 We've known CSAA member Pat HarteNaus for many years and have enjoyed all her presentations at our annual conferences. She is widely known for her Belden Boy Series, Canary Song, Whistleslick Press, and her central role in the preservation of the Belden Schoolhouse in Galena, IL. Her endearing stories keep coming! Here's another for our Report Card readers... The Eastlake Organ Finds its Way Home Beldon School Commission members stumbled across a true find that was kept for almost 100 years in the loft of a barn on Mount Hope Road. Farmer Marv Gerlich just happened to mention that he had Belden School’s organ which was removed sometime in the 1920s The Belden School Commission was determined to bring her home! by P.J. HarteNaus It’s true that lost items often don’t travel very far from their original destination. No truer words could describe the journey of the 1859 one-room Belden School, nestled in the driftless area of historic Galena, Illinois. A few years ago, I was visiting Marv, a local farmer who sells eggs directly to those passing by his farm. As we chatted about the weather and the happenings at Belden School, he brought up his interest in the school. His dad was a student there long ago. He also knew I served on the committee and wrote the Belden Boy series. Then came the question that changed everything: “Do you know I have Belden School’s organ up in my barn loft? Would you like to see it?” “You betcha!” I replied without hesitation. I had no idea the school even had an organ, let alone one tucked behind the red loft door of Marv’s barn, a barn I’ve passed a thousand times. Moments later, I was climbing up the stairs to his loft, stepping carefully over decades of buckets, farm implements and just plain ‘farm stuff.’ And there it was – an ornate organ from the 1800s, remarkably well-preserved despite being coated in a layer of barn dust. It sat patiently by the loft door, waiting to return to its rightful place at Belden School. It was June 2023, when Marv carefully removed the 1880 organ from his barn loft using his tractor and placed it onto a flatbed trailer. From there, it made its way to local antique restorer Duane Mitch in Schapville. For a full year, the now 144-year-old Eastlake walnut organ sat in Duane’s workshop as he meticulously restored it. Duane later admitted it was his favorite project because of the research involved. During this time, our committee made numerous visits to witness his progress. Duane sandblasted the iron pedals, restored decorative trims, and recreated or sourced delicate wood pieces from across the country. Meanwhile, I conducted my own research to uncover how and why the organ ended up in Marv’s loft, just three miles from Belden School, for nearly a century. What I discovered was fascinating! The organ was crafted in Boston, Massachusetts, in 1880, and somehow made its way to the Midwest. In an 1886 ledger of Belden School, I found its mention on the final line, almost as an afterthought. Yet, there is was, recorded in ink on yellowed pages. For forty years, the organ filled the school with daily songs, Christmas plays, and community events. But in 1926, the state regulations mandated that one-room schools add an emergency exit. At Belden School, this required converting a window into a door, which displaced the Eastlake organ. Marv’s grandfather, the school custodian at the time, offered to haul the organ over the hills by horse and wagon to his barn, where it would stay “for the time being.” There it remained for approximately 25 years until the farm was sold. The organ was then moved again – this time to Marv’s father’s farm, where the elderly couple resided until their passing. Marv recalls playing on the organ with his sisters as children, never realizing its historical significance. For nearly a century, the organ stayed within a few miles of its original home, waiting to return. In June 2024, we held a grand celebration for the restored Eastlake organ. Marv and his family, Duane Mitch, a gathering of Civil War Generals from historic Galena, and local residents braved the rain to join us. Despite the deluge outside, the schoolhouse was warm and lively, buzzing with excitement! Tears of happiness flowed as Marv’s family learned new details about their grandfather and the organ’s rich history, deepening their connection to this cherished heirloom. The Eastlake organ, now back where it belongs, stands as a testament to the enduring spirit of history and community. ~P. J. HarteNaus Educator and Author of the Belden Boy series www.Whistleslickpress.com
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Kids Still Say the Darndest Things!  From the Bridgewater State University website: "The spirit, vision and leadership of Horace Mann, America’s father of public education, lives on more than 184 years after Bridgewater State University first opened its doors for the purpose of training teachers. His belief, not only in the importance of public education, but also in standardizing — or normalizing — the training of teachers, led to the establishment of normal schools. In 1840, Bridgewater became the third such school in the commonwealth of Massachusetts and, along with its sister institutions, developed a comprehensive approach to teacher training that became a model emulated throughout the country and across the globe. Bridgewater Normal School grew as the educational needs of society evolved. Not only were more and better qualified teachers essential to a prosperous and engaged citizenry, but the demand for a college-level liberal arts curriculum required that the Massachusetts General Court expand course offerings at the normal schools and establish public institutions of higher education." _________________________________________ By coincidence, I came across a copy of a tattered Bridgewater Normal School news bulletin from 1893 with a range of stories and announcements for educators. One section that caught my eye was called, "Odds and Ends," and it does offer a chuckle and the conclusion that, the more things change, the more they stay the same. Students will try to snow the teacher when they really don't know the answer! (From the Bridgewater State Normal School bulletin, "The Normal Offering" February, 1893 verbatim.) -High School Teacher: " Briefly describe the heart and its functions." -Pupil: "The heart is a comical shaped bag, and is divided into several parts by a fleshy petition. These parts are called right artillery, left artillery and so forth. The function of the heart is between the lungs. The work of the heart is to repair different organs in about half a minute." —A grammar school boy who was told to look up rivers, reported as follows: A river has a head, its highest and smallest part; it has arms which are also its feeders, and a right and left side. It has a bed in which there are often springs and in which the river runs instead of lying still. At the farthest extremity from its head, we do not find its foot but its mouth. It eats into hills sometimes and is known to have falls at which it usually roars. -Teacher in Physics to a boy at the head of class: "How many kinds of force are there?" Boy: Three, sir. Teacher: "Name them." Boy: "Bodily force, mental force, and the police force."  A DAILY SCHEDULE FOR A ONE-ROOM SCHOOLHOUSE
