USA > New Hampshire > Rockingham County > Windham > The history of Windham in New Hampshire (Rockingham country). 1719-1883. A Scotch settlement (commonly called Scotch-Irish), embracing nearly one third of the ancient settlement and historic township of Londonderry, N.H > Part 17
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SCHOOLS IN WINDIIAM.
The Scotch people were a thinking people, lovers of intelli- gence, and promoters of education. They had received a good rudimentary education before coming to America. No sooner had they planted themselves here and erected their log houses than schools were established, and fostered with jealous care. But the first settlers were poor, and the struggle was long and
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EARLY SCHOOLS AND EARLY SCHOOL-TEACHERS.
hard before they made " the wilderness to blossom as the rose." So there could not have been that attention given to education which has been in later generations. They did what they could; and yet the early history of the town is so obscure, it is difficult to find the beginning of some of those institutions which have blest this town the most. That most of the early settlers had educa- tion enough for the duties of life is evident from the records left ; that their children also received a respectable education is equally evident.
In 1727, when Windham was but a parish and a part of Lon- donderry, and eight years after the first settlement, James McKeen, representative from Londonderry, a movement was made in regard to the schools of the town. An order was passed Dec. 23, 1727, releasing the town for one year from the obligation to support a grammar school, provided they would support two schools for writing and reading. Such was the early provision in the mother town, that at that time four common schools were then kept .*
Having shown the laws of the Colony and State in regard to schools, I will introduce facts and information from other sources. On the records of Windham I can find no mention of schools or taxes for their support till 1790, two years before the adoption of the State constitution. In 1770 there is mention of one "John Smith, school-master."
EARLY . SCHOOLS AND EARLY SCHOOL-TEACHERS.
It may be well for us, in these days of free schools and enlarged privileges, " where whoso' wisely wills " may have his mind stored with knowledge, and laden with the ripened sheaves of past ages, to look back to the facilities for education possessed by the fathers, that by contrast we may appreciate the distinguished advantages of the present, and the rare opportunities we possess. Also, that as we have more benefit, we may be wiser and better than they, lest the distant wisdom of a far-off day shall reproach us for not stamping upon the institutions of to-day the wisdom and strength which like a beacon-light shall illumine the darkness of the dis- tant but advancing years.
How our early settlers received their education and found means to educate their children, is a subject full of interest. Yet with all our investigation, only a partial history can be given, and the rest must be deduced from inference. From the evidence intro- duced in the first part of this chapter, it is certain that towns were obliged by the Colonial law of 1719 to have schools. From the action of the House of Representatives, Dec. 27, 1727, Lon- donderry was exempted from keeping a " grammar school " for two years, "to commence from their annual meeting in March
* Provincial Papers, vol. iv, p. 473.
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HISTORY OF WINDHAM IN NEW HAMPSHIRE.
next," 1728 .* Evidence has been cited that in 1727 four common schools existed and were supported in Londonderry. Settlements had at that time commenced in Windham. But these settlers, scat- tered though they were, would not long suffer their children to be deprived of their chances for education as a portion of the inhabitants of the old township, meagre though they were; and though no written record of these schools exist, though the receding years have borne away all specific knowledge of them, yet from the fragmentary traditions which have come down to us, by the knowledge which the early settlers possessed, as shown in their writings and in the character of the settlers themselves, we know that such schools existed, and were patronized and prized by the early settlers. The school terms were undoubtedly few and widely separated.
The first school in town of which there is any record was in 1766, when James Aiken taught a singing-school for a month, and he was hired in the east part of the town to teach the children to read in the day-time. About this time, 1766, Master Nicholas Sauce, a British soldier disharged at the close of the old French war in 1760, was employed as a teacher for four years in District No. 1. He had been used to severe discipline in the British army, and was a cruel teacher. The children trembled when he entered the room. He whipped so unmercifully that some of the scholars wore a hard cloth or hide next their skin to shield themselves. He would give lengthy lessons, and the scholars would be so troubled they could hardly sleep at nights. To counterpoise this harsh- ness, it is refreshing to relate that all were not of his order. One lady teacher used to send the boys out for grasshoppers to put in their bosoms, so as to frighten the little ones. Possibly there was in this as much sport as punishment. Notwithstanding the severe discipline to which the scholars of Master Sauce were subjected, he advanced them in their studies, and they owed him a debt of gratitude. With an anecdote he retires from our view forever. It was customary for the people to be catechised ; and on one occasion he evidently got into the " wrong pew," and was cate- chised by Parson Williams (or it was attempted), at which he took great umbrage, because he was called up "with the children." Master Sauce was given to understand that this was in conse- quence of " the itching curiosity of Windham politicians to hear school-masters catechised, and not for ye glory of God." He refused to be the first to gratify the politicians, and wrote an indignant epistle to Mr. Williams, which called forth a spicy letter from Lieut. Samuel Morison, one of the deacons, bearing date Feb. 3, 1770, which is still extant.
