The One-Room Country Schools in Illinois The School House— Heating. Lighting. Ventilation. Equipment. Grounds. Suggestions to Boards of Directors. Organization. 1379 PcB-28 1909 c. 3 PUBLISHED BY The Department of Public Instruction. FRANCIS <5r. BLAIR, Superintendent. U. J. HOFFMAN, Assistant. Department of Country Schools. SPRINGFIELD: Illinois State Journal Co., State Printers 1909 * ILLINOIS STATE LIBRARY No . r Alcove No . .. Division . Shelf No . B OOKS may be taken from the State Library by the members of the General Assembly and its officers during the session of the Legislature, and at any time by the Governor, and the officers of the Execu- live Department of this State who at= «qmred1 to keep their offices at the seat of government, and the Justices ot the Suoreme and Appellate Courts. No person shall be allowed to take any book or prop- ertv from the Library without executing a receipt there- ?OD nor ” take or detain from the Library more than two volumes of miscellaneous works at any one time. No miscellaneous works shall be detained more tha two wSks All Laws, journals, etc taken by members of the Legislature shall be returned at the close ot the session. Qn ; • res> or {ai i s to return any book taken from the Library within ^ time above meigione , HE SHALL FORFEIT AND PAY TO THE LIBRAK IAN for the benefit of the Library, THREE 1JLMEb iiifi VAI UE THEREOF, or of the set to which it belongs. \ny person, not above mentioned, who takes books or other articles from the State Library without the con¬ sent of the Librarian will be prosecuted for larceny^ Anv person taking books from the State iuprar\ without reporting the same to the Librarian or assistan , and causing 3 the same to be properly charged upon the Register wfll be prosecuted to the full extent ot the law No entry of charge or return of books will be permitted in be made except by the Librarian or assistant. books of the Library wtll return the same to the Librarian or assistant. A ROSE. Secretary of State and ex-officio State Librarian. The One -Room Country Schools The School House— Heating. Lighting. Ventilation. Equipment- Grounds. Suggestions to Boards of Directors. PUBLISHED BY The Department of Public Instruction. FRANCIS G. BLAIR, Superintendent. U. J. HOFFMAN, Assistant. Department of Country Schools. \ 11 15 3 ) n ) ) 1 ' } 5 ) ) ) ) ) , >. 5 ; ) ) ) ) ) ) 5 * ) > 5 5 1 } i SPRINGFIELD, ILL, Phillips Bros., State Printers. 1908. 3 ) > > j j > • • • • • • .♦ •• • • • • • Fount io/sr * Flan *'D15T^!CT*'v5CHQDL- -— THB- -- -v^yyvpe- - «=>»- muli mo\s- >anat. 7 .qI £>«*V** 87 ®jr .#. &.* /a W O^arby-T Zlmnotrroqo *SjAye- AR^Hiyecy UOl 5ieinwd^ Hall C^.4-^\crA5jo. luu A ip^*-gv^ by , . . . , PT^Wl^^ 1 1 ' . . CIRCULAR 28. Foreword. Although Illinois is making marvelous growth in manufacturing and mining, agriculture is and will continue to be one of our greatest industries. We have our great centers of commerce and manufactur¬ ing, but are still very largely a State of farms, a commonwealth of rural communities. This large rural population affects the character and form of our institutional life. This is especially true of the great institution—the common school. To meet the needs of these comparatively sparsely populated farming communities, the single¬ room school house came into existence and, notwithstanding the con¬ tinued establishment and growth of villages and cities, notwithstand¬ ing the strong tendency towards the consolidation of separate dis¬ tricts, the single-room school will continue to be an important part of the common school system of Illinois. Last year 307,111 children attended school in the 10,638 single-room school houses of Illinois. It is with a view towards improving these district schools that this bulletin is issued. It has been prepared by Mr. U. J. Hoffman, the State supervisor of country schools. I am under great obligations to Mr. W. C. Zimmerman, State Architect, who has taken such a keen interest in the matter and given much of his valuable time to the preparation of the plans and specifications of what is, perhaps, the most artistic and, at the same time, the most useful single-room school building ever offered to the directors of the country schools. I am sure that the suggestions contained herein will be of great service to the country schools and country school children. F. G. Blair, Superintendent of Public Instruction. Springfield, Illinois, June 26, 1908. 5 THE ONE-ROOM COUNTRY SCHOOL. Introduction. ADVANTAGES AND NEEDS OF THE COUNTRY SCHOOL. The purposes of the public school is to do an important work in the proper bringing up of children which cannot be as well done in the home. The ability to read, write, and figure is considered essential for every one who wishes to get on in the life of today. But much more than this is necessary. A man to adjust himself to the life of today must know a good deal about the country in which he lives and about the world. He should understand the workings of the government under which he lives and of which he is a part. He should be familiar with the ways of doing business; for even in the simplest occupations he must work with others. He must learn to apply his mind to the solution of problems, must form habits of indus¬ try and cooperate with others. He must be trained to behave himself properly in a civilized community. All these things are necessary to enable him to earn a livelihood. But more than a mere living is essential. His tastes should be culti¬ vated so that he may occupy his leisure hours in the reading of books, and in the study of those things which advance him in serviceableness to others, which make life worth living. The school attempts to place children in possession, as early and as quickly as possible, of the recorded experience of the race, that the new generation may begin life’s work where the former left ofif. School life is a large and important part of the life of children, and it is or should be real life. The more wholesome and complete it is the better will it prepare the children for successful living in maturity. Did we all feel the truth of this as we should, we would not go so far wrong in deciding what is good, indififerent or bad in the conduct of the school. While the life of children should be under wholesome direction, it should be free, simple, natural, advancing in helpfulness, instead of constrained, complex, artificial and dependent. Conditions in the country still are most favorable to such a life for childhood. The country school should utilize all the favorable conditions of country life, and not try merely to imitate the city schools. The country school may be, and should be, the best school in the world. 