by Michael Day Barkhamsted, CT (re-printed from former CSAA Newsletter) Visitors to a one room schoolhouse often have a hard time visualizing just how one teacher could possibly teach all subjects in several grade levels at the same time. Class size might well exceed thirty and the age range of students could stretch from four to twenty. It seems an impossible task. Part of the problem is that modern students (and their teachers) are used to thinking in terms of fifty minute time blocks, and whole class presentations. There is also today a strong emphasis on making every minute count; of keeping everyone focused on learning, or at least busy with teacher directed school work. In the one room school, the "scholars" were grouped into classes of various sizes. A "class" might be two or a dozen students at roughly the same level in a given topic, and would be called as a group to the teacher's desk for a recitation of their lessons. The well organized teacher would work with each of the various classes for a short period of time; assign them a new lesson to be learned on their own, and then move on to another group. At a later time, the scholars would be expected to report back to the teacher and to demonstrate (i.e. recite) what they had learned. An underlying assumption of the one room schoolhouse was that the scholars would be sufficiently self-motivated and/or disciplined enough to keep themselves occupied and focused on their own learning while the teacher was working with others. And for most of the day, the teacher would, in fact, be "working with others". A look at a recommend daily schedule from 1880 makes this very clear. In the May 1880 edition of the New England Journal of Education, John Hancock, the Superintendent of Schools for Dayton, Ohio, proposed the following schedule of recitations for use in a one room schoolhouse. Dayton, Ohio 1880 - Proposed Daily Recitation Schedule 9:00 - 9:15 Opening Exercises 12:00 - 1:30 Lunch & recess 9:15 - 9:25 Abecedarians 1:30 - 1:40 Abecedarians 9:25 - 9:35 First Readers 1:40 - 1:55 First Class in Grammar 9:35 - 9:50 Second Readers 1:55 - 2:05 First Readers 9:50 - 10:10 First class in Arithmetic 2:05 - 2:20 Second Class in Geography 10:10 - 10:25 Third Readers 2:20 - 2:35 Second Readers 10:25 - 10:40 Recess 2:35 - 2:50 Fifth Readers 10:40 - 11:00 Second Class in Arithmetic 2:50 - 3:05 Recess 11:00 - 11:10 Abecedarians 3:05 - 3:20 Second Class in Grammar 11:10 - 11:25 Geography 3:20 - 3:30 Abecedarians 11:25 - 11:40 First Readers 3:30 - 3:50 Writing 11:40 - 11:55 Fourth Readers 3:50 - 4:10 Higher Class Recitations 11:55 - 12:00 Roll Call, etc. 4:10 - 4:30 Miscellaneous exercises Hancock recommended that teachers strive for the minimum number of classes so that more time could be allocated to each. Even so, little time was spent with each class, and that diminished as the students got older. Hancock proposed that "Abecedarians" (i.e. those just learning the alphabet) have four recitations a day for a total of forty minutes. "The time assigned for their recitations, if well employed, is sufficient to enable the teacher give a very short object-lesson, introducing the word she designs making the basis of her lesson, the elementary sounds of that word, and the characters representing these sounds. These characters the children should practice making in script between recitations." "First Readers" meet three times a day for a total of thirty-five minutes. Between recitations the students would have certain lessons to memorize, or would practice writing on their slates. The Fifth Readers received fifteen minutes a day of the teacher's time and just twenty minutes a day was set aside for "Higher Class Recitations". We do know that many teachers recruited older students to tutor younger ones, so the amount of instruction may well have been more than is accounted for in Hancock's schedule. Nevertheless, there must have been a considerable amount of time each day when students were very much in charge of their own learning. While the daily schedule would certainly vary from one teacher to the next, the plan proposed by John Hancock does give us a sense of what a typical day was like for both teacher and students in the one room schoolhouse. *We have searched to locate Mike Day numerous times on-line and have been unsuccessful. At one time he produced many wonderful reproduction primers and print materials for use in country school museums, but Clippership Publications is also presumably out of business. If you know how to reach Mike Day please let us know how as well. We continue to appreciate sharing his schoolhouse articles! Why Did They Blow Up the Schoolhouse? Who hasn't fallen in love with the Little House series by Laura Ingalls Wilder...or Michael Landon and Melissa Gilbert in the TV adaptation of Little House on the Prairie? One of our CSAA members, Sarah Uthoff, is a lifelong devotee and expert on all things "Laura." She will no doubt think me daft when I divulge that I only learned a few years ago that in the last episode of the 9th and final season, the good people of Walnut Grove, being forced out of their town by an evil land developer, blew up all the buildings in their town except the church (and in real life the Ingalls farm film set). If I ever knew, I simply forgot. They actually blew them all to smithereens! That meant the beloved Walnut Grove Schoolhouse, the focal point of countless unforgettable episodes, childhood antics, teacher troubles, student rivalries, and budding young love, exploded into a hail of sticks. The explosions are well documented on YouTube and writers have offered a number of reasons as to WHY total destruction would be chosen as the end of the Little House series. Access the attached article that has researched the real story. FACT-CHECK TIME!! 1. It was rumored that Michael Landon was unhappy with NBC that the show was cancelled and he didn't want others to use his set. 2. Newhall Land Development that rented the land for the film set had a contract that required the land be returned to its original state following the cancellation. They suggested bringing in a crane to demolish the buildings. 3. Michael Landon decided blowing up the buildings (and later removing the debris) would be cost effective and it would provide a great story for a finale! In 2024 the cast, crew, and devotees of Little House on the Prairie TV series celebrated the 50th Anniversary of the the introduction of the pilot episode that spurred a nine-year love affair with the Ingalls family. A reunion festival was held at Big Sky Ranch (original site) with visits by many cast members. Tours were offered to see replica "flats" built to indicate where the originals sets stood. The schoolhouse movie set stood up the hill from Oleson's Mercantile as you see below...Uh, flats are not that exciting. (Top Photos: from movie scenes. Bottom Photos: "flats" on the tour.) I'll wager that our national authority on Laura Ingalls Wilder, Sarah Uthoff, attended that anniversary festival and hope to hear from her with some thoughts. Check out her impressive brochure below. That black button can lead you to her website as well! Looking Forward and Back in Time
Happy New Year! As we round the corner into 2025 most of us look ahead and hope for the health of our families, peaceful co-existence, and enriching activities. As a member of CSAA, it is gratifying to reflect on the past and recall the experiences that have fostered renewed interest in preserving our country schools. Just perusing the photos from our 20 years of CSAA conferences reminds me of how many memorable moments we've spent as an organization reuniting with old friends, traveling to places we would never have considered, and being involved in research and presentations that have proven invaluable to our passion for preserving our "icons of public education." So, we continue to invite even more history buffs to keep up the momentum of our association. But, how DO we encourage another generation to pick up that gauntlet and keep our preservation efforts in the forefront? Since 2005 CSAA has laid the groundwork and set many precedents for those who might consider taking an active role in our mission. What do we say to our prospective new members and future participants? I've come up with a list that is not exhaustive by any measure and I look to our readers for additional suggestions. Feel free to submit comments below. WHY BECOME INVOLVED WITH CSAA and WHAT'S IN IT FOR YOU?
