USA > Maine > Franklin County > Industry > A history of the town of Industry, Franklin County, Maine > Part 9
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SCHOOLS.
Maine. Mr. Sargent also taught a term of district school at the same place in 1836.
Moses J. Kelley, of New Sharon, another Waterville College student, taught a term of high school at Goodridge's Corner about 1838. Others were taught in after years by Joshua S. and William Thompson, sons of James Thompson of Stark, who were likewise students at Waterville. John Dinsmore,* of Anson, a very excellent teacher, taught a term of high school at West's Mills, in the fall of 1844, and was so well liked that the district employed him for the succeeding winter and summer terms.
John W. Colcord, a student at Waterville College, from New Hampshire, taught a term of high school in Esquire Daniel Shaw's district in the fall of 1840. The term was a very pleas- ant and fairly profitable one, and the attendance large. Among other teachers of high schools in Industry, may be mentioned J. S. Houghton, J. Milford Merchant, of Belgrade, George Nickerson, son of Rev. Heman Nickerson, M. A. Cochrane, of Litchfield, Llewellyn Luce, of Readfield, and Charles Lawrence. David Church, afterward for seventeen years a successful minis- ter of the Methodist Conference, taught an eminently profitable term of high school at West's Mills, in the fall of 1853. A. FitzRoy Chase also taught a term of high school at the same place in the spring of 1865. Mr. Chase was an excellent teacher, and afterward became a professor in the Maine Wes- leyan Seminary and Female College at Kent's Hill, Maine. A term was taught in the fall of 1866, by Bradford F. Lancaster, of Anson. There was a large attendance, and the school proved fairly successful.
FREE HIGH SCHOOLS.
The Free High School law having been enacted February 24, 1873, the town, at its annual meeting in 1875, voted to ap- propriate the sum of one hundred and fifty dollars for the sup-
* Mr. Dinsmore, while connected with the village school, effected several im- portant changes. In the summer of 1847, the interior of the school-house was entirely refinished and much improved. Mr. Dinsmore also set out trees about the grounds, and strove in every way to render the house and its surroundings pleasant and attractive.
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HISTORY OF INDUSTRY.
port of such schools. The location of these schools was to be left with the selectmen and supervisor, who decided that one should be established at Goodridge's Corner and the other at West's Mills. Freelan O. Stanley, of Kingfield, was employed to teach the Goodridge Corner school, and Frank F. Whittier, of Farmington Falls, for the one at West's Mills, and both opened simultaneously. These schools closed about the middle of November, and were in every respect a success. The following year the town voted to " pass by the article" relative to raising money for the support of free high schools, and in 1877, voted to appropriate the unexpended money of 1875 " to the use of the town." No term of free high school was main- tained in town during the year 1878. The State Legislature of 1879 suspended the law by which they were established, for one year, consequently no term was held in Industry until the fall of 1880. On the sixth day of September, Adelbert O. Frederic, of Stark, who had taught the village school the previous winter, opened a free high school at West's Mills .* Mr. Frederic was an earnest thorough-going teacher, and the work done in the schoolroom was highly satisfactory to all concerned.
Holmes H. Bailey, of Industry, a graduate of the regular and advanced course of the Farmington State Normal School, and a teacher of wide experience, made an effort to establish a free high school at West's Mills, in the fall of 1881. Having received assurance of abundant pecuniary aid from those inter- ested, he opened the school before the district had formally ratified the measure by a vote. When the district meeting was called to legalize the school, a certain dissatisfied clique, not in the least interested in the matter of education, defeated the measure, and Mr. Bailey was compelled to close his school. The next fall an adjoining district established a school, and
* The catalogue of this school shows a total attendance of forty pupils, an aver- age attendance of thirty-two and forty-one fiftieths. The average rank in deportment was ninety-eight and seven-eighths. The studies taught in addition to reading, spell- ing and writing, were arithmetic, algebra, grammar, geography, book-keeping, physi- ology and natural philosophy.
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SCHOOLS.
engaged Mr. Bailey as teacher. The term proved both pleas- ant and profitable.
In the spring of 1883, a free high school was established at Goodridge's Corner, and Sylvester S. Wright was employed as principal. Mr. Wright was an indefatigable worker in the school-room and inspired his pupils with his own enthusiasm and love of learning, thus rendering the term one of impor- tance and worth. In the autumn of the same year he taught a term at West's Mills. This school was also well attended and fairly prosperous.