6 THINGS MOST NEEDED TODAY. Better School Houses —Improvement in country school houses has not kept up with that in the homes of the children. Most of them were built fifty years ago, and at that time were as comfortable as the house from which the children came. They have stood the wear of a half-century, and while repairs were made that kept the rain out the houses have not been improved. When new ones were built, too often they were modeled after the old—a door, windows on all or opposite sides, no cloak rooms, and the stove in the middle of the room, the small seats in front of the larger ones. To provide a place to sit, to keep dry and warm, seems to have been the only purpose. Better School Grounds —In too many cases no attention has been given to the grounds. They are treeless, unsightly and cheerless. Where school directors took thought years ago, the grounds about the school houses, like the country homes, are not only beautiful, they are serviceable in the proper bringing up of children. Heating and Ventilation —In too many cases the house is heated by a big stove in the middle of the room, where it can do the most harm. The children’s heads are hot and their feet are cold. No provision at all is made for ventilation. The windows cannot be lowered from the top or raised from below. And where this can be done the chil¬ dren’s health is endangered by cold draughts striking their bodies. Foul air is not only injurious to health, it makes good work and conduct difficult. Better Furniture and Supplies —In many schools double desks still do service. These are a great disadvantage to the pupil and double the teacher’s difficulty in maintaining the necessary order and study. The small seats are placed in front of the larger ones, requiring some of the pupils to sit in seats too high and use desks that are too low. Often no small seats at all are provided for the little ones. In many schools there are not the necessary supplies, but instead much expen¬ sive and useless apparatus purchased of shrewd, persuasive agents. These are some of the things that keep the country school from being the best school. Are the fatal? I think not. What is the remedy? If all interested in the country schools will do their part these hindrances can be removed. It is hoped that the following suggestions may aid in their removal. 8/*ACb£ f^ONT tLEVATJON - -• V] 5T&IGT • »5C+iQDL* -T=-OR JHa.- • ■>3T A T Er ‘ - ILLIMOI5 * | 1 . C* ^TAJfc AWCHq-eej- 110! 3+«mwjy Half cTm/ca&o, 1j_l Appr«v«J by P*AW« •/ MAM... S.S*.. 7 CHAPTER I. The Country School House. The country school house should at least be comfortable. This is necessary to preserve the health of the children and the teacher; good school work cannot be done in discomfort. When a house is built it may as well be made comfortable and convenient, well fitted to serve its purpose, which is to have a good school. If the cost is a little more it will still be better economy to spend the little more than to save it and fail to have a good school. The plan of the house is an important matter. A good plan can be made only by one who knows how to arrange a house to best serve its purpose. The essentials are few and may be had by any district that is able to build a house or improve an old one. The School Room —The school room should be conveniently arranged, well lighted in such a way as not to injure the sight of the children, comfortably warmed and ventilated. It should be neat and home-like and easily kept clean. The Vestibule —The entrance should not be directly from the out¬ side. But a vestibule that serves also as a cloak room for both boys and girls is a nuisance. It is a prolific source of disorder and mis¬ conduct, a great drain on the teacher’s strength, and a destroyer of the good temper and conduct of the children. The vestibule should be just large enough to permit the easy entrance of the children but not large enough for a number to congregate to play or scuffle. Separate Coat Rooms —Separate coat rooms are essential and their advantages are many. Girls need a place where they may arrange their clothing or toilet with no danger of being disturbed. A Fuel Room —The fuel room should be connected with the school room, and the doors should be near the heater that fuel may be taken directly from it and placed in the heater. It must have a solid floor and be well boarded up to keep out the dust. Building paper should be placed back of the boards. Teachers are often obliged to make their own fires. It is a great hardship upon them when the fuel has to be carried by them from a shed in the yard. Kindling is usually damp and often wet. If the fuel is easily gotten at, the fire is attended to as soon as discomfort is felt. This does away with the unsightly shed, usually in the front yard, and the expense is less. A Library and Study —The school room only is more essential than the library and study. This little room is not simply a convenience. It can be made most serviceable in the regular school work. It should contain a book case built into the wall and be provided with a good lock. Other shelves can also, be built into the wall where apparatus 8 and supplies can be stored. When the house is used for public meet¬ ings the children’s books can be stored, and be perfectly safe from molestation. It should contain a bench, which can readily be trans¬ formed into a couch, should a sick child need to lie down. It should contain a table at which pupils can work. Often the older pupils may be sent to this room to prepare their work and be free to communi¬ cate while at work. Frequently the little ones may be given work that they can do best where they have freedom. It may be made a source of self control, industry and interest, for the privilege of going to the room may be made a reward for good behavior and studiousness. The doors to the coat rooms and library should be in plain view of the teacher at all times. The play grounds should also be in plain view of the teacher. It will greatly lighten the labor of control in coming arid going, and on the play ground. PLANS AND SPECIFICATIONS. In the Illinois district school the architect has provided all the essentials already mentioned and has given us the plan of a house which is at the same time inexpensive, convenient and beautiful. The specifications are so clear that contractors may make estimates and bid intelligently. The house is 32 by 33/4 feet. Key. C.-Warpi Aift HeAre.