Johnson County, Missouri - Chapter 11: - Educational, 1881

Introductory - Early Education - First Systems - Log Houses - Branches Taught - Teach¬ ers' Salaries - Z. T. Davis Elected School Commissioner in 1860 - School Suspended During War - Teachers' Institutes - First Teachers' Report of County Schools in 1867 - Text Books - Old Teachers - Colored Children - Superintendents and Commis¬ sioners - Etc., Etc.

The people of the county should feel proud of their progress in educa¬ tion and its advantages since the time when the schools were taught in log .cabins until the present day of handsome school buildings and school appli¬ ances. The history of education here is only a miniature production of what has actually occurred everywhere among civilized nations. The edu¬ cational advances of this county have kept pace with the times. There is nothing more remarkable in our time than the improved methods of teaching. These new modes of mental culture have placed within the reach of the teacher new material to aid him in 'securing better results. Prominent among the changes which this new theory of education has wrought is the recognition of philosophical facts in the training of children, the importance of due attention to the hygiene of school-room life and study, and the place of .new studies of practical bearing in life, in the course of study in the common schools. Farther, that the child should be trained in the line of his own mental activities, cultivating the good, and restraining the evil propensities. The time was, not far back, when only a limited knowledge of reading, writing and arithmetic were the only studies of the common schools. In those days to write a fair hand, spell orally all the words in the speller, and solve mathematic puzzles was the highest aim of the youth in the country school. We are now moving' in a better educational sphere. The change came gradully. It was a long struggle of ignorance against education, in which the latter is to be crowned the victor. But few teachers now cling to the old-fangled theories, many of which originated in the New England states. Preju¬ dices often die with the generations in which they were born. This has been a struggle for a practical result. However, this struggle comes to us laden with the accumulated facts of ages, although heavy with years, yet beneficent in influence. This was a struggle in which opinions cov¬ ered with honors have been marched off the stage of human action and supplanted by facts and principles, which it has cost years of toil to dis¬ cover, and more years to establish. To the close student and observer this theory is only new in its application in the schools. It is the normal or natural method. The ancients taught by objects when none but the few wealthy could afford books. At first the teacher taught his class orally. In course of time books were printed, and brought within the reach of all, so that now we can converse with the good of past ages, although they are now in the grave. Now it is required that every teacher be so well trained in his profession that he is independent of text books. To meet this demand normal schools have been established, and the Teachers' Institute is also the outgrowth of this demand for better qualified teachers. Now true education is found to be the drawing out and developing of that which the child already possesses, instead of the old cramming process of our father's day. The teacher has complete living in view as the end to be attained in this life and eternity in the un¬ seen world. In a county there is probably no question which so directly interests the people as that of teachers - of teaohers of known and tried ability. In the early settlement of the county almost anyone could teach. That time, with the years in which it existed, has rolled away. The claims of to-day can no longer be met by appliances of even a decade ago, for experience is beginning to show that teaching, like every other depart¬ ment of human thought and activity, must change with the onward move¬ ments of society, or it will fall in the rear of civilization and become an ob¬ stacle to improvement. The educational problem of to-day is to obtain useful knowledge - to secure the practical before the ornamental part of education, and in obtaining this in the shortest possible time. An intel¬ lectual life of the highest culture is what is called for in a free country like ours. An intelligent man is better qualified for any of the duties of life than an uneducated person. In truth, a free nation's safety is wrapped in the .intelligence of its people. Only an educated people can long sustain a free republic; therefore it is the duty of the state to educate, that her free institutions may stand through all ages as sacred and endeared institutions of the people. As education made strides westward, the wild man, the savage ruffian, with their common weapons, the scalping-knife of the In¬ dian, and the bowie-knife and pistol of the ruffians gave way to the peace¬ ful influence of culture and refinement.

Education sweetens and hedges in the family circle; it drives frivolity and gossip from a community, and binds a nation of 50,000,000 of people together for advancement that she may shine in the near future, the bright¬ est star in the constellation of governments. The field of improvement is yet boundless, and the work of education must still go on and make perhaps greater changes than those from the time when,

The early education in Johnson county was very limited indeed. At first a few small private schools were started in the settlements by sub¬ scription, which finally as the demand for education, grew into the present public free schools. Some of these early schools were opened with the advent of the settlements. The teacher lived upon a meager salary and was content with any sort of building. An old log cabin would answer the purpose of school room, and very often this was a dirt or puncheon floor, and without windows, except the chink holes. In such rude struc¬ tures many of the parents and grand parents of the present generation took their first lessons of school life.

