USA > New Hampshire > Sullivan County > History of Cheshire and Sullivan counties, New Hampshire > Part 41
USA > New Hampshire > Cheshire County > History of Cheshire and Sullivan counties, New Hampshire > Part 41
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 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52 | Part 53 | Part 54 | Part 55 | Part 56 | Part 57 | Part 58 | Part 59 | Part 60 | Part 61 | Part 62 | Part 63 | Part 64 | Part 65 | Part 66 | Part 67 | Part 68 | Part 69 | Part 70 | Part 71 | Part 72 | Part 73 | Part 74 | Part 75 | Part 76 | Part 77 | Part 78 | Part 79 | Part 80 | Part 81 | Part 82 | Part 83 | Part 84 | Part 85 | Part 86 | Part 87 | Part 88 | Part 89 | Part 90 | Part 91 | Part 92 | Part 93 | Part 94 | Part 95 | Part 96 | Part 97 | Part 98 | Part 99 | Part 100 | Part 101 | Part 102 | Part 103 | Part 104 | Part 105 | Part 106 | Part 107 | Part 108 | Part 109 | Part 110 | Part 111 | Part 112 | Part 113 | Part 114 | Part 115 | Part 116 | Part 117 | Part 118 | Part 119 | Part 120 | Part 121 | Part 122 | Part 123 | Part 124 | Part 125 | Part 126 | Part 127 | Part 128 | Part 129 | Part 130 | Part 131 | Part 132 | Part 133 | Part 134 | Part 135 | Part 136 | Part 137 | Part 138 | Part 139 | Part 140 | Part 141 | Part 142 | Part 143 | Part 144 | Part 145 | Part 146 | Part 147 | Part 148 | Part 149 | Part 150 | Part 151 | Part 152 | Part 153 | Part 154 | Part 155
After he left for another field of labor his place was filled by Rev. L. L. Ricord, A.M., a devout Christian man and scholar ; but he was not physically strong, and before two years had passed he was obliged to give up his fav- orite calling and submit to the fatal disease that had been preying upon his system for years. In the midst of a sympathizing people the good man was translated, bequeathing to his family and the church a true Christian character and life.
After the departure of Mr. Ricord, Rev. E. I. Swift ministered to this people for one year; and after this Rev. R. T. Sawyer, B.D., served them for another twelve months. His snecessor was Rev. H. W. Hand, B.D., remain- ing with them for three years. Under his ministry the seeds planted by others, and especially by Mr. Ricord, were so ripened that a church was formed, consisting of twenty- nine members. Mr. Hand continued in this charge for three years, and on his leaving, Rev. E. B. Burgess took his place and ministered faithfully to the welfare of the church till he
249
MARLBOROUGH.
felt it his duty to resign, and he was followed by Rev. R. T. Polk, who continued in charge of this church for nearly five years. He gave his people excellent sermons and was a zealous worker in behalf of temperance and education. At the resignation of Mr. Polk, in the autumn of 1864, this church numbered some sixty members. In 1878, by subscriptions, a parsonage was built near the church edifice. In 1883, Rev. Edwin Davis, in honor of his father and mother, who were very strong Universalists and who, so long as they lived, did all they could in word or deed for their faith, presented this church with a fine- toned bell,-a most generous and appropriate gift. Again the society raised quite a sum of money and put a new and comely tower and steeple upon the church, suitable for the new bell. A town-clock is now attached to the bell. All enjoy the sweet tones as they peal out the hours of the day and the night and the calls for worship.
Thus this society, from a small beginning and in spite of difficulties, has attained to an honorable position in town, and is represented by a respectable number of good Christian men and women.
THE CATHOLICS .- At the present time there are some twenty Catholic families in town, and the initiatory steps have been taken towards building a church edifice for them. At least, a site has been secured for such a purpose. It can but be hoped that this may be consummated soon, if the Catholics are to remain in town ; for it would be much better for them to have a place where they could worship on the Sabbath, and so be more under the influence of the priest than they now are. This would make it better for the people generally, relieving them oftentimes of much anxiety. It is unfortunate for any not to have a place of worship, because such are likely to become lawless and immoral ; especially is this true of the Catholics, since they are so dependent on their religious leaders for direction and instruction.
CHAPTER V.
MARLBOROUGH-(Continued).
EDUCATIONAL INTERESTS.
