Ringing the Children In
A Texas One-Room Schoolhouse Experience
Education guide for pre-visit and post-visit activities
Based on Fourth Grade Texas Essential Knowledge and Skills
Teacher and students outside of Crosbyton School (no date).
The University of Texas at San Antonio Special Collections Library
#072-1932
1
Introduction
Dear Educator,
Thank you for choosing Ringing the Children In. This unique learning
experience allows students to participate, imagine, compare, contrast
and immerse themselves in a nineteenth century one-room
schoolhouse.
In this package, you will find everything that you will need to
implement pre-visit and post-visit lessons to maximize your students’
learning experience with Institute of Texan Cultures.
As educators, we at the ITC understand that you may need to adapt
these lessons to fit the constructs of your classroom and the needs of
your students. Please feel free to copy the handouts included or
create your own!
If you would like more information on this subject, we recommend
Ringing the Children In: Texas Country Schools by Thad Sitton and
Milam C. Rowland. The University of Texas at San Antonio Libraries
Special Collections is another great resource to explore if you are
interested in any of the photographs used in these lessons.
We look forward to seeing you on your visit to Institute of Texan
Cultures and the Back 40. If you have any questions before your visit,
please do not hesitate to contact us.
Institute of Texan Cultures
Education and Interpretation
210-458-2281
[email protected]
2
Included in these documents:
• Pre- and Post-Visit
TEKS-based lesson
plans with reproducible
lessons and activities
for your classroom
• Images from UTSA’s
special collections
library
Table of Contents
Lesson Instructions
Pre-Visit: Think-Pair-Share
4
Pre-Visit: Schoolhouse Vocabulary Foldable
5
Pre-Visit: One-Room School Jigsaw
6
Objectives for Back 40 Visit
7
Post-Visit: Reporting History – My School’s Past
8
Post-Visit: Museum for the Future
9
Post-Visit: Letter from a One-Room Schoolhouse
10
Reproducible Documents
Think-Pair-Share Venn Diagram
11
11
Schoolhouse Vocabulary Foldable Illustrated Glossary
12
12
A One-Room School in Texas Student Reading
14
Jigsaw Group Assignment Card
18
A One-Room School in Texas Jigsaw Assignment Page
24
24
Reporting History Newspaper Template
26
25
References
27
26
3
Pre-Visit Activity:
Think-Pair-Share
Estimated Time: 15-20 Minutes
Social Studies TEKS:
4.22: Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to (A) use social
studies terminology correctly (B) incorporate main and supporting ideas in verbal and written communications (C) express ideas
orally based on research and experiences (D) create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies and (E) use standard grammar, spelling, sentence structure, and punctuation.
ELA TEKS:
4.27: Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal
settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to
speakers, ask relevant questions, and make pertinent comments; and (B) follow, restate, and give oral instructions that involve a
series of related sequences of action.
4.29: Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier
standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and
answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.
Materials:
· PowerPoint Presentation, “Ringing the Children In: A Texas One-Room Schoolhouse Experience”
· Chalkboard/Dry Erase Board space with a Venn Diagram labeled “My Classroom” and “One-Room School” or use the reproducible
Venn Diagram to make an overhead transparency
· Notebook paper or copies of reproducible Venn Diagram, Pencil
Instructions:
1.
2.
3.
4.
5.
6.
Ask students to copy the Venn diagram on their own paper or use the reproducible document to make copies for your class.
Ask students to sit quietly for two minutes and observe their classroom. During this time they should make notes about
what they see. They should consider the following questions: What features from the classroom do you think are
important or interesting? How would you describe your classroom to someone who has never seen it?
After they have brainstormed individually, pair students up and instruct them to compare their descriptions. They have two
minutes to compile their descriptions and add any additional details they think are important.
Using space on your chalkboard/dry erase board, have each pair share their descriptions of their classroom and list them on
the “My Classroom” side of the Venn diagram.
