History of the city of Washington and Washington County, Pennsylvania and representative citizens 20th century, Part 36

Author: McFarland, Joseph Fulton; Richmond-Arnold Pub. Co., Chicago, pub
Publication date: 1910
Publisher: Chicago, Richmond-Arnold Pub. Co.
Number of Pages: 1474

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In the fall of 1907 Miss Thompson, finding the duties of her position were too burdensome for her health, an- nounced to the trustees her intention of relinquishing charge of the school at the close of the 1907-8 school year. In March of 1908 her resignation was formally accepted and a short time afterward Miss Lillian M. Rosenkrans, of Newton, N. J., was elected principal.

Beside the principal there are 14 teachers; 33 young ladies were graduated in the class of 1908.

The seminary enters upon its 73rd year under the most auspicious conditions. With a merit more widely recog- nized each year, and a steadily increasing body of pupils, the future looks promising. The income from the school is applied entirely to maintenance of the institution, and no dividends are ever distributed among the stock- holders. Some years ago a fine new school building of vitrified brick was erected for the use of the pupils, bringing the accommodations and equipment of the school up to a very high point. This building is thor- oughly ventilated, heated and lighted, and contains class

rooms, laboratory, art and music rooms, with broad halls and easy stairways. In the north end of the first floor is a beautiful assembly hall, with a seating capacity of 400.

Two general courses are offered in the Senior Depart- ment; the College Preparatory and the Regular. The former prepares students for admission to the Academic and Scientific Departments of any college they may wish to enter. The Regular course is intended for the pupil who does not intend to go to college. The aim of this course is the development of a general culture that will fit the student for life. Music and physical culture are given a prominent place.

At an early meeting of the trustees in 1837, it was arranged that the course of study should cover three years, with as many classes, viz., primary, junior and senior. The plan of organization as originally adopted provided for a board of nine trustees and this is still the proper number, though at present there is a vacancy in the board. The original trustees were Alexander Reed, F. J. LeMoyne, John Marshel, Jacob Slagle, John Wishart, David McConaughy, Joseph Lawrence, Robert R. Reed and John L. Gow. The present board consists of the following: Julius LeMoyne, C. M. Reed, John H. Murdoch, Alvan Donnan, J. K. Mitchell, C. S. Ritchie, W. E. Slemmons and H. W. Temple.

The total number of graduates from the Washington Seminary is 1,343. Many of these have been mission- aries. Among the present active in the field are Mrs. Jennie (Sherrard) Ewing, India; Mrs. W. B. Hamilton, China; Miss Anna Thompson, Egypt.

SOUTHWESTERN STATE NORMAL SCHOOL, CALIFORNIA, PA.

This state institution is located at California, less than 50 miles from Pittsburg by river and steam rail- road, and 30 miles by direct travel, from Washington. California attracts families seeking good educational advantages together with the conveniences, culture and comfort of a residence town. The private residences recently built are in keeping with the imposing new business houses and the town is rapidly becoming a place of beautiful homes. No saloons have ever been opened in the town or within several miles of it.

The Southwestern State Normal School is the out- growth of an Academy first opened in 1852. In the year 1859, when the first State Normal School in Pennsyl- vania was opened at Millersville, the State Legislature passed a bill conferring the privileges of a State Normal School upon the California Academy, but the bill was not approved by the governor. In 1865 the school was chartered by the State as "Southwestern Normal Col- lege," and bore this title for nine years. Locally it is still commonly called the "College." The cornerstone

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of the present main building was laid August 26, 1868, Gov. John W. Geary making the principal address. On May 26, 1874, the "Southwestern State Normal College" was recognized by state authority as the "Southwestern State Normal School" for the Tenth district, composed of the counties of Washington, Fayette, Greene and Somerset, and the first class of two members was grad- uated in the following year.

The school now occupies a group of seven buildings. The main building was first used in 1871; the North Hall in 1874; the South Hall in 1876; Science Hall in 1892; the Gymnasium in 1894, and the Laundry and Power Building in 1899. The campus contains about 12 acres and shows an attractive blending of grass, flowers, shrubbery, shade trees and well constructed grounds for games, such as tennis, basketball, etc. A new three-story building, Dixon Hall, used as a dining hall and dormitory, was first used at the beginning of the fall term of 1907. It is 80 feet in width and 132 feet in length and occupies a commanding site just south of South Hall. The first story space is used chiefly for a dining hall, accommodating about 500 persons, and a kitchen with necessary rooms connected therewith. The second and third stories provide dormitory rooms for 100 lady students and teachers. The basement story is used for class rooms and for storage.