At the regular election in August 1860, Z. T. Davis, democrat, and J. M. Shepherd, unionist, were the competing candidates for county school commissioner. Davis received 1172 votes and was elected, and was the only legal commissioner until 1866.

During the five years of civil strife the public schools, like every other public enterprise, were suspended, and only now and then a female taught the little ones in some private school. The war was a stunning blow ta the educational interests in the county of Johnson, and although repeated efforts are made, yet the schools are not now in as flourishing condition as when the commissioner was empowered to closely look after the interests of the schools.

From 1866 to 1874, the efficient work of the county superintendents did much to arouse a deep interest in the cause of education. It was just what the times demanded. Hundreds yearly came to the county from states with different school codes, who felt embarrassed without a leadingspirit in education. Schools in the county have not done so well in pro¬ portion, as when under' a superintendency. It is now recognized that a system of public schools needs some responsible head to direct its course. This is found in the highest school office in the county, the superintendent of public schools. The very nature of his task and the duties of his office, imply that he is a man of large experience in the school room. It is an office indispensable to the working of the public school system. To insure efficiency in the office, men of sterling worth tried in school methods and able to direct, should be elected, and the choice ought to be unani¬ mous, and made with a view to the highest good of the. patrons of the schools, and future welfare of the children. Questions of a political or a religious nature should be banished. The candidate should be a scholar, and a Christian of the highest type, and no voter who loves the school interest and children of the county should support him for his political principles.

We have but few professional teachers. Many teach, as a steppingstone to some other avocation. Good teachers' institutes are needed in the county, but it has appeared that the county wants more good, live, whole-souled workers in the cause of education, to conduct the institute work. Teachers are needed, and there is ever a place for those who are competent to teach with honor and usefulness. Away with pretenders, with those who are not alive to the grand opportunities of the school room, and do not love their profession.

The third session was held, in Warrensburg, on the 20th of October, 1868; A. L. Pierce, president. The following is a list of the teachers in attendance: M. H. Smith, James H. Reed, W. G. McMahan, J. W.

Prof. A. L. Pierce died in the city of Warrensburg, March 23, 1869. He was a native of Hinsdal, Massachusetts. In his death the school lost one of the best school men of the county.. The school board report for that year contained the following tribute: "As an accomplished scholar and Christian gentleman, he will long be remembered."

The teachers' institute for the 5th congressional district was held in Warrensburg, October 2d-7th, 1867. To show the interest the people felt in education, at that time, we give a paragraph of their invitation as published the week previous:

Our citizens extend to those friends a hearty welcome. The teachers of fif¬ teen counties will assemble to do them honor, to strike hands in fellowship, form new ties of friendship with each other, and the people of Warrensburg. Let there be a large attendance.

The following report shows the condition of the public schools in Feb¬ ruary, 1867, as reported to the county court by the superintendent of Johnson county:

Towmships organized 15; sub-districts organized 42; sub-districts unorganized 6; townships unreported 11; public school buildings 32; rented 6; number of scholars in school 1,350; teachers engaged 36; amount paid for tuition per month $1,302.50; average monthly wages of teachers $49.

About 600 pupils in private schools, not reported above. The superin¬ tendent, W. P. Baker, reported fourteen days of service in visiting the schools, and said that he had found a growing interest among the people on the subject of education, teachers generally disposed to be faithful and scholars studious and orderly, but the school houses are, as a general thing, very much dilapidated, poorly ventilated and too small for the num¬ ber of scholars attending. Soon after this new school buildings went up all over the county, till now the number is 130.

Prior to the war, the eclectic series of school books were generally adopted, viz.: McGuffey's readers, McGuffey's spellers, Ray's arithmetic, Pinneo's grammars, and Quackinbos' history, and Smith's geography and atlas. The last named two books did not belong to the "eclectic series." But few schools had a uniformity of series.

The school buildings of the county are neat frame structures, outside the towns. There are four town boards of education in the countv, viz. : Kingsville, Holden, Knob Noster, and Warrensburg. Each of these towns have good substantial brick school houses, except Kingsville. War¬ rensburg contains three ward schools, besides the state normal school.

