“Bellefonte, Pa., September 7, 1923.
HARRIS TOWNSHIPS DEBT TO
ITS YOUTH.
(Continued from page 2, Col. 6.)
if the present inadequate school goes
his friend will be without employ-
ment, because he is not prepared to
teach where some requirements are
necessary. And we might go on in-
definitely giving each petty complaint
that many of our rural people hold,
but let us go on to a bigger field; to
the things that will interest the man
with interest in his children, in their
welfare, and in the community as a
whole.
The thing most people first think of
is the burden of taxation that would
be placed upon them if such a consol-
idation would come to pass * * *
We must now agree that reasoning
from general to specific is good logic,
that it is in ninety-nine out of an hun-
dred cases conclusive evidence. The
reason I have made mention of this is
self evident. I wish to prove that a
consolidated school in Boalsburg,
bringing in the Shingletown, Rock
Hill and perhaps Ook Hall schools,
besides Walnut Grove school, which is
already being transported with entire
satisfaction, and of which I will have
a word to say later, would be prac-
tical in the greatest sense of the word.
To prove that a consolidated school
in Harris township would be practical bl
we must cite districts where they al-
ready have consolidated schools, and
upon seeing how things are moving
along in these particular districts we
can apply the same principles in our
own township, and with the co-opera-
tion of the public hope for and I hon-
estly believe attain the same results.
Shall we go to College township and
see how the consolidated schools are
being run? Or shall we go to the
extreme end of our county and see
how the consolidated schools in Snow
Shoe township are being operated?
No we shall not tarry in either of
these townships. Every one knows
why. Every one knows their sad tale.
"They do not have consolidated schools.
Where shall we go to consider con-
solidation? I have selected the State
we shall consider; it is Minnesota. I
could have selected Washington, North
Dakota, Louisiana, New York, Colora-
do, Massachusetts, or thirty-four oth-
er States; but I have selected Minne-
sota for a reason. It is because in this
State they have worse weather than
the State of Pennsylvania. It is a
rough, hilly State with great snow
falls beginning in early November
and only breaking with the warm
winds of early April; their ports are
ice-bound for many months of the
year. No one can truthfully deny
that they do not have twice as bad
climatic conditions as Pennsylvania.
And at once we understand in detail
the success these people have met
with; we no longer will argue tha
hauling pupils from Linden Hall and
Shingletown is impossible during the
winter months.
Here is what the commissioner of
rural schools of Minnesota says: “It
is a singular fact and one that escap- :
ed notice until very recently, that
transportation has been long practic-
ed in all parts of the country; and
when men are showing as they sup-
pose, conclusively that transportation
of children is impossible on account of
‘bad roads’ and ‘stormy weather’ they
will find, if they look about, that it
has been going one silently for years
all about them. A good proportion of
the young men and women in the vil-
lage and small city High schools
every where come from the surround-
ing country, and a large share of them
drive or ride to and from school every
day.”
On the basis of facts like these it is
folly to maintain that transportation
is impossible. Transportation is a
fact, a well-settled practice already,
though it is done at private expense,
which is the most costly way imagin-
able. It is not too much to say that
the horses now engaged in carrying
young men and women to the village
‘High school in all sorts of conveyanc-
.es are able enough, if doubled up and
attached to suitable vehicles to carry.
all the children of the same territory
to a central school. Transportation is
a fact. Shall we enjoy its full fruits
in a rational system of country
schools ?
It is very successfully proved that
transportation is practical by the fact
that the Walnut Grove school has
been
the children who come to school in the
big “bus” if they want to go back to
the one-teacher school house; and
then ask their parents what they
think of the methods used; and you
will certainly be persuaded that trans-
portation is possible and desirable
and that it is carried on economically.