Nothing to lose and everything to gain...help preserve our remaining historic one-room schools.  Recalling School Days 82 Years Later... Sarah Bigelow Parker Buxton was born December 21, 1832. She lived to be 94 years old. On December 11, 1922 (when she was almost 90) she wrote a letter to her granddaughter describing her memories of attending a one-room school in Nashua, NH. That little granddaughter kept the letter and when she was an elderly lady herself, Agnes Barker gave a copy to Nashua's District #1 Schoolhouse living history program in 2009. It is a cherished memory of what it was like to attend such a school in 1840 when "Grandmother" Sarah Buxton was only seven. Here are her memories: "I used to attend school in a small red schoolhouse heated by a wood stove. Boys took turns in attending the fires. There was no janitor in those days and no steam-heated room. Girls were expected to do their share of sweeping and keeping the room tidy. A large wooden bucket held water for scholars and 'twas quite nice to be given the pleasure of passing the tin dipper around so each scholar could have a drink from the same dipper. Germs hadn't made their appearance at that time. The girls, most of them, had a good warm winter dress made of what was called *Linsey Woolsey and we wore them through the term. They were made good and long, no bare knees, long sleeves and high neck, and were very proud if we could have a new print dress to wear Examination Day when the Committee Men were expected to be present. Some of the Committee Men would tell us he thought we had made very commendable progress, and if we had done well we were given a little card to take home called a "Reward of Merit" with the name of the scholar and saying he or she merits the praise of the teacher and they were proud of them. We had desks at which two could sit and the underside had a shelf for our books and perhaps some other things not expected to be there. We often had "spelling schools" and would have two sides compete with each other to choose the best spellers until all were "spelled down." Sometimes we had candy pulls*, not often, but we had no dancing or frolics* as they do today. There were big snowstorms in those days and farmers had to "break out" the road with a big sled and oxen so we could go to school. We had not done much about Christmas except to just wish a "Merry Christmas" and be the first to say it! I used to skip up to the scuttle door* on our roof to the big farmhouse and open it so as to see my seat-mate before she saw me! We had no Christmas tree or presents. We had a schoolmistress in the summer and a schoolmaster in the winter. Some were very good ones and did much training in correct reading. I read one piece in my old reader so many times I remembered it all these years later. I think I can repeat it to you even today! Indeed times have changed. No doubt. I behaved very correctly! Do you doubt it?" Note: Our thanks to Sarah Bigelow Parker Buxton and Agnes Barker, both long passed from our world. *Linsey Woolsey-A coarse, woven fabric of wool and cotton or of wool and linen. The name is a combination of linen and wool. *A candy pull was a party at which taffy or molasses candy was made. * A frolic was a light-hearted, fun, often silly activity. To frolic is to cavort, romp, or run around — to have fun. *A scuttle door is a small access point, often covered by a hatch or panel, that allows entry to a scuttle attic, which is a space in the ceiling leading to an attic. It is typically used for storage or maintenance and is common in older homes. CHECK THIS OUT! - "OLD SCHOOL OF THE DAY" I've mentioned this resource before, but I believe it deserves another shout out. At least one humble blogger out there has no idea how much his research is appreciated! He goes by the handle, 'homeschoolblogger" and offers a one-line description, "discussions on various issues by a homeschooling father." But, it is his OLD SCHOOL OF THE DAY section that keeps on giving to schoolhouse enthusiasts everywhere. Almost every day he posts a schoolhouse accompanied by a photo and available information on that school. In searching his archives, his daily feature of a schoolhouse dates back to at least 2012! I wish I knew how he goes about his research because he adds a great deal of information on each school and generally adds the location and address. He has featured hundred of schools in the U.S. and Canada and his compendium of photos and descriptions is nothing short of amazing. Many of us have researched country schools in our states, counties, and towns, but this blog covers a wider range of schools we're happy to learn about. I have subscribed to "home school father's" blog and each day I receive a new post that gives me hope that many more country schools are being saved than I ever imagined. I am unable to find his whole name, but I have let him know how valuable his site is to our readers in CSAA. Click on the photo below to access Mr. Walker's blog!   Volunteers inside Boxford, MA restoration of the Little Red Schoolhouse Time to Apply: Deadline is January 31, 2025
Just a reminder: It's a busy season, but January 31st comes all too soon as the final day to apply for a number of CSAA grants. That means it is time to submit your on-line application for the many AWARDS and GRANTS offered by CSAA that help in country school restoration efforts. Help us honor our preservationists, writers, and volunteers. Below is a list of all annual grants and awards. Access the WHAT WE DO dropdown menu to locate your area of interest!
