USA > Pennsylvania > Crawford County > Our country and its people. A historical and memorial record of Crawford County, Pennsylvania. > Part 22
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eloquence was really the initial point from which our school law, of unex- ampled excellence, had its origin.
This Act of 1809 was perhaps the best that could be done for the time, as population was too sparse, and the resources too slender to think of estab- lishing a general system with any prospect of success. In many parts of the State it was taken advantage of, and I find on an examination of the records there were a few in almost all the old townships who were educated under its provisions. But as population and wealth increased, and there was a gradual approach to the possibility of a public system, the deleteriotis influence of this system was more and more apparent, and was becoming day by day stronger. It exerted a deadening influence upon the sensibili- ties of the people as to the value of education, and during the progress of the quarter of a century that it was in operation a lethargy gradually settled down upon them that required a herculean effort to throw off.
But in 1834. through the firmness and resolution of Governors Wolf and Ritner, and the sturdy virtue and powerful appeals of such men as Stevens and Breck and Dr. Smith and Burrowes, the common school system -free alike to rich and poor, the high and the low-was firmly established, and from that day to this has been increasing in strength, and power, and perfection. But the law was not absolutely imposed. Its acceptance was left to a vote of the people. That first vote of the people in November, 1834. disclosed singular results. There were in the State 987 districts, and of these only 742, but a trifle more than three-fourths, accepted its provi- sions. It is a matter of pride to reflect upon that not one of the twenty- seven districts of Crawford County rejected the free school system when offered. The citizen of to-day may throw up his hat for that.
But the population was still sparse, the people for the most part very poor, and the schools at first had to be economically conducted. It was the period of the little red school house with two diminutive windows on a side, surmounted by a little cob of a chimney. Within was a fire upon the hearth, or a box stove in the center; but, there are many who have become good men and women, and not wanting in integrity and the best graces of head and heart, who were, nevertheless, nurtured there. Yea, indeed, along with the knotty sums in arithmetic, and the tangled clauses in grammar, there was not wanting tender sentiment and those emotions common to the youthful maiden and the blushing boy in all ages and climes; and while
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the stern master in his innocence believed that they were deep in the intri- cacies of their lessons, they perchance were exchanging the sidelong glance of love.
The qualifications of the teachers of that day were in the main quite limited. Many of them were educated in the old country, and some were capable of giving good instruction; but it was characterized more by rigid discipline, and a few things well beaten into the pupil, than by breadth of culture or liberality of view. The rod was looked upon as an indispensable element in successful school teaching. As a type of the school of that day -the uncompromising severity of the teacher, and the stoical temper of the boy-the following veritable incident may be taken: In a school taught in a rural neighborhood a mile or two out from the city of Meadville, over sixty years ago, there occurred one wintry morning some misdemeanor, which, on being traced to its author-a square headed chunk of a boy- was not denied. The master was greatly incensed and determined that his absolute authority and mastership must be vindicated. He takes down his
. hickory rod, he draws it deliberately through the hot ashes till it crackles, to temper it and insure its yielding power: he summons the boy onto the floor, and, with that rough implement, he welts and whales his back until that formidable rod is broken and broomed past possessing any pain in- flicting power; but, through it all, and while the master is exhausting his breath and strength, that boy stands unmoved, not shedding a tear, nor uttering a whimper. When authority has been sufficiently asserted the pupil is remanded to his seat, the school is dismissed, the master departs, and the boys, with subdued step and softened hearts, gather sympathetically around the fire to partake of their midday lunch. The boy who with such fortitude has withstood the terrible infliction, casually puts his hand in his pocket and draws forth the fragment of a stick which he knew not was there. He examines it to see whence it came. It is a piece of the identical master's rod, forced there by his powerful blows. He regards it for a moment in silence. The sight of that ugly fragment is too much for him. He breaks forth in a paroxysm of grief, and he who had without a murmur withstood the painful infliction, is completely broken down by this significant reminder, and his companions-moved by his passion and touched by his sorrow -- mingle their tears with his. The circumstances here narrated were given me by a citizen of Meadville, now a gray-haired man, then a boy who wit-
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nessed the punishment, and was one of the circle who sat in sympathy with that bold youth around the wintry fire.
