prairie country school - web viewit did not gain popularity until the civil war and since then has...

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www.facebook.com/Prairie.Country.School oneroomschool.weebly.com

PRAIRIE COUNTRY SCHOOL

3RD AND RAILROAD STREET, MURDOCK, NE

MAKE HISTORY COME ALIVE!

There is no better way to appreciate and understand history than to live it. Now your students or organization can have the opportunity to do so at a convenient location.

During your visit to the Prairie Country School in Murdock, Nebraska you will step back into the 1890s and reenact a typical school day in a one-room schoolhouse. Students will experience a rural 19th century American education and increase historical awareness of the changes that have occurred in education over the last 120 years.

For more information or to enroll please contact the schoolmarm:Jayne Day, (402)994-2377,email: [email protected] or visit us online atoneroomschool.weebly.comwww.facebook.com/Prairie.Country.School

Enrollment Options

Three-Hour School Day - $5/student

This includes:

Opening Exercises

Writing on a slate

Writing with quill pen and ink

Reading from McGuffey Reader

Participating in short lessons such as recitation and arithmetic

Spelling Bee or Cipher Down

Lunch

Five-Hour School Day - $7/student

9 a.m. to 2 p.m. (Some variations of time allowed)

This will simulate a more typical 1890s school day.

Opening Exercises

Writing on a slate

Writing with quill pen and ink

Reading from McGuffey Reader

Participating in short lessons such as recitation and arithmetic

Spelling Bee or Cipher Down

Lunch

Plus:

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More in depth 1890s lessons in all eight branches of learning

1890s recess games

Discussing the differences between 1890s and present day schools

Background Information

The Prairie Country Schoolhouse is a part of the Murdock Historical Society. In

2006 the building was transformed from the Lion’s Club Building to a one-room

schoolhouse with the help of the Elmwood-Murdock FBLA Chapter. Even though the

building was not originally a schoolhouse, it looks much like a traditional one. Inside the

school there are 40 student desks nailed to the floor, along with a wood stove and a

raised platform and blackboard in the front of the room. There are even the typical

pictures of Presidents Washington and Lincoln hanging on the wall. For health and

comfort reasons the Society chose to put in the modern conveniences of heating and air

conditioning and a handicap accessible restroom. But these conveniences do not

distract from the 1890s look of the school.

There were pupils of various ages and abilities in the one-room school, so during

the living history experience we want to resemble the one-room atmosphere as much as

possible. Although the majority of classes visiting will be one grade level, the students

will be divided into three different levels to simulate different ages and learning levels.

So students will be doing different activities at the same time, just like in the 1890s. If

possible it would be helpful to have one adult, which includes the teacher, for each

group. The adult would act as an “advanced” student and help and tutor the children in

her/ his group, similar to how they did in the past.

Our website, oneroomschool.weebly.com, is an informational site for small

groups or teachers planning to bring their classes to the one-room school to experience

a school day back in the 1890s. Included on this website is historical information to

share with your students so they have a better understanding of education in the 1890s,

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guidelines for preparing for the day, expectations of your students, and a list of

resources to enrich your learning experience.

For more information or to enroll please contact the schoolmarm:Jayne Day, (402)994-2377, email: [email protected]

Checklist

This checklist is to make sure you and your students are prepared for their day at the one-room schoolhouse.

Nametags Each student should arrive with a name tag on his/her shirt or dress. Please clearly print their first name on the tag in large print.

Lunch Each child and adult should bring a lunch consistent with the time period.

Clothing Each child and adult should try to dress in time-appropriate fashion.

Memory Work Please work with your students on memorizing The Pledge of Allegiance (1892 version), “My Country ‘Tis of Thee”” and some literature work for recitation time.

Copybooks Make copybooks for each student or order them in 2 weeks in advance.

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Guidelines to Help Prepare for your

1890s School Day

There is some preparation necessary for the classroom teacher and the students

in order to make the 1890s school day as authentic and enjoyable as possible. It is

strongly suggested to follow the guidelines listed and have your students and yourself

dress and bring a lunch that is time appropriate to the 1890s. In addition, it is more

meaningful and realistic if work goes into memorizing the pledge said in the 1890s, learn

one song and prepare a recitation. Also copybooks will be used for the pupils to write

with a quill pen. These will need to be made prior to coming or will be supplied to you

for a nominal fee. In addition, a word match of 1890s school terms is included to help

your students learn unfamiliar words and get excited about their step back into time.

1890s Clothes

Students and teachers are encouraged to dress in the style of clothing worn in

the late 1800s. Girls may wear calico or cotton dresses, long skirt or dress (usually just

below the knee), apron, tights, sunbonnet and/or hair ribbons.

Boys may wish to wear bib overalls, jeans or pants with suspenders, flannel,

plaid, checked, or plain long sleeved, button up shirt and possibly straw hats.

