USA > North Carolina > Edgecombe County > History of Edgecombe County, North Carolina > Part 33
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44
CHAPTER XI
EDUCATION
Two unfortunate circumstances influenced the rise and develop- ment of education. The desire to learn, especially in the early days, was overshadowed by economic interests. Moreover, there was a lack of qualified teachers. The fact also that the people were more concerned about personal comfort and providing shelter for themselves in the colonial days left very little time and op- portunity for constructing houses of learning and furthering education. Education, as it existed in the early eighteenth cen- tury, was enjoyed by the few, and the bulk of settlers in Edge- combe were men without education and social advantages. Many, as has been stated, were of the indenture and servant class from England, and were without the elementary rudiments of book knowledge. Those of the more fortunate class were the men taught at home, and were more deeply engaged in accumulating material goods than in diffusing learning among the less fortunate neighbors.
Prior to the Revolution Edgecombe County possessed indi- viduals with considerable talent and with a fair degree of learn- ing. As far as literary merit is concerned, however, the county and the State, with a few possible exceptions, was sadly deficient. Among the early settlers Elisha Battle, Henry Irwin, William Williams, Dr. John Leigh, Lawrence Toole, and a few others were considered men of ability and education during their time. Such men held responsible positions that required a knowledge of writing, reading, and arithmetic.
Possibly the most learned man of this period was Thomas Hall.1 He possessed remarkable natural talent, and was familiar with the Latin classics. He also had a good grammatical educa- tion. He represented the county in the State convention after the Revolution, and was a lawyer of no little ability. His talent as a lawyer, however, was overshadowed somewhat by his poetical inclination. He was practically led away from the practice of law by his studies and poetical efforts. He was a man of ready
1 Not Dr. T. H. Hall, who was of a later period and much more widely known.
859
360
HISTORY OF EDGECOMBE COUNTY
wit and biting satire. This quality was noticed in all his writings. At the time of his greatest power he was the only professional man in Edgecombe who was a native of the county.
It was customary for the instruction of the youth to be con- ducted by clergymen and men of pious inclinations. This was due to the fact that this class of men were devoted to a profession that set them apart from the remunerative endeavors in the com- mercial field. The cause of the insufficiency of compensation for educational work today is perhaps a survival of the old idea that the finer sciences and endeavors are to be rendered without pe- cuniary remuneration. The first parish clergyman, Reverend Mr. Moir, was perhaps aware of the indifference of the people, and not receiving any support from them he was not interested in establishing a school. About 1741, however, a small school of minor importance was established in the county. If any existed prior to this date no records exist which relate the fact. A few years later still another school was erected. These two schools were in active operation until 1770. These were subscription schools, namely, all those attending paid for instruction. This naturally worked hardships on the children of poor parents, who were, on account of necessity, unable to pay the required fee. Even the more wealthy parents failed to send their children out- side the county for a college education until the establishment of the University in 1790.
After the Revolution more interest was shown in education, while the people realized its lack. A private school, known as the "Tarborough Academy," was established in Tarboro in 1793. Very little is known of the school except the date of its erection and its location. Tarboro at the time was a small village, but large enough to support a private school by charging a small tuition. In 1799 various societies were organized for public and civic interest. Under the auspices of these organizations the first library was founded in 1800. The movement lasted only a few years and the library was sadly neglected. The books were scattered and interest subsided. Several efforts were made to secure more libraries, but without success until a society called the Agricultural Society was organized in 1810. This society appro- priated funds to revive the library. This organization was com-
361
EDUCATION
posed of about thirty public spirited men who made private donations to secure books and to create interest in agriculture and art.
The real movement for better education began in 1806. Yet with the new interest created the progress was very slow and barely kept pace with the population. A year afterwards a general in- terest for education prevailed, and a free school movement began. By the latter part of 1807 the people had subscribed more than $300.00. The poor children, however, received little benefit be- cause the free school was abandoned before it became an institu- tion. In the course of five years, however, the county succeeded in establishing seventeen schools, which were operated on a sub- scription basis. About 400 scholars were in attendance and were taught reading, writing, and arithmetic. The success of these schools was described by Jeremiah Battle as very poor on account of the lack of qualified teachers.