^. t) ~ Fr«h A'* Dvc t. PIG. 4. HEATER AND VENTILATOR. This cut illustrates a method of heating and ventilation. The heater is a small furnace in the corner of the room. The heated air rises, but does not pass through pipes. The air is admitted from the outside and can also be admitted from the inside. The chimney contains an iron smoke flue into which the stove pipe is fitted, the smoke passing out at G. The foul air of the room enters the chimney near the floor and being heated by the iron smoke flue passes out at the top. * 9 The school room is 23 by 31 feet, inside measurement. The library and study 8 by 9 feet, the girls’ coat room 4^ by 9 feet, the boys’ coat room 6 by 9 feet, and the fuel room 6 by 9 feet. The height of the room is 13 feet. HEATING AND VENTILATING. This house is to be heated with a regular school heater. This is a small hot air furnace in the corner of the room. The cost is but little more than a good stove. There is a galvanized iron conduit to convey the air from the outside through the wall and floor under the furnace. This is provided with a damper which will close the conduit and keep out the outside air when desired. Openings are provided in the jacket of the furnace close to the floor that the air may be taken from the inside of the house and the room more quickly heated in the morning. These should be closed and the damper opened, taking in the outside air, as soon as > 1 IO air between the furnace and the jacket flows into the room, and that from out of doors rushes in to supply the place vacated by the heated air between the furnace and the furnace jacket. Thus warm, pure air from the outside is flowing in and filling the top of the room, settling in all parts of the room. This goes on so rapidly that the air in the school room is fit to breathe all the time. V . a-' Cut showing how fresh air pipe goes through outside of wall of the building, the tight damper in the pipe, the deflector for throwing fresh air up between the shield and heater and the rings and supports of the shield. The fresh air is mixed with the air in the room which rises from the floor ^fween the stove and the jacket. This secures economy in the use of fuel and yet secures good ventilation. ' The back part of the room iyas well heated as any other part, and the pupils near the stove arefiiot uncomfortable from heat. The stove takes up little room and is out of the way. In winter a window need never be opened and yet the air is always pure. If the founda¬ tion walls are good the floor is always warm. In the evening the fire can be banked, the draft closed, the check-drafts opened, the air shut off from the outside and let in from the inside. In the morning the teacher will find a good bed of live coals and the room partially warm. In ten minutes the room will be comfortably warm. Here we have comfort and health, with little labor. Their value is above price. The cost is insignificant. The saving in fuel alone will pay. the additional cost in a few years. It is well known that a slow, Steady fire-consurrfes des'? "fuel than an unsteady one. L <■ t t I THE LIGHTING. The directions from which the light comes may seem a small matter to some. It is, however, a matter of great importance. Good light costs no more than poor. In this school house the greater part of the light is admitted from the left of the children. The school faces the blank wall where there is room for plenty of blackboard and pictures. The light so falls upon the blackboard that the work on it can be easily seen by all. Facing the light is ruinous to the eyes of children. Cross light, as when light is admitted from opposite side of the room, is very injurious. Good adjustable window shades should be provided that the direct rays of the sun can be kept from falling upon the children. Through the windows the play ground in the rear of the building is in plain view of the teacher sitting at his desk. SEATING. When we consider that the children must sit in the school room reasonably quiet for at least five hours a day, we will not fail to ap¬ preciate that the seats should be comfortable as possible. Children exercise their legs violently when at play. If then they must sit for an hour and a half in a seat that does not allow the feet to rest on the floor, a great deal of suffering follows. The large nerves supplying the feet are pressed between the bones of the leg and the seat. If the feet do not rest on the floor the pressure is on these nerves, and the feet “go to sleep.” Children can not endure this long, they become restless and keep moving about or assume positions which result in bad bodily habits and may lead to serious physical defects. Were the seats of the right size and properly adjusted, the children would be comfortable, would busy themselves with their work and their health and physical welfare would not be endangered. Seats and desks are made in five sizes, designated by numbers. No. i is the largest, and No. 5 the smallest. In a country school there should be some of all sizes, but there may be fewer of No. 1 than of the others. There should be more of No. 2 and No. 3 than any others. Double desks should never be placed in a school room. The saving in cost is insig¬ nificant. The gain in effectiveness by using single desks is great. The effect on the order of the school and the conduct of the children is much more wholesome. These things should be strictly observed in seating the house shown in the floor plan. First —Seats No. 5 should be placed next to the window. Eight seats may be placed on the first row. There should be a whole row. Scond —Never place a smaller desk before a seat of a larger size. If a row needs to be composed of two sizes of desks, the larger ones should be placed behind, but where these end, there should be a seat¬ less desk of the larger kind ending the half row, and a deskless seat of the smaller kind should be placed in front, and the row continued with the smaller desks. 12 Third —The next larger size desks should be placed along side of the smallest ones, and the largest desks should be next the door and farthest from the side windows. Fourth —Every row should begin at the back with a deskless seat. A desk without a seat behind it is useless. The last desk in front should have a seat. This will serve as an additional recitation seat. Fifth —There should be two recitation benches in front of the teacher’s desk. Sixth —The aisles next to the window and at the back of the room should be at least twenty-four inches wide, and the ailses between the rows should be twenty inches wide. Next to the doors the space should be four feet. Seventh —Eight seats, No. 5, may be placed in a row, eight of Nos. 3 and 4 in each of the next two rows, and seven of Nos. 1 and 2 in the last two. This provides eight seats and desks. If less than this are needed the space between the seats and walls may be widened. THE ILLINOIS DISTRICT SCHOOL WITH BASEMENT. To those districts that can afford it the Illinois district school with basement is recommended. The space marked “fuel room” can be utilized as the entrance to the basement from the school room. The outside door to the fuel room will not be needed, but a window should take its place. When the basement plan is used the front of the floor plan should be reversed, the library where the fuel room now is, and the stairway where the library now is. The basement should be at least three feet above the surface of the ground and should be well lighted. Care should be exercised to have it well drained. Tile should be placed all around at the base of the wall on the outside to collect all the water that may seep toward the base¬ ment from all sides. The walls should contain an air space to prevent dampness. The floor should be concrete, and so constructed as to be always perfectly dry. The basement room can be used as a play room in bad weather. A work bench can be fitted up and the boys be taught the use of tools. Agriculture can be studied and the litter occasioned by studying soils and plants will not interfere with the work in the school room. When manual training is given the boys in the basement, the