USA > New Hampshire > Cheshire County > Troy > Historical sketch of the town of Troy, New Hampshire, and her inhabitants from the first settlement of the territory now within the limits of the town in 1764-1897 > Part 18
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HISTORY OF TROY.
the ground of defence and the principal points brought to bear upon the case.
Gentlemen of the Jury:
By a Statute of this State, the crime of robbery is made a capital offence. The words of the act are: "That if any person shall feloniously assault, rob and take from another person, any money, goods, chattels or other property, that may be the subject of theft, such person being thereof convicted, shall be adjudged guilty of felony, and suffer death." George Ryan is indicted for a breach of this law. To this indictment the defendant has pleaded not guilty, and you are to determine this impor- tant issue. The extreme severity of the law requires the fullest evidence before you should convict. It is your duty to try this issue on the evidence in the case. An awful responsibility rests on yon. You will first consider, gentlemen, whether the prisoner did the deed. If you believe he did it, you will then consider whether he had his reason at the time, and you are to presume he had unless the contrary is shown. If von believe the prisoner deranged at the time, you will then determine whether this proceeded from intoxication or from the visitation of Provi- dence. Intemperance is itself a crime and one crime cannot exense another.
His Honor then stated the evidence on the part of the government, and also the evidence of Bingham, Hogan and Capt. Dunham, in favor of the prisoner, and then proceeded :
It may be important in this case to consider whether the defendant, previous to the 3d of last March, was a person of good character; whether it does not appear from the evidence that he has been engaged in the North West Company's service, and if so whether this may not account for his being armed in the manner he was. It may be impor- tant also to consider whether the prisoner brought back the dirk for the purpose of using it, or whether it was merely accidental.
His Honor then noticed the testimony of the other witnesses, on the part of the prisoner, and proceeded :
Your first inquiry is, whether the prisoner did rob Luke Harris. If you believe Harris, and his testimony is confirmed by other evidence, you must believe that the defendant did that deed. You will then inquire whether he did it feloniously. To determine this, you must also
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determine whether he had at that time the use of his reason. Stiles and Shaw testify, that in their opinion he had not the use of his reason. If you are of this opinion, the sin of his transgression is not to be laid on him, unless he was the voluntary cause of his own derangement. Intoxi- cation is no exense for the commission of a crime. This is true as a general rule. But all general rules are subject to exceptions. Suppose a man unacquainted with the effects of spirituous liquor should be pre- sented with it and should, by drinking it, be thrown into a fit of madness; he would not be accountable for his actions during his delirium ; and the reason is because his intoxication is involuntary and unintended. The effects of ardent spirits are very different upon different persons. A large quantity will have no effect upon some men, while a small quantity will intoxicate others. In this case you know nothing of the prisoner before this time. He might have been unaccustomed to the use of ardent spirits. You will therefore consider whether he was probably intoxi- cated; and if so whether he might not have drunk more than he was aware of. It will be your duty to examine all the evidence in the case. I repeat, gentlemen, the whole responsibility of this trial rests upon the jury. You must not convict until all reasonable doubts are removed. If they are not, you will acquit the prisoner; if they are, whatever may be the consequences to him, it is your duty to find him guilty.
The jury, after being out about half an hour, returned with the verdict of "not guilty."
There was considerable excitement in Troy in the win- ter of 1818, in consequence of the discovery of what were supposed to be human bones, under a barn formerly owned by Levi Haskell. The circumstances were substantially as follows: A son of Aaron Holt, who at that time lived on the Haskell farm, was sick, and Dea. Griffin rode down to Mr. Holt's in the evening of the 3d of January, for the purpose of watching with the sick lad during the night. On arriving there, Joel, another son of Mr. Holt, took a lantern and accompanied Mr. Griffin to the barn to put up his horse. While there, the lantern was accidentally held too near some combustible material which took fire, and the whole building was quickly enveloped in flames.
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HISTORY OF TROY.
After the barn had been burnt, a small mound of earth was observed immediately under where the floor of the haymow was; upon digging into it there were found what were supposed to be human bones. It appeared as though a small excavation had been made, into which a human body had been deposited upon a board and the whole covered with earth. But time and the fire had so affected the few bones remaining, that their real character was not easily made out. It was the public opinion, however, that a murder had been committed, and that these bones were the remains of a man who had mysteriously disappeared from the town some years before. Suspicion was fixed upon various individuals; and the excitement ran so high that the selectmen of the town published the following advertisement :
A SUPPOSED MURDER.
