 Figure 1.--Here we see a typical American elementary school clssroom in the late-1950s or early-60s. It was a 4th grade class. the teacher is Mrs. Mongelli. |
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American classrooms both the children's clothing and the classrooms themselves have changed significantly over time. The classroom of course is the heart of the school. This is where most of the learning takes places and is therefore the most important section when we address school activities. We have begun to collect a range of classroom images. Unfortunately most school images in the 19th century are just outdoor portraits. We learn little about classroom activities. Through much of the 19th cerntury, the children sat in benches rather than individual desks. And we note how important the blackboard was in the 19th century, especially at primary schools. Because of the lack of photographs we are unable to follow the change in classroom organization and furniture. This is important because it was virtually impossible to move benches. Individual desks were another matter, although in some cases the desks were affixed to the floor are difficult to move because of their design. We begin to see indoor classroom portraits at the turn of the 20th century, but again they tend to be very formal with the children sitting stiffly at their desks. A rare exception is a photograph from a Washington, D.C. school in the 1890s. But even with the more common stiff formal portraits of the children sitting at their desks, we at least see the classroom arrangements and furniture. And at least in city schools we see indivifual desks. By the 1910s and especually after World War I in the 1920s we begin to see photographs showing actual class room activities. Through the 1950s we continue to see very formal classroom arrangements, but by the 1960s we begin to see more innovation in the classrrrom, at least in primary schools.
American classrooms both the children's clothing and the classrooms themselves have changed significantly over time. Unfortunately most school images in the 19th century are just outdoor portraits. We learn little about classroom activities. We begin to see the inside of classrooms by the late-19th century and thevturn-of-the 20th century, but most of these photographs simply show the childrebn sitting stiffly ast their desks. By the 1910s and especially after World War I in the 1920s we begin to see photographs showing actual class room activities. Through the 1950s we continue to see very formal classroom arrangements, but by the 1960s we begin to see more innovation in the classroom, at least in primary schools.
The classroom of course is the heart of the school. This is where most of the learning takes places and is therefore the most important section when we address school activities. We have begun to collect a range of classroom images.
Even with the more common stiff formal portraits of the children sitting at their desks, we at least see the classroom arrangements and furniture.
Through much of the 19th century, the children sat in benches rather than individual desks. Because of the lack of photographs we are unable to follow the change in classroom organization and furniture during the 19th century. This is important because it was virtually impossible to move benches. And at least in city schools by the late-1890s and tyrn-of-the 20th century we see indivifual desks. Individual desks were another matter, although in some cases the desks were affixed to the floor are difficult to move because of their design. We begin to see indoor classroom portraits at the turn of the 20th century, but again they tend to be very formal with the children sitting stiffly at their desks.
Classroom seating varied over time. American schools from the beginning were mostly coeducational. This reflects in part the Protestant origins of much of the country. Both boys ad girls wre educated, athough gurls at first did not attend institutions of highrer educagion. We think that it ws very common in the 19th and erly-20th century for the boys and girls to be divided on opposite sides of the classroom. At the time, clsrooms did not usually hve individul chairs/desks. The opposite approach ws complicated by the fact that there were often different numbers of boys and girls. After World war I we begin to see mire and more clssrroms with individual desks for the children. This was fairly standards by the 1940s. It ws generally up to the teacher how to eat the children. this varied somewhat depending on the academic level. Some teachers took an alphabetical approach. Other teachers let the childten sit where they wanted, but intervened if problems developed. Often the trounle makers gravitated to the back and the keen students to the front. One reader describes his experiences. "when I went to Elementary (1940) and Junior High (1941-43) in America, the boys and girls were scattered about. I am not sure how the seating was determined by the teacher because I arrived a few weeks after school began. In 6th grade, although the second smallest, being 2 years younger than my classmates I was about half way back in the centre of the class. So the allocation