mann] A SCHOOLROOM STUD Y OF A ROBIN'S NEST 27 1 



brothers of the field and wood, and we must be better nature- 

 study teachers for it. Every bird song will be more meaningful 

 and every nest more sacred because we have known the home life 

 of one bird — our robin on the window sill. 



THE JOHN SWANEY SCHOOL 



By VICTOR C KAYS 

 Magnolia, 111. 



Note. — Nine years ago a farmer lad from Putnam County, 111., en- 

 rolled as a student in one of the state normal schools of Illinois. Grad- 

 uating in 1902, after teaching biology for two years in a township high 

 school he entered the state university. Returning to the farm, he joined 

 vigorously in a campaign then waging for the consolidation of three one- 

 room country schools of the neighborhood. Eventually a $12,000 two 

 story building was erected upon a large and picturesque campus. This 

 young man was elected to membership on the Board of Directors and has 

 been closely identified with the enterprise in all its details. Upon request 

 he has prepared the following paper for this number of The Review. 

 Through the efforts of such as he the rural school will take form and the 

 country child will come into his own. — F. L. C] 



The "John Swaney Consolidated School," is in Putnam County, 

 Illinois. This school is in the country, planned and built by 

 country people for the education of country children. Three 

 ordinary sized school districts have been merged into one large 

 district. It is a little difficult to think over the events which led 

 to this culmination and select any one thing which made this plan 

 of consolidation appeal to the people of this community more than 

 any other; but probably the offer of Capt. John Swaney, a 

 veteran of the Civil War, to deed to the new district, if such were 

 formed, twenty-four acres of land as a building site lent impetus 

 to the slowly gathering movement. In 1905 a majority of the 

 voters in the area under consideration were not in favor of the 

 proposition, but in 1906 the sentiment had changed and 79% of 

 the voters signed petitions favoring the proposal. With this 

 overwhelming majority in favor of the step, a suitable building of 

 brick was soon erected, courses of study planned and teachers 

 procured. 



The element that was in the minority here was largely com- 

 posed of non-resident land owners, childless land owners and 

 tenants influenced by landlords that were opposed to the scheme. 

 These people urged as reasons for opposing the plan : excessive 

 and burdensome taxes, the illegality of using school funds to pay 