 Christmas Eve Program Turns to Tragedy-1924 Christmas presentations were supposed to be heartwarming events for country school children, but for one small town in Oklahoma, a schoolhouse fire would forever change the nearby community of Hobart and claim the lives of 36 people half of whom were children. It was a tragedy of such dimension that a monument marks the site of the schoolhouse today engraved with the names of all who lost their lives on that December 24, 1924. This year marks the 100th anniversary of that terrible night. The Babbs Switch School children planned for weeks for their Christmas Tree Celebration as was the custom in one-room schools of the past. Parents and friends looked with anticipation to the annual play, poetry recitations, Christmas songs, and homemade treats. They would await the man of the hour, Santa Claus, slated to pay a visit. The tree was decorated with home-made ornaments and the candles were already lit. Upwards of 200 family members and friends packed the schoolhouse that night to watch the program in a room that was a mere 25 x36 feet! Circumstances leading to the fire presented one red flag after another; a dry tree, newly oiled floors, a freshly painted ceiling, windows covered with grating to deter burglars, a single door that opened inward, no running water, overcrowding... and when added up, led to the horrific Christmas Eve aftermath. Rather than catalog the sordid details, and if this has piqued your interest, you can see and hear the story unfold in two videos from YouTube offered below. If anything good came from the tragedy, the nationwide publicity over the fire ultimately led to stricter fire codes for all our schools and other public buildings. The videos are short and some shock will remain with you as it did with me. Our nostalgic impressions of the simplicity, quaintness, and resilience of one-room schools runs counter to harsh moment of truth in the re-telling of the Babbs Switch Fire.  And...believe it or not, there is a children's book in the form of a novel by Darleen Bailey Beard. It features fictional characters but is based on the actual event. It is entitled appropriately enough, The Babbs Switch Story.  Branchville Schoolhouse (L) and West Lane/Peter Parley Schoolhouse (R) Two Ridgefield Schoolhouses added to State Register of Historic Places by Sally Sanders (Check out other news from RHS...click on Sally) The following information was submitted by CSAA member Jack Sanders of the Ridgefield Historical Society. We appreciate updates by our members. It is always gratifying to witness successes in schoolhouse preservation across the country. Huzzah, Connecticut! The Historic Preservation Council of the State of Connecticut voted on June 5, 2024 to add both the West Lane/Peter Parley Schoolhouse and the Branchville Schoolhouse to the State Register of Historic Places. These two buildings are owned by the Town of Ridgefield and were nominated by the Ridgefield Historical Society, which leases and maintains the West Lane/Peter Parley Schoolhouse as a small museum, and hopes to restore the Branchville Schoolhouse for use as an exhibit and community space. The West Lane/Peter Parley Schoolhouse is at the intersection of South Salem Road, West Lane and Silver Spring Road; the old Branchville Schoolhouse is on lower Old Branchville Road. Branchville Schoolhouse on lower Old Branchville Road The addition of the schools to the Connecticut Register of Historic Places means that they have been assessed by the State Historic Preservation Office and found to reflect an integrity of location, design, setting, materials and workmanship. In the case of the West Lane school, the school is also of interest because of some of its graduates, including Samuel G. Goodrich, who wrote wildly popular children’s books in the 19th Century as Peter Parley. Both schools were the subjects of extensive applications, which included detailed scholarly reports by Dr. Daryn Reyman Lock, who the Ridgefield Historical Society hired to examine each building’s history and construction. Being on the Register of Historic Places is generally a requirement for grants to rehabilitate and preserve antique structures. The West Lane/Peter Parley Schoolhouse was also recently added to the National Schoolhouse Register by the Country School Association of America, the first in Connecticut to be added. To read more about and contribute to our Branchville Schoolhouse restoration project and fundraiser, click on the buttons below: For a previous REPORT CARD article on the Peter Parley School
go to the ARCHIVES from March 2024 at right... 
CSAA Schoolhouse Registry Highlighted in Local Access Video: Congratulations Merrimack Historical Society!
