U.S. Data Repository -- USGenNet Inc. -- Please read the U.S. Data Repository Copyright Statement on the following page: - - - - - - - - - - - - - - - - - - - (pages 337-355) Chapter XVI Schools and First Newspapers Let the soldier be abroad if he will, he can do noth- ing in this age. There is another personage, a personage less imposing in the eyes of some, perhaps insignificant. The schoolmaster is abroad in the land and I trust to him, armed with his primer, against the soldier in full military array.覧Lord Brougham. In the early days the homes were so few and far apart that it was almost impossible to have any schools, and the children were either taught by their parents, or grew up without an edu- cation. The first schools established were not free, but were maintained by subscriptions. There were no regular buildings覧the master holding his classes in a rented room, a stable, a loft, or any available place. Anyone who had a desire to teach and could get enough subscrip- tions could hold a school; the only qualifica- tion absolutely necessary being that of wielding the rod. As the population increased it became more and more necessary to secure some regular means of education, so all the families within a radius of three or four miles found it to their mutual benefit to unite in building a school- house. These first structures were little one story huts, with the chinks between the logs plastered up with clay. At one end was a huge stone fireplace, usually large enough to contain an eight foot log, in which fire was kept burning while school lasted. Wood was furnished by the men of the community and cut by the boys during the noon recess. Around two sides of the room an opening formed by using two half logs instead of those of regula- tion size was covered with greased paper to admit the light. Often the woodpeckers, at- tracted by the paste on the paper, came to peck on these windows, making a distracting noise. To retaliate, the pupils thrust their quill pens through the paper, perforating it with holes. On especially dark days the room was lighted by a lantern made of a framework of wood covered with greased paper, in which a lighted candle was placed. At one side of the room was the door, made of roughly sawed boards hung on wooden hinges, and fastened with a wooden latch. Although the bare ground served the purpose in most buildings, some schools had puncheon floors made of hewn logs placed side by side on the ground, but these were hardly better than no floors at all, as crevices were usually left between the logs. Such buildings were not conducive to the health and happiness of the pupils, for the rain and the snow, blown in through the chinks in the walls, often fell on their insufficiently clad forms. The furniture of the schools was of the rudest kind. Logs, split in half and laid across wooden pegs made fast in the floor, were the benches. Sometimes the stumps of trees were left standing when the ground was cleared, and the split logs were laid across these stumps. A half log with the flat side made smooth was placed under the window, and served as a writing table for the pupils, who took turns in using it. Each one made the most of his allotted time, painstakingly writing in his copy- book of foolscap paper with pens made of goose quills. The master sat in front on a tall stool from which he looked down upon the pupils in such a manner as to make the most timid shiver with fright. In one corner stood the schoolboys' mecca覧the bucket of drinking water with the tin dipper hanging near by, and the worn floor told of many pilgrimages in that direction. On the wall near the door was hung a flat board, on one side of which was carved the word "Out." When a pupil left the room he was expected to place the carved word in sight and when he came back to turn the word toward the wall, in order that the master could keep track of his flock. Often the pupils would make a pretense of turning the board without actually doing so, and many would go out at one time; but woe to them when they were discovered! for on such occasions the master spared neither his energy nor the rod. The school term was three months long, be- ginning near the first of November, after the fall work was finished, and ending toward the last of January, before the spring planting be- gan. Each pupil paid from 25 cents to $2 a term, besides boarding the teacher "a spell." Sometimes, when there were large families, children whose parents could not afford to let them all go to school, took turns in going and in staying at home. In those days the children were more eager to learn than they seem to be to-day, probably because their opportunities were fewer. The branches taught were neither very extensive nor very advanced, but almost every child who had a chance to learn, read well. The