History of Chautauqua County, New York, and its people, Volume I, Part 72

Author: Downs, John Phillips, 1853- ed. [from old catalog]; Hedley, Fenwick, Y., joint ed. [from old catalog]
Publication date: 1921
Publisher: Boston, New York [etc.] American historical society, inc.
Number of Pages: 649

USA > New York > Chautauqua County > History of Chautauqua County, New York, and its people, Volume I > Part 72

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Jamestown's first settlers were largely from New England, and many of them were cultured men and women, and in spite of their rude surroundings they were by no means neglectful of educational interests. But after the manner of the times, they left the educa- tion of the masses to the common school, and depended upon private schools for what is now termed secondary education. The best known of the teachers of these early schools was Hon. Abner Hazeltine, who came to the new settlement fresh from his college graduation in 1815. and before entering upon his legal career was employed for a time as teacher by Mr. Prendergast.

These private or select schools were more or less de- sultory in character, but one of them, at least, the Quaker School, had a definite organization and faculty, and was for a time a flourishing boarding school for young ladies.

JAMESTOWN ACADEMY-There were for a time also two rival schools, or academies, which after some years were united in the Jamestown Academy. This institu- tion, with Lysander Farrar as principal, was chartered by the State Legislature in 1836, and in 1839 came under the visitation of the Regents of the University. A copy of the application of the trustees to the Regents is still carefully preserved among the old records of the pres- ent Board of Education. This is a most interesting document, and gives in great detail the size, location and cost of the site and building. Along with other inter- esting matter is found a statement to the effect that the ventilation is secured by the opening of the doors and windows, and that this method proves to be entirely satisfactory. It is further stated that the contract for the building was let at a price of $2,400, and, apparently as a proof either of the value of the building or of the shrewdness of the trustees, it is remarked of the con- tractor, "it is believed that he lost money by the job." As a part of the application there is given a complete list of the books in the library and the scientific ap- paratus in possession of the school. It is interesting to know that in the High School library there are now volumes originally belonging to the Academy, and among the physical apparatus some usable pieces ap- parently included in the original list reported. This

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CHAUTAUQUA COUNTY AND ITS PEOPLE

document also contains a decidedly personal account of the principal, Mr. George W. Parker, a graduate of Middlebury College, who received what was described as a variable amount, though "something over" $700 is given as the salary for him and necessary assistants. The Jamestown Academy became a well known in- stitution and exerted a strong and helpful influence upon the young people of the village and its vicinity. For more than two-thirds of the time this school was in existence, its principal was Edward A. Dickinson, who was in large measure responsible for the highly creditable work which it accomplished.

THE UNION FREE SCHOOL-As heretofore noted, the public schools of Jamestown, previous to the establish- ment of the Union Free School, were merely the dis- trict schools, with no central organization. The build- ings were small and poorly equipped. The pupils were too numerous for the accommodations, and the teach- ers were without any definite supervision or assistance. Looking back through the experience of a half century of an organized school system, it would seem that the need of a better organization would have been ap- parent to any intelligent person. Nevertheless the prop- osition to unite the schools into a single system and extend the curriculum so as to include academic sub- jects, aroused a bitter controversy, the echoes of which were not finally stilled till the chief participants in the contest had passed away. It should be remembered, however, that the theory of free public education was nowhere universally accepted. Many who favored a limited common school education for all the people did not regard it as the duty of the public to provide the higher education now freely offered to all classes. Some of these objectors argued that they had educated their own children, and it was unreasonable to tax them for the education of other people's children. In Jamestown, moreover, there were sharp differences along religious, political and social lines, and these served to intensify what would otherwise have been a sufficiently spirited campaign. Again the nation was engaged in the grievous struggle of the Civil War, and it was argued that the resources of the people should not be diverted to other enterprises. Yet, as at the present time, it may be that the social ferment of the exciting period in our history tended after all to the more favorable recep- tion of new educational theories and practices.

The credit for the movement which led to the es- tablishment of the Union Free School District in the then village of Jamestown belongs chiefly to a woman teacher, Miss Calista Selina Jones. Miss Jones' most conspicuous part in this matter was the circulation of the necessary petitions for the joint meeting of the various districts of the village, thus crystallizing the sentiment in favor of the proper development of the school system, and compelling the people to join issue. This activity of Miss Jones in a public matter was great- ly resented by many, not only because of opposition to the cause she was championing, but quite as much be- cause a woman was presuming to meddle in men's af- fairs. She secured the necessary signatures in six of the common school districts, and in July, 1863, the Union Free School District No. One of the town of Ellicott was formally organized. The territory of the corpora- tion and that of the Union School did not coincide until 1888, when the village became a city. Miss Jones not only had the satisfaction of winning her case, but she also had a part in the work of developing the new system. She finally relinquished her labors after more than fifty years in the school room. Her many excel- lencies as a woman, and her long and successful service as a teacher are fittingly commemorated by a tablet

placed upon the wall of the principal corridor of the high school.

