File:Rural school consolidation; a bulletin of information issued by the Oklahoma State Board of Education. 1911 (1911) (14579230308).jpg

Identifier: ruralschoolconso00okla (find matches)
Title: Rural school consolidation; a bulletin of information issued by the Oklahoma State Board of Education. 1911 ..
Year: 1911 (1910s)
Authors: Oklahoma. State Board of Education
Subjects: Schools Education
Publisher: (n.p.)
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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ina the plan is in operation to a greater or less extent.In Missouri, the law providing for consolidation has resulted inbut few consolidated schools owing to the absence of a provisionfor the transportation of pupils. Indiana is the leader in the move-ment, the statistics of 1908 showing 1,611 small schools abandoned;386 consolidated schools established; 19,109 pupils transported atan average daily cost of $2,304.50, or 12 cents each per day; 1,116wagons carrying school children, running at a cost of $2.07 a dayfor each wagon. It is impossible, and it would not be desirable, to quote in detailthe experience of these states. Instead of doing this, we shall quotefrom the latest reports some data concerning a few consolidatedschools in Nebraska and Kansas—states dealing with condi-tions very similar to those existing in Oklahoma. These extractsare taken from the very valuable bulletin, Consolidation of RuralSchools, issued bv the Department of Public Instruction of Ne-braska, 1910. 11
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23 The Sholes School, Nebraska. This is a district formed by the consolidation of districts 30, 67,and 76, in Wayne county, Nebraska. The school is housed in a $6,000 two-and-a-half story frame building,containing four recitation rooms, one laboratory, furnace room, and. smallshelved rooms for library and text-books. The entire building is heatedwith a hot air blast furnace, and has a perfect system of ventilation. The attendance has increased greatly. When a pupil in a rural schoolis doing irregular, fragmentary work in a class by himself, it is easy to re-main absent for the most trivial excuse. In the large class, which pro-gresses in orderly sequence from day to day, the pupil can be made to feela distinct loss for every days absence; hence he guards against absence. The big boys and girls also remain in school. The attraction of num-bers, the incentive of competition, the social features of the school, thesinging and literary exercises, the games, the pleasant, well-ventilated sc

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