The Merrimack Historical Society in southern New Hampshire held a very moving ceremony this past June to accept CSAA Registry plaques for two schoolhouses they own and curate! The local public access television service, Merrimack TV, was there to record the event and share the importance of the history of public education, the meaning to the town, and plans for the future. Dignitaries and friends attended the presentation of the plaques on the grounds of Schoolhouse #3, now the headquarters for the Merrimack Historical Society. The very recognition of these schoolhouses on the CSAA Schoolhouse Registry engendered a great deal of attention for the District #3 and District #12. The ceremony and the coverage by local access TV resulted in many new memberships for the historical society. The MHS board led by John Lastowka has brought the society into the 21st century with countless technology upgrades in the hopes of attracting a younger generation. They understand that community involvement is the key to any society's success and it looks as if Merrimack is on the right track to increase participation. Events such as this are the best advertisement. A little good news can go a long way, so MHS is glad to have membership in CSAA. ​Hear what the locals have to say at the event! Watch the Merrimack TV video below so you might consider applying for your own schoolhouse marker as a prelude to a community presentation. A great job by Merrimack TV staff!!  Lobsters, Oysters and Eels, "Oh, My!!!" If you're lucky enough to have a schoolhouse that is open during the Thanksgiving holidays you might add a lesson on what the Pilgrims actually ate at the first Thanksgiving. It is not surprising that the feast didn't exactly mirror the one we see in the Norman Rockwell painting or on our own tables. No green bean casserole with Onyums? No sweet potatoes with marshmallows? No apple pie? No Pepperidge Farm Stuffing? If you ever read of the Pilgrims' condition (after losing half their number in the first year), you'd find that eating whatever they could muster up was a luxury! A good source for that information comes from a food timeline site and their references were Plymouth Plantation, now called Plimoth-Patuxet Museums, in Plymouth Massachusetts. I've adapted their article as a PDF for use in our schoolhouses and you can access it by clicking on the photo below. Link to: www.foodtimeline.org  CLICK ON THE PHOTO TO ACCESS THE ARTICLE Books by Our CSAA Members for Children Christmas is around the corner and we have a couple recommendations for our youger schoolhouse enthusiasts. Our CSAA authors have been hard at work keeping schoolhouse stories alive for both children and adults. During the past year and a half we've highlighted a number of CSAA writers and their inspiring books, and we appreciate their determination to tell the stories of our country schools. The two posts below are geared for children and will make cherished Christmas gifts. Your support of our writers is much appreciated and you will be rewarded by their creativity and research!  CLICK PHOTO FOR WEBSITE ORDERING Relaunch of the Beloved Belden Boy Series: A Journey Sparked by the Rescue of a One-Room Schoolhouse By P.J. HarteNaus In 2003, an unexpected discovery behind the Jo Daviess courthouse set the stage for an extraordinary preservation effort to save the 1859 Belden School in the Galena Territory. Stockton’s gentleman farmer, Big Bob Kleckner, had a passion for the history of one-room schools. One day (much to the dismay of his wife), Big Bob went dumpster diving and discovered numerous one-room school journals from the area being tossed. Among them were the 1871 and 1923 journals of Belden School. That one search preserved, for future generations, firsthand records of school life from a bygone era. But it didn’t end there. It began in 2003 when Big Bob, Galena Territory managers, Beth Pomaro and Dave Oldenburg, and Territory resident, P.J. HarteNaus, began researching its history. They found Belden artifacts around the school grounds and in the nearby creek. As part of a Master’s class, P. J. interviewed elderly students who once attended the school before it closed due to consolidation in 1943. The stories were incredible. So much so, she decided to preserve them. P.J. fictionalized the oral and documented history, creating the anti-bullying series, Belden Boy, for children of all ages. These events introduced the idea of possibly saving the Belden School structure. After years of discoveries, discussions and presentations to those interested in preserving the school, a committee of volunteers was officially formed in 2005 to authentically and successfully restore the little one-room limestone school in Galena, Illinois. The newly restored Belden School opened to the public in 2009 offering tours and events. The dedicated commission continues to this day, providing education to all who enter the doors of Belden School. The award-winning Belden Boy series takes place in a small farm community in the 1880s where children of all ages learn their lessons in a one-room schoolhouse. Life is simple but rich with challenges and timeless lessons of courage, empathy and understanding. The four-book series is tied to Core State Standards for figurative language and perspective. It is the perspective that makes the series special. The first two books are told from the perspective of the victim, Peter, and his bully relationship with “sometimes pal”, Franky. The third book allows Franky to talk about his confusion when everyone calls him a bully. He just doesn’t see it. The fourth and final book in the Belden Boy series introduces a young girl who comes to Belden School from Minnesota. Annie and her pa have returned to the family farm to help her aging grandpa who is, as they say, “soft in the head”. She has her own limitations but helps to pull the boys and community together, including the new schoolmaster who has a tendency to be a bully, as well. The 2024 relaunch of these timeless tales in the Belden Boy series introduces beautifully illustrated covers, glossy pages and interior sketches by a local Galena artist. The endearing story of Belden School continues to live for future generations. Note from Susan Fineman- P.J. HarteNaus is a two-time winner and recipient of the CSAA Scholarship and Artistry Award. She has presented at numerous CSAA annual conferences. We highly recommend this series for your children and you can locate other children's books by Pattie HarteNaus on her website below.  "The Happy Little Schoolhouse"- Santa Rosa School This illustrated children’s book by Debbie Soto, a 2024 CSAA Scholarship and Artistry Award winner, tells the story of the Santa Rosa Schoolhouse in Cambria, California. The schoolhouse is the main character telling its own story from being built in 1881 through all the major events including the Santa Rosa being moved twice by a large crane. It highlights the happy years with children attending school sessions and the years of abandonment, then the moves and revitalization with children once again returning to the school. In this delightful hardcover book the illustrations are engaging and colorful, and some pages incorporate vintage photos of the school building. We highly recommend it for your children and grandchildren! The author, Debbie Soto, invites you to request a copy through her email at: [email protected]. Note from Susan Fineman-Debbie is a prolific writer promoting schoolhouse history and that of her town of Cambria, California. Her four other outstanding titles include those below: "Let The School Bells Ring" This informative book details the early history of one-room schoolhouses on the north coastal