Teachers are selected whose qualifications are especially adapted to the ability and needs of the pupils under their charge. The number of recitations being less than in ungraded schools, the teachers and pupils do much more effective work. The relation of the teachers to one another is one of mutual helpfulness, and the association of so many pupils in the schcolrooms and on the grounds under the supervision of the teachers is pleasant and beneficial.

As a result of the consolidation of its schools and a wise administration of school affairs, the town has in six years lengthened the school year 50 per cent., increased the teachers' wages 75 per cent., and employed special teachers for drawing and music, without materially increasing the school tax of the town. Because of the reduction of the number of schools thru consolidation, the cost of instruction by the regular teachers has been lessened. A large increase in the amount of money received from the income of the state school fund has been of great benefit to the schools.

Much time that would be needed for travel by the superintendents and special teachers in reaching many small scattered schools is saved for profitable use in the one building in the union school.

The citizens of Warwick have manifested a deep interest in their public schools by the employment of an efficient superintendent, the erection of a school building which is a credit to the town, the consolidation of its schools, and the employment of efficient teachers.

In general, it may be said that any school in which the daily per capita cost exceeds 15 cents may be consolidated with other schools without increasing the expense. This estimate will be true when the cost of tuition is $2.40 per day. This rate will be reached when the enrollment of the school falls below twenty, and the conveyance may be made with one wagon.

Considering that a teacher may successively teach a school of fifty pupils, provided that but one or two grades be represented, and that he receive $50 per month for his services, the minimum cost of tuition will be $1 per month per capita. Also considering that wagons may convey from twenty to twenty-five pupils, and that the cost of wagons, drivers, and teams will be from $1.25 to $1.50 per day, the minimum cost of transportation of pupils will be $1.20 per month per capita. The cost of repairs, supplies, and fuel will be about 20 cents per month per capita. The total cost of maintaining the school of fifty pupils will be $2.40 per month per capita. With this estimate as a working basis the following s compiled:

TABLE SHOWING THE RATE LEVY PER $1,000 FOR A GIVEN NUMBER OF PUPILS FOR A GIVEN LENGTH OF TIME WHEN ALL ARE CONVEYED

The rate of tax levy may be computed from this table for any number of $1,000 for a given number of months and for a given number of pupils. Divide the rate of tax levy shown by the table for a given number of pupils for the given number of months by the given number of $1,000, and the result will be the rate of tax levy on the dollar. For instance, the number of pupils in a certain township is 400; the desired length of school term is eight months; the assessed valuation property is $1,000,000. referring to the table the rate is $7.68; dividing this amount by 1,000 gives $0.00768

By

-the rate on $1, or $0.768 on $100. This rate would be excessive for the state of Indiana. The maximum rate established by law is $0.96 on the $100. The maximum special school levy which must provide for all expense other than tuition is $0.50 on the $100. The maximum tuition levy is $0.35 on the $100. These are the local levies. In addition to these levies the state levies a tax of $0.11 on the $100, which is collected from the various counties and redistributed, together with the revenue on the permanent school fund, in proportion to the school enumeration. Deducting the $0.11 levied by the state in the case cited above, the local levy would need be $0.658 on the $100. Not having made provisions for buildings in the estimate for this levy, the rate approaches too near the maximum local levy - $0.85 on the $100. A margin of $0.30 on the $100 should be left for cost of buildings, the remaining $0.55 should pay all other expense for maintaining the school. However, in the township being considered no more than one-half the pupils would need be conveyed. By centralizing at two points the other one-half would be within convenient walking distance from the union schools. To convey but one-half would reduce the levy from $0.658 to $0.466 on the $100. This rate would not be excessive. Most cities and towns levy higher rates.

For additional illustration another specific case is given. A certain township enrolls 300 pupils; the desired length of school term is seven months; the assessed valuation of property is $850,000. By referring to the table the rate is $5.04. Dividing this amount by 850 the rate is $0.00593 on the $1, or $0.593 on the $100. Deducting the $0.11 levied by the state, the local levy is $0.483 on the $100. If no more than two-thirds of the pupils would need be conveyed, the rate would be $0.39 on the $100. The conditions in this particular township are such that not more than one-half would need be conveyed. In such case the levy would be $0.33 on the $100.

The illustrations given cannot be universally applied. However, the following summary may have general application:

1. To convey all pupils will require an excessive rate of tax, unless the number of pupils be small and the assessed valuation property large.

2. The township with a school enrollment of one hundred to an assessed property valuation of $250,000 may convey one-half the number of pupils with a reasonable rate of tax levy.

3. Any school with an enrollment of fewer than twenty pupils may be combined with a similar or larger school at no increased expense, provided the distance be not too great for the transportation, and the roads permit of easy and rapid transit.

DISCUSSION

SUPERINTENDENT SCHAEFFER, of Pennsylvania.-Is the consolidation law compulsory in Indiana? Answer: It is not. Districts on petition vote themselves in, but trustees may join a school of less than twelve pupils without waiting for a petition.

