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school and spend it to a better advantage." If this district had the money they would not stop short of the best, so bent are they in their efforts that they are even making sacrifices in the use of money to make it a success, and it is a success. True, the expense of carrying on the school is somewhat greater, because of longer terms and more thoroughly trained teachers, but the increase in expense does not begin to compare with the good results obtained. The patrons expect to pay for it, but what of the cost so long as it does not become exorbitant? Is not that a better investment than investing in reform schools, jails, and poor-houses?

      Again the attendance has increased greatly. When a pupil in a rural school is doing irregular, fragmentary work in a class by himself, it is easy to remain absent for the most trivial excuse. In the large class, which progresses in orderly sequence from day to day, the pupil can be made to feel a distinct loss for every day's absence; hence he guards against absence. Aristotle condemned individual instruction on political ground. It may also be condemned on pedagogical grounds. Children need the inspiration of numbers; besides, numbers contain an ethical value.

      The big boys and girls also remain in school. The attraction of numbers, the incentive of competition, the social features of the school, the singing and literary exercises, the games, the pleasant, well-ventilated school rooms, the library, the superior teachers and the love of learning, all combine to hold them in school.

      Under this system the farm becomes the ideal place to bring up children enabling them to obtain the advantages enjoyed by our centers of population, and yet to spend their evenings and holiday time father and mother as they gather around the fireside after supper, and in contact with nature and plenty of work, instead of idly loafing in the country, "under the constant wholesome and tender care of about town."

      The State of Nebraska should be proud of what the farmers in three districts surrounding Sholes have done. It has all been done by country people of moderate circumstances without a cent donated by outsiders. What this community has done other communities in Nebraska can do. Why not begin next spring to circulate a petition for consolidation of schools? It must come and will come sooner or later. In time, save in exceptional communities, the one-room building will be a thing of the past.

      Following are some quotations collected from parents of the Sholes district:

      "The system is indeed a success. My children never learned as they are learning now, and they have a greater interest in school than ever before." "Our school compares very favorably with any town school in work done." (From a man who has had children In school in different towns where he has lived.) One mother who has sent her children to the same teacher in the country school who now has charge

of the intermediate room says: "My children learn fully twice as fast now under the same teacher as they did before." One farmer says, "I can't keep my children home any more. They like the association with others of the same age and same degree of advancement."

      Here is a strong point in favor of consolidation. The great evil of the small rural school lies in its non-social character. It is wholly unable to furnish each of its pupils that educative influence that comes from association with many of the same age and degree of advancement; it cannot have in its many small classes, enough of honest and helpful competition to establish a standard to which many a bright pupil would raise himself, and fails therefore to bring from him that supreme effort which develops and ennobles, and which comes only from a vigorous contest with his fellows.

      Another farmer says, "There is simply nothing like it. It's the only system. The little ones can go more regularly in winter because the older boys take them even on stormy days." Another says, "Nothing can be said too strongly in favor of it for me." From one and all comes, "They learn faster and are more contented and interested in the work." They like it better all the time; farmers hired men to husk corn last winter that their boys might stay in school. Was that very often done before?

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© 2003 for the NEGenWeb Project by Ted & Carole Miller