Everyone wore long sleeved dresses or shirts in this time period. Also tennis

shoes were not invented yet, so if possible encourage the children to wear other tied

shoes or boots, if they have some. Knit fabric was not readily available on the prairie, so

children during this period would not wear sweatshirts, knit t-shirts or polo shirts. It is

not expected for families to purchase clothing, but it amazing the great authentic-

looking outfits one can design by incorporating creativity with items found around the

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Lunch

Whether you enroll for a three-hour or a five-hour school day, time will be

allowed for lunch. Lunchtime and bringing food consistent with the time period is a big

part of this living history experience. So encourage children to bring lunches as

authentic to the 1890s as possible.

Pioneer lunches contained whatever food there was in the house—there was no

neighborhood grocery store where Lunchables could be picked up. Some families had

little money for food so the children might have taken molasses, or lard and sugar

sandwiches, cornbread, or cold pancakes left over from breakfast. Bread or muffins

were homemade.

Suggestions for Lunch

Corn muffins, corn bread, cold pancakes, biscuits, homemade bread

Cheese, cheese sandwich (if the family had a cow)

Jelly or jam sandwich (mother would make from wild fruits; peanut butter was a scarce commodity)

Meat sandwich (meat from wild game, deer, rabbit, squirrel, chicken, beef or pork)

Dried meat (beef or deer) or piece of fried chicken

Hard-boiled egg

Boiled or baked potato

Fresh fruits and vegetables (apples, pears, peaches grapes, plums, carrots, cabbage wedges, tomatoes – they had to be home grown or shipped in by railroad, but that was expensive)

Homemade cookies (no chocolate chips, chocolate chunks or M & M or other candy), doughnuts or cakes

It is not necessary to bring a drink, as water will be provided. If the student has a tin

cup, strongly encourage him/her to bring it. Plastic bags or foil did NOT exist. Wax

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paper was coming into use, but was expensive. Please wrap your sandwiches and other

food in wax paper or cloth. Some items that are not appropriate for this adventure are

canned pop, potato chips, pre-packaged lunches, cookies such as Oreos or tropical fruits

such as bananas or kiwi.

Children usually carried their lunch in a tin syrup pail or lard can. A replica of these

can be made from larger cans, such as a coffee cans, and holes can be punched in the

can for handles using a nail and hammer. Then tie a piece of wire or heavy twine

through the holes to use as a handle. A scrap of cloth or cloth napkin may be used as a

cover. Also the child could put their lunch in a large cloth and gather it up and carry it

that way. At the Prairie Country School we do have numerous tin can lunch pails that

are free for the asking. It would be necessary to pick them up ahead of time and leave

them at the end of the day

The Pledge of Allegiance

The Pledge of Allegiance will be said during opening exercises. Classroom

teachers, who have prepared their students to participate in the music and the Pledge

of Allegiance, will help set the tone and a positive attitude for the living history school

day. The Pledge was written in 1892 and is different from the one we said today. So it is

important that the children learn this older version.

Prior to World War II (1941) the pledge was not usually cited with the hand over

the heart, but instead with the right hand extended palm up in the militant salute

adopted by the Nazi government in Germany. If it is not objectionable to the classroom

teacher, the pledge will be said in the 1890s classroom in this matter. It is strongly

encouraged to explain this to your students prior to coming the Prairie Country School.

If the classroom teacher prefers, the standard way of placing the hand over the heart

will be used.

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A Short History of the Pledge

Francis Bellamy wrote the pledge and it was published in the magazine, The

Youth’s Companion, on September 8, 1892 for students to repeat on Columbus Day. It

was printed on leaflets and sent out to public schools across the country.

On June 14, 1923 at the first National Flag Conference in Washington, D.C. a

change was made. The words “..my flag…” were replaced with “.. the Flag of the United

States of America…” to make it clear to the new immigrants who came to America and

might still have strong feelings for their old flag.

The words “… under God…” were added in June 1954. President Dwight D.

Eisenhower said, ‘In this way we are reaffirming the transcendence of religious faith in

America’s heritage and future; in this way we shall constantly strengthen those spiritual

weapons which forever will be our country’s most powerful resource in peace and war.”

The Pledge of Allegiance(As recited in 1892 and should be memorized before attending the one-room school)

I pledge allegiance to my flag,

and the republic for which it stands,

one nation indivisible,

with liberty and justice for all.

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Music

During opening exercises the first verse of “America” (My Country ‘Tis of Thee)

will be sung. Please have your students learn and memorize the first verse.

Rev. Samuel F. Smith, a Baptist minister, wrote “America”. A musician friend,

who could not read German, took German music books to Rev. Smith to translate some

of the songs. One February day in 1832, Rev. Smith came across “God Save the King”.

He liked the music and in half an hour came up with the words for “America”. It was

first sung at a Fourth of July celebration in a church in Boston. It did not gain popularity

until the Civil War and since then has become the best known and most frequently sung

national song.