DR. SCHAEFFER.—What is the usual cost of transportation? Answer: From $1.25 to $1.50 per day. In Ohio from $8 to $45 per month; average $18 or $19.

SUPERINTENDENT BAYLISS, of Illinois, asked Superintendent Bonebrake, of Ohio, if any schools in that state had discontinued the plan. Answer: A very few, where the opposition had gained control of the board; but sentiment in favor of the movement is constantly growing, as is shown by the numerous calls upon the state superintendent to speak on this subject.

SUPERINTENDENT FALL, of Michigan.-While the plan is not in operation in Michigan, there is a great and growing interest in the subject. In comparing the school expenses of the city of Jackson with the cost of the ungraded schools in the twenty townships about it, it was found that the per capita tax in Jackson was $1.27, while in the country

it was $1.60. This shows that the country children should have at least as good an education as the city children, for their parents pay more for it. In eight country schools visited in one area the highest enrollment was thirteen, the lowest six; each of these contained worthless reading charts costing $37.50 apiece.

SUPERINTENDENT B. E. YORK, of Kingsville, O.-The consolidation of rural schools in Ohio began at Kingsville six years ago. Now the whole town is consolidated; at the last election the vote carried six to one in favor of the plan. The gross expense is a little more, but the per capita expense is less. A high-school course of four years has been established, and there are seventy-four pupils in the high school.

SUPERINTENDENT COLLINS, of South Dakota.-The advantages of the system more than outweigh any small increase in cost. Farmers will be willing to pay a little more if they see results. Great interest is shown in South Dakota. Many are opposed, but do not give the cost as the reason for opposition. Social conditions must settle the question. In prairie states probably three-fourths of the towns might save money. If the schools were large, consolidation would add to the cost; if small, it would not.

SUPERINTENDENT BRIGHT, of Cook county, Ill.-The two subjects on the program are closely related. There would be a good opportunity for instruction in the elements of agriculture in the high schools established by consolidation of the districts.

COUNTY SUPERINTENDENT W. G. HARTRANFT, of Seattle, Wash., said he had come to the meeting expressly to hear this topic discussed. There are so many schools in Washington of three or four pupils that something should be done. He is urging consolidation. He reaches the farmers by a paper explaining and commending the plan.

SUPERINTENDENT BONEBRAKE, of Ohio.- Centralization not only gives better results in the grades, but results in the formation of high schools. Such has been the experience in the townships of Ohio. Sixty-three new high schools have been established this year. Growth of libraries and the bringing in of lecture courses have also followed consolidation. These high schools should not imitate too closely the high schools in large cities. Review work in the common branches should receive attention as well as advanced subjects.

B. ROUND TABLE OF CITY SUPERINTENDENTS

TOPIC I: FOUR MINOR DUTIES OF A SUPERINTENDENT

I. C. MCNEILL, PRESIDENT STATE NORMAL SCHOOL, SUPERIOR, WIS. The four topics I am asked to touch upon in this short discussion relate to the selection of teachers, the elimination of teachers who are not intellectually prepared, the elimination of teachers who are not morally prepared, and the stimulation of teachers to reach the fullest measure of individual strength so as to render, thru active co-operation, the most efficient service.

SELECTION OF TEACHERS

Every superintendent is confronted with serious problems in the selection of new teachers. There are economic, practical, and prudential reasons for selecting some people of little experience from one's own city. The superintendent and the school board have opportunities, because of their residence in the neighborhood, to make closer analyses of the intellectual and moral fitness of inexperienced home applicants than they can make of non-residents. Worthy and loyal teachers who are important factors in the community life can render abler service in interpreting the schools to the patrons, and the patrons to the system, than equally well-prepared strangers can give.

Notwithstanding these facts, it is exceedingly dangerous to employ young teachers fresh from the high schools. They have vague notions of the duties teachers must assume, and are able to give no better reason for their employment than Micawber could give for the practice of law. Untrained high school graduates have been in contact with teaching processes as pupils, while Micawber had been in contact with legal processes many times as defendant.

High-school graduates of worthy character and exemplary habits should be encouraged to take two-years' courses in good normal schools, supported at public expense or by ample endowment, where subject matter, ideals, and work can in no way be influenced by fees paid for tuition. After the training and the close sifting of well-equipped and well-conducted normal or training schools, the young teachers will be anchored to some fundamental notions so that they can begin to adapt themselves, subject-matter, methods, and government to the capability of the taught. With very few exceptions, the most able and successful teachers in any large system are they who have had professional training in normal schools. It is the experience of most superintendents who have studied the question in all its phases that the probability that young teachers will succeed is greatly increased after graduating from a well-conducted training course.

New blood should be infused into the city school system by selecting some teachers of recognized training, scholarship, successful experience, and pleasing and worthy character from outside every year. It is a menace to the best interests of the schools to erect a wall so high that it is not possible to scale it and secure the most efficient service without regard to municipal or state lines.

