USA > Connecticut > New London County > A modern history of New London County, Connecticut, Volume I > Part 8
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In 1794 school districts were authorized "by vote of two-thirds of all the qualified voters, passed at a meeting called for that purpose, to lay a tax to build a schoolhouse, and to locate the same, and to choose a collector."
In May, 1798, the school societies were invested with the powers, and subjected to the duties, which the former laws had given to and required of towns and ecclesiastical societies relative to the same objects, and from this date they are known in law as school societies-with territorial limits some- times co-extensive with a town, or in some cases a part of a town, and in other cases parts of two or more towns. These school societies not only had the control of schools, but generally of the burying grounds within their limits. In the revision of the laws respecting schools made in 1799, these societies are required to appoint "overseers or visitors," whose duties were nearly the same as those now required of school visitors. School societies were authorized to form school districts, and these districts to tax themselves for the purpose of building and repairing school houses, to appoint a clerk, a treasurer, and a collector; but the "committee to employ teachers and manage the prudentials" was appointed by the school societies. School soci- eties were authorized to institute and support schools of higher order. The law did not specify how long a time in each year the schools should be kept open.
In 1886, towns were authorized to direct their school visitors to purchase at the expense of the town the text books and other school supplies used in the public schools. This act provided that the books and supplies should be loaned to the pupils of the public schools free of charge.
In 1886 the employment of children under thirteen in mechanical, mer- cantile, and manufacturing establishments was forbidden, and the State Board of Education was authorized to enforce the law. In 1895 the age was changed to fourteen. Under this law children under fourteen and unemployed children between fourteen and sixteen are sent to school by the agents of the State Board of Education.
In 1889, towns were authorized to discontinue small schools, and in 1893, school visitors were authorized to provide transportation for children wher- ever any school was discontinued.
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In 1893, women were given the right to vote for school officers, and also to vote upon any matter relating to education or to schools. In the same year women were made eligible to serve on the board of directors of any public library or on the Connecticut Public Library Committee.
In 1893, the State Board of Education was directed to appoint a com- mittee to be known as the "Connecticut Public Library Committee," and in 1895 acts were passed providing for the expenses of said committee and for annual appropriations for public libraries.
In 1897 it was enacted that children residing in towns whose grand list was less than $900,000 might, with the consent of the school visitors, attend a non-local high school, and that a tuition fee not exceeding two-thirds of $30 should be paid from the State treasury. In 1899 the $900,000 limit was removed so that all towns might receive the State grant for scholars attending non-local high schools.
In 1903, the State was authorized to pay one-half the expense of con- veying children to and from non-local high schools, provided that not more than twenty dollars be paid by the State for each scholar conveyed.
In 1921 the sum to be refunded towns for high school tuition was in- creased to $50.
In 1899 it was provided that the eyesight of the pupils in the public schools should be tested annually, and in 1901 this law was modified so that after 1904 the test should be made triennially.
Supervision .- In 1903, the supervision of schools was authorized. Two or more towns together employing not less than twenty-five nor more than fifty teachers were authorized to form a supervision district which should continue for three years at least, and employ a superintendent of schools. The State was required to pay one-half of the annual salary of the superintendent provided that one-half did not exceed $800. This act also provided that upon the petition of the school board of any town employing not more than ten teachers, the State Board of Education should appoint an agent who should discharge the duties of superintendent of schools in said town Any town for which a superintendent was appointed under this act was required to pay one-quarter of the salary of the superintendent, and the State was required to pay three-quarters. In 1907, this act was so amended that any town having not more than twenty teachers could petition the State Board of Education to appoint an agent to discharge the duties of superintendent, the town to pay one-quarter of the salary and the State three-quarters A further amendment to this act was made in 1909 so that towns having over twenty and not more than thirty teachers could appoint a superintendent of schools and obtain one-half of the salary of said superintendent from the State, pro- vided the half should not exceed $800 per year. Another amendment pro- vided that the State should pay the entire salary of superintendents appointed for towns having not more than twenty teachers.