area of San Luis Obispo County, California around Cambria and San Simeon. The author's unique connections to Cambria's pioneer families provide her special insights into the history. Anyone interested in the history of the area will want to take a look at this book. "Living in Harmony- The School, Creamery and Town" Have you ever wondered how the tiny hamlet of Harmony California came to be? Over the years, truth and myth have mingled. Through extensive research, author Debbie Soto provides insight into the history of Harmony - the school, the creamery, and the town. Harmony (population 18) played a surprisingly huge role in California's dairy industry, and supplied William Randolph Hearst and his illustrious guests with their local cheese and butter. Experience the joys and tribulations of those who were lucky enough to live in Harmony. "Glimpses of A Bygone Era: One-Room Schools Along the Hearst Ranch" This informative book details the early history of one-room schoolhouses on the north coastal area of San Luis Obispo County. Anyone interested in the history of the area around Hearst Castle will want to take a look at this book. Packed with area famiy stories, documents, and photos! "Christmas Eve at Bethany" Thus beautiful Christmas story brings the reader memories of an old-fashioned celebration in a vintage church and the real meaning of Christmas. Delight in the idyllic oil paintings and lyrics by Debbie Soto and share a very special Christmas Eve at Bethany.    Primary Sources are Priceless! by Susan Fineman Original documents are treasures to those of us who are researching our one-room schools. Whether we are trying to piece together the typical school day, learning about the rigors of teaching in a district school, or getting a feel for the community of the time, reading the words of those responsible for their schools brings the search to life. I am one of the fortunate schoolhouse docents who have access to priceless primary sources, the annual reports of the Superintending School Committee of our town or city, reports that are so detailed and numerous, we can trace the evolution of the district schools from their construction, to school consolidation, and eventually to their demise. The three men who comprised my city’s early committee were elected officials, often influential businessmen of Nashua, NH. They were articulate and thorough in their reporting, never short on words. It appears nothing escaped the notice of the committeemen and they spared no one's feelings in their very public observations and opinions. After visiting district schools to witness recitations and year end examinations they would write their reports. They openly assessed the job done by the prudential committeemen (prudential referring to each of the 11 individual district committeemen in Nashua), the teachers by name and school, the scholars, and even the parents! I have read reports that extol the virtues of loving teachers who deserve the “approbation” of the public, parents who were attentive and supportive, and scholars who excelled at their closing examination days. I have also seen specific teachers vilified in these reports as totally incompetent, parents as uncooperative and abusive, and scholars as vicious and unruly. They discuss in detail the progress or deficiencies of scholars, the effectiveness or failure of various teaching methods, the specific texts and quantities in each school, and disciplinary tactics. They discuss the condition of school buildings and offer lofty opinions about why some schools are run better than others. They chastise the parents about their children’s absenteeism, laziness, truancy, lack of cleanliness and their ganging up on teachers to drive them from their positions. They tackle a myriad of topics including the lack of uniformity in textbooks, districts not attending to the repair of their schools, ethnic newcomers and the troubles they cause in the schools, the poor articulation of teachers and scholars in recitation, the insidious practice of “whispering” in class, and corporal punishment. On the other hand, they are quick to praise districts that build sound new schools, readily name the schools whose scholars displayed good manners, sweetness in singing, or knowledge of geography, and often report on the proficiency of the readers and mathematicians among the “advanced” scholars of Nashua. The list of topics is seemingly endless, but quite familiar even in contemporary school settings. When you read a smattering of the reports you'll find that the more things change, the more they remain the same! Familiar themes are common to schools of yesterday and today. I begin by offering one of my favorites from the 1846-47 school year regarding the District #2 schoolhouse: “The school during the first six weeks of the winter term, under the charge of Mr. Cummings, was worse than useless. In the early part of the term, one young man assumed the authority on the school, and was of course expelled by the Committee, but by application, after suitable acknowledgement, was reinstated. Soon however, a combination appeared amongst the larger scholars, and during the night, the (master’s) desk would be nailed up, or benches pulled up and piled on top of it, talking aloud, and corn and beans were resorted to in school, etc. etc. All this was known to the district, without any knowledge of the Committee, to prevent it. This state of things was known to the Committee by an application of the teacher to dismiss two of the riotous leaders, and the larger scholars then all left, and by the advice of the Committee, the teacher left also, though no application was made to dismiss him. If these grossly outrageous proceedings had been perpetrated by young beardless boys, there would have been perhaps less cause for complaint, but when young men combine to get rid of a teacher by insults and injuries upon him and the schoolhouse, they should be taken into custody by legal authorities. (However…) their parents or guardians informed of the Statute should have provided to dismiss any teacher, who is not competent, suitable, or profitable. Finally, a man who has not authority enough to maintain his own supremacy in school should not undertake to teach.” Poor Mr. Cummings! More than a century and a half has passed and he remains indelibly incompetent! Apparently he needed a mentor like the teacher in the following account. In reading the following 1847-48 report on District #7 school, I began to wonder if the “loving” Miss Whitford was, (as was often the case) somehow related to a reporting official! Such a tribute: “The summer term continued three months and eleven days under the charge of Miss M.L Whitford. The whole number of scholars during the summer term was thirty-one, with an average attendance of twenty-three. The teacher secured the willing obedience of all her scholars, by adopting the law of kindness and love. She loved her scholars, loved her employment, loved to do her work by system, and to see her pupils doing theirs in the same way--- the scholars seeing the manifestations of that love, made a return of it, by being obedient to her instructions." They continued... "We have seldom seen so strong affection between teacher and scholars, as was exhibited in this school. The constant attendance of most of the scholars, and their rapid progress in the elementary branches, are good evidence of the teacher’s fidelity and success. Miss Whitford possesses a remarkable faculty of training small children to love their lessons and to learn—she infused a lively, attentive, and thoughtful spirit among them. Their movement in the schoolroom was easy, graceful, quick; that sluggish movement and awkward manner, sometimes observed in scholars, had been completely changed by her system of physical training---and the manners of her pupils had been molded by the example of the teacher. Whatever was peculiar and pleasing in her they copied. The children were taught to think and act quickly. There was more general satisfaction manifested by the parents of the district, at the success of Miss Whitford, than is often shown; their approbation of the school is certainly to her praise.” The beleaguered Mr. Cummings wasn't the only teacher to fail miserably in his efforts to command a one-room school. Turnover was common and expected. Teachers both "loving" and "worse than useless" rarely found themselves in a life-long profession in the classroom. Clearly, what stands out most in reading these reports is the eloquence in which the superintending committee wrote of the trials and tribulations of the school districts under their care. It is clear they set a high bar for the improvement of their school districts, while taxpayers demanded a great deal from the small percentage the town allotted to education. That's another story....  