Identifier: consolidatedrura232knor (find matches)
Title: Consolidated rural schools and organization of a county system
Year: 1910 (1910s)
Authors: Knorr, George Washington United States. Office of Experiment Stations United States. Department of Agriculture. Bureau of Statistics
Subjects: Rural schools Schools, Centralization
Publisher: Washington : U.S. G.P.O.
Contributing Library: U.S. Department of Agriculture, National Agricultural Library
Digitizing Sponsor: U.S. Department of Agriculture, National Agricultural Library

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tion. The present agricultural area of the State is about 6,818 square miles, or one-eighthof the entire area. Viewed in this light, the distribution of consolidated schools over thatarea, as well as the amount expended for conveyance, places this State in an advancedposition in rural school progress. for this important office. Much as farmers may be wedded to theplan for local boards, experience in many States proves that thecounty unit is better. No. 232 15 The underlying ideas of the countT-iinit plan are better adminis-trative control of school affairs, equitable distribution of schoolfunds, and advantageous subdivision of the county into schooldistricts. Small districts, averaging about four square miles, each separateand independent, often lack the cooperative sentiment necessary forextensive consolidation. Their voluntary association into one schoolunit is either accomplished with difficulty or succeeds only inpart. In the latter case, in the formation of consolidated districts
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Fig. 4.—One-room district school in Champlain Township, Trumbull County, Ohio.This is the type of one-room schoolhouse in northeastern Ohio as found in the threedistrict-school townships, Williamsfield. Champion, and Southington. As a rule they arein good repair, nearly all slate roofed and well painted. Statistics collected in 24 of theseschools furnish the data for comparisons with consolidated schools on succeeding pages.Nearly all these schools have small libraries. mistakes are liable to be made both as to size of district and locationof schoolhouse, and by leaving isolated districts so located that theirultimate consolidation is impracticable. The cost, permanence, andlocal influence of the consolidated school demand a careful planningof the new district, as a mistake in the location of the building is lesseasily corrected than in the case of a one-room school. One State,Minnesota, recognizing the importance of this, has placed upon itsstatute books an optional county consolid

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