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A STUDY OF CERTAIN CONDITIONS
EXISTING BEFORE 'ANDMJAFTER
CONSOLIDATION IN TEN; MICHIGAN.
{SCHOOL DISTRICTS.

Thesis for the Degree of M.» S.

C hark: 5. Hanan

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A Thesis Prepereqxby

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for th leg qzee of Lester of Science

Tepartm nt of gducetion

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1.41."

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The author wishes to acknowledge
his indebtedness to Doctor John Eufi,
Professor of iducetion, who has untir-
ingly helped to make this study worth
While.

He also wishes to express his grat-
itude to the supe1in te11dents and teac21ers
of th e ten cox’1solideted schools for the
much valuable n aterial received. Ken-
tion Should also be made of the Depart-
ment of aunerldt Md tof Public Instruc-

tion fo I the valueole statistics obtained.

COSOH.

August, 1927.

V'

95501

Introduction . . . . . . . . . . . . . . I

I History of School Consolidation . . . . 1
II Superintendent, Princiral, and Teach; . 20
III Instructional Costs . . . . . . . . . . 28
IV Boys and Girls Attending School . . . . 37
V Kortality, School Session, *nd Library . 53

0‘6
(51

VI Current Debt and Tax erenses . .
O 9 1

\1

VII Transrortation . . . . . . . . . . . .

VIII The Curricul‘m ... . . . . . . . . . . .

(D (D
(D p +4 1%

IX Objective Advantages: A Summary . . . .

(1“

X Subjective Adv stages: A Sufimary . . .

II

III
IV

VI

VII

VIII

IX

Cost of Instruction for

Average Cost of II We ruction rer

Grades One to Twelve . . .

Cost of High School In truction .

Cost of Elementary Ir1struction . . .
Percentage of Children Ietveen
Eot Attending a ; blic School

Average Percentage of
T“ehty rot Attendizig in the?
Courties . . . . . . . . .

Girls Atte

Percentage of

Five and TR

1811+ U3? 0 O O O O I

Percentage of Boys Between Five

Attend i ng Sc ool . . . . .

Eerceutage of
Twenty Atteneihg Soho
solidation . . . . . . . .

Iercentage of Boys and Girls Betwee
Twenty Attending Sch

solidation . . . . . . . .

Grades One to

Pupil

Between Five

Girls and Boys Eet‘een

Twelve . .

for

Five and TWenty

an d

e spective

‘ L1 133,7
Fi ve and

01 Aft er COH“

f 1’
(If;

(Y)
{O

()3
...:

()1
,1:

(a
C3

(>1
0‘)

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Q“ I

41

44

KI
XII

XIII
XIV

XV

XVI

2:211 I I
XXIV

Number of

Ihnnber of

Children Attencing the High School .
Children Attending the Grades Cne
to

Jight O O O O O O I O O C O O O O 0

Percentage Daily Attendance . . . . . . . . .

Percentage of filementery Jnrollment which Pe-

Percentage of Xortality Be

Avereve

Eumber of Lays School Has in

Average

escher

ceivcd Their fiigh h Grade Diploma . .

tween the Jighth and
Percentage of I rtelity Between the
Eighth and Iintn
tive Counties . . . . . . . . . . . .
Session . . . . .
Number of lays School was in
in The Respective Counties . . . . . .

Load Of Pllpils o o o o o o o o o o o 0

Library Books Available Per Pupil . . . . . .
Current LXpenses per Pupil in Lollers . . . .
Average Current Expenses in the Eesnective
Counties . . . . . . . . . . . . . .
Amount of Iebt per Euril in Dollars . . . . .
Average Lebt per Pupil for the Respective
Counties. . . . . . . . . . . . . . .

47

54

55

01
10

C)
(3‘1

CO
CD

C)
(II

69

1r v‘rfi

nn' Amount of Taxes Feised Per Pupil . . . . . . . .
XXVI Amount of Taxes Feiseé en the Average yer

Eupil in the espective Counties . . . . . 7

(C)

XXVII Beta Feletive to Trensyortntion Iu ing the School

La

(Q

Yegfr 1 — 6-1937 0 o o o o o o o o o o

I ""T; .'-' Tarn T " v
. *‘I ...--\-"_~ J - .J. ‘v'L'.

 

Jhet is the yresent status of the consol-

idaied school? ghet are the chenfes which have been brought

about in districts which have efiected cor eliistion” Has

r
U)

consolidation brought real educational adventeges and if
so, what have these advantages cost? Is the consolidated
school as expensive as its critics hate reinteineo? finut
are the salaries of he staff connected with the coisoli-
dated school and whet tyre of staff does consolidation pro-
vide0 Lhet portion of the school extense may be fleet by the
State? Lhet is the cost of trensyorting rupils in consoli-
dated schoolsC rhese and a great many other questions are
vitel ones to students of rural education and to the com—
nunities anticipating censolidition.

ihe ‘."rit er iss found no sgfserz‘ietiC s udy of
this rroblem in so fer as it effects flichisan consolidated
schools. The subject is certainly of sufficient inflortnnce

A ‘ " "'5" ’ ’ i "C- ‘ ‘1‘. I .1 f i'v ‘. .-: l w '1 .17- -‘ 4 . .- '1. ‘. .w ’7‘.“ —.
to tallent e cal fbl nn‘ CVtOLluQ deGJ of a llflltbt nquer

( L + A non ‘fi . wv ,—"
sta_us o1 ILlS tJye of School.
fl 1 r V'fi J ‘7 " ' ‘PI'I:f-;'\T‘. ". "‘1‘ I mm A “m

"J .J 4.1;; - .4- V; 1 . ‘JA. -Il'J ._

 

Because of the very nature of the stqu the

-_J '\
.; , 5‘w

writer has been

enough time in
* . 1.‘ I - in .1
censV1or, the L

equipment rrovi

r . .5
iron“; thU

addition to thi

i"

subjective

t3

consideration.

"-P'f-‘T' ... .—

A‘ I. ‘
j_.‘_.bA

-..—II-..-

comhelled to obts n vucn of his Lets st lirst
visits to the schools sttéiel, snen01ng

seeking metho s, the textbooks used, the
dad, etc.
In addition to this first bend materiel

ne-room schools which

ten schools in this st Cy were ob-

(A
V

Eur rinfendeot of Public Instruction. In

C-
v

s objectiv data there

 

censolidations

counties are

1‘8

The schools end

rial which the author has set lor‘tzior
UT : r T 1:
The schools were selected from among rural

rsther than urban consolidations. ‘1rht
presented by the ten schools in this study.

counties ere as follows:
0 o o o o o o o o o o o Clint-2011
. . . . . . . . . . . .Jenesee
Shisuessee
. . . . . . . . . 7.71"- n Buren

oun

‘

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A-

1

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The term "C‘mnsol1:1:ted'Y es applied to

(We.

schools has oeen defined in many says. Sore use the term
"Union School," .hen one school replsces two. These re-
serve the term "“oisol1oeteo' for cases there one school

replaces three or more. Ohio u“ "Centrelization' in the

b.
(D
U)

plece Of "Consolideti 01,” but With exactly t‘e sane iden-

ll

H
0'9

roe Horth Dakota Legislature in 1917 defined the con-
solide ted school as "one v.1ere at least two teechers ere
emrloyed and at least 19 contiguous sections are served,

without rugnrd to manner of its formation."1

4‘3 71"“ TT3-z‘u'1.‘ CW mire m .177
. .444- ;/.J - -.Lu ..:—LJIL

 

 

According to best usage, a consolidated
school will 001'fOIm to the following spec1ficztions:

l. A school which has been properly organized and

l. Abel, J. F., Consolidation of Schools and TrenSpor—
ts tiou of Zupi 5, Eu :4; of -uzvatjoo, 913 To. 41,
p. 80.

---g---

authorized as 8? ch under the state

2. A scliool in which no less
are employed.
3.

Teachers will be preperly

earning

FJ

stitutions of

—. ~

uolic

f

Iepartment of

ucation.

q

4. Buildirigs 8AQ

a. Iinimum cost of

000. being the average.

'4

b.

riculture, Home Aconomics, and

4)
is

c. Gymnasium equioye

q

d. Scientific methods
and ventilation insualled.
e. Erovi

f. Ample ground

isfactory results ordinarily.
one for the younger girls,

for the older girls-~each play

with the sizes and kinds of play-ground equipmentr
for its group.

, meeting the

Instruction and of the

srounds to include the

‘ ' . fl. r-
building, aZO

of heating

,--five acres

grounds--one for the younger boys
One for the older boys, and

erouhd to be

18W.

than five teachers

Board of id-

tollowinlg

f‘f‘ 1‘. a
. 9 "(SU -

(a )‘J
, c
’ 4b» ,

Laboratories and equipment f or teach ir 0 0

Hanual Training.

or iLdOOT athletics.

, llrhty

{3Q

sions for modern sanitation.

giving very sat-

"ell rrovided

needed

---5---

h. A baseball diamond and tennis court --the
basketball field being optional.

5. Free transportation provided for all pupils.

PUBLISHED 12:32.1 13o? 301313.311;

 

Reports as to the number of consolidated
schools in each state are not comparable, wing to the
fact that the data has been collected from several inves-
tigations, each investigator very likely using a different
meaning of the term consolidated. And even tho the inves-
tigators used the term with exactly the same meaning, the
reporters' meanings might vary greatly. A concrete exam-
ple will mahe the last point much clearer. In North Daho-
ta, any two-room school employing two teachers is called a
consolidated school where "18 contiguous sections are
served." This in reality might be no better than a one—
room school. No buildings properly equipped for carrying
on consolidated school work are specified, the tranporta-
tion of pupils is not mentioned, and the qualifications of
the teachers are not stated. To compare the number of con-
solidated schools in this State with the number in Iowa,
for instance, which Specifies the kind of buildings, re-

quires that transportation be provided, and has definite

---4---

standards for its teachers, would be unfair. Sven miti-
1n a state seeming contradictions may be found. In 1922
Pa. 5. chlenanan, Superintendent of Public Instruction,

announce d officiall: that Iowa had four hundred and thir-

Erancis, Sup‘rintentezt of rublic rkbtlo erd ". j.
1 one, Imb}dctcr cf Stisolitated Schools ,“ said that tiere

GJtBC school movement, for in 1924 Iowa specified the Lin

C)

O
H)
(71

w-
} ...
DJ

,-
I L‘.

old n31, defi:nc d the qualifications of the teachers

q

schools are consolidated schools in the 9B moanino of

(,TT‘T HT.) nor; ”'71,? firm
_ .57.;— «.... J 1;. A

 

In the year 18a6, Sornce jaton, of Vernont,

v“

put forth th e id oea of eliminating the weal schools. fir.

Caleb Sills, Superintendent of ?”blic Ir tructio:1in
1. Brown, Teorge, Iowa's Consolidated schools, State of
Iowa, 1922, p. 2, 3.

