USA > Missouri > Ray County > History of Ray county, Mo. > Part 41
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Board of trustees from 1869 to 1870, were as follows: Judge Geo. W. Dunn, president; Dr. W. W. Mosby, C. T. Garner, Esq., Geo. I. Was- son, Judge Walter King, J. C. Cates, Esq., Joseph S. Hughes, and Isaac Hale, Esq.
Teachers in Richmond College, scholastic year from 1870 to 1871: Sam- uel J. Huffaker, principal; Lafayette W. Groves, professor of languages; Frank G. Gibson, professor of mathematics; Miss M. A. S. Clark, teacher in intermediate department until February, 1871; Miss Mary Woodson, successor to Miss Clark, in intermediate department; Miss Alice Colter, teacher in primary department; Miss Ruth B. Colgan, principal in music school.
Board of trustees from 1870 to 1871: Geo. W. Dunn. president; C. T. Garner, secretary; Geo. I. Wasson, treasurer; Dr. W. W. Mosby, Judge Walter King, Joseph S. Hughes, J. C. Cates, and Isaac Hale.
The graduating class of this year were: Miss Lucy S. Menefee, Miss Ollie Miller, Miss Sallie Harbison, Charles J. Hughes, Jr., James W. Garner, and Geo. W. Sweich. The essays and orations of this class on commencement day, were splendid efforts. They sparkled with brilliant thoughts, and glowed with beautiful imagery.
Teachers in Richmond graded school, from 1871 to 1872, organized under school laws of Missouri as Richmond public school :* N. B. Peeler, principal; F. G. Gibson, professor of mathematics; Rev. Sam- uel E. Derackin, teacher in intermediate department: Mrs. F. M. Pritch- ard, teacher in intermediate department; Alvin S. Child, teacher in pri- mary department; Miss Alice Colter, teacher in intermediate department; Miss Flora Child, teacher in primary department; Miss Bettie Lynch, teacher in primary department; Miss Docia Smith, teacher in primary department.
Board of directors from 1871 to 1872, were: Dr. W. W. Mosby, presi- dent; C. J. Hughes, Sr., secretary; A. K. Reyburn, treasurer; Geo. W. Dunn, D. H. Harbison, and Geo. I. Wasson.
*The public school in Richmond, Missouri, was first organized in the year 1859. Prior to that time the public moneys were distributed among the children residing in the terri- tory afterwards included in the Richmond school district, who attended the various pri- vate schools. Joseph E. Black taught the first session of the public school, assisted by Miss Cynthia J. Cole. The public school was continued until the organization of Rich- mond College, in 1871, as above stated.
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Teachers in Richmond College, for the scholastic year from 1872 to 1873, were as follows: S. J. Huffaker, principal; T. F. Peake, professor of languages; Reverend Thomas B. King, intermediate department, suc- ceeded by Thomas J. Dodd, in February, 1873; Miss Emma Pybas, high school department; Miss Maggie Jackson, intermediate department; Miss Docia Smith, primary department; Miss Bettie Lynch, primary depart- ment; Mrs. Ruth B. Colgan, music teacher; Thomas J. Dodd, (successor to Thomas B. King), teacher from February, 1873, to close of term.
Board of directors from 1872 to 1873: W. W. Mosby, president; Chas. J. Hughes, secretary; A. K. Rayburn, treasurer; Geo. W. Dunn, Geo. I. Wasson, and Henry C. Garner.
Teachers for the scholastic year from 1873 to 1874 (board of trustees same as from 1872 to 1873): S. J. Huffaker, president; Thomas F. Peake, professor of languages and elocution; James Jane Allen, profes- sor of Greek, French, logic, and English literature; Charles J. Hughes, professor of mathematics, mathematical science, and political economy; Mrs. Clara K. Fore, intermediate department; Mr. Delos Luther, inter- mediate department; Mrs. P. M. Luther, primary department; Miss Docia Smith, primary department; Miss Bettie Lynch, primary depart- ment; Mrs. C. M. Murray, vocal music; Miss Ruth B. Colgan, music teacher.
Before the close of the session Miss Sallie Smith was chosen teacher in place of D. Luther.
The graduating class of 1874 were: C. T. Garner, Jr., Miss Lizzie S. Garner, Miss Josie H. Shweich, Miss Maggie E. Rimmer, and Miss Julia M. Beyan.
