The "Brick" School
Construction of the two-room Brick schoolhouse began in 1921, after a loan of $13,000 was secured for the project. The building was completed in 1922, however the mortar work needed to be redone shortly after. On the main floor the building contained two classrooms, one for grades 1 through 6, and one for grades 7 through 12. In the basement were separate boys and girls playrooms, and indoor chemical toilets. In 1925 a well was dug in front of the school, and the schoolyard was treed.
In 1927 a third room added by connecting the new school to the original wooden school. Originally intermediate students were taught in the attached schoolhouse, but due to tight quarters this was changed in 1934, and elementary students were moved to this room.
As a result of fundraisers held in 1938, a piano was purchased for the school. The piano was located in the wooden schoolhouse, and lessons were given after school.
In March 1946, a fire of unknown origin broke out in the cloakroom of the brick schoolhouse. The fire was quickly extinguished, and the damage was repaired for $30.
The school was electrified in the early 1950s, along with the rest of the town. Water and sewer services did not come to the school until 1964. In response to the population boom after the discovery of oil in the area in 1951, the basement was remodeled and made into a classroom. The brick school continued to operate concurrently with Rossville School, built in 1957, until it was closed and demolished in 1973
Facilities in the brick school were limited compared with modern schools. The laboratory was a white table with black shelves located at the back of the classroom. Among the options for upper grades were classes in Agriculture, Latin, French and Chemistry. School plays were a regular part of school.
Read more about this topic: Coleville School District No. 3645, Schools
Famous quotes containing the words brick and/or school:
“Sometimes among our more sophisticated, self-styled intellectuals—and I say self-styled advisedly; the real intellectual I am not sure would ever feel this way—some of them are more concerned with appearance than they are with achievement. They are more concerned with style then they are with mortar, brick and concrete. They are more concerned with trivia and the superficial than they are with the things that have really built America.”
—Lyndon Baines Johnson (1908–1973)
“Nevertheless, no school can work well for children if parents and teachers do not act in partnership on behalf of the children’s best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a child’s interest, is not possible without mutual trust between parent and teacher.”
—Dorothy H. Cohen (20th century)