USA > New York > Steuben County > A history of Steuben County, New York, and its people, Vol. I > Part 44
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By chapter 179, Laws of 1856, the lure of politics invaded the reservation fields of the schools; the office of school commissioner was a choice morsel for the hungry wolves, without any regard for merit or fitness. The first election therefor was held in November, 1839. That system continued in force until April 22, 1910, when, by an amendment to the, education law, each county in the state is divided into one or more supervisory districts. Steuben county has seven of these districts. The supervisor of each county and the school commissioners of the county, except those from a city, met on the third Tuesday in April, 1911, and divided the county into as many supervisory districts as it is entitled to. Accordingly such officers. viz .- the supervisors of the towns of the county-thirty-two in all -- and the three school commissioners of the county-met at
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the court house in the village of Bath on the eighteenth' day of April, 1911, and divided the county into districts as follows:
District No. 1-Corning, Caton, Erwin, Lindley and Tusca- rora ; five towns and fifty-one school districts.
District No. 2-Hornby, Campbell, Bath and Bradford; four towns and fifty school districts.
District No. 3 -- Addison, Thurston, Cameron, Rathbone and Woodhull ; five towns and fifty-six school districts.
District No. 4-Troupsburg, West Union, Jasper, Greenwood; four towns and fifty-two school districts.
District No. 5-Canisteo, Hartsville, Hornellsville, Dansville and Fremont; five towns and fifty-four school districts.
District No. 6-Prattsburg, Wheeler, Urbana, Pulteney and Wayne ; five towns and fifty-four school districts.
District No. 7 -- Wayland, Avoca, Cohocton and Howard; four towns and fifty-seven school districts.
Schools districts in cities are not included; only those in the towns are embraced in this law. Two school directors were elected for each town at the general election held in 1910; one to hold office until January 1, 1913, the other until January 1, 1916. The terms of office of such school directors are five years each.
The school directors of the several towns composing a super- visory district meet on the third Tuesday in May following their election at some place in each supervisory district to be designated by the clerk of the county. The school directors at such meeting or- ganize by electing a chairman, a clerk and two inspectors of election, and designate a plan for holding future meetings; thereafter they are a board of school directors, and as such hold their first meeting on the third Tuesday in August, 1911, and on the third Tuesday in June every fifth year thereafter, elect by ballot a district superinten- dent of schools for such district. The term of office of such super- intendent then and there elected ends on August 1, 1916, and there- after his term of office is five years, from August first next follow- ing such election. He must be a citizen of the United States and a resident of the state of New York, and must possess and be entitled to receive a certificate authorizing him to teach in any of the public schools of the state without further examination. He must also pass an examination prescribed by the commissioners of education on the supervision of courses of study in agriculture and teaching the same. Each district superintendent, under the law, receives for his yearly compensation $1,200, payable monthly by the commissioner of education from moneys appropriated therefor, and also for his actual sworn expenses, to be audited, allowed and paid by the commissioner of education from moneys appropriated therefor. The supervisors of the towns composing any supervisory district may increase the amount of the compensation to be paid such district superintendent, but must report the amount of such increase to the board of super- visors, who must levy a tax upon the property in such supervisory board. Such district superintendent is not allowed to engage in any other occupation or profession, but must devote his whole time to the duties of his office. He has power to examine and license teachers, pursuant to the provisions of the educational law.
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HISTORY OF STEUBEN COUNTY
SCHOOLS OF PAST AND PRESENT.
