THE 
 
 UNIVERSITY OF MISSOURI 
 
 BULLETIN 
 
 EDUCATION SERIES 
 
 VOLUMB 1 NUMBER 2 
 
 RURAL SCHOOL CONSOLIDATION 
 IN MISSOURI 
 
 BY' 
 
 O. L. KUNKEL 
 
 Graduate Student, Univeraity of Miaaovri 
 
 AND 
 
 W. W. Charters 
 
 Dean, School of Education, Vniveraity of Missouri 
 
 UNIVERSITY OF MISSOURI 
 COLUMBIA, MISSOUSI. 
 
 November, 1911 
 
;'^^i-;"*5^.;^:;*iy* 
 
THE 
 
 UNIVERSITY OF MISSOURI 
 
 BULLETIN 
 
 EDUCATION SERIES 
 
 VOLTT.ME 1 
 
 N I'M BE It 
 
 RURAL SCHOOL CONSOLIDATION 
 IN MISSOURI 
 
 BY 
 
 O. L. KUNKEL 
 
 Graduate Stvdent, University of Missouri 
 
 AND 
 
 W. W. Charters 
 
 Dean, School of Edxication, University of Missouri 
 
 UNIVERSITY OF MISSOURI 
 C(^LUMBIA. MISSOURI. 
 
 November, 1911 
 

 CONTENTS. 
 
 Advantages of Consolidation 1 
 
 Objections to Consolidation 9 
 
 Consolidated Schools in Missouri 15 
 
 How to Consolidate 16 
 
 Transportation 28 
 
 Bibliography 35 
 
INTRODUCTION. 
 
 By consolidation is meant ttie combining of two or more 
 school districts into one large district. The plan of consolidation 
 best suited for most localities is to consolidate two or more dis- 
 tricts, into one consolidated district, to maintain a central school, 
 and to carry the children to school in hacks, as provided by law. 
 
 This bulletin is intended to be a practical working manual 
 for the friends of consolidation. All the literature on the subject 
 has been read and that which is applicable to Missouri has been 
 selected. Much material not found in consolidation literature 
 has been collected by correspondence from experts upon consoli- 
 dation in thirty-five states. 
 
 The University of Missouri has established a Bureau of Con- 
 solidation to which letters upon any of the questions involved in 
 consolidation may be addressed. Plats and information about 
 proposed plans may be sent to the University if an opinion as to 
 methods and procedure is desired. As far as possible, capable 
 lecturers will be sent out where needed. 
 
 The State Department and the State Normal Schools are 
 as deeply interested in consolidation as is the University, and 
 will give assistance upon application. 
 
 Address all communications with the University to the Bureau 
 of Consolidation, University of Missouri, Columbia, Missouri. 
 
 WORK FOR SCHOOLS OF QUALITY. 
 
 There is only one principle upon which to work for consoli- 
 dation — the principle of improved service. Cheapness is no argu- 
 ment. The school which gives the best service for the money 
 spent is the best school. Country schools are maintained on 
 notoriously low taxes. Yet country children should have an 
 education as good as that of city children. 
 
 The best education in consolidated schools will cost more 
 than poor education in one-room schools — if people will pay the 
 money for the best. 
 
 If consolidated schools are conducted as poorly as in the 
 one-room schools, they will cost less: but nobody wants them 
 to be run so poorly. They ought to be immeasurably better, and 
 patrons should see to it that they have the best. 
 
 It is a characteristic of Missouri patrons that, when they 
 understand a school proposition, they will vote the necessary 
 money; and this holds for rural as well as for city patrons. 
 
 The friends of consolidation should, therefore, spare no pains 
 to make clear their plans. They should be made as simple as a 
 primer, and then the fight should be made for good schools, not 
 for cheap schools. 
 
4 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 ADVANTAGES OF CONSOLIDATION. 
 
 School patrons who contemplate consolidation and transpor- 
 tation of pupils at public expense often desire a statement of the 
 advantages to be gained by the plan. In this bulletin an attempt 
 has been made to bring together results that have followed from 
 actual cases of consolidation and thus to give practical sugges- 
 tions to those interested in the proposition. 
 
 In this section on the advantages of consolidation many differ- 
 ent statements of the same idea are given, so that friends of 
 consolidation may select those statements which appeal most 
 forcibly. 
 
 I. It Educates the Children at Home. Through consolidation 
 country boys and girls are furnished a good education from the 
 kindergarten through the high school without disturbing the home 
 either by separation of members of the family, or by moving to 
 town to educate the children. 
 
 It encourages the foundation of good central high schools 
 and gives to the boys and girls in the rural districts equal advan- 
 tages with the children in the city districts. 
 
 Instead of the high school boy going to town to school where 
 he may waste his time at the "nickels", he is kept at home where 
 he helps with the chores and studies under the eyes of his parents. 
 
 The course of study may be so arranged as to accommodate 
 the older pupils at such a time as they can be spared to attend 
 school. This would tend to keep the boys and girls on the farm 
 instead of encouraging them to leave it and go to town. This is 
 one of the main purposes of this system. 
 
 By centralization all the children of the district have the 
 same chance for higher education, which under the present plan 
 only five or ten per cent are able to get by leaving home and 
 going to the city. 
 
 It makes possible a country school equal in every sense to 
 the best city schools, yet within the reach of farm houses. All 
 this can be accomplished without even a small village as a center, 
 for some of the best schools have no connection with any village, 
 but, like country homes, stand in the groves as a part of nature. 
 Without consolidation a high school course cannot be maintained. 
 It is the only means of realizing free high schools for all and 
 accessible to all. 
 
 II. Fewer Colds and Less Sickness. The health of the children 
 is better guarded when they are conveyed from their homes to 
 the school in comfortable vehicles than when they have to travel 
 through mud or snow for a mile or more to the school, as they 
 often do under the present system. 
 
ADVANTAGES OF CONSOLIDATION 5 
 
 The health of the children is better when conveyed in wagons 
 and landed warm and dry than when sitting all day with wet 
 feet and soggy clothing after tramping through all kinds of roads 
 In all kinds of weather. 
 
 III. Decreases Cost or Improves Serrice. It will reduce the 
 per capita cost of education in the districts affected in nearly 
 every case, and in every case where the first cost of buildings, 
 where buildings are required, has been paid. 
 
 It is more economical. Parents who are observant say that 
 the cost of shoes worn out in walking to the separate schools and 
 the cost of medicine and doctor's bills more than pay for the 
 transportation. Cost and maintenance of school buildings, appa- 
 
 Hillsboro Consolidated School, Prince Edward Island, Canada. 
 
 ratus, furniture, tuition and coal are reduced. It equalizes the cost 
 of schooling, making it no more per capita for an outlying, thinly 
 populated district than for any other. 
 
 It increases property values as a whole for those who care 
 to sell, and it broadens life for those who stay. 
 
 It makes unnecessary the present costly system of sending 
 the young men and women at private expense to village high 
 schools, thus supporting a double system of education for country 
 children. 
 
 The rich and the poor will have more nearly equal advantages 
 in securing a high school education. What is now the privilege 
 of a few will become equally the opportunity of all. It gives an 
 
6 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 opportunity to the promising, ambitious boy or girl, regardless 
 of wealth, and in return the state is endowed richly with a citi- 
 zenship of superior quality and efficiency. 
 
 At the same expense much better schools can be provided, be- 
 cause, fewer teachers being needed, a better grade can be secured, 
 a division of labor established, and at least some sort of super- 
 vision inaugurated. 
 
 However, the argument to lay stress upon is— not decreased ex- 
 pense but improved service. 
 
 IV. It Makes the Cliildren Like School Better. A school 
 spirit, which can only come from several people doing the same 
 work in the class, is gained. Consolidation engenders that healthy 
 educational spirit which can only come with the association of 
 numbers. It provides for larger classes from which teachers are 
 able to secure that interest and healthy rivalry not found in the 
 small district school. 
 
 Consolidation tends toward a more healthy social spirit in 
 the school and in the community; rural and village children mingle 
 together upon a common plane, the one securing much from the 
 other. Parents and teachers become better acquainted with each 
 other through frequent social gatherings at the common meeting 
 place — the school house. Home and school are brought into close 
 relation to each other. 
 
 It militates against the self-consciousness due to lack of asso- 
 ciation, so often noticeable in country children, as it goes against 
 the domineering influence of one or two "big scholars" in a small 
 school. 
 
 The social life of the pupil is widened and the circle of 
 acquaintance extended. The larger association improves the man- 
 ners of the pupils, strengthens their individuality, broadens their 
 experience with others and makes them better and more intelli- 
 gent citizens. 
 