4- Stane. ?. J.. In A Letter, Iated Nov. 24, 19:4

--_5_--

Indiana, expressed and urged his desire for consolidation
in 1856. Horace Kenn considered the Iassachuetts Act of
1789 as "the most unfortunate law of common school legis-
lation ever enacted in the state." This law took the ad-

ministration away from the township and vested it in the

small district.1

UNION-SCHOOL LAWS

 

Laws permitting the union of schools were
passed very early in the history of several of the states.2
In line with these laws, Hichigan in 1844, established the
Fayette Union School; Connecticut in 1859, established the
Parmington School; Ohio in 1846 established a school at
Akron; and Few Hampshire in 1849, consolidated the schools

of hew Castle. Thus we can see that the forerunner of the

true consolidated school was the “Union School."

m1? Vw‘h q“ _"\"".f‘ A T'T P7 :K'PT;\“T 7T “ luff? 7 ”11"“
‘... {JJ.I‘o b...) V-~\,r:&_:.n .J. .404 - i. mill! I.u 'JIX-IA‘4 . Q‘LS

 

 

The trend of organization from about fifty

l. Foght, H. W. The American Rural School, p. 306.

2. Abel, J. F., Consolidation of Schools and Transpor-
tation of Pupils, Eureau of Education, 1923, Vo. 41,

p. 21.

---5---

to seventy years ago can be seen fron the following two
quotations:

"Bach village, town, or incorporated city
in this State shall constitute but one school district,
and the public schools therein shall be under the super-
vision and control of the trustees thereof.’ (School
Laws of the State of Eevada, 1867.)

"No incorporated city or town shall here-
after be divided into two or more school districts."
{School Law of the State of Colorado, 1886.)

minim aware

we, ncnnwer t-v—w
a ' .J ‘ . _ O J I ‘— "J V 4 I I I

L.
‘1‘ .. -4. .LJ

 

hassachuetts passed a union-school lav

. 1 . . .. . . p 9
in 1838 and a law author121ng consolitation in 1860,“
and in 1869 authorized the transportation of pupils at
public exyense.3 The first consolidated school was at

Greenfield, Iassachuetts, in the same year, 1869,4 but
the first attempt to give the puhils "better educational
opportunities" was not made until in 1875 at Iontague.5

, Consolidation of Schools and Transpor-
-ils, Bureau of Lducation, 1925, TO. 41,

L

2. FOght, 9. W., The american Rural School, p. 306.

Z. Eapeer, L. U., The Consolidated Rural School P. 108.

4. Abel, J. 3., Consolidation of Schools and Transuor-

tation of Pupils, Bureau of Lducatiom, 1923, No. 41,
p. 21.

5. Ibid.

They erected a n3; brick ouildi ng at a central location,
to which the uunils were transrorted at the eupense of

the public, as provided for in the law of 1869. Twenty
square miles was tie territory the new school served.
Another notable early consolidation was in 1879, when a
large eight-room structure was erected at Concord, which
soon came to accomodate the pugils """ uho had formerly at-

tended tmelve one-room schools.2

 

 

IVTLELM SC Cl‘STfiTE O Oi‘ET T.E
In Indiana nothing was accomplished by Kr.
Kill's agitafi ion until in 1889 when transportation was

)1

Q

provided for at public expense.” In 1906 there Were es-
tablished three hundred and sixty-one consolidated schools;
and, in 1920, one thousand and forty were in Operation.
”r. Abel males tie staterme t that "Indiana has rrobhbly
effected more rural-school consolidations than any other

1. Kapeer, $., The Consolidated Fural School, r. 109

L
O

2. Arp, J. 3., Rural Jducation and The Consolidated
School, r. 183, and Foght, V. 3., The American Eural
School, p 307.

R
..

3. .ape eer, L. 3., The Consolidated Rural School, p. 112.

---8---

ml

(0

4.
L.

te.

11"

Indiana was said to be forty-five per cent con-

‘

olidated in 1930 and much pro2ress has oeer made since.
Sight Counties had a ninety per cent consolidation or over,
and one had a ninety-seven and seven-tenths per cent con-
solidation. In this county there were only three of the

one-room sch 'ols re" 2 out of the original one hunCred

2
and tIHirty-one.

‘tAA—s AJ‘ .J-LJ —--“-J;‘n.~ 1.351 ‘LL‘

2‘ 1n 1 r" , *3 '7" -r~ r ,11' ‘ 71 ~.~'m 2.1 v’r‘h ,«vr
:4 leb FL? ~‘VIr A ’ 1‘“ ' e I. ' A

 

The two reouisites necessary, according to
Arp,3 for the advancement of s hool consolida ation are that
the tonrship system of school organization be present,
and that school offers lave sufficient 1e2a authority
for the performance of their duties. Indiana was for-
tura te in havin2 both of these necessary provisions. The
laws which increased the power of officers of Indian were

9;

L0

one providing for compulsory educatiOn, enacted in 18
one compellin 2 the closing of all schools with less than

1. Abel, J. F., Consolidation of Schools and Transpor-
tation of Pupils, Bureau of aducation, 1933, No. 41
n 77
£40 I

2. Firestone Ship by Truck Bureau, Consolidated Rural
Schools and the Lotcr Truck, 1930, p. 17.

5. Arp, J. 3., Eura ducation and. the Consolicated
School, p

---9---

twelve pupils and na‘in2 it Optional v ith the attendance of
fifteen, passed in 1910; and one making transrortation of
pupils in all consolidated schools compulsory, effective

in 1907.

wrx m m1! 0 m c T‘D
J.‘

‘ ._ 1,‘ ‘ "rrtrfi 1;,
‘J 2LLHJL‘ *L.>A— ....qu 1"an ...L.» ..J .4 U! ‘.\V ,..

VI?
\ ‘7
“-2. “I.

U)

 

The peeple of the state of ohio have been
active in consolidation or "Centralization," as they call
it. The first consolidated school Was establi ed in 1592,
but a general law was not passed until 1898,13 and consoli-
dation was rather slow until in 1914, when at a special
session, the assembly enacted the "Rural-School Code,"
which served as a mighty stimulus to the movement. Indiana
had as many consolidated schools in 1906 as Ohio had in
1914, but the number gradually incr seed to approrirately
ei2ht hundred in 1920, as compared with Indiana's one
thousand and forty.

North Dakota proves the statement of Arp3

1. Rapeer, I. 1., The Consolidated Rural School, p. 111.

I
2. Abel, J. F., Consolidation of Schools az.=d Trznsnor-

tation of Pupils, Bureau of Jducation,1933,£o. 41,
p. 79.

.L'

3. Arp, J. 3., ral nducation and The Consolidated

School, p. 1 7.

(n 211

---10---

that "The compelling force back of the consolidated school
is not wealth or density of nOpulation, but rather an en-
lightened, energetic, and prosressive rural citizenship."
one half of its students attend consolidated schools,--
only fort; per cent attending the one-room school.l forth
rahota is a very Sparsely settled fa ming country, and
far from wealthy. Thus it is clear that seeing the need
of the rural children obfaining an education is the most
essential requisite for consolidating a school.

The three cases cited above have been states
where the townshib system of school organization prevails,

.L.

the most favorable system. The other states which have

V?

this system are new Jersev Tichigan, Kaine, Vermont,

I
a? ’

Rhoda Is and, Connecticut, and Haw Hampshire.

EFFECT OF THE PRJVAIIIHG S“IC“T SYQ”“T
The township system of school control has
been very advantageous to the idea of consolidation,

whereas the district system has been a very strong decen-

I

tralizing influence. Two adToining states may be cited
to illustrate the effect of these conditions,--Indiana and

l. Abel, J. F., Consolidation of Schools and Transpor-
tation of Pupils, Bureau of fiducation, 1923, No. 41,
n. 52, 53.

.L

---11---

Illinois, respectively. The former durins the reriod of

L)
E“!
U)
(.J
.C:
a
91
H
t4
r" J
4

1910-192 reCu ced the number of one-room solo
two thousand, or teenty-sieht per cent, While the latter,
with more thar twice as many purils in schools, reduced
her's by only slightly more that five hundred, or four

- "“ . - - «j‘ -. a ‘ -' “1:1. .7 s ' 1-.- , -~
er cent. lne reason 1:1 this con-iti.n is tLG fact that

'd

in the to nr n syste , the cutlre to~nshio is under the

control of one aeency,--a board directing in some extreme

cases as many as one hundred and fift 7 one-room scizoo 1

U0} ‘ 9

(.0.

...

eaCh one-room school is

1

Whereas, in the cistrict svsten

a
directed by three truste es.l In Illir

...;

there were ten
2

o
P-
0:

thousand one hundred and forty-five one- room schools,

we niii I that there are t? irtv thousazd four hundred an

and forty—five teachers. Consolidation under such a con-
dition is very difficult, since it calls for the fornation

of new distric ts, thich can not be accorrliohed until

u.

proper settlement is mace of the business affairs and the

L. 1., The Consolidated Rural He ool,p.114.
2. Abel, J. 9., Cr
tation of Pipis

z: c: ..

P. I)" UL).

ols and T ansror-

1923, v9. 41,

---13---

trustees are often the mist difficult persons in the

district to convince of the benefits of the consolidated

In order to insure soccess for consolidation
in those states whose schools are governed by the district
syster, two things have been shown to be necessary,-~srecial
state aid for tra nsporta tiot, equiprent, or maintenance,
as an in:uc ene nt to co r.soliéate

, and a majority vote to

the entire territory to decide the question.1

, q- .s w-v :-~ CW an '~ r
,“',"“‘[‘§ 5 ,.,_n '1, _,, Tjwn'rcr :‘v 2'“..'
4.1“..54 ”......a ‘.J ...L «- ..u - b.4___ .J-A
W

 

 

hinnesota has provided by law for both the

‘

above requisite- ,--the former in 1911, and the latter in

1210. It had three huncred and eleieo consolidated schoo

s

i..-J

in lSZo. The State aid Which toese so} 00 1s receive is

Fl
(3:.
C?
H.
E
U)
r+
(D
d

1ar3e,--seve anoun alch. ed by any other state.
One-f‘urth of the entire cost of the new building can be
obtained, provided this properties of the cost does not

--~-‘-—_Q-~

3., Rural ‘ducation m.d The CInsolidtted
heel, p. 190.

{‘3

. Abel, J. F., Consolidation of Soho
tation of Pupils, Bureau of gdncati
n. 107.

.L

-.d renepor-
.1, 1923, III) 0 41‘

exceed two thousand dollars. An annual "Consolidation
Aid" of five hundred dollars is evailaole. For each grade
teacher, one hundred and fifty collars is al13ted and for
each high school teacher two hundred and fifty dollars,
the maximum allowance for the two classes combined being
eighteen hundred dollars. The entire cost of transporta-
tion is urovided for by the State, up to a nwa inum of two
thousand dollars. Thus a consolidated school is Iinneso-
ta may be able to obtain as much as sixty-two hundred
dollars for the first year, and forty-two hundred dollars
each year thereafter. The above amount does not include
the general State apportiOMrent, which is approximately
seven dollars per pupil, so that it the school had an en-
rollment of two hundred, another sum of fourteen lundred
dOllars may be secured.1 The majority of consolidations
in Iinnescta consist of rural territory With a village as
the nucleus, altho many are of the Open country tyne of

_, , 1 o 2
consolidated school. The northern part of the State 18

l. Arp, J. B., Fural Lducation and The Consolidated
School, p 191, 192.