If the conception of the Union Free School is to be credited to Miss Jones, the organization and character of the new school system are to be ascribed to its first superintendent, Samuel Curley Love. He had a rare genius for organization, and at once inspired teachers and pupils with his own zeal and lofty purposes. He was another strong personality, and coming into the village at such a time it was inevitable that he should encounter opposition, but opposition never daunted him, and he soon demonstrated that he was not only a capable organizer, but a thoroughly progressive educator. It was well known to those most closely associated with him that his vision extended far beyond the educational horizon of most of his contemporaries. In the face of opposition, and indifference often more harmful, he was able to show the value of his theories by actual results. Three of his innovations now universally accepted may be cited as illustrations. More than fifty years ago he had a well organized department of physical training, and sent a class from the Jamestown schools to give a practical demonstration before the State Association of Teachers. He was also one of the first in the entire country and the very first in our own State to recognize the place of the manual arts in a system of public edu- cation, and by means of funds raised through his own exertion he made a beginning in several lines of this important work. He also wrote a valuable handbook outlining in detail proposed courses of industrial educa- tion. And again, in the upper elementary grades he had the beginnings of a differentiated course of study, now so fully elaborated in the State elementary syllabus, the principles of which are the fundamentals of the Junior High School. He had a rare faculty of inspiring the loyal support of his fellow workers, and secured a per- sonal influence over many of his students, which has been rarely equaled. In honor of his life and work his former pupils and associates have placed a tablet in the high school commemorating his nearly twenty-five years of service as superintendent.

THE J. U. S. AND C. I .- With the coming of prac- tically free secondary education, the Jamestown Acad- emy shared the fate of most other like institutions throughout the State. Friends of the new system se- cured a controlling interest in the corporate stock, and in 1866 turned over to the Board of Education the Academy and all that went with it. When the Union Free School was organized, the somewhat pretentious name, "The Jamestown Union School and Collegiate Institute" was assumed. Though this was never a legal designation, the letters J. U. S. and C. I. long signified what is now known as the Jamestown Public Schools. Strictly speaking, the J. U. S. and C. I. represented the whole school system, and the department of secondary instruction was known as the academic department. This, as the successor of the Jamestown Academy, inherited some of the customs and methods of the private school. For many years the school authorities assumed to con- trol the study hours of the pupils out of school, and prescribed strict rules of conduct for the public streets. Tuition was also charged in the academic department and for special subjects; this last being apparently to appease those who still disbelieved in free academic education.

Notwithstanding these peculiarities, the secondary courses were from the beginning varied and progressive, and the school under its changing names has always taken a large place in the intellectual life of the com- munity. To be sure, the Jamestown High School with its present registration of over eleven hundred pupils

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and a faculty of forty-two men and women, has out- grown the building provided for it, yet by the utiliza- tion of the grammar school adjacent, and at the expense of some inconvenience and special adjustments of pro- gram, it is carrying on its work effectively and well. The usual equipment of a modern high school is by no means lacking. Its gymnasium. the first high school gymnasium in this part of the State, well furnished with locker rooms and shower baths for both sexes; its well equipped laboratories, workshop, commercial rooms, kitchen, and cafeteria give opportunity for well-balanced and varied courses of study sufficient to meet every legitimate want. Student activities are carried on with the advice and cooperation of the teachers and comprise athletics, debating and literary societies, and the publica- tion of school papers. In recent years especially, stu- dents and teachers have worked together in many forms of community and patriotic enterprises.

As would inevitably follow, the growth of a country village into a considerable city has caused a correspond- ing growth in school population. But in Jamestown, as elsewhere, there has been a much more than propor- tionate increase in the expenses of the school. Stand- ards of living have changed, and people can afford more in their homes, and properly expect more for their chil- dren at school. No small part of this additional in- crease, however, has resulted from the gradual develop- ment of new ideals of education. At a time when any respectable person possessed of a common school edu- cation might teach school, the competition was great and wages low. Few employments were open to women, and consequently the wages paid to teachers in the early days seem now pitifully small. From minutes of meet- ings of the Board of Education in October, 1863, it ap- pears that in answer to advertisements in the village papers, proposals were received from several people to teach the district schools recently placed under the jurisdiction of the board. It is further recorded that eight teachers were finally employed upon their own terms, the wages ranging from $3.00 to $6.25 per week. With the professional requirements now demanded of teachers, and the greatly increased opportunities for em- ployment, wages are naturally much higher. Another consideration which adds to the increased cost is the smaller number of pupils per teacher. It is no longer permissible to burden a single teacher with seventy-five or eighty children. More and better buildings, improved methods of lighting, heating and ventilating; better furniture ; more liberal amounts of illustrative material, free books and supplies : the greater number of subjects offered, such as domestic science and manual training ; all add their share to the school budget. The night school, the summer school, supervised playgrounds, the open air school, dental clinic. opportunity class and classes for defective children are all comparatively re- cent innovations, and all cost money. Although it was possible for the school year 1880-81 to meet all the ex- penses for a total registration of 1,860 pupils instructed by 39 teachers for the sum of $21,220.79, or $11.41 per capita, it is not strange that for the school year 1919-20 the total expenses, exclusive of payments on principal and interest of bonded indebtedness and for capital out- lay, amounted to $354.001.34. The number of teachers in the meantime has increased to 221 and the registra- tion of pupils to 7,244, giving a per capita cost of $48.87, based here as above on total registration.