 It quickens public interest in the schools; and pride in the 
 kind and quality of work done is manifest. Pupils have the ad- 
 vantage of that interest, enthusiasm and confidence which large 
 classes always bring. 
 
 Consolidation is one of the means of solving the problem of 
 compulsory education, and under it there is practically no need 
 of a truant officer. School attendance, when children are con- 
 veyed, increases from fifty to one hundred and fifty per cent in 
 numbers, regularity and number of days; and there is neither 
 tardiness nor truancy. 
 
 It keeps the boys and girls in school a longer time, and 
 especially those advancing beyond the discipline and instruction 
 of the small school. 
 
ADVANTAGES OF CONSOLIDATION 7 
 
 V. Better Teachers. Because of the improved conditions, 
 teachers show greater enthusiasm for and interest in their work. 
 Teachers, thus working together, feel and exhibit the effect of 
 contact, a condition in marked contrast with that of one working 
 alone month after month with no companionship but that of chil- 
 dren. The consolidated school is a graded school, thus narrowing 
 the field of instruction for the individual teacher, allowing fewer 
 classes and better preparation for each. Because fewer teachers 
 are needed, better salaries can be paid and only thoroughly quali- 
 fied teachers will be employed. 
 
 It makes possible the employment of at least one well edu- 
 cated, experienced teacher, under whose supervision the other 
 teachers and the children will do more and better work. It makes 
 possible the employment of special teachers who can, if necessary, 
 divide their time among a number of consolidated schools, thus 
 making it possible for the country child to receive first-class 
 instruction in such subjects as music, art, manual training, agri- 
 culture and domestic art. 
 
 The consolidated school tends to keep teachers for longer 
 terms, thus restricting to a considerable degree the evils which 
 follow from frequent change of teachers. The consolidated school 
 secures a larger share of the experienced teachers and those who 
 have received Normal School training. The best teachers seek 
 positions where systematic and graded work is possible. While 
 teachers will take $40 positions in the grades in towns in prefer- 
 ence to $60 in a one-teacher school, the best teachers in small 
 cities will go to two-teacher country schools in preference to 
 city schools. 
 
 VI. Better Taught School. It will secure better classifica- 
 tion of pupils so that both teachers and pupils may spend their 
 time to better advantage. The teacher's work is so organized 
 that the average recitation period is trebled. 
 
 Consolidation allows pupils to be placed where they can work 
 to the best advantage, allows the various subjects of study to be 
 wisely selected and correlated and provides more time for the 
 recitation. 
 
 VII. Better Equipment for the Same Price. It leads to the 
 creation of more commodious school houses and larger accommo- 
 dations and means of instruction. The children have the benefit 
 of modern school buildings and of modern conveniences in the 
 way of ventilation and sanitary arrangements. The buildings are 
 more comfortable and better adapted to school purposes. The 
 same number of rooms can be constructed more cheaply when 
 combined in one building than when constructed separately. 
 
8 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 Better equipment for primary work can be secured. Instead 
 of having to duplicate the charts, globes and other apparatus in 
 separate schools, a much larger variety can be secured for the 
 same outlay. 
 
 The larger school means better libraries and hence good 
 literature. 
 
 VIII. Miscellaneous Advantages. The consolidated school 
 always becomes the trading point, and the parents, through pupils, 
 have daily access to this trading center, and can attend to matters 
 which otherwise would require time and attention. 
 
 Ethical culture is afforded free from dissipations of social life 
 as manifested in cities. 
 
 It makes possible The conduct of a school with the proper 
 regard to the industries and professions of life, and it is the best 
 way in which agriculture, nature study and household science can 
 be generally introduced into the country schools. It is the only 
 complete solution offered for agricultural education. 
 
 It eliminates illiteracy on the one hand and on the other the 
 false views of city life so commonly imbibed by school children, 
 thus rationalizing the emigration from country to city. 
 
 By this plan the farm again, as of old, becomes the ideal place 
 in which to bring up children, to give them the advantages of 
 centers of population and have them spend their evenings in the 
 home. 
 
 It brightens and broadens country life. 
 
 With consolidation come better roads, giving the farmer the 
 best facilities for transportation and thereby increasing the value 
 of the farm. 
 
 One or two families cannot "freeze out the teacher." 
 
 Consolidation provides for a paid janitor, who is able to keep 
 the school building and grounds in a neat, attractive and sanitary 
 condition. 
 
 Athletics is one of the factors in the solution of the problem 
 of "how to keep boys in school," and consolidation furnishes even 
 better advantages for athletics than the city school. 
 
 Pupils are under the care of responsible persons from the 
 time they leave home in the morning until they return at night. 
 
 It tends to prevent difficulties that often arise on the way 
 to and from school, such as loitering by the wayside or fighting. 
 
 Children are protected from the danger of those offenses to 
 decency and good morals so common on the road going to and 
 from school — conditions so well understood by everybody who has 
 ever taught a country school. 
 
 The school wagons can be used for the transportation of 
 patrons to entertainments, lectures and concerts. 
 
OBJECTIONS TO CONSOLIDATION 
 
 School Building at KingsYille, 0., where Centralization of Schools 
 
 Began in 1892. 
 
 Transportation makes it possible where there is no mail 
 delivery to distribute mail throughout the whole district daily. 
 
 Transportation makes it easier to maintain a quarantine in 
 case of disease. 
 
 OBJECTIONS TO CONSOLIDATION. 
 
 A large number of objections to consolidation are made, espe- 
 cially by those who have never tried the plan. Most of these 
 objections are trivial, but all of them deserve careful considera- 
 tion. 
 
 I. Abandonment of Old Building and Initial Cost of New. One 
 
 of the most frequently mentioned objections, and one that often 
 causes districts to hesitate over making a trial of consolidation 
 is the necessity of abandoning the old district schools and erecting 
 a new central building. The patrons urge that the buildings which 
 they have in the district are tor good to be abandoned. They say, 
 also, that the consolidated dist'-'ct might build a new large central 
 school building and then later the patrons might wish to return to 
 the old regime. 
 
10 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 One way of overcoming such possibilities is to do as did the 
 districts at Milton, Sumner County, Kansas. The Sumner con- 
 solidated district was formed by the consolidation of five separate 
 school districts in 1904, the central school being located in a 
 small village, which, at the time of consolidation, contained prob- 
 ably fifty inhabitants. Here consolidation began by moving two 
 school houses to the site of the central school house at Milton, 
 with a view to moving them back if consolidation should not 
 prove satisfactory. The remaining old houses and school sites 
 were sold for something between $600 and $800. The plan proved 
 satisfactory and in 1905 or 1906, after conducting the work in 
 the three small school houses, a fine gray brick four-room school 
 house was erected at a cost of something over $6,000. 
 
 By this means the small school buildings may be used for a 
 number of years and if at any time the people of the district wish 
 to go back to the old plan of single districts it is an easy matter 
 for them to move the small school buildings back to the several 
 small districts. This seems to be an excellent plan, for it gives 
 the districts a chance to try consolidation before committing 
 themselves to the plan. If, after a fair trial, consolidation in 
 the particular district in question is found to be satisfactory, then 
 the people will feel more like putting their money into a good 
 central school. Such a plan certainly meets the objections above 
 stated. 
 
 II. Fear of Increased Expense. People often fear that con- 
 solidation will be more expensive than the present small schools. 
 A thorough study of the matter of cost shows that consolidation, 
 while furnishing better schools, costs the same or even less than 
 the shiall schools. 
 
 According to the report of the Committee of Twelve in 1897, 
 consolidation is never more expensive than the small school for 
 the same quality of service. The same committee also states that 
 it is doubtful whether any money expended in the people's interest 
 is expended more wastefully than that which goes to the present 
 country school. 
 
 Of the townships in Massachusetts that had tried the plan of 
 consolidation up to 1900, 68 per cent report the cost as less, while 
 only eight per cent, report the cost as greater. Of 124 New Hamp- 
 shire townships that reported concerning the cost of transportation, 
 95.1 per cent gave the cost as less, 4 per cent gave the cost as the 
 same, and .9 per cent gave the cost as more. Twenty-six of these 
 townships gave the cost with conveyance as one-half that of local 
 schools, eight gave it as one third, seven as one-fourth, three as 
 one-fifth, and one each as one-sixth, three-eighths, two-fifths, and 
 three-fifths. 
 
OBJECTIONS TO CONSOLIDATION 11 
 
 In subdistricts numbers 10 and 13, Lake County, Ohio, it has 
 been found that consolidation has reduced the cost per pupil on 
 the basis of the total enrollment from $16.00 to $10.48, and on the 
 basis of the average daily attendance from $26.66 to $16.07. 
 
 According to the statement made in 1908 by E. A. Jones of 
 Ohio, the average cost of transportation per vsragon per day in that 
 state is $1.50, the average distance traveled is four and one-half 
 miles and the average number of pupils conveyed by each wagon 
 is twenty. 
 
