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One-Room Schoolhouses in Jasper County, Illinois from 1925-1947

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One-Room Schoolhouses in Jasper County, Illinois from 1925-1947 Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1992 One-Room Schoolhouses in Jasper County, Illinois from 1925-1947 Sharon Earnest Linden Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Linden, Sharon Earnest, "One-Room Schoolhouses in Jasper County, Illinois from 1925-1947" (1992). Dissertations. 3184. https://ecommons.luc.edu/luc_diss/3184 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1992 Sharon Earnest Linden LOYOLA UNIVERSITY ONE-ROOM SCHOOLHOUSES IN JASPER COUNTY, ILLINOIS FROM 1925-1947 A DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION OF LOYOLA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF OOCTOR OF EDUCATION BY SHARON EARNEST LINDEN CHICAGO, ILLINOIS JANUARY 1992 Sharon Earnest Linden Loyola University of Chicago ONE-ROOM SCHOOLHOUSES IN JASPER COUNTY, ILLINOIS FROM 1925-1947 The one-room schoolhouse is either idealized as a learning setting with eager students and committed teachers or stigmatized for its lack of equipment, limited opportunity and poor teachers. In reality, it was somewhere in between the two extremes depending upon the commitment of the community, the teacher, and the students. The responses were generally more positive than negative to the one-room schoolhouse as an educational setting. This historiography presents a brief background on the development of schools in Jasper County as well as some of the specifics relating to individual schools with a more in-depth presentation of one­ room school opportunities offered between 1925-1947. This period of time coincided with the experiences presented by the teachers and students of the one-room schools in Jasper County. Oral histories and written examples, as well as county investigations helped in the reconstruction of the educational picture. Extensive personal experiences were shared by the county school participants. One area of focus relates to school governance including financing and aspects of local control. Another relates to the school day, its organization, the academic and socialization activities with curriculum topics and methodology. Methodological approaches used in the one-room school setting such as mentoring, cross-age tutoring, and multigrade grouping have merits for today's schools. The teacher's roles and responsibilities for the total schooling experience are explained. The school was the focal point through which children and their families could be involved in health, wartime and community causes with the teacher instrumental in presenting all information. Changing demographics plus state laws forced the consolidation movement resulting in the elimination of the one-room schoolhouse as an educational setting. The county residents believed the change from the one-room schoolhouse setting to a consolidated district was essential and positive with improved educational opportunities for the students. COPYRIGHT BY SHARON EARNEST LINDEN 1992 ii ACKNOWLEDGEMENTS The teachers and students of the one-room schoolhouses in Jasper County, Illinois generously and graciously shared their memories, photographs, and mementos. The stories of their efforts, successes and educational concerns created an increased appreciation for their abilities, spirit, determination, and contributions. Many individuals have contributed to the successful completion of this dissertation. The encouragement, challenge, and direction of the committee, Dr. Joan K. Smith, Director, Dr. Max A. Bailey, and Dr. L. Glenn Smith, committee members, helped move this paper from the realm of concept to investigation and, ultimately, to fruition. My professional colleagues have prompted a continued intellectual perusal of the subject. My family and friends provided steady encouragement for the endeavor and a sincere interest in the project's refinement, always demonstrating their patience and understanding. iii DEDICATION To the teachers and students of one-room schoolhouses in Jasper County, Illinois. They taught and studied, created and invented, loved and served, to build the future which is now. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS. .iii DEDICATION .. iv INTRODUCTION. 1 Chapter 1. HISTORICAL BACKGROUND OF JASPER COUNTY AND ITS SCHOOLS ..... 3 Governance of the Schools 15 School Boards 18 Finances ... 