EARLY EDUCATION IN THE MOHAWK VALLEY
An Address Delivered Before a Joint Meeting of the Mohawk Valley Historical Association and the Van Epps-Hartley Chapter, New York State Archeological Assn., at Canajoharie, N. Y., May 2, 1936. (By Dr. A. C. Flick, State Historian)
Note S. P. G. stands for: Society for Propagating the Gospel in Foreign Parts, or the S. P. G. as it is commonly known.
Early Schools for Whites in Mohawk Valley.
No schools for the children of the white settlers in the Mohawk Valley appeared during the period of Dutch rule. Alexander Lindsay Glen, a Scotchman, who had lived in Holland, may have settled at Scotia, on the Mohawk, as early as 1658. It was not until 1661--only three years before the fall of New Netherland--that Arent Van Curler and his small group of associates founded Schenectady. Although Stuyvesant, near the end of his rule, authorized the erection of a town government at Schenectady, yet there is no evidence that any attention was paid to education until well into the English period.
Van Curler had had some years of experience in Beverwyck and of course was acquainted with the schools kept there by Dutch schoolmasters. As soon as the settlers built their new homes, no doubt they gave some thought to a church and a school. While it may be assumed that, at an early date, some provision was made for the education of their children, yet unfortunately no record of such action as survived. It is more than likely that the Dutch Reformed minister of Albany took charge of religious services at Schenectady and also of such schools as were in operation.
In 1679 the four commissioners of Schenectady asked certain merchants of Amsterdam, Holland, to send them a minister who was a college graduate and promised to pay him the equivalent of 100 beavers in wheat as a yearly salary and to supply him with a free passage and free lodgings. In 1781, Domine Schatts of Albany was serving a congregation at Schenectady. The commissioners reported to the Classis of 1781 that Schenectady had always had a reader and "has never been entirely destitute of Christian instruction" but wanted a minister of their own. There were 100 members in the church at that time. In 1682 the son of the aged Domine Schaats was reader in the village. The next year, Domine Dellius arrived as minister at Albany and took charge of the Church at Schenectady. Still seeking a minister of their own, the commissioners, elders and deacons, in 1683, wrote Rev. Henry Selyns of New York City of obtain a pastor for them at an annual salary of 500 gilders with free rent and free firewood. The sheriff of Schenectady seems to have carried the letter down to the Domine. Selyns tried to persuade Domine Tesschenmaker to accept the appointment, but he refused at first. However, in 1686, he went to Schenectady, which he described as "the utmost English settlement towards the Indians and French." Four years later he perished in the Schenectady massacre. When the church was recognized, Domine Dellius resumed charge of it. In 1699 Dellius as resolved to return home, and the consistory of the Schenectady church expressed deep regret that "their pastor and teacher" who had converted the heathen was about to depart, and hoped that he might return safely "in a short time.
Dutch Dominies Taught in Early Schenectady
In 1700 when a place two miles above Schenectady was called "The Wilderness," the consistory of Albany asked Rev. Freeman whether he would not go to Schenectady. After some delay he accepted the call of the Schenectady church as a pastor and teacher and remained till 1706. The Rev. Du Bois of New York in 1706 wrote that "the pastorless church of Schenectady" wished to invite a minister from Holland and eight years later this request was repeated.
Thus it would appear that from 1662 to about 1710 whatever was done in Schenectady to teach the children came from the ministers of the Dutch church. Some of them were designated instruction with reading, writing and arithmetic. This surmise seems all the more certain since no names of early Dutch schoolmasters have survived there as at Albany and elsewhere.
DRUMM
HOUSE, JOHNSTOWN, 1763
The home of one of Sir William Johnson's schoolmasters.