America (My Country ‘Tis of Thee)

My country, ‘tis of thee, Sweet Land of Liberty, Of thee I sing;

Land where my fathers died!

Land of the pilgrim’s pride!

From ev’ry mountainside, Let freedom ring!

Most likely another song popular to that time period will be sung during

opening. It is recommended that the students practice at least one of the songs on the

following pages.

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Camptown Races

The Camptown ladies sing this songDoo-da, doo-daThe Camptown racetrack's five miles longOh, de doo-da day

Goin' to run all nightGoin' to run all dayI bet my money on the bob-tailed nagSomebody bet on the gray

Oh, the long tail filly and the big black horseDoo-dah, doo-dahThey fly the track and they both cut acrossOh, de doo-dah day

Goin' to run all nightGoin' to run all dayI bet my money on the bob-tailed nagSomebody bet on the gray

Polly Wolly Doodle

Oh, I went down SouthFor to see my SalSing Polly wolly doodle all the dayMy Sal, she isA spunky galSing Polly wolly doodle all the day

Fare thee well,Fare thee well,Fare thee well my fairy fayFor I'm going to Lou'sianaFor to see my SusyannaSing Polly wolly doodle all the day

Oh, my Sal, she isA maiden fairSing Polly wolly doodle all the dayWith curly eyesAnd laughing hairSing Polly wolly doodle all the day

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Oh Susanna!

I come from Alabama withA banjo on my kneeI'm goin' to LouisianaMy true love for to seeOh SusannaOh don't you cry for meI've come from Alabama withMy banjo on my knee

It rained all night The day I leftThe weather it was dryThe sun so hot I froze to deathSusanna don't you cryOh SusannaDon't you cry for meI've come from Alabama withMy banjo on my knee

Oh SusannaDon't you cry for meCause I've come from Alabama withMy banjo on my kneeCause I've come from Alabama withMy banjo on my kneeHey

She'll be Coming Round the Mountain

She'll be coming round the mountain when she comes She'll be coming round the mountain when she comesShe'll be coming round the mountain, she'll be coming round the mountain,She'll be coming round the mountain when she comes

She'll be driving six white horses when she comes She'll be driving six white horses when she comes She'll be driving six white horses, she'll be driving six white horses,She'll be driving six white horses when she comes

Oh, we'll all go out to meet her when she comesOh, we'll all go out to meet her when she comes Oh, we'll all go out to meet her, we'll all go out to meet her,We'll all go out to meet her when she comes She'll be wearing red pajamas when she comes She'll be wearing red pajamas when she comesShe'll be wearing red pajamas, she'll be wearing red pajamas,She'll be wearing red pajamas when she comes

Copybooks

Each child will use his or her own copybook for Penmanship. They will use a quill

pen and dip it in ink to practice their penmanship. This will make a nice souvenir of the

day for them.

To make copybooks for your students, make one copy of the 2 copybook pages

for each student, (found online at http://oneroomschool.weebly.com/copybooks.html ),

cut the pages apart on the dotted line, which will make a nine-page booklet. Or to be

more authentic, you could use blank sheets of paper and have the student draw straight

lines on them, using a ruler as they did in the 1890s. To make the outside of the

copybook, cover the pages with either brown construction paper or for a more

authentic look, use brown grocery bags cut to size. Punch holes in the left margin and

tie with string or heavy twine.

Or the Elmwood-Murdock FBLA chapter will make copybooks and they will be

available for you at the one-room school. The classroom teacher must request the

copybooks at least 2 weeks in advance of their scheduled 1890s school day by

contacting the schoolmarm,

Jayne Day at 1-402-994-2377 or [email protected]

RecitationRecitation or memorizing was a very important part of education in the 1890s for

several reasons. Schoolbooks and paper were not plentiful, so memorizing was very

helpful. Also the prevailing educational belief was that the mind was like a muscle and if

it wasn’t continually flexed, it would atrophy and lose it knowledge. So memorization

was an essential way to exercise the brain.

To keep with the educational philosophy of the 1890s, it is strongly encouraged

to have your students, or at least some of them memorize some form of literature, such

as a poem. A group of children could also recite a work of literature together. Some

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mailto:[email protected]

http://oneroomschool.weebly.com/copybooks.html

time will be allowed for recitations. The pupils often recited with dramatic gestures and

motions. Students can pick their own piece for recitation, but it is encouraged that it be

published before 1890. Here are a few selections that were popular in the late 1800s.

The Swingby Robert Louis Stevenson

How do you like to go up in a swing, Up in the air so blue? Oh, I do think it the pleasantest thing Ever a child can do!

Up in the air and over the wall, Till I can see so wide, River and trees and cattle and all Over the countryside--

Till I look down on the garden green, Down on the roof so brown-- Up in the air I go flying again, Up in the air and down!