The schools of that period may have been good for teaching endurance with an unflinching spirit, and what was lost in mental insight was gained in toughening and thickening of the cuticle, and in place of the passion for science there was engendered fear of the rod which was constantly before their eyes. Indeed, the mental fare was probably in an inverse ratio to the belaboring one. Still, the instruction may have been as good as could have been expected for the compensation.
I have said that it required a supreme effort to lift the incubus into which the system of 1809 had grown. To the credit of our State be it re- corded that for the accomplishment of that purpose the leaders of all parties -the Democrats, the Whigs and the anti-Masons-came together on com- mon ground and joined hands for a common good. In the opinion of many James Buchanan was guilty of political sins; but there was one senti- ment which he uttered at this period of his life that must ever stand in letters of light. It was in a speech delivered at West Chester in the canvass preceding Governor Wolf's first election in 1829. Wolf was known to be the staunch friend of common schools. Mr. Buchanan said: "If ever the pas- sion of envy could be excused a man ambitious of true glory, he might al- most be justified in envying the fame of that favored individual, whoever he may be, whom Providence intends to make the instrument in establishing common schools throughout this commonwealth. His task will be ardu- 011S. He will have many difficulties to encounter, and many prejudices to overcome; but his fame will even exceed that of the great Clinton, in the same proportion that mind is superior to matter. Whilst the one has erected a frail memorial, which, like everything human, must decay and perish, the other will raise a monument which shall flourish in immortal youth, and endure whilst the human soul shall continue to exist. 'Ages unborn and nations yet behind' shall bless his memory."
George Wolf was a Democrat. He was succeeded by Ritner, an anti- Mason, but no more uncompromising friend of the school system ever drew breath than Joseph Ritner, and to the day of his death he remained the active friend and promoter of public schools. When the normal school of this district was recognized, in 1860, Governor Ritner, then past eighty years of age, was one of the committee appointed to examine and report upon
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its fitness, and made the long journey from Cumberland County. where was his home, to Edenboro, and manifested in the discharge of its duties the earnestness and zeal of a youth of twenty.
But though the common school system was adopted and sustained by legislation, it had at first a hard struggle for existence. Where school build- ings had been erected they were unfit and inadequate; but in the greater part new buildings had to be provided for, and hence the first expense was without immediate fruit. But the greatest drawback to the success of the system was the lack of suitable teachers. To be sure the compensation was very small, and little inducement existed for securing the requisite culture. By the report of 1836 it is shown that there were in Crawford County eighty male teachers and ninety female teachers, and their average salaries were $12.03 for the males per month and $4.75 for the females. The Legislature made some provision for colleges and academies in the hope that they would do something towards fitting common school teachers. The academies really accomplished little, and though the colleges wrought better, and not- ably the college in this county, yet it was not much that they did in raising up the great body of the common school teachers to that grade of knowledge and scholastic culture necessary to attain satisfactory results. It was like attempting to make watches with only rough, coarse, unskilled work- men to execute the delicate mechanism. The first hopeful sign of radical improvement among the common school teachers was their attempts at organization-a groping for means of improvement-and an indication that they really felt the need of bettering their condition. Crawford County has the honor of having had the first Teachers' Institute ever convened in the borders of the State outside the city of Philadelphia, and even then the associations which were organized as early as 1813 partook little of the nature of an institute. The first meeting was held on the 25th of March, 1850, at Meadville. Philadelphia Association of Principals of Public Schools was formed September, 1850. An institute was held in Erie in September, 1851. In June, 1851, a preliminary meeting was held in Lan- caster County, out of which grew a permanent organization in 1853. These were the first. In the wake of these came in the order named Schuylkill. Allegheny, Lawrence, Warren, Wayne, Washington, Indiana, Westmore- land, Chester, Fayette, Beaver, Berks and Blair. The history of its origin is interesting and sounds more like the annals of the early missionaries to
1