THE early settlers of New England felt a deep interest in the cause of education. Their religion taught them that it is a duty to culti- vate mind and heart. They had realized the effects of ignorance and slavery of conscience in the mother-country. It would seem that they aimed to take advantage of the successes and failures of the past. Certainly, they would shun all obstacles possible. They did not be- lieve in aristocracy, but commonalty ; therefore they were not in favor of educating the few to the neglect of the many. They soon found there was something here in the new land, in the very air, light, soil and climate, congenial to their purpose. So they early built, not only the church, but the school-house ; they not only secured the minister, but the teacher. Here they opened the first public school of the world. It is true, classic Greece had produced eminent poets and philosophers ; sunny Italy had boasted of her arts and culture ; Spain had been noted for her institutions and libraries ; France had gloried in her arms and military exploits ; Eng- land had established her Oxford and Cambridge Universities; but it had been left for America to surpass them all in founding the common school. This means, educate the whole people. Accordingly, laws were made in the first legis- latures of our land that every well child, after such an age, must be in school for so many months of each year, until he should become sixteen or eighteen years old. As our State was incorporated, this was one of its leading regu- lations, being extended to each town and re- quiring the same, as it should become settled, to allot a portion of land to school purposes. This was true of Marlborough. However, it is not supposed there was any public school in town for the first few years of its settlement. The inhabitants were then too scattered for the chil- dren to assemble in one place for instruction ;
250
HISTORY OF CHESHIRE COUNTY, NEW HAMPSHIRE.
but tradition assures us that they were taught privately in their homes.
In 1770 the record shows that William Barker, Isaac McAllister and Richard Rob- berts were chosen a committee to expend the money accruing from the school land; and it would seem several schools were in operation the following winter in different parts of the town. These must have been kept in private houses, as no school-houses had then been built.
In 1777 the town was divided into four dis- tricts, and the succeeding year it raised five hundred dollars for the support of schools ; and the same year, because of the increase of population, another division was made as to districts, and measures were taken for building a school-house in each squadron, as it was called. Provision was made in case that any district should neglect its duty in this regard, the selectmen were to see that the work was done.
In 1794 the conditions of the town had so changed that it was found necessary to redis- trict the town again, making eight in all. Three of these afterwards were set off to Troy when it was incorporated. Some of these schools were now large. The northeast district numbered sixty and more scholars, whose brick school-house stood close by the Cofran place. It would be a curiosity now to look upon school-houses like those first ones in town. As our fathers described them, with the great, big fire-places, the long, flat benches, the awk- ward desks, when they had any, were they not quaint, indeed ? Their only ornamentations were those gashes and grotesque figures, the carvings of the boys, made when the master's back was towards them. What a striking con- trast these would make placed beside some of the elegant school buildings of the present day ! Then, those teachers, too,-men for the most part; and they were men in avoirdupois surely,-with their ponderous rulers, moving about the school-rooms or going round the distriets to board. There were as many classes
as there were different students. How the boys would rush out of doors at recess and loiter back as the call was given by thumping on the window ! But we may criticise those schools as much as we please; still, the scholars, for the most part, did learn to think, and did become noble men and women.
From time to time the districts have been changed from necessity. After a portion of the town was set off to Troy and Roxbury there was a demand for eight districts, and for many years they were well supplied with chil- dren, and some of the rooms would be crowded in the winter. But several of them now are left almost destitute of scholars. It would seem the district system has had its day, and that some new method is demanded to meet the wants of our people. As the money raised for the support of the schools is being expended, it is not accomplishing the good it should. The districts must be abandoned and the schools supported in the centres where the scholars are; and those living at a distance must be provided with means by the town, so that such scholars can enjoy the same educa- tional advantages that others do. It is not so now. In the small districts, where there are only from four to ten children, they cannot have good schools. In such there cannot be life enough to stimulate teacher and scholars.
In the village the schools have been full, and often crowded, so that the seating capacity has frequently been increased. The old red school-house that stood near the Abner Boyden store used to be filled to overflowing some terms ; and when it was left for the new house, with its two rooms, which has been converted into the Congregational chapel, many felt that it was larger than what was demanded. But, at length, its rooms were crowded, and in 1874 this house was left for a new and commodious one, which was built the same year costing, with the modern improvements, some eight thou- sand dollars. This school has aimed to keep abreast of the times. Its present conveniences
251
MARLBOROUGH.
afford the means for classifying and grading from the primary to the high grammar school. As the district system shall be given up in town, the demand for a High School, which is some- what pressing now, will be increased, and will be established, it is hoped, and right speedily, too.
