/Sji^^/ jj /f/j The Consolidation of School Districts^ The Centralization of Rural Schools^ -AND- THE TRANSPORTATION OF PUPILS AT PUBLIC EXPENSE. PUBLISHED BY TiiE k'pi.Xp .QF-^^^RASKA, DEPARTMEI^I.T Q^'?yBLIC 'iP^STRUCTION, WILLIAM K. FOWLER, State Superintendent. v^ ■> 1 li:b:r A -ei b^ OF THE i i U. S. Department of Agriculture. Class o 3 w r ^ < ?o ^ Z ^ ?o Ou > TO CO Tl ?^ C > " n n w Ti n Z ►n H y •< o o ^ 1— 1 »> > < re "1 TO n X TO C/3 N n cu o R w »j s ►n r D 2 TO o M CO District School No. J, Hall County, Nebraska Teacher's Residence, Property of District No. I, Hall County CONSOLIDATION OF RURAL S3KOOLS. William K. Fcwler, State Superintendent, Lincoln, Neb. An address delivered before the Department of School Administration, Nilionil E /ucLitional Association, Thursday morning, July 9, 1903. T..ij subject lo usually more fully expressed as The Consolidaticm of School DistricLs, the Centralization of Rural Schools, and the Transporta- tion of Pupils at Public Expense. The ideal plan contemplates the discontinu-^.nce of the small schools within a given area, say a congressional township, and the maintenance of one graded school instead at some point near the center of the town- ship. To illustrate: suppose a township to be divided into nine rural school districts, each comprising four square miles of territory, with a low assessed valuation, a high tax levy, a small, neglected and dilapidated frame schoolhouse varying from 16x24 feet to 24xS0 feet, with three win- dows on each cide and one window and a doer in one end, a stove, and without basement and interior closets. This schoolhouse, if located at the center of this school district of four square miles, will be two miles by section line roads from the homes at the corners of the district. School is maintained six, seven or eight months during the year, under the jurisdiction of a board of three trustees, and in our busy western section of the country, is usually taught by a young woman under twenty- one years of age, who is paid $30 a month for teaching or " keeping " school, building fires and " sweeping out." In this school we may find an average daily attendance of sixteen pupils, a high estimate by the way, representing all ages from five to twenty years, all grades from the primary to the high school and occasionally with two or three high school branches crov\rded in, and from thirty to forty recitations daily. The attendance is irregular and spasmodic, and tardiness is often the rule, children continuing to arrive until ten o'clock. Pupils are " put back " term after term by the " new " teacher, as records are usually destroyed or lost. Apparatus is either unknown or out-of-date, black- board scanty and furniture rackety. This is t'.ve good old-fashioned " deestrick skool " taught by the new woman of twenty who has suc- ceeded and supplanted the old man of forty — and of forty years ago! Consolidation or centralization proposes to discontinue these small districts as separate organizations, and these rurjl schools and school- houses, and to establish in lieu thereof one central graded school for the township, housing ten or more grades in a four-room frame or brick schoolhouse, well constructed, correctly lighted, heated, ventilated, and seated, with basement and interior closets, a janitor, a principal and three other teachers, thirty-six pupils and three grades to the room, twelve to fifteen recitations daily in each room, and to transport the pupils by public conveyance to and from the schoolhouse daily. We would then have a township board of education of five or seven members, would and could pay the principal $G0.00 to $75.00 a month and the three assistants about $45.00 a month each. With reference to the attendance of pupils, nine times sixteen is equal to four times thirty-six. But the attendance would be better, larger, more regular, pupils would be more punctual, and their progress provided for systematically. Their health would be better and better cared for, and their happiness would be greater. This is the extreme view and ideal plan, perhaps, before and after taking consolidation and centralization. But conditions in many rural communities may be vastly improved by consolidating and centralizing in part, by discontinuing permanently or temporarily a school district and uniting it to an adjoining one. Consolidation of schools and transportation of pupils is operative to a greater or less degree in the following states, either under provision of law or by sufferance: California, Connecticut, Florida, Georgia, Hawaii, Indiana, Iowa, Kan- sas, Louisiana, Maine, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, New Jersey, New Yoi'k, North Carolina, North Dakota, Ohio, Pennsylvania, Rhode Island, South Dakota, Texas, Vermont, Wisconsin; and in the five provinces of the Dominion of Canada under the Macdonald plan. ARGUMENTS FOR CONSOLIDATION. 1. It insures a much larger per cent of enumerated pupils enrolled. 2. Reduces irregular attendance. 3. Prevents tardiness among transported pupils. 4. Pupils can be better classified and graded. 5. No wet feet or clothing, nor colds resulting therefrom. 6. No quarreling, improper language, or improper conduct on the way to and from school. 7. Pupils are under the care of responsible persons from the time they leave home in the morning until they return at night. 8. Pupils can have the advantage of better schoolrooms, better heated, better ventilated, and better supplied with apparatus, etc. 9. Pupils have the advantage of that interest, enthusiasm and con- fidence which large classes always bring. 10. Better teachers can be employed, hence better schools. 11. The plan insures more thorough and more complete supervision. 12. It is more economical. Under the new plan the cost of tuition per pupil on the basis of total enrollment has been reduced from $16.00 to $10.48; on the basis of average daily attendance, from $20.66 to $16.07. This statement is for the pupils in subdistricts Nos. 10 and 13, Lake county, Ohio. 13. It permits a better grading of the schools and classification of pupils. Consolidation allows pupils to be placed where they can work to the best advantage, the various subjects of study to be wisely selected and correlated and more time to be given to recitations. Pupils work in GRADED schools, and both teachers and pupils are under syste- matic and closer supervision. 14. It affords an opportunity for thorough work in special branches 3 such as drawing, music and nature study. It also allows an enrichment in other lines. 15. It opens the door to more weeks of schooling and to schools of a higher grade. The people in villages almost invariably lengthen the school year and support a high school for advanced pupils. 16. It affords the broader companionship and culture that comes from association. 17. It quickens public interest in the schools. Pride in the quality of work done secures a gi'eater sympathy and better fellowship through- out the township. The whole community is drawn together. 18. Public barges used for children in the daytime may be used to transport their parents to public gatherings in the evenings, to lecture courses, etc. 19. Transportation makes possible the distribution of mail through- out the whole township daily. 20. By transpoi'tation the farm again, as of old, becomes the ideal place in which to bring up children, enabling them to secure the advan- tages of centers of population and to spend their evenings and holiday time in contact with nature and plenty of work, instead of idly loafing about town. 21. The teacher's work is so well organized that the average recita- tion period is trebled. 22. One or two large families cannot " freeze out " the teaclier. 23. The farmer and his family are more content with their self- sustaining occupation. 