USA > Connecticut > Litchfield County > Plymouth > History of the town of Plymouth, Connecticut : with an account of the centennial celebration May 14 and 15, 1895 : also a sketch of Plymouth, Ohio, settled by local families > Part 10
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Charles H. Page, enlisted December 5, 1861, Co. A, 1st Cavalry. Promoted Quarter- master-Sergeant, June 1, 1865. Mustered out, August 2, 1865.
Edwin A. French, enlisted October 11, 1861, Co. A, 1st Cavalry. Promoted Ser- geant, September 1, 1864. Mustered out, August 2, 1865.
William G. Renfree, enlisted October 11, 1861, Co. A, 1st Cavalry. Promoted Ser- geant, September 1, 1864. Mustered out, August 2, 1865.
1 21
ROSTER OF SOLDIERS.
Levi H. Dunbar, enlisted October 21, 1861, Co. A, Ist Cavalry. Discharged, disabil- ities, March 17, 1862.
Samuel W. Bevans, enlisted November 17, 1861, Co. D, Ist Cavalry. Discharged, December 10, 1862.
Warren Briggs, enlisted November 17, 1861, Co. D, Ist Cavalry. Discharged, dis- abilities, July 25, 1862.
Orville Bryant, enlisted November 17, 1861, Co. D, 1st Cavalry. Deserted, March 1, 1863.
Ira Hugh, enlisted November 24, 1863, Co. E, 1st Cavalry. Died, April 6, 1865.
Peter Jones, enlisted August 18, 1864, Co. G, 1st Cavalry. Promoted Sergeant, January 11, 1865. Mustered out, August 2, 1865.
Gilbert C. Royce, enlisted January 4, 1864, Co. K, Ist Cavalry. Captured, Novem- ber 12, 1864, Cedar Creek. Paroled, February 5, 1865. Mustered out. August 2,1865.
Henry Bradley, enlisted December 21, 1863. Promoted Sergeant, February 1. 1864, Co. M, 1st Cavalry. Accidentally wounded, June 10. 1864, Old Church. Va. Discharged, disabilities, January 10, 1865.
Lewis Mollet, enlisted July 28, 1862, 2d Light Battery. Deserted, March 15, 1864.
William B. Atwood, enlisted May 23, 1861. Promoted Lieutenant, Co. B, Ist Artillery, May 24, 1865. Mustered out, September 25, 1865.
Hobart D. Bishop, mustered January 5, 1864, Co. I, Ist Cavalry. Died, June 1, 1865. John B. Andrews, enlisted February 20, 1864, 2d Light Battery. Mustered out, August 9, 1865.
Hamart Alexit, enlisted August 18, 1864, Co. D, 15th C. V. Captured, March 8, 1865, Kingston, N. C. Paroled, March 26, 1865. Mustered out, July 20, 1865.
Edward Bux on, enlisted May 23, 1861, Co. I, 4th C. V. Mustered out, September 25, 1865.
James A. Beach, enlisted August 15, 1862, Co. D, 19th C. V. Mustered out, June 3, 1865.
Henry Barnes, enlisted December 24, 1863, Co. C, 2d Artillery. Wounded, Septem- ber 22, 1864, Fisher's Hill, Va. Mustered out, August 18, 1865.
Carlos Curtis, enlisted January 4, 1864, Co. D, 2d Artillery. Mustered out, August 18, 1865.
David Davenport, enlisted August 7, 1862, Co. D, 2d Artillery. Wounded. Septem- ber 19, 1864, Winchester, Va. Died, October 26, 1864.
Edwin Perkins, enlisted October 22, 1861, Co. C, 10th C. V. Discharged, October 7. 1864, time expired.
Charles W. Hurlburt, enlisted September 13, 1862. Co. I, 25th C. V. Mustered out. July, 1865.
Henry Ploquet, enlisted Co. B, 55th M. Infantry V.