The improvement resulting from the schools is noticeable from the advancement made both in the religious, and educational awakening. Knowledge was more general, learning and morality was stimulated, and the foundation was laid for the production of a better society. About 1812 nearly 110 newspapers were taken in the county, interest in the State University was manifested, and, according to the county's population today, very little im- provement can be mentioned. Many possessed a desire and ob- tained a more liberal education than formerly. It was estimated that about two-thirds of the people could read, one-half of the males could write, and about one-third of the females could write their names.
It was characteristic of this period, as well as of today, that the girls displayed considerably more ambition for knowledge of books. With the erection of schools in various parts of the county a better diffusion of knowledge became apparent, with the girls leading both in attendance and work. The account gives the girls commendation for a desire to write and acquire a more important accomplishment.1
During the revival of learning societies were formed and estab- lished, thus enabling the people to obtain the use of books for those desirous for intellectual improvement. It proved effective
1 Edgecombe in 1810 by Jeremiah Battle.
.
362
HISTORY OF EDGECOMBE COUNTY
both in learning and morals, but in Edgecombe's characteristic manner, new enterprises that promised utility, advancement and sociability, when the novelty wears off, are neglected and discarded.
The requirements for a collegiate education could not be met by the county's system of schools. The logical result of this fact led to the movement for academies. The boys, prior to 1815, were sent to academies in the adjacent counties. The schools at Westry- ville in Nash County and Vine Hill in Halifax County had the reputation for being good and also had efficient teachers. Several scholars from Edgecombe were accordingly pupils. The more progressive people realized, however, the expense of sending the boys away from home for a preparatory education and attempted to erect Mount Prospect Academy in 1810. The movement was delayed by the lack of cooperation and financial support.
The State of North Carolina had attempted to foster a system of academies in 1803, and passed a bill to establish a uniform and general system of education in every county by funds to be obtained for the construction of buildings to be known as Academies of Sciences. The curriculum included the studies of English, writing, arithmetic, mercantile bookkeeping, geometry, trigonometry, surveying, navigation, geography, philosophy, and the laws of North Carolina, the last the most valuable instruction no doubt to be taught. The teaching of French was also pro- posed as a useful and ornamental accomplishment. The citizens of Edgecombe, however, refused to take advantage of the State incorporation, due to the fact that the bill made no provision for any certain revenue for the erection and maintenance of the academy.
The movement for academies continued, however, and, sup- ported by the town of Tarboro, it proved successful. In July, 1813, Thomas Guion, James Southerland, S. D. Cotton, Joseph Bell, and Theo Parker, town commissioners, issued a notice for bids on the erection of a building to be known as the Tarboro Academy.1 The dimensions of the building was to be sixty feet in length by twenty-four feet in width and two stories high. The
1 The old Tarboro Academy of 1798 probably was abandoned about 1800.
363
EDUCATION
structure was made entirely of wood. The construction required about one year and school opened on the second Monday in Janu- ary, 1815.1
Tarboro Academy was fortunate in receiving the services of Robert Hall, a graduate of the University at Chapel Hill, and a former teacher in the Raleigh Academy. Mr. Hall was a man well qualified for the much needed work in the Tarboro school. His scholastic studies at the University was highly commendable. He opened the school for the teaching of reading, writing, arith- metic, English grammar, geography and the study of globes. For these subjects a tuition of $16.00 was charged. In addition the teaching of Latin and Greek languages and the different branches of mathematics were taught, with a charge of $22.00 tuition fee. The tuition included heating in the school room, while an extra charge of a reasonable rate was made for students out of town.
The physical equipment of Tarboro's first academy was evi- dently very crude. Blackboards were just being employed in the larger schools in Europe, and the United States had adopted their use only in the best schools in the cities. The modern school desks and equipment were practically unknown until after 1820. The furniture used, therefore, must have been the old long bench and crudely constructed tables for writing purposes.
