History of education in Vermont

Front matter

[ Whole Number

UNITED STATES BUREAU OF EDUCATION.

CIRCULAR OF INFORMATION NO. 4, 1900.

Chapter I. THE COMMON SCHOOLS

Pa^e.

The early measures taken for their establishment 11

The rapid growth of the school system after 1 841 13

The laws of 1827 and 1845 14

Various legislative acts affecting the schools 14

School statistics in 1 846 14

State superintendency 15

The defects of the system when the new supervision was introduced 15

The mode of taxation for school purposes 16

The School Journal and Vermont Agriculturist 17

Teachers' institutes 17

State Teachers' Association . . .'. 18

No State supervision of schools from 1851 to 1856 19

The law of 1856 providing for a board of education 19

Hon. J. S. Adams the first secretary ' 19

I ' The Vermont system of schools a good one " 21

Able supervision of the schools during the eleven years Mr. Adams held office. 21

Establishment of graded and union schools 22

Academies and select schools 23

No legal provision yet ( 1857 ) for normal instruction 23

Important law of 1858 . 23

A reliable exhibit of facts in 1860 24

Candidates for teachers' certificates to be examined in public 25

Too great subdivision of school districts 25

Increased interest taken by the people in education 25

The moral element in education 25

How the schools became free 26

History of the movement 26

A marked improvement in the schools of the State 27

Complaint that there are not enough graded and high schools. 29

The "school lands " . 30

The Government grant for an agricultural college 30

An effort to unite the colleges at Burlington and Middlebury 30

Increased employment of female teachers 30

Beneficial effects arising from town, county, and State teachers' associations.. 31

In 1866 no funds were raised ' ' on the scholar " 31

Legislature authorizes new courses of study 31

Examinations at teachers' institutes made more thorough. _ 31

Establishment of normal schools 32

History of the selection of text-books 32

The board of education act of 1866 32

Trustees of the ' ' United States deposit money " 34

G CONTENTS.

Page.

Hon. A. E. Rankin chosen secretary, 1867 34

Children between the ages of 8 and 14 to have three months' schooling 34

Central schools for advanced pupils authorized by the legislature 34

Hon. John H. French chosen secretary 35

Law that teachers must hold institute certificates not enforced - 35

County gathering of town superintendents 36

State appropriation to normal schools 36

Division into town rather than into school districts advocated 36

The towns authorized to abolish the districts 36

The period of school age changed 37

Attendance made compulsory ( 1870) 37

The legal school year to be 20 weeks 37

' ' Vermont has no school fund " 37

Sources of revenue for school purposes . 38

Law relating to school supervision modified 38

Hon. Edward Conant chosen superintendent 38

The duties of State superintendent . 38

List of superintendents and secretaries - 39

The town superintendent 39

The prudential committee 40

Further school legislation 41

Low wages of teachers 41

Educational meetings in the place of teachers' institutes 42

Teachers' licenses in 1880 42

The last enumeration by district clerks in 1874 42

Children not attending any school ( 1883-84) 42

Number of pupils in high and graded schools 42

Town versus district system 42

In 1884, 24 weeks become a legal school year 43

Income for school purposes and enrollment 43

Temperance instruction authorized by the legislature 43

A new educational bill prepared and adopted 44

Change from town to county supervision 44

F'avorable effect of the law of 1888 44

Office of town superintendent restored in 1890 45

Increased number of teachers' meetings held, and town associations formed.. 45

The schoolmasters' club 46

Statistics 46

Number of graded schools with high-school departments 47

Rate of taxation for school purposes 47

The Vermont " school fund " 48

Deposit received from the National Government 48

Chapter II. SECONDARY EDUCATION

The early academies and the county grammar schools 50

A survey of the rise of the academies and county grammar schools 51

Tables of statistics 63

Sketches of Clio Hall, Montpelier Academy, Burr and Barton Seminary, Black River Academy, Randolph Academy, Lamoille Academy, Rutland County Grammar School, Beeman (formerly New Haven) Academy, Derby Academy, Green Mountain Perkins Academy, Oak Grove Seminary, Chelsea

Academy, Peacham Academy, and Glen wood Seminary 73

CONTENTS. 7 Chapter III.

SECONDARY EDUCATION— Continued.

Page.