Dennis F. Ryan, enlisted February 22, 1864, 2d Light Battery. Died, April 29, 1864. New Orleans.
Marshall Smith, enlisted October 26, 1861, Corp. 1st Cavalry. Discharged, Septem- ber, 1862.
Henry D. Hunt, enlisted September 13, 1862, Co. I. 25th C. V. Mustered out, August 26, 1863.
Edward L. Hurlburt, enlisted October 3, 1862, Co. D, 1st Battery. Captured. August 18, 1864, Petersburg, Va. Died of starvation in Andersonville, Ga.
A. Martensen, enlisted August 13, 1861, Co. D, 2d N. Y. Cavalry. Promoted 2d Lieutenant. Killed, June 7, 1863.
Legrand Todd, enlisted October 9, 1861, Co. I, 9th ('. V. Died, October 1. 1862.
Willis T. Richardson, enlisted July 23, 1864, Co. A, 2d Artillery. Discharged. Feb- ruary 4, 1865.
John Droham, enlisted August 25, 1863, Co. G, 20th C. V. Deserted. September 9, 1863.
William Clark, enlisted August 25, 1863, Co. G, 20th C. V. Deserted, November 24. 1864.
George Clark, enlisted August 25, 1863, Co. G, 20th C. V. Deserted, October 1. 1863. William Cooper, enlisted November 17, 1864, Co. I. 17th C. V. Mustered out. July 19, 1865.
Frank W. Mix, enlisted 3d Michigan Cavalry. served eleven months. Promoted Captain, 4th Michigan Cavalry. Promoted Major. for gallantry at battle of Stone River.
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HISTORY OF PLYMOUTH.
Ambrose A. Curtis, enlisted September 13, 1862, Co. I, 25th C. V. Discharged, August 26, 1863.
Henry L. Blakeslee, 19th Regt. Mich. Vol. Killed, March 5, 1863, Franklin, Tenn. Was buried on the field. Age, 24.
William R. Guernsey, enlisted May 23, 1861, Co. I, 1st Artillery. Promoted Cor- poral, November 24, 1862. Sergeant, February 1, 1863. Quartermaster-Ser- geant, May 5, 1863. 2d Lieutenant, April 14, 1864. 1st Lieutenant, December 10, 1864. Discharged, September 25, 1865.
Samuel A. Starr, enlisted Hartford, Co. I, 1st Regt., H. A., C. V. Enlisted Middle- town, Co. E. 5th Regt., C. V.
Charles L. Beach, enlisted New Haven, Co. C, 15th Regt. C. V.
H. H. Foster, enlisted Glastonbury, Co. H, 13th Regt. C. V.
Henry Prindle, enlisted Winchester, Co. C, H. A.
CHAPTER VIII.
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THE PUBLIC SCHOOLS.
How They Were Conducted in Early Times-The Cost Borne by an Assessment on Each Parent, Who was also Required to Furnish Cord Wood and Board the Teacher a Certain Time-Anecdotes Told About the Old Instructors- Half of the Present Town Taxes Spent on Education.
IN educational lines Plymouth compares favorably with other towns of its size. The writer was unable to learn when the first school was established, or the date of the division of the town into school districts. The expenses were defrayed in these early times by an assessment on each parent of the per diem cost, proportionate to the aggregate attendance, thus practically offering a premium for non-attendance. In addition to the above, each parent was required to board the teacher a certain number of days, and also in some districts to furnish a specified amount of wood "for each scholar, fitted for the fire." Whether the latter phrase applied to the wood or to the scholar, was not stated. In severe weather it was estimated that the amount usually consumed was not far from a cord a week. The wood was left in the road near the house, so that it was often buried in the snow or wet with rain. At best it was always burnt green. No stoves added to the comfort of the pupils ; what warmth they had was derived from a large open fire-place.