More progress and improvement are manifested in the establish- ment of the schools of the county than in any other field of effort. The first schoolhouses in the rural section were primitive affairs, rudely made, situated on the bleakest and most uninviting forest land in the locality; warmed by a smoky fire-place across one end of the room, with two or, if extravagant, three small windows, each of four panes of 5 by 7-inch glass; a rude battened door, with wooden latch and string outside, benches and seats made of slabs, or half of logs with legs inserted in auger holes at heights to fit the size of the children. In winter the school room was kept warm by the poor- est unseasoned wood, fitted for the fire-place by the master or the larger boys. In the summer fire was unnecessary. A list of the pupils was kept and their daily attendance noted by "calling the roll." To pay the teacher, the parent paid according to the num- ber of days his child or children attended, as shown by the teacher's list or roll. The wood for fuel was supplied upon the same basis, without much regard to kind or condition; anything was good enough for the schoolhouse. More attention was given to the in- mates of the stables or hog pens than to the school children.
What a contrast between the first sehool days and the present time! Laws have been enacted and repealed; better ones substi- tuted. Now nothing is too good for the schools of the day.
Among the first schools and teachers in the county were: Rob- ert Hunter, at Bath, in 1793; at Lindley, Joseph Miller, in 1793; Urbana, 1795; Wayne, 1797, Nathaniel Frisbee; Hornellsville, Abi- gail Hurlhut, 1796. In School District No. 3 of the town of Bath, then including the west part of Bath and adjoining parts of the towns of Avoca and Wheeler, Ann Parker, in the year 1800, was the first school teacher. She taught bv going round from house to house, imparting instruction and deportment in the same manner as shoe- makers and tailors at an early dav performed their work and served their customers, called "whipping the cat." Her qualifications were her good moral character, retentive memory, and great physical strength and endurance. She was able mentally and physically to enforce her teaching and precepts upon her pupils, and upon adults, if occasion required. She was unable to write, claiming that ac- quirement was possessed only by the clerks, and need not be em- braeed in her curriculum. In 1810 a schoolhouse was built in this district, and in 1814 the trustees made a contract in writing with Dauphin Murry, a publican, whereby in consideration of one hundred and eighty dollars, he agreed to teach reading, writing and arithmetic for the term of one whole year. Murry was an expert in the "Three Rs," for the trustees engaged him for the following year, at larger wages. The first school in Woodhull was taught in 1805 by Abner Thomas; in Prattsburg, 1806, by Horace Bull; in Pulteney, 1808; in Dansville, 1811, by James Jones ; in Troupsburg, the same year, by Abner Thomas ; in Erwin, by John Evans, in 1812 ; in Wayland, by Thomas Wilbur, 1811; in West Union, in 1840, by Uriah Stevens.
There are now in Steuben county three hundred and ninety-six common, district, parochial and grammar schools. All children of school age in the state are required to attend school, during the entire school year of forty weeks, unless excused for good and suffi-
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cient reason. To all pupils residing in the district the schools are free. They are supported by the education fund of the state, made up of the common school fund, the literature fund and the United States deposit fund.
The Common School fund is derived from all moneys, securities or other property arising from the sale or income of all lands that belonged to the state on January 1, 1823, except the parts thereof reserved or appropriated to public use or ceded to the United States.
The Literature fund was derived from one-half of the quit rents at the time of the sale of the lands on which such rents had accumu- lated in March, 1826, as provided in 1819, when they were taken from the general fund and given in equal portions to the school and literature funds, then amounting to $53,380.
The United States Deposit fund originated as follows: The high tariff of 1828 and the large sales of public land created a reve- nue largely in excess of the public debt and ordinary expenses of from twenty-five to one hundred per cent. As a result the public debt, which at the close of the war with England in 1815 had amounted to $127,000,000, was rapidly reduced, and in 1835 was entirely extinguished. This excess was a powerful influence for tariff reduction in the political struggle of 1828-1832. It now be- came a serious embarrassment to the administration of President Andrew Jackson; what to do with the surplus was the great ques- tion of 1833-36. In the latter year the novel (characterized by the opponents of the administration as "monstrous") expedient of fund- ing $28,000,000 in the several state treasuries was resorted to, to be divided among the several states in proportion to the population of each state, and to be by such state safely invested in real estate securities, the income therefrom to be devoted to the support of the common schools of the state, as is provided in the act of congress passed June 23, 1836. The population of the state of New York was then in the neighborhood of 2,000,000, so that a large sum at an investment of five per cent. has been realized. The faith and credit of the state of New York stand pledged for the return of this money to the general government whenever it is called for. The governor nominates and the senate confirms two loan commissioners in .eachı county of the state to make investments of this fund upon unencum- bered real estate in the county for which they are commissioned.
