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ERIC Number: ED218049
Record Type: RIE
Publication Date: 1981
Pages: 172
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Eastern and Central Kansas Country Schools. Country School Legacy: Humanities on the Frontier.
Judge, Sara E.
Country schools in eastern and central Kansas are explored from six different aspects: country schools as historic sites; teachers (their roles, rules, and restrictions); reading, writing, arithmetic, and recitation (a day in a rural school); country schools and the Americanization of ethnic groups; country schools as community centers; and country schools today (consolidation, closings, and current uses). Establishment of country schools is traced from temporary sod or wood structures erected by local families to stone structures built to state prescribed specifications. Teachers are characterized as being poorly trained and paid, but highly respected and serving as community role models. The schools are described as having limited curricula and even more limited resources (often there were as many different textbooks as there were families in school), but many eighth graders were able to pass very comprehensive examinations for graduation. Although the majority of early settlers were already "Americans" when they reached Kansas, the schools are shown to have had considerable impact on American Indians and German Mennonite immigrants from Russia. Country Schools are identified as area social, cultural, and oftentimes religious centers. The consolidation movement is traced from 1901 and present uses of school buildings (museums, community buildings, etc.) are illustrated. (BRR)
Publication Type: Historical Materials; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Endowment for the Humanities (NFAH), Washington, DC.
Authoring Institution: Mountain Plains Library Association, Silt, CO. Country School Legacy Project.
Identifiers: Country School Legacy Project; German Russians; Kansas
Note: For related documents, see RC 013 456-459, ED 211 243-254 and ED 211 266-280. Best copy available. Some pages may be marginally legible.