
ody
adhe
ring
to th
e cu
p.In
ord
er to
dete
rmin
e ho
w m
uch
mat
eria
l eac
hdr
inke
r is
like
ly to
leav
e on
the
cup,
I r
eque
sted
ten
boys
to a
pply
the
uppe
r lip
to p
iece
sof
cle
an,
fiat
gla
ss in
the
sam
e w
ay a
sth
ey to
uche
d th
e cu
p in
dri
nkin
g.
The
se g
lass
slip
s th
us s
oile
d w
ere
prop
erly
sta
ined
for
mic
rosc
opic
exam
inat
ion,
whi
ch s
how
ed a
n av
erag
eof
abo
ut r
oo c
ells
and
75,
000
bact
eria
to e
ach
slip
.
And
of
grea
test
sign
ific
ance
:Pr
ofes
sor
Dav
ison
's
exam
inat
ion
show
ed th
at v
ery
man
yof
thes
e ge
rms
wer
e
thos
e of
con
sum
ptio
n, p
neum
onia
,dip
hthe
ria,
etc
.
Rur
al T
each
ers
thei
r O
wn
Med
ical
Insp
ecto
rs.
Wha
t is
said
abo
ve c
once
rns
all t
each
ers
alik
e.T
he r
ural
teac
her
shou
ld b
e as
wel
l ver
sed
in s
choo
lhy
gien
e an
d ch
ildre
n's
dise
ases
as
city
teac
hers
.It
is tr
ue th
at in
the
coun
try
scho
ols
are
smal
ler,
the
air
is p
urer
,ch
ildre
n ar
e m
ore
robu
st a
nd le
ss e
xpos
ed to
devi
taliz
ing
infl
uenc
es th
an in
the
city
.A
t the
sam
e tim
e th
e ru
ral t
each
erdo
es n
ot h
ave
a ph
ysic
ian
read
y at
his
elb
ow in
cas
e of
em
erge
ncy.
He
3 1
Or'
294
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
mus
t on
this
acc
ount
be
his
own
med
ical
insp
ecto
r.E
very
rura
l tea
cher
sho
uld
know
eno
ugh
abou
t chi
ldre
n's
dise
ases
to d
isco
ver
by th
eir
outw
ard
sign
s th
e co
mm
on c
onta
gion
s,
and,
act
ing
upon
this
kno
wle
dge,
pla
ce th
e pa
tient
und
era
phys
icia
n's
care
.H
e sh
ould
be
able
to d
etec
t the
min
orer
adic
able
def
ects
in p
upils
und
er h
is c
are,
as, f
or e
xam
ple,
enla
rged
tons
ils, a
deno
ids,
and
inco
rrec
t vis
ion.
The
nhe
sho
uld
feel
str
ong
enou
gh in
his
dut
y to
insi
st th
at a
llsu
ch a
ilmen
ts b
e gi
ven
imm
edia
te a
ttent
ion.
Som
e pe
ople
hol
d th
e fa
lse
notio
n th
at c
hild
ren
on th
efa
rm a
re la
rgel
y ex
empt
fro
m th
e ill
s to
whi
ch c
ity f
olks
are
heir
.Q
uite
the
cont
rary
is tr
ue.
Car
eful
inve
stig
a-tio
n ha
s di
sclo
sed
that
the
rura
l pop
ulat
ion
as a
who
ledi
spla
ys a
sta
rtlin
g de
gree
of
igno
ranc
eon
sub
ject
s of
heal
th a
nd s
anita
tion.
As
Pres
iden
t Roo
seve
lt pu
ts it
inhi
s sp
ecia
l mes
sage
on
coun
try
life,
" e
asily
pre
vent
able
dise
ases
hol
d se
vera
l mill
ion
coun
try
peop
le in
the
slav
ery
of c
ontin
uous
ill h
ealth
."T
ypho
id f
ever
, mal
aria
, agu
e,an
d pn
eum
onia
cra
ve m
any
vict
ims
annu
ally
.Im
prop
erdr
aina
ge, i
mpu
re w
ater
, and
poor
ven
tilat
ion
are
som
e of
the
caus
es c
onsp
irin
g to
hea
p th
ese
affl
ictio
nson
our
far
mpo
pula
tion.
With
a g
ood
teac
her
to lo
ok a
fter
the
chil-
dren
's h
ealth
in s
choo
l and
to tr
ain
them
inm
ore
sani
tary
habi
ts, a
nd to
con
sult
with
and
adv
ise
the
pare
nts,
bet
ter
cond
ition
s w
ill b
e fo
rthc
omin
g.
The
Fou
r A
genc
ies
of P
hysi
cal E
duca
tion.
Phys
ical
educ
atio
n in
our
sch
ools
man
ifes
ts it
self
thro
ugh
the
agen
-
3
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
295
des
of m
anua
l tra
inin
g, p
lay,
gym
nast
ics,
and
ath
letic
s.T
hese
we
may
now
con
side
rso
far
as
they
rel
ate
to th
eru
ral s
choo
ls.
Man
ual t
rain
ing,
as
we
have
see
n in
ano
ther
cha
pter
,ca
nbe
mad
e an
impo
rtan
t fac
tor
in th
ein
telle
ctua
l, m
oral
, and
phys
ical
edu
catio
n of
the
farm
boy
and
gir
l.It
coo
rdin
ates
head
, hea
rt, a
nd h
and;
it f
oste
rsm
enta
l, m
oral
, and
phy
s-ic
al h
abits
of
accu
racy
; it m
akes
for
dex
teri
ty a
nd r
emov
alof
aw
kwar
dnes
s.In
the
scho
ol g
arde
n, in
the
expe
rim
en-
tal p
atch
, in
all d
iggi
ng a
ndsp
adin
g an
d pl
antin
g, it
isin
stru
men
tal i
n st
reng
then
ing
back
san
d st
raig
hten
ing
limbs
.In
all
this
out
door
wor
k m
anua
ltr
aini
ng m
akes
the
body
a r
eadi
er a
ndst
rong
er s
erva
nt o
f th
e m
ind,
and
in s
o do
ing
adds
a hi
ther
to u
nkno
wn
dign
ity to
labo
r.Fu
nctio
n of
Pla
y.Pl
ay h
as a
n im
port
ant p
lace
insc
hool
wor
k.It
pro
tect
s th
e pu
pil f
rom
the
ensl
avem
ent
of la
bor.
It k
eeps
his
indi
vidu
ality
stro
ng a
nd v
igor
ous.
It k
eeps
his
phy
sica
l sel
f in
hea
lthan
d sa
fe f
rom
too
muc
hor
too
cont
inuo
us w
ork.
It is
inde
ed tr
ue th
at "
all
wor
kan
d no
pla
y m
akes
Jac
ka
dull
boy.
" H
uman
off
spri
ngsi
mpl
y ca
imot
get
alo
ng w
ithou
tpl
ay.
Mos
t ani
mal
s pl
ay,
and
play
inst
inct
ivel
y.T
hey
do n
ot n
eed
to b
e ta
ught
.A
nd to
inte
rfer
e in
thei
r pl
ay is
to in
terf
ere
with
som
e la
wof
thei
r na
tura
l dev
elop
men
t.T
here
are
tim
es w
hen
child
ren
play
bec
ause
they
hav
em
ore
stor
ed-u
p vi
talit
yth
an th
ey h
ave
use
for.
At o
ther
tim
es th
ey p
lay
in o
rdcr
to r
elax
aft
er s
tren
uous
eff
ort a
ndre
-cre
ate
exha
uste
d en
-
3 4
5
296
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
ergy
.A
t all
times
pla
y is
a s
ort o
fpr
epar
atio
n fo
r th
e
activ
ities
to b
e en
tere
d up
on la
ter
in li
fe.
" T
hus,
" sa
ys
Prof
esso
r H
ome,
" y
outh
ful p
lay
is n
atur
e's
way
of
prep
a-
ratio
n fo
r la
ter
seri
ous
livin
g.T
he k
itten
's b
all i
s th
e ol
d
cat's
mou
se. .
..
The
gir
l's d
oll a
nd th
e bo
y's
sold
ier
and
hors
es a
re p
rem
onito
ry."
Dur
ing
the
firs
t sev
en o
r
eigh
t yea
rs o
f lif
e ce
rtai
n so
-cal
led
" ne
uro-
mus
cula
r co
m-
bina
tions
" in
the
child
sys
tem
mus
tbe
dev
elop
ed.
To
this
end
pla
y is
ess
entia
l.R
ural
chi
ldre
n ar
e bl
esse
d w
itham
ple
scho
ol g
roun
ds
and
an a
bund
ance
of
pure
air
.In
thes
e re
spec
ts th
ey a
re
muc
h m
ore
fort
unat
e th
an c
ity c
hild
ren
who
se p
layg
roun
ds
are
gene
rally
cra
mpe
dan
d fa
r re
mov
ed f
rom
the
invi
gora
t-
ing
ozon
e of
the
open
cou
ntry
.E
very
rur
al te
ache
r sh
ould
enco
urag
e th
e ch
ildre
n to
eng
age
in h
arm
less
gam
es in
this
who
leso
me
outd
oor
envi
ronm
ent.
He
shou
ld f
row
n
dow
n al
l ind
oor
mop
ing
and
insi
stth
at e
very
chi
ld ta
ke
som
e ex
erci
se in
the
open
air.
Las
tly, t
he te
ache
r sh
ould
be a
s m
uch
as p
ossi
ble
a pa
rtic
ipan
tin
the
child
ren'
s
spor
ts, b
oth
for
the
reas
on th
atth
e te
ache
r st
ands
as
muc
h
in n
eed
of th
e re
crea
tion
and
fres
hai
r as
do
his
pupi
ls a
nd
beca
use
of th
e in
flue
nce
of h
is p
erso
nalit
y on
the
child
ren'
s
mor
al c
ondu
ct.
Gym
nast
ics.
Gym
nast
ics
is a
man
-mad
e sy
stem
of
phys
ical
exe
rcis
e.It
lack
s m
uch
of th
e sp
onta
neity
of
play
, req
uiri
ng a
cer
tain
mea
sure
of
men
tal
stra
in a
nd w
ill
asse
rtio
n.A
s su
ch it
is n
ot e
ngag
ed in
with
the
natu
ral
3 A
6.t
3
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
297
aban
don
whi
ch m
ark
gam
es a
nd s
port
s; b
ut it
is s
uper
ior
to th
ese
in p
hysi
cal d
evel
opm
ent,
beca
use
ever
y pa
rt o
fth
e bo
dy r
ecei
ves
atte
ntio
n.G
ymna
stic
s is
des
igne
d to
keep
men
fro
m b
ecom
ing
war
ped
and
dist
orte
d by
thei
roc
cupa
tions
in li
fe a
nd to
trai
n an
d de
velo
p in
them
all
the
grou
ps a
nd c
ombi
natio
ns o
f bo
dy m
uscl
es w
hich
suc
hor
dina
ry a
ctiv
ities
as
wor
k, p
lay,
gam
es, e
tc.,
cann
otre
ach
and
acco
rdin
gly
leav
e un
quic
kene
d.T
he a
im is
to a
ppro
xim
ate
phys
ical
ly p
erfe
ct m
en a
nd w
omen
. The
anci
ents
, with
the
one
exce
ptio
n of
Ath
ens,
wer
e st
rang
ers
to o
ur id
eals
.T
hey
trai
ned
the
yout
h m
erel
y fo
r th
e ga
mes
and
war
.A
mon
g m
oder
n na
tions
the
Ger
man
s ha
vepr
oduc
ed F
athe
r Ja
hn a
nd S
pies
s an
d th
eir
succ
esso
rs.
Jahn
was
the
firs
t to
emph
asiz
e th
e im
port
ance
of
prop
or-
tiona
l tra
inin
g of
all
phys
ical
pow
ers
of th
e hu
man
bod
yan
d to
see
that
with
the
rene
wal
of
hith
erto
late
nt o
r de
cay-
ing
pow
ers
com
es a
new
-bor
n ex
hila
ratio
n, a
new
mot
if,
whi
ch in
the
stro
ng, s
elf-
resp
ectin
g m
an ta
kes
shap
e in
such
var
ied
activ
ities
as
patr
iotic
ard
or, c
ivil
mor
ality
, etc
.W
e m
ust e
mpl
oy in
our
sch
ools
som
e sy
stem
of
mov
e-m
ents
whi
ch s
hall
stra
ight
en a
nd s
tren
gthe
n st
oope
dsh
ould
ers
and
curv
ed s
pine
s, c
rook
ed le
gs a
nd k
nees
, and
othe
rwis
e co
unte
ract
and
rem
edy
the
evils
occ
asio
ned
byth
e us
e of
sch
ool d
esks
.T
he d
iffi
culty
is to
dis
cove
r a
prac
tical
met
hod
of e
xerc
ise
whi
ch s
hall
allo
w o
f su
ffic
ient
indi
vidu
al v
aria
tion
for
all p
urpo
ses.
No
two
child
ren
are
cons
titut
ed o
r de
velo
ped
alik
e ph
ysic
ally
; the
refo
re, e
xer.
298
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
cise
by
clas
s is
not
the
best
met
hod
to p
ursu
e.So
me
child
ren
are
mos
t def
icie
nt in
arm
s, o
ther
sin
sho
ulde
rs,
othe
rs a
gain
in le
gs, a
nd s
o on
to th
e en
dof
the
list.
Eac
h
shou
ld h
ave
som
e in
divi
dual
atte
ntio
n.T
his
the
wel
l-
equi
pped
hig
h sc
hool
and
gra
mm
arsc
hool
gym
nasi
um in
our
citie
s w
ith th
eir
trai
ned
phys
ical
dir
ecto
rs c
an s
uppl
y.
Smal
ler
plac
es a
nd r
ural
com
mun
ities
mus
t get
alon
g w
ith
less
sci
entif
ic m
etho
ds; b
ut n
owhe
rene
ed w
e ge
t alo
ng
with
out g
ymna
stic
s in
som
e fo
rm o
r ot
her.
Gym
nast
ics
in E
very
Rur
al S
choo
l.D
o ru
ral c
hild
ren
need
gym
nast
ics
?O
ur a
nsw
er is
that
all
child
ren,
no
mat
ter
whe
re th
ey li
ve, s
houl
dha
ve th
e be
nefi
t of
such
exer
cise
s.Fa
rm c
hild
ren
have
the
adva
ntag
e of
pur
eai
r,
larg
e pl
aygr
ound
s, a
nd h
ealth
ful w
alks
alon
g co
untr
y
lane
s.B
ut th
eir
phys
ical
dev
elop
men
t doe
s no
t com
e on
e
whi
t nea
rer
the
appr
oxim
ate
of h
uman
per
fect
ion
than
in th
e ci
ties.
Cou
ntry
chi
ldre
n ar
e in
clin
ed to
be
unga
inly
and
awkw
ard,
ver
y of
ten
unsh
apel
y, b
espe
akin
gst
reng
th
with
out t
he e
ssen
tial r
equi
site
s of
har
mon
y an
dbe
auty
.
The
shu
fflin
g fo
otst
eps,
the
unga
inly
bea
ring
, so
com
mon
in r
ural
sch
ool c
hild
ren
is p
roof
of
disp
ropo
rtio
nate
phys
ical
deve
lopm
ent.
Som
e yo
ungs
ters
, lite
rally
spe
akin
g, r
unal
toge
ther
to h
ands
and
fee
t at t
he e
xpen
se o
f ot
her
part
sof
thei
r na
tura
l mec
hani
sm. N
ow w
hat c
an w
edo
to
rem
edy
thes
e co
nditi
ons?
Gym
nast
ics
in E
urop
ean
Rur
al S
choo
ls.
The
aut
hor
has
pers
onal
ly in
spec
ted
the
syst
ems
in v
ogue
in m
an,
35()
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
299
Dan
ish
and
Swed
ish
rura
l sch
ools
.T
he in
trod
uctio
n of
sim
ilar
met
hods
in o
ur c
ount
ry w
ould
, no
doub
t, ha
ve a
very
sal
utar
y ef
fect
.T
he g
ymna
stic
exe
rcis
es in
thes
esc
hool
s ar
edi
vide
d in
toin
form
al w
ork
with
sim
ple
appa
ratu
s, a
imin
g at
indi
vidu
al p
erfe
ctio
n,an
d ca
lis-
then
ics
for
the
who
le s
choo
l, se
ekin
g cl
ass
prec
isio
n,sy
mm
etry
of
body
, gra
ce o
f m
ovem
ent,
etc.
To
begi
n w
ith, t
he b
oys'
sid
e of
the
play
grou
nd is
equi
pped
with
a w
ell-
built
rac
k co
ntai
ning
a h
alf-
doze
nor
mor
e se
ts o
f ho
rizo
ntal
bar
s.B
ack
of th
is r
ises
afr
ame
of h
eavy
tim
bers
at l
east
twen
ty f
eet h
igh,
fro
mw
hich
han
g tw
o-in
ch r
opes
, fou
r or
mor
e in
num
ber,
and
seve
ral
smoo
th, r
ound
ed p
oles
, all
inte
nded
for
clim
bing
; at o
ne e
nd o
f th
e fr
ame
is s
uspe
nded
a s
etof
rop
es a
nd r
ings
, the
nea
rest
app
roac
h on
the
grou
nds
to a
n ap
para
tus
for
acro
batic
s.T
hese
sim
ple
inst
ru-
men
ts, w
hen
judi
ciou
sly
used
, add
am
azin
gly
to th
e de
-ve
lopm
ent a
nd s
tren
gth
of tr
unk
and
limbs
.T
he g
irls
' sid
e of
the
grou
nds
has
its h
igh
and
low
sw
ings
,
inte
nded
to c
ombi
ne p
lay
with
exh
ilara
ting
exer
cise
.It
is a
lso
prov
ided
with
" c
hinn
ing
pole
s "
a so
rt o
f hi
ghho
rizo
ntal
bar
sfo
r st
reng
then
ing
hand
s, a
rms,
and
thor
ax.
The
app
arat
us a
re u
sed
unde
r th
e di
rect
ion
ofth
e te
ache
r w
ho g
ives
for
mal
less
ons
seve
ral t
imes
a w
eek.
For
prac
tice
purp
oses
, how
ever
, the
y m
ay b
e us
ed f
reel
y at
all t
imes
.It
is in
tere
stin
g to
see
how
eag
er b
oth
boys
and
girl
s ar
e to
bec
ome
prof
icie
nt in
thei
r us
e. 351
300
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
But
the
abov
e is
all
inci
dent
al to
the
daily
drill
s in
cal
is-
then
ics,
whi
ch a
re in
vari
ably
hel
dou
tdoo
rs w
hene
ver
the
wea
ther
per
mits
.T
he b
oys
and
girl
s as
sem
ble
in s
epar
ate
grou
psan
d go
thro
ugh
a se
ries
of
exer
cise
s br
ingi
ngin
to
activ
ity e
very
impo
rtan
tmus
cle
in th
e bo
dy. T
he m
anua
l
elim
inat
es s
uch
exer
cise
s as
mig
ht in
any
way
be c
onst
rued
as im
mod
est w
here
the
two
sexe
s ar
eco
ncer
ned.
The
drill
may
be
give
n w
ith o
r w
ithou
t bel
ls, c
lubs
,an
d w
ands
.
It h
as th
e ad
vant
age
of c
ombi
ning
sys
tem
with
an
abun
-
danc
e of
pur
e ai
r.W
hen
the
wea
ther
is in
clem
ent t
hedr
ill is
giv
en in
door
s, f
or s
ome
fift
een
min
utes
at a
tim
e,
both
in th
e fo
reno
on a
nd th
e af
tern
oon.
Und
er s
uch
cir-
cum
stan
ces
inst
rum
ents
are
nev
er u
sed.
Sim
ilar
drill
s ca
n be
use
d in
eve
ry r
ural
sch
ool.
One
or
two
stat
es h
ave
gone
so
far
as to
pre
scri
be a
spe
cifi
c co
urse
of e
xerc
ises
and
hav
e pl
aced
the
sam
e in
the
hand
sof
thei
r
teac
hers
.Sc
hool
boa
rds
can
gene
rally
be
indu
ced
to c
on-
stru
ct th
e si
mpl
e ap
para
tus
nece
ssar
y.If
not
, the
teac
her
and
pupi
ls c
an r
eadi
ly h
it up
on s
ome
way
out
of th
e
diff
icul
ty.
Ath
letic
s do
es n
ot p
lay
enou
gh o
f a
rine
in th
eru
ral
scho
ol to
nee
d di
scus
sion
in th
ese
page
s.Ph
ysic
al E
duca
tion
and
Mor
als.
One
wor
d m
ore
befo
re w
e cl
ose
this
cha
pter
.W
aste
in s
choo
l sho
uld
not
alw
ays
be c
harg
ed to
phy
sica
lun
fitn
ess
of th
e pu
pil.
Ver
y of
ten
it m
ay b
e ac
coun
ted
for
by w
hat w
e sh
all t
erm
his
mor
al u
nfitn
ess.
A b
oy o
r gi
rl w
hose
min
d is
ful
l of
HY
GIE
NE
AN
D P
HY
SIC
AL
ED
UC
AT
ION
301
mor
bid
thou
ghts
can
not
pay
muc
h at
tent
ion
to s
tudy
.O
ne o
f th
e m
ost d
iffi
cult
prob
lem
s in
sch
ool m
anag
emen
tis
enc
ount
emd
in o
ur e
ffor
ts to
prev
ent t
he p
erve
rsio
n of
natu
ral i
nstin
cts
thro
ugh
imm
oral
sugg
estio
n.O
ne o
rtw
o vi
ciou
s pu
pils
can
con
tam
inat
ea
who
le s
choo
l.T
hepe
riod
of
adol
esce
nce
isve
ry im
pres
sion
able
.A
t no
othe
rtim
e is
the
pupi
l so
rece
ptiv
e to
mor
al o
r m
enta
l filt
h as
this
.T
each
ers
who
wat
chcl
osel
y th
e ph
ysic
al c
ondi
tion
of th
eir
pupi
ls a
reap
t to
cope
with
suc
h di
ffic
ultie
s.N
oth-
ing
is s
o ef
fect
ive
in k
eepi
ng m
ind
and
body
pur
e as
inte
r-es
ting
gam
es a
nd p
lent
y of
who
leso
me
phys
ical
exe
rcis
e.T
he s
ecre
t of
ate
ache
r's s
ucce
ss in
this
dom
ain
mus
t be
mea
sure
d in
his
abi
lity
toke
ep th
e pu
pils
out
of
mis
chie
fby
eng
agin
g al
l in
who
leso
me
exer
cise
;in
his
vig
ilanc
ean
d ab
ility
to d
etec
tev
ery
sym
ptom
of
child
dep
ravi
ty,
and
in h
is u
ncom
prom
isin
gse
veri
ty in
dea
ling
with
ever
yca
se in
frin
ging
upo
n th
e la
ws
of m
oral
ity.
:,)
CH
APT
ER
XV
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
Gen
eral
Sta
tem
ent.
We
have
pur
pose
ly le
ft th
e di
s-
cuss
ion
of c
onso
lidat
ion
or c
entr
aliz
atio
nfo
r th
e co
nclu
d-
ing
chap
ter
of th
e bo
ok.
It h
as b
een
allu
ded
to ti
me
and
agai
n in
the
fore
goin
g pa
ges
as th
eso
lutio
n of
man
y of
our
mos
t vex
ing
rura
l sch
ool p
robl
ems.
And
, ind
eed,
it
has
been
dif
ficu
lt to
wri
te th
ebo
ok w
ithou
t mak
ing
a go
od
part
of
it an
arg
umen
tfo
r co
nsol
idat
ion.
It h
as b
een
the
aim
thro
ugho
ut to
em
phas
ize
the
new
edu
catio
nal t
rend
in it
s en
tiret
y, la
ying
asp
ecia
l str
ess
on th
e ne
cess
ity to
mak
e th
e m
ost o
f th
e ne
wed
ucat
ion
in th
e on
e-ro
om s
choo
l
whi
le w
aitin
g fo
r co
nsol
idat
ion
to c
ome.
But
the
lead
ing
thou
ght r
unni
ng th
roug
h th
een
tire
disc
ussi
on h
as b
een
that
ulti
mat
e so
lutio
n m
ust
be s
ough
t in
cons
olid
atio
n.
Wha
t, th
en, i
s m
eant
by
cons
olid
atio
n ?
Wha
t doe
s it
cont
empl
ate?
We
answ
er:
Itis
a p
lan
to r
econ
stru
ct
the
rura
l sch
ools
on
a ne
wfo
unda
tion
whi
ch w
ill r
eest
ab-
lish
the
anci
ent p
rinc
iple
of
"eq
ual r
ight
s to
all.
"It
con
-
tem
plat
es th
e ab
ando
nmen
t of
the
man
y sm
all s
choo
ls
scat
tere
d th
roug
hout
our
cou
ntry
com
mun
ities
and
the
mai
nten
ance
, ins
tead
, at p
oint
sce
ntra
lly lo
cate
d, o
f a
few
stro
ng, w
ell-
grad
edsc
hool
s.
030
3
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
303
Aim
of
our
Free
Sch
ools
: " E
qual
Rig
hts
to A
ll."
Let
it b
e ke
pt w
ell i
n m
ind
that
the
free
sch
ool s
yste
m a
ses
tabl
ishe
d by
our
for
efat
hers
had
for
its
purp
ose
to e
xten
d
equa
l opp
ortu
nitie
s to
all
mem
bers
of
the
com
mon
wea
lth.
With
this
in v
iew
they
est
ablis
hed
scho
ols
alik
e in
vill
age
and
outly
ing
farm
dis
tric
t.T
he la
tter
wer
e vi
rtua
lly a
sgo
od a
s th
e vi
llage
sch
ools
, for
they
wer
e la
rge
and
taug
ht
by s
choo
lmas
ters
, col
lege
-bre
d an
d tr
aine
d.T
he s
yste
mof
fre
e sc
hool
s st
ands
inta
ct;
but c
ondi
tions
hav
e so
chan
ged
with
tim
e th
at it
no
long
er s
ubse
rves
its
orig
inal
purp
ose.
In o
rder
to r
eest
ablis
h th
is e
duca
tiona
l equ
ality
it be
com
es n
eces
sary
to g
ive
the
twel
ve m
illio
n bo
ys a
ndgi
rls
livin
g in
the
rura
l com
mun
ities
just
as
thor
ough
apr
epar
atio
n in
sch
ool f
or th
eir
life
wor
k as
we
are
now
offe
ring
city
chi
ldre
n.C
onso
lidat
ion
of r
ural
sch
ools
isth
e pr
actic
al r
emed
y, a
nd w
here
ver
give
n a
fair
tria
l it
has
prov
ed c
oncl
usiv
ely
that
just
as
good
, jus
t as
thor
ough
-
goin
g sc
hool
s m
ay b
e m
ade
to f
lour
ish
in th
e be
nefi
cent
rura
l env
iron
men
t as
in th
e ci
ty.