We the undersigned Selectmen of the town of Troy, county of Cheshire, State of New Hampshire, hereby certify, that on the 3d of January 1818, a barn in this town was accidentally burnt ;- that a few days after there was discovered the evident appearance of the remains of a full grown human body, laying on a board, slightly covered with sand, under the place of the floor of the haymow. This appearance was ex- amined, and bones found, which were by those present judged to be human; though they were so affected by time, and the intense heat of the fire, that their original form was not entire, nor were they capable of being arranged in due order by the anatomist. It is the current opinion of the people of this town and vicinity, that these are the remains of a man whose death was occasioned by unlawful means, and whose body was concealed in that place; and many circumstances are called to mind which go far towards strengthening this opinion. About fourteen years ago, it is very generally recollected that inquiry was made after a stranger of whom it was said, that the last which was seen or heard of him was in this town; but his name and place of residence, and those of his friends who were in search of him, are not recollected. The undersigned request that the printers of newspapers throughout the United States would be so good as to publish this, as soon as con- venient ; and also that any people who can give any information respecting
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a person, who was missing, or supposed to be murdered, in or near this town, previous to the time said barn was burnt, would, without delay, forward us such information, that all possible means to detect, and bring to justice the perpetrators of the supposed horrid deed may be speedily employed.
SYLVESTER P. FLINT. DANIEL W. FARRAR. GEORGE FARRAR.
N. B .- Troy is a newly incorporated town, taken principally from Marlborough and Fitzwilliam, nine miles southwardly from Keene, (N. H.) through which passes a great road from Keene to Boston, (Mass.) Troy, March 18, 1818.
Early in the following winter, Joseph Nimblet of Wood- stock, Vt., appeared and stated, that fourteen years be- fore, his brother-in-law, Seth Lucus, started from Province- town, Mass., to go to Woodstock with a large sum of money; and that he was traced as far as the hotel of Christopher Harris in Troy (then Marlborough), and that nothing farther was ever heard of him. It was stated that he was in pursuit of a farm; and the report was that a stranger, answering the description of Lucus, was seen to leave the hotel, in company with Levi Haskell and Jonathan Lawrence, Jr., for the purpose of examining the farm which Haskell proposed to sell to him, and was the farm upon which the baru was burnt. It appears that the opinion had long prevailed, to some extent, that human blood had been shed upon those premises; and it had been currently reported that there had been seen, in and about the barn, many marvellous phenomenas which were considered indicative of the commission of a horrid crime. Many of those phenomenas were substantiated by men whose veracity we should hardly dare question; but we have a very imperfect idea of the various phantoms to which the imagination under certain circumstances will give birth.
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HISTORY OF TROY.
In this case, the evidence was such, and the excitement ran so high, that it seemed necessary that something should be done to satisfy the public mind. Consequently, the persons suspected, Levi Haskell and Jonathan Law- rence, Jr., were arrested, and, on the 11th of January, 1819, were examined in the town house before Elijah Dun- bar, Esq., of Keene. James Wilson, Sen., was employed as council for the State, and Joel Parker for the prisoners. It appeared in the evidence that Lueus was missed some fourteen or fifteen years before, that search was made for him, that he was traced as far as the Harris tavern, and that nothing farther could be heard of him. It also ap- peared that Haskell, about that time, had in his posses- sion more money than he could reasonably account for ; and there were other circumstances which led some people to suppose that he had something to do with the disap- pearance of Lueus. In the result of the examination, Has- kell was committed, and Lawrence was ordered to recog- nize for his appearance at the next Superior Court, to give his testimony in behalf of the State. Haskell had to lay in jail until the next May, when his case was brought be- fore the grand jury at Charlestown; and upon examina- tion of the testimony, the Attorney General thought it was not sufficient to convict the prisoner of the crime with which he was charged, and as the jury did not find a bill against him, he was discharged.
CHAPTER XIV.
EDUCATIONAL HISTORY.