Trade Schools .- In 1907, the establishment of free public schools for N.L .- 1-4
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instruction in the principles and practice of trades was authorized. The State Board of Education was authorized to expend a sum not to exceed $50,000 for the support and maintenance of not more than two schools. No action was taken under the provisions of this law, and it was repealed in 1909, when an act authorized the State Board of Education to establish two schools, and providing an annual appropriation of $50,000 for their support.
In 1913, the act of 1909 was amended so that town school committees and district boards of education could establish and maintain schools or courses of instruction in distinct trades, useful occupations and avocations, and obtain from the State annually a grant not to exceed fifty dollars per pupil in average attendance. This amendment also provided that the sum of $125,000 should be appropriated for the maintenance of such schools.
Model Schools .- In 1913, the State Board of Education was authorized to organize one school in each town having twenty teachers or less as a model school for observation and instruction of training classes conducted by the supervisor, and it was provided that the board might pay the teacher not to exceed three dollars per week, provided that the town in which the model school is located should pay not less than ten dollars a week or not less than the wage which was paid for teaching in said school during the previous year.
In "An Act concerning schools," passed in 1839, a school district is for the first time declared to be a "body corporate, so far as to be able to purchase, receive, hold, and convey any estate, real or personal, for the support of schooling in the same, and to prosecute and defend in all actions relating to the property and affairs of the district." This act also empowered school districts to appoint their committees. It named the branches (the same as those now required) which a person must be found qualified to teach before he could receive a certificate from the school visitors. This act also provided that any school society might "apportion the public money among the dis- tricts, either according to the number of persons between four and sixteen, or according to the amount of attendance for a period of six months in each year." It was also provided that school districts might tax themselves to the amount of $30 the first year and $10 each year afterwards for school libraries; and that two or more districts might associate for supporting a high school. In 1856, school societies were abolished, and their property and their obligations transferred to towns.
In 1865 towns were authorized to consolidate their school districts; and the act constituting the State Board of Education was enacted. The act making the principal of the normal school ex-officio superintendent of common schools was repealed.
In 1870 the time schools must be kept in each year was made at least thirty weeks in districts in which there were twenty-four or more persons between four and sixteen years of age; and twenty-four weeks, at least, in other districts; and the appropriation of funds was to be made under the direction of the school visitors and selectmen.
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In 1888 the towns were required to maintain schools thirty-six weeks in each year in districts numbering one hundred or more children, and twenty- four weeks in other districts. In 1889 this was changed to thirty-six weeks for districts enumerating fifty or more, and thirty weeks for other districts. In 1895 thirty-six weeks was prescribed for all schools.
In 1909, the district system was abolished in fifty-seven towns. Ninety- one towns had voluntarily consolidated their districts previous to the passage of this act and several had obtained special legislation under which con- solidation in part had been established.
Normal Schools .- In 1849, the State Normal School was established at New Britain. In 1889, a second normal school was established at Willimantic. In 1893, normal schools were authorized at New Haven and Bridgeport. In 1895 so much of this act as provided for a normal school at Bridgeport was repealed. In 1903, a normal school at Danbury was established.
In 1909, an act was passed providing that the State Board of Education may at all times maintain, in any of the normal schools, one student, selected on the basis of scholarship and general fitness, from each town in the State having a valuation of less than one and one-half million dollars. The board was authorized to pay the living expenses of each student, not to exceed $150 in any one year. Each student was required to enter into an agreement with the State Board of Education to teach in one of the towns from which such students are nominated or appointed for a period of three years after gradu- ation unless excused by the State Board of Education.