Barre Academy, by J. Henry Jackson, M. D 99

Goddard Seminary, by Prof. D. L. Maulsby 103

Vermont Academy, by Kev. W. H. Rugg 107

The Vermont Episcopal Institute 112

Bishop Hopkins Hoe School for Young Ladies 113

Lyndon Institute, by W. E. Ranger, A. M. , principal 114

Green Mountain Seminary 116

Troy Conference Academy 116

Vermont Methodist Seminary 118

St. Johnsbury Academy, by C. E. Putney, Ph. L\, principal 124

Mrs. Emma Willard' s life and work in Middlebury, by President Ezra Brainerd . 130

Chapter IV. HIGHER EDUCATION

University of Vermont 138

Middlebury College, by Prof. C. B. Wright 169

Norwich University, by Rev. Homer White 186

Appendix I.

The school law of 1782 199

Early action of several towns relative to schools 201

The State normal schools 203

Bibliography of education in Vermont 214

Appendix II.

In memoriam George Gary Bush, Ph. D 215

ILLUSTRATIONS.

University of Vermont: Page.

View from north end of college park Frontispiece.

Old college building before remodeling 138

Old college building, as remodeled in 1883 142

Williams science hall 146

Converse dormitory 150

Electrical laboratory 154

Chemical laboratory 154

Biological laboratory " 158

Billings library J 162

Main book room of library 164

Physical laboratory 168

Testing laboratory of engineering department 168

The old college row; from the west 172

The*Joseph Warner Memorial Hall of Science. 178

The chapel and Painter Hall 182

HISTORY OF EDUCATION IN VERMONT.

Chapter I. THE COMMON SCHOOLS

In the first constitution of the State of Vermont, as adopted by a convention of delegates from the different towns, held at Windsor on July 2, 1777, it is declared that u a school or schools shall be established in each town by the legislature for the convenient instruction of youth," and that "one grammar school in each county and one university in this State ought to be established by direction of the general assembly." 1

Each town was also authorized to make proper use of school lands and secure a suitable salary for the master.

Here in the first legislation of the State there is found a clear and full recognition of the intimate relation that should exist between the common school, the grammar school, and a school for higher education. A similar recognition is traceable in all subsequent legislation respecting schools, receiving at some times a more explicit announcement than at others, but constantly reappearing from 1777 down to our day. The first school law that appears upon the statute books was enacted October 22, 1782, and from that time dates the organization of the Vermont school system.

It is to such wise provisions, laid at the very foundation of the Commonwealth, and to the laws which were afterwards enacted in accordance therewith, that Vermont is indebted for the success she has achieved in the cause of education both within and beyond her borders.

Deeply interested in the education of their children, the first inhabitants, as soon as they were organized into communities, seem generally to have instituted such means of literary training as was practicable. " Instead of waiting, as in many of -the States, for teachers to establish schools and invite the children to them, the people of Vermont set up

1 The first mention of the establishment of any school is found at Guilford, December 23, 1761.

the schools and then invited teachers." The town records show that a steady succession of acts looking to this end appear from 1761 to 1787.

Samuel Williams, in his Natural and Civil History of Vermont, published in 1809, says of 1794 that " one of the first things the new settlers attend to is to procure a schoolmaster to instruct their children in the arts of reading, writing, and arithmetic, and where they are not able to procure or hire an instructor the parents attend to it themselves." He goes on to say that " no greater misfortune could attend a child than to arrive at manhood unable to read, write, and keep small accounts, for he is viewed as unfit for the common business of the towns and plantations, and in a state greatly inferior to his neighbors."

It would seem that at that time the people of Vermont did not enjoy such advantages for obtaining a higher education as were enjoyed by the people of other States. Attention was given to the education of children but scarcely any provision had been made for instruction in those studies that would fit young men for the profession of divinity, law, or medicine. The body of the people seemed to be more sensible of this defect than professional men themselves. As has been stated, the legislature from the first assumption of the powers of government had in contemplation the establishment of a university, and with this in view had reserved one "right" of land in all the townships of the State. In November, 1791, it had passed an act that the university should be located at Burlington and established upon a liberal, catholic, and judicious foundation. 1

Before the close of the eighteenth century the records show that many of the towns had established schools and were generously raising funds by taxation, in whole or in part, for the building' of schoolhouses and for paying the salaries of teachers.

In some of the towns school committees were chosen, exact lists kept of the scholars, " their names, ages, together with the length of time to a day that each one is taught;" appointment was made of persons to receive the aforesaid lists and divide the school money among the several scholars taught, and further, it was provided, "that no district be entitled to draw any of the public money on account of schooling, except the teacher of the school has been actually examined and approbated by a committee appointed by the town for that purpose."