After discussing the features of their classroom, explain to students that you are going to compare and contrast a modern
classroom with schools from the nineteenth century. Using the PowerPoint, have students complete the remaining spaces
in the Venn diagram.
End the lesson by asking students to identify what they found most interesting about the two classrooms. What did the
rooms have in common? What did they find most different?
Note: If you do not have access to technology to display the PowerPoint presentation with images, consider printing and displaying
the photos around the room. Students may view photos in a gallery walk, moving around the room like a museum. This will allow
students to each view all of the details of the photos.
4
Pre-Visit Activity:
Schoolhouse Vocabulary Foldable
Estimated Time: 30 minutes
Social Studies TEKS:
4.23: Social studies skills. The student uses problem solving and decision-making skills, working independently and with other in a
variety of settings. The student is expected to: a) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution
ELA TEKS:
4.2: Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are
expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes; (B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar
words or multiple meaning words; (C) complete analogies using knowledge of antonyms and synonyms (e.g., boy: girl as male:____
or girl: woman as boy:_____); (D) identify the meaning of common idioms; and (E) use a dictionary or glossary to determine the
meanings, syllabication, and pronunciation of unknown words.
Materials:
· Copies of reproducible “Glossary”
· 2 sheets of plain or colored paper and one sheet of construction paper per student
· Pencil, scissors, and glue
Instructions:
1.
2.
Now that students have been introduced to the One-Room School, explain to them that it is important to learn the
vocabulary related to the subject before moving forward. Distribute papers to each student, and make sure that they have
access to scissors and glue.
Lead the students through each step of building the
foldable.
•
•
•
•
•
3.
Take one sheet of paper and fold it in half, hotdogstyle
With the paper held horizontally, fold the paper
into four equal sections.
Open the folds and cut up each of the three
smaller folds and stop at the hotdog fold line.
Students should not cut tabs off or cut through
both sides of paper.
Repeat the previous steps with the second sheet of
paper.
Fold construction paper in half, hotdog-style.
Open the construction paper and glue the tabbed
papers onto the construction paper so that they
can open like the pages of a book.
On the front of each tab, the students should write a vocabulary word. On the inside of the tabs, student should write a
definition for the term in their own words, and draw a picture to represent the meaning of the word.
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Pre-Visit Activity:
One-Room School Jigsaw
Estimated Time: 1 Hour
Social Studies TEKS:
4.19: Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The
student is expected to :(A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas;
4.22: Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to (A) use social
studies terminology correctly (B) incorporate main and supporting ideas in verbal and written communications (C) express ideas
orally based on research and experiences (D) create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies and (E) use standard grammar, spelling, sentence structure, and punctuation.
4.23: Social studies skills. The student uses problem solving and decision-making skills, working independently and with other in a
variety of settings. The student is expected to: a) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution
ELA TEKS:
4.29: Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier
standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and
answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.
Materials:
· Copies of One-Room Schoolhouse reading
· Construction paper or copies of reproducible One-Room School Jigsaw activity page
· Reproducible group assignment cards (for a classroom of 24 students)
Instructions:
1.
2.
3.
4.
5.
6.
Pass out one assignment card to each student. The numbers and pictures will determine their groups in the jigsaw activity.
Divide students into six groups based on the picture on their assignment card. Each student will have a copy of the reading
A One-Room School in Texas. Tell the students that each group will read about one aspect of a one-room schoolhouse and
they need to become the expert on their subject. In a few minutes, it will be their responsibility to teach their classmates.
Ask students to read the introduction, assigned section, and conclusion silently or aloud to each other. The group should
make notes as they read in their appropriate portion of the Jigsaw Activity Page. Reading assignments will be divided into
the following sections:
a. The First Schools in Texas
b. A Drab Classroom
c. Rules for Teachers and Rules for Students
d. A Normal School Day
Once students have become the expert on their subject and completed their portion of the Frayer model worksheet,
regroup them based on the number on the assignment card. You should have six groups of four students, and each student
should be the expert on one section of the reading. If you have more than 24 students, you will need to adjust the grouping
assignments and you may have more than one expert in each group.