BOUNDARIES AND NAMES-The territory of the Union Free School No. One of the town of Ellicott, never coin- cided with that of the village, but when the village be- came a city the special act under which the school was first instituted was amended so as to make the bound-

aries of the school district and those of the city coter- minous, and the legal name of the school became the Union Free School District of the City of Jamestown. But by vote of the Board of Education the schools were to be commonly designated as the Jamestown City Public Schools, and the academic department became the Jamestown City High School. The various elementary schools had been known as "Branch" schools, but were now to be called District Schools-but, as in many another instance, familiar names survive legal changes. Until the enactment of Chapter 786 in 1917. although the boundaries of the school district were coterminous with those of the city, by a provision of the local act the schools were administered under those provisions of the law which applied to Union Free School Districts whose boundaries were not coterminous with those of the city or village in which they were situated. So for thirty years, although in the meantime the city had grown to a population of nearly 40.000, all annual and special budgets were adopted at a district school meet- ing, and members of the Board of Education were elected at a single polling place.

When the Union School was organized, there was an entire lack of suitable buildings. The first work of the higher departments was carried on in rented halls. The initial step towards meeting the new situation was the purchase of the generous tract of land, near the center of the village, which was utilized for the erec- tion of the first new building. This was completed and dedicated in 1807, and was formally named Institute Building, and its assembly dedicated as Institute Hall. It was considered by many an unwarranted extravagance and entirely beyond the needs of the village, but addi- tional buildings to replace the old district school struc- tures were soon required. A striking contrast in ideals is manifested in a comparison of these buildings with those erected within recent years. By liberal reconstruc- tion, and enlargement of windows, changing of stair- ways, installation of heating and ventilating apparatus, and the construction of additions, several of these older buildings are still answering their purpose in a fairly satisfactory manner. The more recent buildings are thoroughly modern in every particular, and are a source of just pride and satisfaction to all concerned. The high school, erected more than twenty years ago, is, as would be expected, quite insufficient for present needs, and it is generally conceded that better facilities must be provided for this important institution as soon as financial conditions will permit. For a time it was thought that calisthenics might take the place of out- door exercise, and the Board of Education bought only limited sites upon which to place its new buildings, but more recently better counsels have prevailed. In some instances, it has been possible to make large additions to the grounds already existing. and in the case of newer buildings adequate sites have been secured ; so that in a number of instances there is ample room for lawns. and ornamentation, and also for playgrounds and athletic fields. An increasing need for additional buildings has been evident for several years. Comprehensive plans were under consideration by the Board of Education when the World War came, and this with many other desirable improvements was laid aside. And again, the unprecedented cost of labor and material has still further postponed the erection of a new high school. Instead it was decided to make additions to five of the grade school buildings where conditions were most in need of remedying. For this purpose the people were asked to authorize a bond issue of $550,000. This was recently approved at a special meeting by an overwhelming majority.

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CHAUTAUQUA COUNTY AND ITS PEOPLE

The Board of Education, consisting of seven mem- bers, holds two regular meetings each calendar month, and from time to time numerous special meetings are necessary to meet special problems. The routine work of the board is largely entrusted to regular and special committees which act according to the character of the matter in hand, with the Superintendent of Schools, or Superintendent of Buildings. The board employs a full time secretary who keeps the books and is responsible in a large measure for the financial affairs of the board. The office of the Superintendent of Schools is situated in the high school building, and contains the offices of the secretary of the Board of Education, the Superin- tendent of Buildings, and working room for the super- intendent's clerk and telephone operator.