President Dwight, in his Travels in New England, written about 1812, states that—

In Massachusetts, New Hampshire, and Vermont schools are everywhere establishing. They are often styled parochial schools. You will not suppose that each parish has a school distinguished by this title, but that each parish has a sufficient number of schools to admit all the children which it contains. To these little seminaries the children of New England are commonly sent from 2, 3, 4, and 5

1 The university, however, was not formally established until some years later.

years of age to the period in which they have learned to read, write, and keep accounts. * * *

At the earliest period children of both sexes are placed under the direction of female teachers, and at more advanced stages of their education under that of men. I speak of the common schools only.

At this period, in a considerable part of New England, the female pupils were sent to schools that were separate from the boys' schools.

The earliest educational contentions in Vermont of which there appears to be any record were held in the winter of 1830-31, and were connected with the movement in behalf of lyceums which had become so general throughout the country. They were held in all the counties of the State and were attended by Mr. Holbrook, the originator of the system. The plan adopted was to have weekly meetings of teachers and semiannual conventions in each county, and that apparatus should be procured for use in the schools. Committees were appointed and times chosen for town and county meetings to organize lyceums or associations for the improvement of schools and the advancement of the general interests of education. Some of these lyceums continued in operation for several years, but there is unfortunately very little on record to show that much was accomplished by them. 1 The Annals of Education for June, 1836, contains a notice for a State convention of teachers and others to be held at Montpelier on the 23d of the following August, and a list is given of the subjects proposed for discussion. No further mention, however, is found of this convention and no report of its proceedings appears to have been published.

An educational convention was held in Brandon in 1841, and in the following year several important meetings were held in the State to consider the question of an improved system of education. 2 One of the most important of these meetings was held in Januaiy, 1842, and many of the best informed and most energetic men of the State were present.

Public discussions of the school system were continued during the years 1843-1845. Early in 1845 a convention was held in Middlebury and a committee appointed to procure authentic information respecting the school laws of the free States. On October 18 of the same year a convention met at Montpelier for the formation of a State society. This they called the " Vermont Society for the Improvement of the Common School." A little later, November 5, 1845, the principal subject proposed for its action was removed by the passage in the Vermont legislature of an act providing for town, county, and State superintendents, the visitation of schools, examination of teachers, and

1 For further reference to this subject see chapter upon the early Vermont academies, etc.

2 The first town in the State to take definite action was Brattleboro, which, in 1841, adopted the Massachusetts system of graded schools.

an annual county convention of teachers. The development of the system of education in Vermont dates from this act. By the following year there was a fully organized State school system in active and general operation.

As early as 1827 an act passed the legislature authorizing the appointment of a town superintending committee, to be chosen by the qualified voters of the town, and directing that towns requiring more than one school should be divided into school districts. It also authorized a State board of commissioners; but this last clause was repealed in 1833.

By the law of 1815 the offices of county and of State superintendent of common schools were created. The State superintendent was to be elected annually by the general assembly, and his duties were to be essentially those of the secretary of the board of commissioners under the law of 1827, except that he was not required to recommend the text-books to be used in the schools. After four years the office of county superintendent, who was appointed by the county courts, was abolished, and two }^ears later the other office fell into desuetude.

By an act approved November 15, 1817, the school year was made to date from the first day of April in each year and end on the last day of the following March. The district clerks of the several school districts in the State were required to make out full statistical returns to the various town clerks between the 15th day of February and the 1st day of March of each year. Within the month following it became the dut} 7 of each town clerk ' ; to prepare an abstract of the returns of the several district clerks and deliver the same to the town or county superintendent of schools when called for." 1

This was to be so reported as to show the number of heads of families, the number of children of school age — that is, between 1 and 18 years old, the number of weeks taught by male and by female teachers, and the wages received by each; also, the cost of board and fuel and the share of the public money belonging to each district, and these were to be u the only items required by law."

The selectmen of each town were required to leave with the town clerk in March a written statement of the amount of money assigned to each district during the current school year.

The whole number of school districts at this time (1816) was believed to be about 2,750, and the number of children of school age not probably less than 100,000. The record for the previous year showed that in all 77,158 children had been enrolled, but of these 15,000 or over had attended school less than thirty days, and that only about 51,000 were in school at the same time; moreover, that the average attendance for the }^ear was not over sixty-eight days.

1 The town superintendents were required to furnish the answers to the inquiries of the secretary of the board of education.

The State was divided into 14 counties, and 240 organized towns, with a county superintendent for each county, a town superintendent in each town, and a prudential committee in each district. In 12 of these counties and 2 towns of another, the amount of public money distributed in 1846 to the several districts was $71,177.27, and the amount paid to teachers in the same districts was reported to be >,469.70, of which sum $52,236.07 was paid to male teachers and >,233.63 to female teachers. The amount paid to teachers in the whole State exceeded $125,000, but of this sum less than one-third, that is, from $36,000 to $40,000, was derived from voluntary taxation by districts. If we add to the whole amount given above the interest upon the cost of school buildings and school apparatus and other appliances, and the amount paid for teachers' board and for fuel, it is found that the common schools of Vermont were then maintained at an annual expense of not much less than $200,000.