Wha
t Con
solid
atio
n C
onte
mpl
ates
.W
hat c
onso
lida-
tion
real
ly c
onte
mpl
ates
may
be
mad
e cl
ear
by th
e fo
llow
-
ing
illus
trat
ion:
Let
us
take
, say
, a c
ongr
essi
onal
tow
nshi
pin
a r
easo
nabl
y w
ell-
peop
led
sect
ion.
We
find
it s
ub-
divi
ded
poss
ibly
into
nin
e sc
hool
dis
tric
ts, w
ith s
choo
l-ho
uses
two
mile
s ap
art,
each
of
the
wel
l-kn
own
box-
car
type
, dila
pida
ted
and
unsi
ghtly
;th
e lig
htin
g is
fau
lty;
scie
ntif
ic v
entil
atio
nis
unk
now
n; m
odem
san
itatio
nis
,),;(
)
304
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
out o
f th
e qu
estio
n.H
ere
a yo
ung,
und
erpa
id w
oman
" ke
eps
" sc
hool
for
a s
hort
term
of
mon
ths
each
yea
r,en
deav
orin
g he
r ve
ry b
est t
o te
ach
the
who
le c
urri
culu
mfr
om th
e A
B C
's to
the
high
sch
ool s
ubje
cts,
som
e tw
enty
to f
orty
cla
sses
eac
h da
y.A
ttend
ance
is s
pasm
odic
; in-
tere
st p
oorl
y su
stai
ned.
The
wor
k ca
n sc
arce
ly b
e ca
lled
grad
ed; t
each
ers
chan
ge w
ith e
ach
term
; and
with
eve
rysu
ch c
hang
e th
e ch
ildre
n ar
e "
put b
ack
" to
do
over
aga
in
wor
k of
whi
ch n
o re
cord
has
bee
n ke
pt.
In th
is w
ay th
e
poor
you
ngst
ers
" m
ark
time
" un
tilth
ey e
ither
gro
w to
o
old
to c
ontin
ue in
sch
ool o
r th
ey d
rop
out f
rom
she
erla
ck o
f in
tere
st.
And
rig
ht h
ere,
par
enth
etic
ally
spe
akin
g,
let i
t be
unde
rsto
od th
at s
uch
cond
ition
s as
her
e de
scri
bed
and
they
are
ver
y co
mm
onar
e in
excu
sabl
e in
this
twen
tieth
cen
tury
, con
solid
atio
n or
no
cons
olid
atio
n.W
e
have
em
phas
ized
els
ewhe
re in
this
boo
k th
at th
e sm
all
scho
ol c
anno
t aff
ord
to w
ait f
or th
e co
min
g of
con
solid
a-tio
n as
the
cure
for
all
its il
ls; t
he s
choo
l mus
t do
its o
wn
leve
l bes
t to
mee
t pre
sent
dem
ands
whi
le w
aitin
g.
To
reve
rt:
cons
olid
atio
n w
ill c
hang
e al
lth
is.
The
nine
one
-roo
m s
choo
ls w
ill b
e di
scon
tinue
d, a
nd in
stea
da
mod
ern
scho
ol w
ill r
ise,
nea
r th
e ce
nter
of th
e to
wns
hip,
whi
ch w
ill a
ffor
d ev
ery
oppo
rtun
ity f
or p
ract
ical
pre
para
-tio
n fo
r ha
ppy
life
on th
e fa
rm.
The
sch
ool w
ill b
ehy
gien
ic, a
nd h
ave
mod
ern
equi
pmen
t and
bet
ter
teac
hers
.T
he c
ours
e of
stu
dy w
ill b
e gr
aded
, rec
itatio
n pe
riod
slo
nger
, int
eres
t wel
l sus
tain
ed, y
ears
in s
choo
l lon
ger.
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
305
Pupi
ls li
ving
at a
dis
tanc
e w
ill b
e co
nvey
ed to
sch
ool i
nsu
itabl
e ve
hicl
es, a
void
ing
expo
sure
to in
clem
ent w
eath
er.
Fina
lly, c
onso
lidat
ed s
choo
ls c
an o
ffer
am
ple
oppo
rtun
ities
for
thor
ough
wor
k in
nat
ure
stud
y, s
choo
l gar
deni
ng, a
ndel
emen
tary
agr
icul
ture
, as
wel
l as
man
ual t
rain
ing
and
dom
estic
eco
nom
y.
Gre
at W
aste
in th
e Sm
all S
choo
l.T
he b
ane
of d
iepr
esen
t sys
tem
isits
gre
at w
aste
.O
f fi
rst i
mpo
rtan
cean
d co
nseq
uenc
e is
the
men
tal w
aste
and
sca
tteri
ng o
fef
fort
res
ultin
g fr
om m
any
teac
hers
end
eavo
ring
to d
o fo
r.,n
any
smal
l cla
sses
wha
t a f
ew te
ache
rs c
ould
do
for
a fe
wla
rge
clas
ses.
Aga
in, i
. can
be
show
n co
nclu
sive
ly th
atth
e m
any
smal
l sch
ools
are
act
ually
mor
e ex
pens
ive
tom
aint
ain
than
the
grad
edco
nsol
idat
edsc
hool
.D
r.J.
W. R
ober
tson
, the
wel
l-kn
own
lead
er o
f th
e M
acdo
nald
mov
emen
t in
Can
ada,
mad
e th
is s
tate
men
t in
an a
ddre
ssbe
fore
a la
rge
num
ber
of f
arm
ers
:
Supp
ose
you
star
t to
a cr
eam
ery
with
too
poun
ds o
f m
ilk, a
nd45
pou
nds
leak
out
on
the
way
, cou
ld y
ou m
ake
your
bus
ines
s pa
y?A
nd s
till,
of e
very
too
child
ren
in th
e el
emen
tary
sch
ools
, 45
of th
emfa
ll ou
t by
the
way
in o
ther
wor
ds, t
he a
vera
ge a
ttend
ance
is b
ut55
per
cen
t of
the
scho
ol c
hild
ren.
The
con
solid
ated
sch
ools
in th
efi
ve e
aste
rn p
rovi
nces
, with
thei
r ga
rden
s, m
anua
l tra
inin
g, a
nddo
mes
tic e
cono
my,
now
bri
ng 9
7 of
eve
ry to
o ch
ildre
n to
sch
ool
ever
y da
y an
d w
ith n
o ad
ditio
nal e
xpen
se to
you
.
Dr.
Rob
erts
on s
peak
s tr
uly.
Her
e in
the
Uni
ted
Stat
esw
e ha
ve a
llow
ed s
uch
unw
arra
nted
leak
av to
go
unhe
eded
3'
306
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L1
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
307
entir
ely
too
long
.It
is h
igh
time
to s
top
it.T
his
con.
solid
atio
n w
ill d
o.
Ear
ly H
isto
ry o
f C
onso
lidat
ion.
Con
solid
atio
n ha
soc
cupi
ed th
e at
tent
ion
of e
duca
tors
in th
e E
ast f
ora
good
man
y ye
ars.
The
not
ion
held
by
som
e th
at th
is is
a f
adbe
ing
fois
ted
upon
a lo
ng-s
uffe
ring
pub
lic b
y ov
erze
alou
sth
eori
sts
is a
ltoge
ther
with
out f
ound
atio
n.C
onso
lidat
ion
was
intr
oduc
ed in
New
Eng
land
in th
e ea
rly
'70'
s be
caus
eit
was
the
rura
l sch
ools
' onl
y sa
lvat
ion.
Oth
er s
tate
sw
estw
ard
have
wis
ely
follo
wed
New
Eng
land
's e
xam
ple,
ther
eby
solv
ing
a ve
ry s
erio
us p
robl
em.
Thr
ee q
uart
ers
of a
cen
tury
ago
Hor
ace
Man
n de
clar
ed th
e M
assa
chus
etts
Act
of
1789
" th
e m
ost u
nfor
tuna
te la
w o
n co
mm
on s
choo
l
legi
slat
ion
ever
ena
cted
in th
e st
ate.
"T
his
law
, it w
ill b
ere
calle
d, m
ade
the
smal
l dis
tric
t the
uni
t of
scho
ol a
dmin
-is
trat
ion
inst
ead
of th
e to
wn
(tow
nshi
p) a
s hi
ther
to.
Whi
lehe
was
sec
reta
ry o
f th
e M
assa
chus
etts
Sta
te B
oard
the
grea
t edu
cato
r w
as u
ncea
sing
in h
is e
ffor
ts to
ree
stab
lish
the
tow
n as
the
unit
of c
ontr
ol, a
lthou
gh f
inal
succ
ess
did
not c
ome
until
aft
er h
is d
ay. W
e re
ad o
f Su
peri
nten
dent
Hor
ace
Eat
on, o
f V
erm
ont,
urgi
ng th
e ab
ando
nmen
t of
the
wea
k sc
hool
s as
ear
ly a
s 18
46.
Som
e te
n ye
ars
late
rSu
peri
nten
dent
Cal
eb M
ills,
of
Indi
ana,
see
ing
the
grea
tda
nger
of
mul
tiply
ing
smal
l dis
tric
ts, "
urg
ed th
at th
edi
stri
cts
in th
e to
wns
hip
be li
mite
d to
fou
r."
Mas
sach
uset
ts p
asse
d a
law
aut
hori
zing
con
solid
atio
nin
186
5, a
nd f
our
year
s la
ter
gave
add
ed e
ffic
ienc
yto
this
tJ
step
by
enac
ting
anot
her
law
pro
vidi
ngfo
r th
e co
nvey
ance
of c
hild
ren
at p
ublic
expe
nse.
The
fir
st s
ucce
ssfu
l exp
eri-
men
t in
the
stat
e w
as in
the
tow
n (t
owns
hip)
of C
onco
rd,
the
twel
ve s
choo
ls o
f w
hich
wer
e un
ited
in o
ne s
tron
g ce
n-tr
al s
choo
l in
the
cour
se o
f th
e ye
ars
187o
-188
0.Si
nce
then
con
solid
atio
n ha
s be
com
eop
erat
ive
to a
gre
ater
orle
ss e
xten
t in
thir
ty-t
wo
stat
es:
Cal
ifor
nia,
Con
nect
icut
,Fl
orid
a, G
eorg
ia, I
llino
is, I
ndia
na,
Iow
a, K
ansa
s, L
ouis
i-an
a, M
aine
, Mas
sach
uset
ts, M
ichi
gan,
Min
neso
ta, M
is-
sour
i, N
ebra
ska,
New
Ham
pshi
re, N
ew J
erse
y, N
ew Y
ork,
Nor
th C
arol
ina,
Nor
th D
akot
a,O
hio,
Ore
gon,
Okl
ahom
a,Pe
nnsy
lvan
ia, R
hode
Isl
and,
Sout
h D
akot
a, S
outh
Car
o-lin
a, T
exas
, Uta
h, V
erm
ont,
Wis
cons
in, a
nd W
yom
ing.
To
this
list
we
may
add
Haw
aii,
the
five
pro
vinc
es o
f th
eD
omin
ion
of C
anad
a un
der
the
Mac
dona
ldm
ovem
ent,
and
part
s of
the
Aus
tral
ian
com
mon
wea
lth.
Pass
ing
of th
e "L
ittle
Red
Scho
olho
use.
"N
ew E
ng-
land
beg
an to
aba
ndon
the
smal
lw
eak
scho
ols
earl
ier
than
othe
r se
ctio
ns, b
ecau
se it
was
the
firs
t to
feel
the
disa
stro
usre
sults
of
disi
nteg
ratio
n of
rur
alpo
pula
tion
and
the
exod
usto
the
citie
s.T
he "
littl
e re
d sc
hool
hous
e"
of s
ong
and
stor
y ha
s be
en y
ield
ing
for
a lo
ng ti
me
now
to th
e on
war
dm
arch
of
chan
ge;
it ha
s be
en g
row
ing
ever
sm
alle
r an
dw
eake
r, m
ore
wea
ther
-bea
ten
and
less
red
than
ever
.A
las,
for
the
sent
imen
t whi
chha
s so
long
hal
low
ed th
e lit
tleol
d N
ew E
ngla
nd s
choo
l!It
pia
yed
an im
port
ant
part
in o
ur e
arly
his
tory
in m
oldi
ngth
c lif
e of
the
natio
n.
3 5
308
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
But
sen
timen
t mus
t yie
ld b
efor
e ec
onom
ic n
eces
sity
with
a s
igh
of r
egre
t, th
eref
ore,
we
beho
ld th
e "
little
rm
.sc
hool
hous
e "
pass
ing
into
the
real
m o
f sw
eet m
emor
y.
Con
solid
atio
n in
Mas
sach
uset
ts.
The
fir
st s
tage
of
Mas
sach
uset
ts' c
onso
lidat
ion
was
mar
ked
by a
slo
w b
utso
und
grow
thw
hile
pub
lic o
pini
on c
ould
be
enlig
hten
ed
and
a se
ntim
ent f
or a
hig
her
stan
dard
of
educ
atio
n cr
eate
d.Y
et, o
nce
wel
l und
er w
ay, i
t has
had
a c
umul
ativ
e gr
owth
,
whi
ch n
ow p
ract
ical
ly e
mbr
aces
the
who
le s
tate
.T
hest
reng
th a
nd e
xten
t of
the
mov
emen
t can
rea
dily
be
de-
term
ined
fro
m th
e fo
llow
ing
tabl
e of
exp
endi
ture
s fo
rfr
ee c
onve
yanc
e, ta
ken
from
a r
ecen
t rep
ort o
f th
e St
ate
Boa
rd o
f E
duca
tion:
YEAR
AMOUNT
EXPENDED
YEAR
AMOUNT
EXPENDED
1888
22,118.38
1897
$123,032.41
2889
..
24,145.12
1893
..
127,409.22
1890
30,648.68
.t899
to141,753.84
1891
..
..
38,726.07
1900
..
151,773.47
1892
50,590.41
1901
165,596.91
1893
63,617MS
:902
178,297.64
1894
76,608.29
:903
194,967.35
1895
.91,136.1
1904
23,220.93
:896
..
103,317.13
1905
236,415.40
Els
ewhe
re in
New
Eng
land
. ---
The
exa
mpl
e se
t by
Mas
sach
uset
ts w
as s
oon
follo
wed
by
all t
he r
est o
f N
ewE
ngla
nd.
Con
nect
icut
beg
an c
onso
lidat
ion
in a
sm
all
way
in 1
889.
Four
yea
rs la
ter
the
tow
ns o
f th
e st
ate
!
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
309
wer
e au
thor
ized
by
law
to s
pend
mon
ey f
or c
onve
yanc
eof
pup
ils.
All
the
tow
ns w
hich
hav
e ad
opte
dth
e to
wn
unit
for
scho
olpu
rpos
es (
see
Cha
pter
III
) fi
nd c
entr
aliz
-at
ion
and
conv
eyan
ce o
f ch
ildre
na
satis
fact
ory
solu
tion
ofth
e sc
hool
pro
blem
. The
last
year
rep
orte
d by
the
Stat
eB
oard
of
Edu
catio
n(1903-1904)
give
s th
ese
data
: num
ber
of s
choo
ls c
lose
d du
ring
the
year
,114;
num
ber
of p
upils
conv
eyed
, 127
2;ex
pens
es, $
21,7
39.8
3.
New
Ham
pshi
re, w
hich
trul
y si
ts in
natu
re's
fas
tnes
ses,
has
not p
erm
itted
topo
grap
hica
ldi
ffic
ultie
s to
dis
cour
age
the
wor
k of
cen
tral
izat
ion
and
conv
eyan
ce o
f ch
ildre
n to
stro
ng s
choo
ls.
The
wor
k is
mak
ing
stea
dypr
ogre
ss.
The
se a
re s
ome
of th
e re
sults
:ec
onom
y; b
ette
r te
ache
rs ;
bette
r su
perv
isio
n;gr
eate
r re
gula
rity
of
atte
ndan
ce a
ndgr
eate
r pu
nctu
ality
; bet
ter
educ
atio
nal s
piri
tin
and
out
of th
e sc
hool
; bet
ter
road
s, li
tera
ryor
gani
zatio
n, a
nd lo
cal
ente
rpri
ses.
In M
aine
653
wea
k sc
hool
sw
ere
aban
done
d be
twee
n18
90 a
nd 1
905.
Ver
mon
t con
veys
800
0 ch
ildre
nat
an
expe
nse
of$36,'Doo
per
term
.R
hode
Isl
and
is s
tead
ilyun
iting
the
smal
l sch
ools
and
bui
ldin
gsu
bsta
ntia
l str
uc-
ture
s at
cen
tral
ly lo
cate
d pl
aces
.T
he P
rogr
essi
ve M
iddl
e W
est.
Con
solid
atio
n is
hav
ing
a re
mar
kabl
e gr
owth
in m
any
stat
es in
the
M"
"W
est.
In s
ome
it is
cau
sed
bya
chan
ge in
indu
stri
al c
ondi
tions
,oc
casi
onin
g th
e ab
ando
nmen
t of
the
farm
for
the
city
; in
the
youn
gest
sta
tes
whe
re th
e ci
tyw
ard
mig
ratio
nis
not
361
310
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
yet v
ery
appa
rent
the
caus
e is
trac
eabl
e to
the
undu
e
mul
tiplic
atio
n of
sch
ools
whe
re th
ey w
ere
not
need
ed u
n-
til s
mal
l sic
kly
scho
ols
coul
d be
fou
nd a
tal
mos
t eve
ry
ambi
tious
turn
pike
; in
all t
he s
tate
s it
isha
ving
an
en-
cour
agin
g gr
owth
bec
ause
the
coun
try
popu
latio
n be
gins
to r
ealiz
e th
at in
this
way
onl
y ca
nth
eir
child
ren
get a
n
educ
atio
n su
ited
to th
e ag
e in
whi
ch th
eyliv
e.
Ohi
o m
ay b
e co
nsid
ered
in m
any
resp
ects
the
mod
el
from
whi
ch th
e ot
her
stat
es d
rew
thei
rin
spir
atio
n.H
ere
cons
olid
atio
n or
igin
ated
in18
92.
Ash
tabu
la c
ount
y,
whe
re it
beg
an, n
ow b
oast
s tw
enty
-one
thor
ough
ly c
on-
solid
ated
sch
ools
.A
gla
nce
at th
e co
nsol
idat
ion
map
s of
Ohi
o on
pag
es 3
16 a
nd 3
17 il
lust
rate
sho
w th
e re
form
has
spre
ad a
ndis
yet s
prea
ding
out
war
d,em
brac
ing
Tru
mbu
ll, L
ake,
Gea
uga,
Por
tage
, Sum
mit,
Med
ina,
Lor
ain,
and
man
y ot
her
coun
ties.
The
num
ber
of c
on-
solid
ated
sch
ools
incr
ease
d L
om 5
8 in
190
4 to
157
in 1
907,
an in
crea
se o
f ne
arly
ahu
ndre
d in
thre
e ye
ars.
In I
ndia
na c
onso
lidat
ion
has
been
has
tene
d by
som
e
very
sou
nd le
gisl
atio
n.T
he la
w o
f 19
01 p
erm
itted
trus
tees
to c
lose
sch
ools
hav
ing
an a
vera
ge d
aily
atte
ndan
ce o
f le
ss
than
12
pupi
ls.
Six
year
s la
ter
it be
cam
e ob
ligat
ory
toab
ando
n al
l sch
ools
with
an
aver
age
daily
atte
ndan
ce o
f1
2 or
less
, and
per
mits
the
aban
donm
ent o
f sc
hool
s w
ith
an a
ttend
ance
of
t5 o
r le
ss.
The
res
ult:
for
the
bien
nium
endi
ng 1
907,
gro
wtl,
in c
onso
lidat
ed s
choo
ls f
rom
280
to41
8; s
choo
ls a
band
oned
in 1
904,
190
6, a
nd 1
908,
res
pec-
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
311
tivel
y, 6
79, 8
30, a
nd 1
314;
pup
ils tr
ansp
orte
d du
ring
the
sam
e ye
ars,
535
6, 9
424,
and
16,
034.
Mic
higa
n re
port
s m
uch
prog
ress
in u
nitin
g w
eak
scho
ols.
Ten
cou
ntie
s ha
ve tr
ied
cons
olid
atio
n an
dtr
ansp
orta
tion
of c
hild
ren
with
exc
elle
nt r
esul
ts.
The
Wis
cons
in S
tate
Dep
artm
ent o
f E
duca
tion
is u
rgin
g
cons
olid
atio
n in
all
smal
l dis
tric
ts.
A n
umbe
r of
cen
tral
-
ized
sch
ools
are
alr
eady
doi
ng g
ood
wor
k.Sa
ys S
tate
Supe
rint
ende
nt C
. P. C
ary
:"
The
re is
no
ques
tion
but
wha
t con
solid
atio
n is
the
rem
edy
for
man
y of
the
unfa
vor-
able
con
ditio
ns n
ow s
urro
undi
ng th
e ru
ral s
choo
ls."
Illin
ois
has
draw
n its
insp
irat
ion
from
Ohi
o.T
hank
s
to th
e un
ceas
ing
effo
rts
of S
uper
inte
nden
t 0. J
.K
ern
and
a fe
w o
ther
s of
kin
dred
ent
husi
asm
, the
wor
k is
goi
ngfo
rwar
d at
a gr
atif
ying
pac
e.T
he f
irst
cons
olid
ated
scho
ol w
as d
edic
ated
in S
ewar
d to
wns
hip,
Win
neba
goco
unty
, Ker
n's
own
coun
ty, J
anua
ry 3
0, 1
904.
John
son
coun
ty, i
n so
uthe
rn I
llino
is, a
nd K
ane
coun
ty,
in n
orth
-
ern
Illin
ois,
fol
low
ed W
inne
bago
cou
nty'
s ex
ampl
e in
help
ing
tost
art
the
mov
emen
t.C
ount
ysu
peri
n-
tend
ents
and
sta
te s
choo
ls a
re v
ying
with
eac
h ot
her
tose
e w
hich
can
do
the
mos
t for
the
mov
emen
t.H
ow w
ell
the
wor
k is
bei
ng d
one
may
be
appr
ecia
ted
from
the
repo
rt o
n th
e Jo
hn S
wan
ey C
onso
lidat
ed S
choo
lla
ter
in
this
cha
pter
.In
190
6 Io
wa
diso
rgan
ized
76
scho
ols
to f
orm
30
con-
solid
ated
sch
ools
.M
inne
sota
is tr
ansp
ortin
g ch
ildre
n in
3 E
;
312
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
man
y ^.
ount
ies.
Nor
th D
akot
a ha
sco
nsol
idat
ed s
choo
ls
in s
atis
fact
ory
oper
atio
n in
9 o
r 10
coun
ties.
Neb
rask
a
is m
akin
g so
me
prog
ress
.K
ansa
s es
tabl
ishe
d its
firs
t
such
sch
ool i
n 18
98 in
Gre
enG
arde
n to
wns
hip,
Ells
wor
th
coun
ty. U
p to
190
7, 2
7co
nsol
idat
ed s
choo
ls h
ad b
een
form
ed in
20
coun
ties;
bes
ides
whi
ch 1
30 s
choo
l dis
tric
ts
had
disc
ontin
ued
thei
r sc
hool
san
d tr
ansp
orte
d th
eir
chil-
dren
to o
ther
sch
ools
.E
ven
the
new
sta
te o
f O
klah
oma
is p
lann
ing
for
grea
t thi
ngs
inco
nsol
idat
ion.
The
Sou
th.
It is
gra
tifyi
ng to
see
how
the
Sout
hern
stat
es ta
ke to
con
solid
atio
n.W
hen
one
cons
ider
s th
e
man
y di
ffic
ultie
s th
atth
is s
ectio
n ha
s to
con
tend
with
,
diff
icul
ties
prac
tical
ly u
nkno
wn
in th
eN
orth
, or
at le
ast
expe
rien
ced
in a
less
mar
ked
degr
ee,
such
as
sepa
rate
scho
ols
for
the
two
race
s, a
ver
ysc
atte
red
and,
com
-
para
tivel
y sp
eaki
ng,
impo
veri
shed
rura
lpo
pula
tion,
this
pro
gres
s sp
eaks
vol
umes
for
the
educ
ator
s w
ho a
re
help
ing
to s
hape
the
New
Sou
th.
Sout
h of
he
Mas
on-
Dix
on li
ne M
aryl
and
isca
rryi
ng o
n an
ictiv
e ca
m-
paig
n fo
r co
nsol
idat
ion,
the
sole
aim
bei
ng "
to g
ive
the
child
ren
bette
r te
achi
ng a
nd b
ette
rsc
hool
fac
ilitie
s."
Bal
timor
e co
unty
am
ong
othe
rs h
assi
xC
onso
lidat
ed
scho
ols,
tran
spor
tatio
n be
ing
in f
ive
by w
agon
and
one
by r
ailr
oad.
In V
irgi
nia
the
num
ber
of c
onso
lidat
edsc
hool
s is
on
the
incr
ease
, bei
ng 1
30 in
190
6 an
d 16
2in
190
7.
Stat
e Su
peri
nten
dent
J. Y
. Joy
ner,
of N
orth
Car
olin
a,
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
313
decl
ares
that
con
solid
atio
n is
rap
idly
dri
ving
the
old
log
scho
olho
use
out o
f hi
s st
ate.
He
wri
tes:
In 1
906
ther
e w
ere
950
whi
te a
nd 1
65 c
olor
ed s
choo
ls h
avin
g m
ore
than
one
teac
her.
Thi
s w
as a
n in
crea
se d
urin
g th
e ye
ar o
f 99
whi
tean
d 49
col
ored
sch
ools
hav
ing
mor
e th
an o
ne te
ache
r.T
he in
crea
seof
sch
ools
em
ploy
ing
mor
e th
an o
ne te
ache
r ha
s al
so in
crea
sed
the
num
ber
of r
ural
sch
ools
giv
ing
som
e in
stru
ctio
n' in
hig
h sc
hool
bran
ches
.In
190
6 th
ere
wer
e 96
8 w
hite
and
90
colo
red
scho
ols
whi
ch g
ave
som
e su
ch in
stru
ctio
n, b
eing
an
incr
ease
dur
ing
the
year
of 3
6 w
hite
and
32
colo
red
scho
ols
atte
mpt
ing
som
e hi
gh s
choo
lin
stru
ctio
n.