A statute passed in 1799, recognized the existence at that time of a " school society" which controlled the schools. The provisions of the law were in many respects like those in force at the present time, though the language is quaint, reading, " the school society shall appoint a suitable number of persons, not exceeding nine -- of competent skill in letters to be overseers-to examine teachers, to superintend and direct the introduction of youth in letters, religion, morals and manners, to direct the daily reading of the Bible, to recommend the master to conclude the exercise of each day with prayer," etc.
The number of districts into which the town was finally divided was fourteen, each with its solitary school house and single school room in which was conducted a mixed school. The first district comprised Plymouth Center. the school house standing near the present one. No. 2 was Plymouth Hollow- now Thomaston-the house standing on what is now the park.
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HISTORY OF PLYMOUTH.
No. 3 was located at Walnut Hill, west of Thomaston. No. 4 was composed of the villages of the woolen mill and knife shop, and the house stood near Fred Warner's. No. 5 was south of the center and the house was near Baldwin's mill. No. 6 was called Ireland, Hoadleyville-now Graystone-some miles south of Terryville, and the house was near the Hoadley clock shop. No. 7 was Todd Hollow, southeast of the center, and the house was near the residence of H. J. Cleveland. No. 8 was Indian Heaven-now Allentown-and comprised the territory around " Jack's Cave " in the extreme southeast part of the town. No. 9 was Town Hill-the originally intended center-lying one mile southwest of Terryville, and the house was near the former residence of Jared Blakeslee, now owned by a Mr. O'Donnell. No. 10 was Terryville, and the house was near the present school buildings, a long, low, single room building painted red, accommodating the territory now filling six departments at an expense to the town of $3,300. No. 1I was the East Plymouth house, situated in a lonely, isolated location, west of the hamlet. No. 12 was northwest of Terryville, and the house was near the residence of Elam Camp, now belonging to Hilo Holt. No. 13 was north of the Center, now annexed to old No. 12, and the house was near the residence of Eli Potter, now occupied by C. B. Baldwin. No. 14 was the Woolen Mill, set off from No. 4.
The school rooms, even in the villages, sixty years ago, were without even an apology for modern school room seats and desks. On three sides of the room were continuous slab or plank benches over which the girls as well as the boys were obliged to swing their feet whenever necessary to use the desk. The instructor's desk occupied the center. On this desk was stationed a rod or ferule ; sometimes both. These, with books, writings, ink stands, rules and plummets, with a fire shovel and a pair of tongs, were the principal furniture. One side of the entry furnished a place of deposit for the hats and spare clothes of the boys. The girls generally carried their bonnets, etc., into the school room. The ventilation was as much neglected as its temperature ; and its cleanliness more than either. In summer the floor was washed once in two or three weeks.
The winter school usually opened about the first of Decem- ber, and continued from twelve to sixteen weeks. The summer school opened about the first of May. Men were uniformly employed in winter and women in summer. A strong prejudice existed against employing the same instructor more than once or twice in the same district. Good moral character and a thor- ough knowledge of the common branches were considered as indispensable qualifications in an instructor. In general, the candidate was some favorite or relative of the district committee, and the moral character of almost every instructor was unexcep- tionable.
Instructors usually boarded in the families of the pupils. Their compensation varied from seven to twelve dollars a month for men and from sixty-two and a half cents to one dollar a week for women. One young lady wlio taught over thirty terms in
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THE PUBLIC SCHOOLS.
the same district, began her career as teacher on the munificent sum of one dollar per week and boarded herself.
None of the natives "to the manner born" have ever become professional teachers, though some were noted for their success. Of these "Uncle" Abel Welton and his brother, "Uncle" Ben, were prominent. Most of them took up the business as a makeshift for present benefit. Rev. John Doolittle taught for a time to aid in his college career. Others, doubtless, by their labors in this line, left their impress on the minds of those who have since become conspicuous in other capacities.