As a condition of receiving its share of the public school funds, the State required each district to support a school two months in the year by district taxation, or at least out of its own funds. As a matter of fact, however, at the time to which we are referring many of the districts did not expend for the support of their schools even the whole of the public money they received.

STATE SUPERINTENDENCY.

Under the new system of supervision, the Hon. Horace Eaton was chosen State superintendent of common schools, and continued in the office for five years. In his first report, presented to the legislature in October, 1846, a graphic picture is given of the condition, needs, and prospects of education in the State. The prominent defects, as they appeared to him, were an excessive number of school districts; the "miserable condition" of schoolhouses, their "repulsive aspect" internally and externally, and their "exposed, unpleasant, and uncomfortable" location — the choice of site being usually that spot "which is of the least value for any other purpose." The lack of apparatus was "universal through the State" — fortunate and rare being the school that had so vastly important an article as a blackboard. In fact, the proportion of schools having it varied in the different counties from less than one-sixth to about three-fourths. As might be supposed, the need of a more uniform system of text-books was very urgent. Two counties reported fifty different kinds of books in use in each county, and even others besides those named were more or less used.

Another evil was the shortness of the school year and the low percentage of attendance — since statistics showed that 22,000 children of school age never entered a schoolroom.

But above all other defects, the one most painfully apparent to the new superintendent, the one that he styles the "paramount evil," was

"the want of thoroughly qualified teachers." The small districts especially he found to be the paradise of inefficient and ignorant teachers. Their average age was then, for the winter term, from 20 to 25 years.

there was as yet no provision by the State for teachers' institutes or normal schools, and the conduct and support of such institutes as were held in some parts of the State fell mainly to the charge of the county superintendents.

Such was the condition of Vermont, educationally considered, when the new S} r stem of supervision was introduced and Mr. Eaton assumed the duties of superintendent. From the first decidedly beneficial effects were seen in the gradual elevation and improvement of the common schools.

The regulation that all teachers must previously pass the ordeal of an examination increased the attendance and stimulated to a more vigorous effort the students in the academies and high schools of the State, as a large proportion of these had a longer or shorter service of teaching in view.

The apportionment of the public school money was still made only with reference to the number of pupils in a district, without regard to the wants of the school and without making the attendance of pupils the basis of distribution.

The report of the superintendent for 1848 shows a marked improvement in the furnishing of school buildings. Where three years before scarcely one-sixth of the schools were furnished with blackboards, then nearly all had been supplied, though there was still a deplorable lack of maps, charts, and globes. The per cent of children who did not attend school remained about the same; that is, more than one-fifth of the children of the State were not enrolled in the schools; many of whom were of foreign birth and had but an imperfect knowledge of the English language.

Written examinations of teachers had now been adopted in the place of the oral and very lax examinations formerly required, and a superior class of teachers was being secured.

In the years immediately following frequent reference is made to the continued improvement in the qualifications of teachers, and to increased earnestness and devotion to study on the part of the pupils. Besides, there was an increase in the length of the terms, so that the average of the school year did not fall below 25 weeks.

In 1849 the wages paid to teachers, aside from the cost of board, fuel, and the like, amounted to about $130,000. To meet this expenditure the towns received the income derived from the public money, which amounted to nearly $85,000, leaving a balance of some $15,000 to be raised b}^ a voluntary tax levied by the school districts of the State.

The mode of taxation then adopted favored the rich rather than the poor by requiring the latter to pay "on the basis of numbers;" that is, according to the number of children enjoying school privileges.

Complaint was made by the superintendent that great apathy was still shown in the support of schools, and that this arose from a lack of confidence in the common schools as they were then conducted, and perhaps also f re ma" too prevailing distrust of the practicability of elevating them."

At about this time there was established a periodical with the title of "The School Journal and Vermont Agriculturist." Its design was to put in operation, in connection with an agricultural paper, a State journal to promote the best interests of the common schools. It made its influence felt in Vermont for a time, and was thought to have accomplished valuable results.

teachers' institutes.

Teachers' institutes began to be held in 1846 (the first was at Essex Center) under the direction of the State superintendent of schools, and soon became of common occurrence, though still unassisted by the State. But at length, in 1819, provision was made by the legislature for their maintenance, and an appropriation not exceeding $100 for each institute was granted, and a new era soon opened in the history of Vermont sc ! looIs. Never before, according to the annual report of the superintendent for 1850, had there been a time when so deep and so ardent an interest in the cause of common schools pervaded every part of the State. The step taken by the legislature was considered in the line of advancement ' 4 toward a true free school system, as being alike just, politic, and wise, and creditable to the State."

