A study of rural school facilities in Powder River County
by Harold L Greiner
A THESIS Submitted to the Graduate Committee in partial fulfillment of the requirements for the
Degree of Master of Science in Agricultural Economics
Montana State University
© Copyright by Harold L Greiner (1937)
Abstract:
The object of this study is to formulate a system of rural school reorganisation for Powder River
County that could replace the present system and meet the demands and requirements of modern
education. The proposed reorganisation would include adoption of the county unit plan of school
administration, supervision, and financing, under the direction of a county school board in cooperation
with the county superintendent of schools. Further, the present school districts would be reorganised so
as to make possible better school facilities, to rural children especially, by substituting the rural
two-room-two-teacher unit in place of the one-room-one-teacher unit. In other places rural - village or
rural - town consolidation could take place.
During the period of development of a nation, in the days when a son followed his father's occupation
and the three "Rs" met the educational needs, the system of isolated one-room schools say have
sufficed in meeting the demands for education. Today society requires that an individual be more
thoroughly trained in several lines in order that he may adapt himself more effectively to the rapid
economic end social changes which occur.
Pitirim A. Sorokin, Professor of Sociology at Harvard University, has pointed out that horizontal and
vertical mobility in America is considerably greater than In European countries. In America, it has
increased during the past decades. For example, in the United States 71.0 per sent of the children of
unskilled laborers entered skilled occupations. In Germany only 18.96 per cent of the children born to
unskilled laborers entered fields of skilled occupation, Russia shows 9.6 per cent of this group rising to
skilled or professional class, and in England 18.0 per cent of this group went into clerical or public
service or entered business or skilled occupation.(1) Inability to adjust to changing occupations is one
factor that explains why families are in need of relief.(2) Proper and adequate education is one effective
method of coping with this problem.
The rural one room school, however, is wholly inadequate to meet these demands.(3) To aid in meeting
these requirements it is necessary to bring about a reorganisation in the present system, which has
become outmoded in our present day economy.
Powder River County was chosen as the county for this study because of its isolation problem caused
by tie sparsity of population, typical of the eastern, part of Montana. The period chosen for study
covers the school years of 1929-50 through 1955-56, inclusive. This period has been one of adverse
agricultural conditions in many areas of the state. Sinee the writer has taught school in Powder River
County for several years, it was felt that personal knowledge of local conditions would be of aid in a
study of this problem.
The study is limited in scope end similar studies dealing with subjects taught, economic status of rural
families, and other factors pertinent to the problem should be carried on in order to determine all of the
(1) Sorokin, Pitirim A*, Social Mobility, p. 414 ff.
(2) See Kraensel, Carl F. and McIntosh, Rnfch 3., Belief in Montana.
(3) See Bonne, R.R., Rural Educational Institutions and Social Lag, published in "Rural Sociology".
Vol• I, Bo. 3, September 1936.
Influences that are related to the rural school problem. In spite of the limitations of title study the
results Indicate the desirability of consolidation of schools wherever possible. Experimentation with
two-roon-two-teacher schools should be carried on. Such reorganisation would be designed to lighten
the pupil load per teacher and allow her to teach more thoroughly tiie subjects In the curriculum. This
would be an effective method of eoping with the problem of isolation end give the rural pupil a better
education. Consolidation Into larger schools than the two-room-two-teacher school would undoubtedly
be more desirable, but sparsity of population would be a decidedly limiting factor in many rural areas.
Hence it is advisable to experiment with the former.
Consolidation of schools is frequently recommended along existing community lines.(4) Under this
plan school districts would be enlarged and reorganized so as to include the territory that is tributary to
the natural trade basin of a town or village trade center or an area held together by a community of
common interest. The number of school districts under this plan would depend upon the number of
important educational, trading centers or common interest communities.(5) This would drew the
inhabitants of such a community into a closely bound group since the ties of common interest would
include the economic, educational, political and social interests.
This plan has been followed in the more densely settled areas in the eastern states where the problem of
the isolated farm family is of lesser import- (4) Hayes - KuntiL Community Organisation, p. 65, ff.
(5) This idea of the "New Rural Municipality" is treated in detail by Gulp in, J.C. - in his book "Rural
Social Problems” and by Mazmy, T. B. in "Rural Municipalities* • anoe. Such school reorganisation
would require and necessitate detailed study In order to define the community lines. A limited or sparse
population in a state such as Montana, however, contributes to Indefinite community organisation and
indefinite, as well as very flexible community lines. It is believed that or organizing rural schools la
Montana on the existing community basis would have many limitations.
Another plan of consolidation aside from administration and supervision through a county unit plan - a
plan most likely to succeed in Powder River County would be to combine adjoining districts and
schools Into most likely and possible districts from the standpoint of efficient and low cost operation.
Powder River Cotnty does not have well defined communities because of the scattered population. The
only communities, other than the Broadus trade area, are the Italian settlement east of Broadus and the
Russian settlement north of broadus. These latter two are held together by racial customs and culture
traits. Further, location of population and farm homes, existing geographic and physical features of the
land, end existing roads would be the basic factors to be considered in such a plan or reorganisation. a enter
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APPETiT-IX
02
M MJOCSAPBi
60
57 J92
« 2-
LISt OF TABLES
Title
P**»
I. Htiaber of Open Riyral Sohoole by IinrollmMit in
Powder
II
III
IV
V
VI
VII
VIII
IX
KVII
River County - 1930-1936
14
Comparison of lhsaber of Schools, limber pupils
enrolled and number of children G - 21 years
of age in Powder River County 1930-1936
24
Comparison of Yearly Salary of Teachers and
limber of Pupils Enrolled for All Rural Schools,
1929 - 1930
27
Comparison of Yearly Salary of Teachers and limber
of Pupils Enrolled for all Rural Schools
1930- 1931
28
Comparison of Yearly Salary of Teachers and Number
of Pupils EgaroLled for All Rural Schools,
1931- 1932
29
Comparison of Yearly Salary of Teachers and Iiumber
of Pupils Enrolled for all Rural Schools,
1932- 1933
30
Cceperieon of Yearly Salary of Teachers ami Number
of Pupils Enrolled for all Rural Schools,
1933-1954
31
Coepariscn of Yearly Salary of Teachers and HuabMr
of Pupils Enrolled fear All Rural Schools,
1934- 1936
32
Comparison of Yearly Salary of Teachers and Humber
of Pupils Enrolled for all Rural Schools,
1935- 1956
53
Comparison of Expenditures for Present SystMa and
Proposed System of Reorganisation for Ruoral Schools
60
APPENDIX TABLES
X
XI
Comparison of Teaching Certificate laid and Yearly
Salary 1929-1930
62
Comparison of Teaching Certificate lield and Yearly
Salary 1930-1931
62
-3Title
XII
Ccapariaon of Teaefaing Certificate Leld and Yearly
Salary 1931-1952
ZXII C QLipari a on of Teaching Certificate held tmd
Yearly Salary 1932-1933
ZIY Craapurlecm of Teaching Cmrtifieate Beld and Yearly
Salary 1933-1934
ZY Cceapariaon of Teaching Cmrtifieate Held and Yearly Salary
1954-1935
XYl Comparison of Teaehiag Certificate Bold and
Yearly Salary 1955-1936
ZYIII Comparlaon of Beoeipta end Birpendituree for
Kural Schools by Years 1930-1936
ZXZ
Comparison of Beeeipts and Expenditures for
Broadus High School 1930-1S36
Pag9
Sg
63
64
e*
6S
66-67
68
-O
U S f OF CHARTS
Title
1.
2,
5.
4,
5#
Se
7e
Se
9,
IOe
11,
12e
13e
Location of Sural Schools and Faallios with
Children Attending School, 1920-1930
Pege
17
Location
of Itur&l Sohoola and Families with Cldldren
Attending School, 1930-1951
18
Location of Bural Schools and Families with Children
Attending School, 1931-1932
19
Location of Rural Schools and Families with Children
Attending School, 1932-1935
20
Location of Bural Schools and Families with C h i l d r m
Abtendiag School, 1933-1334
21
Location of Rural Schools end Families with C U l d r e n
Attending School, 1934-1935
22
Location of Rural Schools and Families with Children
Attending School, 1955-1936
23
Comparison of Total, Teacher, Transportation and Other
Costs for all Credo Schools in Powder Bitrer County,
1930-1938
35
Comparison of Average Cost per School, per Pupil, and
Per Capita, of all Rural Schools in Powder River
County, 1950-1956
36
Comparison of Beoeipte end Expenditures for all Grade
Schools in Powier River U o m t y for Fisoel %ear
1929- 1830
38
Comparison of Receipts and Expenditures for all Grade
Schools in Powder River County for Fieeal *e&r
1930- 1931
39
Comparison of Receipts and Expenditures for All Grade
Schools in Powder River County for F i s m l Year
1951-1932
40
Comparison of Receipts and Expenditures for M l tirade
Schools in Powder River C o m t y for Fiscal Year
1932-1933
41
-STitle
14.
15.
16.
17.
18.
19.
20.
21.
22«
23.
24.