All other expenses of maintaining common schools and union free schools, including the free tuition of all the children of school age residing in the proper districts, after exhausting the "public money" from the state from the sources above stated, are met and provided for by a tax levied upon the property of the school district. The common school fund is apportioned as is provided by Chapter 140, Laws of 1910.
High school and kindergarten are now prominent parts of the high school system. The pupil begins with the simplest forms of instruction, and, in turn, passes through all the elementary courses, the natural sciences, higher mathematics, ancient and modern lan- guages, physical training, manual instruction, cooking and home work.
The whole tendency in the instruction given in the schools, and their management and government, is toward a stronger and
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more uniform state supervision ; so that a pupil from Niagara county can readily find his plane in any school of Suffolk county.
The teaching force is constantly and insistently improving; the personnel of the teachers is changing; the required standards are higher ; normal schools and teachers' training classes maintained by the state are providing the means for improvement. Since 1840 fe- males have superseded and surpassed males, and today are deservedly in a large majority. It is right that females should be the teachers of the pupils of the schools maintained by the state, for they are usually better fitted and equipped than men.
The amendatory education act of last year, which has just com- menced to be operative, and which will be in full force during the present year, is most admirable, and shows great advantages over all former school legislation. It ought to be made applicable to all schools in cities of the third class; the district superintendent has as many teachers under his supervision-the least number is fifty and the greatest fifty-seven-in the districts established in this county. They are subject to examination and control of the com- missioner of education of the state, and must in all respects possess merit and ability for the position; a string of degrees (whether earned or bought) or certificates of correspondence schools alone will not avail. Further, the difference in salaries is amazing and unwarranted. There has been too much looseness and rascality in the management and work of the school system of the state. Thanks to the present courageous, able and energetic commissioner of educa- tion for the much-desired improvement.
HIGH SCHOOLS AND ACADEMIES.
The high schools provided for and recognized by the education law are included in the term "academy"; so that now high schools and academies are interchangeable terms, meaning schools for in- struction in secondary education.
Before the advent of the high school of the public system with the academic department of union free schools, there were a number of schools called academies in different parts of the county; the name academy was added to the school to give it character and standing. Only three or four were organized and chartered by the legislature, or by the regents of the university. Those not so or- ganized were not subject to visitation by the regents of the university or their control, and were not entitled to any part of the funds of the state provided for the maintenance of academic institutions. They were what were often called "select schools," financed and con- trolled by one or more persons or by a corporation organized for that purpose. Most of them were of very high standing, with com- petent teachers, who insisted that their scholars should thoroughly understand what they studied; not only for their own advancement, but as a standing credit to the schools in which they were educated. The expenses of attending these academies (for they should be so termed) were borne by the students or their parents and friends. If the student paid his own way, it required hard work to accom- plish the means. Many a boy has labored hard and patiently on a farm from May until November to acquire the means to pay for his tuition and other expenses, living most abstemiously and boarding himself in "pancake hall"; repeating the same routine each year,
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until ready for college work or to begin training for professional life.
The girls were as anxious and active for an opportunity to at- tend these schools as the boys. Many are the girls who have "worked out" all the warm months, in dairies, in spinning and weav- ing rooms or engaged in all-around work, so that in the winter they could go to the academy ; then getting a position to work for their board in some well-to-do family and thus educating both mind and body in useful lines. The next summer or two after, the academy girl would get a country school to teach, and with her earnings con- tinue her education. Many prominent and useful citizens of Steu- ben and surrounding counties, whose names perchance are herein mentioned with honor, have begun their careers in this way; and those toilsome days were in after years regarded as the happiest of their lives. In memory they turn back to the old academy, which, with the old home, they cherish as a sacred place-
"Where loving memory folds her wings,
Resting where the heart's affections tenderly and fondly clings."
