RURAL SCHOOLS - Revision history

Randylyon at 05:43, 13 December 2017

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	75. Morain, Tom. “Preserving Our Heritage.” '''Iowa’s Country Schools—Landmarks of Learning edited''' William L. Sherman ed. Iowa State Education Association and Mid-Prairie Books, 1998. p. 29		75. Morain, Tom. “Preserving Our Heritage.” '''Iowa’s Country Schools—Landmarks of Learning edited''' William L. Sherman ed. Iowa State Education Association and Mid-Prairie Books, 1998. p. 29

			[[Category: Schools/Universities/Colleges]]

Randylyon at 15:24, 18 December 2016

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	In the 1920s, when electricity began to appear in rural areas, some districts were willing to pay the additional cost to bring a line to the school. The Rural Electrification Administration, established in 1935, authorized the United States government to bring electricity to farms. (35) Cooperative associations built high-lines to the farms. By the 1930s the rural electrification movement brought electric lights to all country schools.		In the 1920s, when electricity began to appear in rural areas, some districts were willing to pay the additional cost to bring a line to the school. The Rural Electrification Administration, established in 1935, authorized the United States government to bring electricity to farms. (35) Cooperative associations built high-lines to the farms. By the 1930s the rural electrification movement brought electric lights to all country schools.

	Henry Sabin, State Superintendent of Schools, remarked in his book, The Making of Iowa		Henry Sabin, State Superintendent of Schools, remarked in his book, '''The Making of Iowa'''

	Some teachers were men of fine education; others		Some teachers were men of fine education; others

Randylyon at 15:21, 18 December 2016

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	Basements were not part of early Iowa schools. When the change was made from a wood or coal stove to a furnace system, basements were needed for the furnace. Unfortunately many of the earliest were poorly constructed and led to structural damage to the schoolhouse. With time, construction improved and with the beginning of the Bungalow-style schoolhouse of the 1920s basements not only held the furnace, but with an internal access offered a limited alternative to the playground during bad weather. (21)		Basements were not part of early Iowa schools. When the change was made from a wood or coal stove to a furnace system, basements were needed for the furnace. Unfortunately many of the earliest were poorly constructed and led to structural damage to the schoolhouse. With time, construction improved and with the beginning of the Bungalow-style schoolhouse of the 1920s basements not only held the furnace, but with an internal access offered a limited alternative to the playground during bad weather. (21)

	The 19th century country school resembled the country church in appearance: a long narrow rectangle 18 feet wide and 28 feet long. For the most part, this American vernacular type utilized commercial materials: dimension lumber, bricks, concrete block, wood shingles, and local limestone, although some log schools remained in use for many years. (22) The rectangular floor plan proved versatile over the years. By the 1890s, schoolhouses were built with an internal hallway leading to the main classroom. Later the length of the building accommodated bathrooms, cloakrooms, and a kitchen. (23)		[[Image:ruralschool1.jpg\|left\|thumb\|250px\|School buildings were lengthened to include more than a classroom shown here at the back of the building.]]The 19th century country school resembled the country church in appearance: a long narrow rectangle 18 feet wide and 28 feet long. For the most part, this American vernacular type utilized commercial materials: dimension lumber, bricks, concrete block, wood shingles, and local limestone, although some log schools remained in use for many years. (22) The rectangular floor plan proved versatile over the years. By the 1890s, schoolhouses were built with an internal hallway leading to the main classroom. Later the length of the building accommodated bathrooms, cloakrooms, and a kitchen. (23)

	Cloakrooms were not a part of the rural school. Small sheds were built by the 1860s to schools for the students’ coats and boots and the development of the basement furnished space too. (24)		Cloakrooms were not a part of the rural school. Small sheds were built by the 1860s to schools for the students’ coats and boots and the development of the basement furnished space too. (24)

Randylyon at 15:14, 21 May 2016

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	Eight years later the state constitution made provision for a “system of common schools” under a Superintendent of Public Instruction. (9)		Eight years later the state constitution made provision for a “system of common schools” under a Superintendent of Public Instruction. (9)

