CHAPTER IX
THE COMMUNITY'S EDUCATION
THE SCHOOL
At its beginning the United States Government gave support to education by the allotment of public lands to the states as an endowment for public schools, and although the federal government has done but little since then for primary education, the support of education has become one of the chief concerns of state and local governments. In colonial times public schools were largely confined to New England. With the settlement of the Middle West district schools were established with the aid of the government land grants. But in the South conditions were not favorable for public schools until long after the Civil War, and only in the last generation or two has public education become firmly established.
The district school, the famous "little red school-house" of the nineteenth century, was frequently the neighborhood center and the school district commonly formed a neighborhood area, particularly in hilly sections where its lines were adjusted by topography. A recent study of neighborhood areas in Otsego County, New York, shows that about half of them are identical with the school districts, chiefly on account of topography, while in Dane County, Wisconsin, more neighborhood areas are determined primarily by the school district than by any one factor.[40] Formerly the district school-house was quite frequently used for Sunday school or preaching services; spelling-bees and other entertainments were held from time to time; and political meetings and elections were commonly held there.
Although the district school is still a neighborhood social center in many sections, its decadence commenced at the close of the nineteenth century, the change depending upon the general progress or isolation of the community, particularly as affected by transportation. Several factors have combined to make the district school unsatisfactory to the rural community of to-day. In the older parts of the country the population has so decreased that in many districts the maintenance of a school has become exceedingly expensive, it is difficult to secure competent teachers, and there are too few pupils to make the school attractive. The better educational advantages of town and city schools have caused much dissatisfaction upon the part of the better class of farmers who wish their children to have the best possible start in life, and many of those who can afford to do so have "moved to town" to educate their children, thus making a bad matter worse for the district school. As long as roads were poor the district school was the only one possible, but with better roads, automobiles and trolleys, the consolidation of schools has proceeded rapidly in the past decade, particularly in the prairie states.
A modern school cannot be maintained at every other crossroads. Improved roads naturally radiate from the village center and hence it is the logical point for a consolidated school or high school. There are localities in isolated regions where it might be desirable to establish consolidated schools in the open country, but in most cases where there is a natural village center, the school should be located there and the school laws should make possible the organization of the consolidated school district regardless of township or county lines. Indeed legislation has already been enacted to this end in several states and forms one of the most important movements for strengthening the rural community. Here and there are to be found consolidated schools which have been placed in the open country at the center of a township because it was the point most easily agreed upon by all the patrons, particularly where the township is an administrative unit of the school system. In some cases somewhat successful efforts are being made to have such consolidated schools serve as social centers, but it is believed that in the long run community life will flow to its natural centers and that the seeming success of such social centers in the open country, unless the neighborhood be an isolated one, will tend to weaken the communities concerned. Usually a consolidated district of this sort will contain parts of two or three community areas and the location of the school at a point between them weakens the support of the community centers to that extent. Here we encounter one of the many ways in which our artificial unit of rural government—the township—interferes with community progress.[41]
Formerly only the children of the upper classes who were preparing for college received a secondary education, but during the past generation there has been a rapid growth of public high schools which serve as the "people's colleges." At first these were found only in the cities and larger towns, but rural communities have demanded equal advantages and state and national legislation has aided them in the cost of maintenance. Federal aid for secondary education in vocational subjects, now available through the Smith-Hughes Act of 1917, has encouraged the establishment of rural high schools and has greatly increased the number giving instruction in agriculture and home economics. Hundreds of rural high schools are now giving agricultural courses better than the agricultural colleges gave twenty-five years ago.