2. Abel, J. F., C.onsolidation of Sci ools and ransoor-
tation of Eula ils, Bureau of Education, 1926, ho. 41
o. 107.

*d

1

9

---14---

not entirely settled as yet, but consolidated schools are
being established in preference to one-room schools as
soon as any section his pupils enoug: to need then.

”asnington is another eramnle. The main

difference lies in the amount of state

41‘

:id, she allowing
only two hundred dollars annually for each abandoned One-
room school. In 1910 she had one hundred and twenty con-

solidated schools, and in 192 two hundred and seventy-

q
,a

four ,--forty cons liuati ons oeing effects adoring tne
year. Consolidation is maling steady progress With the
results that "tardiness and absence evils have almost dis-

apteareo. The health of the pupils, esrecially in the

H

cold and rainy season, is better."
Iowa is quite analagous to Ias lington. Its

maxim n state aid is seven hundred and fifty dollars a

year. Iu‘ing the past eight years an intensive camraign

for consolidation has swept the State. In 1924 there were

idat ed schools in ac-

E4

three hundred and eir}:ty- -nire co nso
tive operation, with a total enrollment of eight-one

thousand one hundred and thirty-one,--twenty-two thousand

1. Abel, J. F., Consolidation of Schools and *ransnor-
tation of Pupils, Bureau of Lducation, 19.5, YO. 41,
o. 124, 125.

.15

---15___

forty-eight of whom were of high school grade. Three

hundred and fifty-four of the schools maintained an ap-

proved four-year: iarh chool cours e.1

The other states consolidating under this

district system are «1 rs do, Kansas Nebraska fissouri
b 9 9 9

South Lakota, Iisconson, Oklahoma, Arkansas, Kontana

9

Viominv Idaho Oregon and Test Virsinia.
C 9 x. 9 C.’

m'.r.‘.*ft:‘.':-:‘ “I" Hurt; m‘nrtrmv I'TTI'T‘ {:vs. 77%
high—1.5.A-4JD l'l-_a--— a. ...J "«'\-" n 4— .. -I _ w J. ‘_A-‘

 

The third type of consolidation We are to

;»-

consider is that in s1 ates in which the county as a unit

is a considerable ffCth in bringing about consolidation.
Utah is divided into orty co nso olidated

school units. "The actual Operation of the county fis-
trict plan was found to be far less difficult and met With
much less opposition than was anticipated. Almost Without
exception, the ratrons of the schools accepted the new

and obstacles which

order of affairs as the right thing

at first s eyed formidable quickly vanished under the

(I

touch of reality."

1. Stone, H. 3., In a Letter Dated for. 24

---16---

Louisiana under th is consolidated system is
perhaps the leading state of the South. In 19:3C it had ovo
twelve h unc;red consolidated schools and make the prediction
that with in from five to ten years from then, "all of the
small schools, with their numerous classes and inefficient
teachers, will dis sapoea r, and that the country children will
receive educational adva: tases in all resp oects equal to
those enjoyed by children living in the larger centers."

The consolidated idea is growing very rar-

q

idly in the South. In Alaosma the consolidated schools

are now being established at the rate of over one hundred

C

a year,--this nuhber e: :cluding small two anc three-room
9

schools.“
Other states which belong to this group are

..Y ‘ n. ‘\ . ' ' V, . I\' . 'Q . ' \ . Iv " 1" ‘ a ‘ “~
Lortn oerolina, hississ1.p1 , Len UCLy, haiylano,

Georgia, Florida, Virginia, and hes Nexico.

-‘-- “V? v .. fl s, ---p-
37“”;3 TI‘I T!“ If J.31_T-2".‘ TTRFT‘TUIT

..--.. ..:-AL ' .....n--.L

 

 

The states which have accomplished rela-

l. Abel, J. F., Consolidat101 of Schools azd Trsnsror—
tation of Pupils, Bureau of Education, 1°23 T‘-'o. 41
p. 86.

2. Ibié.

tively lit

sylvanie,

p.10

U;

Tnited Ste
drco a.

Cr a
in 13128 ent
natural ob

n“

.n.

ch

H

y

are very s
obstacles,
has had 1c
but

years,

(bout

03118 I

---17___

'i 0

tie in conso

liéetl

n

f!" , 7 _ ‘ r | q 0 VA‘ ‘ ‘ ‘ ~ "\
ldhhS, n11Zufl&, &L0
.1 ‘- qq K‘.‘ J .,-' q —-. .. fi-fh 6—4 -\ r‘ 1 -.
lalyc BuC plOo.vau

"3% .3.
5.). V

ere oer

thirteen
l

Ter

ire country. It

« .H ., ‘ L
staolcs, OUU

t

J
‘J

S

osrsely s

9

‘l_ O _' ’,‘ i
has its scnools
-_ , . 5.. A ..
‘i'gll t‘.utt-3?l~a .1\'

not mate muc

There are two

1:

‘0‘
U

education is so well rrovi-e

coosolidet

oven in 19
that 1'1]..-th

Abel,

tation of Eupils

86

p.

:1

ion less keenly felt,
16, the statement as
y ter cent of her ch

q

7 1. ,
L'C-L.‘ \J

Y\
"11“
’ L/ .L

-- - - ‘A a
Lenty-four tLOl

cent

Ho

Public

|

N

S

0)

st

onsoliéation
*eu of

3.”

if

one-room schools

use

1";

I

C

C)

in

t2.“
'V0

.p
.L

t

the rublic elemegtery and secondary

N

."J

school yurils

f.

ese t
flu
"AV

ore,

J ,

ls s
o

."
O

‘\

id
0‘
V

r )
.,

I
-

vithin

[-w
J
so,

ten oil

TY ’t,
i. '-‘

(V
80

m_ _ .,
.Lff'l’fiSlOI“

41,

---18---
of a hig n school, so we can easily see that the nee‘ of
consolidation is not strongly felt.l

T: mm of" ITIV wru'“ ‘VT‘T’V‘R" qx r‘r"!
121;.qu 1L1...1.IJ. .=:--‘1J.'V'1.'4 Jr -_

 

in that its school system is administered directly ”y the
E‘tate lore Itzent of 1*uca tion. Consolidation is no! taking
Place both in White and col red schools very raiiclv. The

attitude of the State is thus exrres se d: "The folly of

the

.bf‘.

3 stem (speaking of the one-room scho ols) at once be-

0
comes apparent."~

‘IIV “‘3 1M \ "m I!
Q I. l
u—JAKA- A§¢Jl HJn-1 ‘L-;o

 

Von 'r ' 3 " ‘

mr. J. u. Tlsert announCeo recently that
more than one million nuoils are tr netorted daily to
and from consolidate schools. The number of these con-

solidated schools now onerating in the _nit

(1;,
9.

Sta to s is
atyroximately fifteen thousand. There are less than one

1. Cubberly, sllwooo 9., Some Recent level rments in See-
on oary goucation, In nducation, octobe‘, 1916.

2. Abel, J. F., Corsolication of Schools and T
tation of Pupils, Bureau of education, 1925
p. 135.

3. Tisert, J. J., Jliminatine th om School, "niteo
Sta tes oowmi sioner of Education In Lansino State
Journal, Larch 23, 199

_-_19-_-

hurdred one-room schools in the State of Ftah at the present

time.
counties
schools.

trerd of

on: "r 1' 5 FY

\_.’ L

1..-:Jl-.

l.

{‘3

C51

01

q“‘\' “~.‘\ A'f‘ | , fl 'V ‘ r A ‘3‘. I
A1aooma, ch10, Intieca, and “31th oaro11na
'\ ha y n..- , VA - . .I‘V‘. I“ .‘ $—
111cn “ewe s Lceeoed 1n 611mlnatlfl¥ all

From asily see

our day is strongly toward consolidation.

The name "Consolidation" has had m1“

Eublished data concerning consolidated s
is thus not comparable.
Kassachuetts established the first conso

school in 1869.

have rural
one-teacher

that the

_idated

Indiana has effected more consolidations than any
other state because
a. The to nsiir system of school

was rresent, 81d
b. Schvcl officers had sufficient leg"

.C'

There are three systers of school organizati

ristrict System. (3)

The Township

mu, , ., r". ,.,
4.116 CKJU(1to/ Q bt'emo

One million hunils are transported daily
United States and 15,000 consolidated

Operation.

cm. 1
33"! ST’ df‘q ’

in

authorit
0‘51: (1‘;

1-‘3 1’1 (1

tile

schools in

I}

CHAPTJR II

Q1? ":1 ‘1'? «VT-7‘ ‘31-“an PUI“V"‘ID ‘ T ‘~ ‘m m .‘ A "TE 1‘1?"
wp LU-» L‘.‘ 4.4;”. .14th , -. i'.' .J ; :L‘J , {guy .. 4:; J.- ..J-.

 

 

 

The previous training of the superinten-
dents was all of high character. flithout exception it
included a college deoree in Arts or in Science. One of
the men had an X. A. and three were well on the road.

Their previous experience spoke very well for them. The
average was fourteen years' experience in the field of ed-
ucation, the minimum being eight years and the maximum
thirty years. Len of such experience should be qualified
for efficient administration.

Not only was their previous trainin- and ex-

perience of rather hi.h character

UQ

, but no superintendent
had been in his school less than four years. The average

tenure of office was abore five years for the superinten-

Q!

ents. They thus had had time to put into action plans
which they formulated, and the schools have pained much by
the constant leadership of one man.

They received sufficient compensation to
make the position one worthy of aspiration. The maximum

salary was three thousand dollars and the minimum was

_-_21_-_

twenty-seven hundred dollars with an average salary of
twenty-eight hundred and thir y-five dollars.

Ho superintendent gave evidence of any in-
tention of leaving school work. The position of superin-

tendent has become more and more professionalized and these

(1)

men are not using the to ition as merely a stepping stone
to some other occupation.
The communities would he at a loss to know

what to do without the efficient direction of th

(D

superin-
tendents. The superintendent often molds and directs the
activities of the communities without these communities
actually realizing it. he performs this all important duty
skillfully and makes the community one people, With the
school as its center. His future plans are to keep on
molding and securing c00peration from the communities so
that harmony and full understanding will be present between
all concerned; his plans are to make the community into
one large family with the school as the rishtful refreshing
salt of the earth, “but if the salt has lost its savour,
wherewith shall" the community "be seasoned." The one-
room school lost most of its rightful savour; but the con-
solidated school is progressing, "for whosoever hath, to

him shall be given, and he shall have more abundance.“

---gg---

 

nreviou

I

(0

training of the superin-
tendents was superior, so Was the principals' training.
All but three had a college degree, and these three were
worLing on their degree, two lacking only a few hours for
completion.

Their previous experience in the field of
education was not of so long duration as was that of the
superintendents, averaging only six and one-half years,
but their tenure of office was four years, or nearly as
long as that of the suyerintendents.

The salary, while fair, was of course not
so h1g1 as that of the superintendents. ihe average wage
or this class of educators was sixteen hundred and thirty—
four dollars. The minimum was fifteen hundred dollars with
a maximum of twenty hundred and twenty dollars.