The town has received three legacies for the support of the schools,-one iu 1828 from Abijah Tucker, of eighty dollars ; another from Lydia W. Wyman, in 1863, of five hundred dollars; and another from Asahel Collins, in 1883, of ten thousand dollars.
Select schools have been taught in the village in the fall, until recently, for many years. These have been of a high order for the most part. They have been under the direction of ex- perienced teachers. Who of his old scholars does not recall with pleasure the name of Luther Norris, who was so tall and so scholarly, and who departed this life so unexpectedly ? Who that was so fortunate as to be under the tuition of Samuel Blanchard, A.B., does not think of him with grateful feelings ? Then there were James B. Lane, A.B., Ransom N. Porter, M.D., S. H. McCollester, A.M., Charles F. Kings- bury, A.M., Rev. C. E. Houghton, B.D., and others, who excelled as teachers. These schools were well attended. They numbered all the way from forty to a hundred scholars, many of whom have since become eminent in profes- sional life. Perhaps the most noted is Professor A. E. Dolbeare, of Tufts College, who ranks among the first scientists of America. Then there are Andrew C. Stone, B.L., a successful lawyer ; Joseph C. Shattuck, a superintendent of schools in Colorado ; Daniel Woodward, M.D., and J. Q. A. McCollester, A.M., M.D., prosperous physicians. Ellen and Eliza Stone, Maria and Julia N. Wakefield, Harriet Hol- man and others, became famous teachers.
The teachers who were natives of Marl- borough are many. Could they all be mar- shaled together, they would form quite an army-not to move onward with the pride and
pomp of war, banners flying, martial strains resounding, guns cracking, cannon roaring, the victors shouting aloud and the conquered cry- ing for mercy. Not thus with this force. Their progress could not be compared to the march of warriors, but to an advance far more bril- liant in its triumphs, and to laurels more im- perishable. They would struggle mostly to develop thought, inspire joy and grow love for order and improvement. The ancient Persians, in educating the young, aimed at a fondness for valor; the Athenians, at a love for the fine arts ; the Spartans, at physical endurance; but these would aim at an education vastly more comprehensive-the development of the whole being. Their calling would be one of con- tinuous sacrifice. They would not be moved by a love of ease, nor of wealth, for their chosen calling proffers no such rewards. The best teachers have never been remunerated as are the cashiers in our banks, or the leading clerks in our mercantile establishments. Now, none can feel for a moment that a higher order of talent and culture is required to manage trade and stocks than is demanded to educate the young. The true teacher's vocation is high and holy. His fame is worthy to go down through the ages. His work will be beautiful when the statues of Phidias and the pictures of Raphael shall have passed into dust.
It would be pleasant to hold up to view each one of all this host, were it possible. But for want of space and time we can at most scan but a few. One of the veterans is Colonel Cyrus Frost, who is still living, but has passed somewhat beyond four-score years. In his day he was classed among the best teachers. He taught a portion of the time for twenty years. Though he lived in the age of the birch and the ferule, still he was not wont to use them; yet, he was successful in teaching the most difficult schools. The secret is, he was master of himself and loved teaching, and the unruly boys soon discovered this, and there- fore feared to "cut up," but became inspired
252
HISTORY OF CHESHIRE COUNTY, NEW HAMPSHIRE.
with his spirit. Such a teacher works for im- mortality.
Jairus Collins, Esq., ranked among the best. He began to teach in 1835, and taught nearly fifty terms. He was a stirring teacher, that found no time to sit in the school-room. He was apt to teach and to govern. He kept his schools too busy in study and thinking to have much time for play. It is a question if his scholars ever doubted for a moment, while un- der his charge that he was master, or even dreamed of carrying him out of doors, as was frequently the custom to do with some teachers. He was verily the master of the situation when in the school, and bound to fulfill his duty.
Henry Clay Tenney, Esq., made himself prominent as a teacher. He was winning in his manners and gifted in imparting his thought, and natural to control. He was no repeater or machine in the school-room, but was truly a conveyer of knowledge. He taught, not only in our common but higher schools, with great success.
John Q. A. McCollester, M.D., taught school for several years in public schools and in academies, proving that he was a teacher of " the manor born." His schools, like freighted cars, run still. He did not practice rushing the precocious and neglecting the dull scholars. He seemed to be aware that Bristol dia- monds are bright and pointed by nature, and yet are liable to be soft and worthless ; while those of India are naturally rough and hard, but become brilliants by abrading and polish- ing. Somewhat so he appeared to look upon his scholars, and treated them impartially.
