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Rural schools because of the low density of population created problems. It meant that small schools had to be established throughout the country. That was more expensive than building one large school. This was in part because it required more teachers. There was a benefit in that the children often got more attention because of the small classes. Although teaching a group at many age/class levels was complicated. But the rural areas were where the children were. America would not reach the point that a majority of children were in urban areas until the 1920s. This rural dominance was the case in the 19th century when some countries began building public school systems. America and Germany led the way, but only America committed to building schools in rural areas. The major European countries, especially in the 19th century, were more urbanized than America. Schools in Europe were often in villages and and to a much lesser extent n the country-side. This may have in part to the fact that America was a very rural country, more rural than the European countries opening schools. And while urban populations in America steadily increased during the 19th century, over half of the American populations still lived in rural areas at the turn-of-the 20th century. Another factor in America was the ideological image of the farmer. The Jeffersonian idea was small-scale agriculture, the idea of the family farm. The result was the Northwest Ordinance (1787) and the Homestead Act (1862) through which the Federal Government sold land with parcels reserved for schools. Land on which the school was built and land that could be sold to finance building that school. So as the frontier moved west, rural schools were create in in most states, even before the territories became states. And some evolved into urban schools as the population increased. The southern states were different which meant that these states had much more limited public school systems. The quality of education carried in these rural schools. They were small, often one or two room. The ages varied, often pupils 2-20 years of age, Rural children took longer to complete their education as they were often required on the farm, missing many school days. Educator Horace Mann complained that New England farmers housed their hogs in better buildings than those many early schools to which they sent their children. The quality of the teachers also varied. Low salaries did not attract the most capable people. This is why so many teachers were women that had few other employment opportunities. This probably was a positive outcome as many schoolmarms proved to be excellent teachers. By the end of the century, small rural schools was becoming an impediment. They were expensive to administer as many had only a few children. In addition, they only offered education through the 8th grade. And states were expanding secondary education meeting the demands of an increasingly urban, industrial society. Rural children for the most part had to move in with relatives or family friends to attend secondary schools. Another location issue appeared in the 20th century. The cost of administering large numbers of rural schools caused states to move toward consolidating town schools. his was made possible by Henry Ford and his low-cost motor vehicles. Schools for the most part were funded by property taxes. This created substantial differences in funding from district to district.
Rural schools because of the low density of population created problems. It meant that small schools had to be established throughout the country. When the United States was created (1780s), something like 95 percent of Americans lived in rural areas. Most of America beyond the Appalachians was still unexplored frontier. America began building a public school system at a time that the rural areas was where the children were. And while urban populations in America steadily increased during the 19th century, over half of the American populations still lived in rural areas at the turn-of-the 20th century.America would not reach the point that a majority of children were in urban areas until the 1920s.
That was more expensive than building one large school. This was in part because it required more teachers. There was a benefit in that the children often got more attention because of the small classes. Although teaching a group at many age/class levels was complicated.
America in the 18th and 19th century was largely influenced by European, primarily, British cultural trends. But already America was laying the foundation for the future, including democracy and capitalism. (America inherited the basic for democracy and capitalism, but America took it to a whole new level. Public education was another innovation in which America led the way. This rural dominance was the case in the 19th century when some countries began building public school systems. America and Germany led the way, but only America committed to building a major school system in rural areas. The major European countries, especially in the 19th century, were more urbanized than America. Schools in Europe were often in villages and and to a much lesser extent in the country-side. This may have in part to the fact that America was a very rural country, more rural than the European countries opening schools.
Another factor in America was the ideological image of the farmer. The Jeffersonian idea was small-scale agriculture, the idea of the family farm. There was the vision that the small-scale farmer was the ideal citizen. Actually a Roman ideal. There was suspicions toward industry and commerce. These were opposing outlooks championed by Thomas Jefferson Alexander Hamilton--opposing views in the first American cabinet, sometimes frustrating President Washington with their opposing policy recommendations. Jefferson 's views had resonance when the United States were a nation of farmers, but it in the long run, America's future lay with Hamilton's vision.
One result of this was The result was the Northwest Ordinance (1787) and the Homestead Act (1862) through which the Federal Government sold land with parcels reserved for schools. Land on which the school was built and land that could be sold to finance building that school. So as the frontier moved west, rural schools were create in in most states, even before the territories became states. And some evolved into urban schools as the population increased. The southern states were different which meant that these states had much more limited public school systems.
We have few images of early rural schools. Genre painting was not a form that naive/folk artists took an interest in paintings. They mostly painted portraits which is what Americans were willing to pay for. Photography was invented in France (1839) and quickly spread ti America. For the first time we have large numbers of images of these schools. For the first two decades, however, we see very few school images. The albumen process made school portraits more feasible because multiple prints could be made of an image so every family that wanted a copy could have one (1860s). We only see a few school images at first (1860s). But soon school portraits, mostly class portraits, began to become an established events. In rural schools of course, the whole school of course was photographed and not class photographs like in urban schools. Thus means there is a huge chronological record available on school, including rural schools available from the 1870s on. Mostly this means outside the school, bit there are some interior images as faster speed film was developed after the turn-of-the 20th century. this record only increased during the 1920s. But we begin gto see consolidation beginnin (1930s) and in the 1940s most small rural chools were phased out.
The Northwest Ordinance solved the problem of establishing and building rural schools. But hen they financing school operations had to be arranged. Another location issue appeared in the early-20th century. As America urbanized, the cost of administering large numbers of rural schools caused states to move toward consolidating town schools. This was made possible by Henry Ford and his low-cost motor vehicles. This made low-cost transport possible. Schools for the most part were funded by property taxes. This created substantial differences in funding from district to district. There were also regional differences, especially between northern and southern states.
The quality of education varied in these rural schools. They were small, often one or two room. The ages varied, often pupils 5-20 years of age, Rural children took longer to complete their education, especially the boys, as they were often required on the farm, missing many school days. Educator Horace Mann complained that New England farmers housed their hogs in better buildings than those many early schools to which they sent their children. The quality of the teachers also varied. Low salaries did not attract the most capable people. This is why so many teachers were women that had few other employment opportunities. This probably was a positive outcome as many schoolmarms proved to be excellent teachers.
By the end of the century, small rural schools was becoming an impediment. They were expensive to administer as many had only a few children. In addition, they only offered education through the 8th grade. And states were expanding secondary education meeting the demands of an increasingly urban, industrial society.
Rural schools were primary level schools. Gradually 8-year programs were adopted by schools throughout America.
Rural children for the most part had to move in with relatives or family friends to attend secondary schools.
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