But few of the pioneer teachers of the county are now living. We only have a partial list: W. L. Hornbuckle, J. M. Shepherd, J. N. Furguson, J. M. Ward, Jesse Trapp, A. J. Trapp, Jas. Borthick, Mrs. A. Welch, Mrs. D. McCormack, J. P. Harman, Z. T. Davis, J. B, Morrow, W. W. Sparks, Rob't. D. Morrow, Wm. M. Kincaid.

The education of the colored children has not been neglected. Ten schools are kept open on an average of seven months in the year. The colored children are making some progress where the parents keep them in school. Most of their school buildings are poor. The law requires where there are fifteen colored children of school age, that a suitable building be erected at the public expense. The colored schools now gen¬ erally have teachers of their own color, and are generally men and women of educational ability. ^

The condensed report of the schools of the county for 1880 is as follows: number school houses, 128 ; white schools, 128; colored schools,, 7 ; cost per day for tuition of each pupil, 7cents; value of school property, $105,936; rate per $100 tax levy, 46 cents, amount on hands at the begin¬ ning of the school year (April 1), $25,448.93; received . from the public funds, $18,759.45; received from taxation, $33,069.20. Three institutes of one day each held. Presidents of the institute for the year, A. J. Sparks; secretary, J. F. Starr; average number of teachers attending each session of institute, 20.

There are at present about 300 persons who teach, many of whom follow some other calling. But few are deeply interested in their work. Higher education is taught in the Normal and Holden college. The Warrensburg normal was established by an act of the general assembly, in April, 1871. The normal closed the year 1871, with 87 students, and 1881 with 390. Geo. P. Beard was the first principal; James Johannot next, and at present Geo. L. Osborn. This school has been graduallygrowing in popular favor, and will become a fixed institution.

The duties of the clerk of each district are to keep a correct record of the meetings, to contract with teachers, file teachers' certificates, compel teachers to make a complete report of their term of school, giving the time, wages, number of scholars, ages, attendance, and such other statis¬ tics as the board may require. The commissioner is elected in the spring, at the same time as the directors of the odd years. The certificates are issued by the county commissioner of schools. They are of two classes. The second class embraces, orthography, reading, penmanship, arithmetic

English grammar, modern geography, U. S. history and civil government, and is good for only one year. A certificate of the first class includes all the above and the elements of the natural sciences and physiology, and may be issued for a term of two years.

The county school commisioner does but little under the present law but examine teachers and make an annual report of the schools to the state superintendent. He holds his office two years and receives $1.50 for each applicant for a certificate, and, in this county, about $40 for making and sending statistical report to state superintendent.

Prospects of education in the future, in Johnson county, were never better. This county already ranks high in the intelligence of her citizens. The state normal school of W arrensburg enhances the value of property of the county, and affords ample opportunity to educate every needed teacher in the county. The public schools of Warrensburg and Holden are good. Then follows Montserrat, Centerview, , Knob Noster and Kings¬ ville schools, all of which have a bright prospect for future prosperity. Good school houses are dotted over the county. The lack of school libraries and apparatus retards the schools some, but, nevertheless, the people are making rapid progress in the schools. The average length of the county schools is about seven months. The best schools of the county have adopted the plan of only one term, and that to begin early in the fall. Teachers are getting better, and, at no distant day, this county will rank with the foremost in educational facilities.

Passing from these general considerations to the purely historical phase of this chapter, it may be remarked, that the progress in educational mat¬ ters and interest has been commensurate with the material growth of the county in other respects. The attention of the reader is now invited to a summary of this growth.

It must not be supposed that while the pioneers, who settled these prai¬ ries and valleys, were busy redeeming the wilderness and surrounding themselves with domestic comforts, they forgot to plant the seeds of those institutions among which they were reared, in the older states. As soon as a sufficient number of children could be gathered together, the school house made its appearance, rude, at first, like the primitive houses of the settlers, but adapted to the circumstances of the people in those times. Pioneer school houses were usually log structures, warmed in winter by fire places similar to those in pioneer dwelling houses. Slanting shelves were used for desks, and in front of these were benches made of slabs.

The early methods of teaching were then quite different from the pres¬ ent. The early settlers, as had heen their fathers before them, were reared with full faith in the maxim, "spare the rod and spoil the child." The first teachers were usually anxious that the pupil should not sfoil on

It must be admitted, however, that, notwithstanding the miserable text books then in use, and the many awkward ways of teaching, the schools of that day furnish some excellent scholars. The self-reliance of that day and the determination to get along in the world, had much to do in mak¬ ing independent thinkers. " Luck is pluck," and by unrelenting toil, these pioneer pupils became worthy citizens.