Little Egypt Heritage Articles Stories of Southern Illinois (c) Bill Oliver 18 May 2003 Vol 2 Issue: #20 ISBN: pending Good Evening Ladies and Gentlemen of Little Egypt, I dedicate this article to JR, an Office Manager and one of many who knew me in another occupation. Having an active imagination and a zest for discovery, my mind is most active; constantly seeking new information with which to draw new conclusions. It sometimes surprises me that I spend so much time thinking and reading about history, or, the past. School, until Graduate School, being a late developer, was never my strong suit. My early years are dotted with memories of being sent to the Principal's Office, or set in the huge coat closets each classroom had in schools built in or before the 1930s. However, eventually how to read was learned, albeit, at a most slow speed. Still a passion for reading The Leatherstocking Tales and historical novels about pioneers and colonial days developed. Since so much time was spent in those school closets it was thought that that was the place to read, so my reading took place in room corners or literally in closets. There were exceptions though, becoming a teenager the great outdoors was discovered.and the solitude of the forests was a great place to read. The trunk of a tree at water's edge, with a fishing pole, line and "bobber" signaled to any passerby that quiet was the operative condition and I would not be disturbed. Once while checking up on me, Dad discovered my secret, but that is another story. My education was very varied. The elementary buildings or schools that I attended ranged from small two or three room schools to as many as thirty six rooms in three floors. And, one building was built in the Mediterreanian style with an inner courtyard. High School days were first spent in a 63 building and then in a building so large that my senior class contained over twenty sections or just short of 500 June graduates. Seven decades ago, and more, most features of rural and urban schools were common to any school in the whole mid-west or Heartland of America, be they located in Nebraska, southern Illinois, or northwestern Ohio. The biggest difference was the isolation of rural one room school teachers from any professional support. Superintendents were too far away to be in frequent contact with their staff and the supplying Normal Schools were aloof with their duties. The rural teachers arrived early and had heat going if necessary. The ringing of the school bell, summoning those within hearing that school would soon commence, usually occurred about 30 minutes before "take-up" time. Then about five minutes before the "starting" bell, the bell would be again rung for the students to "line-up". The school day would begin with "opening exercises", such as the Pledge of Allegiance and singing and/or the reading of stories. Then school lessons began according to the posted schedule. As a pupil, never thinking about such things, it didn't occur to me until joining the profession that scheduling had to have been an exercise in mental gymnastics. It fully hit home with me when becoming an administrator. As a Principal of an large elementary school, schedules for special teachers such as music and physical education were necessary, plus subject scheduling for 350 jurior high school pupils required some skill. In rural schools with all grades in one room there may have been less subjects, but still, getting all subjects for all levels could be complicated and it might need changing from time to time depending on the age and levels of those attending. Attendance yesteryear had different rules than today. Subjects were more fundamental ... reading, writing and arithmetic, with alternating subjects such as geography, history, physiology and civics. These latter subjects were taught on different days. To lessen the burden, not only were subjects alternated but so were grade levels. They were sometimes taught in alternating years, with the exception that first and second grades were usually taught every year. Another plan to ease the burden was to teach combined grade levels. Most learning was by rote ... learned and recited. The oldest students receiving new lessons and the younger pupils always being familiar with the lessons by listening to the lesson being presented to the more advanced pupils. Teachers, being very human, would run lessons overtime. This necessitated cutting other lessons short or even occasionally eliminating them, or others. Though my Dad would say that penmanship was a "Cinderella" subject, being cut the most. It is a marvel to read his written words. His handwriting, and that of his father and uncles, were calligraphers. There handwriting was artistic, stylized, and elegant ... absolutely beautiful. Even at nearly ninety years of age, Dad's writing was as neat as his "spit and polish" Marine Corps bearing. Anyway, regaining the topic, flexibility was the watch word for teachers. Morals and manners were always taught within the context of other subjects, often as writing practice for penmanship. Oh, did I leave out spelling? Not to worry ... spelling and other fact related subjects, such as history and geography, allowed parents and neighbors the opportunity to socialize and express great pride in the pupils, themselves and their communities. Friday evenings were times for spelling bees and history and/or geography contests, followed with pie "suppers". Learning was much more rigid in the smaller rural schools. There was much less "room" for curiosity or questioning. Recitation of facts was the vogue. One of the reasons for my trips to the office was always wanting to know why. However, there entered into the teaching curriculum the "State Courses of Study". The States, in their infinite wisdom, began requiring strict adherence to these courses and superintendents wrote tests based on them. Thus, giving birth to the standardized testing emphasizing the deficiencies perceived in our educational system. Students could now be "tracked" into their future life's work. Something Euro-education had been doing for some time. Grandma never finished the sixth grade, but she read. She read her Bible many times over from cover to cover. She knew the writings of many religious philosophers. And, she read enough to maintain a great knowledge of current events. She truly grew up in a wonderfully changing and advancing world. Yet, in the back of my mind, my world was also a very changing and advancing world. And, I knew that as it changed and the knowledge changed new conclusions were being demanded. What excitement! The old ways, the old knowledge, just didn't allow us to participate in the old ways. Computers are just a small part of the modern change. The next advancement will probably be a cell phone implant. <grin> Without a doubt, during my career all the teaching methods were tried ... lecture, discussion, demonstration, dramatization, constructiion. There was reading silently, reading aloud, reading for clarity of thought, reading for understanding, some experiemnts, drill, blackboard, projects, recitations and testing. There were even thinking lessons. There were/are advantages and disadvantages to rural, one room schools. The rural school was the greatest single element in building the community, the state, and the nation. It was so much a part of this country that its ideals still lived in our history and our hearts. The "Little Red" Schoolhouse did its job. Wado, Bill -=- Other sites worth visiting: http://www.rense.com/general32/cxcol.htm http://www.earthsky.com/BBS/Observers-Notebook/19x18.html http://www.earthsky.com/BBS/Observers-Notebook/19x104.html http://archiver.rootsweb.com/th/index/SOIL http://archiver.rootsweb.com/th/index/ILMASSAC http://www.usgennet.org/usa/ne/state/BillsArticles/LittleEgypt/intro.html

Is there anybody out there that has a transcript for Boucher Cemetery (I'm not sure of the township). I am looking for dates for a John and Mary SPANGLER (husband and wife). There might also be another female SPANGLER who died at a young age. Thanks. Mary Riseling Springfield, IL