to attend one of the three nearest high schools during 'fl. -.., the ensuing year. Upon receiving written notice of children eligible to attend high school the district board or board of education shall vote a tax sufficient to cover the necessary expense for tuition as herein provided. and may vote a tax suf- ficient to cover the necessary eXpense for daily tranSportation of such children: Provided further, That any surplus moneys in the treasury of said district belonging to the primary fund may be used in paying tuition in lieu of a tax therefor. _.__ Note, - 1. Act No.14 of the Public Acts of 1911 of taunt}i iners in‘ by the Si: eight £31" written . school 6.: Th my the the amour - 27 - Pupils eligible to have their tuition paid shall be holders of county eighth grade diplomas granted by county boards of exam- iners in the several counties under rules and regulations prescribed by the Superintendent of PUblic Instruction, or shall have completed Eight grades of work in a graded school district as evidenced by written statement of the superintendent of schools in such graded school district". "The law was‘amended in 1913 requiring the local district to pay the tuition not exceeding in amount $20 andgin 1917 increasing the amount to not to exceed $25 per pupil per year unless the voters apprOpriate a larger sum at the annual meeting.3The act was amended again in 1919 providing, that the tuition might be paid to any high school which is approved by the Superintendent of Public Instruction 7(An amendment of 1921 changed the tuition rate from $25 to $60 that the board is required to pay. providing the per capita cost per year based on the average enrollment for the preceding . school year of the high school where said children may attend, is that much. A few slight modifications have been made since 1921 but none of material importance. The tuition law and the marked increase in the number who take advantage of its provisions has had an encouraging influence on the consolidation movement. an act passed in 1313 provides that any primary district may vote to diggentinue schoolgggr the ensuing or curgggtgygag___ Note,-’Act no.268 of the Public Acts of 1913.”s0t No.11 of 1917. 3Act No.59 of 1919, and Act“No.79 of 1921 iAct No.230 of the Public Acts of 1913 aga- and pay the tuition and provide transportation for the children to another school or schools. This law has‘been in Operation continuously since that time but has been amended to enable a primary district to pay the tuition and transportation of the seventh and eighth grades only, thereby reducing the number of grades in the elementary school to six. This last change was influenced to quite an extent by the fact that a large percentage of the small high schools are organized on the six- i six.plan and larger ones on the six-three-three plan and Junior 1 high school work begins in the seventh grade.LThe legislature of 12;} made it possible for the school electors to direct the school board to pay the tuition and provide transportation for the ensuing or current year for the children of the six. seventh, and eighth grades or of one or more of these grades to another school. The number of districts that have taken advantage of the provision relative to the voting to close the local school from year to year has increased quite ra idly. In 1227 two hundred eighty-five primary districts paid the tuition and transportation for all of the pupils including high school pupils to another school and for 1928 this had increased to three hundred three. The amount paid for trans;ortation of pupils from such districts in 1929 would indicate that approximately seven thousand children were being transported from primary districts during that year. A large percentage of these children were transported to village Note,- 1. Act No.54 of the rublic Acts of 1951 - 29 - and city schools. In general the cost of tuition and transporta- tion was not much. if any. greater than the total cost of maintain- ing the local primary district school and in many instances re- sulted in a reduction in the total cost of providing school ad- vantages for the children. For example. districts number three and seven of Sunfield Township. Eaton County, have voted each year for several years to pay the tuition and tranSportation for all pupils to the Wood- land school of Barry County. During the year ending in July. 1924 both of these districts maintained school in the local district. The total expenditures for district number three for that year were $976.27 and for district number seven. $1010.90. The above does not include the cost of tranSporting high school children as this was provided by the parents. This was the last year that both of these districts maintained school. During the year ending July. 1926 each of these schools was closed and the total expendi- tures for that year were $1160.11 for district number three and 3804 for district number seven. This includes transportation for the high school pupils. It will be noticed that the total cost of 1926 shows a small increase for district number three but a larger decrease in total cost for district number seven. In other words. it shows a slight average reduction in the aggregate cost for the two districts. The children from these two districts were thereby transferred from a one-teacher eighth grade school to a school in which the work of the first six grades is divided . ~' 1. a junior Ll of tieir ‘ I 1 “ “r71 Y'} ‘ . N 0.. --' -L :10 {L f) ’44. . C l) I, n - 1 .l-'-,:,._- '1‘.‘~‘ (l‘\.‘ '3 .a’lfit LOL4 :‘1‘ .‘L-‘m - ’ x.'.o the general ftnl of .. ,3..... s as 0th.: (.5 L... 0 U :3 c4- 0 CJflglthi Cigit La -_ ' - J- ) ‘ r. ..r -, l- »4 f;—- jalabb DJ-L .‘ n ()4. 1 41 --.“-.. J- and the ...-._;..cnt board. nor is trans use. In a few 0 RLS ., ..;\J or iér;cr unit 90a ' 1’ . 1 we (~ - J” . . I'v- thcsi garbage 3 wt I O orjyrarsat20n. ‘1 W 4 ' to —-n"- -~ v 1. u. . :~.n‘-" ’4 rusic. The seventh ani 6;1 Lb; kl grog I'- 9 ('J._ . ' . 1' .2 ”4. a," I _ mlprJCt or d;st TCuS. -’ ‘I‘ :3. L‘ {'2 t ition is onticnal thh , .3 _ .,_ «L O.._,. ~, I” , ,1. .. ‘- and a Lfiit blue &;uCL.1 tcachc1 in rra;-s more given the a vents e of ‘L.’ g and 711 acre un“cr tls tutor 56 or “‘t ‘\ I U A. ‘4—1 a I l ,q ~‘: 0.4"" ‘\ \ v v ‘I o . . .7-]..-J.i’ E. uJCUu-‘a ..N’I .l. ;rc31rgtion .. - .9. . -' ‘. J. .21"... -L. ...'-3.C.'- c board or Joard oi ciueatian in grim r", 1" -‘ ‘ ‘ t ,- 1 fl . J -'. r- -- '- q" '* _ .~‘"" ‘o‘- ‘r' ‘1' ' ,-‘ " 1-‘1’11 b L- cl 3 C bu UJ. six; u L. me if Q," 14.28 1-.Q:'1Lj in ‘3, f} - I ' ..l 1 $1.. .. _ .. . 1 D -_ - ' .. .,: ' thl hirtr1Ct for LLL _ r,osc or kevznb tui- ‘ clildren 110 have not ‘_ _r~.;_w_ Ci cs'ultrc suck c?iliren are L3 I iistrict than to the 531001- ,Ortation ECG irp 7... - .' ,.‘. 47.1., .v'J-. -L l hxvc receivea tic ocnciits b L} 1 -‘ l " ' ‘l . '1, ”'-.9.-fl lfltCSLEcL; l] 4L1¢« q JCC JliZC The Tounzifn District Act :Lich Lei its ineg;tion in iicn- D lgan in tfiC in fislet re of 1851 but In. It .— - 31 - which did not terminate in a state wideklaw until 1909. insures a.more Just system of school support than the ordinary primary district system. a more nearly equalized plan for the children. and a uniform school tax rate for the entire township. At present there are.more than two hundred township school districts in the state. This law makes it possible for the township board of edu- cation to determine how many schools shall be maintained and the location of these schools. In general it results in the closing of smaller schools and the transportation being furnished for the children to larger and better schools within the township. Many times a substantial saving is made; in addition to this the child- ren are insured better advantages through the competitive interest that obtains in the larger school and high school advantages may be made available in one of the schools of the township. THE RURAL AGRICULTURAL SCHOOL ACT- “ The idea of the Rural Agricultural School was originated t5 with Mr.John Doelle, who as superintendent of the Portage Township Schools of Houghton County had been impressed with the need for a constructive agricultural deve10pment program for the rural portio’l of the area that came under his direction. With this idea in mind he had a bill formulated and presented to the Michigan legislature Note.- 1. Chapter IV. Part one. Act No.319 of the PUblic Acts of 1927. Formerly Act No.11? of 1909 - 52 - of 1917 which was enacted into law and was known as the Rural Agricultural School Act No.226 of the Public Acts of 1917. Originally this act provided for two classes of rural agricultural schools. Class A. having a school site with less than twenty acres of land and a corps of teachers consisting of one principal and two or more teachers engaged in teaching for not less than nine months and Class B, a school site consisting of twenty or more acres of land used partly or wholly for the teaching of agriculture and animal husbandry. and having a corps of teachers consisting of one principal who was to be engaged for a year of twelve months and two or more teachers engaged for not less than ten months each. The act provided that whenever any district or township school board deemed it advisable to establish a rural agricultu- ral school by consolidating three or more rural schools. they might submit the question of consolidation to the qualified voters either at the annual meeting or at a special meeting called for that purpose. It also provided that the question of organizing such a school should be submitted when 10% of the school electors filed with their reapective district or town- ship school boards a petition or petitions asking that such 2 guestion be submitted. Note. - 1. Chapter V Part I Act No. 319 of the Public Acts of 1927, formerly Act No.226 of the Public Acts of 1917. l I . s ._ -.,, q o 4' o u, . a . _- u - u t _ ‘r‘. 1 J o L‘s.) .3: Hi‘o.‘ ‘ I‘M. 1'3 4. ~— vlL 'J I. u I. (.1L a 1Jb Ck.) AJ L. he‘d. 711130 3. N . “ ‘ ‘ V NA N r‘ v r C ‘I ~ ’ . -‘ - ~ - ‘ o r I “L ‘ 'l - - A I" ’7. I .‘i. . L -. I]\‘I.e “ ) .1 0L 0: ’J J 7.: v1 'tJ- b4, ‘ ‘ v .- 'L):.1\ . ‘ ‘I’ .- (1:11 .14.— ‘L1 Lu- ‘i- » L34. N—J 4:. {I :1)” lon ’~- ~‘ J—‘-— I . ‘1 .‘ .. . we .‘ m7: ..., 4‘ , . 3'! . ...» ..: a“-.. .l 1.1 . M...‘ ,..,., - ,. -, ..-; J. ..4 .- . than one mile flu! lis Logo to the nearest t izs creation route. In owse less than six votiTs rcs’dei on o: neer sky uflfi route such (3 .. 0 ’r~"-‘~ ~A . _ . 1 A: ’_ -.W? ‘ \- p _ _h_- ‘ 1‘ ._| ‘ ._ ...‘__ .... 1‘” {2112-118 'fi;3»."-.o ..e L.) fate-u at some Ct (“z-ft. ..t.‘;‘.nb lilo-.013 11. t A: cost More ‘ r‘ ‘l\ .‘r‘J. R!‘ g. . _ x 1 .' O ‘ ”7‘ ’ " ‘ ' ‘ "“ " " . ‘ ... . + -: Iv- ‘- I - . r‘ r -‘ . Lu .- uie briie teachers in sail-“o-.- U3 Lama!) a reullar teacher's 1&3 y~§ congleted a course of study ‘ ". 1' 1,1‘. ‘“ ' (‘ .--" ° ‘_"" ,-I ‘ .-. '1..