The year 1710 marks an expansion of interest in education in Schenectady because Rev. Thomas Barclay, an Anglican, wrote that he was preaching once a month to a garrison of 40 soldiers and "about sixteen English families." Even the Dutch went to hear him. "I have this summer got an English school erected amongst them" he reports, and hoped that the children would soon "be fit for catechising." Since there had been no settled Dutch minister there for five years, he was given the use of their church. Barclay himself served as schoolmaster at first but soon had an assistant who taught the earliest English school in the Mohawk Valley. There is good ground for believing that during the remainder of the Colonial period there was a school either Dutch or English and at times possibly both, in the town of Schenectady. Rev. Thomas Browuer was pastor of the church in 1725 and Rev. Reinhart Erickson in 1732. The latter in 1734 secured a charter for the Schenectady Dutch church. Unfortunately the school records are so meager that more details cannot be given. Aid there as elsewhere came from the S. P. G. more or less down to the Revolution.
Schenectady Grammar School, 1771
So far as Schenectady is concerned it is necessary to pass on to the eve of the War for Independence before we find another definite item in the records. Rev. William Andrews wrote Sir William Johnson toward the end of 1771:
"I have very lately opened a grammar school in this town and that I may make it more generally useful I shall give instruction in writing, reading and arithmetic. At present I have Ten Scholars and as the Prices are moderate I have the Prospect of getting more daily."
Within a few months three more new pupils had been added and Andrews was encouraged to expand the curriculum to include both elementary and academic subjects for both day and boarding pupils. To Sir William on November 5, he explained.
"I lately took the liberty of acquainting you, that I had opened a Grammar School in this Town and since that I have determined on forming it into an Academy; and propose giving Instructions in Reading, Writing, Arithmetic, geography and History to those who may be designed to fill the Stations of active life, exclusive of those who may be taught the Learned Languages--Bookkeeping, and Merchants accounts to fit them for Business or the Mechanic Arts. At present I have thirteen Scholars, and as the Prices are moderate for teaching and receiving Boarders, I have a good Prospect of getting more daily." He wanted Johnson's "countenance and encouragement" as a patron of the plan. (Doc. Hist. IV. 292.) He hoped the S. P. G. would add something to his salary "on account of the school." Sir William replied on November 18 giving his hearty endorsement to the subject and the following June wished Andrews much success with his academy. To Rev. Dr. Barton Sir William wrote that Andrews "had to have recourse to keeping a school" to earn enough to live on and that the school was "very promising."
After an experience of two years Andrews complained to Sir William that "from constant confinement to a school" his health suffered so much that he was going abroad." The care of the school he said, "I have committed to a Person of Capacity." Sir William secured for him an appointment in Virginia where his duties were not so burdensome. "The person of Capacity" was the Rev. John Doty who assumed the duties of Anglican minister and schoolmaster from 1773 to 1777 when he became a Loyalist refugee in Canada. The Churchwardens and Vestry wrote the S. P. G. highly commending Doty's character and ability. They complained that "another Denomination"--the Dutch Reformed--had set up a rival school and "by various Artifices are drawing away our Children with a View to their being educated in different Principles." Apparently the academy closed its doors with Doty's departure. Four years later, in the summer of 1781, Rev. Dr. John Stuart attempted to open a Latin school but his request for permission was denied because of his loyalism. There are grounds for believing, although no positive proof, that during the Revolution and for a half century preceding it, there were elementary schools of a sort kept by either the Dutch Reformed or the Anglican church.
Schools of Palatines in Schoharie and Mohawk Valleys
The second group of white settlers in the Mohawk Valley to give some attention to schools comprised the Palatines. When they came to New York in 1709 and later, although impoverished they had their ministers and schools from the beginning. When they removed to the Schoharie Valley and up the Mohawk on the frontier, they did not abandon their determination to have their children instructed in religion and the common branches. So it was not long before Lutheran and Reformed churches were built and provisions made for schools. Few of the records of these beginnings of education have survived, but one may surmise that at first their faithful pastors taught the children when regular schoolmasters were not available. As the Palatines prospered in worldly goods, school houses were erected and elementary education was provided for the children.