In 1882 was enacted a law requiring "instruction concerning the effect of intoxicating beverages" if "twelve persons of adult years" petitioned the school visitors therefor. If the visitors did not grant the petition, an appeal to town meeting was provided. In 1886 physiology and hygiene relating especially to the effect of alcohol on the human system were made obligatory subjects and put on the same plane as reading and writing; school officers were required to examine teachers in these subjects. In the same year the State Board of Education was authorized to prescribe the books and to pre- pare a text-book and charts to be distributed to schools without charge. Under the law about forty thousand copies of a text-book were distributed. In 1893 the "nature of alcoholic drinks and narcotics" became an obligatory study. Graded text-books must be used in every school and studied by all pupils. In the lower grades one-fifth of each book must be devoted to "the nature and effects" of alcohol and narcotics ; in higher grades the books must contain at least twenty pages relating to the subject. Massing these pages at the end of a book is not compliance with the law. Teachers must have an examination as to the "effects and nature of alcoholic drinks upon the human system." Failure to comply with the provisions of the law is "sufficient cause" for forfeiture of public money.
In 1884, the State Board of Education was authorized to grant certificates of qualification to teach in any public school in the State and to revoke the
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NEW LONDON COUNTY
same. In 1895, an act provided that certificates granted by the State Board of Education should be accepted by local boards in lieu of any other ex- amination.
In 1885, the establishment of evening schools was provided for by law. Provision was made thereby for the instruction of persons over fourteen years of age in spelling, reading, writing, geography, arithmetic, and such other studies as might be prescribed by the board of school visitors. A grant of $1.50 per child in average attendance was fixed by this act to be paid from the treasury of the State. In 1893, this law was amended so that it was com- pulsory on every town and school district having ten thousand or more in- habitants to establish and maintain evening schools. It was provided that no person over fourteen and under sixteen years of age should be employed in any manufacturing, mercantile, or mechanical occupation in any town where evening schools were established, unless he had attended an evening school twenty consecutive evenings in the current school year and was a regular attendant. The State grant was increased to $3 per pupil in average attend- ance. One hundred sessions of a school was required as a conditon of obtain- ing the State grant.
In 1895, the law was amended so that only seventy-five sessions were required to obtain the grant, and the grant was reduced from $3 per child in average attendance to $2.25. A further amendment of the law was made in 1909 so that on petition of at least twenty persons over fourteen years of age, instruction in any study usually taught in a high school might be in- troduced. The last legislation in Connecticut (1921) has been compiled by the State Board of Education and the report may be secured by application to the Commissioner of Education. It is too voluminous for us to print in this chapter.
We have spoken of the importance placed on education by the early settlers, and have enumerated many such schools in New London and Nor- which. The settlers also felt a responsibility for the welfare of the Indians. Many of these aborigines were suffering from drunkenness and ignorance, and it was not easy to get them to take an interest in a higher life. The pastors in New London and Norwich did their best. We submit a curious document, signed by the Mohegan Chief, Uncas.
When King Charles the First sent his red-faced well-beloved cousin "a Bible to show him the way to heaven, and a sword to defend him from his enemies," Uncas valued the latter gift much more than he did the former. But I am happy to bring forward one new fact to show that he was not at all times indifferent to the other present. It has often been stated that Uncas uniformly opposed the introduction of Christianity among the people of his tribe. Within a few days past an original document has come to light which bears important testimony on this interesting question. It is nothing less than a bond in which, under his own signature, the sachem promises to attend the ministrations of the Rev. Mr. Fitch, whensoever and wheresoever
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he may choose to appoint. This paper is so remarkable that I shall take the liberty of reading it in full. If we cannot call it the sachem's creed or con- fession of faith, it is at least his covenant :
Be it known to all men and in special to the Authority of The Colony of Conecticott That I Uncas sachim of the Munheags, now resident in Pame- chaug doe by these presents firmly engage and binde my selfe, that I will from time to time and at all times hereafter, in a constant way and manner attend up Mr. James Fitch Minister of Norwich, at all such seasons as he shall appoint for preaching and to praying with the Indians either at my now residence, or wheresoever els he shall appoint for that holy service, and further I doe faithfully promis to Command all my people to attend the same, in a constant way and solemn manner at all such times as shall be sett by the sayd Mr. James Fitch minister, alsoe I promis that I will not by any wayes or meanes what soe ever, either privatly or openly use any plots or contrive- ances by words or actions to affright or discourage any of my people or others, from attending the Good work aforesayd, upon penalty of suffering the most grevious punishment that can be inflicted upon me, and Lastly I promis to encourage all my people by all Good wayes and meanes I can, in the duc observance of such directions and instructions, as shall be presented to them by the sayd Mr. James Fitch aforesayd, and to the truth hereof this seaventh day of June in the year one thousand six hundred seventy and three I have hereunto set my hand or mark.