 At Terrill, Iowa, the enrollment in the consolidated school was, 
 in 1902, 165, and almost all the pupils were transported. Seven 
 drivers were required and the average cost per pupil per month 
 was $1.53. Vermont transports 7,651 children for $36,000 per term 
 or a little less than $4.71 each. On the average it costs about 
 $1.50 per month to convey a pupil to a central high school. This 
 is much less than it costs to provide a school within walking dis- 
 tance of the pupil's home. Transportation is the only added ex- 
 pense incurred by consolidation of schools. This expense is more 
 than met by the saving which is made in other lines because the 
 consolidated school requires fewer teachers and the central build- 
 ing costs less than was expended on all the small buildings. There 
 is thus, a saving of apparatus, fuel, incidental expenses, etc. By 
 consolidation the same school can be had for less money, a better 
 school for the same money, or a much better school for more 
 money. This is the verdict of those who have tried the plan. 
 
 Money Saved by Consolidation. The following financial state- 
 ment gives the gain due to consolidation in La Grange County, 
 Indiana: 
 
 Number of central schools receiving conveyed pupils.... 14 
 
 Number of central schools abandoned 38 
 
 Additional teachers required in central schools 7 
 
 Saving in number of teachers 31 
 
 Saving in salaries of teachers $10,651.60 
 
 Saving in fuel and repairs 2,260.00 
 
 Total saving $12,911.60 
 
 Number of pupils conveyed 428 
 
 Number of hacks required 29 
 
 Total cost for transportation for the year 6,176.86 
 
 Net saving not counting additional cost of fuel and janitor 
 
 service in consolidated schools 6,734.74 
 
 In Duval County, Florida, the transportation system now in 
 operation produces a current saving of $462.00 per month over the 
 old system. Taking from this the increase of salaries for eight 
 
12 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 assistants at the centralized schools, $225.00, and there is still left 
 a net saving of $237.00 per month. 
 
 However, cheapness is not the consideration. The best pos- 
 sible school is the important thing. The average town in Missouri 
 taxes itself 100 cents on the one hundred dollars, and a consoli- 
 dated district, as a rule, cannot levy a tax so high as the average 
 town. Cheapness is worse in education than it is in clothes. 
 Quality pays; and school patrons should not be concerned with 
 how cheap consolidation is but with the amount of value they get 
 for their money. A country child deserves as much as his city 
 cousin. 
 
 III. Missouri Dirt Roads. Another objection to consolidation 
 in Missouri is the condition of roads in certain parts of the state 
 during certain parts of each year. Transportation is difficult where 
 there are dirt roads. 
 
 This objection is, however, not serious; for there are very few 
 places in the state where the roads are impassable during any 
 considerable period of time. 
 
 In some of the states where consolidation has been most suc- 
 cessful, the roads, are very bad. In Astabula County, Ohio, the 
 county in which consolidation first began in that state twenty years 
 ago, and one in which there were in 1908, as has already been 
 stated, 21 consolidated schools, "the land is", according to the re- 
 port of Hon. A. B. Palmer, delegate from the Michigan State Grange 
 to investigate the system of consolidation in actual practice, 
 "heavy clay" and "the roads are very poor a portion of the year." 
 The number of consolidated schools in Ohio increased from 92 in 
 1906 to 157 in 1907, and yet according to the same authority as 
 above quoted "the roads are mainly clay and of that kind that 
 refuses to let go. With the apparent depth as indicated by the 
 ruts and general roughness even as late as the first of May, it 
 seemed plausible to assume that it was an ideal section to test the 
 desirability and efficiency of the transportation, a problem which 
 all authorities upon the subject seem to be agreed is an absolute 
 essential to the plan of centralization. During some seasons of 
 the year the roads, it is claimed, are in excellent condition, but 
 mainly during the months when schools are not in operation. In 
 a few localities, especially near the shores of Lake Erie, more or 
 less sand prevails, but on the whole any one who travels a few 
 hundred miles over the average Ohio road will quickly conclude 
 that the good roads problem is in that state just as far from solu- 
 tion as it is with us; so if the decision of the question of central- 
 ized schools depends upon the question of roads, Ohio has no ad- 
 vantage. Ohio is solving her rural schools problem, in spite of bad 
 roads. It is reported that the transportation wagons, serving the 
 
OBJECTIONS TO CONSOLIDATION 13 
 
 consolidated schools of Ohio, seldom f\ii to get the children to the 
 school on time, although an extra team is sometimes necessary in 
 order to do this." There are bad roads in Iowa, and yet transporta- 
 tion is successful in that state, 859 children being transported in 
 1904. Bad roads hinder, but they do not prohibit the consolidation 
 of schools. 
 
 IV. Do Drirers Charge Exorbitant Prices? It is sometimes 
 claimed that it is difficult to procure proper conveyance on reason- 
 able terms, but the experience of consolidated schools everywhere 
 tends to discredit this objection. 
 
 In Vermont the average annual cost per pupil for transporta- 
 tion for the eight years from 1894 to 1902 was $13.27 a year, which 
 with a school term of 155 days makes the expense of transportation 
 about 81/2 cents a day for each pupil. In Connecticut with a school 
 term of 189 days the average daily cost per pupil during the four 
 years from 1897 to 1901 was 7 5-6 cents, $1.56 per month per pupil, 
 or $14.48 per pupil for a school term of eight months. At this rate 
 it will cost $249.60 to transport 20 pupils to a central school. In 
 Winnebaga County, Iowa, the compensation paid drivers is from 
 $25 to $40 per month and the driver furnishes the wagon and meets 
 all expenses incurred in transporting the pupils on his route. 
 
 In Kalamazoo County, Michigan, in the Kalamazoo and Com- 
 stock consolidated district the cost of transportation per pupil per 
 month is $1.40; in Barnes County, North Dakota, in consolidated 
 district numbers 41 and 19, it is $1.00; in Richland County, North 
 Dakota, in consolidated district No. 135 it is $1.80; in Salt Lake 
 County, Utah, in Jordan consolidated school it is $1.20; in Trumble 
 County, Idaho, it is 80 cents; in Pueblo County, Colorado, in con- 
 solidated district No. 18 it is $2.00; in Augusta County, Virginia, it 
 is $2.00; in Ellsworth County, Kansas, in consolidated district No. 
 26 it is $3.00; and in Woodford County, Illinois, it is $3.00 or less. 
 Even at 15 cents a day the cost, per pupil, per school year of eight 
 months, is only $24.00; at 4 cents per day it is only $6.40 per year. 
 These figures do not indicate unreasonable charges for transporta- 
 tion. Reports from consolidated schools in many different states 
 show that there is no difficulty in obtaining proper conveyance on 
 reasonable terms. If a driver on this basis carried 20 children his 
 charge per month would run from $16.00 to $60.00, with fae average 
 running under $30.00. 
 
 Often an older boy attending school and living near the end 
 of the route will "take the job" of driving and at very little ex- 
 pense, because he drives in in the morning with the load of chil- 
 dren, attends school and drives back in the evening after school. 
 
 V. Contagious Diseases in tbe Wagons. The fear has some- 
 
14 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 times been expressed that where the different schools are brought 
 together and pupils from different homes are conveyed in the same 
 wagon, there will be great danger of spreading contagious diseases. 
 In actual practice it is found that this difficulty is not very great. 
 Mr. E. A. Jones, formerly State Commissioner of Common Schools, 
 Columbus, Ohio, says, in referring to this objection: "I am sure I 
 can truthfully say that the experience of Ohio for the past twelve 
 or fifteen years has shown that there is no valid ground for this 
 objection." And certainly there is no more danger in a wagon than 
 in a poorly ventilated and overheated school room. 
 
 VI. Careless Drivers. Parents sometimes fear that careless 
 drivers may be employed who will not attend to the comforts of the 
 children and whose influence upon the children may not be good. 
 Experience shows that there are no difficulties in this regard when 
 school boards use the proper care in the selection of drivers. Re- 
 ports from a large number of consolidated schools show that all 
 that is necessary is to have the drivers sign the proper contracts 
 and to include bond to perform the duties specified in the contract. 
 
 VII. Away from Home Longer. The objection is sometimes 
 raised that in the consolidated district the children would have to 
 get ready for school earlier and would return from school later 
 than when they walked to the nearby school. It may well be 
 questioned whether even the pupils who are farthest from the 
 central school are on the road longer when conveyed than when 
 they formerly walked a shorter distance to the district school. 
 
