Figure 1.---This photograph shows the inside of a one room school. It is Pocahontas County, West Virginia during 1921. This teacher had 15 students. The clothing suggests it was taken in early 1910s as do the star pattern on the flags. A lot can be learned from this photograph. Notice the globe on the teachers desk. Also notice the stove pipe in the middle of the room. You can't see the stove, but that was how the school was heated in the winter. Notice the jug and bucket for water at the back. The teacher had to group the children to make assignments. Notice how this teacher has one group together at the front of her desk for a lesson.

The United States was a largely rural country at the beginning of the 19th century and was still largely rural even at the time of the Civil War (1861-65). There is a modern perception that rural schools served a small minority of children. It is imprtant to understand that in the 19th century that most Americans lived in rural areas and it is these rural schools where most Americans were educated. At the begining of the century, this was 95 percent of the population. Only gradully did industrialization and urbanization begin to transform the country. The Civil War (1861-65) helped stimulate that process. Even by the end of the century, however, most Americans still lived in rural areas which meant that rural schools continued to be a very important part of the country's educational system. The United States in the 19th century probably had the world's most progressive system of public education for children in rural areas. Early Federal land legislation had provisions for assigning land parcels for school (1780s) as did the Homestead Act when America began moving west of the Mississippi River (1864). The principal of free public education was well established in America at a time when the British conceived of public education as dangerous or only appropriate as charity schools for indigents. In contrast, in the United States a portion of each parcel of land was reserved to finance a public school. As a result, as the frontier moved west, public schools were automatically financed from the initial settlement of the newc lands. The early rural schools were all elementary (primary) schools--usually one room schools where children of all ages were educated together. They came to provide an 8-year program. Few rural children in the 19th century progressed to high schools, all of which were all located in towns and cities. Even before the turn of the 20th century, America had become the greatest industrial nation in the world with booming cities. This huge industrial expansion was give a massive boost when industrialist Henry Ford introdyced the Model-T Ford. Ford's system of mass production would propel America to go beyond the largest industrial nation and approach the industrial production of most of Europe. An phnomenon that would largely determin the history of the 20 century. There was another impact of the Model-T. It mobility afforded by the automobile helped break down the division between rural and urban America. American finally crossed the divide as we finally see majority of Amricans living in urban areas (1920s). Rural schools continued to be important (1920s-30s), but by the end of the 1930s , school authorities were closing small rural chools as they were expensive to operate. Rather, authorities begn bussing rural schools to conolidated schools in towns. It needs to be stressed that this was not done to improve educational standard. Ut was a cost cutting measure. Although one consequence was that for the first time, rural children had access to secondary schools. The busses that did this of course are part of the impact of Henry Ford and the Model-T. And we can see all of this in the photographic record. Rural kids began dressing like city kids. They did not want to becalled hicks. Looking at the image, it is east to dismiss the standard of education. But the kids that came out of these schools knew how to read abd write with basic math skills. Compare this to our modern schools where all too many high school graduates in major cities are functionally illiterate and most are far below grade level performance.

Demographics

The United States was a largely rural country at the beginning of the 19th century and was still largely rural even at the time of the Civil War (1861-65). There is a modern perception that rural schools served a small minority of children. It is imprtant to understand that in the 19th century that most Americsns lived in rural areas and it is these rural schools where most Americans were educated. At the begining of the century, this was 95 percent of the population. Only gradully did industrialization and urbanization begin to transform the country. The Civil War (1861-65) helped stimulate that process. Even by the end of the century, however, most Americans still lived in rural areas which meant that rural schools continued to be a very important part of the country's educational system.

Prevalence

The United States in the 19th Century probably had the world's most progressive system of public education for children in rural areas. Early Federal land legislation had provisions for assigning land parcels for school (1780s) as did the Homestead Act when America began moving west of the Mississippi River (1864). It mean the vasst majority of Amerucans had access to free pubkic education, even in rural areas. The principal of free public education was well established in America at a time when the British conceived of public education as dangerous or only appropriate as charity schools for indigents. In contrast, in the United States a portion of each parcel of land was reserved to finance a public school. As a result, as the frontier moved west, public schools were automatically financed from the initial settlement of the newc lands.

Academic Level

The early rural schools were all elementary (primary) schools--usually one room schools where children of all ages were educated together. They came to provide an 8-year program. Few rural children in the 19th century progressed to high schools, all of which were all located in towns and cities.

Industrialization

Even before the turn of the 20th century, America had become the greatest industrial nation in the world with booming cities. Industry helped to modernize agricultyure an increase productivity. All kinds og lbor saving decices came out of industry to be markeed to farmers. This huge industrial expansion was give a massive boost when industrialist Henry Ford introduced the Model-T Ford. Ford's system of mass production would propel America to go beyond the largest industrial nation and approach the industrial production of most of Europe. An phnomenon that would largely determine the history of the 20 century.

Rural Isolation

There was another impact of the Model-T. It mobility afforded by the automobile helped break down the division between rural and urban America. American finally crossed the divide as we finally see majority of Amricans living in urban areas (1920s).

Demise of the Small Rural School

Rural schools continued to be important (1920s-30s), but by the end of the 1930s this was changing. School authorities throughout the country were closing small rural schools as they were expensive to operate, especially schools wityh lessthan 20 children. Rather, authorities began bussing rural schools to conolidated schools in towns. It needs to be stressed that this was not done to improve educational standard. Ut was a cost cutting measure. Although one consequence was that for the first time, rural children had access to secondary schools. The busses that did this of course are part of the impact of Henry Ford and the Model-T. And we can see all of this in the photographic record. Rural kids began dressing like city kids. They did not want to becalled hicks.

Educational Standards

Looking at the image, it is east to dismiss the standard of education. But the kids that came out of these schools knew how to read and write with basic math skills. Compare this to our modern schools where all too many high school graduates in major cities are functionally illiterate and most are far below grade level performance.

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Created: 5:19 AM 7/22/2008
Last updated: 9:32 AM 12/4/2016