	[[Image:flannagans.~~jpg~~\|left\|thumb\|250px\|This school is on old US20 (Old Highway Road) at Cousins Road on the very west side of Dubuque.]]In 1839 the Iowa Territorial Assembly established a system of common schools. These were the subscription, or rate, schools in which parents with children enrolled paid for tuition. The rate schools were changed to free schools in 1858 largely through the efforts of Horace Mann, the first state superintendent of schools in Massachusetts. In 1858 he was asked to head a commission to study and then report on Iowa’s educational needs. Many of his ideas were incorporated into Iowa’s second constitution, although his idea for a state board of education was rejected out of fear of centralized authority. His concepts of a longer school year and using property tax to fund the schools were accepted. A locally funded and controlled school district remained the basis of the educational system in Iowa for nearly a century. (10)		[[Image:flannagans.JPG\|left\|thumb\|250px\|This school is on old US20 (Old Highway Road) at Cousins Road on the very west side of Dubuque.]]In 1839 the Iowa Territorial Assembly established a system of common schools. These were the subscription, or rate, schools in which parents with children enrolled paid for tuition. The rate schools were changed to free schools in 1858 largely through the efforts of Horace Mann, the first state superintendent of schools in Massachusetts. In 1858 he was asked to head a commission to study and then report on Iowa’s educational needs. Many of his ideas were incorporated into Iowa’s second constitution, although his idea for a state board of education was rejected out of fear of centralized authority. His concepts of a longer school year and using property tax to fund the schools were accepted. A locally funded and controlled school district remained the basis of the educational system in Iowa for nearly a century. (10)

	In November 1840 the Third Territorial Legislature created the position of state superintendent of public instruction to give general direction to the public schools of Iowa. In 1846 Iowa became a state. At that time, there were an estimated 20,000 students served by 400 school districts. The number of districts rose of 2,206 in 1874 and 3,686 in 1900. (11) The state superintendent in charge of the state's education, was an elected official until the constitution of 1857 was adopted which replaced the superintendent with a board of education. In 1864 the General Assembly made an elective state superintendent of public instruction the chief school official of the State of Iowa. (12)		In November 1840 the Third Territorial Legislature created the position of state superintendent of public instruction to give general direction to the public schools of Iowa. In 1846 Iowa became a state. At that time, there were an estimated 20,000 students served by 400 school districts. The number of districts rose of 2,206 in 1874 and 3,686 in 1900. (11) The state superintendent in charge of the state's education, was an elected official until the constitution of 1857 was adopted which replaced the superintendent with a board of education. In 1864 the General Assembly made an elective state superintendent of public instruction the chief school official of the State of Iowa. (12)

Randylyon at 15:12, 21 May 2016

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	have made good. (2)		have made good. (2)

	The idea of the country school is traced to Thomas Jefferson. As a member of the General Assembly of the Commonwealth of Virginia, Jefferson introduced in 1779 a “Bill for the More General Diffusion of Knowledge.” This bill provided for three aldermen, chosen from each county, with the responsibility of dividing the county to make up school that would teach		[[Image:humkes.JPG\|left\|thumb\|250px\|Vacant in Center Township west of the city since school reorganization in 1960, the school was given to the [[DUBUQUE COUNTY HISTORICAL SOCIETY]] on April 5, 1968 in a letter from the [[DUBUQUE COMMUNITY SCHOOL DISTRICT]]. In moving the 10-ton building on June 22, 1969, four feet of roof was removed to avoid an additional cost of $1,000 to lift utility wires out of the movers' path. The building was brought to the grounds of the [[HAM HOUSE]].]]The idea of the country school is traced to Thomas Jefferson. As a member of the General Assembly of the Commonwealth of Virginia, Jefferson introduced in 1779 a “Bill for the More General Diffusion of Knowledge.” This bill provided for three aldermen, chosen from each county, with the responsibility of dividing the county to make up school that would teach

	Reading, writing and common arithmetic (sic),		Reading, writing and common arithmetic (sic),
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	Eight years later the state constitution made provision for a “system of common schools” under a Superintendent of Public Instruction. (9)		Eight years later the state constitution made provision for a “system of common schools” under a Superintendent of Public Instruction. (9)