In 1813 a two-story frame building was built in Bath on the north side of Steuben street, facing Pulteney square. The upper part of this building was used by the society of Free Masons; the lower floor for a school, and was called the "Old Academy." The first principal was Elam Bridges, of Prattsburg. A number of the inhabitants of eighty years ago, now all passed away, attended the academy. In 1824 the Old Academy was burned down and was not rebuilt. It was spoken of, by the patrons of that day, as a good school-the best in the valley.
In July, 1846, a union school was formed by the joining of school districts Nos. 2 and 5 of Bath. The next year Adam Haver- ling, of blessed memory, donated to the new district the lot on which the present Haverling Union Free School stands. Three thou- sand dollars was raised. The building was finished and occupied in September, 1848, and was burned in 1865; but it was rebuilt and finished with all modern improvements at a cost of $25,000.
In 1868 the Haverling Union Free School was opened, Rev. A. B. Hyde, of Meadville, Pennsylvania, being the first principal. Mr. Haverling bequeathed the bulk of his property to this school, from which has been realized a fund of about $15,000. The annual interest of this sum is used for the benefit of the school which bears his name.
The attendance at this institution by reason of its excellent reputation has attracted many students outside of the village of Bath and from remote parts of the county to such an extent that it has been found necessary to make several additions to the main building. Its teachers have always been thoroughly competent, and among its graduates are the most cultivated people of Bath.
The Corning Free Academy was established by an act of the legislature entitled, "An act to encourage and promote education in the town of Corning," passed April 13, 1859. Before that time there was but the ordinary district school. The rapid growth and pros- perity of the town demanded improved educational facilities for the children. The trustees of District No. 9, which embraced the vil- lage, were constituted a board of education. The school building was enlarged and improved in 1862, and the teaching corps was in-
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creased this year to eighteen, under charge of Prof. Z. L. Parker, as principal. In 1864 Professor Wildman assumed charge. Dur- ing each year this school was the subject of much deserved and flattering commendation by the educational authorities of the state. In 1868 H. A. Balcom, a graduate of Columbia University, with a Master's degree, a teacher of large experience, was secured to take charge of the school system. He at once inaugurated and perfected a full academic course, as contemplated by the organic act. The first annual commencement occurred June 30, 1869, at which time four students were graduated and received diplomas. At the con- . mencement the next year a class of eleven graduated.
The advancement made by the school, the ability of its princi- pal and faculty and the determination of the inhabitants of the prospering village to have buildings and location worthy of the school and place resulted in an enthusiastic meeting of the tax- payers of the district, and the board of education was authorized to raise by tax $25,000 with which to commence a suitable structure. Nine village lots were purchased, four on one side of the street where the building was erected and five lots on another street, di- rectly opposite, for a playground and campus. . The building was so far completed as to be occupied on September 1, 1873, its cost . having been $70,000. The building is of red brick, ornamented with sandstone, and it presents an attractive architectural appear- ance. The foundation is seventy by one hundred feet, exclusive of wings, in one of which are located the most modern heating plants and sanitary conveniences. The academy is located on a side hill,
and there is a sub-cellar basement, fuel room and furnace; above is the basement proper, entered from the rear of the building and opening into a reception room, properly furnished In the rear are apartments for the janitor and his household, and from these runs a large hall or corridor through the center of the basement, one hun- dred and six feet long and sixteen feet wide, with two additional large basement rooms, forty-five by thirty-five feet, heated by steam and used as play rooms in cold or unpleasant weather. There are halls leading into the chemical laboratory, a room thirty-five feet square. A flight of stairs leads into a hall in the tower, from which a rear stairway conducts one to the second story; the front stairway rises from the main hall at the ground entrance and terminates one hundred and two feet above. From this point a fine view is obtained of the valley below. Easterly flows the majestic Chemung, so celebrated in Indian