offer of state grants. Missouri, Maryland, North and South Carolina have either compulsory or conditional legislation on the subject.
That the consolidation movement has been responsible for an increase in the number of rural high schools is certain, but exact information is not available. In the bulletins on consolidation frequent mention is made of consolidated schools adding one or more high school years to their curriculum. It is estimated that where local high schools are maintained the attendance of pupils of high-school age is increased from 60 per cent to 70 per cent. The presence of the high school has been reactive and in many instances has stimulated the work of the grades and caused a greater number to complete the elementary course. Besides developing out of the grade schools the consolidated high school has had independent growth in many states; districts have joined for the purpose. In New England and the middle west the township is the prevailing unit; in other sections of the country the county high school is favored. Each of these plans has drawbacks and advantages so that several states have provided for the use of any one or all of them. Again we note that if the county were the administration unit the location of high schools could be put upon a more rational and economical basis. Nineteen states encourage the establishment of the support of rural high schools by direct subsidy, by free tuition, by reimbursement for free transportation, or by a combination of these methods. It is exceedingly gratifying that the country is beginning to feel that it is quite as much the right of every child to have the benefit of a high school education as to possess that of the elementary school. The course of study adopted in most of these schools does not differ from that of the city, and while there is a great deal said about the necessity of a course of study especially adapted to the country, no one has come forward with anything very practical. The Minnesota law encourages the teaching of manual training, domestic science and elementary agriculture by offering grants to schools so doing.
It is high time for an awakening in regard to the status of rural education. The gravity of the situation is emphasized if the estimate made by Mr. Foght[1] that one half the school population belongs to the rural schools and that 95 per cent never get beyond their respective districts is correct. That the rural school situation is the great problem in the educational world to-day, and that it is to receive the attention of educators at least, is evidenced in the interest manifested last year by the National Educational Association resulting in the appointment of a committee to thoroughly investigate and to recommend means of improvement, and of awakening the public to a realization of the rural school needs. What will be accomplished by this committte remains to be seen.
- ↑ Foght, "The American Rural School."
