USA > New York > Seneca County > Romulus > Centennial celebration of the official organization of the town of Romulus, Seneca county, New York > Part 8
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careful examination and unanimously reported, that New York had the only title, for the reason that all the lands belonging to the Six Nations of Indians and their tributaries, had been in due form put under the protection of the crown of England, by the said Six Nations, as appendant to the government of New York, who had borne the burden both as to blood and treasure, of protecting and supporting the said Indians, for upwards of one hundred years; that England had always treated the said country as ap- pendant to the government of New York; that this had been so acknowledged and recognized by the public acts of the neighbor- ing colonies, including the other claimants, and, therefore, "that Congress accepting this cession, the jurisdiction of the whole terri- tory belonging to the Six Nations and their tributaries, will be vested in the United States, greatly to the advantage of the Union." This report was adopted by Congress, the deed of New York was accepted, and thence the American Union was a fore- gone conclusion.
Thus, New York gave up all the territory outside of her own1 borders, for the sake of the Union, and to conciliate Massachu- setts, she eventually ceded to her, the title to a large share of the territory within her own limits. For the sake of conciliation and peace, Virginia was allowed to retain the territory now comprising the state of Kentucky, while Connecticut received about 4,000,000 acres in present Ohio, known as the "Western Reserve." New York gave up all, receiving nothing in return save the benefits, in common with the other states, resulting from the formation of the Union.
For the aid of the Six Nations given in the French war, and which resulted in our being an English-speaking people, and for the title derived from them, of the vast Western territory, the sur- render of which made the union of states possible, we do indeed owe the Six Nations of New York Indians, a debt of gratitude, and should ever hold them in kindly remembrance.
The Geneva Saturday Review', adds the following, to its pub- lication of Mr. Conover's address, referring to a celebration held in Watson's Grove, under the auspices of the Central Seneca
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County Sabbath School Association, of which Mr. Conover was President, August 16, 1854 :
"Mr. Conover then said, that this day had a deep meaning to him. Forty years before, he had presided in this same grove, at a meeting of the Sunday schools of Varick, Romulus and Fayette. He was glad to meet a few who were here then. While he had since lived in Geneva, many had gone to their heavenly home. Father Willers, the gifted divine, and father of the reader of the day's historical paper, had gone; Father Van Nest of the Presby- terian church was also dead; Father Fargo of the Baptist church was far away. It was a sad thought to the speaker, that so many others have gone to their rest. Of the 18 superintendents of those Sunday schools, only three are living. The roll call shows, that there were 1500 scholars at that time and few of the teachers remain. Mr. Conover said, he was glad to have had the opportu- nity to be present, for it would probably be the last time he should see the faces of those present. He was rapidly approaching his allotted time on earth."
Mr. Conover, exhibited the original music leaflets, that he had introduced in Western New York, for the use of Sunday school pupils, at the time referred to, 40 years ago."
Singing by the Quartette and Audience : America.
"ONONDAGA COUNTY, -OF WHICH ROMULUS FIRST BECAME A TOWN."
Responded to by Hon. Wm. W. Van Brocklin, of Pompey, as follows :
MR. PRESIDENT, LADIES AND GENTLEMEN :
I come from your sister town of Pompey, organized in 1794, in old Onondaga, the parent County, and I extend to you, upon this centennial day, the greetings of Pompey to Romulus, organ- ized the same year, where the first meeting of the Board of Super- visors of old Onondaga was held, Moses DeWitt, then serving as Supervisor for the town of Pompey. Representing Onondaga
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County, also organized in 1794, and having recently celebrated in magnificent manner, her centennial, I bring you joyful greetings of the parent county, to her daughter, the County of Seneca, organized ten years later, nestled up here between these beautiful lakes, Cayuga on your eastern border, which furnishes the cooling ice for these melting days, and the ever fluid Seneca, winter and summer, washing your western shore. This is a rich and fertile rural county, aptly termed "the garden of the Empire State," to lose which, Onondaga lost her brightest jewel. I con- gratulate you, that you have even more firmly adhered to and more sacredly cherished, the priceless franchises handed down to us by the fathers of one hundred years ago, than the parent county. The extremes of wealth and poverty are more clearly marked in the parent county, with her wealth of rural homes and hier magnificent city, filled with varied industries, where wealth and poverty abound, while throughout your borders, less pinching poverty and a more modest degree of wealth prevail, yet yielding an equal if not greater degree of happiness and contentment.