One out of the ten yrincitals was leaving
but the other niio appar-

school Wor}: to enter business

9
ently had no intentions of leaving t

R
'Y

ministrative pro;ession.

 

It would hardly be expected that the pre-

---23-_-

of tie superintedf r;t or that of the principal.
3f the teachers other than the TTiYCl pals
and surerintendents all had a life certificate of teaching,

except fourteen. There xere nine ty-five regular teachers.

01

nurses would bring the rumber to arrrivinateiy one l-uz; re
teachers, or on the ave late of ten to a school. There
would then be fourteen yer cent of the teachers who did not
not have a life certificate. Those who had a college degree
were fifteen in number, or fifteen per cent' one per cent
more had a college degree than those who did not have a

fe certif-

I)
'.-J
[,Jo

life certificate. 3f those TED did not have ,
icate, there Were six limited two third grade, four sec-
ond grade, two County norval tezg chers' certificates.

Their previous training was far superior to
that of the one-room teacher.

The rerort from the Superintendent of Iublic

Instruction in 1925 stated that there were 27 928 teachers

c+
H1
|.J

.in e State. Out of this number only 13 ,645 were cesig-

listed as "qualified teachers." jot eve n half of the teach-
;ing staff of the State were called on “alif ed tcr’ieis sno

out of this number, only 2,784 had a life certificate
1

not quite one-fifth of the so oil

or twentv oer cent. The other eighty per cent did not

0 L

have a life certificate as compared With the feurteen per

r+

cent of the consolide ed school teachers and all of the
consolidated school teachers were qualified teachers. Cf
those who did not have a life certificate, 2,461 were
teaching on a certificate granted by "special or emergency,"
"endorsement by State goerd,“ or "certificate granted by
Superintendent of Sublic Instruction." Thus We can easily
say that the qualifications of the teacher in the consol-
idated school are sunericr in perhans all respects.

The average were of the teacher is thirteen

hundred and sixty-three dollars

5
(D
H
(T
03
J1

, the average wage
for the men and wome' teachers o- the State is fifteen
hundred and thirty dollars. This salary was comruted on a
nine-months basis and several of the COnSulidatCO schools
maintain a ten-months school year, which would make the

difference 5

'1‘

till greater.

that accounts for the condition of teachers
with a superior education receiving a lower salary9 The
environment, the prestige obtained the social advantages,

and the desirability of specialization are four of the

-..-25--..
factors which cause a teacher to select the consolidated
school in preference to the one—room school.

Again, in the matter of previous experience
the teacher in the consolidated school has the advantage
over the one-room school teacher. The latter, on an
average for the State, has only two and one—half years'
experience: whereas, the former come forth with 5.4 years'
experience in teaching. Ho comparison is available on the
tenure of office, but the tenure of the consolidated school
teacher is more than the entire experience of the one room
teacher, three years.

In every respect in Which investigation was
made, the quality of the preparation and duration of er-
perience of the teacher of the consolidated school surpassed

that of the teacher of the one-room school.

Superintendents

 

i. All of the superintendents had e colleee education
and one had his Kester's degree.
2. Ho one had been in the field of education less

th

CB

n eight years while one had thirty rears of

experience.

vbbl

C”
o

---26---

The tenure of office was above five years.

The compensation was good, averaging $2835.

Ho uperintendent gave evidence of any intention
of leaving school work.

His duty is that of a father directing all of the

community On the safe road of life.

Princigals

 

All but three had a college education.

The six and one-half years of experience spoke
Well for them.

Their tenure of office was four years.

one gave intention of leaving school work.

All had a life certificate excert fourteen per
cent as compared with eighty per cent of the one—
room teachers which did not have a life certifi-
cate.

Fifteen per cent had a college education.

The consolidated school teacher's tenure of office
was greater than the entire experience of the one-

room teacher's,--three years.

n

---57---

less than fift* ner cent of the one-room teachers
J -
were qualified, but all of the consolidated school

teachers were qualified.

"3

.
~e
AJ

(‘5

_. . . fl. ,... J‘- r; .,
.Verage wage was alofi

CHAPTS? III

 

LLLLL

 

The cost of instruction for each pupil

has increased in all of the ten schools as the reader will

H:

notice by re erring to Graphs I and II on pages 29 and 31
respectiveIV.

During the past seven years school costs
have increased very much. This is especially true of the

amount of money expended for instruction. During the year

1920, in which most of tu

CD

one-room schools had their last
year of operation, the State paid out eighteen millions of
dollars for instruction, but in 1925 it handed to teachers
thirty-n'ne nillions of dollars. In 1225 there were only
4540 more teachers as compared with 1920. At the average
wage of eight hundred and sixty-four dollars a year, the
cost would amount to only four millions of dollars. There
would then be an increase of seventeen millions of dollars
expended on the 27,928 teachers, or an increase of six

hundred and ten dollars for each teacher. Therefore the

éiverage county instructional cost must be taken into con-

Co

{st

Covert

Iansville

Hartland

Haslett

Ta evi ew

flew Hudson

Okemos
Ualled Ia

Average

fie

---gg---

CT‘SP‘DTT I

“A";

 

of Instruction for Grades One to Twelve

 

(\D
O

50 40 50 60

quDDDDDDBDQDo

4’

“ ": 3‘ 'AAA. A-...AAAAA AAAA

DDDDDDD DDDDDDDU R
J..-.-‘—-3. ...".b—v A—u'uhUA LIA-4:1“

* h 7. ~ A a -. ,- .a A .- 1'.
‘a¢mfl‘fi:~fi_-[L*j Ila» inn AAMALMAAA‘LA

B?BBBB
AAAAAAAAAAAAAAAAAAAAA

reassesseea

AAAAAA AAAAAAAAAAAAA

p.w

AAA AAAAAAAA lAAAAAAAAAAAAA

BBBBBBBBB
AA . . AA AAA AAAAA AA AA AAAAAA

AAA
AAAAA-AA3AAAIAIAAAAAAAA

«rs-‘15. “ “‘“C: 1K7:
Fish? 9 a B

u
(A4,.-.L—"j-a: -..—5..-;

’AAAAAAAAL .AAAAAAAAAA“A-“Az.AA

“a“.vternaneg

#1,...49.‘ -a-I..J~

AAAAAAAAA.AAAAAA AAAAAAAAAAJAAAAAAAAAAA

B?/E?E?3"737V
PIA} A: 3.1: g..." ' All; 3.4.LA11-AAAA A ...“ A 11 deAA

---30---

sideration to show the correct status of instructional
cost before consolidation and after consolidation.

The cost of instruction in the one-room
school for esch pupil was thirty-two dollars in comparison
--5 cost

with the county average of twenty-eight dollars

9

re than the average.

C)

of four dollars

, .
k
.—

Q
la

rue cost of instruction in the consolidated
school mes forty-six dollars in conperison with the county
average of forty—eight dollers,--a cost of two dollars
less than the eVersge.

From the above two statements it is evident
that the cost of instruction is now six dollars lower for
eecn pupil than it was previors to consolidation. This
would mean much more to the reader if he knew that the en-
rollment of high school students had increased seven hun-

dred thirty-nine per cent more then had the elementary

ettendence; that the everese high school instruction cost

H.

for the incorporated villages and cities of the State 3
one hundred fifty-eight dollars; that the consolidated
schools are composed of thirty-two per cent of high school

students, and yet the cost of instruction is lower than

for like unincorrorsted rlsces "hich have only sirteen

---31---

RATE II

Aversae Cost of Instrucdion :er Punil for Grades

 

School

Beth

Byron

Covert

Tansville

Fertland

Haslett

Lakeview

Yew ?udsin

011-1210

Kelled Lake

Average

 

 

One to Twelve
20 30 40 50 60
AAA-A AAAAAAAA AAA AAAAAAAAAAAAAA

'3
[1A AULXi‘an 114.13.. A AA AAIXA.‘ LJMLA A.

AAAAAIM mi AA ‘AAAAAA

FBJBBFBBBBB
AAA} AAAAAAIAQAAAAAAAAAAAAA

ttnnnnnnB
A [LIXAIXA'L'XAILL LJLIAAAI’M’I £1.15. LAMAAM'LIK.AA
BFBBBBBBBBB

ArLXA MK LAAAAAAAAAAAAAAAAA LAAAAAA
23333333

A‘A. _R-Efiln‘fiqqgflcq an, 1‘ ~
All" 11A :» nan-1‘14; but in A: 1111.1 :1: “1:111 1AA

Dhbnfiwn

3,.ADAUBB

Aq‘n-~‘«ayn-n A-pe-qna
AnnndiinnnnAnnAninndnAAnnidA

w a A x A a « a A. A
{14:1 '1- n;- 1:2,}.1111. Afi-U1~&A1

.fi w‘
\.A‘.. ‘q'nns\n a! R flalghlfl
:1 1 kid- Ill-4.5.:fi :1 AT; LLILM. “I- -A J..-Sand ‘3. $1111: fihjiniitliil

per cent (one- -kelf es msny as has tA onsolidetcd school)

(D
O

l.

(3
0

° A1-
11 - ‘1'] bull

HJ

of its students site rwdi;g a

('0

n‘

inns we can clearly see that the cost of
instruction in the consolidated school 18 verv tucn lower.
Although we Key not oe able to arrive at an accurate figure
in dollars and cents, yet some idea can oe obtained. If

we multitl " the total enrollment (3,272) of the ten con-
solioeteo schools by the actual cost of instruction
(forty-six dollars}, the figure $150,0C is ootained, and
in comparison if we multiplv the enrollment of the high
fired and fifty-eight dollars} we obtain the figure
VlSE,OOO., or a difference of seven Collars fir each

1

~ a- s \ . . ‘1‘ 2 n
5 too h1g2 ecAooi

a

pupil. In other words if the conso li
instruction would cost as mucn es that for the incorrorated

I W

Villages 5rd cities then the cost for eech rurii would be
eishty-tno dollars, or thirty-seven Collars higher than

its - tgallgi is.

- This figure is obtained by multiplying
the actual cost in the grades (thirty-two dollars) by the
grade enrollment (Eéol) and adding to 'let the hypothetical

high school cost and uividinz the otel amount by the total

enrollment.

H's

'Srar h III on page 34 shows that the

cost of high sctool instruction before consolidation was

much

p J
.3
Ho

g1 er for e.: cL puyil than it is now. Eefore the
average cost was one huncre: sixteen dollars, with flew
Yudson raging out two hundred dollars a ruril to instruct
her high eczool ster dents.

After 0 nsolid ation no cost exceeded one
hundred dollars a pupil and the minimum "as seventgr-two
dollars, or eighteen dollars below the minimum cafe 8 con-

solidation. The verage a te r consolidation was mi ht;-

9'!

six dollars; or now, in Spite of the fact that the tot
instructional expenditures for the State have increased
very greatly, high school instruction is thirty dollars
cheaper for each pupil in the consolidated school than it
lwas previously.