Students should present the information that they learned to their new group members, and help them complete their
Jigsaw Activity Page. If you have more students, ask those students that are duplicates in the group to share the
responsibility of teaching their classmates. Remind the students that they are essentially the teacher for their subject, so it
is important that they explain their topic as best they can.
When this activity is completed, students should have learned about each topic covered in A One-Room School in Texas,
completed the Jigsaw activity page, and had the opportunity to teach their fellow classmates.
Note: This assignment can also be completed individually.
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Objectives for Back 40 Visit:
Physical Education TEKS:
4.1: Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized
movement forms. The student is expected to: (A) demonstrate changes in speed during straight, curved, and zig zag pathways in
dynamic situations;(C) combine shapes, levels, pathways, and locomotor patterns smoothly into repeatable sequences;
(D) jump and land for height and distance using key elements for creating and absorbing force such as bending knees, swinging arms,
and extending; (E) perform sequences that include traveling, showing good body control combined with stationary balances on
various body parts; (F) demonstrate body control in jumping and landing such as land on feet, bend knees, and absorb force; (G)
transfer weight along and over equipment with good body control; (H) create a movement sequence with a beginning, middle, and
end; (J) travel into and out of a rope turned by others without hesitating; and
4.6 Social development. The student understands basic components such as strategies and rules of structured physical activities
including, but not limited to, games, sports, dance, and gymnastics. The student is expected to: (A) distinguish between compliance
and noncompliance with rules and regulations; and (B) analyze potential risks associated with unsafe movement and improper use
of equipment.
4.7 Social development. The student develops positive self-management and social skills needed to work independently and with
others in physical activity settings. The student is expected to: (A) follow rules, procedures, and etiquette; (B) respond to winning
and losing with dignity and understanding; (C) work independently and stay on task; and (D) demonstrate effective communication,
consideration and respect for the feelings of others during physical activities such as encourage others, allow others equal turns, and
invite others to participate.
Art TEKS:
4.2 Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with
appropriate skill. The student is expected to: (A) integrate a variety of ideas about self, life events, family, and community in original
artworks; (B) design original artworks; and (C) invent ways to produce artworks and to explore photographic imagery, using a variety
of art media and materials.
4.3 Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human
achievement. The student is expected to: (A) identify simple main ideas expressed in art; (B) compare and contrast selected
artworks from a variety of cultural settings; and (C) identify the roles of art in American society.
Social Studies TEKS:
4.8 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where
people live. The student is expected to: (A) identify and explain clusters and patterns of settlement in Texas at different time
periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II; (B) describe and explain
the location and distribution of various towns and cities in Texas, past and present; and (C) explain the geographic factors such as
landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present.
4.19: Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The
student is expected to :(A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas;
Agenda for Visit:
During their visit to the Back 40 One-Room Schoolhouse students will be offered both classroom and recess experiences. Classes will
be divided into two smaller groups and will follow the schedule below:
Introduction to One-Room Schoolhouse with pledge, rules
and procedures for a typical day (30min)
1890s Geography Lesson (15 min)
Spelling Bee (if time permits)
Lunch Break- sack lunch picnic on the Back 40 (30 min)
Divide students into groups for crafts and games (5 min)
Craft: Build Your Own Spool Car (20 min)
Pioneer Games (20 min)
Divide students into groups for crafts and games (5 min)
Craft: Build Your Own Spool Car (20 min)
Pioneer Games (20 min)
Lunch Break- sack lunch picnic on the Back 40 (30 min)
Introduction to One-Room Schoolhouse with pledge, rules
and procedures for a typical day (30min)
1890s Geography Lesson (15 min)
Spelling Bee (if time permits)
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Post-Visit Activity:
Reporting History– My School’s Past
Estimated Time: 45 minutes, plus homework time if needed
Materials:
· School yearbooks
· Internet or library access
· Presentation from teacher/employee that has the longest service
· Copies of reproducible Newspaper Format
Social Studies TEKS:
4.22: Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to (A) use social
studies terminology correctly (B) incorporate main and supporting ideas in verbal and written communications (C) express ideas
orally based on research and experiences (D) create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies and (E) use standard grammar, spelling, sentence structure, and punctuation.
