USA > Wisconsin > Buffalo County > History of Buffalo County, Wisconsin > Part 37
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52 | Part 53
In 1871, in the first institute I ever attended, and which was held at the schoolhouse at Fountain City, Prof. Charles Allen was the conductor. The attendance was, notwithstanding the location not being very central, still considerable.
The following year Prof. Allen was again assigned to our county, but, owing to his pending removal to California, did not come, and I had to shift for myself. The institute remained in session for about three days when it disbanded.
In 1873 Prof. D. McGregor, then as now of Platteville Normal School, was our leader; in 1874 Prof A. O. Wright, now Secretary of the State Board of Charities. During the ensuing three years Prof. Albert Earthman, then of River Falls Normal School, was the conductor of our institute. During the first year of Mr. Rathbun's administration of the office Prof. J. B. Thayer, then of River Falls Normal School, conducted the institute. The following year Prof. Troining was the conductor and State Superintendent Whitford delivered a lecture. I think Prof. Thayer came again the two years afterwards, as also in 1882 and 1883. In 1884 Prof. Barker, formerly county superintendent of Pepin County, con- ducted the institute. He was followed the next year by Prof. C. H. Keyes, who was then principal of the public schools at River Falls, and in 1886 Prof. Thayer came again. Mr. Rathbun had introduced institutes of two weeks duration, but under my next administration we returned to those of one week for the reason that the attendance, though perhaps not more numerous, was more regular, so that probably as much efficient work was done as would have been accomplished in two weeks.
The attendance at the institute was not uniform as to num- bers. It was sometimes held at inconvenient dates, during har- vest, or when teachers were prevented by other occupation during vacation months. The highest number was reached in 1884 when the ladies expected to be entertained free of charge by the citizens of Alma, an expectation largely realized for some years. This prac- tice being finally abandoned, the attendance declined to little more
439
EDUCATION.
than one half of the highest number, ranging from forty upward to sixty or sixty-five.
The regular custom was to have one evening during the week for lectures, one of which was delivered by Mr. Geo. Harper and one by myself, as long as I was superintendent.
Sometimes Dr. Seiler volunteered an essay especially on hy- giene connected with schools, a theme not only very interesting but also of great practical importance, especially after the legisla- ture went into converting people by temperance lectures to be de- livered by the teachers.
The institute of 1887 was conducted by Prof. Brier, principal of the Sauk City High School, Superintendent Geo. Schmidt as- sisting. I attended every afternoon, but did not take part in any- thing except History. I consider Prof. Brier well qualified for the position of institute conductor. The lectures were on Tuesday Aug. 30, by Dr. Seiler on Instruction in Physiology and Hygiene in the Schools. The Doctor forgot to touch on some articles of stimulation in general use, especially upon tobacco. He probably thought it was not necessary to teach the boys to smoke and there I agree with him.
Mr. Harper read on "English as she is spoke." The lecture was remarkable for quotations of far-fetched word-derivations by sundry authors, among them Prof. Stephen Carpenter, late of the State University. But there was one good point in it, of which some of the young wielders of the birch might take note-(of course, I know they won't)-about the Scotchman who prided himself on his English- or rather not Scottish-accent but was told by a drunken "Cockney" that he was "a bloody Scotchman." Among the wonders happening at this institute was the appearance of Dr. Stearns and his delivering a lecture. The "Doctor" is competent, though missing it in some of the details, when speaking about future certificates. Regarding the principle of not employing any one who had no experience, I will not say anything; but I thought of the fellow, who would not go into the water, until he had learned to swim. Dr. Stearns lectured on the "Teacher" on Thurs- day night. The attendance at the institute was 57 all told.
Among the duties of the Superintendent is the one that he should visit every school once in each year and oftener if required. This duty is not specifically imposed upon him by the law of
440
EDUCATION.
1861 above referred to, but simply that he should "visit and in- spect schools." I wonder whether the legislature thought he could inspect without visiting them! In practice, however, it was the reverse, the superintendent was expected to visit, but not to in- spect the schools. At least he ought not to show any marks of his inspection; though he might praise, he was not expected to criticise. Some schoolboards who were so ready to resent the shaking of a finger at their school and its fixtures, were almost as sensitive at the most casual neglect to visit their district. It has before been remarked that the powers of the superintendent were not adequate to the enforcement of the laws in their apparent strictness. He soon found that the people were applying the law against himself, much more punctiliously, than they were tolerant to his application of the laws as the same were directed against the carelessness, negligence and obstinacy of some school boards.