The academy in 1824 made a change in its principal and also added the teaching of the French language. A Mr. Griswold, who succeeded Mr. Hall, had resigned and was succeeded by Mr. Eugene Farnan. Mr. Farnan was a native of Ireland, and a teacher of considerable repute. The trustees of the academy an- nounced that Mr. Farnan was eminently qualified to teach all branches of education. Mr. Farnan was widely known as a classical scholar and a student of good literature. He was also a complete master of the dead languages, and also Spanish, French, and English. As a linguist, he was without a superior in North Carolina. The school term had also been changed to begin in September instead of January, as formerly.
The following year an assistant was appointed to help Mr. Farnan, and the academy admitted girls for instruction. It be-
1 An interesting law suit was heard in 1826 to prevent erection of a mill dam on Hendrick's Creek, near this academy. It is spoken of here as a public academy.
i
364
HISTORY OF EDGECOMBE COUNTY
came known as the Tarboro Male and Female Academy. Miss Anna Maria Ragsdale,1 a lady of high intellectual qualities, took charge of the female department.
Under the management of Mr. Farnan and Miss Ragsdale, with the assistance of Robert Joyner, secretary of the academy, the school grew into one of the largest in the State. The oppor- tunity for a higher education and the preparation for a college course was of much value. Students came from adjoining coun- ties to attend the school, while the average attendance ranged from sixty to eighty students.
In 1825 Mr. Farnan resigned and was succeeded by Moses Hamilton. The female department had a remarkable increase, and an assistant was employed to teach under Miss Ragsdale. The courses of study were enlarged to include chemistry, astron- omy, natural philosophy, rhetoric and history. Those who de- sired were also given instruction in plain and ornamental needle work, painting, and music. Suitable arrangements were made to board students at $7.00 per month.
In December, 1827, the trustees of the Tarboro Academy made request for a gentleman to superintend the male depart- ment for the ensuing year because of the resignation of Mr. Ham- ilton. On February 1, 1828, James I. Sanford, a graduate from Hamilton College, New York, took charge. The classical course of studies was preparatory for the University of North Carolina. The academical year was also divided into two sessions, including five months each, a vacation of two months being given at the end of the first session. Tuition for the session was charged according to the course pursued. The rate for Latin and Greek languages, natural and moral philosophy, history, astronomy and mathe- matics was $15.00, while arithmetic, English, reading, writing, and spelling was $12.00. The charges for instruction in elementary education was only $10.00. Miss Anna Philips, daughter of Reverend John Philips, was said, by an intelligent contemporary, to have had Christian grace and intellectual qualifications and taught school in this academy for several years.
In the meantime under the increased demands for education of a secondary character, more academies were established. In 1820 Mount Prospect was erected by Exum Lewis on his planta-
i Miss Ragadale had been teaching in Tarboro Academy two years prior to 1825.
365
EDUCATION
tion about seven miles from Tarboro. This was a mixed school of importance. The early teachers were James C. Cary, George Pendleton, both of Virginia, Philip Wiley, an Episcopal minister, Eugene Casey, of Ireland, Alexander Bellamy, of Florida, and Frederick Philips, grandfather of the late Judge Philips.
In 1827 at a meeting of the General Assembly, Mr. Sharpe, of Edgecombe, introduced a bill to establish New Hope Academy. In the same year Sparta Academy was established by W. A. Walker at his residence about seven miles from Tarboro. This academy was in the vicinity of Sparta and made an ideal location because of its proximity to Pitt and what is now Wilson County. Mr. Walker's school was also conducted for two terms annually of five months each. For instruction in Latin, Greek, and the subordinate branches he charged $14.00. Studies in geography, English grammar, history and composition cost $8.00, while the course in spelling, reading, and writing was $6.00. This school was more on the order of a boarding school, an announcement stating that boarding, washing, and mending could be done for $25.00. In addition to the accommodation of Mr. Walker's resi- dence a small house was constructed and board was obtained in private families for those preferring such board.
In 1827 the Columbia Academy was established and incorpo- rated on the lands of Joseph John Pippin. Asa Jones, Allen Jones, Frederick Jones, Kenneth Hyman, Kenneth C. Staton, Bythel Staton, and Joseph John Pippin were the incorporators and founders. Columbia Academy grew to be one of the largest schools in the State and turned out men who afterwards achieved notable success.