Wittnesed by us John Talcott Tho: Stanton, Ser. Samuell Mason.
mark The * of Uncass
Let us look with charity, my friends, upon this promise, remembering that every man, red face and pale face alike, is accepted "according to that which he hath, and not according to that which he hath not."
Of interest in education on the part of New London county citizens, the following is a proof, quoted from Dr Gilman's address:
Yale College is even more indebted to Norwich. Before it was char- tered by the State, Major James Fitch (another son of Reverend James) gave to the new collegiate school a farm of 637 acres of land, and offered the glass and nails for a house. The following is his proposal :
Majr. Fitch's Generosity Proposed 1701 .- In that it hath pleased y Lord our God as a token for Good To us and children after us to put it into the hearts of his faithfull ministers: to take soe great paines, and be at soe con- siderable charge for setting up a coledgeat schoole amongst us and now for farther promoating, of this God pleasing worke I humbly, freely and heartily offer, on demand to provid glass for a house and if people doe not come up to offer what is reasonable and needfull that I will than provid nails of all sorts : to be used in building a houes and hall : 21y I give a farme, 637 Acrs of land and when I come home I will send ye draft and laying out to Mr. Danl. Taylor that he may make such a Deed proper in such a case the farme of value at 150 £ I will alsoe take some pains to put it in a way of yearely profitt 30 £ charge I hope will bring 20 f p yeare in a little time.
Newhaven October 16 1701
JAMES FITCH.
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It was this noble gift which insured at that time the establishment of the now venerable institution. Not many years after, Dr. Daniel Lathrop, beside a large donation to the public school of his native place, gave £500 to the college without limitations; and within the memory of most of those now present, Dr. Alfred E. Perkins, impressed with the thought that "a true university in these days is a collection of books," gave a fund of $10,000 to the college library in New Haven, thus perpetuating his name in grateful remembrance, and exerting an influence which will increase till the college and the country are no more. Three citizens of Norwich, "to the manner born," have thus given to Yale College the largest donations which, at eachı successive time, its treasury had received from any individual, and their example has been followed by many others, giving in proportion to their means.
The most remarkable of the attempts to civilize the Indians is doubtless that of Rev. Eleazer Wheelock of Lebanon. The remarkable results of his effort with Samson Occum is shown in the following account of the origin of Dartmouth College, taken from Hurd's "History of New London County, Connecticut":
In 1735, Eleazer Wheelock, a clergyman of fine talents, of earnest char- acter, and of devoted piety, was settled over the Second Congregational Church, in the north part of the town of Lebanon. Like many other ministers of the day and afterwards, he had several young men in his family, whom he taught the higher branches of English and in the classics.
In December, 1743, a young Mohegan Indian, about twenty years of age, Samson Occom, whose name has since become more famous than that of any other of the tribe, unless perhaps the first Uncas, applied to Mr. Wheelock for admission among his scholars. Occom was born in 1723, at Mohegan, and grew up in the pagan faith and the rude and savage customs of his tribe. During the great religious awakening of 1739-40 he had become convinced of the truth of Christianity, and deeply alarmed for his own lost condition. For six months he groaned in the gloom of his darkness, but then light broke into his soul, and he was seized with an irresistible impulse to carry this great light to his benighted race, and to become a teacher to his lost brethren, and with his heart swelling with this impulse he now stood before Wheelock, asking to be instructed for this great work.