But the law was probably obeyed by every superintendent according to his estimate of the necessity of the visits. It was no easy task to visit from 76 to 93 schools during a winter term, and to the latter number had the schools grown in 1882, considering that the visits had to be made during the months of December, January and February. Winter schools, graded ones excepted, began about the first of November or later. Giving the teacher about one month to get his school into working condition, would put the beginning of visitation to about December 1st, which would leave three weeks in that month, since vacation was as sure as holidays. To delay beyond the 1st of March would often make travel dangerous if not impossible. To merely look in at the schoolroom, without observing or having time to observe, any great part of the work going on, might be a visit, but certainly no inspection or visitation, and would amount to scarcely more than nothing .. To spend more than half a day or the better part of it in any school was out of the question, since, even with the greatest caution and diligence not more than eight schools per week on an average could be visited, allowing for interruption by impassable roads or extremely cold weather. Summer schools were usually between 50 and 60 in number and travel easy enough, if not al- ways delightful. The short terms and the scattered situations of the schools very often prevented a visit to all, and might have ex- cused occasional slights. The question whether the official visits
441
EDUCATION.
of the County Superintendent were of any considerable benefit to schools and teachers, must be answered affirmatively, although now and then they were time and trouble wasted. I introduced a system of term reports, not to be made monthly, but delivered to the Superintendent at the time of his visit, and by him com- pleted, criticised, accepted or rejected. A copy being usually left with the teacher and by him or directly by the Superintendent delivered to the district board, served at once as a notice of the visit and its result, and as an admonition for desirable improve- ments. Though partially abandoned by Mr. Rathbun (78 to 82) it has found favor with the people as an honest attempt of giving them the desired information. We have seen from the foregoing that in 1856 there were but three districts, one of them a joint dis- trict. I have diligently inquired into the location of that joint district, and found that even the first chairman of the town of Bel- videre from which the said district was reported, could not en- lighten me on the subject. So we have only two authentical dis- tricts, in which school has been taught during the winter term of 1855-56. The district in the town of Buffalo had its schoolhouse in Fountain City. The following were the teachers before 1861:
1855-56. A Mr. Mead, a young man, who left again.
1856-57. A Miss Steuben, who came from and returned to Ohio.
1857-58. I have no report.
1858-59. A photograph artist who had his gallery on a flat- boat.
1859-61. Henry Kessler, who afterwards went to the war with Comp. H. of 6th Inf. He returned and taught again in Fountain City and other places.
The district No. 1 of the Town of Belvidere, in which school was taught as early as at Fountain City, had then and has now its schoolhouse on the northern line of the Southwest Quarter of Sec- tion 9 of Tshp. 20, Rge. 12, at the fork of the Alma and Fountain City and the Probst Valley Road. The first teachers, from 55 to 59 were:
1855-1856. Miss Fannie Bishop, daughter or niece of Collins Bishop, then a resident of the district.
1856-57. Mr. Samuel Hardy, then working for John Linse.
442
EDUCATION.
1857-58. Robert Strohmann, afterwards County Surveyor. Went to the war,and did not return to Buffalo County. 1858-59. Thomas More, brother of Mr. John More of Cross in this county. Died.
It is, of course, imposible to give lists of teachers of all districts as they were successively established. One instance, however, may find a place here. The town of Alma is not mentioned in the first report on the schools of this county. But during the winter of 1856-57 the first school was taught by Dr. John Ehing, who received his certificate of Mr. Philipp Kraft. Both of these gentle- men are yet living, Dr. Ehing at the city, Mr. Kraft in the town of Alma.
After Dr. Ehing, C. Moser, jr., kept the school and was suc- ceeded by Mr. Weisshaupt, who, I believe started the first Singing Society in the village.