At the same time several men in Edgecombe County who were interested in education-James S. Battle, Henry Blount, Amos J. Battle, Nicholas J. Brake, Isaac Hibbard, Jr., Isaac Sessum, Dr. John H. Brake, Jesse Brake, and others-established a male and female academy in what is now known as Nashville. This school was incorporated in 1827, and was, at the time, an impor- tant school.
In the period from 1820 to 1860 academies in Edgecombe County were indeed numerous. Many enjoyed a long existence, while some were of short duration. In 1827 a bill was passed to incorporate Rocky Mount Academy. In 1829 a private school
366
HISTORY OF EDGECOMBE COUNTY
was conducted at Cedar Hill by Mary and E. Jenkins. This was on the Strabane plantation. The tuition was $6.00 per session for spelling, reading, and arithmetic. Additional charges of $2.00 was made for studies in grammar, geography, and needle work.
Two years later subscriptions were made to start a school at Hickory Grove, and the Hickory Grove Academy, about four miles from Tarboro, began its first session on July 26, 1830. This school offered the regular courses then being taught at other schools of similar nature. This school was incorporated in January, 1831.
In 1828 the Quanky Academy was established by Rice B. Pierce, James Bishop, and John Purnel as trustees. A Mr. Weller was the first teacher, and he taught regular courses of study and introduced the new system known as the Hamiltonian system of the French language. This academy was operated on the basis of subscriptions, and resembled a stock company. Another school was opened near the residences of Dempsey Bryan, William Speight, and others in February, 1830. Joseph J. Bell taught here for several sessions and offered the elementary branches of an English education. A tuition of $8.00 per session of six months was charged. Still another subscription school was started in 1830 by Frederick Philips. This school was scheduled to run five calendar months with a tuition charge of $6.00 and board at $4.00 per month. The first practical course in surveying was taught at this school.
In 1834 Elder Mark Bennett, a Baptist preacher of ability, started a school known as Town Creek Academy, and taught here several years. Mr. Cofield King, a successful merchant, attended Mr. Bennett's school and proved an apt scholar. During this same year the Masonic Fraternity of Tarboro opened a school for the instruction of male and female students. This school was conducted under the direction of Lemuel Whitehead, and was supervised by a Masonic school committee, of which Lewis Bar was chairman. All the rudiments of a common school were taught -writing, arithmetic, English grammar, geography, and the Latin classics.
It is well to remember that in the early nineteenth century children were given an education by means of private funds and
367
EDUCATION
occasionally by societies. Hence the support of Masonry in edu- cational projects. This principle is one of the chief objects of the Masons. Frequent occurrences are found where the Masonic Fraternity prior to 1844 paid notes and tuition for students in private schools. In January, 1849, the Tarboro Lodge paid $10.50 to Reverend T. R. Owen and wife, who conducted a private school, for Caroline Bell's tuition.
As late as 1850 the Tarboro Academy was under the control of the Masonic Order. A letter written by Henry T. Clark, sec- retary of the Board of Trustees, relates that the Tarboro Academy was jointly owned by the trustees and the Masons. It was equally incumbent upon both to look after the interest of the school. In event repairs were needed for the school or any act necessitating an expenditure, a committee of Masons was appointed to act with the trustees.
In the meantime the old Tarboro Academy had changed hands, and the male department passed under the immediate care of Reverend John Warnock, a graduate of Glasgow University. The rates of tuition remained the same as in 1827.
In 1835 Miss Jones announced the opening of a new school for girls in the house formerly occupied by Dr. Horn in Statonsburg. The school was known as a female institute, but small boys were also received. Spelling and reading was $6.00 per session; writ- ing, arithmetic, grammar, and needle work with the above were $8.00; geography, rhetoric, logic, history, and astronomy included in other studies cost $10.00, while drawing, painting, and French were $12.00 extra. Young ladies were accommodated with board by Mrs. Jones on moderate terms.
During the same year the Misses Jenkins opened a female school at Grangeville for the reception of young ladies. A large and commodious house was provided for boarding the students at a charge of $13.00 per month. Fine lace work and tambour were taught as part of the course at a tuition fee of $12.00 per quarter.
