Teachers as Pillars of the Community

Group photograph in front of the Shawnee School, 1909.

In rural Park County, teachers were much more than educators—they were deeply woven into the fabric of community life. Beyond the school day, they organized holiday celebrations, hosted town meetings, and led civic efforts, especially during times of national need. During World War II, many schoolhouses transformed into hubs of wartime activity. Teachers coordinated drives to collect scrap metal, organized students to sew bandages and knit socks, and led letter-writing campaigns for soldiers overseas. Their influence also extended professionally. Recognizing the need for collaboration across isolated schools, County Superintendent Mrs. Thana B. Epperson organized a pivotal meeting in Fairplay to establish the Park County Teacher’s Association. Educators from Fairplay, Como, and Hartsel gathered to elect officers, including Roy Allen Davidson as President and Mrs. Jessie Ward MacIntosh as Executive Committee Member. The event included a reading demonstration by Miss Bissenich, presentations on dramatics, athletics, and rural school challenges, and ended with music, toasts, and a shared lunch—a rare opportunity for connection among teachers often separated by long distances and rough terrain.[1] 

Race at Alma on the Fourth of July during the late 1800s.

Mrs. Epperson’s leadership wasn’t limited to Park County. She engaged with broader educational movements, including attending the Child Clinic of Mental Hygiene in Colorado Springs, hosted by Dr. Murphy of Boston, a nationally respected psychiatrist. Her participation highlighted a growing awareness among rural educators about student wellness, emotional development, and mental health—areas that would become central to 20th-century education.[2] This evolving view of the student experience was also reflected in day-to-day school life. Athletics became an increasingly important outlet for physical health and school spirit. Mr. Davidson and his students constructed a jumping pit on the east side of the Fairplay schoolyard, practicing high-jumping, broad-jumping, and pole-vaulting. Under Miss Bissenich’s guidance, the girls trained in parallel events.[3] These after-school activities helped build a sense of discipline, camaraderie, and healthy competition, enriching the school experience far beyond the academic curriculum. 

Children's band in Como, early 1900s.

Many teachers became local legends not just for their teaching skills but for their lifelong commitment to the communities they served. Mrs. Rowe of the Fremont School, for example, was remembered for her steadfast dedication and presence. Teachers often advised families on health issues, participated in local improvement projects, and were called upon to mediate disputes or offer emotional support during difficult times. In farming communities, teachers sometimes pitched in during harvests or helped care for younger children. Their influence extended into nearly every corner of rural life, making them trusted figures in both private and public spheres. These educators were not only the backbone of local schooling—they were stewards of community well-being, embodying leadership, empathy, and an unwavering commitment to the people they served.