girls can use the library room as a sewing room. In placing the furnace care should be used to have the pipes properly placed. It is easy for one who does not understand the workings of a furnace to make a mistake. A pipe should lead from the outside to the base of the furnace to admit the fresh air. A damper should be placed in this so that the outside air can be shut out. Another pipe should lead from the school room to the base of the furnace, so that the air can be returned from the room through the furnace. This should also contain a damper so that this opening may be closed when the air is taken from the outside. At night the outside air should be shut off and the return pipe from the inside opened. This will keep the room warm during the night. As soon as the house is comfortably warm in the morning the dampers should be changed, that fresh warm air be supplied to the school room from the outside. /4--1 ec_- ^ A r T ot - DL5TRJCT - vSCHQDL- -- I'OK. T Me_ *“*—~ • U-U/NOI.S • W.Car^y jC iro n-* £r m a r\ \ OUTHOUSES. Neglect of outhouses is the source of demoralization of many child¬ ren. There should be two as far apart as the grounds will permit. Each should be screened and vines be planted to overrun the screen. The walls should be kept free from obscene language and pictures. There are yet to be found double outhouses on school grounds. It is difficult to conceive of a worse arrangement than these doubled doored abominations. To build one of them should be a penal offence. Better expose the children to a deadly contagious disease than to subject them to the moral leprosy which lurks in these 'double outhouses. e •>> * U 33 CHAPTER III. Organization and Devices The one-room school, containing as it does pupils of all ages and all stages of advancement, must be organized into a harmonious work¬ ing body. Organization requires the grouping of pupils, the allot¬ ment of time, the assignment of duties so that both pupil and teacher may work to the best advantage. The State Course of Study provides the plan of organization. It divides the work of the course into eight years, or grades, and each grade into classes. If all classes of the eight grades were present the divisions would be so numerous that the teacher could not do justice to all. THE PLAN OF ALTERNATION. The most successful scheme to secure fewer classes and yet do the least injustice to any is known as alternation. The work is so ar¬ ranged that two grades may work together doing the allotted work of two years. But the year's work is done in the reverse order from the year before. In this way the classes required for three years of the course are dropped out, with little detriment to the work. In September of the odd numbered years, as 1909 , 1911 , the classes are: 1. First year, in every study. 2. Second year, in every study. 3 ^ Third year, in numbers only. ( Fourth year, in every study. 4 j Fifth year, in no classes at all. } Sixth year, in every study. - ^ Seventh year v in no classes at all. ’■ I Eighth year, in every study. In September of the even numbered years, as 1910 , 1912 , the classes are: 1. First year, in every study. 2. Second year, in every study. 2 ^ Third year, in every study. ' ( Fourth year, in numbers only. ^ $ Fifth year, in every study. ‘ ( Sixth year, in no classes at all. _ \ Seventh year, in every study. ( Eighth year, in no classes at all. Grades enclosed in braces recite together in the classes organized except in numbers in the third and fourth years. In the odd num¬ bered years the work outlined for fourth, sixth and eighth years is done, and in the even numbered years that of the third, fifth and seventh years. t l > . I 34 OUTLINE OF THE YEAR’S WORK. The State Course of Study outlines the work for each year by months. If text books in a county are not uniform each teacher must adapt the text to the outline. In counties in which the books are uniform the county superintendent usually issues a supplement to the State Course, in which he makes the adaptation. As he makes out the questions for monthly or bi-monthly and final tests the order need, not be exactly that of the State Course, but following more nearly the order of the text. This saves the teachers much labor and the pupil much confusion. Bat the suggestions of the State Course should not be neglected when a county outline is provided. DAILY WORK. Organization further requires that the work of the day for both the teacher and pupil be definitely outlined and time allotted for teach¬ ing and for study. The teacher’s schedule of work is the program of recitation. The pupil’s schedule is the program of study. The teacher does her most important work at the recitation bench. Here she tests, drills, and instructs the pupil. Here she assigns him work for the next day and prepares him to do it successfully. The pupil does his most important work at the study desk. Here he masters the tasks set him by the teacher. At the recitation bench he proves that he has done his part, receives the drill and direction which en¬ ables him to succeed if he has failed, and prepares him to successfully do the next work assigned. DAILY SCHEDULES. On the following pages are model schedules of recitation and of study, w T hich may be used as guides in framing a program. Ail the classes are supposed to be present and no extra classes are provided for. It is likely that in most schools some of the grades will be miss¬ ing. This will give additional time for the recitation of those present. It may be that some classes will be so small that less time is needed than is here assigned. This can be distributed to those classes which can profitably use a longer recitation period. If ninth and tenth years are taught the program given in the State Course of Study will be helpful in arranging the schedule of recitation. DAILY PROGRAM—ODD NUMBERED YEARS. /> 35 J z o H < H HH u W 03 m W Q •< P3 O w £ M o w oo h o w >—> M 71 —i OOlrtt- ^HNW i -h* * i <3 c- co oo ooooiooioo O O O O O ire 1/5 o Oi-iNtOTlffON OSCiOOCClOlOO X W • 'uouu • • • •—« • >—< • •—< , j) | j -4—» 4_> 4_J to)bei-i 43 a 3 43 43 bl . 5 . 5.2 g E E E.H Ct 3 r^OiXl-O n re c *-> ^ oj Q. 43 n ( _^>_i_l 3 OoiZ<<: ■ I co oo ^ c— i 00 o oo o in m o in m co co oo co o <0 O H - >» toe . beJ 2 bi toe erf ti bi) nogcE.ee 'O'ui^'O re >-> 41 re JO 43 aj ^Q«j2ao, 03 CL 73 03 07)73 >* Q D H 73 H C/3 03 Q fc O O w 73 «S K« H H M 73&L K S * w 0 U k_. M W ^73 be be tube g a cc xxxx ^ re re to re ►re 1 10“ 43 43 43 43XX 03 03 03 03 CL Oh C/3 )-i 43 X £ a cn w • • ~ SJSgg'jO xx.£.Ec> a § " « re aa . >-i ■>* .co O U 43 O O bb ••—< t-h .-h -I--hf nr 4-» 4-j 4-i 4J zr zr qj v v . >> i_ >_ i_ XO-G +-> 4-» 4^ J- L- L-. 