USA > Pennsylvania > Greene County > History of Greene County, Pennsylvania > Part 27
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labors of a competent and faithful officer. The value of his labors in eliminating from the schools incompetent and unskilled teachers, and bringing to the front the well qualified, was found to be very great, and the utility of bringing teachers together in institutes and stimulating them to the adoption of the best methods of instruction and government was incomparable.
Strange as it may seem, there were a few districts scattered over the Commonwealth, which as late as 1863, and perhaps later, per- sisted in refusing to adopt the free school system, and consequently failed annually to receive their shares of the State appropriation. In the process of years these arrearages accumulated until they amounted to a considerable sum. A statement of these acenmnla- tions was annually published in the State report of the superintend- ent, and the offer to pay them over when the system should be adopted which the people of the refusing districts could see, until finally, if for no better nor stronger reason, they all were indneed to accept the bait held out to them.
The first annual report after the adoption of the revised system was made by the Hon. Charles A. Black, who was then Secretary of State, and Ex-officio Superintendent of Schools, and a citizen of our own County of Greene. It is with a degree of pride that some ex- tracts from that admirable document, illustrating as it does an intelli- gent view of its spirit and best methods of administration are here given. Touching a matter which proved to be of vital importance in the subsequent operations of the system, he says: "With us the rule has ever been to adopt the township lines as the proper bound- aries, and the exception to this is the independent districts under special acts of assembly. This evil once commenced it is easy to perceive how it might run into excess until every thing like order or system in the arrangement of school districts would be destroyed." This evil, thus intelligently characterized, was found in practice to be all that was here pictured, and proved one of the great disturbing elements to progress.
The remarks of the secretary upon the adoption of the superin- tendeney are most judicious. The addition, then, of this new feature of our common school system, was the result of an impera- tive necessity; and it was commended to the attention of the Legis- lature, not more by the favorable experience of other States, than the evident adaptation of the measure to the objects in view. It was foreseen, however, by the department that in all probability the institution would be received with some disfavor, and more especially by the directors, whose actions it might seem designed to control. Great care was consequently taken to convince them that such was not the purpose, but was designed to assist them in the performance of their duties, to relieve them of some of the most irksome of their
Juul Swert
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labors, and to elevate, if possible, the character of the entire system for usefulness and efficiency. In a circular addressed to directors, "it was urged that in making choice of county superintendent ' strict regard should be had to qualifications, habits of morality, industry and previons zealous support of education by common schools. That law requires the person elected to be of literary and scientific ac- quirements, and skill and experience in the art of teaching.'"
The Secretary, in a circular addressed to County Superinten- dents, gave very judicious advice, which was well conceived for making successful the labors of this new officer and securing the per- manence of the office. The value of the counsel given in this circu- lar, at this juncture, can not be overestimated, and doubtless was the means of saving the repeal of this feature of the law-a calamity which had befallen this provision in the neighboring State of New York. "Its usefulness," says the Secretary, "with us will depend materially upon the manner in which its duties are performed. In their intercourse with directors, who are essentially the vitality of our system, Superintendents should be careful to avoid any assump- tion of authority not conferred by the law. The jealousy which naturally exists towards the creation of a superior office, apparently intended to control their actions, may be conciliated and entirely re- moved by a spirit of courtesy and forbearance, and a carefulness to avoid any interference with the rights and duties properly given by law to the directors. Their powers remain undiminished, and in some respects the duties of directors are increased by the new law. It may be proper and useful for a superintendent to give advice and in- struction when required, upon many points not prescribed by the law. * The intercourse of a county superintendent, with the directors of his county, should be as frequent and familiar as possible. In his visitations he should carry with him a spirit of courtesy, and endeavor upon all such occasions to have the personal presence of the directors. Teachers should always be examined in their presence. This is both the duty of superintendents and the right of the directors. * * By being present at the examina- tion of teachers and visitations they can better judge of the qualifi- cation and worth of a teacher, the progress of the schools, and the ability and devotion of the superintendent to the cause of education, and the manner in which he discharges his duties."