In the following table I have endeavored to give the first or pioneer districts in every one of the present towns and corpora- tions. This was an extremely tedious and in its results very un- certain undertaking, since it is now more than twenty, sometimes nearly thirty years since schooldistricts were formed, and twenty- six years since the old proceedings were abandoned, so that the people have forgotten all about these old occurrences.
The same may be said in regard to first or pioneer teachers in the towns. Few or none of them are at present residents of the county. Further remarks will be found after the table.
443
EDUCATION.
PIONEER TEACHERS IN PIONEER DISTRICTS.
TOWNS AND CORPORATIONS.
No. of Sch:Dist.
Year of Begin- ning.
NAME OF FIRST TEACHER.
REMARKS.
Alma, City.
1
1856-57 Dr. John Ehing.
See above.
Alma, Town.
2
1858-59
J. K. Benedlet.
In Mill Creek Valley.
Belvidere
1
1855-56 |Fannie Bishop.
At Klein's.
Buffalo, City
1
1859
L. Kessinger.
Buffalo, Town
1
1861
George Harper
Iu Lenhard's old log house. At Walker's Corners.
Canton
1
Unknown
Cross
2
1858-59 John Burt.
Dover.
1
1866
Miss Emily A. Turner .. (Mrs. W. H. Church.) A Mr. Mead ..
Fountain City, Village ...
1
1855-56
{ Miss Olive Hatch
Gilmanton
1
1858
Mrs. Dan. Gilman.
Near the mill. .On Cowie's land.
Lincoln
1 1863
John Muir
Then Dist. No. 3 of Waumandee. On Sect. 30 T. 24 R. 13.
Maxville
1
1858
Unknown.
Milton
1
1858
John J. Senn
Near the mill.
Modena
1
1859
Miss Elizabeth Gilman
In the present village. Waste Valley Dist. Danuser Valley.
Montana
1
1867
J. P. Remich
Naples
1
1858-59
Miss Achsa Hilliard . Mr. H. Adams.
Pace's Dist.
Nelson.
1
1858
Miss Rachel Evans ... Mrs. J. Burgess.
In Cascade.
Waumandee
1
1857
Miss Minna Kirchner .. Mrs. Chas. Hohmann.
.. On Baechler's land.
Mondovi
1 1858
Thomas Fisher.
Glencoe
1
1857-58 A Mr. Stone
.. On Baertsch's land. .In Bennett Valley. .. See above.
Most statements in the above table were made up from in- quiries of old residents. In some places nothing could be ob- tained, except the statements in the Atlas of Buffalo and Pepin County, a very unreliable authority, having been hastily compiled by strangers from hearsay, as far as the historical part is con- cerned. In the town of Gilmanton, for instance, the "Atlas" says as stated in the table. But all inquiries on the point leave it to be inferred that, possibly the first school might have been taught on the west side of Beef River in Gilman Valley. One authority says that Miss Dora Cook, now Mrs. John Hunner of Eau Claire, taught the first school on the east side in a little loghouse between Mr. R. E. Fuller's and J. M. Hutchinson's. (This is now in Dist.
444
EDUCATION.
No. 4 of Gilmanton.) Afterwards the little schoolhouse was built near Gilmanton and a Mr. Peso taught there first; after him Miss Georgiana Lockwood, afterwards Mrs. G. W. Gilkey; after her Albert Southworth of Mondovi, brother of Ryland Southworth, and after him Miss Louisa Lockwood.
I can and will not dispute any authority, but quote the in- stance as one of the perplexities experienced in collecting informa- tion. So I was in doubt about the first school in the Town of Lincoln, it being possible that the School District at Mattausch's having existed at about the same time, if not earlier than the lower district, now called No. 1. I have, however, good authority for stating that in 1863 Mr. John Muir taught the first school in the latter district, the schoolhouse standing on the land of F. F. Schaaf between his own house and that of M. Profitlich. In District No. 2 the first school was taught in the house now belong- ing to M. Hammer, and the first teacher was Miss Henrietta Ainsworth. In consideration of the above circumstances, which must be applicable to most towns I beg the pardon of every reader, who might feel slighted or neglected by being omitted from the table. It will not be expected that I should give the time of formation and the first teacher of every district.