19 School Attendance. .20 2 . SCHOOL ACTIVITIES, RESOURCES AND EXPECTATIONS. .24 The School Day .24 Curriculum. .28 Resources. .34 Recess, Play, and Socialization. .36 Student Responsibilities .39 Holidays .41 3 . TEACHERS ROLES AND RESPONSIBILITIES. .45 Professional Preparation. .45 Negotiations and Salary. .49 Teaching Methods and Styles. .51 Other Responsibilities of One-Room Teacher .56 Student Evaluation .56 General School Operation. .57 Cooperation with County Agencies .58 V 4. THE SCHOOLHOUSE--ITS DEVELOPMENT AND DEMISE. .65 The One-Room Schoolhouse .. .65 Schoolhouse Standardization. .71 The Consolidation Movement .74 SUMMARY . 82 Appendix 1 TEACHER QUESTIONNAIRE. .87 2 STUDENT QUESTIONNAIRE . .94 3 STATE OF ILLINOIS COUNTY MAP .98 4 ONE-ROOM SCHOOLHOUSE LOCATIONS . 100 5 SCHOOL HISTORIES .. 105 6 SCHOOL LISTING OF TEACHERS 125 7 COUNTY SUPERINTENDENT REPORTS. 131 8 BEGINNING TEACHER TRAINING AND PREPARATION. 133 9 TEACHER LISTING BY SCHOOLS 135 10 COUNTY INSTITUTE PROGRAMS . 161 11 REPORT CARD . ... 168 12 CONSOLIDATION MAPS AND SALE INFORMATION. 171 13 CONSOLIDATION OFFICERS AND TRUSTEES. 182 14 THOSE WERE THE DAYS. 184 REFERENCE LIST 186 VITA . 192 vi INTRODUCTION Phrases such as "the little red schoolhouse" and "taught to the tune of a hickory stick" in addition to various other poems and paintings all contribute to the popular image of a one-room schoolhouse. These phrases often elicit symbols of an earlier education and a simpler time to many Americans. Images and myths are revered and memories may contribute to a distorted fantasy of the idyllic situations of the one-room schoolhouse. Perceptions about the quality of education in the one-room schoolhouses are either generally negative with the limited resources and poorly prepared teachers in inadequate buildings or idealistic with eager children and a dedicated teacher overcoming all odds to achieve success. John Greenleaf Whittier"s poem from "In School Days" written in 1869 summed up the feelings of many individuals: Still sits the schoolhouse by the road, A ragged beggar sunning; Around it still the sumachs grow, And blackberry-vines are running.1 A one-room schoolhouse was the basis of not only the education for the children, but it also served as a community meeting place for both social and educational endeavors. Jasper County, Illinois was the location for the information used in the development of this presentation. It is the hometown area of the author where the one-room school was the introduction to the author's educational process. To gather information, questionnaires were developed and used as the basis for interviews with teachers of one-room schoolhouses in Jasper County and for students who had attended one-room schoolhouses in Jasper County. (The 1 Andrew Gulliford, America's country Schools (Washington, D.C.: The Preservation Press, 1984), 19. 2 teacher questionnaire is presented in Appendix 1 and the student questionnaire is presented in Appendix 2.) Contacts with individuals were made through the local historical society, the senior citizens and the local paper, the Newton Press-Mentor. News of the project quickly spread so that each visit made to the Jasper County area provided additional stories and remembrances. People generously gave of their time and resources to provide information used in this historical presentation. The comments given in the questionnaires were realistic and balanced: supplies were limited, buildings were poorly insulated, water supplies and plumbing were inadequate, curriculum was basic but not extensive, teachers cared about their students and were doing the best job they could, students participated, and learning did occur. The quality of community, the sense of hope, the commitment of the people, and the dedication of the teachers countered the negatives. Juanita Earnest Dickey, one of Jasper County's one-room schoolteachers, recalled the values of the teaching experience and the students at the Jones and Mt. Zion schools.2 The realism presented painted a picture of some items that needed corrections countered with other items of lasting and significant value. The experiences, stories, and recollections, as substantiated by pictures, records, grade books, and newspaper accountings provided the basis for this presentation. The time period of this study was selected to correlate to the oral histories of the teachers and the recollections of the students. The changes that were noted from 1925 through consolidation in 1948 as dictated through the state law are incorporated to provide reflections on the curriculum and teachers, teaching styles, and county-wide athletic and art events. 2 Juanita Earnest Dickey, interview by author, 1 August, 1990, Newton, tape recording, Jasper County Historical Museum, Newton. CHAPTER 1 HISTORICAL BACKGROUND OF JASPER
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