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of education at the University of Tennessee, now United States Commissioner of Education; J. D. Eggleston, now president of the Virginia Polytechnic Institute, but at that time located at Knoxville as editor of the bureau of publicity and information of the Southern Education Board; Wallace Buttrick, executive secretary of the General Education Board, New York City, and others, took an interest in the movement, addressed the public meetings, and advised with the people and their committees. At the suggestion and invitation of one of the farmers, a careful survey of the community was made by Mr. Eggleston. As a result of his personal canvass and of mass meetings, public sentiment was aroused in favor of the undertaking, and a local subscription of $5,000 was secured in work, material, and cash. This was followed by a donation of an equal amount in money from the General Education Board.

A school farm of 12 acres was purchased, and upon it was built a comfortable wooden house with six classrooms and an assembly hall, heated by furnaces, and well ventilated. The location selected, at the junction of the Concord and Kingston pikes, was the site of an old fort of the Civil War period. The site overlooks the valley for a distance of from 1 to 3 miles in every direction, and the location is easily accessible from all the territory served by the school. The school was opened to pupils in February, 1904.

The department of education of the University of Tennessee was particularly interested in the school, because it was hoped to make of it a model for southern rural communities and also that it might be an object lesson for the students of the summer school of the South, held at the university, and for the regular students of education in the university.

The course of study was the traditional elementary and high-school course, modified by the purely agricultural surroundings to as large a degree as sentiment, training of teachers, and equipment woidd permit. It emphasized practical agriculture, horticulture, domestic science, and manual training. But the modifications were not so great that students completing the four years of the high school could not enter the State university and other colleges and universities of the State and section.

For the first four or five years of its existence the school was supported and managed by an incorporated board of trustees, in cooperation with the school board of the tenth district of Knox County. From the beginning it was open free to all white children of school age—6 to 21 years—in the district, and to those over 21 at a nominal fee.

For two years the work of the school had proceeded satisfactorily; several hundred volumes had been placed in the library, which was used by both the school and the community; the grounds had been put

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in good condition; the necessary furniture, equipment for teaching elementary sciences, a piano, pictures for the walls, and other useful accessories had been provided; courses of lectures and entertainments had been given; most of the original opposition to the school had been overcome, and it had worked its way into the hearts of the people, when on the night of March 15, 1906, the building and its contents were destroyed by fire.

On the morning after the fire the patrons of the school and other residents of the district held a mass meeting upon the grounds and unanimously agreed that the school must go on. Temporary quarters were arranged in an abandoned church in the neighborhood, and there the year's work was completed. A subscription was started immediately and a substantial sum was soon raised; $3,500 was received as insurance on the old building and $4,500 more was borrowed. All of it was paid for the erection of the new building.

The original plan was to place the school, after thorough organization, under the management of the district board of school directors and to incorporate the work which it was to do in the general scheme of public education as provided for the district by county and State. It was found that this could not be done, because certain subjects included in the course of study were not included in the list of subjects which the law permitted to be taught in the district public schools. However, when the county court provided funds for the establishment and maintenance of high schools in Knox County, the Farragut school board offered to turn all its property over to the county, free of incumbrance, on condition that the county highschool board would maintain there a high school with agriculture, home economics, and manual training as important parts of the course of study. The county high-school board accepted the proposition and appropriated $2,000 for the purpose of paying teachers for the scholastic year 1906-7. The burning of the building, as already described, before deeds had been signed, postponed the transfer of the property and the consummation of the plan until the Farragut board and the community had replaced the buildings, which they did within a year.

THE BUILDINGS AND EQUIPMENT.

The present building is a two-story brick building with basement, and cost, with the original equipment, $12,000. Additional equipment and a water system installed since have brought the total cost of the school to about $17,000. The high school occupies the second floor, one large room on the first floor, and part of the basement. Three other rooms on the first floor are occupied by the elementary school. The room for household economics, the girls' lunch and toilet rooms occupy one-half of the basement. The manual-training room, 15420°—13 2

the boys' lunch and toilet rooms occupy the other half. On the second floor nearly one-half of the space is occupied by a study hall, in which all high-school pupils are assigned desks. There is space for additional seats whenever it is desirable to use the room as an auditorium or assembly hall. When properly arranged as an assembly hall, it will seat 300 persons. The remainder of the second floor is divided into a hallway and three rooms—two recitation rooms and a library.

The laboratory on the first floor is a large room, and is used for physics, chemistry, botany, and agriculture. The equipment for each of these subjects is not extensive, but is apparently sufficient for present needs. The home-economics room in the basement is equipped with a coal range, three tables on which the girls prepare material for cooking, a cabinet for utensils and provisions, a diningroom table, a fireless cooker, and a sewing machine. The room is used for the classes in sewing as well as in cooking. The manualtraining room contains 11 carpenter benches, with the ordinary carpenter tools.1

Each toilet room is equipped with six Douglas siphon jet closets, two washbowls, two plate-glass mirrors, and two shower baths with dressing rooms. All sinks and washbowls are furnished with liquidsoap dispensers and paper towels. The partitions between the closets are galvanized iron painted with white enamel. The girls' shower baths are inclosed with white enameled iron: the boys' shower baths with white enameled wood. The walls of the basement are all painted white. The floor is of concrete.

The water system was installed in 1911, making sanitary closets and shower baths possible. Water is obtained from a large spring 1,200 feet away from and below the building. The cost of the water system was a little less than $3,000. Mr. Phillips, in describing the water supply, says:

It is pumped to the building and into two 1,000-gallon tanks in the attic by a No. 40 double-acting Rife ram, with a capacity of 3.600 gallons per day. The ram is driven by creek water, but delivers only spring water to the buildings. From the tanks water is conveyed to all parts of the school building, to the principal's house, the barn, and to a drinking fountain on the pike. In the hall on the second floor are two sanitary drinking fountains for the high school. On the lower floor there are two more for the elementary school. There is a drinking fountain in each lunch room. There are two sinks and one washbowl in the domestic economy room, one washbowl in the manual-training room, and three sinks in the science laboratory. All sinks, bowls, and showers are supplied with hot water, the former from a 300-gallon hot-water tank connected with a coll in the furnace and also with a special tank heater, with a capacity of 250 gallons per hour, to be used when there is no Are in the furnace.

1 A list of the equipment for both borne economics and manual training la given in tbe appendix.

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