P»ee
Ctssparisoa of Eeeoipte and Expendituaroe for ill
Grade Sehoole in Powder Biver County for
Fiecal *ear 1933-1934
"
42
Camparisaa of Heeeipte end Expendituree for All
Credo Schools in Powder Biver County for
Fiscal Year 1934-1935
43
Comparison of Keoeipts and Expenditures for All
Gafade Schools in Powder River County for
Fleoal Xeer 1935-1936
44
Looatitm of Rural Faailiee with Qiildarea AttendLag
School in Broadue, 1929-1930
46
Ideation of Bural F m i l i e s with Children Attending
School in Broadue, 1930-1951
47
Looation of Eural Families with Children Attending
School in Lroadus, 1931-1932
48
Location of Rteral Femlllee with Children Attending
Softool in Broadue, 1932-1933
49
Location of Rural Feailiee with Children Attending
School in Broadue, 1933-1334
SO
Location of Sural Fesallies with Children Attending
Stdieol in aroedus, 1934-1935
SI
LotMition of Ruaral F m i l l e s with Children Atteading
School In Broadue, 1936-1936
52
Plan of School Iieorga.nls&tion
69
1
02
I
-A F O F POVffiER R I V E R C O t Z T Y
'7'
In i r q d u c t i q m
The object of this study is to formulate a system of rural school
reorganisation, for PowdkHp River County that could replace the present sys­
tem and meet the demands and requirements of modern education.
The proposed
reorganization would include adoption of the county unit plan of school
administration, supervision, and finanoing, under tlie direction of a county
school board in cooperation with the county superintendent of schools.
Further, the present school districts would be reorganised eo as to .rake
possible better school facilities, to rural children especially, by sub­
stituting the rural two-room -two-teacher unit in place of the one-roomone-teacher unit.
In other places rural - village or rural - town, consoli­
dation ooiild take place.
During the period of development of a net ion, in the days when a
son followed M s
father’s occupation and the three’tes" net the educational
needs, the Bystam of isolated one-room schools way have sufficed in meeting
the demands for education.
Today society requires that on individual be
more thoroughly trained in several lines in order tint he may adapt himself
more effectively to the rapid economic and social changes which occur.
Pitiria
A.
Sorokin, Professor of Sociology at
Harvard Univers­
ity, has pointed out that horizontal and vertical mobility in Aoerioa la
considerably greater than
in European countries.
increased during the past decodes,
In America, it has
f or example, in tie I M t o d States 71.0
per cent of the children of unskilled laborers entered skilled occupations.
In Geraary only 18.96 per cent of the children bora to unskilled laborers
-8
entered fields of skilled occupation.
group rlein
Russie shows 9,6 per oerib of this
to skilled or professional class, and in England 18,0 per cent
of this group went Into clerical or public service or entered business or
skilled occupation.^
Inability to adjust to changing occupations is one
factor that explains why families are in need of relief.
(2)
Proper and
adequate education is one effective method of coping with this problem.
The rural one room school, however, is wholly inadequate to
meet these demands .
ary to bring about a
J
To aid in meeting these requirements it is necess­
reorganisation in the present system, which has become
outmoded in our present day economy.
Powder River County was chosen as the county for this study because
of its isolation problem caused by the sparsity of population, typical of
the eastern part of Montana.
The period chosen for study covers the school
years of 1929-50 through 1835-3G, inclusive.
This period has been one of
adverse agricultural conditions in many areas of the state.
Since the
writer has taught school in Poeder River Ccvasty for several years, it was
felt that personal knowledge of local conditions would be of aid in a study
of this problem.
The study
is U n i t e d in scope and similar studies dealing with
subjects taught, economic status of rural families, and other factors per­
tinent to the problem should be Mirried on in order to determine all of the
(1)
(2)
(3)
Sorokin, Pitiriri A., Social Mobility, p. 414 ff.
See Kraensel, Carl F, and MoIntoai, Snth 3., Relief in Iontana.
See Bonne, R.R., Rural Educational Institutions and Social
lag, published in "Rural Sociology*. Vol. I, ao. 5,
September 1936.
Inflvenoes that are related to the rural sdiool problems.
In spite of the
limitation* of this study the results indicate the desirability of oo-isolidation of schools wherever possible.
Experimentation with two-roaa-two-
teacher schools should be carried on.
Such reorgenieation would be design­
ed to lighten the pupil load per teacher and allow her to teach more thor­
oughly the subjects In the curriculum.
This would be an effective method of
copint with tbs problem of isolation end give the rural pupil a tetter edu­
cation,
C ® solldatloa into larger schools than the two-roosa-two-toaonar
school would undoubtedly be more desirable, but sparsity of population would
be a decidedly limiting factor in many rural areas.
to experiment with
Kaaee it is advisable
the former.
Consolidation of schools is frequently roeosssendsd along existing
(4)
coissunity lines.
Under this plan school districts would be enlarged and
reorganized so as to include the territory that is tributary to the natural
trade basin of a town or village trade center or an area held together by
ocoEMnity of ooraon interest.
The
&
number of school districts under this
plan would depend upon the number of important educational, trading centers
(5)
or oonmon interest o o m m i t l o s .
This would draw the inhabitants of such
a community into a closely bound group since the ties of common interest
would inoludo the economic, educational, political and social interests.
Tills plan has been followed in the more densely settled areas in the east­
ern states where the problem of the isolated farm family is of lesser lnport-
(4)
(5)
liayos - Rural O m m m n i t y Organization, p. G3, ff.
This idea of the "Sew Rural Municipality” is treated in detail
by Gulp in, J.C. - in his book "Rural Social P r o b l e m ” and
by IiImmy, T. B. in "Rural Municipalities"•
'10.
co.
Such school reorgaaleetlem would require end necessitate detailed
studhf in order to define the com m m l t y lines.
A limited or sparse popu­
lation ia a state such as licmtana, however, contributes to indefinite
OflHEtuaity organisation, end Indefinite, as w l l as very flexible ocBBsunity
linee.
It is believed that organizing rural schools in Montana on the
existing o o m m i t y basis would have raainy limitations•
Another plan of consolidation aside f m a administration and
supervision through a county unit plan - a plan most likely to succeed in
Powder River County would be to combine adjoining districts end schools
into most likely and possible districts from the standpoint of efficient
and low cost operation#
Powder liver County does not have well defined communities
because of the scattered population.
Tlw only comunitles, other than the
Froadus trade area, arc the Italian settlement east of Broedus and the
Russian settlement north of Froadus.
racial customs and culture traits.
These latter two are bold together by ,
Further, location of population and farm
homes, existing goo graphic and physical features of the land, and existing
roads would be the basic factors to be considered in such a plan oar re­
organization.
»11
HISTORY AND CHARACTERISTICS OF POWDER RIVER
COUNTY
Location and Physical Features
Powior Rivor County, situated in southeastern Montana, is on the
edge of the "bad-lands’*.
It was created April I, 1919, from the southern
part of Custer County -with an area of 3,337 square miles.
approximately 60 miles long and 54 miles wide.
The county is
It is bounded on the north
by Custer County, on the east by Carter County, on the west by Rosebud and
Big H o m counties, and, on the south, Iy the State of !Tyoaaing.
The northern
and eastern portions of the county are rolling prairie with occasional pine
and cedar brakes.
Tlie western and southern portions are rough, being brok­
en by hills and gullies.
ern part of the county.
The Custer National Forest extends into the west­
The largest portion of the county may be classi-
fled as low-grade grazing land.
The larger part of the county is drained by Powder River, which
flows in a northeasterly direction.
The southeastern portion is drained by
Little Powder River, which flows north and empties into Powder River near
Broadus.
The extreme northwestern part of the county is drained by the
Mitpah River end by Pumpkin Creek.
The numerous dry creeks, flowing only
during the flood season, necessitate dependence on artesian wells for water
supply.
Laok of
sufficient water has been one of the main factors contrib­
uting to the isolated settlement in the county.
(6)
No soil reconnaissance survey has been made in this county
but rough estimates classify most of the land as third or
fourth grade grazing land and fourth grade farming land.
-12.
The only irrigated land in the county Se found along the river
bofctoras, raost of ahioh is farmed on the basis of the flood irrigation system.
The balance of the farming is dry-land, mostly with small grains, corn, and
alfalfa.
About 56.7 per cent of the land in the county is in farms.
55.9 per cent of
the total area, or 25.7 per cent of the farm land,
Atxrat
is till­
able.
Population
The greatest influx of
adjoining
1920.
settlers to Ponaaier River County and the
territory took place during the nIteiastead Period” from 1900 to
This brought the small grain farmer into a country previously de­
voted to stock roachin.;..
The coming of the squat^er and homesteader brought
about a conflict v/ith the rancher which is in evidence today.
the ona of the "open, range" in
this area.
The population of Powder River County in 1950 m s
representing 997 families*
This marked
5,909 persons,
Of these families 913 sere rural farm, end 78
were rural non-farm.
Of the total population 7.1 per cent were foreign-bom white.
(7)
Of
these 15 per cent were Italian and 12 per cent were German.
River Cou Iy has 1.2 people per square mile.
the density is 1.04 persons per
square railo.
Poeder
Taking rural farm people only,
For the state as & whole the
corresponding figures are 3.7 end 1.4, respectively.