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If the school is actually organized a record of that organization can be easily made. The record also serves a good purpose in this that it gives the teacher a clearer idea of just what the organization is. There are two forms which are in general use and which answer the purpose well. If the record is complete it is not only a history of what has been done, it is such a description of the school that a new teacher can take up the work where it left off. By this means a school once started does not end. Vacations come, but the school still exists and goes on without interruption. Our government does not end when officers’ terms expire, nor does it begin again when new ones come in. So a district school should continue as an insti¬ tution even when it is not in session. The record of classification continues the organization from one year to the next. REGULAR WITH THE COURSE. A classified one-room school has this advantage over a graded school, pupils may be in classes in different grades at the same time. In most cases it is best if the pupil can be regular, yet in the ex¬ ceptional cases he would better be in some studies in the seventh and eighth grade and in others in the sixth. In a one-room school the pupil may be placed in classes in which he can do most for himself and can be promoted as rapidly as he is able to do the advanced work. FORMAL TESTS. Every well regulated school should have monthly or bi-monthly tests. In the advanced grades they should be written and in the primary oral. The purpose is two-fold. The pupil may know defin¬ itely his mastery or lack of mastery of the work gone over. The teacher may learn where her efforts have fallen short. A failure means either that the work has not been well done by the pupil or well taught by the teacher. The test should help both pupil and teacher to remedy defects which, if not rectified, will cause trouble or disaster in the future. Too often the test is used only, as a means of determining the grades of the pupil. Not grades but efficiency in the work should be the end in view. The pupil’s papers should be gone over by the teacher, the errors pointed out, and the papers returned. The grades should be determined after the correction has been made. If the teacher discovers that the month’s work has not been well done it should be reviewed as time will permit while the next month’s work is in progress. FILING PAPERS. When the papers have been corrected by the pupil they should be filed, each child’s separately, for future reference. Each month the papers should be compared to note improvements. At the end of the year the papers should be given to the owners. 40 SCHOOL WORK—SCHOLARSHIP. The first aim of the school is to give proficiency in the school arts. The child should learn to read, to write, to spell, and to figure, to speak and write the English language effectively, and to secure a fair knowledge of the world in which he lives and of the history of his country. It is the first duty of the teacher to see that these things are well learned. The habits of continuous application and accuracy formed by doing this work well will be quite as useful as will be the knowledge gained. This hard and some times irksome work must be done.or the school is not the greatest success possible. The knowledge and the skill obtained from the mastery of the school subjects constitute the elements of an efficient mental equip¬ ment. They are the tools with which the pupil can work out a successful career. They are, however, of little value unless a good use is made of them and the disposition to use them is established. BROAD INTERESTS, The school should exert a strong influence in creating in the pupil a good point of view, a right attitude towards life and its work. Probably the strongest influence that can be brought to bear upon the child to turn his thoughts and purposes to the living of a right life is found in the' reading of good books. Through reading he becomes interested in what has been done and what may be done to make life better. His aspirations are awakened, his ambition aroused, and he seeks to realize in his own life work and conduct the things in which he has become interested. Good books become his teachers and have the same influence upon the growth of his char¬ acter that does the companionship of worthy people. To supply this * need the Illinois Pupils' Reading Circle has been organized. A small library of books, selected from its list, may be made of great benefit to the children. THE PUPILS’ READING CIRCLE. F. A. Kendall, Naperville, Illinois, is the manager and will give promptly any information desired. A list of 250 books has been selected from which a choice may be made. Diplomas are granted free of cost for the reading of six books. A record of reading is furnished which goes with the pupil through every grade and at the end of his course will give an accurate account of his reading during his school life. The teacher is the leader of the Circle, decides when a book has been satisfactorily read and makes a record of it in the pupil's book. The county superintendent is the county manager and grants the diplomas to the successful readers. USE OF REFERENCE BOOKS. If the children have access to their text books only, the best school work is hardly possible. A reference library is not a mere conveni¬ ence, it is an essential. 41 There should be readable books on historical topics. Four Great Pathfinders, Story of the Middle Ages, The Story of Our English Grandfathers, Discovery of the Old Northwest, Side Lights on American History, Pioneers on Land and Sea, French Pathfinders, Historic Illinois, Conquest of the Old Northwest, Life of George Washington, Twelve Naval Captains, Hero Tales from American History, and Builders of Our Country are books vhich shed far more light on a subject in which the pupils’ are interested than does the text book. The study of history will be more attractive and useful to the pupil if he reads these in connection with his history lesson. In geography the value of the study will be doubled if the children read freely parts of the following books, as the subjects come up in their text books: King’s Picturesque Geographical Reader, Seaside and Wayside, Carpenter's North America, South America, Europe and Asia, Around the World I, II, III. An enclyclopedia like The New Practical Reference Library, written in language that a child can comprehend, can be made most useful in every subject by requir¬ ing the pupils to consult it on topics to be treated in regular recitations. HOME READING. Every child in school should have at hand at all times a book which will occupy profitably his leisure moments at home. Biog¬ raphy, books of travel, wholesome stories of life in different countries nnd in different ages, historical books within the range of his com¬ prehension and interest, books having a literary and ethical value affect him for good as nothing else can. If the teacher can direct the pupil’s reading she doubles her value as a teacher. The school library and the Pupils' Reading Circle afford the opportunity. THE TEACHER’S SCRAPBOOK, One of the best reference libraries, is a well selected teacher’s scrap¬ book. A number of large manila envelopes may be secured and -labeled with the subjects which they contain. An index may be made on the outside. Newspaper clippings, magazine articles should be diligently collected. In one envelope may be placed history, and in others