" Whatever opposition has been manifested towards the office of county Superintendent, results more perhaps from opposition to the entire system of popular education than to this or any other particu- lar feature of the law. It is to be regretted that there are still those who are so blind to their own true interests as to oppose any system that would call upon them for taxes, and would be hostile to any system of education unless they were especially exempt from tax-
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ation. * In the moral and intellectual culture of society, more than in the strong arm of the law, do they find the surest se- curity for the safety and protection of themselves and property. The law never interposes to prevent the perpetration of offence, ex- cept by way of example-never exhorts or entreats. Its only mission is to detect and punish, or to reform through punishment. But education, moral and intellectual, like an angel of mercy, pre- cedes the action of the law, and enables the young to guard against the temptations that might otherwise beset them through life. Has it ever struck the minds of such that just in proportion as we diffuse the blessings of education, we lessen the public expenditures for the administration of justice-for the support of jails and penitentiaries."
It would be pleasant and profitable to quote still further from this admirable report of Secretary Black, the first to report under the new law. It was fortunate for the State and for the new system that so able and liberal minded a man was at the helm at this criti- cal juncture, that his views were so admirably conceived and ex- pressed, and a great credit to the county of Greene that one of its own sons was the instrument of conserving and perpetuating so great a blessing to the commonwealth.
As we have seen, the feature of the new law which was in great- est danger of failure was the county superintendency. Though this was preserved, and in its sphere was capable of effecting great im- provements of the system, yet it was not potent for seeuring all the increase in efficiency desired. One of the defects which it could not immediately remove was the lack of well instructed and skilled teachers. Upon this head the Secretary observes. "The great scarcity of well qualified teachers is still a source of grave com- plaint in almost every county of the commonwealth. It is an evil that lies at the very root of our system, and until it is entirely re- moved our schools cannot attain a permanently flourishing condition. Much has been done during the past summer by means of teachers' institutes and kindred associations to infuse a proper spirit of emula- tion among the teachers and the examinations by the county superintendents have, doubtless, contributed to the same
results. * * The subject of normal schools for the education of professional teachers, has been so frequently urged upon the attention of the Legislature that it is scarcely necessary on this occasion to repeat the arguments in their favor. It cannot be doubted that two Normal Schools, one in the eastern and the other in the western or northern part of the State, properly regulated and sus- tained by the liberality and bounty of the State, % * would in a very few years not only supply our schools with competent teachers, but give a tone and character to the entire system that it never before enjoyed."
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No one can doubt that this recommendation of the Secretary was one of vital importance at this juncture, striking at the very root of the evils under which the system was groaning. The Legislature was not slow in seeing the reasonableness of his recommendation, and in acting upon it. For, at the session of 1857 a normal school law was enacted which provided for beginning with a single school, and for gradually expanding into that imperial system whereby twelve great Normal Institutions will be established in as many well defined districts, representing equal areas and populations. The tenth dis- trict, of which Greene County forms a part, comprises the counties of Washington, Greene, Fayette and Somerset. The school for this district was recognized as a State institution in 1874, and is situated at California, Washington County. The value of its buildings is re- ported to be $95,000, furniture $7,000, libraries 8600, musical in- struments 81,000, apparatus $1,350, other property $1,500. The total number of students that have been educated in it males 2,287, females 2,232. The annual attendance males 255, females 286. Schools have been established in ten districts, leaving only two still to be provided for. In these schools up to the present time have been educated males 36,950, females 25,591 a total of 62.541, and the value of property in all the ten is $1,566,813.32. From the modest recommendation of Secretary Black, in 1854, has all this grown.