“",'-'. _‘ {1.713 "' . ‘ in .- .3134}. Lift; Sal.) CST. 0L "u‘ I‘lclllb";' U ‘23 l.1J.LU.-.;.L‘-d.. $4.16 1431110po]. "n‘ .p: '2 '“o L .— \‘ '. ' 9"' ".“31 ‘ .—,“T""- '. a f' .‘ qualiiiou u teas tic elements 0. ebbiCA bU‘C and mdnuil train- irs in the c ise.o school he was re.Jired to hold a life certi- eXp‘ '- CUM:1€FlOHCT to pore t.e notiees Lnd Gill ELL election. it also . :1»— v~ ‘. . ... ~ 5- p.s::. " . provioed Lflfit ”Lenora; toe weird of eLnonuion or n tCLi chip C‘" ‘3 2a a 1 school sistrict deems i “LeissLle it any establish such a school 'I‘O‘v’ i c ' l‘ by complying with the *1 . 5 9v! one of the not, or th»n sage tonn- tn ship board of education is presented with a petition si.;ned by a -56.. majority of the is ”l scion l electors of the t nnsiin district it shall csteblish a ru 31 egrjovltfiial ecu' Under this ontndront tie Sojerintendert of Public Instruc- tion was given the reejonsihilitv c. Q: roving of tfe srca that must be included in the 0“anizntion of n rura agricu ltxra sozoul. It also redo provis ion for tie disbending of ti: district at tie end of fir, years “residiro the district h~d complied with i s the provisions of the not for that length of time. It gore the board of e«:c~tf:n of the consolidated district eutlority to desijnate the sclecl site. The section relative to transfortnt the honrd sowli not he reouirod to transport perils elo live tith- in a. mile of the rcrzl enricrvltrrnl soliool one in CIlI'TC there were 0};- 41‘ - 1 1‘ __ ,. ,3 , _ -. . -, - P . less tisn s -3 azls on a route t;e beard h concert or the per- Cits or gnordinxs cow_o hosrd the 3~3iis at some cen“cnient place if the cast of boiviing eunld he ;oss than the orst of transpor- tgtion. It SYNC- tfi‘re 97.}:‘,:;trf7'r’136?1 ”101‘; Fibllc If’l;_=.ti‘a,-'.C tion witherity) 122-0?) iqvestj: onion, to con; irra, set acids, or arsenal we decision 30f the local OOlTl of gaucntion Tlth reference ta L.e transyorta- tion routes nni the distance nnpils more rem. ‘Ihe act Wis changed to permit an incorporitei city or village having a goeulition up to @930 to participate in.the or- ganization and become a pert of the rural agricultirel district and receive state aid. it also made it poesiole for cities and ‘villagee having a yopuletion above 2000 to organize uitgout state aid. One important change provided tint in the organization of such a school the districts shall Vote as a single unit unless ‘the area includes a graded district having at leeat t elve grades 10f tork. in which ceee tLere shall be the electione - one held by the board of education of the graded district and tie other by the township board of one of tire togetlfillips regroented. This is improtant because previous to this time each iietrict voted sepomtely and a {group of districts which Izlié4311‘rl‘a'8 been formed .into a very eatisfacrory unit from the standpoint of deceased iraluetion and enrollment could be congleted with only half or ‘two~thirde of tle original number. in other tordo. it might not <3arry in.more than kelf or two-thirds of the original reap; Con- sequently . in the beginning there were several consolidations f)“ ... - U ' Lfleubcd LLjCh \LJL L-1—-‘”’Lu 33$ LLLL 53 Lngg c;:; 121 from LLL pccinnin; bLJJLLG of the CLCILle lo: QLSLELJ it a: a. Unacr LLL aLL :n all 0. L;c dizzr;cLs 21x; -in;ion a:~ 133185 into LLL conualidgtioa unit r: none of LLLL nits in Lao inlmLtion of a r .131 uQILcult.:ml LcLoL ihL ”Ct LLS ngiz "uLnaci by Let 3 of LhL liLlic Acts of \HM 1313. The number 01 :CtiLiCHUIQ rt: jrci MAB CLaiged Lo gofl of LLc school LLecL,LL L- LLLL of LL is;;icps ~f L19 2‘ cred ur it uiLL a minimum LLLLLSL VQIQLtiQH cf 31,)“L..LC o: at least tyenty fggzLLchiqr‘ : thi. Luial LQITQ.LL '11 £201: c; 13 be es.t90- 1 £42; in LeuaaLi; list 1 LL by LLL he Ii v5 efigottiLn only on gctitLon of a.mmj;zitj of 2. 333031 electors. i; gth made it :mLsible for a 22:11 agr;"ulbnrzl chaol district Lo éi‘band a‘ :‘w -- 0 a» M - <4. .- hut; thrd. 01. 1‘71: Juzic en 8:1 ELLLADL. 4-... .2. .LLI HQ. ’3 . an? ... .. ‘Pa A ‘ "~ - ... 1‘ . .‘ a i- : l“ - ‘ v‘ .-‘ “ I: — , :Lo.Lqiona uf LLQ ¢UL rLLLLLv; t3 LLLLchgl tr; 0 1 ’A¢ .ith the .~. v» I .1 R - ‘ J— -~-‘. other ‘1.) 1'9”: 3.1 :: ‘uncnts o: ..; L lam. ' L» a" ‘L 06- . « - - , ~ ' \r» H q -: h‘h ~a ‘ * luE LCL “LL L.L3¢Ll LQLLn lJLZ Lith ILL LIL.30 Lo the ‘ "‘ . R. ‘ " ' x” Q -' F1 ‘r : I . ‘ "u [“0 Q , "‘ ‘f ' '- ‘ . - I“. ~ .“ .m Aulfl¢.fl=-hfl :Lrba. Lulu ;.~L-.1..03.Ln 3.8L; iI‘C..l---ub HO IL: 3,3 .3. ”1.3.“: £8: 41:69, I‘ q ,l I‘ u . , “ . — I .— r‘ z, ' ~, ,. ' ’5 q '. '- . f, I‘ '3- .‘J‘ . .\ u; “Lie dlstLchL Lmvia; an LabLLLLL Lngbloa 0 ALL 1388 tLan ‘ W‘ A - ~ - ,L 4- w r- m». .. ..1 L. ‘ L . .. -' MA - .L/LL,OOU or L LLLLl 64 UL nLL 1.LL LLLL eLLLLcen t utcrnment WV,”- ‘ . . ‘ ‘ ' “ \ p - l .1 ‘a -\ ~ ' '. = \ A g o f“ A- j' I‘ 'z .' _ "" I‘ 1 ' J‘ aLLCLiuhb 0L lxhi.(mllLLL;tAbn bl “Ln ‘f L16 svaCL (l “LOIS 0f .L'LLJI'ZLJ. " r" ’ -_Q; ‘.‘ L, L. V- - \o‘ 'V WL-U Pvt" LL L.e ”0’2 1..-; \ I .A. in Cgunties having a..:besm ed v: 1% m :0, said sifincrs of zit; a rural ,: 'V .L. 1 Lion of 350.0 "\ OJ.( 130 or the petition 21311 own collccti.vely 50% .. 39 .. of the land and premises thereof.“ The legislature of lfizl added anflamendzent to the rural agricultural diSLfiCt act thich is of great importance. It makes it possible for a tounezip district board on yetition, in lieu of establishing a rurn agricultural school, to pay the tuition and provide trenegortition for an; or sll,crndes t ereof to a nearby graded, tonnshig, city, or rural agricultural district in whicn the required vocational training is made available. In case this is done the state will mix an annual allowance of $400 per vehicle for transgcrtttion. ‘Differentiations From Average Consolidation Law - The rural agricultural district glen of orgziizction is differentiated in many resyects from the average consolidation law. The title includes a definite industrial designation and this is undoubtedly due to the fact that the iniividual who introduced the bill felt that it would be desirzble to include agriculture in the grosram of courses..The lrw also provides :for vocationalvtraining in industrial arts and home economics and minimum Preparation and qualifiedtion requirerzzents for the teachers of tl: centionsl subjects. The Superintendent of Pub- lic Instruction is required to pass upon the minimum qualifi- cation requirements for candidates for the vocational positions, provide for the ins;ection of such schools, and certify each year to the Auditor Genoral's Deportment that the district is entitled to receive the state aid provided for in the not. Note,- 1. Act 30.75 of the Public Acts of 1931 In the beginning there were no minimum area limitations except that there must be at least three or more rural schools included in the area served by the rural agricultural school. but the law did provide that the Department of Eublic Instruction might pass upon the maximvm area that could be included in a single unit of this kind. Eithin recent years the legislature has amended this and set a.minimum for the size or valuation of the area. Originally each district of any preposed unit voted sepa» rately and the result was that many units were formed which con- sisted of not more than tee-thirds cf the original number of the districts which petitioned; the natural result, of course, being that the tax rate necessarily would have to be much higher than it sould have been if the unit had been established according to the original plan. The law has been amended to guard against thiS-by requiring 'hat after a sufficient number of signers have been secured on the petitions in each district. all of the pri- mary or rural districts shall vote as a single init, and that in case a preposed consolidation area includes a graded district maintaining a twelve grade school. the graded district shall vote separately. and that the elections for the two groups shall be held on the same day and at the same hour. The law makes definite provision for the subsidizing of these districts by the awarding of $1000 a year temard the maintenance of the school and $400 per vehicle each.year toward \‘!\l in; - 41 - the cost of transgorting the pupils. The mom-3‘r is’;pycrtioned to tie districts at the end of the yeer. In 12;? seventy-one districts were able to qualify under tie provisions of this act. Eighty-four districts will qualify for state did for all or port of the present or current y-er. r ( The district is required to j "3 evils e site of at least five acres and make available the school building and premtses‘ as a community center for meetings ofter school hours or then school is not in session. Such meetings must not be leld-for tolitical or religious purges s. In organizing such a school, fetitions are first circulated in each district of the rrorosed unit and must be signed by st least fifty percent of the resident school electors of each of these districts. They are then filed with the county school com- missioner who cheeks over the lists of signatures and if he finds that.the-required number have signed he must call on election. or .40 in case-a graded district including twelve arises is included in the area, two elections for the perzose of permitting the legal electors to vote on this question. A.msjority vote of those presen and voting at such election is required. The fact that the petitions require the signatures of at least fifty per cent of the school electors of each district of the preposed unit has a retarding influence upon the progress of consolidation under this act as there are usually a few dis- tricts in any natural community grouping of this kind that have - 42 - a.much loser tax rate than others and are more fortunately sit- uated. Consequently it is often impossible to secure a sufficient number of signatures in each of the districts. As a result even one or two districts may make it imyreoticel to proceed with the organization even though a large majority of the school electors of the entire oree.mny sign the petitions and are anxious to go forward with the movement. This law also makes special provision whereby a rural a;-icu1tural school may be estdblisned in a townSiip school J district. This irovision of the low reads as follows: "flien the school board of any to.nship school district shell be presented tith a petition or “etitions signed by a.mejcrity o: the legal school electors of said totnship school district, it shall estiblioh a rural ogricultursl school“. it will be noticed that the rural agricultural district act differs from the ordinary consolidation law with respect to it egecial disignited title, minimum and possible maximum area [2) limitations, provisions for vocational triining, state did for transportation and maintenance, use of the school building and premises for comuunity meetings. and with reference to the estoolishment of such a school in a tonnohip school district, also in regard to the plan and procedure that is to be followed in the organization of such schools. The best consolidation unit is uerally one tint includes a villigc conrunity center at LhieT 1L5 school mvy be located and as L538 an afijacent rurll area as can be served to 1dvantage. *Jo ’ILC factors to be taken into cons aeration in determining its extremities are tLe ccnd ition anzl ty3e of r01 dr; tL kind of trwne30rtetion; usual amount of anon; uhetLer snow reruvel pro- viciens are m1dc mien necesse 3; tLe ceracter of t‘e 303u11c on; the :Lysiograrhy cf tLe region; natural barrier: 53 ch :2 ~strczmc, “$02, hills, to nt1:nc, ani valleys; TISO’Qfi; sociological disin- tegreting influcnsca thzttcnd to zyll Lhe 300116 agart and prevent the develcgrcnt of 1 unity of interest. Unfortunately certain seL ' eh 1ntcres13 131 ndtural Tlei»lice3 may prove to be the fire te.: t 03 :rjers to Le evtuc11°;r*nt of tie most ideal unit. It seems n“ter1l fer a certain percentage of Lie rural population to object to consolidatinS hit} their ofin trade and business center.