Teachers in Richmond graded school, for scholastic year from 1874 to 1875: Samuel J. Huffaker, principal; Thomas F. Peake, professor of languages; Charles J. Hughes, professor of mathematics; Z. M. Willis, intermediate department; Mrs. Clara Fore, intermediate department ; Miss Docia T. Smith, Miss Bettie Lynch, and Mrs. S. E. Percival, pri- mary department; Miss Ruth B. Colgan, music teacher.
The board of trustees for this year were: Dr. W. W. Mosby, presi- dent; Charles J. Hughes, secretary; A. K. Rayburn, Geo. W. Dunn; H. C. Garner, and Geo. I. Wasson.
Graduating class of 1875: William Banister, Geo. Warriner, Warner Holt, Miss Maggie Hughes, Miss Mollie Rodman, Miss Susie Demasters, Miss Ida Carter, and John R. Watkins.
Teachers in Richmond graded school, from 1875 to 1876: Samuel J. Huffaker, principal; Thomas F. Peake, professor of languages; Charles J. Hughes, Jr., professor of mathematics; Z. M. Willis, intermediate department; Mrs. C. Fore, intermediate department; Mrs. S. E. Perci-
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val and Miss Docia Smith, primary department; Miss Ruth B. Colgan, music teacher.
Board of trustees, same as preceding year.
Graduating class of 1876: Esrey S. Gosney, C. McCoun, Charles J. Parks, Ami Hughes, and Edward Carson.
Teachers in Richmond graded school from 1876 to 1877: S. J. Huff- aker, principal; Joseph Godby, professor of languages; C. J. Hughes, Jr., professor of mathematics; G. M. Caldwell, intermediate department; Mrs. S E. Percival, teacher in primary ; Miss Josie Sweich, teacher in primary; Miss Bell Jacobs, teacher in primary; Miss Ruth B. Colgan, music teacher; Miss M. D. Morehead, music teacher.
Board of directors from 1876 to 1877, were: James L. Farris, president; Chas. J. Hughes, secretary ; Geo. I. Wasson, John T. Quirk and Geo. W Dunn.
Teachers in Richmond graded school from 1877 to 1878: Samuel J. Huffaker; principal; N. B. Peeler, professor of languages (resigned); Elder James E. Dunn, succeeded N. B. Peeler; T. F. Peake, professor of languages; Mrs. S. E. Holt (formerly Mrs. Percival), primary depart- ment; Charles B. Armstrong, elected to succeed Mrs. Holt; Josie Sweich, primary department; Mrs. Mary H. Menefee, primary department; Mrs. Mary H. Shaw, primary department; Miss Ruth B. Colgan, music teacher.
Board of directors from 1877 to 1878, were: Jas. L. Farris, president; C. J. Hughes, secretary; Geo. I. Wasson, John T. Quirk, James D. Taylor, George W. Dunn.
Teachers in Richmond graded school from 1878 to 1879: Rev. Jas. Greer, principal; Jno. P. Anshu, intermediate department; Miss Ann Greer, intermediate department; Miss Docia Smith, primary department; Miss Bettie Lynch, primary department; Mrs. Mary H. Menefee, primary department.
Board of directors from 1878 to 1879: Geo. W. Dunn, president; Jno. C. Brown, J. T. Taylor, Geo. I. Wasson, Geo. N. McGee, secretary; and Thos. J. Dodd.
Teachers in Richmond graded school from 1879 to 1880: B. F. Dun- can, A. M., professor of history, rhetoric, English literature, civil govern- ment, mental and moral philosphy, international law; J. M. Long, A. M., professor of natural sciences and latin; C. B. Shotwell, A. B., professor of mathematics and physiology; W. S. Tompkins, principal of intermediate department, teacher of fourth grade; Mrs. J. M. Long, third grade; Miss Nettie Keith, second grade; Mrs. M. H. Menefee, first grade; Miss Ada Butler, teacher of instrumental music.
Board of directors from 1878 to 1879: James L. Farris, president;
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Geo. N. McGee, secretary; Geo. I. Wasson, treasurer; Geo. W. Dunn, Geo. W. Buchanan and James W. Black.
Teachers in Richmond graded school from 1880 to 1881: Benjamin F. Duncan, A. M., professor of history, rhetoric, English literature, civil government, mental and moral philosophy, and international law; James M. Long, A. M., professor of natural sciences and Latin; Charles B. Shotwell, A. B., professor of mathematics and physiology; William S. Tompkins, principal of intermediate department, and teacher of fourth grade; Mrs. J. M. Long, teacher of third grade; Miss Nettie Keith, teacher of second grade; Mrs. M. H. Menefee, teacher of first grade; Miss Ada Butler, teacher of instrumental music.