DIFFERENT SYSTEMS OF EDUCATION .- INTEREST OF SCHOOL LOTS ENPENDED FOR SCHOOLS .- THE FIRST SCHOOL .- THE FIRST TEACHER .- DIVISION. OF TOWN INTO SQUADRONS .- SCHOOLHOUSES .- NEW DIVISION OF THE TOWN INTO DISTRICTS .- TOWN SYSTEM ESTABLISHED. - HIGH SCHOOL .- MRS. LOUISA B. WRIGHT .- NEW SCHOOL BUILDING.
Intelligence lies at the foundation of true greatness. It places man at the head of the animal kingdom, and prop- erly exercised, imparts a grandeur to his whole being. This makes the man, and we judge of him, not so much from his external form as from the lustre of that "spark ethereal" that shines through its clayey walls. This spark is an emanation from the Eternal Source of life, but receives its lustre from contact with the wings of earth. It is in itself indestructible and must continue to exist co-eternal with God, and it will forever bear upon its disk the various tints it has received in its gradual develop- mient from an embryotie state. With its original structure man has nothing to do, much less has he the ability to make in it the slightest change, but its development is the great work of life, and for this he alone is responsible. This is a work that reaches to the very depths of man's nature, and its effects streteh on even beyond the bounds of his mortal existence. That a work of such magnitude should be treated with indifference, or receive so small a share of public attention, is enough to fill every reflecting mind with the deepest sorrow. That the mind will be developed is as certain as that mind exists, but whether
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HISTORY OF TROY.
for good or for evil must depend upon the influences brought to bear upon it.
But the end attained depends upon the means employed and the object to be acquired. The fame of Sparta, one of the most powerful and important of the Greek states, rested mainly upon her soldiers and her military discipline. The Spartans regarding war as the great business of life, by their system of education inculcated the heroic virtues, such as patriotism, public spirit, courage, fortitude, and contempt of danger, suffering and death. Her eminent inen were almost all eminent as soldiers, and few of them had any pretensions to rank as able or enlightened statesmen.
The Cretans having similar views of life, adopted a like course of instruction, adding thereto a slight smattering of poetry and music.
The Persian system was somewhat in advance of these, as being prescribed by law, everything about it was made subservient to the interests of the state, but in one of its features it has probably not been surpassed by more modern systems. The Persians regarded the education of their youth as the most important duty and essential part of their government. They believed that the most of the evils that had disturbed the tranquility of the surrounding nations, arose from defects in the education of their children. Hence, they arranged their system with a special view to the prevention of crime. The boys were sent to school to learn justice and virtue, and it is said the crime most severely punished amongst them was ingratitude. And instead of building prisons and almshouses for the punishment of criminals and the maintenance of the vagrant, they endeavored so to order it as to have no criminals nor vagrants amongst them.
The system of the Greeks was better adapted to the
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EDUCATIONAL HISTORY.
development of national resources, although less calculated to prevent crime. Here the arts and sciences were es- teemed and cultivated, and industry and economy enforced. This system was well calculated to produce eminent men, and the ancient city of Athens, once illustrious as the seat of learning, boasted of many persons who have excelled in the arts of war and government, in philosophy, eloquence, poesy, painting, sculpture and architecture. But there was running through all these systems a vital defect, and one growing out of a corrupt religion.
Taking into consideration the times when they existed, and remembering that the light of revelation had scarcely dawned upon the world, the wonder is not that they were defective, but that they approached so near the most approved modern systems. These nations have given 11s a noble example of zeal and energy, temperance and fru- gality, chastity and self-sacrificing devotion to country, which is rarely found in modern history.
Had they possessed a sound religion they might have wrought out for the world the problem of which the last eighteen hundred years have only disclosed the first princi- ples. The formation of a system of education that should give a right direction, and develop in harmonious propor- tions all the faculties of the soul, a system that should inculcate truth and patriotism, and cultivate the social and domestic affections, love to God and good will to men, was reserved to modern time.
