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The water supply in 109 rural schools in five States was dealt with in still another chart. The outstanding facts of the chart are that dug wells represent 50 per cent of the water supply, while open pails as receptacles for holding drinking water represent 53 per cent, and individual drinking cups 51 per cent. This, too, shows encouraging progress.

HYGIENIC CONDITIONS IN RURAL SCHOOLS
Survey of 109 Schools in

New York-New Jersey-Connecticut
Vermont - Maryland

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Progress in rural and agricultural education was emphasized by means of stereomotographs, motion pictures, and revolving cylinders inscribed with educational mottoes.

Stereomotographs were erected at several prominent places in the Bureau of Education exhibits, to illustrate recent progress in general rural and agricultural education, improvement in school architecture, and progress in school consolidation, school gardening, and social center work.

Revolving cylinders, erected in a vertical frame, called the attention of the public to present educational tendencies and demands. The most suggestive of these are:

Education the chief interest of the nation.

Educational surveys to determine the task of the schools.

Elimination of illiteracy and extension of education to adult population.
More days in the school year; more years in school life.

Equal terms, adequate equipment, competent teachers, suitable courses.
Physical and moral health; industrial and economic efficiency.

Democracy means equality of opportunity.

No equality of opportunity without equality of opportunity in education. Equality is not sameness, but wisely adjusted variation.

Intelligent, moral, sanitary homes and happy childhood for all.

Environment sinks into the soul; schoolhouses should be pure and clean. Education full and free-the inalienable right of every child.

For our schools-health, comfort, beauty, right health habits, the first requirement in education.

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Schoolhouse and school régime should minister to health and strength. Children work better when comfortable; good equipment pays.

More thorough professional and technical education.

Schoolhouses-temples to the God of childhood, the best index to civilization. Constant changes in ideals and life demand constant improvement in schools. Kindergartens for all city, town, and village children.

Six years elementary and six years secondary school for all children. Junior and senior colleges adjusted to their means and to public needs. Teachers should know and use home experiences of children.

All schools readjusted to life and its tasks.

School and home should work together for education of children.
Teachers should know the home; parents should know the school.

Parents and teachers should know and respect the children's individuality.
The threads of school life and home life should be woven into one web.
Long-term contract to secure adjustment of school to the needs of rural life.
From the home through the school to industry, society, and state.

Needs of rural education-consolidation of schools for economy and efficiency, intelligent educational direction throughout the year.

Home for the teacher, farm for the school, free tuition from kindergarten through the college.

For teachers-knowledge of rural life, thorough education, professional skill.

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RURAL SCHOOL PROGRESS ILLUSTRATED THROUGH MINIATURES OF SCHOOL GROUNDS AND BUILDINGS.

One of the most interesting exhibits organized by the Bureau of Education was a collection of miniatures of successful consolidated schools and practical one-teacher schools from different parts of the country. These miniatures were constructed to scale on a base of 6 by 7 feet, representing the school grounds, with a screen at the back illustrating such activities as could not be, indicated in the ground plans. These exhibits attracted much attention from educators and people of every section of the country, and will, no doubt, inspire many to assist in improving school conditions at home.

An ideal rural community school.-Before describing the miniatures mentioned above, it is well to consider for a moment another miniature of an ideal rural school community planned and exhibited

by the United States Bureau of Education. The ideal plant represents 10 acres, containing a practical modern school structure in the foreground which is planned as the community social center. The entire ground area is divided roughly into three sections by groups of shade trees. The central section, running back from the schoolhouse, contains a large baseball field equipped with bleachers, back-stop, and the like. Immediately back of this may be seen the school garden, including individual plats for the children, and also the barn for the school team and other farm animals, together with

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FIG. 16.-Plan for an ideal rural school community.

a series of pens for the poultry, kept as a part of the school equipment. To the right of these, again, is erected a substantial shed for the teams and transportation wagons and the conveyances of the children who do not make use of the school wagons. At the extreme left lies the teacher's home in a good-sized garden and well-kept grounds. It is the belief of the Bureau of Education that the modern community school should have good housing facilities for the principal, and, where possible, for other teachers, in this way assisting them to become real community leaders. In the foreground, and flanking the school building, are playgrounds arranged for tennis, basket ball, and other games.

The remainder of the land is devoted to experiment plats and fields. At the back of the exhibit is a suggestive chart. The features particularly emphasized in the chart are these:

We have altogether too many small one-teacher schools in the United States, these numbering fully 212,000. In centralizing the small schools as

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larger community schools, wherever the topography of the country permits, there ought to be one good central school for every 12 square miles. In such

FIG. 17.-A nearer view of the model shown on page 24.

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