 VIII. Other Objections. It is sometimes held that the larger 
 school will require better clothing and increased expense to the 
 parents; that consolidation will throw many teachers out of em- 
 ployment, and that the children will all have to eat cold dinners, 
 etc. These objections can hardly be called objections; they are 
 excuses and are put forward only by those who for other reasons 
 oppose consolidation. 
 
 KODS OF COTfSOLEDATED SCHOOLS. 
 
 There are several kinds of consolidated schools. These differ- 
 ences result from the different ways in which the schools accom- 
 plish certain desired ends. But there is only one thing essential 
 in order that a school may be termed consolidated, — it must be 
 made up of two or more smaller schools. Such a combination 
 necessitates a number of changes in the organization of the school, 
 such as more pupils, better equipment and usually more than one 
 teacher. 
 
CONSOLIDATED SCHOOLS IN MISSOURI. 15 
 
 In certain cases schools are consolidated for higli school pur- 
 poses only. Such schools are usually formed by the combination 
 of four or more small districts. They maintain a central high 
 school which all the children of the consolidated district may at- 
 tend free of charge. But in addition to this school the consolidated 
 district maintains a grade school in each of the original small 
 districts. In such cases of consolidation, since the district main- 
 tains grade schools in the buildings of the local districts, and 
 since the patrons are by such consolidation deprived of none of 
 the advantages of a nearby grade school, but receive in addition the 
 advantages of a central high school, transportation is not provided 
 at public expense. In such consolidated districts both grade and 
 high school work may be done in the central school and all the 
 children living in the small district in which the central school 
 building is located may attend this school. This kind of consolida- 
 tion, slightly modified, is in operation in Illinois. In that state not 
 more than four separate small grade schools are supported in any 
 one township and the consolidated district usually consists of one 
 entire township. It has proved very satisfactory to the people of 
 Illinois. (For rules for forming a joint high school district in 
 Missouri see sec. 10852 R. S. Mo. 1911). 
 
 Consolidation for high school purposes costs more than con- 
 solidation for the purpose of doing grade work or for the purpose 
 of doing both grade and high school work in the central school. 
 But it is free from all those objections that are raised against 
 closing the small grade school. It is also free from most of the 
 alleged difficulties connected with transportation, because pupils of 
 high school age are better able to go long distances to school than 
 are younger children, whether they walk or are transported at 
 public or private expense. 
 
 Consolidation for high school purposes is not very satisfactory 
 in Missouri because under the law not enough money can be set 
 aside to maintain a good high school. 
 
 A second sort of consolidation is found by which the small 
 district schools have been discontinued and all the pupils in the 
 consolidated district attend the central school which usually offers 
 a high school course. This is the sort of consolidation that we 
 advise. 
 
 CONSOLIDATED SCHOOLS IN MISSOURI. 
 
 A number of attempts at consolidation have been made in this 
 •state. According to the 1910 report of the State Superintendent 
 of Public Schools, there are eighteen consolidated districts. These 
 (districts are located in ten different counties of the state. Some 
 
16 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 have consolidated for high school purposes only, while others have 
 consolidated their grade schools. 
 
 Reports from all the districts could not be secured, but the 
 following is a summary of typical cases: 
 
 Consolidation in Jackson County. Consolidation first began 
 in Jackson County in 1902 when district No. 1 was organized. In 
 this county in 1904 consolidated district No. 2 and in 1907 consoli- 
 dated district No. 3 was organized. These districts embrace from 
 twenty-five to thirty square miles each and maintain central high 
 schools. They were organized for high school purposes only and 
 do not furnish transportation to the students that attend the cen- 
 tral school. All the students above the seventh grade attend the 
 central schools, the eighth grade being included in the high school 
 course. In 1907 district No. 1 made a levy of 7.5 cents on the one 
 hundred dollars assessed valuation of its property, district No. 2 
 forty cents and district No. 3 fifty cents on the assessed valuation 
 of its property taxable for school purposes. 
 
 Snccessful in Dade County. In Dade County there are three 
 consolidated districts. Each of these districts has been formed 
 from the union of two small districts, for the purpose of main- 
 taining a two-room grade school. The County Superintendent 
 reports that these schools are doing better work than was done 
 before consolidation. The chilrden are not transported. 
 
 Two Districts in Randolpli. In Randolph County two districts 
 have been consolidated. The central school building is located at 
 Clifton Hill. This school does both grade and high school work, 
 contains ninety children and makes a tax levy of one hundred 
 cents on the one hundred dollars. No transportation is provided 
 the children in this district. 
 
 Thus we see that Missouri has both kinds of consolidated 
 schools, i. e., consolidated schools for high school purposes only, 
 as in Jackson County, consolidated schools for grade school pur- 
 poses, as in Dade County, or for doing bo+h grade and high school 
 work, as at Clifton Hill in Randolph County. 
 
 HOW TO CONSOLIDATE. 
 
 In the pages that follow an attempt has been made to outline 
 a plan which may be of use to school patrons and superintendents 
 who desire to promote consolidation of schools in their communi- 
 ties. 
 
 I. Know County Conditions. The patrons of the schools, 
 after having decided to begin the agitation for consolidating a 
 
HOW TO CONSOLIDATE 
 
 17 
 
 group of schools should acquaint themselves with the conditions 
 existing in the several districts thereof. They should consider 
 the size of each district, its location with reference to other 
 districts, the amount of money being spent, the number of pupils, 
 the condition of the roads and the sentiment of the people. They 
 should also take into consideration the condition of the small 
 school buildings. If the districts which they propose to consoli- 
 date have two or more good buildings they should consider the 
 advisability of moving them to some central location. If all the 
 buildings in the district to be consolidated are old and worth 
 but little, then it will be cheaper to build one central building 
 than to move several small buildings. 
 
 The Bono Consolidated School, Johnson County, Texas. 
 
 The size of the consolidated district will depend largely upon 
 these local conditions. The proposed district should be small 
 enough to keep the farthest children within a reasonable driving 
 distance from the central school. 
 
 Valuation of District. If a group of districts do not exnect 
 to run a four-year high school, there is no minimum to the valu- 
 ation of the proposed district. But if it is expected to run a 
 
18 
 
 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 four-year high school the minimum assessed valuation of the 
 proposed district should be more than $350,000. There were seven 
 high schools accredited to the University which in 1910 had a 
 valuation of less than $250,000 each, but they had to depend on 
 outside tuition and could make a levy of 100 cents for main- 
 tenance. 
 
 However, if a consolidated district does not have money 
 enough to run a four-year high school, they can run a one, two 
 or three-year one. 
 
 Size of District. According to John F. Riggs, State Superin- 
 tendent of Public Instruction in Iowa in 1905, children should 
 seldom, if ever, be required to ride a greater distance than five 
 
 m% 
 
 muas,^>*v. 
 
 Old School Building Aliandoned when these Districts Con- 
 solidated Tvith the Bono District. 
 
 miles. On the other hand, the Burns Consolidated School in 
 Marion County, Kansas, has an area of forty-three square miles, 
 and one of the wagons has to go ten and one-half miles. It is 
 reported that wagons make the trip to the school in about one 
 .and one-half hours and that the transportation thus provided is 
 
HOW TO CONSOLIDATE 
 
 19 
 
 satisfactory to the people along the route. Mr. E. A. Jones, State 
 Commissioner of Common Schools in Ohio, said in 1908 that in 
 his state every effort is made to get the children to school in an 
 hour and fifteen minutes from the time they leave their homes. 
 The country roads of Missouri can be favorably compared with 
 the country roads of Ohio and in that state the average distance 
 which a conveyance transporting children has to go is about four 
 and one-half miles. 
 
 II. Know Consolidation Laws. The leaders should make 
 themselves familiar with all consolidation laws. For this purpose 
 
 Old School Building' Abandoned when these Districts Con- 
 solidated with the Bono District. 
 
 reference should be made to sections 10776, 10837, 10852 and 10883 
 of the Revised School Laws of the State of Missouri, Revised 
 Statutes, 1911. 
 
 III. Let tlie People Know. A printed statement of the facts 
 which have been obtained concerning these districts and an esti- 
 mate of the cost of carrying on the proposed consolidated school, 
 .should be distributed among those living in the districts concerned. 
 
20 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 These facts should be placed in the hands of all those who show 
 an interest in consolidation. Newspapers should be used freely 
 and every possible means adopted to acquaint the people with the 
 facts. For without question, if the people of Missouri understand 
 a proposition for education they will provide means for secur- 
 ing it. 
 
 IV. Public Meetings Before Election. Public meetings should 
 be held in the different districts for the purpose of discussing 
 consolidation. At these meetings addresses should be made by 
 those best informed regarding consolidated schools. The State 
 Department, the Normal Schools and the State University have 
 men well-versed in the subject. The friends of the proposition 
 should at this time be prepared to outline in a very definite way 
 what they propose to do. They should point out the advantages 
 of the consolidated school over the small district school. This 
 agitation should precede the annual school meeting of each school 
 district held on the first Tuesday in April of each year by a period 
 of several months and many meetings should be held to arouse 
 interest for the proposition. 
 