The " Rustic Bard " says in his autobiography, that " some years after Master Sance left us, Master MeKeen was employed
* Provincial Papers, vol. iv, p. 474.
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FAMILY SCHOOLS AND EARLY TEACHERS.
to teach in the same school-house." This was in the second school- house in District No. 1, which stood about half-way between L. A. Morrison's and E. O. Dinsmoor's, and the date was between 1770 and 1776. Ifis acquirements were many, and he was a fine scholar, but his mind was not kept closely on his calling. If it occurred to him to catch a squirrel by the way, " he would do it if it took half the forenoon."
The school-houses in those early days were but rude affairs at the best, and often unfit for a school except in the summer months. The school would be kept in private houses in the winter. This was often the case in all parts of the town. In summer, school would be kept in shops and barns or school-house. Some- times the teacher and school would move from one house to another, while the teacher " would board around " from week to week, according to the number of scholars sent from a family.
FAMILY SCHOOLS AND EARLY TEACHERS.
Another and very important method of education was "the family school." The parents would teach their children, or the oldest child was placed as the teacher of the younger members of the family. There was great eagerness for learning, and many ways were devised to obtain the seeds of instruction, which might germinate and grow into the beautiful tree of knowledge, laden with its glorious fruit. These schools were common in all parts of the town.
In District No. 1 .- Robert Dinsmoor (the "Rustic Bard ") was made by his father a sort of pedagogue in his family during the winter season. John Morison (grandfather of , Albert A. Morrison) taught in his father's family.
In No. 3 .- Capt. Nathaniel Hemphill's family, consisting of eighteen children who arrived at manhood and womanhood, was sufficient to form a school of itself, and it was common to have yearly a family school for this company, and their entire educa- tion was gained at home.
In No. 4 .- Dea. Samuel Campbell's grandfather was teacher in his father's family.
From 1777 to 1782, the " Rustic Bard " taught each winter in the east side of the town. After 1789, when school money was raised by State tax, all the public money was devoted to winter schools, and schools in the summer were supported by subscrip- tion. This method was continued till about forty years since, when the present system of using the money about equally for winter and summer schools was adopted. At that time teachers could usually be hired .for a dollar a week, and would " board around," so the burden upon the people was not excessive.
Among the teachers remembered are Samuel Armor, afterwards prominent in town, who taught in the house of A. A. Morrison,
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HISTORY OF WINDHAM IN NEW HAMPSHIRE.
and Messrs. Harriman and French, of Atkinson Academy. Susan Stuart was one of the first teachers. Betsey Williams, daughter of Rev. Simon Williams, afterwards Mrs. Rev. James Miltimore, of Derry; Robert-Malcolm Morison, son of Rev. William Morison, D. D., of Londonderry; Margaret Hamilton, Nathaniel and George Cogswell, sons of Dr. Cogswell, of Atkinson ; Sarah Humphrey, of Londonderry; Polly Balch, afterwards Mrs. Phineas Gordon, of this town; also, Peter Patterson and Andrew Mack, of Londonderry, each of whom deserves more than a passing notice.
Peter Patterson was born in Londonderry. About 1800 he taught for two winters in the southeast room of what is now A. A. Morrison's house.