Sout
h C
arol
ina
and
Geo
rgia
are
mak
ing
prog
ress
. The
form
er p
rove
s by
act
ual f
igur
es th
at th
e sy
stem
is c
heap
erto
the
taxp
ayer
s;th
at it
rai
ses
the
teac
hers
' sal
arie
s;be
tters
enr
ollm
t and
dai
ly a
ttend
ance
; len
gthe
ns th
esc
hool
yea
r; a
nd e
nric
hes
the
cour
se o
f st
udy.
The
latte
rfi
nds
prog
ress
rat
her
slow
, but
has
in s
pite
of
this
atta
ined
good
res
ults
.Fl
orid
a, to
o, m
ust b
e re
ckon
ed w
ith.
Its
reco
rd is
cons
olid
ated
sch
ools
in 1
7 ou
t of
44 c
ount
ies,
and
oth
erco
untie
s re
ady
and
favo
rabl
e to
con
solid
atio
n.L
ouis
iana
has
mad
e m
arke
d ad
vanc
e in
this
res
pect
unde
r St
ate
Supe
rint
ende
nt J
ames
B. A
swel
l's a
ble
ad-
min
istr
atio
n.Pa
rish
aft
er p
aris
h ha
s un
ited
its w
ards
our
dist
rict
s), "
bui
ldin
g up
larg
er s
choo
ls a
nd d
imin
ish-
ing
the
cost
of
thei
r m
aint
enan
ce."
The
Wes
t.T
he W
este
rn s
tate
s ha
ve n
ot y
et m
ade
any
appr
ecia
ble
prog
ress
in c
onso
lidat
ion
of s
choo
ls. T
he r
easo
n
36b
314
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
is n
ot f
ar to
see
k: a
new
lyse
ttled
peo
plei
n m
any
plac
es,
inde
ed, s
till
in th
epr
oces
;of
settl
ing;
smal
lco
m-
mun
ities
, iso
late
d on
e fr
om a
noth
erby
str
etch
of
was
te
plai
n or
mou
ntai
n ri
dge;
age
nera
l wan
t of
good
roa
ds;
and
upon
the
who
le a
gen
eral
new
ness
and
inst
abili
ty
in p
opul
atio
n, w
hich
mak
esco
nsol
idat
ion
in s
ome
mea
s-
ure
impr
actic
able
.U
tah
repo
rts
cent
ral s
choo
lsin
stea
dily
incr
easi
ng
num
bers
.C
onso
lidat
ion
is p
ract
iced
in m
any
coun
ties
here
, but
on
a ra
ther
sm
all
scal
e.
Wyo
min
g em
ploy
s co
nsol
idat
ion
in a
ver
y fe
w d
istr
icts
;
but s
o fa
r as
the
wor
k ha
sbe
en c
arri
ed it
is r
epor
ted
succ
essf
ul.
Ore
gon,
on
the
far-
away
Pac
ific
,is
" m
eetin
g w
ith v
ery
muc
h en
cour
agem
ent."
From
the
fore
goin
g so
mew
hat
ram
blin
g re
port
rea
ders
will
app
reci
ate
that
the
mov
emen
t to
cons
olid
ate
rura
l
scho
ols
is b
ecom
ing
natio
nal
in s
igni
fica
nce.
Tha
t it i
s
no lo
nger
an
expe
rim
ent,
even
the
mos
t con
serv
ativ
e m
ust
ackn
owle
dge.
If it
has
not
alw
ays
prov
edsu
cces
sful
,it
is n
ot b
ecau
se th
e pr
inci
ple
of c
onso
lidat
ion
in it
self
is
wro
ng, b
ut b
ecau
seit
was
not
pro
perl
y ap
plie
d or
loca
lco
nditi
ons
wer
e no
t giv
en p
rope
rco
nsid
erat
ion.
Now
let u
s co
nsid
er a
part
icul
ar c
ases
of
succ
essf
ul
cons
olid
atio
n.In
this
con
nect
ion
it is
wel
l to
emph
asiz
e
four
type
s of
con
solid
atio
n :
(1)
part
ial,
(2)
com
plet
e, (
3)
cent
ered
in v
illag
e, (
4) p
urel
yru
ral.
3ElL
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
315
Part
ial C
onso
lidat
ion.
By
part
ial c
onso
lidat
ion
ism
eant
the
grou
ping
of
two,
thre
e, o
r m
ore
scho
ols
at s
trat
egic
poin
ts in
the
tow
nshi
p, w
ithou
t aim
ing
at u
ltim
ate
cent
rali-
zatio
n of
all
the
scho
ols
in th
e to
wns
hip
at th
e ge
ogra
phi-
cal c
ente
r.T
his
form
of
cons
olid
atio
n is
pra
ctic
ed w
here
the
size
or
shap
e of
the
tow
nshi
p or
its
natu
ral c
onto
ur
A .1
ranf
irei
tlftiN
-1::1
4 sa
gl:
FIG
. 20.
Map
illu
stra
ting
grow
th o
f co
nsol
idat
ion
in M
adis
on to
wns
hip,
Lak
e co
unty
, Ohi
o.(S
ee te
xt.)
mak
es tr
ansp
orta
tion
of a
ll pu
pils
toon
e ce
nter
impr
acti-
cabl
e.A
n ex
celle
nt il
lust
ratio
nis
Mad
ison
tow
nshi
p,L
ake
coun
ty, O
hio,
whe
re p
artia
l con
solid
atio
n be
gan
in18
92.
The
acc
ompa
nyin
g m
aps
tell
the
stor
y in
a gr
aphi
cw
ay.
The
tow
nshi
p w
hich
bor
ders
on L
ake
Eri
e is
seve
n m
iles
on th
e w
est s
ide,
nin
e on
the
east
, and
fiv
em
iles
wid
e.T
he d
ista
nce
by w
agon
fro
m th
e ex
trem
esof
the
tow
nshi
p to
Mad
ison
vill
age
isse
ven
mile
s, w
hich
is to
o fa
r fo
r sa
tisfa
ctor
y tr
ansp
orta
tion
of p
upils
.A
s
a co
nseq
uenc
e ce
ntra
lizat
ion
here
has
bee
n at
thre
e or
BE
ST
CO
PY
AV
AIL
AB
LE36
't
316
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
four
cen
ters
.T
he f
irst
map
sho
ws
the
spec
ial d
istr
icts
of M
adis
on v
illag
e an
d U
nion
ville
, tog
ethe
r w
ith e
ight
een g
i'.9
le'
O.
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e.14
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ools
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est
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ols
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. at .
-T
his
map
tells
the
first
cha
pter
of O
hio
cons
ohda
tion
and
isfo
r 19
05-1
906.
Cen
tral
ized
32H
alf o
f sub
dist
ricts
sus
pend
edO
ne O
r 12
10 s
choo
ls tr
ansf
erre
d to
ano
ther
.35Is
Tot
al92
smal
l sub
dist
rict
s.T
his
was
bef
ore
cons
olid
atio
n w
asat
tem
pted
.T
he s
econ
d m
ap il
lust
rate
s th
e fi
rst s
tage
s of
3 6
BE
ST C
OPY
CO
NS
OLI
DA
TIO
N O
Fsa
lons
317
cons
olid
atio
n be
twee
n18
92 a
nd 1
906,
dur
ing
whi
ch p
erio
dte
n of
the
subd
istr
icts
wer
e ab
ando
ned.
Fina
lly, t
he
Am
irri
: :2
°ati.
_:..
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lAvI
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oola
ouW
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FIG
. 22.
- T
he s
econ
dch
apte
r of
the
sam
est
ory,
cov
erin
g 19
06-1
907.
Cen
tral
ized
Hal
f of s
ubdi
stric
ts s
uspe
nded
..
One
or
two
scho
ols
tran
sfer
red
to a
noth
er.
Tot
al.
thir
d m
ap g
ives
the
scho
ols
as th
eyw
ere
in 1
907:
two
spec
ial d
istr
icts
,tw
o go
od c
entr
aliz
edsc
hool
s, a
nd o
nly
VA
ILA
BL
E3
6 '0
318
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
two
subd
istr
icts
with
out t
he a
dvan
tage
s of
con
solid
a.
tion. C
ompl
ete
Con
solid
atio
n.Pa
rtia
l con
solid
atio
n is
ver
y
com
mon
ly p
ract
iced
; but
it is
less
sat
isfa
ctor
yth
an th
e
so-c
alle
d co
mpl
ete
cons
olid
atio
n un
less
, of
cour
se, a
larg
een
ough
num
ber
of s
ubdi
stri
cts
unite
to e
stab
lish
scho
ols
offe
ring
thor
ough
hig
h sc
hool
cou
rses
at
thes
e se
vera
l
cent
ers.
Com
plet
e co
nsol
idat
ion,
as
indi
cate
din
the
nam
e, c
onte
mpl
ates
the
cent
raliz
atio
n of
eve
ry s
mal
lsc
hool
with
in th
e to
wns
hip
atits
geo
grap
hica
l cen
ter.
Thi
s in
surc
s th
e es
tabl
ishm
ent o
f a
high
sch
ool d
epar
t-
men
t, of
feri
ng ju
st s
uch
stud
ies
as a
re a
dapt
ed to
far
mne
eds.
Thi
s ty
pe o
f co
nsol
idat
ion
is c
omm
on a
nd is
on
the
rapi
d in
crea
se.
It is
wel
l exe
mpl
ifie
d in
Wea
tow
n-
ship
, Tip
peca
noe
coun
ty,
Indi
ana.
The
cen
tral
sch
ool
here
is n
ot s
o la
rge
as m
any
othe
rs th
at c
ould
be
men
-tio
ned,
but
con
ditio
ns a
re o
ther
wis
e so
nea
r to
bei
ngid
eal
that
it w
ill a
nsv,
Tr
our
purp
ose
of il
lust
ratio
n ni
cely
.T
he
repo
rt is
fro
m th
e pe
nof
Tow
nshi
p T
rust
ee F
airf
axK
irkp
atri
ck, w
ho w
rite
s:
The
Wea
Con
solid
ated
Sch
ool,
Tip
peca
noe
Cou
nty,
Ind
iana
.T
his
tow
nshi
p is
who
lly r
ural
, the
re b
eing
no
villa
ges
or to
wns
with
in
its b
orde
rs.
It is
iix
mile
s sq
uare
, and
mos
t of
the
land
is a
par
tof
the
fam
ed W
eil P
lain
s.T
he f
arm
s ar
e la
rge,
mak
ing
a sm
all
scho
ol p
opul
atio
n.Se
ven
year
s ag
o th
is to
wns
hip
mai
ntai
ned
elev
en
dist
rict
sch
ools
.M
any
of th
ese
wer
e ve
ry s
mal
l, th
e to
tal
enro
llmen
t
in f
ive
of th
em b
eing
60.
Abo
ut tw
elve
yea
rs a
go a
two-
room
bri
ck
build
ing
was
bui
ltin
the
cent
er o
f th
e to
wns
hip,
and
one
roo
m
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
319
was
use
d to
mai
ntai
n a
high
sch
ool.
So w
eak
was
this
hig
h sc
hool
,un
supp
orte
d by
the
grad
es, t
hat i
t was
a q
uest
ion
whe
ther
it c
ould
surv
ive.
At o
ne ti
me
it w
as w
holly
aba
ndon
ed th
egr
eate
r pa
rt o
fa
term
.In
190
3 th
e tr
uste
e, P
. M.
Tom
pson
, aba
ndon
ed s
choo
ldi
stri
cts
5 an
d9.
Dis
tric
t9
was
with
inth
ree
quar
ters
of
a m
ile o
f th
e tw
o-ro
om b
uild
ing,
so
noco
nvey
ance
was
nee
ded.
The
pup
ils o
f D
istr
ict
5 w
ere
conv
eyed
to th
e hi
gh s
choo
l bui
ldin
g,w
hich
now
had
two
teac
hers
.O
ther
dis
tric
t sch
ools
wer
eso
on c
lose
d,an
d th
e tw
o-ro
om b
uild
ing
was
fill
ed to
ove
rflo
win
g.In
190
4 an
addi
tion
of tw
o ro
oms
was
mad
e to
the
build
ing.
In a
ll, s
even
dist
rict
sch
ools
hav
e be
en a
band
oned
and
the
pupi
ls c
onve
yed
to th
ece
ntra
l sch
ool w
hich
now
supp
orts
fou
r te
ache
rs.
At f
irst
the
sent
i-m
ent w
as s
tron
gly
oppo
sed
to c
entr
aliz
atio
n, b
utno
w a
bout
nin
ete
nths
of
the
patr
ons
are
plea
sed.
The
tow
nshi
p no
w h
as th
ree
rura
ldi
stri
ct s
choo
ls, o
ne o
f w
hich
will
prob
ably
alw
ays
be m
aint
aine
d.T
he o
ther
two
may
som
etim
e be
con
veye
d to
the
cent
ral s
choo
l.T
here
are
now
six
wag
ons,
mos
t of
them
the
best
that
can
be
had,
runn
ing
to th
e gr
aded
sch
ool.
The
res
ults
in th
isto
wns
hip
show
conc
lusi
vely
that
the
mor
e co
mpl
ete
the
cent
raliz
atio
n, a
nd th
em
ore
wag
ons
ther
e ar
e to
the
cent
ral s
choo
l, th
e be
tter
the
satis
fact
ion.
Whe
n th
ere
wer
e bu
t tw
oor
thre
e w
agon
s th
e ro
utes
wer
e lo
nger
,an
d th
ere
was
mor
e do
ublin
gon
the
trac
k.N
ow th
ew
agon
s go
mor
e di
rect
ly to
the
scho
ol a
nd th
e m
ajor
ity o
f th
epu
pils
rid
e a
muc
hsh
orte
r di
stan
ce.
Eac
h w
agon
is h
eate
d by
a st
c ,e
and
is m
ade
com
fort
able
.E
ach
driv
er is
pai
d $2
a d
ay a
nd f
urni
shes
his
own
hack
.O
ne h
undr
ed a
re tr
ansp
orte
d.T
he c
entr
al s
choo
l has
a la
rge
wel
l-sh
aded
grou
nd.
The
bui
ldin
gis
hea
ted
by a
fur
nace
and
is m
oder
n.Fo
r th
e be
nefi
t of
the
high
scho
ol p
upils
who
dri
ve to
sch
ool,
the
tow
nshi
p ha
s bu
ilt a
bar
nla
rge
enou
gh f
or te
n ho
rses
and
bug
gies
.T
he c
entr
al s
choo
l has
a lib
rary
of
mor
e th
an f
ive
hund
red
book
s.T
he s
choo
l is
orga
nizi
ng:.s
wor
k so
that
in a
sho
rt ti
me
i'. w
ill b
eas
wel
l org
aniz
ed a
s th
e be
stci
ty s
choo
l.O
ne te
ache
r w
ho c
an d
o hi
ghgr
ade
mus
ic w
ork
isem
ploy
ed, a
nd th
is te
ache
r do
es a
ll th
e m
usic
wor
k of
the
scho
ol.
371
320
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
A li
ttle
furt
her
care
in s
elec
ting
teac
hers
will
giv
e th
e sc
hool
a te
ache
rin
dra
win
g an
d pe
nman
ship
, or
a te
ache
r of
agr
icul
ture
.T
he g
reat
-es
t dra
wba
ck to
the
adva
nced
org
aniz
atio
n of
the
scho
ol is
the
scar
ceity
of
teac
hers
who
can
do
this
spe
cial
wor
k.
Vill
age
Typ
e of
Con
solid
atio
n.A
thir
d ty
pe o
f co
n-so
lidat
ed s
choo
l res
ults
fro
m c
losi
ng r
ural
:,c.
hool
s an
dtr
ansp
ortin
g to
a n
eigh
bori
ng v
illag
eT
his
has
its o
p-po
nent
s w
ho a
sser
t with
muc
h fo
rce
that
wha
t is
need
edis
not
som
e ad
ditio
nal c
onve
nien
ce f
or s
endi
ngch
ildre
nto
vill
age
and
city
, to
educ
ate
them
aw
ay f
rom
the
coun
try,
but e
duca
tiona
l fac
ilitie
s ri
ght o
ut in
the
rura
ldi
stri
cts
as g
ood
as th
ere
can
be f
ound
in th
e ci
ty, w
hich
sha
ll tr
ain
for
the
farm
, and
for
the
farm
onl
y.M
oreo
ver,
the
larg
ervi
llage
s ar
e no
t inc
lined
to a
dapt
thei
rco
urse
of
stud
y to
suit
coun
try
need
s; n
or c
ould
this
be
expe
cted
.T
hen
the
aver
age
Am
eric
an v
illag
e of
fers
tem
ptat
ions
to th
eun
-so
phis
ticat
ed c
ount
ry y
outh
, whi
ch is
pre
ttysu
re to
leav
ehi
m th
e w
orse
me-
for
havi
ng c
ome
to "
tow
n."
Inso
me
plac
es N
.'.ie
re c
entr
aliz
atio
n ha
s ta
ken
plac
e in
larg
evi
llage
s at
tem
pts
have
bee
n m
ade
to s
tudy
agr
icul
ture
and
othe
r su
bjec
ts e
ssen
tial t
o th
e fa
rm, a
ndno
t with
out s
ucce
ss.
Still
, in
a m
ajor
ity o
f th
ese
villa
ges
the
cour
se c
ontin
ues
to s
mac
k of
the
city
.O
n th
e ot
her
hand
, if
the
villa
ge is
so s
mal
l tha
t it h
as n
one
exce
pt r
ural
inte
rest
s, th
ere
is li
ttle
reas
on w
hy c
onso
lidat
ion
cann
ot b
e pr
actic
ed th
ere
asw
ell a
s in
the
open
cou
ntry
.A
larg
e nu
mbe
r of
str
ong
scho
ols
are
situ
ated
in s
uch
villa
ges
inev
ery
stat
e w
here
cons
olid
atio
n ,is
pra
ctic
ed.
iB
ES
T C
OP
Y A
VA
ILA
BLE
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
321
Bur
ns C
onso
lidat
ed S
choo
l,M
ario
n C
ount
y, K
ansa
s.Po
ssib
ly th
em
ost s
ucce
ssfu
lco
nsol
idat
edsc
hool
inK
ansa
s is
the
Bur
nssc
hool
, cen
tere
d in
Bur
ns, M
ario
n
_oar
-
F- 1
1-4
nn
Naz
i
m A
mno
n. p
rive
t...
.asa
crie
k ea
aw
n0.
c v
est,
1400
04V
TA
WIM
Ill 4
110
Ftn,
33.
Pla
n of
Bur
ns c
onso
lidat
ed d
istr
ict,
givi
ng c
entr
al s
choo
l,ab
ando
ned
scho
o.s,
and
tran
spor
tatio
n ro
utes
.E
ach
squa
re r
epre
sent
sa
sect
ion
of 6
40 a
cre&
coun
ty, a
vill
age
ofso
me
450
peop
le.
The
spi
rit,
sym
-pa
thie
s, a
nd li
fe o
fth
e pl
ace
are
pure
ly r
ural
.It
may
ther
efor
e be
con
side
red
alm
ost a
s sa
fe th
ough
not s
o id
eal
a pl
ace
for
the
scho
olas
the
coun
try
prop
er.
Mor
eove
r,
37:3
322
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
it is
wel
l to
cons
ider
the
adde
d op
port
uniti
es w
hich
suc
ha
scho
ol e
xten
ds to
the
wea
k, is
olat
ed v
illag
e.A
ssis
tant
Sta
te S
uper
inte
nden
t C. C
. Sta
rr, w
ho m
ade
a ca
refu
l stu
dy o
f th
e B
urns
dis
tric
t in
1908
, rep
orts
on
his
find
ings
in p
art a
s fo
llow
s:
The
Bur
ns s
choo
l was
con
solid
ated
in 1
904.
The
dis
tric
t was
orig
inal
ly f
orm
ed o
ut o
f fi
ve s
epar
ate
scho
ol d
istr
icts
.In
190
6 an
addi
tiona
l dis
tric
t mad
e ap
plic
atio
n fo
r ad
mis
sion
to th
e co
nsol
idat
eddi
stri
ct, a
nd it
was
adm
itted
, so
that
now
the
cons
olid
ated
dis
tric
tco
nsis
ts o
f w
hat w
ere
orig
inal
ly s
ix s
epar
ate
scho
ol d
istr
icts
, and
the
area
com
pris
ed is
fort
y-th
ree
squa
re m
iles
or c
onsi
dera
bly
mor
e th
an a
con
gres
s:un
alto
wns
hip.
Whi
le th
e la
st d
istr
ict t
hat
join
ed th
e co
nsol
idat
ed d
istr
ict i
s fa
rthe
r fr
om th
e ce
ntra
l sch
ool
than
is o
rdin
arily
adv
ised
for
suc
h di
stri
cts,
that
dis
tric
t est
imat
edth
at th
c ad
vant
ages
of
the
cons
olid
ated
sch
ool w
ould
be
supe
rior
to th
e di
sadv
anta
ges
ot th
e lo
ng d
ista
nce
to s
choo
l.E
xper
ienc
eha
s de
mon
stra
ted
the
trut
h of
this
.A
noth
er d
istr
ict,
lyin
g ou
tsid
e, is
sen
ding
sev
en p
upils
and
pay
ing
thei
r tu
ition
.B
efor
e co
nsol
idat
ion
the
Bur
ns d
istr
ict e
mpl
oyed
two
teac
hers
and
did
not h
ave
a hi
gh s
choo
l. T
he n
ext y
ear
they
had
fiv
e te
ache
rs,
a.nd
now
six
teac
hers
are
em
ploy
ed.
The
sch
ool o
ccup
ies
a m
oder
nsi
x-ro
om b
uild
ing.
A f
our-
year
hig
h sc
hool
cou
rse
is m
aint
aine
dw
hich
'..td
mits
to th
e U
nive
rsity
of
Kan
sas.
Tw
o hi
gh s
choo
l tea
cher
sar
e em
ploy
ed, o
ne o
f w
hom
was
add
ed in
190
7.W
hile
the
r)op
ulat
ion
of B
urns
is a
bout
thc
sam
e as
the
popu
la-
tion
of th
e re
mai
nder
of
the
cons
olid
ated
dis
tric
ts,
a m
ajor
ity o
f th
epu
pils
atte
ndin
g th
e hi
gh s
choo
l are
fro
m th
e co
untr
y.T
he p
upils
in th
e up
per
grad
es (
who
rec
all t
heir
exp
erie
nce
as p
upils
in th
esm
alle
r ru
ral s
choo
k) im
anim
ousl
y pr
efer
red
the
cons
olid
ated
sch
ool.
The
rea
sons
the
1,-;
ils g
ave
for
thei
r pr
efer
ence
are
as f
ollo
ws:
thei
r sc
hool
now
has
bet
ter
teac
hers
, the
rear
e m
ore
pupi
ls to
3'7
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
323
asso
ciat
e w
ith, t
he la
rger
cla
sses
are
mor
e in
tere
stin
g, th
ey m
ake
mor
e pr
ogre
ss, u
nder
stan
d th
eir
less
ons
bette
r, a
ndth
e te
ache
rsha
ve ti
me
to g
ive
the
prop
er a
mou
nt o
f at
tent
ion
to e
ach
subj
ect.
It is
mor
e ag
reea
ble
to r
ide
the
long
dist
ance
to s
choo
l tha
n to
wal
kto
the
coun
try
scho
ols.
Upo
n in
quir
y fr
om th
e pu
pils
who
atte
nd f
rom
the
coun
try
as to
wha
t the
ir c
hanc
es w
ould
hav
e be
en o
fat
tend
ing
high
sch
ool i
f th
eco
nsol
idat
ed s
choo
l had
not
bee
n fo
rmed
, a v
ery
larg
e m
ajor
ity s
tate
dth
at th
e ch
ance
s ar
e th
at th
ey w
ould
not h
ave
had
the
oppo
rtun
ityto
sec
ure
a hi
gh s
choo
l edu
catio
n. A
few
stat
ed th
at th
ey th
ough
t the
yw
ould
hav
e be
en a
ble
to a
ttend
a hi
gh s
choo
l, as
thei
r pa
rent
s to
ldth
em th
at th
ey h
ad in
tend
edto
try
to s
end
them
aw
ay to
a hi
ghsc
hool
.
At t
he c
lose
of
scho
ol I
sel
ecte
dth
e w
agon
that
goe
s to
the
mos
tre
mot
e po
rtio
n of
the
dist
rict
, with
a vi
ew o
f sh
arin
g th
e ex
peri
ence
of th
e pu
pils
whi
le b
eing
tran
spor
ted.
The
dis
tanc
e to
the
end
ofth
e tr
ip w
as te
n an
don
e ha
lf m
iles
a di
stan
ce m
uch
grea
ter
than
is o
rdin
arily
rec
omm
ende
d fo
rtr
ansp
orta
tion.
The
tim
e to
mak
eth
e tr
ip w
as o
ne h
our
and
thir
tym
inut
es. T
he p
upils
sta
ted
that
they
like
d to
rid
e an
d di
dno
t get
tire
d.So
me
said
that
they
got
a lit
tle c
old
som
etim
esa
sugg
estio
n th
at th
e w
agon
s sh
ould
behe
ated
in th
e co
ldes
t wea
ther
.N
eith
er d
rive
rs n
or p
upils
expr
esse
dan
y di
ssat
isfa
ctio
n w
ith th
e m
ode
of tr
ansp
orta
tion,
and
the
peop
lefr
om th
e co
untr
y w
ith w
hom
I co
nver
sed
expr
esse
d th
emse
lveb
asbe
ing
entir
ely
satis
fied
with
thei
rsy
stem
of
tran
spor
tatio
n.A
fter
ext
ensi
ve in
quir
y,no
per
son
coul
d be
fou
nd in
the
dist
rict
who
wou
ld b
e w
ill;n
g to
go b
ack
to th
e ol
d sy
stem
of
sepa
rate
sm
all
scho
ols.
The
re is
a g
ener
al b
elie
f th
at th
esc
hool
s ar
e fa
r be
tter
than
und
er th
e ol
d pl
an, a
ndth
at th
e co
mm
unity
, thr
ough
cons
oll.
datio
n, h
as ta
ken
a lo
ngst
ep f
orw
ard
educ
atio
nally
.
The
Pur
ely
Rur
al T
ype.
The
last
type
of
cons
oli.
date
d sc
hool
to c
all f
or c
onsi
dera
tion
is th
e pu
rely
rur
al.
Thi
s is
the
idea
l typ
e.It
cont
empl
ates
the
esta
blis
hmoa
t
37b
324
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
of th
e sc
hool
rig
ht in
the
hear
t of
the
rura
l com
mun
ity,
whe
re th
e ch
iid c
an d
wel
l in
clos
e co
mm
unio
n w
ith n
atur
e,
away
fro
m th
e at
trac
tions
and
allu
rem
ents
of
the
city
.In
suc
h an
env
iron
men
t est
ablis
h th
e fa
rm c
hild
's s
choo
l.B
uild
it g
ood
and
larg
e; e
quip
it w
ith a
ll th
e w
orki
ngto
ols
nece
ssar
y to
the
grea
test
mea
sure
of
succ
essf
ul w
ork.