New Testament was taught as a part of the prescribed course, and elementary arithme- tic was taught to the older and more advanced pupils, but especial emphasis was placed on spelling. The children were taught their first lessons in the following form: b-a-ba, b-e-be, b-i-bid-a-bi, b-o-bo, b-y-by, bid-a-by-bo, b-u-bu, bid-a-by-bo-bu. All the children liked to take part in the spelling-bees, which were a means of social di- version for old as well as young. In arithme- tic the pupil reached the height of his ambition when he was able to "cipher" to the end of the "Single Rule of Three," which we know as proportion. This came before fractions, which scarcely any pupils studied, although the com- pution of simple interest was sometimes taught to boys. The "United States Spelling Book" was the only book used besides the New Testa- ment, and it contained the lessons in reading, geography, grammar and history, as well as spelling. In the first part were printed the let- ters of the alphabet, and the easier words in spelling, and exercises in reading. As the pages were turned the words became longer and more difficult, until at last the dizzy heights of "hy- pochondriacal" and "unparliamentariness" were reached. The lessons in geography consisted of sentences stating facts regarding cities and coun- tries. The following method of examining the pupil upon his daily preparation was advised, the author stating that "this method, judiciously applied by the teacher, could not, we think, fail of hastening on the pupil to a thirst for knowl- edge and useful inquiry, and tend very much to enlarge his mind, and open his faculties to thought and reflection": Master: In what quarter of the globe is France situated? Pupil: In Europe, Master: Which is the metropolis of France? Pupil: Paris, and is said to contain one million souls. Master: Is England in Europe? Pupil: Yes, and London is the great capital of the United Kingdoms of England, Ireland and Scotland. Between the lessons for spelling were selec- tions for reading. The first, from which we quote, is a simple little rhyme on "Beasts, Birds and Fishes": The dog will come when he is called, The cat will walk away, The monkey's cheek is very bald, The goat is fond of play. The second, which immediately follows the first, is entitled, "On the Shortness of Human Life": * * * Like the sun, or like the shade, Or like the gourd which Jonas had; Even such is man! whose thread is spun, Drawn out and cut and so 'tis done; Withers the rose; the blossom blasts. The flower fades, the morning hastes; The sun is set, the shadows fly, The gourd consumes覧so mortals die. It is extremely doubtful whether a pupil who had thoroughly delighted in the first selection would be equally interested in the latter one. During school hours a great buzz and hum pervaded the entire schoolroom, because every- one studied aloud. By insisting upon this the master knew how well the pupil studied his lesson, and when the noise was not loud enough to suit him he would cry out, oftentimes ac- companying his words with blows, "Spell, spell!" The early schools usually had two sessions, one in the morning, and one in the afternoon. The morning session began at 8 o'clock and lasted until 12, with one short intermission. At 12 o'clock the school was dismissed for the noon hour. If the pupil lived near the build- ing he went home for his lunch, but if, as was more often the case, he lived two or three miles away, he brought it with him and ate outside or within the building, according to the state of the weather. The remainder of the hour was spent in play, and the afternoon session began promptly at 1 o'clock and lasted until 4, with another short recess, generally of from five to ten minutes' duration. Punishments were severe. For such a mis- demeanor as whispering, the teacher kept a smooth round stick which he would throw with all his force at the mischievous pupil who, whether he received the blow or not, had to pick up the stick and carry it back to the master. This punishment was meant to humiliate rather than to inflict any physical pain, for the return of this stick published the pupil's guilt and it was generally accompanied by the jeers of his companions. Other offenses against the order of the school were punished by compelling the guilty one to stand on the floor in front of his schoolmates for perhaps a whole session. The pupils were often made to sit on a high stool or to stand before the school for hours at a time wearing a dunce cap. In one case at least a small boy received this punishment for drawing the picture of a rooster to which he gave the face of the master. It is a question which覧 boy or master覧might more appropriately have worn the cap. But whatever else the punish- ment might be, the rod was always there to be used on boys and girls