24. Ethical culture is afforded free from the dissipations of social life as manifested in cities. 25. Parents who are observant say that the cost of shoes woi'n out in walking to the separate schools and the cost of medicine and doctors' bills more than pay for the transportation. 2G. Transportation makes it easier to maintain a quarantine in case of disease and prevent the spread of contagion. 27. By centralization there will be fewer and better teachers in our schools. It will be a case of the survival of the fittest. Better salaries will be paid those who do teach, thus enabling a person to make it pos- sible to acquire a high school and normal training before attempting to teach. 28. By centralization all the children of the township have the same chance for higher educational advantages, which under the present plan only five or ten persons are able to get by leaving home and going to the city. 29. By centralization we go a long ways toward the solution of the problem, " How to Keep the Boys on the Farm." We bring to the farm that which he goes to the city and town to secure. Such a school may become the social and intellectual center of the community life. With a library room, music, debating club, etc., our boys and girls will hesitate to leave home and such a school for the uncertainties of city life. Cen- tralization will not only keep the boys on the farm but it will help to keep the big boys in the school. ARGUMENTS AGAINST CONSOLIDATION. 1. Depreciation of property; decreased valuation of farms in dis- tricts where schools are closed. 2. Dislike to sending young children to school far from home, away from the oversight of parents; and to providing a cold lunch for them rather than a warm dinner. 3. Danger to health and morals; children obliged to travel too far in cold and stormy weather; obliged to walk a portion of the way to meet the team, and then to ride in damp clothing and with wet feet; unsuitable conveyance and uncertain driver; association with so many children of all classes and conditions; lack of proper oversight during the noon hour. 4. Insufficient and unsuitable clothing; expense to parents of prop- erly clothing their children. 5. Difficulty of securing a proper conveyance on reasonable terms or, if the parent is allowed compensation, of agreeing upon terms satis- factory to both parents and school officials. G. Local jealousy; an acknowledgment that some other section of the township has greater advantages and is outstripping any other lo- cality. 7. Natural proneness of some people to the removal of any ancient landmark or to any innovation, however worthy the measure, or however well received elsewhere. 8. Less freedom of the individual pupil to advance at a rate best suited to him. 9. Saloon at the center. 10. Too long distances; bad roads, blocked in winter for weeks. 11. Invasion of individual rights. 12. If fatal diseases are carried to or start in these schools, then most all of the children of the township are exposed to them. THE RURAL SCHOOL PROBLEM: A SOLUTION. Conscli-iticn of School Districts, Centralization of Schools, and Public Transportation of Pupils. From the Seventeenth Biennial Report of the Department of Public In- struction, State of Nebraska. I have great faith in the rural school, in its powers, and of what it may do for the individual pupil, but I think the result of its work on the average does not compare with the work of the best city schools, and cannot under the present conditions. How to improve the present con- ditions is a serious problem, and I know of but one solution. Rural mail delivery is now spreading through this western country. Roads are being improved. Telephones are coming into common use in the country as well as in the cities. Many counties in Nebraska have organized county telephone systems, and before long all calls for physicians, for supplies and provisions, for broken castings for farm machinery, for twine for the binder, for drugs and medicines and for hundreds of other little things will be by telephone, and thereby one-half of the time usually expended in securing them will be saved. We must enrich rural life and increase the advantages of the farmer and his family in order to counteract the flow of humanity from country to city. A census bulletin issued last year states that the percentage of population of the United States in cities of 8,000 or more inhabitants has steadily increased each decade. It was 3.4 per cent in 1790, 12.5 per cent in 1850, 22. G per cent in 1880, 29.2 per cent in 1890, and 33.1 per cent in 1900. The percentage of our population that lived in cities of 4,000 or more inhabitants in 1880 was 25.8; in 1890, 32.9; and in 1900, 37.3. These figures are significant. They mean that from 1880 to 1890 seven persons in every one hundred of our population moved from country or villag3 to city and none moved back. From 1890 to 1900 four or five persons in every one hundred moved from country or village to city and none moved back. What shall we do to be saved from our great cities? Shall we permit the decay and destruction of our pure country life, or shall we endeavor to bring some of the great comforts and conveniences ami advantages of city life into the country? Now for years we have been working at cutting up Nebraska and its counties into small school districts. Schools of a few pupils are the rule, and large schools are the exception. What inspiration can the pupils of a school of three or four or half a dozen have to do good work? There is no life, energy, inspiration, emulation or desire to excel. The school is dead spiritually and intellectually, and I have seen many a small school that might as well have been discontinued as far as practical results were concerned. You may be doing well under the conditions, but what are the conditions? How could they be much worse? Poor, battered old schoolhouses, sometimes lacking paint, with cannon-ball stoves, and cheerless yards; while in our cities we are building modern, scientific structures, correctly heated, ventilated, lighted and seated, often built of brick, sometimes with stone foundations and with beautiful sur- roundings. Many of the best schools of Nebraska are in towns employ- ing from three to six teachers. There they have but two or three classes in each room, with all the rooms in one building, a principal who may Unow what each class is doing, thereby securing better and closer super- vision than is possible in larger places, and a janitor to look after school property. Why do you not have the same in your rural communities? It is not an impossibility. Let me suggest to you what has been done in some of the eastern states. Thirty years ago in Massachusetts they began centralizing their rural schools by public transportation of pupils in vans or wagons. About ten years ago the plan had reached Ohio, and in the last few years it has spread into Indiana, Illinois, and is now being strongly advocated in Iowa. Briefly the plan is this: Instead of nine rural districts with al)out four sections of land each, teachers with sal- 6 aries of about $35.0U, and an average enrollment ot twenty pupils, we have in the center of the township a brick building of four rooms, with forty-five pupils in each room, and two or three grades only. We may have a principal of considerable training and experience, who receives a salary of from $C0.00 to $75.00, and teaches the highest room. The three other teachers receive about $45.00 each. There is a janitor who looks after the building, its heating plant, its toilet rooms or outbuildings and the grounds generally. There may be sheds in which the horses are kept during the day. The pupils are gathered from various parts of the township by covered vans or wagons that start at 7:45 a. m., or