The Hayloftby Robert Louis Stevenson

Through all the pleasant meadow-side The grass grew shoulder-high, Till the shining scythes went far and wide And cut it down to dry.

Those green and sweetly smelling crops They led the wagons home; And they piled them here in mountain tops For mountaineers to roam.

Here is Mount Clear, Mount Rusty-Nail, Mount Eagle and Mount High;-- The mice that in these mountains dwell, No happier are than I!

Oh, what a joy to clamber there, Oh, what a place for play, With the sweet, the dim, the dusty air, The happy hills of hay!

Bed in Summerby Robert Louis Stevenson

In winter I get up at night And dress by yellow candle-light. In summer quite the other way, I have to go to bed by day.

I have to go to bed and see The birds still hopping on the tree, Or hear the grown-up people's feet Still going past me in the street.

And does it not seem hard to you, When all the sky is clear and blue, And I should like so much to play, To have to go to bed by day?

The Windby Robert Louis Stevenson

I saw you toss the kites on high And blow the birds about the sky; And all around I heard you pass, Like ladies' skirts across the grass-- O wind, a-blowing all day long, O wind, that sings so loud a song!

I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all-- O wind, a-blowing all day long, O wind, that sings so loud a song!

O you that are so strong and cold, O blower, are you young or old? Are you a beast of field and tree, Or just a stronger child than me? O wind, a-blowing all day long, O wind, that sings so loud a song!

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MaximsAnother item that would be good to memorize is maxims.

Here are a few:

“If some task is set for you, do not idly sit and view it. Nor be content to wish it done, begin at once and do it!”

“An honest endeavor is worth ten promises.”

“Make believe your work is play, and strive with all your might. Then weariness will fly away.. and work becomes delight.”

“Good, Better, Best, never let it rest until your better is your best!”

“One gentle work that we may speak, one kind loving deed. May though, a trifle poor and weak, prove like a tiny seed, and who can tell, what good may spring from such a little thing?”

“Doing mean, dishonest deeds… ever leads to sorrow, Short the pleasure won today…dark disgrace tomorrow.”

Expectations of the Students and TeachersSpending a day at Prairie County School should be a fun and educational

experience for everyone involved. To make it the best possible experience a few

expectations are asked of you.

Discipline The schoolmarm will discipline the pupils during the 1890s school day. She will use

techniques that were employed in the 1890s and would still be considered acceptable

by today’s standards. If any child causes disruption to the room that is not curtailed by

the disciplinary actions of the schoolmarm, the regular classroom teacher is expected to

step in and discipline according. It is strongly suggested that the child be taken out of

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the main one-room area to deal with him/her, so as not to disrupt the atmosphere for

the other students and take time away from their experience.

Please inform your students that the expectations for their behavior will be as it

was in the 1890s. Teachers, especially women, were generally respected and loved by

most of their pupils, even though discipline was strict. But pranks did take place such as

putting twigs over the chimney to smoke out the teacher, an insect or an animal’s tail in

a younger student’s pencil box, or water on the seat of a student, who was in front of

the room reciting. Of course the goal of all prankers was not to get caught and endure

one of the teacher’s punishments. The behavior expectations at school were no

different than those at home. At school the teacher was in charge and parents expected

her to enforce rules to keep order. Please share the following rules for students in

1890s with your students, as they will be enforced during the Prairie Country School

day. The rules will also be briefly reviewed at the start of the day and posted in the

room.

1. Students will not speak unless spoken to.

2. When speaking, proper language will be used at all times.

3. Students will abide by the Golden rule “Do unto others as you would have others do unto you.”

4. Female students will conduct themselves as ladies, males as gentlemen.

5. Good manners will be expected.

6. Male students will remove all headgear before entering any building.

7. All students will assume good posture.

8. When students wish to speak, they must raise their hand, wait to be recognized and then stand beside their desk before speaking.

LPS Social Studies Department. 2000.

If students broke one of many rules there were several forms of punishment. A

ferula, which was a rod or ruler 15 to 18 inches long, was used by the teacher on

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misbehaving children. Children, who giggled, were inattentive, or recited poorly,

received three or four light blows on the meaty part of the palm. Sharp raps across the

shoulders and back were reserved for really bad behavior. Older boys usually received

the whippings and girls were made to sit in the corner on a one-legged stool called the

“uniped”.

