Solving the “Rural School Problem”: New State Aid, Standards, and Supervision of Local Schools, 1900–1933

Abstract

“The greatest educational problem now facing the American people is the Rural School Problem,” argued Minnesota county superintendent Julius Arp in 1918. “There is no defect more glaring today than the inequality that exists between the educational facilities of the urban and rural communities. Rural education in the United States has been so far outstripped by the education of our urban centers, that from an educational standpoint, the country child is left far behind in the struggles of life.” This conceptualization of the Rural School Problem, framed within a larger national discussion about the growing disparity between urban and rural life wrought by industrialization, galvanized a broad based coalition of educators, ministers, farmers, agro-businessmen, sociologists, and social reformers into a robust campaign for rural school reform in the early twentieth century. Often lost in recent education histories which have paid much greater attention to urban school reform, this rural school movement had far-reaching consequences, not only for local school governance in the countryside, but for emerging state administration of education. The Rural School Problem, this article argues, helped to stimulate and legitimate significant new state interventions into local schools and define the forms of state aid, regulation, and bureaucracy in a formative period of state development.