But “busses” are not absolutely nec-
essary; wagons can also be used suc-
cessfully. The superintendent of Shel-
by county, Neb., says: “It would be
impossible to persuade the pupils to
go back to the one-teacher or two-
teacher schools from whence they
came. The parents and teachers ap-
preciate the greater advantages which
the larger school offers. We find
that the attendance is better on the
wagon route as the pupils do not have
to consider the weather. Only one
child has ever been hurt on the wag-
ons and that was not serious. We
have carried as many as fifty in one
wagon; I do not remember that we
have ever had a complaint of profan-
ity, tardiness, or carelessness on the
part of the wagon drivers. In fact
most of the trouble which is antici-
pated from the adoption of the pub-
lic school wagon never happens.”
This certainly is typical of our own
case. A farmer from Linden Hall
hauled four or five pupils to Boals-
burg last year; he made the trips reg-
ularly, the pupils hauled suffered no
inconveniences worthy of mention. In
the same way the whole school could
have been hauled throughout the
school year. Covered wagons could
have been used when the weather de-
manded them. No one can truthfully
say that the roads were drifted so
badly that a sled could not get
through. The pupils would have gain-
ed in knowledge double what they did
in the local school at Linden Hall. I
am: not casting ‘any reflection on the
successfully transported. Ask |
Linden Hall teacher, but I am abso-
lutely sure that he agrees that it is
utterly impossible for him to give his
pupils the attention and instruction
that they would get in a graded school.
By having a good schoel within a ra-
dious of four miles not only gives the
children the opportunity they need,
but it adds materially to the value of
land. The reason is evident; people
do not hesitate to buy a farm when a
good school is within reach. The only
objection remaining is the cost of con-
solidation, and this question will be
given due consideration a little furth-
er on.
The Shingletown school could be
transported in the same way as the
Linden Hall school, and with just as
good success. Perhaps they would
have a little trouble on account of
snow for two of the worst winter
months. But there was never a time
that trips between Boalsburg and
Shingletown could not be made by
driving through the fields part way.
Besides every road is supposed to be
kept open. I must confess, however,
this is not always done.
The Oak Hall school might also be
brought over to Boalsburg. Of course
they being outside the township, they
would have to pay tuition, but it
would be a nominal fee, and I rest as-
sured that they would not hesitate at
this; of coursse the decision of this
school would be entirely optional, and
it would not in any way hurt the
movement of the school question if
they did not attend it, but they really
belong to this community, and so it is
not more than, right to give them the
advantage of a good school if possi-
e.
The question might arise why
Boalsburg is selected as the proper
place at which the school should be
centralized. The reason is obvious; it
is in the center of the township and
it has the largest school building.
This building is in geod repair, and if
a piece again as large were built to it
the problem of a building would be
solved. It makes one’s heart throb to
think of the good that could be done
in a school like this. Again, something
must be done or Harris township
High school will back-slide to a two
year school. I wonder if the citizens
as a whole know to what depth the
High school has sunk. I doubt if
many do. I trust that you are aware
that the High school was once consid-
ered one of the best three year
schools. I can readily remember of
High school inspector Koch, in 1918,
saying before the whole school that
we had a school to be proud of; that
it ranked among the first of the three
year high schools of the State. And
very often has our honorable county
superintendent said the same thing;
but for the last few years they have
not made these complimentary re-
marks. You, the citizens of Harris
township, know why they have not
been praising the school and its work.
If you do not know what the trouble
| is, you know nothing about the doings
i of the school and if you know nothing
about what the present school is do-
, ing, then what right have you to dic-
! tate to the authorities the kind of
' schools the township is to have? Such
people are undesirable citizens. It
would be a blessing to the community
if they would remain silent on the
, subject until they are better informed.
If nothing has been done before the
school opened the township will have
but a two year High school; this fact
is deplorable and it is unnecessary.
Give the school the proper suppoit
and teachers will be provided who are |
equal to the task of teaching a High
school, necessary texts will be bought,
required apparatus will be provided
and the school will resume once more
its place among the best of its kind in
the State. But why dwell on the
High school so long? Consolidation
is the question at stake. It is evident,
however, that the High school will be
improved if centralization is accom-
plished. We will not only bring the
High school back to a three year
High school, but it will almost auto-
matically become a four year school.