4.23: Social studies skills. The student uses problem solving and decision-making skills, working independently and with other in a
variety of settings. The student is expected to: a) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution
ELA TEKS:
4.24: (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a
research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to
collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site
inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g.,
maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features
(e.g., bold print, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author,
title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.
4.27: (27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal
settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to
speakers, ask relevant questions, and make pertinent comments; and (B) follow, restate, and give oral instructions that involve a
series of related sequences of action.
Instructions:
1.
2.
3.
4.
After visiting the ITC, explain to students that they will research the history of their own school and create a newspaper in
which they report on the past and present history making facts and events that make their school special.
Give students the opportunity to research their school history by using the library and internet resources. Another great
source of information and interesting stories is your staff. Invite the staff member that has the longest service at your
school to talk to your class about the history they have seen.
Then have students think about what is happening at their school now that should be recorded for history. Have the
students think about special events, accomplishments, or changes that are taking place at their school that they think are
important.
Once students have compiled their information, distribute the reproducible newspaper and have students write headlines,
stories, and draw pictures that tell the story of their school. Possible story topics are:
a. Founding of the school
b. Name of the school, and who/what it was named after
c. Important events, changes, and awards from the past
d. Current events, awards, changes, and the future of the school
e. Biography of the teacher with the longest service
Note: Before beginning the production of student newspapers, you may need to explain how to write headlines and
picture captions. Encourage students to be creative!
8
Post-Visit Activity:
A Museum for the Future
Estimated Time: 1.5 Hours in class, Divided appropriately
Materials:
· Digital camera
· Paper
· Computer access
· Bulletin board materials
Social Studies TEKS:
4.22: Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to (A) use social
studies terminology correctly (B) incorporate main and supporting ideas in verbal and written communications (C) express ideas
orally based on research and experiences (D) create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies and (E) use standard grammar, spelling, sentence structure, and punctuation.
4.23: Social studies skills. The student uses problem solving and decision-making skills, working independently and with other in a
variety of settings. The student is expected to: a) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution
ELA TEKS:
4.24: (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a
research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to
collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site
inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g.,
maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features
(e.g., bold print, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author,
title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.
Instructions:
1.
2.
3.
After visiting the ITC, ask students what they think students 100 years from now will find interesting or different about their
classroom.
Explain to the students that you are going to create a museum exhibit to display in your classroom (on bulletin boards, for
st
example) or in the hall, that will tell students from the future about what education was like in Texas during the early 21
century.
Divide students into small cooperative groups and assign each a topic that they must document for the exhibit. They will
need to take pictures, write captions, and write a short explanation of what is interesting/important to know about their
topic as it relates to the school. Possible topics are:
•
•
•
•
•
4.
5.
Classroom technology
Books and resources (including the Library)
Fun and games
The cafeteria
Students and dress code
Once students have completed their portion of the exhibit, display their exhibit.
After completed exhibit is hung, ask students to view and read all of the information displayed in their “museum” and write
a brief summary of how their museum compares to visiting the ITC, and what they think students from the future will learn
from their exhibit.
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Post-Visit Activity:
Letters from a One-Room Schoolhouse
Estimated Time: 30-45 minutes
Materials:
· Paper/pencil or computer access
· Previously created vocabulary foldable
Social Studies TEKS:
4.21: Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid
sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and
secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to
acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and
drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including
graphs, charts, timelines, and maps; (D) identify different points of view about an issue, topic, historical event, or current event; and
(E) use appropriate mathematical skills to interpret social studies information such as maps and graphs.