The schools in the earlier days were under the control of a board of school visitors, who were required to visit and examine the schools twice during each term. The duty was sometimes performed in one afternoon-coming in at the commencement of the session, tarrying for an hour, and after taking a short walk, return for the second visit. In summer their visits were often omitted. Their visits were spent in hearing a few hurried lessons, and in making some remarks, general in their character. Writing and spelling were leading studies every day, and on Saturday the Old Assembly Catechism, in the Congregational order and the Episcopal order, were regularly repeated. Webster's spelling book, the American Preceptor, and the New Testament were the principal books used. Arithmetic was taught by a few instructors one or two evenings in a week. Before Webster's school books appeared, Dilworth's "New Guide to the English Tongue," Fisher's "Instructor, or Young Man's Best Companion," were the chief books used in the colonies. Webster had tact in discerning the wants of the country in his day, and providing for them in his spelling book. There have been few moral lessons productive of the same effect in the country, as the famous old fable of the " Boy that Stole Apples," and who sits, in the old woodcut, alarmingly exposed astride of a branch of a tree, almost naked of foliage, while the farmer in small clothes, one arm akimbo, the other in a most striking attitude, takes aim at the young "sauce-box." Then there is that forsaken "country maid and her milk pail," teach- ing the double lesson of the vanity of human expectations and the folly of unnecessary grief; that chickens are not to be counted before they are hatched, or milk to be wept over after it is spilt. The story, too, of the " boy that went to the wood to look for birds' nests when he should have gone to school," and the description of a good boy and of a bad boy, not forgetting the wonderful tale of " proverbs, counsels and maxims," all in words of one syllable, taxing the wisdom of nations and the strong old Saxon power of the English language; all sound lessons, calculated to make honest men and ingenious Benjamin Franklins. In teaching the alphabet it is customary for the instructor to take his seat, and point to the letters precisely in the order in which they are placed in the book, A, B, C, &c. If the pupil could name the letter immediately, it was well, if not, he was told it. After going through from A to Z, the
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HISTORY OF PLYMOUTH.
double letters were also taught. Sometimes the process was inverted ; beginning at the bottom and ending at A.
To teach spelling, a lesson was assigned, consisting of a certain number of columns of words arranged in alphabetical order, as the words of our spelling books are, which the pupil was requested to study over and over, until he could recollect and spell them from memory. In this way one word suggested by association the next; the second, the third ; and so on. No faculty was called into exercise but the memory. If a word was mis-spelled, the next pupil who could spell it was allowed to take his place, or " go above him," as it was called. He who was at the head of class at evening had a credit mark and some- times a written certificate of good scholarship.
In teaching reading the process was equally mechanical. The instructor generally read the first verse or paragraph, and sometimes read with them in his turn. The instructor, or the pupil at the head, made the corrections. These extended no farther than the right pronunciation of the words, and a meas- ured attention to the pauses. "Read as you talk," was a rule seldom given, and still less frequently reduced to practice. It was customary to read the Testament and Preceptor (the princi- pal reading books), generally in course. There were, however, certain days of the week on which selected pieces were read. These consisted of an oration, and perhaps a dialogue, with some of the more difficult poetry. When visitors called, they were commonly required to read these selections, which they had learned almost by heart.
New beginners in writing usually had a copy of straight marks. Over the top of the next page the master wrote "avoid alluring company," in large hand, which the pupil was required to imitate. A page a day, that is, one-eighth of a common sheet of foolscap paper, was their task in writing. The pupil's copy was usually in alphabetical order, and during the first year, almost wholly of coarse hand, ruled (for all were required to rule) from one-fourth to half an inch wide. Engraved copy slips instead of written ones were sometimes used.
When arithmetic was taught in the evenings, the instructor usually wrote sums for the pupil on a slate, which he was required to work. Daboll arithmetics were used as guides.
