TENTH ANNUAL YEAR BOOK— PART X 597 



we shall educate the largest num'ber. Ready-made clothes are much 

 cheaper, but they do not always fit. A first-class tailor can "fit" a very 

 bad figure. This same principle applies to education. 



It is a very grave error to frame a course of study on the hypothesis 

 that every pupil will go forward to study the products of the intellectual 

 life, regardless of the basis of his own economic support. 



We need to be impressed with this statement, that the countfy school 

 system affects more people directly and indirectly than do the educa- 

 tional systems of towns and cities. The course of study is less adapted 

 to the needs of these children than to the city children. The conditions 

 are such that they receive the poorest instruction. 



What can "be done to better these conditions? It is estimated that in 

 many states 85 per cent of the children now in the one-room schools 

 of the country never pass beyond the boundaries of the home district, 

 so far as school training is concerned. Surely here is an educational prob- 

 lem worthy of the most careful consideration. 



But before we take up the consideration of the course of study, let us 

 take up a question that is of vital interest to the rural patron. This is 

 the consolidation of the rural schools. The consolidated school will make 

 possible a course of study suited to the needs of country life. There 

 will come a study of the child and its environment, and in this environ- 

 ment will be found educational material of the highest practical utility 

 and cultural value as well. 



By consolidation of schools is meant the uniting of two, three or 

 more small and v.eak schools into one that shall be large enough in point 

 of numbers to be interesting, and strong enough in the way of money 

 to afford a comfortable building, one or more teachers, and reasonable 

 facilities for work. It also means that outlying territory with but few 

 children shall be combined with a nearby school that is strong, rather than 

 be organized into a weak independent district. In its fullest sense it 

 means the uniting of all the schools of a tov/nship into one or more so 

 located as to be most accessible, though not necessarily at the geographic 

 center. 



Consolidation, either in full or in part, means the transportation of 

 a portion of the pupils, and this is one of the problems. It is generally 

 accomplished in covered wagons, artificially warmed, holding fifteen to 

 twenty children, and driven by reliable men under contract and bonds as 

 to regularity and good behavior. At first thought this would seem ex- 

 pensive, but experience has shown that this is not the case, for it is 

 cheaper to transport a few children than to establish a school for them. 

 This is because a wagon is cheaper than a schoolhouse, horses are cheaper 

 than fuel, and drivers cost less than school teachers. 



Consolidation also means, where small districts already exist, some 

 changes in buildings. These changes are sometimes effected by moving 

 together two or more of the little old school buildings, or by adding a 

 portion to one, thus making a two or three-room schoolhouse. In other 

 instances new buildings are erected. All these ways are open. A make- 

 shift seems often best at first until the plan is in full operation, when a 



