In Randolph County, Indiana, there were, in 1908, 128 one-room schools in the open country, with an attendance of from 12 to 60 pupils doing grade work only, 6 two-room schools in hamlets, with grade work only; 2 three room schools in villages, with grade work and two years of high school work with a six months’ term; 3 four-room village schools, with grade work and three years of high school work with a six months’ term; 1 six-room school in a town, with grade work and four years of high school work with an eight months’ term.

By consolidation, 113 one-room schools and 4 two-room schools were supplanted by 20 consolidated schools with two grade teachers; 6 with four grade teachers, 6 with five grade teachers; 2 with six grade teachers; and 1 with eight grade teachers—­a total of 86 grade teachers doing the work formerly done by 148 teachers, and doing it better.  Fifteen of the schools have a four-year high school course with an eight months’ term.  For the five-year period preceding consolidation not more than half of the eighth-grade pupils attended high school; after consolidation, an average of 96 per cent of the eighth-grade pupils went to high school.

The pupils are transported to and from school in hacks or motor-busses heated in winter.  The school buildings are equipped with running water, modern heating and sanitation, telephone, restrooms for pupils and teachers, gymnasiums and outdoor physical apparatus, physical training and athletic competition being carried on under supervision.  The courses of study have been enriched, increased attention is given to vocational work, and music and art receive attention impossible in the district schools.  Eleven of the schools have orchestras, and concerts are held which the community as well as the schools attend.  There are auditoriums used for community lectures and concerts, Sunday-school conventions, community sings, parent-teachers’ meetings, and exhibits of various kinds.

Report on the following: 

School life in colonial New England; in colonial Virginia.

The first schools in your own community—­length of school term, attendance, whether private or public, qualifications of teachers, methods of teaching.

What the family does for the education of the children that the school cannot do.  What the school does that the family cannot do.

Organization of the schools in your district, township, county, or city.

Advantages of graded schools over ungraded schools.

Consolidation of schools in your county or state.

Debate the question:  The district school is more democratic than the county organization.

Method of selection of the superintendent of your county and town. 
Length of term of office.

Organization, powers, mode of election, etc., of your local board of education.

Authority, or lack of authority, of your county superintendent over the schools of cities and large towns in the county.