So far we have been considering public education, or educa- tion in the public schools with all its concomitant arrange- ments. There are, however, some schools not of a public char- acter in regard to their support, though, perhaps, not exclusive with regard to the admission of pupils. We designate all `schools not public in our sense of the word as private schools. In this county the private schools are all denominational, but may be divided into three classes; 1. Those with a full course of instruc- tion, similar to that of the public schools, including religion as one of the important branches of this course.
2. Those entirely devoted to religious instruction, cultivating a foreign language for the purpose of instruction in religion and using rituals and songbooks.
3. Sabbath Schools of different denominations, some using the German, others the English language, instruction being mostly of a religious kind.
Of the first class are the
445
EDUCATION.
ROMAN CATHOLIC SCHOOLS AT FOUNTAIN CITY AND IN WAUMANDEE.
These schools have a full course of instruction, using, how- ever, books which do not conflict with the doctrines of the church. I believe that there is, at least for girls, a course of instruction in such manual labor as may be useful in households, as sewing, knit- ting and ornamental work. There has never been any complete and reliable report on the attendance of these schools, and in the absence of such I forbear further discussion. The German lang- uage, I understand, is an essential branch of instruction in these schools. A boarding institute is connected with each school. Temporary private schools are held every year during the latter part of the winter and in early spring in all the churches of this denomination for the instruction of those who desire to go to the first communion. These latter schools do really belong to the second class.
Of the second class are the 1
NORWEGIAN EVANGELICAL LUTHERAN SCHOOLS.
Rev. F. A. Moeller who furnished me the history of the Nor- wegian Evangelical Lutheran Congregations of which an extended account will be found under the head of "Religion," says of these schools:
"The above mentioned four congregations are divided into school districts according to local convenience. In these districts there is annually a religious school taught for a few weeks or even for three months."
He names as Teachers in those schools S. Odegard, John Am- dal, Lars Kjos, John T. Ness, A. Hillestad, E. N. Bloom, and M. Garthe; he also mentions some others, but not by name.
These schools begin by teaching reading and writing the Nor- wegian language, as all the religious books used are in that lang- uage. Sometimes it happens that these Norwegian schools, as they are popularly called, interfere with the attendance in the public schools, and I remember at least once that I blundered into one of them, intending to visit the public school in the school house in which it was kept.
To the same class belong.
OTHER PROTESTANT SCHOOLS.
They may be found in all the churches of the denomination about Easter time, and serve as preparations for the confirmation
446
EDUCATION.
of those members of such churches, who desire to pass through this ceremony. I think that Rev. Nommensen, when he was in charge of his church at Fountain City, maintained a school with a more extended course of study, but I am not precisely informed about the facts in the case.
The third class comprises the
SUNDAY SCHOOLS.
They are fully delineated above.
ART EDUCATION.
There is one kind of instruction, which though found in all parts of the county to a certain extent, is not furnished by schools, and not usually in classes. This is the instruction in Music. Bands and their members usually receive instruction by their leaders, at least in the performance of a limited number of pieces, further instruction being only incidental, notes and musical nota- tion being only used as an auxiliary for the special purpose.
But everybody is aware that all the music is not made by the bands. Instruction in playing the piano and the organ has become necessary and is performed by numerous persons. Form- erly these instructors, almost exclusively ladies, came from abroad and staid only for a short time. At present " home talent " is patronized. Some of this home talent has been improved and developed by a course of instruction at Milwaukee and other places.
Instruction in playing the violin, the flute and the guitar and other instruments is sometimes given by gentlemen having ac- quired some skill in performing on the instruments named.
Of the " Arts" music is the one most practiced, the number of performers being very numerous, especially among the ladies.
Of other arts, especially the
GRAPHIC ARTS,
we can not boast of much progress. The only success in quality is in Photography. In former times this art was practiced mainly by itinerant artists, who with their outfits went from place to place, and whose performances were, to say the best of them, mediocre. In 1876 Gerhard Gesell established his gallery at Alma, he being even at that time a man of taste and ambitious of improvement, and he may now be ranked as as a first-class artist, who would certainly compare favorably with those of his profession in much larger places than we can boast of in our county. It might be
447
EDUCATION.
questioned what photography had to do with education, but as it is one of the graphic arts, and as it has considerable influence in educating the taste of the public, I think I need not apologize for introducing it in this place. Drawing and painting have not yet made any progress among us, though the first should and could very well be introduced into the public schools as a regular dis- cipline or branch of study. In both of these arts I have endeav- ored to transmit what little of knowledge and accomplishment I .possessed, and there have been a few willing to learn. Of late a number of dilettanti, mostly working up patent processes, have done their best to spoil the public taste, if possible. They were all "professors," a title with which the people of this country are very ready to decorate any one, who knows something, or pre- tends to know, what not everybody has learned. Typographic art will be considered in the chapter on the " Press."