4.22: Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to (A) use social
studies terminology correctly (B) incorporate main and supporting ideas in verbal and written communications (C) express ideas
orally based on research and experiences (D) create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies and (E) use standard grammar, spelling, sentence structure, and punctuation.
4.23: Social studies skills. The student uses problem solving and decision-making skills, working independently and with other in a
variety of settings. The student is expected to: a) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution
ELA TEKS:
4.2: Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are
expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes; (B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar
words or multiple meaning words; (C) complete analogies using knowledge of antonyms and synonyms (e.g., boy: girl as male:____
or girl: woman as boy:_____); (D) identify the meaning of common idioms; and (E) use a dictionary or glossary to determine the
meanings, syllabication, and pronunciation of unknown words.
4.16: Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events,
and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the
characters and setting; and (B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter,
patterns of verse).
Instructions:
1.
2.
3.
4.
10
After visiting ITC, ask students to think about their experiences in the one-room schoolhouse. Remind them that during
that period of history, phones did not exist, so people wrote letters to friends and loved ones.
th
Ask students to imagine that they lived during the early 20 century and attended class in a one-room schoolhouse. Using
the information they learned from pre-visit activities and their field trip, students should write a one page letter to a friend
describing a typical day in their school.
In their letter students should be sure to include information to prove their understanding of what schools were like, such
as:
• The building structure
• At least six vocabulary words from previously
created foldable
• Lessons
• Other topics as appropriate
• Classroom rules
• Games
Encourage students to be creative, but to remember to use factual information.
Name: ________________________________________________________________________________ Date: _________________
One-Room Schoolhouse
Think-Pair-Share
One-Room Schoolhouse
My School
11
One-Room Schoolhouse —Illustrated Glossary
Dunce Hat– Also called a fool’s cap:
This pointy hat usually had “D” or
“Dunce” on it, was put on children who
misbehaved. Children were given a
stool and asked to sit in the corner of
the classroom wearing the hat. This
hat was used as a form of punishment
meant to make the student feel a sense
of shame since others saw the hat as
meaning the person was slow-to-learn.
Hornbook– An early primer made up
of a single page, usually printed with
the alphabet, numbers or another kind
of simple lesson, protected by a
transparent sheet of horn that was
used to teach children to read.
Penmanship– The art of writing with the hand
Lard Bucket– A small container with a
handle, used for carrying one’s lunch
from home to school.
12
and a pen or pencil.
Slate Board– Before paper and pencil, students used
slate board and slate pencils. Each student had a slate
board that they used to practice their alphabet and
handwriting. To use the board, students would press a
slate pencil against it. The slate pencil was simply a piece
of slate rock.
Pot-Bellied Stove– Iron stove used to heat
the classroom. It used coal, wood, or
sometimes even corncobs to fuel its heat. Potbellied stoves game off a lot of heat nearby,
but they were not good at spreading heat
around the room. Students who sat near the
stove would be warm, while students far away
may not have been warm enough.
Water Bucket and Dipper– Without running
Switch– One of the most common
punishments was getting a whipping with a
hickory switch or birch rod. Sometimes the
strapping was so severe that students went
home with red marks across their legs.
water for bathrooms or water fountains,
students in one-room schools shared drinking
water. A metal cup or dipper by a water pail or
crock let everyone help themselves.
13
A One-Room School in Texas
work very hard to build the school, so it often had many different uses. When classes
were not being held, it might also have
served as a church or a place to have town
meetings.
Students could go to school from
age six to eighteen, but the school year was
only four months out of the year. At this
time, many Texans worked as farmers and
kids were needed most of the year to help
work on their family’s land.