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lieathendom than of the labors of a Christian in a civilized land. The late Dr. John Barker, president of Allegheny College, a man eminently of scholarly tastes, a most sensible and engaging speaker, and of the noblest impulses of heart, drew up, in 1853. an account of that work, from which I give the following extract: "The past history of the Crawford County Teachers' Institute is one on which every friend of popular education, in- deed, every friend of humanity and of his race, must dwell with unalloyed pleasure, while the omens of its future prosperity give us reason to expect that it is destined to enjoy a long career of usefulness and honor. It is now nearly three years since several young men (all of whom were more or less intimately connected with the business of teaching in our public schools), deploring the public apathy in regard to the common schools in this and adjoining counties and the lamentable deficiency in knowledge, unity of action and sympathy apparent among teachers, began to cast about to find an appropriate remedy for existing evils. Foremost among these praiseworthy young men was Mr. J. F. Hicks, who, unsolicited and with- out the expectation of receiving any return of honor or emolument for his labor, set out as a missionary of education on a tour of exploration through- out Mercer and Crawford Counties. He visited in person a large number of schools and conversed with teachers and parents on the subject of popular education, travelling, for this purpose, on foot in the depth of a most in- clement winter. Thanks to his most philanthropic efforts, and those of a few others associated with him, the attention of teachers was so far aroused and so much interest was elicited that they responded in large numbers to a call for a public meeting to be held in the village of Exchangeville, in Mer- cer County, on the third of February, 1850. That meeting, after a delib- erate survey of the system of public schools and of the imperative duty devolved on them as teachers to do what lay in their power to render their schools more efficient nurseries of morality and knowledge, solemnly united in a fraternity for this purpose, and drew up a constitution which contem- plated permanent organization. They adjourned to meet again on the 25th of March following, in Meadville, and at this place accordingly was held the first regular meeting of the association.
"It is unnecessary to pursue this history further. Suffice to say that each successive half year has witnessed the reassemblage of a large number of actual teachers inspired with a common zeal and laboring in a common
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cause-the cause of truth and virtue. Thus far harmony, no less than en- ergy, has marked the deliberations of this body, progress has been its watchword, and under its auspices a vast amount of information has been diffused through the community at large in regard to the proper province of public schools. To the body of teachers it has been, from the beginning, an occasion of a most pleasing reunion-a bond of sympathy,-a wise friend and counselor, and a voice of admonition and exhortation gently chiding our past delinquencies and urging us forward with a spirit more earnest and more enlightened in our career of noble and benevolent efforts."
The earnest and purely philanthropic efforts of this humble young man travelling in the depth of an inclement winter on his self imposed mission, foreshadowing that supervision of school interests which in time was to be secured by law, the gathering of that little company of young men in the humble village of Exchangeville and the standing up and solemnly pledg- ing to each other faith in maintaining of their organization, have doubtless effected for the cause of education amongst us what we can at this day but poorly estimate. They were the pioneers,-they laid the keel of our goodly craft. A permanent organization was then effected, now nearly half a century ago, which held semi-annual meetings of a week's duration from that time to within a few years past, and since then annually. For the first fifteen years of its existence the writer had the privilege of ministering at its altars and can testify to the uniform zeal and interest with which teachers participated in its deliberations, and the citizens co-operated in maintain- ing and upholding it. The exertions thus put forth by teachers for their own improvement were promptly seconded by the constituted authorities, both legislative and local. For, close upon the heels of this general awak- ening throughout the State there was enacted in 1854 the revised school law which gave new life and power to school officers and engrafted upon the system the office of county superintendent, whereby the examination of teachers upon a uniform method throughout the county was authorized, the supervision of schools secured, the proper oversight of reports en- sured, and the conducting of teachers' institutes provided for. Provision was also made for the preparation and publication of a finely illustrated and carefully edited School Architecture at the public expense, and a copy put in the hands of every board of directors in the State; the school journal was made the organ of the school department and a copy sent to directors
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at the State expense,-a measure which has proved a powerful agency in disseminating sound knowledge upon educational topics and keeping the executive agents of the schools throughout the whole commonwealth, even to its most obscure nooks and corners, well informed in respect to laws and decisions, the manner of making out reports and affidavits and the instruc- tions for administering the system.