One hundred years ago, these then outskirts of civilization, were sparsely inhabited, by a class of citizens of the highest type of integrity, fresh from the battle fields of the Revolution, or their immediate descendants, having achieved their independence, and established a government recognizing the sovereignty of the people. They believed that sovereign power should be endowed with wisdom and purity of life and character. Hence the pio- neers of old Onondaga, early established good schools for the general diffusion of knowledge, and churches to teach the Divine precepts of Christianity.
Nor should we now forget, that after one hundred years, we are component parts of a mighty nation, that for industry, inven- tive genius and the accumulation of wealth, stands unrivalled in the annals of mankind ; that this condition was made possible by- the wisdom and sagacity of the heroes of '76; that the ideas of equality and sovereignty, gave the assurance, that every man, be he strong or weak, should enjoy the fruits of his labor, furnishing both a motive and an impulse, to level the forests, to build up happy homes, to acquire knowledge, fortune and fame.
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What series of historical events led up to results so moment- ous and far reaching, so pregnant with possibilities, conducive to the welfare and happiness of mankind ? It is the old, old story of the common people, plebeians they were called in Roman history, ever struggling upward to the light, ever assisted by a class of patricians, who believe in the brotherhood of man. How sacredly our fathers of one hundred years ago, adhered to the doctrine of Sovereignty may be learned from their manner of voting. In the town of Pompey, which was but a counterpart of other localities, at town elections, from the organization of the town up to 1800, the will of the majority was expressed by a "viva voce" vote, or by passing around the hat. Each voter fearlessly, with a conscious dignity of character and purity of purpose, expressed his sovereign will. No attempts at bribery were thought of, nor would they have been tolerated.
From 1800 up to 1842, elections were held upon three consec- utive days, the inspectors going from hamlet to hamlet, in the town, receiving the votes of the electors, which were deposited in ballot boxes, and upon the closing day counted, with jealous care, honestly expressing the will of free, unpurchased sovereignty. The same faithful observance of this sacred duty, then prevailed throughout our infant Republic.
While phenomenal improvements have marked the century, in the application of science and art to every department of material progress, it has become a serious question, to what extent, faith in the capacity of man for self-government, has been shaken, to what extent the purity of the elective franchise, the corner stone of this immense temple of freedom, has been polluted, to what extent the transient powers of the human mind, evidenced in the wealth of inventions, covering every department of industry, contemplating which, we are lost in wonder, have created a supreme trust in man, and a want of faith in God.
I submit, whether infidelity is not the supreme evil of the hour, including among its withering destructive agents, Socialism, Communism, Anarchism and all the obnoxious tendencies, that threaten our stability and peace. I contend, that any man who buys his neighbor's vote, is a traitor to the fundamental principles
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of our government, not fit to be trusted in the counsels of the town, county, state or nation.
I say further, that no man who has faith in God, and practi- ces the precepts of Christianity, will ever bribe his fellow man, be he ever so obscure, or sell his own vote or influence. All Repub- lics, have passed through various crises. It was so with Greece, justly called "The Land of Scholars and the Nurse of Arms." First, she established a free government. Second, she successfully resisted foreign enemies. Thirdly, she subdued internal strife and contention, but when the fourth crisis was upon her, the wither- ing bliglit of public and private virtue, the demoralizing influence of venality, of bribery and plundering corruption, internal strife, fanned by the jealousy of contending states, revived, and the elo- quence of her brightest sons failed to arrest the tide of destruction. Then,
" Liberty from Greece withdrew, " And o'er the Adriatic flew." etc.