Add
bro
ad a
cres
for
bea
utif
ul g
roun
ds a
nd g
arde
n an
dex
peri
men
tal a
reas
.A
nd s
urel
y th
e ru
ral s
choo
l pro
blem
will
then
be
in a
fai
r w
ay to
sol
utio
n.A
n ex
celle
nt e
xam
ple
of th
e pu
rely
rur
al ty
pe is
the
John
Swan
ey C
onso
lidat
ed S
choo
l, in
Put
nam
cou
nty,
Illi
nois
.T
his
scho
ol w
as s
tudi
ed b
y th
e N
. E. A
. Com
mitt
eeon
Indu
stri
al E
duca
tion
in S
choo
ls f
or R
ural
Com
mun
ities
and
the
resu
lts e
mbo
died
-in
thei
r re
port
to th
e C
leve
land
Con
vent
ion,
190
8.It
was
sel
ecte
d fo
r th
is p
urpo
se b
y th
eco
mm
ittee
" a
s af
ford
ing
the
best
illu
stra
tion
of p
ublic
sent
imen
t, pr
ivat
e lib
eral
ity, a
nd w
ise
orga
niza
tion
com
-
bine
d, th
at th
e co
mm
ittee
was
abl
e to
fin
d in
any
con-
solid
ated
dis
tric
t in
the
Uni
ted
Stat
es."
Supe
rint
ende
nt0.
J. K
ern
visa
ed th
e sc
hool
and
rep
orte
d it
for
the
com
-m
ittee
of
whi
ch h
e is
a m
embe
r.H
e sa
ys in
par
t:
The
Joh
n Sw
aney
Con
solid
ated
Cou
ntry
Sch
ool i
s lo
cate
d in
Mag
nolia
tow
nshi
p, P
utna
m c
ount
y, I
llino
is, b
esid
e a
coun
try
road
, tw
o m
iles
from
the
smal
l vill
age
of M
cNab
b. T
he b
uild
ing
stan
ds n
ear
the
nort
h si
de o
f a
beau
tiful
cam
pus
cons
istin
g of
twen
ty.
four
acr
es o
f tim
ber
past
ure
Thi
s ca
mpu
s w
as d
onat
ed b
y M
r.Jo
hn S
wan
ey, w
ho is
a f
arm
er o
f m
oder
ate
circ
umst
ance
s, a
man
who
bel
ieve
s in
bet
ter
thin
gs f
ur c
ount
ry c
hild
ren,
His
was
a w
orth
y
371
Con
.olid
ated
sch
ool a
t Nor
th M
adis
on, M
adis
on T
owns
hip,
Lak
e C
ount
y,O
hio.
Eig
ht e
onve
y,in
ces
tillo
l with
bild
ren
may
he
seen
line
d up
in th
efo
regr
ound
.(C
ourt
esy
of A
. B. G
:aha
m, C
olle
ge o
f Agr
icul
ture
, Col
um-
tat:,
Ohi
o.)
;
Pgr
The
Joh
n S
wan
ey S
choo
l, D
istr
ict s
3s, M
cNab
b, Il
linoi
s.Ir
win
A. M
ad.
den,
Prin
tipal
.
BE
STcr
loy
%,A
ILA
RI5
3 7
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
325
deed
in b
ehal
f of
a w
orth
yca
use
and
shou
ld p
rove
a s
ugge
stio
n an
dan
insp
irat
ion
to p
ublic
-spi
rite
d fa
rmer
s in
oth
er c
omm
uniti
es.
The
con
solid
ated
sch
ool i
san
illu
stra
tion
of th
e fu
ndam
enta
lfa
ct th
at if
the
coun
try
peop
le w
ant b
ette
rsc
hool
s in
the
coun
try
for
coun
try
child
ren,
they
mus
t spe
ndm
ore
mon
ey f
or e
duca
tion
and
spen
d it
in a
bet
ter
way
.T
here
is n
o ot
her
way
.It
is c
ompa
rativ
ely
easy
for
a s
peak
er b
efor
e a
farm
ers'
inst
itute
mee
ting
to g
ain
the
inte
llect
ual a
ssen
t of
the
aver
age
farm
er in
the
com
mun
ity to
the
abov
e m
onet
ary
prop
ositi
on.
But
to g
o to
the
farm
ers
on th
em
orni
ng a
fter
, and
get
thei
r fi
nanc
ial
cons
ent t
o vo
te b
onds
for
abe
tter
equi
pmen
t and
mak
ean
incr
ease
d ta
x le
vy f
or a
bet
ter
teac
h-in
g fo
rce,
is q
uite
a d
iffe
rent
mat
ter.
And
yet
this
act
ually
is w
hat
mus
t be
done
, and
wha
t has
bee
n do
ne in
Mag
nolia
tow
nshi
p.
SOM
E F
INA
NC
IAL
DA
TA
Uni
t of
Org
aniz
atio
n.T
he c
onso
lidat
ed d
istr
ict
com
pris
esth
ree
ordi
nary
cou
ntry
sch
ool d
istr
icts
that
wer
e co
nsol
idat
ed b
ydu
e pr
oces
s un
der
the
Illin
ois
scho
ol la
w.
John
Sw
aney
Con
solid
ated
Sch
ool,
Putn
am C
ount
y, I
llino
is.
Lan
d A
rea
and
Val
uatio
n.T
he c
onso
lidat
ed d
istr
ict c
ompr
ises
four
teen
sec
tions
of
land
, and
the
asse
ssed
valu
atio
n un
der
the
Illin
ois
reve
nue
law
is o
ne h
undr
ed s
even
ty-n
ine
($17
9) d
olla
rs.
By
the
Illin
ois
reve
nue
law
the
asse
ssed
val
uatio
nis
sup
pose
d to
rep
rese
nton
e fi
fth
of th
e fa
ir c
ash
valu
e.It
is u
pon
the
asse
ssed
val
uatio
nth
at a
ll ta
xes
are
levi
ed. T
he s
ellin
gpr
ice
of im
prov
ed f
arm
s w
hich
com
pris
e th
ree
four
ths
of th
e di
stri
ct is
$rso
per
acr
e.T
he s
ellin
gpr
ice
of ti
mbe
r la
nd w
hich
com
pris
esth
e re
mai
ning
one
fou
rth
is$7
5 pe
r ac
re.
Scho
ol L
evy.
The
sch
ool l
evy
for
the
scho
olye
as o
f 19
o7-1
9o8
was
$29
00 f
or th
e bu
ildin
g fu
nd to
pay
bond
s is
sued
for
the
erec
tion
of th
e ne
w b
uild
ing,
and
$39
cso
for
gene
ral e
duca
tion
purp
oses
:se
curi
ng b
ette
r te
ache
rs, j
anito
r se
rvic
e,et
c.T
wen
ty p
upils
are
payi
ng tu
ition
at p
rese
nt, b
ring
ing
inan
ann
ual r
even
ue o
f $3
75.
326
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
Prac
tical
ly a
ll th
e m
oney
rai
sed
for
scho
ol p
urpo
ses
in I
llino
is is
rais
ed b
y lo
cal t
axat
ion.
TH
E B
UIL
DIN
G A
ND
EQ
UIP
ME
NT
The
sch
ool i
s ho
used
in a
$12
,000
two
and
a ha
lf s
tory
bri
ckbu
ildin
g, c
onta
inin
g fo
ur r
ecita
tion
room
s, tw
o la
bora
tori
es, l
arge
audi
tori
um, t
wo
libra
ry a
nd o
ffic
e ro
oms,
a b
oys'
man
ual t
rain
ing
room
, a g
irls
' pla
yroo
m, f
urna
ce r
oom
,an
d cl
oak
room
.A
ll ar
elig
hted
with
gas
olin
e ga
s ge
nera
ted
by a
pla
nt, t
he r
eser
voir
of
whi
chis
sto
red
outs
ide
of th
e bu
ildin
g. T
he la
bora
tori
es a
re a
lso
furn
ishe
dw
ith g
as f
rom
this
pla
nt.
The
bui
ldin
g is
hea
ted
with
ste
am a
ndfu
rnis
hed
with
run
ning
wat
er s
uppl
ied
by a
n ai
r pr
essu
re s
yste
m.
The
bui
ldin
g an
d eq
uipm
ent c
ost S
i6,0
00.
Don
atio
ns. T
here
are
peo
ple
livin
g in
this
con
solid
ated
dis
-tr
ict a
nd c
omm
unity
who
are
uns
elfi
sh e
noug
h an
d w
ho h
ave
suff
i-de
nt f
aith
in th
e co
nsol
idat
ion
of s
choo
ls to
aid
the
mov
emen
t by
mat
eria
l gif
ts.
As
a co
nseq
uenc
e th
e be
autif
ul c
ampu
s of
twen
ty-
four
acr
es w
as d
onat
ed b
y M
r. J
ohn
Swan
ey.
Cou
nty
Supe
rin-
tend
ent G
. NV
. Hun
t gav
e a
set o
f m
anua
l tra
inin
g to
ols.
Bes
ides
thes
e, th
e Jo
hn K
ay e
stat
e, N
V. G
. Gri
ffith
, F. E
. Sm
ith, J
ohn
Wils
on,
Perr
y M
ills,
W. L
. Mill
s, a
nd L
ouis
Pri
ebe
gave
nea
t sum
s of
mon
ey.
In a
ll ab
out $
2000
, bes
ides
the
grou
nds,
wer
e do
nate
d to
the
scho
ol.
Wag
ons
and
Cos
t.T
wo
team
s ar
e em
ploy
ed in
bri
ngin
g th
ech
ildre
n fr
om tw
o of
the
old
dist
rict
s.T
he w
agon
s co
st S
175
each
and
are
owne
d by
the
dist
rict
.D
ista
nce,
rou
nd tr
ip f
or o
ne w
agon
,is
nin
e m
iles,
and
nin
e an
d on
e ha
lf m
iles
for
the
othe
r.D
rive
rs
of th
e w
agon
s ar
e fa
rmer
boy
s liv
ing
in th
e co
mm
unity
who
are
inth
e hi
gh s
choo
l roo
m.
The
hor
ses
are
put i
n th
e sc
hool
bar
n lo
cate
d
on th
e ca
mpu
s.E
ach
team
cos
ts $
40 p
er m
onth
for
twen
ty-t
wo
roun
d tr
ips,
thus
mak
ing
an o
utla
y of
$T
.82
per
day
for
each
wag
on.
As
each
wag
on c
arri
es tw
enty
chi
ldre
n, th
e co
st p
er p
upil
daily
isni
ne c
ents
, abo
ut th
e co
st o
f tw
o st
reet
car
far
es in
the
city
.G
roun
ds.
No
fine
r en
viro
nmen
t, pe
rhap
s, c
an b
e fo
und
for
a
3 b
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
327
coun
try
scho
ol.
The
;rou
nds,
twen
ty-f
our
acre
s in
ext
ent,
are
dotte
d w
ith g
roup
s of
the
nativ
e fo
rest
tree
s.It
is th
e pu
rpos
e of
the
dist
rict
to b
eaut
ify
the
grou
nds
still
fur
ther
acc
ordi
ng to
a p
lan
prep
ared
by
the
Hor
ticul
tura
l Dep
artm
ent o
f th
e Il
linoi
s C
olle
geof
Agr
icul
ture
.T
he T
each
ers'
Hom
e. F
our
or f
ive
farm
ers,
at t
heir
ow
n ex
pens
e,fi
tted
up o
ne o
f th
e ab
ando
ned
scho
olho
uses
for
a te
ache
rs' h
ome,
thus
sol
ving
the
prob
lem
of
a bo
ardi
ng p
lace
for
the
teac
hers
.T
heco
st to
the
farm
ers
was
Sso
o.T
he te
ache
rs p
ay $
g a
mon
th r
ent
and
hire
an
elde
rly
wom
an f
or h
ouse
keep
er.
The
teac
hers
clu
b to
-ge
ther
for
the
livin
g ex
pens
es o
f th
e ho
me.
Jani
tor's
Hom
e. A
n ol
d te
nant
bui
ldin
g lo
cate
d on
the
scho
olgr
ound
s w
as f
itted
up
for
a ja
nito
r's h
ome.
The
jani
tor
has
char
geof
the
grou
nds,
sch
ool b
uild
ing,
and
sta
bles
.H
e re
ceiv
es a
sal
ary
of$3
0 a
mon
th a
nd p
ays
S5 p
er m
onth
for
his
t om
e.
In th
is s
ylva
n re
trea
t, fi
tted
with
eve
ryth
ing
esse
ntia
lfo
r sc
hool
wor
k, th
e bo
ys a
nd g
irls
of
Mag
nolia
tow
nshi
ple
arn
to k
now
nat
ure
and
to lo
ve it
.H
ere
they
ear
lyle
arn
to k
now
that
they
are
indi
geno
us to
the
soil;
that
her
eth
ey m
ust l
ive
and
die.
Giv
e us
man
y su
ch s
choo
ls, a
ndth
e fa
rm y
outh
is in
no
dang
er o
f le
avin
g th
e fa
rm!
Hig
h Sc
hool
Wor
k in
the
John
Sw
aney
Sch
ool.
-- F
or a
lack
of
spac
e w
e ca
nnot
giv
e th
e de
tails
of
all t
he w
ork
in th
o Sw
an:)
. Sch
ool.
Thi
s m
uch,
how
ever
: the
pup
ilsbe
low
the
high
sch
ool a
re ta
ught
by
norm
al g
radu
ates
of c
aref
ul tr
aini
ng a
nd e
xper
ienc
e, w
ho r
ecei
vP a
sal
ary
each
of
S6o
per
mon
th f
or n
ine
mon
ths.
The
pri
ncip
alis
a n
orm
al g
radu
ate,
who
has
had
add
ition
al tr
aini
ngin
the
Illin
ois
Col
lege
of
Agr
icul
ture
.H
e re
ceiv
es S
too
per
mon
th.
His
ass
ista
nt h
as h
ad s
peci
al p
repa
rat'i
n in
381
328
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
dom
estic
sci
ence
, and
rec
eive
s $6
ope
r m
onth
.(W
edw
ell w
ith m
uch
satis
fact
ion
on th
ese
stat
emen
ts;
fot
here
we
have
fou
nd o
ne c
ount
ry c
omm
unity
that
dem
ands
trai
ned
teac
hers
and
is r
eady
to p
aya
fair
rem
uner
-at
ion.
)
The
hig
h sc
hool
cou
rse
of s
tudy
is p
lann
ed f
orco
untr
ybo
ys a
nd g
irls
. Whi
le th
e cu
lture
stu
dies
are
not n
egle
cted
,fa
rm in
tere
sts
are
emph
asiz
ed in
the
stud
y of
agri
cultu
re,
man
ual t
rain
ing,
and
dom
estic
sci
ence
.H
ere
follo
ws
the
com
plet
e co
urse
of
stud
y:
FIR
ST Y
EA
R
Firs
t Sem
este
rSe
cond
Sem
este
r
Eng
lish
I.A
lgeb
ra.
Phys
iolo
gy.
Agr
onom
y I
or L
atin
.H
ouse
hold
Sci
ence
or
Man
ual
Tra
inin
g.
Eng
lish
II.
Alg
ebra
, to
wee
ks.
Geo
met
ry, t
o w
eeks
.Z
oolo
gy.
Anc
ient
H is
tory
.
Dra
win
g.
Eng
lish
I.A
lgeb
ra.
Phys
ical
Geo
grap
hy.
Hor
ticul
ture
c, L
atin
.H
ouse
hold
&kn
ee o
rT
rain
ing.
SEC
ON
D Y
EA
R
Man
ual
Eng
lish
II.
Geo
met
ry.
Bot
any.
Anc
ient
his
tory
, to
wee
ks.
Ani
mal
flu
sban
dry
or I
ious
ehol
dSc
ienc
e, to
wee
ks.
Mus
ic.
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
329
TH
IRD
YE
AR
Eng
lish
III.
Che
mis
try.
Agr
onom
y II
or
Lat
in o
r H
ouse
-ho
ld S
cien
ce.
Eng
lish
His
tory
.
Eng
lish
IV.
Phys
ics,
Hou
seho
ld S
cien
ce
Am
eric
an H
isto
ry.
Eng
lish
III.
Che
mis
try.
Ani
mal
Hus
band
ry o
r L
atin
ot
Hou
seho
ld S
cien
ce.
Eng
lish
His
tory
.
FOU
RT
H Y
EA
R
Eng
lish
IV.
Phys
ics.
or A
gron
omy
Boo
kkee
ping
, to
wee
ks.
Ari
thm
etic
, 20
%W
AS.
CiV
iCS.
Exc
elle
nt c
ours
es a
re o
ffer
ed in
hous
ehol
dsc
ienc
e,m
anua
l tra
inin
g, a
nd a
gric
ultu
re.
The
latte
r de
als
with
the
theo
ry o
f ag
ricu
lture
, soi
l phy
sics
, soi
l krt
ility
, ani
mal
husb
andr
y, a
nd h
ortic
ultu
re.
In o
rder
that
the
stat
e m
ay le
arn
the
need
s an
d m
etho
ds o
f im
-pr
ovem
ent (
1 its
dif
fere
nt la
rge
soil
area
s, e
xper
imen
t sta
tions
are
esta
blis
hed
in th
ese
area
s; in
all
ther
e ar
e no
w tw
enty
-thr
ee.
One
of th
ese
stat
ions
is n
ow b
eing
inst
alle
d ad
join
ing
the
cam
pus
on th
eea
st.
Thi
s st
atio
n co
ntai
ns a
plo
t of
grou
nd c
onsi
stin
g of
six
acr
usan
d is
div
ided
into
fou
r se
ries
with
fiv
e br
eedi
ng p
lats
in e
ach
seri
es.
Thi
s is
to b
e co
n(lu
cted
by
the
stat
e, b
ut th
e W
iwi w
ill h
ave
the
priv
ilege
of
obse
rvin
g th
e w
ork
of th
e st
atio
n, a
nd w
ill h
ave
acce
ssto
the
reco
rds
of r
usul
ts.
r) L
1
330
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
LC
ON
SOL
IDA
TIO
N O
F SC
HO
OL
S33
1A
pla
n of
the
grou
nd is
giv
en h
ere:
EX
PER
IME
NT
ST
AT
ION
SER
IES
I
12
34
5
SER
IES
II
12
34
5
SER
IES
III
12
34
5
SER
IES
IV
12
34
5
Seri
es I
will
be
plan
ted
to c
or; ;
Seri
es I
I to
oat
s an
d cl
mer
;Se
ries
III
to o
ats;
Ser
ies
IV to
cow
peas
, in
1907
.Pl
ats
2 an
d 4
have
been
fer
tiliz
ed w
-II
roc
k ph
osph
ate.
The
oth
ers
wer
e no
t.
Con
solid
atio
n: A
dvar
itage
s an
d O
bjec
tions
.W
e ha
veno
w d
wel
t at s
ome
leng
th o
n fo
ur c
onso
lidat
ed s
choo
ls,
repr
esen
ting
as m
any
stat
es.
Eno
ugh
has
been
told
togi
ve th
e re
ader
an
idea
of
thei
r or
gani
zatio
n an
d ef
fect
ive-
ness
of
thei
r w
orki
ng )
lans
.A
t thi
s po
int w
rite
rs o
n co
n-
solid
atio
n us
ually
take
tim
eto
sum
mar
ize
the
adva
ntag
esof
the
syst
em a
ndto
sta
te th
e ob
ject
ions
urge
d ag
ains
tit.
It is
sca
rcel
yne
cess
ary
to ta
ke u
p an
y fu
rthe
rsp
ace
in th
ese
page
s w
ithan
enu
mer
atio
n of
the
mcn
ifol
dad
-va
ntag
es d
ue to
ccn
solid
atio
n.T
he r
eade
r ha
s ga
ther
eden
ough
fro
m th
e di
scus
sion
abov
e to
rea
lize
that
thes
ead
vant
ages
are
very
man
y an
d w
eigh
ty.
Fo,:
addi
tiona
lsu
mm
arie
s he
may
mak
ea
stud
y of
the
exce
llent
boo
ksan
dpa
mph
lets
on
the
subj
ects
enum
erat
ed a
t the
clo
se o
fth
ech
apte
r. T
he o
bjec
tions
, als
o, m
ay b
e pa
ssed
over
ligh
tly.
Som
e of
thes
ear
e of
a s
entim
enta
l nat
ure
and
mus
t yie
ldto
ccc
,not
uic
nece
ssity
.O
ther
s w
hich
at
one
time
seem
edva
lid e
noug
h ha
vebe
en p
rove
d fa
llaci
ous
by th
e ex
peri
-en
ce o
f ye
ars
of s
ucce
ssfu
lco
nsol
idat
ion.
The
obj
ectio
nm
ost f
requ
ently
urg
ed is
that
the
cost
und
erth
e ne
wpl
an is
gre
ater
.W
e ha
ve a
mpl
e fi
gure
sto
pro
ve th
atco
nsol
idat
ion
may
be
carr
ied
on a
t jus
tas
sm
all a
n ou
tlay
as u
nder
the
old
syst
em.
Und
er c
ompl
ete
cons
olid
a-tio
n th
egr
oss
cost
is u
nden
iabl
ygr
eate
r; b
ut w
hen
we
cons
ider
the
adde
def
fect
iven
ess
of th
ene
w s
choo
ls in
the
mat
ter
of in
crea
se a
ndre
gula
rity
of
atte
ndan
ce,
gene
ral
econ
omy,
and
ulti
mat
e ed
ucat
iona
lef
fect
iven
ess,
the
net
indi
vidu
al c
ost i
s fa
rle
ss th
an u
nder
the
pass
ing
regi
me.
A C
losi
ng W
ord.
Thi
s of
fers
an
oppo
rtun
ityto
spe
aka
clos
ing
wor
d.T
he p
lea
thro
ugho
utth
e bo
ok h
as b
een
lot a
ret
urn
to th
at e
qual
ity o
fop
port
unity
on
whi
chou
rco
mm
on s
choo
l sys
tem
was
bui
lt.T
his
equa
lity
no lo
nger
3 8
5
332
TH
E A
ME
RIC
AN
RU
RA
L S
CH
OO
L
exis
ts e
xcep
t in
theo
ry.
The
far
m y
outh
has
not
had
a
squa
rede
al.
And
the
fund
amen
tal c
ause
of
it al
l is
that
our
rura
l pop
ulat
ion
does
not
spe
nd e
noug
h m
oney
on
the
educ
atio
n of
thei
r bo
ys a
nd g
irls
, nor
doe
s it
spen
d th
is
mon
ey to
the
best
adv
anta
ge.
To-
day
the
farm
er s
pend
s$1
3.17
for
the
educ
atio
n of
his
chi
ldre
n ev
ery
time
the
city
dw
elle
r sp
ends
$33
.01
!C
an f
urth
er a
rgum
ent b
e
nece
ssar
y?A
nd m
uch
of w
hat i
s in
vest
ed in
rur
al e
duca
-
tion
is s
pent
to p
oor
adva
ntag
e in
fee
ble,
poo
rly
inst
ruct
edsc
hool
s w
hich
cou
ld ju
st a
s w
ell b
e ab
ando
ned
or c
on-
solid
ated
.L
et e
very
one
who
rea
ds th
ese
page
s be
com
e a
self
-ap
poin
ted
hera
ld to
pro
clai
m th
e ne
w r
ural
sch
ool e
duca
-
tion;
to g
o in
to e
very
cou
ntry
side
and
pre
ach
the
new
doct
rine
; to
do e
very
thin
g in
his
pow
er to
cre
ate
sent
imen
tfa
vori
ng b
ette
r sc
hool
s an
d be
tter
teac
hing
.T
hen
shal
l
com
e a
brig
ht d
awn
for
the
yout
h of
the
farm
!
A S
EL
EC
TE
D R
EFE
RE
NC
E L
IST
OF
BO
OK
S, P
AM
-PH
LE
TS,
AN
D S
PEC
IAL
AR
TIC
LE
S O
N C
ON
SOL
IDA
-T
ION
I. A
SWE
LL
, JA
ME
S B
. The
Con
solid
atio
n of
Sch
ool D
istr
icts
.Is
sued
by
the
stat
e of
Lou
isia
na, D
epar
tmen
t of
Edu
ca-
tion,
Bat
on R
ouge
, 190
6.pp
. 77.
2. C
onso
lidat
ion
and
Tra
nspo
rtat
ion,
Issu
ed b
y th
e st
ate
of N
ew
Ham
pshi
re, D
epar
tmen
t of
Edu
catio
n, C
onco
rd.
pp. 1
2.3.
Cor
roN
, FA
SSE
TT
A.
Tw
enty
-thi
rd A
nnua
l Rep
ort o
f th
e St
ate
Supe
rint
ende
nt o
fPu
blic
Ins
truc
tion,
Ind
iana
polis
.E
spe-
daily
cha
pter
on
Con
solid
atio
n.
BE
ST C
OPY
A
CO
NSO
LID
AT
ION
OF
SCH
OO
LS
333
4. D
AV
EN
POR
T, E
.C
onso
lidat
ion
of o
ur S
choo
ls.
Uni
vers
ity o
f
5.
Illin
ois,
Urb
ana,
1904
.FA
IRC
HIL
D, E
. T.
Con
solid
atio
n of
Rur
al S
choo
ls.
Top
eka,
1908
.pp
. 48.
6. F
LE
TC
HE
R, G
. F.
The
Con
solid
atio
n of
Sch
ools
and
the
Con
-ve
yanc
e of
Chi
ldre
n.Is
sued
by
the
Mas
sach
uset
tsB
oard
of
Edu
catio
n, B
osto
n.pp
. 25.
7. F
OW
LE
R, W
ILL
IAM
K.
Con
solid
atio
n of
Dis
tric
ts, t
heC
entr
al-
izat
ion
of R
ural
Scho
ols,
and
the
Tra
nspo
rtat
ion
ofPu
pils
at P
ublic
Exp
ense
.Is
sued
by
the
Dep
artm
ent
of P
ublic
In-
stru
ctio
n, L
inco
ln,
1903
.&
GR
AH
AM
, A. B
.C
entr
aliz
ed S
choo
ls in
Ohi
o.T
he A
gric
ul-
tura
l Col
lege
Bul
letin
, No.
6, C
olum
bus,
1907
.pp
. 24.
g K
EL
LE
Y, P
AT
RIC
K H
.C
onso
lidat
ion
of S
choo
l Dis
tric
ts.