at a stated regular time, day after day, and cover an established route, pick- ing up the children along the way and delivering them at the schoolhouse at about 8:45; distributing them again after four o'clock in the afternoon. Where the plan has been in operation, the drivers selected are clean, capable, sober men, not given to profanity or tobacco, and are paid $25.00 or $30.00 per month. They furnish their own team and wag(5n, with lap robes, and as a rule, carpet their vehicles and provide seats; let me say right here, that in bad weather, in rain or storm or strong wind, I would rather my child would ride five miles in such a vehicle than walk one or two miles. In pleasant weather, I would just as soon have him walk as ride. CONSOLIDATION OF SCHOOLS. To overcome the many disadvantages in the present I'ural school system in Nebraska, and for the purpose of giving every farmer's girl and boy in this noble commonwealth opportunities equal to those of the girls and boys of the village and city, we recommend to the careful considera- tion of every rural school board and to the fathers and mothers in these rural districts the consolidation of schools and the transpoi'tation of pupils. Consolidate, or centralize, the weak districts into a common cen- tral school, conveying the pupils from every part of the greater district or the congressional township to, and from the central schools by means of covered vans or wagons, in charge of clean, capable, careful drivers. Such a plan would now be legal, as the six-mile limit in the formation of school districts has been removed. And we already have the trans- portation law. Notice the following provisions of Nebraska School Laws. 1. One district may be discontinued, and its territory attached to other adjoining districts, upon petitions signed by one-half of the legal voters of each district affected. (Subdivision 1, Section 4, Fourth Condi- tion.) 2. The six-mile limit in the formation of school districts has been removed, and districts may now be formed extending more than six miles in any direction. 3. The district board may (and usually should) close the weaker and smaller schools in a district and transport the pupils at public ex- pense to any other school in the district. A board of education of a city, or a board of trustees of a high school district, by a two-thirds vote of the entire board, or a district board of any school district in this state when authorized by a two-thirds vote of those present at any annual or special meeting, is hereby empowered to make provision for the trans- portation of pupils residing within said district to any other school (within said district) to which said pupils may lawfully attend, whenever the distance from such schools shall render it impracticable for said pupils to attend without transportation. (Subdivision 5, Section 4b.) 4. Or, the district board may close school and transport their pupils at public expense to a neighboring district without forfeiting the state apportionment. A board of trustees of a high school district, or a dis- trict board of a school district in this state, when authorized by a two- thirds vote of those present at any annual or special meeting, is hereby empowered to contract with the district board of any neighboring dis- trict for the instruction of (all) pupils residing in the first named district in schools maintained by the neighboring district, and to make provision for the transportation of said pupils to the above-named school of the neighboring district under the conditions named in the preceding sec- tion; Provided, That school districts thus providing instruction for their children in neighboring districts shall be considered as maintaining a school as required by law; Provided, further, That the teacher of the last-named school shall keep a separate record of attendance of all pupils from the first named district and make a separate report to the director of said district. CONSOLIDATION IN OTHER STATES. In answer to an inquiry for the latest phase or condition of the con- solidation of rural schools, the state departments of public instruction of the several states sent the following brief expressions of opinion in addi- tion to the printed matter hereafter refei-red to: ARIZONA— There has never been any concerted action in Arizona in the matter of consolidation of rural schools; we having such a sparsely settled country and the districts being in many instances sev- eral miles apart, the consolidation idea cannot be satisfactorily worked to any extent. We have no matter, printed or otherwise, bearing on the subject. When the population has become more dense, there will be closer relations between districts and the plan of consolidation may be more seriously considered. CALIFORNIA — There was a measure enacted at the recent session of the legislature (Assembly Bill No. 532). As yet it is only an experi- ment in California, but I anticipate good results from it when it shall have been tried. Of course, I do not think it adapted to many sections of our state, only to those portions where there are good roads and well populated communities. COLORADO — Conditions are such in Colorado that we have prac- tically done nothing in this line, but interest is now being awakened. DISTRICT OF COLUMBIA— As we do not have to deal with rural schools as they obtain in a state, we have no printed matter on the sub- ject. For the same reason there is nothing I could say from a practical point of view that would be of service to you. GEORGIA — Concolidation has gradually been going on in this state,, although there have been no laws passed on this subject. The matter is lelt largely with County Boards of Education. In most cases they have procesded very slowly in the matter and have obtained good results. ILLINOIS — There seems to be a widespread interest in this state about the matter of transportation. There was no legislation passed during the last session of the General Assembly. I think, however, by the next biennial session the sentiment will be so strong that the legisla- ture will be disposed to act. IOWA — The work of consolidation goes forward merrily in this state. KANSAS — Consolidation is rapidly gaining favor in this state. Where it has been triad there is no fault to find with it. MICHIGAN — We have just secured the necessary legislation by which we are now able to centralize schools, using a portion of the public money for the transportation of pupils. That was all that was neces- sary, and we are now in shape to begin an active campaign and to reach some definite practical results. MINNESOTA — I have nothing original to add to our bulletin at this time. We have but three or four consolidated \districts in Minnesota as yet, but in about a dozen places schools are temporarily suspended and the pupils are being transported at public expense to adjoining districts. Last winter, upon my recommendation, this plan was legally authorized. MISSOURI — We have not done much in Missouri along the line of consolidation of rural schools. We have a law authorizing it, but the people have not consolidated in more than four places, and only in two of these have the schools been consolidated; in the other two it is simply district coneolidation. NORTH DAKOTA — Consolidation has been tried in several of the counties in this state, and the reports which we have on file indicate that this plan is entirely satisfactory and a great improvement over the old system. OHIO — This plan gives general satisfaction in this state where the conditions are at all favorable, and I personally believe that it is the solution of the question of better schools in rural districts. OKLAHOMA — We are just beginning the plan in Oklahoma. It is being discussed in every county. We are having trouble, however, be- cause