An experience like Greece, was the fate of Rome. For two hundred years, the plebeians struggled for recognition, finding powerful allies among the patricians. From the reign of Servius Tullius, the sixth and last king of Rome, of obscure plebeian ori- gin, who inaugurated reforms which finally culminated in the Re- public, the development of an advanced civilization was slow but sure. A Republic was established. Under Fabius, Pompey, Scipio Africanus, and other renowned Military and Civic leaders, all foreign enemies were subdued.
The world paid tribute to the power of Rome. ' Her eagles glanced in the rising and setting sun." The supreme protection of her people, was the simple statement, "I am a citizen of Rome." Resistance to her decrees at home, was easily subdued. But Rome boasting a civilization and power transcending the highest hopes of her most devoted worshipers, could not withstand the de- caying, corroding influence developed in the fourth crisis, that has- tened her destruction. Her public men became corrupt. They farmed out the revenues and for the sake of wealth became de- bauchied and effeminate, reveling in the lap of luxury. They
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supported a mercenary soldiery. They forgot God. The result was what it ever will be, where the people who may be independ- ent, sell their dearest franchises, to wealth and power, and become abject slaves to the masters who bought them, occasionally indulg- ing in spasmodic strikes, to regain their lost liberties.
We now turn to a more encouraging theme. The principles of civil and religious liberty, were not lost in the chaotic conditions that followed, but occasionally cropped out, notably in emphatic measure, when the English barons and common people, wrenched from the unwilling King John, in the beginning of the thirteenth century, the Magna Charta. From that day, to the present, has been an era of progress, culminating in the establishment of our own glorious Republic. We have subdued all foreign foes, with whom a confliet has been waged. We have overcome domestic rebellion, unequaled, within the scope of authentic history. And now we have entered upon the fourth erisis, from which, may we hope to emerge disenthralled and purified, for a higher and nobler national life! To achieve a victory in this stage of our national existence, an ordeal more trying than civil war, will require the combined efforts of all the good and pure. Danger signals are to be seen on every hand. Among them, I note the alarming in- crease of organized bands of robbers, taking for their example the ambitious, venal demagogues, who prostitute the elective fran- chise to elevate themselves into the counsels of the state and nation, for the purpose of depleting the treasury, or taking advan- tage of their position to enact unequal laws.
Then again, we see the humiliating spectacle of free men en- tering a temporary prison, (the voting booth), to prepare tlieir ballots, free from the interference of bribers. Still again, we hear of a multiplieity of investigating committees involving enormous expense, to investigate the conduct of public officials, municipal, state and national. Why the necessity for all these things? Who ever heard of a committee to investigate the conduct of George Washington, or any other pure man, who regarded official position, as a public trust ? I hope to live, to see the day, wlien the awak- ened indignation of the American people, will stay the increasing tide of pollution ; when the re-asserted independence of our land,
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may be emphasized, with bonfires and illuminations, upon some anniversary of our nation's birth, kindled by these voting booths, throughout our land, when none shall be found so mercenary as to buy his fellow man, and none so base as to sell his manhood.
But I hear the the welcome cry of reform, and although it is a shame and a disgrace, to the intelligence and civilization of the age, that there should be a necessity for reform, while yet in the infancy of our national life, it may be regarded as the harbinger of victory. And this brings me to the beautiful simile, addressed to the children before me, from this platform, by Col. Sanford, and which I most heartily endorse, comparing their pure young minds, to a spotless sheet of pure white paper, upon which nothing should be written, unless it bears the stamp of wisdom, purity and truth. Then will there be no necessity for reform, and upon you dear, innocent children, with the millions of your age, throughout this magnificent heritage, for happy homes, will soon rest the fearful, yet 1 hope welcome, responsibility of preserving the blessings of a free government, for ages yet to come.
You, are emphatically the hope of the nation. Study then thoroughly, the theory of our government and the paternal advice of the pure and unselfish Washington, in his farewell address, the eloquent words for the integrity of our Union, from the fearless and intrepid Jackson, the burning words of admonition and advice, from the eloquent Story and Webster. Make a thorough analysis of the rocks upon which Republics have hitherto stranded, and as our glorious ship of state, guided by a crew, having for its motto, "Wisdom, purity and truth," shall glide down the stream of time, let not the rocks of error and skeptical delusion, arrest your pro- gress, for they will crumble beneath the omnipotent power of truth, and still onward may you sail, a light to the world," a joy to the oppressed, a sanctuary for the equal rights of mankind.