The greatest revolution known in the educational annals of Industry was effected in the fall of 1882, when School Super- visor Sylvester S. Wright adopted "Wade's Graduating Sys- tem for town schools." Hitherto the pupils in the schools of Industry had plodded along term after term and year after year without any really definite object in view. Neither had they much knowledge of their attainments at the close of a term aside from the fact that they had conned the lessons in such a portion of their text-books.
It is an undeniable fact that to attain the best results from a course of study, the pupil should have some definite object in view, some goal for which to strive. This incentive to study the graduating system supplied, in the form of a diploma, signed by the supervisor, certifying that the holder had com- pleted the prescribed course of study and passed a satisfactory examination in the required branches. Furthermore, the exact standing of the pupil during the course was also known, for at the close of each term his thoroughness and proficiency were carefully ascertained by a series of tests, and the pupil ranked accordingly. The course embraced four years' study, and could be begun by any scholar " who could read well in Mon- roe's Third Reader or its equivalent, were familiar with the four fundamental principles of arithmetic, and equally as far ad- vanced in writing and spelling."
The course of study included arithmetic, geography, gram- mar, United States history, book-keeping, physiology, civil government, reading, writing and spelling. The completion of
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HISTORY OF INDUSTRY.
the course qualified the pupil to teach in ordinary town schools. The first class of ten graduated under this system April 13, 1883, at the close of the term of free high school at Good- ridge's Corner, with the most satisfactory results.
The examination questions* were of the most thorough and searching character, and the average rank of the class was a fraction over eighty-five; an average of sixty-five per cent. being required to graduate. The class color was cardinal red, and its motto, " No excellence can be attained without labor." The final exercises occurred in the evening, and the roomy school-house was well filled on that occasion. The following interesting programme was carried out to the credit of the class and to the entire satisfaction of teacher and friends :
Music.
I. Recitation .- - Drafted.
2. Declamation .- Northern Laborers. Music.
3. Select Reading .- How he Saved St. Michael's.
Altina R. Brainard Charles R. Fish.
5 Reading .- Face against the Pane.
6. Declamation .- Patriotism.
Music.
7. Reading .- The Wreck of the Pocahontas.
S. Reading.
Clara A. Johnson. Nathan W. Johnsen.
Music.
9. Declamation .- Progress of Civilization.
10. Class Prophecy.
11. Singing .- Class Song.
Lucian W. Goodridge. Bertha E. Johnson. ('lass.
12. Conferring of Diplomas. Supervisor S. S. Wright.
Nearly every member of this class has been engaged in teaching more or less since graduating, and so far as is known, their labors have been attended with a good degree of success.
The second class of nine, graduated August 30, 1884. The following report of the exercises was written by the author, and appeared in the Farmington Chronicle of Sept. 4, 1884:
" Saturday, August 30, was a red-letter day in the educa- tional annals of the town of Industry. On that occasion the
* For a list of the questions used, see Chapter XX. of this work.
Lena M. Swift. Frank 11. Bailey.
4. Declamation .- Danger of the Spirit of Conquest. Music. Nellie Swift. David M. Norton.
SCHOOLS. IOI
second class graduated from the public schools of the town, with honor to themselves and credit to their instructors. Nearly two years ago a plan of study known as Wade's Gradu- ating System was adopted by our school supervisor, and in the spring of 1883 the first class of ten pupils completed the course of study recommended by this system. It was expected that a second class would graduate in the spring of 1884, but for various reasons it was deemed advisable to postpone the final exercises until the evening of August 30, when they oc- curred at the Centre Meeting-House in this town. The house was tastefully decorated with flowers for the occasion, and the programme was varied and interesting. Had not the early part of the day been rainy and the weather at sunset unpropitious, we believe that a full house would have honored the graduat- ing class. Notwithstanding these unfavorable circumstances a goodly number were present, among whom were Prof. William Harper and Rev. Charles H. Pope of Farmington; also Miss Viola A. Johnson, of Industry, principal of the primary depart- ment of the Farmington State Normal School, and a num- ber of Industry's most successful teachers. The graduating class, numbering nine, was divided as follows : Regular course, May J. Daggett, Capitola Daggett, Annie M. Luce, Sadie R. Oliver, Ella Odell and James Bailey. Advanced course, Lucien W. Goodridge, David M. Norton and Frank H. Bailey. The programme :
Music.