was neither alphabetical or or on stature. Logically the smallest ought to be at the front, but I never was. The trouble makers seemed to try to drift to the back but often the teacher would have them at the front but to the side. In Junior High, we had a home class room and moved from room to room for our various subjects. I seem to remember we always sat in the same desk in each lesson. I was never at the front. When I went up to the High School for Latin and French again we had tablet chairs but always sat in the same chair for each lesson. At Vermont Academy we had no home class rooms and no desks. Being a boarding school we kept our possessions in our rooms. All the classes were furnished with tablet chairs The right arm had a small table surface. I am not sure how left handers were catered for. If the class was large 20-25 we sat in rows, in small classes we would sit in a semi-circle. This was an all boys school." [Ardouin]
The class blackboard was an important part of American classroom instruction beginning in the 19th century as the country was creating bin public education system. It proved especially important in primary schools because it provided a way for children to do exercises that the teacher could easily monitor and direct. It was also a visual medium for the teacher to convey information. This was the primary use in secondary schools. We are not sure when and whio invented the blackboard. It mist have been in Europe. The first American blackboard appears to have been installed by a school in Philadelphia (1809). Unlike the small boards the children had, the first blackboards were not made from slate. The first blackboards were made with wood, usually pine lumber and painted black with a mixture of egg white and carbon from charred potatoes. We are not sure who came up with this concoction. Teachers and students did not have easy to handle chalk sticks. Instead they wrote with chunks of chalk. For erasewrs they used cloth rags, but the coated wood was not smooth and thus easy to clean. Over time improvements were made. The most importasnt was the slate board. Unlike the early coated lumber, the slate blaclboard never wore up and was very easy to clean. Other improvemernts were cylindrical chalk sticks made from refined soft chalk. Tghese sticks were easier to use than just chunks. And the felt eraser was invented to improve erasing. The slate blackboard became a central part of classroom instruction, ideal for younger children to both leaning to write and do math. Two problens appeared--chalk dust and that terrible noise from the chalk--or fingernails if the boys wanted to misbehave a little. In the late-20th century the greenboard appeared which still used chal and a little later the plastic white board using colored markers.
Academic learning activities of course varied with age level and subject matter.
There was classroom time for the younger children to take naps. This varied somewhat depending on the program. Many system had half day, AM or PM programs. Here we do not see nap time, but all-day programs did have nap time as well as outside play time. A full day is a longtime for Kindergarrners. We did our time largely at our desks. We note kindergarners today natbtime sleeping mats and blankets. We are not sure just when that was introduced. I remember that in the late-1940s. It happened in Kindegarten and I think First Grade. Basically nap time shifted to recess. I am not sure about the 2nd grade. I think nap time basically shifted to recess. Nor are we aware to the extent this has changed over time. Hopefully some HBC readers will have more information. We do notice modern schools cutting back on recesses. We are not sure wht the modern trends on recess are.
Many teachers conducted arets activities. This was mostly art, various painting activities. Modern schools often have an art room. But earlier in primary schools this was mostly done in class rooms. And bydgets fir supplies gradually increased. This is how I remember it. Vhildren loved painting. There were other arts activities, including dance. A good example is a Washington, D.C. school in the 1890s.
Modern teachers are always thinking about how to enliven their classrooms. Early teachers did not have the ability to do much in nricjing the classeoom. Low cost images and posters did not become available until after the turn pf the 20th century. This all began ti change in the 20th century as educators began to rethinl the classroom. Many primary school teachers liked to keep animals of various desctiption in their classrooms. This became increasingly popular after World War II as classrooms were redesigned, offering more space for such activities. The children loved it and there were lessons to be learned about biology. We see both aquaria and cages for small animals like guinnea pigs and rabbits. Theawuaria were nmostly for deptiles and amphibians until afrer World War II when air pumbps became avaualble at reasonable prives making it more possibkr to have fish.
Ardouin, Alan. E-mail message, January 27, 2012. Alan was a British evacuee. For a fascinating account of his experiences, see Back Garden Family.
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