Is-
sued
by
the
Mic
higa
nD
epar
tmen
t of
Edu
catio
n, L
ans-
ing,
190
6.pp
. 23.
to.
KE
RN
, 0.
J.A
mon
g C
ount
ry S
choo
ls.
Gin
n an
d C
o.,
Chi
cago
, 190
6.Pr
ice
$1.2
5.E
spec
ially
cha
pter
on
Con
-so
lidat
ion.
Ix. -
- A
nnua
l Rep
ort,
Win
neba
go C
ount
y Sc
hool
s,R
ockf
ord,
1908
.pp
. 96.
12. L
ON
GSD
OR
F, H
. H.
The
Con
solid
atio
n of
Cou
ntry
Sch
ools
.Pu
blis
hed
by th
ePe
nnsy
lvan
ia D
epar
tmen
t of
Agr
icul
ture
,H
arri
sbur
g, 1
901.
pp. 8
9.13
. Pro
ceed
ings
of
the
Nat
iona
l Edu
catio
nA
ssoc
iatio
n fo
r th
efo
llow
ing
year
s:19
01, p
p. 8
04-8
1r; 1
902,
pp. 2
24-2
3r a
nd79
3-79
8;
337,
338;
zo6o
.
1903
,
1907
,PP
. 919
-936
;pp
. 277
-279
;19
042
pp. 3
13-3
16; 1
9061
PP.
1908
, pp.
420
-43r
and
1054
-
14. R
epor
t of
the
Com
mitt
ee o
f T
wel
veon
Rur
al S
choo
ls.
Pub-
lishe
d by
the
Uni
vers
ity o
f C
hica
go,
1905
.is
. Ten
th A
nnua
l Rep
ort o
f th
e Il
linoi
sFa
rmer
s' I
nstit
ute,
Spri
ng.
fiel
d, r
gos.
Esp
ecia
lly p
p. 2
08-2
13.
1LA
BL
E
APP
EN
DIX
A
APP
EN
DIX
A. P
ER
MA
NE
NT
SC
HO
OL
FU
ND
S&
STA
TE
OR
TE
RR
ITO
RY
PER
MA
NE
NT
CO
M-
HO
N S
c no
mFU
ND
S, S
TA
TE
AN
D L
OC
AL
TO
TA
L V
AL
UE
01
PER
MA
NE
NT
FU
ND
SA
ND
PR
OD
UC
TIV
E
LA
ND
S
Uni
ted
Stat
es82
18,9
73,7
36
Nor
th A
tlant
ic D
ivis
ion
Sout
h A
tlant
ic D
ivis
ion
Sout
h C
entr
al D
ivis
ion
Nor
th C
entr
al D
ivis
ion
23,3
56,3
194,
661,
103
52,0
71,2
7111
2,90
0,35
9W
este
rn D
ivhd
on25
,984
,684
Nor
th A
tlant
ic D
ivis
ion:
Mai
ne44
5,71
6
1,N
ew H
amps
hire
(19
04-1
903)
Ver
mon
t.
59,4
701,
120,
218
$59
,470
1,12
0,21
8
tlM
assa
chus
etts
(19
05-1
906)
4,98
0,11
1R
hode
Isl
and
(190
4-19
05)
157,
414
Con
nect
icut
(r9
05-x
906)
.3,
060,
097
New
Yor
k (1
905-
1906
)8,
996,
863
8,99
6,86
3N
ew J
erse
y (1
904-
1905
)4,
436,
430
Penn
sylv
ania
Sout
h A
tlant
ic D
ivis
ion:
Del
w/a
re (
1896
-189
7)35
0,00
035
;000
Mar
ylan
dD
istr
ict o
f C
olum
bia
Vir
gini
a2,
025,
736
2,02
5,73
6W
est V
irgi
nia
I,00
0,00
01,
000,
000
Nor
th C
arol
ina
(190
3-19
04)
200,
000
200,
000
Sout
h C
arol
ina
Geo
rgia
Flor
ida
(190
5-19
06)
2,08
5,36
7
'Thi
s ta
ble,
whi
ch I
. com
pile
d fr
om th
e U
. S. S
choo
l Com
mis
sion
er's
rep
ort f
or :p
asdo
es n
ot ta
ke in
to a
ccou
nt u
npro
duct
ive
scho
ol la
nds.
335
336
APP
EN
DIX
A
APP
EN
DIX
AC
ontin
ued
STA
TE
OR
TE
RR
ITO
RY
PER
MA
NE
NT
CO
M.
MO
N S
csoo
r.PE
RM
AN
INT
FUN
DS,
SU
ITA
ND
LO
CA
L
TO
TA
L V
AL
VS
OP
F ur
rri
AN
D P
RO
DU
CT
IVE
LA
ND
S
Sout
h C
entr
al D
ivis
ion:
Ken
tuck
y (1
901-
1902
)T
enne
ssee
(19
05-1
906)
.
Ala
bam
a (1
902-
1903
)M
issi
ssip
pi (
1902
-190
3)L
ouis
iana
2,31
5,62
72,
512,
000
2,13
5,31
33,
466,
667
Tex
as (
1904
-190
5)39
,421
,018
49,9
21,0
18A
rkan
sas
1,13
5,27
9O
klah
oma
Indi
an T
erri
tory
Nor
th C
entr
al D
ivis
ion:
Ohi
o (1
901-
1902
)2,
315,
627
Indi
ana
1018
45,3
48Il
linoi
s (1
905-
1906
)17
,656
,923
Mic
higa
n (1
904-
1905
)5,
228,
333
Wis
cons
in6,
214,
623
6,21
4,62
3M
inne
sota
10,0
00,0
0019
,000
,000
Iow
a4,
778,
369
Mis
sour
i13
,348
,348
Nor
th D
akot
a14
,000
,000
22,0
00,0
00So
uth
Dak
ota
(190
5-19
06)
.4,
850,
014
30,8
50,0
14N
ebra
ska
6,94
9,44
418
,949
,444
Kan
sas
(190
4-19
05)
7,55
3,33
07,
803,
330
Wes
tern
Div
isio
n:M
onta
na (
1905
-190
6)1,
120,
439
4,12
0,43
9W
yom
ing
191,
973
2,69
1,97
3C
olor
ado
1,43
3,05
926
,015
,462
New
Mex
ico
24,7
9188
3,11
7A
rizo
naU
tah
1,91
3,85
02,
185,
907
Nev
ada
3,06
5,16
7Id
aho
1,19
7,01
2W
ashi
ngto
n61
492,
000
16,1
46,9
80O
rego
n54
32,3
435,
232,
343
Cal
ifor
nia
5,31
4,05
0
APP
EN
DIX
B33
7
APP
EN
DIX
B
Mr.
S. J
. Rac
e, o
f R
edw
ood
Falls
, Min
neso
ta,
som
eye
ars
ago
wro
te a
n ad
mir
able
art
icle
on R
ural
Sch
ool
Hea
ting
and
V e
ntila
tion
inth
e A
mer
ican
Sch
ool B
oard
Jour
nal,
whi
ch d
escr
ibes
how
to tr
ansf
orm
an
ordi
nary
heat
er in
to a
ven
tilat
ing
stov
e so
wel
l tha
t I ta
ke th
elib
erty
to q
uote
him
at le
ngth
.H
e sa
ys:
Mr.
S. J
. Rac
e on
Rur
al S
choo
l Hea
ting
and
Ven
tilat
ion.
The
reis
no
reas
on w
hy th
e sm
all
rura
l sch
ool c
anno
t be
prov
ided
with
an
adeq
uate
sys
tem
of
war
min
g an
dve
ntila
tion.
The
phy
sica
l wel
fare
of p
upil
and
teac
her
dem
ands
it.H
ealth
is w
ealth
.T
he c
ost
shou
ld n
ot e
xcee
d $5
o.T
his
allo
ws
for
rebu
ildin
g th
ech
imne
y fr
omth
e fo
unda
tion.
I w
ould
rec
omm
end
a si
ngle
flu
e 12
x 1
6 in
ches
.T
his
will
giv
ea
chim
ney
with
an
outs
ide
mea
sure
men
t of
it, x
24
inch
es.
We
have
trie
d do
uble
-flu
ech
imne
ys, w
ith tw
o fl
ues,
eac
h8
x 12
and
12
X 1
2 in
ches
,re
spec
tivel
y. T
hey
wor
k w
ell,
but
a si
ngle
flue
is s
omew
hat b
ette
r.T
he f
lue
is w
arm
er, a
nd h
ence
the
outw
ard
and
upw
ard
mov
emen
t of
the
foul
air
is b
ette
r.T
he ir
onre
gist
er,
12 X
16
inch
es, f
or o
peni
ngm
easu
rem
ent,
shou
ld g
o in
to th
e ch
imne
yw
ithin
4 in
ches
fro
m th
e fl
oor
(do
not p
utan
y in
the
chim
ney
near
the
ceili
ng).
Plac
e th
e st
ove
ina
corn
er,
the
one
mos
t out
of
the
way
. Do
not p
ut it
in th
e ce
nter
of
the
room
whe
re it
wou
ld b
e in
the
way
.C
ut a
hol
e in
the
floo
r,ro
x 1
4 in
ches
, ove
r w
hich
pla
cean
iron
regi
ster
.C
onne
ct th
is o
peni
ng w
itha
box
ro x
ro
inch
es w
ide
and
long
eno
ugh
to r
each
fro
mth
e re
gist
er in
the
floo
rto
the
outs
ide
ofth
e fo
unda
tion.
Co
ve r
t he
end
of
the
box
with
a co
arse
wir
e sc
reen
toke
ep o
ut a
ny a
nim
als.
The
box
may
be
of w
ood
or o
f ga
lvan
ized
iron
.W
ood,
I b
elie
ve, i
s pr
efer
able
.Su
rrou
nd th
e st
ove
with
aci
rcul
ar g
alva
nize
d-ir
on ja
cket
6 fe
et h
igh
and
from
34 to
go
inch
es
391
338
APP
EN
DIX
C
in d
iam
eter
.T
he s
tove
will
det
erm
ine
the
diam
eter
of
the
jack
et.
Mea
sure
the
diag
onal
bas
e of
the
stov
e to
det
erm
itte
the
diam
eter
of
the
jack
et.
Cut
a d
oor
2i f
eet b
y 4
feet
in th
e ja
cket
for
rem
ovin
gth
e as
hes
and
feed
ing
the
fire
.H
ave
the
jack
et s
tron
gly
mad
e.Se
eto
it th
at th
e do
or in
the
jack
et is
pro
perl
y ar
rang
ed s
o th
at th
e as
hes
may
be
easi
ly r
emov
ed.
I am
oft
en a
sked
by
scho
ol tr
uste
es w
heth
er if
the
stov
e w
ere
plac
ed in
the
mid
dle
of th
e ro
om, w
ill n
ot th
e he
at b
e m
ote
unif
orm
lydi
stri
bute
d?I
do n
ot s
ee h
ow it
can
be.
By
this
pla
n al
l the
hea
tin
the
stov
e is
for
ced
by th
e fl
ow o
fpu
re a
ir f
rom
the
outs
ide
thro
ugh
the
fres
h-ai
r bo
x, d
irec
tly to
with
in a
few
fee
t fro
m th
e ce
iling
. The
only
esc
ape
for
it is
thro
ugh
the
foul
-air
reg
iste
r in
the
chim
aey
near
the
floo
r.T
he e
scap
e is
by
pres
sure
.In
a r
ecen
t tes
t of
six
scho
ol-
hous
es th
e gr
eate
st v
aria
tion
foun
d w
as3
degr
ees,
whe
n m
easu
red.
APP
EN
DIX
C
I. E
AR
TH
AN
D S
KY
The
re a
re f
our
lead
ing
cate
gori
es in
this
grou
p:(z
) th
e w
eath
er;
(2)
the
natu
ral e
vent
s of
the
year
;(3
) th
e co
nfor
mat
ion
of th
e su
r-ro
undi
ng c
ount
ry;
(4)
surv
ey o
f a
broo
k or
oth
er s
tron
g na
tura
lfe
atur
e of
the
regi
on.
i.T
he W
eath
er. -
-Fir
stye
ar: T
he c
hild
sho
uld
obse
rve
and
tell
wha
t the
wea
ther
is, a
nd s
houl
d be
gin
to le
arn
to b
e w
eath
er-w
ise
and
to k
now
the
"sig
ns"
of th
e w
eath
er.
Seco
nd y
ear:
Clo
uds,
suns
hine
, and
sha
dow
, bot
h in
door
s an
d ou
tdoo
rs; s
undi
al.
Thi
rdye
ar: W
ind;
mak
ing
and
flyi
ng k
ites;
wea
ther
van
es; c
him
ney
hood
s ;
effe
ct o
f w
ind
on s
hape
of
tree
s; b
egin
wea
ther
rec
ord,
perh
aps
asbl
ackb
oard
exer
cise
.Fo
urth
yea
r:T
empe
ratu
re;
begi
nth
er-
mom
eter
rea
ding
s;co
ntin
ue r
ecor
d, p
erha
ps in
not
eboo
k.Fi
fth
year
: Bar
omet
er; w
eath
er m
aps,
sig
nals
, and
for
ecas
ts.
2.E
vent
s of
the
Yea
r. F
irst
year
: Not
e th
e ch
ange
of
seas
ons;
posi
tion
of th
e su
n at
dif
fere
nt s
easo
ns;
holid
ays.
Seco
nd y
ear:
APP
EN
DIX
C33
9
Beg
in s
easo
nal o
bser
vatio
ns, c
hief
lyon
dat
e of
app
eari
ng o
ffr
ogs,
mig
ratio
ns o
f bi
rds,
etc
.T
hird
year
: The
cal
enda
r; c
ontin
ue o
b-se
rvat
ions
, chi
efly
on
tree
s, f
ruit
tree
s, e
tc.;
begi
n a
reco
rd, p
erha
pson
bla
ckbo
ard.
Four
th y
ear:
Con
tinue
obse
rvat
ions
, tak
ing
up th
efa
rmin
g in
dust
ries
if in
the
coun
try;
tim
es o
f pl
owin
g, ti
lling
, sow
ing,
harv
estin
g, w
ood
haul
ing,
fen
cebu
ildin
g, e
tc.;
mak
ing
a di
ary
ofw
ork
in th
eco
mm
unity
.
3. S
cene
ry, o
r C
onfo
rmat
ion
of R
egio
n. S
econ
dye
ar: G
ener
alob
serv
atio
ns a
s to
con
tour
of
coun
try,
per
haps
as
seen
fro
m s
choo
l-ro
om w
indo
ws.
Thi
rdye
ar: M
ore
deta
iled
obse
rvat
ions
, cla
ssif
y-in
g in
to s
wam
ps, h
ills,
fla
ts,
woo
dlan
ds, r
iver
-bed
s, o
rcha
rds,
graz
ing
land
s, e
tc.
Four
thye
ar: D
escr
ibe
the
scen
ery
in o
ral a
nd w
ritte
nw
ork;
how
the
scen
ery
can
be im
prov
ed.
Fift
hye
ar: O
bser
vatio
nson
a p
artic
ular
are
a, o
ne f
arm
, the
sch
ool
yard
, the
mai
n ro
ad, e
tc.;
mak
e ch
arts
and
draw
ings
.4.
Sur
vey.
Thi
rdye
ar: B
egin
a r
egul
ar "
surv
ey"
of a
bro
okor
oth
er p
rom
inen
t nat
ural
fea
ture
of
the
regi
on; i
t is
bette
r if
the
feat
ure
is n
ear
the
scho
olho
use;
the
firs
t wor
k w
ill b
ech
iefl
y ex
-pl
orat
ion.
Four
thye
ar: C
ontin
ue s
urve
y;be
gin
to ta
ke d
efin
item
easu
rem
ents
of
the
broo
k, w
idth
,de
pth,
leng
th. '
ribu
tari
es, p
ools
,et
c.Fi
fth
year
: Con
tinue
; des
crib
eth
e br
ook;
mak
e ch
arts
; det
er-
min
e th
e dr
aina
ge b
asin
and
how
the
broo
k af
fect
s its
regi
on.
II. A
NIM
AL
S
The
purp
oses
of
the
anim
al w
ork
are
chie
fly
thre
e:(i
) to
det
er-
min
e th
e an
imal
popu
latio
n of
the
regi
on; (
2) to
dis
cove
rho
w th
ean
imal
s ar
c re
late
d to
thei
ren
viro
nmen
t (ec
olog
y);
(3)
to s
tudy
part
icul
ar a
nim
als
orgr
oups
of
anim
als.
i.Po
pula
tion.
Fir
stye
ar: H
ow m
any
kind
s of
mam
mal
s,bi
rds,
inse
cts,
etc
., do
es th
e ch
ildkn
ow?
Let
the
child
be
kept
on
the
look
out;
trai
n hi
sob
serv
atio
n; a
lway
s in
clud
e th
e fa
rman
imal
sw
ithin
the
scop
e of
the
obse
rvat
ion.
Seco
ndye
ar: C
arry
the
obse
r-va
tion
furt
her,
with
bir
ds.
Thi
rdye
ar:
Furt
her
with
mam
mal
s.
39S
340
APP
EN
DIX
C
Four
th y
ear:
Fur
ther
with
fis
h, f
rogs
, sal
aman
ders
, etc
.; aq
uari
um.
Fift
h ye
ar: I
nsec
ts; t
erra
rium
.2.
Rel
atio
ns.
Seco
nd y
ear:
Whe
re d
o th
e di
ffer
ent b
irds
live
?W
hat d
o th
ey e
at?
nest
ing
habi
ts;
clas
sify
as
to h
abita
ts.
Thi
rdye
ar: S
ame
with
mam
mal
s.Fo
urth
yea
r: S
ame
with
fis
h, e
tc.
Fift
h ye
ar: S
ame
with
inse
cts.
3. P
artk
ular
Ani
mal
s.Fi
rst y
ear:
Can
ary;
cat
.Se
cond
yea
r:R
obin
; chi
cken
; rab
bit;
dog;
woo
lly b
ear;
gol
dfis
h.T
hird
yea
r:Pi
geon
or
dove
; hou
se o
r E
nglis
h sp
arro
w; f
rog;
turt
le; c
ow; t
ent
cate
rpill
ar o
r ca
bbag
e bu
tterf
ly.
Four
th y
ear:
Blu
ebir
d; b
lack
bird
;cr
ow;
toad
;sq
uirr
el a
nd c
hipm
unk;
hors
e an
d m
ule;
mou
se;
cric
ket.
Fift
h ye
ar:
Poul
try;
sal
aman
ders
;fi
sh;
wat
er in
sect
s;m
oths
and
but
terf
lies;
she
ep a
nd g
oats
; pi
gs; w
oodp
ecke
rs, t
hrus
hes,
war
bler
s, s
parr
ows,
and
oth
er b
ird
grou
ps.
III.
PL
AN
TS
The
pur
pose
s of
pla
nt w
ork
are
sim
ilar
to th
ose
of a
nim
al w
ork:
(r)
to d
eter
min
e th
e pl
ant p
opul
atio
n of
the
regi
on; (
2) p
lant
rel
a-tio
n (e
colo
gy);
(3)
part
icul
ar p
lant
s an
d pa
rts
of p
lant
s.1.
Pop
ulat
ior
Firs
t yea
r:Pl
ant p
opul
atio
n, a
s fo
r an
imal
s.Se
cond
yea
r:O
bser
vatio
ns w
ith g
arde
n fl
ower
s an
d ve
geta
bles
.T
hird
yea
r: W
ild f
low
ers;
pre
serv
atio
n of
the
wild
flo
wer
s.Fo
urth
year
: Con
tinue
with
bus
hes.
Fift
h ye
ar: C
ontin
ue w
ith tr
ees.
2.R
elat
ions
.Se
cond
yea
r:A
s w
ith a
nim
als;
habi
tats
, etc
.,pa
rtic
ular
ly w
ith g
arde
n pl
ants
;di
stri
butio
n of
see
ds w
ill b
e an
inci
dent
in th
is a
nd s
ucce
edin
g ye
ars.
Thi
rd y
ear:
Con
tinue
, with
wild
flo
wer
s an
d w
eeds
.Fo
urth
yea
r: S
ame
with
bus
hes.
Fift
hye
ar: S
ame
with
tree
s; p
lant
pop
ulat
ion
of h
ills,
sw
amps
, ope
nfi
elds
,
etc.
3.Pa
rtic
ular
Pla
nts
and
Part
s of
Pla
nts.
Sec
ond
year
: Lea
ves;
root
s;fl
ower
s;se
eds;
frui
ts; s
ome
com
mon
veg
etab
le o
r gr
ain;
stra
wbe
rry.
Thi
rd y
ear:
llep
atic
a, tr
illiu
m, s
prin
g be
auty
, arb
utus
,or
oth
er e
arly
spr
ing
flow
ers;
pus
sy w
illow
; dan
delio
n;so
d an
dgr
ass;
mor
ning
glo
ry; f
erns
; sw
eet p
ea; d
aisy
; ast
ers;
gol
denr
od.
391
APP
EN
DIX
C34
1
Four
th y
ear:
Lila
c;ro
se;
elde
r;w
illow
s;sn
owba
ll;su
mac
;ha
wth
orn;
blac
kber
ries
;ra
spbe
rrie
s;cu
rran
ts a
nd g
oose
berr
ies;
virg
inia
cre
eper
; gra
pe v
ine.
Fift
h ye
ar: E
verg
reen
s; e
lms;
map
les;
oaks
; ash
es; h
icko
ries
and
oth
er n
ut tr
ees;
fru
it tr
ees.
The
com
mitt
ee h
as p
repa
red
a nu
mbe
r of
com
plet
e le
sson
s to
illus
'rate
"w
hy a
nd h
ow th
e w
ork
may
be
take
n up
."O
ne o
f th
ese
we
have
take
n th
e lib
erty
to r
epro
duce
bel
ow. T
he p
amph
let,
whi
ch d
eals
with
" al
l the
dif
fere
nt p
hase
s of
indu
stri
al e
duca
tion
in r
ural
com
mun
ities
, is
of g
reat
val
ue to
rur
al te
ache
rs, w
ho s
houl
dno
t fai
l to
send
for
a c
opy.
Get
it f
rom
the
secr
etar
y of
the
N.E
.A.
It c
osta
onl
y te
n ce
nts.
TE
LL
!) G
RA
DE
: A R
AIN
ST
OR
M
Purp
ose
of th
e L
esso
n. (
r) T
o pu
t the
pup
il in
the
righ
t atti
tude
tow
ard
wea
ther
.(2
) T
o in
tere
st th
e pu
pil i
n th
e ch
ange
s to
be
seen
in th
e ou
t-of
-doo
rs a
fter
a s
torm
; to
lay
foun
datio
ns f
or g
eog-
raph
y le
sson
s.T
he L
esso
n.A
lthou
gh d
iscu
ssio
n of
a r
ain
stor
m m
ay ta
ke p
lace
prof
itabl
y in
the
firs
t and
sec
ond
grad
es, t
he b
est t
ime
for
cont
inue
dob
serv
atio
n w
ill b
e th
e th
ird
year
in s
choo
l.T
hen
the
pupi
ls a
rere
ady
to d
o so
me
inde
pend
ent o
bser
ving
, and
they
can
see
k ce
rtai
nde
fini
te r
esul
ts o
f th
e st
orm
.T
he s
prin
g sh
ower
com
es u
p su
dden
iy; t
he r
oom
dar
kens
and
the
child
ren
cann
ot s
ee to
wo-
ek.
Thi
s is
. the
tim
e to
hav
e th
em f
eel t
hepa
rt th
at th
e ra
in s
torm
take
s in
thei
r liv
es.
It w
ill b
e re
stfu
l to
lay
all b
ooks
asi
de, t
o cl
ear
the
desk
s, a
nd s
tudy
the
show
er.
Can
the
rain
be
hear
d on
the
roof
?H
ow c
heer
y it
soun
ds!
With
clo
sed
eyes
you
kno
w th
at th
e dr
ops
are
com
ing
dow
n th
ick
and
fast
.L
etus
go
to th
e w
indo
ws.
It is
inte
rest
ing
to w
atch
the
wat
er d
ash
agai
nst t
he p
anes
and
rol
l dow
n; to
see
it f
allin
g on
the
tree
s an
dfl
ower
s; to
thin
k w
hat i
t mea
ns to
the
fiel
ds.
How
fas
t the
str
eam
sfl
ow in
the
gutte
rs a
nd r
uts
in th
e ro
ad!
Why
? H
ow m
uddy
the
rills
and
riv
ulet
s ar
elW
hy?
Whe
re a
re th
e bi
rds?
Wha
t a g
ood
time
robi
n is
hav
ing
out t
here
in th
e ra
inl
Do
you
supp
ose
the
r,II
"
342
APP
EN
DIX
D
squi
rrel
dis
likes
the
rain
?D
o th
e w
ild a
nim
als
run
for
cove
r?A
re
the
cow
s an
d ho
rses
in th
e fi
elds
in a
hur
ry to
see
k sh
elte
r fr
omth
e
stor
m?
The
nat
ure
of th
r ra
in it
self
sho
uld
be n
oted
: dro
ps la
rge
orsm
all?
Ver
y nu
mer
ous
or r
elat
ivel
y fe
w o
n th
e pe
nt?
Doe
s th
e
rain
fal
l str
aigh
t dow
n or
doe
s it
com
e sl
antin
g?D
oes
it st
rike
har
d?D
oes
it se
em to
com
e fr
om a
gre
at h
eigh
t, or
are
the
clou
ds lo
w?
Let
the
firs
t few
dro
ps s
trik
e on
a c
lean
pie
ce o
f gl
ass,
then
dry
the
glas
s.Is
the
glas
s so
iled?
Why
? C
atch
som
e of
the
last
dro
psin
the
sam
e w
ay.
It f
requ
ently
hap
pens
that
the
spri
ng s
how
ers
are
heav
y an
dbr
ief.
The
y ce
ase
befo
re th
e cl
ose
of s
choo
l.T
he w
ise
teac
her
will
go
out w
ith th
e ch
ildre
n to
see
the
resu
lts o
f th
e st
orm
.If
her
clas
s is
larg
e, s
he c
an li
mit
the
obse
rvat
ions
to o
ne o
r tw
ode
fini
te
thin
gs; a
s, f
or in
stan
ce, t
he f
low
ing
of th
e w
ater
, mak
ing
tiny
valle
ys
and
carr
ying
the
was
te m
ater
ial;
but i
f th
ere
is ti
me,
she
may
take
this
opp
ortu
nity
for
teac
hing
som
e of
the
land
and
wat
er f
orm
s, f
oraf
ter
a sh
ower
thes
e ar
e pr
esen
t in
min
iatu
re a
nd a
re b
est
taug
ht
afie
ld.