I. Prayer.
2. Reading .- Young Ambition.
3. Recitation .- My Psalm. Music.
4. Declamation .- The Freeman.
5. Select Reading .- Youth.
6. Reading .- St. Augustine's Ladder. Music.
7. Extract .- Events of Jefferson's Administration.
S. Recitation .- Little by Little.
7. Declamation .- Dangers to our Republic.
IO. Song .- All Things are Beautiful.
II. Remarks.
12. Conferring of Diplomas.
Prof. William Harper. Sadie R. Oliver. Capitola Dagget1.
Lucien W. Goodridge. Ella Odell. May J. Daggett.
James Bailey. Annie M. Luce. David M. Norton. Choir. Prof. William Ilarper. Supervisor Holmes H. Bailey.
13
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HISTORY OF INDUSTRY.
"In his remarks, Prof. Harper spoke in eminently compli- mentary terms of the graduating class, and expressed a hope that they would continue their labors in the pursuit of knowl- edge. Hle also explained in a brief but lucid manner the resulting benefits of the graduating system for town schools. Supervisor Bailey earnestly requested the support of his towns- men in behalf of this newly adopted system. He also spoke, from a personal knowledge of the honesty and integrity of the members of the class, to whom he was about to award diplomas. lle further stated that the average rank of this class in their final examination was but a fraction short of ninety per cent. The singing of that good old tune, America, followed the awarding of the diplomas, in which the audience were invited to join. Rev. Charles II. Pope then held the close attention of the assembly for nearly half an hour, in a lecture on the ' Centre of the Earth.' The lecture, though delivered extemporaneously, abounded in choice gems of thought and witty allusions. As a whole, it was an effort of much ability, and would have done honor to any public speaker. A vote of thanks was tendered Messrs. Pope and Harper for their generous aid, and all de- parted well pleased with the entertainment and instruction that the evening had afforded.
" Industry, which has heretofore borne an excellent reputation for its many fine scholars, has good reason to feel proud of its class of 1884, for whom we predict a brilliant future. Good music added much to the enjoyment of the occasion, and the untiring efforts of Supervisor Bailey are deserving of great credit, as we believe upon them, in a large measure, depended the success of the whole affair."
The third class, numbering ten pupils, graduated June 20, 1885, the final exercises occurring at the Centre Meeting- House on the evening of that day. This class, composed wholly of young ladies, it is believed, will fully sustain the good reputation which former classes have gained for the graduating system in Industry. The floral decorations of the church were very beautiful, and excellent vocal and instru-
SCHOOLS. 103
mental music added much to the pleasure and interest of the exercises. The following is a list of the graduates from the adoption of the system up to June 1, 1892 :*
Bailey. Frank H., Class, 1883.1
Bailey. James A.,
.. 1884.
Brainerd, Altina R.,
66 1883.
Daggett, Capitola, 66
1884.
Daggett, Mary J.,
1884.
Fish, Charles R.,
1883.
# Goodridge, Lucien W.,
1883.+
Johnson, Bertha E ..
6. 1883.
Johnson, Clara A.,
66 1883.
Johnson, Georgia F ..
1885.
Johnson, Nathan W.,
..
1883.
Keith, Almeda,
..
1 885.
Keith, Annie L.,
..
1885.
Kyes, Alberta M.,
.. 1 885.
Luce, Annie M.,
1 884.
Norton, David M.,
.. 1883.+
Odell, Ella M.,
1884.
Oliver, Minnie E.,
..
1885.
Oliver, Sadie R.,
1 884.
Rackliff, Fannie I.,
1885.
Rackliff, Lilian M.,
1885.
Swift, Lena M.,
.6
1883.
Swift, Nellie,
1883.
Swift, Olive A.,
..
1883.
True, Carrie M.,
1885.
True, Nellie M.,
1885.
TEXT-BOOKS.
The old English Reader, which had served so long and faithfully as a text-book for the higher classes in reading, was superseded by the National scries, compiled by Rev. John
* Though no action has been taken to repeal the graduating system since its adoption in ISS2, it is a matter of regret that no class has graduated since 1885. Whether this is due to a want of interest on the part of school officers, or whether the fault lies wholly with the pupils, the writer will not attempt to determine.
t Also a graduate in the advanced course in 1884.
* Died March 5, 1886.
10.4
HISTORY OF INDUSTRY.