The newly organized S. P. G. took a lively interest in these German emigrants. In response to a petition of 600 German families on the Hudson for schoolmasters the society decided to send an English schoolmaster to each of the five towns for two years to teach the children of the Palatines reading, writing, arithmetic and English. The necessary books and papers were also to be supplied. German ministers like Rev. John Frederick Haeger, Rev. Joshua Kocherthal and Conrad Weiser promoted this assistance in every way. The Anglican missionaries likewise encouraged such charitable work, particularly since many of the Germans were enrolled as communicants of the Church of England--458 in the year 1715. While there is little evidence extant showing that the S. P. G. continued its educations work among the Palatines after they moved to the Schoharie and Mohawk Valleys, yet it is highly probably that assistance was given. In any event one may say that these German pioneers who were so self reliant economically and religiously did not permit their children to grow up in ignorance.
John Mattice Junk who about 1740 taught a German school at the Camps may have gone to Schoharie where schools were in operation shortly thereafter. When Peter Vrooman with some Dutch families settled at Vroomansland Dutch schools were opened. About 1760 English was first taught in the schools of the region. In the town of Jefferson in Schoharie county Heman Hickok taught the first school. In the town of Schoharie the fist schoolmaster was named Phaughwen who kept a German School. In the town of Summit Daniel Harris taught an English school in 1798. At Fort Herkimer a German school house was built as early as 1725. A deed of 1730 for the land on which the Reformed Dutch church stood spoke of the site of the church as "near the school now standing." (Greene 1,523).
Sir William Johnson's Educational Influence
The third center of educational activity in the Mohawk Valley was the Johnson settlement. Sir William Johnson's life in the Mohawk Valley covered a period of only 36 years. From the time he was appointed superintendent of Indian affairs at the age of 28 until his death he was the outstanding and commanding figure in the valley and in the Province. At 35 he held a seat in the Governor's Council. He was a sincere and powerful friend of education for red and white children alike. As has been seen he cooperated with the S. P. G. in sending schoolmasters to the Indians and generously supported the work from his own purse. He rendered assistance in establishing common schools and academies for white children in Schenectady and in Albany, and sent his half breed daughter to the former place to be educated. At the same time he sent his young brother-in-law, Joseph Brant,to Dr. Wheelock's school in Connecticut.
Such a man would, of course, arrange for educational facilities at Fort Johnson and at Johnstown, and would see no objection in opening these schools to Indians and whites alike. When he established his baronial seat at Johnstown about 1760 there were 40 families in the settlement and this number increased to 240 by 1773. Sir William's papers now being printed by the State of New York reveal his deep interest in the cultural history of the valley. As early as 1761 needy school masters began to apply to him for positions and so far as possible he met their requests. In that year B. Elsenlord, a "schoolmaster in distress," wanted help. In 1763 John Brown was seeking a release from the school on the Hudson so he could accept Johnson's offer. In 1765 Henry Peckwell was recommended to him as a worthy schoolmaster. The same year Henry Glass and John Reilly inquired as to the chances of school teaching at Johnstown. John Wetherhead in 1767 recommended a young schoolmaster who wished to settle in the valley. When a teacher at New Philadelphia was beaten up by a group of irate women and disabled, his furious friends begged Sir William to give him a full term's pay (1770). These fragmentary items are indicative of Sir William's leadership in education.
Johnstown Free School, 1768.
In 1768 he appointed Edward Wall "who had received a liberal education in Europe," as a schoolmaster at Johnstown and soon reported that "40 children whites & Indians" were in attendance with the number increasing daily. The S. P. G. authorized him to fix the salary of 25 pounds yearly. Among Sir William's papers is a list of the 45 scholars at the "Free School" of Johnstown, but there is not a Johnson on the roll. Of the pupils 17 were British, 19 Dutch and 8 German. It was a genuinely free school since none of the scholars paid tuition but attendance was not compulsory. The small salary allowed by the S. P. G. was supplemented by the generosity of Sir William, who in 1772 boated that the school had 86 pupils, boys and girls--English, Scotch, Irish, Dutch, Indian and half breed. The following year he wrote the Society:
"By these actions the new Settlers, who were very poor and ignorant and of various denominations are now become much improved in their Manners, & Members of our Church whilst the free School I erected near the same, contributes to enlarge ye understanding & confirm the faith of the rising generation, the prospect of which affords me much satisfaction."