These
lgtares show that
Powder River is & rural county and one in which isolation is important.
Broadus, the
county seat, is the only incorporated town in the
county and has approximately 200 inhabitants.
(7)
It is an inland town located
Fifteenth Census of the United States 1930. United States
D parhrtont of CotEaeroe, Bureau of Census.
80 miles from the nearest railroad point - Miles City*
are Arvada,
Dakota*
Other shipping points
illette and Sheridan, in Wyoming, and Belle Fourohe in South
All other trading centers in the county, have only a post office and
a general store service*
Because of the lack of important trading centers,
other than Uroadus, the trade interests tend to be pulled to the north and
south out of
the county.
Ihie situation is a factor in breaking dosn the
C a m o m i t y solidarity and prevents the establishment of communities around
the school or trading center.
The problem of isolation manifests itself in the large number
rural
1936.
schools, in relation
of
to the population, operating between 1930 end
Throughout the period of this study, the total number of open schools
was never less than 59.
The number of these schools with an enrolleaenfc of
6 pupils or less increased from 6 in 1930 to 13 in 1936, and dropped to 6 in
1936.
The rural school with 7 to 12 pupils was tbs typical school In the
county, during the seven-year period of study.
That over 50
all schools fell in this category is shown la table I.
per cent of
The sparsity of
population, as previously indicated, is the chief factor in accounting for
the large number of schools
(8)
See Frontplece
in the county.
,14.
TASLE I.
SUiiBEH OF OPEN SURAL BCKOOLS BY M S O L L M E N f IS
PO ,I,R HlVi H COUSTY - 1930 - 1936.
I
CQ
«w4,
1929-30
TOTAL
63
66
67
69
69
63
59
a
5
8
9
13
12
6
7-12
33
36
35
41
32
33
38
13-18
21
16
17
16
22
25
14
19-24
3
9
6
2
2
2
0
Over 24
0
0
I
0
I
I
1-6
Btimber of Open Bure.
1930-31
1931-32
1932-33
I
e'
StEtoer of
Pupil*
Por
School
1933-34 1934-35 1935-36
PRLSiayT STATUS OF RKHAL StZOOLB
The Rural School Today
The rural schools of Poader H i v w County are typical of the Western
school of
the early eighties.
school is
applicable to this area - "The typical Aiixerlean school is charac­
terised as followsI
John Morris Gillette’s description of & rural
It is a one-story frame building about 24 by 32 feet
size, painted dingily if at all, with one
or two
ing 2 or 3 windows in each of two sides.
Tlxe teacher’s desk is at
in
doors In one end, and hav­
one end
on a a?salI p l a t f o m and is faced by the non-ad justable seats of the pupils.
Bie school equipment is a blackboard or two, often poor or out of repair,
a few school charts and maps, possibly a dictionary and a globe, a meager
library or none at all.
The
one room is heated by an unjacketed stove and
is without ventilation devices.
The school grounds consist of an acre of
land, commonly without trees, shrubs or beautification, unfenced or with a
rough fence and often grown to weeds.
The toilet provisions consist of out­
side latrines, fenerally disgracefully filthy and carved or written over
„(9)
with salacious figures and words.
In Powder River Comity water is either
supplied from a shallow well or hauled to the grounds.
The total number of rural schools operating in the county remained
about the s m s throughout the
7 years
studied.
This is contrary to the pop­
ular belief that the depression tended to decrease the school facilities in
rural dona-amities.
The factors that counteracted the cl using of schools
were* first, that new schools were opened in different sections of the county
as others were closed| and, second, that the locations of some schools were
(9)
Gillette, John Ltarls - Rural Sociology, p. 367
-IGeheaged because of the need for school* in different sections.
Th* trend during the first fetr years of the period studied m s
to open m a y schools.
Most of the schools were for five or fewer families
with children attending school.
This tendency decreased in the later years
of this study, but the problem of schools for few families persists enough
so that some correction is necessary before the number of schools may be
reduced.
Another tendency that presents itself, most
apparent during
the first years of the study, is for families to have their children attend­
ing other than the nearest school.
In some eases the children did not
attend schools in their own districts hut in adjoining districts.
Tiese
instances arose, for the most part, out of personal dislikes of either the
teacher or school board by menbers of the family.
Thus, if a person held
a grievance against tine teacher, the children were sent to scrao other school.
If the chosen school was far, the transfer not only involved more expense to
the school chosen but also to the family for board and room.
This tendency
was less apparent during the last years of the period of study.
Apparently
this resulted from a change in school personnel or in the economic status of
the family.
This decrease is evident in the comparing of figures I to 7.
These figures show the school district boundaries, with the transfer of land
from one district to another, for each year of the study.
The families are
napped In place, according to the % a l description, with a line from this
l oation to the school attended.
The problem of children attending school
other than the nearest school is clearly shown in the northeastern and south­
eastern parts of the counties.
Table II shows that the number of children between the ages of 6
Lerend
""■School
II
Boundaries
* *O O p e n S c hool
• C l o s e d S chool
- F a m i l i e s with
c h ildren
attending
F i g . I.
L o c a t i o n of Xural S c h o o l s and F a m i l i e s w i t h C h i l d r e n
A t t e n d i n g School, 1 1 2 9 - 1 3 3 0
Letend
O
Open School
•
Closed School
—
F i 2. Location of Rural Schools and Families with Children
Attending School, 1930-1931
Families w i t h
Chil 4r eh
Attending
School
Boundaries
O
O p e n School
•
Cl o s e d School
—
Fig.3.
Location of Rural Schools and Families vdth Children
Attending School, 1931-1932
Families vdth
C hild ren
Attending
Legend
• C l o s e d School
— Families with
children
attending
M g . 4.
Location of Rural Schools and Fanilies with Cliildron
Attendin School, 1932-1933
•School
Boundaries
O
Open School
Closed School
—
T i g T K Location of Rural Schools and Fanilies with Children
Attending School, 193o-1934
F a m i l i e s -,vith
children
attending
I—
II
School
Bounderies
* *O O p e n Sch o o l
• C l o s e d S chool
—
Fi ..6. Location of Rural Schools and Families
Atiendin School, 1034-1035
Lldren
Families with
children
attending
Lerend
^School
boundaries
IOO p e n
School
• Closed School
•Families w i t h
children
attending
Fig. 7 .
Location of Rural Schools and Families with Children
Attending School, 1535-1056
-8 4 TABLE II,
COMPARISON OF BOMBER OF SCHOOLS, NUMBER PUPILS ENROLLED ABB NUMBER
OF CEILERES 6 - 2 1 YEJJiS )F AOE IN POWLR RIVER
CCCBTT 1930-1036
„ e
44 l-i
O O
&
d
School
Year
Ho. of
ChUdrea
enrolled
So, of
Children
6-21
Pereeafc of
Total
Children
enrolled
Ave. No. Av. No*
enrolled Children
per
G - 21
school
Inf 8oIw
1929—1930
65
784
1144
66,53
12.4
18.1
1930-1931
66
862
1189
72.43
13.0
18.0
1951-1952
67
620
1208
67.88
12.2
18.1
1952-1933
69
814
1269
64.14
11.7
18.8
1935-1334
69
794
1273
62.37
11.5
20.2
1934-1935
63
717
1226
58.33
11.3
19.4
1935-1936
59
671
1159
57.89
11.3
19.6
end 21 y e a r s wee About the scene throughout the period studied.
The
number of children ranged from 1,144 in 1930 to 1,273 in 1934, with a
decrease to 1,159 in 1936.
During the sane period, the number of children
enrolled in school decreased steadily from 1931 to 1936.
The per cent of
the enrolled children to the total children between the ages of 6 and 21
decreased steadily.
This indicates either that the number of children
oier 18 years of age, who are included in the school census, was increasing
or that fewer of the
living in
children of school age were actually enrolled although
the community.
in the first part
Another explanation of this decrease may be that
of the period studied the number of children over the
k gal school age but
under 20 years of age attended school, while during
the later year# studied this group did nob
attend.
Tht
latter situations
may be attributed to a change in the economic status of the family caused
by drought conditions existing in the county for the past few years.
The Status of the Rural Teacher
ne of the most prevalent complaints against the rural school
system of today is the cost to the tax payer.
To the average person the
only solution is the reduction of teachers * salaries.
This seems to be
a n attempt to correct the effect rather than the cause of high school costs,
which
is the system of one room schools.
This has been the practice
followed without regard to the effects upon the school system.
these effects are
the following#
Sobms of
I) an increased pupil load per teacher
because of & reduction in teaching staff# 2) a low salary level which tends
to drive many good teachers out of the profession into
higher salaries; 3) a tendency to
fields which, pay
leave the people who are less adaptable
•26*
in the profession; 4) e salary lnsuffioiont to entice wall trained instruc­
tors to apply for teaching positions in the rural schools.
teacher salary in Powder River County in 1930
was
$907.
The average yearly
This decreased
steadily until in 1336 when the average salary was $617, or a decrease of
nearly $300.
Sone teachers received as low as $450 for instructing. 12 pupils
fear a full school term.
Many of the teachers in the nor© isolated schools live in teacheragSG provided by the
schools.