It was not in the heart of Wheelock to resist this appeal, and he at once admitted him to his school and family with open arms, and in the spirit of his mission. Occom had already learned the letters of the alphabet, and could spell out a few words, and such was his zeal and devotion to study that in four years he was fitted to enter college ; but his health had been so impaired by intense application, and lacking also the means, he never entered. Leav- ing school, he returned to his tribe, preaching and teaching salvation through Christ alone, with power and effect, supporting himself meantime, like the rest of his tribe, by hunting and fishing, and the rude Indian arts of making baskets and other Indian utensils, and occasionally teaching small Indian schools, but during all this time still pursuing his own studies in theology and Bible literature.
In this mission he visited other tribes. In 1748 he went over to Long Island and spent several years there among the Montauk, the Shenecock, and other tribes, preaching and teaching with great success. At one time a great
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revival occurred under his labors there, during which many Indians were converted. August 29, 1759, he was ordained by the Suffolk Presbytery of Long Island, and was ever after regarded as a regular member of that ecclesi- astical body.
The case of Occom and its instructive results attracted wide attentio:1 from the first start, and Mr. Wheelock determined to open his school to other Indian youths who desired to engage in and be fitted for the same work, and in a short time it became exclusively an "Indian School" for missionary purposes, so that by 1762 he had more than twenty Indian students, preparing for the conversion of their countrymen.
This new movement attracted the earnest attention of the leading clergy- men and Christian philanthropists throughout all New England and the Northern colonies. To all who looked with anxiety for the conversion and civilization of the aborigines of this part of North America, this school was long considered the brightest and most promising ground of hope. Notes of encouragement came pouring in from various sources throughout all the New England colonies, from ministers' councils, from churches, and from eminent leaders and philanthropists, with money contributions, cheering on the move- ment, and all aiming to increase the numbers in training, and to give to the school a wider sweep in its influence. Probably no school in this or any other land or age ever awakened so widespread and intense an interest or seemed freighted with such a precious and hopeful mission as did then this little parochial school, kept in the obscure parsonage of a country minister.
In 1765 a general conference of the friends of the school was held, at which it was determined to send Samson Occom to England to show to our English brethren there what Christianity had done for him, and what it could do for the natives of North America, and that Rev. Nathaniel Whitaker, of Norwich, should go with him, to enlist co-operation in the cause and to solicit contributions in its aid. Occom was then forty-three years old, well educated, and spoke English clearly and fluently. His features and com- plexion bore every mark of his race, but he was easy and natural in social manners, frank and cordial, but modest in conversation, and his deportment in the pulpit was such as to command deep attention and respect. He could preach extemporaneously and well, but usually wrote his sermons. Such, then, was this son of the forest, and such his sublime mission to the English mother-land-to convert the natives of a pagan continent to Christianity and civilization through the ministry of pagan converts of their own race.
His appearance in England produced an extraordinary sensation, and he preached with great applause in London and other principal cities of Great Britain and Scotland to crowded audiences. From the 16th of February, 1766, to the 22d of July, 1767, he delivered between three and four hundred sermons, many of them in the presence of the king and the royal family and the great nobles of the land. Large contributions were taken up after each of these discourses; the king himself gave £200, and in the whole enterprise £700 sterling were collected in England and about £300 in Scotland.
This success resulted in transferring Wheelock's Indian School to New Hampshire, which it was thought would be a better place for an Indian sem- inary, as being more retired and less exposed to disturbing influences than the more thickly settled colony of Connecticut. It was then incorporated as Dartmouth College (taking its name from the pious and noble Earl of Dart- mouth, whom Occom's mission in England had warmly enlisted in the cause), for the special object and purpose of educating and training Indian youths for the ministry and missionary work of their race; but after the death of Eleazer Wheelock, its founder and president, and especially after the death
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