Every fall, as yellow school buses appear out of the morning mist to ferry our children off to a brick building within our consolidated school system, the annual rite of education begins. Today, Woodstock children take up residence in classrooms dotted with computers and high speed internet connections, while worries abound in the minds of adults about class size, standardized test scores, and rapidly escalating budgets. All too often, administrators, teachers and children alike are heard to comment, "There must be a simpler way." Well, there was.
Education, as a function of the Town of Woodstock, began in 1815 with the creation of seven school districts within the town. Within those districts, and, at the heart of Woodstock's educational enterprise, was the venerable one-room school house. Practical in its design and function, the various one-room school houses in the Town served Woodstock's children until the current elementary school opened in 1951. This exhibit, co-sponsored by the Woodstock Historical Society, the Woodstock Elementary School, and the Woodstock Town Historian's Office, reflects on that experience and offers a glimpse into an earlier time when math was still arithmetic, the chalk board was the prime technology within the classroom, and the sum total of all teacher's salaries in Woodstock (in 1845) was $533.00. It speaks of a time when recitation was a student's worse nightmare, when "push and pulls" were used to practice penmanship, and good manners and patriotism were part of the curriculum.
Prior to the Civil War, rural education was, in many parts of the country, not worthy of its name. Forty percent of all Americans were illiterate, while communities had difficulty coming to grips with the notion of a free education funded by local citizens. As progressivism took hold in the latter part of the nineteenth century, educational reform began to spread from urban areas to the countryside. Schools were set-up to include eight grades within their confines and curricula were redesigned to incorporate new ways of teaching. The Palmer method for handwriting, for example, was introduced. Reading, spelling and grammar became integral parts of the educational day. Recitation and elocution were used widely, not just because of a lack of paper supplies, but as a means to exercise the mind, less it stagnate without continued use. Arithmetic became a practical subject, especially in rural areas where knowing your numbers could be applied to the farm work at home. Civics, history and geography became a mainstay of the curriculum in the 1870s as the nation neared its centennial celebration. On an equal level, morality and instruction in ethics were also part of a child's educational week as educators believed that children also required instruction in honesty, obedience and respect. Finally, while music was often used to start the school day, the arts, when feasible and affordable, were introduced on a weekly basis.
And yet, the local school house wasn't just a center for learning. As it evolved, it also became a source of community activity and connection. In many communities it served as the place for social gatherings such as dances, political debates, the place where you voted and, in some cases, where you went for religious services. In Woodstock, for example, former students speak fondly of holiday events such as the Christmas program as a highlight of the school year. More importantly, they also speak of their school house experiences with a fondness for the simple pleasures it afforded. From sleigh riding on Sled Hill to ringing the school bell as a Halloween prank, memories and friendships were forged that would not only last a life time, but would help cement the foundation on which our town was built.
This exhibit attempts to recall those moments and that experience. We are grateful to the now sixth grade students of the Woodstock Elementary school for their hard work and effort. We are equally grateful to those residents who shared their one-room school house experiences with the students. Oral history can offer young people a gateway to their past and forge a connection that will be remembered for years to come. Ironically enough, as the educators of today seek new and innovative ways to educate our children, they too might do well to listen to the voices of those who went before. For here was an experience that provided not only for the educational needs of the young, but for the making of independent and resourceful individuals who understood the nature of hard work and connection with the community. To paraphrase the classic Rock and Roll song, these "kids" were alright.
Richard Heppner, Woodstock Town Historian