geography, and separate envelopes may be devoted to the important countries, also separate ones to different periods of history. There may be one devoted to each of the following: Biography, United States Government, Illinois History, Birds, Insects, Animals, Farming, Gardening, Poems, Heroic Deeds, Memory Gems. At the •opportune time the proper article may be read to the class or given to a pupil to read. The teacher’s copy of the geography can be utilized. The clippings can be fastened with a bit of paste to the page where the subject is brought up. It can be readily detached, given to a pupil and re¬ placed when he returns it. The teacher should have one envelope for her own use for clippings from educational papers which she would like to refer to in the future. AGRICULTURE AND HAND WORK. % Another device for creating an interest in right things and securing the child’s application to their accomplishment is the study and practice of elementary agriculture and the use of tools. The child sets up an aim, and uses his energy, knowledge, and skill in reaching that aim. If this is kept up until he takes pleasure in it and it becomes habitual, right character begins to form. The complaint is made that the course of study is already too full and there is not time for the reading of books, the study of agriculture, and hand work. It must be borne in mind that these are side issues. The regular work of the school is the main thing. These things are done at opportune times. The teacher who sees their value will find the time and at the same time not neglect the fundamental work,of the school. COLLECTION OF MATERIAL. The Deparment of Public Instruction, the Agricultural College of the.State University and the Department of Agriculture at Wash¬ ington, D. C., can supply the teachers with printed matter which will aid him in the presentation of the subject of agriculture and nature study. But a collection of material by the pupils and teacher in the neighberhood will add much to the interest. Seeds of all kinds may be gathered and preserved in small vials, collections of every kind of wood, collections of insects, plants and flowers may be pressed. Interesting objects as bird nests, bumble bees nests, butterfly and moth cocoons, best heads of wheat, oats, rye and barley, best ears of corn, may be kept in a tin bos for study. Specimens of bark and pressed leaves may be collected when learning to disting¬ uish trees. A COLLECTION OF PICTURES. A collection of pictures can be made very useful in teaching. Copies of masterpieces can be secured from one to ten cents each, which will make good material for language lessons as well as for picture study. Diagrams and maps may be collected which will help in the study of history. Pictures of flowers and birds are useful in nature study. One of the most useful pieces of apparatus is the stereoptican with geographical views. This, the scrapbook and the collection of pictures are the teacher's personal property, and with his books, form the tools with which he works. The Teacher and His Work. The things touched upon thus far are aids to a good school, yet they are only aids. They do not make a good school. After all the teacher is the determining factor. There cannot be a good school with a poor teacher. There may be a good school with few of the aids, yet with them a good teacher will have a better school and a poor teacher wflll have one not quite so poor. 43 SCHOLARSHIP. One cannot teach what he does not know. One cannot teach well what he knows imperfectly. First of all, then, the teacher should know the subjects to be taught, ought to know much more about them than is to be taught to children. She must know much more than the school subjects. Her purpose is to lead them into an effi¬ cient life, hence she should have that degree of knowledge of life that will enable her to lead the way. A girl with the degree of culture found in, a household servant, who has learned to read, write, and figure, is hardly equipped to be a teacher of children, even though she can do these things very well. A knowledge of life is obtained by association with people who live on a high plain or from assimilation of literature which is the re¬ corded life of the greatest and best. The high school is supposed to give the pupil that higher degree of culture. The least then that can be thought adequate for the teacher's scholarship is the equivalent of a high school education. INTEREST IN CHILDREN. A genuine interest in the lives of children is quite as essential as scholarship. The teacher should find her greatest delight in seeing the children improve in power and in character. The spirit of help¬ fulness which such an interest brings is one of the characteristics of a superior teacher, It causes her to be ever on the alert to detect the child’s needs and to supply them. NATURALNESS. This interest in children causes the teacher to be natural and genuine in her work with them. It drives out the stilted manner, attitude and voice that is so prevalent with those who assume that they occupy the platform as teachers, while the children are inferiors who must be made to do their duty. The real teacher is not stilted, but treats the children naturally, kindly, and helpfully, her voice and manner expressing unmistakably that she is living with them and working with and for them. She secures the co-operation of the children and makes a show of auth¬ ority in manner, or word only in extreme and infrequent cases. CONTROL. The power to control others easily is a gift of nature, yet it may be improved by observing a few essentials. A sympathetic knowl¬ edge of child nature and the disposition to be of service wins the child’s confidence. Ability to do without faltering what needs to be done at once wins the child’s respect. Arousing his interest in the work to be done secures his co-operation. The power to keep the child at profitable work without relapses into aimlessness or idleness makes constant attention to discipline un¬ necessary. The school that needs constant effort to control is in a 44 diseased condition. Real control can be established only by getting all into right relations with the school, so that work fully occupies all. It may be necessary to stop all attemps at school'work until the disease is cured. But if the whole time has to be given to this the school is a failure. The teacher’s care should be to establish a con¬ dition of health, and to enjoy the fruits thereof, co-operation of all concerned in securing the realization of the purposes of the school. SUGGESTIVE QUESTIONS ON CONTROL. In fudging a teacher’s power and skill in control these points should be looked for: Has he the right and definite ideal of what school order ought to be or does anything short of anarchy satisfy him? Has he self-control or is he erratic, spasmodic, unsteady, floundering? Does his manner indicate that he expects attention and industry or does it invite inattention and disobedience? Does he say what ought to be said and stop or does he talk too much? Does he speak with a kind, well modulated, yet firm