Another private school was established in Tarboro in 1843 by Eliza A. Lawrence. This school, as was the case with many others, made no attempt at teaching higher subjects. Only a tuition fee of $6.00 was charged, and spelling, reading, and writ- ing were the principle subjects taught. The subjects of arithmetic, geography, grammar, and history at a fee of $8.00 were taught,
368
HISTORY OF EDGECOMBE COUNTY
but not with success when compared with the Tarboro Academy.
In 1847 an educational meeting was held in Tarboro for all the private schools in the county. A conference was held in the Tar- boro Male Academy after the regular session's examinations had been held. At this time the examination of subjects in different branches of education was held, to determine the proper modes of instruction. A concert was given the conference by the Female Academy,1 and the progress made by them was clearly seen. The report of this conference disclosed the fact that Edgecombe pri- vate schools were in a. flourishing condition. Comparison was made with other counties, and although Edgecombe had been slow to receive the idea of education, more scholars and better schools appeared in the county than elsewhere.
The following is a summary of the incorporated schools from 1793 to 1860: Tarboro Academy, chartered 1793, and again in 1813, and in 1840; Hopewell Academy, chartered in 1822, and rechartered in 1840; Friendship Academy, 1823; Town Creek Academy, 1824; Harmony Grove Academy, 1824; Pleasant Grove Academy, 1825; New Hope Academy, 1826, and rechartered 1842; Columbia, 1827; Hickory Grove, 1830; Conetoe Academy, 1835; Toisnot, 1846; and Mount Prospect Academy, in 1820.
Tarboro Academy kept operating with more or less efficiency, with occasional interruptions. George S. Philips, the son of Reverend John Philips, who was prominent in reorganizing the Episcopal Church in Edgecombe, was principal in 1819. He was not successful, however, as a disciplinarian. In 1844 Josiah H. Brooks took charge and the academy flourished for several years. Robert H. Winbourne, a prominent physician of Chowan County, and a graduate of the University in 1847, was also one of its principals. Frank S. Wilkinson, likewise a graduate of the Uni- versity took charge in 1859 and conducted the academy in a very efficient manner until it was destroyed by fire in 1885. Mr. Wilkinson then established a private school of his own. Judged by the success of his students in life, no teacher in Edgecombe was more competent.
There was a very good reason for the spontaneous growth of schools in Edgecombe prior to 1860. Especially will this fact
1 Rev. Thomas R. Owen, a Missionary Baptist preacher, was principal of the academy for several years, while his wife conducted the female academy.
800
EDUCATION
appear, when it is noticed how few that were erected in the county after 1860. The chief reason for the rise of the academy was the strong opposition to free schools. Free schools were to be supported by taxation, and to this most citizens objected. On the other hand, education was a necessity. The more thoughtful realized the fact and established private schools in order that their children might receive the advantages of an education at personal and individual expense. It is to be regretted that the leaders of the county were indifferent about public education, and that isolation from the other sections made the indifference greater.
In 1824 Edgecombe made an appeal for free schools. A cir- cular letter was addressed to the editors of the Raleigh Register, in which a plea was made for the general diffusion of knowledge. The wealthy were characterized as displaying little or no interest in educating the less favored classes. The cause of this fact was no doubt attributable to the existence of private schools, and the men with means asked themselves, "Why should we educate another man's children ?" Moreover, many in the county who pos- sessed means were doubtless without children, and as a consequence showed a reluctance to pay taxes for general education.
As a means of affording better education, Edgecombe citizens suggested an appropriation of some of the public lands, or the levy of a small tax, which would equalize the burden and injure no one to any appreciable extent. The State Legislature was urged to make a beginning toward an educational movement, and a meeting was held in Tarboro to petition the Legislature, to effect this purpose.
In 1829 a more organized attempt for common schools began. The Legislature of North Carolina appointed five men from Edgecombe to cooperate with a like number from each of the other counties in the State to investigate and report on the internal improvements, and to submit its report to the Legislature at its meeting in 1830. The committee of Edgecombe met at the court- house the first Thursday in January, 1829, with James R. Lloyd as chairman. The improvements thought to be necessary were good roads, to facilitate transportation, and the establishment of free schools. Immediately after this meeting the Tarboro Free Press received and printed a pamphlet outlining a plan for a
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.