These are usually only a "lean-to* or shed­
like building attached to the school house, generally about 24 feet by 10
feet in size.
lighted.
These buildings are generally poorly ventilated and poorly
In connection with her teaching duties she has her household
duties and is required to clean the school house, build fires, carry fuel
and ashes.
On cold mornings she must arise early and have the school house
warn when the children arrive.
These various tasks take up much of the
teacher's tine and do not allow ample time for preparation of daily work.
Thus, the pupil does not have the s m s chance to receive w l l prepared
subjects as the children in the town schools.
pression
Mcjy people have the Im­
that the teachers* duties end at four in the afternoon and do not
start again until nine o'clock the following morning.
This has led to the
feeling that the reduction in teachers' salaries was justified.
She may teach
f r m 2 to 8 grades in addition to supervising the study and play of the
children.
Tinere ia no correlation between the salary paid end the number of
pupils taught.
A eaaperison of tables III through IX shows that teachers
with two pupils may receive the same salaries as other teachers with a pupil
TABLE III
COMPARISON OF YEARLY SALARY ‘OF TEAC ERS AND NUMBER OF PUPILS
ENROLLED FOR ALL RURAL SC OOLS, 1929-1950
Total all
schools
1 -2
i
I
CO
to in
7 - 8
9 - 16“
11 - 1&
13 - 14
15 - IS
17 - 18
Is - 20
21 - 22
23 —24
Over 24
Yearly Salary
Total all Under $300- $400- $500- $600- §700- $800- $900799
899
499
699
999
399
599
salaries $500
63
T ~
~T~
T “
12
"W "
11
~ir~
~ir~
~ir~
~T~
I
-
-
-
-
-
-
I
I
-
34
27
I
"T l
T l
T
T
7
T
1099
§1100 and
over
I
T 1
T l
T
T
T*
4
T
T
§1000-
Ag-
Number of
pupils
per school
T l
•
TABLE IV
COMPARISON OF YEARLY SALARY OF TEACHERS AND NUMBER OF PUPILS ENROLLED FOR
ALL RURAL SCHOOLS, 1930-1951
<0
I
H
O
11 16 IS 11 19 2l -
12
14
lo'
3^”
20
22
%
I
W
N
Over 24
Total all
Salaries
66
T ~
T ~
ii
“T T *
T T "
~ __g—
T"
Under
|300
-
6
"T"
T“
$300-, $4001 $500599
499
699
-
-
-
I
T
-
Seoo1 $700- $800-| #900- $1000699
799
899
##&
1099
28
**
-
-
i
I
7
9
3
I
2
6
i
-
SI
T "
I
%
~~r~
B
3
2
3
3
~~T~
$1100 and
over
6
I
-
T
r
i
—r
^
—
-
**
Total all
schools
I —
3 — 4
6 - 6
7
Yearly Salary
82
Number of
pupils per
school
fftSLE V
COBTARISOIi Of YLASLY SALARY Of YDAOfJRBB Affi W B R W POPILS ESROLUD
txv ALL ffiJBAi. SCIi-XiLB» 19S1- 1D8E
tASiZ V2
q # TSSSLY a m m cr m e n s a a Jtsc iciir,!
FOB ALL UUAL SCLTOLS, 1352-1333
of pupils
M
m
L
YAOily Oolory
mxk> e.oa
^ 1= M per
Io W All
SahoolA
63
43 ^- 14 ____
4 —
T IT T
___ b_____
7 -d
___ jg
Ho
3 - Iv
H T T^ T T____ ____J____
ar
}y, - - id
.
”T
~
L j y ^ _____
«•
15 - 2
~T~
21 m SSt
Ovur 86
14
Aff
Aff
Aff
«0
m
UA
«ff
AB
-
~ r^
T "
-!
Aff
}
I
I
Aff
It
Off
Aff
BA
n r
-
Aff
Aff
OA
Aff
ffff
4#
U
87
I
Aff
- -;l
AA
HT
AA
Aff
Off
3
n r
~Tr~
Aff
I
I
<•
4
Aff
I
I
"T
8""
_. 5
3
Off
AA
Aff
T-----Aff
Aff
Off
AA
Off
•
Aff
W
Aff
ffff
m
m
-ffff
AA
Aff
Aff
Aff
H
WBtavm
Ttisj&T Mrjutt ov
I I, ....
CS
m
4
9
3 * A
s «. a
^ ,?■
9 - lp,
U - U
13 . H
i» - i i
IT 16
„ |Q
_________
j
4»
ES
I 33
»
SA
*
g *
*
- . . - . i
- ... -
#
-
jm.
4»
Wft
•
•
#
WB
#
»
# _
#
I
#
WW
7
-A .
*
#
u L w
•
W
•
#
8
31
w
.....
»
-iiriS— -jIw J
4 iei ^
er
i
I ;
ee
3
w»
9
11
-
O
_
Tctiil AIT r
130%.
eolspitis
v3^-.:
TotAl *%
eoboole
i,
ar iwne
I Wcirty BelWfy
«T
vwpdii
per
asl mmat
r> AU, RML SCir;3aLSe 1033 • IOSA
,
S
8
jT
L
l
_#
#
WW
W
#
m
4»
*
w-
#'
4
Wft
W
*
WB
WF
WB
m
,If .
F
• 4
4
6
I
•
#
'
* -
e8
Wft
#
%
*
m
•
#
WB
*
m
•
f
*
W
WB
WW
w»
•
#
•
#
#
#
t
#
•
W
^
*
•
*
______ #
WW
4»
#
ft*
I
#
4»
S
3
&r*?
#
#
8
-
1D9!> f
11
Wft
#
I
SB
I
S
«r
§70.'«
T89 L 63DI m
Wft
»
• .
W
[
WB
I
m
•
•
6
XMLS VIII
COMPATcISOB OP YEtitLY SALtitY OP TEACEEfiS AND IIDUBER QF PUPILS EUBOLLED FOB
ALL BCEAL SCHOOLS, 1954 . 1985.
Buiaiber o f
I
pupils
L _______________ ____________ ________
per
school
Total all
schoolB
I'-' f
'"T -^4 "
5 «• G
"f - ¥ '
^ ib
11 - ib
it • H
IM - IS
~ r r r ir “
ly - 20
21 22
SM" M "
dvW Si
YcwIy sa lary
Total a ll KMcr kMoo- p o o r
salaries ( $3001 399 499 599
63
-
2
w
«*
"T*
13 ' 1
~T~
ee
**
W
W
ii
11
~T~
#
e»
I
#
~ ir
W
a#
#
16
699
87
se
“l ”
-
«fe-
S1
”T ~
~T“
4
Tm
~ n
A
"I!
T i
^ 7 6 6 : ^ 6 . |W6" ^Yboo'^ Ulco and
799 f Q99 939 I IOSD
over
5
-
S
W
SB
m
s*
e*
«w
W
y
t!
m
2
I
#
*»
W
W
6
2
I"
«e
se
ee
I
#
'T
se
«e
Ie
«
f
«l Z
e
e
«e
•
......
#
«*
ee
se.
i
.
m
Se
«a
SB
ee
I
W
-
-
3
______
et
m
»
m
S■
*
e
SB
•
—
... #
~
SB
J
«e
TABLE CL
" hW
W
T
T
SS
Total all
salaries
ES
*
$500- §400- $600- §600- §700- $800- $900- $1000- IllOO M d
596
499
399
699
799
899
999
1099
over
i
I " 2
^ - 4
"X - 'ei
7 - 6
ShT W "
TXhT W
- i4
TohT T s
"hT T T W
__
Year]
I
Humber of
pupils
per
school
Total all
schools
2
s»
as
#
ee
O
is”
14
m
W
as
W
1’
"" I
f
m
4
-
ah
e#
a»
•
•
«*
#
m
#
16
i
55
5
#.
#
f 4
9 *T"
as
2
11
‘2 "
T'
b
a "T" #
T T
#
i T "
I
4*
W
•
a»
m
as
"I
e»
ti
W
<4
c o m m a s » yearly saiasy of teaceess ahd eombbe of a ? n ^ maiLED fob all
RURAL SCHOOLS, 1955-1950*
I
SM
as
MS
at
SB
SB
SS
sa
as
I
*V
MS
■e
•
ee
as
MS
ee
SB
MB
MS
as
as
as
as
SM
Mf
-
-
a>
.as
as
#
as
W
-
M
Over 24
"
I
e»
SB
-
a?