Joseph C. Mason, Esq., has devoted himself mostly to the work of education. The West has been his field of labor, where he has won bright laurels as a teacher. He has served as superintendent of public schools in Missouri for several terms.
Professor Joseph C. Shattuck has won his way to eminence as a pedagogue in Colorado. From the school-room he has advanced to a
popular and efficient superintendent of public schools in his adopted State. He evidently has come to understand teaching and teachers, judging from his addresses before institutes and from his annual reports.
Hannah Jones, a graduate from Mount Hol- yoke Seminary, followed teaching in this town and afterwards in Ohio for years. She strove to fit herself thoroughly for her work, and so long as she taught, it is said, she did not allow herself to go before her classes without special preparation. She reminds us of the gifted Arnold, who was asked why he always looked over those branches that he had taught for years before going into recitation. He replied that "he wanted his pupils to draw from a running stream and not from a stagnant pool."
Miss Ellen Herrick taught for years in dif- ferent parts of the West, developing tact and fitness for instructing the young. She was quiet in her work, but her teaching tokdl. It cannot be explained just how the sunlight colors the rose and paints the star, but it is done, and quietly too; thus it is with some teachers: they are still in their operations, but they accomplish great results. Miss Herrick comes under this class.
Miss Maria Wakefield has honored the teacher's profession with years of faithful ser- vice in the school-room. She believed in ren- dering her school sunny and pleasant ; so she, like Speusippus of old, adorned it with the pictures of joy and hope, making it attrae- tive and beautiful. To her, education embraced a great deal ; so she wanted to do all she could to allure the young onward and upward in the paths of knowledge She would have the school-room, if she could have her way, the pleasantest place possible.
Miss Harriet C. Holman was truly successful as a teacher of primary scholars. Somehow she was drawn to children and they to her. It was interesting to witness her in the midst of fifty or sixty bright-eyed boys and girls. If in school-hours, they would be busy on their seats
253
MARLBOROUGH.
or active on the floor ; or if at recess, or when the school was not keeping, they were sure to be about her, having a happy time. The chil- dren were certain to love their school and make good progress in their studies.
Miss Ellen R. Stone has been devoting her whole time to teaching for a quarter of a cen- tury in different parts of New England. She has taught fourteen years in one school in Boston, where she is now teaching She is a born teacher. As the sculptor can see his beau- ideal in the rough block of marble, so she be- holds in every child an immortal mind to be developed, and is skilled in bringing it out on the part of all who come under her charge. She is acquainted with the elementary and higher branches of learning ; so she has resources for illustrating and making plain her instruction. She has not sought schools, but they have sought her. She does not become rusty because she studies to keep up with the times; yea, ahead of them. Such teachers do not grow old, at least in feel- ing. She never uses the scholars' minds as mere mills in which to grind out so many books each term, but is sure to teach her pupils to think. She can never be accused of sticking to the text-book in recitation, or of asking leading- questions. She may be now classed as a model teacher.
Miss Eliza A. Stone wrought in the teacher's vocation for several years with striking success. She became an adept in the school-room. She strove to follow nature, realizing that while she has supplied the world with but a bushel of diamonds, she has furnished whole mountains of iron ; so she would give most abundantly of those things which the young need and can use.
Really, there is no higher calling than that of the teacher. All honor to all who have served our town in this capacity ! May their names be so enshrined in hearts as to live when the granite of our hills shall have passed away !
Now, if we would have our town prosper, we must cherish our schools. If we would show
ourselves Christians and patriots, we must sus- tain and bless them. If they are not what we would have them, we must not find fault with them and then remain inactive, but we should set ourselves to work to remove the evils. The prosperity of our schools depends upon indi- vidual and united efforts. If we would sup- plant the failures with successes ; if we would have moral, mental and physical culture char- acteristic of every school-room, and the dis- tinguishing features of every scholar in our schools, we must foster and improve them.
CHAPTER VI.
MARLBOROUGH-(Continued.)
PHYSICIANS.
