. Rural centralized, graded and model schools . school house, or on account of the age of thepupils, find it necessary to drive. In some cases where the childrenare young, it becomes necessary for the father or mother to drive withthe children to school each morning and return for them in the after-noon. As a result, it frequently happens that the services of moreadults and teams are required to transport a few children to and fromthe little one-room schools in a township than would be required totransport all of the children to a large central well graded school inthe same township. This is d
. Rural centralized, graded and model schools . school house, or on account of the age of thepupils, find it necessary to drive. In some cases where the childrenare young, it becomes necessary for the father or mother to drive withthe children to school each morning and return for them in the after-noon. As a result, it frequently happens that the services of moreadults and teams are required to transport a few children to and fromthe little one-room schools in a township than would be required totransport all of the children to a large central well graded school inthe same township. This is due to absence of co-operation. To be entirely efficient and thoroughly democratic, the schoolmust touch the lives of all scholastics in the district alike, affordingequal opportunities to all. If the parent whose home is distant fromthe school house cannot spare his children a horse to be used in drivingto and from school, their attendance will be irregular and unsatisfac-tory to themselves and to the school, inasmuch as their classmates must. Wasted Horsepower—Only Eig-hteeu Pupils are Enrolled in This One-room Horses Could Transport Them to a G-ood Consolidated School (64) have their progress impeded by the slower members of the class. Thisresults in decreased efficiency on the part of the little school. Certain farms in the community lose in efficiency because thechildren use the horses that are badly needed and parents must spend apart of each school day getting their children to and from the loss of horse power and man power results in decreased produc-tion, which is reflected in the taxable valuation of property in theschool district, as well as in the lives and affairs of the parents andchildren themselves. Co-operation, in the form of transportation of pupils at publicexpense, releases for farm service the excess horse power now em-ployed in hauling children to school, relieves the parent of the neces-sity of spending valuable time on the road
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Keywords: ., bookcentury1900, bookdecade1910, bookidruralc, booksubjectschools