A new oblong yellow house was built for the Free School the old building being removed for a dwelling. These was a bell on top of the school house which was neatly fenced in and the grounds were planted with trees. Schoolmaster Wall was described by Sir William as "a very able and diligent man." After the death of his great patron, Wall went to German Flats in 1775 with the intent of becoming an Indian trader but was on the payroll of the S. P. G. till 1778. He was succeeded by schoolmaster Rose at Johnstown who discharged "that Trust with Care and Fidelity." With the upheaval of the Revolution the Free School at Johnstown seems to have been abandoned.
Sir William in 1771 advertised in the newspapers of New York and Philadelphia for a schoolmaster "Proficient in reading, writing & arithmetic," and was deluged with applications. In 1771 Samuel Peisley answered Sir William's advertisement for a schoolmaster; and Thomas Erving applied for a position as a teacher. A similar request came from John Blackeler and Robert Davis while a Me. Carpenter was recommended to him as a well qualified teacher. At one time Sir William thought of removing the Moor Charity School from Lebanon, Conn, to Johnstown (Greene 1,633).
Rev. Samuel Dunlop's Cherry Valley School, 1743.
The fourth center of educational activity in the Mohawk valley was at Cherry Valley. In 1741 John Lindsay gave the well educated Irish minister, Rev. Samuel Dunlop, a good farm in that region. In 1743 he opened the first rammer school west of Albany and drew students from Albany, Schenectady and the Mohawk Valley.
These students were taken into his own home as members of his family and they often worked in the fields. Some of the Freys and Yateses were educated there.
In addition to Schenectady, Johnstown, the Palatine settlements and Cherry Valley, there were other white communities up the valley where undoubtedly educational facilities were afforded in addition to the Indians schools like those at Fort Hunter, Canajoharie and the old Oneida town. A more careful search of the land papers, family and church records, military accounts and reports of travelers may throw some light on these obscure beginnings. At firs the missionaries and schoolmasters of the S. P. G. to the Mohawks may have taught the children of white settlers along with Indians. The ministers and teachers among the Palatines also accommodated non-German children. as the 18th century advanced and the valley settlements grew in number and importance, undoubtedly schools were provided.
Early Schools in Montgomery County.
The Sand Hill (Fort Plain) school was probably established about 1730, when it is probable that the first Reformed Dutch Church, of logs, was built there. The section was settled in 1722 by Palatine Germans from Schoharie. The young Palatines were probably taught in the log church.
Similar types of schools were probably established at Stone Arabia and near present St. Johnsville at about the same time.
The Round Top school in Seebers Lane, near Canajoharie, was also probably started during this period.
In present Montgomery County John Hazard taught the first school at the house of J. S. Quackenboss in the town of Glen; Collins taught a school in Tribes Hill in 1774; the first schools in the town of Palatine were taught in German, but one Robinson kept an English school in 1783; in St. Johnsville the first English school was kept in 1792 by Lot Ryan, an Irishman.
The Town of Ephratah in Fulton county of today was settled under the auspices of Sir William Johnson about 1765. Moot taught the first German school and McLean the first English school.
Early Schools in Herkimer, Saratoga and Otsego Counties.