Some other forms of punishments were:

Being sent to the cloakroom (where coats and lunches were kept)

Wearing a dunce cap or sign around the neck for pupils who did not recite accurately

Loss of recess for those who were tardy

Cleaning the floor if the pupil littered or spit

Writing a sentence “I will not…” 100 times after misbehaving

Standing with one’s nose inside a circle drawn on the blackboard

Memorize long passages

Stand on a block of wood in the corner of the room

Whipping with a hickory switch or birch rod

Using the “peg”. This was when the pupil’s hair was fastened to a clip, which was pegged into the wall at a height that kept the child standing on tiptoes until the teacher thought the child had learned his/her lesson

Fighting boys, after being separated, were given a switch or rod and told to ‘”lay on and cut jackets” which meant they flogged each other and if they didn’t hit hard enough the teacher gave a lashing to them

Some of the forms of discipline used in the Prairie Country School, if needed, will

be writing sentences on the board, sitting in the corner or memorizing a passage to

recite to the class.

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Word MatchCommon words used in school during the 1890s are words we aren’t even familiar with today. Do this word match to learn 1890s school words and get ready for your school day back in time.

1. ___ ciphering

2. ___ parsing

3. ___ primer

4. ___ copybooks

5. ___ slates

6. ___ quills

7. ___ blotting paper

8. __ recitation

9. ___ orthography

10. ___ elocution

11. ___ hygiene

12. ___ maxims

a. It was pressed down on the writing to absorb excess ink and prevent smudging.

b. It was a booklet of plain paper used to practice penmanship in. Students had to draw writing lines on it using a ruler.

c. Small blackboards students used to write on sitting at their desks.

d. Memorizing works and saying them in from of the classroom.

e. Statement of principle or rule of conduct

f. The first reading book that contained the alphabet, numbers, spelling words and poems.

g. Explaining the meaning and function of each word in a sentence.

h. Solving arithmetic problems

i. Giving a speech in public

j. Sharpened goose feathers dipped in ink and used for writing

k. Health class

l. Spelling

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ResourcesThis is a listing of just a few books to enhance your students’ knowledge of the past and

to spark interest and enthusiasm in education during the 1800s.

Picture Books

Houston, Gloria. My Great-Aunt Arizona. 1992.

MacLachlan, Patricia. Three Names. 1991.

Sandin, Joan. Coyote School News. 2002.

Wright, Betty Ren. The Blizzard. 2003.

Fiction

Avi. The Secret School. 2003.

Bartlett, Susan. Seal Island School. 1999.

Figley, Marty Rhodes. The Schoolchildren’s Blizzard. 2004.

Hill, Kirkpatrick. The Year of Miss Agnes. 2000.

Jocelyn, Marthe. Mable Riley: A Reliable Record of Humdrum, Peril, and Romance. 2004.

Lawlor, Laurie. The School at Crooked Creek. 2004.

Lenski, Lois. Prairie School. 1951.

Murphy, Jim. My Face to the Wind: The Diary of Sarah Jane Price, a Prairie Teacher, Broken Bow, Nebraska, 1881. 2001.

Wilder, Laura Ingalls. On the Banks f Plum Creek. 1937 (For Laura’s further adventures as a school teacher, see Little Town on the Prairie and These Happy Golden Years.)

Nonfiction

Bial, Raymond. The One-Room School. 1999.

Hausherr, Rosmarie. The One-Room School at Squabble Hollow. 1988.

Kalman, Bobbie. A One Room School. 1994.

Pringle, Laurence. One Room School. 1998.

Schimpky, David and Kalman, Bobbie. Children’s Clothing of the 1800s. 1995

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One-Room Schoolhouses

Our forefathers knew the value of good education and pursued the promotion of

it. As far back as 1787 an ordinance stated “Religion, morality, and knowledge, being

necessary to good government, and the happiness of mankind, schools and the means

of education shall forever be preserved.” In addition the Ordinance of 1785 provided

for surveys that eventually divided the land into ranges, townships and sections with

section sixteen of every township being set aside for education. The concept of land

reserved for schools was present in the future state of Nebraska before we had

purchased the Louisiana Territory and settlers had moved to the Midwest.

The history of one-room schools started in the colonial times with the beginning

of a unique American concept--free, nonsectarian public education. Although it wasn’t

until the 1830s that public schools began replacing the more common private schools.

The country one-room schoolhouse was the backbone of American education and the

heart of each community. This concept was strongly exemplified on the plains of

America with the westward movement of the 1800s.

Schools in Nebraska had a very humble beginning. With the first settlers, formal

districts had not been established yet, and school was held anywhere from a corner of a

home to dugouts, sod houses, cellars and tents. By the 1870s, one-room schools were

common in eastern Nebraska. These schools were ideally located in the center of each

district, which meant it was usually no farther than one to two miles from each

student’s home. In 1890, eighty percent of Nebraska’s population was rural, so the

country school was the backbone of the educational system. Although school buildings

varied the most common appearing ones were one room buildings, no larger than 24’ by

36’ (often times much smaller) with a small vestibule attached to enter through and

where coats were hung and a washbasin, soap and towel stood. The building was

typically located on a treeless acre of land, with one or maybe two outhouses placed

outback.