As has been pointed out that the cost of
high sch ool instruction for *he incorporated villages and
cities of the State is now one hundred :ifty- eight do lars;
the graph shows eighty-six dollars as being the average

in the consolidated schools. :r:wm the preeeedine two

statements, the reader can readil" see the financial
advantage of the conso Mli‘ ated scrool a ovet it needing to

offer no apology for tb e equipment or teachers in its

school.

SChOU;
Bath

By ron

Covert

fi

Fartlah

New

Okemos

.ansville

6

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----55_--

Iuring the past seven years, as has been
i, instructional cost have increased: but although
in the grades the cost of instruction for each pupil has
increased, it has increased only by a small per cent.
Before consolidation there were three
schools, Bath, Byron, New Vudson, (Grayh IV, page 36)
which paid more per capita than they are now paying, but
the other seven schools are now laying more her carita.

V

The average for the first eight grades before consoli-

L)

dation was thirty-eight dollars as compared with the
thirty-two dollars of tO-d&j. 'his is only an increase
of four dollars a pupil, While all around the consoli-

dated schools, instructional costs have ircreased as

much as one hundred per cent in many instances.

QTT’ --" r x 1::
U k. .mJ-A‘L tY

The average instructional cost in the
consolidated school is considerably lower than the in-
structional cost in the one-room schools. Six dollars
is the actual difference, but since instructional costs
in surrounding schools have increased as much as one
hundred per cent, we can see that the difference is

actually much greater than six dollars.

rd
9')
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Haslett

Lakeview

Few Fudson

Okcmos

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Average

--- 56—--

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In all of the public schools the percentage
of children between the age 3 five and twenty was sreater
after consolidation than it was before. This fact and
others are graphically represented by Graphs V and VI
on pages 38 and 39. On an average, seventy per cent of
the children of school age attended a public school rrior
to consolidation: whereas, after consolidation the percen-
tage increased to ninety-two per cent, or an increase of
twenty-two per cent in attendance.

The averase per centaze which attended

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was seventy-eight per cent, or in other words, the one-
room school districts before consolidation had less chil-
dren attending school than the averase for the counties.

now it is just the reverse,--the consolidated districts

4-

i - eschool than

('3‘

have a ligh er percentage of children at he
have the counties,--ninety-two per cent and eiglwtr- eight
per cent, or four per cent more attendin? than the average

for the respective counties.

Percentage of

Children Between Fiven and Tmertz

 

Covert

Dansville

Hertland

Kaslett

4
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LaILeVi 6w
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Okemos

Walked lake

Avereg

Not Attc néixlg a Eublic School

 

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---39---

GIAPJ VI

 

 

Avers3e Porcer. e: ‘f Children Between Five And
Twenty Iot Attenéirg i; the Reerective Counties

 

Beth

Byron

Covert

Eaneville

Harland

New Hudson
Okemos
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Average

 

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---4o~--

Vefore consolidation these one-room
schools were eight per ceit behind the counties. Now
the consolidate d schools are four per cent ahead of the
counties, making a total of twelve per cent increase in
.attendance.

By referring to Graph VII on bage 41 it
will be noticed that the Iercentege of girls attending
a school neth .een the ages of five and t‘m :; t3 hes incressed
in every one of the ten schools. In three of the consol-
idated schools, according to the school census, the girls

-

have a one hundre

g.

per cent attendance, the average being
ninety-three per cent. The highest rercentege of attendance
before consolidation wns in Iakeview, in vhich eigh t3~on
per cent at ndec a school; bot Eyrm nhad the lo'est, with
only forty—eight rer cent atterding a school at that time.
The incieas-o atte nce of the girls at Byron has been
tlirty-eignt rer cert. The average for the ten schools
before consolidation was seven 3-three yer cent, or an
increase for the ten schools of twenty Per cent on the
average of more girls attending school now then previously.
On page 42 will be feund Graph VIII showing

that the .ercentese of bovs' attendance ias incrc e;se d
V - J

---41---

Percentage of Girls Atte indin Between be A? Five

 

And. Tare at};

 

School . 50 60 70 80 90 100

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in each school as well as that of the cirls', but the
increase has not been so large. The greetest increase
in the attendance was from forty-five rer cent to erty-
nir' Le rer cent at Byron, an increase of thirty-four rer
cent 0

The everace Percentage of attendeoce for

the oys before consolidation was seventy-five oer cent;

wherees, now the percerm age of boys' attendance is only

L‘

eighty-seven per cent. The total increase has been

twelve ver cent.

1. H

e ore consolidation seventy-five Yer

cent of the be 0:73 attended school compared with seventy-
three per cent of the girls ,--tWo rer cent T016 ocys

than pwirl ,--end efier consolidet on eighty-seven rer

cent of the boys attended e3 compared with ninety—three
per cent of the girls,--six rer cent more girls than boys.

B

C)

th the girls and the boys have increesed
in their percentage of attendance, time 3h not equally as
yrephs IX and X on gage s 44 and 45 clearl; show.

Through-out the State, the rercentave of

boys ana gii rls attencixg school is only a fraction of one

.1
9“
_ V.

---44---
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Girls 8

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per cent in favor Lf the girls; then it would seem to

appear that the consolidated school has had a stronger

attraction for the girls than it has had for the boys

by about eight per cent.

On ,age 47 will be found Graph XI Which
1

shows the number of chi dren attending the high school

before and after consalitatlon. fine of the schools did
not maintain a high at all, and the percentage of increase
has been very marked. Eefore consolidation the average
high school attendance was nine, but afterwards, seventy-
nine was the average for each school. This means an
increase of seven hundred eighty-six per cent in the high
school enrollment. Re believe that We are justified in
saying that the consolidated school had much to do Tith
this increased enrollment.

The increase in elementary enrollment has
not been as much as one might be led to expect. (Graph
XII. page 48) One school had a larger enrollment of
elementary students before consolidation than after;
otherWise each of the other nine schools had an increase.
Before consolidation an averare of one hundred sixty-nine

was in attendance at the ten schools; now there is an

Number of Chiliren Att er:dinv the

nool

Bath

Byron

Covert

Dansville

Kartland

Haslett

Laheview

New Hudson

Chemos

Walled Lake

Average

 

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---49---

average of two hundred forty-eight in attendance, and
increase of forty-seven per cent.

The percentage of attendence is grsthicslly
shown on page 50, Graph XIII. In no case was the
percentage of attendance as great before consolidation
as it was after consolidation. CE y eighty-six out of
every one hundred pupils enrolled in the one-room school were
in attendance every day, but now ninety-five out of every
hundred enrolled come to the large modern brick consolidsted

school every day.

317.111???

1. The percentage of children between the ages

five and twenty use greater after consolidation
than it was before.

2. Before consolidation the one-room schools ted
fewer children attending school than the average
for the respective counties, but now the consol-
idated schools have more children attending school
than the everege for the respective counties.

Q. There is on the average twenty rer cent more

girls attending school now than before consolidation

School

Beth

Byron

Covert

Iansville

Hartland

-eslett

}
t

Laceview

New Vudson

gelled lake

Average

---50--_

GP‘LPH XIII

Percentage Deily Attendance

 

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---51---

The percentage increase for the boys' attendance

was twelve yer cent after consolidation.

It would appear that the consolidated school

has had a stronger attraction for the girls than

it has had for the boys by about eight per cent.

The percentage increase in high school attendance
after consolidation was seven hundred eighty-six

per cent.

Tue percentage increase in elementary attendance
after consolidation was only forty-seven per cent.

The daily attendance of those enrolled in school
has increased from eighty-six per cent to ninety-

five per cent after consolidation.

C’IAP'I‘ '23 V
”

 

 

MEET 'LITY, SCHOOL SESSIC>”. AI? LI‘FARY
In all of the ten schools with the excep-
tion of alled lake the percentage of elementary pupils

who received their eighth grade diploma

greater than before consolidation, Hartland and

being the same.

tion eight and six-tenths per cent

tary enrollment received an eighth grade diploma,

fter consolidation out of the elementary

ten and one— ~half her cent received an eighth er

ploma, an increase of nearly two per cent.

The percentagm
Graphs XV and XVI on pages 54 and 55.

mortality between the ei

tic al 13 nil in the consolidated school. According to
school census in 0711" one school were there any
who did not enter the ninth

Covert has a fourteen per cent mortality

school. This is due very largely, if not an

was the saw

Before conso

enrollme

ads

of mortality is sho

tirelgr,

Clemos

lida-

of the entire elemen-

and
nt

Po

6

wn by
The percentage of

ghth and ninth grades is prac-

the

stud ants

STEde after completing the

in its

to

Iansville

Vartland

Has slett

N C W

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---54--_

GRAEX XV

 

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GRAPH XVI

g8 Percentage of MOrtality bet"een t? 8 Eighth

 

School

Bath

Byron

Covert

Inasville

Hartland

"aslett

Lakeview

New fiudson

Okemos

Walled Iak

Average

 

he Equective

 

 

 

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the foreiea element, and that not cf the desirable t1

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" 3
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..’
\.

I

it was so far away er so unattractive that t-e puril

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Ofi‘

ls er than for the schools at t
average for the respective counties is twenty rer cent

as coxperefi with two yer cent in the consolidated schoal

--_57:--

or an increase of sixty per cent of the students she
enter the ninth ersde upon completion of the eighth
grade then did previously.

The number of days .het the consolideted
school is new in Session is greater than formerly in all
but one school, -nd equal in that one. Analysis of Graphs
XVII and XVIII on pages 58 end 59 will bring out this
fact and many others. The one-room schools were on the
average in session one hundred seventy-five days, or an
increase of seventeen days. Ksrtlend had only one hundred
sixty—three days in its one-room-school year, but now for
its consolidated-school veer, it makes use of two hundred
deys,--the children are new in school thirty-seven days

more each year. luring the pest seven years

, there has
been an incresse of only two days on the everese for the

respective counties. In these countie the schools are

U;

.esSion only one hundred sixty-eisht days as com—

0

riot-V l n

r

pared with the one hundred ninety—two aeys of the consoli-

Ho

dated school, or it s in session twenty-four days longer
than is the average school of today.
Graph XIX on page 60 shows the status of

the teacher pupil load. One reason why the actual cost of

U}
0
y‘.‘
.-b
n

Covert
Iahsville
Hartlend
Haslett
L811HV1 W
New Eudson
01.8310 3

Lalled Lake

Average

--_55_--

"uroer of Days School Hes is Session

 

 

 

100 170

...J
(D
C)

190 200

n

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114.1” mArL‘mIX—-IX-L.LLA1£&J -.' no~£pLAersLAh£i :th Lift—i; . A A 541.»;‘KLA

DD DDDDDDD
.lqA'

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O Q P . A R A .~ ‘ ‘ § ‘ P . ‘ fix I A ‘ \ A
l l. A ' . . - . l‘ -
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Ia~1'£'*-\«- nq~9~xaxi~.-n~nn~.n~o.~
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H

".1 A a ‘ “ ‘ ‘ "
AAmiAA AiiriuuzifiniiiiAAA' -1...iii_ .-.1. rirai'iAhx iA

--_59---

RAPE XVII

 

 

 

 

aver Number 2£_Deys School was in Session
Iurirg_the School Year $3 the Fespective Coun-
.3123;
School 160 165 170 175 180
Bath 9?PBPBBBBBBEEBB
AAAAAAAAAAAAlAAAAAAAAAAAAAA
Covert EEBEBBFBB
AAAAAAAAAAAAAAAAA
Bvron BBBBB
AAAAAAAAAAAAAAAAAA.5‘ miAl
Iansville BBBBEBBBBBB
AAAAAAAAAAA
qartland BFfiVWDVQC BB BE‘D‘V°FB
AA AA AAA AAA 3i MA A AAAAAA
Haslett «WEBBEBEEfiiB
AILJSX .AA'iAAiiJ" ”3. [1:11 5 A
Lakeview BTDDDDBBBDB

new Hudson
Okemoe
Walled Lake

Average

.._}W—I

1 AAAAA An; u'iAAA

DUB~Wee3eeeeLWUQBBBBB

Hatch-r Hug—L4H

AAJLKAA AAAAAAAAAAAAAAA

Dee B_BBDRPBB

.LJJ-o J..—4

M AAMLAADLA

BBJVBJBD”““QBB““BQ“B
A.A RALLAAAAAAAKAAAAAALAAA.AA AAA

IT‘DQJ '37"? 2?? “R

.L—a l a .)