In 1850-51 two months in the spring and two in the autumn were devoted by the State superintendent to the holding of teachers' institutes, twelve in all, for the fourteen counties of the State. Each institute continued through seven days, "from 9 o'clock in morning until 9 in the evening," and by affording instruction in the proper methods of teaching by reviewing the branches of study usually taught in the common schools, by lectures upon the classification of pupils, the theory of teaching, the best modes of government and of securing order, punctuality and propriety of conduct, interest and diligence in study, and by suggestions designed to enlarge the views of teachers and awaken in the community a lively interest in education.

By the law of November 18, 1856, one teachers' institute was required to be held annually in each county "in connection with the schools in the State during their fall and spring terms."

The first institute held after the passage of this act was opened at Vergennes July 13, 1857. There was a goodly gathering of teachers, 3177 2 and much of the success that attended it "was owing to the warm and generous interest of the citizens of Vergennes." The time occupied by the institutes of this year was limited to "3 evening lectures and a course of lessons occupying two days."

Later (see act of 1870) the length of teachers' institutes was extended to five days.

At this time taxes for the pa}^ment of teachers' wages were raised upon the wi Grand list" of the property of the State, while the expense for board and fuel was, at the option of each district, paid either in the same way or as a charge upon each scholar.

STATE TEACHERS' ASSOCIATION.

The first to suggest the holding of a State teachers' association was Hiram Orcutt, LL. D., a name since well known in New Hampshire and Massachusetts. Early in the year 1850 the suggestion was made in a communication to the Vermont Chronicle, and so well received bythe teachers of the State that a call was soon published for a meeting to be held at Montpelier on the 16th of October following. Its object was stated to be the organization of a State society and for a full interchange of views upon the subject of education in Vermont.

Accordingly, at the date named, a State teachers' association was organized and a constitution adopted, in which the following declaration was made, that the object of the association was "to arouse from its slumbers the public mind, to interest and encourage the heart of the common school teacher, and to impress upon superintendents and teachers of academies and higher seminaries their great responsibilities as exponents of the public school interests."

The meeting of the association in 1856 was held at Barre and continued but for a single day. Yet it is said that to the influence of this small meeting must be attributed much of the credit for the establishment of the present school system of Vermont. Certain it is that the bill there prepared to be laid before the legislature at its approaching session embraces the general features of the system of instruction as it is now.

To Governors William Slade and Horace Eaton, Vermont is greatly indebted for the awakening that culminated in the formation of teachers' institutes and associations, the founding of the normal schools, and the improvement of the school system.

More and more interest was taken in these associations as the years went by, and in 1859 it was reported of its annual meeting that it "was one of the most successful educational gatherings ever held in the State," and, indeed, one of the most important meetings of any kind ever assembled in Vermont. At this convention town and county teachers' associations wefe recommended, and these were afterwards organized and held in different counties of the State.

LAPSE OF PUBLIC INTEREST.

After a service of five years, during which great advancement was made in the common schools of the State, Mr. Eaton was succeeded by the Hon. Charles G. Burnham, who entered upon an efficient administration of his office; but after he had served one year the general assembly refused to choose a superintendent of schools, and for a period of five years there was no State supervision of schools. The only supervision (and even that was provided or not as the towns chose) was that exercised by the town superintendents and the prudential committees.

Secretary J. S. Adams (see annual report for 1863) said of this period:

The topic of schools ceased by discussion to stir the public mind; the people began to look upon the subject of education with comparative indifference; its introduction to the attention of the legislature was barely tolerated; the local supervision became merely formal, and therefore useless; from the disinclination of the people generally to accept an office in the district, to the disinclination of eminent and prominent legislators to act upon the educational committees in either legislative house; all betokened a belittling of the general subject in the public mind.

For years no statistics were gathered showing the number of school children, their average attendance, and the aggregate expense of sustaining the schools, no institutes nor general meetings were held, and no reports made by direction of law. The only faithful and determined friends of the common schools were said to be u mainly clergymen of different denominations."

In 1856 a law was passed providing for a board of education, chosen annually by the legislature and consisting of five members, with powers substantially the same as those granted in 1827 to the board of commissioners, except that the latter board was authorized to appoint a secretary. This law left the act of November 15, 1847, materially unchanged. The duties discharged by the secretary from that time until 1874 were the same as have since been performed by the State superintendent of schools.