The Tradition of Greeting Cards...Click on the Photo! Thanksgiving is all about food and family for most of us, but if you're a collector of artifacts appropriate for your school's time period, this might be a good time to check through the ephemera section of your favorite antique shops. Add to your collection of Rewards of Merit and see if you can find Holiday Cards of the past....even for Thanksgiving! We have a number of members who make a point of collecting vintage cards. Our schoolhouse visitors enjoy seeing things from simpler times, and you can discuss how Thanksgiving has changed and what themes have lasted right up to modern times. They might be surprised that Hallmark didn't invent the tradition of holiday cards. Sending greetings and wishes were common even before paper was invented. I'll save some time and offer you a link to that history at left! In the meantime, here are few examples from Google photos, some of which include typical greeting card poetry suitable for a schoolhouse recitation lesson. Have some fun creating a new subject for your program. By the way...if you wish to copy these cards for display, click on each photo and it will enlarge nicely.  CLICK HERE TO ACCESS FREE DIGITAL GOOGLE BOOK "Memory Gems?" Until I began researching the role of a schoolmarm for my job in a local schoolhouse museum, I hadn't encountered the term that I understood as "aphorisms." Curators handed me a list of activities and referred to these sayings as Memory Gems, historically correct and a might easier term for scholars of all ages. It was apparent they were, and still are, an effective way to teach a moral lesson. Teachers in the past used them regularly as daily lessons and actual Memory Gem books were readily available. In District #1 School, we use memory gems for our penmanship lesson with dip ink pens and memorization lessons for recitation. Short and thoughtful, these intelligent moral guides are great for story starters and discussion. Admittedly, I was surprised and encouraged by the mature responses these gems elicited from our young visitors! If you'd like to add memory gems to your program or simply need more resources for variety, here are some suggestions. One immediate resource for Memory Gems, if you need more, can be found for free on Google Books. Memory Gems: A Compilation of Five Hundred Short and Easy Quotations from Three Hundred Authors William Anderson Bowles Jan 1908 · Goodson Gazette Press Two paperbacks that I've added to my collection are: Training for Citizenship: Memory Gems for Character Building-by William Alexander Smith Memory Gems for Children: Based on Nature and Ethics (Classic Reprint) Both are available on Amazon ($14.70) & Alibris and Abe Books, but are a bit higher in price.  Apply Online Now to the End of January 1. It's just about time for our members to think about submitting CSAA grant applications for Scholarship & Artistry, Innovative Curriculum and more. 2. CSAA Preservation grants are for the schoolhouse restoration or disaster relief. 3. Honor Awards are granted for Service, Craftsmanship, and our Young Preservationists. 4. January 31st of each year is the deadline for submission and recipients will be notified by March 31st. Access the links below!   CLICK ON THE PICTURE TO ACCESS THE SMITHSONIAN ONLINE EXHIBIT Meet Edmonia Highgate Thanks to CSAA Board Member, Ralph Buglass, for this fascinating submission! If you we were with us in 2019 at the CSAA Country School Conference, you may recall that the Hosanna School Museum was a school we featured through a presentation by Iris Barnes, Ph.D. The Hosanna School is currently showcased in a Smithsonian Museum of African-American History and Culture online exhibit that you will surely enjoy. Click on the picture at left to reach the Smithsonian Exhibit! Edmonia Goodelle Highgate was an educator, writer, and activist during the Reconstruction Era. Born in Syracuse, New York in 1844, she was the eldest daughter of seven children by Charles and Hannah Francis Highgate. Edmonia graduated from Syracuse High School with honors in 1861. At age 17, she was the school’s first Black graduate. Highgate later earned a teaching certificate from the Syracuse Board of Education. And....the online exhibit also links to a great video about the Hosanna School and a preservation effort underway at a Rosenwald school in another Maryland locality."--Ralph During a leisurely visit to the Hosanna School website, enjoy a drone flyover and digital 3-D look inside this two-story schoolhouse!
www.hosannaschoolmuseum.org/copy-of-hosanna-school "COUNTRY SCHOOLS on COUNTRY ROADS" Marshall University in Huntington, West Virginia to Host the 2025 CSAA Annual Country School Conference June 8-10, 2025 Click Button for More Details!  CSAA is celebrating a 20-year milestone and you are invited to join the festivities! It was in 2005 at a meeting in Barbourville, KY that an interested group of one-room school enthusiasts decided to consolidate their efforts and incorporate. The result was that the group became what we now know as the Country School Association of America. Plans are well underway to celebrate that significant beginning with an outstanding conference as we gather at Marshall University in Huntington, West Virginia. The 2025 CSAA Conference, "Country Schools on Country Roads," will be held from Sunday, June 8th through Tuesday, June 10th, 2025. The team at Marshall University, headed by Dr. Teresa Eagle, Dean of the College of Education & Professional Development, and Dr. Isaac Lairson, Professor of Literacy Education, are offering a conference focused not only on the traditional Three-R's, but also referencing the basics of historic preservation as set by the Secretary of the Interior: Restoration, Reconstruction and Rehabilitation. Attendees will be afforded the opportunity to explore Appalachian heritage, industries, crafts, and cuisine during our time together. The 2025 conference, with an all-new format, begins on Sunday, June, 8th with a host of activities including schoolhouse, campus, and library tours at MU ahead of the 2:00 P.M. opening events. Dinner that evening will include the key note address and the Preservation, Artistry & Scholarship awards presentations. Monday, June 9th will be filled with programs, and that evening’s entertainment will treat attendees to regional music provided by the Stoney Point String Band. On Tuesday, June 10th the Annual Coach Tour, included this year, will provide a fascinating view of Appalachian heritage, industries, crafts, and cuisine as we travel along Country Roads together visiting Country Schools and historic sites reflecting the area’s 3-R's of Historic Preservation - Restoration, Recreation, Repurpose. Our trip culminates at Heritage Farm Museum & Village where we will have an opportunity to tour the open-air museum, visit the exhibits, and admire the beautifully restored one-room schoolhouse which sits on the former location of Ratcliff School. There we will enjoy dinner and a theatrical performance to round out the day and conclude CSAA’s 2025 conference. Mark your calendars! This will be a unique conference making historical connections to education and preservation while providing schoolhouse enthusiasts an opportunity to connect to friends old and new as they experience “Almost Heaven,” West Virginia!  