	In 1839 the Iowa Territorial Assembly established a system of common schools. These were the subscription, or rate, schools in which parents with children enrolled paid for tuition. The rate schools were changed to free schools in 1858 largely through the efforts of Horace Mann, the first state superintendent of schools in Massachusetts. In 1858 he was asked to head a commission to study and then report on Iowa’s educational needs. Many of his ideas were incorporated into Iowa’s second constitution, although his idea for a state board of education was rejected out of fear of centralized authority. His concepts of a longer school year and using property tax to fund the schools were accepted. A locally funded and controlled school district remained the basis of the educational system in Iowa for nearly a century. (10)		[[Image:flannagans.jpg\|left\|thumb\|250px\|This school is on old US20 (Old Highway Road) at Cousins Road on the very west side of Dubuque.]]In 1839 the Iowa Territorial Assembly established a system of common schools. These were the subscription, or rate, schools in which parents with children enrolled paid for tuition. The rate schools were changed to free schools in 1858 largely through the efforts of Horace Mann, the first state superintendent of schools in Massachusetts. In 1858 he was asked to head a commission to study and then report on Iowa’s educational needs. Many of his ideas were incorporated into Iowa’s second constitution, although his idea for a state board of education was rejected out of fear of centralized authority. His concepts of a longer school year and using property tax to fund the schools were accepted. A locally funded and controlled school district remained the basis of the educational system in Iowa for nearly a century. (10)

	In November 1840 the Third Territorial Legislature created the position of state superintendent of public instruction to give general direction to the public schools of Iowa. In 1846 Iowa became a state. At that time, there were an estimated 20,000 students served by 400 school districts. The number of districts rose of 2,206 in 1874 and 3,686 in 1900. (11) The state superintendent in charge of the state's education, was an elected official until the constitution of 1857 was adopted which replaced the superintendent with a board of education. In 1864 the General Assembly made an elective state superintendent of public instruction the chief school official of the State of Iowa. (12)		In November 1840 the Third Territorial Legislature created the position of state superintendent of public instruction to give general direction to the public schools of Iowa. In 1846 Iowa became a state. At that time, there were an estimated 20,000 students served by 400 school districts. The number of districts rose of 2,206 in 1874 and 3,686 in 1900. (11) The state superintendent in charge of the state's education, was an elected official until the constitution of 1857 was adopted which replaced the superintendent with a board of education. In 1864 the General Assembly made an elective state superintendent of public instruction the chief school official of the State of Iowa. (12)

	In Iowa’s early years of statehood there were town independent district and township districts for the rural areas. Townships were allowed to create nine sub-districts that remained until the authority of the township Board of Education. The demand to have an independent district similar to those in towns, however, led the 1872 General Assembly to mandate that a township could have up to nine independent districts made up of four contiguous sections each with its own three-member board. The country school had to have at least ten students. This plan was widely adopted within a few years. While the number of school districts increased dramatically, the location of the school remained an issue. (13)		[[Image:asburys.JPG\|left\|thumb\|250px\|Built 1845, last used as the city police station. At 4945 Asbury Rd. Interior completely remodeled as police station, exterior with new windows, rear door, addition. One of the oldest still-standing schoolhouses in Iowa.]]In Iowa’s early years of statehood there were town independent district and township districts for the rural areas. Townships were allowed to create nine sub-districts that remained until the authority of the township Board of Education. The demand to have an independent district similar to those in towns, however, led the 1872 General Assembly to mandate that a township could have up to nine independent districts made up of four contiguous sections each with its own three-member board. The country school had to have at least ten students. This plan was widely adopted within a few years. While the number of school districts increased dramatically, the location of the school remained an issue. (13)

	Generally the school was located at the center of the four sections, however the distribution of students and the personal preference of an influential family could lead to the school being moved. In the 19th century this was possible because schools were often built on skids that made relocation possible with a team of horses. (14) School sites were normally selected in a corner of a section, in order to minimize disruption on the neighboring farm. The sites were one acre in size, fenced off from the farmland, with trees along the property line. Except for the earliest schools, when land was purchased from speculators or the government, farmers donated the land. If the site was abandoned, the land reverted to the owner. (15)		Generally the school was located at the center of the four sections, however the distribution of students and the personal preference of an influential family could lead to the school being moved. In the 19th century this was possible because schools were often built on skids that made relocation possible with a team of horses. (14) School sites were normally selected in a corner of a section, in order to minimize disruption on the neighboring farm. The sites were one acre in size, fenced off from the farmland, with trees along the property line. Except for the earliest schools, when land was purchased from speculators or the government, farmers donated the land. If the site was abandoned, the land reverted to the owner. (15)

Randylyon at 14:40, 21 May 2016

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	67. “The Iowa Quarter.”		67. “The Iowa Quarter.”