a*
I
as
Ioeti af 84* 21a, Stoat t,Jt& th em 9 m m to be l i t t l e oeqpenw&ioa for
tnulala or cs^ortgcae I* toLmn
table* I #e SSfle A t^w&er
boOtilac & sotsmA srwSe certiftc&to
aey m w iw tf# ew e eelery m ea
Izaetrosfce^ tfo l oide s l i f e awrfelfiaat»* SNe eeocod gmde certificate W
# e I meat ea»Hft<—fce ekWa eee be Wld «@6 Ss oeated 6y 'eeemSeetlee e tiy
ettfe me supiwrlenw Wtaeanye
H s f ir s t grade ewrUfltosba requires twelve
meeiti'S teeefdekL md m& be r o sisd «t the end of fe^r years*
*.» profeesioo-
Si ca rtifim te ia ,seined ty teeehlaE 19 ieeillta sad Ie ieaflSti for S yoere*
state <m *m ssteo are gmatonS. on ise ie o f two years* e o llo # m&k
la m worodlted sohool# A eeooodery state oeriiftasfce Is .i^m te
T C" ' "
T'C
:T. - ,,'y Yi . '
--
":,
' receive
-
toUmm&mr? lif e oaftlflaate oss mm% WM set elem eet^ state certificate end
zxast Wea trtirht aueoewhfilgr for 36 rsetifchs m#l Kr-^lefciti S quarter credits
of sdwased eork la ea eocreditec IwetftmtAafte xt is fa it that tf#s# < w
c itim s way W hagrevod ty m^&ausl&s the prase-.t sysfcm*
Hwad Ia Wheel Casts
the trsrti la aeEiool (wets $» slenrly sfeaea Sa flm rse S saafi 3* the
total costs Aecyeaaad wsfcll 1538 eofi them laoreased threm^h IDM Wmenae o t
laeeeaaed treesportstlsa ecsts# Hie sens troiti is eWew Ia the cmM%c cost
per *cWol oml per pupil* She Wterego cost per school decreased from aprrce*
Im tolp $1*00 Sn I DSG to loss than t'30n Ia 1334, hot Iaarsssed agaia Sb 1356
to atbdfct I eXOe She ereeage acst per pupil dropped flmn WWafc IlSO la 1980
W sheet @# in 1334* sad Inereosod is $30 la IDlSe the smra!;;e cost par
wsplfcw Snamaeal slig h tly Ia 1301 sad deareaseC, to it s I m st fly ti1® I s 1984»
(10) A Sssesti Crstie certifSaate m# #fcwlaw8 ^ saeelostioa (%ly.
Thoes Ware aafc fcaaw cm rdwd siaee ‘5eyt«N r 1938*
$ 100,000 - |
90.000 -
80.000 -
70.000 -
60.000 -
50,000 -
40,000 -
t
Da
r
I Transportation
I Costs
Fig. 8.
r p Other
LlJ Costs
I
— I Teacher
I— I Costs
Comparison of Total, Teacher, Transportation and Other Costs for
all Grade Schools in Powder River County, 1930-1936
Avorate Cost Per Pupil
I8OO-1
O 120 -I
1650-
1500
□
Teacher Costs
Aver a ^ e C o s t por School
ffl
■
1550-
O t h e r C osts
Transportation
Costs
1200-
1050-
I
M
Ol
900 A v o r a p e C ost P e r C a p i t a
O
to
Ci
r-<
i-l
to
N
IO
«*1
in
to
to
to
to IO
03 rO
> i0
3 ito
C
l iH
CTl iC
D
fH
—I
—I
—I
—I
H
to
cm
to
F i g . 9. C o m p a r i s o n of A v e r a g e Cost p e r S chool, p e r Pupil, and P e r Capita,
R u r a l S c h o o l s in Pov/dcr R i v e r Co u n t y , 1 9 3 0 - 1 9 3 6
to
to
to
of all
to
to
In 1935 and 1936 it again increased.
The difference in trend in these
graphs is based on the variance in number of schools and the number of pup­
ils, while the per capita figures are based on the 1930 census figures.
A detailed analysis of receipts and expenditures is shown, in
figures 10 to 16.
The receipts were classified as to balance on hand;
special taxes, which include special taxes for general fund, text book
fund, and interest and sinking fund;
forest service and all other.
county six mill levy; state fund;
Besides the balance on hand, the greatest
revenue is derived from special taxes.
The classification of expenditures
includest teachers1 salaries, transportation and auxiliary agencies, library
and text books, repairs and upkeep on buildings, and new buildings and
alterations.
Teachers* salaries comprise the greatest expenditure in all
years and tend to increase in some years due to a change in the amount of
other expenditures as these are relative figures.
There has been a steady decrease in receipts during the period
studied..
In 1929-30 the total receipts were $13 2,738.99 and in 1935-36 this
figure was $85,168.32 or a decrease of 35.83 per cent.
Total expenditures
decreased from $90,891.75 in 1950 to $59,651.67 in 1936, or 34.37 per c e n t . ^
These figures show that
receipts have tended to decrease faster than ex­
penditures and some plan must be placed in operation to correct this con­
dition.
must
for an
Iffith this large decrease in receipts it is evident that some plan
be enacted to meet
this loss of revenue to the schools.
The outlook
Increase in receipts is a gloomy one indeed as the county lias been
(Il) See table XVII. Comparison of Receipts and Expenditures
for all grade schools 1930-1936.
I
CO
Fig. 10. Comparison of Receipts and Expenditures for All Grade Schools
in Powder River County for Fiscal Year 1929-1930
Receipts
Total
■
Expenditures
$132,738.99
Balance on hand
33.7#
Special Taxes
30.5#
State Funds
//j County Six
ill Levy
jj Forest Service
|.•‘
.| All Other Sources
Total
■
g
$90, 891.75
Teachers Salaries
65.7#
Transportation
4.2#
17.2#
Library & Textbooks
4.2#
13.9#
Repairs & Upkeep
2.7#
New Buildings
3.0#
1.0#
3.9#
I
Al I Other Costs
20.2#
&
CO
I
Fig. 11.
Comparison of Receipts and Expenditures for All Grade Schools
in Powder River County for Fiscal Year 1930-1931
Receipts
Total
■
K
C
E
L
Expenditures
$131,474.20
Total
$93,279.80
Balance on hand
32. %
Special Taxes
30. %
[j^| Transportation
State Funds
21. %
\ /\
County Six Mill Levy
14. '%
|.‘'.] Repairs & Upkeep
3. #
Forest Service
I. %
[ New Buildings
I. %
All Other Sources
2. #
Teachers Salaries
Library & Textbooks
All Other Costs
67. #
4. %
3. #
22. #
A
t
Fig.12.
Comparison of Receipts and Expenditures for All Grade Schools
in Powder River County for Fiscal Year 1931-1932
Receipts
Total
■
py|
Expenditures
6113,091.74
Total
*86,930.86
Balance on hand
34. %
Special Taxes
30. %
State Funds
16. %
\//\
County Six Mill Levy
13. %
I*..*| Repairs & Upkeep
2. #
I J
3. ^
I Forest
111 I All
Service
Other Sources
I.
#
6. %
I
Teachers Salaries
72. #
Transportation
3. ^
Library & Textbooks
5. ^
Hew Buildings
All Other Costs
15. %
I
H
I
Fig. 13. Comparison of Receipts and Expenditures for All Grade Schools
in Powder River County for Fiscal Year 1932-1933
Receipts
Total
Expenditures
$90,525.00
Balance on hand
29. #
Special Taxes
29.%%
State Funds
26. %
Total
■
0
0 County Six Mill Levy
15. %
□
Forest Service
A%
0
All Other Sources
.Z%
'
0
□
m
Teachers Salaries
$69,933.60
78. %
Transp ortation
2. #
Library & Textbooks
4. %
Repairs & Upkeep
I. #
Hew Buildings
2. %
All Other Costs
13. %
25-
Fig.14. Comparison of Receipts and Expenditures for All Greade Schools
in Powder River County for Fiscal Year 1933-1934
Receipts
Total
■
E
0
D
0
Expenditures
$79,417.48
Total
$58,698,79
Balance on Hand
26. %
Teachers Salaries
Special Taxes
35. %
Transportation
5. #
State Funds
21. #
[//j Library & Textbooks
4. #
County Six Mill Levy
16. %
1‘
- -I Repairs & Upkeep
I. %
Forest Service
I. #
All Other Sources
I. %
I
| New Buildings
All Other Costs
75. %
.5#
14. %
Fig,15, Comparison of Receipts and Expenditures for All Grade Schools
in Powder River County for Fiscal Year 1934-1935
Receipts
Total
Total
O
0
□
0
386,014.98
$55,562.54
Balance on hand
CO
■
Expenditures
Special Taxes
32. #
K/4
Transportation
3.8%
State Funds
20,3/0
[//I
Library & Textbooks
4. %
County Six Mill Levy
16. %
Il . | Repairs & Upkeep
I I
Forest Service
All Other Sources
Teachers Salaries
.9#
Hew Buildings
All Other Costs
73. %
3.4%
.4%
15.4%
I
Fig.16.
Comparison of Receipts and Expenditures for All Grade Schools
in Powder River County for Fiscal Year 1935-1936
Receipts
Total
Expenditures
$85,168.32
8
Special Taxes
State Funds
Vl
Balance on hand
■
Total
Teachers Salaries
66. #
32.1%
Transportation
10. #
16.1%
Library & Textbooks
■
16. %
• • Repairs & Upkeep
I Forest Service
0.8#
Hew Buildings
I All Other Sources
5. #
//j County Six Mill Levy
$59,651.67
^ x L a i i Other Costs
5.5#
2. #
.7#
15.8#
<*45••
Buffering f m a drought eonditione and there are no
indications tint this
dry period is abating.
The inadequacy of the present system has been shown end the evident
need of correction pointed out.
