The One-Room Schoolhouse in Southwest Virginia

If you wish to be a part of the oral history of one-room schools in Southwest Virginia

Persons wishing to contribute information or interviews relating personal experience in one-room schoolhouses are invited to contact any member of the class listed below or visit the Webpage at http://www.kallixti.com and send e-mail to to Sarah at ThirdLayer.org. One directory item we hope to accumulate is a roll-call of teachers who taught in one-room schoolhouses and the three- and four-room schoolhouses of mining communities in Southwest Virginia. If you wish to contribute a name to this list, please include the teacher's name, the name of the school, the name of the location, and the dates during which the teacher taught at that school. Dates may be approximate.

Questions below are for your assistance if you wish to participate.

Please identify yourself:

Name:

Age if you do not mind including this information:

Your parents names:

How you were associated with a one-room school: (student, teacher, parent, etc.)

The dates of your association with a one-room school:

The name and location of the one-room school with which you were associated:

Areas in which we are hoping you will comment:

  1. Curriculum: homework, textbooks, grade levels, teaching methods, subjects taught, the daily schedule, and the months/days of the school calendar, etc.
  2. Facilities: setting of the schoolhouse, the room and furniture, how students were seated, where students ate lunch, how food was brought, what the chalkboard was like, heating the room in winter, bathroom facilities, how water was made available, etc.
  3. Staff, administration, and students - how many teachers or other adults were involved in the school, what their duties were, number of students in the school, school finance, teacher salaries, dress codes, transportation to and from school, if the state school officials visited the school, etc.
  4. Discipline - what forms of discipline were used, how often students were disciplined and for what reasons, how parents felt about discipline in the school, differences in discipline and expectations for boys and for girls, etc.
  5. Community - how was the school related to the church, the town or community, families in the area, etc.; how the community contributed to the school and how the school contributed to the community.



Sarah Williams and Kallixti hold copyright to all materials unless otherwise noted.