most of the districts have bonded and cannot lose their identity. OREGON — We are crowding the consolidation idea and are meet- ing with very much encouragement, although we have not had any districts, as yet, consolidate. It takes time to overcome the inertia of long settled customs ancj so we will not be at all discouraged if the movement advances slowly. I am particularly anxious that no districts do consolidate unless they make a success of it. We find the best way to get it before the people is to present it in mass meeting and have be- fore the people maps showing the boundaries of the districts, roads, residences, etc. SOUTH DAKOTA — So far as this department has been able to learn, the work attained in such schools has been superior to the single district system and has been a saving to the people of about one-fourth. The at- tendance has also been better. Especially is this true of students of the higher grades. TEXAS — Very little has been done in this state in the way of con- solidating rural schools. There are perhaps one or two counties which have during the past year to some extent tried the consolidation plan, but these lew cases have not been sufficient lor a test. I have in public addresses and in letters from the department encouraged the consolida- tion of schools. I hope Texas will soon appreciate the advantages of the consolidation plan. UTAH — In my recommendations to the last legislature, I suggested that all school districts in a county be united in one, and that one be governed and controlled by a competent board of education consisting of five, seven or nine members, according to the class of the county. I said but a few words in regard to the matter, simply stating that in my opinion such consolidation would aid materially in unifying and strength- ening our present school system. A bill thus to provide for the consoli- dation of the school districts was presented to the legislature, but it failed to pass. Consolidation is being effected in many of our counties, however, on a smaller scale. The central school is steadily increasing in numbers. Again, Utah's rural districts are somewhat diffeient from the rural districts of most states. Towns have sprung up at the mouths of canyon streams. There the people live, while the farms are from one to ten miles from their homes. VERMONT — Vermont is making some progress in the matter of consolidation of rural schools. The hilly nature of the state is a very grave difficulty in the extension of this movement. The people of Ver- mont are always conservative and make assured, though moderate, prog- ress. WYOMING — The community of Wheatland, in the county of Lar- amie, of this state, requested my opinion last winter as to whether or not, under the law, they would be permitted to consolidate several of the schools and to furnish transportation for pupils. I looked into the law and rendered an opinion to the effect that I believed they would be warranted in consolidating, providing, of course, they' were able so to decide. Upon my suggestions or opinion they decided to consolidate, and I understand now that the same is in operation, but can give you no in- formation as to whether successful or not. From my knowledge of the locality referred to I am of the opinion that consolidation would be more succef:sful there than in most localities. In numerous portions of this state 1 do not believe consolidation advisable and the reasons are ol)- vious. REFERENCES. I append herewith a list of printed articles on the consolidation of school districts, centralization of schools, and transportation of pupils, 10 for reference: (States with names in blaclv type have consolidated some schools successfully.) AUSTRALIA — Report of the Minister of Public Instruction of Vic- toria for the year 1901-1902, p. 20, 21, 39, 43. CALIFORNIA— Assembly Bill No. 532, or Senate Bill No. 482, An act providing for the formation of union school districts and the mainte- nance therein of union schools, 1903. CONNECTICUT— Report of the Board of Education together with the Report of the Secretary of the Board, 1899, Conveyance of Children, p. 142-145. Report for 1900, Laws relating to education, Ch. ix. Con- solidation of School Districts, p. 52-GO; Conveyance of Children, p. *267- *271. Report for 1902, Conveyance of Children, 186-188; Consolidation of Schools, 332-335. FLORIDA — Biennial Report of the Superintendent of Public In- struction for the two years ending June 3, 1900 (From reports of county superintendents) 331, 341, 352, 379, 391, 412. Summary, 19. GEORGIA — Thirtieth Annual Report from the Department of Edu- cation for 1901, Consolidation of Districts and Transportation of Pupils, 21-23; Consolidation of Rural Schools and the Transportation of Chil- dren, by M. B. Dennis, 98-106. HAWAII — Report of Inspectors of the Department of Public In- struction, December 31, 1902, Consolidated Schools, 23. IDAHO — Biennial Report of the State Superintendent of Public In- struction. 1900, Rural School Districts, G-7. ILLINOIS — Twenty-Fourth Biennial Report of the Superintendent of Public Instruction, July 1, 1900-June 30, 1902, Consolidation of the Small Districts once more, 11-14. INDIANA — Twentieth Biennial Report of the State Superintendent of Public Instruction for the school years ending July 31, 1899, and July 31, 1900, The Rural School— (a) The Small School, (b) Transportation of Pupils, 520-587. Twenty-First Biennial Report for years ending July 31, 1901, and July 31, 1902, School Economy— (a) The Small School, (b) A New Organization in the Country, 155-lGl, Consolidated Schools, 727-762. IOWA — Biennial Report of the Department of Public Instruction for the Period ending September 30, 1901, Ch. II, Consolidation of Schools and Transportation of Children, 29-97. (Issued in pamphlet form). KANSAS — Thirteenth Biennial Report of the Department of Public Instruction for the years ending June 30, 1901-June 30, 1902, The Con- solidation of Rural Schools, 38-48. Circular of Information Regarding Consolidation of Rural Schools, March 1, 1902. LOUISIANA — Biennial Report of the State Superintendent of Public Education, 1900-1901, Attendance, C-8. MARYLAND— Thirty-Sixth Annual Report of the State Board of Education for the year ending July 31, 1902, Minutes of the Association of School Commissioners of Maryland, Session of 1902 — Resolution of State Superintendent commending consolidation of rural schools, xliii. MASSACHUSETTS— Sixty-Second Annual Report of the Board of 11 Education together with the Sixty-Second Annual Report of the Secretary of the Board, 1897-1 898, Consolidation of Schools and the Conveyance of Children, by G. T. Fletcher, Agent of the Massachusetts Board of Edu- cation, 4:]5-459. Sixty-Third Annual Report, 1898-1899, Expense of Con- veying Children, 155-159. Sixty-Sixth Report, 1902, Conveyance of Pupils, 101-104. MICHIGAN — Sixty-Fifth Annual Report of the Superintendent of Public Instruction for the year 1901, The Rural High School, 5-11; An Investigation of the Centralized Schools of Ohio, 12-30; Transportation of Pupils, 31-34 (issued also in pamphlet form). MINNESOTA — Twelfth Biennial Report of the Superintendent of Public Instruction lor the school years ending July 31, 1901-1902, Bulle- tin No. 1 — Consolidation of Rural Schools and Transportation of Pupils at Public Expense, 271-290 (issued in pamphlet form). MISSOURI— Fitty-Third Report of the Public Schools for the year ending June 30, 1902. The Rural School Problem, 4-11. ^lONTANA — Circular letter of the state superintendent on The Con- solidation of Schools. NEBRASKA — Sixteenth Biennial Report of the State Superintendent of Public Instruction, January, 1901, Transportation of Pupils and In- struction in Neighboring District, 40-42. Seventeenth Biennial Report, January, 