Students and faculty in front of one-room frame school building at
Nine, McCulloch Co., TX (ca. 1885).
The University of Texas at San Antonio Special Collections #078-0513
Today students in Texas attend
schools both big and small. It is common
to find a variety of students and teachers
learning, reading books, playing games
and using technology every day across the
state. Some traditions we have in schools
are from a long time ago, but going to a
school in Texas in the 1800s would have
been very different.
The First Schools in Texas
Today, the state government raises
money to pay for all students to have a
free, public education, but that was not
always true. In the late 1800s, the Texas
government passed the first laws that used
tax money to pay for schools to be built
and set up the first school districts.
Even though the government provided
money to build schools, it was up to the
community to build the schoolhouse.
Adults and children helped to build the
school and its furniture. Everyone had to
14
Interior of school with students seated at desks and teacher standing in
the rear in Simmons, TX (1909).
The University of Texas at San Antonio Special Collections #081-0443
A Drab Classroom
Unlike classrooms today, that might
have colorful pictures on bulletin boards
and excellent student work hanging on
the walls, a one-room school had very
little decoration. A typical room was
very drab, or boring. On the teacher’s
desk, it was common to have only a Bible
and a dictionary. The other essential,
or important, items you might find in a
one-room school are: simple desks with
backless benches, a teacher’s desk and
Students and teacher outside Pedernales School near Fredericksburg, TX (Between 1900 and 1910)
The University of Texas at San Antonio Special Collections #073-0719
chair, a blackboard, an iron potbelly stove,
pegs for coats to hang, a water bucket and
dipper, cleaning supplies, and slate pencils.
Paper was expensive, so students wrote
their lessons on slate boards.
Early Texas schoolhouses were
usually cold in the winter. They had only
one wood-burning potbelly stove to keep
students warm. Most schools did not have
indoor plumbing, so restrooms were built
in out-houses outside. They also did not
have water fountains. The teacher filled
a bucket of water from the well or water
pump outside and students would share
one ladle to drink during the day. There
were no custodians, so children were
expected to help clean the schoolhouse.
Rules for Teachers
Most teachers in one-room schoolhouses were young women. They wore
long skirts that went to the floor. Their
shirts were high-necked with long sleeves.
Most of their clothes were very simple
and plain colors like grey, brown, black, or
white. Hair was pulled back in a bun, and
they were not allowed to wear make-up.
Teachers also had rules for their
personal lives. They were only allowed to
speak to men if they were close relatives.
Smoking and drinking were not permitted.
Teachers lived in the homes of students,
and moved to a different home each
month. If a teacher got married, she usually
had to quit her job.
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Detail from interior of the Castell , Texas Two-Room School with Mrs. Anita McLean (ca 1915-1916).
The University of Texas at San Antonio Special Collections #075-0197
A Normal School Day
A normal school day began at 9 a.m.
and ended at 4 p.m. Students in all grade
levels were in the same room. Boys sat on
one side of the room and girls sat on the
other. School started with students saying
a prayer, reading a Bible verse, saying the
Pledge of Allegiance and singing a patriotic
song. All students learned reading, writing,
and arithmetic. Older students learned
geography, history, and science. Spelling
and penmanship, or beautiful handwriting,
were very important, too.
A long time ago, students worked
individually and silently. They had to memorize their lessons and recite them for their
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teacher. Children were not encouraged to
think for themselves or to be creative. They
had strict rules and students learned morals and good behavior through the stories
they read.
Students brought lunches from
home in lard buckets. They usually brought
leftovers from dinner. A typical lunch might
be cold biscuits or bread, jam or honey,
and maybe bacon left from breakfast.
During recess, students played
games that are still popular today, like Red
Rover, hide-and-seek, and jumping rope.
Boys sometimes played baseball with sticks
and balls made of string. Girls played with
dolls made from socks.