Andrew Mack, of Londonderry, taught here for a term. He was a very harsh disciplinarian, and he is still remembered; but almost all his scholars, like their teacher, have for many years been slumbering in the quiet bosom of mother earth. It was an old custom on New Year's morning for the scholars to keep school and lock out the teacher. On one bright New Year's morning, Andrew Mack, the teacher, was locked out; but the succeeding day was to some of his pupils one of sorrow and lamentation, one to be remembered to their dying day. "The quality of mercy" which " droppeth as the gentle rain from heaven," found no lodgement in the teacher's heart. A wild justice reigned triumphant, and he gave those riotous and fun- loving boys a most unmerciful flogging. It was a enstom for the teacher to set copies in the writing-books; and on the succeeding day, in the books of those who had received the severest chastise- ment, he wrote for copy, Remember yesterday, Nathaniel, remem- ber yesterday. In another, Remember yesterday, James, remember yesterday. The boys did remember it, and needed not this gentle reminder, but considered it insulting. Nathaniel cut the copy from the top of the leaf, and James cut the whole page from the book. For this offence Nathaniel was obliged to remove his coat and receive a fearful drubbing; and James did not fare much better. In those days the schools were ruled by the rod, and no one was considered fit for a teacher who could not successfully use it. He was a good teacher, in spite of his needless harshness, and his faults were rather the faults of the times in which he lived. He was principal of Gilmanton Academy, and in later life was an amiable and much-beloved man.
Another able, excellent, and very successful teacher, was the late Col. Joseph Greeley, of Nashua. He was remembered grate- fully by his pupils.
In District No. 2, James Wilson taught eight winters in private houses, and William Smith taught seven. Previous to 1793, the " old session house" which stood on the opposite side of the highway from the cemetery on the hill, was used for schools, and
MARGARET HAMILTON, THE LAMENTED TEACHER. 145
scholars from what is now Salem (but which then was entitled to parish privileges in Windhant) attended.
A Miss Susannah Baldwin, of Tewksbury, Mass., afterwards Mrs. Gawen MeAdams, was a respected teacher, and one of the early ones.
THE LAMENTED TEACHER, MARGARET HAMILTON.
But the one who has left the widest reputation, and about whose fate there is a mystery, was the beloved and lamented Margaret Hamilton. She was the daughter of Widow Hamilton, who lived where Samuel Bailey now lives. No money was spared in her education by her uncle Francis Ritchie, a sea-faring man. Any one of the last generation could tell of her beauty, her learning, and her queenly ways. She was brought up under the care of Parson Williams, attending school at the old session house. She lived at a time "when teachers were not made of clay." There was about her the nameless charm which led all hearts captive. She reigned supreme in the hearts of her pupils, any one of whom could describe her golden hair, her bright blue eyes, and fair complexion, and none seemed to have seen her after she was old and faded. She was beautiful in features, and her mental qualities and accomplishments seemed to harmonize and brighten her personal attractions. Her picture was for a long time in the Boston Museum as a representative of New England beauty. She taught most of the years from 1793 to 1812, and most of the time in this district. School was taught in private houses. One child who disobeyed was for punishment put in the cellar, where she amused herself by upsetting the pans of milk, setting the cider and vinegar to running, and when they came to her release, butter firkins and potatoes were swimming about in fine order.
Miss Hamilton was an excellent teacher, and was ever spoken of with affectionate regard. She had great faults, -she became addicted to the intoxicating cup. Her mother and relatives passed to the unseen land; most of her friends who had known her in more prosperous days were gone; a new generation had sprung up around her, and she grew sad and lonely. At last she wandered away, and all trace of her was lost. No one knew when, or where, or with whom she died. It was supposed that she died in Dedham, Mass., as a lady was there found dead, answering her description. But the fate of the onee lovely teacher is shrouded in mystery, till all things are made clear in the bright light of eternity.
Other early teachers were John Morison, of Windham; Robert- Malcolm Morison, son of Rev. William Morison, D. D., of London- derry; John Nesmith, of Derry; Dr. John Park, afterwards dis- tinguished as an editor and teacher; and, about the year 1796, Miss Persis Thom, daughter of Dr. Isaac Thom, and both natives of the town. She became the accomplished wife of the late Gov.
.
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HISTORY OF WINDHAM IN NEW HAMPSHIRE.
John Bell, and mother of Gov. Charles H. Bell. (This was sub- sequent to the time when school money was raised by State tax.)
Miss Cynthia Senter, afterwards Mrs. Claggett, who taught in the school-house erected in 1810 or '12, for some years, was an excel- lent teacher and disciplinarian. There was less talk then than now of moral suasion, for those were the "good old days " of the rod and ruler, and no one was considered competent for a teacher who could not use them. No. 2 was the largest district in town, and had on an average from forty to fifty scholars. If some one of " ye olden time" could return and visit the school-room now, with numbers so few, they would think " the glory had departed from Israel."