When we stop to think that eighty-
five per cent. of the pupils never go
further than high school and when we
recall that a large per cent. never
complete the grades, itis certainly
very clear why these children in the
grades and in the high school should
be provided with the greatest educa-
tional advantages possible. Do you
believe in education? If you do, you
believe in consoldiation. We must re-
alize that the twonship is compelled to
pay tuition for the boy or girl who
wishes to go to a four year high
school. This tuition at present is for-
| ty dollars a year for each pupil. That
‘is all right you say; but how about
that pupil’s transportation expenses or
his board and room at State College?
Does this give the child of limited
means the same chance as the child of
{ well to do parents? It is not hard to
answer this question.
Possibly one of the greatest results
accomplished by the consolidation of
the rural schools is the establishment
or maintenance of good township
high schools. Students who could not
have entered a high school had they
been compelled to leave home or to
or two attend these schools, and in
solidation has made it possible for the
child of rural districts to be under the
ing. Many pupils in our cosolidated
schools do not care to even enter
a high school while they are working
in the grades, and some who have no
high school work by observing the en-
mates in their hope of entering and
completing the course as prescribed
for the high schools. The consequenc-
es are that many children of the
above named class graduate from the
plete the elementary schools had it
not been for the consolidated school.
The added value of the consolidated
school over the small one-teacher ru-
ral school as a socializing agency can
hardly * be estimated. ~The larger
school brings the pupils into contact
with several teachers and a larger
group of children than in the small
school, who come from different kinds
of ‘homes and from a wider territory
provide their own transportation as’
they must do when they attend State,
College High school for their last year
most cases graduate from them. Con-.
direct control of the home throughout:
his elementary and high school train-.
home encouragement for entering:
high school, become interested in the
thusiasm manifested by their class-.
commissioned high school when they]
would otherwise have failed to com-:
than those in a single district. This
contact with many children widens
their vision and gives them a breadth '
-of view impossible in a small district.
He not only has contact with a large
group of children, but he associates
with them, measures himself against
them, and forms a correct estimate of
himself and his ability than is possible
otherwise. He learns to take his part
in their activities, to co-operate; a les-
son sadly needed in American coun-
try life. .
In the consolidated schools may be
formed singing classes, literary socie-
ties, debating clubs and dramatic as-
sociations; all of these have great val-
ue in the making of a boy or girl.
Athletics may also be developed for
both boys and girls, with the increas-
ed school spirit and the improved
school work always resulting from
athletics properly conducted. The
consolidated schools, in addition to the
socializing influence of the pupil, may
have a similar influence on the com-
munity. It is difficult for the one-
teacher school to be a social and civic
center; it is easy for a consolidated
school to become such a center. In
many other direct and indirect ways
the consolidated schools have a great
influence on the districts they serve.
Have you ever heard of a community
meeting in Harris township? It is
about time we have a place to get to-
gether and discuss the topics of inter-
est to the whole community.
The results obtained from the in-
vestigation made last year over wide-
ly divided territory surely point out
that consolidation of schools is the
correct way to give pupils the knowl-
edge they should obtain while in the
elementary schools. Tests were given
in spelling and arithmetic. These
tests were distributed among thirty
one-teacher rural schools, thirty
graded schools, thirty consolidated
‘schools and ten city schools, from the
fifth to the eighth grade inclusive.
The results were as follows: The
grand average in both subjects for
the fifth to eighth grade for city
schools was 90%; graded schools
80%; consolidated 80% and rural
schools 55%. For the eighth grade
alone, the grand average for both sub-
jects for city schools were 90%; for
graded 80%; for consolidated 81%,
and for rural 43%. The pupils in the
rural school were naturally just as
bright as those in the other schools,
but too many classes for the teacher,
poor attendance, and poorer teaching
had left them far behind. Consolida-
tion will remedy this and other con-
ditions also. Then when we compare
the number of pupils completing the
eighth grade the graded and consol-
idated schools are ahead of the rural
schools in that they graduated a larg-
er proportion. In the schools inspect-
ed it is nearly three times as great,
and for city schools it is seven times
as great. Here is the great waste in
the rural schools. But consolidation
improves the grade and quantity of
school work and increases the propor-
tion completing the eighth grade.