1903, The Rural School Problem: A Solution — Consolidation of School Districts, Centralization of Schools, and Public Transportation of Pupils, 400-409. School Buildings and Grounds in Nebraska, Department of Public Instruction, 228-2G5. NEW HAMPSHIRE— Fifty-Second Report of the Superintendent of Public Instruction, 1902, Consolidation, 278-279. NEW JERSEY — Annual Report of the State Board of Education and of the Superintendent of Public Instruction for the school year ending June 30, 1902, Reports from county superintendents on the transportation of pupils, 59, 84. NEW YORK— Forty-Second Annual Report of the State Superin- tendent for the school year ending July 31, 1895, The Consolidation of School Districts, LXXXVII. Forty-Fourth Report, 1897, The Rural School Problem, XI. Forty-Sixth Report, 1899, Consolidation of School Districts, 55-5G. Forty-Seventh Report, 1900, Consolidation of School Districts, 11; Contract with Adjoining Districts, 13. Forty-Ninth Report, 1902, Con- solidation of Weak Districts, Ixix. NORTH CAROLINA— Biennial Report of the Superintendent of Public Instruction for the school years 1900-1901 and 1901-1902, School Dis- tricts, xviii-xxvi; the Rural Schools, Iviii; Signs of Hope and Evidences of Progress, Ix, 3rd paragraph; Consolidation of Districts, 3G5-373 (Edu- cational Bulletin No. 1). NORTH DAKOTA — Seventh Biennial Report of the Superintendent of Public Instruction for the two years ending June 30, 1902, Consolida- tion of Rural Schools, 24-28 (issued in pamphlet form) ; 300, 303, 291. NOVA SCOTIA— Annual Report of the Superintendent of Education 12 for the year enuing July 31. 190i. Consolidation of Sections, xi. OHIO — Forty-Seventh Annual Report of the State Commissioner of Common Schools for the year ending August 31, 1900, Centralization Law, 12-15. Forty-Eighth Annual Rerort, 1801, Centralization of Schools, 18-19. ONTARIO — Report of the Minister of Education for the year 1902, The Consolidation of Schools and Transportation of Pupils, xxii-xxvii. OREGON — Fifteenth Biennial Report of the Superintendent of Pub- lic Instruction, 1902, General Survey of Educational Work, 233-23G. PENNSYLVANIA — Report of the Superintendent of Public Instruc- tion for the year ending June 3, 1901, Centralization of Schools, vi-vii. School Laws of Pennsylvania, 1902, Consolidated Districts, 2-4. QUEBEC — Report of the Superintendent of Public Instruction for the year 1901-02, Protestant Schools, xx, xxi. RHODE ISLAND— Fifty-Seventh Annual Report of the Commis- sioner of Public Schools for the year ending April 30, 1901, Size of Schools, 73; Extracts from Reports on Consolidation and Transportation, Appendix, 27, 29, 33-35, 37, G4, 101, 129-131. Public Laws Pertaining to Education, 1903, Ch. 1101, An act providing for the better manag3ment of the public schools in the state (in pamphlet form). SOUTH DAKOTA — Sixth Biennial Report of the Superintendent of Public Instruction, 1901-1902. The C3ntralization of Rural Schools, 3; circular letter of state superintendent, 15; reports from various counties, 40, CO, 74, 77, 79, 94. TEXAS — Thirteenth Biennial Report of State Superintendent of Public Instruction for the scholastic years ending August 31, 1901, and August 31, 1902, The Real Harmony between the Law and Appropriate Business Methods, etc., 15-10. VERMONT— Thirty-Seventh School Report of the State Superintend- ent oi Education, October, 1902, 'Union of Schools and Conveyance of Pupils, 22-24; Educational Thought and Effort, 5G; statistics on trans- portation, 134; county reports, 140, 194, 219, 222. VIRGINIV — Biennial Report of the Superintendent of Public In- struction, 1900-1901, The Rural School, xxvi; Consolidation and Trans- portation, xxvii-xxviii. WASHINGTON— Sixteenth Biennial Report of the Superintendent of Public Instruction, 1902, Consolidation of School Districts, 183-184. WEST VIRGINIA— Biennial Report of the Superintendent of Free Schools for the two years ending June 30, 1902, Centralization and Con- solidation of Schools, 27-29. WISCONSIN— Biennial Report of the State Superintendent for the two years ending June 30, 1900, Transportation of Rural School Children at Public Expense, p. 18-24; Report of the Committee of Six on Rural Schools, p. 25-30; Report for 1902, Consolidation of School Districts and Transportation of Rural School Pupils at Public Expense, 41-62 (issued in bulletin form). U. S. Commissioner of Education, Report for 1898-1899, Ch. XI. Con- 13 solidatiou ot Schools — The Kingsville, Ohio, plan, 52G-529. Report for 1900- 1901, Ch. Ill, Consolidation of Schools and Transportation of Pupils — A Visit to the Centralized Schools of Ohio; Consolidation of Schools and Conveyance of Children (Report made by G. T. Fletcher, agent Massa- chusetts State Board of Education): Transportation of Pupils in In- diana; An Inquiry Regarding the Conveyance of Scholars in New- Hampshire; Transportation of Pupils in Nebraska and Instruction in Neighboring Districts — lGl-213. Report for 1900-1901, Transportation of Pupils to School, giving status in twenty-two states, 239G-2401. Journal of Proceedings and Addresses of the Fortieth Annual Meet- ing of the National Educational Association, held at Detroit, Michigan, July 8-12, 1901, Centralization of Rural Schools, Lewis D. Bonebrake, State School Commissioner of Ohio, 804-811. Forty-First Annual Meet- ing. Minnneapolis, Minn.. July 7-11, 1902, The Financial Phase of the Consolidation of Rural Schools. Charles A. Van Metre, county superin- tendent. Muncie. Ind., 224-2:30; Progress in Consolidation of Rural Schools, J. W. Olsen, state superintendent public instruction, St. Paul, Minn., 793-797. Department of Agriculture, Year Book, 1901, Some Problems of the Rural Common School, A. C. True, 133-154. Report of the Committee of Twelve on Rural Schools, appointed at the meeting of the N. E. A., Denver, July 9. 1895, The County as the Unit of School Organization, 132-133; Comparative Cost of the Township and District Systems, 133-134; Transportation of Pupils, 135-140. Report of a Visit to the Centralized Schools of Ohio — A Study of the Centralized Schools of Ohio, O. J. Kern, Rockford, 111. Report of a Visit to the Centralized Schools of Ohio by the State Superintendent of Michigan and Hon. A. E. Palmer, Lansing, Mich. Equal Education in Connecticut, W. Scott, Secretary New Education League. Cambridge, Mass. A New England Education Policy, W. Scott. Cambridge, Mass. Possibilities of the Country School, and the New Education for the Country Child. O. J. Kern. Rockiord, 111. Circular to the Protestant Boards of School Commissioners and Trustees of the Province of Quebec, and Appendix. Boucher ae La Bruere, Quebec, Canada. Centralization of Rural Schools, J. Fred Olaniler, superintendent of Brookings county, Brookings, S. Dak. Review of Reviews, December, 1902, 702, Consolidation of Co;nmon Schools, Frank Nelson, Topeka, Kas., Consolidation of Common Schools, W. B. Shaw, 70G. Outlook, December 27, 1902, 981-984. Country Schools— The New Plan, C. H. Matson. Forum, March. 1902. 103. Consolidation of Country Schools and the- Conveyance of Children, Clarence E. Blake. Educational Review, October, 1900, 241, Transportation of Rural School Children at Public Expense, A. A. Upham. 14 Does the Community Get the Worth of the Money it Expands on its Schools? Robert L. Myers, Harrisburg, Penn. The Vahie of One Act. Robert L. Myers, Harrisburg, Penn. Pennsylvania School Journal, published by Superintendent N. C. Schaeffer, Harrisburg, Penn., August, 1902, Centralization of Township Schools, Superintendent W. W. Ulerick, G8-70. April, 1903, Leadership and Rural Schools, Superintendent Samuel Hamilton, Allegheny, 446- 451; Township High Schools, Arthur J. Simons, 452-455. Moderator-Topics, published by H. R. Pattengill, Lansing, Mich., April, 1903, A Report of Progress, State Superintendent Delos Fall, 524. April 16, 1903, Centralized Schools, Commissioner Elliott, Oakland, Mich., 542. May 14, 1903, Procedure in Consolidating School Districts, State Superintendent Delos Fall, 625. June 11, 1903, Rural High Schools, 712. Normal Instructor and Teachers' World, published by F. A. Owen Publishing Co., Dansville, N. Y., June, 1903, Need of Secondary Instruc- tion in Country Schools, State Superintendent Alfred Bayliss, Spring- field. 