THE PROBLEMS OF PROGRESS 29 



be expanded into a high school of reputable 

 grade. 



There are two dangers, both somewhat grave, 

 likely to arise from an urgent campaign for 

 centralization. Even if the movement makes 

 as great progress as could reasonably be ex- 

 pected, for a generation to come a large share, 

 if not a major portion, of rural pupils will still 

 be taught in/ the small, isolated, district school; 

 there is dar/ger that this district school may be 

 neglected. Moreover, increased school machin- 

 ery always invites undue reliance upon machine- 

 like methods. Centralization permits, but does 

 not guarantee, greater efficiency. A system like 

 this one must be vitalized by constant and close 

 touch with the life and needs and aspirations of 

 the rural community itself. . 



Wherever centralization is not adopted, the 

 consolidation of two or three schools — a modified 

 form of centralization — may prove helpful. 

 Where the district school still persists, there are 

 one or two imperative requirements. Teachers 

 must have considerably higher wages and 

 longer tenure. There must be more efficient 

 supervision. The state must assist in support- 

 ing the school, although only in part. The 

 small schools must be correlated with some form 



OF THE 



N VERSITY 