voice, or does he whine, scold and nag? Is he respectful and considerate of the pupils’ rights, or is he self- centered and arbitrary? Does he secure immediate obedience or does he falter and delay until a show of temper is necessary? Is he punctual in calling and dismissing classes, or by uncertainty and irregularity does he interfere with the regular work of the school? Does he keep the recitation moving and the children at work or does he aimlessly hear recitations, failing to interest the pupils? Does he see and hear what is going on or is he unconscious of idleness or mischief? Do the pupils have confidence in what he says or do they act as if they knew that punishment would not follow transgression? Is lack of control due to the teacher or, to the conditions which make it difficult, as lack of scholastic qualification of the teacher, lack of authority, lack of co-operation of parents, unattractive school room, uncomfortable seats, bad heating and ventilation? THE LESSON, In -the assignment, preparation, recitation, and application of the lesson is where the teacher’s and pupils" minds meet to the end that the pupil may be benefited. The lesson is the center of activity. All the work of the school is focused here. SUGGESTIVE QUESTIONS ON THE ASSIGNMENT. Is the teacher’s knowledge so fresh and complete that he can tell the pupil clearly just what he is to do, or does he say “take the next lesson” or “the next page”? Does he use good judgment in assigning a lesson that can be learned in the allotted time or does he simply guess at it? 45 Does he give the preliminary drill required for the pupil to suc¬ cessfully prepare his lesson, or does he not know that such is neces¬ sary ? If the topical method of assignment is used are the topics such as will cause the pupil to think and to master the lesson or are they aimless? Are reference books called into use? PREPARATION OF THE LESSON. It is quite as necessary for the teacher to prepare the lesson as it is for the pupil to do so. The teacher prepares it before the assign¬ ment, the pupil afterward. SUGGESTIVE QUESTIONS ON THE PREPERATION. In oral instruction has the teacher prepared the lesson so that he can teach it effectively, or does he just talk disconnectedly about the point of the lesson ? Does the pupil simply memorize the text or does he comprehend and assimilate the points of the lesson? Does the teacher give pupils instruction in how T to study the lesson ? Does he see to it that the pupil uses the allotted time to prepare the lesson, or does he allow the pupil to do as he pleases? I THE RECITATION. In the recitation the teacher must test the pupil's mastery of the lesson, instruct and drill him where the same is necessary. The pupil must reproduce the several points of the lesson in his own language and show that he has acquired and assimilated them. He utilizes the instruction given and engages in the necessary drills to master that in which he is found deficient. What was imperfectly understood now becomes clear, what was unrelated and without interest is now seen to have deep significance. The pupil should make a distinct advance and be prepared to take the next step. , SUGGESTIVE QUESTIONS ON THE RECITATION. Do the teacher’s questions appeal merely to the pupil's memory or do they bring out assimilated knowledge? Does the pupil answer what he knows or does he guess? Does he know whether the pupil’s answer is adequate or is he satisfied with a reply that may only hint at the answer? Do the questions reveal to the pupil what he does not know and why he does not know it? Does he take the step necessary to get the pupil to remedy the defect ? Do his questions and manner invite the pupils' interest and con¬ fidence so that they ask questions for information or do they cause them to conceal their ignorance? 40 Is the marking system so used that it encourages the pupils to deceive the teacher as to their ignorance? Does he stimulate to the best effort or does he paralyze? Has he skill in discovering what the pupil does hot know and why he does not know it? Does he give the pupil a fair chance to recite or does he interrupt before the pupil has finished? Does he repeat the pupil’s answer? Do his questions suggest the answer and can they be answered by yes or no? Does he require the pupil to recite or does he do it himself? Is the recitation a conversation between teacher and pupil or a stilted performance of command and obey? Is the lesson clearly related to what preceded and what follows? Is the pupil made to talk to the point or is he allowed to drivel? Does the recitation strengthen the desire for accuracy, truthfulness, masterfulness, honesty, and uprightness? Are the recitations both oral and written? Does the recitation begin at once or is time wasted by irrelevant talk or delay? Is the time wasted in having pupils work problems at the board which are already well understood and have been mastered or is the time utilized in instruction and by drilling on work not mastered ? Does the teacher know wdien the point is or is not stated or does any sort of talk on the pupil’s part satisfy him? , Does the recitation awaken or kill interest? Does the teacher try to secure attention by making the instruction interesting or by commanding the pupil to attend? Does he teach without the open text book or must he depend on it to supply the questions and to determine whether the pupil is right? Do the whole class and teacher attend to the recitation of each pupil or does it concern only the one reciting? Does one talk at a time or do all talk at once? Are questions asked and then a pupil called upon or the reverse? Are the pupils encouraged to express their opinions or are they ridiculed for so doing? Are the pupils led or driven in the recitation? APPLICATION OF THE LESSON. The greatest value of knowledge and skill arises from the use to w’hich they are put. The application of knowledge is also a strong factor in making it permanent. If no use is made of it what is learned is soon forgotten, The child learns to read easy exercises. As he advances he is given more difficult exercises. He may finish his school course and have spent his time in the performance of ex¬ ercises. Never having been called upon to make use of his art he discontinues reading when the necessity for performing has ceased. As soon as he can read a little he should be trained to use his power in satisfying a felt need, to read interesting stories and to get information out of other than his text books. 