A AAA ‘AA‘ AA.i ~ AAA! 1;).

AAA

AAAAA.¢ lAA‘A

185

m ‘V

Bath

Byron

Covert

Dansville

Ear t 18 I‘d

Yew Hudson

Ckemos

1.5811 ud Lake

---60---

f‘“ -‘ 'D‘CT V'IX

.7- ..'...L .‘-

5-)
(D
I1
0
DJ
LD
H
I -1
O
an
O.-

of ?upils

 

\

Lid- ... ..- -4

TR) :(‘DTDEB
ARA'fifiAAAAAAAAAAAiAfiflffiAA A41A.’1-ikfifiid

BFB

11.31)». 1.1-: A 5 3.11;.5.-- - A. \A -L [$521.51in :51 Ljuhik?‘ A

B“‘.4171.5’37:2“11T“317;-4":”::"2‘.1'C QCL 2’72???)
..— - ‘ —4. & 5 ~...'—/ a « ..:... -_ J u A—I _-‘-_.—_'..’
559.555 95535.55 5‘.‘,55.55,5~.5_._~555, ' 5.55
ALA... A,:i.‘i.:1.4345--:-IL.';.;‘.;I- n- .- .1:1At1---'La.'1:‘-IJ-."i:1.“‘1 14;.14--L.l:1‘fi.u. IA; ran

Enfiqnfitangg

Aux—1-3-4-“ AAA“.A“"‘ nnAAAAA

E 2:: 13:3 -5)--B:.3
fi*-"55‘."5»- M“1L 5555555
£¢4§£$Lfi13141.~._a.fi.‘;.“h‘1_ JL Ll‘fl‘- *-- AXLA“:X 1.;nbAA-n *5. .‘ A

pfi‘fifi““rxfl-hfinv\~j

$~ - -_4.. U-_,'4J._).._4-_ by...“

5 ' A -\ A ‘ \ 5 5 5 f 5 a -
Pa~‘J-&‘—-lh—l ¢-:A- ..‘nl 5-1.1- ~‘ :Li— “LoszLaL hinLA’L-iowrb‘hfifiiao-.l in .Kui 5:1!1

---n

A n A .5 n p 5 ,5 5 5
[ha-L‘AA“ -..... 3‘ ‘Li. ..’“, {JAIL-'1- -:1JA‘—.1~A..J éfigL qua.-c*l'¢ - :..L A

“as“ % ““{r‘
UT‘V‘jT‘ “R ’7’“ _/ ._- DnB :4 ..‘ 1D
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5 ‘5 5 9 f. l I _h A , Q , R
.--pL---n:i;1n:‘A:ULh .1.A.uxx.-.n-ux- A

“-4— 5.

D . .
A‘Als ififlAAA~blfinq¢¢A BLAP; AI;A4.AilaQ-ILAJ“EAAM

DEE? ”“““D“T3WTU?D_NQ
5

3?333333?EBB
fi55..55.55:5/~,5.‘~5r_5,~. .55 5.55
A-A1JLAA1£1£1¢AA;Lc—;$. “o::._l‘..‘ $1.“).PL!&.AI~1.1.izxnziltA

--_51--_

instruction hes beer reduced is oeC9us e of the eéwed

struct, yet Wit; ruch more ease 9nd 31111 then Treviously.
Ea h, bed its Tui 11 load ixcze sed ninety-eigbt per cent
for e909 teecher. The everaee teacher now hes niue more
nupils to iustruct than did the teacher in the one-room
or en increesed ruyil leed of 9bout thirty rer
cent. The te9.c er in the consolidated school hes thirty

‘

oeo et tlis iuc1 eased lo 9-o under

FJ

pupils as his pupil ;
the ”uVlr04JLRt and circumstances present is easier and
much more egreeeble to the teacher than V13 the load of

twenty-one pupils in the smell country-siée school house.

CD

In ever? one of t? ten swc}:ols the uurbe

of books w;ich e9ch stu 6e ot 119d access to, 19s incre 9 ed

U)

about one hundreu per cent >fter cors oliretioc. “efore
consolidation each pupil had two and two-tenths books
but 9fter consolioetior, each runil had as his share four
and five—tenths booze. Although the number of books for
each rupil has inc eeseu one humereo rer cent, yet, it
becomes significant WLBH the reader learns that the con-
solidated library h9s on its shelves on the ever::e of
1545 books which each student mzay h 9ve access to. This

is truly a greet step in the future.

School

Beth

Byron

Covert

Bensville

Hartland

Haslett

T
4.4

‘1'
H .J

LEV]. 8W

New Hudson

Okemos

Kelled Lake

Average

 

H

O
()3
,p.
(51
0

BBBBBBBBBBB
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

.BBBBBTBBBBB BB

4|
:AAAA AAAAAAA AAAAAAAAAA fiAAAAAMA AAAAAAAAAAAAAAAAAA
AAAAAAA121.‘1AAAAAAJ'1AAAAJ:.~ AAAAAAA

3‘. AAA.“ AAA.‘1.'~1AAAJ1 AAAAAA‘LUJL AAAAA

J

A

1411311 13111111 1AXA§LAJJL£1AAAA

Left? be: :01 WW

1" {:3
Eh;
#Nfl
U1

. m
U}

01

1d

’ wB“: -|EB 1H 3 3
' A.‘AA-.AA.‘ AAA AAA..A. AAJ.A}L.‘ _‘ "1. ~11“ '- " A 1A h1--AAAAAAA A

AAAAA; AAAAAAAxAAAAAAAAAAA{AAAAAA'AJAAAAAIA‘AAAA

BABBBBBBBBB
AAAAAAAK.AAAAAAAAAAAAfAAAAAAAA.KAJAAAAnAA

333939339399399999993

.AA AAA. 13.51.1315. .-.A.’ AA AA AAA A.1.~‘1A.-'-'..—.A.51A

.‘u.

1% :11A'1A1."A.:1A1

3333333333333
AAAAAAAAAAAAAAAAA1AAI£AnAAA1A AAAAAA

 

.. 6'7
-- U---

There has been an increase of two per cent of

the elementary pupils who received their eighth
grade diploma after consolidation.

In only one school was there any mortality between

the eighth and ninth grades. But this school

"J

raised the percentage enterin tze ninth from the

\IQ

eighth by 60 per cent after consolidation.

The average mortality on the average for the res-
pective counties now is twenty per cent as com-
pared with two per cent in the consolidated school.
School is now in session twenty-four days longer
than is the average for the school in the res-
pective counties.

The teacher yupil load has been increased thirty

per cent after consolidation, yet very acceptable

.to the teachers.

The number of books available to each student has
been increased one hundred per cent and 1543

is accessable to each student on the average.

gutnw=w 1

-s |
—
\
1"“"\‘MY .‘fiw- ‘r , 1. " _ “." H“
0L1... m 7.4!]! 31K mgr ,,Y";). s t)
\J - .1 .JA‘.A L ...z 14" . . 5-1.1.4 .. L ...J-L- A4 .._. .4

 

 

 

The current expense for each rupil now and
the averaee current extense now for each rutil for the res-
:ective counties is shown to he the same, thirty-two dol-
lars b“ lraphs XXI and IXTI on rages 65 and 66. In this
BXPGKSO are included the sanitary drinhing fountains dis-
tributed all over the building, the modern flushing toilets,
showers for the athletic students, wash bowls, elec*ric
lights if needed, hot lunches and a place for serving, forced
ventilation, automatic heat regulators, and vany other things
too nume cue to mention which the one-room school did not
enjoy, an“ yet the extense rer rupil is no more than that

of the average ecpense per rutil for the ordinary school.

The cohmunity uses the school building for
practically all of its meetings, su-h as Farmers' Short
Course, evening schools, all kinds of banquets, the F. T. A.

meetin;s; yet no Charge is made for that, and the heat
and electricity xsed are include in the current exrense

f~r each ruril. Thus We «re led to believe that this ex-

”5
(12
FF
(D
H.
(L
O
C
(I)
*1

yet h;W wanv more advau+msesl
U " '~\

---55_--

gw'cB vv

, —.—-—

Current jggeuses per pupil in Dollars. (Hot in-

School

Bath

Byron

Covert

Iansville

Hartle nd

Haslett

Lakeview

New Hudson

.r‘l amos

\/--V-

halled leke

4
w
H
Q31
i IQ
(D

eluding Transroretion

O 10 20 0 4O

bl

BpnnB

AA.Ale-nAf‘ALLAAAAHAAAAdA.

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"..AA AAAAAA “iii: i.“ An

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Cjzfi)n*““ BB

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«filtfiln‘fl fit“ 1\A.‘..‘ « AM ‘AIAA
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ALahL-AL" “54A,:L45L‘FLA‘1¢A’LA{ngfi‘o‘tgnx‘A‘A-k A

PD'DTRQTETE'WD 1737‘ "T“T‘ 913,913,343

u—J-Hv~..'——/.‘v

"5"».ng MW“. n gag! la
‘A.‘-..‘1-£1AA‘L~&A ...“..L -doL—aLALAXARAA—gbomld&‘i— I

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‘A’A- IlHA‘A‘FVII‘IIfi 1". “‘1'
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“‘ulfl‘\lfifilqfitflt,‘fifi°l \ ’1 Oq
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.._]. ... ‘4‘... .._. -4....« i ' l‘

fi‘l‘l‘!‘ftllli\ [‘qu
$Ui£¢£kll££1£k2ilri iiiiizi“ ...}i:i:i:ir-zi-ixili;i ...Lin A

---66~--

GRAPH XXII

Average current eynenses in the nespective Counties

 

(0
C)
(A
O
,5
C)
(11
C)

ScAosl 10

Bath BE.
AAAAAAAAA-AAAAAAAAAA

Byron BBB
\11 1A

AAA AAA. ”1.’_.‘1A13..11.'1111-11AA1‘1A.51A AAAA
Covert BEBE
A ‘1AAAAAAAAAA

Iansville BBBEBEB
AAAAAnAAAAA' AAAAAAAA

Hartlagd BBB
AAAAAAA11AAAAAAAA

?aslett BEEEEE
1 "1 A. 1 z 1 AA 1‘11511‘11‘1 :"1 AAA :1. AM A

Lakeview BEEEEBB
5.9115111 'A A 1 1xm1111511:12.11~.1-1A1 3'1 A- .AA

T .2 *7‘ T“T?“'fit
New iULSOn 3-1351AEJAAz;

11.31.1111 1:13“; . 4' An. 1.11:1}; .."1 1.1-1 1'}; “‘1 311.; "3 4111.111- “Lil

Ckemos 32:33EB
A

“r nr!.r"\‘.fi.‘fl* 5
A" 1;..“11°11“1.‘;:.14111.1:'1:'.‘:‘1: ".11 AL ‘L

walled Lake BBEE JBBZZZC1B

--J--- ....