It must not be thought that this state institution just grew up of itself. It has taken most earnest and constant perseverance. Job Johnson, Quaker-surveyor- lawyer; W. W. Jackman, L. W. Morgan, Rev. Abner Jackson, George W. Hornbake, G. M. Eberman and several others struggled with it and for it, several of those named being its creators as well as its preservers. From the beginning it was intended to make the school self-supporting, but the income seldom covered the ex- penses. On several occasions it would have been closed permanently had it not been for the faithfulness of the leading citizens of the village. John N. Dixon took a very active part, being a charter trustee in 1865 and continuously on the board afterward, "so evenly were the chances of success and failure balanced in the long struggles to sound the school, that if anyone of a dozen had failed to co-operate, the enterprise must have failed. The defeat of the first effort to procure a state charter by the governor's veto in 1859 would have entirely dis couraged a less ambitious people.

The charter to be issued by the state March 16, 1865, was prepared by J. C. Gilchrist, an educator of much fame along the river and all over the county. When it was granted the inauguration ceremonies were held April 12, 1865, which was a red letter day for California and for education in this region. The catalogue for that year contains a statement that should find everlasting lodgment in the minds of lovers of American institu-

tions, to wit: "The friends of the enterprise believe that the teacher is the great center which supports the common school system and which gives thereto what- ever efficiency that system may possess. The common school cause is reprobated because teachers are not capa- ble to meet the standards demanded by the public. Because they are lacking a most Christian and gigantic cause is held in disrespect. Yet little blame can be at- tached to the teacher; and censure must not be directed against him. Opportunities for professional culture have not been presented to him; and no duty is more en- cumbent on the state and on society than the establish- ment and support of Normal Schools."

Many others have been instructors and in charge of this institution, among whom may well be mentioned G. G. Hertzog, who from the year 1866 has been con- nected with this school, first as a scholar for a short period and afterwards as an instructor or on the official board; and Theodore B. Noss, who was the leader in instruction for the past 25 years until his sudden death February 28, 1909.

The highest enrollment of scholars in the Academy was reached in 1866 when the summer school had 125 in attendance, but the Normal year, 1908, saw 378 scholars. Of these, 85 were in the senior class. Of the general roll for 1908 there were females from Washing- ton County, 206; males from Washington County, 89. Every scholar now enrolled is a resident of Pennsylvania. The influence of this school upon the teachers of the county, and consequently upon the common schools of the county, cannot be estimated.

COMMON SCHOOLS.

Schools were always considered a necessity in Wash- ington County. Teaching was done by the school teacher even before school houses were built. Some teachers could not come up to the requirement to read, write and cipher as far as the "Double rule of three," or proportion. Some could not write, and attempted to teach by plates which they carried with them and which they would require the scholars to copy. School houses were built in a neighborhood by the combined efforts of those interested dividing the work of cutting logs, hauling them and putting them up. Sometimes a hole was cut and a piece of sheepskin was nailed over the hole for a window, and sometimes a log was left out the whole length of the building so as to give light. The fire place was built of logs with a stone background against which would be rolled logs of six feet in length to be burned. Chimneys were made of split sticks and clay. Seats were made out of split trees or saplings, the flat sides dressed smooth with an axe, and legs put in holes in the bark side. Frequently these buildings had no floor. The teachers were often very passionate men

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and their use of the rod or of sticks from the wood pile was sufficient to frighten the most daring of the scholars.

No organized effort was made by the Legislature of Pennsylvania to establish a uniform system of schools until the year 1805 when the first tax was levied in Washington County for the education of the children. One hundred dollars per year was raised for four years, and in 1809 an act was passed authorizing a tax to be levied for the poorer classes. From 1809 to 1833 the amount collected for this purpose was $22,400 for the State.

