For sixth grade: Vive la France. By Knipes. New York, Century Co. New York. Industrial Art Textbooks, VI. By Snow and Froelich. New York, A. S. Barnes & Co. Old Greek Stories. By Baldwin. New York, American Book Co. Heroes, or Greek Fairy Tales. By Charles Kingsley. Boston, Ginn & Co. *Uncle Remus; His Songs and Sayings. By J. C. Harris. New York, D. Appleton & Co. *Earth and Sky Every Child Should Know. By J. E. Rogers. New York, Grossett & Dunlap. *Young Trailers. By Altsheler. New York, D. Appleton & Co. Scouting with Daniel Boone. By E. L. Tomlinson. New York, Doubleday, Page & Co. *Jungle Book. By Kipling. New York, Century Co. Europe. By F. G. Carpenter. New York, American Book Co. *New Europe. By Allen. Boston, Ginn & Co. Australia. By F. G. Carpenter. Boston, Ginn & Co. *Plutarch's Lives. Boston, Ginn & Co. Three Industrial Nations. By L. R. Blaich. New York, American Book Co. *Europe. By F. D. Herbertson. New York, Oxford Press. The Beginnings. By A. G. Terry. Chicago, Row, Peterson & Co. Lord and Vassal. By A. G. Terry. *King Arthur and His Round Table. & Co. Row, Peterson & Co. By Warren. Chicago, Rand, McNally *Hans Brinker. By Dodge. New York, Charles Scribner's Sons. For seventh grade: *Guide to United States History for Young Readers. By Henry W. Elson. New York, Doubleday, l'age & Co. *Cyclopedia of Common Things. By Champlin. New York, Holt & Co. *Rebecca of Sunnybrook Farm. By K. D. Wiggins. Boston, Houghton Mifflin Co. The Land of Fair Play. By Geoffrey Parsons. New York, Charles Scribner's Sons. A Short History of Discovery. By Hendrik Willem Van Loon. *Boy Scouts Book of Stories. By Franklin Matthews. *Little Women. By Alcott. Boston, Little, Brown & Co. *George Washington. By Scudder. Boston, Houghton Mifflin Co. New York, Grossett & Dunlap. Uncle Henry's Letters to the Farm Boy. By Henry Wallace. New York, Grossett & Dunlap. Legends that Every Child Should Know. By H. W. Mabie. Doubleday, Page & Co., New York. *Harper's Aircraft Book. By A. H. Verrill. New York, Harper & Bros. Things a Boy Should Know About Wireless. By T. M. St. John. New York, St. John. Harper's Beginning Electricity. By D. C. Shafer. New York, Harper & Bros. For seventh grade.-Continued. Call of the Wild. By Jack London. New York, Grossett & Dunlap. *Forest Runners. By Althsler. New York, D. Appleton & Co. Scottish Chiefs. By Jane Porter. New York, Scribner's Sons. *Tom Sawyer. By Mark Twain. New York, Harper & Bros. South America. By Allen. Boston, Ginn & Co. * South America. By J. Bowman. Chicago, Rand, McNally & Co. Asia. By F. G. Carpenter. New York, American Book Co. The New Liberty. By A. G. Terry. Chicago, Row, Peterson & Co. *Geography of Commerce and Industry. By Rocheleau. tional Pub. Co. Plays and Games. Bancroft. Chicago, Educa *The Book of Pirates. By Howard Pyle. New York, Harper & Bros. For eighth grade: * Tales from Shakespeare. By Lamb. New York, Macmillan Co. *Ivanhoe. By Scott. New York, E. P. Dutton & Co. Winning His Way. By Coffin. Estes. Pickett's Gap. By Homer Greene. New York, Macmillan Co. Two Little Confederates. By T. N. Page. New York, Charles Scribner's Harding of St. Timothy's. By A. S. Pier. Boston, Houghton Mifflin Co. * Natural History of the Farm. By J. G. Needham. Ithaca, N. Y., Comstock Pub. Co. *Harper's Everyday Electricity. By D. C. Shafer. New York, Harper & Bros. Road Primer for School Children. By S. W. Ravennel. Chicago, A. C. McClurg & Co. The Community and the Citizen. By Dunu. * Household Arts for Rural Schools. By Cooley and Spohr. New York, Mac millan Co. *Guns of Bull Run. By Altsheler. New York, D. Appleton & Co. * Guns of Shiloh. By Altsheler. Appleton & Co. *Betty Leicester. By Sarah Orne Jewett. Boston, Houghton Mifflin Co. Adventures of Huckleberry Finn. By Mark Twain. New York, Harper & Bros. How the United States Became a Nation. By John Fiske. School ed. The Modern World. By A. G. Terry. Chicago, Row, Peterson & Co. *Boys' Life of Abraham Lincoln. By Helen Nicolay. The Farmer and His Friends. By Tappan. Boston, Houghton Mifflin Co. The Story of Mankind. By Van Loon. New York, Boni & Liveright. μ DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION WASHINGTON, D. C. CONSOLIDATION OF SCHOOLS IN MAINE AND INTRODUCTION. The movement which is now termed "consolidation of schools," began in New England in the Latin-grammar schools of the seventeenth century and in the union intermediate and graded schools established in Massachusetts in the years 1830 to 1850. In most of the New England States progress toward complete or approximately complete centralization of schools has been steady and the results permanent. The percentage of pupils and teachers in one-room schools is now comparatively low in the States of this group. Because of the town organization peculiar to New England, the gradual evolution of the city schools and the absence of laws and data about the consolidated school as a distinct or unusual type, the extent of consolidation can not be expressed in the same way as in other States. The school system is too closely interwoven to permit of the segregation of data concerning