Board of directors from 1880 to 1881: James W. Black, president of board of directors; George N. McGee, secretary until August 1, 1880, the time of his death. He was succeeded by George A. Hughes, by appointment of board to fill vacancy. George I. Wasson, treasurer; George W. Dunn, George W. Buchanan, James L. Farris.
Teachers for Richmond graded school, elected by board of directors for scholastic year, from 1881 to 1882, to commence September 12, 1881: Benjamin F. Duncan, A. M., principal; Charles Howard Greathouse, A. M., first assistant; James Black, A. B., professor of mathematics and lan- guages; William S. Tompkins, principal of intermediate department; Miss Lucy Shotwell, teacher of fourth grade; Miss Lutie Palmer, teacher of third grade; Miss Bettie Lynch, teacher of second grade; Mrs. Mary H. Menefee, teacher of first grade; Miss Florie Duncan, principal in music department.
Board of directors for Richmond graded school in 1881: James W. 'Black, president; George A. Hughes, secretary; George I. Wasson, treasurer; John C. Brown, George W. Buchanan, James L. Farris.
Teachers elected for colored school in Richmond for 1881 to 1882, to commence September: John D. Waltan, principal; and Milan McGee, assistant teacher.
The Richmond school is now one of the best in Missouri. The number of puplis in attendance is very large. The course of studies is admirably arranged, so as to make it complete and thorough in meeting, in every respect, the requirements of a people distinguished not only for strong practical intelligence, but also for refined culture and classical ele- gance. Professor B. F. Duncan and his corps of able and accomplished teachers have given this school a splendid reputation. The mode and sys- tem of their teaching is fully up with all the successful modern improve- ments in the art and science of educating, and keeps well to the front in the advanced progress of the age. The broad foundation of a solid edu- cation in deeply laid in the primary and intermediate departments, so that on its Doric strength, the elegant and classical superstructure can be
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reared in the higher departments, with all the graceful symmetry of Cor- inthian pillars and Ionic wreaths.
The prospect for the future continued success of the school is flattering in the highest degree. The good work so nobly done in the past, on the part of the teachers in this school is a splendid guaranty of what the future will be, in training the minds of our youth as they ascend the " hill of sci- ence," in obtaining a virtuous and noble education.
Richmond College is situated on a beautiful eminence in the southern addition to the city of Richmond, that affords a glorious view of the sur- rounding country for many miles. No place in the west can boast of greater advantages as a seat of a literary institution than Richmond. In point of health it is unsurpassed. Its elevated situation frees it from all local causes of malarious diseases. The water is pure, the air salubrious. Some mineral springs have been recently discovered near it, St. Cloud min- eral springs, whose health restoring qualities are attracting visitors from all parts of our state. The college building is a spacious and elegant edifice, of modern style of architecture, and makes a very attractive appearance standing upon the crown of a graceful swell of a sloping hill.
The citizens of Richmond and vicinity knowing full well that education is the " pearl of great price," have earned the well deserved reputation of being great workers in the cause of education, doing all in their power to foster, cherish, and sustain their noble institution of learning, so that it may be the pride of their city and county.
The following is the report of Prof. B. F. Duncan, superintendent of the Richmond graded school, for the scholastic year from 1880 to 1881, to the board of education :
RICHMOND PUBLIC SCHOOLS, RICHMOND, April 29, 1881. 5
To the Board of Education: SIRS :- I have the honor to present the following as my report for the year closing with this date, being the second annual report since my connection with the schools.
The year just closed, has been, to our people, one of great material prosperity, and this has had a marked influence in the success of our schools.
The number in attendance, as may be seen from our tables of statistics, is largely in excess of last year's attendance, and we think that there is no egotism in saying the work done is far better than during the preceding year.
In getting up the crude materials from which this report is compiled, it has been my custom to note from day to day such facts as seemed to grow out of the experiences of the school room, and impressions felt at the time. There are experiences in our daily work in the school room that are of great value to the teacher, and if a proper regard is had to these, they become the basis of many sound and healthful improvements. It has been my aim to note carefully the effect of any experiment looking to the improvement of the schools whether tentatively applied or proved by long usages.