The order of exercises for the day was usually as follows : From nine o'clock A. M., to fifteen minutes past nine, the instructor came to the door with a large ferule, and struck several times on the door post as a signal for opening the school. Such pupils as were present came in, and either took their seats or crowded round the fire. Those of the first class who were present, read in the Testament. The lesson consisted of from two to four chapters, according to their length. The time usually allotted to this exercise was from twenty to thirty minutes, or until most of the pupils had arrived.
When this exercise closed, writing was attended to. In the winter, copies and pens were to be prepared, ink to be thawed and watered, and numbers wished to go to the fire at once. In
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THE PUBLIC SCHOOLS.
the midst of all this, the second class generally took their Testa- ment for reading. While the second and third classes were reading the instructor usually furnished copies and pens, and assigned the spelling lessons for the forenoon. Those who were able to, read a few sentences of some of the easy lessons in the spelling book, while others merely read over the words of the spelling lesson.
At about half-past ten the welcome sound "you may go out" was heard. Every one made his long "obeisance," and was immediately in the streets, but in from five to ten minutes the loud rap brought them to the place of obeisance, and ulti- mately to their seats again. The two sexes went out separately. The rest of the forenoon was spent chiefly in spelling. The school closed at twelve o'clock. At the usual signal, " school dismissed," a scene of confusion commenced. But at all other times they usually went out in good order. In the afternoon the rap on the door summoned them at once. The American Pre- ceptor was then read for nearly half an hour by the first class, and about a quarter of an hour by the second. Writing went on again, simultaneously with the reading of the second and smaller classes.
When the course of lessons was finished, a short recess was allowed as in the forenoon. On coming in from recess or inter- mission, it was customary to have a pail of water and cup stand by the door. It was rarely "handed round," but every one helped himself. On coming in from the afternoon recess, the classes were all exercised in their spelling lessons again, begin- ning with the youngest. After spelling, the pauses, abbrevia- tions, numerals, etc., were recited. In addition to these the instructor usually had a set of written questions, embracing the time when many remarkable events happened, the various occur- rences, tables of distances, weight, measure, etc. The first class and sometimes the second, were required to answer these daily until they were perfectly familiar. The older classes were required to commit the introduction to the spelling book to memory.
A table of words spelled differently, but pronounced alike, was quite often a favorite table with most instructors. It con- sisted of four pages of the spelling book. It was usually studied until many of the pupils could read it from beginning to end. But teachers were never known to require pupils to apply it. The exercises of the day were usually closed by calling the roll or catalogue of pupils, by announcing the name of the scholar whose turn it was to make the fire in the morning, and by giving positive orders for every pupil to "go straight home, and be civil with everybody he might meet with." Once a week the writers were required to write each a line for examination. They were then numbered according to their excellence. He whose line was No. I was allowed to have first choice among the seats ; No. 2 the second, and so on. About once a week they were allowed to choose sides for spelling, which naturally took up about half the afternoon. The side or party who mis-
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HISTORY OF PLYMOUTHI.
Pequabuck School House
Terryville Institute.
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SCHOOLS OF PLYMOUTH.
spelled the smallest number of words was declared to have beat ; and they usually manifested much triumph.
Requiring the teachers to " board around " was productive of much amusement, as well as some unpleasant experiences. Lyman D. Baldwin relates that he was once boarding with a family that had seen better days, but felt that the next best thing to the fact was keeping up appearances. Consequently the best the house afforded was produced each day, much to the satisfac- tion of one little fellow, who, at the table exclaimed to his elder brother in his peculiar drawling tone: "S-a-y-Bill-don't- w-e l-i-v-e g-o-o-d w-h-e-n Mr. Baldwin is h-e-r-e ?"
The change in the law-taxing the towns for support of schools, instead of individual parents, was made in 1854, since which time Plymouth schools have materially improved. The people have generously added to the appropriation for schools until now it amounts to over $6,000 out of a total of about $12,000 raised by tax for all purposes. The fourteen original departments in the town have increased to fifteen in the present town of Plymouth, and fourteen in Thomaston, which was taken from Plymouth in 1875. The cost of the schools in what was the old town, is now about $13,000. The amount received from public funds (presumably the income of the school fund) in 1842-the earliest record obtainable, was $709.80. In 1845 the income of the town deposit fund was divided equally between the districts.