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Inside the building at the front of the room was a blackboard created by painting

smooth boards black and a raised platform where the teacher’s desk sat. Nailed to the

floor would be rows of desks. Most times a chair was attached to the desk behind it and

many times it was a double seat, which actually made it handy for two students to share

a book. In the early 1800s, it was not uncommon for the children to sit on benches

facing the walls and write on shelves fastened to the walls. Most one-room schools had

a pot-bellied stove in the center of the room to keep the children warm on cold winter

days.

Teachers

When the frontier was first settled, it was not uncommon for mothers to school

their children. But as more people moved to the area, schools were built and teachers

were hired. The country schoolteacher had many hats to wear, not only educator, but

also disciplinarian, administrator and janitor. But above all he or she needed to be a

virtuous model of character for the school children.

Initially, teaching was a male dominant profession. Most districts prefer a male

teacher to a female, especially during the winter term when “big” boys attended school.

After the Civil War one-half of the teachers were male, but by 1900 only 29 percent

were males. One advantage to female teachers was that they taught for a much lower

wage. Actually for men, teaching was a ladder to another career, such as lawyer,

politician, physician, professor or editor. For women, it was an avenue to marriage.

Women teachers were usually young. In the 1880s and 1890s it was not

uncommon for them to be no more than sixteen years old and often younger than some

of the students. Most did not teach for more than three to four years, and then they

married and raised a family. It was not permitted for teachers to be married; and

history has recorded some women, who hid their marriage so they could continue to

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teach. Numerous women, who did not marry, continued to teach for many years, but

they usually moved to larger town schools where the pay was better.

Many teachers began their careers with only with a country school education

and the practical experience of helping drill younger children when they were students

themselves. But by 1880 state laws required certification. There were five levels of

certification and the higher the certificate the longer one could teach before having to

retest for the next level. Some high schools offered courses for teaching but most

country schoolteachers were trained in county teacher institutes. The potential teacher

would travel to the county seat for a few weeks during the summer. In this short time

frame, professional teachers from nearby normal schools taught them everything from

grammar to algebra. Since time was short, the institutes focused on subject matter and

not teaching method. At the end of the institute, the teachers were given challenging

tests over all the branches of learning. The tests were difficult. In1894, two hundred

eighty-two hopeful teachers attended a Kansas institute, 196 took the examination, but

only 121 passed and of those 66 received a third-grade certificate, the lowest of all

certificates.

After receiving her certificate the teacher would look for a job. These came to

her in various forms, such as recommendations by a friend or family member, letters of

recommendation by the county superintendent, or driving her buggy into the

countryside to meet with members of the school boards, who were in need of a teacher.

The teacher held a position of importance and respect in the community and it

was very important that she was an upstanding citizen and a role model for her

students. Expectations were high. Moral conduct was closely watched. She had to

dress well, but not overdress, be seen only with reputable men, and not partake in

learning questionable new dance steps that were coming into fashion. In addition,

teachers had menial chores, including all the janitorial work at school, such as sweeping,

scrubbing, mopping, dusting, blackboard washing and starting the fire on cold mornings.

She was a nurse to the children, dealing with anything from head lice, pulling teeth,

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mending cuts and stomachaches. She dealt with many potential disasters from

poisonous snakes to severe weather, like tornadoes and blizzards. She was expected to

be knowledgeable in all subject matters, be a counselor to the older children, record

keeper, school administrator and disciplinarian.

Here are some rules for teachers of the late 1800s:

1. Teachers each day will fill lamps, clean chimneys and the floor, and start the stove in the morning.

2. Each teacher will bring a bucket of water and scuttle of coal for the day’s session.

3. Make your pens carefully. You may whittle nibs to the individual taste of the pupils.

4. Men teachers may take one evening each week for courting purposes, or two evenings a week if they go to church regularly.

5. After 10 hours in school, the teachers may spend the remaining time reading the Bible or other good books.

6. Women teachers, who engage in unseemly conduct, will be dismissed.

7. Every teacher should lay aside from each pay period a goodly sum of his/her earnings for his/her benefit during his declining years so that he will not become a burden on society.

8. Any teacher who smokes, uses liquor in any form, frequents pool or pubic halls, or gets shaved in a barbershop will give good reason to suspect his worth, intention, integrity and honesty.

9. The teacher, who performs his/her labor faithfully and without fault for five years, will be given an increase of twenty-five cents per week in his/her pay, providing the Board of Education approves

LPS Social Studies Department. 2000.

In return the teacher’s compensation was a monthly salary of $15 to $40, the

schoolhouse would be kept in good repair and heating fuel provided. (Forty dollars in

1890 would have a 2005 purchasing power of approximately $885.) She did not receive

sick leave or any pension. The teacher would room with families in the district and it

was very common to stay at one house for a month then move on to the next one. 23 | P a g e


Privacy in many situations was virtually impossible. It was not uncommon for the

teacher to share a bed with one or more children. He or she stayed longest with families

with the greatest number of children thus, the least privacy and provisions.