one kind of school. An excellent bulletin has recently appeared on consolidation of schools and transportation of pupils at public expense in Massachusetts.1 In gathering data for a survey of school consolidation in the United States, the Bureau of Education has received from Maine and Connecticut reports which offer so plainly valuable contributions to the literature on consolidation in New England that it seems advisable to publish them in full as a separate study. They are therefore presented in this form. The main facts will be incorporated in the general report. CONSOLIDATION IN MAINE. By H. A. ALLEN, Agent for Rural Education. GENERAL STATEMENT AND CLASSIFICATION. The unit of school organization in Maine is the "town," and included in the boundaries of the State are 519 such units grouped into 20 cities, 433 towns, and 66 plantations. Cities, towns, and plantations have like responsibilities and duties in the support of schools and in this report the term "town" will be generally used and is inclusive of cities and plantations; it must be understood as a term nearly synonymous with the term "township as the latter is commonly used outside of New England, although the New England town has not the regularity of size and shape which characterizes the townships of the West. 1 Massachusetts: Dept. of Education. Consolidation of Schools and Transportation of I'upils at Public Expense in Massachusetts. Boston, 1920. 27 pp. (Bulletin No. 6.) 105244°-22-1 The incorporated city in Maine includes within its area the entire township of which, previous to its incorporation, it may have been the central village. As these townships generally include about 36 square miles in area and, in the cases of several cities, exceed that area, it will be seen that within the limits of the incorporated city are sections and communities which are as truly rural as are those in adjoining towns. Thus, it should be clear that schools maintained and supported by cities may be both urban and rural and that the urban schools may serve pupils whose homes are in rural sections. The same situation applies in the case of the larger towns in which may be located villages of such population and conditions as to make their classification urban. Such villages are not separately responsible for school support and the schools located therein also may serve pupils within the entire township. In cities and larger villages, the municipal officers, school-board members, and all others in charge of city, village, or town administration are chosen from the township as a whole. A city ward may extend from the city proper through the country section of the township of which the city is a part to a point several miles from the civic center. The classification of "rural" and "urban" as applied to Maine towns by the United States Census Bureau does not meet the situation, since persons residing in farming communities may be included in the urban population and persons residing in industrial villages, in which the conditions are urban, may be classified as rural in case the population of the township as a whole is less than 2,500. In order that a more careful comparison of school conditions in urban and rural communities may be made, and to permit such comparison to be extended to conditions in other States in which the organization is such that the classification of the United States Census Bureau may serve, a classification more or less arbitrary has been made of urban and rural communities in Maine. Under this classification 53 communities are classified as urban. In two cases the communities are deemed to include the entire township. In the other cases, they designate villages or certain sections within recognized city or village limits, the area served by sidewalks, water supply, sewer systems, etc. Almost without exception, there are located in these communities elementary schools to which children living in rural communities have access, and are, in many cases, transported. In them are located high schools established and maintained for all children of high-school grade within the limits of the town, and serving as extensively and effectively the children whose homes are in the rural sections of the town as those who live within the city or village proper. It will seem, therefore, that both elementary and secondary schools located in cities and villages which are classified as urban are in many cases serving rural communities originally served by small rural schools located in those communities. It does not seem to be logical, however, to include such schools in a study of rural consolidated schools, since it is clear that they must serve a much larger proportion of urban children than rural children. Under such conditions, therefore, this report deals only with schools located outside the 53 communities mentioned. UNIT OF SUPERVISION. Despite the fact that there are, as described, 519 units of school support and administration within the State, it should be understood that the number of units of supervision is smaller. Authority is given to the State superintendent |