The schools of this time were conducted on the sub- scription plan and under the authority of this act, for those unable to pay for schooling the teacher made out a bill for expenses, including tuition, books, etc., and presented it to the county commissioners, and it was paid by them. This method drew a line between the richer and poorer classes, and soon became unsatisfactory and gave way to the enactment of school laws in 1834 by which the present common school system of Pennsyl- vania was established. The citizens of Washington had petitioned the State Legislature to pass such an act, and no doubt this had some, if not a leading influence in creating the school law. Townships were divided into districts and the schools were called "District Schools." There were no governesses to reside in the family as was customary in the slave states. Under the new sys- tem, female teachers were sometimes employed in the larger towns, but the male teacher was necessary at least for the larger scholars, the boys and girls being taught in separate buildings where possible.

The school books of these times were an improvement over the makeshifts used before and if properly revised and printed, might be considered by some an improve- ment on the books we have today. The English Reader by Lindley Murray in 1831 as also his English Grammar and Cob's United States spelling book came into general use. The first, containing selections from the best writers had among other things for its object "to incul- cate some of the most important principals of piety and virtue." Among its many striking selections is the statement that "Moral and religious instruction derives its efficacy, not so much from what men are Taught to know as from what they are Brought to feel." The efforts of the instructors of those preceding days had been to bring men to a true state of feeling, rather than to give them mere knowledge or information as seems now to be the general idea of many ministers and instructors. An illustration of this difference is shown by the Washington and Jefferson College student of today who said, "jestures are unnecessary, for the English language has sufficient words to express the idea you wish to convey." He has not been taught that to in- form your hearer was one thing, but to convince and

spur him to feeling and action was a far greater achieve- ment. About the time when the graded schools were started in the larger towns of the county, McGuffey's Graded Readers, followed about 1860 by Osgoods' Graded Readers, were generally adopted throughout the county. Since then many changes have been made by the directors of each township often without regard to uniformity and sometimes with apparent unnecessary expenditure of money. Since 1903 school books are fur- nished at public expense.

Graded schools had their origin in the temporary ill- ness of a female teacher and the incompetency of an- other, which led John L. Gow, Sr., of Washington, to combine several schools of the town and grade them ac- cording to advancement and without regard to age or sex. This co-educational plan raised protest and hostile resistance among the patrons, but not much objection from the young folks. The superintendent and school board agreed, and the public commotion about the great error that was being made soon died out until no one desired to go back to the idea of keeping the sexes separate.

The curious and many interested outsiders, including the grand jury of the county, visited the Washington graded or Union School. This was between 1848 and 1853. The new Union School building of Washington which was planned in 1853 and finished in 1855, was considered a model for that day. Monongahela City organized a graded school in 1854 with James H. Moore principal and three female assistants. Graded schools and separate schools for sexes could not be had in the country district schools, hence male teachers were neces- sary and very few if any female teachers were employed until near the Civil War of the sixties. The laws of 1854 were a great stimulus and since then the yearly term has been lengthened, the course of studies enlarged, the larger scholars dropped out, the younger more rapidly advanced and the number of female teachers increased until the proportion employed is about four to one in their favor. In 1907-8 the number of male teachers employed in the county was 169; female teachers, 551. The total number of teachers as reported to the state June 1, 1908, was 175 males, 569 females.

In early years the rural preacher in some localities gave instruction in the more advanced studies. Small rural academies were from time to time organized in some parts of the county, but were always of short duration and this method of teaching ceased entirely about 40 years ago. The desire for better opportunities was expressed 30 years ago by Rev. S. M. Glenn at the Centennial Anniversary of the Upper and Lower Ten- Mile Presbyterian churches as follows: "Every pastor, in sympathy with the youth of his congregation, always meets some who crave more education. Had he the

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time to devote to such work, many young persons would seek from him the instruction which the common school does not give them. The minister ordinarily. has not the time or strength to give this aid, and it is painful to have to deny such requests. The common school ought to do more for our youth. The failure is not from the system, but because the schools are carried on with reference to economy only. Short terms and low wages offered shut out the more competent teachers, and our education is deficient. Such a course hinders our young people from keeping pace with the growing intelligence of the country. That which has given our Presbyterian Church prominence and power in this region, was her determination to educate the youth of the church. By affording the best advantages, our youth might take the highest positions in their chosen calling. The standard of the common schools should be raised and thus afford to the poorest child such training as the times demand."