Sich a system we may well conceive to have had its birth in the minds of those illustrious subjects of whom the sovereigns of Europe were not worthy, and who following the guidance of the star of hope were directed to the western wilderness, where they laid the foundation of such institutions as the world before had never seen. These pioneers seem to have been raised up for the express
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HISTORY OF TROY.
purpose of demonstrating to the world man's capacity for self government. Their plans were laid after mature deliberation, and every step in their development exhibited almost superhuman wisdom and foresight. And in no one thing is their sagacity more clearly seen than in the estab- lishment of the free public schools of New England, which are based upon the principle that virtue and intelligence of the people are the foundation of the Republic. Without these principles the best constitution and laws that could be formed would be but a dead letter upon the statute books of the State. Laws to be effective in a republican form of government, must be understood and appreciated by the people. This requires a certain amount of intelli- gence, of intellectual and moral culture which the free public schools of our country are well calculated to pro- mote. A republican form of government like ours could not be sustained were it not for the influence exerted by our free schools. This was perhaps foreseen by the foun- ders of our republic, for they not only gave us the best government on the earth, but they also established the best means for perpetuating and perfecting it.
The history of our common school system is interest- ing, from the fact that by it we have a clue to the intelli- genee of the people at every period from the early settle- ment of the country. But it is not necessary for us here to give a detailed account of its rise and gradual develop- ment. It is for us to notice the progess of education and the means employed for its promotion in this territory within the limits of Troy.
It will be remembered that in the grant of these town- ships, one share of land was reserved for the benefit of the schools. At an early period these lands were disposed of by lease for a long term of years and the interest expended for the benefit of the schools.
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EDUCATIONAL HISTORY.
There is no record of public schools in Monadnock No. 5, previous to the year 1770, when it was voted that William Barker, Isaac MeAllester and Richard Roberts be a committee to expend the interest of the school lot in schooling the children. During the winter of 1770-71, several schools were kept in the town, one of which was in the house of Phineas Farrar, under the direction of William Barker, as committee. Who the teacher was is not certainly known, but it is supposed to have been James Brewer, as he was one of the early settlers who took great interest in the education of youth. He had a good education himself and was anxious that the children should not grow up in ignorance. Another school was kept in the neighborhood of Dea. Silas Fife's, but in whose house or by whom taught is not known. For several years the income of the school lot was committed to the care of the selectmen, and it is supposed to have been expended under their direction, in different parts of the township, as fast as it accumulated. As there were no schoolhouses until some time after this, the schools were kept in private rooms and were but of few weeks' dura- tion, and even these few weeks' schooling could not be afforded only once in two or three years.
The school books were few, and the instruction was confined to what we term the rudiments of school knowl- edge. The New England Primer, the Psalter, the Testa- ment and the Spelling Book were about the only books used; there was no book on Arithmetic; the teachers "set sums," on birch bark or paper, and explained the rules as best they could. Arithmetic was the popular study, but not much proficiency was made as compared with that in our common schools now. To learn to figure by the "rule of three" was considered quite an accom- plishment. Soon after the Revolutionary war, English
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HISTORY OF TROY.
grammar was introduced, and at a little later period, geography.
At a meeting of the proprietors, April 10, 1777, it was voted to divide the town into four equal squadrons for schooling, and Jedediah Taintor, Silas Fife, David Wheeler and Theodore Mann were chosen a committee for this purpose. On the 23d of June this committee submitted the following report, which was accepted :
Beginning at the Centre Line at the East Side of the town, thence running through the town; then Beginning on said Line Between the Sixth and Seventh Lots; thence Running on said Line to Fitzwilliam for the North End Beginning at the South East Corner of Lot No. Sixty- nine, thence Running Westerly to the North East Corner of Lot No. 53; thenee turning South to the South East Corner of Lot No. 53, thence Running West to the town Line.
In 1778, an additional sum of one hundred pounds was raised for schooling. This sum was dealt out very spar- ingly, for the treasurer, James Brewer, reports two years later that only twenty-five pounds had been expended. It may seem strange that so small a sum should have been expended, but it must be remembered that the war of the Revolution had principally engrossed the public mind, in addition to the building of the meeting house, the support of the ministry, and the making and repairing of high- ways, consequently but little provision was made for the schools. It seems that the town hardly fulfilled the requirements of the law, for an article was inserted in the warrant for the annual meeting in April, 1781, "To see if town will provide a school or schools the present year, and raise money for that purpose, in order to keep the town from being presented." No action was taken upon the article. From this time until 1787, small sums were raised at different times for schooling, and probably expended under the direction of the selectmen.
