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DOCONENT SHONE ED 211 245 BC 013 049 AUTHOR Grundy, Ernest TITLE Central Nebraska's Country Schools. Country School Legacy: Humanities on the Frontier. INSTITUTION Mountain Plains Library Association, Silt, Colo. Country School Legaty Project. SPONS AGENCY National Endowment for the Humanities (AFAH), Washington, D.C. PCB DATE Jan 81 NOTE 121p.: For related documents, see RC 013 047-058 and RC 013 070-084. EDBS PRICE MP01/PC05 Plus Postage. DESCRIPTORS Acculturation: Community Centers: Community Schools: Cultural Background: Cultural Education: Curriculum: *Educational History: Educational Trends: Elementary Secondary Education: Ethnic Groups: *One Teacher Schools: *Rural Edutation: *Rural Schools: School Buildings: School community Relatiopshic: *Small. Schools: State History: Teacher Qualifications: Teacher Role: Teaching Methods IDENTIFIERS *Country School Legacy Project: Historic Sites: *Nebraska ABSTRACT Presenting information drawn primarily from interviews and visits to abandoned, operating, and restored country schools in Nebraska, this report is part of the Country School Legacy Project, intended to study the role rural schools played in the history of the frontier and to locate and preserve information related to country schools. The report focuses on six phases of the country school experience: schools as historic sites: schools as community centers: the role of the rural school in Asericanizing ethnic groups: curriculum: the role of the teacher: and the future of the country schools. Indicating that Nebraska may be at the forefront in attempting to preserve the rural school tradition, the report describes nearly 30 rural schools that have been restoredas auseuss and the research effort that exasinlid and photographed vastly 100 existing country school buildings that are potential historical sites. (NEC) 200********************************************************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * * ********************************************************************** COUNTRY SCHOOL LEGACY: Humanities on the Frontier CENTRAL NEBRASKA'S COUNTRY SCHOOLS Ernest Grundy English Department Kearney State College Kearney, Nebraska January 1981 Funded by the National Endowment for the Humanities Sponsored by the Mountain Plains Library Association U.E. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPR( DUCE THIS CENTER IERICI MATERIAL HAS BEEN GRANTED BY the locomen, has been reprodwedas recenad from the person or organizetroo Aaci (21%)1 I "COri; ongrnnong it Iff Minor changes have beenmade to improve reproduction quality Pointe of new or optmons stated in this docu me.,, do not necessenly represent official NIE TO THE EDUCATIONAL RESOURCES mmtemorrmlici INFORMATION CENTER (ERIC)" f COUNTRY SCHOOL LEGACY ADMINISTRATIVE STAFF Project Director: Andrew Gul ['lord Colorado Mountain College/Silt Elementary School Silt. Colorado Media Director: Randall Teeuwen Photo America Fort Collins, Colorado Exhibits Director. Berkeley Lohanov Denver. Colorado Fiscal Agent: Joseph Edelen L D. weeks Library University of South Dakota vermillion, South Dakota COUNTRY SCHOOL LEGACY: HUMANITIES ON THE FRONTIER The Mountain Plains Library Association is pleased to be involvedin this project documenting the country school experience Funding ofthis project from the National Endowment for the Humanities, cost sharingand other contributions enabled us all to work with the several statebasedHumanities Committees-as well as many other state and local libraries,agencies and Interested citizens. We are deeply impressed not only by theenthusiasm for this work by all concerned but by the wealth of experience broughtto bear in focusing attention onand recapturingthis Important part ofhistory and how we got here. This project seems to identify many of theroots and "charac- ter formation" of our social, political and economic institutions in theWest Already the main Project objective seems to be met, stimulatinglibrary usage and increasing circulation of historical and humanities materials in thisregion Public interest is rising in regional, state and local history. Oral historyprograms are increasing with greater public participation. The study of genealogyand the search for this informationis causing much Interest in consultingarid preservinghistorical materials What has been started here willnot end with this project. Thr immediate results will tour the entire regionand be available for any who wis the program, film, and exhibit. There will hemore discussion of - -and action onthe issues involving the humanities and publicpolicies. past and present. The Mountain Plains Library Association is proud to hea partner in this work, the Country School Legacy, and its