The status of the rural teacher should be
raised to Jreop the best trained individuals in
the profession end induce
other fsell trained persons to enter the field of teaahln .
The reduction
of costs should be met by reorganization rather than sacrificing teaching
personnel,
Th* trend in total receipts reflects the financial status of the
county end makes evident the need of correction in order
ities can be made available to the pupils.
that school facil­
At the present there arc no
indications that the financial condition of the county will improve and
according to foreaste the future of agriculture in eastern Montana is a
dreary one indeed.
Brought conditions and insect
pests are predicted for
the comin g year and the prospects of any revenue from agricultural lend
does not eeera likely.
I
School District
Boundaries
Families with
Children
A t t e n d i n g Junior
H i g h or H i g h
School
^ w F a n i l i c s with
Children
Attending
I
Hi, .17.Location of Rural Fardlics .,Ith Children Attending
School in Hroadus, 1929-1930.
Grade S c h o o l
47-
Legend
■» .,,Gchool D i s t r i c t
Boundaries
Families w i t h
Children Attend­
ing Junior
H i g h or Iiigh
School
Families
,Vith
Children
Attending
Grade School
Fig.18. Location of Rural Faxailies With Children Attending
School in Broadus, 1930-1931.
CO
I
Legend
•“
School District
Boundaries
—
F a m i l i e s ivith
Children
Attending
If
Jurior High
or H i g h
S chool
* * Families w i t h
Children
Attending
G r a d e S c hool
Fig. 19,Location of Rural Families Rith Children Attending School
in rcadus, 1931-1532.
I
I
CO
Legend
School D i s t r i c t
Boundaries
Families Wit h
Children A t t e n d ­
ing Junior High
or H i g h S c hool
Families with
Children A t t e n d ­
i n g G r a d e S chool
Fig. 20. Location of Hural Families With Children Attending School
in Broadusj 1932-1933.
Le- e nd
k w School District
II
Boundaries
—
Families w ith
Children Attend­
i n g Junior Eigh
or H i g h School
"•Families with
Children A t t e n d ­
ing G rade S chool
■ '2 1 * L o c a t i o n
o f Kurol K a m i l i e s witt C h i l d r e n A t t e n d i n g Stiiooi
in
m o d u s , 1933-1934.
H
Legend
■School D i s t r i c t
Boundaries
Families w i t h
Children
Attending
Junior High
or h i g h S c h o o l
Families with
Children
Attending
G r a d e S chool
I ' 22» Location
01
Rural rr lilies irVitii UItildren Attending School
in Droadus, 1934-1935.
-52
Legend
'School D i s t r i c t
Boundaries
Families w i t h
Children
Attending
Junior H i g h
or H i g h S c h o o l
"Families w i t h
Children
Attending
G rade S c h o o l
Fig.23. Location of Rural Families Vfith Children Attending School
in
roadus, 1935-1G56.
-53BROADUE
schools
Tlie Broadus schools consist of a grade school and liigh school.
The system used is the "six - six plan", -which has
■work and 6 years
junior high and high school work.
6 years grade school
This divides the grade
school into 2 rooms, one for the primary grades and one for the intermediate
grades.
The seventh and eighth grade pupils are taught in the high school
"building.
The high school is a district school but must meet the demand of
other districts in providing facilities for the education of all pupils in
the county.
Prior to the period of study it was the custom for the more
financially able to send their children to the Custer County High School in
Miles City.
The drought conditions in the past few years caused the abandon­
ment of this practice and these pupils attended school in Broadus.
In an
attempt to counteract this movement and meet the increased demands, a junior
High School was established at Sonnette.
One teacher was hired and school
supplies loaned from the Broadus school so the children in this locality
could attend the school.
This plan m s
abandoned after the first year be­
cause facilities were inadequate and one teacher could not handle the teaching
load.
The number of rural families with children attending grade school
and high school in Broadus increased through the period of study.
to 23 show that
Figures 17
in the last few years the number has increased rapidly.
It
sbculd be remembered In referring to these figares that the family M s
been
zofipoed in place, while In many eases the children lire in Broadus during
the scimol
oar.
This increase in enrollment has made necessary the on-
larrdnc of the existing high school building during the past year.
With the present exodus of rural families ivo Jroadus a progran
of esliargin
tha schools 7,i.11 have to be put into affect,
At tiie present
tii© xroedus schools are supplying facilities for the entire county.
The
todargsiamt of the t o m schools is ltaited by the Iaek of finances end
therefore, to aid in meeting the demand for schooling, reorganization should
be brought about,
PLAN Oi BLORGAhlZATIOK
Tho basic feature of a plan for reorganization of rural school
administration and supervision should be the aoouvtanoe of the county unit
plan,
unit
A !though M o n t a m Las a law designed to accomplish this, such county
operation under tlte existing law ia concerned only with taxation and
(12)
financing.
This is only a partial step.
The law must be broadened ia
its scope to include administration and supervision on the county unit basis.
The county unit plan of school administration is particularly
adaptable to areas with a n isolated and sparse population, especially
regions where caamanily development
definite.
in
and definition is flexible and xn*
-tIse following stat-esaant -srith respect to the plaoo of the county
unit plan t ots forth its particular merits.
“The county unit or organisation makes possible statesmanlike
administration and business-like naangmestb,
Policies and meth­
ods of procedure say b< evolved applicable to the entire county,
(1 2 ) See Iienne, H.B. Organization end Costs of cntena Schools,
Montana State Agric. Eizp, Ste* -ullotin Ho, o25, Aug, 1956.
The county nay be divided, without regard to township or t o m
lines, into tm appropriate number of elementary school, junior
high school, end senior high school attendance districts! school
grounds, ecliool buildings, and equipment for all schools may be
standardized! & uniform salary schedule for all teachers say be
adopted, based on length of preparation, length of service, and
efficiency! uniform courses of study may be prescribed for all
schools, etc, Qn the business side, the adoption of the county
unit enables one person to buy all school supplies, to employ all
janitors, to provide for the transportation of all school
children,to keep all school accounts, to make all school reports,
etc. For the sake of e n o o m n y a l m s , the county system should
displace the decentralized and extravagant township system." (IS)
The essentials of the county unit plan of school administration
(14)
are outlined as follows.
"I. The abolition by law of the district system of school
administration, and the organization of the county into one county
school district, which is to be the unit for administration and
supervision. Two or possibly three small counties might be com­
bined into one unit for school organization and administration
(as in Virginia) end similarly a large county might be divided into
two county school districts (Hew York) if this division wore felt
to be very desirable.
2. Oa the other hand
of the school district.
a
city may join with the county as a part
3. A county beard of education, of from five to seven members
(preferably five) to be elected from the county school district at
a regular state-wide school election! to be elected preferably at
large, but may be by districts! and to have much the same powers
and functions as a city board of education for a oity. (See 6, below)
4. The county board of education to soloot the county super­
intendent of schools and to fix his salary, electing him for three to
five year terms, and being as free from political and residence
requirements in his selection as is a city in the selection of its
superintendent of schools or high school principal.
(13) See “County Unit of School Administration", by Carr, l*zu G. pp.
46 and 47. This statement is quoted in Public Education in Indiana,
tenoral Lducatimi Board, 1323.
The County Unit plan is also strongly
recommended by the Bational Educational Assoeiaticm and the U. 3.
Bureau of M u c a t l on.
(14) Ibid » pp. 43-60. TeJsen from Ellwood P. Cubberley “State School
Administrati on" .
-SG5» The county superintendent of schools to be the execu­
tive officer of the courty board of education, to serve as its
secretary, and to be the recognised professional and executive
hoed of the educational eyster. of the county. The board may also
appoint other officers, if needed, such as a clerk and business
raana er, superintendent of plant, etc. The county treasurer to
serve, ex-offieie, as treasurer for both the county and city
school district,
6, The county board of education to have control of all
schools within the county, outside of independent city school
districts, Trith power to establish and consolidate schools, make
all repairs, bqy and sell buildings and real estate, erect new
school buildings, establish high schools and special schools,
determine and change as needed the attendance-district lines within
the county school district, furnish all supplies and janitor
service, employ all teachers and principals for the schools,
employ supervisors of instruction, fix the salaries of all em­
ployes, approve of courses of study and adopt textbooks for the
schools of the county, end in general to have the control and
management of all the schools of the county, just as a city board
of education does today for a city, aotin; in most matters only
on the recommendation of the county superintendent of schools#
7# In the consolidation of schools to provide larger u its
for instruction, the county board of education should try to
establish such schools with partial or complete high school ad­
vantages attached, in auoh a manner as eventually to organize the
schools of the county into a number of conuaity school systems.
To this end a careful educational survey of the county ought to be
made at the time of the inauguration of the county-unit plan#
In the township-unit states, such as Indiana, the township might
be retained as the c o m m a ity unit, should it be found usable as
such.
8# For each small school the board may appoint an attend­
ance subdistrict director, to IeWc after the school properly, mice
minor repairs, and to act as agent of the county board of edu­
cation in the attendance subdistrict and as a means of oo:i.aunica­
tion between the people of the subdistrict end the card. For the
consolidated or community schools, the people of the subdistrict
night be allowed to elect three subdistrict d!rectos, with some­
what lerger powers.