To the question: "What is the result of all our educational endeavors, establishments and arrangements ?" We may fairly an- wer: "Success." It is true we have not yet produced any intel- lectual prodigies, no genius in art or science has been awakened among us, but we have thoroughly formed the common mind and prepared it for the purposes of a c mmon life, and we have opened the road to higher pursuits. It is true that our young men have still to attend business colleges to acquire a business education but it is also true that they enter these colleges so well prepared that they are soon able to graduate with honor and to assume res- ponsible situations.
It might be objected that some one or another discipline or branch of study has not always been properly taught, or even totally omitte in the schools. This complaint has frequently been made with regard to writing, or, as it is usually styled, pen- manship, but our schools are not to blame for the prejudice of the people of some sections of the county, who, for instance, delight to see the itinerant writing master come among them to dazzle them with his curvatures and flourishes, with his birds and other impossible animals on paper, and who always insist that writing was not, and could not be, well taught in school. Where such prejudices do not exist the people demand, that the teacher should
-448
EDUCATION.
both by precept and example teach writing, and they have their will and results are as good as in other branches.
Higher schools than the highest departments in our graded schools not existing in our county, such schools in other counties were frequently attended by pupils from this county, and in former times Galesville University had some influence on Buffalo County education, as being the preparatory school of a number of our teachers. My first contact with pupils and graduates of said university produced a very unfavorable impression upon me, which has not yet been entirely eradicated, although a few in- stances have come to my knowledge, which prove, that the school might produce good results.
Very similar impressions were produced upon me by what I saw of some of the pupils of the Arcadia High School. I hope to be spared a similar experience with the pupils of our own incip- ient high school at Alma.
I really think that this chapter on education, as far as schools are concerned, is long enough. But, as I have already intimated, education does not end in the schoolroom. It is continued through life involuntarily and intentionally. All must and do learn invol- untarily, but only the dull and stupid learn in no other way. In- tentional study and self-education take so many devices, ways and means, that no book could ever account for all. But the greatest factor in education after school years is certainly the " press."
Of this we will speak in an other chapter as far as our own publications are concerned, and perhaps a little, also, on other pa- pers most in circulation among our people.
Other factor are the Pulpit, Debating Societies, Lectures, Ex- hibitions, Theaters and Concerts, and finally Libraries. Ot the first, the pulpit, we' will speak under the head of "Religion." Debating Societies have from time to time been started and kept up at different points with some temporary success, but being usually the fruits of some enthusiasm and rivalry among young people of a town or school district, they always expire naturally by the changes that are taking place among the participants, who are either scattered by emigration or become dissatisfied with their juvenile efforts.
Lectures do not seem to take greatly among our people, which may also be said of exhibitions. Theaters and concerts are some-
449
EDUCATION.
times well patronized, especially those gotten up by home talent. None of our larger places are, however, large enough to encourage troupes of the better sort to venture into them, and so we can hardly pretend to an educational character in theatrical perform- ances by traveling combinations.
Of public libraries we have in fact but one deserving any particular notice. It belongs to the
HOWARD LIBRARY ASSOCIATION
of Gilmanton. The idea of starting a library in that town seems to have originated with Mr. Sidney Howard, who donated the sum of $500.00 as a fund the interests of which were to be used for the purchase of suitable books. It is stated that the scheme went into operation in 1864, and I think there is also a membership fee of one dollar to be paid by each person who wishes to be entitled to the privileges of the institution. The use of books is put up at auction if there is a particular demand for certain works, other fees are not collected .. . This library is doing much for the dissem- ination of good literature. , Ten years ago there were about five hundred volumes, but there must now be more.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.