alike, for the unrelenting hand of the one in authority spared neither age nor sex when it becaiAe his duty to administer the rod. If the master was severe in his treat- ment of the pupils, neither did the pupils spare the master when occasion presented itself. It was the unwritten law of the school that at the end of each term the teacher should "treat" the pupils, and if this treat was not forthcoming, woe to the pedagogue's dignity! For the pu- pils seized and carried him, not always in the most comfortable position, to the nearest pond, into which they ducked him, head first, and they did not relax the severity of the punish- ment until, with great humility, he promised to accede to their demands. The "New York Reader, No. 3," published in 1844, was used in the schools established in Marion County immediately preceding 1850. It was "designed for the use of schools and calculated to assist the scholar in acquiring the art of reading, and, at the same time, to fix his principles, and inspire him with a love of vir- tue." That the author endeavored so to do is shown by the titles of the following selections, taken at random from the table of contents: "Of God and His Attributes," "Providence Over All," "The Care Which Providence Takes of Animals During the Winter Season," "Industry," "Modesty," "The Wisdom of Early Piety," and numerous selections from the Bible. Much of the poetry is on the same order, and the book ends with an "Address to a Gentleman's Skull," and an "Address to a Lady's Skull"; rather doleful subjects. There are a few selections of another nature, from one of which, entitled "Of the Chimpanzee," the following extract may prove more amusing than instructive: Its hairs are so nicely disposed all over the body that it appears perfectly smooth; and are much longer under the chin, so that they form a kind of beard there. They are found in great numbers in the woods, and make a loud and frightful noise. A small geography published in 1826 con- tains the following label, pasted in the back of the book: Ask not to borrow. The property of John S. Davis, Fairmont, W. Va. This book, which is 3-1/2 by 7-1/2 inches in size, gives us the following information: New Britain覧This country lies around Hudson's Bay, and is bounded north and west by unknown regions, east by Davis' Straits, and south by Canada. The quadrupeds in winter become white like snow. And again: The length and height of the Andes is greater than that of any other chain of mountains on the globe. The severity of the climate of Russia is in- dicated by this: In the northern parts of Russia the climate is so cold that icicles are frequently seen hanging to the eyelashes. All that is known of Japan is the fact that "the natives produce a varnished ware known as 'Japan ware.' " The interior of Africa is "unknown to civilized nations." New Holland (Australia) is "inhabited by savages," and New Zealand is "supposed to be inhabited by cannibals," while the following is the latest idea in astronomy: Mountains have been discovered in Venus and the moon, hence we infer the same of other planets, and from their resemblance to the earth conclude they are inhabited. When the people first began to build school- houses a committee had to be selected to attend to school affairs. This committee appointed the teacher覧always endeavoring to secure one of as stern a disposition as possible in order that discipline might be maintained; collected his salary, paid this to him, and made an effort to have the children of the neighborhood attend school. The interest on the Literary Fund was distributed annually by the State of Virginia for the benefit of children needing assistance. Soon after Marion County was formed, Vir- ginia passed a new school law under which there were to be a school fund, school commis- sioners, and county superintendents. This school fund was to be extended according to the re- ports the school officials made of the needs of the counties. According to data collected by Virgil A. Lewis, State Historian, from the rec- ords made out by the officials in 1844, there were sixty-three schools in the county, with six hundred poor children entitled to the benefits of the fund. There were four hundred of these enrolled in schools, the rate of tuition be- ing 2-1/2 cents per day, the total sum used in this county being $717.47. In one report the com- missioners said: The commissioners believe the present school system, if properly attended to, admirably calculated to offer facilities for the education of both rich and poor chil- dren. The commissioners subscribe and pay in each neighborhood, and therefore insure the making up of schools. There is no doubt that the rising generation will receive an education sufficient for the objects of all who are not intended for professional men. In 1848 there