INSTRUCTIONAL ORGANIZATION-There are under the jurisdiction of the Board of Education fourteen grade or elementary schools, not including annexes, and one high school. Each of these schools has a prin- cipal who is charged with the general administration and supervision of the schools. Except in the case of three of the small schools, having from two to five teachers each, the principal is not burdened with the care of an individual class, but in addition to the administrative and supervisory work gives some time to teaching, which consists in a large measure of coach work with individual backward children, or retarded classes. The sixth, seventh and eighth grades are un- der the general supervision of the principal of one of the grammar schools, while the kindergarten and first five grades have a supervisor giving full time to supervision. Some subjects, although the actual work of instruction is usually carried on by the 'class teacher, are under the direction of supervisors. This applies particularly to writing, drawing and music. Manual training com- prising the hand work in the lower grades, is treated as a part of the work in drawing, and is under the super- vision of the drawing supervisor. Manual training, cooking, sewing in the grammar grades, and in the high school, are in the hands of special teachers in shops, kitchens and sewing rooms, under the general care of a special supervisor. There are also teachers and super- visors of physical training in the high school and grade schools.

The injustice and unsatisfactory results of rigid grad- ing and promotion by examination were long since rec- ognized in the Jamestown Public Schools, and many years ago grade examinations as the sole means for determining fitness for promotion were abolished, and in their place was substituted the teachers' recorded monthly estimate based upon the pupils regular work and tests given as an aid to instruction. Much has been said, and justly, in behalf of backward pupils and their interests are often overlooked. For these pupils pro- vision is made in several ways. There is an opportunity class for a limited number, individual instruction is much in use, and special classes are organized from time to time. Unfortunately, however, for some of these pupils not much can be done in book knowledge, and for these there are special classes. At the other end of the scale, moreover, are many pupils who need exceptional opportunities and means for more rapid advancement, and great as the harm may be which comes to the back- ward pupil from a rigid grading system, much greater harm is done in this way to the capable pupil who so often lacks sufficient employment. By means of fre- quent re-classification and additional optional studies for pupils in the seventh and eighth grades, the exis- tence of at least three groups of normal children is recognized : the slow, the average and the quick. In the first grade particularly and also in the seventh and

eighth there are frequent re-groupings of pupils, and throughout the grades, except in a few of the very small schools, semi-annual promotions are made. Beginning with the seventh grade, advantage is taken of the op- tional courses in the New York State elementary syllabus, and capable pupils are allowed to begin acade- mic work, notably modern languages and Latin, and to carry this along with the regular grade studies. The practical workings of this method are much like those found in the junior high school, though we have no school designated as such, but a good proportion of our pupils enter the regular high school with some sub- stantial credit in high school subjects.

There is a pre-vocational school for boys in connection with one of the grammar schools, and one for girls in a house specially fitted up for the purpose. An addi- tional feature is an opportunity class for pupils whose needs cannot be met either temporarily or permanently in the regular classes. Some special features of in- terest and value are the summer school, which has been maintained for a six weeks session for five years; the night school which has ministered to the needs of our foreign population in a very marked degree for the last 15 years; and summer playgrounds, which have been carried on under supervision each summer, beginning with 1911. There are now eight of these playgrounds under supervision of the school authorities. More re- cent developments are an open air school, a dental clinic, and classes for defectives.

Mothers' Clubs which are in fact Parent-Teachers Associations are now so organized as to include the entire territory of the city. Regular meetings are held with programs of a widely varied nature-addresses, discussions, entertainments, sometimes given by the pupils, sometimes by the people of the neighborhood, exhibits of school work, each in its turn serves to give to school and community a sense of common interest and mutual obligation. The Mothers' Clubs have in numer- ous instances given material proof of their interest by presenting the schools with victrolas, pianos and stere- opticons and in raising funds for the School Park and the Junior Red Cross. The School Park, a beautiful woodland of some fifty acres has been bought and paid for through the voluntary cooperation of the schools and citizens. This has been deeded to the Board of Educa- tion and is placed in the care of the School Park Association. Another organization of teachers and citizens has assumed a responsibility of over $20,000 for the purchase of a piece of land to be added to the High School Campus. When completed this addition will give the high school a convenient and satisfactory athletic field with room for a variety of sports.

SOME INTERESTING DATES-Some of the items below mentioned were decided innovations at the time of their adoption. Many of them have been incorporated into the curricula of progressive schools everywhere. They are given with the appropriate dates to show something of the part Jamestown has had in enriching the course of study and enlarging the scope of school activities:

Normal class, 1866.

Physical instruction with the employment of a reg- ular teacher, 1866.

Drawing and commercial instruction as extras, 1866. Instruction in vocal music by special teacher in all grades, 1867

Experimental manual training and domestic science, 1879.

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History of Chautauqua County, New York, and its people, Volume I, Part 72

Author: Downs, John Phillips, 1853- ed. [from old catalog]; Hedley, Fenwick, Y., joint ed. [from old catalog] Publication date: 1921 Publisher: Boston, New York [etc.] American historical society, inc. Number of Pages: 649

Author: Downs, John Phillips, 1853- ed. [from old catalog]; Hedley, Fenwick, Y., joint ed. [from old catalog]
Publication date: 1921
Publisher: Boston, New York [etc.] American historical society, inc.
Number of Pages: 649