	68. Nandell, Bob. “One-Room Schools—A Reminder of Our Quest for Knowledge,” ''Iowa’s Country Schools—Landmarks of Learning'' William L. Sherman ed. Iowa State Education Association and Mid-Prairie Books, 1998. p. 36		68. Nandell, Bob. “One-Room Schools—A Reminder of Our Quest for Knowledge,” '''Iowa’s Country Schools—Landmarks of Learning''' William L. Sherman ed. Iowa State Education Association and Mid-Prairie Books, 1998. p. 36

	69. Ibid.		69. Ibid.

	70. Barry, Nancy K. “The Continuing Influence of One-Room Schools,”		70. Barry, Nancy K. “The Continuing Influence of One-Room Schools,” Sherman, William L. ed. '''Iowa’s Country Schools: Landmarks of Learning'''. Iowa State Education Association and Mid-Prairie Books, 1998, p. 13
	Sherman, William L. ed. '''Iowa’s Country Schools: Landmarks of Learning'''. Iowa State Education Association and Mid-Prairie Books, 1998, p. 13

	71. Ibid., p. 14		71. Ibid., p. 14

Randylyon at 14:39, 21 May 2016

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Randylyon at 14:38, 21 May 2016

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	(sic), Roman, English and American history. (4)		(sic), Roman, English and American history. (4)

	Jefferson implemented his ideas further when he wrote the Northwest Ordinance of 1785. This law organized newly acquired territory north of the Ohio River west to the Mississippi River. Townships six-miles by six miles were surveyed and each of the 36-		Jefferson implemented his ideas further when he wrote the Northwest Ordinance of 1785. This law organized newly acquired territory north of the Ohio River west to the Mississippi River. Townships six-miles by six miles were surveyed and each of the 36-square-mile sections were numbered for identification. The Continental Congress provided that section 16 of every township would be reserved for the maintenance of public schools. (5) In the Northwest Ordinance of 1787 the rules of government included this phrase: “Religion, morality, and knowledge being necessary for good government and the happiness of mankind, schools and means of education shall forever be encouraged. (6) These principles were extended to the Louisiana Purchase from which Iowa was made a state in 1846. (7)
	~~Square~~-mile sections were numbered for identification. The Continental Congress provided that section 16 of every township would be reserved for the maintenance of public schools. (5) In the Northwest Ordinance of 1787 the rules of government included this phrase: “Religion, morality, and knowledge being necessary for good government and the happiness of mankind, schools and means of education shall forever be encouraged. (6) These principles were extended to the Louisiana Purchase from which Iowa was made a state in 1846. (7)

	The first school opened in Lee County in 1830. Mr. Berryman Jennings was hired by Dr. Isaac Galland to teach eight students for a three-month session. The first school house was a log cabin built by lead miners in 1833—the very year they started working in the ~~Mines of Spain~~ area near Dubuque. By the time the Iowa Territory was organized in 1838, there already were between 40 and 50 established schools. On July 1 1839, the Territorial Legislature passed an act providing that:		The first school opened in Lee County in 1830. Mr. Berryman Jennings was hired by Dr. Isaac Galland to teach eight students for a three-month session. The first school house was a log cabin built by lead miners in 1833—the very year they started working in the [[MINES OF SPAIN]] area near Dubuque. By the time the Iowa Territory was organized in 1838, there already were between 40 and 50 established schools. On July 1 1839, the Territorial Legislature passed an act providing that:

	there shall be established a common school, or schools in		there shall be established a common school, or schools in
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	Basements were not part of early Iowa schools. When the change was made from a wood or coal stove to a furnace system, basements were needed for the furnace. Unfortunately many of the earliest were poorly constructed and led to structural damage to the schoolhouse. With time, construction improved and with the beginning of the Bungalow-style schoolhouse of the 1920s basements not only held the furnace, but with an internal access offered a limited alternative to the playground during bad weather. (21)		Basements were not part of early Iowa schools. When the change was made from a wood or coal stove to a furnace system, basements were needed for the furnace. Unfortunately many of the earliest were poorly constructed and led to structural damage to the schoolhouse. With time, construction improved and with the beginning of the Bungalow-style schoolhouse of the 1920s basements not only held the furnace, but with an internal access offered a limited alternative to the playground during bad weather. (21)

