perhaps
three: first, to secure a modern school, in efficiency somewhat
comparable to the town school, without unduly increasing the school tax;
second, so to enrich the curriculum and so to expand the functions of
the school that the school shall become a vital and coherent part of the
community life, on the one hand translating the rural environment into
terms of character and mental efficiency, and on the other hand serving
perfectly as a stepping-stone to the city schools and to urban careers;
third, to provide adequate high-school facilities in the rural
community.

The centralization of district schools and the transportation of pupils
will probably prove to be more nearly a solution of all these
difficulties than will any other one scheme. The plan permits the
payment of higher wages for teachers and ought to secure better
instruction; it permits the employment of special teachers, as for
nature-study or agriculture; it increases the efficiency of
superintendence; it costs but little, if any, more than the district
system; it leaves the school amid rural surroundings, while introducing
into the schoolroom itself a larger volume, so to speak, of
world-atmosphere; it contains possibilities for community service; it
can easily be expanded into a high school of reputable grade.

There are two dangers, both somewhat grave, likely to arise from an
urgent campaign for centralization. Even if the movement makes as great
progress as could reasonably be expected, for a generation to come a
large share, if not a major portion, of rural pupils will still be
taught in the small, isolated, district school; there is danger that
this district school may be neglected. Moreover, increased school
machinery always invites undue reliance upon machine-like methods.
Centralization permits, but does not guarantee, greater efficiency. A
system like this one must be vitalized by constant and close touch with
the life and needs and aspirations of the rural community itself.

Wherever centralization is not adopted, the consolidation of two or
three schools--a modified form of centralization--may prove helpful.
Where the district school still persists, there are one or two
imperative requirements. Teachers must have considerably higher wages
and longer tenure. There must be more efficient supervision. The state
must assist in supporting the school, although only in part. The small
schools must be correlated with some form of high school.