morning recess, after-lunch recess and after-
noon recess.

Lunch was a bit different, because of
the community the Kingsley Schoolhouse
served. Farm kids would bring their lunch—
sometimes potatoes, meats and other
ingredients—and the teacher could com-
bine them at the start of the day to make
a soup that would be ready for everyone
by lunchtime.

as possible,” Buglass says, noting that the
stove is now in the back and not connected
to anything.

Kingsley also has a map from 1928, show-
ing what a small, tight-knit community it
was. The schoolhouse is the last vestige of
what the community was, outlasting both
the general store and post office. There
are also other classic relics to be seen on
tour, such as an analog clock, fountain pens
and slates.

As technology advanced and transpor-
A connected community
In a one-room schoolhouse, everything had tation became accessible, the Kingsley
a dual purpose. The classroom was also the Schoolhouse was decommissioned, in
lunch room and the teacher was also the 1935. In 2007, the building was re-opened
nurse. The teachers themselves were typi- for an annual event co-sponsored by the
Clarksburg Historical Society and the Little
cally men or unmarried women.

Teachers would sometimes board with Bennett Regional Park management.

Now, it’s a time capsule ready to share its
one of the families, as they were often young
and not able to afford a house yet. Even the lessons with all who come through its doors.

buildings themselves would frequently serve
as community centers, and sometimes as a A mile in their shoes
local chapel on Sundays or a place to host The Kingsley Schoolhouse is an excel-
community meetings and activities.

lent piece of preserved history, with one
According to Buglass, children of every of the few additions being shutters to pro-
age can find something of interest when tect the windows, which were replaced
touring the old schoolhouse.

between 2007 and 2012 during an effort to
“We have some wonderful artifacts. We rehabilitate the aging structure, according
have the potbelly stove. Typically it was in to the Maryland-National Capital Park and
the middle of the room to keep it as heated Planning Commission.

MORE ONE-ROOM SCHOOLHOUSE
ADVENTURES Montgomery County is rich in history and
options if you’re looking to tour another
one-room schoolhouse with your child.

These tours can make an excellent
homeschool field trip or educational
family outing.

The Seneca Schoolhouse in
Poolesville, Md.

The Seneca Schoolhouse in Poolesville,
Md. offers a carefully researched 19th-
century school day program, taught by a
trained and costumed teacher. This field
trip is designed with fourth graders in mind
but can be tailored to any age, including
mixed-age groups.

The Seneca Gift Shop offers plenty of
historic souvenirs to keep your junior
scholar engaged, such as Victorian-era
toys, books and games.

24 Washington FAMILY NOVEMBER 2022
Kids and families visiting today can take
the opportunity to stand in the shoes of
eager learners from the 1800s and 1900s. For
younger learners, a day trip to the school-
house could mean using their imaginations
and pretending to be a student from that
time period. Parents can ask, “Would you
have rung the bell?” “What would have been
your favorite part of the day?”
Or, the visit can be an opportunity to get
kids to reflect about what they like in their
current school: “They ate meat and pota-
toes, what do you like to eat for lunch?” or to
consider how different life would be if some
traditions remained: “How would you feel if
your teacher lived with us?”
With every piece of local history, there’s a
chance to bring lessons to life. Touring his-
toric locations like Kingsley helps children
build the foundations they need to under-
stand how culture and technology have
evolved with time.

To learn more about the schoolhouse
and inquire about the next tour, call park
management at 301-650-4373 or visit mont-
gomeryparks.org. T
Former staff writer Gianna Gronowski contributed
reporting for this story.

To schedule a visit with the Seneca
Schoolhouse or to receive more
information, parents can email info@
historicmedley.org or call 301-407-0777.

After scheduling, participants will receive
an orientation packet with background
materials including a historically accurate
“identity” for each student.

Boyds Negro School
Showing children the past is an important
part of understanding the present. This
is especially true in the case of another
local one-room schoolhouse, Boyds Negro
School. This 22-foot by 30-foot wooden
schoolhouse in Boyds, Md. once served
as the only public school for African
Americans in the area, from 1895 to 1936.

Boyds is open for tours by appointment on
the third Sunday of each month from 2 p.m.

to 4 p.m. To arrange a tour for you and your
family, contact info@boydshistoy.org.




INCLUSIVE FAMILY
Why Monitor
Early Childhood
Milestones? Why They Matter for Children with
Developmental Disabilties
BY FRANCES SCHEFTER, ESQ.

US Department of Education:
Individuals with Disabilities
Education Act (IDEA):
sites.ed.gov/idea The earlier
a developmental
delay is detected,
the earlier services
can begin.

Developmental milestones
for preschoolers (3-5 years old)
The CDC cites the following milestones
for early childhood education at cdc.gov/
ncbddd/actearly/milestones/index.html. F 3-year-olds
• Strings beads
• Helps with putting on clothing
• Uses a fork
• Talks so that others can understand
F 4-year-olds • Uses 4-or-more -word sentences
• Names a few colors
• Plays make believe (acts as a super-
hero or dancer)
• Holds pencil between
fingers and thumb
F 5-year-olds • Takes turns when playing
• Answers questions about a story
• Counts to 10
• Hops on one foot
Concerned about your
child’s progress?
If your child is not meeting the recom-
mended age-appropriate milestones, the
first step is to call your county school sys-
tem. Say that you are concerned that your
child is not on track and that you want an
evaluation. Give specifics, if asked. For
example, “No one understands her” or “He
is not counting or naming colors.” Once
you complete the intake process, you will
have to sign a consent to evaluate form.

Ask the person doing the intake to send
you the consent form immediately or ask
where to email your written consent. Your
written consent starts the clock, and from
that point the school system has 60 days
to evaluate your child and hold a meet-
ing to review the results. (This means 60
calendar days, regardless of holidays or
summer break.)
Note: Federal law sets the 60-day timeline.

However, check your state laws because some
states have shortened the timeline to 30 or 45
WashingtonFAMILY.com 25
FATCAMERA / E+ / GETTY IMAGES
Resources: Shefter Law, PA Blog:
shefterlaw.com/blog B
eing a new parent can be over-
whelming and stressful. Am I
doing this correctly? Should I lis-
ten to Opinion A or Opinion B, or should
I ignore everyone else’s opinion and trust
my gut? As a parent, we ask ourselves these
questions on a regular basis—regardless
of how old our children are. But the most
important question when our children are
young is, “Is my child meeting his/her/their
developmental milestones?”
Why are developmental milestones so
important? Because the earlier a devel-
opmental delay is detected, the earlier
services can begin. Early treatment for
developmental disabilities can make a
huge impact on your child’s ability to
learn new skills, according to informa-
tion on milestones provided by Centers
for Disease Control and Prevention. The
CDC estimates that one out of six chil-
dren have developmental delays—and half
of these children are not identified before
starting school.

Breathe. It’s OK. This article will give
you some pointers on what to look for and
what to do if you think your child has a
developmental delay.