The teacher’s biggest helper was Welch’s Teachers’ Classification Register, which

taught her everything she needed to know about organizing her classroom. The

Register instructed the teacher how to classify children into primary, middle and upper

forms or levels and listed each branch of learning that should be given to each grade

and instructions on how to present it. This was no small task. A teacher with 20

students of varying ages and skills might have had to prepare as many as 40 daily

lessons. It also gave suggestions on arranging a daily schedule and details on keeping

records such as number of students, tardies and absences that were turned into the

county superintendent and used for determining some of the school’s finances. The

Register was also a record book where teachers listed students’ names and grades they

made in each subject, along with remarks about the students. These comments were

intended for the next teacher. This was an important practice because in the 1800s

teachers normally taught no more than one term in the same school. The reason for

this practice is unknown, but maybe the community felt it was best for the teacher not

to become too enmeshed in the community and school. There were certainly

disadvantages and advantages to this constant changing of instructors. Unfortunately, it

did not permit students to benefit from good teachers, but also students did not have to

suffer under bad teachers for long. In addition, frequent moves might have made

teachers more conscientious and less prone to familiarity that could lead to

carelessness. Also the system made it less likely that a teacher would have certain

students as their favorites. By the 1900s this practice was overturned, and it became

common for teachers to stay at the same school for many terms.

Teaching was challenging and not easy. But many educators had very fond

memories of their teaching days, remembering spelling bees, socials at the schoolhouse,

friendly people and a job that gave meaning to their lives. In addition, quite a few

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women teachers found their husbands in the district and eventually used their

experiences to help their own children.

The School Day and Curriculum

In the 1890s children did not go to school nine months a year as we do now.

There were two terms a year, a summer one and a winter one. These terms were

scheduled around the busiest times of the year for the farmer, the planting and harvest

seasons. The summer term usually ran from June to August or September. The winter

term started after harvest, usually in November, and went to spring planting in early

May. After 1900 the standard nine-month term was started, which was based on the

city schools’ schedules. Older boys, such as 17 and 18 year olds, usually attended only in

the winter term. During this term most districts preferred a male teacher so more

discipline could be exercised on the boys. Initially, women only taught younger children

during the summer term. Also, it was not unusual for farmhands and immigrants to

attend during the winter term.

Not until the late 1800s and early 1900s were students organized into eight

grade levels. Most times there were three levels--beginners, intermediates and

advanced. The students were organized by ability and not by age. The one-room school

was an excellent place for reinforcing and reviewing because pupils were exposed to

lessons many times. As young children, they heard older students recite; and as older

children, they experienced constant review by listening to recitations of lower levels.

Also the teacher encouraged assistance from older pupils to help younger children. Each

child worked at his or her own pace and was promoted to the next reader when the

teacher said he or she was ready. Schoolrooms hummed with activity. While some

students were reading or reciting out loud, others were working problems on the

blackboard and others were at their desks writing on their slates or studying.

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Generally, school was in session from 8 a.m. to 4 p.m. When the teacher rang

the bell--either the bell in the bell tower or a hand bell--the students would form two

lines outside the school, one for girls and one for boys. Also the children would line up

from youngest to oldest. The girls would enter the building first and stand by their

desks on the right side of the room as the boys entered to go to their desks on the left

side. The teacher greeted the children, and then they were seated. The first order of

the day was morning exercises, which commonly was religious and consisted of a

prayer, the reading of the Bible, singing of a hymn or all three. In addition the pledge

was said and a patriotic song sung.

No time was wasted getting to work. Taught were the eight common branches

of learning—reading, writing, arithmetic, history, geography, grammar, orthography

(spelling) and hygiene. Music was also taught depending on the musically ability of the

teacher. But the most important subjects were the three Rs – reading ‘riting and

‘rithmetic.

The first subject of the day was reading. The textbook of choice for many years

was the McGuffey’s Reader. It contained excerpts of great works, like Shakespeare, the

Bible, biographical sketches of great men, and portions of orations and Socrates. It was

intended to inspire children with noble goals and give purpose in life. It also

indoctrinated the students with moral lessons. Morals were taught as much as possible,

incorporating them into the opening exercises, reading, penmanship and other lessons.

The McGuffey’s Reader has six volumes and an eighth grade graduate was expected to

complete the fourth or fifth reader. Even for high school graduates today, mastering the

sixth reader would be a formidable task.

The students were divided into reading groups, according to the volume of

reader they were studying. Groups would alternate their tasks. The younger students

were the first to recite their lessons at the front of the room to the teacher, while the

older students worked on other assignments at their desk. Then they would change and

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the older ones would recite while the younger pupils worked at their desk. Recitation,

memorization, copying and reading went on at the same time.