 V. Form of Petition. If the proposed plan to consolidate 
 meets with favor, then petitions, having the form given below, 
 should be signed by ten qualified voters residing in the territory 
 affected by the change. As many copies of the petitions should be 
 signed as there are districts to be consolidated, and a copy should 
 be sent to the clerk of each district concerned. 
 
 FORM OF PETITION FOR CHANGE OF BOUNDARY. 
 (See Mo. School Law, 1911, page 50.) 
 
 To the District Clerk: — 
 
 We, the undersigned qualified voters (ten or more) of District 
 
 No , County of , State of Missouri, 
 
 desire the following changes in district boundary lines: 
 
 and hereby petition you "to post a notice of such desired change 
 in at least five public places in each district interested, fifteen days 
 prior to the time of the annual meeting." 
 
 (Signed by ten or more qualified voters residing in any part 
 of the territory affected by the proposed change.) 
 
 VI. Method of Forming District. On receipt of a petition 
 having the form shown above and properly signed, it becomes the 
 duty of each district clerk, fifteen days prior to the annual elec- 
 tion, to give notice of the proposed change in five public places 
 
HOW TO CONSOLIDATE 21 
 
 in the district, or in all the newspapers of the district. (Sec. 
 10837 R. S. Mo. 1911). Such notice having been given, the change 
 described in the notice becomes a matter to be voted on at the 
 annual meeting. A majority vote in all the districts forms the 
 new district. 
 
 If only one, or, more than one, but not all of the districts 
 concerned, has a majority vote asking for the change, the case is 
 not settled, for an appeal may be made to the County Superin- 
 tendent for arbitration, who upon receipt of an appeal filed with 
 him in writing not more than five days after the annual meeting, 
 shall appoint four disinterested men, having certain qualifications 
 specified by law, who, together with the Superintendent, shall 
 constitute a board of arbitration and shall investigate the claims 
 made by those on both sides of the question, and decide the 
 matter. 
 
 When the decision by vote or by arbitration favors consolida- 
 tion the consolidated district shall be organized according to pro- 
 visions of Sec. 10843 R. S. Mo. 1911. 
 
 VII. The ^e^y School District. The consolidated district, 
 when formed, may or may not continue its several small schools. 
 This may be decided at the first meeting as provided by Sees. 
 10843 and 10845, R. S. Mo. 1911. The small schools may be con- 
 tinued and a central high school established, or the small schools 
 may be discontinued and a central school established for the 
 accommodation of all the children of the district. Such a school 
 may do only grade work, or it may do both grade and high school 
 work, according to the wishes of those concerned and the condi- 
 tions existing in the district. 
 
 In case the small district schools are discontinued, two or 
 more of the small school houses may be moved to the site of the 
 central school. This, as has already been stated, was the plan 
 that was followed by the consolidated district at Milton in Sumner 
 County, Kansas. In the small houses moved to the central point 
 a well graded school may be held. In one building all of the work 
 of the first three grades may be taught by one teacher, in another 
 building all the grades above the third grade and below the high 
 school may be taught by another teacher, and in still another 
 building a teacher, especially fitted to teach high school subjects 
 and to supervise the work of the grades, may take those who have 
 completed the eighth grade work. 
 
 If the buildings in the district are old at the time of consoli- 
 dation, then, it is best for the consolidated district to build a good 
 central building at once. 
 
22 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 STUDIES OF PROPOSED CONSOLIDATED DISTRICTS. 
 
 CASE I. 
 
 The following is a study of a group of districts showing one 
 method of handling the facts. The plat on page 23 contains 
 
 (1) Boundaries of school districts 
 
 (2) Roads 
 
 (3) Number of children in each house on each road 
 
 (4) Proposed transportation routes. 
 
 These are all drawn to scale. For purposes of explanation 
 before audiences, at least one such map should be made on a large 
 sheet of unbleached white muslin large enough to allow a scale 
 of a foot to a mile. The plat may be made with jap-a-lack or 
 black paint and a small brush. 
 
 This will be little trouble and will make the idea clear. 
 
 I. Assessed Valuation. In this group there are five districts 
 with an assessed valuation as follows: 
 
 A 
 
 $53,030 
 
 B 
 
 97,850 
 
 C 
 
 48,190 
 
 D 
 
 73,010 
 
 E 
 
 111,755 
 
 Total $383,835 
 
 This assessed valuation will be of interest in connection with 
 the following table of high schools accredited to the University 
 •of Missouri showing the numbers in relation to assessed valua- 
 tion. 
 
 Number of accredited high schools with an assessed valuation 
 of 
 
 Less than $250,000 7 
 
 Less than $300,000 17 
 
 Less than $350,000 23 
 
 Less than $400,000 29 
 
 Less than $450,000 40 
 
 Less than $500,000 52 
 
 These are town schools and do not have to transport children. 
 If we allow for transportation, the $383,835 assessed valuation of 
 this district will be about the equivalent of $290,000 in a town 
 district. And there are of such districts 17 which have accredited 
 high schools (about 12% of the high schools of the state). 
 
HOW TO CONSOLIDATE 
 
 23 
 
 Proposed Cansolid^ted Diatnct^ 
 
 V/uLA.&er 
 
 S PnoPOAED CE/^TRAL. SiCHOOL 
 
 • Abanoon£o school ^oU'Se: 
 
 {-^=.-^^] Road 
 
 {♦iiiiVl T^OPOSED TRAN3P0PtTAT/0/S/ ROAD 
 
 (SfCr/OA/ BOUNOARY 
 
 ^■■■^■'^^ &CHOOU OISTAICT BOUf\IDARY 
 
 O School — cuiLDnc/yJ 
 
21 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 Total Enumeration 
 
 A 
 
 33 
 
 B 
 
 39 
 
 C 
 
 38 
 
 D 
 
 35 
 
 E 
 
 68 
 
 213 
 
 This means that under the law this district may organize as 
 a town school district, having as it does over 200 children of 
 school age (R. S. Mo. 1911, sec. 10864), and will thereby be 
 entitled to certain privileges, as for instance the privilege of in- 
 creasing the maximum levy to 100 cents for school purposes 
 (R. S. Mo. 1911, sec. 10825). 
 
 II. Transportation. Five routes will take care of all the 
 children living more than one-half mile from the school house 
 (children living less than one-half mile distant are not entitled 
 to transportation under the law). The roads are in the main good 
 clay roads. 
 
 These routes may be as follows: 
 
 A. beginning in District A center of north of 5, south to S. 
 line, southwest to middle of S. line of 6 and direct to village, with 
 one side trip in S. W. quarter of N. W. quarter of T. to E. line of 
 12, where two children from 1 and four from 12 will be picked up. 
 Two children along N. line of 18 will be picked up where road 
 crosses line of 13. 
 
 B. beginning north line of 3 direct to middle of E. line of 10, 
 side trip to center of N. W. quarter of 11 where five children in 2 
 and three from northeast of 11 will be picked up, then back to 
 middle of E. line of 10 and into town. The wagon carries a total 
 of 20 children, and the farthest child rides 4% miles. 
 
 C. begins center of 17 due east to school, picking up two in 
 9 and seven in 21 at the center of 16. The wagon will carry a 
 total of 28 children and the farthest child rides 3% miles. 
 
 D. begins at the center of 35, goes due north to center of S. 
 line of 23 where one child from 25 is picked up, then to main 
 road near W. line of 23 where two children from 27 are picked 
 up; then on into the village. This wagon carries a total of 27 and 
 the farthest child rides 3% miles. 
 
 E. begins near center of 36 north to E. line of 25, north to 
 main road and on into the village. This wagon will carry a total 
 of 22 children and the farthest child will ride 3% miles. 
 
HOW TO CONSOLIDATE 25 
 
 Note. — These distances in every route are very reasonable 
 and no child need be on the road more than one hour. The 
 average will be tvi^enty minutes. The wagons will usually carry 
 less than the totals given because of absences from school. 
 