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Our school population, since my last report, has increased about ten per cent.
Below is inserted the annual report of the treasurer, showing the finan- cial conditon of the schools.
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STUDIES.
It is believed that the curriculum of studies pursued in the Richmond public schools is not only equal to that of any school, public or private, in northwest Missouri, but superior to most and fully abreast with the pro- gressive spurt of the age. The course of study comprising the ancient languages, natural sciences and mathematics, is, we think, ahead of any similar school in this part of the state.
By reference to the carefully and judiciously graded course of study, it ยท may be seen that the time required to complete it properly, embraces a period of eleven years, from the time the child enters school at first, to the time when it may, with due diligence, finish. It is true that many of our students enter upon the active duties and employments of life before com- pleting the entire course, feeling that they have acquired enough to meet all the exigencies that may arise in life. This, in a certain sense is true; but without additional expense to the community we are able to supply a much larger and more thorough course of training, a course intended to equip for the higher and professional walks in life. This higher training cannot, I think, be well dispensed with, without great injury to your schools and the course of education generally. In reference to the study of Latin, the decision of school officers in other free schools has been uni- formly favorable to its retention. We are gratified that this has been the result reached, if for no other reason than because there was a popular demand for its continuance, which, if disregarded, would seriously injure the standing of our schools. I am confident that any effort looking to a further contraction of the excellent course of education at present in vogue in our schools, would cause the withdrawal from it of some of the best material now in attendance. The discussion of the advantage of the study of Latin is an old one, but the history of education shows that no great headway has been made by those who hold that it is a useless study. The thorough study of a language that underlies the modern southern languages, and is so largely interwoven with the English, cannot be an unprofitable or unpractical study. The chief objection has appeared to be that the results of Latin are not like those of what are called practical studies. The student of surveying has the results of his knowledge in tangible shape, while the results of Latin scholarship, like the moral train- ing at home, are a part of and color everything done in life, and yet rarely appear in such tangible form as to be readily separated and pointed out. The study of Latin is the study of the crystalized embodied thought of ages, that thought which underlies and has been made the foundation of modern civilization.
One cannot study the language thoroughly, without better understand- ing from a knowledge of that which underlies it, the drift of modern thought. Every Latin word in our language, like the river at its mouth, contains the spring that was the source, and all the contributions from all sides on its way down to us; to follow it back to its source, is not only mental exercise of great value, but it is obtaining a knowledge of not the
Elias High Towy
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language we speak alone, but also of the thought of this age in the material which has contributed to and determined its direction. Certainly the highest aim in education is the training of the mind, without which practical knowledge is as useless and impracticable as a garret and its useless contents. It is true that a mere smattering in any branch is not training, and confers no practical benefits, but it is also true that it is the very few that acquire more than a mere smattering, whether the aim be practical knowledge or mental training. In thorough study of the ancient languages, it is the experience and settled opinion of great educators, and one demonstrated in the practical efficiency of thorough scholars in all fields of human endeavor, that it confers the highest mental training, and the highest practical efficiency and aptitude for all pursuits, as well as a useful knowledge. It does not stand alone, and is not only not incompatible with other studies, but the best preparation for thorough knowledge of those things miscalled practical-miscalled when it is intended to convey the meaning that the languages are unpractical study. This much has been said in regard to the ancient languages, because of the belief in their transcendant importance in that course of study, that would lay claim to anything like completeness.
Let no one conclude that we undervalue the necessity of preserving intact the full course of study in those departments that have contributed so largely to the success and reputation of the schools in the past. Arrange- ments have been made to place in charge of the mathematics a gentleman of very high scholastic attainments, a graduate of the university of Michi- gan, while another, a graduate of the university of Missouri occupies a position in the school. We feel, therefore, thoroughly competent to the work assigned us by the board of education.
TEACHERS.