'-«1~1 g~n~~n'--«~1»~\\ AAA

1£L£L¢k ...... s L:-‘L;A61“'AAL1a1."1- éMba—A‘AA‘ .4“

. A—I
.1 Q _ 1 I ‘I.’ A ,1 P n .
,I .1 :1 .. . 1 I

--_57-__

~r

Graphs KETTI end LXIV on nsges 68 end 69

show very cl erly that the consolidated segool is more

(D

expensive in the amount :f debt Which it incurs in proportion

to

to each tupil than was the one-room sonool. efore consol-

idation the average amount of indebtedness for eech pupil
was only three dollars. After consolidation the amount of

indebtedness had increased to sixty-three dollars a huril,

an increase of sixty dollar

U)

. The average indebtedness for
each pupil now in th respective counties is twelve dollars,
while these consolidated schools have an indebtedness of

sixty-three or forty-nine dollars more than in the counties

»3

here were many of the one—room scnools whose
buildings were so bad that many new ones would heve been re-
quired and fifty per cent of the schools WOuld have needed
eetensive repairs. This added debt expense is looked upon
by some as someth’ng which merely drOpped down out of the
skv with out any good reason. This is not true. The new
laws of the State regarding the lighting of the TOOT, the
ventilation, and heating requirements would have necessi-
teged additional expenditures in these communities, but

sometimes they have failed to realize this.

Covert

Tensville

{“11

'1108

Cslled Lake

---68---

-, ‘tT'

V'I'T T
IJ-;A.L. .A .L

4L4; J.

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(D
C)
Cr
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7
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, I f.
LAA-‘1“:-A&-4o::sg

J Aii4'L4‘L44 £34m;

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ED

-.‘."H'R."-£"-!..'-ns~.n~'\.~«.'A5A
Aéiildigi l.-"‘;l“.l.'..'.i’1:x.' ::.;i.--.‘1:i.a 3.1.3.15”; ..L.

33133 ...-"'1'!

fiverage eut fcr th Werective Counties rer Furil

School

Beth

Covert

Iansville

Hartlend

Haslett

Lakeview

Ne.v Euds on

Okemos

Walled Lake

Average

Q)
('1
F4
C)
F’
(31
D?
C)

nfir7rTfir 7:37p tuna

.._.-

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- 114.4? 44 ’Lilii 44.:‘14fi4.:L£L:LA—JX '. “Air: .1144'14’5444n r“..',“ k14L‘La-ji‘fiao4.h4~~u41‘14qA

n ......

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44.. 4.44.4

XXEXAAL’K AAA}; A.“ 13.21;; 51.}?- FJJLu. A4.“ -. .1..;;JA1.&AA-‘ .5. '1~1:1hA! LA

.1 A 3-. .. A A; q ,1 g 1
1 >‘44‘i4444A444414A44444‘ “LI I .th44 “AAM1A4:4AAA——1AA

Furthermore,

built a modern stru.ctm

one of these Small un

meat for e

0
LJ

manual

. ‘ cu-. ‘ ‘
penee “solo

would have been rrect

the ler g—e unit t1; 6

ecu
best that can

for in all of the

have been

be had wi th

matters,

---70---

no one-room schoc 1 could have

‘ e on such a smell unit. If each

its had attempted to put in the equip-
teeciiug, home economics the c‘i g,
etics, aud the lerqe library, the ex-
without QUESthJ unbearable. It

‘
10'
01h

icelly impoesi le, but by cons ructi

mumities Izave been able to secure the

no eoéc d eroeu’se for each pupil,

except that of debt, re

1' ta in ing

to the ectocl exleuszs, "e so far have found that the costs
have b;en equal or lower than for the ordinary scio 1 when
e3rree3ed in terms of punils.

CD

rerfils

out yarhe.h 3 the most

r

n-
a

C1

of mount of taxes

‘. '~ "*4". ,\~ ‘l.’ ~-
lYlULCC‘oC‘ was only

View it has incresseé

increes fo

(D

average

to seventy-31x dollar

C“

lers o rupil, Iii-Pic}?

for their childreas'

all Of the

t1

IL! and XLII on Waves 71 and 72

Mg iificaa finding 0*

ieed for each nupil.

4,”-
Lou

eleven ollers a rupil. 7e

S1xtt- four fiollars e *upil.

f

V8

U)

9 ‘ ‘ '1
CLvCLS rem

S

3, or an inc eeee of tLirty-six dol—

ie commuflities Were asked to rsise

WISBS.

Am:vnt e Taxes

 

School 20 40 60 80 100

..:..4 a

114-121 .131 11.1.1.

Bath 333““D233
A

1:!) w)

.AAAAAAAAAAA

Byron BB?‘CBB

Bn‘E-B -‘ ‘AAAI 31:11.11“). .‘xwiAAAA

Covert B
AAAAAA.M AA AAAAA1A Afl1AA

Lansville EEEBBB
AAAA.AAA.AAAAAAAAAAAAAAAAAAAAAAA

Hartland BB?E?EE?T~ V?::T“'5E-B

11.51.53: -A .‘12’1.~.-.":.. ’ .“1213AAALLA‘11AAA

A :1 531.113 A4533": 3- 1. A A; ”1:111.“ .11. I“. :1. .11 A1“. {-1.21 :1 A AA AgaA 3A3 11 ii: A it. A

_ ' - T‘ 1:

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Byron
Covert
Ianeville
Eartland
Faslett
;akeview
New Hucson
Okemos
walled lake

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Attention has been celleé to the fict that

1 - a." ‘n 1 C . ’13‘.‘ V -~.‘.--. ”‘1 " 1‘
Calla; tue past Sewed years SLHOUL costs

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'ery much. Teturelly we can expect
increased. In 1920 only twenty-three millions of dollars
were raisec by direct taxes “at now over fifty-one millions

: “ « 1 f“ u . ,1-~ ‘ .— ‘f y“ ‘ v ‘ ‘ P- .‘1‘: \fi‘\.". K‘ '
of colleio are Ifilmso duuhflllj for tne cur..rt tf our

He must now loch rer the rtereae amount ”Lich
tee reisei in .he counties for a fair compariqoa. Before
ccnsolidetio; the average cost per rupil for tee re he Cb ize
counties res thirty-four fiollers and the everere cost a
puyil new in the reere ctive ccunties is seventy—two dollars,

1 . ‘- "1 _ ' J" 1- . . '7 . ~ 1, .1 ‘t’ '7‘.“ . . ,"_-.- r Inn" r .-
or a uiffereuce oi thlltJ-Elfflt collars. 1:13 vge luct 18

C tLe cocditions .licr exist in the oer .33 lifete scrcs‘.
ii‘ 71 -f 1;, e;t'“ cut, 10iI-—j{:rr‘-O Duil d-

1238, €,u“83Lun:, cellere :rrcre‘es as teacners

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lamenes, a gigc--m heel ecu grtluf

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its Cl-l.L-L'f*‘:l, erred-111g all «if tee crime 1::er:tio;;ect‘z.lr-p‘s

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CHAPTER VII

 

 

Luring the year 1926-1927, 1851 students
were transported daily by the six y-six busses in Opera-
tion. The average number for each school transported was
one hundred eighty-five, or an average of twentyveight
students for each bus day. The entire cost for each bus for
the year's Operation, including repairs, depreciation, and
interest on investment, was seven hundred seventy-seven dol-
lars. Out of this amsunt each school was reiumbursed to

the extent of four hundred dollars a bus by the State so

.
that in reality the community paid only three hundred seven-
ty-seven dollars for each bus which transported t enty-eight
pupils and carried children six and four-tenths miles both
morning and evening, or thirteen miles a day. The reader
will understand that a bus would necessarily be required to
travel farther than the thirteen miles, but it had one or
more children in the bus for the thirteen miles each day,
and we will use this as a basis in obtaining the cost a

mile for each pupil.

 

---76---

GRAPH XXVII

 

 

 

Iata 3e ative _3 Transfcrt tion During the School
Year 1926-1987.

School Pupils Yearly Number of Kinimum heximum iota
Transp-r- cost of busses in miles of miles of file
ted each Transeor- daily Route Route are

day tation use

Bath 176 $6926. 7 6 9 55

Byron 113 3660 5 6 8 84

Covert 520 5201 10 5 9 64

Eensville 345 6919 8 5 11 65

Hertland 234 7798 9 5 8 54

Haslett 109 3661 5 4 10 41

Lakeview 200 5000 6 3 8 32

New Eudson 100 2915 4 6 8 23

chance 175 4167 6 5 9 43

walled Lake 189 5097 6 5 8 38

1851 $51,344.00 66 4.“ 8.8 5.2

---77__-

From a previous

average school

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ngtl. e bus then
81X hundred eighty-eight @1133
of three

huhorec seVJLty-seven

To find the per

'_ ‘ 3 _ ‘ ' ‘.i- .- r a. ’ I.’ .
eacn putil was transportec, f0

‘xhich the State co

the portion
the actual miles into

The results showed that each

75,264 pupil miles for the yea

for t
only
Ni 1 e o
1 F" ‘
H53

or

1 -. ., “
[1111131 U Q

C I”. 1

mile to t5
r we are not concerned
whsi we. ill term "ruril

luis Orr

~e
A;

i
From the 18018 on rage 77
for the busses

R. ‘4‘". ~ ‘r . ‘ r ‘v' r" n'p‘. “ n
thirteen uiles a day. ihe mllctfie

Graph it We town that the

ninetv-tflo c

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eye in

loren on an of t entr-

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the vear'zat a cost

...

during

601 are to

w the c stmuhitjj .
_ . -‘ -‘-. 1" . p‘a -. -" 1yv .
e cautunity lear:JVe:, mile

Vitt

tributed ‘e oust convert

fhilf‘8."

(i

‘- V"- ‘ -. a v ' 'Q q
the atertue tiateiec

schools, for the sixty-six
éeighteerliuumlred
five-tenths (.5) of a cent
was found that
six and four-

100:."

half (6.5) cents. This is aufrsximately What it would cost

for one ride on a street car, or even less in many cities.

”here the pupils must take a street car to

H
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school, the expense is just double comfared to the pupil
expense for transnortation in the consolidated school
districts.