The following contribution by Frank R. Hall, ex- County Superintendent of Schools of Washington Coun- ty, shows the growth and condition of the schools of the county since County Superintendents were placed in charge :

As a people we know comparative little of the schools and their growth in Washington County. In fact, there is but little history on record previous to 1870. Begin- ning with 1854, the first year of the superintendency, and till after the year named, but few of the State Su- perintendent's annual reports are on file in the county superintendent's office. They contained much informa- tion that would at present be of value, but the volumes are lost.

The office of county superintendent was created by an act of the State Legislature, May, 1854. J. L. Gow was the first elected in this county. In coming into his office he found directors derelict to duty, "school houses ill-adapted to their purpose," many incompetent teachers, in general poor text-books, and a universal apathy on the part of parents for the schools. He found the teachers employed in an effort to manage schools with but little if any classification. Their time was given to "keeping order, listening to complaints, settling quarrels, doing the necessary licking, making and mend- ing quill pens, and showing how to do sums." At the close of Mr. Gow's term, the schools presented a different aspect. New life had been infused; directors were aroused to a realization of their duties; buildings were improved, better furniture, maps, and dictionaries found their way to many schools; patrons visited and here and there teachers closed with an exhibition by the children to the delight of many. Two hundred and sixty schools were in operation with 270 teachers; wages averaging $22.75 per month. Pupils enrolled, 13,510; received from

the state, $3,808.70; received from tax collection, $43,- 367.79.

Some 20 years later, A. J. Buffington was at the head of the schools. They had grown in number, and ad- vanced in proficiency. The superintendent reported all the rural districts except two had at least one good house. All the new buildings with many of the old ones had the new patent desks and seats. Rooms were being furnished with maps, blackboards, charts and drawings, chromos, engravings and flowers, showing taste on the part of many teachers. Mr. Buffington makes mention especially of Buffalo,. Smith, Cross Creek, West Alex- ander, Bentleyville, Monongahela and Washington, as making marked success. The schools were growing in public favor. In 1876 the government was celebrating the One Hundredth Anniversary of its Independence. Our public schools were then 42 years old, and the work they had done occupied a prominent place in the exhibits of the state. In the last 20 years the schools had grown 13 per cent, numbering 293, with a school population of 12,908, costing by state appropriation $10,708, and by taxes $97,515; wages averaging $39.38, term 5.79 months. The schools were far apart, but well attended, the larger part of the pupils composed of "big boys and girls." The majority of the teachers were men, and as men they gave the work of teaching a hardy sternness that made it as tenacious as the young people were strong and robust. The schools had become the people's col- lege. They were closely attended. Pupils continued until they reached their majority, and then went forth to plunge into the realities that make for life a success or failure.

Twenty years later Byron E. Tombaugh finished his second term as superintendent of the schools. His six years were productive of much good. Since '76 the schools had multiplied. Then there were 293 schools, in '96 there were 456 schools, a growth in 20 years of 55 1-2 per cent, with a school population of 18,522, with an expenditure of $350,342.47. Of this the state appropriated $83,044.75.

In the last years new interests possessed the schools. The young people were given the privilege of graduating in the common branches. Many took advantage of the opportunity and stayed till they secured a diploma. District institutes were established which infused new life into the work, making these meetings popular and well attended. The county institute was made more at- tractive. While it continued somewhat conventional, new men and new attractions were introduced adding much to its utility and benefit to the teachers. Much had been done that awakened new interests and enhanced the school value during the past 20 years. And yet, withal, they were suffering the depression of the times.

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In 1896 the outlook was not the most encouraging. The schools, like the business world, were needing a call to activity. It happily came, and when awakened they moved forward with military precision. Directors were eager for suggestions and instruction; teachers were ready to respond at every call, and the children came forward like spring time to drink in the newness of life. The school growth of the last ten years is phe- nomenal. From 1876 to 1896 there was an increase of 163 schools. From 1896 to 1906, ten years, there was an increase of 215 schools, making a total of 671. The expenses of the year ending June 1, 1906, were $686,- 881.91, Of this amount the state appropriated $91,- 259.73. The schools had a population of 24,457.