The School Architecture proved particularly useful and important, and came at a most opportune time. The hour was ripe for improvement-for overturning the old and building up the new. The little red school house had fulfilled its mission, a most useful one ; but it was outgrown, it was quite too small for the crowds of pupils that now thronged its portals, and it was terribly dilapidated and far on the road to ruin. The new architecture fur- nished plans for houses suited to the most humble neighborhood, and from that on up through all the grades of wants to those of the most populous cities, with full directions and specifications for building, suitably dividing and for fitting with the most improved furniture, with cuts representing all the needed apparatus, globes, charts and furnishings for the most advanced school known to the system. It had the effect not only to enlighten those who were charged throughout the State with erecting school buildings, but it greatly stimulated the resolution to build; for, here they saw spread out before them the latest improvements in school architecture, and could, by comparison, realize the total unfitness of the buildings in use. Great ac- tivity sprang up throughout the whole commonwealth, and the sound of the builder's hammer was heard in the crowded city and by the far off forest streams.
The class of structures which were erected, both for the graded schools and for the sparsely peopled district, was in this county highly commend- able, the latter especially being generally creditable for size, light and airi- ness, with proper furniture, black-boards (things entirely unknown to the little red school house), maps and charts; and withal, ample grounds for shade and play, buildings tastefully painted, the windows of many provided with blinds and the roofs surmounted by bells.
In 1857 were enacted two measures deeply affecting the vitality and strength of the common school system, that of the 18th of April, providing for an independent school department with a superintendent, a deputy, and suitable clerical force, the duties having been previously performed by the
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secretary of the commonwealth as an appendage to his office; and that of the 20th of May, providing for the establishment of normal schools for the special training of teachers and dividing the State into twelve normal dis- tricts of about equal population, with the design of ultimately having one such school in each. These schools were rapidly established and are already in full operation in all of the twelve districts.
But the feature of the common school system, which, in this county, as throughout the State, excited the most lively discussion at its incep- tion, and which won its way to usefulness with the most difficulty and labor, was the county superintendency. The people, ever watchful of the en- croachments of power, viewed with jealousy the multiplication of offices. It was claimed on the part of its champions that such an office was imperatively demanded to make a careful, thorough and uniform examination of teach- ers; to reject the unworthy and grade the certificates of those approved by a system of figures, so that those employing could instantly judge of the relative merits of applicants; to visit the schools and note and comment upon the methods of government and instruction; to deliver public ad- dresses in various sections of the county, bringing to the attention of the people the aims and needs of education; to point out the means of remedy- ing defects, and to warm the popular heart to the importance of a correct training of the rising generation; to be responsible for the management and instruction of the county institute; to keep a record of and certify to all reports and affidavits sent up to the department from the local boards, and finally, at the end of the year, to make a statistical and a detailed report of his own work, and the operation of the schools under his charge, for pub- lication in the State volume, which should form a permanent and reliable record.
On the other hand, it was claimed by those opposed that it was im- possible for one man to do all that was expected of him in a county so large as Crawford, and that the work could be better done by a local agent. But in the face of many difficulties its duties were executed, and it is gen- erally admitted to have been an important aid in improving the grade of instruction and elevating the character of the schools.