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EDUCATIONAL IHISTORY.
In 1778, it was voted to squadron out the town anew for schooling, and Oliver Wright, Reuben Ward, Phineas Farrar, Ebenezer Temple and Moses Tucker were chosen to make this division. It is evident the committee attended to their duties, but no report of their proceedings has been preserved.
On December 15th of the same year, the town voted that :
Each Squadron should build thereon school houses as near the Centre as possibly could be convenient.
Voted that the Seleetmen shall appoint the Place to build in case of Disagreement in any Squadron in Town.
Voted that the Selectmen Shall make the Rate for each Squadron.
Voted that every School House shall be built by the first of December next.
It would seem that some of the squadrons neglected to comply with this vote, and it is quite certain that 110 schoolhouse was built within the limits of Troy during this period, for four years afterwards an article was inserted in the warrant "to see what method the Town will Take with those squadrons that have not provided their schoolhouses sufficient to keep school in." In rela- tion to this article, the town voted "that the school squadron which Daniel Cutting and others belong to, have until the first Day of May next to finish their School House, and if not Done by that time, the Selectmen are to build their school house and assess them to pay for the same."
At the annual meeting in March, 1789, the town voted to raise thirty pounds for schooling, and at a meeting in the following May, it was voted that each squadron should have their proportion of the money and expend it as they thought proper. About this time a few indi- viduals made an effort to establish a Grammar school, prob- ably in accordance with a law passed in 1719, requiring
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HISTORY OF TROY.
towns of one hundred house-holders to support a grammar school, but when the town was asked to raise money to aid the cause, it met with an unfavorable response and nothing further was done in relation to the matter.
During the next few years the population increased so much by the arrival of new settlers, that it became neces- sary to re-district the town, as those living in the outskirts could receive but little benefit from the schools as then arranged. At a meeting held April 21, 1794, the following committee were chosen for that purpose: Lieut. Oliver Wright, Lieut. Renben Ward, Deacon Stone, Gideon New- ton, Robert Worsley, Hugh Mason, Theopilus Howard, Moses Tucker and David Wheeler.
This committee divided the town into eight districts, three of which were within the limits of Troy, namely, the southwest, southeast and south.
The Southwest District comprised the territory on West Hill, and the following is a list of persons included in that district in 1794:
Joseph Tolman. Benjamin Tolman.
Joseph Cutting. Warren Warner. John Garfield. Benoni Robbins. Talmon Knights.
Isaac Robbins. William Barker. Mr. Alexander. John Barker. James Dean. Gideon Alexander. David Wheeler.
The Southeast District comprised the territory on East Hill, and included the following:
Lieut. Reuben Ward. Daniel Lawrence. Jonathan Lawrence. Hugh Thompson. Dillington Phillips. Simon Piper. George Farrar.
Hezekiah Coolidge. Abraham Coolidge. Jonathan Whipple. Capt. Joseph Frost. Joseph French. Silas Fife.
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EDUCATIONAL HISTORY.
The South District included the north part of the village and what is now called the North end, whose list comprised the following persons :
Ichabod Shaw.
Joseph Gould.
Esquire Root.
Jacob Newell. Reuben Newell.
Ebenezer Bacon. Jonathan Ball.
Hugh Mason.
John Rogers. Lawson More.
James Newell.
Theodore Mann.
Isaac Gould.
John Parkhurst.
Daniel Cutting.
Calvin Goodenough.
Daniel Gould.
Daniel Gould, Jr.
William Bruce. Eli Gould.
The Southwest District immediately made preparations for building a schoolhouse. A meeting was called, an appropriation made, and Warren Warner, a resident of the district, was employed to build it, and by the first of January was so nearly completed that it was used for the winter's school. The building was very small, being only about eighteen feet square, and the walls of the room were wainscotted with rough pine boards. There was no ceiling, consequently the timbers in the upper part were left bare. There were two long benches on one side of the room for the larger scholars, with low seats in front for the smaller ones. About two years afterwards the house was clapboarded, but it was never painted. This was the second schoolhouse built within the limits of the town and stood in a corner of the orchard of Jonas Bemis.
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