If th
e cl
ass
is la
rge,
pre
para
tion
fur
this
less
on c
an b
e m
ade
by m
eans
of
sand
and
cla
y m
aps,
and
then
the
child
ren
may
be to
ld
wha
t kin
ds o
f th
ings
to s
eek
befo
re le
avin
g th
e sc
hool
hous
e.Y
oung
peop
le e
njoy
a p
artic
ular
que
st.
Who
will
be
the
firs
t to
find
an
isla
nd, a
pen
insu
la, a
lake
, a m
ount
ain,
a v
alle
y, a
del
ta, a
mou
ntai
n
rang
e?T
hen
will
com
e th
e qu
estio
n, H
ow a
re th
ese
land
and
wat
er
form
s m
ade?
APP
EN
DIX
D
The
list
of
shru
bs a
ppen
ded
belo
w a
re ta
ken
from
Hun
nan
d B
aile
y's
Prac
tical
Gar
den
Boo
k an
d m
ay b
e su
gges
tive.
The
y ar
e es
peci
ally
wel
l ada
pted
to N
orth
ern
cond
ition
s:B
arbe
rrie
s.B
ox.
Bur
ning
Bus
h or
Euo
nym
us.
9 t;
APP
EN
DIX
D
Bus
h H
oney
suck
les.
Bus
h W
illow
s.
Car
yopt
eris
, blo
omin
g in
Aug
ust a
nd S
epte
mbe
r.C
oton
east
ers.
Des
mod
ium
s or
Les
pede
zas,
blo
omin
g in
fal
l.D
war
f Su
mac
.R
hus
copa
llina
.E
lder
s.N
ativ
e sp
ecie
s ar
e ex
celle
nt.
Exo
chor
da, w
ith p
rofu
se w
hite
blo
om in
spr
ing.
Flow
erin
g A
lmon
d.Fl
ower
ing
Cra
bs.
Flow
erin
g C
urra
nts.
Fors
ythi
as o
r G
olde
n B
ells
.Fr
inge
Tre
e or
Chi
onan
thus
.H
awth
orns
,H
ydra
ngea
s.In
dian
Cur
rant
.Sy
mph
oric
arpo
s vu
lgar
*.Ja
pane
se Q
uinc
e.K
erri
a or
Cor
chor
us.
Lila
cs.
Moc
k O
rang
e or
Phi
lade
lphu
s.N
ew J
erse
y T
ea o
r C
cano
thus
.O
sier
s or
Dog
woo
ds.
Priv
et.
Ros
e A
caci
a.R
oses
.
Smok
e T
ree.
Snow
balls
.T
he J
apan
ese
is p
refe
rabl
e.Sn
owbe
rry.
Sym
phor
icar
pos
race
mos
us.
Spir
eas
of m
any
kind
s.V
ibur
num
s of
man
y ki
nds.
Wei
gela
s.
Whi
te A
lder
.C
lcih
ra a
lnif
olia
.W
itch
Haz
el.
Blo
oms
on th
e ev
e of
win
ter.
Xan
thoc
eras
sor
bifo
lia.
343
344
APP
EN
DIX
F
APP
EN
DIX
E
No
doub
t tea
cher
s w
ill b
ein
tere
sted
in th
e fo
llow
ing
brie
f ou
tline
of
scho
ol g
arde
nw
ork
from
the
repo
rt o
f th
e
com
mitt
ee o
n In
dust
rial
Edu
catio
n in
Sch
ools
for
Rur
al
Com
mun
ities
.It
is in
tend
ed f
or th
e on
e-ro
omsc
hool
:
The
pur
pose
s of
sch
ool g
arde
nw
ork
may
be
thro
wn
into
thre
e
gene
ral d
ivis
ions
:(t
) to
mak
e ga
rden
and
acq
uire
skill
with
tool
s
(han
dicr
aft)
; (2)
to le
arn
how
pla
nts
grow
and
beha
ve u
nder
cul
ti-
vatio
n; (
3) to
dis
cove
r w
hat
tran
spir
ed in
the
gard
en.
1. H
andi
craf
t.Fi
rst
year
:Si
mpl
est g
arde
n op
erat
ions
,as
raki
ng, s
owin
g se
eds,
wat
erin
g,sh
adin
g, e
tc.
Subs
eque
nt y
ears
:
The
gar
den
wor
k w
ill n
atur
ally
cont
inue
itse
lf, a
nd n
ew p
robl
ems
will
com
e in
to th
e ho
rizo
n of
the
pupi
l as
soon
as
he is
rea
dy f
or
them
.Su
ch q
uest
ions
as
stak
ing,
tyin
g,th
inni
ng, t
rans
plan
ting,
plan
ting
a bu
sh o
r tr
ee,
dist
ingu
ishi
ng w
eeds
, kin
ds o
f so
il,an
d
fert
ilizi
ng w
ill c
ome
up a
s th
ew
ork
proc
eeds
.In
all
year
s w
indo
w
gard
ens
and
plan
t box
es m
ay b
e a
regu
lar
part
of
the
scho
ol g
arde
n
wor
k. 2. H
ow P
lant
s G
row
.Sec
ond
year
: Ger
min
atio
n; s
eed
leav
es.
Thi
rd y
ear:
See
d te
stin
g; la
yers
;bu
lbs.
Four
th y
ear:
Iden
tifi-
catio
n of
kin
ds o
f se
eds;
cut
tings
.Fi
fth
year
: How
dif
fere
ntki
nds
of p
lant
s gr
ow a
nd b
ehav
e;gr
aftin
g; p
runi
ng.
3 . R
ecor
d. T
hird
and
subs
eque
nt y
ears
: A g
arde
nre
cord
may
be b
egun
, at f
irst
pro
babl
y as
abl
ackb
oard
exe
rcis
e.E
ach
gard
en
wor
ker
in f
ourt
h ye
ar s
houl
d ha
ve a
note
-boo
k.
APP
EN
DIX
F
Jere
M. P
ound
, Sta
te S
choo
lC
omm
issi
oner
of
Geo
rgia
,
on th
e Fu
ture
of A
gric
ultu
ral E
duca
tion
in h
is S
taie
.
Jere
M. P
ound
, Sta
teSc
hool
Com
mis
sion
er o
fG
eorg
ia,
ft:3
9 b
APP
EN
DIX
F34
5
look
s fo
r gr
eat t
hing
s fr
om th
e in
augu
ratio
nof
the
new
thor
ough
goin
g sy
stem
of
agri
cultu
ral e
duca
tion
in h
isst
ate.
In a
rec
ent (
1937
) re
port
to th
e G
ener
alA
ssem
bly
touc
hing
the
new
agr
icul
tura
l hig
h sc
hool
s,he
sai
d in
part
:
The
fut
ure
of th
ese
scho
ols
and
thei
r fa
te d
epen
dsup
on y
our
wis
dom
. We
have
cla
ssic
al s
choo
ls, t
echn
olog
ical
scho
ols,
nor
mal
scho
ols,
scho
ols
of m
edic
ine,
sch
ools
of
law
, sch
ools
of
scie
nce;
but t
hese
con
stitu
te th
e on
ly r
ecog
nitio
nw
e ha
ve e
ver
give
n in
an
educ
atio
nal w
ay to
a b
usin
ess
in w
hich
thre
e fo
urth
sor
fou
r fi
fths
of o
ur c
hild
ren
will
eng
age
and
upon
whi
ch w
e al
l, w
ithou
t exc
ep-
tion,
mus
t dep
end.
Of
cour
se, i
gnor
ant
men
may
far
m; t
hey
may
supp
ort t
hem
selv
es in
this
way
; the
y m
ay e
ven
appe
ar to
mak
em
oney
.B
ut th
ey c
an d
o th
ese
thin
gs o
nly
at th
eex
pens
e of
the
soil.
We
are
now
eas
ily in
sig
ht o
f a
peri
od w
hen
the
prev
entio
n of
soi
ler
osio
n an
d w
aste
will
bec
ome
a m
ost v
ital p
robl
em, w
hich
sha
llap
peal
for
sol
utio
n to
eve
ry in
telli
gent
citiz
en.
Alr
eady
, as
issh
own
by th
e ce
nsus
just
com
plet
ed,
man
y sc
hool
dist
rict
s of
coun
ties
in m
iddl
e G
eorg
ia a
re lo
sing
larg
epe
rcen
tage
s of
thei
rpo
pula
tion,
for
reas
ons
whi
ch w
e ne
edno
t go
far
tofi
nd.
Tho
ught
less
and
was
tefu
l met
hods
of
culti
vatio
n ha
vew
orn
out
muc
h of
the
soil
of w
hat w
ason
ce th
e ch
oice
st p
art o
f th
e st
ate
am' h
ave
left
the
red
hills
ste
rile
and
gas
hed
and
scar
red.
The
reis
yet
fre
sh la
nd e
lsew
here
.H
ence
the
exod
us.
But
igno
ranc
ew
ill s
oon
was
te a
nd e
xhau
st th
at li
kew
ise.
The
n w
e sh
all b
e fa
ceto
fac
e w
ith th
e gr
eate
st p
robl
em th
at o
ur p
eopl
em
ust f
ace
the
prob
lem
of
repl
enis
hing
by
artif
icia
lm
eans
a w
orn-
out l
and
who
se f
ores
ts h
ave
vani
shed
ina
gene
ratio
n or
two
thro
ugh
heed
-le
ss, w
aste
ful,
wan
ton,
alm
ost c
rim
inal
des
truc
tion.
To
dwel
l upo
nth
ese
thin
gs is
not
pes
sim
ism
.It
is s
impl
e pr
uden
ce.
Our
ow
nch
ildre
n no
w in
sch
ool w
ill li
ve th
roug
h ha
rder
and
mor
e ar
tific
ial
cond
ition
s th
an w
e sh
all w
itnes
s.It
is, t
here
fore
, our
bou
nden
(1
346
APP
EN
DIX
G
and
man
ifes
t dut
y to
pre
pare
them
for
thei
r fu
ture
, and
par
ticul
arly
to p
repa
re th
at p
ortio
n of
them
who
thro
ugh
man
ual t
oil a
nd la
bor
mus
t mak
e th
e fo
od s
uppl
ies
for
all t
he r
est,
so th
at th
ey m
ay p
er-
form
thei
r ta
sk w
ith a
min
imum
of
disc
omfo
rt a
nd a
max
imum
of
prof
it an
d pl
easu
re.
..
.T
o su
ch s
choo
ls [
the
new
hig
hsc
hool
s]
I lo
ok f
or th
e re
dem
ptio
n in
gre
at p
art
of o
ur c
omm
on s
choo
ls f
rom
thei
r ai
mle
ss w
ande
ring
s to
war
d un
seen
ends
.In
deed
, I r
egar
d
the
effo
rt to
inau
gura
te a
thor
ough
sys
tem
of a
gric
ultu
ral e
duca
tion
as th
e ki
ndes
t and
bes
tth
ing
that
has
bee
n do
ne f
or th
e co
mm
on
scho
ols
sinc
e th
eir
ince
ptio
n.I
sinc
erel
y tr
ust,
ther
efor
e, th
at y
ou
may
fin
d so
me
way
to s
uppo
rtth
ese
inst
itutio
ns li
berd
ly, t
hat t
hey
may
hel
p in
the
deve
lopm
ent
of th
e co
mm
on s
choo
ls a
nd in
the
ed-
ucat
ion
of o
ur g
reat
rur
al p
opul
atio
n.
APP
EN
DIX
G
The
Com
mitt
ee o
n In
dust
rial
Edu
catio
n in
Sch
ools
for
Rur
al C
omm
uniti
es r
ecom
men
ded
the
follo
win
g ge
nera
l
plan
for
yea
rs s
ix, s
even
, and
eig
ht:
FIR
ST H
AL
F Y
EA
R :
TH
E A
FFA
IRS
OF
AG
RIC
UL
TU
RE
The
pla
ce th
at th
e fa
rm o
ccup
ies
as p
art
of th
e co
mm
unity
life
.
Wha
t the
far
mer
's b
usin
ess
is; w
hat h
e do
es;
wha
t he
sells
; how
he
spen
ds h
is y
ear.
Wha
t is
the
natu
re o
r ki
nd o
f ag
ricu
lture
of
the
part
icul
ar r
egio
n.
Wha
t out
side
hel
p th
e fa
rmer
has
: goo
dro
ads;
tele
phon
es,
rura
l fre
e de
liver
y; e
xper
imen
t sta
tions
, col
lege
s; m
arke
ts.
Gat
her
roug
h st
atis
tics
from
the
farm
ers
of th
e ne
ighb
orho
od.
Wri
te u
p th
e
farm
s of
the
dist
rict
as
to h
isto
ry, s
ize
of b
uild
ings
, etc
.
SEC
ON
D H
AL
F Y
EA
R: T
HE
SO
ILH
ere
may
be
intr
oduc
ed m
any
expe
rim
ents
as
toth
e ph
ysic
al
cond
ition
s an
d te
xtur
e of
the
soil.
Soils
of
the
neig
hbor
hood
mus
t
be g
athe
red
and
clas
sifi
ed.
4
APP
EN
DIX
FI
347
Let
the
pupi
l cla
ssif
y th
e so
ils o
n hi
s ow
n fa
rm a
nd m
ake
a ch
art
as to
the
soil
dist
ribu
tion.
Gen
eral
way
s in
whi
ch th
e so
il is
impr
oved
as
to p
low
ing,
tilli
ng,
rolli
ng, c
over
-cro
ppin
g, f
ertil
izin
g, a
nd th
e lik
e.
SEC
ON
D Y
EA
R :
FAR
MIN
G S
CH
EM
ES
AN
D C
RO
PST
he g
ener
al la
yout
of
the
farm
: rot
atio
n sc
hem
es a
nd m
appi
ng.
Farm
cro
ps: t
he c
rops
or
thei
r pr
oduc
ts th
emse
lves
to b
e st
udie
d,so
met
imes
in th
e sc
hool
room
.E
ars
of c
orn,
for
exa
mpl
e, m
ay b
est
udie
d an
d "j
udge
d" a
s a
part
of
the
scho
ol e
xerc
ises
.T
he s
ame
may
be
done
with
pot
atoe
s, g
rain
s, a
nd f
ruits
.T
he c
rops
to b
e st
udie
d as
they
are
gro
wn
in th
e co
mm
unity
;le
t eac
h ch
ild r
epor
t on
the
crop
s an
d th
e cr
oppi
ng s
chem
es o
f hi
sow
n fa
rm.
TH
IRD
YE
AR
: A
NIM
AL
SW
hat a
nim
als
are
a pa
rt o
f th
e fa
rm e
nter
pris
e, a
nd w
hy.
Wha
t rel
atio
n th
ese
anim
als
bear
to r
otat
ion
of c
rops
or
othe
rfa
rmin
g sc
hem
es.
Rel
atio
n th
ey b
ear
to th
e fe
rtili
ty o
f th
e la
nd.
Rel
ativ
e im
port
ance
of
diff
eren
t kin
ds o
f an
imal
s, a
nd w
hy th
ey a
rera
ised
.So
me
gene
ral s
tudi
es o
f th
e di
ffer
ent b
reed
s of
ani
mal
s an
d al
so"p
oint
s" o
f sp
ecif
ic a
nim
als
and
som
ethi
ng o
f th
e ju
dgin
g of
ani
mal
s.So
me
obse
rvat
ions
may
be
mad
e on
fee
ding
and
the
like.
P. g
ood
text
-boo
k tr
eatin
g in
a s
impl
e w
ay th
e so
il an
d th
e pl
a:t
life
of th
e fa
rm m
ay b
e us
ed w
ith p
rofi
t to
supp
lem
ent t
he a
ctua
lst
udy
of th
e th
ings
them
selv
es.
Supp
lem
enta
ry r
eadi
ng m
atte
r, tr
eatin
g co
untr
y-lif
e su
bjec
ts,
may
wel
l be
used
in c
onne
ctio
n w
ith th
is w
ork.
APP
EN
DIX
H
The
fol
low
ing
are
som
e of
the
prob
lem
s m
ade
use
of b
yM
r. L
yon.
As
they
are
ful
l of
sugg
estio
ns to
the
teac
her,
they
are
her
ewith
rep
eate
d:4
0 1
348
APP
EN
DIX
II
Tes
t for
moi
stur
e.T
est f
or c
arbo
nic
acid
gas
(lim
ewat
er, e
tc.)
.T
ests
for
am
mon
ia (
in s
choo
lroo
m a
nd in
cow
sta
bles
).
Seed
s: Ger
min
atio
n.(F
ind
per
cent
, etc
.)M
anne
r of
gro
wth
(m
onoc
otyl
edon
s, d
icot
yled
on.$
).
Plan
ts:
Wat
er ta
ken
from
soi
l.(U
se s
cale
s.)
Tra
nspi
ratio
n.(C
olle
ct 1
120.
)
Exa
min
atio
n of
nod
ules
on
legu
min
ous
plan
ts.
Eff
ect o
f no
dule
s on
luxu
rian
ce o
f gr
:-...
wm
.
Soils
: Sear
ch f
or w
ater
-tab
le d
iffe
reilt
pla
ces
and
times
.T
est w
ith li
tmus
pap
er.
Eff
ect o
f lim
e or
ash
es o
n cl
ay s
oil.
Eff
ect o
f lim
e on
cle
ar a
nd o
n m
uddy
wat
er.
Cor
rect
aci
dity
with
lim
e or
ash
es.
(Res
ult o
bser
ved
in g
row
th
of c
love
r.)
Cap
illar
ity u
nder
dif
fere
nt c
ondi
tions
.M
ilk: B
abco
ck te
st.
Dri
ll in
mak
ing
mea
sure
men
ts, r
eadi
ng b
ottle
s, c
ompu
tatio
ns.
Tes
t aci
d w
ith a
cido
met
er.
Aci
d te
st.
Cor
rect
mea
sure
men
ts, c
ompu
tatio
ns o
f ac
id.
Milk
at d
iffe
rent
age
s.U
nder
dif
fere
nt c
ondi
tions
of
clea
nlin
ess
and
tem
pera
ture
.B
ottle
and
cor
k tig
ht; k
eep
war
m; o
bser
ve o
dor;
use
dif
fere
ntsa
mpl
es to
com
pare
.W
ater
: Tes
t for
org
anic
mat
ter.
Bot
tle w
ith a
littl
e su
gar;
kee
p w
arm
; obs
erve
col
or, e
tc.
Use
pot
assi
um p
erm
anga
nate
.
APP
EN
DIX
I
Osm
osis
:
Usi
ng e
gg.
Usi
ng b
ladd
er.
Fung
icid
es:
Form
alde
hyde
for
oat
s sm
ut.
Hot
-wat
er o
ats
smut
.B
orde
aux
for
pota
to b
light
.(U
se f
erro
cyan
ide
test
.)C
ompu
tatio
ns in
eac
hca
se.
Che
mic
al A
ctio
n:
Cau
stic
sod
a so
lutio
n pl
us m
uria
tic a
cid.
Eva
pora
te; f
ind
the
salt.
(Can
teac
h ch
emic
al f
orm
ula
of th
isev
en a
tC
omm
erci
al F
ertil
izer
s:H
andl
ing
and
mix
ing
nitr
ate
of s
oda,
mur
iate
of
pota
sh, a
nddi
ssol
ved
rock
.(C
ompu
tatio
ns.)
Cow
s: Dai
ry ty
pe.
(Exa
min
e fo
rm, t
ank
vein
s, h
ide,
etc.
)B
eef
type
.W
eath
er M
ap:
Rec
ei,c
dai
ly m
aps
and
dete
rmin
e lo
catio
nof
sto
rm c
ente
r.Ph
ysic
al E
xper
imen
ts o
f va
riou
s ki
nds
take
n fr
om b
ooks
on
phys
ics
Mak
e su
ctio
n pu
mp
with
lam
pch
imne
y, e
tc.
Car
den: A g
rass
plo
t has
bee
n su
bstit
uted
for
the
scho
ol g
arde
n, w
here
farm
gra
sses
, fer
tiliz
ers,
Lnd
seed
lings
may
be
stud
ied.
A P
P E
ND
IX I
AR
T W
OR
KIn
alm
ost a
ll ru
ral l
ocal
ities
the
follo
win
glin
es o
f w
ork
may
be
intr
oduc
ed w
ith s
light
tuol
equ
ipm
ent:
Prim
ary
:
Cla
y m
oldi
ng, w
ith lo
cal c
lay.
Pape
r cu
tting
, des
ign,
rep
rese
ntat
ion,
free
han
d.
403
349
so o
r 12
yea
rs.)
350
APP
EN
DIX
I
Bru
sh d
raw
ing,
obj
ectiv
e an
d su
bjec
tive.
Cha
rcoa
l and
cha
lk p
aint
ing.
Col
or s
tudy
.D
esig
n cu
tting
.Pa
per
pict
ure
wor
k.G
ram
mar
Gra
des
:Su
bjec
tive
expr
essi
on w
ith g
eom
etri
c m
otif
.C
lay
mol
ding
, obj
ectiv
e, s
ubje
ctiv
e, a
nd il
lust
rativ
e.B
rush
dra
win
g, li
ne d
raw
ing.
Free
-han
d dr
awin
g.Sk
etch
ing.
Cha
rcoa
l ton
e st
udy,
pic
ture
mak
ing.
Penc
il pa
intin
g.D
esig
n.
ME
CH
AN
ISM
Prim
ary.
:Si
mpl
e w
ood
cons
truc
tion,
with
pre
pare
d st
ock
and
nails
, loc
al
mat
eria
l.Pa
per
cutti
ng, f
oldi
ng, p
astin
g.Pa
per
cons
truc
tion.
Past
eboa
rd c
onst
ruct
ion.
Spoo
l kni
tting
, bra
idin
g, w
eavi
ng w
ith tw
ine
and
stri
ng th
at th
e
child
ren
have
col
lect
ed.
Tex
tile
art w
ork,
pri
mar
y.C
onst
ruct
iona
l nee
dlew
ork,
pri
mar
y, w
ithm
ater
ial
that
is
furn
ishe
d by
the
child
.G
ram
mar
Gra
des:
Thr
ee-s
ixte
enth
sto
ck w
hittl
ing.
Fret
saw
ing.
Cla
y ca
rvin
g, w
irew
ork,
gra
ss, h
usk,
str
aw, w
illow
, or
othe
:fi
ber
bask
etry
.D
esig
n.
nife
car
ving
.H
eavy
whi
ttlin
g.B
ench
Slo
yd. 4 f'
APP
EN
DIX
J35
1
Dom
estic
art
, orn
amen
tal a
ndco
nstr
uctio
nal.
Gar
deni
ng, p
rim
ary
agri
cultu
re.
Perh
aps
at f
irst
at h
ome
oith
e ch
ild, o
n sm
all p
lot.
Coo
king
, pri
mar
y do
mes
tic s
cien
ce.
The
abo
ve is
des
igna
ted
to b
e co
rrel
ativ
e on
all
poss
ible
sub
ject
sof
the
scho
ols.
It is
not
the
desi
gn th
at a
ll th
eco
urse
wor
k m
entio
ned
be g
iven
at o
ne ti
me.
The
wor
k is
sel
ecte
d by
the
dist
rict
teac
her
with
ref
-er
ence
to p
ossi
bilit
ies.
As
man
y ph
ases
of
wor
kas
pos
sibl
e sh
ould
be
give
n th
e ch
ilddu
ring
the
elem
enta
ry s
choo
lpe
riod
, for
by
this
mea
ns th
e ha
ndre
ceiv
es a
bro
ader
,m
ore
sens
itive
trai
ning
.
APP
EN
DIX
JSI
MPL
E R
UL
ES
BY
WH
ICH
TO
RE
CO
GN
IZE
SY
MP
TO
MS
OF
SOM
E C
OM
MO
ND
ISE
ASE
SD
ipht
heri
a. I
t is
anea
sy m
atte
r to
asc
erta
in w
heth
eror
not
the
thro
at is
infl
amed
, bec
ause
a ch
ild s
uffe
ring
fro
m th
isca
use
will
gene
rally
com
plai
n th
at th
eth
roat
is s
ore.
Whi
le th
is s
ign
may
som
etim
es f
ail,
yet i
t is
gene
rally
true
that
a c
hild
with
aso
re th
roat
,ac
com
pani
ed b
y a
foul
bre
ath,
isa
poss
ible
vic
tim o
f di
phth
eria
, if
the
thro
at s
how
s pa
tche
son
the
tons
ils o
r in
the
back
of
the
mou
th.
Dip
hthe
ria,
how
ever
,m
ay e
xist
with
out t
his
cond
ition
, and
it is
,th
eref
ore,
nec
essa
ry, i
nca
se o
f su
spec
ted
sore
thro
at, e
spec
ially
ifth
e di
seas
e ha
s ap
pear
edel
sew
here
in th
e co
mm
unity
,to
isol
ate
the
case
unt
ila
phys
icia
n ha
s pa
ssed
upo
n it.
The
dip
hthe
ric
sore
thro
at is
gen
erai
ly in
flam
edto
a d
ark
red.
Scar
let F
ever
. The
earl
y m
anif
esta
tions
of
scar
let f
ever
are
usua
lly a
ssoc
iate
d w
ithth
roat
sym
ptom
s, h
eada
che,
and
feve
r.T
he th
roat
is b
righ
t red
.T
he to
ngue
is m
ostly
cle
anan
d of
ast
raw
berr
y hu
e, a
lthou
gh th
issy
mpt
om d
oes
not a
lway
sap
pear
inth
e ea
rly
stag
es.
One
of
the
earl
iest
man
ifes
tatio
nsis
the
flus
hing
of
the
face
and
the
appe
aran
ce o
f re
d sp
ots
on th
e ne
ck, a
rms,
and
bod
y.
405
352
APP
EN
DM
J
Whe
n a
child
who
has
suf
fere
d fr
om th
e di
seas
e re
turn
s to
sch
ool,
it sh
ould
not
be
adm
itted
if it
s sk
in is
stil
l sca
ling,
as
it is
a g
ener
ally
reco
gniz
ed f
act t
hat t
he s
cale
s ca
rry
dise
ase.
Mea
sles
. Thi
s is
gen
eral
ly p
rece
ded
by f
ever
, fol
lcw
ed b
y th
erp
pear
ance
of
a da
rk r
ed r
ash
and
by s
ore
thro
atan
d ey
es.
The
sym
ptom
s ar
e no
t usu
ally
so
pron
ounc
ed a
s in
sca
rlet
fev
er,
but
the
case
is, a
s a
rule
, to
be d
iagn
osed
by
the
rash
.T
ansi
lilis
. Thi
s di
seas
e is
gen
eral
ly a
ccom
pani
ed b
y la
ssitu
de,
high
fev
er, a
nd e
nlar
ged
tons
ils.