Another improvement of vital importance to the system was ef- fected in the administration of Secretary Black, that of publishing and furnishing each board of school directors in the commonwealth with a copy of School Architecture, furnishing improved plans and specifications for school houses, with directions for properly seating, warming, ventilating, and furnishing with suitable apparatus. After quoting the provisions of the law, the Secretary proceeds to say: " It is to be hoped that, ere long, the rude and unsightly buildings which still disfigure so many of our school districts, will be displaced by comfortable houses located upon pleasant and healthy sites, and built not only in reference to convenience and comfort, but to taste and beauty. I have already had occasion to suggest the intimate relation between the physical comfort and intellectual improvement of the pupil, and that it is scarcely possible for a child to make rapid progress in education, whilst confined within the damp walls of a log cabin or a rickety dilapidated frame, without the slightest pretension towards comfort or convenience. How can he forbear turning with loathing and disgust from his studies, in such a place, to the more pleasing thoughts of home and its genial comforts. It is indeed a matter of sur- prise how parents themselves can be so insensible to the mental training of their children as to overlook this important fact."
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The law authorizing the publication of a school architecture, con- templated the furnishing plans for schools from the humblest pat- tern required in the rural district to the most ample and best appointed in the crowded cities. The secretary accordingly secured the services of Messrs. Sloan and Stewart, architects of Philadelphia, to make the required drawings and entrusted the superintending of the engraving and furnishing the necessary descriptive matter to Thomas H. Burrowes, who had been the first secretary under the common school law, and whose life had been largely devoted to sub- jeets of education. The book thus produced has been of vast advant- age in securing suitable school buildings.
In concluding his report at this critical period in the history of school education in the Commonwealth, Secretary Black takes a hope- ful and reassuring view. "Never before," he says, "were the entire body of the people so deeply interested in the results and successful operation of the law; and although some unfortunately, will ever. complain, and I confess that all have perhaps had cause to murmur at the unsatisfactory results of former years, still I am firmly per- snaded that the great mass of our citizens are ardently devoted to the cause of education by common schools, and would deplore any retrograde action at this time by the Legislature as a great calamity. The people of Pennsylvania are far too sagacious and patriotie to be insensible to the overshadowing importance of popular education to every relation in life. * The character, habits and pursuits of the people of Pennsylvania above all others demand the elevating and enlightening agency of popular education .. Nowhere else is labor more emphatically the active element of greatness and pros- perity; and it should be a matter of intense gratification, that none are more devotedly enlisted in the cause of education by commnon schools than the industrial interests of the State. The agricultural, mechanical and laboring classes, the true stamina of a commonwealth, find in the common schools a surer source of power than wealth it- self. For, whatever influence the higher institutions of learning have had, or shall have in the diffusion of human knowledge, it is to the common schools, the peoples' colleges, that the great mass of the peo- ple must look for the advantages and blessings of education. In these humble though mighty agencies labor will find the secret of its power and the means of elevating itself to that just and honor- able position intended by the Creator."
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CHIAPTER XX.
REPORTS OF COUNTY SUPERINTENDENTS-JOHN A. GORDON -- OPPOSITION TO COMMON SCHOOLS-ASSISTANCE OF MESSENGER AND EAGLE- REV. G. W. BAKER-WAYNESBURG AND CARMICHAELS GRADED SCHOOLS-NEW HOUSES AND INCREASED ATTENDANCE-A. G. McGLUMPHY -- INSTITUTE ORGANIZED-JOHN A. GORDON NOR- MAL SCHOOL AT GREENE ACADEMY- GORDON A SOLDIER-PROF. A. B. MILLER- PROF. T. J. TEAL FOR 12 YEARS-NEW BUILDING AT WAYNESBURG- COUNTY INSTITUTE UNDER THE NEW LAW-IN 1870, 113 FRAME, 23 BRICK, 2 STONE, 29 LOG-ARRAY OF TALENT AT COUNTY INSTITUTE-MT. MORRIS GRADED SCHOOL -- DR. A. B. MILLER, REV. J. B. SOLOMON, PROF. LAKIN, REV. SAMUEL GRAHAM-JACKSONVILLE GRADED-CENTENNIAL REPORT -EARLIEST SCHOOLS - QUALIFICATIONS OF EARLY TEACHERS MEAGER-TEACH TO DOUBLE RULE OF THREE-NAMES OF EARLY TEACHERS-STONE SCHOOL HOUSE IN WHITLEY TOWNSHIP.