The following anecdote of the old gentlemen Welton, Uncle Abel and his brother, is told by an old resident of Plymouth : " Both were teaching, and Uncle A. was visiting Uncle B.'s school. He had his scholars classified, the bright ones by themselves, also the dullards, giving most of his time to the bright ones. At the close of the session Uncle A. said, ' Ben, you are not doing right by those dull boys ; some of them, if cared for, will be as good scholars as you have.' 'That's not so,' said Ben, 'The fact is, the Almighty never intended those fellows to know anything, and I am not going to try to dis- appoint Him.'"
SCHOOL DISTRICT NO. I.
The first school building of Plymouth that can be called to mind was a one story structure situated on the same site where the present school house stands, west of Plymouth green. The desks in the old building were set next to the wall with the pupils' backs towards the teacher. There were at that time about sixty pupils. The present building was erected in 1849. The high school is taught by Miss Bessie M. Turner of North- field, who has accomplished some good work since her engage- ment. Miss Turner is a graduate of Mount Holyoke.
Miss Anna M. Trumbull of Litchfield has charge of the intermediate class, which occupies the second story of the Con- gregational lecture building. This building was at one time used as a winter academy, and at another time for a school room
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HISTORY OF PLYMOUTH.
by the Hart Female Seminary, which also occupied the house where William W. Bull now lives. Miss Alice A. Woolsey of Milford has charge of the primary department and occupies part of the main school building with the high school. Miss Wool- sey and Miss Trumbull are both graduates of the Normal School of New Britain. The school committee are George Langdon, Mrs. Clarence Beardsley, Frank Blakeslee.
SCHOOL DISTRICT NO. 2.
The first recorded sale of land to the Tenth School District of the first School Society of Plymouth is shown to be in 1827, when Allen Bunnell sold a piece of land for the sum of $5, on which the old school house stood that was burned between 1840 and 1845. When Rev. Merrill Richardson first came to Terry- ville this old red building was in use, with nothing to commend it except space and air. This was the only place for evening meetings, singing schools, etc. He soon commenced talking to his people about a new and more commodious building, and several meetings were held to talk the matter over, which were of course held in the old school house. A few hours after one of these meetings the cry of fire was heard, and the old structure was in flames. The people flocked to it with pails of water, but the water had no effect, and it was doubtful whether a drop reached the flame. The people were exhorted not to injure themselves with over exertion, and not a person suffered in con- sequence. One and another asked, "How did it take fire?" and some of the leading men were seen to nudge each other and look askance at Mr. Richardson, as much as to say, "Perhaps he could tell." It was never known how the building took fire. While there was no mourning there, and a great deal of joking, it was never believed to be the work of an incendiary. The second sale of land to this district is recorded as occurring March 8, 1845, by which sale Mr. Bunnell received the sum of $150. His next sale was made April 26, 1849, to the Terryville Insti- tute of Terryville, by which society the main building of the present school house was built, and was afterwards leased to the Second School District of Plymouth for 999 years. Many im- provements have been made on the buildings and grounds since the lease was obtained. The place is heated by the Smead hot air system, which makes it a comfortable place of study for the 150 scholars who attend there. The Pequabuck school is also in the Second School District, and has on an average from vear to year about twenty scholars, who are now taught by Miss Anna Haas of Terryville. The present school committee are W. L. Norton, George F. Carr and Stephen D. Purrington, and the school visitors are A. S. Gavlord, William Clemence, Rev. Dr. Gav, Fred A. Scott and Judah W. Clark of Terryville and A. W. Welton, M. W. Leach, H. E. Stoughton and L D. Baldwin of Plymouth. The course of studies in these schools has been greatly improved by the hard work and thorough
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