Pierpont, the poet-preacher. This series consisted of the "Young Reader," " Introductory Reader," "National Reader" and "American First Class Book." These books were first introduced by Carleton Parker, while teaching a term of high school at West's Mills, in the fall of 1832. At that time the importance of uniformity in text-books was not well understood, hence some years elapsed before it came into general use, and when other readers began to take its place, the National series was used contemporaneously with its new rival for a long time. The Young Reader was supplanted by the " Primary Class- Book," which contained an excellent collection of prose and poetry. This book was a great favorite, and was used in town for many years.
John Dinsmore, when he first taught in Industry, introduced into his school at West's Mills, "The Rhetorical Reader," a collection of prose and poetry compiled and arranged by Ebenezer Porter, D. D. This reader, it is believed, never came into general use. There was no effort made to secure a uni- formity in text-books until the introduction of Dr. Salem Town's series of readers and spellers .* Dr. Town's readers proved very popular, and as Rev. Ira Emery says, "were the standard series for many years." About 1859, this series began to give way to the Progressive series, by the same author. These books soon came into general use, and, like their predecessors, were much liked. The Progressive Readers continued in use until the winter of 1869-70, when David M. Norton, chairman of the board of superintending school committee, visited the schools of the town and introduced books of the Union series, exchanging even-handed for the old books. The compiler of this series was Charles W. Sanders, A. M. The selections in the Fifth or higher reader were not of that character calculated to interest pupils, though in the other numbers they were very good. The spelling-book contained the largest collection of
* The present multiplicity of school text-books was a thing wholly unknown to pupils in the early town schools. The English Reader, Webster's Spelling-Book, etc., had but few if any rivals, consequently teachers and school officers experienced no great inconvenience from want of uniformity in text-books.
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SCHOOLS.
unintelligible words ever grouped together for the use of schools. These readers continued in use until 1873. At this time, Joseph L. Coughlin, supervisor of schools, introduced the Franklin Readers, by George S. Hillard, to a limited extent. In 1879, the writer, having been chosen supervisor, found such a diversity of reading-books in use in the schools of the town, that he deemed a change of books an imperative necessity. There were found to be the books of no less than eight differ- ent authors in use, and one little fellow was found learning to read from an old copy of Webster's Spelling-Book.
Prof. Lewis Monroe's series of readers and spellers were selected as best adapted to the wants of the schools, and a thorough exchange made by which a uniformity of books, in two important branches-reading and spelling-was secured. The spellers, two in number, were made up of exercises con- taining practical words in every-day use.
Notwithstanding its euphonious name, Webster's "New Pleasing Spelling-Book" was anything but pleasing to the pupils who were obliged to con its difficult lessons. Rev. Ira Emery, who studied this book under the tuition of Elihu Nor- ton, thus writes of his recollections: "I remember the spell- ing-book very well, for our lessons were hard to learn, and old Elihu would put it on to us if we did not 'say them well.' Its hard words were anything but pleasing to us." Later, Web- ster's New Elementary Spelling-Book was published, and in time displaced its famous predecessor. The Elementary was a decided improvement over the Pleasing, and Dr. Salem Town's Speller an improvement over both. The words were more practical in Town's Speller, and many of them were defined by one or more synonyms.
Kinnie's Arithmetic, by William Kinnie, A. M., was much used in the early town schools of Industry. This work was published by Goodale, Glazier & Co., of Hallowell, and was several times revised by Daniel Robinson, for many years editor of the Maine Farmer's Almanac. This arithmetic contained many knotty questions, and was in its day the standard by which the mathematical acquirements of the pupil were gauged.
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HISTORY OF INDUSTRY.
The writer has frequently heard in his younger days some of the older people boast of their ability to solve "the grindstone question," which was considered one of the most difficult in the book. At the high school taught by Carlton Parker, in 1832, Nelson C. Luce used Colburn's Mental Arithmetic, which was regarded as a great curiosity, and was probably the only one of the kind in town at that time. As a successor to Kinnie's Arithmetic, came a " Practical and Mental Arithmetic" by Ros- well C. Smith. The latter was less difficult than the former, and for some years the pupils were about equally divided in their preferences.