On the other hand, there is no real need
for such subdirectors or boards, end they are in no way an essential
part of a county-unit plan,
9, The county board of education to approve an annual Uidtet
of expenditures far maintenance and outlays for the schools of the
county, and to notify the county tax-levying authorities of the
•57.
eaaount of county school tax, as well as any special or subdistrict taxes, to be levied,
10, The county school tax to be levied on ell property
in the entire county. Tl.is makes the county the unit for taxa­
tion, but with additional taxation permitted la any attendance
su district or community school district, on vote of the people,
to provide educational Odvmitaioe beyond what the county school
district can furnish,”
'Under the county unit plan, reorganisation of school districts
could proceed on a oamsmi ity unit plan in which school district boundaries
are baaed on trade boundaries or on other indexes of community organi­
sation,
where there is a l&dk of such a c#vitality interest, I cation
end distribution of population, existing highways and physical features
would be tho chief determinants, coupled with the financial factors,assessed
evaluation, and taxable property, in determining school district boundaries.
For Powder River County the reorganisation of rural schools is
of first importance.
Assuming acceptance of the county unit plan, how
could the rural schools be most effectively reorganised?
In 1935 - 1936
tiiere were 33 districts with 59 schools operating during the school year
in Powder River County.
This means that there was a tremendous amount of
duplication for which the tax payer was assessed.
This duplication could
be cut down to a miniimsa by the consolidation of tstny schools.
feasible plan would
schools.
The most
be through the establishment of two-room-two-teache *
One teacher fear the primary grades and one teacher for the upper
grades would allow more thorough instruction in the subjects taught.
Tlie
teacher would have more time to prepare her subjects and a broader curric­
ulum could be introduced.
The addition of new subjects would assist in
IiroBd-ssla.; ti» pupil
better p r e p e w bin fee leter life*
% e n m mem#
N r ooneolMtxtloa is o%a* p r e s e t eebeel eg-etea Ie Sdtvam fcM not tsSty to
roduae «sp -.ase but to develop ia the child M C^toretenJiP^; of # e
lergmr
QBite of society act .valaed Sa asaell eexMroim schools %berc be only ocaW.ot# the ehll-lrsp of a few neSrhboria
fteailSes*
sooonpae^iag aep (figure 84) efceee the proposed consolidation
of eohoole W e W
on the eeboel W t W m r i e e S W e t l a c ia 1-034* With the 1©
s c h o o ls in the p r o c e e d plan the savin=, on eoste other thezi treaepcareatlca
ead teechers* eelarioe w u l d offset tfce e # W
cost of tveaspertstisa*
Mloe-
Int e®eh teacher s salary of ##00 & year sad e&eh pupil #00 for t n m e p o r Iwfciere aaft M l c e i n g tbs sees seeeaafc for other eocfcs as Sm school year 188S 1336 eotild result is e n SBjpcaSlttiFe of #64,220 Be emperoti M t h s total of
! • M X
espendeS Sm 1236-36 sad #90,692 in 1920-30. ^
th* tsfcchsrr M l s v t e e -were est a t #00« ia order tint the tostiser
nay have edetgusbe funds for s good living as sell as «at3sjg:h to care far
acre S d m n e e a study*
sM
f* is scold induce tie tseel-er
would s n e o w s t v her to stay in
to sttamd e m n e r sehoel
tfee professlsn.
Trsnspovtatlen cost# w r e set at # # per pupil as aa SveratO
figure.
This should ell sr esoh school amoug.h for trsm?ort*ti«m since assay
students would require llttle or no trsasportetioa.
the rearganisation as set forth ia figure 26 pieces t W new type
of scljiaol at the sits of e %ne roes school.
This see S c m t o redace the
build lag expense asseswary la this plea of re«tsalsstion*
Under # 1 #
system alien.=tlo«s em? additions would sup-I m t new beildieg* W o a s v s r pess(IS)
See Ap eadi* fsble XVlll.
I
til
to
I
F ig.
24 - P l a n of S c h o o l R e o r g a n i z a t i o n
Ible.
A comparison of school costs is shown in Table XVII.
TABLE XvII
COMPARISON OF EXPENDITURES FOR PRESENT SYSIEI AND PROPOSED
SYSTBI QF REORGANIZATION FOB BJRAL SCHOOiS
Type of
Expenditure
Yearly School Costs
School Year
1929-50
Sohool Year
1935-36
Under Proposed
Systaa
Total costs
90,091.75
59,651.67
54,820.00
Teachers Salaries
59,696.65
39,600.25
32,400.00
3,760.56
6,111.34
13,420.00
27,454.74
15,940.08
9,000.00
947,57
671.19
900.00
Transportation
All Other Costs
Average
Teachers Salaries
To meet the added demands by rural children for a high school
education it would be necessary to chang e the high school from a district
school
t o a county school.
This would also necessitate the erection of a
school dormitory to meet the housing problem.
At the present time it is
offlnoon practice for the family to rent a house or shack in town and allow
the children to "batch*.
This in turn leads to many cases of juvenile
delinquency mid the undernourishment of the children attending schools.
Tlie drought conditions of the past few years has caused many
families to move to town where they might have a closer contact with relief
programs.
it is the general opinion that this is a temporary move end
with a change in conditions these families would move back to the farm*
-81COaCLUSICEiS
The following oonolusione hero been found In the study of rural
school facilities In Powder Siver County,
1,
The present systeu of cme-rocm. schools does not meet
the
requirements of present educational needs,
2.
The present teeehers * salaries are not high enough to induce
well trained instructors to apply for positions in the rural
schools.
It is felt with an increase in salaries that these
persons may be secured.
5.
The sparse settlement and resulting problem of isolation nay
best be met
by school consolidation on the basis of the county
unit plan.
4.
The tiro-rc' ms-two-teacher school is the most feasible plan of
rural school reorganisation in this county.
6.
The present high school should be enlarged and changed from
a district school to a county school and a dormitory provided
to meet the needs of rural children.
6.
That the suggested reorganisation will provide better school
facilities and reduce the cost of education to the tax payer
in comparison with the existing system.
-63»
M tm m
a
K
'Xamm&r: &
ibacsiit:
m
e s m p i a m am#
M M D
mstt
saust
of tmtmteXZ, CaKlfInrtie aeM
Sbsrly
a setio w y
r te i
eader $300
saoowsea
^Nt .
<e
«r
##
«r
56
e»
4»
‘M
I
m*e&
ocrj-ooo
700^799
000-039
000-099
1000-103"
owr *1100
I
##
36
27
—
i
•
n
15
#r
Smmg
IC
ee
4»
t
m
m
16
W
-
W
#
m ,
2
is i
4 !
•
m
-
i
«B»
W
•m
m
W
T
S
I
#*
*
15:^1
TrstaX
'UaSer 639:
3800489
$49M5S
300-000
750-W
000-005
000-006
1000-1090
owr n m
68
W
81
W
m
i
*
23
m
£
I !
W
0
si
id
3
»
W
#»
W
4»
m
12
5 ]
♦
S
W
•
U
W
-m
W
W
AT
2
4»
#
W
4P
4#
4#
3
6
S
W
8
—
•
W
W
e»
W
4»
4»
8
W
4
»
TABLE ZIX
COKPABISOH OF TEACHXlB CERTIFICATE
SALARY, 1931-1332
IBLD ASID
YEf RLY
Type of Teaehlag Cwtlfleete Iteld
Yearly
salary
Total
Total
Jnder *300
1300-399
400-4.9
600-599
600-695
700-799
800-899
900-899
1000-1099
Over 1100
67
First
Second
27
17
Professional
Lleraoatary
State
20
I
Life
2
-
ee
I
6
4
I
I
ll
S
I
I
I
m
29
28
2
I
13
8
I
I
m
4
13
I
2
16
2
S
I
4
I
TABLE XIII
1932-53
Total
tinder #300
$300-399
400-439
500-595
800-695
700-799
800-899
900-899
1000-1099
Over 1100
69
32
14
3
23
27
I
7
2
9
14
19
I
3
-
ee
10
6
m
l
6
a*
m
l
-
I
I
IMtiI U W
Q O B tM B n
B N m m
c m tm tu m . m $ m > n o w
SAmm0 rJ2Cm34
f s w *
T
W
r
l
T otel
I
« f Ihiiff '!.ia^ C e rttfle e c o IhM
y
W
t 3 r # 4
0 0
Dodhr Moo
4
I
5
T
* X ) - 4 S 0
euoweas
osc^osd
T ( X f m T ) V
OOOmGOD
I
2 0
I
'
!