Then, may he, who at the distance of another century shall stand here to celebrate this day, still look around upon a free, happy, virtuous and contented people. May he have reason to exult, withi still greater confidence, than we do. May he with all
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the enthusiasm of truth, as well as of poetry, exclaim, that here is still his country :
" Zealous, yet modest ; innocent, though free ; Patient of toil ; Serene amidst alarmis ; Inflexible in faith ; invincible in arms."*
"OVID, THE TWIN SISTER OF ROMULUS."
Response by Hon. William C. Hazelton. The Executive . Committee regrets that no copy was furnished for publication.
"SCHOOLS, TEACHERS, AND SCHOOL HOUSES, OF THE OLDEN TIME."
Responded to by Rev. N. A. Depew, of Canoga, as follows : MR. CHAIRMAN, GENTLEMEN AND LADIES :
Please look at me, for I doubt if another in this vast audience can say as I can : It is seventy-six years last spring, when at five years of age, I entered a common school as a pupil. From then until over thirty years of age I was in school, either as pupil or teacher, every year but one. The common school therefore, is my "alma mater."
The School Houses : These were plain buildings, often cov- ered with wide unplaned boards, instead of narrow clapboards. 'The door was at one corner, leading into a large entry, the chim- ney separating it from the opposite corner where was another small room, opening into the school-room. Both of these were used as a depository for the children's wraps, the boys in the outer room, thre girls in the inner room.
The school-room was heated, by a large fire place in this chim- ney, which in cold weather was filled with wood, and even then the little ones suffered with cold feet. "Please may I go to the fire?" was heard all the morning hours of a cold day, and often the teachers allowed the scholars to go to the fire in sections or classes. Stoves were not known then, even churches had no fires
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in them, but all drew their wraps about them and listened in grim endurance to the sermon.
The Seats : These were rude benches made of slabs, with the desks next the wall, or the seats next the wall, extending around three sides of the room, with openings to admit the pupils to their seats. Smaller benches-or lower, were in front for the little fellows, sometimes of slabs and moveable.
The Teachers : In winter a male teacher was employed, often some aspiring swain, who contemplated a professional life, and used these pedagogical steps to aid him in his rise in the chosen path. In summer a lady teacher, usually some farmer's daughter, whose qualifications to teach only the elementary branches, were desired.
These qualifications, were not always of the highest order. The male teachers taught Arithmetic, Geography, and an occa- sional pupil in Grammar. Nor was he required to be very pro- ficient in any of these, if in figures he could go as far as the Rule of Three, or Simple Interest, it was fully satisfactory. Said one of these teachers to me, whom I succeeded in Westchester county, N. Y., in 1838: "I am not great in figures, but with the key to Daboll's Arithmetic, I got along very well."
The Text Books : The elementaries, were Dilworth's Spell- ing book, Webster's Easy Standard, for the letters and learning to spell. Geographiies: Malte-Brun's large work, more like a his- tory ; Morse's, which was more condensed, and Willett's. The latter was the most popular book. Arithmetics, were Daboll's and Pike's, but generally the former only. Willett's Geography, alone had maps, but all were rough outlines of the boundaries of the different countries and divisions of the earth. The boundaries were included in the text books, with the chief towns, capital cities, and principal rivers. About 1825, Woodbridge's Geogra- phy with painted maps appeared.
