A great stimulation of public school sentiment is manifested by a closer co-operation and correlation of the school and the home, resulting in boys’ and girls’ club work, achievement courses, home projects and other school extension and community activities; a growth of the feeling of responsibility to the community on the part of the teacher; an attitude of greater interest and responsibility of the boards of education toward the school; a willingness of the people to vote money for new school plants and enterprises; a growing demand for consolidation and centralization; a better trained class of teachers, increased school attendance, especially in high schools where it has increased from fifty to one hundred per cent.

School administration is much more efficient as is demonstrated by a uniform course of study for elementary and high schools, vitalized by its articulation with the industrial activities of the community, county uniformity of textbooks, selection and correlation of textbook material and its adaptation to the varying interests and needs of childhood, uniform system of reports and records, and the like.

School centers have been made to coincide with social and business centers.  Convenient districts have been formed around centers of population. village and surrounding rural districts have been united in accordance with the trend of the community interests and activities.  Weak districts have been eliminated by the transfer of their territory to other districts, thereby strengthening property valuations.

A centralized school in Ohio was almost a novelty in 1914.  A year ago there were 310 centralized (township) schools and 599 consolidated (embracing several contiguous districts) schools, and the number has been materially swelled during the year.  Seventy of the eighty-eight counties now have such schools and the trend is toward them throughout the State.  One such school replaces, on the average, eight one-room schools.  They have brought to the rural pupils trained teachers, well-equipped buildings, courses of study related to the interests of the farm and home by being well-balanced between the cultural and vocational.  They have made it possible for the country boy who remains on the farm to obtain a high school education in his own community that is directly related to his needs.  Scientific agriculture under trained instructors is taught in all of these schools.  The possibilities of the farm and of rural life are thus revealed to the boy and he will be equipped with knowledge necessary to the scientific performance of his work.  From the farm instead of the law office and the counting room will come those who know what the needs and interests of the farmer are and who will be qualified to represent those interests.

While the system still may be said to be in its infancy, the progress of transformation of Ohio schools under it has been nothing short of wonderful, and unending results may be expected of it.