About the time of the appearance of Smith's Arithmetic, Glazier, Masters & Co., of Hallowell, published the "North American Arithmetic," by Frederick Emerson. This work was used to a very limited extent in the schools of Industry. Smith's New Arithmetic was superior to any of its predecessors, yet it did not come into general use in the town. There was really no uniformity in mathematical text-books until Benjamin Greenleaf's series was adopted. At first this series consisted of the Common School and National Arithmetics, and after- wards of an elementary book for beginners. This excellent series was for a long time a favorite, and until very recently Greenleaf's Practical Arithmetic, which superseded The Com- mon School, was largely used. Fish & Robinson's Arithmetic was also used to some extent as the successor of the Practical.
The only text-books in algebra were Colburn's and Benja- min Greenleaf's. These were used only to a limited extent in the high schools of the town.
To aid beginners in the study of English grammar, Ezekiel Goodale, of Hallowell, conceived the idea of publishing an abridgement of Murray's English Grammar. This work was copyrighted in 1812, and was printed at Hallowell by a firm of which Mr. Goodale was a member. This book, a small 16-mo volume of 68 pages, in connection with Murray's work, was used in town for many years. The next text-book in grammar which came into use in Industry was " Murray's English Grammar simplified," by Allen Fisk and published by Glazier,
.
107
SCHOOLS.
Masters & Company. "Green's Grammar," by Roscoe Green, was much used in after years, but did not entirely supersede the text-book of Fisk. About the time of the introduction of Town's readers, "Weld's Grammar" made its appearance and was soon in general use throughout the town. Up to this time the exercises for parsing had usually been selected from the pupil's reading-book, or perhaps from "Pope's Essay on Man ;" but after Weld's Grammar had gained considerable popularity, "Weld's Parsing-Book," a collection of prose and poetry, was given to the public.
In 1859, Ira Emery, Jr., supervisor of schools, made a thorough canvass of the town and introduced Gould Brown's series of grammars. After a year or two, Weld's Grammar, revised by George P. Quackenbos, was again introduced into the schools. This text-book continued in use nearly ten years, although in a few of the larger schools "Quackenbos's English Grammar" gained considerable popularity.
About 1869 or 1870, Simon Kerl's English Grammar began to find place in some schools, and so popular did it prove with both pupil and teacher that in the course of a few years it came into general use throughout the town.
In 1881, Holmes H. Bailey, supervisor, adopted, for the term of five years, William Swinton's "Language Lessons" and " School Composition " as the legal text-books in grammar.
Not until about 1860, or a little later, was United States history introduced into the schools of the town as a study, and then only to a very limited extent. As late as 1877, according to the school-registers there was but one pupil in town who studied history. In 1883 there were forty-five pupils in this study, and for the year ending March 1, 1891, the number was forty-two. The earliest text-book used was one by George Payn Quackenbos. In 1879 a few copies of Higginson's "School History of the United States" were introduced into one or two schools. The following year a superintending school committee of three was elected. While in office this committee adopted " Barnes's School History," a very excellent work, for the term of five years as prescribed by law.
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HISTORY OF INDUSTRY.
Probably the first pupils in book-keeping in this town were a small class organized at West's Mills in the winter of 1866-7, while F. Ronello Fassett was teaching the winter term of the village school. As this study was not included in the regular course, Mr. Fassett kindly met with the class, of which the writer was a member, in the evening. Among the members of this class were Albert Willis, Albanus D. Quint, Alanson C. Bruce, Hiram L. Manter and Malon Patterson, all of whom are now successful business men. More recently this study has been included in the common-school course of our State, and is now considered an important branch of popular education.
"A New System of Geography, Ancient and Modern, by Jedidiah Morse," published in 1784 in New Haven, Connecticut, was the first work of the kind issued in America. This work was frequently revised in passing through its various editions and, as previously stated, was the only text- book used in town. None of the carly editions of this work were illustrated.
"An Introductory Geography, by Roswell C. Smith, A. M.," published in New York City in 1851, was an excellent work and contained a profusion of very good wood-engravings. About the same time appeared " Parley's First Book of History Combined with Geography," by the Author of Peter Parley's Tales. This was a most excellent work and could hardly have failed to interest even the youngest pupils.
"Colton and Fitch's Geography" came into use about 1860 and was in many respects a superior work. It was profusely illustrated and had many fine colored maps. This book was afterwards supplemented by an elementary work, and to- gether they were the standard in this important study for ten or twelve years. Ere long, however, other works were issued, and at length Warren's geographies were substituted for Colton and Fitch's. About 1881 the school supervisor adopted Swin- ton's series of geographies, and Warren's text-books soon disappeared from the schools.
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