At Philadelphia Bush in the town of Mayfield Christian Furtenbach taught German school in 1771. In Herkimer county the town of Columbia had Philip Ausman as the first German schoolmaster in 1795 and Joel Phelps as an English schoolmaster in 1795. In the town of Fairfield William D. Gray taught a school in 1795 but earlier schools had existed in the northern part. The earliest schools in the town of Herkimer were German and Robinson taught the first English school in the village. Jeremiah Everett taught the first school in the town of Litchfield. The first school in the town of Manheim was taught by a German named Kaufman. Abby Justine kept the earliest school in the town of Norway in 1795. In the town of Russia the first school was taught by Morehouse at Graves Hollow, and another by Stewart. In the town of Salisbury, Elizabeth Rice, one of the earliest schoolma'ams, taught the first school. Garner taught the first German school in the town of Stark and Haight the earliest English school. In Saratoga County Daniel Abbott of Connecticut taught the first school in the town of Edinburgh in 1794. In the town of Greenfield the first schoolmaster was Schribner in 1792. In the town of Hadley Wilson taught the first school in 1791. in Otsego county Jos. Wright taught the first school at Burlington Green. Samuel Thurber taught the first school in the town of Decatur in 1798. In the town of Edmeston the first school was on Taylor Hill. In 1790 Increase Niles taught the first school in the town of Milford. James McCullum taught the first school in the town of New Lisbon. John Dewey taught the first school in Cooperstown in 1788. James S. Palmer taught the first school in Richfield Springs. In the town of Worcester Joseph Tainter taught the first school in 1798.
To complete a picture of the cultural history of the Mohawk Valley in Colonial days, one would have to make a study of the books that were read; the little library that found a place in the better homes; the sermons that were preached; the feeble b3eginnings of a valley literature; the newspapers that found their way into the region; the influence of outside travelers; the effects of public gatherings of all sorts; the topics of general conversation in homes, churches and schools; and other agencies that tended to raise the level of civilization in the valley, in the face of poverty and educational indifference.
There was, of course, no such thing as a public school system; and the nearest approach to it was found in the S. P. G. schools. This brief survey shows that the schools of the official period lagged far behind the political and religious institutions. In the Mohawk Valley the schools lacked both permanence and continuity; but if we had a full knowledge of them we might find that on the whole they were more numerous and were performing a better service than has been supposed.
It is significant to note that in the midst of the Revolution the people of the valley did not lose sight of the necessity for education. Assuming that a free nation would need trained citizens to make the most of their new liberty, in 1779 the leaders of the Mohawk Valley joined other in Northern new York to organize at Schenectady "Clinton College" in honor of the first Governor of the state. This significant movement was renewed in 1782 but postponed until the war ended. Out of the agitation, however, emerged first Rev. Dirck Romeyn's private higher school in 1785, which was incorporated as Schenectady Academy in 1793. This academy in turn, was transformed into Union College two years later. Thus the Mohawk Valley had as its eastern end the second college in the state. Meanwhile Johnstown Academy came into existence in 1794; Cherry Valley Academy in 1796; Stone Arabia Union Academy in 1795; Otego Academy in 1795; and Hamilton Oneida Academy in 1793. Samuel Kirkland in 1788 decided to use part of a tract given him by the Oneidas for the education of white and Indian youths and interested Washington, Knox and Hamilton, the last named becoming one of the trustees. The next year after the academy was chartered Baron von Steuben laid the corner stone of a new building. The work prospered so much that in 1810 there were 170 pupils in attendance. This institution at Clinton was incorporated as Hamilton College in 1812 and thus of the first three colleges in New York two of them were in the Mohawk Valley. Nor was the valley tardy in establishing professional schools. The second oldest medical college was the College of Physicians and Surgeons of the Western district at Fairfield founded in 1812 in connection with the Fairfield Academy. Plans to create Clinton College at Fairfield in 1816 failed.
This preliminary sketch of the rise of educational institutions in the Mohawk Valley will, I trust, be followed by a more exhaustive study. Well might it be made a joint project for the teachers fo this region. This paper makes clear the fact that some sort of schools have existed in this area for more than 235 years. Commendable efforts were made to give the children of the Mohawks opportunities for elementary education and even for advanced instruction. These frontier communities fo white colonists deserve much credit for their efforts to establish common schools, academies and colleges. The history of these endeavors and the success which crowned them is one of which every citizen in the valley may be proud.