‘fhey are SkatiCfil about tLe motive that may fronyt tLe vill1ge di2t ct to inVitc tLeir u.nion x Mtlafl. TLcy tLir l: tL1t L e3 are Lain; asked to build a ECL-ocll case for the team. As a metter of fact the vill1ge commvnity usu1lly contains quitea “ler e scLool p03111tion and a comr1ratively 11r3e assessed vel"ation within a 53:11 area. This helps to assure for the progosed unit two import1nt requisites for a successful cons clid ted school, namely. a lcrge enough school poyulation to make it practical and advisable to employ a sufficient number - 44 - of teqcherc to meet the rcowzi m1cnts for a Ligh stdnfiqrd of A efficiency wad a sufficient valzfition to insure the mcdsd local fin:1nci2l su 1W01 on a reasonable tax rate basis. Eith very few exceyticns Xisifgnn's consolidated schools r1: ve ac; n es~ t1ol1o“cl 9t villn.ge corzunits ccnte1s. The rural sgrjculturfl district act makes it r1t er emL y to arrc1ge for a suitsble crocping of primary diatricts about a village graded dis ict as the hrb of the unit. The act requires tra HS3 ortgtion for those 110 live more thz1 a mile from t? 801001 and mikes provisiu m1 for stwte aid toward the cos t of such tr 1ms30rtstion so tie village unit 313a means a large reduction in tie percent- ace of t: 9 school 3103111115.;502'2 thi'xt rust be trm :0r‘ (2 . It also gravidcs within Llis mile rafiius, so to speak, a grogartionately large wercsnquc of 1::scsqs<:d valu tion t31t COnuriDUt-S on an egual basis with the trans3crtstion area per thouscnd of assessed V1=luw1 on to tie cost of transporting the c} ildrcn who live outside the one milc limit. There are Other xdvqntz c§ that accrue from having the sckccl at a vill c ccr ter in sdiition to an aver *3 rozuc'..5on in overt md ex Sane . leese incl1de the abces- 0} sitility from 'itiuut the fiistrict, grsqter Opportunities for a select 5V0 choice of 10*r11n and rccwing 3110ss for teachers, convent cn co in securing sciool 53131185 and equ1nment, and re- dgct'cn in dxnycgc :rl truck scrv‘ccs es:cci 11y durinc the tim that school builiings are unicr construction. There are a ch strictly rural units. some of which could - 45 - not h9ve been grow 61 99991 a city or village district 9nd aLich a: m9c‘c up entirel" of a group 0“ trimary districts. The Open country unit has an 933091 that is tore 9ttr9ctive to those who think of coantry life as sey9r9te 991 a; rt fr 3 tL9t of its urban trade, m9rkct, 991 general business center. The fear of vill95c dcrin9nce, of 3099 jble or neontmxjn9tion or ergosures th9t tend to wcsn tko yotng 360310 omay from farm life are there- by red good. The carrirormtnt is gore and 1111910501119 9116?. all have a v 1_ r 1 into ‘comron oqckrro,r1 of cxgerience. lo the arguments advanced in f9vor cf tie stric Lly r1r9l con993119tion Lave a cignjficance LLcre are many 00999999ting benefits tLat come fro: tLo 1 Inin¢ling of the ciillrcn 9nd 9111* of rural 991 Urban commrii- g 1.99:1: th9t trey 12999 199.193 interc- 11:: bl. (‘i W n n HOB-1--.:OJ 5" ('1‘ tics. TIE-1y 111119; th.:t each is de;cndcnt Upon the otTcr, 991 th9t tic Craziest good to tLe greztost npmber can only'be attained through anity of rur- pose and ideals in elooztjon, relfigion, civic affa’rs, and social intercoxrse. A far-9*;Lto. vision, economic self intercvas, and a desire for‘tic best in nine tion that loo 1 rcso areas can #939 availdble J 111 tend to f 99: riorcvcr yrqoticwl uLe cons 011211199 of the 'Vill9.9 district whose basic intersats are wholly or p9rtly rural L the neighboring rara districts in order to 111999 the most effective elooationml pros r959 porsi‘le for all concerned. Hany of thcwev villrgcs are 9999in5 through a transition or m3 9- tmcnt p rioo. Those of two tLovaind 3099191109 or loss may Ina 019 ssified into 9bout four grcurs: First, here ty1i 31 luqoerln“ c‘ L.) town one of YahiCh with the pose fi.ng 01 the timber have practicall' c flfcd to exist. Among such isch; fills on .liekey boy in Chi 1ppe :1 Cointy which at one time was a grosgerous lumbering center and had the largest sash and door factory in 1900 and-by 1005 L3 rectory had been demolished Hill of fionroe County T3... lic; known as the Cen.31 South :Ler d i. and Irene a 0:1 - .— lgrec:2 and mill uuun 8. 1:13“ etcly L11 which at one time dorlin ted (t 4‘50 \pu. *ed inlnatri Tic thriving mill togn of Jennings Iv- J-nJ. a sf ilu in the state. 0 ltmm‘oering b 2:- ond L3728 chich "18 30013 lfllilroxd had :1 it closed t}e l at ve s tjgc of its years 860- 11 has become 9. C flte. All of the towns ment it had a 10pu1~tion of 1200 jncgs had passed away, the villqge ceased to cxist.Briar bh'zt 1... ’2 i nezr (I) formerly "-311 now know”: (3:: 173 Detroit, 3 iiiilrlr E13,. CLO-1‘} . Ii! n as & existence 1 '73-: miver of Alcone County, I .4- -~ .‘ q- tie mueic of lob awn mills and mall country store center. .0‘ 0 IlLlC ‘ «r J suffered squkee CJJnL of 8 ioned, a well 43 many others, have 1rmctic 11' 10: t th 7r ilcnt’ty hit}: file fleeing of the lumber industry. The demand alich created tlcn no: simply has his toricul and to trne its glnce ”ere to n disg rrg usu 3113 is no sentiment for neigiboring SCKOJIS ire not 63:11" too low to make it 31? sable. Vewr . % . . . flncd to the immlelate V1c1nity of resident children can conveniently ‘. -. w I" "‘ consolidet 6 there is no new demand "DT‘C‘. *‘J. In tlis tyye of town there tion as: the few, if any. accessible and tie veluation 03*;en tle settlcm2nt is con- the lumber Operations and all attend a single local school. - 47 - Second, LILIC is the Uiper Feninsvla minin village, some of 111:1Ch are degondent upon a. single 11121.??? in-11.:.si.rg ftfifl have rrther a problematicnl foture. Its yuricfie of Erosgcrity follow very closely in tie sake of a lively demand for iron or copper ore as the ease may be. A few of Llese to no are surrounded by agriculture areas tint may be reclnimed for farming g rposee and thereby insure a more stabilized econonic life. Very often there are several so-c lch neighboring suburban locations -13 of mhich.mny have est olithei s 501001 in tie beginiing. Tith the ingrovcxent of the highways and all the yen: round motor trans- w ;ortntion on tie main trunk lines sore, qni in e fen instances ‘ ll,of the auxiliary location schools nave been closed and {:3 consolidated wit; the central school. ‘hird, there are thooe which with the passing of the lumber business are being enactined booiuse of the gradual development of agricultural resources that are availeole in the surrounding territory. Darin; the transition girioi their interests are some- thit divided betueen the two industries as the process of re- adjustment goes on. In gener; (J l the germinent inhabitints of such villegc communities are of a venturesome. progressive type. They p). 0 if. es. possess a sgirit of are accustomed to the making of "ac H E! hospitality, and are willing to help one another. They have a k... i" :5 H. e" nterest in education even though their eiucationil Opportu- nities may have been limitel and they seek good school advantages .:ior their children. In such communities the value of consolidation - 48 - is quite readily acce3ted and the movement progreo cs more repiily tion in the average village nei tho orlood. Fourth, there is the group elich has never been degendent upon lumbering or any of its associated iniustrieo but being locoted in the strictly agricultural erode of the state have be- come agrarian centers. They have hid a steady and reliable trod- ing constituency and are non illy feend .Atliin the oldest settle- ment sections of tie stete. The resiionts of these villages as cell as those of the surronniing firming area are nostly a con- sem we-ive self soti.sfiod group who feel tlat that his been should continue to be. Host of them are in fairly good financial circum- stonces and are nore or less indefendent of their neighbors. In feet many of t}-c v111"e residents are of the retired farmer class. Land values are .oie definitely fixed nnd r3nge much fisher than in either of the other tyres, conseonently they hive a sufficient amount of taxable teslth to insure a.foirly low level of tax rate. They .hsve not boson accustomed to making reel.investrents for edncetion and even though the ongortunities available may be ever so meager troy are not willing to increase their eXpendi- tures in tris direction. Valile tress farmers and vill. jze residents invest in.modern conveniences for the home, in automobiles, have up to date mncl wy and Spend 13r5e sums of money for good :rosds. many of them.ere extremely conservative in relation to the support of the public school. They are among the first to Oppose the consolidation of schools. This movement makes slow progress - 49 _ in such communities ind tLCn only as e,reeult of a str«e HlUOIB c.r**3rn of educ‘t.t :3 among the sclesl neiron: 3rd 3 closely contorted electio3 The fir:t xii “ e3ond. '3es ere mart cemuonly fauna in the U3 (I Peninsuls o; aicliesn, the third fn tie nortlcrn half of .-l tie Lever Isnineule and certain Torts of tie ”pier Penin sula, and tie fourth type is t*3i3wl of the sect} arn pert 035t1e state. In recent oer? tie tendency has been to encovrsge the formet ion of 13r1r consolidetion units. .iten tie 33cm consists of tpo ternslipi or tle equivslent. 233s policy is being observed in the organization of new units and in tie e. largerent of dist- ricts ti3t are in ejeration. Tie rr'nijpml limitinx factor where tle iistsnce he en31LA en own he successfully trsne:erted. In genernl the lsrger tie unit the loner tre 3er cagits cost. A reflection in 03.73.11: 3.