 Present Expenses of Fiye Districts — 
 
 A B C D E Totals 
 
 Length of Term, months 7 8 S S 7 
 
 Sahiry of Teachers.. $3.50.00 $400.00 $440.00 $400.00 $S05.00 $2395.00 
 
 Salary of Janitor... 6.30 22.90 16.45 16.00 35.00 96.65 
 
 Salary of Clerk 5.00 7.00 10.00 10.00 10.00 42.00 
 
 Fuel 13.48 22.71 40.40 15.00 35.00 126.59 
 
 Total Incidentals.... 00..55 74.36 209.38 47.00 153.97 745.26 
 
 Total Salary and Inc 410.55 474.36 649.38 447.00 958.97 3140.26 
 
 Assessed Valuation... 53,030 97,850 69,635 73,010 111,755 3S3.835 
 
 Levy 65 40 40 40 75 
 
 Total expense for five districts, $3140.26 
 
 Average Daily Attendance — 
 
 A 19 
 
 B 29 
 
 C 33 
 
 D 27 
 
 B, outside village ^ 
 
 E, in village 4.") 
 
 162 
 Total (not in villascO 117 
 
 Estimated Cost of Rnnninu: Consolidated ^clicol. 
 
 Transportation. There are 117 children to be transported 
 daily. Those living in the village would walk. Figuring from 
 cost in other states, we may set the cost at $1.00 per child per 
 month. The total cost will be approximately $1,000. 
 
 Teachers. The average daily attendance is 162. Five teachers 
 can take care of these and the principal can teach some high 
 school work in addition. Four of these teachers can be easily 
 secured for $40, because while $.50 is paid to get rural school 
 teachers, as good a quality or better can be secured in a graded 
 school for less money. The present principal of the village school 
 can be retained for $65. 
 
 4 teachers at $40 for 8 months $1280 
 
 1 principal at $65 for 8 months 520 
 
 Total for teachers. 
 
26 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 Fuel. A five room school building can be heated for $65 a 
 year in this locality. 
 
 Janitor serTice can be secured for $75 for the year on the 
 basis that the two-room school in the village pays $35 a year. 
 
 Clerk's expenses would amount to about $15 for all purposes.. 
 
 These total as follows: 
 
 Transportation $1000 
 
 Teachers 1800 
 
 Fuel 65 
 
 Janitor 75 
 
 Clerk 15 
 
 Other incidentals and repairs.. 150 
 
 Total $3105 
 
 Comparison. Separate districts now pay $3140.00 
 Consolidated district (estimated) $3105.00 
 
 Saving 35.00 
 
 This means practically, however, that three of the districts,. 
 B, C, and D, levying 40 cents, would have to raise their assessment 
 while the other two would lower to strike an average. 
 
 The best proposition to be made and fought out in these dis- 
 tricts is this: Are you willing to raise your levy to 65 cents 
 and have a graded school with three years' work in the high 
 school and six teachers employed? 
 
 This can be easily done for 65 cents on $383,835 assessed 
 valuation of the whole district. The whole district would give 
 an increase of $490 which would more than enable the district to 
 hire an additional high school teacher and give three years of 
 high school work. 
 
 Natural growth of sentiment with the success of the school 
 would undoubtedly increase the levy because that always happens 
 in towns, and farmers are just as friendly to education as are city 
 patrons if they can see that they are getting the worth of their 
 money in better schools. 
 
 Initial Cost of Consolidation. This is difficult to state in 
 terms that would hold for every locality. It so happens that 
 there are three buildings in these districts, none more than 2i/^ 
 miles from the village, in good condition, that could be moved in 
 and used. This with the two-roomed village school would take 
 care of all the pupils and the initial cost would be largely the 
 cost of moving them in and repairing them. This cost would be 
 
HOW TO CONSOLIDATE 27 
 
 largely defrayed by the sale of the sites and the remaining school 
 building. Later the district could build a good modern building, 
 and the sooner the better. 
 
 A proposition to build a new building would depend upon 
 what the sentiment of the districts is. The village would very 
 probably be willing as individuals to pay a good part of the 
 initial cost of putting up such a building on ample school grounds. 
 
 Five covered wagons to be owned by the district would cost 
 in addition about $150 each. 
 
 CASE II. 
 
 Another group of districts in which the saving would be much 
 greater is the following. The saving is greater because the num- 
 ber of pupils in each school is smaller. 
 
 Present Expenses — 
 
 Enrollment 
 
 Daily attendance . 
 
 Term 
 
 Total Salary 
 
 Total Incidental . . 
 Total Expense . . . 
 Assessed Valuation 
 Xievy 
 
 A 
 
 B 
 
 C 
 
 D 
 
 Totals 
 
 27 
 
 12 
 
 21 
 
 6 
 
 66 
 
 20 
 
 7 
 
 14 
 
 5 
 
 46 
 
 6 
 
 8 
 
 6 
 
 7 
 
 
 $240.00 
 
 $320.00 
 
 $240.00 
 
 $280.00 
 
 $1080.00 
 
 164.33 
 
 75.20 
 
 91.59 
 
 40.99 
 
 372.11 
 
 400.33 
 
 395.20 
 
 331.59 
 
 320.99 
 
 1452.11 
 
 50,770 
 
 99,175 
 
 68.000 
 
 68,530 
 
 282,475 
 
 ."5 
 
 40 
 
 40 
 
 50 
 
 
 Two teachers could take care of these children easily in a 
 central school. Two buildings are in excellent condition, and 
 could be moved into the center. Three wagons would cost $450. 
 They could pay their teachers $40 a month, as at present. The 
 estimates of expense would be as follows: 
 
 2 teachers at $40 a month for 8 months $ 640 
 46 pupils to transport at, say, $1.50 a month 
 
 (Three wagons would be necessary) 552 
 Incidental expense in total 150 
 
 Total $1342 
 
 Comparison. 4 districts at present spend $1452.11 
 Consolidated district 1342.00 
 
 Saving 110.11 
 
 This means that all the children would have an eight-month 
 school where now only one school has, that they would have two 
 teachers with four grades to a room and only 23 pupils in each 
 room. Also by raising the levy to 60 cents they could put in 
 another teacher, do two years of high school work, and have 
 
28 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 plenty of money left. Fifty-five cents, the levy now made in 
 one of the districts, would probably do the work. 
 
 That is, by all the districts paying what one does and con- 
 solidating, they could have a graded school and two years high 
 school. At present individual patrons in these districts pay a 
 total of over $2500 a year sending their children away to high 
 school. Two years of this could be had at home by consolidating. 
 
 TRANSPORTATION. 
 
 The consolidated district may or may not provide transporta- 
 tion. If the consolidated district is large and all the pupils 
 attend the central school, then transportation either at public or 
 private expense becomes absolutely necessary. 
 
 An act passed by the last legislature and signed by the 
 Governor makes provision for transportation of children at public 
 expense (Sec. 10776 R. S. Mo. 1911). 
 
 WAGONS. 
 
 Transportation Wagons, ?forth Dakota. 
 
 In most cases, though not in all, where transportation is 
 provided at public expense, the district owns the wagons and 
 hires a driver who furnishes the team and transports the children. 
 
 It becomes necessary in these cases for the district to decide 
 upon the kind of wagon it is going to use in transporting its 
 children. This depends somewhat upon the number of children 
 to be conveyed and upon the kind of roads over which they are 
 to be conveyed. In order that those having in charge the buying 
 of wagons may have some idea of the kind of wagons that are 
 
TRANSPORTATION 29 
 
 being used throughout the country, the following facts as gathered 
 from experienced men all over the United States are given: 
 
 The wagons used in ^Marion County, Kansas, are constructed 
 especially for the transportation of children and are as com- 
 fortable and convenient as can be made. In the severe winter 
 weather they are tightly covered and the beds and sides are 
 heavily padded. The wagons used in the Burns consolidated school 
 In the county cost when new $130.00. The wagons used in Ells- 
 worth County, Kansas, are made especially for transportation 
 purposes, have springs and are covered. The seats are arranged 
 along the sides and the children enter from steps in the rear. 
 The wagons used in Rice County, Kansas, have springs, leather 
 tops and seats running lengthwise along the sides. 
 
 The wagons used in Dunn County, Iowa, are common wagons 
 with band wagon boxes, home-made, water-tight cover and side 
 curtains. 
 
 The wagons used in the consolidated schools of Woodford 
 County, Illinois, are made especially for the purpose of carrying 
 children and have springs. They are covered with heavy storm 
 proof cloth and have seats arranged along each side. 
 
 In :Marquette County, Michigan, a large covered bus is used. 
 Those used in Kalamazoo County, Michigan, are provided with 
 springs of the kind that are used for heavy farm wagons. They 
 are covered with 20-oz. duck cloth and have seats arranged along 
 the sides. 
 
 The wagons used in the Rigby consolidated school at Rigby, 
 Idaho, are twelve feet long, five feet wide and weigh from 1100 
 to 1300 pounds each. They have the same type of springs as do 
 modern dray wagons, such as are used in St. Louis for medium 
 draying. They have the regular omnibus cover, the outside of 
 which is made of leatherette. The seats are arranged lengthwise 
 along each side and the children enter from the rear by steps 
 provided with a guard along the sides. 
 
