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RECORD 



Top: Paxton Community Vnit DIstrUt Supt. t. H. Schrofh (right) 



and Aisl. Supt. J. H. Quick (left) cfiscuss their schoo/ program wifh 



John K. Cox, lAA director of rural schooi refafions. Second from 



fop; Children get advantage of schoo/'s hot lunch program. 



attention of Asst. Supt. J. H. Ouick. a tcaclier skilled in 

 conducting ajjlitude. inlclliL;cnee. anil readiness tests. Ironi 

 these tests he tries to adjust Johiniy to his ])layniates and hi- 

 studies. If the child is difficult to handle he will call in <i 

 state psychiatrist for further examination hut only with tli' 

 consent of the ])arents. 



Before we <.'o any further ])erha])s we should lia\c a 

 little more background inlornuition on the I'axton area 

 schools. When farmers in tiie surrounding area started tii'' 

 move for consolidaticin tlie original area comprised 11 school 

 districts. ]n 1917 the I! districts were reduced to li\e and in 

 the same vear these were reduced to three districts which 

 formed a doughnut-shaped area surrounding Paxtnii a> the 

 hole. In 191!! i'axton became part of the consolidated 

 district which surrounded it. 



I'axton had much to offer. It was centrally located with 

 ])aved roads leading to it from four directions. It had a 

 modern high school plajit and grade schools which could 

 take care of part of the o\t'rllow from the couiitr\ . 



In its first stages, with still a number of kinks to iron 

 out. here is liow the district i)hysical jdaiit is organized: 

 Three })rimary schools are centrally located to take care ol 

 rural children in grades one to four inclusive; the two-room 

 grade school at (Jarence lakes children u|) to seventh grade: 

 from the seventh through the 12th grades the rural childri:: 

 attend school in I'axton. Another jiriniarv school, grades 

 11. is in I'axton for citv ehihlren antl some rural cliildreii. 

 The district comprises about 120 stpiare miles. Accord 

 ing to Superintendent K. II. .^^chroth the school population ol 

 the area is about HOO. Of this number about 27(t are in the 

 rural areas and r>'M) in town. High school enrollment i- 

 about 250. 



It might a])pear to the reader that tiiese |irogranis. which 

 include so many things the rural child never had liefore. 

 must be costly. Such things as music, woodworking, metal- 

 working, vocational agriculture.- field trips, hot lunches, 

 health supervision, speech correction, personality adjustment 

 supervision, intelligence and aptitude tests, home economic-, 

 glee club, athletics and physical education programs, movii^s. 

 etc.. cost money. Hut the wonderful thing about consolidii- 

 tion is that the added efticiency makes these things cost far 

 less than you might imagine. In other words, under the 

 old one-room school district the taxpayer was paying for a 

 lot of these services as far as tax payments were concerned. 

 Yet his children never got the benefits. 



How do we figure that? Well, let's take the tax rate. 

 Before the start of the unit district, it was 9(> cents for rural 

 schools an<r SI. 11 per $100 a.s.sessed valuation for city 

 schools. Todav after consolidation it is 96 cents in botli 

 town and country. Farm children will lunc the advantage 

 of numerous modern educational programs at no increase 

 in the tax rate I 



.\ss'l Supt. (^)uick estimates that the per student cost 

 of the unit district before final consolidation was about S130 

 for 1918-19. and that the per capita cost for 1919-,S0 will 

 be Si:«. "This latter figure includes about S20.000 in back 

 bills assumed by the new unit district. 



Quick pointed out that the lilake school east of Paxton. 

 a typical one-room rural school, had a per pupil cost of 



(Continued un p.ige 34) 



Botfom: Girfs learn the fundomenfo/s of homemoklng In home 



economics class. Second from bottom: Speech correction teacher 



Mrs, Janet Parker drills Bobbie Werling and Barbara Jensen before 



a mirror with the words in view. 



NOVEMBER. 1949 



i 