- ti coat $5,:33T31i_l"(33§ :3 corresg'ondinj; curs-ring of ‘ttc school tsx.r3te. The lzrg r unit 31 o mra es.it :oeeible to wztilfze the tezeliig fc cc to bc tier wdvintsge and insure a more ve emi emsyrelensive I“OTT m of courses. Cor soli5 ated schools located in villages or cities of group three or four have a.rmcl.better chance for germqne.cy ani the fell realization of a reel rural life betterment fregrqm than those n.3olished in eieJ3 er of the othzr groune .- 50 .. tree-1‘ 1‘» Err .sAILA‘i-Ar J. e w , , . .. - . fl '- .- l ' ‘ u; . . 4v .- . . b \‘-o~ J. ‘1—1 A 5 5d 4- A-‘n- y..\.'J-...c .— 1. regeiice - ' .~ -- ....n,.:..- r .. 4. ‘11... .k. 3&4.)le (5);; :4.Lll{:3LJ UHL aflObher. g,. p. h C“ C.) $— i p P C P‘s f t (L P ‘91 H ‘3 P’ ‘3 .-l ..-. . f‘ - .' ., . .- ., .1. .. 1‘ I . ‘ ,- , .-.; ..r‘ "3. : 1, - eoLe ul LL1CL.EAS Le LéJTQLLUd. me Lle LlJUf _Liu LL 3.10; 18 O purely imaginary, l“; enie; to defegt a number of eunselidation “ n I a ‘ I ‘ " ‘ ': VI " ~ ‘ U 9" ~. 8 '- »Q r ('--,.\ , ‘ ‘~ - J -. L ‘0- 0‘ u - . I X'IC’U‘ {CU-Q}. I“: a CL.-A:L,C; £11.08 01. d. 1’3x...{’ 1\_¥;51;'cu.‘l;1 V G 1- A u. .1. 10:16 busi- l nee; or 3am:£ mzaLA;sLi:3¢n nfitzrullv 1:113 us Page :55;XL:.?ve than the extinzry ferer. in Lie eiiorte to «remote ann L”te:ti8e l; is con Lueineee or LLLL o: 315 anLuLity 1e Ufl£n0\1““33 overshadona the norc conservative farmer friegfl. fic'makee his influence felt in all lines of puglic improvement, ggrticjpates in local politics, hes a vision of what is needed in equdeisn and in the doing of LLCee tlxi lugs, and may unintentionally get a pace tlnL is too ralid for t? e amer 35e men to follo.:. Since 111 are hunan, an occasional business men through IDiSTC£m leeentation, clever'b3r~iin1n5 or in asenmin5 an overbear- 3.ttitude, may lzive caused just 3rovocation of gene of his rurtl neighbors. TLro¢5h failure to unlerstani, ineuility to co- o;er3te., and a m: Mi ested Spirit of indQ end en ce tlfi farmer may L have cultivated tLe ill will of theee eeu min5 the geeitione of 163.cr slip in tle toun. Ho matter “Let the cause for grejudice and ill feeling on tLe part of eitler or both parties may be, it x: rke to the detri3eIL of all Concerned. tell-founded legitimate comietition is EKLGCLed and respected. The square deal and a live and let live policy should not infringe upon the ri5hte of any t.‘. -... ' .: - I— . 3,4 ‘ -: ‘ .... —‘ - v -: ‘ ‘3 ‘ 3' A ‘- . 0710. tlb‘.‘-_.«‘--rbb1t.LUL1. .Illlel lb 1.1091. novice ole 3302143 34.15.ch or limit- Cd cessationel urginin5 mar those mlo have lived quee llr5ely ' " ' ' - \ . H ~ ‘3'” ' 5 -- q : . . . ”v '3 U3 hth 3r1oe Oi 331 ears in 01301" to secom 0153i.o1e to have tie ir ti ition piitl sy the 10011 district. hLile this law has 1: “ to. tie omornt thot might be paid by the local m} cl boord it he mode it n; ce.sor3 for t} :em to coogcrate tith the gtrents. It also provides thet if tie tuition ehwrfed ex- ceeds the 3301wnt e-o'irei to he jeii that the 10331 sckocl ‘ I} electors may vote to 393 the en ire croont. Very often this i done. The law has 3iven ree03nition to the foot ttst the rursl districts should thereby mote ayeilfihle t clve yeers of educa- tion insteae of only ei i_t for tie bogs end girls the live on ~- 65 - the firm. This provision in the law his steadily increased the percentage of rurel eighth grqde griduites who go on through high school. In feet. it h s helped to fix an ideal of a twelfth grade education as a rinimum and created a demind for a law that will require the local school board to ply the entire tuition. It is also felt that since the city offers high school sdvantsges close at hand an equal opportunity cin and should be made available for the rural districts. It is true that the law does make it possible for the local rural board to furnigh transports- tion for the high school pupils but this is seldom done. The result is that the children from the homes in straightened cir- cumstances who may be Just as capable, or more so, are deprived of a high school education. These factors hive given impetus to the consolidation movement since the amount paid for tuition in some districts amounts to considerable and the parents find it difficult and sometimes impossible to provide trensportetion or to pay for board end room in town for their children. Another'lnw that hes tended to encourage the combining of districts is the one which permits an ordinary district to vote to pay the tuition and provide transportation for the seventh and eighth grades. Upon completion of the eighth grade, if they are in a school where the Junior high school progrsm begins in Note - 1. Michigan Public Acts of 1313. account 01 U) '7 J. of exten;f national fiESIStEfltS Mark in Xichi, their resPect r‘! V4ft11 jS‘m fie up quit m ’_. federal continuous gronth.from the ', 00 boys were our 1- i story of {5 ‘1 'V‘ , p .1. Us ._,. p '- W CE I L. I1A 1.2;-LI-Ij .‘ 3'1 Vi’li‘? 0‘39 tXCititi? Jefxn to Legs on Olgfifliltl aid for these young :eo;1e Corriti '161 t): the enter- ,‘.‘ C “.71" . l 1'7 l 8 They - 67 - have “ccepted 1 chillense wnd hive demonstrsted their whility to take hold of e rewl tie? that reonires 1 series of weeks and nonths for its completion. ”hen one reilizes thwt the enrollnent in this work and the percentage of finishers is incre»;fné from YGtF to yemr, one be- gins to have a conception of its influence, force, end construct- ive value. These vounx peonle ere at the forvitive period in ‘ their develooment when thev essilv take on life cuilities 1nd buil‘ chsrscter. The club project affords en oonortunitv for the develooment of initiwtive, regulvritv of habits, s sense of respon- sibility, business understandinz and shilitv, end f0“ the buildinr into th, life of the individuwl other euclitics thit stev with his and help him over hxrd nlwoes in life. The girls ususllv do work in girront rekin", cooVinr, cin- ning, and home minigement, b? reins of This? they becone Fore di- rectly intgrested in the comron everv day thing' involved in successful homerskinr, It is 1 greit oreow'mtorv school for more sdvenced work in home econowics in high school. These ero— jeots serve is 1 Veins of en1°rring 1nd mixinr were erectionl school laboratory work, and helo fit the individuil is" tie resoonsibilitie: 9? ‘he household. The vork is of such 1 nature as to enlist the interest of the girl at 1n ooowrture time in the doing of sowethinr worthwhile. The boys do handicraft work, uninil, fl‘" Coons, 1nd run? other projects. Etch boy ueuellv confines iii efforts to two or - 53 - three definite linea of work which he cirriee on from year to yeir. This makes it possible for him to profit by the previous year's experience and to become more proficient. Handicraft work is done principWIIy during the winter months. In this they hxvc an opportunity to nee the herd and the hand in coordination and acquire knowledge and skill in the use of tools and in the mfiking of simple chop projects. ‘It encouriges hibits of accuracy, industry, and painstxking effort. The ogricultural projects tend to develop in the boy, and incidentolly in his fitter, an appreciation and understanding of scientific methods: a conception of the need and value of improvement of grading and standardization in the growing of farm plants and animals; and helps to lay the foundation for group work and unity of purpose in the verious organizations and movements. Handicraft work tends to create In appetite end desire for more advanced work in manual arts in high school. The agricul- tural work helps develop an appreciation among the school patrons of the educational value of vocational training. The work of these clubs has created a demand for more com. plate and thorough courses in agriculture, manual arts, 1nd homo economics. It is impossible for the on. room country school to meet this demand. The majority of the nearby high school areas include such amall valuations that they cannot afford to provide the necessary vocational rooms, equipment, and tenchers. Conso- - 53 - cuentlv these courees ire nut ev1ilible few eitrer the villwge or the rurfil non- ezident eupile. Th1: d vine on the wart of perente and of the younger generi*ien e? heme rwkere whw were club member: th9”181V91 at one tire hww helwed in the develfie- meat of sentiment fivorehle t3 the ruril eerieulturql 11w and the cetebliehment of ru"ql “frieultnrfil eehoole. The Smith Hughew fchoole - The Smith Hughez Act of 1:17 W11 designated throujh 1 system of coonerqtive feder 1 1nd etmte subsidy to etieulite 1 reel intereet in 1 comwlete well develwnefi plen for tfricultur- al courwew in 35¢? ec?001e. The currieuluw of the Qwitt Huahe1 h . V I,‘;‘ (.n'- ~_) 4 O 9 ‘5. - 01 include: court-e: in firm crane, horticx.zltur'>, I‘.‘:l""t1 0 anfi dairy huebenfiry, eoile, fertili7=rw, and agriculturxl eeennv- 013 with related’prsfeet work. “hie work i? directefl hv 1 full tire agriculturwl te Cher who eat 0H1" hi1 ch“"re of tte c1113 work but 11:? 1n*?rvi171 the hwve Uroiecte of reeident end nan- reeident Dujile. e miteriellv inc1ew121 the ehFere of influence of the high ac}ool ween? the :1rv-r3 of tie neifhboring oriwwry districts med becowee a cixtincz farce in helnjnf to cremte 1 larger school and communitv epirit. ;he pmrentw of the non-resi- dent pupile 7T9 lltrictefi to the WCYOGI t3 1ttend Cfi“"UflltV O 4 faire, dewonetretiene. “n' 0th r wcfiivitiew tktt 1'? W 9“?t 05 f the mgriculturel program and core to have mmnv int¢"efite in com- ’913 ??3 live in tys to n. In fwct tke "with 3 O {3 ...: ('9’ 33‘ d- :1; u) U as. U wu‘hes nro raw bRCD”L} 1 r911 qwnl~wmttiHT r‘m‘ce en” "in? time: I. e L ._.- ' ' ;.70. serves as a forerunner to a consolidstion compiign end the orginization_of 1_rursl agricultural school. Boys who have been members of ogriculturtl clubs ere well prepired for the high school progrxm in agriculture. County Lgent - The County Agent movement which was made possible under the provisions of the Smith Lever Act has also definitely ex- tended its influence to the ruril sections. In the counties in which soriculturil and home denonstretion agents are employed it puts into operation a continuing education system. This ed- ucational work consists principally of experiments, demonstra- tions, evening schools 1nd classes in agriculture for the men and home economics for the women. The most progressive farmers are taking sdvsntoge of these opportunities for self improvement end went better educational opportunities, including vocational training, for their children. These leaders are in sympathy with the rursl agricultural school movement. They ere ible to appraise its comprehensive and complete community progrsm end ere ready to tmke the initiitivc in the development of public sentiment favoriblc to the plan in their respective communities. An Indirect figency for Extending Community Boundary Lines - A successful experiment in working out and putting into practice actual community participation in cooperation with the school and the boys end girls club work was developed by a group - 71 - of Tecosti County teachers in 1317. i denind Was felt for 2 V 0 main; of enli~tinj the active 'ntoreet of the pirents 1nd nit- rons of the school dis‘ricts of Justin, Hinton, Colfix, ind Yirtiny Townshios in the Boys and Girls Club Pork thwt Wis be- ing carried on in conjunction with the schools. This crested velv ‘I H. the need for s tV39 of pro;r*n that would most effect touch the meineprings of the community life. *itt this thourht in mind the teacher; of these townoiios we”: invited to meet it the County School Somvissioner's office ind the? or*1nisod them- selve: into a committee for the ouriose of preparinr in outline for 3 historical pigeint thit r1 ht serve for such a progrim. Etch one reidilr firisoed the ide' ind contributed freely from his or her knowledge of the corrunitv ind eirlv historv of the neifihborhood life. She plin necessitated 1 true of oireint that would mike provision for it leiwt four or five schools to twke part and the OCC13i0n Wis a serie: of to nshio comrunitv fairs which were being o=t on in toast townships. Tie boys and girls were to exhibit that which thov hid oroduoed in their club work. It was haaed ind exoected thit ti- orimdrv district .