In my report for last year, the teachers were commended for their dili- gence and punctuality. I stated that the corps of teachers seemed to recognize the pre-eminent force of example and to desire to conduct them- selves in such manner as to render other means of securing good habits on the part of the pupils unnecessary. This method, to a great extent, was successful, as the character and conduct of the pupils amply proved. The ability to set a proper example before his pupils is a necessary quali- fication on the part of the teacher, and one that should be insisted upon by school officers in the selection of teachers, and if, after a teacher has been fairly tried, he is found wanting in this important respect, it is plainly the duty of the board to displace him. No teacher, however, should be dis- placed at the instance of prejudiced complainants or in compliance with an ignorant and unjust popular clamor. There are times when communities seem to forget that onerous and most delicate responsibilities rest upon the teacher, the discharge of which renders it necessary that he should combine in his own character some of the rarest elements that enter into the make-up of a human being. It is believed that, with the exception of a few notable instances, our corps of teachers have exercised great patience and forbearance in dealing with refractory pupils, and, as said last year, we are still able to say that in no instance have we been forced to acknowledge even a partial failure by resorting to expulsion. In this con- nection I would state that the right to inflict corporal punishment with the
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very proper and necessary restrictions thrown around it by the board meets all the demands of sound sense, merciful discretion, and public justice.
I am glad to state that our board of education possess the firmness to protect their employes in the legitimate discharge of their duties, and that no teacher need fear displacement as a consequence of a rigid perform- ance of duty. It would certainly be a great detriment to the successful operation of the schools were any outside pressure permitted to operate to such an extent upon the mind of the teacher as to cause him to hesitate in the performance of any known duty, and no conduct would more surely or speedily secure his dismissal than the manifestation of this time- serving spirit.
We desire to pursue such a course with the corps of teachers in our schools as will stimulate them to high and noble effort, and inspire them with that degree of enthusiasm that will lead to prosperity and renown.
As the compensation received by teachers is a matter of great concern- ment, you will excuse me for suggesting that liberality in this direction is in perfect accord with the strictest economy in the management of school finances. Demand controls supply, and low salaries command only a low order of talent. Schools should be managed with the strictest economy, but in my opinion there is no economy in employing cheap teachers. Better dispense with the services of all incompetents and put double work and larger salaries on those who are thoroughly informed and able to impress their ideas. It is a suicidal policy that applies economy to the extreme of driving off efficient service in any business. Especially is this true of a profession in which personal qualification and character are almost exclusively the forces employed to produce the results sought.
Finally, returning most sincere thanks to the members of the board and of the corps of teachers who have co-operated with and assisted me in the discharge of the complicated and arduous duties devolving upon me, allow me to express the hope that under your control the schools will continue to do well the important work for which they were established, and that they will always command the respect, the confidence and the cordial support of the entire community.
SOCIETIES.
A brief account of the various societies in Ray county, founded for objects of usefulness, charity, profit, or pleasure, will be found interesting and important. These organizations are beneficial alike to the individ- uals who compose them, and to the community at large. That Masonry, for instance, the chief and grandest of all secret orders, and which has existed for centuries, has wrought much good in the world, no one will deny who impartially consider its results. It is an honor to be a Mason; and the same is true of all other societies established for similar purposes. We have taken special pains to gather the following information concern- ing the different lodges of the county; and while the result of our effort is not so gratifying as we could wish, it is believed to be, to some extent
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valuable; especially as preserving in permanent form a record that might otherwise be lost or destroyed.
RICHMOND LODGE, NO. 57, A. F. AND A. M.
The first meeting, looking to the organization of this lodge, was held July 16, 1842. The date of dispensation, or by whom instituted, was not reported, and we have been unable to ascertain. Its charter is dated October 12, 1842; and the names of the charter members are as follows: Charles R. Morehead, Sinclair Miller, David Bullock, Caleb Tompkins, John Jackson, William Hudgins, James H. Smith, Charles V. Hern, Aus- tin A. King, J. C. Richardson, and Wm. Berry. Of the above named charter members, only the last named is now (April, 1881), living.
Among the first officers were the following, viz: Charles R. Morehead, W. M .; David Bullock, S. W .; and Sinclair Miller, J. W.
The present officers are: W. A. Holman, W. M .; George W. Trigg, S. W .; William Fitch, J. W .; W. W. Ewing, secretary; S. R. Crispin, treasurer; J. W. Smith, S. D .; W. A. Williams, J. D., and John G. Bal- lard, tiler.
R. B. Kice, of this lodge, is district deputy grand master, and also dis- trict lecturer.
The members of this lodge owned a well furnished and commodious hall, which, together with all their books, jewels, regalia, furniture, etc., was destroyed by a cyclone, June 1, 1878.
Since the organization of Richmond lodge, over 600 persons have become members thereof.
CYRUS ROYAL ARCH CHAPTER, NO. 36, RICHMOND, MISSOURI.
This chapter was instituted by James Clowdsley; organized September 14, 1867, and a charter granted October 14, 1868.
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