Whi
le c
hild
ren
suff
erin
g fr
omto
nsili
tis o
ften
rem
ain
in s
choo
l dur
ing
the
entir
e pr
ogre
ss o
f th
edi
seas
e, y
et it
s sp
read
in a
sch
ool c
an o
ften
be
prev
ente
d by
imm
edia
te
dete
ctio
n an
d is
olat
ion.
Oth
er c
omm
on a
nd im
port
ant c
onta
giou
s di
seas
es a
re: w
hoop
-in
g co
ugh,
mum
ps, s
mal
lpox
, itc
h.M
umps
may
gen
eral
ly b
e re
cogn
ized
by
a sr
ellin
g ab
ove
the
angl
e of
the
jaw
and
bel
ow th
e lo
wer
poi
nt o
f th
e ea
.., w
hich
, upo
npr
essu
re, i
s ex
trem
ely
pain
ful.
The
suf
fere
r sh
ould
be
sent
hom
eat
onc
e.W
hoop
ing
Cou
ghPa
tient
s sh
ould
be
at o
nce
isol
ated
fro
m th
esc
hool
, and
, as
in o
ther
cas
es o
f co
ntag
ious
dis
ease
,the
othe
r m
embe
rsof
the
fam
ily n
ot a
ffec
ted
by it
sho
uld
be k
ept a
t hom
e as
long
as
itex
ists
.T
he d
isea
se m
anif
ests
itse
lf in
a s
erie
s of
sho
rt, s
pasm
odic
coug
hs, f
ollo
wed
by
a lo
ng in
hala
tion
and
a w
hoop
.Sm
allp
ox is
har
d to
rec
ogni
ze in
its
earl
y st
ages
, but
may
gen
eral
lybe
det
ecte
d by
pat
ches
on
the
palm
s of
the
hand
s an
d so
les
of th
e'e
et.
It a
lso
inva
des
e m
outh
and
thro
at.
Vac
cina
tion
shou
ldal
way
s be
insi
sted
uix
m f
or s
choo
ls in
com
mun
ities
vis
ited
by s
mal
l-
Pox. It
ch c
an o
rdin
arily
be
dete
cted
by
the
teac
her.
It o
ccui
s on
the
arm
s an
d ha
nds,
esp
ecia
lly b
etw
een
the
fing
ers,
and
the
exce
ssiv
eitc
hing
cau
ses
the
child
aff
ecte
d to
scr
atch
the
sore
s, a
nd s
o ke
epth
em o
pen.
The
chi
ld s
houl
d be
sen
t fro
m th
e sc
hool
, and
sho
uld
be a
ttend
ed b
y a
phys
icia
n un
til w
ell.
In n
o ca
se s
houl
d ar
ticle
sha
ndle
d by
the
patie
nt b
e us
ed b
y th
e ot
her
mem
bers
of
the
fam
ily.
4 fi
E;
IND
EX
A
Agr
icul
ture
, cou
rses
in, i
n st
ate
norm
alsc
hool
s, 8
5-86
; tra
inin
g te
ache
rs in
elem
enta
ry, z
96-1
97; t
he d
omin
%nt
inte
rest
in th
e ru
ral c
omm
unity
, 205
-20
6; o
bjec
tions
to e
duca
tiona
l tre
ndto
war
d, 2
06;
elem
enta
ry, i
n E
uro-
pean
sch
ools
,20
6-21
0;sp
read
of
stud
y of
, in
Can
ada
and
the
Uni
ted
Stat
eS, 2
10-2
12; i
nter
est o
f ag
ricu
l-tu
ral c
olle
ges
in s
tudy
of,
in s
choo
ls,
212-
213;
wha
t may
be
acco
mpl
ishe
din
stu
dy o
f, in
one
-roo
m s
choo
l, 21
4-21
7; b
ooks
and
oth
er li
tera
ture
on,
219,
234-
235.
See
Scho
ol g
arde
ns.
Agr
icul
tura
lA
ssoc
iatio
n,N
ebra
ska
Boy
s', 2
29-2
3z.
Agr
icul
tura
l edu
catio
n, f
utur
e of
,in
Geo
rgia
, as
repo
rted
by
Jere
M.
Poun
d, 3
44-3
46.
Arb
or D
ay, a
n ap
prop
riat
e ce
lebr
atio
nof
, r74
-177
.A
rchi
tect
ure
of s
choo
l bui
ldin
gs, 1
21-
133.
Ark
ansa
s, s
uper
visi
on o
f sc
hool
s in
, 58.
Art
, spe
cim
ens
of, i
n sc
hool
room
s, 1
41-
145;
com
bina
tion
of, w
ith m
anua
ltr
aini
ng,
243-
245;
sugg
este
dlin
esof
wor
k in
, for
rur
al lo
calit
ies,
349
-35
1.A
rt p
rogr
amm
es f
or s
choo
ls, 1
48-1
51.
Asw
ell,
Jam
es B
., qu
oted
, 77-
78; c
on-
solid
atio
n of
Lou
isia
na s
choo
ls u
nder
,31
3.A
ugus
ta, G
a., s
ucce
ssfu
l ope
ratio
n of
coun
ty s
yste
m o
f sc
hool
org
aniz
atio
nin
, 31-
32.
Aus
tral
ia,
scho
olga
rden
sin
,18
4;pr
ogre
ss in
agr
icul
tura
l stu
dies
in,
210;
con
solid
atio
n of
sch
ools
in, 3
07.
BE
ST
CO
PY
A A
RA
BLE
2A
Aus
tria
, sch
ool g
arde
ns in
, az;
sch
ools
for
stud
y of
agr
icul
ture
in, 2
09.
Bac
kwar
d ch
ildre
n in
sch
ools
, 283
-284
;sp
ecia
l sch
ools
for
, 286
.B
aile
y, L
. H.,
quot
ed o
n tr
aini
ng f
orte
ache
rs in
agr
icul
ture
, 217
.B
alco
mb,
E. E
., pa
per
by, q
uote
d, 8
4;qu
oted
on
stud
y of
agr
icul
ture
insC
hOO
ls, 2
12-2
13.
Bar
nard
, Hen
ry, f
irst
teac
hers
' ins
titut
ehe
ld b
y, 7
6.B
asem
ents
of
scho
olho
uses
, 124
--I
25.
Bas
ket s
uppe
rs a
s a
mea
ns o
f pr
ocur
-in
g fu
nds,
148
-15z
.B
elgi
um, h
ortic
ultu
re s
tudy
com
pul-
sory
in, 1
83; c
ours
es in
agr
icul
ture
insc
hool
sof
,20
7-20
8;m
anua
ltr
aini
ng in
, 238
.B
irds
and
bird
hous
eson
scho
olpr
emis
es, 1
70-1
7r.
Bis
hop,
E. C
., pa
per
by, q
uote
d, 2
1821
9; w
ork
of, i
n N
ebra
ska,
229
; on
the
obje
ct o
f or
gani
zatio
ns o
f bo
ysan
d gi
rls
in N
ebra
ska,
231
-232
.B
lack
boar
ds, l
ocat
ion
and
mat
eria
l of,
129-
130.
Boa
rd o
f ed
ucat
ion,
fun
ctio
n of
the,
34-3
5;or
gani
zatio
n an
d w
ork
of,
depe
nden
t on
size
of
geog
raph
ical
unit,
35-
36;
diff
icul
ty in
pro
curi
nggo
od m
embe
rs f
or, 3
6-37
; pos
sibi
li-tie
s in
the
way
of
wor
k to
be
acco
m-
plis
hed
by, 3
7-38
;or
igin
s an
d hi
s-to
ry o
f th
e, 5
1-52
.B
ohem
ia, s
choo
l gar
dens
in, 1
82-1
83.
Boo
ks, o
n ag
ricu
lture
, 219
; on
man
ual
trai
ning
, 252
-253
;lis
tof
, for
the
child
ren'
slib
rary
,27
7-28
z;di
sin-
fect
ion
of s
choo
l boo
ks, 2
91; o
n co
n-
353
40'd
354
IND
EX
solid
ated
scho
ols,
333-
333.
See
Lib
rari
es.
Bos
ton
scho
ol n
urse
s, 2
84-2
85.
Bow
esvi
lle, O
nt.,
scho
ol g
arde
ns, 1
98-
299.
Bur
ns C
onso
lidat
edSc
hool
,M
ario
nC
ount
y, K
ansa
s, 3
21-3
23.
Cal
ifor
nia,
coun
ty s
yste
m o
fsc
hool
orga
niza
tion
in, 3
1.C
alis
then
ics
in E
urop
ean
scho
ols,
300
.C
anad
a, s
choo
l gar
dens
in, 1
84,1
90, 1
92-
193;
trai
nir.
- of
teac
hers
in s
choo
lga
rden
ing
in, 1
96; e
lem
enta
ry a
gri-
cultu
ral s
tudi
es in
, 210
;co
nsol
ida-
tion
of s
choo
ls in
, 307
.C
ary,
C.
P.,
quot
ed o
n W
isco
nsin
Tra
inin
g Sc
hool
, 87;
quo
ted
on c
on-
solid
atio
n of
sch
ools
, 32
t.C
halk
rai
ls f
or b
lack
boar
ds, 1
30.
Citi
es, m
ovem
ent o
fpo
pula
tion
to,
4-5;
a m
enac
e to
cou
ntry
life,
6-7
;pr
oper
equ
atio
n of
cou
ntry
and
,7-
8;sc
hool
sup
ervi
sion
in, v
s. r
ural
sup
er-
visi
on, s
o-51
; sch
ool g
arde
ning
in,
190-
191;
impo
rtan
ceof
man
ual
trai
ning
to c
hild
ren
in, 2
05.
Clo
ak r
oom
s in
sch
oolh
ouse
s, 1
23.
Clu
bs,
agri
cultu
ral,
220-
221;
boys
'an
d gi
rls'
indu
stri
al, 2
21-2
22; b
oys'
corn
dub
s, 2
24-2
29; b
oys'
and
gir
ls'
asso
ciat
ions
in N
ebra
ska,
229
-232
;bo
oks
on in
dust
rial
, 234
-235
.C
olon
ial s
uppo
rt o
f pu
blic
sch
ools
, 41-
42.
Col
orad
o, s
choo
l gar
dens
and
stu
dy o
fag
ricu
lture
in, 2
16.
Com
mis
sion
on
rura
l lif
e, to
.C
omm
unity
sys
tem
of
scho
ol o
rgan
iza-
tion,
33-
34.
Con
nect
icut
,pr
ovis
ions
ofSc
hool
Supe
rvis
ion
Act
of
1903
in, 5
5-56
;co
nsol
idat
ion
of s
choo
lin
, 308
-309
Con
solid
atio
n of
sch
ools
, rem
edy
for
exis
ting
ills
inru
ral
com
mun
ities
foun
d in
, 22-
23; m
ista
ke o
f w
aitin
gfo
r,fo
r ru
ral s
choo
l im
prov
emen
t,24
7-24
8;ai
m o
f,30
3-30
5;ea
rly
hist
ory
of,
306-
307;
prog
ress
in,
40b
307;
in M
assa
chus
etts
, 308
;el
se.
whe
re in
New
Eng
land
, 308
-309
;in
the
Mid
dle
Wes
t, 30
9-31
2; in
the
Sout
h, 3
12-3
13; i
n U
tah,
Wyo
min
g,an
d O
rego
n, 3
14; s
yste
m o
f pa
rtia
l,31
3-31
8;co
mpl
ete,
328;
villa
gety
pe o
f,32
0;ill
ustr
ated
by
the
Bur
ns C
onso
lidat
ed S
choo
l, K
ansa
s,32
1-32
3; th
e pu
rel:
rura
l typ
e of
,32
3-32
4;th
e Jo
hn S
wan
ey C
on-
solid
ated
Sch
ool a
n ex
ampl
e of
pur
ely
rura
l typ
e, 3
24-3
29; a
dvan
tage
s an
dob
ject
ions
, 330
-331
;lit
erat
ure
on,
332-
333.
Cor
bett,
L. C
., T
he S
choo
l Gar
den
by,
quot
ed, 1
66-1
67.
Cor
n cl
ubs,
ori
gin
of, 2
21-2
22; g
ener
alpl
an o
f bo
ys',
224-
229
;in
Neb
rask
a,22
9-23
2.C
otto
n, F
asse
t A.,
Stat
e Su
peri
nten
d-en
t, re
port
by,
quo
ted,
224
-223
.C
ount
y no
rmal
trai
ning
clas
ses
in
Mic
higa
n, 8
8.C
ount
y su
peri
nten
dent
s, 5
3.C
ount
y su
perv
isio
nof
scho
ols.
Sec
Supe
rvis
ion.
Cou
nty
syst
em o
f sc
hool
org
aniz
atio
n,30
-32;
satis
fact
ion
give
n by
, aft
erce
rtai
nne
cess
ary
refo
rms,
32-3
3;m
atte
r of
taxa
tion
unde
r, 4
7-48
.C
ount
y tr
aini
ng s
choo
ls in
Wis
cons
in,
85-8
7.C
ousi
ns, S
uper
inte
nden
t R. B
., 33
Cow
ley,
R. H
., qu
oted
, 198
-199
, 200
-20
1.C
rosb
y, D
ick
J., o
n in
flue
nce
of in
dus-
tria
l clu
bs o
n fa
rmin
g, 2
23.
Dav
ison
, Alv
in, a
rtic
le b
y, q
uote
d, 2
92 -
293.
Def
ectiv
es in
pub
lic s
choo
ls, 2
83-2
84;
spec
ial p
rovi
sion
for
, 286
.D
enm
an, J
. S.,
earl
y te
ache
rs' m
eetin
ghe
ld b
y, 7
6.D
enm
ark,
ele
men
tary
agri
cultu
rein
scho
ols
of, 2
08-2
09.
Des
ks, l
ocat
ion
and
kind
of,
insc
hool
.
room
s, 1
38-1
39; t
each
ers'
, 139
.D
exte
r, P
rofe
ssor
, quo
ted,
26-
27.
IND
EX
Dis
ease
s, m
arke
d ig
nora
nce
of, i
n ru
ral
com
mun
ities
, 13;
rec
ogni
tion
of, b
yte
ache
rs 2
88; n
eces
sity
of
stud
y of
,28
9; s
impl
e ru
le :.
by
whi
ch to
rec
og-
nize
sym
ptom
s of
com
mon
, 351
-352
.D
isin
fect
ion
of s
choo
l boo
ks a
nd p
ara-
pher
nalia
, 291
.D
istr
ict s
uper
inte
nden
ts, 5
3.D
istr
ict s
yste
m.
See
Scho
ol d
istr
ict
unit
of o
rgan
izat
ion.
Dom
estic
Scie
nce
Ass
ocia
tion,
Ne-
bras
ka G
irls
', 22
9-23
1.D
rink
ing
cups
, dan
gers
of,
290
, 291
-293
.D
ublin
, N. H
., sc
hool
sta
tistic
s of
, 45-
46.
Eas
tmon
d, A
lber
t H.,
quot
ed o
n co
-or
dina
tion
of a
rt a
nd m
anua
l tra
in-
ing,
243
-245
.E
liot,
Cha
rles
W.,
quot
ed, 2
54.
Ells
wor
th, N
. II.
, sch
ool s
tatis
tics
of,
45-4
6.E
ngla
nd,
natu
rest
udy
and
scho
olga
rden
ing
ia, 1
84; b
ackw
ardn
ess
of,
in in
trod
uctio
n of
agr
icul
tura
l stu
dies
in s
choo
ls, 2
og; m
anua
l tra
inin
g in
,23
8.E
urop
e,co
nditi
ons
surr
ound
ing
tcac
hers
in,
asco
mpa
red
with
Am
eric
a, 9
3-96
; ten
ure
of a
ce o
fte
ache
rs in
, x 1
5; s
choo
l gar
dens
in,
18o-
185;
elem
enta
ry a
gric
ultu
re in
scho
ols
of, 2
06-2
10; m
anua
l tra
inin
gin
,23
6-23
8;gy
mna
stic
s in
rura
lsc
hool
s of
, 208
-300
.E
vans
, Law
ton
B.,
on th
e im
port
ance
of e
sthe
tic e
nvir
onm
er t,
137
.E
xcur
sion
s, e
duca
tiona
l, 22
4, 2
28.
Exp
endi
ture
onsc
hool
sin
Uni
ted
Stat
es, p
er c
apita
, 3o-
41.
Farm
ing,
succ
ess
in,
attr
ibut
able
inm
any
case
s to
sch
ool g
arde
ns, 1
83-
186,
Fem
iniz
atio
n of
the
scho
ols,
zo7
-10o
.Fi
tch,
Lau
ra, a
sup
erin
tend
ent w
ho is
an a
dvoc
ate
of e
lem
enta
ry a
gric
ultu
refo
r sc
hool
s, 3
21.
355
Floo
r sp
ace
in s
choo
lhou
ses,
21-1
23.
Flor
ida,
con
solid
ated
sch
ools
in, 3
13.
Flow
ers
abou
t sch
ools
, 169
-170
.Fo
rtne
r, O
rd, s
ucce
ss o
f, in
teac
hing
man
ual t
rain
ing
in o
ne-r
oom
sch
ool,
248-
249.
Fran
ce, s
choo
l gar
dens
in,
281-
282;
elem
enta
ry a
gric
ultu
re in
sch
ools
of,
207;
man
ual t
rain
ing
in, 2
38.
Furn
iture
of
scho
olro
oms,
138
-139
.
Gar
dens
.Se
e Sc
hool
gar
dens
.G
eorg
ia,
cour
ses
inag
ricu
lture
inno
rmal
sch
ools
of,
83;
con
solid
atio
nof
sch
ools
in, 3
13;
futu
re o
f ag
ri-
cultu
ral e
duca
t.on
in, 3
44-3
46.
Ger
man
y, s
choo
l gar
dens
in, 1
80-2
81;
elem
enta
ry a
gric
ultu
re in
sch
ools
of,
2og;
man
ual t
rain
ing
in, 2
38;
at-
tent
ion
paid
to p
hysi
cal i
nspe
ctio
nin
, 286
.G
raha
m, A
. B.,
quot
ed o
n tr
avel
ing
libra
ries
in O
hio,
272
-273
.G
roun
ds o
fsc
hool
hoU
ses,
233,
136-
137,
263
ff.
;lit
erat
ure
on d
ecor
a-tio
n of
, 174
, 177
-178
.G
ymna
stic
s, f
unct
ion
of,
insc
hool
s,29
5, 2
96-2
98; i
n ru
ral s
choo
ls, 2
98-
3oo.
Hal
l, G
. Sta
nley
, quo
ted
on m
anua
ltr
aini
ng, 2
40.
Hal
ls in
sch
oolh
ouse
s, 1
23-1
24.
Har
vest
Hom
e So
cial
sugg
este
dfo
rpr
ocur
ing
fund
s, 1
50-1
5x.
Har
vey,
L. D
., qu
oted
, 242
.H
ealth
of
pupi
ls,
teac
hers
're
spon
sibi
lity
for,
287-
288.
See
Phys
ical
educ
atio
n.H
eatin
g of
sch
oolh
ouse
s, 1
25-1
27,3
37-
338.
Hed
ges
for
incl
osin
g sc
hool
gro
unds
,16
7-16
8,Il
emen
way
, H. D
., llo
w to
mak
e Sc
hool
Gar
dens
by,
198
.H
igh-
scho
ol tr
aini
ng c
lass
es, 8
8-90
.H
odge
, Dr.
Clif
ton
F., N
aiur
c St
udy
and
Lif
e by
, quo
ted,
136
,172
.
409
356
IND
EX
Hol
land
, stu
dy o
f ag
ricu
lture
in s
choo
lsof
, 208
; man
ual t
rain
ing
in, 2
38.
Hom
e, P
rofe
ssor
, on
the
true
fun
ctio
nof
pla
y, 2
96-
Hyg
iene
in s
choo
ls, 2
82 f
f.
nes,
Geo
rge,
on
scho
ol g
arde
nsin
Can
ada,
19o
.Il
linoi
s,co
nsol
idat
ion
ofsc
hool
sin
,31
1.In
com
es o
f te
ache
rs, a
nd a
djus
tmen
tof
, to
ezpe
nses
, 92-
103.
Indi
ana,
min
imum
sal
ary
law
in, 1
13;
trav
elin
g lib
rari
es in
, 275
-276
; con
-so
lidat
ion
of s
choo
ls in
, 310
.In
dust
rial
clu
bs f
or b
oys
and
girl
s, 2
21-
222;
sele
cted
list
of
book
s de
alin
gw
ith, 2
34-2
35.
Indu
stri
a/ e
duca
tion,
N.E
.A. c
omm
it-te
e on
, in
rura
l com
mun
ities
, 245
-24
6; p
lan
of s
tudi
es f
or s
choo
ls in
rura
l com
mun
iCes
, 346
-347
.Io
wa,
sch
ool l
ibra
ries
in, 2
63-2
64;
solid
ated
sch
ools
in, 3
tl.
con-
Kel
ley,
Pat
rick
H.,
Stat
eSu
peri
n-te
nden
t, qu
oted
, 88.
Ker
n, 0
.J.
,St
ate
Supe
rint
ende
nt,
quot
edon
rura
lsc
hool
mai
nte-
nanc
e, 1
06; o
n w
aste
of
mon
ey b
ysc
hool
off
icer
s,14
0;on
val
ue o
fsc
hool
gard
enin
gin
city
scho
olsy
stem
,18
8-18
9;in
augu
ratio
n of
Tw
entie
th-c
entu
ry F
orw
ard
Lib
rary
Mov
emen
t by,
268
-269
; rep
ort b
y,on
the
John
Sw
aney
Con
solid
ated
Scho
ol, 3
24-3
27.
Kir
kpat
rick
,Fa
irfa
x,re
port
by,
on
the
Wea
Con
solid
ated
Sch
ool,
318-
320.
Kir
ksvi
lle, M
o., S
tate
Nor
mal
rur
alm
odel
sch
ool,
8z, 8
2.K
rohn
, Will
iam
0.,
sum
mar
y by
, of
met
hods
of
spre
adin
g di
seas
es, 2
90-
291.
Jack
et-v
entil
atin
g st
oves
, 126
-127
.Ja
mai
ca, s
choo
l gar
dens
in, 1
84.
Japa
n, s
choo
ls in
, for
teac
hing
of
agri
-cu
lture
, 209
;en
forc
emen
t of
law
sof
hyg
iene
in a
rmy
of, 2
87.
Jew
ell,
J. R
., A
gric
ultu
ral E
duca
tion
by,
quot
ed, 1
89-1
90, 1
91, 1
92, 2
10.
John
Sw
aney
Con
solid
ated
Sch
ool,
the,
324-
327;
high
sch
ool w
ork
in th
e,32
7-32
o.Jo
nes,
Fra
nk 0
., on
Con
nect
icut
and
Mas
sach
uset
tssy
stcm
s of
scho
olsu
perv
isio
n, 5
6-57
.Jo
yner
,J.
Y.,
on c
onso
lidat
ion
ofsc
hool
s in
Nor
th C
arol
ina,
312
313
.
Lan
d gr
ants
in a
id o
f sc
hool
s. 4
2-43
.L
avat
orie
s in
sch
oolh
ouse
s, 1
30-1
31.
Law
sfo
rco
nstr
uctio
nof
sani
tary
scho
olho
uses
, 118
-120
.L
ibra
ries
, in
scho
olho
uses
, :23
;fu
r-ni
shin
gs o
f, 1
39;
adva
ntag
es o
f, in
rura
lco
mm
uniti
es,
234-
257,
26t;
earl
yhi
stor
yof
scho
ol,
257-
258;
trav
elin
g,26
0,27
1-27
6;co
ndi-
tiona
lla
ws
conc
erni
ng,
inso
me
stat
es, 2
65-2
66.
Lib
rary
Day
in W
est V
irgi
nia,
267
-268
.L
ight
ing
of s
choo
lroo
ms,
128
-129
.L
itera
ture
, on
scho
ol-g
roun
d de
cora
-tio
n, 1
74; o
n ag
ricu
lture
, 219
;on
elem
enta
ry a
gric
ultu
re a
nd in
dus-
tria
lcl
ubs,
234-
235;
on m
anua
ltr
aini
ng, 2
52-2
53;
list o
f bo
oks
for
the
child
ren'
s lib
rary
, 277
-281
; on
cons
olid
ated
sch
oo,,,
232
-233
.L
ouis
iana
, con
solid
ated
sch
ools
in, 3
13.
Lyo
n, H
. H.,
succ
ess
of, i
n in
tere
stin
gpu
pils
in a
gric
ultu
ral s
tudi
es, 2
17.
Kan
sas,
sup
erin
tend
ents
in, 6
1, 6
5-66
;hi
gh-s
choo
l tra
inin
g cl
asse
sin
, 9o;
mat
ter
of s
choo
l lib
rari
es in
,26
3;co
nsol
idat
ed s
choo
ls in
, 3x2
.
Mac
omb,
Ill.,
Stat
e N
orm
al m
odel
rura
l sch
ool,
82, 8
3.M
aine
, uni
on d
istr
ict s
uper
visi
on in
, 57:
IND
EX
Scho
ol I
mpr
ovem
ent L
eagu
eof
, x45
-14
6; c
onso
lidat
ion
of s
choo
ls in
,30
9.M
ann,
Hor
ace,
quo
ted,
26;
teac
hers
'in
stitu
tes
popu
lari
zed
by, i
n M
assa
-ch
uset
ts, 7
6.M
anua
l tra
inin
g, v
ital i
ntei
est
of, f
orci
tych
ildre
n,20
5;de
fine
d,23
6;ea
rly
hist
ory
of,
in E
urop
e an
dA
mer
ica,
36-2
38; g
row
th o
f id
eas
conc
erni
ng, 2
39-2
40; p
hilo
soph
y of
,24
0-24
r; a
ims
of, i
n ru
ral 0
0011
1111
-ni
ties,
241
-243
; com
bina
tion
of a
rtan
d, 2
43-2
45; e
xtra
ct f
rom
N.E
.A.
repo
rt o
n, 2
45-2
46;
the
one-
room
scho
ol a
nd, 2
46-2
52; a
dvic
eon
how
to b
egin
, 250
-251
; lite
ratu
reon
, 252
-
pash
3y;s
ical im
pOttc
altil
tiCo,en
of2,
asa
fact
or in
Mar
tin, 0
. B.,
on s
choo
l lib
rari
es in
Sout
h C
arol
ina,
266
.M
aryl
and,
min
imum
sal
ary
law
in,
z x3
;co
nditi
onal
libr
ary
law
s in
,26
5-26
6.M
assa
chus
etts
, dis
tric
t uni
t of
scho
olor
gani
zatio
nin
,26
;ab
oliti
onof
dist
rict
uni
t in
(x88
2),
27; t
owns
hip
and
dist
rict
sup
ervi
sion
of
scho
ols
in,
53-5
5;co
nsol
idat
ion
of s
choo
ls in
,30
6-30
7, 3
08.