DISTRICT NO. 3.
One has written that "great regard was retained for Nancy Humphrey, a very worthy person, known as an ardent Christian. Her piety was such as to ineffaceably impress itself upon the chil- dren and their parents." Her sister, Jane Humphrey, also taught in this district.
Previously, Rebecca Moffitt taught in the same school-house. She lived in the school-house for some years, and taught the scholars each for a penny a day ; and to conclude the school with an exhibition, the patrons of the school would bring spirits and treat them in the evening, and also pay their dnes. Under these circumstances it is not strange that some tragedies should be enacted in those days.
DISTRICT NO. 4.
Oblivion has cast its mantle over the earliest teacher in this district. Dea. Samuel Campbell (great-grandfather of the present Dea. Samuel Campbell) was one of the earliest teachers in town, and was good in mathematics. Betsey Williams taught here, as in other districts; also, Isabel Gregg, Samuel McConnihe, of Merrimack, and Boyd Wasson, of Hudson, are still remem- bered within the memory of one now living. The terms were short, and the amount of schooling in the year did not usually exceed four or five months.
DISTRICT NO. 5.
Rebecca Cole was one of the earliest teachers, and taught for six summers. In nearly all the schools the female teachers who were successful are the longest and best remembered.
A person who spoke of the earnestness of the young to improve their brief schooling in those hard times, said, When my father went to school (and he never attended but a month in his life), he went to an Irishman. All the nooning they had afforded them was, "Shut your beucks and open your pokes," -shut your books and open your bag for dinner; and dinner over, "Open your bencks."
EARLY SCHOOL-BOOKS. - WILLIAMS'S ACADEMY, 1768-1790. 147
The old settlers used to say, "Buy not a pig in the poke"; but its meaning was better understood in those days, when poke was commonly used for bag.
DISTRICT NO. 6.
There was not much of a settlement at the centre of the town till after the church was built there in 1798. From that time till the school-house was built in 1815, schools were taught in barns in the summer, and in shops or private houses in the winter.
DISTRICT NO. 7.
The earliest remembered teacher was Lieut. John Nesmith, of Derry, and previous to 1800. The next was George Reid, son of Gen. George Reid, of Derry, of Revolutionary fame. Both of these men were excellent teachers. The Kilrey district of Derry and No. 7 united for school purposes. Schools were always taught in private houses, -at one time in Alexander Wilson's, Joseph Morison's, and Moses Duston's, latterly the Ripley house. Since 1853 they have had a school-house in which their schools are taught.
SCHOOL-BOOKS IN EARLY DAYS.
Of the school-books of that period, we have but a meagre account. The Bible was the first and only reading-book, particu- larly the New Testament.
Dillworth's Spelling Book next; James Hodder's Arithmetic, printed in London, 1719, was the first arithmetic; then A Treatise of Arithmetic, by Edward Cocker, printed in Edinburgh, Scotland, in 1762, and studied in 1765, is still preserved.
A Young Mathematician's Guide, by John Ward, printed in London, 1762, still exists. It taught the higher mathematics, arithmetic, algebra, geometry, conic sections, and " Arithmetick of Infinites," such as are now studied little unless in college; and yet the manuscript operations of this book wrought in this town in 1765 are still to be seen, and would do credit to a college grad- nate. There were some scholars in those days.
Subsequently, Webster's Third Part, Scott's Lessons, The Columbian Orator, and American Preceptor were introduced. The first grammar was The Young Lady's Accidence, of fifty- eight pages, and Alexander's Grammar. Geographies were never heard of in the early days, and were not introduced till recently, when Morse's was procured. A little later their arithmetics had blank spaces where the example was to be wrought, and great care was taken, as the example would last as long as the book. Everything was done with care and painstaking.
Great attention was paid to reading and spelling, and some of the old copy-books would shame many of our modern penmen. The copy-books were sheets of paper sewn together and covered
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HISTORY OF WINDHAM IN NEW HAMPSHIRE
with brown paper; their pens were quills, made by the teacher, who set the copies in the book.