 The wagons used in the Jordan district. Salt Lake County, 
 Utah, are the common western wagons, about No. 3. They are 
 covered, have springs, and in cold weather straw is provided for 
 the bottom of the wagon. 
 
 In North Dakota large covered wagons, like those shown in 
 the picture, are used. The beds are covered with heavy canvas 
 and the tops are painted in order to make them water-tight. They 
 are provided with ordinary spring bolster springs. The seats 
 are arranged lengthwise and the children enter through a door 
 in the rear. 
 
 The wagons used in Pueblo County, Colorado, are covered 
 with canvas, have springs and are made especially for transpor- 
 tation purposes. In district No. 7 of this county an ordinary farm 
 
30 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 wagon has been used to transport from twenty-five to thirty 
 children for a distance of five miles to the central school. This 
 wagon was covered with heavy canvas. 
 
 The wagons used in Cheshire County, New Hampshire, were 
 purchased from the Delphi Wagon Works, Delphi, Ind., and from 
 the Studebaker people. These companies manufacture wagons 
 especially for this purpose. 
 
 The wagons used in the consolidated schools near Fairfax, 
 Vermont, are of different sizes, depending upon the number of 
 children to be carried. The seats run lengthwise along each side, 
 are twelve inches wide and twenty inches apart, are from eight to 
 twelve feet long and are covered with movable cushions. The 
 back of the seats are also cushioned and extend upward for six- 
 teen inches. The wagons weigh from twelve to fourteen hundred 
 pounds and will carry from twelve to thirty children. The box 
 that is used in winter has side curtains that will roll up. These 
 wagons are made for the special use to which they are put and 
 are covered with the best rubber cloth. 
 
 Most of the wagons used in Augusta County, Virginia, were 
 manufactured especially for transportation purposes. In a few 
 cases on very bad roads old type wagons are made by fitting them 
 with canvas covers and providing upholstered seats along the 
 sides. Bolster springs are placed under the body of these wagons. 
 
 In Idaho, Montana, Dakota, Minnesota, Wisconsin, and other 
 northern states, the wagon bed is removed from the wheels and 
 put on sleds in the winter when there is a snow. 
 
 From the above it will be seen that there is a large number 
 of different kinds of transportation vehicles in use. The kind of 
 wagon to be selected will in all cases depend upon the conditions 
 peculiar to the district in which it is to be used, and upon the 
 .amount of money which the district is able to spend in this 
 'direction. 
 
 If the district is able, it is, perhaps, best to buy wagons man- 
 ;ufactured especially for this purpose by wagon companies. Infor- 
 mation concerning such wagons may be secured through repre- 
 isentatives of the large wagon firms. 
 
 To repeat, in case the district does not desire to buy its 
 wagons from a wagon company, it may place its order with some 
 local mechanic and have them made according to its own plans. 
 Or, it may employ a carpenter to construct wagon-beds, such as 
 it desires, and may place these upon light farm wagons which 
 have been fitted with bolster springs. In Granite school district, 
 in Salt Lake County, Utah, the school boai-d has found it desir- 
 able to furnish the springs and the wagon-box and to require 
 the driver to furnish the running gears of the wagon. A good 
 box together with the springs costs this district about $70.00. 
 
TRANSPORTATION 31 
 
 In all cases the wagon should be covered. This may be ac- 
 complished by placing rubber cloth, leatherette, or other material 
 over a frame made of w^ood. The wagon should also be provided 
 with side curtains which can be rolled up. The seats used by the 
 children should be arranged lengthwise along the sides of the 
 bed, and steps should be provided by means of which the children 
 may enter the wagon through a door in the rear. 
 
 DRIVERS. 
 
 After the district has secured its wagons, its next problem 
 is to find suitable persons to drive them. Great care should be 
 exercised in making this selection, as the driver has much influ- 
 ence over the children he transports. Almost as much care should 
 be taken in selecting a driver as is taken in the selection of a 
 teacher. Mr. Frank L. Jones, former State Superintendent of 
 Indiana, submits the following opinion upon the matter of trans- 
 portation contracts: 
 
 "I am not in favor of letting contracts for conveying pupils. 
 It is not a matter which can be lumped off to the lowest bidder. 
 It would be as sensible to employ teachers on this basis. The law 
 does not contemplate that the contracts for transportation should 
 be made in this way. It is entirely proper for a trustee or an 
 advisory board, or both, to fix the amount that will be paid and 
 then select the best man for the work at that price." 
 
 The driver must in all cases be under bond and contract as 
 to regularity, habits, and protection and control over the children, 
 as provided by law. It is generally best to have a uniform con- 
 tract for transporting ihe pupils, which all drivers are required 
 to sign. Such a contract assists in a clear understanding of what 
 is expected of all concerned. 
 
 The form of contract used in Missouri is as follows: 
 
 SCHOOL CONVEYANCE CONTRACT. 
 
 District No , County, Mo. 
 
 This article of agreement made and entered into this 
 
 day of , 191 . . , by and between 
 
 , of County 
 
 in the State of Missouri, of the first part, and the School Board 
 
 of Consolidated (Common School) District No of 
 
 County in said State, of the second part. 
 
 WITNESSETH, that the said 
 
 party of the first part, doth hereby agree to and with the said 
 School Board, party of the second part, as follows, to-wit: 
 
 That the said will convey to school 
 
 by spring hack all children herein stated 
 
32 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 and such other children of school age whose parents may later 
 reside on the route or in the district. The transportation route 
 
 to he as follows : 
 
 The said party of the first part further agrees to arrive at 
 
 between A. M. and 
 
 A. M. standard (sun) time, and at the close of each day's session 
 convey the foregoing pupils to their respective homes as expedi- 
 tiously as possible in the same general manner as in the morning. 
 He shall strictly prohibit profane or obscene language and boister- 
 ous conduct in or about the hack. The said party of the first 
 part further agrees not to use tobacco while in charge of the 
 children, neither will he permit its use by any of the pupils while 
 in his custody. The pupils shall be conveyed with due regard for 
 their comfort and the team shall not only be safe but reasonably 
 speedy. 
 
 (Additional Considerations) 
 
 The services of the said party of the first part shall commence 
 
 on the day of , 191 . . . , and continue 
 
 throughout the school year for such days as the school shall be 
 in session. The said party of the first (second) part shall provide 
 a comfortable and safe conveyance, and said vehicle shall be so 
 constructed that it can be entirely closed during inclement 
 weather. 
 
 (Additional Considerations) 
 
 The said party of the second part in consideration of the prompt 
 fulfillment on the part of the party of the first part contracts and 
 
 agrees to pay dollars per day for services rendered 
 
 as above stated. In ciase party of the first part fails, neglects or 
 refuses to faithfully do and perform each and every one of the 
 covenants and agreements herein specified on his part to be per- 
 formed, then this contract shall be void at the option of the party 
 of the second part, and the party of the second part may imme- 
 diately bring suit on the bond annexed hereto for any damages 
 sustained to the party of the second part by reason of the failure 
 of the party of the fir^t part to perform his covenants and agree- 
 ments herein contained. 
 
 IN WITNESS WHEREOF, the above named parties have signed 
 the above contract. 
 
 Done by order of the Board this day of 191. . 
 
 Party of the 
 first part. 
 
 i 
 
 President. y Party of the 
 
 \ second part. 
 
 Secretary. 
 
TRANSPORTATION 33 
 
 DRIVER'S BOND. 
 
 KNOW ALL MEN BY THESE PRESENTS, That 
 
 , principal and 
 
 as sureties, are held and firmly bound unto the State of Missouri 
 
 in the sum of dollars, for the payment of which 
 
 we do bind ourselves jointly and severally. The conditions of this 
 
 bond are such that, whereas said did on 
 
 the day of , 191. . . enter into a contract 
 
 with the School Board of Consolidated (Common School) District 
 No of County in the State of Mis- 
 souri, we do hereby guarantee the full performance of all condi- 
 tions specified in said contract on the part of said 
 
 to be kept. Now if the said 
 
 shall faithfully fulfill all the require- 
 ments mentioned, then this obligation to be void, otherwise to be 
 and remain in full force. 
 
 WITNESS our hands and seals this day of , 
 
 191.... 
 
 (Seal) 
 
 (Seal) 
 
 Blank contract forms may be procured by writing to the 
 Superintendent of Public Instruction, Jefferson City, ^Missouri. 
 
 DRIVER'S CONTROL OVER PUPILS. 
 
 The pupils should be under the supervision of the driver while 
 being carried to and from the school. The driver should be able 
 to command the respect of all the pupils in his charge. The fol- 
 lowing are some of the rules for pupils transported in wagons 
 to and from school at public expense, used by the Jordan School 
 District in Salt Lake County, Utah: 
 
 First. The driver takes the place of the teacher in discipline 
 while pupils are in the wagon. 
 
