Public school administration; a statement of the fundamental principles underlying the organization and administration of public education . ial and educationalneeds are almost imperatively demanding a larger and abetter unit for rural-school organization and administrationand a different type of school, the httle district unit istenaciously clung to by the rural people of many of ourStates, and largely because they remember its earlier ad-vantages and are bhnd to its present defects. Bad features of the district unit. As a unit for schoolorganization and maintenance the district system has be
Public school administration; a statement of the fundamental principles underlying the organization and administration of public education . ial and educationalneeds are almost imperatively demanding a larger and abetter unit for rural-school organization and administrationand a different type of school, the httle district unit istenaciously clung to by the rural people of many of ourStates, and largely because they remember its earlier ad-vantages and are bhnd to its present defects. Bad features of the district unit. As a unit for schoolorganization and maintenance the district system has beencondemned by educators for fifty years, and the educationalconditions existing in any State to-day, so far as they relateto rural and village education, are in large part to be deter-mined by how far the State has proceeded along the line ofcurtailing the powers of the district-school officials and trans-ferring their functions to county and state educational au-thorities, or of entirely abandoning the district system ofschool organization and administration. The map on theopposite page shows the use of the different units of school. 52 PUBLIC SCHOOL ADMINISTRATION organization and administration in the different AmericanStates. The district unit is no longer so well adapted to meetpresent and future educational needs as are other units oflarger scope. District-school authorities are usually short-sighted, and often fail to see the real needs of the schoolsimder their control. The large number of district-schooltrustees required — an army of thirty to forty-five thou-sand in an average well-settled State — in itself almost pre-cludes the possibility of securing any large proportion ofcompetent and efficient men. The district unit is entirelytoo small an area in which to provide modern educationalfacihties, and the difficulty of securing cooperative actionof the trustees of a number of adjacent districts for a largerand a better school is a difficulty that is almost insupe
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Keywords: ., bookauthorcubberleyellwoodpatte, bookcentury1900, bookdecade1910
