The rural teacher and his work in community leadership, in school administration, and in mastery of the school subjects . the development of modern industrial life,a larger and more centrally controlled system of organ-ization seems desirable. Reasons for the Decline. — Massachusetts was the firststate to legalize the district unit, and was likewise the firstto abolish it. This was in 1882. The other New Englandstates soon followed suit and changed to the larger town(township) system. The reason for the change in NewEngland is simple. The great westward agricultural ex-pansion had led to a gen
The rural teacher and his work in community leadership, in school administration, and in mastery of the school subjects . the development of modern industrial life,a larger and more centrally controlled system of organ-ization seems desirable. Reasons for the Decline. — Massachusetts was the firststate to legalize the district unit, and was likewise the firstto abolish it. This was in 1882. The other New Englandstates soon followed suit and changed to the larger town(township) system. The reason for the change in NewEngland is simple. The great westward agricultural ex-pansion had led to a general disintegration of the ruralpopulation, which was intensified by the influx of some ofthose who remained to the growing factory towns. This RURAL SCHOOL ORGANIZATION AND ADMINISTRATION 123 left many of the one-time populous districts all but bereftof population and too impoverished to support long-termschools under well-paid teachers, hence the union of allthe small districts in a town system. COLORADO RURAL SCHOOLS. 1725 Third Class Eight Year Survey 1906-1913 ^e ,385. kkkk » Did NotGraduate. AAA # AV Graduated. Fig. 13. — A recent survey of all the rural (third class) schools in Colorado, done underthe direction of the Colorado Agricultural College, has disclosed that very few children com-plete the elementary school course in the one-room school of the small district. 124 THE RURAL TEACHER AND HIS WORK Westward, the reasons for the present discontent withthe district unit is explainable in the knowledge that it hasbecome an almost insurmountable obstacle to modernschool reorganization. School consolidation and the estab-lishment of rural high schools have proved exceedinglydifhcult where local boards and district lines have to beconsidered. Then, local jealousy, parsimony, and individ-ual indifference for school affairs have contributed theirshare to the opposition that is now prevalent. The New England Town System. — The
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