The one room school, like all small
institutions, is not generally suscept-
ible of a very high degree of organi-
zation, while the consolidated school
can be as thoroughly organized as a
city system. Among the hosts of béin-
efits to the school from better organ-
ization are better discipline, better
grading and classification, a longer
period of time for each recitation, and
a better opportunity for personal
work with backward pupils. The lat-
ter is a very important part of the
school’s work in elevating the social
status of the community. Sympathet-
ic interest and a little personal atten-
tion will help hold the backward pu-
pils in school, and keep them from
dropping out and swelling the number
of semi-illiterates of the community.
The benefits accruing to the country
pupil from consoldiation can hardly
be estimated. It gives to him a broad-
er life, widens his vision, and affords
him an opportunity to more nearly
fill up his life to the full measure of
its possibilities. In the consolidated
school the pupil has a wider circle of
acquaintances and learns to estimate
his own value. He has a better op-
portunity to realize that he is really
one of the units of an active world.
He does not have to come into middle
life before it dawns on him that he
should he one of the active agents in
shaping the trend of affairs, political |
and otherwise. They are imbued with
a higher sense of honor than is gener-
ally found in the small schools.
The percentage of attendance goes
high into the nineties, when transpor-
tation is provided the pupils. Out of
twenty-four pupils finishing eighth
grade in a certain consolidated school
twenty-three entered high school. In
what other kind of educational system
can you find such examples?
In a one-room school the teacher
has neither time nor facilities for
manual training unless other duties
are neglected. Neither is there time
for drawing or music. These are po-
tent factors in developing higher
ideals and the aesthetic nature of the
child, and should be given to every
country child when possible.
We have certainly proved that
transportation is practical.
that children will gain more knowl-
edge from a consolidated school than
from the present system. And is
there any parent who doesn’t want
his child to be educated ?
«We will then dismiss these two is-
sues, and consider the cost of consol-
idation. 1
The schools of Harris township for
the last fiscal year cost approximate-
ly $6450.00. Teacher's salaries
amounted to- $5120.00; transportation
of the Walnut Grove school cost $680.-
00; fuel cost was aproximately $400.-
00; and supplies $250.00. The two
schools of Linden Hall and Shingle-
town cost approximately $1700.00 a
year to operate them. ey could be
transported for $1860.00 at the maxi-
mum. - Besides this the State gives
annually $200.00 to every school dis-
trict, for every school permanently
closed for consolidation. The State
will also pay one-half the cost of all
{ transportation, not exceeding $3000.-
00 per year. Thus we have three
| schools being transported at a cost of
$680.00 each or-a-total of - $2040.00.
, The State would pay one-half ofthis,
the cost, therefore, to the township
would be $1020.00 for: transportation,
minus the $600,00 received from the
State ‘for closing the schools, and we
have a grand total of $420.00. These
I am just |
as sure that every person believes |
figures are accurate, and tell the
whole story. Consolidation could be
! carried on cheaper than the present
system is being run. )
obtained could not be estimated in
dollars and cents. Do you measure
your religion in dollars and cents? If
not, why measure education that way ?
It is second only to religion. In fact
religion is education.
The general situation that we are
facing today and the one which we
are striving to remedy, is as follows:
1—One-half of the elementary
school children in the United States
attend rural schools.
+ 2—The rural school term averages
many days less than the city school
term.
3—Because of the inferiority of the
rural schools and poor attendance, il-
literacy is about twice as great in ru-
ral districts as in cities.
4—1In 1918 a study made by the Bu-
reau of education indicated that
20% of all urban pupils completed
high school as against 5% of all ru-
ral pupils.
5—Conditions are such that teach-
ers leave the rural schools at the ear-
liest possible moment. In several
States less than 8% of the rural
teachers teach more than one year in
the same school.
The principal benefits of consolida-
tion are summarized in the ten points
given below. These seem to be agreed
upon by school authorities and patrons
wherever consolidation has been giv-
en a fair trial. Many of these points
have been brought out in the preced-
ing pages, but a summarization of
these points will be advantageous.
1—Adequate supervision of the
teaching work is made possible
through consolidation.