In an address delivered on this subject some thirty years ago, by Rev. Loren Thayer, he says : "There was one book then used as a powerful disciplinarian of the mind, and will answer for some scores of little and weak books, which enfeeble the intellect. That book has now ceased to be mentioned, for the most part, except curtly : it is the Catechism. It was recited weekly, Satur- day, in the forenoon; but one question was to be answered for each day. Not only the smaller catechism, but the larger, was learned in the school, -no trifling task for the memories, and yet it strengthened them by the required labor. They would lay this book under their pillow at night, and take it as soon as light broke upon them in the morning. Some young scholars com- mitted both the smaller and larger catechisms before twelve years of age. The catechism was neglected by some teachers, yet they had the Commandments on Saturday forenoon. It is only such study as this that can form strong minds, whatever book they have. No treatise of arithmetic or history can give one knowledge and intellectual power without such study. Said Euclid, " There is no royal road to mathematics. Such instances show that they had mind, and discipline, and intellectual power, though they had such feeble facilities. Like one of our presidents, they could study by a torch-light; they could read history by the blaze of a pine knot." And truly the blazing pine knot was often the light of the household.
WILLIAMS'S ACADEMY, 1768 TILL 1790.
The institution which was most potent in influence in the higher education of this community was the Academy of Rev. Simon Williams, which commenced about 1768 and continned till near 1790. Before coming here, he had been a celebrated teacher, and his scholarship was of a high order.
Among his scholars fitted for college were Joseph MeKeen, first president of Bowdoin College, Maine; Rev. Samuel Taggart, who located in Coleraine, Mass., and became a member of congress; Silas Betton, M. C. from New Hampshire; Dr. John Park, the distinguished teacher; Silas Dinsmoor, the noted Indian agent; John Dinsmoor; the eller Gov. Samuel Dinsmoor; and Rev. Joseph Goffe, of Millbury, Mass., who died 1846. In the fourth class graduated at Dartmouth College in 1773, nearly one half of the class were fitted for college here.
A large number of his pupils were boarding scholars from Bos- ton, Salem, and other places. Young men also attended from all parts of this and the neighboring towns, and were obliged to walk a long distance daily. The quarterly exhibitions attracted much attention, and were sometimes held in the old meeting-house on the hill by the cemetery.
It is difficult to estimate the influence of such an institution or
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FORMATION AND HISTORY OF SCHOOL DISTRICTS.
of such a man in the community. Both were an honor. His influence on education is felt to this day; it is like the stone cast upon the ocean's waters, which produces ever enlarging and widening circles, existing forevermore. A good number of dis- tinguished men who were natives of the town would never have honored their birthplace or themselves but for him. This able and talented man gave this town position and standing with the larger towns about us. Many of the larger towns were indebted to our academy long before their own were started, and there was no other school like this in all this region. Exeter Academy was not founded till 1781, some thirteen years after this private academy, with its forty or fifty scholars, had been in successful operation. So with Atkinson, founded in 1788, and New Ipswich, in 1789.
This academy, which would compare favorably with many of the present time, for that time was a rare and valuable institution, conferred an inestimable blessing on our fathers, and in blessing them has showered benefits upon their posterity.
FORMATION AND HISTORY OF SCHOOL DISTRICTS, TO 1882.
Rev. Loren Thayer, who had given the subject much attention in 1853, thought that, as early as the commencement of the Revo- lution to 1790, the town was divided into "thirteen classes " for the support of schools. May 31, 1790, it was " voted to class the town into seven classes; also voted that no class shall interfere with another by sending scholars out of one class into another; also voted that the selectman divide the school money (£27. 3s. 4d.) into seven equal parts. Not to divide no person's taxes. A master was employed to go from class to class and teach. This year the first school-tax appears upon the town records, and was raised by the State law of 1789. The school tax, the ministerial tax, and the town tax, were nearly the same for many years after this date.
In 1791 voted " to be classed as last year, and not to have the selectmen to hire a master to send through the town"; and it is apparent that each class employed its own teacher. There was no change made in the number of classes, or in the distribution of the school money raised under the law of 1789, from 1790 till March, 1809, when the selectmen were chosen "to make such alterations in the school districts as may be thought best for the inhabitants."
As has been stated, in 1805 towns were empowered (if they chose to do so) to divide themselves into school districts, and afterwards by law were compelled to do so.
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