47 As soon as he can handle numbers he should be called on to use them. In his paper folding, drawing and construction work he needs to make measurements and computations. When he has learned a part of the multiplication table real problems may be made to arise in which his knowledge may help him to arrive at results quickly. The text book problems are exercises upon which the pupil is drilled, but the best teaching takes place when he is led to find problems of his own which he must solve. Language and grammar are the most difficult subjects in which to interest pupils. They have no desire to speak correctly. Incorrect speech is so prevalent in the home and on the play ground that one who speaks correctly is odd and is laughed at. It is easier to arouse a desire to write correctly, for all that is read is in correct form. Geography, history, and physiology, are usually of less interest than reading and arithmetic because the child feels that he has no use for them and never will have. The teacher’s task is to devise means to make them of use to the pupil now, and to get him to see that they will be of use to him in the work of life. PROFESSIONAL STUDY. The successful practice of the art of teaching requires thought and study. Necessity requires most teachers to engage in it without previous preparation. They must depend upon memory and the power to imitate. If the teacher will study the State Course of Study until he has a clear idea of its provisions he will have gained much toward a better idea of organization and method. If he will then secure such books as White’s School Management and his Art of Teaching, Roark’s Method in Education, Hindale’s Art of Study, and study them daily with a view to solving the problems which confront him in the school room, he will make rapid progress in the art of teaching. There are numerous school journals, most of which contain matter directly to the point. The one-room school teacher should take at least one journal that selects its articles with a view of helping the work of the month as outlined in the State Course of Study. The School News is very helpful along these lines. Most of the county superintendents require the reading of one journal and the study of the books selected by the State Teachers’ Reading Circle Board. results. . The final test of the school is the results. The immediate aim is scholarship and skill in the field covered by the school course. The final aim is capable and useful men and women. SUGGESTIVE QUESTIONS ON RESULTS. Do the older pupils show genuine interest in their school work? Do they do the work well? Are they eager to learn? 48 Are they respectful and considerate of others, or are they rude and disposed to annoy? Are they disposed to be helpful? Are they eager for self-improvement? Are they truthful, straight-forward, or are they inclined to de¬ ception ? Do they seem to be headed for an honest and useful career? SUGGESTIVE QUESTIONS ON THE TEACHER AND HIS WORK. What has been the teacher's scholastic and professional train¬ ing? 43. Is he neat in his attire? Are his deportment and manners good? Is he really interested in his work? Is he optimistic or does he spend his time in finding fault? Does he control the school? 43. Is he progressive, trying to do better today than yesterday? Does he make a stuty of his profession? 47. Does he handle the lessons as suggested on page 44? Do the results measure up to the standard set on page 47 ? VISITING THE ONE-ROOM SCHOOLS. In this pamphlet the attempt has been made to set forth the essentials of a standard one-room school. If this attempt has been successful a teacher or a county superintendent should be able to compare a school w T ith this standard and determine wherein it does or does not measure up to it. The Superintendent of Public Instruction wishes to be as helpful as possible to these schools. To this end he will have one of his assistants, the supervisor of county schools, devote all his time in co¬ operating with county superintendents, school officers and teachers to bring as many of these schools as possible up to this standard. Upon the invitation of the county superintendent this assistant will visit such schools as the county superintendent may desire to have inspected. If the school is found to meet the requirements, a diploma will be granted to the school as a testimonial of the fact. If it fails to meet the requirements, the shortcomings will be pointed out to the school officers, and upon the testimony of the county superintendent that the deficiencies have been made good, the diploma will be issued. The supervisor of country schools will spend as much time in each county as is necessary and if he is unable to visit all the counties, any county superintendent is authorized to make a report of the schools in his county which meet the requirements to be listed as standard schools. A detailed record of each school inspected will be kept. Photographs of things of interest will be taken. Every month a list of schools which have received diplomas will be published in the Educational Press Bulletin. At the close of the year a pamphlet will be issued showing what has been accomplished by teachers and county superintendents in bringing about better school conditions 49 c for the country children. On these visits the supervisor will be glad to address township and county meetings of school officers and teachers on the subject of country school improvements. The Standard One-Room School and the Diploma. To receive the diploma the school must meet the requirements on the following points: GROUNDS. (The figures after the questions refer to the pages in this pamphlet ivhere the questions are discussed.) Are there shade trees and shrubbery? 32. Is there ample play ground? 32. Is the yard properly fenced and kept? 32. Is there a sufficient supply of good pure drinking water? Are there two out-houses and are they widely separated? 32. Are the out-houses so constructed and kept as to promote de¬ cency? 32. Is the fuel house convenient and in good condition? 32. SCHOOL HOUSE Is it painted and in good repair? It it well lighted, well heated and welLventilated? 7-11. Are the walls decorated? Has it ample black-board suitably placed? 2b. FURNISHINGS AND SUPPLIES. Are desks adjusted to the children and properly placed? 7-11. Is the teacher supplied with a good desk and two chairs? Are the apparatus and supplies sufficient and well cared for? 26. Is there a well selected collection of books kept in a good case? 28. Are the wall pictures well selected? ORGANIZATION. Is the classification register well kept? 28. Is a copy of the classification record sent to the county superin¬ tendent? 39. Is alternation practiced and are classes reduced in numbers so that all receive adequate time? 33. Is there a definite program of study and another of recitation? 35-38. Do pupils study their lessons at the time assigned? 35-38. Are formal tests given? 39. Are final tests given? Do pupils receive diplomas or certificates of promotion? Are papers properly utilized and kept on file? 50 Is the reference library used effectively? 40. Is there a circulating library and is the home reading properly directed? 41. Is proper interest taken in industrial training? 42. Is the attendance regular? Is the school in session at least seven months in the year? THE TEACHER. Does the teacher receive a salary of at least forty dollars per month? What preparation has the teacher made for his work? Does he attend the institute and association meetings? Does he read the books of the Illinois State Teachers Reading Circle? l f'j - § UNIVERSITY OF ILLINOIS-URBANA _ ....... ..tail! ■ II II II I III I - ' '