At mid-morning the students were allowed free time for “privy privileges” and a

short recess. The girls were let out first followed by the boys. After recess the most

practical subject, arithmetic, was taught. It was the most practical because everyone

used and needed it, from farmers calculating yields and prices, to homemakers buying

the proper amount of fabric for a new dress, to store owners placing orders and

calculating bills. Arithmetic assignments were made and again the rotation of older

children being called to the front to be quizzed on mathematics and the younger

working at their desk took place. Then roles would be reversed.

After math came penmanship. Penmanship was considered a valuable skill and

neat handwriting was the sign of a cultured person. The teacher would pass out

copybooks in which children would practice their skills and copy maxims while

pondering their meaning. This was another opportunity to include morality in lessons.

In addition, it was common to see the classroom decorated with maxims expounding

the virtues of hard work and morality, such as Try, try, try or Do Your Best. Younger

children first practiced writing their name with a dry quill pen before using ink. At the

end of penmanship, the meaning of the maxims was discussed.

At noon classes were interrupted for an hour lunchtime. The students would

have to sit at attention with hands folded on their deck, then the teacher would dismiss

them row by row to get their lunches and water. In warm weather children were

allowed to eat outside. At some schools in the wintertime, children would take turns

bringing milk to warm up on the stove to make hot chocolate; or they might bring stew

and keep it warm on the wood or coal stove.

The afternoon session often began with reading a moralistic story followed by a

discussion. Then came history, geography, grammar, and hygiene. Grammar was an

exercise in parsing and diagramming, so the meaning and function of each word in a

sentence were learned and rules were memorized, but the understanding of written

27 | P a g e


grammatical usage was never stressed. History consisted of learning about the

greatness of our nation, development of patriotism and our state’s history. Geography

also encouraged patriotism by learning about our countries physical features from rivers

to state borders to state capitals. Hygiene or Physiology devoted much time to teaching

the ill effects of alcoholic drinks and narcotics, along with the evils of tobacco and

learning the bones of the body, circulation and the importance of cleanliness.

On Friday the much-anticipated spelldown was held. Many times, instead of the

spelling bee format we are familiar with, they would toe the mark. The student toed the

mark at the head of the line and remained in that position until he or she misspelled a

word. When that happened the student went to the end of the line and started over.

Also cipher downs were held, where students would do mental math problems.

Recitation or memorization was a very important component to the school day for

several reasons. It was helpful due to lack of textbooks and paper, but it was also a

prevailing belief that the mind was like a muscle and if not continually flexed it might

atrophy and lose it knowledge.

School programs were important events for the children and the community.

The quality of the program was the standard that measured the success of the teacher.

The program might consist of math drills, readings, recitations, songs and plays. Many

school hours were spent preparing for the programs, especially the all-important

Christmas one. Programs might also be held at Halloween, Thanksgiving, Easter, Arbor

Day, Washington and Lincoln’s birthdays and the end of the year picnic.

The school did not provide the textbooks. Children furnished their own books

and slates on which to write their lessons. As late as 1890, Nebraska had no

standardized texts; curriculum consisted of whatever books the children brought from

home. So several children in a reading group might be reading from different textbooks.

But children were still learning. In 1900, Iowa, Kansas and Nebraska had the highest

literacy rate in the nation.

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At the end of eighth grade, students could sit for the rigorous daylong eighth

grade exam, usually held at the county seat under the tutelage of the county

superintendent. It was a difficult test. In 1922, forty percent of students in South

Dakota taking the comprehensive examination failed. Some were poor students; some

had poor teachers, but most probably failed because they had spent more days working

on the farm than going to school. Here is a small sampling of test questions: Extract the

square root of 5904. Who in your opinion are the four greatest living literary men of

America? Give an account of the settlement of Maryland. What are the effects of

stimulants upon the digestive organs? Mention five powers of Congress. Graduation

was a glorious event for country school students. It was the ticket to attend the closest

high school and go on to become teachers, lawyers, physicians and political leaders.

The School as a Community Center

The one-room school was not only the place for educating, but was the

community center as well. Since it was the heart of the community, it was never locked.

People might gather there for singing sessions, to learn English hymns and songs or

attend dances and musical concerts. In addition, it was the place for box, ice cream or

pie socials, where money was often raised for fund improvements to the building. The

school building also served as a polling place, church and a place for other meetings,

such as debates. Debates were popular in Nebraska and Kansas and might be on such

subjects as “Which is the most useful, the dish rag or broom?”

BibliographyGulliford, Andrew. America’s Country Schools. Washington, D.C.: The Preservation Press, 1984.

Fuller, Wayne E. One Room Schools of the Midwest: An Illustrated History. Lawrence, KS: University Press of Kansas, 1994.

Kalman, Bobbie. A One Room School. New York: Crabtree Publishing Co., 1994.

Lincoln Public Schools Social Studies Department. Heritage Village School Teacher’s Guide. 2000.29 | P a g e


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