- ‘— u) groups would meet it s connon center and by their oresence en- courage the boys end girls in their projects. It tie sine tire it would helo the pirents and other rziidents of the township convunities to hive in understanding of the benefits o? Boys and fiirla ClUb work. In View 0? this foot it scored desirable to hive a series of episodes, sick of which included from two to four scenes. Each episode represented 1 period of the historical growth of the average hichigin community and reveeled 1 chapter that was complete and yet related to that which was to follow. The first one, Indian Days, hid two scenes, A Day in Camp and An Evening in Camp with the Indians. The second episode entitled, the Coming of the Thite Ten, consisted of three scenes, namely, The First white Man, Aflhistoricel Incident, and An Indian Tar Dance. The third episode, Pioneer hays, had four scenes rep- resenting the Pioneer Home, The Old Fashioned School, the social life in the form of a Husking Bee, and a Pioneer Wedding. In the wedding the participants impersonated actual pioneer citizens. The fourth episode, designed as Lumbering Days, might not apply to all sections of the state. The story was depicted by means of two scenes, A Day in Camp and An Evening in Camp. The concluding episode, Modern Eurel Life, featured the Hedern Home, The'uodern School, and e Hodern Community Meeting. In the last scene reference was made to the work of the modern rural organizations including the Farm Bureau, the Co-operetive Ship- ping Association, end Boys and Girls Club work. At the close was a tableau in which were shown in proper regelia Uncle Sam, Colufibia, and Michigan. Then came the grind ensemble when each of the groups which took part in the pageant, entered and arrang- ed themselves around Uncle Sam and Columbia. All Joined in- giving the Flag Salute end in singing America the Beautiful. - 73 - The outline was supplemented at the school commissioner's office by more detailed information and instruction with refer- ence to the presentation of the various scenes, the materials required for stwge end costumes, method of organization end preparation, and “he plwn for presentwtion in an orderly fashion at the community flir. The commissioner made the assignments to the schools in each of the townships and desig- nated the teicher in each case who W13 to act as generil chairmen of the program committee. These programs were given on consecutive nights in each of the four townships on Nov. 16, 17, 18, and 19, 1917. It was probably the first time that as large a group of schrol patrons and children had ever assembled at any one time and place in any of these townships. The largest available hell was secured and filled to capacity. From the time of the first war whoop of the Indians to the close of the program the interest was intense. These audiences included a large percentage of the pioneer residents. All of them seemed to enjoy living over, so to speak, the life history of their respective neighborhoods. The township fairs were to be followed in a few weeks by a County Round-Up at the county seat of all the Boys and Girls Club mehbers of the county so each of these townships were as- signed one or more episodes to be given at that time. The selec- tions were made by a committee wPich included the Assistant State Club Leader and the pageant as a whole was taken into considers - 74 - stion and the iss'3nrents ride to th’ Crone: who hi5 done the most effective work in the townshio orojrers. Individusls who oi” the foufi sucooasivo townshi‘ erogrins seemed to enjoy each one, 1% tie loool coloring ind voriety which niturslly csme into the verious ooieod e on sceonnt of the slight differences in local historv 1nd initietiv; “us brourht out in the presentition of the scenes. In w*s shown thwt o o reint of this kind in he used es “ sociolisint evencv for the frown-no 0 folks, es s moons of devoIOWinf con"nnitv pride and interest and at the some time serve as in extrI-curriculir comrunitv activity for the schools. The bringing tOfiethor of the various smell neighborhoods not only enshle: them to tenors hotts‘ sc”1ninted but gives sorething in corron for discussion and mskso it emsier for them to oppresch one soother and becove united in their com- munity enterprises. The ennuil Conntv Lovnd-“p of tie 3oys and Girls ilubs was held in Eecembor, 1317. Tie profrwm th-t year proved to be even more inspiring thin env that bed been given previouslv. It Wes held at the county soot and seven 1 hundred hove end {irls one their parents from 111 sections of the conntv spent the div in '3‘! etting acquainted with some of the lem€in* men and women of the county, observing the exhibits, tskinf oirt in the games, and in seeing the pageant oresentod. ’ rejority herPLt well filled bookets and at noon enjoved a oicnic lunch. The neighborhoods from which the oirticioints in the percent I- 75- came were the most largely represented. This would be expected as it is natural for the parents and residents of the neighbor- hood to be more keenly interested in presentations made by the home folks. Winter hdd set in, the dmy was cold and blustery, and snow was drifting. The roads were rapidly filling with snow and this caused a delay in the starting of the program in the afternoon as the Indians becxme stalled with their Ford and did not arrive until at least an hour after the time to begin. It was felt thlt if they had been real Indians who were trtveling a3 natives did when Kichigmn was new that the delay would not have occurred. Young people from at least four different townships comp bined their talents in the rendition of the pageant. This de- parture from the old stereotyped plan of entertainment proved to be effective. The recollections of pioneer experiences. lumbering days. and the other scenes were clexrly and definite- ly presented to View end mmny an anecdote was told by old residents as the crowd begin to disperse. One was made to feel that children and their friends are Just as glad to welcome stories, historical incidents, and all tYpee of information that relate to the development of the community directly as they are in listening to the war veteran relate historical incidents thdt relate to the national life history. It does seem to be invariably true that this lirger acquaintance with that which his gone before tends to develop community pride 1nd 1 hithur esteem for the place in elich they live and the men 1nd women thv¢oji r7wze e forts it hi3 heel brou ht to the p'oxent state 0” dévclo wont. It ioewirwe then to wove forw rd wit? ! TVEEf“P flit? 135 Eooe tor tie tuture. The childr‘n W?» wwro enngod in Tots 13% Girls Club work and took pert in the plfieint re‘llv contributed much to the success of the dxy and to the rail ewekenin' that core to the idults. fixny farmers undoubtedlv fov the firet tine siw ceuefully selected, well arranged exhioita of tha CDFMQJ firm oroducts 1nd becqme able to make intelligent distinction themselves. The work served as e forerunner for tie provotion of cowuty eficnt work, the firm bureiu, mad the pro notion and awe of cerifiod seed among the firm poonlition. The A indirect lessons whic were taught by th: children were much r0“e effec‘ivo in doing awmy with the prejudice wgzinst the work of exteneion upecimlists and egminst so-cwlled "book knowledro“ of ejriculture than 13 prongindi work thit we: being done by the ”ictimon State College, the prose, and other fil”llt? agencies. (2 Historical Eeexy of Tecoete County - hJ Ho r or to this time the commissioqer‘s office had are ’U 1P9h an outline to be followed in mohinr a study of each of the town- L 3h193 of the con: v. The project wee to be done in CWTF311t10n Wit p.) certain regular school work and included 1 historic l ewemy on the Jrowth and doveIUW” at of tho townehio, 1 "’9, WNd q Seolrlzoicrl d'ecription of the townzhio. The nuwilq were to i- 77 - submit the finished product to the county board of school exam— iners at the end of the year toward credit on the county eighth grade examination in history and geography. Each of these pupils was to confine his study to his home township. The outline for the preparation of the description necessitated a limited amount of research work in selecting facts and figures concerning the influence of physical features upon the occupation of the people, the crops raised, and the social life. The study of the agricul- tural development involved definite knowledge concerning the number and size of farms, acreage of various crops, and the number and kinds of different livestock raised within the town- ship. Their attention was also directed to the economic value of crops, livestock, and other products in terms of current prices. Natural economic assets such as lakes, rivers, scenery. mines, and state institutions were to be listed. . The historical essay included information concerning the first explorers and settlers and their nationality, the first wedding, the first white child born, the oldest village or city, and prominent pioneer teachers, doctors, ministers, editors, and farmers. The outline called for a review of the industrial and social life, the religious and political past, the transi- tion in transportation, and special things of pride within the township. This was to constitute a project for the pupils of t§e sixth, seventh, and eighth grades. The pupils found the old pioneer settlers to be glad and even anxious to contribute from - 73 - their rich storehouse of loczl hietory. The rmteriil thus brought together it the echool conrieeioner'e office constituted a hietory of the entire countv 1nd ineluded nueh nf intereet that had never been writ‘en before. It W11 oFF'red it the end of the yeir to the county board of