and pre-Colonial days, until lost in the grace- ful and peaceful hills of the Susquehanna region; to the north is the valley from the direction of Seneca lake; at your feet is the bustling city, with its prominent public buildings-the county court house, Corning Club, opera house, new postoffice, handsome homes and churches and Central and Lackawanna freight and passenger stations ; still farther away, just across the river, the high bluffs and palisades of the Chemung narrows; to the west, the valleys of the Conhocton, Canisteo and Tioga rivers that form the Chemung and the location of the old Painted Post. A more interesting pan- orama cannot be found in the southern tier. Returning, we pass through the rooms of the primary and intermediate grades to the academic department. There are four rooms on each floor, each twenty-six by forty feet, supplied with wardrobe rooms, lavatories
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and toilets. On the third floor is the academy, forty by seventy feet, connecting with class rooms. From this room the principal is in direct communication with every department, by speaking tubes, signal bells and telephones. The entire building is supplied with gas and electric lights. All the departments are comfortably and elegantly furnished, and, as a whole, the Corning Free Academy is one of the most complete and best appointed school buildings in the state.
A large number of volumes of useful and entertaining works fill the library shelves. Many are of a local historic character, show- ing taste in the selection. On the upper floor of the building are cabinet rooms, containing local, geological and mineralogical speci- mens of merit and curious formation. High up in the tower is a four-dial clock, and from its deep-toned, massive bell the hours of the day and night are proclaimed for all-students, parents and so- journers.
The construction of this complete and most attractive school building is largely due to the active, intelligent and energetic exer- tions of Mr. George W. Patterson, of the then board of education. From the beginning to the final completion of this edifice he gave his whole time and attention to the work, carefully inspecting both materials and building-a gratuitous service well done. The effi- ciency and excellence of this academy are also largely due to the in- telligence, devotion and high character of the late A. S. Kendall; to his courageous determination while president of the board of edu- cation, as a citizen and in any other capacity he was called to act. This institution had his first and best attention; only his untimely death terminated his commendable zeal.
In 1881 Rev. Father Peter Colgan, of the Roman Catholic church, in Corning, erected a handsome and commodious parochial school building for the education of the children of his church, called St. Mary's Academy, in charge of the Sisters of St. Mary. It bears a high reputation, and over five hundred pupils annually attend it. During Father Colgan's useful life this school was the subject of his earnest and loving care, and since his death his suc- cessors have not in the least abated his care and attention for its welfare and advancement. All branches of education and science usually pursued in the academies of the state are taught here with eminent success.
HORNELLSVILLE SCHOOLS.
The schools of Hornellsville cannot be better set forth and de- scribed than in the following :
"The first school in Hornellsville of which we have any tradition was established under the patronage of Judge Hornell, about the year 1810, and Miss Sarah Thacher, a sister of the late Deacon Mowry Thacher, was the first teacher. She was a refined educated lady and an excellent teacher. Her school was in a room in a block house on upper Main street. The next school was doubtless that known as the District school No. 7, predecessor of our present Central school, and occupied a log house on lower Canisteo street, near where the chapel now stands, and the first teacher was Dudley Miller of whom but little is remembered, save that he was tall and slender, wore military boots with tassels hanging from their tops and was very popular with the young people and taught Pike's arithmetic and Murray's grammar. How long he taught, or whether or not other teachers succeeded him in the log house I have not been able to ascertain. The first building erected for school
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purposes was constructed of hewn logs and was situated toward the lower end of Main street and the first to occupy it was George Hornell, Jr., son of the pioneer, and a singular coincidence is that the title to the land now occupied by our Central school came from him. He was succeeded by Uriah Stephens, James Osborne, Solomon Head and John Huntington, who was the last teacher in the block house.
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