111., 9. American School Board Journal, published by Wm. Geo. Bruce, Chicago, November, 1902, Consolidation of Rural Schools, Arguments in Favor of, 8. The School Journal, published by E. L. Kellogg & Co., New York City, April 4, 1903, Consolidation of Schools, 375; Rural School Condi- tions, W. S. Diffenbaugh, 375-377. June 27, 1903, Centralization of Rural Schools, 781-784. The Western Journal of Education, The Whitaker & Ray Co., pub- lishers, 723 Market St., San Francisco, June, 1903, a special number on Consolidation of School Districts and the Transportation of Pupils. The World's Work, published by Doubleday, Page & Co.. New York City, May, 1903, Teaching Farmers' Children on the Ground. George lies. Education, published by the Palmer Company, Boston, Vol. XIX, The Rural School Problem, John Ogden, 261, 413. Address on Education for the Improvement of Agriculture by Jas. W. Robertson, Commissioner of Agriculture and Dairying for the Do- minion of Canada, printed by Wm. Macnab, 3 Prince St., Halifax, N. S., 21-29. Improvement of Education in the Rural Schools, Jas. W. Robert- son, Ottawa, Canada. The Educational News, Edinburgh, Scotland, July 4, 1903, The Group- ing of Our Public Schools, C. H. Owen; July 25, 1903, The Rural School Problem and the Inverness Congress, C. H. Owen. Atlantic Educational Journal, Richmond, Va., July, 1902, Concen- trated School Districts and the Schoolhouses for Them, S. F. Venable; The Movement for Better Schoolhouses in North Carolina, Annie G. Randall; The Housing of Rural Schools, Robert Frazier; An Ideal Rural School, Lawton B. Evans. May, 1903, The Power of an Idea — A Story and a Suggestion, David E. Cloyd; Extracts from Addresses made at the Sixth Conference for Education in the South. June, 1903, The Ideal Rural School, Charles S. Ball; Consolidation in Tennessee. 15 The Ohio Teacher, published by H. G. Williams, Athens, O., Septem- ber, 1902, The Centralization of Rural Schools, C. G. Williams. October, 1902, The Centralization of Rural Schools, A. B. Graham. December, 1902, The Centralization of Rural Schools at Kingsville, O., L. E. York. January, 1903. Gradual Consolidation of Rural Schools, A. H. Dixon. February, 1900, The Centralization of Township Schools, John J. Rich- eson. The School News, Independence, Mo., June, 1902, Central Schools and Transportation of Pupils, W. H. Johnson, Superintendent Jackson county, Missouri. September, 1902, Central Schools and Transportation of Pupils, W. H. Johnson. November, 1902, A Rural High School. December, 1902, The Rural High School, J. B. McDonald. January, 1903, Transpor- tation of Pupils in Ellsworth County, Kansas, W. W. Maze; Report of Raytown High School. Texas School Journal, Austin, Tex., December, 1902, Rural Schools, John C. Moore; Transfers, J. H. Hill. January, 1903, What We Want- Rural Schoolhouses. The People, Cambridge, Mass., July, 1899, Dublin, N. H., School Mat- ters; Natural School Unit; Editorials. June, 1900, Equal Education in New England, W. Scott, secretary New England Education League. Au- gust, 1901, A School Study of a New England Town. March-May, 1902, Transportation. June-August, 1903, A School Experiment. American Education, published by New York Education Co., Albany, N. Y., February, 1903, Two Views. The Advocate of Christian Education, Berrien Springs, Mich., March, 1903, The Consolidation of Schools; Centralizing Districts. The Canadian Teacher, published by the Educational Publishing Co., Limited, Toronto, Canada, September, 1901, Centralization of Country Schools (editorial). October, 1901, Centralization of Schools. Novem- ber, 1901, Centralization Again (editorial). December, 1901, Centraliza- tion at Last, William S. Carter, Inspector of Schools. January, 1902, Centralization Again, M. D. Worden (with editorial comment). Febru- ary, 1902, Centralization Again (editorial). May, 1903, Ccuitralization of Rural Public Schools, M. Parkinson (editor). The World Review, Fine Arts Building, Chicago. The Passing of the District School, M. Vincent O'Shea, University of Wisconsin. School Education, Minneapolis, Minn., January. 1903, Rural School Consolidation, W. M. Hayes, University of Minnesota. Midland Schools, Des Moines, la., March, 1902, Buffalo Center Town- ship Graded School, J. C. Johnson; Consolidation in Pottawattamie County, Superintendent McManus; The Consolidated School System, O. V. Holcomb. Farmer's Tribune, Des Moines, la., June 17, 1903, Is the Central School a Fad? Has it come to stay? O. E. Gunderson. Successful Farming, Des Moines, la., February, 1903, The Consoli- dation of Rural Schools. 16 The Prairie Parmer Home Magazine, Chicago, March £G, 1903, The Centralized Schools. G. H. Campbell. Farm. Field and Fireside, published by the Howard Co., Chicago, May 30. 1903. Farming to be Taught in the Rural Schools. The Family Herald and Weekly Star, Montreal, Canada, February 11, 1903, A Novel Experiment in Rural Education (an outline of Sir William MacDonald's plan for the improvement of education in the rural districts by the consolidation of schools and the establishment of gardens for nature study), Geo. D. Fuller. The Nebraska Farmer, Omaha, Neb.. July 30, 1903, The Consolidation of Country Schools (editorial). The Farmer's CiU, Quincy, 111.. D^ember 11, 1902, Better Country Schools. January 22, 1903, Consolidating Country Schools. January 29, 1903, Move up, Brethren. March 19, 1903, Consoli?.-t3J School Bill. May 14, 1903 ; Farmers should be Heard on School Consolidation, Francis B. Livesey. The Ohio Farmer. Cleveland, O., April 24, 1902, Gustavus, O.. Central Schools, C. G. Williams. September 4, 1902, Centralization of Schools. April 23, 1903, Centralize the Right Way. Herald. Wabasha, Minn., May 30, 1901, Centralization of Rural Schools, L. P. Cravens. Register, Blue Earth, Minn., May 30, 1901, Concentration of Schools, J. E. Gilman. THE SITUATION IN NEBRASKA. BANNER COUNTY. During the past school year the number of school districts has been reduced from 38 to 34, by uniting to each of two districts aJjoiniug dis- tricts, and to a third one two other districts. In the latt'^r case the consolidated district (No. 8) comprises 30 sections of land, wif!i a census •of 12 children of school age. The tax levy, enrollment an I average daily attendance are practically unaffected, but the ter.n ol' school i'3 longer. Free transportation is not provided. District No. 5. two districts united, includes 21 sections, wit'i a ■school census of 34. Conditions are similar to those in No. 8. and rUe ■chief advantage appears to be in a larger, better school. District No. 7, two districts united, includes 34 sections '^•irh a school census of 19. Conditions are similar to those in No. 8 anl No. 5, but with a slight increase in enrollment. MRS. W. E. HEARD. BOX BUTTE COUNTY. I have worked for the consolidation of a number of districts during the past year, but without success, although the plan to form 4 districts from 7 is still being agitated, and we hope to succeed before October 1, 1903, after all concerned understand the situation better than at present. J. W. BAUMGARDNER. BROWN COUNTY. Owing to the sparsely settled territory we cannot bring about con- 17 solidation of districts to any extent at present, but in the more thickly settled parts I think an attempt would be successful if there were some means of meeting the citizens in a systematic way. ESTELLA M. DANIELS. BUFFALO COUNTY. I shall make an effort for the consolidation of two groups of school districts this summer. I have not met with much encouragement in my efforts in the past. T. N. HARTZELL. BURT COUNTY. We have no centralized schools in this county. I have published an article on this subject in several of our county papers. The plan meets with both favor and opposition. EUGENE BROOKINGS. BUTLER COUNTY. I have tried two places in the county, ])ut the main objection given by the patrons is the gr3at?r cost of running a consolidated district.