The superintendent should base his recommendations for the selection of new teachers upon his own knowledge when possible; and, in other cases, upon honest, expert, disinterested advice from people who, thru contact and visitation, know the teacher at work, and have given attention to the personality, the scholarship, the organization of knowledge as illustrated in the recitation, and the kind and efficiency of his or her discipline. Special care needs to be exercised to distinguish between the personality that wins the visitor because of blandishments, and the, personality which guides the children to cheerful and independent work because of the presence of character. As a matter of fact, many selections must be made upon information given by interested parties, such as personal friends and teachers' agencies. In such instances the information should be considered as tentative rather than final; and verification of it ought to be sought from all other sources at command; for all mistakes reflect upon the judgment of the superintendent. The more confidence the community has in the honesty and soundness of the superintendent's judgment, the more hearty and generous will be the support given his

school administration.

ELIMINATION OF TEACHERS WHO ARE NOT INTELLECTUALLY PREPARED

There is hope for the teacher who is weak in scholarship but strong in character. Elimination does not necessarily mean retirement. Weak scholarship in many instances may be overcome.

As a general line of action, it is my opinion that the superintendent should attempt to stimulate self-culture, and thus eliminate weak scholarship by study, observation, and reflection, rather than by dismissals; yet, retirements because of weak scholastic attainments sometimes act as a powerful spur and cause intellectually inefficient teachers to embrace every opportunity to grow in knowledge of facts and plans of organizing them, as well as in methods of teaching. The problem of inefficiency cannot be solved by retiring all teachers of poor scholarship; for frequent changes in teaching force usually lower the vitality of a system of schools. It is well for the superintendent to be animated by a desire to stimulate poor teachers to become fair teachers and fair teachers to become excellent.

Teachers who are inefficient in one grade may sometimes do better work in another

where tact and management count for more than scholarship. Such teachers will usually be found ready and anxious to follow courses of study for self-improvement. The superintendent, or someone under his direction, may form classes in which the facts of the branches, one branch at a time, and the organization of the facts into teaching plans, are taught at stated intervals until the fundamental branches are understood and organized in the minds of teachers of poor scholarship. Teaching plans, such as State Superintendent L. D. Harvey, of Wisconsin, has promulgated, are heartily commended, and might well test both scholarship and the organization of subject-matter with teachers of the class now under consideration.

Summer schools, conducted by educational experts, in which teachers attempt not more than two branches, often help teachers rich in character but poor in scholarship to be able to approach their duties in such a way as to do violence to no child brought under them for instruction and moral guidance.

The most effective means of helping is to win the confidence of teachers of this class and induce them to ask for leave of absence for one or two years to enter upon a scientific study of the branches and the general subject of education in a well-equipped normal school. When they shall have completed the course of study, their places in the system should be opened to them without doubt. I personally know superintendents who have followed this last-mentioned plan to the decided betterment of their schools. Many of the teachers who are thus helped soon prove themselves superior and are in line for promotion when better places are open.

In dealing with all teachers of the class now considered the utmost frankness and the fullest sympathy should characterize the intercourse of the superintendent with them. They need the uplifting influence of honest hearts and friendly hands in overcoming obstacles which stand between them and due proficiency. One of the greatest rewards that may come to a superintendent is the consciousness of having placed about a teacher of poor scholarship and beautiful character such influences as induced her to make preparation for a larger and a fuller life which culture and training enabled her to reach.

ELIMINATION OF TEACHERS WHO ARE NOT MORALLY PREPARED

This topic is one that causes the superintendent the greatest concern. Teachers who are morally prepared have trained and logical minds, high ideals of right and equity, active and sensitive consciences, steady wills, persistent purposes, keen sympathies, and an abundance of common-sense. The teacher who is weak in character lacks in development of mind, of ideals, of manners, of conscience, of steadiness and persistence of will, of sympathy, or of common-sense, but not of all. The teacher who is positively depraved represents arrested development or active degeneration in intellectual or moral lines. Such a person is short sighted and looks to present selfish gratification.

A very few forms of moral disqualification may be overcome. The indiscreet teacher in her actions outside the schoolroom may sometimes be saved by a frank request from the superintendent that she change her course of conduct concerning the things he sets forth in a firm but pleasant manner. The passive teacher, correct in her own personal habits, lacking power to exert an active, positive influence for right in her pupils, by association as assistant with a positive, aggressive type of teacher may sometimes, but not often, thru imitation, be brought into the light of clearer ideals and caused to take on a disposition to guide the energies of children and secure a power to control.

The nagging teacher, the fuming teacher, the vindictive teacher, the slovenly teacher, the untruthful teacher, the giddy teacher, and many other types of teachers who are not morally prepared, should in very many cases be advised to find other avenues of employ. ment. The school's great aim is to train the character of the pupils, not the character of the teachers. Elimination by substitution is the safest method of dealing with teachers who are morally unfit for their duties.