F ROM the annual reports of the County Superintendents of schools may be traced the complete history of the origin and progress of common school education in this county. We have seen that by the report of 1837 and 1838 only the townships of Cumberland, Frank- lin, Jefferson, Marion, Morgan, Morris, Monongahela and Richhill reported, and these but very meager results. In the report of 1854, Jolin A. Gordon, who was the County Superintendent, reports the schools 154 in number, presided over by 147 male teachers, and 20 females, to be in a prosperous condition, the people everywhere man- ifesting a spirit of co-operation in his labors. In his subsequent re- ports he mentions opposition not so much to himself or to the office which he filled, as to the taxation which the support of the schools and building of the school houses necessitated. Public meetings were held and resolutions passed; but beyond this it took no more definite form. In the Western townships great difficulties were ex- perienced on account of the sparseness of settlement, great blocks of land having been held back by speculators, which ren- dered it difficult to secure scholars enough for a school within con- venient distance. It is pleasant to note, amidst the difficulties he had to labor under, the hearty manner in which he recognizes the prompt assistance rendered him by the Waynesburg Messenger, and Waynes-
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burg Eagle; and also the aid and encouragement from the Revs. Jeffries, Collins, Laughlin and Henderson, and from J. Laughran, president of the Waynesburg College, and Prof. Miller.
" But to none am I so much indebted as to Rev. G. W. Baker, prin- cipal of the Union school at Waynesburg. No sacrifice of time or money appears too great for him to make in the cause of common schools. IIe is always ready at the shortest warning to go where- ever the interest of the cause calls him. Neither rain nor frost can deter him." In this early day mnuch unrequited labor was performed in clearing the way for the complete success of the common school system, and it is only simple justice that testimony be borne to these earnest and self-sacrificing toils.
One of the first and most important improvements wrought by the revised school law of 1854, was the grading of schools effected, and classification secured in ungraded schools and the uniformity of school books as a necessary concomitant. In Mr. Gordon's report of 1856 he says, "There are two graded schools in the county, 147 in which a successful attempt has been made at classification, and none
One of the in which there is neither grading nor classification.
graded schools is the Union school at Waynesburg. It is taught by Rev. G. W. Baker, principal, and Miss McFerran and Miss Alison assistants. I have had frequent occasion to speak of this school in terms of commendation. The other graded school is in the borough of Carmichaels. This school has only had the experience of a graded school of two sessions. It was taught by Mr. Poundstone and Miss Wilkins."
Some estimate can be formed of the personel of the teachers em- ployed during this year from the following statement: "There are 27 teachers between 17 and 21 years of age; 40 between 21 and 25; 34 between 25 and 30; 32 between 30 and 40; 4 between 40 and 50; and 14 over 50 years; 135 were born in Pennsylvania, and 16 out of it." In his conelnding report for the year 1857 Mr. Gordon re- ports two school houses as having been built after plans obtained from the new School Architecture furnished by the State. Of the materials employed, 70 are reported as of frame, 16 brick, 4 stone and 67 log. "Over 30 schools houses," he says, " have been erected during my term of office (3 years) one-fifth of the whole number. These houses, for the most part, are better located, are larger and better adapted to the purpose for which they are intended, than the first ones." In summing up the condition of the schools he says, " The first year of my term the number of pupils exceeded any former year by more than one thousand. This year judging from my notes, the attendance will exceed the first year by several hundreds." In making up his schedule of wants of the system he places at the head a larger State appropriation. This would relieve in a measure the
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burdensome taxation necessitated by sparseness of population. A second is a more uniform and systematic visitation of schools; a third the sympathy and co-operation of parents; and finally a host of thoroughly qualified teachers.