	The 19th century country school resembled the country church in appearance: a long narrow rectangle 18 feet wide and 28 feet long. For the most part, this American vernacular type utilized commercial materials: dimension lumber, bricks, concrete block, wood shingles, and local limestone, although some log schools remained in use for many years. (22) The rectangular floor plan proved versatile over the years. By the 1890s, schoolhouses were built with an internal hallway leading to the main classroom. Later the length of the building accommodated bathrooms, cloakrooms, and a kitchen. (23)		The 19th century country school resembled the country church in appearance: a long narrow rectangle 18 feet wide and 28 feet long. For the most part, this American vernacular type utilized commercial materials: dimension lumber, bricks, concrete block, wood shingles, and local limestone, although some log schools remained in use for many years. (22) The rectangular floor plan proved versatile over the years. By the 1890s, schoolhouses were built with an internal hallway leading to the main classroom. Later the length of the building accommodated bathrooms, cloakrooms, and a kitchen. (23)

Randylyon at 02:02, 13 February 2015

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	“Authentic assessment” is the idea that a student should in some manner be able to demonstrate their recently acquired ability (in a form other than a paper test). Rural schools provided such an opportunity annuals during highly anticipated “pageants” or “exhibitions.” Teachers waited with as much anxiety as their students. Poor performances of the students could cost a teacher a teaching contract for the following year. Students feared poor performances would embarrass their parents, themselves, and their class in whom many of their tutors existed. Despite the tension, these “performances” established a connection between the school and community. (74)		“Authentic assessment” is the idea that a student should in some manner be able to demonstrate their recently acquired ability (in a form other than a paper test). Rural schools provided such an opportunity annuals during highly anticipated “pageants” or “exhibitions.” Teachers waited with as much anxiety as their students. Poor performances of the students could cost a teacher a teaching contract for the following year. Students feared poor performances would embarrass their parents, themselves, and their class in whom many of their tutors existed. Despite the tension, these “performances” established a connection between the school and community. (74)

			The country school made significant contributions to education in Iowa. Thanks in part to McGuffey’s Readers, generations of rural Iowans were brought up on the values of religion, personal values, and civic responsibility. Illiteracy was reduced to the lowest level of any state in the nation by 1890—a bragging right touted and fervently defended for decades.

			In what might appear a dichotomy, rural schools in Iowa helped to make “Americans” of immigrants who settled here. School children learned the English language and American customs and brought them home to their parents. Rural schools also made possible the preservation and growth of groups of people with a deeply religious life-style. The Amish and the Community of True Inspiration in Amana maintained their traditions and values because their children attended their own schools.

			Rural schools also created an opportunity for more citizens to become involved in politics. Township trustees collected poll tax, decided local disputes over property lines, closed and improved roads, selected local voting sites, and provided leadership. Locally elected school boards dealt with district concerns and eventually with county and state educational officials.

			Country schools provided opportunities for professional growth. Women had one of their first opportunities to develop a career. Student teachers sent to rural school as part of their training brought new ideas and encountered multi-grade expectations and situations far beyond the scope of the classroom.

			Rural schools provided a bonding experience for those who attended. A tradition of attending a school was created. Parents lived close to the school and were knew their students’ teachers. Some of the same parents may have had the teacher when they were in school. Many parents and teachers shopped in the same places and attended the same church. Students knew each other from outside school and played together when chores were completed. Students were encouraged to move ahead at their own rate with a variety of materials from home that created a relationship between what they were studying and real life. There were also opportunities to help others in the classrooms.

