chools visited by the writer were small one-room frame
buildings with porchlike attachments on which were built a tiny hall and
dressing "rooms." Quite a few did not have even these "modern
conveniences." The toilets are usually at a distance from the building
and are not always kept clean.

Several teachers stated that the smallness and poverty of the schools
have a depressing influence upon the teachers and prevent any great
respect on the part of the people toward the school.

A third defect of the one-teacher school consists in its monotony and
lack of color and variety as compared with larger schools. Rivalry is
lacking and the recreation enterprises are limited. Of course, much
depends upon the qualities of the individual teacher, but a good teacher
does not stay long in a one-teacher school; she is attracted by better
opportunities elsewhere.

Dissatisfaction with the one-teacher school the writer found to be quite
general, even among the immigrant settlers. The Finnish settlers at
Rudyard in upper Michigan expressed the wish that the government should
give a better public-school system, although the existing schools were
said to be standard schools. They wanted three or four-room schools, a
better heating system, and higher salaries for teachers. Only in this
way could better teaching forces be attracted and kept steadily in the
same schools.

The Polish colonists in Posen, Michigan, explained that they have six
one-room standard public schools in the colony and its vicinity, but
that as the teacher has to deal at the same time with eight grades the
efficiency of her work is naturally below what it should be. The
settlers said that consolidation or enlargement of the schools is badly
needed. No agricultural training is included in the school work.

Reverend Kuizinga of the Dutch colony at Holland, Michigan, stated that
in the backwoods parts of the colony, in purely rural districts, the
school activities ought to be more efficient than they are; certain
schools might be consolidated so as to make fewer grades for one
teacher, teachers' salaries must be increased, and the program for
teaching citizenship broadened.

A leader of an Italian colony at Canastota, New York, stated that the
Italian parents appreciate the schooling of their children, who attend
the American public schools, speak English among themselves, and prefer
the American to the Italian ways of life. In regard to the same colony,
the county