2—Better educational results are
obtained through the better division
of the pupil’s time between recitation
and study.
8—Classification becomes possible
with all the advantages to the pupil
of working in a class of pupils ap-
proximately his own age and same
state of mental advancement.
4—Vitalizing special subjects such
as music, drawing, agriculture and
household arts, may be taught in a
consolidated school.
5—High schools are automatically
aided by consolidated schools.
6—Pupils gain much education, gen-
eral culture, and breadth of view from
contact with the larger number of pu-
pils met in the consolidation schools.
7—The child’s process is not ser-
iously delayed as in the one-teacher
school by change of teachers. The
teaching force in a consolidated
school is stable. The entire force sel-
dom, if ever, change at the same time.
In the one-teacher schools the entire
force changes at the same time and
very seldom leaves any adequate rec-
ord behind. The new teacher must
classify the pupils on the pupils’ own
statements of where they belong.
8—Better teachers can be obtained
for a consolidated school. Teachers
like to work where they may have as-
sociation of other teachers, they like
to live where they meet other people.
9-—A study of consolidated schools
shows that a larger enrollment, and a
more regular attendance result from
the: consolidation. There is a very
marked improvement in attendance
where transportation is furnished.
10—The cost of the consolidated
Silvertown Cords
‘make your car
look betterand
last longer. They
give you the great-
est return on your
tire investment.
Goodrich
Best in the {ng Run
Beezer’s
And the good:
school is less than the one-teacher
schools considering the advantages
gained.
There are hundreds of advantages
to be derived from consolidated
schools. Let every parent who has
children of school age carefully con-
sider the advantages to be derived |
from consolidation, and place them on
one side of the balance; then let the
parent consider the disadvantages of
consolidation and place them on the
other side of the balance, and notice
the action of the scale. Of course
this must be done by an unprejudiced
ed mind. If before starting you say,
“I know it is bad,” why then of course
the bad will outweigh the good.
While talking with some of the
leading school workers of Harris
township, they did not hesitate to give
their views on consolidation. Allow
me to quote the words of one of these
men. He said,“I do not see how any
person in ‘this whole community, in
this beautiful valley in which we live,
a valley in which we see the works of
God on every side, can deny their
children, who are the greatest works
of God, one of the greatest things in
this world, which is the advantage of
good education.”
People of Harris township, let us
arise and build greater our education-
al system. Let us have a system we
need not be ashamed of, and one the
children of the community will be
proud to attend.
Centre county went over the top
first of all in the campaign for Penn
State; let’s have Harris township go
over the top for better schools. It is
not’a matter of any pecuniary sacri-
fices, it is a matter of justice and
right. Let us do as Professor O. F.
Smith said, “Put more of Heaven in
our schools and we’ll draw less of
Hades up.”
Submitted by
PAUL COXEY.
Caldwell & Son
Plumbing ua Heating
By Hot Water
Vapor
Steam
Pipeless Furnaces
Full Line of Pipe and Fittings
AND MILL SUPPLIES
ALL SIZES OF
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Estimates Cheerfully and Promptly
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business.
hand.
HERE ARE few people who do not,
at times, have to borrow money.
But, borrowing money to buy
what one can do without is not good
Better to wait until the cash is in
Borrowing money to invest in an
uncertain business venture is hazardous. Often
the most promising ventures are unsuccessful.
But there is no uncertainty about the debt.
Borrowing 1
The First National Bank
Bellefonte, Pa.
61-46
{Next to Your Family
Your Head is
the
Bet Friend You Have
in the World
The man who gets ahead---uses his head
and uses it right.
He buys it a hair-cut
once a week—a tonic once in a while—and
a New Fall Soft Hat every September.
This is the month—and this is the stock
that contains the Hats that are going to
contain the smartest heads in Bellefonte.
Every new twist, color and idea is here—
all lined up ready to please you in pride,
profile, price—and suit your relations.
"Stetson Soft. Hats. . . . $7 to $10
Other Soft. Hats. .....$3 to $5
$<=The Cap Rods are putting on
new acts ...... $1.00 to $2.50
A. Fauble