	The need to preserve examples of these schools has been the subject of Tomas Morain, author and former Director of the State Historical Society of Iowa.		The need to preserve examples of these schools has been the subject of Tomas Morain, author and former Director of the State Historical Society of Iowa.
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	2. “Tear Down School at Hazel Valley,” ''Telegraph Herald'', August 29, 1926 p. 5		2. “Tear Down School at Hazel Valley,” ''Telegraph Herald'', August 29, 1926 p. 5

	3. Drier, William H. “A Brief History of Iowa’s One-Room Schools,” Iowa’s Country Schools—Landmarks of Learning edited by William L. Sherman. Iowa State Education Association and Mid-Prairie Books, 1998. p. 3		3. Drier, William H. “A Brief History of Iowa’s One-Room Schools,” '''Iowa’s Country Schools—Landmarks of Learning''' edited by William L. Sherman. Iowa State Education Association and Mid-Prairie Books, 1998. p. 3

	4. Ibid.		4. Ibid.
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	54. “1915-Teacher Rules,” http://www.nhhistory.org/edu/support/nhgrowingup/teacherrules.pdf		54. “1915-Teacher Rules,” http://www.nhhistory.org/edu/support/nhgrowingup/teacherrules.pdf

	55. “An Iowa Country School Chronology,” ~~William L. Sherman ed. '''Iowa’s~~		55. “An Iowa Country School Chronology,” p. 9
	~~Country Schools-Landmarks of Learning,''' Iowa State Education Association~~
	~~and Mid-Prairie Books, 1998,~~ p. 9

	56. Ibid.		56. Ibid.

Randylyon at 04:10, 12 February 2015

2015-02-12T04:10:36Z

@@ Line 205: / Line 205: @@
 Bob Nandell, photographer for the ''Des Moines Register'', has stated, “As if a lasting monument to Iowa’s pioneers’ quest for personal betterment and literacy, one-room schoolhouses still dot our landscape. (68)  If today’s youth realize that many of this nation’s greatest politicians, artists, writers, educators and politicians had their beginnings and earliest achievements “with a number-two lead pencil” maybe they will realize their own potential is limitless. (69)
 The need to preserve examples of these schools has been the subject of Tomas Morain, author and former Director of the State Historical Society of Iowa.
@@ Line 218: / Line 231: @@
               that those who ignore the history are condemned to live
               without it, and in doing so, deprive themselves of a
-              rich resource of new experiences. (70)
+              rich resource of new experiences. (75)
 Sources:
@@ Line 367: / Line 380: @@
 . Ibid.
-. Morain, Tom. “Preserving Our Heritage.”  '''Iowa’s  Country Schools—Landmarks of Learning edited''' William L. Sherman ed.  Iowa State Education Association and Mid-Prairie Books, 1998. p. 29
+. Barry, Nancy K. “The Continuing Influence of One-Room Schools,”

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	RURAL SCHOOLS.		RURAL SCHOOLS.

	''The energy and inventiveness of the teacher determined how		The energy and inventiveness of the teacher determined how
	much transformation took place in the schoolroom. It never		much transformation took place in the schoolroom. It never
	took on the sparkle of Aladdin’s cave, this open room with		took on the sparkle of Aladdin’s cave, this open room with
	its dusty blackboards, dingy curtains and roll of maps and		its dusty blackboards, dingy curtains and roll of maps and
	dictionary. But a teacher with enthusiasm and a few		dictionary. But a teacher with enthusiasm and a few
	appropriate symbols could make it shine in our eyes...''		appropriate symbols could make it shine in our eyes...

	''My years there remain in memory as some of the best		My years there remain in memory as some of the best
	years of my life.''		years of my life.
	Poet James Hearst about a rural school near Cedar		Poet James Hearst about a rural school near Cedar
	Falls in the 1910s (1)		Falls in the 1910s (1)


	''This was not a modern structure of massive brick or		This was not a modern structure of massive brick or
	stone, but to hundreds it is dear as around it luster		stone, but to hundreds it is dear as around it luster
	many of the happiest recollections of life. Dear		many of the happiest recollections of life. Dear
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	who inculcated in this rural community a love for		who inculcated in this rural community a love for
	honesty and purity. No wonder 99 percent of them		honesty and purity. No wonder 99 percent of them
	have made good.'' (2)		have made good. (2)

	The idea of the country school is traced to Thomas Jefferson. As a member of the General Assembly of the Commonwealth of Virginia, Jefferson introduced in 1779 a “Bill for the More General Diffusion of Knowledge.” This bill provided for three aldermen, chosen from each county, with the responsibility of dividing the county to make up school that would teach		The idea of the country school is traced to Thomas Jefferson. As a member of the General Assembly of the Commonwealth of Virginia, Jefferson introduced in 1779 a “Bill for the More General Diffusion of Knowledge.” This bill provided for three aldermen, chosen from each county, with the responsibility of dividing the county to make up school that would teach