* JOS. C. HRUSHKA. CEDAR COl^NTY. Four districts were united about two years ago, forming District No. 84, which has 28 sections and a school population of 1G9. The district still has four schoolhouses and a teacher for each one, as the people have tnus tar refused to vote bonds for the central schoolhouse. A. E. WARD. DAWES COUNTY. An adjoining district has been consolidated with District No. 25, forming 18 sections with a school population of 30. This consolidation was effected April 1, 1903, and only one teacher will be necessary for the school. Last year the two districts levied 15 and 12 mills respectively, the enrollment in the two schools was 20 and the average daily attend- ance was 12. During my term of office twelve districts have been consolidated in Dawes county. There has nearly always been opposition at the time but later entire satisfaction has resulted. During the past year back taxes have been paid up in many of the districts giving a surplus of funds which has kept several districts from consolidating that would have done so if they had been short. Trans- portation has never been tried. H. L. FISHER. DIXON COUNTY. Petitions r re cut lor the Cf)n.solidation of five districts and three have be?n returned, but the others must have been lost or the people are too busy to attend to them. MARY Mckinley. *Note — But the income is greater with the same levy, and the school vastly better. 18 FRONTIER COUNTY. District No. 32 was discontinued last fall and its territory attached to No. 98, forming a district of 18 sections with 23 pupils of school age. Only one teacher will be necessary. District No. 18 has been discontinued and attached to District No. 80, except one quarter section which goes to the Maywood district. About five years ago a district comprising six sections was at- tached to the Curtis district. This consolidation has proven most unsat- isfactory. There are at present two families residing in the portion annexed, six and six-and-one-half miles from school. They could drive to school, but are unwilling to do so. To furnish transportation Vv^ould cost more than the income derived from their portion of the district. If separated from the Curtis district their income would scarcely main- tain the required amount of school. For two years a school has been held for them, four months this year, three months last year, paid for in part by the Curtis district and in part by the parents. Both teachers were beginners. The work was very ordinary, but the pupils' attendance was perfect. This case is a sample " problem." MRS. CLARA L. DOBSON. HARLAN COUNTY. The proposition of disbanding the small schools, or rather of hold- ing no school in the district but sending the pupils to adjoining schools and paying tuition out of district funds, is worthy of consideration. Last year District No. G3 acted upon such advice and voted to hold no school The following letters from officers of the district tell how well the plan worked. No complaint has reached this office from any patron. Atlanta, Nebr., April 18, 1903. Superintendent U. C. Breithaupt — In reply to your letter must say for my part am perfectly satisfied with the way we managed our school last winter. And as far as I know, the rest are all satisfied. The tuition for all of the pupils all winter didn't cost us any more than it would have cost to pay the teacher one month if we had run our school. MRS. JOSEPHINE KRASOMIL. Atlanta, Nebr., April 13, 1903. Superintendent U. C. Breithaupt — Your letter of April 2nd has been received; in reply will say that our experience of sending pupils to adjoining schools has been satis- factory the past year. The pupils received seven months' schooling. One boy that attended school in Atlanta missed only one day out of seven months. The cost of tuition is $41.50. One month's school in our own district would cost nearly that much. OSCAR LONN. I believe several districts will follow this plan next year. U. C. BREITHAUPT. HAYES COUNTY. Three districts have been discontinued during the past year, and 19 their territory united to two others. The new District No. Go consists of 28 sections, with a school census of 40. One teacher is required instead of two. the tax levy has been reduced from 25 to 15 mills, and the en- rollment increased from 30 to 38 pupils. District No. 25, formed of three united districts, comprises 25 sec- tions, with a school census of 5G. The number of teachers necessary has been reduced from three to one, and the former insufficient levy of 25 mills to 20 mills; this would have been reduced still further were it not for old debts. When these are paid off the levy will probably be re- duced to 10 mills. The enrollment has increased from 35 to 40. G. H. PICKETT. HITCHCOCK COUNTY. Seven school districts take advantage of the " Contract for the In- struction of Pupils in a Neighboring District " law. JAMES O'CONNELL. HOOKER COUNTY. Districts Nos. 1 and 3 have been consolidated with No. 2, and we are also uniting with No. 2 all unorganized territory, but this is a matter that has not been entirely accomplished, and we have not had any school under the new plan.* The consolidated district comprises 15 townships (540 sections), with a school census of 125. Two teachers will be employed the ensuing year, instead of three as heretofore. L. H. BROWN. *Note — I believe Hooker county and several other counties in Ne- braska might with profit be consolidated into one school district, the School District of County, with a board of six members, one central school carrying high school work, and as many outlying rural schools as might be necessary. — W. K. Fowler. KEITH COUNTY. Districts Nos. 12 and 43 were united last year, forming a district of 42 sections. One teacher is employed, the tax levy has been reduced from 15 to 10 mills, and the enrollment and average daily attendance slightly increased. WESLEY TRESSLER. KEY A PAHA COUNTY. Two districts were united, with a school census of 19. One teacher is employed, the tax levy has been reduced from 25 to 15 mills, while the enrollment has increased from 12 to 18 pupils, and the average daily attendance from 2 to 8 pupils. In this county we have 58 districts. It seems to me that these should be consolidated so as to make 29. Last year I published two articles on this subject without effect, as it seems every voter wants a schoolhouse within half a mile of his house. Considering the conditions in this county, it would, in my judgment, be better to divide the county into three districts, one in the east, one in the west and one in the center. Build three schoolhouses large enough and teach all the grades from the primary to the twelfth, also erect dormitories and boarding houses for 20 the pupils, appoint matrons to care for them and not allow any pupil to attend under eight years of age. The same funds that run our present system would support the above. There would be no tardiness, no days absent, no dread of blizzards and no wet feet. I shall be glad at any time to support anything in the line of con- solidation. JOHN SCHEIE. LANCASTER COUNTY. There has been no consolidation effected in this