were twenty-two more schools in the county than there had been four years before, with an attendance of one hundred and seven additional pupils. The first school in Marion County was taught in a little log hut with paper windows, which stood on East Run on the site of the present East Run Schoolhouse. Mr. Abe Martin taught here in the year 1779, and is supposed to have been the first teacher in this section. The second was established in a small log cabin on Tetrick's Ridge, but the first build- ing constructed especially for school purposes in Lincoln District was erected on Big Bingamon Creek. The first school held in Grant District was located near Boothsville, and the first in Winfield was taught in a log cabin 14 feet square, with a puncheon floor and a large chim- ney, situated about a mile from the mouth of Prickett's Creek. In Union, Richard Hall en- rolled sixty-five pupils in 1816. Reason White established the first school in Paw Paw District in a private dwelling, and in 1818 Henry Boggess taught in a log house 18 feet square near Basnettsville. Henry Boggess lived to be ninety years old and, in telling of his experience in teaching that school, he said that during the winters of 1819 and 1820 three children at- tended, aged from eight to fourteen years, whose only clothing, even in the severest weather, were long homemade linen shirts. They went barefooted through the ice and snow to school in order to satisfy their hunger for knowledge. Before there was any school near what is now Fairmont the Jones and Hall School, lo- cated in Hawkinberry Hollow, was attended by the people from this place. The old settlers in Hawkinberry Hollow hired the teacher, and anyone who paid the proper amount of tuition might attend. Thomas Black went to this school, walking back and forth from his home in Barnesville, a distance of five miles. Prob- ably the first school located in Fairmont was built near the place where Courtney's store now stands. This building had two rooms, one for the girls, with Miss Harriet Henderson as the teacher, and the other for the boys, whose teacher was a man. Another early school was the old Morehead School, which was held in the same building on Cleveland Avenue in which Heffners now live. Morehead was the master of this school. One of the most im- portant of these subscription schools was opened by James White in the old Marietta Hotel building, on the corner of Main and Monroe Streets. Some say this building was used for school purposes from the time of its erection in 1840, but it is probable that a school was not held there for some time after that date. After the new Presbyterian Church was built, the upper story was rented and used for school purposes as long as the building stood覧 the first teacher being Miss Janey Zea, and the last Major Moderwell. The True Virginian of October 4, 1851, has the following to say regarding Mrs. Tassey's School: We had not the pleasure of attending the examina- tion of Mrs. Tassey's pupils on Friday the 19th ull., but from what we have heard it must have been highly satisfactory indeed. All had made rapid progress and seemed to be thoroughly grounded in the branches studied. It was not until the year 1840 that the first newspaper was published in Marion County. This paper was the Marion County Pioneer, owned and edited by Lindsay Boggess. The Wheeling Argus of April 20, 1848, in the report of a Democratic meeting held at the City Hall, contains a resolution proposed by Alexander Newman commending Dr. Kidwell for trying to establish a Democratic paper in the mountain counties of West Virginia. This resolution was adopted. The Baptist Recorder, of which Dr. W. D. Eyster was publisher and proprietor, and the Democratic Banner, established by Daniel S. Morris in 1850, followed the Pioneer. The Banner changed hands about 1851, A. J. O'Bannen being the purchaser, and the paper was for a time known as The True Virginian and Trans-Alleghany Advertiser, and, finally, as The True Virginian. That the editors of these papers were courageous in the exercise of the right of free speech there can be no ques- tion, as the following extracts from The True Virginian of October 4, 1851, prove: The Mails. The mails are due here at 8 o'clock P. M. They reach here generally about 10 or 11 o'clock P. M.; and, besides, there is a criminal irregularity in the mail mat- ter. In view of these and other grievances, a meeting of the citizens of Fairmont and vicinity will be held at the Court House on Saturday, the 11th inst., at 3 o'clock P. M. A Delinquent. John Hoffman, who lived near Ice's Ferry, Monon- galia County, Virginia, has left without paying, as far as we know, his subscription to this paper. We under- stand he has gone to Baltimore. Will the papers there please copy this? - - - - - - - - - - - - - - - - - - -