The first officer, elected in 1854, was a man of broad mind and large attainments, Mr. S. S. Sears, who labored zealously; but resigned on account of inadequacy of pay, having spent more for travelling expenses than the
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amount of his salary, $400 per annum, and was succeeded by a gentleman of equally liberal culture, Mr. J. C. Marcy. Of the incumbent for the sec- ond term, from '57 to 'Go, it is perhaps unnecessary to speak, as it would involve too much the repetition of the first person. The recollection of those three years of toil is so vivid, however, that I shall be pardoned for briefly alluding to it. Crawford is one of the largest counties in the Statc, having more arable acres than the whole State of Rhode Island, and at the time referred to had not a mile of railway in its borders (though within three years after the close of my term it had more miles than any county in the State, with one or two exceptions). To hold two examinations of teachers a year in each township and perform the required school visitation exacted a large amount of travel. The salary, though increased, was still entirely in- adequate to travel in much state, so the only alternative was to take the foot train, which, in one respect, was of great advantage. It was sure to start at an hour that was entirely convenient and was never off time. There were other casual advantages. If it was a wintry day, one was spared the pain of seeing the poor beast stand exposed to the bitter blast or the cutting storm. But there was one advantage of the small salary that is worthy of special consideration, and may have proved one of the elements of success. With no railroad train and no carriage, I was obliged to start off on Mon- day morning and not return until Saturday night, and not unfrequently two and even three weeks were consumed in the trip. The consequence was that I was much in the homes of the people, formed valued and enduring friendships, became familiar with their feelings and opinions, and came to know every little brook and school house the county over. This life was not wanting in its romantic and poetic side. I was at sunrise on Dunham Ileights, and beheld the glorious orb of day come riding up the heavens in majesty, and gazed at the rosy fingered goddess tinge the tips of the peaks and the spires of the city with saffron colored light, waking all to life and beauty. I beheld from afar the noble river rolling on in majesty. 1 approached the lake, then in its pride, from every quarter of wood and headland, and could tell its beauties as a lover the brow of his fairy; deer dashed past me as I picked my way in the uncertain paths of the forest. I stood amid acres of pits hollowed and lined with the halved trunks of trees-monuments of the labor and skill of unknown hands in the dim past, before the advent of English speaking people: I peered into Indian
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mounds and tumuli, and picked up relics of the rude workmanship of that now departed race; and I studied elements of beauty as they revealed them- selves in the bubbling fountain, the purling brook. the dashing waterfall, the dark ravine. the groves of towering pine, the dense shade of the hem- locks, orchards and green meadows, the fields of waving grain, all golden and ready for the harvest, the flocks upon the hills rejoicing in their fleeces rivalling the snow for whiteness, the herds cropping the rich pasturage, re- velling in pure streams or reposing beneath ample shade; all these as I moved on through the circling seasons were mine to gaze upon and enjoy to the fill. The painter. in the most sanguine stretch of his imagination. knew no such elements of simple beauty, of grandeur. and of sublimity as were spread out before me on every side. In vain is his cunning in the mix- ing of colors. He can not rival the tints of its autumn leaves, or the glories of its sunset hues. There are indeed few stretches of country pos- sessing scenes fit to live on canvas that excel those in this goodly county.
In my early visits to the different sections I recall some incidents that were amusing. On one occasion I had a considerable distance to walk before reaching the place where I was to hold my examination. It was raining heavily, and I waited until I could just have time to reach the town. in the hope that the rain would cease: but there was no diminution, and by the time I had arrived at iny destination I was pretty well bedraggled. A number of farmers who had brought in their daughters to be examined. and directors who had come to employ teachers, were gathered in the bar-room-the common assembly room of the little hotel,-when I entered and joined the company around the cheerful fire. Conversation soon turned on the superintendent, whom they had never seen and who was coming for the first time. Speculation was rife as to whether he would come out in such a storm. One gave the opinion that if he had a closed carriage and a good horse he might get there. I joined in the conversation and expressed the belief that he would be at his post at the appointed hour, but the majority shook their heads, and inclined to the opinion that he would not come. Curiosity was manifested as to his personal appearance, and whether he "would be good for anything." Ah! there was the rub, the pivot on which turned the whole matter. But I was resolute, hopeful, and determined then, and such considerations did not disturb me. Could the whole burden of the labor and responsibility I was to encounter during the three years upon which I was then just entering have been rolled upon
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