county, but we have one or two precincts where the people ought to be interested, as they are remote from any high school. W. A. HAWES. Mcpherson county. Our schools are so isolated that consolidation is not practical. Schoolhouses are built where the settlements are. There are children in the county who have no school privileges, on acount of di;.tances from the schoolhouses and not enough deeded land or other property with which to run a school. There were two private or subscription schools in the county this past year, and some families moved to towns in adjoining counties for the purpose of sending their children to school. Some districts have two schoolhouses, and in one (No. 3, the Lemley district) school was taught in each school building at different times and some of the pupils were able to attend at both schoolhouses, thereby receiving nine months' schooling. Two-thirds of the county is yet unor- ganized into school districts. MRS. BLANCHE E. CLINE. OTOE COUNTY. Districts Nos. 14, 15 and 16 were united with the Nebraska City school district some years ago. ' Transportation is provided tor the fif- teen pupils of old No. 14 over one wagon route six miles in length. R. C. KING. PAWNEE COUNTY. We have a number of small districts in Pawnee county which I think could, with advantage, be consolidated into larger districts with free transportation. Especially is this tru& in the western and south- western portions of the county. I have talked consolidation in places where I thought it especially adapted and I intend to discuss it in our county school journal. I hope we may have consolidated schools in the not far distant future. J. C. WADDELL. PERKINS COUNTY. District No. 82 was annexed to No. 7 forming a district of 3G sec- tions, with a school population of 23 and one teacher, although formerly but one was required as instruction in a neighboring district had been provided under section 4c, subdivision 5 of our school laws. A. SOFTLEY. 21 PLATTE COUNTY. in 1900 district No. 27 was united with district No. 7(i (the Monroe school) lormlng a new district of about 10 square miles, with a school census of 195, requiring three teachers where previously three had been employed. There is one wagon route about SV2 miles in length for 18 children. The levy last year was 25 mills. The enrollment last year was 143 and the average daily attendance 88. Before consolidation the enrollment was 20 and 82 in the two districts, a total of 102. and the average daily attendance was G3. But the town of Monroe has grown considerably since the consolidation was effected. L. H. LEA\Y. RED WILLOW COUNTY. We have been making some progress in consolidation. District No. 59, with a valuation of $G,21G, and census of eight pupils has been annexed to District No. G, the village of Lebanon. District No. 40, with a valuation of $G,4o5, census of nineteen pupils, has been annexed to district No. 70, the village of Bartley. Others are talking consolidation. EUGENE S. DUTCHER. RICHARDSON COUNTY. No consolidation is reported but districts Nos. 12 and 3G have closed their schools and contracted with No. 37 (the Humboldt school ) under the provisions of section 4c. subdivision 5, for the instruction of their pupils. One district maintains a wagon route about five miles in length and carries eight pupils. All patrons and pupils are well pleased with the plan. I think several districts will make similar contracts next year. GEO. CROCKER. SARPY COUNTY. Two school districts were united last winter at Ft. Crook. The con- solidated district comprises about five sections, with a school census of 114 pupils, and four teachers. The district is too new to make com- parisons of the new conditions with the previous ones. G. P. MILLER. SCOTTS BLUFF COUNTY. Three school districts paid the tuition of their i)ui)ils in adjoining districts. One district has recently been increased by the addition of CG -sections of unorganized territory. Four dormant districts (without organization) have money ahead; two others are merely keeping up an organization in order to pay off their indebtedness, when they will unite with other districts. A number of our school districts are in favor of consolidation and are only waiting until things become a little better settled. I think in the next few years more can be done to get the county schools consolidated than ever again, for they are now making clianges and talking plans for improving the school buildings, and after they once build it will be a difficult matter to effect the change. AGNES LACKEY. SHERIDAN COUNTY. Thei'e has been no consolidation effected during the past year. Some of those that consolidated one year ago or more are expressing considerable dissatisfaction. The entire number of school districts in the county is 107. Through the continual changing of our citizenship and new people coming in, it is likely that a number of the inactive dis- tricts will do business again soon. WALTER R. KENT. THURSTON COUNTY. Last year district No. 7 was discontinued and united to fractional district No. Gl of Dakota, Dixon and Thurston counties. M. A. FENNELL. YORK COUNTY. We tried to effect consolidation in Arborville township two years ago — that is, we held two meetings — but the people were afraid of it and we quit. Two or three of our smaller towns are doing some planning but no definite steps have been taken. The town districts want to have surrounding districts unite and keep the school in town. I believe that it can be done — in time. ED C. BISHOP. SCHOOL DISTRICTS IN NEBRASKA. COUNTY. a» m -a „ 0) > O 'O a o o 3 .S.2 Adams . . Antelope Banner Blaine . . Boone Box Butte Boyd . . . Brown . . Buffalo . . Burt Butler . . , Cass .... Cedar . . . Chase . . . Cherry . . Cheyenne Clay .... Colfax . . Cuming . Custer . . . Dakota . . Dawes . . Dawson . Deuel Dixon . . . Dodge . . . Douglas . Dundy . . Fillmore Franklin . Frontier . Furnas . . Gage .... Garfield . Gosper . . Grant . . . Greelev . . Hall Hamilton Harlan . . Hayes . . . Hitchcock Holt Hooker . . Howard . Jefferson 78 113 38 15 80 G2 78 45 119 G9 92 101 80 62 72 96 78 61 78 241 38 92 89 65 80 83 63 48 91 71 109 103 157 25 56 6 58 73 98 81 60 76 188 6 71 100 4 ! 1 I 78 113 34 16 81 58 79 45 119 69 92 101 81 62 72 95 78 61 78 239 38 91 89 63 80 83 63 46 91 71 108 101 159 25 56 6 58 73 98 80 58 76 187 4 71 101 « CO COUNTY. Johnson . . . . Kearney . . . , Keith Keya Paha . Kimball . . . ICnox Lancaster . . Lincoln . . . . Logan Loup Madison . . . . McPherson . Merrick . . . . Nance Nemaha . . . Nuckolls . . . Otoe Pawnee . . . . Perkins . . . . Phelps Pierce Platte Polk Red Willow Richsrdson . Rock Saline Sarpy Saunders Scotts Eluff Seward . . . . Sheridan Sherman . . . Sioux Stanton . . . . Thayer Thomas . . . . Thurston . . , Valley Washington Wayne Webster . . . Wheeler . . . . York 79 G9 43 58 19 113 138 110 17 24 78 I 57 63 80 91 102 78 72 7G G7 78 71 83 104 03 119 41 114 28 91 95 74 25 55 98 5 22 03 55 80 79 35 102 M T3 .2 M T3 O bD .5 ^ C o 6 "^ o2 •- 2 o 5 o o ^ 2 o W3 O 2 1=! •S .2 _^ 1 i 1 Z 79 09 41 58 19 114 138 110 17 24 79 8 57 65 80 91 102 78 71 76 67 78 71 83 104 62 119 40 114 27 91 88 74 25 55 98 5 22 63 55 82 79 35 102 Totals 6660 14 23 17 6642 Number of school districts in Nebraska by years: 1870 797 1892 G510 1898 6703 1875 2405 1893 GG30 1899 6705 1880 3132 1894 0G41 1900 6708 1885 42GG 1895 GG93 1901 6675 1890 G243 1S9G 6731 1902 6066 1891 G417 1897 G741 1903 (5(342 SMALL SCHOOLS IN NEBRASKA. Detailed Statement of the Number and Distribution of the Small Rural Schools in Nebraska, 1901. THE PROBLEM: WANTED— A SOLUTION COUNTY. Pi i S^ fS rt =w • ^Ij 0) • ^« : , «S : !> O cr CS C O +-I O -a c S6 : o ■ g a : c -M : cS O . > .Q o O CS 0) .^ 0) s 0) a> ^ ij ft 1 ij^ -M X2 -2 tj-w-^^ .->» «.1« -Wf-X-' r« LIBRARY OF CONGRESS 029 485 004 1