Near the beginning of the last decade school officials were inclined to awaken a greater interest by remodel- ing, building and equipping anew school buildings, thereby facilitating the work of teaching. West Alexan- der, West Middletown, Claysville, Burgettstown, Mc- Donald, Monongahela, Roscoe, Beallsville, East Washing- ton, South Canonsburg and Canonsburg, took the lead in structures, beautiful in art, and furnished with all the modern improvements that go to make an up-to- date schoolhouse. Later, Donora, Charleroi, Washington, and West Washington erected and furnished buildings that cost from $60,000 to $90,000 each. Of the rural districts the buildings are almost entirely first class. Many of them are new and modern in every particular. These buildings have slate boards and the single seats, maps, globes, charts, blinds, curtains, papered walls and pictures, giving the rooms where the future citizen is developed a home-like feeling and appearance.

A number of innovations introduced added much in stimulating united effort in the promotion and needed usefulness of the schools. Faculty day centralized the efforts of directors and teachers in one purpose, viz .: better teaching. Where recognized, these meetings proved of greater profit than local institutes. They were edu- cational round tables, invigorating, and closing with resolutions for better work. Educational rallies were encouraged. Talent from abroad was invited in to assist, and whole communities came to hear what was to be said in the interest of the little people.

The county institute assumed a new role. The best talent money could secure; the formation of section work; the introduction of special music; the teachers' hour of the morning, and the evening attractions, all added to its popularity, and induced not only teachers to attend almost en masse, but patrons and directors to come from all parts of the county to enjoy the enter- tainments and instruction.

The Principals' Round Table organized 1898; Parents' Day established 1896; classifying the small boroughs

and rural districts into groups, and placing each group in the care of a member of the Round Table as chair- man in 1904; the classification of principals and teach- ers to systematically visit schools, 1906; the visiting each year some 500 of the schools by the county super- intendent; then, in addition, beginning in 1897 with Cross Creek and establishing in the county nine rural high schools, all tending to keep every one busy in thinking, planning and working for the advancement of education, and the upbuilding of our schools. All this had telling effect. The last year on Parents' Day (two) the schools had 7,606 visitors. There were many more, but a number of teachers failed to report. Other than Par- ents' Day, over 11,000 visited the schools throughout the county. Of the rural high schools, all but one are prosperous. College men are at the head of them, giving them dignity, strength and force of character. Their graduates rank well in colleges, find good business places, and others far above the average of young people intel- lectually settle down and make good citizens in rural life. The rural high school is an opportunity that comes to many, but sad to say, too many reject it. At present there are nine of these schools in operation, viz .: Pros- perity, Cross Creek, Hickory, Cecil, Peters, North Stra- bane, Robinson and Independence. The work takes a high rank, and is the means of pushing to the front the advocates of better rural schools in every community. The course of study needs so changed that more agri- cultural or industrial work will be accomplished. The agricultural communities support them, and the instruc- tion should be practically to their purpose. Two of these schools have a four years' course, and seven of them a three years' course. With one exception they all have a term of eight months. For the senior class in 1908 there are some forty enrolled. Centerville, after con- siderable tardiness, established a high school for her young people. It has been much needed, and by the class of young people that have taken the initiative it is much appreciated. A magnificent building for the school was erected, overlooking the town and giving a view of the country many miles around. Its locality will make school life a joy and give inspiration to the work. It is an accomplishment of which the people are quite proud. No department of the work seems to count for so much this last year as the township principals. There were seven took up the work of supervising the rural schools this year. The attempt was a success in proportion to the effort given it. The venture was a success.

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History of the city of Washington and Washington County, Pennsylvania and representative citizens 20th century, Part 36

Author: McFarland, Joseph Fulton; Richmond-Arnold Pub. Co., Chicago, pub Publication date: 1910 Publisher: Chicago, Richmond-Arnold Pub. Co. Number of Pages: 1474

Author: McFarland, Joseph Fulton; Richmond-Arnold Pub. Co., Chicago, pub
Publication date: 1910
Publisher: Chicago, Richmond-Arnold Pub. Co.
Number of Pages: 1474