THE first physician to settle within the limits of Marlborough was DR. JUSTUS PERRY. Of the early life of Dr. Perry but little is known beyond the fact that he was a native of Barre, Mass., and studied medicine with Dr. Stephen Batcheller, Sr., of Royalston. He settled in Marlborough in 1786 ; and, possess- ing rare natural and acquired ability, he soon gained the reputation of a skillful physician, and for a few years did an extensive business. Unfortunately, however, he acquired the habit of using ardent spirits, which so increased as to dis qualify him for the practice of his profes- sion. In 1796 he removed to the south part of the town and located in what is now the village of Troy. That his usefulness might not be lost to his fellow-men, an effort was made to re- claim him. He was induced to sign a temper- ance pledge and obligated himself to abstain from the use of all intoxicating drinks for one year. This pledge he faithfully kept; but, at the expiration of that time, he relapsed into his former dissipated habits, and, losing his prac- tice, returned the following year to the centre of the town, where he died in 1800.
DR. KENDALL BRUCE was a native of Marlborough, Mass. He was in this town as
254
HISTORY OF CHESHIRE COUNTY, NEW HAMPSHIRE.
a practicing physician as early as 1793. He remained here but a few years, and then re- moved to Washington, this State, where he con- tinued his profession for several years; then went to Peterborough, and from thence to Calais, Vt., where he died January 12, 1832.
DR. DAVID CARTER was the next physician. He was a pupil of the celebrated Dr. Carter, of Lancaster, and came to Marlborough soon after the completion of his studies, in 1795. He was contemporary with the late Dr. Amos Twitchell, of Keene, and always remained on intimate terms with him. It was in this town, and in company with Dr. Carter, that Dr. Twitchell first commenced the practice of medicine. In his profession Dr. Carter reached no inconsid- erable eminence ; his practice extended much into adjacent towns and somewhat into places more remote. He removed to Peterborough in 1812, and from there to Dublin in 1820, where he died January 9, 1828.
Dr. Carter was succeeded by Dr. Ephraim K. Frost, who commenced practice here soon after the removal of Carter from the town, in 1812. Dr. Frost was a native of Jaffrey. His early education was obtained in a school of three months each year ; later, from a course in Dartmouth College. He studied medicine with Dr. Carter, paying his way by teaching school. He remained in practice here some six years and then removed to Swanzey. He afterwards em- igrated to Lincoln, Neb., where he died in 1871.
DR. JAMES BATCHELLER was born in Roy- alston, Mass., June 5, 1791. He was the son of Dr. Stephen Batcheller, the first physician of that town, who established himself there in 1768, and continued in practice until his death, in 1829, at the age of eighty-three. Dr. James Batcheller spent his youthful days in his native town ; attended schools and academies ; then taught school two years in Pennsylvania. On his return he studied his profession with an elder brother, Dr. Stephen Batcheller, Jr., and after- ward attended medical lectures at Dartmouth, and
took his degree of M.D. In May, 1818, he came to Marlborough by invitation from Rev. Halloway Fish, and established himself as a practicing physician. He was very social and was generally liked by the people as a man and physician ; was possessed of more than ordinary ability and was frequently called out of town for consultation. So extensive was his prac- tice that it required the services of three horses to enable him to visit his numerous patients. As a physician he ranked high, as is evident from the fact that he was honored for some time with the presidency of the New Hampshire Medical Society.
Dr. Batcheller was widely known as a poli- tician. He was chosen Representative and Senator to the General Court of New Hamp- shire ; was also elected counselor, and performed the duties of each with honor to himself and benefit to his constituents. He was also a dele- gate to the convention to revise the Constitution of New Hampshire in 1850-51. He was no timid advocate of the cause of emancipation of the slave, and this, too, when it required strong nerves to stem the large majorities against him.
At a meeting in Concord, for the purpose of discussing the anti-slavery question, Dr. Batch- eller and General Franklin Pierce (afterwards President of the United States) were pitted against each other. So well did the doctor ar- gue his side of the question, that he convinced his opponent, and, as they came out of the meeting, Pierce slapped him on the shoulder and said, " Doctor, you are right; but the time has not come yet."
He was also a zealous advocate of the cause of temperance, and was one of the first to pro- claim the doctrine of total abstinence.
After a residence of some thirty-seven years in Marlborough he removed to Fitzwilliam, to be near his sons, who had previously established themselves in business there. He obeyed some calls for about a year, when, his health suddenly failing, he gave up practice altogether. From that time he continued to become more and
.
MARLBOROUGH.
255
more feeble in body and mind, and at length, helpless as an infant, gave up life without a struggle. Although he was not a college gradu- ate, he was well educated. He was quick in motion, rapid in speech and of untiring energy. He read much, thought much and continued to gain as well as impart knowledge. He was a man in the noblest sense of the term, a pleasant companion, true friend, good neigh- bor ; and it may be truly said of him that the world was better for his having lived in it.
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.