Heritage Farm Museum and Village  CSAA Travel Memories & Virtual Tour In June of 2017, a skilled driver maneuvered his busload of CSAA conference goers half-way up Tucker Mountain Road in East Andover, NH. This is a dirt road wide enough...well...for one bus. Had you been a down the mountain traveler, it would have been a bit shocking to see a luxury coach in your path. The visit took us to the Tucker Mountain School as part of our annual coach tour of local schoolhouses. Colby- Sawyer College was the conference venue and we traveled to seven NH country schools that beautiful June day. Here, Andover Historical Society Trustee, Donna Baker-Hartwell, takes us on a virtual tour of the Tucker Mountain Schoolhouse. The building is listed on the National Register of Historic Places and now serves as a museum exhibiting details of an earlier way of education. The museum is open from 1 to 3 PM on the second Sunday of the month from June to October. The schoolhouse was built in 1837 to provide elementary education for the children of Tucker Mountain on land donated by William Tucker in 1836. The schoolhouse, built by William's brother Benjami Tucker, cost $100. This schoolhouse is the ONLY one of the 13 that existed in Andover at the end of the 19th century that remains in its original condition. It stands today on its original location, looking much as it did when it was active as a local schoolhouse. It was donated to the Andover Historical Society by Madelyn Thompson Baker in 2004 to ensure the continuing maintenance and preservation of this unique historic building. Tucker Mountain Bonus Video Below! Early Days of Education in New England "Year 1887: A Re-enactment of a Day at the Tucker Mountain School, E. Andover, New Hampshire" Written and produced by Donna Baker-Hartwell This authentic photo taken in 1887 would lead its owner to a delightful discovery and an endearing re-creation of that moment in time. Enjoy her original script and the story of the production! After researching town reports, Donna Baker-Hartwell discovered the teacher in her vintage photo was none other than her own great-grandmother, Stella Tuttle! She dreamed of bringing that photo alive in a video, and she set out to do just that. Donna wrote the script about a day at Tucker Mountain School, collected artifacts for the school, enlisted the help of locals to ready the schoolhouse, and organized residents and schoolchildren to portray their 19th century counterparts. She was ready to realize her dream. It is amazing to note is that the video was completed in only two days of filming with no rehearsals! Acknowledgement and thanks to: Donna Baker-Hartwell and the good citizens of E. Andover.  1887 Photo Inspires Reenactment Video in East Andover, NH A little red schoolhouse, a tree-lined lane, a young teacher watchful of her students, a batted ball in mid-flight. This captivating photograph of a moment in time in 1887 resurfaced in 2010 and piqued the interest of East Andover, NH native, Donna Baker-Hartwell, who lives a short distance from the Tucker Mountain School. In fact, Donna's mother purchased this schoolhouse in the 1960's and eventually donated it to the Andover Historical Society in 2004. In time, Donna would uncover her family's connection to the snapshot as well, and embark on a journey to bring the photo to life in a short film. Through Donna's own words, we will discover what she learned of its history and how she envisioned her project. Enjoy her video above! Donna's Story... Submitted by Donna Baker-Hartwell "I've always loved the old photo of the students playing outside the school. And I often thought that it would be fun to reenact that very moment. I began to plan for the reenactment at the Tucker Mountain School. I had just met Ethney McMahon (videographer) while she and friend Larry Chase were creating the video, "This Old Town." I showed her the old photo and told her what I wanted to do. She volunteered her time and talent to help. There could not have been anyone better to work with. The Schoolhouse Work Work to restore the outside of the schoolhouse had recently been done, putting wooden shingles on the roof and the installing a replica of the original chimney. However, inside the classroom, the ceiling needed to be restored to its original plaster surface. I called contractor Ken Reid to ask him if he thought it was possible to get it done before cold weather (which meant about 3 weeks). He said that he didn't see why not! His encouragement, enthusiasm and willingness to help get this done kept the reenactment project moving forward. The Cast, the Crew, and the Script I wanted Andover children to take part in the film and I was thrilled when four of the members of the cast were Tucker Mountain residents. Adult actors would be Andover residents as well. It was rather magical when things started to fall into place. Heather Makechnie was the best person for overseeing the making of the costumes. She had a good eye for detail. The costumes were made by volunteers and paid for by private donations. I wrote the script with the help of town and school reports and our two town history publications- the Eastman and Chaffee. Then I began collecting school books, slates and other artifacts which would be needed for authenticity. We held an organizational meeting with cast members and parents and set the dates for the filming. All of the interior scenes were to be filmed on April 18th of 2010 and all of the exterior scenes were to be filmed on June 5th. There were no rehearsals and we had one day for filming. The Revelation and Change of Plans! Two nights before the filming began, I was working on creating a "record book" for the classroom attendance. I went back through town and school reports. I had been focusing on the reports of 1889 and 1890 as these were the years history books had labeled this photo as having been taken. I happened to pick up the 1888 report and discovered that Issa Tuttle (my great-grandmother's sister) taught at the school in 1887. I knew I had one good photo of Issa in family genealogy files and soon I had it in my hands and could match it with the figure of the teacher in the photo. This lead to the discovery that the central figure in the photo was Issa's younger sister, my great-grandmother, Stella Tuttle! I had two days to correct the history, rewrite the script, give some of the cast new identities and add more students. I wanted the reenactment to be historically correct. It was both exciting and nerve wracking to say the least. The end result is a video clip of under ten minutes which I hope will be a useful teaching tool for understanding what rural education was like in New England in the late1800's. Musician, Kathy Lowe of New London volunteered her talent as a dulcimer player to provide music of the period." Additional information from Donna Baker-Hartwell's research....
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