Methods of teaching : Of course, the a, b, c's, were first, then a,b, abs , and when the child could put two syllables together and form a word, as Ba-ker, baker, it was a proud day to the little fellow. It was required of all to read all the spelling lessons in
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the primary book, before they were allowed to read sentences. So they began with "Baker" and closed with "Michilimackinac," pronounced Mackinaw, as a note in the margin informed us. Then came the first reading lesson : "No man may put off the law of God." The New Testament was the next book, and all the school read in it, in the morning reading lessons: especially the Gospels. In the afternoon, the old books of a previous age used, were the Columbian Orator, American Preceptor and the Old Eng- lish Reader. No small books for the little ones; no hard lesson broken up, like nuts cracked for the children, but they were left to dig and delve literally, through the larger works to learn any- thing. Murray's English Grammar, was studied by a few only, and this was taught, by having the child commit to memory the whole theory, before he applied a rule, or knew what grammar meant. Oh! the heartaches of the pupils, and the tears unbidden which fell from their eyes, in their efforts to master verbs, nouns, pronouns, cases and tenses, in all these studies, the pupils recited alone, each learned all he could and the teacher listened to the re- petion of all, day by day. Ah, we remember the task! In the early part of this century, as we were told by our venerable parent, there was only one copy of Arithmetic in school, and that was owned by the teacher, who put the problem on the slate and had the scholar work it out and return to him for inspectioni.
Writing, was attended to at a given time in the day and the scholars were required to lay aside all study for it. The writing books were made of foolscap paper, the sheets doubled lengthwise and the teacher set the copy. It was no small task to do this part of the work. "Please mend my pen, " was-heard all over the school-room, for some teachers required the pupils to throw the quill pen out on the floor, and he picked it up, asking "Whose pen is this?" An ability to make a good pen, was an essential part of a teacher's qualifications and he must show his skill at the work, in his examination. System was demanded in all things.
Government : The government of the school was arbitrary, positively despotic. The teacher, an absolute monarch, from the time the child left home till it returned to that home again. The
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first impression sought by the teacher, was to make the pupil fear him. No familiarity was ever allowed.
Deportment : Obsequiousness, best describes the deportment demanded. As the scholars entered the school-room, they must make their obeisance to the teacher, adding the compliments of the hour, especially if the school had begun, and also in like manner, as they retired at the close of school. The closing had much form and ceremony. One pupil was required, on each side of the room, to bring from the closets the wraps of each scholar, and holding one up, would ask, "Whose hat is this? Whose shawl is this?" and so on till all were distributed and each arranged for going home. Then they began near the door and retired in the order in which they sat, and turning around facing the school, made a graceful bow, or the young miss a courtesy, with "Good afternoon, teacher." On their way home or coming to school, if they met their seniors, the lad uncovered his head and made a bow, and the young miss, her courtesy, and all this at the peril of due punishment next morning, if not done. Obedi- ence and respect to superiors, were regarded as the true foundations of a good character.
Finally, the common school, is the great University of America, home the recitation room, and our mothers and sisters, our tutors. Our Puritan fathers reared the school-houses next the humble churches, placing the teacher of their children next in honor with the beloved pastor. Long may this our university both thrive and rule !
"SCHOOLS, TEACHERS AND SCHOOL HOUSES, OF THE PRESENT TIME."
Responded to by School Commissioner Francis S. Godfrey, of Waterloo, as follows :
MR. PRESIDENT :
I have been requested to respond to the sentiment, "The Common Schools of To-day."
We judge of things by comparison. The comparison must be made between objects of the same kind. We cannot say, this is a
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large or a small orange, if we compare it with a pumpkin. In order to present the Common School of to-day in its proper light, it will be necessary to compare it with the school of the past, and note its gradual growth.
This State was especially fortunate, in having for its first set- tlers, a people who came from a new-born republic, whose strug- gles to secure and ability to maintain, were the direct outgrowth of the general education of its citizens.
- From the very first, the settlers placed the school among the necessities, and education became a synonym for liberty. An early writer says of them : "Neither the perils of war, nor the busy pursuit of gain, nor the excitement of political strife, ever caused the Dutch to neglect the duty of educating their offspring, to enjoy that freedom for which their fathers fought." With such a foun- lation, it is not strange that the Empire State holds first rank in the Union.
Legislation : Let us glance briefly at legislation. As early as 1630, in the Charter of Privileges the necessity of the school was recognized.
In 1649, when petitioning the State's General, they recou- mended that two good masters be sent over, "so that first of all, 111 so wild a country, where there are so many loose people, the youth be well taught and brought up, not only in reading and writing, but also in the knowledge and fear of the Lord."
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