contributionto under standing humanities on the frontier Joseph I Anderson ;tatt: Inn Past President Mountain Plains Library Association 14-(::,,'''4Cf-2-774Dre.:8:6)'-,--- ERR. Chapter I. RECEIVED 42) Nebraska and the Country SchoolLegacy In 1980, the Mountain Plains Library Association, employinga grant from the National Indowment for the Bumanities, authoriseda study of the rural schools of an eight-statearea. This report is the Nebraska section of that investigation. Acting in accordance with directionssupplied by Andrew Gulliford, the Project Director, three people inNebraska have aeon primarily responsible for the research phase. Miss Sandrf Scofield of Chadron StateCollege has covered the western tiers ofcounties. James Dertien, Librarian for the Bellevue Public Library, has studied rural schools in the easternsection. As hmmanist for the state, i have dealt generally with the centralcounties. This report will makeuse of materials from their findings. Although project directions suggestedwe might consider as "rural" those schools having up to six teachers,we have more than not concentrated on those with but one two. Whereas a part of the problem ininterpreting statistical analyses of rural schools isthat governmental agencies often consider as "real;" a town ofup to 2,500 inhabitants, for purposes of this 'study, we have emphasised the oneteacher school often situated ita comparatively isolated area, and ina rural setting. in important feature ofour efforts has been its oral history wherein we have placid on tapes the experiences ofa variety of people.- present and past rural schoolteachers, students, andcounty superintendents, as wellas others who have had experience with cOuLtryschools. As a rule we have photographed these participants. Our interviews will be substance for scholarly research into the Americanscene.Also, with an eye toward the future of historical studies, especially thosehaving to do with "material" culture, 2 we ha7e secured information (photographs included)on two kinds of rural school buildings--those refurbished and presently serving as museums and those which . preservation agencies might decide to convert intohistorical sites. Many of the Latter group are presently used for teachingpurposes. In these attempts, we have gathered data on where rural schoal memoribiliamay be found, and have acquired, as one instance, a complete set of school boardrecords dating from the early 1680's. While those two portions of our research havedealt with "primary" materials, we have also compiledan extensive bibliography consisting of county, school district, and state historysources plus "literary" accounts of the rural school experience. In these efforts, we have received helpfrom many agencies--libraries, museum organisations, historicalsocieties, both state and local, colleges and other educationalgroups.Scores of individuals have come forward with offers of aasiitance.These materials will be placed in a central depository in each state andan index to each state's collection will be iisseminated. What motives lead one to sucha study of our heritage? Can one suppose that C. Reinhold Niebuhr was correct when he pointedout several decades ago that as a nation we are lately (and commendably)becoming more conscious of our past, and, having lost our "innocence," will thereforecome to act in more mature ways what with an improved recognition ofour history, as Walt Whitman and T. S. Eliot have both noted, of the "pastness of thepresent"?As to Nebraska itself, we hope that the pastnoss of thecountry school can bring to is a better recognition of the present situation in education. Several factors may account for our present investigationsinto the rural schools of Nebraska; ancl, whereas students of the cultureof this state may 3 also be blessed with a portion of that historicalawareness which Niebuhr attributed to our nation,some factors may be distinctive in a few ways. To use the phrasing of Walt Whitmanas he exulted,over the vastness of our country, Nebraska isa "varied and ample land," measuring about 200 by 500 miles. It has had a great number of school-buildingsto match its space.' This large areawas settled in a comparatively brief span of years. Despite the first school house being builtin 1822 just outside the walls of Ft. Atkinson on the Missouri Rivernorth of Omaha, the majority of Nebraska's schools were constructed nearlyuit'in a fifty-year span, from the beginning of territorial settlement to the end ofthe nineteenth century, when virtually all of its empty lands had been-takenup. Also, luring the ieriod of the state's rapid settlement, the public schoolmovement burgeoned. 1nis fact, added to the great influx of immigrants whowished educational
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