H
4
4
S'
9 0 0 * 8 9 0
1 0
O fh
8
s
8
8
46
I
i
j»
■m
i
M-
-m
S
W
S
S
U
S
i
2
4
I
iW h w le s e l
4#
1 6
I
i*»*
46
4
4
I
m
;
46
I
r
4»
m
1 2
i
S
I
46
I
M
»
46
*
46
1036*1033
m
46
46
46
46
*
3
#
m
46
#
m
46
I
U
8
46
m
w
r
I i o o
SAm , XT
rsw
98
16
MDO
M00-S09
f 8
I
I
400*431:
2
S 5
I
SOQ^BO-I
18
8 : e
37
22 I e
TOO-TOD
i 8
8 t I
000*690
I 8 I 8 * ♦
900-039
1000-30D3
owr urn
QaQm
V"
m
46
46
46
46
I
—
—
4
6
46
46
46
46
•
I
j
j
-
m
46
46'
46
46
—
m
46
46
m
m
I
w
I
-
46
46
46
<*
u is,m
COttPARieOS OF TBAGBDK C£8TmCA$E LKLD ASD TLMLY RAT^
t o w #
%/p* o f TwwhLng C ertlflcste Ield
Tewly
•aleary
Totel
W
W
W
W
2
W
W
#
ee
IS
I
ticnenter]
State
Life
12
m
I
0
6
m
W
•
m
w
•
I
*
m
SB
SB
W
2
9
I
W
SB
m
m
» » »
16
56
6
I
I
6
13
d
I
IOCXMOCti
Chw u o o
88
W w s lo m l
•« o
Xiztiflr $300
6303-809
40CU490
000-699
000-099
700-799
900-899
900-639
69
'ir*t Leeend
e
Tetel
-OG-
IAiaX XVIII
COMPARISON 3F RECEIPTS AND EXPENDITURES FOR RURAL
SCHOOLS BT YEARS 1930- 9SO
r"::—
::":
"
:
ReocIpte
..w s a ----------- —
—
—
—
i
Expenditures
Per
Per
Amount Cent _
Amount
Cent
. _%P*
SrOteI
1 3 2 , 7 # . # ' lob
Total
" ks,di>l.75 1 S 5 ~
Iialmioe on hand
44,631.62
33.7
Teachers1 Sal.
59,596.65
85.7
County Tax
13.9
18,444.84
Library &
3,634.08
4.2
(6 Bill)
Text books
State Funde
17.2
22,805.40
Transportation
3,760.36
4.2
Special Taxes
40,406.48
30.5
Repairs A Up,
2,462.60
2.7
Forest Fervloe
1,341.02
1.0
Sew 31dEs. k Al1 2,741.34
3.0
All otiier sources
«1,996.75
All other costs 18,396.72
20.2
Lj
Total
Bale oa hand
County Tex
(6 B i l l )
Stafco funds
Special taxes
Forest Service
All other sources
131,474.20
41,847.24
18,917.96
87,043.59
39,803.72
1,609.28
2,252.41
TotalT
113,091.74
38,194.40
dale on hand
County Tax
15,518.33
(6 Bill)
State funds
17,702.66
Special taxes
33,562.09
Forest service
1,520.12
All otfier sources
6,574.14
Total
Bal e on ^and
County t a x
(6 Bill)
State funds
Special taxes
Forest Service
All ether sources
90,525.00
26,160.89
13,341.09
23,400.12
26,919.97
392.83
310.10
1553-31
100
Total
32
Teachers* Sal.
14
21
30
I
2
93,279.60
62,444.00
ibo
67
Library 6 Y.Bke
Transportation
Repairs & Up.
Bew tildgeSAlt.
All other costs
3,042.59
3,756.57
3,262.45
1,031.70
19,742.71
3
4
3
I
22
1931-32
100
Total
34
Teeohers* Sal.
IS
Library &
Text books
16
transportation
SO
Repairs & Up.
I
Hew Bldg. A Alt
6
A U other costs
—
86,930.86
62,841.84
100
72
4,003.35
3,029.56
1,756.45
2,351.49
12,939.21
6
3
2
S
15
53,933.30
54,715.00
2,111.12
100
78
4
1,664.65
686.64
1,424.10
8,335.09
2
19:42-33
^OO
Total
29
Teachers' Sal.
15
Library &
text books
26
Transportation
29.5
Repairs & Up.
4
Sew Bldg*.* Al.
3
All other costs
I
I
2
13
-G7*
IABIii m i l
(CoatcU )
1933-34
.sioeoipta
^pe
Total
Bal. on i-aad
County tax
(fi alii)
State funds
Speelal taxes
Forest Service
All other
sources
expenditures
Azaouat
Per
Cent
79,417.48
20,491.39
12,749.47
100
26
16
18,665.71
27,826.94
767.96
21
35
I
917.01
I
Type
Total
Teao‘eraI Sal
Library &
text books
Transportation
liepairs k Up.
Besr Bldgs.
All other
costs
Amount
fer
Cent
>8.690.79
(5,830,85
100
75
2,086.05
2,712.01
1,010.99
255.80
4
S
I
6
8,803.09
14
1934-36
Iotal
Dal, on hand
Iount^r tax
State funds
Special taxes
Forest service
All other
sources
86,014.98
25,605,60
15,497.28
10,266.46
27,107.30
745.19
803.15
100
30
16
20.3
32
.8
.9
Total
66,562.54
Teeehore1 Sal. 40,422.75
Lib.
I. Bka.
2,277849
Transportation
2,149.90
Sepaire & up.
1,878.02
Beer Bldg. & Al ,
204.20
All other
3,630.18
costs
100
73
4
3.8
5.4
•4
15.4
100
so
16
16.1
32.1
.8
Total
Teachers* Cal.
Lib. & I. ;Jfcfc.
Iranepcartati on
Kepairs
Up.
Bew Bldg. & Al ,
59,651.67
39,600.26
2,828.19
6,111.34
1,252.03
440.39
100
66
6.5
10
2
.7
5
All other cost S
9,439.42
16.8
1935-36
Iotal
Dal. on band
County tax
State funds
Special taxes
Forest Service
All other
sources
85,168.32
25,605.60
13,510.53
13,650.11
27,274.68
752.14
4,475.26
-OS-
CC^IPARISOIi Of RBCBIPIS AHD EXFEIDIfUSM IOK BR)ADUS
Sion Seaosw 1930 - lose.
! Otal
1930
Per
Cent
1931
11,822.87
100
12,685.07
3,995.00
B&l&noe on hand
73.97
Oil liceneo
7,773.90
Special Eiyk
School tax
Sale of property
Insuranoe Ad j.
«s
All other source*
33.8
5
65.7
3,205.66
54.13
9,335.60
Roeeij3t»
Per
Cent
1952
Per
Dent
100
too
1,043.52
25.9
•4
73.6
1,153.97
44.03
9,809.80
I
?er
Cent
1933
3,445.54
100
10,6 l,20§.6£
27.66 .
.4
88.8 7,211.23
1934
Per
Oeet
0,524.31
100
596.75
*3
80.4
m
8,127.5£
4.7
«e
95.3
1935
9,576.64
1,904.69
80.62
7,691.23
Per
Cwit
100
19.9
.8
79.3
1936
11,175.01
1,904.69
68.45
7,779.87
IW
Cwxt
100
17.1
•C
89.6
i
35.72
1.70
m
SB
.3
'I «*
.1
«#
#»
SM
CS
—
e»
1,422.00
12.7
_
' / • '■
EXPENDITURES
1930
! ofcal
Icaoliers • salarias
Heer equipment
& Bldg, altartitions
Supplies
All other
costs
8,529.23
3,030.03
Per
Cent
100
35.6
1951
11,529.09
8,699.06
Pm *
Cent
sr
1932
^er
lent
100
9,936.88
LOO
32.0
3,660.05
37.2
1933
3,048.80 '
$,167.50
P er
FW
Cent
1934
100
7,442.29
Cent
too
1335
0,849.18
Per
Cent
100
1336
8,197.03
Pwr
Cent
MO
2,507.52
34.8
2,587.50
37.8
2,047.34
32.3
2.'9
/
i 5.6
W
1,126.19
15.1
161.18
505.00
2,2
7.4
979.66
446.31
12.0
5.4
61.9
3,729.58
50.1
3,005.50
SE. 6
4,125.32
50.3
#.0
•
1,577.73
936.75
2,984.72
18.5
I.
55.0
3,268.83
1,464.14
3,097.05
28.4
12.7
26.9
2,039.93
567.57
3,579.35
20.7
5.7
229.45
446,75
36.4 1,185.10
•69»
m u e a M H r
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l*w Ycark 1 8 »
the . M a m m e B
Coapaor*
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Lsyes, AuiTuatue W, « aural Cwwmal^r -Vyroi rfetloti
Ibe IM lverelty o f tM ee^e Frees, GMofef c , 111 la e ia 1321
.rTraeneel, Cerl F. and Kolntoab* Ih te 3 , • Mlimt Ib
(kaAaaa* Sw teaB Iisperlaeat B tetloa D u lletia
Jmoaat 2»8e • v gan iefet ion «ai Coate of Baeteatt Beheolae
.Sfcxittom A 6VletatiMrBl Eiperlsmnt S M t l c m
M h t l a ge. 326»
Snaderaoe# DmXthX » The I armor ead M * Ctmauaity ;fercourt.
Eraeo and C m p a q y liew Zork 1922»
Steiner* JaeeeFrWarlok - Qemwmdlty v g e n ie e tlo a
- o Century Gampany • :.*» York and London m s
Goroklr.* Patirfca A* • SooSal S e W llty Fferper end BfBfeiwni
ISev York Stiad Lenden 1927.
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Ilferper end Jrathmre - Lmv York end Leodon less.