eunervieore to he cwmniled 1nd published in a suitable form we a nerwmnent record end it WI: suggested that one copy should be given to etch school library. Unfortunately, the county board felt thmt the neceeeery funde could not be mide mvzilable eo thiq miteriil hee nerer been used. A State Project - A few yearsleter the huril fichonl Division of the henwrt- ment of Public lnetructian orepxred 1 eoeciil bulletin entitled Project and Pageint for hurwl Schoole. They need the orieinel Mecoetz County hietoric 1 project outline and .1vewnt an 1 beeie and mtde it more comnlete. The bulletin when puliehed contiined more dettiled information concerning the purooee and “lan to be followed in directing the work. Definite euegeetione for the teacher and the school commeesioner relative to credit and the way in which the work might be correlated with other eubjecte, preceded the project iteelf. Certain chmngee 1nd additionq were made in the'originel outline for the dexcrintion and hietoricql essay. The pegewnt we: not only written more in detail but the music was supplied for same of the song: 1nd epeciei nerrieeion W13 secured for their uee from those who controlled the original copvright. A bibliography of re’erence meteriil wee ennended. - 73 - This included cleswified referenceq Collection. The Supérintendent of Tublic which lodgers the following piregrmih: time that it would be WdVlnt {1’8 311'? if from the etude In3truction in hi: We cauld Tioneer letter on the thiri nwge of the pageant bulletin includes "Vhe Lewwrtment his felt for 1 lwng eugrw t eeme rethod for securing c00per1t on of neighboring schoole and their pitrnns "V in some community ictivitf. lo handin; you, herewith, his been nrenired. thie end the preject we ere Vhe tewcher with vision will instmntly see in its use 1 fine onwartunity for unifying the comwunity of whic’ he i1 1 Dirt. , greet value to everyone concerned. high hopes. Do not fail us." The reault w'a recemrended the uee of this project of their respective counties and in VI? Te are sending that sever 1 county echool com: "and page-int in some c we? the quired and done in all the schools 0? the county. Keweygo 1nd Seginev Counties during this project required 111 of the ind? County the peteent W11 ueed we grim Burt This project and pireznt is f L.) ued use i: left optional with wounfv scheol cl te'mhers. still the firet yexr schoole to de the V 13:0 r " e believe that it will be of it to yen with fiiewioners the echools win re- ?or e ewwle, nf the use of wfirk. In 31g- the miin fewtu"e of the orc- Luditorium in the city 0? faginmw that year. I timf'll "i :ionere for the county eighth grqde currencerent which Wt: held it -Vwilehle but its contin- and feveril thouwind cojiee hive been distributed on re- - so - quest, one of which use to be placed in each school library for future use and reference. The historical project was designed to serve as a practical means for types of community work thst had never been done in the rural schools. It was felt that the project would not only have real character building and educational possibilities for the children but would also serve as an avenue through which the teacher might have more direct contact and communication with the various homes of the school district in order that there might be closer cooperation between the home and the school. It was hoped that by bringing neighboring schools together in the presentation of the pageant at some common center that the bound, cry lines between school districts and neighborhoods would be- coms loss firmly fixed and that in the doing of things together w“‘ there might be developed s unity of interest that would carry over into other affairs that are essential to their common wel- fare. For example, they would tend to become less suspicious of one another and 0 tab 1 glimpse of how they might pool their interests in other worthwhile community projects. They would be better prepared and in a more receptive frame of mind for the v '- furthersnce of the consolidation of schools, for the federation . of churches. and any other movement that tends toward a better social. religious. and educational environment. They thus learn that the demand of the age in which we 1113 requires the working together in large groups and the most effective use of the re- - 81 - sources at their command, Educational Day at the County Fair - Educational Day it the County Fair in some of the counties of Hichignn is recognized as the banner day. The prictice of featuring education and giving recognition to the schools on one day at the fair had its inception about a quirter of a cen- tury ago. The custom was started at the Hecosta County Fair in the fell of 1907. but during the first few years the Fair Asso- ciation‘mtnagement allowed other things to crowd out and inter- fere with the educational program. The horse races and the con- cessions were given first consideration. However. school day be- came more papulsr from year to year and son for itself a definite and permanent place. About 1912 the menigsment become finincislly embsrtesed and the Fair was discontinued. In 1915 s new organ- ization was effected by the erngers who were Joined 2 year later by the Cleaners in what was known as the Gringers, Gleiners, end Farmers Fair Association of fiecoste County. Since the county school commissioner was assisting in the promotion of the fair organization and was elected as its first secretary he use able to obtain some financial backing for Educational Day and choice space for school and Boys and Girls Club exhibits as well as complete clearance on the race track and at the front of the grand stand for the school events on that day. The Educational Day school program usually consisted of a parade of school fleets st eleven o'clock and at one o'clock i 82 - came the competitive line of march by schools down the race track and past the grand stind, followed by the school yell contest, some demonstritions, and possibly a short address. The progrtms have been varied slightly from year to year. In 1930 the program consisted principslly of a series of historical pageants. Among other counties in which Educational Day is recog- nized at the county fair are Wexford, Saginaw. Hillsdile and Jackson, and all state fairs feature educational exhibits. In Wexford County the consolidated rural agricultural schools are given major consideration. This practice began shout ten years 330 with the emphtsis placed upon vocational work and hWS been improved from yeer to year until at present the well balan- ced program with equal attention to each division is the ideal for each of these schools. The consolidated schools as well as the one room,primsry schools have also been encouraged from time to time to put on special demonstrations illustrative of the vocational and other regular class room work. Six years ago a series of demonstrations were put on by the vocational departments of some of these schools. They con- sisted of rope splicing and knot tieing and a pump repair ser- vice for the boys, and of cutting out and making of an apron by the girls. In 1929 1 spelling and mrithmetic contest was start- ed which was preceded by township elimination contests. Only those who won first 1nd second place in the preliminaries which are - 33 - held during the spring term are permitted to pirtlclplte at the county fair the followin: fell. The county bowrd of super- visons are encouraging the work in {rithmetic by offering orizes of {10, ;5, and ;3 each to the three sittining the highest re~ spective records and £1 e‘ch to ill other contestents. The fsir association fineness the spelling contest under the sine plwn. The present county school commissioner his instituted in object- ive geogriphy test for which he offers first and second prize firem- iums. The interest in these special contests was very keen at the 1330 fair. from twelve to fifteen boys and girls representing as mmny schools qualified to take pert in each of these contests at the county fair. The observer at the Vexford County Fair of 1350 could not help but be impressed with the wholesome competitive interest manifest among the consolidsted schools. 13 would nstursllv be expected the pupils take great pride in the prenirstion and selection of tkst which comes from their best effort in regular school work. In the well bilenced pro ren exhibit of this yeir they featured the work of 111 the eleventary grsdes including seat work and projects; the scene ic subjects of the high school; and all phases of vocational work in striculture, industrial arts, and home economics. The parents often consider the consol- idated school exhibit 11 the most ittriotive of 111 and spend 1 large amount of time in the vicinitv 0? tie exhibit of their re3nect ive schools. - 34 - Possibly the greatest benefit that comes from work of this kind is that it serves as a motivating force in securing united and sympathetic cooperation of the parents and patrons in their schools. Very often practically the entire neighbor- hood will gather at the school or at some farm home and assist in the preparation of the float and in making of costumes. A special effort is made to secure a one hundred per cent at- tendance of the pupils enrolled in the school and this often means 1 record breiking attendince of grown-ups from the dis- trict. They learn to take pride in their school. boost from the side lines. so to speak. and rejoice with the boys and girls in their achievements of the diy. The competition between schools in the verious activities of the day, the noon day basket lunch in family and neighborhood groups, and the wider acquaintance of young folks and school patrons affords a splendid means of developing a county wide pride. more intense interest in rural educational movements and in the enlargement of the social vie- ion. It also his a favorable reflected interest in the home dis- trict as the eyes of all have been centered upon the school at the beginning of the year. If the teacher is new in the come nunity'he has had an opportunity to meet most of the parents and enlist their interest in the work of the year. If the teacher of previous years has returned he can become more deeply en- trenched in the favor of the community and in each case the school starts off with a rejuélneted spirit and solidarity - 35 - of purpose that carries well through the year. Vsnv neighbor- hoods are thereby s ikened end ire thus prepired to move for- wwrd ind keep pace in other educstion l enterarises as the opportunity presents itself to them. Lducationil Diy helps to creite e demind anon? patrons and pmrents for the litest and best thints in education for their children and tends to dissevinete the most prscticsl ind helpful devices thit ire featured. In counties in which one or more consolidated schools exist this movement is given irpetus because of