Mas
sach
uset
ts S
uper
visi
on L
aw o
f 18
88,
5.3-
54.
Mic
higa
n,co
unty
norm
altr
aini
ngcl
asse
sin
,88
;co
nsol
idat
ion
ofsc
hool
s in
, 3t1
.M
iller
, Sus
ie, l
ette
r by
, on
agri
cultu
ral
stud
y, 2
:7-2
18.
Mill
er, T
hom
as C
., qu
oted
on
Lib
rary
Day
in W
est V
irgi
nia,
267
-268
.M
inne
sota
, ass
ista
nt c
ount
y su
peri
n-te
nden
ts a
dvoc
ated
in, 6
1; p
ositi
onof
sup
erin
tend
ent i
n, 6
4; h
igh
scho
oltr
aini
ng c
lass
es in
, go;
annu
al in
-du
stri
al c
onte
st f
or b
oys
and
girl
s in
,23
2-23
3;sc
hool
libra
ries
in,
264;
cons
olid
ated
sch
ools
in,
311-
312.
Mis
sour
i,co
unty
syst
emof
scho
olor
gani
zatio
n in
, 3i;
scho
ol li
brar
ies
In, 2
64.
Mod
el r
ural
sch
ools
, 80-
83.
Mod
el s
choo
l bui
ldin
gs,
120-
133.
Mun
ster
berg
, Hug
o, o
n in
flue
nce
ofw
omen
teac
hers
on
mal
e yo
uth,
log.
357
Nat
ure
stud
yin
scho
ols,
154
ff.;
econ
omic
, est
hetic
, soc
ial a
nd e
thi-
cal,
relig
ious
, and
edu
catio
nal v
alue
of, t
o th
e ru
ral c
hild
, x56
-161
;sy
l-la
bus
of,
161-
162;
list
of b
ooks
deal
ing
with
,17
7-17
8;ou
tline
of
cour
sein
,33
8-34
2.Se
eSc
hool
gard
ens.
Neb
rask
a, te
achi
ng o
f ag
ricu
lture
inno
rmal
sloo
lsof
,83
-84;
high
scho
ol tr
aini
ng d
asse
s in
,go
; boy
s'an
d gi
rls'
ass
ocia
tions
in,
229-
232;
scho
ol li
brar
y la
w in
, 263
;tr
avel
ing
libra
ries
in, 2
76.
Neb
rask
a Ju
nior
Nor
mal
Sch
ools
,77
.N
evad
a, s
choo
l sup
ervi
sion
by
dist
rict
atto
rney
s in
, 58.
New
Ham
pshi
re, c
hang
e fr
omdi
s-tr
ict t
o to
wns
hip
syst
em o
f sc
hool
orga
niza
tion
in, 2
7;un
ion
dist
rict
supe
rvis
ion
in, 5
7;co
nsol
idat
ion
ofSI
ChO
Ols
111
, 309
.N
ew J
erse
y, s
uper
inte
nden
tsin
,6z
;el
ectio
n of
cou
nty
supe
rint
ende
nts
in,
62.
New
Yor
k C
ity, s
tatis
tics
of d
efec
tive
scho
ol c
hild
ren
in, 2
83-2
84.
New
Yor
k St
ate,
trai
ning
cla
sses
inhi
gh s
choo
ls o
f, 8
8-9o
; sch
ool l
ibra
-ri
es in
,26
5;tr
avt '
Mg
libra
ries
in,
274.
Nor
mal
scho
ols.
See
Stat
eno
rmal
scho
ols.
Nor
mal
trai
ning
cla
sses
inM
ichi
gan,
88.
Nor
th C
arol
ina,
sele
ctio
nof
cou
nty
supe
rint
ende
nts
in, 6
3; o
pera
tion
ofco
nditi
onal
libr
ary
law
s in
,26
5-26
6.N
orth
Dak
ota,
supe
rint
ende
nts'
as-
sist
ants
in, 6
z; m
inim
um s
alar
y la
win
, 113
; con
solid
ated
sch
ools
in, 3
12.
Nur
ses
for
scho
ols
in B
osto
n,28
4-28
6.
0O
hio,
uni
on d
istr
ict s
choo
l sup
ervi
sion
in, 5
7; m
inim
um s
alar
y la
w in
,1:
3;tr
avel
ing
libra
ries
in, 2
72-2
73; c
on-
solid
atio
n of
sch
ools
in,
vo.
411
358
IND
EX
Ore
gon,
coun
tysy
stem
ofsc
hool
Con
anlia
tion
in, 3
t.O
utho
uses
for
rur
al s
choo
l bui
ldin
gs,
132-
232,
163.
Rea
ding
cir
cles
, ben
efits
fro
m r
ight
lym
anag
ed, 7
8-79
, 269
-270
.R
eadi
ng c
ours
es, e
ver
wid
enin
grô
lepl
ayed
by,
in s
yste
mat
ic e
duca
tion,
254.
Res
t roo
ms
for
teac
hers
, 123
.R
hode
Isl
and,
uni
on d
istr
ict s
choo
lPa
ge, W
alte
r H
.,co
mm
issi
oner
on
supe
rvis
ion
in, 5
7;co
nsol
idat
ion
of
rura
l lif
e, q
uote
d, 1
1-12
.sc
hool
s in
, 309
.Pa
rker
, Fra
ncis
W.,
on r
atio
nal c
ours
esR
ober
tson
, J. W
., qu
oted
on
cuns
oli-
of w
ork
in r
ural
sch
ools
, :A
.da
tion
of s
choo
ls, 3
05.
Penc
ils, d
ange
r in
pro
mis
cuou
s us
e of
,R
oose
velt,
The
odor
e,C
ongr
essi
snal
292.
mes
sage
on n
eeds
ofA
mer
ican
Penn
sylv
ania
, ele
ctio
n of
cou
nty
supe
r-co
untr
y lif
e,xv
iii;
cite
d, 8
;co
rn .
inte
nden
ts in
, ess
;m
inim
um s
alar
ym
issi
on o
n ru
ral l
ife
appo
inte
d by
, ro;
law
in, 1
13.
lette
r to
Am
sric
an s
choo
l chi
ldre
n on
Perm
anen
t sch
ool f
unds
, cre
atio
n of
,A
rbor
Day
, 17o
-r77
.43
-43;
fna
decl
ossY
of,
43-
45;
tabl
eR
ural
sch
ools
, pre
sent
con
ditio
ns in
,of
sta
tistic
s of
, 335
-336
.1-
4; p
robl
em o
f,ec
onom
ic a
nd s
o-
Phys
ical
edu
catio
n in
xho
ols,
282
ff.;
ciol
ogic
al a
s w
ell a
s ed
ucat
iona
l, 9-
2o;
rela
tion
of g
ener
al in
telli
genc
eto
,pr
imar
y du
ty o
f, to
edu
cate
cou
ntry
286-
287;
man
ifes
ted
insc
hool
sbo
ys a
nd g
irls
to a
love
and
app
re-
thro
ugh
the
agen
cies
ofm
anua
lci
atio
n of
cou
ntry
thin
gs, 1
3-14
; the
trai
ning
, pla
y, g
ymna
stic
s, a
ndat
h-id
eal t
wen
tieth
-cen
tury
, 24-
15;
ne-
letic
s, 2
94-2
95.
cess
ityof
bet
ter
orga
niza
tion
and
Pict
ures
, cho
ice
of, f
or s
choo
ls, 1
41-2
43;
adm
inis
trat
ion,
16-
20, 2
4 ff
.;pr
o-
list o
f su
itabl
e, 1
44-1
45.
visi
on o
f fu
nds
for
msi
nten
ance
of,
Plai
nfie
ld, N
.J.,
Gro
szm
an S
choo
l for
39-4
9;m
atte
rof
bl p
ervi
sion
of,
atyp
ical
chi
ldre
n at
, 286
.50
-68;
the
teac
hing
pro
blem
, 69-
91;
Plan
ning
and
pla
tting
sch
ool g
roun
ds,
mai
nten
ance
of,
by
ncre
ased
taxa
-
164.
tion,
106
; bui
ldin
gs a
nd e
quip
men
t,Pl
antin
g of
tree
s an
d sh
rubs
insc
hool
:16-
133;
indo
or f
urni
shin
g of
, 134
-
grou
nds,
265
ff.;
Arb
or D
ay a
n25
3;na
ture
stud
yin
,15
4-16
2;
appr
opri
ate
time
for,
174
-177
.gr
ound
sof
,16
3-17
7;be
nefi
tsof
Plas
ter
cast
s in
sch
oolr
oom
s, 1
43-1
45.
scho
ol g
arde
ns f
or, 1
91-1
95;
stud
y
Play
, fun
ctio
n of
, in
scho
ol w
ork,
295
-of
ele
men
tary
agr
icul
ture
in, 2
05 f
f.;
296.
indu
stri
al c
lubs
in, 2
21-2
33; m
anua
l
Play
grou
nds
f O
rsc
hool
s,26
3,26
5;tr
aini
ng in
,23
6-25
1;lib
rari
esin
,
equi
pmen
t of,
for
gym
nast
ictr
ain-
258-
269
(see
Lib
rari
es);
teac
hers
in,
In&
299
.th
eir
own
med
ical
insp
ecto
rs, 2
93-
Polit
ics
and
scho
olsu
peri
nten
dent
s,29
4; g
ymna
stic
s in
, 298
-300
;co
n-
61-6
8.so
lidat
ion
of, 3
02-3
32.
Poun
d. J
ere
M.,
Stat
e Sc
hool
Com
mis
-R
ural
teac
hers
.Se
e T
each
ers
of r
ural
sion
er, o
n fu
ture
of
agri
cultu
ral e
du-
scho
ols.
catio
n in
Geo
rgia
, 344
-346
.R
ussi
a, s
choo
l gar
dens
in, 1
82; m
anua
lPr
ovid
ence
, Fre
sh A
ir S
choo
l at,
286.
trai
ning
in, 2
38.
Rar
e, S
. I ,
on r
ural
sch
ool h
eatin
gan
d
vent
ilatio
n, 3
37-3
38.
St. L
ouis
, fir
st m
anua
l tra
inin
g sc
hool
at, 2
38.
IND
EX
Sala
ries
of
teac
hers
, 92
ff.;
of E
urop
ean
and
Am
eric
an te
ache
rs c
ontr
aste
d,93
-06;
law
of
regu
latio
n of
, :06
207
;ef
fect
of
prev
ailin
g lo
w a
vera
ge, t
odr
ive
men
to o
ther
cal
lings
, 107
-108
;en
actm
ent o
f m
inim
um s
alar
y la
ws
urge
d, 1
13.
Sani
tary
app
lianc
es f
or s
e Jo
lhou
ses,
130
ff.
Scho
ol b
oard
.Se
e B
oard
of
educ
atio
n.Sc
hool
bui
ldin
gs,
116
ff.;
choi
ce o
fsi
te,
120,
162
-163
;in
door
arr
ange
-m
ents
, 121
-125
;he
atin
g an
d ve
n-til
atio
n,12
5-12
8,33
7-33
8;lig
ht-
ing,
bla
ckbo
ards
, and
san
itary
ap-
plia
nces
, 228
-233
;ex
teri
or o
f, 2
33,
162-
167;
indo
orfu
rnis
hing
san
dou
t in,
238
ff.
Scho
ol d
istr
ict,
unit
of o
rgan
izat
ion,
25;
obje
ctio
nsto
,26
-27;
grea
tsp
read
of,
at a
n ea
rly
date
, 27;
re-
spec
ts in
whi
ch to
wns
hip
syst
em is
supe
rior
to, 2
9-30
; que
stio
n of
tax-
atio
n un
der,
47-
48.
Scho
ol f
unds
.Se
e Pe
rman
ent s
choo
lfu
nds.
Scho
ol g
arde
ns,
orig
ins
of,
179-
180;
inE
urop
ean
coun
trie
s,28
0-28
s;ad
vant
ages
of,
sho
wn
by im
mig
rant
sfr
om E
urop
e, i8
5-28
6;hi
stor
y of
,in
Uni
ted
Stat
es,
286-
188;
prac
-tic
al v
alue
of,
in c
ity s
choo
ls, 2
88-
290;
adv
anta
ges
of, f
or r
ural
sch
ools
,19
2-19
5; s
teps
pre
para
tory
to m
ak-
ing,
197
-202
; arr
ange
men
t of.
201
-20
3;se
lect
ed li
st o
f bo
oks
on, 2
03-
204;
out
line
of w
ork
from
rep
ort o
fco
mm
ittee
on
Indu
stri
al E
duca
tion
in S
choo
ls f
or R
ural
Com
mun
ities
,34
4.Sc
hool
gro
unds
, 133
, 236
-137
, 163
;
book
s de
alin
g w
ith, 1
74, 1
77-1
78.
Scho
ol I
mpr
ovem
ent L
eagu
e of
Mai
ne,
1,85
-146
.Sc
hool
libr
arie
s an
d pu
blic
libra
ries
,25
8-26
1.Sc
ulpt
ure,
spec
imen
sof
,in
scho
ol-
MO
M%
143
-145
Seel
ey, D
r. L
eir,
quo
ted,
73.
Sew
erag
e sy
stem
for
rur
al s
choo
ls, 2
32-
133.
359
Shae
ffer
, Sta
te S
uper
inte
nden
t in
Penn
-sy
lvan
ia, q
uote
d, 1
23.
Shaf
er, H
arry
M.,
quot
ed, 2
87.
Shaw
, Dr.
, Sch
ool H
ygie
ne b
y, q
uote
d,12
7-12
8.Sh
rubb
ery
for
scho
ol g
roun
ds,
165,
268-
169,
342
-343
.Si
te o
f sc
hool
hous
es, 2
20, 1
62-1
63.
Sloy
d sc
hool
s, o
rigi
n of
,in
Sw
eden
,23
7.So
cial
rec
ogni
tion
of te
ache
rs, 1
11-1
12.
Sout
h C
arol
ina,
ope
ratio
n of
con
di-
tiona
l lib
rary
law
s in
, 265
-266
; con
-so
lidat
ed s
choo
ls in
, 313
.St
arr,
C. C
., re
port
by,
on
Bur
ns c
on-
solid
ated
dis
tric
t, 32
2-32
3.St
ate
law
s fo
r co
nstr
uctio
n of
san
itary
scho
olho
uses
, 228
-220
.St
ate
norm
al s
choo
ls, 7
9; r
eadi
ness
of,
to a
dapt
them
selv
es to
new
con
di-
tions
, 8o;
rur
al m
odel
sch
ools
in, 8
0-83
; agr
icul
ture
in, 8
3-85
.St
oves
, jac
ket v
entil
atin
g, 1
26-1
27.
Sum
mer
sch
ools
,ad
vant
age
of,
toru
ral s
choo
l tea
cher
s, 7
5-76
;N
e-br
aska
Jun
ior
Nor
mal
Sch
ools
, 77.
Supe
rint
ende
nt, f
unct
ion
of b
oard
of
educ
atio
n an
d w
ork
of th
e, 3
5;or
i-gi
n of
the,
52-
52;
coun
ty, p
aris
h,an
d un
ion
dist
rict
or
tow
nshi
p, 5
2-53
;co
nditi
ons
prev
ailin
gun
der
coun
ty s
yste
m, 5
8-60
;ne
cess
ity o
fre
mov
ing
from
par
ty p
oliti
cs, 6
1-62
;el
ectio
nan
d co
mpe
nsat
ion
of,
inN
ewJe
rsey
and
Penn
sylv
arnA
,62
-63;
appo
intm
ent o
f, in
Nor
thC
arol
ina,
63;
plan
of
elec
tion
inM
inne
sota
, 64;
Kan
sas
plan
, 65-
66;
arad
emic
and
pro
fess
iona
l qua
lific
a-tio
ns e
ssen
tial
for,
66-6
7;op
por-
tuni
tyof
,fo
r pr
omot
ing
esth
etic
side
of
s :h
ools
,52
- 53
; cam
paig
nof
edua
tion
inim
prov
emen
tof
scho
ol g
toun
ds to
be
cond
ucte
d by
,27
3-17
4.Su
perv
isic
n, o
f ru
ral s
choo
ls, s
o;ci
tyvs
. rur
al, s
o-51
;hi
stor
y of
, 31-
32;
the
unit
of, 5
3-53
;M
assa
chus
etts
and
Con
nect
icut
act
s pe
rtai
ning
to,
53-5
7; s
ucce
ss o
f un
ion
dist
rict
sys
-te
m in
New
Eng
land
and
Ohi
o, 5
3-
413
360
IND
EX
57;
prog
ress
und
er c
ount
y sy
stem
,57
-58;
in A
rkan
sas
and
Nev
ada,
58;
cond
ition
s un
der
coun
ty s
yste
m, 5
8-6o
; pol
itics
in, 6
1-62
; get
era
l con
-di
tion
of, f
or r
ural
sch
ools
, 57-
68.
Swed
en, s
choo
l gar
dens
in,
i It;
de-
velo
pmen
tof
syst
emat
ic...
tanu
altr
aini
ng (
Sloy
d sc
hool
s) in
, 23,
.Sw
itzer
land
, sch
ool g
arde
ns in
,18
2;sc
hool
s in
, for
stu
dy o
f ag
ricu
lture
,so
g; m
anua
l tra
inin
g in
, 238
.Sy
llabu
s of
nat
ure
stud
y pr
epar
ed b
yco
mm
ittee
of
N.E
.A.,
161-
162,
Tax
atio
n,ch
ief
supp
ort
ofsc
hool
sfo
und
in, 4
4-45
; the
sta
te th
e lo
g-ic
al ta
uni
t, 45
-46;
stat
e sy
s-te
m o
f, f
or s
choo
ls n
ot in
crea
sing
,46
-47;
tabl
e sh
owin
g st
ate
and
loca
l,on
per
cent
age
basi
s, 4
7; c
ount
y an
dto
wns
hip,
47-
48;
decl
ine
ofdi
s-tr
ict,
48; r
atio
nal s
calin
g up
of,
and
incr
ear-
need
ed, 4
8-49
; low
rur
alra
te o
f,T
each
ers
,ura
l sch
ools
; 699
ff.;
"bor
n"'m
ade,
" 70
-71;
nat
ural
qual
ifie
sIs
nec
essa
ry, 7
1-7
2 ;
aca-
dem
ic t
72-7
3;pr
ofes
sion
altr
aini
ng,
;3;
mus
t com
e pr
epar
edto
mak
e th
e sc
hool
an
expr
essi
on o
flif
e on
the
farm
, 74-
75;
aids
to, i
nsu
mm
er s
choo
ls, t
each
ers'
inst
itute
s,te
ache
rs' m
eetin
gs, e
tc.,
75; i
nstr
uc-
tion
in a
gric
ultu
re f
or, 8
3-84
; Wis
-co
nsin
cou
nty
trai
ning
sch
ools
for
,85
-87;
trai
ning
clas
ses
for,
inM
ichi
gan
and
in N
ew Y
ork
high
scho
ols,
88-
9o;
sala
ries
of,
02
ff.;
law
of
sala
ry r
egul
atio
n as
app
lied
to,
1o6-
-ro7
;st
atis
tics
of m
en a
nd o
fw
omen
, ro8
;lo
ng te
nure
of
offi
cead
voca
ted
for,
t 4-
r 15
; ope
ning
for
indi
vidu
al e
ffor
ts in
sch
ool d
ecor
a-tio
ns a
nd im
prov
emen
t of
rest
hetic
envi
ronm
ent,
146-
151;
trai
ning
of,
in e
lem
enta
ry a
gric
ultu
re, 1
96-1
97;
trai
ning
of,
in li
brar
y ec
onom
y, 2
76-
277;
resp
onsi
bilit
yof
,fo
rpu
pils
'ph
ysic
al a
nd m
enta
l hea
lth, 2
87-
288;
rur
al to
cher
s th
eir
own
med
ical
insp
ecto
rs, 2
93-2
94.
Tea
cher
s' in
stitu
tes,
76.
Tea
cher
s' jo
urna
ls, b
enef
its f
rom
, 78.
Tea
cher
s' m
eetin
gs, n
eces
sity
of
teac
h-er
s' a
ttend
s.at
, 78.
Ten
ure
of o
ffic
e of
teac
hers
, 24-
1 25
.T
erre
Hau
te,
Ind.
,St
ate
Nor
mal
mod
el r
ural
sch
ool,
82,8
3.T
exas
, cou
nty
syst
em o
f sc
hool
or-
gani
zatio
n in
, 31;
com
mun
ity s
ys-
tem
of
scho
ol o
rgan
izat
ion
in, 3
3-34
.T
oads
and
toad
aqu
aria
on
scho
olgr
ound
s, 1
71-1
73.
Toi
let r
oom
s in
sch
oolh
ouse
s, t3
o-23
r.T
owns
hip
supe
rint
ende
nts,
53.
Tow
nshi
p sy
stem
of
scho
ol o
rgan
iza-
tion,
27-2
9;to
be
dist
ingu
ishe
dfr
om to
wns
hip
syst
em o
f lo
cal g
ov-
ernm
ent,
28;
resp
ects
in w
hich
su-
peri
orto
dist
rict
syst
em,
29-3
0;ta
xatio
n un
der
the,
47-
48.
Tra
inin
g cl
asse
s,co
unty
nor
mal
,in
Mic
higa
n, 8
8;in
New
Yor
k hi
ghsc
hool
s, 8
8-9o
;in
Neb
rask
a, K
an-
sas,
Min
neso
ta, V
erm
ont,
and
othe
rst
ates
, go.
Tra
inin
g sc
hool
s in
Wis
cons
in, 8
5-87
.T
rave
ling
libra
ries
, 260
, 271
-276
.T
rees
in s
choo
l gro
unds
, 167
.T
wen
tieth
-cen
tury
Forw
ard
Lib
rary
Mov
emen
t, 26
8-26
0.
Uni
on d
istr
ict s
uper
visi
on o
f sc
hool
s,in
Mas
sach
uset
ts a
nd C
onne
ctic
ut,
53-5
7;in
oth
er s
tate
s, 5
7.U
nits
of
scho
ol o
rgan
izat
ion,
25-
34.
Uta
h, c
ount
y sy
stem
of
scho
ol o
rgan
iza-
tion
in, 3
1.
V
Vac
atio
n sc
hool
s.Se
e Su
mm
er s
choo
ls,
Tea
cher
s' in
stitu
tes,
and
Tea
cher
s'm
eetin
gs.
Ven
tilat
ion
of s
choo
lhou
ses,
125
-128
,33
7-33
8.V
erm
ont,
unio
n di
stri
ct s
choo
l sup
er.
414
IND
EX
visi
on in
, 57:
high
sch
ool t
rain
ing
clas
ses
in,
90;
cons
olid
atio
nof
scho
ols
in, 3
09.
Vic
tori
a, N
.S.W
., na
ture
stu
dy a
ndte
achi
ng o
f ag
ricu
lture
in, 2
10.
Vill
age
type
of
cons
olid
ated
sch
ool,
,320
.V
ines
, use
oi,
on s
choo
l pre
mis
es, 1
69.
Vir
gini
a,co
unty
syst
emof
scho
olor
gani
zatio
nin
,31
;co
nsol
idat
edsc
hool
s in
, 312
.
Wal
ls o
f sc
hool
room
s, 1
38.
Was
te in
the
smal
l sch
ool,
305.
Wea
Con
solid
ated
Sch
ool,
the,
318
-320
.W
est V
irgi
nia,
min
imum
sal
ary
scal
ein
, 223
-114
;la
ck o
f lib
rary
pro
vi-
sion
sin
,26
6-26
7;ob
serv
ance
of
Lib
rary
Day
in, 2
67-2
68.
Will
iam
s, D
r. L
insl
y R
., on
def
ectiv
es
361
and
low
sta
ndar
ds o
f sc
hool
wor
k,28
4.W
isco
nsin
,su
peri
nten
dent
sin
,6x
;co
unty
trai
ning
sch
ools
in,
85-8
7;sc
hool
libr
arie
sin
,26
3-26
4;C
on-
solid
atio
n of
sch
ools
in, 3
2 r.
Wol
ford
, Lul
u,su
cces
sful
teac
her
ofel
emen
tary
agr
icul
ture
, 219
; quo
ted
on in
dust
rial
trai
ning
in o
ne-r
oom
scho
ol, 2
49.
Wom
en, p
erce
ntag
e of
,as
teac
hers
,ro
8; q
uest
ion
of e
ffec
t of,
as
teac
h-er
s of
mal
e yo
uth,
xo8
-rog
.W
oodw
ard,
Dr.
Cal
vin
A.,
foun
der
ofSt
. Lou
is m
anua
l tra
inin
g sc
hool
,23
8.W
oodw
ork
of s
choo
lroo
ms,
138
.
You
ng P
eopl
e's
Rea
ding
Cir
cles
, his
tory
and
val
te o
f, 2
69-2
70.
Prin
ted
in th
e U
nite
d St
ates
of
Am
eric
a.
6 1
5
,
A L
IST
OF
BO
OK
SFO
R T
EA
CH
ER
S
AR
NO
LD
, FE
LIX
. A T
ext.b
ook
of S
choo
l and
Cla
ss M
anag
emen
t,T
heor
y an
dPr
actic
e.C
loth
larn
o xx
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ogi p
ages
Ind
ex P
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Atte
ntio
n an
d In
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es I
ndex
12M
0 $1
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BA
GL
EY
, WIL
LIA
M C
HA
ND
LE
R.
Cla
ssro
om M
anag
emen
t:
Its
Prin
cipl
es a
ndT
echn
ique
.B
y W
illia
m C
hand
ler
Bag
ley,
Supe
rint
ende
nt o
f th
e T
rain
ing
Dep
art-
men
t, St
ate
Nor
mal
Sch
ool,
Osw
ego,
N.Y
.
Clo
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The
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RO
WN
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HN
FR
AN
KL
IN. T
heA
mer
ican
Hig
h Sc
hool
. By
John
Fran
klin
Bro
wn,
Ph.D
., fo
rmer
ly P
rofe
ssor
inE
duca
tion
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ecto
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ool,
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ool M
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etho
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ool
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l No.
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hies
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eadi
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ectu
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Add
ress
es b
ySi
r Jo
shua
Fitc
h, la
te h
crM
ajes
ty's
Ins
pect
or o
f T
rain
ing
Col
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