Those students who attended high school be-
fore consolidation were required to attend the high school

in the village or cit

7
i

v
V
.1

, and a conservative avoraae for these
to go back and forth would be six miles. Very seldom were
there more than one or two from a locality, but if there
were two and a ctr was used the exyen"e w uld have been

thirty-six cents a day for eacn pupil. One has onTy to con-

rare this with the six and one-half cents of the consolidated

...!

.oo to see the econ my of the one method over the other.

1......)
’

sc
Uhet objection can the commun'ty offer when
a bus calls in the morning at its homes to gather the
children and then leaves them at its ‘oors at night, pro-
tected from rain, storms, and unforseen misfortune along
the road, at the cost of only one ride on a street car?

The writer believes that he is fustified

---79--_

in making the statement that the comm nities have no reeson

‘ 9

ire: rs;h:r iicy Should be proud of

(J

to chieot oi this s.
l

(J
}.J

the educations facilities which, through consn

idation,

they have been able to provide for their childr

(D

Q.

1. Each school transported on the average of one
hundred eighty-five children a day.

2. Lech school had on an average of six and six-
tenths busses in Operation.

3. iron bus carried on the average of tventy-eight

uhils a day.

4. The entire cost for each bus on the average was
seven hundred seve ty-seven dollars, but the State
reimbursing four hundred dollars of this amount.

0. jech bus carried children six and six-tenths miles
both morning? and night.

6. The busses on the avera:e traveled 75,264 pu il

5-,

miles during the year.
7. The pupil wile cost tes found to be one~half cent.
0. The 00st per puyil for each days trensrortetion

was found to be six and one-half cents.

o" W: "3 VIII

J--A:LA.

 

[1173' 1 fi*Y""j ATT‘.’T? '
.L.‘ ‘J ‘Jv-._ “Jbgbil-
*

 

The courses offered in the conso olideted
schools *ere elxost e: teeth the some in all of the soiools.
Lithout er ce piion the ten schools oife red four 3eers of
snglisi, two years of Latin, one-half 3ezr of civics, one-
helf year of econtmics, one—half 3eer of botsn3, one-half

logv one year of chemistrr, one year of nhys ics,
one 3eer of manual training, and two years of home economics.
All gave three years of agriculture excent two of the schools
which gave four years of egric ulture. Five of the scnools

6 one gear of algebra and one 3esr of geometry, while

2*;
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([1

U1

the ct er five offered one and one-half rears of each. ihe

'/

schools all offered at least two 3ears of his to or3, with three
of them offering two and one- half ;;eers. This schedule of
classes is of as high a star Md.I d as is that of the high school
of the villase or city. In fact, the crrriculufi of the city
does not give to the tynos of boys and girls Wlich sttend these
schools the Linds of WorL they Cesire or need; therefore

this curriculum is far in rdvence 1? that of the city

---81--~

high school curriculum in meeting the needs of the country
boy and girl. On an average seven credits were offered
in the vocational studies and fourteen and eight-tenths

1

credits in the purely academic studies. Taus the school

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ving too purposes,--meeting the needs of the Cowmuhity

9

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'rst duty, and also making tossihle the rrereration of
those who wish to enter the university.

Only one out of date text-book was found in
use in 'nese ten schools and that text was being renlaced
by a more recent one for use during the coming year. All

f the tetts were from among the moat recent. Some of the
schools had had their boohs approved b3 the Boari, and were
then under obligations to use them for a period of f’ve
years. This misfortune was found in three school: whicn
would have changed to more recent terts had thev heen rer-
1‘111’61386 .

W

These scnosls are not behind the times, but

H)

are virtually leaders in many resyects in the field 0 ed-

. V

ucation. One of the most commendable contriou

,4-

Pb

10-18 0 the
schools, as far as they are possibly rermitted, is fitting

the curriculum to the student instefo of trying to fit the

the student to the curriculum.

 

These schools need make no apolog3 as to
rather theV are to be commended ior
to the countr3 boy and sirl those

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11113973 Vrulcrl thb‘? £1.04." 1188C.

 

 

 

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Before Consollcatlon no ywplls were tren550r
t“* t“ ter u u~~~ b t .~‘ ~‘1 w“ ~., ta-t~’ +7en 0c
Cb U -And VLL-MU.L , u ILUN {1.}. v1.0 1.118 ..tI Ixer u..v.,~ ‘ie

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UtuLd F114: C«. Q. dkAb A;
‘x ‘ . 1 4‘" ~. “ v ' -‘

pupil trenSxortec.

1" ‘1- -.‘ A4. ‘..‘., q- <1. ..'
with means cl LVUVddbflL'

a cost o

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V

tne commuult; for each

tardiwees Lee been reduced Very guch.

fefor= consolidation, ”here recorcs are available, ten rer
wilt of the enrollment may: teréy'. 10"7 only? one-calf cf
one fer cent cone to school late, ago these are 13? rie‘ly
TUTilS filo live Tith a a few blocks of the scuool.

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from one luncrec a;

to

r-' ’ .- “ s" ‘2 . I. n ‘3 n g‘ . " - ‘ 1- v- -
enveuce Hvb 117:1ee3e' as ;$L::eeea o; the
n lJCTBESCO :ror UlgutY“S€V€a rer cent

cent.

- ‘ A - '1 ' - _ " o q _ a

CUEL'AL terrs ~“ve lHCItfllrel 1r1.len~t2
, r. . - , V' do. 9 ' V~ r" . 1
o Seteutd~llxe (a 3 trevloes to Coo-

---84---

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In

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he matter of auelificetione of the

teacher, the teachers of to-‘ey in the cgnealifistea school f
are far in eevance of the ordinary Teachers of the State,

es we need to make no comparison as to the qualifications

cf the teachers from five to seven years are.

4' \

.- ~ 4-.-! ‘ - 1..., - ..~-1
In tge one-loom senoel xlere all eizee

I

shares, emu ages 0
l ' _ o . ~. ‘0 ' _' ~~. ‘ ‘1. w o - r‘ 2; 1 _‘ t" 1 ‘. ... .-
fereuce lu tneir rleJ. In tne C‘h‘DllflateQ bCuOOl tee men

here of each group of one eye rlay towether but not alone

9

for their teacher 3 rerviees th’ rley and from this they re-

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c ive r““t of their meet valuable education.

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inucn at goon a 11r4. m33 cola gait o. tie school éea .

"- ~ ". ‘ 7. ‘\ ~ .~‘ 1- , ‘- x 5L“ I ‘1 a . ~ ‘ -.. -
Two of tne SCLUul: nave gone es jar we to lthllG the

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e tocd in orcer

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then no half or one-fourth mastication of t}

to get out and play; all eat slow y,—-a velueble Tart of

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student covld t;.1~:e 01“; four 0001-5. at one time. ..‘esic' s t..-e

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greatly increased literature in the form of bools, these

schools have subserioee for fifteen magazines on the average,—-
monthly, bi-monthly, ?96L1?, and even deilv publications.

In this tyre of scliol the equirrent eve.loble

for cleSS'rorh greatly surpasses txe former equipment, for

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in ninety re“ cent of the one-room school

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annut t:e coir? eos eb'ut tue e.ops, or 2

of foods.

---87~--

A luc; larger percentage of children of
school age is now attending the consolidated school than
did previously. rormerly only seventy per cent attenéed;
whereas, now ninety-two per cent bet een the ages five and

twenty attend a public school.

Lore girls attend school nov than do boys by

eight per cent. Formerly mire boys attended school. Now

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training are now available to every student enrolled. KO
course in these theses of education vas given any consid-
eration (or at least very little) before cozmso idetion.
xusic is now in every school is some form or other In
one of the schools a full time music tesche ‘"as required,
and in tie others ei ther some one of the faculty gave in-
struction in music or else three or four of the schools
combined their efforts and h'ired a music teacher to spend

.rt of his tine a.t eac 1 one cf the schools. Before con-

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olidation no nusic was tenant; it is true that the pupils

tried to sing, out no real instruction was rr viced.

---88--

No nurse came to visit the one-room school

3

03

pupils before consolidation. how one of the schools he
fall time nurse (Laheview), a part time dentist and a fart
tine doctor, rhile every one of the other schools has a
nurse who visits the school at regular intervals. Five

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or tne S‘nOois LaVfl a byeClal roon 1n uDlCJ are a dental

chair a table for treatments, and first aid equipment.

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‘~ .~-'.v — .D.‘ -‘ ‘3 ~ . v ' '.
tue tee-cit.r r teuLht as was; as .oity cle sees e 083. How

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School activities V ere exce edingl;

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before consolidation. The children went home at night and
gave little tlzoujtit to it uutil they returnefi to work the
next lay. gun the children and their herents go to the
school several evenings a reel atte .a ing pleys wkich are
steeed by the purils themselv ves - they attend gatherinvs
iich have a purpose, perhaps to benefit the fermers,

«rheps for the students, or perhaps for the women of the

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As to the behavior of the children to and

from school, there is no question as to t\ srperiority of

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the t w} vior in the bus. 311 iloren group along the r

---90-__

out too frquently enter into practices Which lee? t:

the children Until safely under their rerents care.

Too often the farmer has had no interest in

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retent in their several line

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trect .he attention of the farmer to t:'

Inrino the winter a short course for the ferrers mey be

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Such music as was offered in the one-room

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school Feuefited the Ciild very little. flow a sreciel

teacher 'co was Led years of tr'iiisg in usic liSlruClS
be several *TLUP" ac-iroilg to their ages emu ebilities.

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A school Without state aid

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Wlth a large problem in ettenptiag to give instroction

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in agriculture. flow the consoli€eied sczools ere eli9iole

to receive one thou.s .Id do ll>r: to n-

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nses of offering thi subject. Th one-room teacher
could not be expected to teach ofriculture rrvrerl iy or to

hen le everv other subject Well. A can now who is a grad-
uete from an agricultural college with ereciel tre Mi 9 in

methods of e.rricultu1e teaching instructs toe boys and girls

in the rodern methods fiLQ rrincloles of agriculture.

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rertment in the consolidated schools.

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d to help Cefray tEe

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Kennel training was not found in the one-room

scnoo l“; for lerie rooms, with individual benches and tools

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are rrovided. A teacher the gas bed a ire i ring in

is emoloyed as the instructor.

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tection of children now and before is not comrereble
they then lad no protection from weather end storfis While

now they are protected :rom these en“ otler unforeseen

"1i sfor tunes.

each one of the school superintendents said
that the roads which the busses were traveling Vere kept

in good condition and Open Curing tne Winter months in tre-

‘

ferance to others. The 7“avelin; takes rlece on the bus

roads in rrcferance to others. fine snecial instance may be
cited. nefore consolidation, the cornty tad rurrosed a

certei n road, and before this road was built, a consoli-
dated district was formed close to the rurtosed road. In-

stead of building the tortiOn first pirnosed, the portion

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which vent through the consolidated chool district was

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built and tie other vortion is not built 98 yet. Thir is

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merely one oi the examples of the influence which the con-

solidated districts have on the road buildinr and main—

much in many of the dist“icts. One man said that his lend

because of the consolidated school was worth at least t enty-

five dollars more ter acre. Other farmers save a higher
estimate and other lower, depending upon their rerticular

lication in reference to the school.

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