610 IOWA DEPARTMENT OF AGRICULTURE. 



Now friends, while teaching is a noble and an honorable profession and 

 while we feel more or less grateful to the teachers, gratitude alone will not 

 enable them to keep in touch with ever unfolding truths, move in the best 

 society, attend institutes and district association and occasionally state or 

 national association, some of which are absolutely essential to good work. 



Here is another serious problem; the most capable of teachers can make 

 but little progress under conditions that prevail in some localities; parents 

 not interested, two to seven pupils, each perhaps without a classmate, 

 different age, different grade, nothing to inspire the individual scholar, 

 nothing to encourage the teacher. What is the remedy? To adopt some 

 plan whereby we may be able to consolidate weak schools. 



The one mighty move and inspiration of the age is concentration of 

 thought and action to accomplish better results. 



The churches feel this grand inspiration and ever they are seeking some 

 plan of consolidation or making more effectual their work. 



The problems which confront those interested in rural school improvement 

 are weighty ones. Suppose they are, are they not worthy our united and 

 best efforts? If we can hand down to the oncoming generation these sacred 

 institutions in flourishing condition, have we not accomplished one exceed- 

 ingly worthy object? 



Our school machinery, if you will accept the term, is too cumbersome. 

 Here for example is a township, and perhaps a fair sample of the county, 

 one hundred and six pupils when they are all in for the winter term. These 

 one hundred and six would make four just ordinary fair schools. If they 

 were properly located and graded three teachers could do most excellent 

 work. Now what are the facts, only nine schoolhouses, nine directors, 

 eight teachers and a part of them secured only after a good deal of skir- 

 mishing by county superintendent and directors calling an extra meeting and 

 raising the wages. If all the schools had teachers this township would 

 have twenty school officers and teachers for one hundred and six pupils. 

 There is evidently something wrong. 



Now do not for one moment imagine that any part of this paper is in- 

 tended as a kick at either teacher, patron or school officers, for the kick 

 would inevitably come home. We are all somewhat responsible for present 

 conditions. We are out of tune. The problem then comes, are we willing to 

 remain out of tune? Are we satisfied with present conditions? Not the con- 

 ditions that may prevail in some particular subdistrict, but the general con- 

 dition of our rural schools all over the county. Are the patrons satisfied? 

 Are the teachers, the pupils, and the county superintendent satisfied? If 

 you are just hold up your hands one and all and we will quit right here. 

 You are not satisfied and we are all right square up against this problem. 

 Can we as a county agree as to what some of these difficulties really are, 

 and with head, heart and hand unite to overcome them. 



If so, we should agree on some plan that will practically be general 

 throughout the county. In townhips where we have the district township 

 with nine directors, with no compensation and too often no thanks for what 

 they, with many difficulties are trying to do, could we not materially im- 

 prove the present plan, by making the township the unit of organization? 

 Townships with rural independent districts to adopt some plan. Then with 

 no subdristricts, have a board of directors consisting of three members 