The transition state from the inefficiency which had prevailed under the old law, to the well regulated system under the new law of 1854 did not come until the second term of the county superin- tendency. In the attempt to build school houses and keep the schools open four months in the year, as was necessary to secure the State appropriation, some of the districts incurred indebtedness beyond their means, and consequently several of the townships were obliged to levy and collect taxes to pay debts, and therefore had no schools except such as were provided by voluntary contributions. A. J. McGlumphy was elected superintendent for the second term. In his first report he mentions three districts as having no schools open during the school year, at public expense, for the reasons given above.
One of his early official acts was to issne a call " through the county papers for a meeting of teachers, directors, and other friends of education, to convene in the college hall at Waynesburg, to or- ganize a teachers' institute for the county. At the time appointed a few teachers appeared, and an organization was effected. "Several practical and interesting lectures were delivered by the teachers pres- ent. A number of the citizens of Waynesburg attended every meeting and manifested a deep interest in the proceedings. The in- stitute met again in January. At this meeting there were more teachers present than at the first. Upon both occasions we had the assistance of Rev. J. P. Weethee, President of Waynesburg College, Professor A. B. Miller, of the same institute, and a number of the students." Provision was made for semi-annual meetings, and it is to the credit of Mr. McGlumphy's administration that the county institute was successfully organized. He retired at the end of the second year and was succeeded by G. W. Baker. In the report of the latter for 1860 he says in six of the distriets there were no schools during the last year for lack of funds. He records very much to his credit and his interest in the schools: " I held some seven or eight teachers' institutes, during the fall and winter. They were all but one well attended. Judging from the interest mani- fested by both teachers and people, they were of great service. I lectured nearly every week once or twice of evenings, while perform- ing my school visitations. These were largely attended, and very frequently the schools I visited were crowded with spectators, eager to hear the performances of the children and the lectures given them. The increasing interest manifested by the teachers and peo- ple of this county augurs favorably for the future." These are
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the most encouraging words found in any of the reports hitherto made.
At the election, which occurred for the third term of the superintendency, John A. Gordon was chosen, entering upon his duties with the experience of his former service, and the old time zeal, which manifested itself in the plan for work which he immedi- ately laid out. " I have made arrangements," he says, "with the prin- cipal of the Greene Academy, to hold a Normal school. It will open on the 26th of August and continne in session four weeks. At the close of the Normal school I shall commence a series of institutes, extending to the 1st of November, when the schools will open." This has the ring of the true metal, and such untiring energy as is here prefigured is sure of its reward.
But now the horrors of our civil war were upon the nation, which overshadowed every other interest. On the 1st of November, 1861, Mr. Gordon resigned to take his place in the ranks of the Union army, and his companions in arms recognized his worth by electing him Captain. Professor A. B. Miller, A. M., was appointed to com- plete the term. In his report for 1863 Superintendent Miller says, "The war has taken from the county several of its best teachers, sev- eral of whom have discharged the debt of patriotism with their lives; still the schools are supplied, and there is a gradual improve- ment in the general or aggregate qualifications." Though in the midst of war times he reports a good school-house erected in each of the following districts:" Cumberland, Perry, Centre, Franklin, Whitely, and Morris; and a Union school building in Waynesburg.
Among the agencies which have exerted a potent influence for good over the common schools of Greene County is Waynesburg College. The superintendent says of it, " Waynesburg College is now in a prosperous condition. This institution is exerting a decided and beneficial influence upon the school interests of the county. It has educated many teachers, and its professors have ever manifested a most cordial co-operation with those who have had supervision of the public schools. Greene Academy has been, for a long time, a ' light shining in a dark place,' and to it the county is greatly in- debted."
For the next four terms, embracing a period of twelve years, from 1864 to 1876, Professor T. J. Teal held the office of superintendent. During this long period, the formative period of common school in- struction in the county, the reports show a steady improvement in the erection of new and better school-houses, in qualification of teachers, in intelligent interest of parents, and the greater efficiency of directors in managing the business of the districts. In these several reports there are from six to ten new school-houses reported as having been built each year. In the report of 1864 a good Union
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