Rules for Students
Students followed very strict rules
in early schools. Children were expected
to behave like small adults. They were not
allowed to talk unless recognized by the
teacher. Then, students stood up by their
desk before speaking. Students could not
talk or pass notes while they were working.
If a student broke a rule, he or she might be
hit with a switch. Boys who broke rules were
sometimes punished by having to sit with
the girls. Students that did not complete
their lessons correctly had to wear a dunce
cap.
Conclusion
Schools in Texas have made big changes since early one-room schoolhouses. Early
schools were very small and had strict rules.
These students learned what they needed
to know to live and work. Today, the class-
room and the subjects may be different,
but we still have many traditions from early
schools. These early schools helped shape
education today.
References
Bryan, Mike and Mary Lay, eds. Journey from Ignorant Ridge:
Stories and Pictures of Texas Schools in the 1800’s.
(Austin: Texas Congress of Parents and Teachers, 1976).
Clegg, Luther Bryan, ed. The Empty Schoolhouse: Memories of OneRoom Texas Schools.
(College Station: Texas A&M University Press, 1997).
Davis, O. L. Schools of the Past: A Treasury of Photographs.
(Bloomington: Phi Delta Kappa Educational Foundation, 1976).
Preuss, Gene B. To Get a Better School Sysytem.
(College Station: Texas A&M University Press, 2009).
Sitton, Thad and Milam C. Rowold.
Ringing the Children In: Texas Country Schools.
(College Station: Texas A&M University Press, 1987).
Girls seated in San Antonio classroom with teachers standing in
the back (no date).
The University of Texas at San Antonio Special Collections Library. #071-0048
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NAME: __________________________________________________________ DATE: _________
A One-Room School in Texas
Jigsaw Activity
Characteristics of Early Schools
Community Involvement
The First Schools
in Texas
Similarities to Modern Schools
Differences from Modern Schools
Characteristics of the Supplies and Decorations
Characteristics of the School Building
A Drab Classroom
Similarities to Modern Schools
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Differences from Modern Schools
Expectations for Students
Expectations for Teachers
Rules for Teachers
and Students
Similarities to Modern Schools
Differences from Modern Schools
Characteristics of Lessons
Characteristics of Lunch and Recess
A Normal School
Day
Similarities to Modern Schools
Differences from Modern Schools
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References:
Bryan, Mike and Mary Lay, eds. Journey from Ignorant Ridge: Stories and Pictures of Texas Schools in the 1800’s.
(Austin: Texas Congress of Parents and Teachers, 1976).
Clegg, Luther Bryan, ed. The Empty Schoolhouse: Memories of One-Room Texas Schools. (College Station: Texas A&M
University Press, 1997).
Davis, O. L. Schools of the Past: A Treasury of Photographs. (Bloomington: Phi Delta Kappa Educational Foundation,
1976).
Preuss, Gene B. To Get a Better School Sysytem. (College Station: Texas A&M University Press, 2009).
Sitton, Thad and Milam C. Rowold. Ringing the Children In: Texas Country Schools. (College Station: Texas A&M
University Press, 1987).
Photos
Mrs. Anita McLean, San Antonio. UTSA Special Collections (75-197)
Karnes City Public Library, Karnes City, Texas. UTSA Special Collections (83-240)
Lillian Petter and Jim W. Ripple, San Antonio. UTSA Special Collections (83-374)
University of the Incarnate Word, San Antonio. UTSA Special Collections (96-942)
Allie Burke Young, Refugio, Texas. UTSA Special Collections (79-170)
U.S. Dept. of the Interior, National Park Service, LBJ National Historic Site, Johnson City, Texas. UTSA Special Collections
(76-986)
Mrs. Ernest A. Guenther, Cypress Mill, Texas. UTSA Special Collections (68-784)
John Wildenthal Family, Cotulla, Texas. UTSA Special Collections (88-256)
Amanda H. Ochse, San Antonio. UTSA Special Collections (71-0048)
UTSA Special Collections (78-513)
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