the fir t hand knowledge thit is brought to the patrons from other communities by meins of the exhibits of voca- tionil work, by the presence of school busses, 1nd by the enthus- iastic interest in the consolidated school of the ptrents and children who ire in attendance frnm such communities. Come learn for the first time thit children can be transported successfully and that the children free the consolids’ed schools are given advantages far greater than those thit obtain in the one room, one teacher schools. Good Roads and Better Rural Schools - It is of interest to note thit legislation for consoli- dation of schools and rosd improvement have progressed sinul- tnneously. The first change in the reed legislation use from the simple township system, which obtiined throughout the state, to the pmsesge of an optionil county road system in 1903.1 This ect provided thit the boird of suesrvisors by a two-thirds Note 1. Public Acts of 1903. vote might submit the question of the edootion of the county roed system to a vote of the electors of the county. Some of the were progressive counties took advantage of this set as soon as it became effective, other: wo~o sore dilttory with reference to its sppliestlon to their respective counties. How- ever, by 1393 every county except two had adopted it. The 1999 legislature possed 3. act1 which pr vided that counties wishing to participate in he distribution of the state weioht tsx should select a county boerd of reed comrissioners. is the new county system began to function in the verious counties e demind was developed for a state highway system. This resulted in the pass- sge of an act2 in 1305 which created the state highway department. Under these two new plmns of road administration through highwxy were provided for counties and letsr for the stite. This move- ment was given imoetua by the coming of the automobile and the sphere of interest of rurel people was thereby greitly enlarged. They began to have outside contests not only with neighboring cities ind villages but also distint places and be- come sogusinted with opportunities for 800111 and educational advantages. State, county, and local educational leaders began to rewlize that there is 1 close relationship between the im- provement of the roads and the opportunity for extension of the larger educationwl odvsntmges for rural boys and girls. It is ouite natural that the consolidsted school moyeeent should not hots I. *lct $0. 275 0?:the ?ublic Lots of 1323. hots 2. Act 30. 146 of the Tublic Jets of 130 . onlv be encourwved but eleo greitlv fecilitated by the improv- nent of the r3153. In {31) the etite wee bonded for £50,000,000 for the purpowe of conctructing etzte trunk line hivhwzye. Later a law was pissed providing for e g“eoline tex of two cents per gallon which we: to He need for the ccnotruction 1nd riintenince of state and county hifihwwyc. Thin emount woe increeeed two years later to three cents per gillon. The result is that Vichigin rinks well even; the states in its riletge of state and county trunk line highwxye. Fhenever n coneolidited schoil bee been established it his crceted a demand for the improvement of the highw1ye over which the school buseee hive been routed no both trmneportition system for the school and the general highrmv syqtem for the nijor portion of the rural poyulition hive therehv been inoroved. In the irly part of the twentieth century v=rv few motor vehiclee of any kind were seen on the rural highwwye of the state. All school ‘neeee were mwunted on horse drawn vehicles. practically all of the bus bodice were home mide 1nd of cheap conetruction. The prairie schooner type W13 quite generilly used. How a variety of commercial and other formo of comfortable well lighted bus bodies i‘e coming into commen use. Theie ringe from about 23 to 75 children capacity and conform to the recuiremente of the 11w. The 11? requires thit all state subsidized school bueeee shell be equipped with heeterq or sufficient robee and foot warmers to keep the children were. ?ith the modern equipped motor vehicle, whether it he the privete motor cxr, the school bus, or the commwar i l trons oirtw. ion. it ie ooeeible to tr1ve1 vith e1ee and comfort even during the w¥.nter n:.nt he in noet sections of the state. All the ye1r round u1e of mote“ driven vehiclee by com- mon 01 rlere, for the tr1nooort1tiom 1f echool children, 1nd by priV1te individuwle,io com? r1tivelv modern. Fifteen ye re 130 the motor driven vehicle w11 houeed for t.e vinter. it th1t tire there were very few commerci1l bu: lince 1nd 111 the year round motor r1neport1tio. w11 coneidred inooeeible in Fic‘wi 1n. How it ie r1ther unu3u1l to eec or meet 1 horwe dr1wn convevence in the winter time on any of the n1in 1rtcri31 of tr1vel. The chenge 'hes cone 1bout with the imoroverent of et1te 1nd conntv hi3hw1ys end the introduction 1nd uee of the enow remOV1l ecuipment. It W11 econ found to be imir.ctic1ble to try to keep trunk line roede in euit1ble condition for the uee of both eleig‘e'uuimotor driven vehicles, coneerw1atlv the eleighe h1d to give wiy. (D Ueu1lly it 13 poeeible t1 ieeo thee hi3h”1y3 ooen for .. q tr1ffic by the uee of the ordinary tv‘e of snow plow driven by motor truck or gone thzr ty1c of M4c hine. In ceoe of 1 re1l blizz 1rd or 1 continuOJe enow £111 for eev er11l d‘ve it hecoree nece331ry to resort to the rot1ry tyne of tractor driven snow plow. This throwc the snow out on either side with euch force th1t 1 tr1ck of sufficient width is clexred 111V 1nd the snow 13 left in huge windrowe 1t e1ch side of the road. It is the use of such snow renOV1l equirment th1t h1s m1de nossibl (D (D ven in the Upper Feninsuli of this st L? the use of motor vehicles throughout the year on the m1in evennex of tr1vel. This ch1nged condition his L1G 1 m1rked influence on the consolidetion of schools end the succeeeful tr1nejort1tion of school children, for road improvement goes h1nd in h1nd with possibilities for larger school units. In a l1rge percent1ge of these schools motor driven busses 1re used exclusively during the entire school ye1r. In pr1ctic1llv 111 others the all yeer round motor trensport1tion obt1ine on the main trunk lines and county r01d3. The trunk line bus route is one thet is laid out over a st1te or county highw1y that is keot Open for wheel tr1neport1tion during winter months. The 1uxilisrv or feeder routes h1ve definite tr1nsfer st1tion1 1nd bring the children either in em1ller motor vehicles or horee drewn vehicles over dirt and other types of township ro1de. During the winter_monthe sleighs are used on the feeder routes. The first child mey be tmken on the smell bus at such tine 1% will en1ble this bus to 1rrive on time 1t the ooint of intersection with the m1in bus line. The auxiliirv schedules must be so 1rr1nged th1t there may be no unnecess1ry del1y on the m1in line. host of the trunk line busses are from fortyofive to sixty children c1p1city. ¥1nv of the routes are ten 1nd twelve mile: in length 1nd eome children travel as much as eighteen or nineteen rilee en route to school from the home at which the firxt puoil is ttken in the warning. .-i «1,111 - 90 - With a comfortable motor driven school bus on a reasonably good, well improved highway a few sdditionzl miles is of minor import- ence. The transportation system as outlined above. is in opera- tion for nearly all of the routes st Republic and Palmer in Marquette County, at East Jordan, end in several other consoli- dated rural agricultural schools. In districts where there are long routes. 3 large school pOpulztion. and one or more trunk line roads leading to the school center, the plan insures greater efficiency. more prompt service. and 1 reduction in transports- tion costs. The newly organized unit at East Jordfin consisting of ten primary units with the city school system. was made possible because snow removal was assured on trunk line 66 by the state highway department. Similar cooperation was promised by the county board of road commissioners and other local authorities. It will be of interest to know that there is a growing tendency toward the enlarging of the present units and reducing the nuMber of high schools required for a county. In Indiana and some other states in which the original units were quite small, an ammlgemntion of consolidated schools is taking place at the present time. This means better business methods are being used and some of the waste caused by duplica- tion is being eliminated. All of these things are contribu- tory to the advancement of the best educmtransl interests - 91 - of the children. A good ex male of the benefits accruing from 5:1 tee uniting of high schoolw n17 be oheorved in Lonken Townshio of houghton County. A union was effoo‘ed by consolidating three one room schools end the high school cranes of the Sidniw Tchool with the school at Yenton. In niece of two high schools, one at Sidnzw and the other at Kenton, with two teachers in 610h and neither school cepmble of being recognized by accrediting author— ities, they now have a high school that has seen placed on the .— accredited list of th University of fichigin. The program has been improved by not only raking provisions for more effective work and s more comprehensive course of study, but by including in the curriculum the vocational courses required in a rural culturil school. The federation has resulted in e retl finin- H- mgr ciel siving to tixpiyers. It his also given the school recogni- tion, made it possible to use the high school teiching force, which includes one less high school teicher, to better adven- tmge. provided for longer high school recitation periods, and a greater opportunity for individuel heln and advancement. The trunk line highway connec2ing these too towns has mtde this possible. The sixteen high school ouoile of Cidnew who are being rineoorted, combined with about tsenty-three at Kenton, enables them to use the three teachers to such better sdvontege then the four had been used under the old plan in previous years. Other Oompunitie3 ShOUId profit by the S?lendid Drecedent estshlished A by tie school patrons of Donken Township. n cxreful survey of etch proposed unit end the right kind of cooperfition on the port of school electors should entble tie ccmnunity to rwke a wise decision 1nd extend the benefits to W? wide 1n irei ms is in keeping with efficient trinsnort7tion 1nd good business sdninistrttion. There is 1 retl opportunity in many pl ces to mike 1 smving in the aggregate expense 1nd at the SIWB time provide better educationsl ficilities by 1 reduction of the waste due to duplicstion in both high schools ind elementary schools. Summary - Sonsiderition hi3 been given in this chipter to the way in which these verious movements dovetiil one with the other and serve as forerunners to m lirger educational development in rural life. - 93 - CELPTLR VIII GIZS’IITH ALI} PIS”? IBIT “II OI NEIL SEPIS’ILIU'II. CIZ' 301.3 The following tablee, griphs, 1nd nape contain information concerning the growth and location of the ruril erriculturel schools of hichigwn. The first two t15181 Show the increase in the enrollment for the firqt eight grades and the high school grades for forty-five of these schoole that have been in contin- uous operation since 132.. The graph gives one a birdeeye view of this growth. fihile the c1 n'nge in the membcrehio from yewr to yeir may be accounted for in pirt by theunaturel shifting of population the larger port of the growth is due to the increme- ing percentage of the reeident school children who continue on through the twelve grades. The {ma t thit all hxve access to high school in the home district removee two cowwon obeticleo which confront many parents; the expenee of board or troneportqtion and the innate fear of having the children away from home 1t night. The vocationil training mikes the curriculum more attrac- tive and the six-six plan of organizition leevee no convenient stopping place in the transition from grade to high school work. The marked upv:3rd trend in the gr1oh for 1930-31 c1) be accounted for by the influx of city leborcro who because of lack of employ- ment have moved out where rent is low and there is a chance to raise at least a portion of the food for the family. Th no next two tooleo end the men ehow the distribution wmong the conntieo and the enrollment hy echoola for ewch yewr from the beginning. The location or the rural mgriculturil echool districts is - 94 - shown on the map by means of s circle, the rurol agricultural schools in township districts by use of double circles, and the remaining township districts by 1 check mark. All of the rurzl agricultural schools of the Upper Penin- sula are located in townzhip districts thit had been previously organized as townshio school districts and had been ooerotins es such for severtl years. In the Lower Peninsuli about half of the rural sgricultursl schools are found in rurol agricultural school district3, the belince were estmblished in townships shortly after their formation into townshio districts. It will be seen by the mop thmt 1 lirge group Ofcounties, including the Thumb District, the Ssginsw Valley, and s group extending in a south westerly direction across to Like Hichigtn. contain no ruril agriculturwl schools. This may be accounted for in 1 Viriety of wsys among which mmy be the notionility and characteristics of the farmers, the presence in some localities of porochisl schools, close proximity to high schools, low school tax rates, or s lock of aggressive leodershio. In genersl the rurtl agricultural schools oppeor in groups 1nd this is the not— ursl result in any new progressive movement. The nesrby communi- ties learn of the benefits and do likewise. ' A close observstion of the txbles beginning on pages 99 1nd lo? reveal many interesting focts concerning the 84 rural seri- cultursl schools thwt are beinr opertted durinx the yeir ending July 1, 1931. It shows the number Blah yes,n Fror the beginning, - 94 A - storting with six for the school yesr endin: July 1, 1920. This rnin? such schools becsne was the year in which the set gov. \ operstive. Three were added the next year. ‘The number hid in- creased to 45 schools by 1923-24 but one of these, the John Doelle School, ho? no pupils in the high school grades that yesr. The enrollment of these 45 schools is traced through to the end of the present school yeir in the tables on p158? 96 end 37. These tables show a much greater nbgregite grow h in the high school than in the grades. Two thirds of the number hove a high school enrollment of less than 100. This mesns thxt their tesching force and opoortunities for elective courses must be limited. Two of the group have high school enrollments at present of more than 200 each and are therefore wble to utilize to inventsxe 2 large enough hatching force to enable them to woke available 1 coworohan- sive program of ocurses. The majority of the larger schools are near the larger industrial centers. Hiny fsctory workers live in the open country and enjoy good school sdvsntmges at the some time. The graph on page 93 not onlv shows the trend in sggregste growth but also the spproximxted totsls and a compsrison of grade snd high school growth. STATE OF MICHIGAN Ewartmmt nf fiuhlit Juntmttinn DIVISION OF RURAL EDUCATION LANSING Consolidated Rural Agricultural Schools 19306 1 WebsterZH. Pearce, Superintendent of Public Instruction George N. Otwell, Superintendent Division of Rural Education Bert I. Ford, Supervisor of Consolidated Rural Agricultural Schools 1000—9-30-30 School and Postofl‘lce Superintendent Agriculture Manual Arts School Superintendents, Vocational Teachers, and Secretaries of Boards of Education Home Economics Secretary I Alanson ............... 3". Kenneth Bordine. . .‘ ....... Kenneth Bordine. . . . . Lyle E. Hulbert ...... lVIarjorie Scott ........ wAlpha. . . . . . . . . . . . . . . . . . . E. E. Wade ............... Raymond Arthur. . Owen Wills .......... Lydia B. Gill ......... 3Amasa .................. E. M. Blomquist .......... Ford A. Thurston. . . . Ford A. Thurston. . . . Velma .H. Miles ....... 4/ Atlanta ....... . .......... H. J. Leighton ............ Vernon Johnson ...... Vernon Johnson ...... Helen E. Campbell. . . . J’Barryton ................ John Goodwin ............ John Goodwin ............................ lva Buckholdt ........ bBear Lake ............... Grant B. Keefer .......... Grant B. Keefer. . . S. G. Davidson. . . . . . . Frieda Pump. . . . . . . . . 7Beaverton ............... T. L. Rothwell ............ James MacConnell.. C. K. Little" ........ -. Evclyn (‘lark ......... 3 Belleville ................ John Myron .............. Ellsworth Besemcr.. . . Earl Hollar .......... Evelyn Gibbons ....... 7 Benzom'a ................ W. E. Sutclifl'e ............ W. E. Sutcliffe ....... Ward J. Creech ...... Margaret Partlow. . . . . IoBessemer ................ Irl H. Dulebohn .......... E. A. Crawford ...... C. E. Carlson ........ Anna V. Collins ....... HBoyne Falls .............. J. C. Linebaugh ........... J. C. Linebaugh ...... A. R. Middleton ..... Ann Wellington ....... ”Brethren ................ J. H. Thompson .......... J. H. Thompson... Stanley Smith ....... Louise Spiccr ......... i laBrimJey ................. Emery Edwards. .1 ......... Walter MacIntosh. . . Emery Edwards. . . . . . Louise E. hicClurc. . . . u/Buckley ................. F. D. Shumway ........... F. D. Shumway ...... F. D. Shumway ...... Alice Davis ........... [5’Byron ................... E. O. Holmquist .......... E. O. Holmquist ..... Elmer Wilson ........ Leah Spenser. . . . . . . IbCedarville ............... Wm. J. Goetz ............. Leo Flory ........... Leo Flory ........... Bernice Patterson ..... I7Chassell ................. M. A. Weinlander ......... Paul Timkovich ...... H. J. Farley ......... Anna luayor .......... I IgCooks ................... W. H. Johnson ........... W. H. Johnson ....... W. H. Johnson ....... Mrs. W. H. Johnson. . .j WCOpemJ'sh .............. '. G. C. White. . . ......... G. C. White. ........ Harold Ikens ........ Mrs. M. Ethlyn White. aoCouzens (Bath) .......... H. O. Brandt ............. H. O. Brandt ........ Arthur Hansen ....... Margaret Preston ..... llCovert .................. L. J. McCarty ............ L. A. Zillman ........ Earl Thompson ...... Aletha Andrews ....... ._,....’ zacroton .................. Neil Dunworth (Principal) .................................................................. 13Dansville ..... _ .......... 9 '. Clyde Allen .............. Clyde Allen ......... C. Hubert Howe ..... Lucy Jones ........... J—‘I'East Jordan ............. A. J. Duncanson .......... Russell Eggert ....... E. J. Maynard ....... l Crofoot ........ M'Edwardsburg ............ M. C. Blanchard .......... M. C. Blanchard ..... Lyle Dunham ........ Mildred Koyl ......... fiéEwen ................... A. A. Ellsworth ...... . ..... Melvin C. Yahnke. . . . Melvin Yahnke ...... Margaret Cornell. . . . . . 2.7Fairview ................ Ross I. Whidby ........... Ross I. Whidby ...... Ross I. Whidby ...... Gladys M. Honderich. . nsFarwell ................. R. F. Tyndall ............ R. F. Tyndall ....... W. Harold Rees ...... Mrs. Marjorie Carpp.. . 19 Felch ................... J. D. Mitchell ............ Otto E. Thompson. . . Otto E. Thompson. . . Freeda D. Bonz ....... aoGaines .................. E. R. Jones .............. E. R. Jones ......... E. R. Jones .......... Violet Shook .......... 3 I Goodrich ................ A. J. Brendel ............. A. J. Brendel ........ W. H. Griffiths. . . . . . . Jeanette Watson ...... . 33 Grand Blanc ............. A. J. Hutchjns ............ A. J. Hutchins. . . . . H. Schneidewind ..... Freda Hecht .......... 3 VGrand Marais ............ Geo. S. Butler ............ Geo. S. Butler ..... I. . Paul Reynolds ....... Isabelle McCall ....... 35‘Gwinn ................. '3. Geo. D. Gilbert. . ; ........ Geo. D. Gilbert ...... Geo. E. Pepin ........ Frances s. Murphy. . . . Wr'aéHarlan .................. A. G. McDaniel ........... A. G. McDaniel ...... A. G. McDaniel ...... Rhea Watson ......... 3 7Harrison ................ Charles Amble ............ Charles Amble ............................ Rachael Woolley ...... ag’Harrisville ............... H. A. Kitson ............. H. A. Kitson ........ S. K. Erickson ....... Bernice Cook ......... 39Hartland ............... g. Troy Clawson ....... \ ..... Walter Kyes ......... Russell Drodt ........ Mildred E. Wiese ..... VoHaslett .................. L. H. Kelly. . . . -.‘ .......... L. H. Kelly .......... Adrian Trimpe ....... Gladys Love .......... ,UHermansville ............ H. MacEachern ........... Guy Williams ........ Guy Williams ........ Germaine Harrington. . VZHonor .................. R. E. Meek .............. R. E. Meek .......... Gordon Rotter ....... Elsie Frost ........... yaHoxeyvflle ............... D. M. Rochester. ......... D. M. Rochester ..... ' D. M. Rochester ..... Esther R. Reid. .' ...... l/VJohannesburg. . . . . . . . . . . 3‘ Sim J. Lewis .............. Clifl’ord Cawthorne ........................ DeVere Seeley ........ 4630M Doelle (Houghton). . . Glenn K. Kelly ........... B. F. Gafl’ney ........ B. F. Gafl’ney ........ Helen J. Ralph ....... ‘féKellogg (Augusta) ........ O. E. Harrington .......... O. E. Harrington ..... Lyle Vandercook ..... Christine Newark ..... 47Kenton .................. H. 0. Johnson ................................. L. C. Garthe. . . . . . . . . Grace Davis .......... 61$ Lakeview (Battle Creek)..'i Floyd Hazel .............. Edward Malasky ..... Claire Floutz ........ Grace Austin ......... 47Liiwoln (Ypsilanti).. . . . . . f H. A. Tape ............... H. E. Laing ......... J. H. Turnbull