 Second. Wagons are put on to accommodate the pupils who 
 live two or more miles from the school. Then those living next 
 in distance. If all can be accommodated, do so, if not, the smallest 
 pupils on the inside of the two-mile limit shall have first place. 
 
 Third. Wagons shall call at regular and convenient places 
 on route for pupils. 
 
 Fourth. Pupils must be on time, or the wagon will not wait 
 for them. 
 
 Fifth. Time when wagon will be at certain points shall be 
 given out by driver and he must be there at that time, but must 
 not leave ahead of schedule time. 
 
34 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 Sixth. While riding in school wagons pupils must be orderlj^ 
 and remain in seat given them by the teamster. 
 
 Seventh. Pupils must be careful in getting in and out of the 
 wagons, to the end that they do not soil clothing of other pupils. 
 
 Eighth. Rules for the conduct of pupils in regular school 
 shall maintain in the wagons. Principals of the schools to which 
 pupils are hauled in wagons will be held responsible for the en-, 
 forcement of these rules. 
 
 Ninth. Pupils must be respectful to teamster. 
 
 Tenth. Should a pupil persist in violating any or all of these 
 rules, it shall be the duty of the driver to disqualify the pupil 
 from riding and the pupil so disqualified shall not be permitted 
 to ride again until permission is granted by the school board. 
 
 HEATIiNG THE WAGONS. 
 
 The wagons used in the transportation of children are some- 
 times heated in cold weather. This is not generally necessary if 
 the wagons are tight. 
 
 The consolidated schools in Salt Lake County, Utah, do not 
 find it necessary to heat their wagons. Mr. C. H. Brush of Fair- 
 fax, Vermont, reports that the wagons are not heated in his part 
 of the country, but that occasionally a parent sends along a hot 
 brick wrapped in paper. In Baltimore County, Maryland, robes 
 and blankets are found to keep the children warm, and so no 
 device for heating the wagons is employed. Mr. A. M. Nutten, of 
 Comstock Consolidated Schools, Comstock, Michigan, says: "We 
 were prepared to heat our wagons, but never have found it neces- 
 sary. The closed wagon filled with children doesn't seem to re- 
 quire heat." It has not been found necessary to heat the wagons 
 in so cold a place as Richland County, North Dakota. This v/ould 
 seem to indicate that the heating of the wagons is more a matter 
 of choice than of necessity. 
 
 If, however, a district does desire to heat its wagons, it mav 
 do this in a number of different ways. The wagons may be heated 
 by oil stoves which can be purchased at any hardware store at a 
 cost of about $5.00 each. In Marion County, Kansas, the wagons 
 are heated in this way. In this county the pupils pay for the oil 
 consumed as fuel in these stoves. These stoves are the Standard 
 Oil Heaters. Soapstones or bricks of carbon, which are not very 
 expensive and may be obtained from any large dealer in supplies, 
 are often used. The Majestic Foot Warmer is sometimes used. 
 These warmers cost about $2.50 each, but serve their purpose very 
 satisfactorily. 
 
BIBLIOGRAPHY 35 
 
 BIBLIOGRAPHY. 
 
 1. As well, Jas B., State Supt. Pub. Ed., Baton Rouge, La. 
 The consolidation of school districts, the centralization of rural 
 schools and the transportation of pupils at public expense. Cir- 
 cular of Information, 1906. 
 
 2. Barrett, Richard C. Consolidation of schools and trans- 
 portation of children. Bien. Rep. Supt. Pub. Ins. of Iowa, 1901. 
 
 3. Bedichek, Una, and Baskett, Geo. F. The consolidation of 
 rural schools with and without transportion. Bull. Univ. Texas, 
 No. 96, 1907. 
 
 4. Biennial report, U. S. Com. of Ed. pp. 2581-4. Transporta- 
 tion of pupils to school. 1899-1900. 
 
 5. Carrington, W. T., State Supt. Pub. Schools, .Missouri. The 
 rural school problem. Mo. School Rep. pp. 4-11, 1902. 
 
 6. Consolidation of schools and transportation of pupils- 
 U. S. Com. of Ed. 2:2353-2369, 1902. 
 
 7. Connor, R. D. W. Improvement in rural school houses and 
 grounds. Pamphlet, Raleigh, N. C, 1900-1906. 
 
 8. Davenport, E. Consolidation of country schools. Univ. 
 111. Bull., 1904. 
 
 9. Fairchild, E. T., State Supt. of Pub. Ins., Kansas. Ed. Com. 
 Bull. No. 1, 1908. 
 
 10. Fall, Delos, Supt. Pub. Ins.. :\Iichigan. School Rep., pp. 
 5-34, 1901. 
 
 11. Fall, Delos. Consolidation of schools. Rep. Supt. of Pub. 
 Ins., p. 9, 1902. 
 
 11a. Foght, .1. W. The American Rural School. 
 
 12. Folsom, Channing. An inquiry concerning the conveyance 
 of scholars in New Hami)shire. 51st N. H. School Rep., pp. 271-292. 
 1899-1900. 
 
 13. Fowler, Wm. K. The consolidation of school districts: 
 the centralization of rural schools. Pub. by State of Neb. Dept. 
 Pub. Ins., 1903. 
 
 14. Gass, Howard A. 16th Mo. Rep. of Pub. Schools, 190S-1909. 
 
 15. Harvey, :Mrs. H. Clay. School problems in Adair County. 
 Bull. 1st District Normal School, Kirksville, :\Io., 1908. 
 
 16. Harvey, L. D. Consolidation of school districts and trans- 
 portation of rural school i)upils at public expense. .Michigan, BulL 
 No. 7, 1902. 
 
36 RURAL SCHOOL CONSOLIDATION IN MISSOURI 
 
 17. Jones, Frank L. Ind. Rep. Supt. Pub. Ins., pp. 727-782, 
 1902. 
 
 18. Jolinson, W. H. Annual Rep. of Jackson County Schools, 
 Independence, Mo., 1907. 
 
 19. Jones, E. A., State Com. of Common Schools, Columbus, O. 
 The centralization of rural schools in Ohio. Proceedings N. E. A., 
 1908. 
 
 20. .Joyner, J. Y., Supt. Pub. Ins. Consolidation. — Work to be 
 done and how to do it. N. C. School Rep., 1902-3 and 1903-4. 
 
 21. Joyner, J. Y., Supt. of Pub. Ins., N. C. Consolidation of 
 districts. Ed. Bull. No. 1, 1902. 
 
 22. Joyner, J. Y., Supt. Pub. Ins., N. C. O.Ticial letters, etc., 
 Consolidation of districts. 
 
 23. Kelley, Patrick, H., State Supt. Pub. Ins., Michigan. Con- 
 solidation of school districts in Michigan. Bull. No. 19, 1906. 
 
 24. Matson, Clarence H.. Country schools. — The new plan 
 Outlook, p. 981, Dec, 1902. 
 
 25. McKenzie, Hector. Concrete examples of consolidation of 
 rural schools. N. D. Pubsh. by Dept. Pub. Ins., 1905. 
 
 26. Nelson, Prank, State Supt. Ins., Kan. The consolidation 
 of rural schools. Kan. School Rep., p. 38, 1901-2. 
 
 27. Olsen, J. W. Consolidation of rural schools, and trans- 
 portation of pupils at public expense. Bull. No. 1 Reprint Bien. 
 Rep. State Supt. of Pub. Ins., Minnesota, 1902. 
 
 28. Pyne, R. A., Minister of Ed. Rep. Minister of Ed., Toronto, 
 1910. 
 
 29. Report of Committee of Twelve on Rural Schools. N. 
 E. A., 1897. 
 
 30. Rep. U. S. Com. of Ed. 2:2353-2369, 1902. 
 
 31. Riggs, John F. Bien. Rep. Supt. Pub. Ins., Iowa, 1905. 
 
 32. Riggs, John F. Conditions and needs of Iowa rural 
 schools. Bull, by Supt. Pub. Ins., 1905. 
 
 33. Southall, Joseph W. Consolidation and transportation. 
 Va. School Rep., 1900-01. 
 
 34. Stone, Mason S. Cir. of Ed. Information No. 19, Dept. 
 Ed. Vt, 1906. 
 
 35. Upham, A. A. Transportation of rural school children 
 at public expense. Ed. Rev. 20:241, 1900. 
 
 36. Ustrud, H. A., Supt. Pub. Ins. Consolidation of schools 
 in South Dakota, 1908. 
 
 37. Welch, W. W., Supt. Pub. Ins., Montana. Montana School 
 Rep., pp. 13-20, 1902. 
 
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